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Tėvų informaciniai poreikiai švietimo kaitos kontekste / Parents briefing needs in process of educational transformationBartušienė, Audronė 03 June 2005 (has links)
According to the different sources, transformation of educational system in Lithuania is analysed since XX century to nowaday. The parents opinion about transformation and development of educational system and the problems related with giving information analysed in Lithuanian and foreign investigative works is given in this master work. Parents briefing needs are dispute din the process of the educational reform. The investigation about parents briefing needs was done in this master work. Two methods: a questionnaire survey and a descriptive statistics were used for this investigation. It let ground the authors hypothesis: 1) Parents of students are more interested in aspects of education which are connected with their children; 2) Parents of students are less interested in aspects of education which are connected with functioning of education. Finally, the conclusion and suggestions related to searching materialis given in this master work.
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Being Connected: How a Relational Network of Educators Promotes Productive Communities of PracticeKim, Minsong January 2016 (has links)
Thesis advisor: Larry Ludlow / In this dissertation study, I examined the extent to which a relational network of teachers, administrators, two-way immersion (TWI) experts and mentors promote productive communities of practice (CoP). In a conventional instruction, teachers are often isolated in their classrooms, and a private practice culture prevails. In 2012, the Two-Way Immersion Network for Catholic Schools (TWIN-CS) was launched in an effort to support school reform by engaging school leaders and teachers to collectively learn toward implementing TWI models in their schools. Using the framework of communities of practice (Lave & Wenger, 1991; Wenger, 1999), I employed a case study design (Yin, 2009) to explore a national network of Catholic elementary school educators. Data sources included qualitative data featuring semi-structured interviews and quantitative source from a relational network survey. Qualitative results revealed that organizational features of TWIN-CS are critical in promoting participants’ learning to implement TWI. In particular, participants discussed the annual TWIN Summer Academy and bi-monthly webinars to be instrumental for their learning. Many participants also shared that an expansion of CoPs beyond TWIN-CS further prompted productive learning. However, the qualitative evidence also showed a lack of clear internal and external network structures and role definition, and sustaining connection beyond the Summer Academy and webinars were perceived as a great challenge. Quantitative results suggest that TWIN-CS has a core-and-periphery network structure with the Boston College design team at the innermost core, with visibly dense ties connecting to and from them. Most teachers, on the other hand, occupy the most peripheral positions in this network. Survey evidence also showed that participants generally perceived a much stronger learning relationship within schools and showed less certainty on cross-network relationships. In terms of learning characteristics, majority of the respondents viewed knowledge sharing, trust, and advice-oriented dimensions “strongly” but perceived a lack of data-driven learning for both within school and cross-network. I conclude this study with a discussion of implications for future research and practice. / Thesis (PhD) — Boston College, 2016. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Research, Measurement and Evaluation.
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The mathematics achievement of SYSTEM student teachers in the Northern Cape with special reference to study orientation in Mathematics and mentorship / by Nazir Ahmed HassanHassan, Nazir Ahmed January 2004 (has links)
Given the historically poor performances in mathematics and science by learners, as well as
the large number of under- and unqualified mathematics and science teachers, the newly
elected post-1994 government, in consultation with numerous stakeholders, initiated a
project of educational redress. The project: Students and Youth into Science, Technology,
Engineering and Mathematics, was given the acronym SYSTEM.
The vision of SYSTEM was to address the historical imbalances within the education and
training system in South Africa. The project provided a vehicle whereby historically
disadvantaged mathematics and science learners could access programmes (like the
Recovery programme of SYSTEM Phase I) so as to gain entry into programmes at
institutions of higher education (like the teacher-training programme of SYSTEM Phase 11).
The success of SYSTEM ultimately resided in the performances and achievements of the
students in the SYSTEM programmes. Within this contextual framework the study made
special reference to Study orientation in mathematics, including Mathematics anxiety and
Attitude towards mathematics, as possible causative factors that could inhibit/enhance
performance and achievement in mathematics. An internship period linked to a mentorship
programme was structured within the teacher-training programme, and interviews were
conducted with the mentor teachers and a selected group of SYSTEM students so as to elicit
their perceptions towards aspects of the mentoring process. The SYSTEM students' study
population (from the Northern Cape) was differentiated into dichotomous groups, each
group having different entry levels into Phase 11. Examinations of group perceptions towards
the study variables were done within the constructs of learning (institute-based) and teaching
(field-based). Both qualitative and quantitative analyses and reporting of the results were
done.
The results showed that the differences between the perceptions of the two sampled groups
were not of practical significance. Phase I had no influential role in preparing its group of
students for teacher-training.
The relevance of mentorship to SYSTEM was measured by the perceptions of the
respondents (SYSTEM students and mentor teachers). The interviews attested to an
acknowledgement of the relative success of SYSTEM in the Northern. Cape,
notwithstanding the functional and structural problems associated with the project both at
national and provincial levels.
To sustain the momentum of transformation of our education and training system, lessons
learnt from SYSTEM should serve as a benchmark for the envisaged reform and
transformation of the FET and Higher Education sectors. In particular, educational
transformation should not only be cognitively contextual, since this study has indirectly
shown that the affective domain should receive more attention in curriculum development,
teacher education and research on teaching and learning. By embarking on these initiatives,
the current state of learners and students' performances and achievements in mathematics
and science may be ameliorated. A further spin-off could possibly be an increase in the
number of suitably qualified mathematics and science teachers. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2004.
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The mathematics achievement of SYSTEM student teachers in the Northern Cape with special reference to study orientation in Mathematics and mentorship / by Nazir Ahmed HassanHassan, Nazir Ahmed January 2004 (has links)
Given the historically poor performances in mathematics and science by learners, as well as
the large number of under- and unqualified mathematics and science teachers, the newly
elected post-1994 government, in consultation with numerous stakeholders, initiated a
project of educational redress. The project: Students and Youth into Science, Technology,
Engineering and Mathematics, was given the acronym SYSTEM.
The vision of SYSTEM was to address the historical imbalances within the education and
training system in South Africa. The project provided a vehicle whereby historically
disadvantaged mathematics and science learners could access programmes (like the
Recovery programme of SYSTEM Phase I) so as to gain entry into programmes at
institutions of higher education (like the teacher-training programme of SYSTEM Phase 11).
The success of SYSTEM ultimately resided in the performances and achievements of the
students in the SYSTEM programmes. Within this contextual framework the study made
special reference to Study orientation in mathematics, including Mathematics anxiety and
Attitude towards mathematics, as possible causative factors that could inhibit/enhance
performance and achievement in mathematics. An internship period linked to a mentorship
programme was structured within the teacher-training programme, and interviews were
conducted with the mentor teachers and a selected group of SYSTEM students so as to elicit
their perceptions towards aspects of the mentoring process. The SYSTEM students' study
population (from the Northern Cape) was differentiated into dichotomous groups, each
group having different entry levels into Phase 11. Examinations of group perceptions towards
the study variables were done within the constructs of learning (institute-based) and teaching
(field-based). Both qualitative and quantitative analyses and reporting of the results were
done.
The results showed that the differences between the perceptions of the two sampled groups
were not of practical significance. Phase I had no influential role in preparing its group of
students for teacher-training.
The relevance of mentorship to SYSTEM was measured by the perceptions of the
respondents (SYSTEM students and mentor teachers). The interviews attested to an
acknowledgement of the relative success of SYSTEM in the Northern. Cape,
notwithstanding the functional and structural problems associated with the project both at
national and provincial levels.
To sustain the momentum of transformation of our education and training system, lessons
learnt from SYSTEM should serve as a benchmark for the envisaged reform and
transformation of the FET and Higher Education sectors. In particular, educational
transformation should not only be cognitively contextual, since this study has indirectly
shown that the affective domain should receive more attention in curriculum development,
teacher education and research on teaching and learning. By embarking on these initiatives,
the current state of learners and students' performances and achievements in mathematics
and science may be ameliorated. A further spin-off could possibly be an increase in the
number of suitably qualified mathematics and science teachers. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2004.
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Reconceptualising assessment practices in South African schools: making an argument for critical actionSwartz, Jennifer-Hellen 12 1900 (has links)
Thesis (MEd (Education Policy Studies))--University of Stellenbosch, 2006. / On the surface the National Assessment Policy is transformative in nature because it promotes notions of shaping educational practice that will enhance the interests of learners in a meaningful way. It promotes ideas of transparency and a partnership between learners and educators that presupposes that learners are fully involved at every stage of their learning in decisions that affect their progress. This creates the impression that teaching and learning take place in a democratic environment where constant consultation and consensus are the order of the day. The policy ultimately envisages a kind of learner who would have the ability to participate as a critical citizen in society.
Looked at from a critical perspective, this criteria-referenced outcomes framework seems to be a contradiction to transformative policy and practice. The predetermined criteria outlined in the policy seem to negate its intention of creating a schooling system through which critical citizens can emerge. The focus of this thesis, therefore, is firstly to make a critical analysis of assessment in OBE and its stated transformation objectives and, secondly, to reconceptualise assessment practices in South African schools by making an argument for critical action. This analysis will explore the issue of power relations in the classroom and their impact on participatory, deliberative and democratic classroom interaction as a condition imperative for a transformative OBE curriculum. This issue is pertinent and central not only to the improvement and promotion of teaching and learning, but also because of the profound implications it has for how we view educational transformation in South Africa.
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Inset towards educational transformation with reference to primary schools in the Northern ProvinceRavhudzulo, Anniekie Nndowiseni 05 1900 (has links)
Like so many aspects of South African society, teacher education is undergoing
change. The researcher studied existing school-based in-service education and
training (SBINSET) programmes in the Northern Province and to improve the
programmes, proposes Continuous Self-Renewal School-Based INSET (CSR
SB INSET).
Based on the extensive literature survey, strategies that would improve effective
educational transformation are identified. Different concepts of INSET are
explained. Components of teacher education are examined as are those factors
that influence educational transformation. Advantages and limitations are
identified and guidance on how to overcome these are suggested.
The aim of this study was to examine INSET towards educational transformation
with reference to primary schools in the Northern Province in order to introduce
and assess a CSR SBINSET. The study examines the existing SBINSET
programmes which are run in the Northern Province. The importance of teachers'
continued professional growth is emphasised throughout this study. The
researcher views systematic in-service training programmes for teachers as an
educational necessity for the continuing professional growth of primary school
teachers.
An empirical survey has been undertaken to ascertain the effectiveness of CSR
SBINSET and the type of delivery strategy that may be implemented.The research
considers particular aspects of classroom practice addressed in the programme.
The research was guided by the following questions:
+ Which methods do teachers use in their subject teaching?
+ What are their approaches to learners and learning?
+ How do teachers reflect on their teaching?
+ What strategies do teachers use?
This research aims to improve existing SBINSET programmes run in the Northern
Province inter alia by observing practising teachers. CSR SBINSET attempts to
improve the competencies teachers, lecturers and District Officials, through such
means as the presentation of centre-based, school-based and cluster-based
workshops. Although the educational authorities should take initiative to provide
educational transformation, the following share responsibility in this vital aspect
of education:
+ those in the Department of Education who are responsible for planning;
+ superintendents of education within districts and regions;
+ training institutions such as universities, technikons, colleges and private
agencies.
The importance of and necessity for, continuous professional development of
primary school teachers by means of SBINSET programmes, is emphasised. / Educational Studies / D. Ed. (Didactics)
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A conceptual analysis of transformation at three South African universities in relation to the national plan for higher educationVan Wyk, Berte 04 1900 (has links)
Thesis (PhD)--Stellenbosch University, 2004. / ENGLISH ABSTRACT: This dissertation explores the notion of (higher) education transformation in relation to
logically necessary conditions which guide the concept. These logically necessary
conditions (constitutive meanings) include: equity and redress, critical inquiry,
communicative praxis, and citizenship. I explore how instances of these logically
necessary conditions manifest in institutional plans at the universities of Cape Town,
Stellenbosch, and the Western Cape. My contention is that these institutional plans seem
to be tilted towards the exclusive implementation of performance indicator measures
which might undermine deep educational transformation. In turn, deep educational
transformation requires that logically necessary conditions be framed according to an
African philosophy of educational transformation.
KEYWORDS: Higher education, education policy, transformation, conceptual analysis,
logically necessary conditions. / AFRIKAANSE OPSOMMING: In hierdie proefskrif word die konsep (hoër) onderwystransformasie ondersoek soos dit
logies in verhouding staan tot die voorwaardes wat die konsep rig. Hierdie logiesnoodsaaklike
voorwaardes (konstitusionele betekenisse) sluit in: gelykheid en regstelling;
kritiese ondersoek; kommunikatiewe praksis en burgerskap. Ek stelondersoek in oorlhoe
voorbeelde van hierdie logiese-noodsaaklike voorwaardes in die institusionele planne van
die universiteite Kaapstad, Stellenbosch en Wes-Kaapland manifesteer. Volgens my lyk
dit asof hierdie institusionele planne neig na die eksklusiewe implementering van
maatreëls wat optrede aandui wat in-diepte opvoedkundige transformasie mag ondermyn.
Aan die ander kant vereis in-diepte opvoedkundige transformasie dat logies-noodsaaklike
voorwaardes binne 'n Afrika filosofie van opvoedkundige transformasie vertolk moet
word.
SLEUTELBEGRIPPE: Hoër onderwys, opvoedkundige beleid, transformasie,
konseptuele analise, logies-noodsaaklike voorwaardes.
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Inset towards educational transformation with reference to primary schools in the Northern ProvinceRavhudzulo, Anniekie Nndowiseni 05 1900 (has links)
Like so many aspects of South African society, teacher education is undergoing
change. The researcher studied existing school-based in-service education and
training (SBINSET) programmes in the Northern Province and to improve the
programmes, proposes Continuous Self-Renewal School-Based INSET (CSR
SB INSET).
Based on the extensive literature survey, strategies that would improve effective
educational transformation are identified. Different concepts of INSET are
explained. Components of teacher education are examined as are those factors
that influence educational transformation. Advantages and limitations are
identified and guidance on how to overcome these are suggested.
The aim of this study was to examine INSET towards educational transformation
with reference to primary schools in the Northern Province in order to introduce
and assess a CSR SBINSET. The study examines the existing SBINSET
programmes which are run in the Northern Province. The importance of teachers'
continued professional growth is emphasised throughout this study. The
researcher views systematic in-service training programmes for teachers as an
educational necessity for the continuing professional growth of primary school
teachers.
An empirical survey has been undertaken to ascertain the effectiveness of CSR
SBINSET and the type of delivery strategy that may be implemented.The research
considers particular aspects of classroom practice addressed in the programme.
The research was guided by the following questions:
+ Which methods do teachers use in their subject teaching?
+ What are their approaches to learners and learning?
+ How do teachers reflect on their teaching?
+ What strategies do teachers use?
This research aims to improve existing SBINSET programmes run in the Northern
Province inter alia by observing practising teachers. CSR SBINSET attempts to
improve the competencies teachers, lecturers and District Officials, through such
means as the presentation of centre-based, school-based and cluster-based
workshops. Although the educational authorities should take initiative to provide
educational transformation, the following share responsibility in this vital aspect
of education:
+ those in the Department of Education who are responsible for planning;
+ superintendents of education within districts and regions;
+ training institutions such as universities, technikons, colleges and private
agencies.
The importance of and necessity for, continuous professional development of
primary school teachers by means of SBINSET programmes, is emphasised. / Educational Studies / D. Ed. (Didactics)
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