A dissertation submitted to the Faculty of Education in fulfillment of the requirements for the Degree of Masters in Education in the Department of Curriculum and Instructional Studies at the University of Zululand, 2018 / This study aimed at determining the role that Life Orientation teachers (LO) play in preparing Further Education and Training (FET) phase learners for Post schooling education (PSE) in Bhekuzulu circuit, Zululand District. The objectives of the study were to (a) establish the role that LO teachers play in preparing FET phase learners for post schooling education in Bhekuzulu circuit, (b) find out whether there are support programmes available to enable LO teachers support their learners for their post schooling education, (c) establish the type of challenges that LO teachers face which hinder them from supporting and preparing FET learners for post schooling education. A mixed-methods research approach was used in a case study constituted of 70 participants. To this end, the questionnaire and focus group interviews (FGIs) were used to collect data. A qualitative thematic content analysis was used to analyse data, by grouping similar themes. Furthermore, a quantitative data analysis was used to quantify the phenomenon by analysing patterns and trends of the respondents. The findings reveal that teachers do support FET learners in preparation for PSE with the little skills and knowledge they possess. However, the major challenge that prevailed in this study is that LO teachers are not trained to provide CG; most of these teachers do not have specialisation in teaching LO and/or CG. Other challenges that prevailed were the insufficient time allocated to teach LO, lack of CG resources, negative attitudes towards LO as subjects by teachers as well as school management teams. Moreover, the study found a lack of CG programmes in schools and poor implementation of these programmes, poor subjects groupings offered in schools, poor learners’ efficacy in career choices and lack of community support. The study recommends that the Provincial Department of Basic Education should train all LO teachers using accredited service providers to enable teachers to provide CG to learners in a meaningful way. Secondly, more time should be allocated to LO especially in the teaching of careers and career choices. Lastly, schools should be provided with common basic CG programmes to be implemented by all schools and be monitored intensively by the CG officials. / National Research Foundation Of South Africa (Grant Number:CP160513164973 and 105246)

In this thesis I examine the representation of parents and schoolmasters and the conflicts between them in vernacular drama in Reformation England. This was a period of growth in public schooling and a time when numerous treatises on education and childrearing were in circulation in England. Prevailing pedagogical theory privileged the schoolmaster's authority over that of the parents, and set paternal authority over that of the mother. It sought to limit maternal power to the domestic sphere and the infant years, yet the drama examined here suggests that mothers, not fathers, were usually the parent in control of their children's education. The conflicts inherent in these oppositions are played out in drama dealing with schooling and childrearing; each of the works examined here participates in and contributes to public debate over school education and parenting practices in early modern England. The thesis conducts a close textual and contextual analysis of the representation of schoolmasters and parents and of parent-school relations in seven English plays. A variety of dramatic genres is represented: public drama (Love's Labour's Lost, Patient Grissill, The Winter's Tale), school drama (Nice Wanton, July and Julian, The Disobedient Child), and private royal entertainment (The Lady of May). The plays are explicated in terms of the Tudor school culture and the negotiation of authority between fathers, mothers and schoolmasters. The thesis draws extensively on sixteenth-century school dialogues and vulgaria and on education treatises, which were available in English in Tudor England, in particular the writings of Erasmus, Vives, Ascham, Mulcaster, Elyot, Brinsley and Becon. School records provide information on school conditions and curricula, the duties and qualities of schoolmasters and the role of schools in civic and public performances. The thesis addresses issues of gender, childrearing, public education and parental and pedagogical authority in the second half of the sixteenth and early seventeenth centuries.

Thesis (M. Ed.(Educational psychology))-University of Pretoria, 2007. / Includes bibliographical references. Available on the Internet via the World Wide Web.

In this thesis I examine the representation of parents and schoolmasters and the conflicts between them in vernacular drama in Reformation England. This was a period of growth in public schooling and a time when numerous treatises on education and childrearing were in circulation in England. Prevailing pedagogical theory privileged the schoolmaster's authority over that of the parents, and set paternal authority over that of the mother. It sought to limit maternal power to the domestic sphere and the infant years, yet the drama examined here suggests that mothers, not fathers, were usually the parent in control of their children's education. The conflicts inherent in these oppositions are played out in drama dealing with schooling and childrearing; each of the works examined here participates in and contributes to public debate over school education and parenting practices in early modern England. The thesis conducts a close textual and contextual analysis of the representation of schoolmasters and parents and of parent-school relations in seven English plays. A variety of dramatic genres is represented: public drama (Love's Labour's Lost, Patient Grissill, The Winter's Tale), school drama (Nice Wanton, July and Julian, The Disobedient Child), and private royal entertainment (The Lady of May). The plays are explicated in terms of the Tudor school culture and the negotiation of authority between fathers, mothers and schoolmasters. The thesis draws extensively on sixteenth-century school dialogues and vulgaria and on education treatises, which were available in English in Tudor England, in particular the writings of Erasmus, Vives, Ascham, Mulcaster, Elyot, Brinsley and Becon. School records provide information on school conditions and curricula, the duties and qualities of schoolmasters and the role of schools in civic and public performances. The thesis addresses issues of gender, childrearing, public education and parental and pedagogical authority in the second half of the sixteenth and early seventeenth centuries.

Thesis (Ph.D.)--Mississippi State University. Department of Curriculum Instruction and Special Education. / Title from title screen. Includes bibliographical references.

Submitted by Erika Demachki (erikademachki@gmail.com) on 2014-10-15T16:30:58Z No. of bitstreams: 2 Dissertação - Renata Linhares - 2013.pdf: 788669 bytes, checksum: 37c029770736f6a465002af63e07c5df (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Approved for entry into archive by Jaqueline Silva (jtas29@gmail.com) on 2014-10-16T18:18:09Z (GMT) No. of bitstreams: 2 Dissertação - Renata Linhares - 2013.pdf: 788669 bytes, checksum: 37c029770736f6a465002af63e07c5df (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Made available in DSpace on 2014-10-16T18:18:09Z (GMT). No. of bitstreams: 2 Dissertação - Renata Linhares - 2013.pdf: 788669 bytes, checksum: 37c029770736f6a465002af63e07c5df (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2013-09-28 / Fundação de Amparo à Pesquisa do Estado de Goiás - FAPEG / This thesis was elaborated in the post-graduation program in Education of the Federal University of Goiás and is related to the line of research Fundamentals of the educational processes. The present work investigates the contribution of the historic-cultural psychology to teacher training and to schooling education, inserted in a broader discussion on the relationship between psychology and education. In order to develop this work, we recovered the history of the relationship psychology-education in Brazil highlighting the possible contributions of psychology to teacher training. We utilized the work of several authors respected for their production on the history of psychology and education; amongst them we can cite Mitsuko A. M. Antunes and Dermeval Saviani. In order to understand the contributions of the historic-cultural psychology to the educational field, some works of Lev Semenovich Vigotski was analyzed searching for the fundaments of the historic-cultural psychology and schooling education. Such fundaments were systematized into categories, although they cannot be dissociated from the totality of the theory: learning and development; development of superior psychological functions, concept construction and the superiority of the scientific concepts over the everyday concepts. From the same perspective of systematizing vigotskian thought, and moving forward to the comprehension of the historic-cultural psychology, we researched the production of the group Marxists Studies in Education. The analysis is delimitated by the work of the leaders Newton Duarte and Ligia Marcia Martins, who link the historic-cultural psychology and teacher training. The considerations lead to points that help to understand the complexity of the theory, such as; the importance of considering cultural and social aspects in the human psyche constitution; the role of schooling education on the development of such psyche. Vigotski’s theory is an attempt to overcome the biological models and the naturalizing ways of comprehending the human being. To understand the complexity of the development of superior psychological functions it is necessary to look at them as an inter-functional system, the role of signs in their development, their social and historic nature. The synthesis of the human psyche definition as a subjective image of the objective reality brings up the discussion about the process of consciousness construction, and the dialectic relationship between objectivity and subjectivity and the reflection on objectification and appropriation. While investigating the complex notions involved in the apprehension of systematized culture and the concepts creation, Vigotski inverts the relationship between learning and development and stands up for the thesis that the process of learning scientific concepts doesn’t happen the same way as the process of learning everyday concepts. For that, Duarte and Martins highlight the teacher and the schooling education roles in the context. / Este trabalho vincula-se à linha de pesquisa Fundamentos dos Processos Educativos e investiga a contribuição da psicologia histórico-cultural para a formação de professores e a educação escolar, inserida numa discussão mais ampla da relação entre a psicologia e a educação. Objetiva recuperar a história da relação entre psicologia e educação brasileira, evidenciando as possibilidades de contribuição da psicologia para a formação de professores. Utilizamos vários autores que são reconhecidos pela sua produção sobre a história da psicologia e da educação, entre eles Mitsuko A. M. Antunes e Dermeval Saviani. Já para se compreender as contribuições da psicologia histórico-cultural no campo educacional, foram analisadas algumas obras de Lev Semenovich Vigotski, buscando os fundamentos da psicologia histórico-cultural e a educação escolar. Esses fundamentos foram sistematizados em categorias que não podem ser indissociadas da totalidade da teoria: aprendizagem e desenvolvimento; desenvolvimento das funções psicológicas superiores; formação de conceitos e a superioridade dos conceitos científicos em relação aos cotidianos. Ainda na perspectiva de sistematizar o pensamento vigotskiano, e avançar na compreensão da psicologia histórico-cultural, pesquisamos a produção do grupo Estudos Marxistas em Educação. Delimitamos a análise segundo o trabalho dos líderes Newton Duarte e Lígia Márcia Martins, que relacionam a psicologia histórico-cultural à formação de professores. As considerações evidenciam as pontuações que ajudam a compreender a complexidade dessa teoria, dentre elas: a importância de se considerar os aspectos culturais e sociais na constituição do psiquismo humano; o papel da educação escolar no desenvolvimento desse psiquismo. Como a teoria de Vigotski é uma tentativa de superar os modelos biológicos e formas naturalizantes de compreensão do ser humano, para se compreender a complexidade do desenvolvimento das funções psíquicas superiores, é preciso entendê-las como sistema interfuncional, o papel dos signos no seu desenvolvimento, sua natureza social e histórica. A síntese sobre a definição do psiquismo humano, como imagem subjetiva da realidade objetiva, permite a discussão sobre o processo de construção da consciência e da relação dialética entre objetividade e subjetividade e reflexão sobre objetivação e apropriação. Vigotski, ao investigar as noções complexas que envolvem a apreensão da cultura sistematizada e a formação de conceitos, inverte a relação entre aprendizagem e desenvolvimento e defende a tese de que o processo de aprender conceitos científicos não ocorre da mesma forma que a aprendizagem dos conceitos cotidianos. Sendo assim, Duarte e Martins destacam o papel do professor e da educação escolar nesse contexto.

Made available in DSpace on 2016-04-27T16:33:54Z (GMT). No. of bitstreams: 1 MONICA MOREIRA 2005.pdf: 5883750 bytes, checksum: 3ff6ea3472ba5c94084d62b376938f6a (MD5) Previous issue date: 2005-10-18 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / The volume we offer here to the public tries to understand the different processes of deaf children in specialized school regarding the relationships between education inequalities and students paths. During this debate were discussed questions regarding differences and a close look of school teaching offered in common education in general specialized schools above all those for death people. Discussing death educational themes we argued about the emphasis regarding the different approaches to the language acquisition in spite of the school knowledge. The empirical base was built in a research in a special public school, only for deaf people, in São Paulo Municipality, where we focus the context were children of popular areas have built their school paths. In order to picture the developed in special schools many other sources were researched different documents and interviews with students and professionals of the school. In this research 92 death students were selected from the first elementary school, between 1988 and 1992, to follow their school progress from the beginning or the end or interruption. In the results I present an analysis on the pertaining to school factors that had influenced the detached pertaining to school progressions, defining its tracing. This research treat also of the reflection on individual and familiar factors that appear articulated to the process of constitution of popular layers deaf student s paths / O presente estudo buscou compreender os processos de escolarização de alunos surdos na escola pública especializada, à luz de análises sobre as relações entre as desigualdades educacionais e as trajetórias escolares discentes. No debate apresentado foram discutidas questões referentes a diferenças e aproximações no ensino escolar que é oferecido na educação comum e o que tem sido oferecido na educação especial em geral, particularmente, a que é destinada aos surdos. Nas discussões sobre a temática da educação dos surdos foi questionada a ênfase dada, em diferentes abordagens, ao processo de aquisição da língua em detrimento do aprendizado do conhecimento escolar. A base empírica foi construída por meio de uma pesquisa realizada em uma escola especial pública, exclusiva para surdos, vinculada ao sistema de ensino do município de São Paulo, onde foi focalizado o contexto em que alunos dos meios populares construíram seus percursos escolares. Para retratar as práticas desenvolvidas na escola especial foram trabalhados dados de diferentes fontes: documentos variados e entrevistas com alunos e profissionais da escola. Nesta pesquisa foram selecionados 92 alunos surdos matriculados no 1º ano do Ensino Fundamental, no período entre 1988 e 1992, para acompanhar suas progressões escolares do início à conclusão ou interrupção desta etapa do currículo escolar. Nos resultados apresento uma análise sobre os fatores escolares que influenciaram as progressões escolares destacadas, definindo seu traçado. E, também, uma reflexão sobre fatores individuais e familiares que aparecem articulados às determinantes do processo de constituição da trajetória do aluno surdo das camadas populares

The inquiry documented in this thesis is located at the nexus of technological innovation and traditional schooling. As we enter the second decade of a new century, few would argue against the increasingly urgent need to integrate digital literacies with traditional academic knowledge. Yet, despite substantial investments from governments and businesses, the adoption and diffusion of contemporary digital tools in formal schooling remain sluggish. To date, research on technology adoption in schools tends to take a deficit perspective of schools and teachers, with the lack of resources and teacher ‘technophobia’ most commonly cited as barriers to digital uptake. Corresponding interventions that focus on increasing funding and upskilling teachers, however, have made little difference to adoption trends in the last decade. Empirical evidence that explicates the cultural and pedagogical complexities of innovation diffusion within long-established conventions of mainstream schooling, particularly from the standpoint of students, is wanting. To address this knowledge gap, this thesis inquires into how students evaluate and account for the constraints and affordances of contemporary digital tools when they engage with them as part of their conventional schooling. It documents the attempted integration of a student-led Web 2.0 learning initiative, known as the Student Media Centre (SMC), into the schooling practices of a long-established, high-performing independent senior boys’ school in urban Australia. The study employed an ‘explanatory’ two-phase research design (Creswell, 2003) that combined complementary quantitative and qualitative methods to achieve both breadth of measurement and richness of characterisation. In the initial quantitative phase, a self-reported questionnaire was administered to the senior school student population to determine adoption trends and predictors of SMC usage (N=481). Measurement constructs included individual learning dispositions (learning and performance goals, cognitive playfulness and personal innovativeness), as well as social and technological variables (peer support, perceived usefulness and ease of use). Incremental predictive models of SMC usage were conducted using Classification and Regression Tree (CART) modelling: (i) individual-level predictors, (ii) individual and social predictors, and (iii) individual, social and technological predictors. Peer support emerged as the best predictor of SMC usage. Other salient predictors include perceived ease of use and usefulness, cognitive playfulness and learning goals. On the whole, an overwhelming proportion of students reported low usage levels, low perceived usefulness and a lack of peer support for engaging with the digital learning initiative. The small minority of frequent users reported having high levels of peer support and robust learning goal orientations, rather than being predominantly driven by performance goals. These findings indicate that tensions around social validation, digital learning and academic performance pressures influence students’ engagement with the Web 2.0 learning initiative. The qualitative phase that followed provided insights into these tensions by shifting the analytics from individual attitudes and behaviours to shared social and cultural reasoning practices that explain students’ engagement with the innovation. Six indepth focus groups, comprising 60 students with different levels of SMC usage, were conducted, audio-recorded and transcribed. Textual data were analysed using Membership Categorisation Analysis. Students’ accounts converged around a key proposition. The Web 2.0 learning initiative was useful-in-principle but useless-in-practice. While students endorsed the usefulness of the SMC for enhancing multimodal engagement, extending peer-topeer networks and acquiring real-world skills, they also called attention to a number of constraints that obfuscated the realisation of these design affordances in practice. These constraints were cast in terms of three binary formulations of social and cultural imperatives at play within the school: (i) ‘cool/uncool’, (ii) ‘dominant staff/compliant student’, and (iii) ‘digital learning/academic performance’. The first formulation foregrounds the social stigma of the SMC among peers and its resultant lack of positive network benefits. The second relates to students’ perception of the school culture as authoritarian and punitive with adverse effects on the very student agency required to drive the innovation. The third points to academic performance pressures in a crowded curriculum with tight timelines. Taken together, findings from both phases of the study provide the following key insights. First, students endorsed the learning affordances of contemporary digital tools such as the SMC for enhancing their current schooling practices. For the majority of students, however, these learning affordances were overshadowed by the performative demands of schooling, both social and academic. The student participants saw engagement with the SMC in-school as distinct from, even oppositional to, the conventional social and academic performance indicators of schooling, namely (i) being ‘cool’ (or at least ‘not uncool’), (ii) sufficiently ‘compliant’, and (iii) achieving good academic grades. Their reasoned response therefore, was simply to resist engagement with the digital learning innovation. Second, a small minority of students seemed dispositionally inclined to negotiate the learning affordances and performance constraints of digital learning and traditional schooling more effectively than others. These students were able to engage more frequently and meaningfully with the SMC in school. Their ability to adapt and traverse seemingly incommensurate social and institutional identities and norms is theorised as cultural agility – a dispositional construct that comprises personal innovativeness, cognitive playfulness and learning goals orientation. The logic then is ‘both and’ rather than ‘either or’ for these individuals with a capacity to accommodate both learning and performance in school, whether in terms of digital engagement and academic excellence, or successful brokerage across multiple social identities and institutional affiliations within the school. In sum, this study takes us beyond the familiar terrain of deficit discourses that tend to blame institutional conservatism, lack of resourcing and teacher resistance for low uptake of digital technologies in schools. It does so by providing an empirical base for the development of a ‘third way’ of theorising technological and pedagogical innovation in schools, one which is more informed by students as critical stakeholders and thus more relevant to the lived culture within the school, and its complex relationship to students’ lives outside of school. It is in this relationship that we find an explanation for how these individuals can, at the one time, be digital kids and analogue students.