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The report is organized into five chapters, as follows: • In Chapter I, I propose to research problems that women face in Pakistan resulting from gender inequalities. A review of the literature provides a framework for development that calls for a constant balancing of social, economic and environmental conditions in a local, regional and national context. Sustainable development requires conducive conditions for women in development, which relies on their education. Sustainable development policies and programs must concentrate on educating women to increase equity for sustainable development. Research objectives and methods of analysis are provided in which to evaluate the SAP's success in meeting goals to increase attainment of education for girls in Pakistan. • Chapter II provides a profile of Pakistan and its struggle with gender inequality, illustrated with tables of statistics and literacy rates prior to 1992, representing Pakistan's need and desire for sustainable development. Obstacles for women in development, such as living in rural locations or having a poor family, and limitations that some women face as a result of living within cultural and historical barriers, are also discussed. • Chapter III provides a discussion on the government's approach to increasingly high growth rates through the Social Action Program, implemented in 1993. International donors included the World Bank, United Nations, and Asian Development Bank, as well and others. • Chapter IV is a simple comparison of education in Pakistan before and after the SAP. Literacy and enrollment rates for boys and girls are compared to analyze changes. The Social Action Program is an umbrella program in Pakistan that targets women and children in development through health, education, and sanitation. The Government of Pakistan is responsible for implementation, evaluation and monitoring of all projects that lie within the parameters of the four program goals. One of these goals is education. It is considered by the government and donors to be of primary importance to the mission of the program. This section provides an evaluation of activity resulting from the SAP using indicators of women's literacy and girls' primary and secondary school enrollment since the program's implementation in 1993. Comparisons between indicators for girls and boys also illustrates the accomplishment of the program's mission to alleviate gender inequality in Pakistan. Indicators are presented in a manner that cuts across the dimensions of urban and regional differences, as well as differences between socio-economic categories. / Master of Urban and Regional Planning

A dissertation submitted to the Faculty of Education in partial fulfillment of the requirements for the Degree of Magister Educationis in the Department of Curriculum and Instructional Studies at the University of Zululand, 2018 / This study examined the teaching of isiZulu folktales at some Johannesburg East and South district secondary schools. The purpose if this study was to determine the methods used by isiZulu teachers in their classrooms when they teach folktales. The research questions were concerned with the teaching methods and strategies employed by teachers in their teaching of folktales. The study employed a mixed-methods approach involving 95 teachers as part of the quantitative approach and eight teachers participated in the qualitative semi-structured interviews. The findings of the study suggest that teachers use the lecture method in their teaching of folktales. The findings also reveal that teachers do not possess training in alternative methods of teaching folktales. The study recommends that teachers should be trained in the use of alternative methods such as drama. The study also recommends that school neighbouring communities should get involved in the performance of folktales by visiting isiZulu classes where folktales are taught.

For many years, considerable time and effort was devoted by teachers in Australian schools to the organisation of sporting activities for students. As a result, School Sports Associations were formed in most Australian States early this century. These Associations provided intra state and inter state competition on a limited scale. It was not until the early 1970's that any co-ordinated effort was made to bring together all the States' and Territories' activities. Regular meetings of Association Secretaries led to the formation of the Australian State Secondary Schools Sports Council in 1973. This was the beginning of a new era in secondary school representative sport in Australia. The creation of a forum for States to discuss matters of mutual interest resulted in a greater awareness within school communities of the benefits provided by sporting activities. This generation of interest eventually led to the formation of the Australian Secondary Schools Sports Federation in 1977. This body, representing all States and Territories became identified as the controlling body of secondary school sport in Australia and has continued to develop this role over the years. Since the formation of the Australian Secondary Schools Sports Federation, there has been significant growth in representative sporting activities, greater liaison and improved relations with community groups and systematic generation of relevant policies aimed at the betterment of school sport. After several years of operation, the role of the Federation was supplemented by the establishment of the Australian Schools Sports Council. This body represents both Primary School and Secondary School Sports Associations throughout Australia. After considerable effort, the Council was successful in obtaining Commonwealth Government funding for the employment of a National Executive Director to work full-time on the promotion of school sport. The years 1977-1983 saw dramatic growth in school sporting activities in Australia. Many problems were encountered some of which were ultimately solved. Other problems continue to occupy those who work within the organisation and their solution would appear to be the main task for the future.

In the current curriculum Gy 11 the literature education is described as one of two major parts of the Swedish language subject, which means that the majority of Swedish school children come in contact with literature during their school years in one way or another. In the dissertation Between Dante and Big Brother, A study of  secondary school student text encounters Christina Olin-Scheller highlights that emotions are important for texts to be understood, unfortunately, a rarely raised  factor as a key component in education. The purpose of this study is  by seven qualitative pupil interviews illuminate and problematize literature teaching in schools from a learner-centered emotional perspective. In order to investigate the students' feelings and the importance of those feelings has theoretical points been presented through literature didactic, neorupedagogic and general education research.

Employing Gramsci’s theory of hegemony, this study will examine the origins, creation, and implementation of Ontario’s Career Studies course as it relates to existing economic and workplace practices. Specifically, two broad aspects of the course will be addressed. First, the expectations for the course will be examined to determine the general approach to workplace education as outlined in course curriculum documents and approved-for-use textbooks. Also included in this analysis will be the ways Career Studies teachers interpret and deliver course material. Secondly, this study will uncover the opportunities students have to control and empower themselves in their career development. This includes an exploration of the alternatives to current workplace and economic practices as presented in the course materials, as well as the strategies emphasized for students to adopt in their career planning. At the moment Career Studies, like other career education and guidance programs in Canada, presents current neo-liberal market and labour trends as permanent and outside the control of human agency. In response to these trends, students are expected to improve their marketability for employment through individual and competitive career-development practices, in effect distancing themselves from others through formal credential attainment and attitudinal adjustments that best suit employers. Opportunities for students to experience collective empowerment through alternative workplace and economic practices are noticeably absent from the course. This study wishes to shed light on some of the shortcomings of career education in Ontario and to propose recommendations that truly situate students as architects of their career planning. Employing Hyslop-Margison and Graham’s (2003) Principles for Democratic Learning (PDL), this study concludes that opportunities for students to critically examine and question current workplace practices, explore alternatives to the status quo, and, most importantly, understand the social elements behind current workplace and economic conditions, will better position students to control their future work lives.

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The study explored successful school leadership practices in challenging contexts: A case study of two secondary schools in Soweto. The study involved two secondary schools in Soweto Township, Gauteng, South Africa. It focused on the roles and responsibilities of principals as leaders of schools in challenging contexts. It aimed to gain insight into how these principals led and managed their schools in order to understand why other township schools consistently performed well, despite the socio-economic status that existed in the township, where other schools failed; how these principals managed to stay on top, their leadership practices and why they made the choices they did. The primary research focus was to explore leadership that contributed to the success of the school. There were three objectives and these were to explore how leaders led and managed their schools. Secondly, the study sought to understand leadership practices of successful school principals and thirdly, to understand if there were special leadership qualities that successful leaders demonstrated. The study adopted a qualitative approach and it used interviews, focus group discussions, documents and observation schedules to gather data. The sample consisted of a mixed gender group of 16 participants. The research findings revealed that principals of the case study schools played an indirect but powerful role towards the school’s success. Further, in the case study schools, leadership was a shared entity. The findings also revealed that the schools succeeded by building and managing relationships, inside and outside the schools. .

Thesis (M.M.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / 2031-01-01

While the close investigation of teachers’ classroom practice received considerable attention in the 1960s and 1970s, fine-grained observational studies of classrooms have progressively disappeared from the research landscape. Research in recent decades has tended to have a restricted focus of attention, concentrating on the objective measurement of ‘effective’ teaching to identify forms of classroom practice that can raise educational standards. This research agenda has been increasingly critiqued for oversimplifying the complex nature of classroom life, but capturing a more complete picture presents a number of challenges. There is a need for researchers to provide a fine-grained account of teachers’ practices in the classroom while giving a sense of the purposes framing these actions together with an alertness to salient contextual influences. The study presented in this thesis set out to engage with all these challenges and provide a ‘fresh’ interpretation of teachers’ day-to-day practices in comparison to many past studies. Given the intent to capture both teachers’ practices and how they framed these actions, Robin Alexander’s definition of ‘pedagogy’, which highlights the need for researchers to adopt a ‘bigger picture’ perspective, was an appropriate heuristic guide for this study. Six teachers of physical education working in different secondary school contexts participated in this study and a key concern in sampling was the desire to recruit highly competent practitioners. A pilot study and conversations with a number of key informants ensured the participants chosen were highly skilled teachers. This study was conducted in two inter-related phases. The first phase of the research involved tracking these teachers in their school context and 88 lesson observations were conducted to view them ‘in action’ with classes. The second phase involved conducting a semi-structured interview with each teacher to explore the insights gained about their practice during the observation phase of the research. A theoretical framework – featuring five framing categories and a ‘teacher-pupil power dynamic’ element – was constructed to encapsulate the main findings from the observation and interview research. The five framing categories represent the patterns of classroom interaction identified in this study, i.e.: teacher-directed, teacher-guided, pupil-led, pupil-initiated, and teacher-pupil negotiated practice. There was a degree of variation in all the participant teachers’ practices that were observed in this study, contrasting markedly with research in the physical education literature reporting an over-use of ‘direct’ teaching. The ‘teacher-pupil power dynamic’ derived from observation and interview work and is composed of two related dimensions. The first dimension captures the ‘fine-tuned’, ‘negotiated’ and ‘responsive’ nature of these teachers’ practices and highlights how teachers and pupils simultaneously shape classroom events. The second dimension encapsulates the core factors – respect, familiarity, time, and context – shaping teacher-pupil relationships and the decisions made about classroom practice. The thesis sets out how the teachers in this study carefully enacted a repertoire of teaching approaches by: ‘fine-tuning’ practice in advance of lessons taking place; ‘responding’ to situations in the immediate act of teaching; ‘negotiating’ the learning intentions for lessons with the pupils; and making judgements about practice against the changeable nature of teacher-pupil relationships. These insights contribute to the education and physical education literature by presenting a dynamic picture of classroom life and suggest that a more responsive, interactive form of teaching was displayed by these teachers than is revealed in the majority of past research studies. The central insights gained from this study contribute to research on pedagogy by providing a close analysis of the micro-interactions that take place in school classrooms and the influences shaping these interactions. A related and equally important contribution to pedagogy emerged from the sustained period spent observing these teachers, which developed a deep understanding of their teaching actions over time and across different physical activities and stages of schooling. The teachers in this study both responded to, and shaped, the dynamics of the classroom; and the interactive forms of teaching that they displayed are not adequately captured in existing definitions of pedagogy. Accordingly the thesis presents an expanded version of Alexander’s definition of pedagogy that foregrounds the dynamic nature of teacher-pupil relationships.