published_or_final_version / abstract / toc / Linguistics / Master / Master of Arts in Applied Linguistics

published_or_final_version / toc / Education / Master / Master of Education

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Η προώθηση των καινοτομιών στην υποχρεωτική εκπαίδευση αποτελεί βασική συνιστώσα των σύγχρονων εκπαιδευτικών συστημάτων, ενώ δίνεται προτεραιότητα στην προώθησή των καινοτομιών αυτών από τις χώρες της Ευρωπαϊκής Ένωσης. Σκοπός της παρούσας μελέτης είναι να εκτιμήσει την αποτελεσματικότητα του καινοτόμου προγράμματος της Ευέλικτης Ζώνης (ΕΖ), καθώς και το ρόλο του διευθυντή της σχολικής μονάδας κατά την εφαρμογή του προγράμματος της ΕΖ. Η εμπειρική έρευνα βασίστηκε σε ημιδομημένες συνεντεύξεις, συνέντευξη σε βάθος και ανάλυση περιεχομένου των κειμένων των συνεντεύξεων και κειμένων για την ΕΖ. Τα πορίσματα της έρευνας φανερώνουν ότι το πρόγραμμα της ΕΖ συμβάλλει ουσιαστικά σε σημαντικούς τομείς της εκπαιδευτικής διαδικασίας σύμφωνα με τους στόχους του προγράμματος. Έχει θετικές επιπτώσεις στους τομείς της ισότητας των ευκαιριών στη μάθηση, συμβάλλει στη βελτίωση της επικοινωνίας των μελών της σχολικής κοινότητας, της αυτενέργειας, της ομαδικότητας και της ενεργητικής συμμετοχής των μαθητών. Βελτιώνει την αποτελεσματικότητα του σχολείου, ενώ συνδέεται η γνώση με τα ενδιαφέροντα των μαθητών. Προβλήματα φαίνεται να δημιουργήθηκαν στην επιμόρφωση των εκπαιδευτικών για την ΕΖ, ενώ φαίνεται ότι απαιτείται αύξηση των χρηματικών ποσών που διατίθενται για τις λειτουργικές δαπάνες των σχολικών μονάδων. Ο ρόλος και οι παρεμβάσεις των διευθυντών στην εφαρμογή, λειτουργία και διαχείριση του προγράμματος της ΕΖ ήταν σχετικά περιορισμένος, ενώ η ηγεσία και το όραμα του διευθυντή φαίνεται να παίζει καθοριστικό ρόλο στην αποτελεσματική διαχείριση του προγράμματος της ΕΖ. / The promotion of innovations in compulsory education constitutes basic component of modern educational systems, while is given priority in the promotion of educational innovations by the countries of European Union. The aim of the present study is to evaluate the effectiveness of the innovative program of Flexible Zone (FZ) as well as the role of the head teacher at its implementation. The empirical research was based on semi-structure interviews, an interview in-depth and text analysis of transcribe interview texts and the official texts on the FZ. The conclusions of research reveal that the FZ contributes substantially to important sectors of education as to the goals of the program suggest. The FZ has positive influence issues of equality of learning; it contributes to the improvement of communication among members of school community, to self-activity and energetic participation of students. It improves the effectiveness of school, while it connected the knowledge with the interests of students. Problems appear to be created in the training of teachers for the FZ, while head teachers suggest that it requires increased. The role of the head teacher in the implementation, operation and management of FZ although it seems relatively limited it becomes very important in terms of vision, collective work and leadership towards effective implementation.

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Over the past years geometry has posed a challenge to most learners in South African schools. The Government, in particular the Department of Basic Education (DBE), have tried and are still trying to implement new innovations and strategies for teaching mathematics more effectively. South Africa has experienced many changes in mathematics curriculum with an aim of placing the country on an equal footing with countries globally. This study was conducted while there was the implementation of the new Curriculum and Assessment Policy Statement (CAPS), which reinstated the geometry section within the curriculum. Geometry was relegated to an optional paper in mathematics in 2006, 2007 and 2008 in Grades 10, 11 and 12 respectively. This study is framed within the theoretical framework lens of social constructivism and situated learning, and is located within the qualitative research paradigm. It takes the form of survey research in one of the universities in KwaZulu-Natal, South Africa. This university is referred to as the University of Hope (UOH) in this study to protect its identity. The main aim of this study was to explore the pre-service teachers' (PSTs) knowledge of proof in geometry. The study used qualitative analysis of data generated through a survey questionnaire, task-based worksheets and semi-structured interviews for both the focus group and individual interviews. In total 180 PSTs completed task-based worksheets. Within this group of 180 students, 47 were 4th year students, 93 were 3rd year and 40 were 2nd year students. After the analysis of a task-based worksheet, a total of 20 participants from the 3rd and 4th year were invited to participate in focus group interviews. The findings of the study exhibit that the PSTs have very little knowledge of proof in geometry. The study revealed that this lack of the knowledge stems from the knowledge proof in geometry the PSTs are exposed to at school level. / Thesis (M. Ed.)-University of KwaZulu-Natal, Durban, 2012.

Science student teachers' participation with practising teachers in developing curriculum in environmental education for implementation in schools has been a neglected field. This study focuses on the collaboration of science student teachers with practising teachers in developing an alternative curriculum for environmental education compared to existing traditional practices in most schools in South Africa. The science teacher educator, as the researcher, used action research or elements of it to facilitate the process. The action research component served as an inquiry into, and improvement of, the PRESET/INSET curriculum development model for teacher development. This dissertation reports on four case studies of curriculum development and environmental education in science teacher education practised at the University of Durban-Westville from 1991 to 1996. Innovative strategies serve as the basis of interventions in four primary school contexts, each representing a case study on its own, yet sequentially linked as action research cycles. The case study approach served the purpose of illuminating the curriculum development process with the intention of generating grounded theory through action research or elements of it. The outcomes of a survey of the status of curriculum development in institutions offering science teacher education in KwaZulu-Natal are also presented to support the need for an innovative approach to the PRESET/INSET curriculum development model. / Thesis (M.Ed.)-University of Durban-Westville, 1998.

This study explores the hitherto unexamined phenomenon of queer-care in higher education from the teacher educators' perspectives. While care in education has been the subject of scholarly interest for many years and demonstrating caring for the wellbeing of students is an important component of teaching, the lack of attention to queer-care is a significant oversight in the body of care research and teacher education. Pertinent to this study is the investigation of how well Noddings' enactments of care (modeling, dialogue, practice, and confirmation) address the care needs of queer students. / Four teacher educators shared stories of their efforts to care for the emotional wellbeing of their queer students. As the fifth teacher educator in this work, I investigate my journey to becoming a queer-care practitioner, and my own practice of queer-care. The theoretical frameworks of qualitative and phenomenological research and feminist theory undergird this study. Two processes of analysis were employed, the first being the key sensitizing concepts of Noddings' enactments of care as points of entry into an understanding of the teacher educators' narratives of queer-care. The second level of analysis used the insights so gleaned to guide the focus of the self-study undertaken in this work. / Analysis of the teacher educators' narratives indicates that the practice of queer-care, while sharing certain similarities, is idiosyncratic, complicated, lonely, and often exhausting work. Alongside these findings are indicators that queer-care as practiced by these teacher educators is welcomed by queer students as being all too rare in their university experience, and of benefit to their sense of wellbeing. Findings also reveal that Noddings' enactments of care neither include nor address the particular care needs of queer students. This led me to identify particular care needs of queer students as being those of unwavering discretion, absolute safety, full social membership, and unstinting succour. This necessary awareness expands Noddings' model of care allowing it to include and be responsive to queer students. / This research has implications for teacher educators and any educators concerned with the wellbeing of queer students. It provides suggestions to enrich caring practice in teacher education programs and field experience.

This study of science teachers in a Philippine state school explored the potential of group discussions as a learning landscape considering, in particular, how sharing of teaching experiences may contribute to professional growth. The study was conducted from July 1997 to January 1998. The main objectives were to gain an understanding of the influence of social interactions in improving the practice of individual teachers; and to explore how Filipino culture affects the interaction process. The setting of the study was the science department at a state school (K-10) in the Philippines. A discussion group was established to explore how teacher interaction might serve to raise awareness and shape classroom practice. The group discussions and individual interviews were videotaped and audiotaped, respectively. Group discussion as an intervention of the study provided an opportunity to examine how certain Filipino cultural traits and traditions may influence the participation of teachers in the interaction process. Qualitative analyses of the data provided information about the nature, value, benefits, and constraints of group discussions in learning to teach. The findings suggest that improvement in teaching is a collective rather than an individual enterprise and that teaching happens best in concert with colleagues (Rosenholtz, 1989); that collaboration is linked with norms and opportunities for continuous improvement and career-long learning (Fullan, 1991); that by interacting collaboratively, strengths can be maximized, weaknesses can be minimized, and the result will be better for all (Friend & Cook, 1992); that a learning forum free from traditional restraints is instructive (Krupnick, 1997); and that the field of education needs to capitalize on the knowledge of teachers who know about education as few others do (Duckworth, 1997). The researcher argues that Filipino culture plays a significant role in the dynamics of interaction occurring during group discussions. Recognizing and identifying this role is important if we wish to provide the teachers with the support, reassurance, and strength that their school and work demand.