Thesis (Ed.D.) - Simon Fraser University, 2005. / Theses (Faculty of Education) / Simon Fraser University.

Thesis (Ph. D.)--University of California, San Diego, 2006. / Title from first page of PDF file (viewed July 10, 2006). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 318-326).

This dissertation proposes to delineate the criteria for determining the constitutionality of public school dress codes based on an examination of relevant case law. The study addresses the following underlying questions: (1) Do students have a constitutional right to freedom of choice regarding their personal dress and grooming in public schools? (2) If so, what is the origin of the right? (3) What justification does a school district need in order to intrude upon the right? (4) Does the extent to which there is a right, and that it is accorded support by the judiciary, depend on the student's age and grade level? (5) What do state statutes say about dress codes and uniforms? (6) Do state statutes comport with the circuit courts' rulings in the various jurisdictions? The first part of Chapter I examines the purpose of school uniforms as set forth in relevant educational literature and commentary. The second part of the chapter examines empirical evidence on the effects of dress codes and uniforms. Chapter II addresses the first three questions listed above concerning students' right to choice in personal dress, the origins of such a right, and the justification required for a school to intrude upon this right. Chapter III examines dress code rulings from the United States Courts of Appeals in order to ascertain patterns of judicial rationale and determine whether students' rights vary depending on age, grade level, or federal circuit court jurisdiction. Chapter IV examines existing state statutes with regard to dress codes and uniforms. Chapter V utilizes the legal principles that emerge from the research in Chapter III and draws from the survey of state statutes in Chapter IV to make a comparison of state statutes and circuit court rulings in each jurisdiction. If a state statute does not comport with federal law in its particular jurisdiction, modifications are suggested to bring the statute into line with relevant judicial rulings.

Thesis (MPA.) -- University of Limpopo, 2017 / Employment of educators has never been such a problem as it is now where race and ethnicity are at the centre stage in the recruitment and appointment of educators. The high rate of unemployment and exorbitant cost of living in the country also worsen the situation. The problem of employment in public education is compounded by the semi-literate School Governing Bodies (SGB) especially in most disadvantage rural schools, who are expected to recommend the appointment of educators to the Head of the Department. Employment of educators remains a challenge in the Department of Education. This research study provides a critique and an analysis of the role played by the SGB in school governance as elucidated in the literature and also stated by the South African Schools Act 84 of 1996. The aim of the study is to ascertain the alignment of educators‟ employment policies to South African Schools in the Mopani District. The research also highlights the challenges that hinder effective governance and management such as lack of knowledge and skills, to interpret and implement policies and regulations when appointing relevant educators. The study reveals an unethical behaviour amongst principals and governing body of policy non-adherence that amounts to corruption within the public service. The dysfunctionality of governance and management to hire relevant, competent and qualified educators to occupy promotional posts cause more problems in the society as a whole, such as lack of accountability in terms of best education for the learners who are our future generation. The department should revise the roles and laws concerning school governors. The maladministration occurring in public institutions and schools is to be punished by law and public servants are to be accountable for their wrong actions taken. In conclusion the Public Service Act 103 of 1994, section 11 stipulates that filling of posts in the public service must be given a democratic values and must follow democratic principles. Appointments should be based on qualifications, skills and competences. Nevertheless educators are appointed into various positions through corrupt activities. This must come to an end for effective governance in education to prevail.

Thesis (Ph.D. (English Studies)) -- University of Limpopo, 2023 / Technology use is gaining momentum the world over, including South Africa. Therefore, technology use presupposes technology integration, and educators appear better positioned to ensure its integration. As a result, the integration of technology by English First Additional Language (EFAL) educators is of significant importance to learners’ academic development. The purpose of this research study was to investigate South African rural public schools EFAL educators’ readiness to integrate technology into EFAL content. The study was underpinned by a combination of two theoretical frameworks, the Technology Readiness Index (TRI) and the Technological Pedagogical Content Knowledge (TPACK). The study followed a quali-quantitative approach and an exploratory research design. The triangulation data collection method employed questionnaires, interviews and equipment checklists. Findings indicated that EFAL educators in rural public schools are not ready to embrace the Fourth Industrial Revolution (4IR) and lack relevant and adequate infrastructure to integrate technology. Findings further revealed that EFAL educators need proper training in technology skills and technical support in order to be ready to integrate technology into EFAL. Pertinent intervention strategies should include the collaboration of all stakeholders to improve the Information Communication Technology (ICT) context in rural public schools. Additionally, the Department of Basic Education (DBE) has to bridge the gap between rural and urban schools in SA by providing adequate technology support to rural public EFAL educators.

No description available.

This study was conducted to describe the status and perceived need of wellness and employee assistance programs in the public school systems in Virginia. There were 132 superintendents asked to respond to a mailed survey; 124 responded, for a return rate of 93.93%. The school systems having these programs were grouped by wealth, according to the composite index of the school system, and size, according to the number of teaching positions in the school system. The results of the analysis indicated that there are a variety of wellness programs throughout the state. Wellness and employee assistance programs occur in large and small school systems with teaching staffs ranging from 43 to 8,124. The composite index of school systems having one of these programs ranged from .2016 to 1.000. There was a significant perceived need of these programs as indicated by the positive responses to an open-ended question. Of the 124 school systems responding, 47, or 37.90%, had wellness programs, and 38, or 30.64%, had employee assistance programs. The U.S. Department of Health and Human Services Objective 20.15 states that by the year 2000, 75% of the workplaces with 50 employees or more should offer a health promotion program. This study established the baseline necessary to measure the growth of these programs in Virginia and will assist personnel directors by providing information about the types of programs that now exist throughout the state. / Ed. D.

The purpose of this study was to analyze the current school board policies within the Commonwealth of Virginia to determine if they were consistent with the federal judicial system's interpretation of the Establishment Clause. Twenty-four federal district, circuit and Supreme Court cases were analyzed to determine the court's interpretation of the Establishment Clause as it relates to the public schools. Twenty-one criteria were developed from this analysis and the criteria were used to evaluate the school board policies of Virginia school divisions. The criteria were separated into five categories to provide greater clarity and organization. The five categories include general, prayer, Bible reading, release time programs and equal access. Approximately 91 percent of the schools in the Commonwealth responded to this study. Approximately 55 percent of the schools returned policies which governed at least one Establishment Clause issue. Approximately 36 percent of the schools responding to this study declared that they had no policies relating to any issues as defined by this study. The data from this study demonstrated that the majority of school board policies throughout the Commonwealth are not consistent with the judicial system's interpretation of the Establishment Clause. The policies which were returned and evaluated satisfied only 35 percent of the criteria within the general category; 12.83 percent of the criteria within the prayer category; 24.34 percent within the Bible reading category; 16.58 percent within the release time category; and 21.05 percent within the equal access category. Overall the policies which were analyzed satisfied only 22.74 percent of the entire set of criteria. The most successful school division satisfied only 52 percent of the criteria and over 61 percent of the policies failed to satisfy more than 27 percent of the criteria. / Ed. D.

The purpose of this study is to determine to what extent Dade county has kept its educational program abreast with the rapid development of the community and thereby met the educational needs of the children in this section of the country.

This study was prompted by the researcher’s concern that the gender equity imperative within the Constitution of the Republic of South Africa, Act 108 of 1996, and within national curriculum policy in South Africa is being sidelined in school History teaching for various reasons, the most significant of which is argued to be lack of awareness of the constitutive nature of discourse within language. The main aim of the study is to investigate whether a feminist post-structuralist approach to History teaching, which focuses on multiple perspectives and open interpretation, within the framework of six key aspects of critical media education, can open up space for female voices of the past and present in order to reconstruct realist historical narratives. The literature review reflects research relating to theories which have been seminal in the development of feminist post-structuralism. The qualitative research design entails a data collection instrument which focuses on denotative and connotative analysis of textual samples selected from Grade 10 schools History textbooks used for this investigation. Data collection relates to content analysis, narrative theory, textually-oriented discourse analysis, and gender-biased language with regard to images and print. To establish the category into which each textual sample falls, individual data counts have been undertaken. A detailed analysis process reveals that all nine of the textual samples are of the conforming type which do not question patriarchal gender construction.The study offers suggestions regarding the implementation of feminist post-structuralist strategies within the context of Grade 10 outcomes-based History teaching, which is compliant with South Africa’s national curriculum policy. Notwithstanding the gaze upon the problematising of discursive gender representation in Grade 10 History teaching resources used in South African public schools, this study argues that the results have wide application across grades, levels, learning areas and subjects which are part of South Africa’s national curriculum. The researcher therefore suggests that this study offers a positive contribution to equitable gender relations in the History classroom, in education generally, and in South Africa as a whole. / Didactics / D. Ed.