This study explored learner experiences of school violence in a secondary school in Qacha’s Nek, Lesotho. The aim of the study was to understand learners’ experiences of violence as it happens in their school. Internationally, violence in schools is one of the most challenging issues facing educators and learners and school communities at large. The research design was a case study. The research method was the qualitative case study method. Data were collected through individual and focus group interviews with learners and document analysis. Fifteen learners participated in the study, 7 girls and 8 boys. The study found that learners are exposed to complex patterns of violence in the school, and these are experienced in multiple forms that affect learners in different ways. Some of the patterns of violence could be seen in enactments such as solving problems with aggression, violence from teachers, the discourse of blame, collective bullying. The study also found that in certain ways schooling itself can be viewed as violence in that the school had an ethos of authoritarianism and control. Violence in the form of corporal punishment, suspension and expulsion emerged as the most tangible symbol of an authoritarian school. The study also found that violence was a gendered phenomenon at the school. The study highlights the need for proactive programmes that are directed at the attaining goal of building school communities that are safe havens. The findings suggest that a key component of such programmes should be critical self-reflection and self-scrutiny by all members of the school community. In such a process teachers and learners would need to examine and challenge existing social attitudes, ideologies, norms, and injustices in school policies and practices. / Thesis (M.Ed.) - University of KwaZulu-Natal, Durban, 2010.

In most New Zealand schools, transition to school programmes are introduced based on adult perceptions aimed at avoiding negative experiences and assisting children in a successful transition to school, yet they run the risk of ‘over managing’ a child’s experience. This research considers how young children perceive the up and coming ‘rite of passage’ of ‘starting school’. Through placing an emphasis on ‘children’s voice’, it explores their expectations, feelings and understandings of school before and after starting. The study follows six children (two boys and four girls, aged from 4 years eight months to 4 years ten months at the start of the study) for approximately two school terms on their journey from an Early Childhood Centre to a primary school. A range of ‘child friendly’ methods were used to gather their understandings. Children’s ‘school comments’ were recorded by their mothers during their transition. Interviews were conducted with three teachers regarding their philosophies and practices of starting school. The findings identified three main themes in children’s initial knowledge about school. The children sourced further knowledge by asking their parents about any concerns or queries as they arose. They also expressed a need to prepare themselves for school. The children gained further understanding of school throughout their transition but did not truly grasp the concept of what school was about until they became ‘school kids’ themselves. The implications of these findings are discussed for transition to school practices.

There is no abstract available for this thesis.

There is no abstract available for this thesis.

There is no abstract available for this dissertation.

There is no abstract available for this dissertation.

One purpose of this study was to identify the relationship, if any, that existed between method of scheduling and achievement in reading and mathematics. A second purpose of this study was to identify the relationship, if any, that existed between method of scheduling and student attitudes toward school and learning. A third purpose of the study was to identify what teachers using parallel block scheduling perceived as positive and negative aspects of parallel block scheduling.Data from ISTEP (Indiana Statewide Testing for Educational Progress) scores, student questionnaires, and teacher interviews were used to compare the parallel block scheduled school and the surface scheduled school. ISTEP scores were compared using One Way Analyses of Variance to check equivalency of the two schools at the beginning and at the end of the study and Repeated Measures Analyses of Variance to test the hypotheses. Student questionnairesmeasuring student attitudes toward school and learning were compared for the two schools using Repeated Measures Analyses of Variance. Teachers at the parallel block scheduled school were interviewed to analyze their perceptions of parallel block scheduling.Statistically significant differences were found in mathematics achievement in favor of the parallel block scheduled school. No statistically significant differences were found in reading achievement between the parallel block scheduled school and the surface scheduled school. Statistically significant differences in students' attitudes toward school and learning between the two types of scheduling were found in three out of the four categories. Differences were found in students' beliefs about how well they were learning, students' attitudes toward themselves as learners, and students' beliefs about how others see them as learners in favor of the parallel block scheduled school. No difference was found in students' attitudes toward school. Responses from interviews of teachers using parallel block scheduling indicated that the teachers felt parallel block scheduling had benefitted students in terms of achievement, attitudes toward school and learning, and in their effectiveness as teachers. / Department of Educational Leadership

The purpose of the study was to determine the effectiveness central office administrators with systemwide responsibilities have in delivering services to building principals. The areas investigated included the degree to which central staff should have and actually did provide specific services as judged by building principals.The population of the study consisted of sixty-two principals and assistant principals in selected school corporations in central Indiana with an enrollment of 8,000 to 12,000 students. The questionnaires consisted of fortyfive items and two Likert-type response scales. Principals and assistant principals were asked to indicate on one scale the degree to which the item ideally should have been provided and on a second scale the degree to which the item actually was provided by central staff. Questionnaires were returned by fifty-eight or ninety-three percent of the principals and assistant principals.ConclusionsThe conclusions of the study were:Discrepancies exist between the ideal and actual classification in that principals were not provided with:Training in interviewing and staff selection procedures.An annual meeting between principals and maintenance to determine priorities.Maintenance service programs structured from a preventative standpoint.Discrepancies do not exist between the ideal and actual classification in that:Principals were given the final authority in the selection processes.Regularly scheduled meetings were provided to discuss concerns of building level administrators.Principals and staff received support when dealing with parents or community.Principals were provided assistance and support when difficult decisions needed to be made.Principals were provided information regarding interpretations of master contract.Principals were provided opportunities for meaningful input into curriculum development.Perceptions and reactions are discernible in the ideal and actual classification in that:Principals being included in establishing priorities in negotiations were perceivable. In-service programs for teachers and principals to develop curriculum ideas were perceivable.RecommendationsFollowing are recommendations of the study:1. Central staff maintenance should give consideration to discussion of maintenance service programs.2. Central staff should give consideration to developing in-service programs for principals in interviewing and staff selection procedures.

The purpose of the study was to investigate what crucial tasks are performed by secondary school principals. Crucial tasks were identified as those validated by the practicing principals as being necessary for an effective principal to perform the job well. First the crucial tasks were identified and then validated by practicing principals. Once the crucial tasks had been validated by practicing principals as relevant to the effective job performance of a secondary school principal, a sampling of principals who had graduated from Ball State University principal preparation program between 1972-1982 were surveyed to determine if they performed the crucial tasks and where they learned how to perform the tasks. Finally the identified tasks were correlated with the curricular offerings of the Department of Educational Administration and Supervision, Teachers College, Ball State University in order to evaluate the current principals' preparation program.The sample of 65 principals surveyed to validate tasks performed by effective principals were randomly selected from practicing secondary (9-12) principals. The sample was stratified so 50 principals were Ball State University graduates and 15 principals were non Ball State graduates. The second sample of 20 principals were surveyed to determine which of the effective tasks were performed by principals, frequency of performance, consequence of inadequate performance and place tasks were learned. The 20 principals were those principals from the first sampling who had graduated from Ball State University's principals preparation program between 1972-1982.The instruments used for the surveys were developed by the author. The original tasks for Questionnaire I were generated from nine categories established from the national research study published by the National Association of Secondary School Principals Association in 1978. A purge committee of five practicing principals provided input to the appropriateness of the tasks for Questionnaire I before it was sent. The second survey, using Lickert scales, was designed to obtain information from Ball State graduate principals. The third survey was sent to the professors of the EDAD program to identify which of the 64 tasks identified as performed by effective principals were taught in the six courses required by the university for an Indiana principals' licensure. Professors were interviewed to further identify curricular content of the required courses.Nine research questions were generated for the study. Each question pertained to a specific phase of the evaluation of the Ball State University's principals' preparation program. Data was collected and reported for all nine questions. The data was presented using descriptive statistics. Raw scores were used to determine central tendencies, degree of variability, relative standings and/or correlation of the available data.Of the 64 tasks identified as performed by effective principals, 61 of the tasks were performed by Ball State graduates. A definite disparity existed between where principals perceived learning tasks and where professors perceived teaching the tasks. The principals perceived the Ball State principals' program addressing 44 out of the 64 identified tasks. Of the 64 tasks performed, the principals identified learning 16 of 64 from the university principals preparation program, 28 from university program and on the job, and 20 from only on the job.The current Ball State University, Teachers College, Department of Educational Administration and Supervision, principals' preparation program addresses the majority of tasks validated as performed by effective principals, but the faculty should review the validated tasks, group them into appropriate courses, and then develop the curriculum of each course so that the courses, combined, address the tasks in sufficient depth to adequately prepare the principals to perform them.

Since the new dispensation, all stakeholders in the school are expected to play an active role in the governance of schools. It is not the responsibility of government alone to see that schools are up and running. Parents, educators, non-teaching staff, learners (in Secondary Schools) and the community must also share their ideas on how the school is to be administered. This study has focused on the knowledge that the School Governing Bodies (SGB's) should posses in relation to legislations and the application of the knowledge make an impact in the administration and management of the school in the Klerksdorp-area. For schools to function effectively, the School Governing Bodies need to know that the Constitution (Act 108 of 1996) is the supreme law that has an impact in all education legislations, policies and regulations. Therefore, whatever school policy is to be developed should take cognizance of the Constitution. Central to the study is the SGBs' understanding of their roles and functions as stipulated in the Schools Act, (Act 84 of 1996) to avoid conflict of interest and administer the school efficiently and effectively. It is expected that the SGBs should transfer their knowledge into action by formulating policies that govern the school. By formulating school policies the SGB will then be able to have an influence since clear directions will be stipulated in the school policy on how the school is to be managed and administered. School Governing Bodies, as governors of the school are also accountable to people that elected them. It is their responsibility to provide feedback to their constituency and to inform them on the progress made. / Thesis (M. Development and Management)--North-West University, Potchefstroom Campus, 2007.