For many years, considerable time and effort was devoted by teachers in Australian schools to the organisation of sporting activities for students. As a result, School Sports Associations were formed in most Australian States early this century. These Associations provided intra state and inter state competition on a limited scale. It was not until the early 1970's that any co-ordinated effort was made to bring together all the States' and Territories' activities. Regular meetings of Association Secretaries led to the formation of the Australian State Secondary Schools Sports Council in 1973. This was the beginning of a new era in secondary school representative sport in Australia. The creation of a forum for States to discuss matters of mutual interest resulted in a greater awareness within school communities of the benefits provided by sporting activities. This generation of interest eventually led to the formation of the Australian Secondary Schools Sports Federation in 1977. This body, representing all States and Territories became identified as the controlling body of secondary school sport in Australia and has continued to develop this role over the years. Since the formation of the Australian Secondary Schools Sports Federation, there has been significant growth in representative sporting activities, greater liaison and improved relations with community groups and systematic generation of relevant policies aimed at the betterment of school sport. After several years of operation, the role of the Federation was supplemented by the establishment of the Australian Schools Sports Council. This body represents both Primary School and Secondary School Sports Associations throughout Australia. After considerable effort, the Council was successful in obtaining Commonwealth Government funding for the employment of a National Executive Director to work full-time on the promotion of school sport. The years 1977-1983 saw dramatic growth in school sporting activities in Australia. Many problems were encountered some of which were ultimately solved. Other problems continue to occupy those who work within the organisation and their solution would appear to be the main task for the future.

Despite the considerable significance of publicly funded education in the making of Australian society, state school histories are few in number. In comparison, most corporate and private schools have cemented their sense of community and tradition through full-length publications. This history attempts to redress this imbalance. It is an important social history because this school, Mac.Robertson Girls' High School can trace its origins back to 1905, to the very beginnings of state secondary education when the Melbourne Continuation School (MCS), later Melbourne High School (MHS) and Melbourne Girls' high School (MGHS) was established. Since it is now recognised that there are substantial state, regional and other differences between schools and their local communities, studies of individual schools are needed to underpin more general overviews of particular issues. This history, then, has wider significance: it traces strands of the development of girls' education in Victoria, thus examining the significance and dynamics of single-sex schooling, the education of girls more generally, and, importantly, girls' own experiences (and memories of experiences) of secondary schooling, as well as the meaning they made of those experiences. 'Girls, Education and Empowerment: A History of The Mac.Robertson Girls' High School 1905-2005', departs from traditional models of school history writing that tend to focus on the decision-makers and bureaucrats in education as well as documenting the most 'successful' former students who have made their mark in the world. Drawing on numerous narrative sources and documentary evidence, this history is organised thematically to contextualise and examine what is was like, and meant, to be a girl at this school (Melbourne Continuation School 1905-12; Melbourne High School 1912-27; Melbourne Girls' High School 1927-34, and Mac.Robertson Girls' High School from 1934) during a century of immense social, economic, political and educational change.

Title from title page of PDF (University of Missouri--St. Louis, viewed February 9, 2010). Includes bibliographical references (p. 152-165).

The problems concerning the future management of state-aided (Model C) schools fall into two main categories, namely problems intrinsic to the Model C schools and the problem of giving substance to the stated vision of the ANC. Model C schools were seen as a South African model of school self-management. A study of the literature relating to school self-management in general, and how it is practised in various countries, was made and the management of state-aided (Model C) schools was analyzed. A impirical investigation was conducted to ascertain the perceptions of various role-players in school management about their duties and responsibilities in this regard. A model for the self-management of state-aided schools, based on the Caldwell and Spinks' s model, and conforming to various criteria, is proposed. The proposed model is, in the opinion of the researcher, applicable not only to State-aided schools, but to all schools in South Africa as it allows individual schools to accept as much or as little self-management as is consistent with the capacity of their communities to provide effective and efficient service. It also allows schools to accept increases in self-management as their communities gain in management skills and expertise. / Educational Studies / D.Ed. (Educational Management)

The problems concerning the future management of state-aided (Model C) schools fall into two main categories, namely problems intrinsic to the Model C schools and the problem of giving substance to the stated vision of the ANC. Model C schools were seen as a South African model of school self-management. A study of the literature relating to school self-management in general, and how it is practised in various countries, was made and the management of state-aided (Model C) schools was analyzed. A impirical investigation was conducted to ascertain the perceptions of various role-players in school management about their duties and responsibilities in this regard. A model for the self-management of state-aided schools, based on the Caldwell and Spinks' s model, and conforming to various criteria, is proposed. The proposed model is, in the opinion of the researcher, applicable not only to State-aided schools, but to all schools in South Africa as it allows individual schools to accept as much or as little self-management as is consistent with the capacity of their communities to provide effective and efficient service. It also allows schools to accept increases in self-management as their communities gain in management skills and expertise. / Educational Studies / D.Ed. (Educational Management)

A presente dissertação resulta de nossa pesquisa de mestrado, na qual estudamos a disciplina Leitura e Produção de Texto (LPT), que compôs, de 2009 a 2011, a grade curricular do segundo ciclo do ensino fundamental (5ª à 8ª série/6º ao 9º ano) nas escolas estaduais paulistas. Ministrada por professores licenciados em Letras mediante duas aulas semanais, sua proposta, segundo documentos governamentais, era a formação do leitor literário. Além de LPT, abordamos projetos da Secretaria Estadual da Educação (SEE) dos últimos dez anos (2004-2013) focados na leitura literária. Apresentamos um histórico da disciplina, buscando compreender por que LPT teve uma duração efêmera, característica que se repete em outros projetos, como o Tecendo Leituras e a Hora da Leitura. Para realizar isso, fizemos um levantamento dos documentos oficiais relativos à LPT e aos demais projetos e realizamos duas entrevistas semicompreensivas (KAUFMANN,1996), a primeira com dois autores do Caderno do professor de Leitura e Produção de Texto (SÃO PAULO, 2013) e a segunda com um membro da equipe curricular de Língua Portuguesa da SEE. Posteriormente, procedemos à descrição, análise e interpretação dos documentos-fonte, nos moldes propostos por Soares (1996), e à identificação dos pontos em comum e discrepâncias entre as duas entrevistas, recortando temas para responder às questões que nos mobilizaram. Com relação ao referencial teórico, valemo-nos das contribuições do campo da história das disciplinas escolares (CHERVEL, 1990; JULIA, 2001; GOODSON, 2008 e 2010), das pesquisas da área de linguagem e educação e de ensino de língua materna (GERALDI, 2002; SOARES, 1999; DE PIETRI, 2007 e 2010) e das pesquisas sobre ensino de literatura e de leitura literária (ROUXEL, LANGLADE e REZENDE, 2012; JOUVE, 2004). / The present essay results from our masters degree research, in which we have studied the discipline Reading and Text Production (RTP LPT in Portuguese), that from 2009 to 2011 composed the curricular grade of the basic education second cycle (5th to 8th Brazilian grade/ actual 6th to 9th Year) in the Sao Paulo State public schools grade. Taught by Letters licensed teachers through two days a week classes, its purpose, according to governmental documents, was the formation of the literary reader. Besides the RTP, we approached projects of the State Secretary of Education (SSE SEE in Portuguese) from the past ten years (2004 2013) focused on literary reading. We have initiated with a history of the discipline, seeking to comprehend why the RTP had such a short duration, characteristic that is repeated in other projects, such as Weaving Readings (In Portuguese: Tecendo Leituras) and Reading Hour (In Portuguese: Hora da Leitura). To do so, we have conducted a survey on the official documents related to the RTP and further projects and made two semi-comprehensive interviews (KAUFMANN, 1996); the first one with two authors from the Teachers book of Reading and Text Production/ Caderno do professor de Leitura e Produção de Texto (SÃO PAULO, 2013); the second with a member of the Portuguese Language curricular team from the SSE. After that, we have made the description, analysis and interpretation of the source documents, in the molds proposed by Soares (1996) and the identification of the commonalities and discrepancies between the two interviews, creating themes to answer the questions that mobilize us. In relation to the theoretical references, we have made use of the contributions from the historical field of the scholar disciplines (CHERVEL, 1990; JULIA, 2001; GOODSON, 2008 and 2010); of researches from the Educational and Language field and of native language teaching (GERALDI, 2002; SOARES, 1999; DE PIETRI, 2007 and 2010); and of researches regarding the literature teaching and literature reading (ROUXEL, LANGLADE e REZENDE, 2012; JOUVE, 2004).

Made available in DSpace on 2014-12-17T15:07:19Z (GMT). No. of bitstreams: 1 IvoneRDM_TESE.pdf: 2533114 bytes, checksum: 7b64bf352a266cac4b9fe1078a7b3383 (MD5) Previous issue date: 2013-12-19 / The school is the social place which should provide the formation of critical readers. In this context, the role of the teacher is crucial when it comes to teaching reading. Thus, this doctoral research aims to explicit the reading practices evidenced from social voices of teachers and Fundamental School students from state public schools at RN that have successful results, according to IDEB 2009. Moreover, we seek to explicit, through the positions of teachers, the conceptions of reading underlying their reading activities, as well as elucidate the social voices related to teaching of reading that are present in the National Curriculum Guide for 9 years Fundamental School and in the Political-Pedagogical Projects of the educational institutions investigated. In order to accomplish this goal, we carried out observations in the classroom, applied questionnaires with teachers and students in the 9th grade of Fundamental School, in classes of Portuguese Language, and also performed dialogical meetings with the management and pedagogics schools teams. The theoretical foundation that guides the research comes from bakhtinian thinking (2009, 2010), which addresses the dialogical perspective of language and active responsive comprehension. Furthermore, this work is anchored in theoretical reflections of Antunes (2005, 2009) and Geraldi (2003, 2006, 2010) about the reading and writing in the country, which contribute to the resizing of the teaching and learning process of Portuguese Language. This study belongs to the field of Applied Linguistics, which investigates language as social practice in the context of learning mother language or in contexts where relevant questions about the use of language are evidenced. The parameters of qualitative research in a social-historic perspective are adopted seeking to understand the school context by the subjects involved in research. The research corpus is composed of: (i) information constructed through the use of questionnaires with teachers and students; (ii) information constructed from the observed lesson and dialogue with management and pedagogical teams; (iii) a set of selected information, i.e., empiricism built through documentary analysis of the National Curriculum Guide for 9 years Fundamental School (CONSELHO NACIONAL DE EDUCA??O, 2010) and the Political- Pedagogical Projects of the investigated schools. The analysis of the sayings of teachers and students suggest reading practices from various texts, in particular, from the literary sphere, in activities involving discussions, reading and reading comprehension exercises, interviews, songs, seminars organizations, concerts, dramatizations, literary weeks, among other practices. Furthermore, these analyses reveal that teach Portuguese Language requires commitment, responsibility and satisfaction, as well as more grounded theoretical principles, which make teaching practice more efficient. The research also reveals that the success of the teaching-learning process occurs by virtue of the involvement of school s segments in the educational process, creating therefore a network of responsibilities. In this sense, this research may contribute to the production of knowledge that can guide and enrich the teaching and learning of reading, envisioning a pedagogical practice constructed from the relationship with the other, i.e., from the dialogism which provides formation of young people that exercise their citizenship / A escola ? o lugar social o qual deve propiciar a forma??o de leitores cr?ticos. Nesse contexto, o papel do professor ? fundamental no que se refere ao ensino de leitura. Assim sendo, esta pesquisa de doutorado visa explicitar as pr?ticas de leitura a partir das vozes sociais de professores e de estudantes do Ensino Fundamental das escolas p?blicas estaduais do RN que apresentam resultados exitosos, conforme o IDEB 2009. Ademais, busca-se explicitar, por meio dos posicionamentos dos professores, as concep??es de leitura subjacentes ?s suas atividades de leitura, bem como elucidar as vozes sociais sobre o ensino da leitura presentes nas Diretrizes Curriculares Nacionais para o Ensino Fundamental de 9 anos e nos Projetos Pol?tico-Pedag?gicos das institui??es educacionais investigadas. Para tanto, foram realizadas: observa??o em sala de aula, aplica??o de question?rios com professores e estudantes do 9? ano do Ensino Fundamental, nas turmas de L?ngua Portuguesa, como tamb?m encontros dial?gicos com as equipes de dire??o e pedag?gicas das escolas. O aporte te?rico que orienta a pesquisa adv?m do pensamento bakhtiniano (2009, 2010), que trata da perspectiva dial?gica da linguagem e da compreens?o responsiva ativa. Al?m disso, este trabalho ancora-se nas reflex?es te?ricas de Antunes (2005, 2009) e Geraldi (2003, 2006, 2010) acerca da leitura e da escrita no pa?s, as quais contribuem para o redimensionamento do processo de ensino-aprendizagem de L?ngua Portuguesa. Este estudo se insere no campo da Lingu?stica Aplicada, a qual investiga a linguagem como pr?tica social no contexto de aprendizagem de l?ngua materna ou em contextos onde se evidenciem quest?es relevantes sobre o uso da linguagem. S?o adotados os par?metros da pesquisa qualitativa de cunho s?cio-hist?rico procurando compreender o contexto escolar por meio dos sujeitos envolvidos na investiga??o. O corpus da pesquisa ? constitu?do por: (i) informa??es constru?das por meio da aplica??o de question?rios com os professores e os estudantes; (ii) informa??es constru?das a partir da aula observada e do di?logo com as equipes de dire??o e pedag?gicas; (iii) um conjunto de informa??es selecionadas, ou seja, de empiria constru?da por meio da an?lise documental das Diretrizes Curriculares Nacionais para o Ensino Fundamental de nove anos (CONSELHO NACIONAL DE EDUCA??O, 2010) e dos Projetos Pol?tico-Pedag?gicos das escolas investigadas. A an?lise dos dizeres de professores e de estudantes apontam pr?ticas de leitura a partir de textos diversos, em especial, os da esfera liter?ria, em atividades envolvendo discuss?es, leitura e exerc?cios de compreens?o textual, entrevistas, can??es, organiza??o de semin?rios, recitais, dramatiza??es, semanas liter?rias, dentre outras pr?ticas. Ademais, tais an?lises revelam que ensinar L?ngua Portuguesa requer compromisso, responsabilidade e satisfa??o, al?m de princ?pios te?ricos mais fundamentados, os quais tornam a pr?tica pedag?gica cada vez mais eficiente. A pesquisa revela, ainda, que o ?xito do processo de ensino-aprendizagem ocorre em virtude do envolvimento dos segmentos da escola no processo educativo, criando-se, pois, uma rede de responsabilidades. Nesse sentido, esta pesquisa poder? contribuir para a produ??o de conhecimentos que possam orientar e enriquecer o processo de ensino-aprendizagem de leitura, vislumbrando um fazer pedag?gico constru?do a partir da rela??o com o outro, ou seja, do dialogismo que proporcione a forma??o de jovens que exer?am sua cidadania

A presente dissertação resulta de nossa pesquisa de mestrado, na qual estudamos a disciplina Leitura e Produção de Texto (LPT), que compôs, de 2009 a 2011, a grade curricular do segundo ciclo do ensino fundamental (5ª à 8ª série/6º ao 9º ano) nas escolas estaduais paulistas. Ministrada por professores licenciados em Letras mediante duas aulas semanais, sua proposta, segundo documentos governamentais, era a formação do leitor literário. Além de LPT, abordamos projetos da Secretaria Estadual da Educação (SEE) dos últimos dez anos (2004-2013) focados na leitura literária. Apresentamos um histórico da disciplina, buscando compreender por que LPT teve uma duração efêmera, característica que se repete em outros projetos, como o Tecendo Leituras e a Hora da Leitura. Para realizar isso, fizemos um levantamento dos documentos oficiais relativos à LPT e aos demais projetos e realizamos duas entrevistas semicompreensivas (KAUFMANN,1996), a primeira com dois autores do Caderno do professor de Leitura e Produção de Texto (SÃO PAULO, 2013) e a segunda com um membro da equipe curricular de Língua Portuguesa da SEE. Posteriormente, procedemos à descrição, análise e interpretação dos documentos-fonte, nos moldes propostos por Soares (1996), e à identificação dos pontos em comum e discrepâncias entre as duas entrevistas, recortando temas para responder às questões que nos mobilizaram. Com relação ao referencial teórico, valemo-nos das contribuições do campo da história das disciplinas escolares (CHERVEL, 1990; JULIA, 2001; GOODSON, 2008 e 2010), das pesquisas da área de linguagem e educação e de ensino de língua materna (GERALDI, 2002; SOARES, 1999; DE PIETRI, 2007 e 2010) e das pesquisas sobre ensino de literatura e de leitura literária (ROUXEL, LANGLADE e REZENDE, 2012; JOUVE, 2004). / The present essay results from our masters degree research, in which we have studied the discipline Reading and Text Production (RTP LPT in Portuguese), that from 2009 to 2011 composed the curricular grade of the basic education second cycle (5th to 8th Brazilian grade/ actual 6th to 9th Year) in the Sao Paulo State public schools grade. Taught by Letters licensed teachers through two days a week classes, its purpose, according to governmental documents, was the formation of the literary reader. Besides the RTP, we approached projects of the State Secretary of Education (SSE SEE in Portuguese) from the past ten years (2004 2013) focused on literary reading. We have initiated with a history of the discipline, seeking to comprehend why the RTP had such a short duration, characteristic that is repeated in other projects, such as Weaving Readings (In Portuguese: Tecendo Leituras) and Reading Hour (In Portuguese: Hora da Leitura). To do so, we have conducted a survey on the official documents related to the RTP and further projects and made two semi-comprehensive interviews (KAUFMANN, 1996); the first one with two authors from the Teachers book of Reading and Text Production/ Caderno do professor de Leitura e Produção de Texto (SÃO PAULO, 2013); the second with a member of the Portuguese Language curricular team from the SSE. After that, we have made the description, analysis and interpretation of the source documents, in the molds proposed by Soares (1996) and the identification of the commonalities and discrepancies between the two interviews, creating themes to answer the questions that mobilize us. In relation to the theoretical references, we have made use of the contributions from the historical field of the scholar disciplines (CHERVEL, 1990; JULIA, 2001; GOODSON, 2008 and 2010); of researches from the Educational and Language field and of native language teaching (GERALDI, 2002; SOARES, 1999; DE PIETRI, 2007 and 2010); and of researches regarding the literature teaching and literature reading (ROUXEL, LANGLADE e REZENDE, 2012; JOUVE, 2004).

This research investigates the relationship between the attitude of senior secondary mathematics educators towards school and the achievement of their learners. A literature study examined research into the relationships between an educator's attitude towards his or her school management team, colleagues, learners, parents, the subject of mathematics and the factors influencing mathematics achievement. An empirical investigation used a quantitative research design to collect data from selected senior secondary schools in the Eastern Cape Province of South Africa. A questionnaire was used to gather data and a statistical data analysis was conducted to calculate frequencies and test hypotheses. Findings indicated the existence of a relationship between educators' attitudes towards school and the achievement of their learners. It was therefore recommended that school managers should be very sensitive to the climate prevailing in their schools in order to encourage mathematics educators and thus, indirectly, learners in this vital subject. / Educational Studies / M. Ed. (Didactics)

This research investigates the relationship between the attitude of senior secondary mathematics educators towards school and the achievement of their learners. A literature study examined research into the relationships between an educator's attitude towards his or her school management team, colleagues, learners, parents, the subject of mathematics and the factors influencing mathematics achievement. An empirical investigation used a quantitative research design to collect data from selected senior secondary schools in the Eastern Cape Province of South Africa. A questionnaire was used to gather data and a statistical data analysis was conducted to calculate frequencies and test hypotheses. Findings indicated the existence of a relationship between educators' attitudes towards school and the achievement of their learners. It was therefore recommended that school managers should be very sensitive to the climate prevailing in their schools in order to encourage mathematics educators and thus, indirectly, learners in this vital subject. / Educational Studies / M. Ed. (Didactics)