No description available.

Public concern with respect to declining traditional values, character, and family structure in the midst of increased crime, violence, and drug use have brought American education into the political arena and under intense scrutiny. The purpose of this study was to investigate whether or not differences exist in the values fostered in private schools, public choice schools and public attendance-zone schools and whether or not there are differences in the values that are identified by students as compared with teachers. The theoretical framework for the study is based upon the beliefs that values form the foundation of human behavior and that schools influence the values of societies in which they exist.

This doctoral thesis concerns the Acadian teachers in the public schools of the eastern counties of Nova Scotia between the years 1811 and 1864. The early Acadian public school teachers provided the Acadians, the French speaking population, in Nova Scotia, instruction in their own French language even under legal constraints to do otherwise. The region covered in this dissertation includes the counties found on Cape Breton Island and the counties of Antigonish and Guysborough on the mainland portion of the province between 1811 the year of adoption of the first Education Act in Nova Scotia concerning public education and concludes with the 1864 Education Act which created a homogenous unilingual school system in English. Acadian education would progress from small groups of children taught by itinerant school masters and visiting mission priests to formal one-room school houses where numbers were sufficient. Lay teachers being found in the communities would perpetuate the French language following their own education at the few available institutions for training. The work of these Acadian public school teachers, even when legislation prohibited it, resulted in the survival of the Acadian French communities in eastern Nova Scotia. In the preparation of this thesis, original sources were used including school reports, school commissioner reports, and colonial census records, private journals of the bishops and priests as well as those of community members. The original sources are invaluable as a record of the year to year work of the Acadian public school teachers where there are few other documentary sources remaining of their work. While the origins of the public schools in Nova Scotia has been documented as well as Acadian schools, this is the first look at the Acadian public school teachers who worked in the various communities of eastern Nova Scotia and their backgrounds. / Educational Studies / D.Ed. (History of Education)

In this critical evaluation of the National Policy on Religion and Education (Republic of South Africa 2003) , I will invite a multiplicity of voices and opinions from various disciplines and discourses - a Bakhtinian carnival of heteroglossic play . As opposed to the official feast, one might say that carnival celebrated temporary liberation from the prevailing truth and from the established order; it marked the suspension of all hierarchal rank, privileges, norms, and prohibitions. Carnival was the true feast of time, the feast of becoming, change, renewal. It was hostile to all that was immortalised and completed (Bakhtin 1984:10). In this time of postmodern carnival, official 'Truth' is constantly questioned and treated with suspicion and replaced by new and unofficial truths (Scott 1986; Hiebert 2003). God (if not religion) has been proclaimed dead and yet at the same time seems to be more alive than ever. This is a time when 'all the conventional norms and protocols are suspended, as the common life is invaded by a great wave of riotous antinomianism which makes everywhere for bizarre mésalliances' (Scott 1986:6). And the presiding spirit of blasphemy finds its quintessential expression in the ritual of the mock crowning and subsequent decrowning of the carnival king - who is the very antithesis of a real king, since he is in fact often a slave or a jester. In short, everything is topsy-turvy, and the disarray thus engenders an uproarious kind of laughter (Scott 1986:6). In his presidential address to the American Academy of Religion in 1986 titled 'The house of intellect in an age of carnival: some hermeneutical reflections', Scott (1986:7) explores the impact of the "multiplicity and fragmentation and diversity" facing 'the house of intellect', and identifies the challenge of not resorting to the safety of 'any sort of reductionism, [but] how to understand and interpret the multitudinous messages and voices that press in upon us, each clamouring for attention and for pride of place'. After acknowledging the polyphony surrounding Religionswissenschaft on the one hand and on the other hand rejecting any hermeneutical attempts at a 'totalistic' synthesis, Scott proposes moving among the different 'modalities' of interanimation between [the various] modes of discourse' (Ricoeur quoted by Scott 1986:11). Scott (1986:15) closes his address by appealing for continued conversations and dialogue among discourses and 'scatterings' of truth (1986:15) as a hermeneutical method that would take the plurality and heteroglossia of this time in history seriously. This thesis is an attempt - a personal but also a scholarly and academically responsible attempt - to plot many of the voices and contexts that would help to evaluate the specific understanding of the role of the study of religion in the broader contexts of citizenship in a postmodern age where nationalities, nation states and allegiances are constantly in flux and complex. This thesis is also submitted as proof of the validity of my own voice as one of many voices in and surrounding the house of intellect in an age of carnival. / Religious Studies and Arabic) / D. Litt. et Phil. (Religious Studies and Arabic)

This Mixed Method Research Project examines the possible marketing strategies that can be used to market township schools in the Gauteng province, within an increasingly competitive educational system. These strategies are investigated within the largely unbalanced infrastructural and resource dichotomy that exists between most township schools and the former Model C schools; the results of which has seen among many other challenges, the ever increasing learner migration from the township schools to the former Model C suburban schools. This pedagogical manuscript adopts a case study approach while simultaneously integrating the influences of established research paradigms like pragmatism and enterpretivism. Within the attempt to find the best marketing options for township schools, the project also consciously attempts to identify the challenges (and possible solutions) that the said schools face as they try to market themselves. The benefits of implementing the marketing matrix within the education product are henceforth highlighted within the narrative of the project. / Educational Leadership and Management / M. Ed. (Education Management)

Submitted in compliance with the requirements for the Doctor’s Degree in Language Practice, Durban University of Technology, Durban, South Africa, 2016. / Even after political liberation in South Africa, a mismatch exists between the principles of freedom of religious observance taught in Religion Education and the actual religious observances in public schools. Anglican hymns, prayers and observances are still being used in schools where the religious ethos has changed from one of Christianity to include Hinduism, Islam and Judaism, as well as Shembe and Zionist religions. The Draft Policy on Religion Education stipulates that there should be a distinction between home religions and the school’s official religious instruction. School religious observances, particularly observances which reflect the oppressive nature of past colonial impositions, should not give offence to learners from other religious denominations, or belittle their own practices. This thesis investigates the hegemonic influence of colonial religious observances and their possible effect on school populations. Within a critical linguistic approach, which explores the ways in which language both sets in place and reflects the relations of power implicit in social functioning, a critical discourse analysis was carried out on current and topical media texts reporting on contentious issues involving religious observances in schools. Community members were also consulted by means of surveys and interviews so as to provide an overview of the social context of the wider community within which the schools were situated. The resulting data could then be used to triangulate data obtained from the discourse analysis, and either confirm, modify or challenge the latter. The results suggest that, not only is there a strong hegemonic influence present in schools, as a result of the lingering vestiges of traditional colonial Christianity, but that modern Christian movements are also beginning to exert a persuasive influence on non-Christian populations. The issue of religious observance in schools is a highly complex and potentially controversial issue, but one which merits study in view of the fact that the stakeholders’ right to freedom of religious observance may be violated on a daily basis. / D

The purpose of the study is to examine how teachers in grades F-3, in public schools and I Ur och Skur schools interpret the curriculum text regarding range of animals and plants in the environment in science instruction, and how they describe their work with this. The study will also study if the work in the field of animals and plants in the local environment differs between these types of school. The study is based on the following questions: What factors determine whether the teachers engage in teaching indoors or outside in the field of animals and plants? How do the teachers interpret the curriculum text that concerns the area of ​​animals and plants in the environment? What are the learning opportunities that these teachers consider regarding the outdoor learning? What difficulties are the teachers reporting regarding the students learning? Are there differences between responding the teachers’ descriptions regarding the area of animals and plants in the environment than public schools and I Ur and Skur schools? If so, how? In this study, O'Brien and Murray's theoretical model has been used as a tool for the analysis. The method has a quantitative methodology, questionnaires, and a qualitative approach, interview. This is chosen to be used to find out how teachers in different school forms describe their work with animals and plants in the immediate environment. The result shows that the majority of teachers in both types of schools describe the use of the outdoor environment in connection with the training module. Teachers described the opportunities in all six categories from O'Brien and Murray's theoretical model (ref. O'Brien & Murray 2007, p. 255). The main difference between the different schools are the time devoted to teaching this module, were public teachers on average spend 10,5 hours/term while I Ur och Skur teachers on average spend 25 hours/term.

Thesis (PhD)--Stellenbosch University, 2013. / This investigation is aimed at providing a better understanding of William Milton’s influence on society in southern Africa over a period of more than thirty years. In the absence of any previous detailed work, it will serve to demonstrate Milton’s importance in restructuring the administration, formulating policy and imposing social barriers in early Rhodesia – factors that will contribute to the research undertaken by revisionist writers. It will also go some way towards answering Lord Blake’s call to discover exactly what the Administrator did and how he did it. Milton’s experiences at the Cape are seen as being essential to an understanding of the administration he established in Rhodesia. Through examining this link – referred to by historians but not as yet explored in detail – new knowledge will be provided on Rhodesia’s government in the pre-First World War period. The Cape years will offer insight into Milton’s working relationship with Rhodes and his involvement in the latter’s vision of the region’s social form and future. They will also shed light on Milton’s attitude towards people of colour. Cricket and rugby are key themes running through Milton’s life. The study will illuminate much about the creation of South African sport at a time when the public school games ethic was important in the nature of empire. Milton made an enormous but controversial contribution to the playing of the games, club culture, facilities, administration, international competition and who was eligible to represent South Africa.

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

Inasmuch as it has been assumed by the people of the State of Texas that the cost of operating the public school systems has risen since the Gilmer-Aikin Bills have gone into effect, the purpose of this study is to determine just what cost items have increased and to what extent. There are many cost items to be considered in the operation of a public school, and they have varied from year to year since the beginning of public school operation. This study attempts to determine those increased cost items in rural high schools which can be contributed directly to the passage of the Gilmer-Aikin Bills.