This is a study of selected tasks and responsibilities of chief administrators in overseas schools located throughout East Asia. The degree to which their work related tasks presented problems for them and the identification of in-service training areas constituted the focus of the study. Data were collected by questionnaires from 46 chief school administrators whose schools were members of the East Asia Regional Council of Overseas Schools (EARCOS). The data were analyzed through descriptive statistics to determine the degree to which 92 administrative tasks presented problems for the chief school administrator. The selected administrative tasks encompassed five major areas: personnel, curriculum, school administration and business functions, school setting and pupils. In addition, 25 in-service training areas were prioritized according to the degree of value chief administrators felt they would provide. Specific tasks identified as most problematic were: (a) hiring well-qualified teachers from the local community; (b) locating and acquiring school sites; (c) funding new school buildings; (d) providing substitute teachers; (e) providing current and relevant in-service training for teachers; (f) providing programs for gifted, remedial or handicapped students; (g) constructing new buildings; (h) providing hearing, visual, psychological, or other testing services; (i) soliciting financial support; (j) finding local supply sources. In-service training opportunities in the major area of curriculum were identified as being most valuable and additional course work in preparation for an overseas chief school administrator's position was believed to be beneficial by those currently holding chief school administrator jobs. Specific in-service topics deemed most valuable were: (a) curriculum development procedures and writing of curriculum guides; (b) staff management, faculty morale and leadership techniques; (c) hiring practices, contracts, overseas recruiting and organizations providing support services; (d) teacher evaluation, supervision and dismissal procedures; (e) development and implementation of in-service training and school improvement plans; (f) curriculum alternatives such as International Baccalaureate, ESOL, "A" and "O" levels, and Advanced Placement programs; (g) pupil support services such as counseling, testing services, gifted and remedial programs; (h) methods of communication, public relations techniques and community liaison projects; (i) economics, budget development procedures and school business office and accounting practices; (j) comparative education--evaluating academic programs from various countries.

published_or_final_version / abstract / toc / Education / Master / Master of Education

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The purpose of this action research study was to explore how three Grade 9 teachers developed their understanding and practice of Education for Sustainable Development (ESD) through the use of a participant-designed intervention. ESD may be simply understood as a concept that describes all educational activities concerned with developing an understanding of the relationships that exist among the issues of SD. ESD and SD are terms that hold many meanings. It is no wonder that teachers find it difficult to bridge their understanding and practice. Literature supports these ideas and also notes that the lack of awareness that teachers have about ESD is due to the poor attention it is given in school policy. This study suggests that self-directed professional development could address such a shortfall in schools. The action research study involved four steps of reconnaissanceplanning- action-reflection. These steps unfolded within three phases of development, namely: the pre-intervention phase, the intervention phase and the post-intervention phase. The ESD principles were used to identify the teachers’ understanding and practice of ESD during the pre- and post-intervention phases. During the intervention phase teachers as coresearchers were then responsible for designing an intervention that they thought would help develop their understanding and practice of ESD. This study was seen to employ coengaged professional development. The findings of this research served to inform teachers, ESD promoters, resource development workers and relevant UNESCO officials of the challenges and experiences facing teachers attempting to understand and practice a meaningful and much needed ESD. The findings also served to reveal the benefit that engaging teachers in action research and professional development has on teacher professional development. Findings suggest that teachers require certain conditions in order to engage in professional development. These conditions include: (1) Collaborative meetings in a neutral context within the framework of action research; (2) Verbal communication and sharing of ideas; (3) Sharing of resources and local media; (4) Opportunities for reflection; and (5) An outside facilitator. Teachers showed a great sense of empowerment as they displayed evidence of teacher efficacy. This research concludes that action research, reflective practice and self-directed professional development offer modes for ESD implementation that is empowering for teacher professional development. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2009.

The objectives of this qualitative multiple case study are as follows: (a) identify the professional beliefs or representations of two student teachers before, during and after their last practicum in FSL (French as a second language) or in French immersion at a High School; and (b) study the evolution of these beliefs or representations during the student teaching period. / The investigation was conducted by means of semi-structured interviews: of two student teachers; of two associate teachers; of one university supervisor; and of the student teaching coordinator. Other data, taken from the portfolio of the two student teachers, were also analysed. The classroom actions of the two student teachers were observed on a daily basis (three teaching periods during seven weeks), alternating between the two student teachers. The data yielded by this observation were also examined. / The following conclusions were drawn: (a) the student teachers constructed a number of professional beliefs which were then reflected in their classroom practice; (b) social interactions with individuals and groups, personal experiences, former high school experiences, the training program and early field experiences were the basis of these student teachers' professional beliefs or representations; (c) some of the student teachers' beliefs or representations evolved as a result of their awareness of problems which were resolved through discussions and reflexive practice; (d) analysis revealed an inconsistency between certain beliefs or representations and their actualization. These findings were particularly significant in FSL and immersion classes where the two student teachers were in favour of a lot of interaction in view of promoting communicative competence. Yet, observation revealed a rather traditional teacher-centered approach oblivious of the learning process. The results of the research suggest that the evolution of the student teachers' beliefs or representations was impeded due to the lack of a more concerted, coordinated, rigorous support-oriented training program involving both the university and the associate school. / This study suggests a shared individual and collective responsibility of schools, universities and governments for improving the student teaching structure in view of more cohesiveness between all partners involved; a better articulation between theory and practice in the teacher training program; and efficient development of supervised reflexive practice.

This dissertation challenges the traditional patriarchal conception of mentoring, in which mentors are cast as experts and the task for novices is to assimilate their mentors' knowledge and proposes an alternate feminist conception in which mentors and novices are learner-teachers. The conception is based on practices of conversation and shared experience, through which mentoring partners develop trust and reciprocity. Through reciprocity, mentoring dyads move to a practice of thoughtful critique, in which they trouble taken-for-granted structures within schools. Central to feminist mentoring are issues of concern to the teachers involved, including issues of gender, race and culture as experienced in their own lives. To explore the conception of feminist mentoring, a qualitative research study was undertaken. Data about four mentoring dyads and one triad were collected through a series of structured interviews with individuals and pairs of teachers during one school year. The interviews were recorded and transcribed, and the resulting transcripts were analyzed for common themes. It was found that more successful dyads formed on the basis of the beginning teacher's choice and involved considerable time commitment. Successful mentoring dyads participated in frequent conversations, both casual and planned, in which they talked about students, shared resources, and co-planned curriculum. Conversations centred on both work-related and personal issues. The most successful dyad created numerous shared experiences which provided opportunities for the partners to learn reciprocally. Mentoring conversations and shared experiences led to two complementary ways of coming to know about teaching. In percolated learning the beginning teacher came to know based on hearing and thinking about the mentor's experiences. Thoughtful critique is a more deliberate mode of learning in which the mentor and beginning teachers intentionally address issues of common concern. Although there was some evidence of explicit thoughtful critique emerging within the mentorships, critique was expressed tentatively and cautiously. I suggest that the conditions of schools discourage critique and beginning teachers feel discouraged from being overtly critical. Mentoring dyads may need to work together for more than one year to develop a sufficient level of trust to move to a more critical feminist reconception of mentoring that supports and challenges both mentors and beginning teachers.

The in-service training and its status was chosen as the research object of the present thesis. The research aims to reveal the preconditions of in-service training in social work volunteers. The goals of the research are to perform an analytic overview of academic literature on the topic of the present master thesis; to highlight the occurrences of the activity of social work volunteers; to reveal the motivation behind volunteer activity; and to determine the most important constituents of occupational skills for social work volunteers. The following research methods are applied: analytical overview of academic literature on the topic of the master thesis, questionnaires and individual interviews with social work volunteers, as well as statistical data processing (in Excel). The results of the research are reflected in the conclusions of the master thesis. The following are the main conclusions: · The motivation of volunteer activity is closely related to the need to gain experience of various types of social work, taking into consideration the feelings, needs, capabilities, and abilities of participants of the learning process. In most cases, volunteer activity is based on goodwill; on a wish to help others, to communicate, to collaborate, and to fulfil the concepts, which are important to a modern person. · The in-service training of social work volunteers is mostly related to high intellect and maturity. The in-service training is oriented towards possibilities for... [to full text] / The in-service training and its status was chosen as the research object of the present thesis. The research aims to reveal the preconditions of in-service training in social work volunteers. The goals of the research are to perform an analytic overview of academic literature on the topic of the present master thesis; to highlight the occurrences of the activity of social work volunteers; to reveal the motivation behind volunteer activity; and to determine the most important constituents of occupational skills for social work volunteers. The following research methods are applied: analytical overview of academic literature on the topic of the master thesis, questionnaires and individual interviews with social work volunteers, as well as statistical data processing (in Excel). The results of the research are reflected in the conclusions of the master thesis. The following are the main conclusions: · The motivation of volunteer activity is closely related to the need to gain experience of various types of social work, taking into consideration the feelings, needs, capabilities, and abilities of participants of the learning process. In most cases, volunteer activity is based on goodwill; on a wish to help others, to communicate, to collaborate, and to fulfil the concepts, which are important to a modern person. · The in-service training of social work volunteers is mostly related to high intellect and maturity. The in-service training is oriented towards possibilities for... [to full text]

The purpose of this study is to explore the role of Leadership Practice Communities (LPCs) in developing the leadership capacity of school principals. Given the minimal requirements to become a school principal and the increasing demands made on the principal in terms of his/her job, the question arises as to how best are school principals developed for their school leadership role. This study is underpinned by the theory of Communities of Practice and a conceptual framework on leadership development. Sense is made of how school leadership learning of principals can occur within a community of practice. This works on the premise that people with common goals and interests work together to better themselves and their institutions. This study explores whether this can be done within these structures and how best it can be formalized to assist all leaders in the education field. This study seeks to answer the following critical questions: What forms of leadership learning take place within leadership practice communities? How does the leadership practice change as a result of participation within leadership practice communities? What challenges and possibilities exist for leadership development within leadership practice communities? This study is located within the interpretivist paradigm. A case study methodology is used in this study and semi-structured interviews of a group of principals have been undertaken. This particular Leadership Practice Community was purposively selected based on convenience. Seven principals were selected based on the following criteria: secondary/primary; male/female; urban/township/rural. The findings indicate that a leadership practice community has played a major role in developing the capacity of novice and senior principals. The findings direct that this could be the way to ensure that development of school principals could be undertaken and it should be replicated by all Ward Managers with a view to developing and strengthening leadership in schools under their control. / Thesis (M.Ed.) - University of KwaZulu-Natal, Edgewood, 2011.