成許善真. / 電腦打印本(影印本) / Thesis (M.A.)--香港中文大學敎育學部. / Dian nao da yin ben (ying yin ben) / Includes bibliographical references (leaves 87-95). / Cheng Xu Shanzhen. / Thesis (M.A.)--Xianggang Zhong wen da xue jiao yu xue bu. / 謝言 / 附圖目次 / 附表目次 / 附錄目次 / 撮要 / Chapter 第一章 --- 緒論 / Chapter 第一節 --- 研究背景及問題陳述 --- p.1 -3 / Chapter 第二節 --- 研究目的 --- p.4 / Chapter 第二章 --- 文獻評述 / Chapter 第一節 / Chapter 甲. --- 校政決策參與的定義 --- p.5-6 / Chapter 乙. --- 校政決策參與的學說 --- p.7-16 / Chapter 丙. --- 影響教師在校政決策參與的因素 --- p.17 -18 / Chapter 丁. --- 校政決策參與的量´度´ؤؤ程度和範圍 --- p.19 -27 / Chapter 第二節 / Chapter 甲. --- 組織投入的定義 --- p.28 / Chapter 乙. --- 組織投入的學說 --- p.29 / Chapter 丙. --- 影饗組織投入的因素 --- p.30 -32 / Chapter 丁. --- 組織投入的量度 --- p.33 -34 / Chapter 第三節 --- 綜合理論 --- p.35 -39 / Chapter 第四節 --- 理論假設 --- p.40 / Chapter 第五節 --- 研究模式的限制 --- p.40 / Chapter 第三章 --- 研究方法 / Chapter 第一節 --- 假設與變項 --- p.41 -42 / Chapter 第二節 --- 抽樣 --- p.43 / Chapter 第三節 --- 研究工具 --- p.43 / Chapter 第四節 --- 硏究步驟 --- p.45 / Chapter 第五節 --- 統計分析 --- p.46 / Chapter 第四章 --- 硏究結果與討論 / Chapter A. --- 描述部份 / Chapter 第一節 --- 學校的背景 --- p.47 -48 / Chapter 第二節 --- 教師的背景 --- p.49 -51 / Chapter 第三節 --- 教師校政決策的參與現況 --- p.52 -53 / Chapter 第四節 --- 教師校政決策的參與理想 --- p.54 / Chapter 第五節 --- 教師校政決策的參與現況和參與理想比較 --- p.55 -57 / Chapter 第六節 --- 教師校政決策的參與差距 --- p.58 -60 / Chapter B. --- 假設驗証部份 / Chapter 第一節 --- 校政決策範疇的因子分析 --- p.61 -64 / Chapter 第二節 --- 假設驗証一 / Chapter 甲. --- 教師校政決策的參與現況和學校特徵之關係 --- p.65 -67 / Chapter 乙. --- 教師校政決策的參與理想和個人特徴之關係 --- p.68 -71 / Chapter 第三節 --- 假設驗証二 / Chapter 甲. --- 教師組織投入和學校特徵之關係 --- p.72 -73 / Chapter 乙. --- 教師組織投人和教師個人特徵之關係 --- p.74 -76 / Chapter 丙. --- 教師組織投入和教師校政決策參與差距之關係 --- p.77 -78 / Chapter 丁. --- 教師組織投入和學校特徵、教師個人特徵及教師 校政決策參與差距之關係 --- p.79 / Chapter 第五章 --- 結論及建議 / Chapter 第一節 --- 結論 --- p.80-81 / Chapter 第二節 --- 建議 --- p.82 -83 / 註釋 --- p.84 -86 / 英文參考書目 --- p.87-94 / 中文參考書目 --- p.109 -95 / 附錄 --- p.119

Since independence in Namibia in 1990, schools have been required to transform themselves from hierarchical organisations with autocratic leadership to more democratic forms of leadership which allow greater participation in leadership by teachers. This shift assumes that effective leadership and management of schools can secure and sustain school improvement. Against this backdrop, the purpose of my study was to explore the enactment of teacher leadership in three public schools in the Eenhana circuit of the Ohangwena region in Namibia and to examine the factors that enhance or inhibit this enactment. My study, located in the Namibian schooling system, was a replication of a multi-case study project conducted in South Africa during 2008-2009 by 11 Master of Education students at the University of KwaZulu-Natal. My study was conducted within a qualitative interpretive paradigm and I adopted a case study of three Namibian schools with three teacher leaders per school as the unit of analysis. As in the original study, the instruments that I used to collect the data included a survey questionnaire, focus group interviews, individual interviews, selfreflective journals, observations and document analysis. All the educators, including the three teacher leaders at each of the three schools completed questionnaires following which the three teacher leaders at each school were interviewed using a semi-structured focus group interview method. The teacher leaders also provided information through journal writing. In addition, these teacher leaders were observed and I examined the school documents, such as minutes of meetings, to find out how they engaged in leadership roles in their institutions. Semi-structured individual interviews were also conducted with the principal and the secretary of each of the three selected schools to acquire contextual information about the schools. The Statistical Package of Social Sciences was used to analyse the quantitative data while qualitative data were analysed using thematic content analysis and, in particular, a model of teacher leadership (Grant, 2008). The findings of my study indicated that, although teacher leadership was a new concept to the majority of educators who took part in my study, teacher leadership was enacted at all the three schools. Teacher leadership was enacted differently at each of the three schools depending on the culture and structure of each school. At School A, teacher leadership was enacted successfully across the first three zones of the model within a dispersed distributed framing. At School B, teacher leadership was restricted to the first two zones, in the classroom and with other teachers and learners with little leadership distribution. At Schools C, teacher leadership was evident across all four zones of the model and classified as emergent with a dispersed distributed leadership framing. Barriers that prevented the development of teacher leadership in these schools were experienced as time, hierarchical structure, an autocratic principal and the exclusion of teachers in chairing of meetings. Factors that enhanced teacher leadership included collaborative and collegial cultures, teamwork, good communication, shared vision, collaborative decision-making, teachers-led initiatives and the involvement of learners in leadership roles. The dissertation concludes with recommendations for further research and practice in relation to the concepts of teacher leadership and distributed leadership in Namibia. / Thesis (M.Ed.) - University of KwaZulu-Natal, Pietermaritzburg, 2011.

Syftet med studien är att öka kunskapen om hur förskollärare uppfattar sitt deltagande i barnens lek för att stödja barnens utveckling samt att synliggöra barns uppfattningar om förskollärares deltagande i deras lek. Studien grundar sig på kvalitativa semistrukturerade intervjuer med 9 förskollärare samt gruppintervjuer med 10 barn. Utifrån barns perspektiv och barnperspektiv analyserades empirin som i sin tur bildade tre huvudkategorier samt åtta underkategorier som beskriver hur förskollärare och barn uppfattar vuxnas deltagande i leken. Resultatet visar att barnen har olika uppfattningar om vuxnas deltagande i leken där vissa barn tycker om att leka med de vuxna medan andra föredrar att leka själv med en kompis. Förskollärarna hade en gemensam syn på att deras deltagande i leken är betydelsefull för att stödja barns utveckling. Slutsatsen visar att förskollärarna har en pedagogisk syn på lek medan barnen verkar leka mestadels för att det är roligt.

Detta är en kvalitativ studie som använder sig av semistrukturella intervjuer samt den sociokulturella teorin. De begrepp som blir viktiga för studien är stöttning, proximal utvecklingszon, mediering, och Vygotskijs syn på lek.  Syftet är att ta reda på vilket sätt förskollärare resonerar kring sitt deltagande i barns fria lek. För att vårt syfte ska kunna besvaras ställer vi följande frågor: I vilka leksituationer träder förskollärare in i barnens fria lek?  Vilket syfte har förskolläraren när hen går in i barnens fria lek?  Vilka strategier använder förskollärare sig av för att komma in i barnens fria lek? Resultatet visar att begreppet fri lek är svårt och tolkas på olika sätt. Förskollärares deltagande sker oftast när barnen behöver stöttning eller hjälp. Slutsatsen för denna studie visar att beroende på vilken syn förskolläraren har på lek, kan all fri lek generellt sett vara lek eller uppfattas som lek. / This is a qualitative study that uses semi-structural interviews and the socio-cultural theory. The concepts that become important for the study are support, proximal developmental zone, mediation, and Vygotsky's view of play.  The purpose is to find out in what way preschool teachers reason about their participation in children's free play. In order for our purpose to be answered, we ask the following questions: In which play situations do preschool teachers enter the children's free play? What is the purpose of the preschool teacher when she enters the children's free play? What strategies do preschool teachers use to enter children's free play?  The results show that the concept of free play is difficult and is interpreted in different ways. Preschool teachers' participation usually takes place when the children need support or help. The conclusion of this study shows that depending on the preschool teacher's view of play, all free play can generally be play or perceived as play.

An initiative to coordinate early learning programs across a major city in the Midwestern United States was undertaken in 2013. The opinions of teachers regarding effects on instruction and children were not included in the development and implementation of the program. This omission is important because multiple scholars have pointed to the benefits and need of including stakeholders' perspectives in program development. The purpose of this study was to explore preschool teachers' experiences and perspectives of this initiative using a qualitative bounded instrumental case study design. Fullan's theory of educational change served as the framework of this study. Nine preschool teachers, who worked full-time in the Head Start-RTL initiative, volunteered to participate in individual semistructured interviews. Data were analyzed using open coding and thematic analysis. The findings revealed 3 themes: programs and services, initiative administration and processes, and initiative resources. Within each theme, participants identified benefits, challenges, and ideas for improvement, including increased administrative and financial support, streamlined processes, and freedom to individualize curriculum to meet the needs of a diverse student body. It is recommended that teachers' perspectives and their experiences with this initiative be used in planning and implementing changes needed to improve the current program. These endeavors by school district personnel may contribute to positive social change by reducing duplicated administration demands on preschool teachers, who, in turn, could devote more time to instruction and interaction with young children, resulting in improved quality of preschool services and positive outcomes for preschool children and their families.

This research study explored the impact of group music therapy at a school for intellectually impaired learners in Namibia. The research project generated qualitative data through individual interviews of two teachers at a school for intellectually impaired learners. Interviews were conducted with each teacher before and after participating in ten group music therapy sessions with their learners. The data was compared and discussed in terms of the teachers’ experience of the impact of group music therapy on (i) their perceptions of their learners and how this influenced their teaching approach, and (ii) their perception of music therapy as a profession. Results generated from the interviews indicated that, through participation in music therapy sessions, learners experienced and explored their individual capabilities through the medium of music. Teachers observed their learners’ potential in new areas and in this way obtained a more holistic view of their learners. As a result of noting learners’ diverse abilities, teachers also adapted their teaching approaches to work in a more learner-centred way. This complemented their classroom approach based on the Namibian educational policy of learner-centred education in which learners’ individual competencies are to be developed, requiring teachers’ sensitivity towards their learners’ needs and abilities. Findings of this study further indicated a more in-depth understanding of music therapy as an intervention by the teachers after participating in sessions with their learners. This suggests that first-hand experience provides an effective way of understanding the music therapy profession and the possibilities that it may hold in a special school for intellectually impaired learners. Findings further highlighted some challenges that may need to be overcome when implementing a music therapy programme in a special school. Copyright / Dissertation (MMus)--University of Pretoria, 2011. / Music / unrestricted