The purpose of this study is to explore the current conceptual cognition of elementary school teachers toward Educational Priority Areas as well as to analyze the impact of cognition on the program executive effectiveness. So that the result of the study would proffer referential information for educational authorities , elementary school principals and teachers and hence helps to promote efficiency and effectiveness. The methodology of this study is as follows :firstly , based on theoretical literature and empirical research on related subjects, an assessment tool is developed : Questionnaire-¡§The executive effectiveness between the elementary school of the Educational Priority Areas in Kaohsiung city and Pingtung county¡¨ and content validity is constructed by professionals. Pilot test is conducted at Stage 2 to construct the reliability and validity of questionnaire via statistical measurements such as item analysis and factor analysis. In the questionnaire, regarding the Item ¡§Conceptual Cognition¡¨, the overall Cronbach £\ value obtained is .9128, the total explained variances are 48.42%¡Fregarding the Item ¡§Program Executive Effectiveness¡¨, the overall Cronbach £\ value is .9673, the total explained variances are 67.27%. Then, formal test is proceeded on education staff members at Stage 3.Among a total of 453 copies of questionnaire issued, 387 copies are collected, the usability is 85.43%. Descriptive statistics , variances analysis, product-moment correlation, regression analysis, independent sample two-ways analysis of variance are applied for statistics and analysis of assumptions proposed in this study. I draw the following conclusions based on the results of statistical analysis: 1. The result of overall sampling indicates a positive recognition on the relationship between the conceptual cognition of elementary school teachers and executive effectiveness of Educational Priority Areas. 2. Senior educators have a more positive viewpoint towards the ¡§Conceptual cognition¡¨ and ¡§Executive effectiveness¡¨ of the Educational Priority Areas. 3. Educators, who hold different positions, have similar ¡§Conceptual cognition¡¨ on the Educational Priority Areas, but teachers with administrative positions have better performance on the ¡§Executive effectiveness¡¨. 4. Educators between Kaohsiung city and Pindung county, who have similar ¡§Conceptual cognition¡¨ of Educational Priority Areas, but those in Kaohsiung city have better ¡§Executive effectiveness¡¨. 5. Educators, who have higher ¡§Conceptual cognition¡¨ on Educational Priority Areas, achieve the higher ¡§Executive effectiveness¡¨. 6. There are close relationships between the ¡§Conceptual cognition¡¨ of Educational Priority Areas and ¡§Executive effectiveness¡¨. 7. The ¡§Executive effectiveness¡¨ can be effectively predicted through the ¡§Conceptual cognition¡¨ of Educational Priority Areas. Among the predications, ¡§Equity of educational opportunity¡¨ is most predicable. 8. The executive effectiveness will be different due to location, seniority, degree of teachers. Based on the above conclusions, I would propose concrete suggestions for educators as the referential foundations to promote the executive effectiveness in Educational Priority Areas.

Thesis (Ph.D.)--University of Wollongong, 2002. / Bibliographical references: leaf 297-311.

Thesis (Ph. D.)--University of Washington, 2001. / Vita. Includes bibliographical references (leaves 367-387).

Thesis (M. Soc. Sc.)--University of Hong Kong, 1984.

As the timeframe of the United Nations’ Millennium Development Goals (MDGs) is running out this year, the Post-2015 Development Agenda soon arrive at its final negotiations. Criticisms of the MDGs have primarily concerned the inaccurate implementation of social justice to the most vulnerable and poor, and the limited understanding of the underlying interconnectedness of the goals. In several recent reports, it has been stated that the various aspects of social justice and inclusiveness shall permeate the new development agenda. I have therefore made it my task to conduct a content analysis of three key reports, providing the most likely basis for the new agenda. With this, my aim is to examine what different concepts of social justice is being expressed, whom the agenda foremost seems to favour in terms of ‘winners’ and ‘losers’, and what possible implications this could have for global development work. My analytical framework is constructed from three concepts of social justice: distributive, retributive and transformative justice. Ideal types of these three concepts have been constructed as the analytical instrument of the study, in order to simplify the content analysis.      In the study, it is concluded that it is likely that the new development agenda will aim for distributive justice, although the road to get there leads through major transformational shifts. The structural and societal causes (transformative injustice) of inequalities, poverty and unsustainability are targeted to finally achieve universal equality (distributive justice). The most marginalized, vulnerable and poor can thus been classified as the utmost winners of the suggested new agenda. Moreover, vague expressions of retributive justice were found regarding foremost climate justice. The possible implications of this could prove to be a more welcoming attitude towards the agenda negotiations, albeit on the cost of decreased accountability.

ABSTRACT The purpose of this portraiture study is to describe four African-American principals' experiences, in the context of their principal's role, with the interventions they championed in meeting the needs of their struggling students. This research attempts to answer questions concerning: What role did the four principals play in the targeted school reform? What interventions did each principal introduce and what evidence of effects do they identify for each one? How did each principal's values and beliefs affect what they chose to do? Framed within Social Justice Theory (SJT), the study provides insight into how these respondents increased student achievement and social behavior through the interventions that they championed. Data collection included school observations, interviews of principal participants, and the collection of principal generated artifacts such as awards, memos, and newspaper articles. Portraiture was the method used in this study. Several themes emerged from the narratives of the two men and two women. First, all four leaders were able to bring students, parents, and school staff members together. Second, there is a clear focus on how dedicated these men and women were to their work. The results and impact of their leadership, however, appear contextually unique, serendipitous, and distinctive.

In an effort to match the structure of this paper to its content, a commitment of linking theory and practice, I use a framework that is a hybrid of theories rooted in practice. Frire's (1970) theory of liberation through social justice education, Bourdieu’s (1977) theory of cultural, economic and symbolic capital, Bhabha’s (1994) and Gutiérrez’s (2008) work around hybridization and Third Space, and my own understanding of critical reflection each contribute to my attempt to address the following questions: What does it mean to link theory and practice in social justice education? What do models from research tell us about how to link theory and practice? What implications does this research have for educators and students of privilege? In order to address these questions I 1. Discuss the theory as I have to come to understand it over the last three years 2. Analyze instances of teachers' attempts to merge theory and practice,and 3. Develop the curriculum for a professional development opportunity, putting into practice the theories I develop over the course of this paper. / text

This qualitative case study examined the efforts of one elementary public school teacher to implement a social justice curriculum unit in her fourth grade social studies classroom. The study was guided by two research questions and one sub-question. With the first research question, I examined the role of the teacher in an elementary public school classroom implementing social justice. With the second research question, I explored the manner in which social justice education was implemented in the elementary social studies and incorporated into a standards-based public school classroom. This study also examined the barriers to implementation faced by the teacher in a public school setting. The data collection for this case study included daily observation notes over a sixweek period, multiple interviews with the teacher participant, and classroom and unit artifacts. Four themes emerged from the data analysis. The first three themes each addressed the first research question and examined the role of the teacher in a classroom implementing social justice education. These themes examined the role of the teacher in terms of establishing a socially-just climate, creating a child-centered curriculum that allowed for voice and choice, and recognizing that education is value-laden. The fourth theme addressed the second research question and sub-question and examined the implementation of the social justice curriculum unit in a fourth grade standards-based public school classroom. The findings of the study suggest that the teacher has a pivotal role in the implementation of social justice education, as the teacher both serves as a model for social justice and sets the context for social justice education to emerge in the classroom. The findings also suggest that the teacher may have to negotiate and/or circumvent standardized curricula to implement a social justice curriculum unit. The findings of this case study further suggest that the structure and substance of the social studies at the elementary public school level may not adequately support social justice education. Finally, although there are many conceptualizations of social justice education, the findings of this study suggest that the teacher’s own perception of social justice education impacts its implementation in the classroom. / text

This ethno-historical undertaking captures the story of the implementation of one major US city's first and only single-sex public school and the consequent shaping of the school culture according to its unique context. A comprehensive literature review demonstrates race, socioeconomic status, gender, sexuality, and other contextual factors are important considerations when probing educational access and achievement and the development of school cultures. Moreover, principals -- their individual attributes and the cultures they create -- are key to understanding and interrogating equitable practices in schools. Findings substantiate the complex interface between historical, political, and socio-cultural contexts, stakeholder decision making in the ethnographic present, and the enactment and negotiation school culture vis-à-vis the intersectionalities of student identities. Findings suggest the conditions that facilitated the high achievement of the students in this study might be transferred under the right conditions including: a balance of strong leadership and principal and teacher autonomy; the enduring belief that any student can and will learn; a rigorous, non-segregated, college prep program, and; an informal curriculum that prepares students for academic and professional cultures. Findings also bring to the fore important considerations that must be addressed by practitioners and policymakers alike; specifically, students' difficulties concerning the "burden of acting white" and the "burden of acting straight." Finally, findings from this study suggest single-sex public options can be done legitimately and effectively but additional safeguards must be implemented by the US Department of Education to ensure both male and female students' civil rights are protected. Additionally, while some magnet schools such as the one studied are local sites of resistance that play a liberatory role for those distinctively involved, one cannot surmise that such local efforts -- which may be viewed by some as a site of relative privilege -- can alone overcome the serious striations that exist in the greater society. / text

Social work struggles between the dichotomy of “individual” and “society” as it is characterized as enhancing both individual well-being and social justice. As these are not always easily balanced and social work has limited autonomy, social workers must develop their capacity for making moral judgments and defend these within their various roles and responsibilities. Studies which explore the role of ethics in social work practice enhance the potential for maintaining a common identity. This exploration permits a deeper understanding of social work ethics and reinforces a common framework inclusive of purpose and standards for the profession. These studies also capture the contextual factors impacting on the moral agency of social workers, and thus substantiate the role for social work in a world with structured oppression. The purpose of this study was to obtain an in-depth understanding of social work ethics in the practice context of public hospitals in Greece. Using a case study design, data was gathered to explore and understand the role of social work ethics in daily practice and the formation of what is perceived as “good” practice. The analysis followed Yin‟s (1993) descriptive strategy. Data collection included fifteen in-depth interviews with hospital social workers, a group interview with social work academics, and a thematic analysis of the social work journal of the Hellenic Association of Social Workers (HASW). The meaning of ethical dilemmas and problems appeared to be constructed by personally held values, a lack of attention in social work education and the HASW on social work ethics, a professional emphasis on individualism rather than collectivism, and insufficient social protection in Greece. Importantly, these factors led to a fairly consistent response to ethical problems. “Having a clear conscience”, character traits such as bravery and imaginativeness, as well as the use of psychotherapy emerged as characteristics of “good” social work practice. These findings are of value to those who try to restore the values and ethics as central in social work. Values and ethics as key elements of social work expertise can lead social workers to a more competent and effective practice in terms of their ethical engagements.