Thesis (Ed. D.)--Indiana University of Pennsylvania. / Includes bibliographical references.

Thesis (Ph. D.)--University of Texas at Austin, 2007. / Vita. Includes bibliographical references.

Thesis (M.S.)--West Virginia University, 2001. / Title from document title page. Document formatted into pages; contains viii, 108 p. Includes abstract. Includes bibliographical references (p. 59-62).

M.Ed. (Curriculum Studies) / There is widespread public awareness that the Victorian age "chalk-and-talk" teaching in South African schools has failed to integrate education and training that incorporated the interrelation between the expected. outcomes and learner activities. With the implementation of the outcomes-based education and the introduction of the National Qualifications Framework's criteria of continuous assessment, the question of the interrelatedness between the intentionality of the lesson and learner activities is an issue at stake. The purpose of this study is to gather information having direct bearing on the interrelatedness between learning outcomes and learner activities and the educator learners roles in this regard. This is done by using a classical single group design experimental learning space method. The learner's ability to use participate approaches to learning between lessons video-taped before, immediately after and three months after the transformative approaches were introduced are shown in the form of a table which gives the mean scores for the pre-course and post-course tapes. The validity of the findings were further confirmed by the findings from the analysis of protocol materials as well as experts opinion given by educators and fellow researchers.

So many efforts have been made, both at the legislative and policy-making level to ensure that learner discipline is handled more effectively and moves away from corporal punishment, which was the norm before the enactment of the current South African Schools Act. Some of the provisions of the Act stipulates that each school is responsible for setting up its own Disciplinary Code suited to its environment and developed in conjunction with relevant stakeholders like parents and other community leaders. The Act also makes provision for the setting up of structures such as the School Governance Body (SGB) and the School Management Team (SMT). A number of scholars have provided some insights on the issue of school discipline. Several of them have reported that in their research, several schools cited the lack of learner discipline as one of the problems hampering effective teaching and learning. The study, using various literature further attempts to make the distinction between discipline and punishment, stressing that the former is a process that uses teaching, modelling, and other appropriate strategies to maintain behaviour necessary to ensure a safe, orderly and productive learning environment by changing unacceptable behaviour to acceptable behaviour. On the other hand, punishment is a facet of discipline that involves action taken in response to inappropriate behaviour in order to correct or modify it, and to restore harmonious relations. Therefore punishment is a penalty or corrective measure inflicted on a person who has transgressed at school and is guilty of misconduct. The literature also shows that there are many difficulties and problems associated with implementing the discipline policy in South African schools in respect of the code of conduct. As a result, incidences of violence, gangsterism, stabbings, assaults on teachers and the rape of girls are quite common. Other researchers like Harber (2001) shows that such cases are actually increasing. Some findings from the research include the fact that there is no universally understood and clear definition of discipline which means it is interpreted differently 5 page with both learners and educators. Consequently, they perceive problems differently and come up with different solutions. Generally, both parties are of the opinion of the fact that the whole disciplinary process is not working as effectively as it should. The primary recommendation therefore is to review the whole policy and the statutory instrument in which both learners and educators base on the policy so that it reflects the current situation and takes cognisance of the challenges faced.

The transportation program in Madison County and the problems which stem from it are unique for the state of Florida. Madison County is one of the few counties in the state which handle school transportation on a complete contractual basis. At present in Florida, Duval and Madison Counties operate school buses on a complete contractual basis. Liberty County owns one bus and operates seven others on a contractual basis. In Union County all the buses are jointly owned. / Typescript. / "June, 1951." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science." / Advisor: H. W. Dean, Professor Directing Study. / Includes bibliographical references (leaves 52-55).

Probably the most frequently quoted statement justifying the provision of school lunch services is that made by former Surgeon-General Thomas Parran some years ago when he said, "We are wasting our money trying to teach children with halt-starved minds and bodies". Medical authorities who are today rejecting as unfit for military service many of the nation's youth because of malnutrition, if asked to make a statement would no doubt express themselves in a similar vein. / Typescript. / "May, 1951." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science." / Advisor: W. Edwards, Professor Directing Paper. / Includes bibliographical references (leaves 59-61).

"From pioneer days until shortly after the close of the war between the States, transportation facilities were limited. The child who lived more than a walking distance from school, journeyed to and from school by whatever means his family could provide. Usually this meant a long and tedious ride in a rough wagon which discouraged regular attendance. In many instances the child rode a horse or rowed a boat. Pupil transportation during this era was entirely on a private basis"--Introduction. / "May, 1951." / Typescript. / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Arts under Plan II." / Advisor: H. W. Dean, Professor Directing Paper. / Includes bibliographical references (leaves 50-52).

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