Thesis (Ph. D.)--University of Hong Kong, 2006. / Title proper from title frame. Also available in printed format.

Thesis (Ph.D.)--University of Oklahoma, 1990. / Includes bibliographical references (leaves 144-149).

Issues relating to racial integration in white schools in South Africa during the period 1976-1992 are explored within the South African (historical, social, political) context. The introduction by the state of alternative school models, and in particular the 'Model B' option, is studied with specific reference to its implementation in one high school. Using a generative research design, issues and concerns of participants are fleshed out, and form the basis of surveys and interview schedules administered to 103 students and 33 teachers within the school. Major themes that emerge from student and teacher responses include positive and negative views on racial mixing, and views on curriculum change and development. A major finding of this study is that there is broad support for racial integration within a range of assimilationist rather than integrationist assumptions. Accounts of racial mixing also reveal the pervasive influence of institutionalised apartheid. A further finding of this study is that the experience of racial mixing in this single institution does not necessarily lead to a greater understanding and acceptance of racial and cultural diversity. However, while the introduction of the 'Model B' option can be regarded at best as mildly reformist, it has provided a 'space' wherein racial tolerance and understanding can be enhanced, and has encouraged, to a limited extent, the breakdown of racial and cultural stereotypes. An important conclusion of this study is that schools should be pro-active in providing special programmes that foster cross-cultural understanding, tolerance, and empathy. Recommendations are made concerning academic and social programmes that might promote meaningful integration in moving students away from assimilationist notions that are paternalistic, proprietory, and patronising. While the findings of this case study cannot be generalised to include other schools, it is hoped that given similar circumstances shared by many schools, this study will assist these schools in addressing current issues relating to school integration. / Thesis (M.Ed.) - University of Natal, 1994.

In September 1990, historic legislation enacted by the South African Government made it possible for schools that had been previously racially exclusive to admit students of other races. As a follow-up to the Penny et al. study (1992) which explored the changes brought about by the legislation in secondary schools in Pietermaritzburg through interviews with principals, this study acknowledges teachers as crucial actors in the transformation process. By focusing on the perceptions, concerns and challenges facing teachers at the "chalk face", the researcher was able to obtain a view from the inside on how the processes of desegregation were unfolding in schools. By means of in-depth interviews with ten English First Language (E I L) teachers, the researcher embarked on an exploratory study based on discovery, describing and understanding, rather than explaining. The interview schedule was designed to allow the teacher's voice to emerge clearly and to allow teachers to reasonably portray as many significant dimensions of their situation as possible. Despite the fact that teachers came from a diverse range of secondary school settings, the research design saw all teachers interviewed as educational mediators confronting the consequences of fundamental educational change in the classroom. The research argues that schools and teachers were not equipped to meet the challenges of desegregation. This was due largely to a lack of educational leadership and support, and because schools were entrapped in assimilationist modes of operation. Although all teachers interviewed were committed to desegregation, and while at least two schools showed evidence of the beginnings of a change orientation, the research argues further that deeper patterns of everyday change in schools were still to emerge. The study reveals that both the new arrivals in recently desegregated schools and their teachers faced a context of formidable challenges. Firstly, the findings highlighted the isolation of the teacher in the classroom.. Navigating the unfamiliar territory of English Second Language (ESL) teaching, and changing their methodology to teach ESL students in ElL classes, emerged as their greatest challenge. Secondly, the data was permeated with evidence of teacher concern over the fact that the new student intake in schools was marginalised academically, linguistically, culturally and socially. The research findings highlighted the need for further research to be devoted to teachers, as it is clear from the literature that they tend to be neglected by educational administrators in the planning of policy and reform. The findings in this study suggest strongly that teachers are crucial as mediators of change. Further, teachers need school and departmental support if they are to contribute to educational change. The study demonstrates that an awareness of teacher experiences in the classroom is vital if educational and curricular reform is to succeed. / Thesis (M.Ed.)-University of Natal, Pietermaritzburg, 1997.

Thesis (M.S.)--Auburn University, 2007. / Abstract. Includes bibliographic references (ℓ. 92-87)

Thesis (Ed.D.)--University of Tulsa, 1970. / Bibliography: leaves 179-181.

Thesis--University of Florida. / Description based on print version record. Typescript. Vita. Includes bibliographical references (leaves 77-80).

Thesis (Ph. D.)--University of Wisconsin --Madison, 1981. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 406-419).

Thesis (Ph.D.(Education Management and Policy Studies))--University of Pretoria, 2009. / Includes bibliographical references.

Thesis (Ph.D.)--Pennsylvania State University, 2005. / Mode of access: World Wide Web.