Thesis (M.A.)--Oregon State University, 1983. / Typescript (photocopy). Includes bibliographical references (leaves 90-95). Also available online.

Thesis (M.A.)--Virginia Polytechnic Institute and State University, 2003. / Title from electronic submission form. Vita. Abstract. Includes bibliographical references.

Thesis (M.S.)--University of Wisconsin--Madison, 1972. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis--University of Wisconsin--Madison. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 292-304).

DISSERTATION SUBMITTED TO THE FACULTY OF EDUCATION IN FULLFILMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF EDUCATION IN THE DEPARTMENT OF FOUNDATIONS OF EDUCATION, 2003. / This study contributes to the debate which is still going on about African languages and the need for its recognition in desegregated schools. This study reveals the historical background of the indigenous African languages in South African Education and the international trends on languages in the few countries which have been selected on the literature review of the study. It is clear that vernacular language problem is not in South African desegregated schools only but even other countries internationally. They have the problem of their languages being dominated by other languages for example English. In Great Britain, English has been spread throughout the various islands to the extent that only a very small 'Celtic Fringe' remains to remind people of linguistic diversity that once existed. Today, an attempt is being made to stop decline of the Celtic languages. In France, they are also facing the problem of vernacular languages which are declining but in recent years the state has found it necessary to meliorate its French-only policy and recognize at last the existence of other languages. The study further reveals the importance of language to everybody especially African people who need recognition of their languages in the desegregated schools. The study also highlights the problems that are encountered by African learners who are in desegregated schools. The importance of language has been pointed out in order to highlight the role vernacular language plays to pass information from generation to generation. This is done through mother tongue communication which starts from childhood. It is important then, that our learners should know their vernacular languages so that we can not lose our identity and the value of our language by forgetting our roots which we gain from our vernacular languages. Problems which have been highlighted have proved that the learners will not cope well in these schools if their African languages are not considered, since the learner learns well through understanding the subject matter in his language first, before understanding it through the second language. The stress the African learners in desegregated schools usually experience is mostly the result of the language. Research data have proved that whereas African learners and their parents have appreciated the admission of African learners by the former Model C schools, they still value their own language, which is the mother tongue. They want their mother tongue to be taught by being considered as a language of learning. The analysis has indicated that the African learners would be happy for their mother tongue to be recognised. Since the Ex-Model C schools have mixed racial groups the recommendations given provide suggestion of African languages being taught to all racial groups. Different methods to help the educators in multiracial classrooms have been given including guidelines and principles for multilingualism and approaches to multilingualism. Therefore the results of this investigation might be the positive ones as the recommendations given have a variety of methods which might assist the educators and learners.

Thesis (Ph.D.)--Virginia Commonwealth University, 2009. / Prepared for: School of Education. Title from title-page of electronic thesis. Bibliography: leaves 222-234.

Digitized by Kansas Correctional Industries

Thesis--University of Washington. / Vita. Another copy has number: Thesis 26945. Bibliography: leaves [542]-550.

This research project attempts to identify teacher perceptions of school desegregation at three schools in Pietermaritzburg, KwaZulu Natal, South Africa. A targetted selection of schools was made to ensure that three of the former apartheid era Education Departments were represented. Data were gathered from interviews with teachers and by means of questionnaires that were completed by pupils. The study attempts to replicate a study that was carried out by Verma et al (1994) in secondary schools in Britain. The Pietermaritzburg study sought to examine the experiences and attitudes of teachers in three racially desegregated schools to deepen our understanding of the complex processes of inter-racial and inter- cultural exchange within the three schools. The Pietermaritzburg (as did the Verma et ai, 1994) study focussed on the following areas: • How well did the teachers know themselves, their students and colleagues? • What, if any, relevant policy frameworks did they operate with, and how widely were these internally known and acknowledged? • To what extent were teachers equipped by knowledge, experience, training and disposition to contribute to good inter-ethnic relationships? • What were the teachers' perceptions of the state of pupil inter ethnic relationships? • To what extent did school/community links affect the pupil inter-ethnic relationships? • see page 38. The teacher interviews were used to create a profile for each school and selected data from the pupil questionnaires were used to compare the opinions of the pupils to that of the teachers. The profiles of the three schools were compared to determine similarities and differences in terms of the research questions. The major findings of the study were that: • The teachers did not know their pupils' ethnic backgrounds. • None of the schools operated with any policy frameworks with specific reference to either the promotion of inter-ethnic relationships, or the handling of racial incidents or racism in general. None of the schools were equipped by knowledge, experience, training or disposition to contribute to good pupil inter-ethnic relations. Assimilation was the primary approach adopted in response to desegregation. Very few links existed between the schools and the communities that they served. The state of pupil inter-ethnic relationships was perceived by the teachers as being poor. The comparison of the findings of the Pietermaritzburg and Verma et al (1994) studies revealed that: • The circumstances under which school desegregation took place in the United Kingdom and South Africa were different; teachers in both the studies were ill-prepared to teach in multi-ethnic schools; insufficient INSET was identified as a problem in both studies; significantly better school-community links were identified in, the Verma study as compared to the Pietermaritzburg study and; • teachers in the Verma study were better informed about macro and micro education policies as compared to the teachers in the Pietermaritzburg study. This study recommends that mechanisms need to be established to ensure that the role players involved in education work together as it is impossible to implement any form of educational reform without the participation of all the role players. The study also recommends that research needs to begin focussing on actual classroom practice to determine how racism is addressed in lessons and how it is tackled as a problem among children. / Thesis (M.Ed.)-University of Natal, Pietermaritzburg, 1999.

Integrative drama/theatre is a process founded upon the principles and practices of educational drama/theatre, and incorporates approaches and techniques intended to facilitate the integration of students with disabilities into regular classrooms. This educational approach is open-ended, creative and child-centred. / This study explores the integrative drama/theatre process in two projects implemented in a regular high school in Montreal. Subjects for the study were 30 students from the school. The 17 students in the integrative drama project were from grade seven, and the 13 students in the integrative theatre project were from grade eleven. Three of the students in each project had disabilities and had had a significant portion of their previous education in segregated schools. / A variety of qualitative and quantitative data gathering instruments were incorporated into the design of each project in order to observe and record what happened. Data analyses suggest that both projects were effective in promoting the acceptance of students with disabilities by their non-disabled peers, and in providing students with disabilities experience and confidence working in integrated environments. The integrative theatre project seemed more successful than the integrative drama project. Student age, program content, teacher style and experience, the level of student social interaction skills and time management were found to be significant factors in influencing the relative effectiveness of the integrative drama/theatre process in these projects. The implication of these results, the study's limitations and suggestions for future research are discussed.