Despite the fact that there is an increasing call from the community for principals to provide leadership in their schools, little work has been conducted in Australia into the question of educational leadership. This study attempts to describe the leadership styles of principals at one A.C. T. secondary school over the period 1961 to 1981. Immegart (1973), when considering possible alternative approaches to the study of leadership suggested that the genealogical approach, that is the study of the succession of leaders in one situation, may be a viable alternative. Taking up this suggestion the present study attempts to trial the genealogical approach in order to contribute to a body of knowledge on the leadership styles of principals in schools in the A.C.T. A shortened form of Likert's Management Systems Questionnaire was used to describe the leadership style of the principals. A brief survey of the staff was conducted in order to build up a profile of the staff with whom each principal worked. A number of hypotheses were tested. It was found that there had been a change in the leadership styles of the principals over the twenty year period, but this change was not uniform. Subscales of leadership, communication, decision making, goals and control were found to follow the same pattern as the overall result, with the exception of the subscale communication which had a more restricted range. The number of years a teacher taught at the school, previous teaching experience, qualifications and position on the staff were not found to affect teachers' perceptions of the leadership style of the principal.

Vietnam is a country with more than 80 percent of the population living in the countryside. Rural education is, therefore, of vital importance to Vietnamese education; and ELT effectiveness and efficiency in junior secondary schools in rural Vietnam is a problem of worthwhile attention. This study, being a pilot one, limits itself to seeking solutions to the increase of ELT effectiveness and efficiency in terms of syllabus design, textbook revision and teacher development. The study contains 5 chapters and a conclusion. Chapter 1 deals with the general background of the study, schooling and educational philosophies in Vietnam. In this chapter, special attention is given to the role of foreign language teaching and learning in Vietnamese schools. In addition, educational philosophies in Vietnam are discussed as the philosophical and legal basis for any implementation of FLT and ELT innovations in junior secondary schools in rural Vietnam. Chapter 2 deals with input studies and some models of language teaching and learning that appeared in the last two decades. In this chapter, special emphasis is laid on studies which explain how input is transformed into intake and on the models of teaching and learning that may be applied to the teaching and learning of English in the context of rural Vietnam. Chapter 3 deals with language teaching methods as the neverending search for teaching effectiveness and efficiency. In this chapter, based on the understanding of such concepts as effectiveness and efficiency, language teaching methods are presented as a means to an end, not as an end in itself. Thus, the selection and use of a method depends completely on the goal set for the process of language teaching and learning. When the goal changes, the method will change accordingly. Chapter 4 deals with the actual FLT and ELT situation in rural junior secondary schools in Vietnam. This chapter includes the results of surveys on teacher quality and a critical look at the implementation of the communicative approach in language teaching in the current textbooks in use in junior secondary schools The background of rural students is discussed to clarify the context of the learners in question. In chapter 5, based on the theoretical findings in chapters 2 and 3 and on the actual ELT situation mentioned in chapter 4, possible solutions to the increase of ELT effectiveness and efficiency are proposed. These solutions are concerned with syllabus design, textbook revision and teacher development. The study closes with a conclusion which relates solutions to ELT effectiveness and efficiency to the general solutions to teaching effectiveness and efficiency mentioned at a number of workshops held in Vietnam recently.

Colour mixing is fundamental to learning to paint. Students in visual art classes in secondary schools face problems in manipulating paint and discriminating colour. The kinds of base paints to be presented to students could be an important factor in learning about colour relationships and pigments. The purpose of this study was to determine whether Year 7 students generating colour mixes with paint using a triad of magenta, cyan and yellow were able to mix and discriminate more colours than if they used a triad of red(scarlet red), blue (ultramarine light) and yellow (lemon yellow) which is a base triad commonly used in schools. The Weddell Colour Discrimination Test was developed for use in this study which was a test that involved colour mixing with paint. The study used quasi-experimental designs for both a pilot study and a main study. Results indicated a significant difference in the ability to mix paint advantage of groups that used cyan , magenta and yellow. Implications for the use of particular colour triads in art classrooms and methods of teaching colour theory have emerged from this study. The Weddell Colour Discrimination test instrument developed in this study could be useful as both a diagnostic tool and a teaching tool as well as a data gathering method for further research.

Thesis (M.Ed.)--University of Hong Kong, 1985. / Includes bibliographical references (leaf 110-115). Also available in print.

Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2008.

The study aims to explore the core concepts and the curricular structure of the global education program for elementary and secondary schools, to develop a set of global education indicators, and to analyze the relationship between the global education indicators and the present indicators for the Grade 1-9 Curriculum Guidelines. Document analysis, Delphi technique, and content analysis are the methods employed in this research. The major research findings are: 1.The core concepts of global education for elementary and secondary schools are constituted by five domains, which are ¡§global system,¡¨ ¡§multiple cultures,¡¨ ¡§the human rights and justice,¡¨ ¡§world peace,¡¨ and ¡§sustainability.¡¨ Among them, global system contains the concepts of ¡§global connection¡¨ and ¡§interrelationship¡¨; multiple cultures includes ¡§appreciation of differences¡¨ and ¡§intercultural ability¡¨; the human rights and justice includes ¡§equity and justice¡¨ and ¡§right and responsibility¡¨; ¡§collaboration and negotiation ¡¨ and ¡§solution for conflict¡¨ are subsumed under the domain of world peace; and sustainability includes the concepts about ¡§global ecological system¡¨ and ¡§sustainable resources¡¨. 2.The global education indicators for elementary and secondary schools consists of five domains, including ¡§global system,¡¨ ¡§multiple cultures, ¡§the human rights and justice,¡¨ ¡§world peace,¡¨ and ¡§sustainability,¡¨ as well as 60 indicators. 3.In the Grade 1-9 Curriculum Guidelines, the indicators for Integrative Activities are closely linked with global education, whereas the indicators for Mathematics lack for the concepts of global education. Among the indicators of the seven learning areas, there are plenty of indicators which are related to multiple cultures, and the indicators related to the human rights and justice are the scarcest in number. Finally, according to the research results, the present authors would propose suggestions for the application of indicators for global education in elementary and secondary schools, for the present indicators for the Grade 1-9 Curriculum Guidelines, and for further investigation in the future. The suggestions can be taken as a reference for institutions, teachers, and researchers who participate in global education in Taiwan.

This study examines the impact of the municipality level characteristics on the average Math achievement of students in third year of lower secondary schools in Mexico. Using data from different Mexican and international sources and multi-level regression models the present work shows that municipality characteristics provide additional explanation of the unexplained variability in educational achievement controlling for school-level factors and even without accounting for student characteristics. Although school factors are highly correlated with municipality’s characteristics, the present study finds that unobservable characteristics of the municipality are playing an important role in Mexican students’ achievement which goes beyond the possible impact that school factors have on achievement. / text

A review of literature concerning teaching-learning media and the factors that influence the choice of teaching-learning media was conducted, in order to establish which teaching-learning media teachers are using to present a lesson, especially in OBE. The classification of teaching-learning media by different media specialists was looked into, before it was applied in a Biology lesson. The plant cell and animal cell sketches were used as examples to draw up transparencies, overlay-transparencies and to build models. An empirical investigation was undertaken to investigate which teaching-learning media teachers are using and why they are using certain teaching-learning media. It also investigated the role teaching-learning media plays in presenting a lesson and what can be done to help teachers to use more effective teaching-learning media in teaching Biology as part of Natural Science in the senior phase of OBE. According to the investigation teachers seem to stay with the traditional teaching-learning media, such as the chalkboard and textbook, for they are easily available, user-friendly and cost saving. However, there is a need that more courses should be offered, where teachers can be trained how to use certain teaching-learning media and how to create their own teaching-learning media. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2005.

A review of literature concerning teaching-learning media and the factors that influence the choice of teaching-learning media was conducted, in order to establish which teaching-learning media teachers are using to present a lesson, especially in OBE. The classification of teaching-learning media by different media specialists was looked into, before it was applied in a Biology lesson. The plant cell and animal cell sketches were used as examples to draw up transparencies, overlay-transparencies and to build models. An empirical investigation was undertaken to investigate which teaching-learning media teachers are using and why they are using certain teaching-learning media. It also investigated the role teaching-learning media plays in presenting a lesson and what can be done to help teachers to use more effective teaching-learning media in teaching Biology as part of Natural Science in the senior phase of OBE. According to the investigation teachers seem to stay with the traditional teaching-learning media, such as the chalkboard and textbook, for they are easily available, user-friendly and cost saving. However, there is a need that more courses should be offered, where teachers can be trained how to use certain teaching-learning media and how to create their own teaching-learning media. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2005.

Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2008.