- About
-
The Global ETD Search service is a free service for researchers
to find electronic theses and dissertations. This service is
provided by the
Networked Digital Library of Theses and Dissertations.
Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
Search results
Showing 1 to 7 of 7 (0.147 seconds)| 1 |
Chaplains in independent church schools straddling church and school.Krige, Jeanette Rosiland 24 December 2008 (has links)
Certain educational institutions still claim to be Church schools and continue
to employ chaplains in spite of post-Enlightenment cynicism and
secularization. A number of chaplains face a struggle to balance obligations
to both Church and school. Some face ambivalence about their continued
appointment in their liberal educational institutions. In some cases it appears
that they are merely appointed out of deference to tradition. In other schools,
however, there is a strong declaration that the chaplain and all that the
position entails in terms of chapel services and the teaching of the Christian
religion, remains an integral part of the Church school. There is confusion
regarding the role, expectations and prospects of chaplaincy. Certain
chaplains are definitely marginalised from the mainstream of school life until
traditional religious services require what is apparently a charade of Church
faith at schools that are largely secularised. I argue that the marginalisation of
the spiritual from the rest of the school programme is not in the best interests
of continuing the excellence of the educational experience and the
transformation of South African Independent Church schools. This would be
better served by seeking an integrated worldview to sustain a way of life
beyond school years. Chaplains may take on the role of encouraging
education for the whole of life by facilitating critical thinking and broad
conversations across the artificial barriers of school subject compartments.
They may also lead a Church school community towards a fresh investigation
of Christianity that will involve the chaplain’s liturgical, teaching, pastoral and
social action roles, a marriage of theory and praxis to bring the balance of
head, heart and hands.
|
| 2 |
Romancing Children into Delight: Promoting Children's Happiness in the Early Primary GradesHughes, Scott Frederick 02 August 2013 (has links)
Happiness should be a fundamental aim of education. This philosophical assertion raises the practical question of how teachers generate happiness in their classroom programs while operating under the current paradigm of educational accountability. The purpose of this qualitative study was to examine the perspectives of early primary teachers, students, and parents on what makes a happy classroom. Data were collected through interviews of 12 teachers from public, independent, Waldorf, Froebel, and Montessori schools; over 72 hours of observation in eight early primary classrooms; interviews with 23 students (ages 3 to 8), drawing and photography with 64 students (ages 3 to 8); 66 parent surveys, and eight teacher exit interviews. Four cycles of analysis, including descriptive and conceptual approaches, resulted in the identification of five core conditions of happy classrooms: (a) relational pedagogy, (b) embodied learning, (c) pedagogical thoughtfulness (d) an ethos of happiness, and (e) an ethos of possibility. These five conditions were supported by 17 facets, which describe practical and conceptual ways to support pedagogical thinking and decision-making about children’s happiness in the complex worlds of busy classrooms. Five of the facets are spotlighted: (a) kids need to play, (b) stepping in stepping out, (c) sounds shape feelings and experience, (d) rhythms and routines, and (e) romancing children into delight. In addition, student and parent participants identified that play, positive friendships, time outdoors, experiences involving the arts, and experiences of positive feelings make children happy at school and when they are learning. The discussion centers on the role of teachers in establishing the tone of happy classrooms, considers the notion of strong pedagogy, discusses the generation of happiness in early primary classrooms in the form of lessons to be learned from different pedagogical traditions, and argues that, above all, children’s interests, needs, and development should be a teacher’s first point of consideration for all decisions about instruction and learning in the classroom. The discussion concludes with implications for teaching professionals and offers suggestions for future research. / Thesis (Ph.D, Education) -- Queen's University, 2013-08-02 11:13:05.998
|
| 3 |
The extent and practice of inclusion in independent schools (ISASA members) in Southern AfricaWalton, Elizabeth Lockhart 30 June 2006 (has links)
In keeping with international trends in education, South Africa has embraced inclusive education as the
means by which diverse learners, including those who experience barriers to learning, should be
educated. Premised on the need for schools to change and become responsive to diverse learners by
offering the support necessary for access and participation, inclusion is beginning to be realised in South
African schools. Independent schools comprise a small but significant sector in South African
education, and, despite not having access to state resources, are implementing inclusive education. This
study investigates the schools belonging to the oldest and largest independent schools' association, the
Independent Schools' Association of Southern Africa (ISASA) to establish the extent to which learners
who experience barriers to learning are included in ISASA schools and the practices that facilitate their
inclusion.
Data gathered from a self-administered questionnaire completed by principals of ISASA schools reveals
that the majority of ISASA schools include at least some learners who experience intrinsic or extrinsic
barriers to learning. The most common intrinsic barriers are AD(H)D and learning disability and the
most common extrinsic barriers are family problems and language barriers. Support for these learners is
provided at school-wide and classroom level through the implementation of various inclusive practices
that have been described in the international literature on inclusion and in local policy and guideline
documents. These include developing policies that guide the support of learners who experience barriers
to learning; ensuring that personnel are available to provide appropriate support; harnessing support for
learners, their parents and teachers both from within the school and from the wider community; ensuring
wheelchair access and employing classroom and other strategies that facilitate access and participation.
ISASA schools differ in the extent to which they are inclusive. A few are not inclusive at all, but most
are showing progress and commitment to inclusion. In so doing, these schools are implementing
ISASA's Diversity and Equity Policy that requires member schools to be inclusive of learners who
experience barriers to learning wherever this is feasible educationally, and also realising Constitutional
values of equality, dignity and freedom of discrimination. / Educational Studies / D. Ed. (Inclusive Education)
|
| 4 |
The role of education managers in implementing a policy of inclusion in independent Christian schoolsWalton, Elizabeth Lockhart 11 1900 (has links)
Inclusion has been adopted by the South African Department of Education as the policy
for special needs· learners. This study explores the role of education managers in
independent Christian schools in implementing this policy. A literature review and data
gathered from interviews with principals of Christian schools which practise inclusion
reveal that education managers have a vital role to play by offering leadership and
vision to the inclusive school. They control the human and material resources required
to bring about change towards greater inclusivity. Their accepting attitudes
communicate to the community that all learners can belong in a school willing to
accommodate them. The Biblical values that give the Christian school its reason for
existence makes reaching out to those with special needs an imperative. Practical
strategies for implementing inclusion are discussed in the context of organisational
development and the management of change. / Educational Leadership and Management / M. Ed. (Education Management)
|
| 5 |
The extent and practice of inclusion in independent schools (ISASA members) in Southern AfricaWalton, Elizabeth Lockhart 30 June 2006 (has links)
In keeping with international trends in education, South Africa has embraced inclusive education as the
means by which diverse learners, including those who experience barriers to learning, should be
educated. Premised on the need for schools to change and become responsive to diverse learners by
offering the support necessary for access and participation, inclusion is beginning to be realised in South
African schools. Independent schools comprise a small but significant sector in South African
education, and, despite not having access to state resources, are implementing inclusive education. This
study investigates the schools belonging to the oldest and largest independent schools' association, the
Independent Schools' Association of Southern Africa (ISASA) to establish the extent to which learners
who experience barriers to learning are included in ISASA schools and the practices that facilitate their
inclusion.
Data gathered from a self-administered questionnaire completed by principals of ISASA schools reveals
that the majority of ISASA schools include at least some learners who experience intrinsic or extrinsic
barriers to learning. The most common intrinsic barriers are AD(H)D and learning disability and the
most common extrinsic barriers are family problems and language barriers. Support for these learners is
provided at school-wide and classroom level through the implementation of various inclusive practices
that have been described in the international literature on inclusion and in local policy and guideline
documents. These include developing policies that guide the support of learners who experience barriers
to learning; ensuring that personnel are available to provide appropriate support; harnessing support for
learners, their parents and teachers both from within the school and from the wider community; ensuring
wheelchair access and employing classroom and other strategies that facilitate access and participation.
ISASA schools differ in the extent to which they are inclusive. A few are not inclusive at all, but most
are showing progress and commitment to inclusion. In so doing, these schools are implementing
ISASA's Diversity and Equity Policy that requires member schools to be inclusive of learners who
experience barriers to learning wherever this is feasible educationally, and also realising Constitutional
values of equality, dignity and freedom of discrimination. / Educational Studies / D. Ed. (Inclusive Education)
|
| 6 |
The role of education managers in implementing a policy of inclusion in independent Christian schoolsWalton, Elizabeth Lockhart 11 1900 (has links)
Inclusion has been adopted by the South African Department of Education as the policy
for special needs· learners. This study explores the role of education managers in
independent Christian schools in implementing this policy. A literature review and data
gathered from interviews with principals of Christian schools which practise inclusion
reveal that education managers have a vital role to play by offering leadership and
vision to the inclusive school. They control the human and material resources required
to bring about change towards greater inclusivity. Their accepting attitudes
communicate to the community that all learners can belong in a school willing to
accommodate them. The Biblical values that give the Christian school its reason for
existence makes reaching out to those with special needs an imperative. Practical
strategies for implementing inclusion are discussed in the context of organisational
development and the management of change. / Educational Leadership and Management / M. Ed. (Education Management)
|
| 7 |
”Maten är kass, men lärarna är snälla” : Recensioner av gymnasieskolor - ett beslutsunderlag för gymnasievalet på skolmarknaden / ”The food is crappy, but the teachers are kind” : Reviews of schools – basis for decision-making for upper secondary school election on a school marketBarakat, Mohammed, Östergren, Rolf January 2019 (has links)
Syfte och frågeställningar Syftet med uppsatsen är att få en förståelse för vad det är elever som söker till gymnasieskolan kan tänkas möta då de läser recensionstexter. Syftet är således att kartlägga recensionssystemets omfattning och innehåll kvantitativt; vad som tas upp i recensionstexterna, samt att undersöka hur recensionstexterna är konstruerade. Avslutningsvis syftar uppsatsen till att diskutera recensionssystemet i en större samhällskontext - som ett resultat av och en del i vår samtid. Vilka ämnen och teman förekommer i recensionstexter av gymnasieskolor samt hur frekvent är förekomsten? Hur värderas (positivt, negativt eller neutralt) de olika temana i recensionerna? På vilket sätt är recensionstexterna konstruerade och hur kan det tolkas? På vilket sätt framträder en skolmarknadsdiskurs i recensionstexterna? Metod De kvantitativa frågorna undersöks genom en innehållsanalys av slumpmässigt utvalda recensioner på gymnasieskolor i Stockholms län. De förekomna orden kvantifieras och delas in i teman, kategorieroch subkategorier. En bedömning görs även utifrån om de förekomna orden lyfts i en positiv, negativ eller neutral kontext. Den kvalitativa delen utgörs av en textanalys inspirerad av diskursanalysen. Av ett antal utvalda recensioner, baserat på dess innehållsliga relevans, analyseras dessa semantiskt med diskursanalytiska verktyg. I diskussions- och analysdelen behandlas resultatet utifrån det teoretiska ramverket och tidigare forskning. Resultat Av innehållsanalysen framgår att de vanligast förekommande temana var allmänna värdeomdömen om skolan, att kommentera lärare samt skolans upplägg och utbildningens kvalité. Det är även vanligt att sociala aspekter så som atmosfär och gemenskap lyfts fram i recensionerna. Av den kvalitativa delen framgår det att recensenterna uttrycker sig på ett sätt som speglar skolmarknadsdiskursen. I somliga fall framgår tydligt hur recensenten anammat skolmarknadsdiskursen. Slutsats Resultatet indikerar att recensionssystemet riskerar att generera segregerande effekter. Framförallt utifrån den asymmetriska tillgången av information och att skola och identitet knyts allt närmare varandra. Detta förtydligas och ställs på sin spets i hur recensionerna är konstruerade och kan, i vissa fall, tänkas vara svårare att bearbeta då gemene elev tenderar att se recensenter som objektiva (till skillnad från övrig tillgänglig information). / Aim The aim with this study is to explore what kind of information pupils, searching for upper secondary school, might get from reading reviews of schools. The purpose is thus to quantify the scope and content of the review system quantitatively; what is mentioned in the review texts, and to examine how the review are textually constructed. Finally, the paper aims to discuss the review system in a larger social context - as a result of and a part of our time. What topics occur in reviews of upper secondary schools and how frequent is the occurrence? How are the different themes in the reviews valued (positive, negative or neutral)? In what way are the review texts constructed and how can it be interpreted? In what way does a school market discourse appear in the reviews? Method The quantitative questions are examined through a content analysis on randomly selected reviews of upper secondary schools in Stockholm County. The words in question are quantified and divided into themes, categories and subcategories. An assessment is also made based on whether the existing words are lifted in a positive, negative or neutral context. The qualitative part consists of a text analysis inspired by the discourse analysis. From a number of selected reviews, based on its substantive relevance, these are semantically analyzed with discourse analytics tools. In a merged discussion and analysis section, the result is treated on the basis of the theoretical framework and previous research. Results The content analysis shows that the most common themes were general value reviews of the school, commenting on teachers and the school's structure and the quality of the education. It is also common to mention social aspects such as atmosphere and cohesion. From the qualitative part it appears that the reviewers express themselves in a way that reflects the school market discourse. In some cases, it is clear that the reviewer has adopted the school market discourse. Conclusion The result indicates that the review system risks generating segregating effects. Especially based on the asymmetric availability of information and the fact that school and identity are getting more connected. This is clarified and put on its tip in how the reviews are constructed and, in some cases, may be more difficult to process when the common student tends to see reviewers as objective (in contrast to other available sources of information).
|
Page generated in 0.1561 seconds