Thesis (M.Ed.)--University of Hong Kong, 1982. / Includes bibliographical references (leaf 82-84). Also available in print.

Please read the abstract in the section, 00front, of this document / Thesis (PhD (Curriculum and Instructional Design and Development))--University of Pretoria, 2005. / Curriculum Studies / unrestricted

Bakgrund och problem: Bakgrunden till denna studie är Statistiska Centralbyråns uppmärksammande om att kommunala gymnasieskolor har 7000 kronor dyrare kostnad per elev än den fristående gymnasieskolan. En av de bidragande faktorerna till att kostnaden är lägre hos fristående skolor kan vara att de har en mer effektiv inköpsprocess. Tidigare studier beskriver fristående skolornas situation som mer flexibel medan de kommunala skolorna präglas av mer byråkrati. Den problemformulering vi förhållit oss till var: Vad finns det för skillnad i inköpsprocessen vid kommunala respektive fristående skolor som leder till att kommunala skolor har en högre kostnad per elev? Syfte: Syftet med studien är att utifrån en komparativ fallstudie finna de likheter och skillnader som återfinns i inköpsprocessen hos de olika skolverksamheterna. Därefter analyseras orsaker till inköpsrelaterade olikheter fram. Metod: Vi har gjort en komparativ fallstudie av inköpsprocesser i gymnasieskolor som bedrivs av offentlig sektor och privata aktörer. Vår empiri bygger på semistrukturerade intervjuer med nyckelpersoner som berörs av hur inköpen går till på skolorna. Empiri: Det empiriska resultatet visar att de aktiviteter som skiljer sig åt i inköpsprocessen är val av leverantör och tilldelning av kontrakt. De fristående skolorna har ett relationsfokus i sitt arbete med leverantörerna, något som de kommunala skolorna inte har möjlighet att skapa på grund av att de är tvingade att följa Lagen om offentlig upphandling. De fristående skolorna är mer flexibla vid val av leverantör då deras ramavtal inte är bindande. Det kan även konstateras att de fristående skolorna har ett större fokus på att hålla ner sina kostnader då de har ett vinstsyfte med sin verksamhet, medan de kommunala skolorna endast behöver sträva efter att hålla sin budget och att bedriva bra undervisning. Slutsatser: Den största uppmärksammade skillnaden vi kunnat urskilja i studie är att friskolorna arbetar på ett mer flexibelt sätt. Friskolorna bygger sina ramavtal på en kostnadsorientering där relationen till leverantören ligger i fokus. De kommunala skolorna har istället en prisorientering vid val av produkt. / Background and problem: The drawn much attention to that community schools' have 7000 Swedish Crowns higher cost per pupil than independent schools', published by Statistics Sweden, is the background to this study. One of the contributing factors to the fact that the cost is lower in independent schools' may be that they have a more efficient purchasing process. Previous studies describe the independent schools' situation more flexible, while the municipal schools' are characterized by bureaucracy. The issue to relate to was: What is the difference in the purchasing process at the municipal and independent schools, which leads to the municipal schools have a higher cost per pupil? Purpose: The purpose of the study is based on a comparative case study to find the similarities and differences found in the purchasing process of the independent school operations and the activity in municipal schools, to consequently analyze purchases related causes to differences. Method: We have made a comparative case study of the purchasing processes in secondary schools' run by the public sector and private operators. Our empirical data is collected through semi-structured interviews with key people involved in the purchasing process. Empiricism: The empiric results show that the activities that differ in the purchase process are supplier selection and contract award. The independent school has a relationship focus in its work with suppliers, something that public schools' do not have the option to create because they are forced to follow the Public Procurement Act. The independent schools' are more flexible in the choice of provider as their framework agreement is not binding. It may also be noted that the independent school has a greater focus on keeping down their costs since they have a profit with their business while municipal schools' only need to strive to keep their budget and to pursue good education. Conclusions: The biggest noticeable difference we have been able to identify in our comparative study of independents schools' purchasing process and the municipal schools' purchasing process is that independent schools' are working in a more flexible way. Independent schools are building their framework agreement on the modern approach of purchasing theory, that is through a cost-orientation, where the relationship with the supplier is in focus.

In this thesis a study upper secondary school teachers’ experiences from using digital resources is presented. The study was carried out in two upper secondary schools where the students had each recently been given their own laptop, a so-called one-to-one computer. The purpose of the study was to describe and analyse the teachers’ experiences of using digital resources in teaching. Four teachers, three men and one woman, from two upper secondary schools in a Swedish municipality, participated in the study. Empirical material was collected during autumn 2010 and spring 2012. The methods used in the collection were interviews and participatory observations, so-called go-along observations. The study’s theoretical approach has its foundation in phenomenological philosophy. In the result care, time and teachers’ lived experiences of didactic work emerge as important for the utilisation of digital resources in teaching. In the teaching, the teachers’ experiences and knowledge of their subjects, teaching, digital resources, and life experiences and knowledge seemed to interact. This interaction between experiences and knowledge is described in the study as lived experiences of didactic work. The study shows that teachers dealt with the new digital technology and designed learning environments for the students with the starting point of their lived experiences of didactic work and assumptions about the students’ interest for digital resources. The teachers’ care with relationship building and creation of trust and confidence was shown to have importance for how, and to what extent, digital resources could be used in teaching. Both similarities and differences in the teachers’ experiences of, and knowledge about, how teaching is carried out with one-to-one computers emerged in the study. Two of the teachers were more experienced users of digital resources in comparison with the two others. The teachers’ experiences of digital resources are often related to their own interest in these, but their experiences are also related to the lack of time for learning to use digital resources as pedagogical tools. / <p>På omslaget har en liten felaktighet i titeln smugit sig in. Titeln på omslaget ska lyda: Från datasal till en-till-en</p>

published_or_final_version / Education / Master / Master of Education

This qualitative study investigates how the views of student leaders (and some of their staff advisors) illuminate the discussion in the broader literature around issues of student leadership, conflict, diversity and social justice in secondary schools. Eighteen one-hour, semi-structured interviews were conducted with twelve student leaders and six teachers from six provinces across Canada. This study contributes to educational research by considering the ways student leaders (rather than adult administrators) can impact social justice. While students envision their leadership role in terms of social justice with the goals of inclusion and societal change in mind, the present schooling structure, established expectations and strategies chosen for initiatives often hinder the realization of such a role. Schools also seem to avoid local controversial issues by encouraging student leaders to focus on international concerns. This study explores opportunities for schools to address equity issues through reconceptualizing student leadership and its goals.

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mso-style-parent:"" / mso-padding-alt:0cm 5.4pt 0cm 5.4pt / mso-para-margin-top:0cm / mso-para-margin-right:0cm / mso-para-margin-bottom:10.0pt / mso-para-margin-left:0cm / line-height:115% / mso-pagination:widow-orphan / font-size:11.0pt / font-family:"Calibri","sans-serif" / mso-ascii-font-family:Calibri / mso-ascii-theme-font:minor-latin / mso-hansi-font-family:Calibri / mso-hansi-theme-font:minor-latin / mso-bidi-font-family:"Times New Roman" / mso-bidi-theme-font:minor-bidi / mso-fareast-language:EN-US / } </style> <![endif]--> <p style="margin-bottom:0cm / margin-bottom:.0001pt / line-height: normal / mso-layout-grid-align:none / text-autospace:none" class="MsoNormal"><span style="font-size: 11.5pt / font-family:&quot / TimesNewRomanPSMT&quot / ,&quot / serif&quot / mso-bidi-font-family:TimesNewRomanPSMT">Behaviour problems have been on the rise in Kenyan schools for some time now. Various maladaptive behaviours found among school children include bullying, vandalism, stealing, alcohol and drug abuse, truancy, not completing homework assignments and other forms of problem behaviours. These problem behaviours impact negatively on the teaching and learning enterprises of schools as well as on the safety and security of the school environment. As consequence, schools have to develop student behaviour management practices aimed at addressing student problem behaviours. Corporal punishment was a major means by which schools dealt with students&rsquo / problem behaviours. However, because of the human rights abuses associated with corporal punishment, the Kenyan Ministry of Education had to abolish corporal punishment in 2001 and instructed schools to evolve more effective student behaviour management practices with strong emphasis on positive student behaviour development. Schools&rsquo / student behaviour management practices including policies on student behaviour expectations, school rules and regulations as well as counselling services are all to be coordinated by each School Disciplinary Panel. A School Disciplinary Panel is to be composed of small group of teachers as a way of emphasizing the latter&rsquo / s roles in student behaviour development and not just student academic or educational development. The central concern of this study was to investigate the Kenyan schools&rsquo / behaviour management practices as being implemented by School Disciplinary Panels especially in the latter&rsquo / s responses to students&rsquo / problem behaviours. The study investigated processes of decision making by Kenyan secondary school disciplinary panels for the management of student behaviours and the contribution of this to student behaviour development. Mixed methods research design was adopted for the study. The adoption of both quantitative and qualitative approaches was to ensure the collection of comprehensive information for better understanding of the behaviour management practices of Kenyan schools. The population for the study comprised all Kenyan schools with behaviour management practices and School Disciplinary Panels. Rongo District, one of the largest education districts in Kenya was chosen for the study. Ten of the schools in this district were actually involved in the study. The selection of the schools took into consideration the three different types of schools in Kenya (Girls&rsquo / Only, Boys&rsquo / Only and Co-educational schools) as well as other variables of particular interest to the study. Seventy-eight (78) disciplinary panel members from the ten selected schools were the participants of the study. Data collection was by use of questionnaire method (the Modified Choice Dilemma Questionnaire, MCDQ) and interview protocol.</span></p> <p style="margin-bottom:0cm / margin-bottom:.0001pt / line-height: normal / mso-layout-grid-align:none / text-autospace:none" class="MsoNormal"><span style="font-size: 11.5pt / font-family:&quot / TimesNewRomanPSMT&quot / ,&quot / serif&quot / mso-bidi-font-family:TimesNewRomanPSMT">&nbsp / </span></p> <p style="margin-bottom:0cm / margin-bottom:.0001pt / line-height: normal / mso-layout-grid-align:none / text-autospace:none" class="MsoNormal"><span style="font-size: 11.5pt / font-family:&quot / TimesNewRomanPSMT&quot / ,&quot / serif&quot / mso-bidi-font-family:TimesNewRomanPSMT">The findings of the study revealed the existence of the phenomenon of group polarization in decision making processes of disciplinary hearings conducted by the School Disciplinary Panels. Study findings also revealed that the nature of information shared during disciplinary hearings, group members&rsquo / motivation for approval of others and their concern for their status in the group as well as the personality characteristics of the members of the disciplinary panels (including gender, age, teaching experiences and school affiliation) were the major influences responsible for the existence of group polarization in the disciplinary processes of the Kenyan secondary school disciplinary panels. Since group polarization is about consensus decisions with characteristics of being collective decisions as well as greater support and acceptance for the decisions the conclusion of the study is that good quality decisions of Kenyan secondary school </span><span style="font-size: 11.5pt / font-family:&quot / TimesNewRomanPSMT&quot / ,&quot / serif&quot / mso-bidi-font-family:TimesNewRomanPSMT">disciplinary panels have great potentials for effective management of student behaviours and for positive behavioural development of students as an important objective of education and or the schools.</span></p> </p>

In South African secondary schools there are learners who undergo a daily struggle with social and emotional problems. The problems learners struggle with include problems like drug and alcohol abuse, suicide, domestic violence, peer pressure, anorexia, bulimia, stress, bullying, and many more. These problems often result in learners experiencing a great deal of pressure. They sometimes feel hopeless as they fail to find suitable solutions for their problems. They often feel alone and as though there is no one whom they can share their problems with and who truly understands. A Peer Helper Programme is a programme that focuses on training a selective group of learners to be peer helpers. A peer helper is someone who understands or someone of more or less the same age as the person seeking for help, has empathy, good listening and communication skills, and offers help and understanding in times of need. A literature study has been undertaken to give the precise description of the concept of peer help, to determine the task and function of a peer helper and to establish what exactly the training of a peer helper should encompass. The results obtained from this information allowed the setting of guidelines for the implementing of a peer helper programme for the effective training of peer helpers. An empirical study was executed to establish the nature and scope of the problems learners in secondary schools in the Klerksdorp school district experience and their needs concerning peer helping. From this study it was concluded that a need exists for peer helping programmes as well as guidelines for the design and implementation of a peer helper programme. Questionnaires were used and the following can be concluded from the investigation: There is an existing need for a peer helper programme as learners who experience problems will rather share this with a peer before telling an older person. A set of guidelines need to be put into place for the implementation of a peer helper programme. To conclude the recommendation is made at the end of this study that a peer helper programme needs to be implemented in every school in the various school districts and that it should stand under the management of the school principle and the assistance of the guidance teacher. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2006.

This study examines the relationship between service learning innovations and improved academics, self-concept, and social or personal growth in middle and high school students. Meta-Analysis is employed to arrive at effect-size estimates for each construct. A historical overview of service learning is presented and a detailed description of the study selection process is provided. The data revealed a moderate relationship between service learning participation and academics, self-concept and social or personal growth in middle and high school students. The findings are presented, and some appropriate conclusions are drawn. A discussion of the implications of these findings and recommendations for future research are also provided.

In the 1990s, an educational reform changed the Swedish school market. The reform allows anyone with permission from the Swedish Schools Inspectorate to establish an independent school. The main objective of this paper is to examine how new establishments of independent upper-secondary schools affect the public school’s costs per student during the time period 2005 to 2014. Using application data, we can separate municipalities in which independent schools have been established and where they have not. This data allows us to estimate a Difference in Difference model where the treatment is a new establishment. The results reveal three key findings: first, on average, municipalities experience a cost decrease if new independent schools are established. Second, a common trend exists in the pre-period between the two types of municipalities. Third, decomposing the total public school cost per student, the establishment of new upper-secondary schools reduces teaching, equipment and healthcare costs. Further research should examine the political objectives on the municipality level for new establishments. In the future it may be important, from a policy perspective, that if municipalities are given a veto right in the establishment process, market competition will be determined based on political preferences.