Dissertationen: „Religion policy in schools“

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O'Boyle, Manus Patrick. „Religion, ethnicity and policy in Catholic schools in Northern Ireland“. Thesis, Queen's University Belfast, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.318777.

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Modipa, Thabo Isaac. „An Analysis of the implementation of the policy on religion and education in schools“. Diss., University of Pretoria, 2014. http://hdl.handle.net/2263/40391.

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The introduction of the National Policy on Religion and Education (NPRE) in 2003 signalled the intention by government to provide a framework within which educational institutions have to deal with religion issues. The policy was introduced “in recognition that there have been instances in which public education institutions have discriminated on the grounds of religious belief” (NPRE, 2003: 3). Therefore, the policy gives full expression to the invocation of religion in the Constitution of the Republic of South Africa and the principles governing religious freedom. It further prescribes, in Sections 58 to 65 (NPRE, DoE, 2003), how school governing bodies (SGBs) should conduct religious observances. The study pursued the answer to the question: “Is the implementation of the policy on religion and education in schools advancing the school community’s right to freedom of religion, belief and opinion as anticipated by the NPRE?” The study examined how SGBS in two rural high schools of the North West Province engaged in the development and implementation of the policy on religion. The research used extensive interviews, questionnaires, document analysis and observations to elicit SGBs’ understanding, views and experiences of the issues of religious values and diversity through the implementation of the policy on religion and education in their schools. This interpretive case study traced the ability of the policy to enhance the school community’s right to freedom for religious belief and expression and freedom from religious coercion and discrimination. The findings of the study reveal a gloomy picture about the extent to which the policy on religion in schools is able to achieve the goals and objectives as intended by the NPRE. Two major challenges emerged; one is the lack of knowledge on the part of parents and learners serving in the SGBs to understand and interpret policy. The second is the minimal involvement of stakeholders in decision-making processes on matters that affect their lives, such as religion. This situation ultimately allows educators and principals to manipulate the environment of policy development and implementation. The result thereof includes the situation where one religion is being given priority over others, adoption of a particular religious character because other stakeholders do not have the knowledge about their religious rights, and the direct and indirect coercion of learners and educators to attend an assembly turned into a mono-religious observance.
Dissertation (MEd)--University of Pretoria, 2014.
gm2014
Education Management and Policy Studies
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Maganyane, Tumelo Arnols. „Promoting learners’ right to freedom of religious expression in public schools“. Diss., University of Pretoria, 2021. http://hdl.handle.net/2263/80460.

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The dispute over the place, accommodation and tolerance of religion and religious expression in South African public schools, as well as globally, has been vehement. This is, to some extent, because public schools reflect the multicultural and religious societies in which they are found. In addition to their diverse backgrounds, public schools in South Africa and elsewhere are dominated by Christianity, with most people claiming allegiance to it and, sometimes, discriminating against the other minority religions. This has led to governments developing a plethora of legislation, policies and regulations to redress the dominance, unequal treatment and discrimination of the dominant religion. This study was undertaken to answer the question: “How do public schools promote the learners’ right to freedom of religious expression?” This interpretive multisite case study explored the experiences of the SGB chairpersons, principals, Life Orientation educators and learners at three public secondary schools in the Bohlabela District of the Mpumalanga province of South Africa. The research used interviews, document analysis and observations to elicit the participants’ views and understandings of how their various schools’ religious observance policies promoted the learners’ right to freedom of religious expression. The findings revealed that most schools have not changed the way they conduct religious observances since the promulgation of the National Policy on Religion and Education of 2003. Moreover, learners still experience religious intolerance and religious discrimination because schools promote single-faith religious observances.
Dissertation (MEd)--University of Pretoria 2021.
pt2021
Education Management and Policy Studies
MEd
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Knowles, Kristopher. „Catholic School Leaders' Perceptions of Governance Models in Los Angeles Parochial Schools“. Thesis, Loyola Marymount University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3635963.

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The purpose of this quantitative study was to provide insight to the perspectives of leaders and individuals in authority within the Archdiocese of Los Angeles system of Catholic parochial schools regarding current models of governance, levels of authority, and decision-making processes. There is a lack of clearly-defined levels of decision-making authority from the bishops to the Archdiocesan Department of Catholic Schools down to the individual schools.

The pastors, principals, and Department of Catholic Schools personnel shared their perspectives of current governance structures and elements of three emerging alternative governance models. Data were analyzed through a factor analysis of the survey items to explore the strength of the three categories of the governance models represented by the three groups of questions. Next, the descriptive statistics of the specific questions relating to each of the three governance models and community voice were compiled. A Cronbach's alpha was calculated for each group of questions to measure internal consistency.

In order to explore relationships between perceptions among the three independent variable groups (pastors, principals, and Department of Catholic Schools personnel), a Chi-square analysis was run for each of the questions on an ordinal scale.

The study showed significant differences in participant responses between the three groups surveyed. However, there was agreement that community voice must be incorporated into governance, but only in a consultative manner. There was also agreement that a strong governing presence at the central office would be beneficial.

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King, Carolyn. „Policy and practice in religious education within faith and community schools“. Thesis, Lancaster University, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.654542.

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As Britain's population has changed, so have the requirements within the religious education curriculum. The diversified nature of British citizens places a huge responsibility on the government to ensure that each individual is treated equally. The population reflects a rich diversity of culture, tradition, ethnic origin, and also religion and beliefs. Diversity of religion within the education system plays a major role in cultivating an appreciation, understanding and acceptance of differences, and also encourages young people to participate in inter-faith dialogue. In 2004 the government introduced a non-statutory National Framework Agreement for Religious Education (NFRE). The main aims of the NFRE are to ensure that a pluralistic perspective is introduced into the curriculum so that different faiths are represented, to promote the value of community cohesion, and to standardise the curriculum content and assessment practices across England and Wales. The thesis originally set out to explore specifically the response of a sample of faithbased and community schools to the NFRE. However, I discovered early within the study that the sample schools did not use the NFRE at all as curriculum guidance for religious studies. Therefore, the theoretical aspirations of the NFRE are examined against the practical application of religious education within the schools. This thesis presents a commentary on religious education (RE) within a sample of faith-based and community schools in Lancashire. The study seeks to assess if the sample schools have aligned their RE curriculum to that proposed within the NFRE or not, and if not why not. There is an evaluation of how and why the NFRE policy has been developed at national level and how the information has been disseminated to regional level and understood at local level. Saunders (1986a) 'staircase' model has been employed to analyse this communication from national to regional to local level. The study shows a complete lack of communication in the case of the schools in the sample. However, interview responses from participants in all three schools demonstrate that the principles of the NFRE were being applied even in the absence of explicit knowledge of the document's existence. Although the faith-based schools in the study were not bound by the NFRE requirements, it was clear that they were at least as compliant as, if not more compliant than, the community school with the demands of the policy.

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Makasi, Cordelia Noma-Abysinia. „Implementation of the policy on religious equity in public schools in the East London Education District : towards a framework for religious diversity“. Thesis, University of Fort Hare, 2017. http://hdl.handle.net/10353/5014.

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The study sought to establish the implementation of the policy on religious equity in public schools in the East London Education district in the Eastern Cape Province of South Africa. Underpinned by Van Meter and Van Horn (2015) with implementation and conceptual theory and also a theory on opportunity to learn and school performance by Van Der Grift and Houtveen(2006), the study was located in the pragmatist research paradigm and followed a mixed methods approach and concurrent triangulation design. The research sampling technique was random for high school learners in selected schools and purposeful for principals, heads of departments, teachers and provincial education officials. Three methods were employed to collect data from selected public schools and from the provincial office namely; semi-structured interviews, individual interviews and observation. Quantitative data were analysed statistically and presented in the form of descriptive statistics. Qualitative data were analysed using the thematic content analysis technique. Major findings of the study are that teachers and principals understood the concept religious equity and had a fair understanding of the policy on religious equity. Schools were predominantly Christian-oriented in terms of religious practices and there were no recorded cases of religious conflict. Learners of minority religions were not compelled to attend Christian religious functions in schools and were allowed to attend their own religious functions outside school. This was established from the fact that participants cited freedom of religion as being exercised in schools. However, it was further established that there was no strategic monitoring and support for teachers in the implementation of religious equity. There were also no deliberate measures and strategies for the implementation of religious equity suggesting challenges and inconsistencies in the implementation of the policy. While there were notable challenges in the implementation of the policy, due to resistance of stakeholders to change, schools had great opportunities which could be utilized to enhance the implementation of the policy on religious equity. The study concludes by noting that, while key policy implementers had an understanding of religious equity, the situation on the ground revealed challenges and inconsistencies in the implementation of the policy which resulted in a Christian-dominated school environment at the expense of minority religions The study recommends, among other things, that that religious equity be adhered to as enshrined in the Constitution of South Africa of 1996 and the South African Schools Act of 1996. The teaching and learning environment should include Religion Education as per prescription by National Policy on Religion Education of 2003, that monitoring and support of teachers be done, and that community involvement with policy development be considered crucial as well as moral education teaching in schools. A framework for enhancing implementation of the policy on religious equity is also proposed.

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Baker, Joseph O. „Acceptance of Evolution and Support for Teaching Creationism in Public Schools: The Conditional Impact of Educational Attainment“. Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/489.

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Public acceptance of evolution remains low in the United States relative to other Western countries. Although advocates for the scientific community often highlight the need for improved education to change public opinion, analyses of data from a national sample of American adults indicate that the effects of educational attainment on attitudes toward evolution and creationism are uneven and contingent upon religious identity. Consequently, higher education will only shift public attitudes toward evolution and away from support for teaching creationism in public schools for those who take non-“literalist” interpretive stances on the Bible, or to the extent that it leads to fewer people with literalist religious identities.

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Plaatjes, Phillip Paul. „A philosophical analysis of school governing body practices of some religious schools in South Africa“. Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/95975.

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Thesis (PhD)--Stellenbosch University, 2014.
ENGLISH ABSTRACT: This dissertation argues that, for several reasons, school boards serving the various Seventh-day Adventist schools in the Western Cape have not carried out their functions and responsibilities effectively and efficiently. Although the school boards meet on a regular basis, there appear to be several problems that contribute to a lack of effective performance by the board. Through an analysis of data constructed from interviews and questionnaires, the study reveals that many board members feel that they are not fully equipped to carry out the responsibilities of a governor, and furthermore that they do not belong because they do not feel a part of the decision-making process in the school. They therefore are willing to spend time and effort to equip themselves for the task through capacity building programmes and ongoing training. I contend that, in addition to capacity building programmes, the voices of individual members need to be heard as they participate, deliberately, in decision-making processes. This dissertation contends that if the boards are to function optimally, all stakeholders, particularly the school board members, should engage in capacity building programmes and also experience deliberative, democratic citizenship. They must be given an equal voice to participate in deliberations concerning policy formulation and other decision-making processes. This will help them to realise their democratic right to participate and also to experience inclusivity as a free member of the society in which they live.
AFRIKAANSE OPSOMMING: Hierdie proefskrif argumenteer dat skoolbestuursrade wat verskillende Sewende-dag Adventisteskole in die Wes-Kaap beheer om verskeie redes nie hulle pligte effektief en doeltreffend nakom nie. Hoewel die beheerrade gereeld vergader is daar blykbaar verskeie probleme wat bydra tot ’n gebrek aan die vervulling van hulle pligte. Deur die ontleding van data saamgestel uit onderhoude en vraelyste is daar gevind dat veral die raadslede, en tot ’n kleiner mate ander belangstellendes, voel hulle is nie ten volle toegerus om die verantwoordelikheid van ’n raadslid te dra nie. Hulle voel ook dat hulle nie deel is van belangrike beslissings wat in die skool geneem word nie. Daarom is hulle bereid om tyd te maak om hulle vir die werk van ’n raadslid toe te rus. Ek hou voor dat behalwe vir die gebruik van kapasiteitsbouprogramme moet die individue se stemme gehoor word en moet hulle ’n kans gegun word om saam te praat en ook aan belangrike beslissings deel te neem wat verband hou met die skool en die opvoeding van die leerder. Hulle moet hulle demokratiese burgerregte uitvoer, deelneem aan die ontwikkelinge wat in die skool plaasvind en daardeur sal hulle stemme ook gehoor word.

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Ntho-Ntho, Albertina Maitumeleng. „School principals mediating change : the case of religion in education“. Thesis, University of Pretoria, 2013. http://hdl.handle.net/2263/33001.

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It has been the desire of the ANC government ever since it came to power in 1994 to develop a unity of purpose and spirit that cherishes and celebrates the diverse nature of the South African population in terms of culture, language and religion and to transform existing inequalities that are deep-rooted in South African educational history and religion in particular. In order to satisfy this desire, a whole plethora of legislation and policies was developed. Amongst the developments entailed in these laws and policies were religious rights and freedoms guaranteed to all South Africans as well as the establishment of democratic structures vested with powers to govern schools while school principals manage them. In terms of education legislation, one of the functions of the governing body of a school is to develop and adopt a school policy on religion (as per the study) which is accordingly implemented by the school principal. It is in the policy implementation stage that the school principal is expected to play a mediating role and resolve possible conflicts erupting due to different religious interestThis study is based on the assumption that the management and leadership training they received and the position they hold as school managers and leaders, enabled participating school principals to mediate the implementation of new religion policies. The research question driving this study was “How do school principals deal with implementation of the National Policy on Religion and Education in schools?” Informed by this question the focus of the study was to explore “how principals describe and experience their mediating role in implementing the religion policy within an existing religious context in schools”. Following a qualitative research approach a phenomenological research design was employed in order to understand and describe the meaning of the lived, felt and narrated experiences of school principals. Data were collected by means of narrative interviews where twelve school principals pursuing postgraduate studies with the University of Pretoria and who have been in education for at least ten years, told their religion in education stories. These stories were subsequently transcribed, analysed and interpreted to determine the impact of principals’ past religious experiences and their management training on their implementation of religion policies at their schools. This study found that in dealing with the National Policy on Religion and Policy (2003) implementation in schools, participating principals ignore the policy in preference of maintaining the status quo. When faced with conflicts related to religious interests, they partially sub-contracted into the policy. They did not seem to consider transformative mediation as a possible leadership strategy for conflict resolution in the existing religious context of schools. The study also found that amongst these principals, there were those who displayed a confident attitude, values of openness, generosity and integrity and had used their past religious experiences to transform the quality of conflict interaction in schools. My recommendation in this regard would therefore be threefold. One, Higher Education Institutions should provide appropriate training by introducing suitable courses that will yield adequate knowledge, skills and opportunities for professional attitude, value attainment and determination for continuous learning and development to principals as key change agents. Two, there is a need for these organizations to re-evaluate and re-organise existing courses for better recognition of transformative mediation as a leadership strategy to conflict resolution in schools. The provincial departments of education need to provide appropriate training for prospective principals as part of professional development programmes to address the essential needs pertaining to policy implementation that could create conflict in schools. Training in mediation of conflict would therefore be essential.
Thesis (PhD)--University of Pretoria, 2013.
gm2013
Education Management and Policy Studies
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Hackett, Ursula. „Explaining inter-state variation in aid for children at private religious schools in the United States, up to 2012“. Thesis, University of Oxford, 2014. http://ora.ox.ac.uk/objects/uuid:140dbeed-db56-43d9-bf01-f2293734ac39.

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This American Political Development research explains cross-state variation in aid for children at private religious schools in the United States up to the end of 2012. Using a mixed-methods approach I examine how the institutional orderings of Federalism, Constitution, Church and Party affect policymaker decisions to instigate and sustain programmes of aid. By ‘aid’ I mean education vouchers and tax credits, transportation, textbook loans, equipment, nursing and food services, and tax exemptions for private religious school property. I conduct Fuzzy-Set Qualitative Comparative Analysis across all fifty states, supported by interview and archival research in six case-study states – California, Florida, Illinois, Louisiana, New York and Utah – and by statistical treatment of the constitutional amendments known as ‘No-Aid Provisions’. All of the aid policies examined here are ‘submerged’ in Mettler’s terms, in that they help private organizations to take on state functions, re-frame such functions in terms of the marketplace, and are poorly understood by the public. In this thesis I extend Mettler’s conception of submergedness to explain when institutions matter, which institutions matter, and why they matter for religious school student aid. State decentralization is necessary for high levels of aid and a high proportion of Catholics is sufficient for high levels of aid. Republican control of the state offices is a necessary condition for the passage of tax credit or voucher scholarships but not for other types of aid. No-Aid Provisions are unrelated to aid. Of the four institutional explanatory conditions, Federalism and Church have the most important effects on aid for children at private religious schools. Party explains some types of aid but not all, and Constitution is surprisingly lacking in explanatory power.

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West, Sarah M. „"Serviam": A Historical Case Study of Leadership in Transition in Urban Catholic Schools in Northeast Ohio“. Cleveland State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=csu1494525976695738.

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Lam, Chung-wai Simon, und 林仲偉. „A study of the religious education in Hong Kong Catholic secondary schools in facing the change of sovereignty in 1997: policy, practices and prospective changes“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31959477.

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Dunn, Jeffery W. „Neoliberalism and the `Religious' Work of Schools: The Teacher as Prophet in Dewey's Democratic Society“. The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1491497413183457.

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Lam, Chung-wai Simon. „A study of the religious education in Hong Kong Catholic secondary schools in facing the change of sovereignty in 1997 : policy, practices and prospective changes /“. Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18810536.

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Dowdle, Brett David. „A New Policy in Church School Work: The Founding of the LDS Supplementary Religious Education Movement, 1890-1930“. BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2470.

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The following thesis is a study of the founding years of the Mormon supplementary religious education between 1890 and 1930. It examines Mormonism's shift away from private denominational education towards a system of supplementary religious education programs at the elementary, high school, and college levels. Further, this study examines the role that supplementary religious education played in the changes between the nineteenth and the twentieth centuries. During the 1870s and 1880s, Utah's territorial schools became an important part of the battles over polygamy and the control of Utah. As the Federal Government began to wrest control of the schools from the Mormon community, the Church established a system of private academies. Economic problems during the 1880s and 1890s, however, made it difficult for the Church to maintain many of these schools, necessitating the Mormon patronage of the public schools. As a result, in 1890 the Church established its first supplementary religious education program, known as the Religion Class program. The Religion Class program suffered from a variety of problems and was criticized by both Mormon and non-Mormon officials. Despite the failings of the Religion Class program, the need for supplementary religious education became increasingly important during the first two decades of the twentieth century. In 1912, the Granite Stake established the Church's first high school seminary. Within ten years, the seminary program replaced the majority of the academies and became the Church's preeminent educational program. During the 1920s, the Church began extending supplementary religious education to its students in colleges and universities through the establishment of the institute program and the near-complete abandonment of its private colleges and schools. The successive establishment of these three programs demonstrates a shift in Mormon educational priorities and attitudes throughout this period. Whereas the academies and the Religion Class program emphasized a general fear of Americanization, the seminary and institute programs accepted the public schools and much of the Americanization that accompanied them, while at the same time providing means for the continued inculcation of Mormon values into the lives of Latter-day Saint youth.

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Call, Ian. „Secondary pre-service teachers' knowledge and confidence in dealing with students' First Amendment rights in the classroom“. [Tampa, Fla.] : University of South Florida, 2008. http://purl.fcla.edu/usf/dc/et/SFE0002339.

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Mackey, David R. „Niebuhr, Dewey, and the Ethics of a Christian Pragmatist Public Elementary School Teacher“. Miami University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=miami1291375868.

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Wennblad, Andreas. „Skilda världar : En studie av det svenska skolväsendet“. Thesis, Stockholms universitet, Statsvetenskapliga institutionen, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-74517.

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I studien undersöks individers olika behandling i det svenska skolsystemet utifrån etnisk, kulturell och religiös härkomst. Fokus ligger på skolans styrdokument och den teoretiska utgångspunkten är den universalistiska och mångkulturalistiska perspektiven på hur en individ ska behandlas och vilka fri- och rättigheter den ska kunna åtnjuta. Studien belyser de olika perspetiven och eventuella spänningar dem emellan. Slutsaten är att båda perspektiven finns representerade i styrdokumenten och att spänningar faktiskt existerar. Där till konstateras det att det universalistiska perspektivet alltid har ett övertag gentemot det mångkulturalistiska. Det redogörs vidare för hur riksdag och regering gjort det omöjligt för rektorer att bevilja befrielse från undervisning på etnisk, kulturell och/eller religiös grund. Avslutningsvis förs en diskussion om möjliga orsaker till den problematik som existerar i de svenska skolorna och vad vidare forskning inom området skulle kunna fokusera på för att lösa dessa problem.
The study examines differences in treatment on grounds of ethnic, cultural and/ or religious group affiliation in the Swedish school system. The aim is to highlight these issues from perspectives of universalism and multiculturalism, focusing on the school's policy documents. The study is carried out by highlighting the representation of the perspectives and the tensions that may arise between them. The conclusion is that there are representations of both perspectives and that tensions do exist. In addition, it is concluded that the universalist approach has a clear advantage and that differences in treatment based on the above reasons do not find support in the school’s policy documents. Finally, possible causes for the situation found in the Swedish school system where differences in treatment do exist are discussed.

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Rönnfjord, Vedin Malin. „En bild säger mer än tusen ord : Analys av gudabilder i religionsläroböcker“. Thesis, Umeå universitet, Institutionen för idé- och samhällsstudier, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-162056.

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I denna studie analyseras bilder i svenska religionsläroböcker för högstadiet. Syftet med denna studie är att granska och analysera hur ikoniska och anikoniska gudabilder inom hinduismen lyfts fram genom bilder i olika läroböcker sedan läroplanen (Lgr11) infördes. Analysen avser att undersöka om bilderna representerar ett inhemskt perspektiv (det vill säga hinduisk ikonografi) eller exempelvis ett orientalistiskt perspektiv. Resultaten jämförs sedan med hur styrdokumentens skrivningar uttrycker att ikoniska och anikoniska gudabilder inom hinduismen ska lyftas i religionsundervisning. Studien innefattar semiotiska bildanalyser och analys av tillhörande texter samt analys av styrdokument. Resultaten visar att bilderna i läroböckerna står i relation till ett inhemskt perspektiv, men att tillhörande texter och förklaringar till stor del står i relation till orientalistiska perspektiv. Resultaten visar att bilderna överensstämmer med styrdokumentens skrivningar men att det ändå är en brist i information och fakta. Det kan påverka elevernas förmåga att förstå hinduismen utifrån ett inhemskt perspektiv och istället fortsätta influeras av det orientalistiska perspektivet.
Images in swedish schoolbooks for religions studies in secondary school will be analysed in this essay. The purpose of the essay is to review and analyse how iconic and aniconic images of gods within hinduism are presented in images from textbooks that are produced since the new swedish policy documents (Lgr11) were introduced. The intent with the analyse is to find if the images represent a domestic perspective (hindu iconography) or an oriental perspective. The results from that will then be compared to how the swedish school policies about religion education present that iconic and aniconic images of gods within hinduism should be mediated in religious studies. The essay includes semiotic analyses of the images and analyse of the belonging texts, also an analyse of the policy documents. The results shows that the images in the schoolbooks meet the hindu iconography, while the text and explanations that comes with the images have an oriental perspective. The result also shows that the images meet the school documents guidelines but there is a lack of information and facts. This may affect the students ability to properly understand what hindusim is from a domestic perspective and will instead continue the be influenced with an oriental perspective.

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Ozar, Ryan H. „Accommodating Amish Students in Public Schools: Teacher Perspectives on Educational Loss, Gain, and Compromise“. Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1531913852929844.

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Jones, Thomas G. „Religion in Indiana's public high schools“. Virtual Press, 1998. http://liblink.bsu.edu/uhtbin/catkey/1117121.

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Post, Kristin Sara Noblit George W. „Charter schools policy and practice /“. Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2006. http://dc.lib.unc.edu/u?/etd,633.

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Thesis (M.A.)--University of North Carolina at Chapel Hill, 2006.
Title from electronic title page (viewed Oct. 10, 2007). "... in partial fulfillment of the requirements for the degree of Master of Arts in the School of Education (Culture Change and Curriculum)." Discipline: Education; Department/School: Education.

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Croly, Christopher P. „Religion and English foreign policy, 1558-1564“. Thesis, University of Cambridge, 2000. https://www.repository.cam.ac.uk/handle/1810/272181.

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Bush, Evelyn Louise. „Radical Environmentalism and Religion“. W&M ScholarWorks, 1996. https://scholarworks.wm.edu/etd/1539626083.

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Merrill, Ian Scott. „Exercising Control: Chinese Communist Party Policy Toward Religion“. Thesis, The University of Arizona, 2014. http://hdl.handle.net/10150/321896.

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Syed, Fatima Shaaria. „Financial education in schools : policy into practice“. Thesis, University of Birmingham, 2018. http://etheses.bham.ac.uk//id/eprint/8010/.

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This research explored the factors that shape personal finance education (PFE) curriculum policy outcome in schools. From 2014, all state-maintained secondary schools in England are required to deliver PFE through; Mathematics, Citizenship Education, and Personal, Social, Health and Economic education (PSHEe). This thesis is the product of a detailed analysis of school documents, lesson observations, and 51 interviews with key national stakeholders and teaching and management staff in schools. A multiple case study research was undertaken, using an analytic framework “sensitised” by theories of street-level bureaucracy (Lipsky, 1980; 2010) and educational transmission (Bernstein, 1971, 1975). This study concludes that contextual factors such as contradictory policy environment, subject status, and strong subject boundaries and allegiances affected PFE curriculum reform enactment and consequently its outcome in schools. Schools are operating under “constraint autonomy” where resources are directed towards subjects that count towards Ofsted grading and league tables. Inconsistency and variation in PFE delivery result from discretion exercised at school and classroom level. Teaching experience, pedagogical preference, and professional judgement determine the nature and degree of discretion. This study highlights the ‘power’ of exam boards and head teachers and argues for a collective approach to PFE curriculum planning and implementation to ensure a uniform and coherent PFE provision.

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Gisler, Paula. „COMPETITIVE FOOD POLICY IMPLEMENTATION IN KENTUCKY SCHOOLS“. UKnowledge, 2016. http://uknowledge.uky.edu/nursing_etds/20.

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This study was designed to explore the literature on competitive food policy implementation (CFPI); examines demographic and school factors associated with CFPI; and explores the experiences of school leaders and staff in CFPI using a proposed theoretical framework to guide the research. Competitive foods are those sold in vending machines, a la carte settings, fundraisers, class parties and other venues which compete with foods offered through the national school lunch and breakfast programs. Competitive foods have traditionally been of low nutritional value and high energy density. CFPI may be effective in reducing student calorie intake and BMI. However, evaluation of competitive food policy effectiveness is difficult due to variability in policy implementation. A theoretical framework is needed to guide research on CFPI. This research was a mixed methods study including a review of the literature, quantitative secondary analysis, and a qualitative content analysis of transcripts from semi-structured interviews with school personnel to understand their experience with CFPI. First, a systematic review of the research literature on CFPI was conducted. Demographic and school factors, policy features, and school and parent/community-level factors that impact CFPI were identified. Second, the association of multiple demographic and school factors with CFPI scores was examined. CFPI scale (overall) and sub-scales (“inside” and “outside” school) were developed and validated to evaluate CFPI effectiveness in Kentucky middle and high schools (N=640, grades 5-12). The scales were based on responses to 8 questions on competitive food practices from a 2011 School Tobacco and Wellness Policy biannual survey conducted by the University Of Kentucky College Of Nursing Tobacco Policy Research Program. Student BMI tracking and presence of a written wellness policy predicted higher scores on the overall CFPI scale (BMI OR=2.06, p=0.001; Wellness OR=1.74, p=0.02), inside subscale scores (BMI OR=2.46, p<0.0001; Wellness OR=1.58, p=0.05), and outside subscale scores (BMI OR=2.27, p=0.03; Wellness OR=1.54, p=0.0005). Greater county-level adult obesity rates predicted lower overall CFPI scores (OR=0.93, p=0.02). Private school status predicted lower scores on inside CFPI subscale scores (OR=0.47, p=0.004). Third, semi-structured interviews were conducted with 23 school personnel to explore CFPI. Interviews were recorded, transcribed and content analysis was conducted. Kentucky schools were stratified into four groups based on school level (middle or high) and CFPI scores (high or low). Sixteen schools were randomly selected for each of the four groups. A total of eight schools, two from each group, agreed to participate. The interview guide was based on a proposed CFPI framework based on implementation science, educational and organizational theory research. Six key themes emerged: internal/external forces enabling CFPI; internal and external obstacles to CFPI; key organizational values; organization value of CFPI; methods that organizations use to communicate organizational values; and CFPI policies and procedures. Findings were discussed in the context of the proposed theoretical framework. Implications for policy, practice and future research are presented.

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Kent, Charles T. „Affirmative action policy and procedures for Illinois schools /“. View online, 1990. http://ia301520.us.archive.org/1/items/affirmativeactio00kent/affirmativeactio00kent.pdf.

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Cheng, Mei-ching, und 鄭美菁. „The policy of practical schools in Hong Kong“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hub.hku.hk/bib/B50605756.

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This study explores the nature of the policy gap – the discrepancy between intended and actual policy outcomes – resulting from the implementation of Practical School (PS) policy in four Hong Kong Practical Schools during the 1990s. The study closely examines the complexity of the policy formulation and implementation processes, and finds that a number of factors at different policy levels served to divert PS implementation from its intended outcome. These factors can be grouped into two main categories – those that were specific to individual policy levels (e.g., policy orientation at the Education Department (ED) level, institutional autonomy at the School Sponsoring Body (SSB) level, or principal leadership at the (school) level, and those relating to the interdependent relationships existing between and among the various levels. The factors in these categories interacted to shape and modify PS policy implementation, making the policy-practice relationship complex and unpredictable. Thus, this study suggests that policy gap can be seen as the outcome of the multilevel, intertwined interplay among policy implementation actors from various policy levels. This study also proposes that the observed policy gap was not necessarily undesirable; in fact, the modification of original implementation plans prevented, in some instances, overall policy failure. In the case of PS, modified policy implementation allowed all four Practical Schools to achieve certain policy goals, despite failing to achieve others. This study has found that whether a policy gap was perceived as desirable depended on how the modified implementation affected the interests of the various parties; thus, any given policy gap could be called undesirable, desirable, or both, depending on which party were asked. Finally, this study is particularly concerned with the views of policymakers, senior SSB administrators and principals, and their actions in response to policy demands. The study argues that policy gap varied depending on policymakers’ perceptions of the policy, the organizational characteristics of SSBs, and the contextual nature of the schools. In other words, whether implementation realized intended policy outcomes depended on how implementing actors interacted to steer policy either towards or away from its original course.
published_or_final_version
Education
Doctoral
Doctor of Philosophy

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Papanastasiou, Natalie. „Scalecraft : policy and practice in England's Academy Schools“. Thesis, University of Edinburgh, 2015. http://hdl.handle.net/1842/15937.

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This thesis examines England’s academy schools policy by integrating interpretive policy analysis (IPA) with a critical approach to scale. The thesis begins with the observation that studies of policy have an underdeveloped conceptualisation of scale. The concept of scale used here refers to how the social world is perceived to be vertically ordered and is given labels such as the ‘local’, ‘national’ and ‘global’. Categories of scale have typically been used by policy actors and social scientists alike to describe, understand and analyse policy. Policy and scale are thus inextricably linked and this thesis seeks to study policy by critically engaging with scale and in this way develops a research focus that has been largely unexplored. The implementation studies literature is identified as being a particularly striking example of policy analysis which has tended to use categories of scale in an unquestioned manner. Implementation studies have a tradition of discussing ‘bottom-up’ or ‘top-down’ processes which reveal an analytical framework that assumes the existence of a scalar hierarchy. While the thesis supports the critiques of implementation studies made by scholars associated with IPA, it is argued that the interpretive critique has not been extended to the concept of scale. In order to address the problematic approach to scale in interpretive studies of policy this thesis examines how actors adopt ‘scalar practices’ in their policy work, which is consistent with the critical approach to scale that has been developed by post-structuralist human geographers. The latter group of scholars describe scalar practices as the way actors use categories of scale to interpret and strategically construct their social worlds. A focus on scalar practices allows for scale to be understood as an epistemological concept; this marks a departure from how social scientists have tended to use scalar categories to explain things with which has, in turn, problematically suggested that scale has an ontological existence. Education has been identified as an arena where representative struggles over scale come sharply into focus. The way in which education has been mobilised in relation to a wide range of scalar constructs such as the state, local authorities and a school’s catchment area, demonstrates how education is understood to be part of a political world which is ordered according to a vertical hierarchy of scales. This is particularly striking in the case of England’s academies policy. The official policy narrative of academies describes how a school converting to academy status becomes free from local authority control, becomes directly accountable to the state and gains greater levels of individual autonomy. It is thus a policy that is underpinned by distinctly scalar claims, making it a highly appropriate case study through which to explore the scalar practices of policy actors. The case study design of the research project focused on two local authorities and four academies within each of these. Interviews were carried out with local authority officers, academy sponsors, principals and chairs of governors. The study identifies how actors deploy four key scalar practices: constructing scalar boundaries, dissolving scalar boundaries, shifting between scales and emphasising the interconnectedness of scales. A theoretical approach called the practice of scalecraft is subsequently developed which not only focuses on the nature of scalar practices but also on what kinds of political concepts underpin these practices. The thesis concludes by suggesting that scalecraft can be used as a framework through which to incorporate a critical approach to scale in future interpretive studies of policy.

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Brock, Melissa Marie. „Science versus religion Protestant dominance and cultural discrimination in public schools /“. To access this resource online via ProQuest Dissertations and Theses @ UTEP, 2009. http://0-proquest.umi.com.lib.utep.edu/login?COPT=REJTPTU0YmImSU5UPTAmVkVSPTI=&clientId=2515.

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Weinberg, Lawrence D. „The constitutionality of religion-based charter schools: answering practical legal questions“. Thesis, Boston University, 2004. https://hdl.handle.net/2144/33588.

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Thesis (Ed.D.)--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.
This study explores the constitutionality of religion-based charter schools. The method of analysis used hypothetical charter schools to answer legal questions. The answers are grounded in law using the latest precedent. The background material before examining charters sets forth both the legal and policy contexts of religious charters schools. The legal context includes a detailed analysis of the Establishment Clause of the U.S. Constitution focusing on the most recent Supreme Court cases on that topic. The policy analysis examines the normative and structural dimensions of charter schools, which are then compared with voucher programs. The historical, political and educational contexts of charter programs are also examined. Three hypothetical situations examine a total of eighteen legal questions: Can coreligionists form a charter school? Can morality-based general propositions of good be taught in a charter school? Can a charter school teach values espoused by coreligionists? Can a charter school teach a course in the relationship between religion and morality? Can a charter school have religious criteria for staff? Can a charter school limit a teacher's right to express different worldviews? Can a charter school offer optional prayer? Can a charter school form for the purpose of allowing students' ease of access to religious education? Can a charter school form to provide students, who would otherwise attend parochial schools, with a free, secular public education? Can clergy sit on the board of a charter school? Can a charter school share facilities with a parochial school? Can a religious organization operate a charter school? Can a charter school have religious criteria for admission? To what extent can a religion class be taught in a charter school? Can a charter school require religious instruction? Can a charter school require religious exercises or worship? Can a charter school affiliate with a denomination? Can states exclude religious organizations from operating charter schools? Each question is analyzed from a legal perspective. The study concludes that charter statutes present an opportunity for parents and communities to form charter schools that will accommodate their beliefs; however, the constitution does not allow them to form schools that endorse their beliefs.
2031-01-01

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Ding, Xiaojiong. „Policy metamorphosis in China a case study of minban education in Shanghai /“. Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37392323.

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Humble, Daniel K. „Perceptions of Corporal Punishment in Missouri Public Schools“. Thesis, Lindenwood University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3605500.

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The use of corporal punishment as a form of student discipline has long been a controversial form of student discipline used in schools throughout the world. Research gathered showed that the use of corporal punishment has supporters and opponents. The supporters usually reference the Bible or corporal punishment as a traditional form of punishment. Opponents fear that physical punishment is a thing of the past and a form of physical abuse. Qualitative data were gathered from 12 superintendents in Missouri, one communications director from a Missouri professional teacher organization, and two attorneys who specialize in school law and policy to gain their perceptions of corporal punishment. The perceptions of superintendents regarding corporal punishment ranged from strongly disagreeing with the use to strongly believing it is an effective form of discipline. A few superintendents were hesitant to explain its practical use. The comments from the attorneys who were interviewed centered on legal and policy issues, while the communications director from the teacher organization expressed support of the teacher based on the school district's policy of allowing or not allowing corporal punishment. Results and conclusions from this study may assist local school boards in deciding if corporal punishment should be used within their school districts.

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Klaus, Jennifer Noel. „Schools and Technology: The Schools' Responses to Today's Technological Trends“. University of Akron / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=akron1302570531.

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36

Rogers, Stephen G. „Value added : from policy to classroom practice“. Thesis, University of Sheffield, 2002. http://etheses.whiterose.ac.uk/14435/.

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Using a case-study methodology, this thesis enquires into the development of value-added from policy to classroom practice in a comprehensive school in the North of England. The study is unique in that it examines the work of teachers in relation to policy with a special focus on the extent to which value-added measures can be used to inform an understanding of what is going on at classroom level. It not only links quantitative and qualitative research paradigms, but does so at a level that has received relatively little attention and at a dramatic juncture in the history of teachers' professional lives. A literature survey shows that although originally conceived as a research tool, value-added was subsequently 'adopted' by secondary schools principally in response to government-imposed 'league tables'. A national value-added scheme has yet to be developed but, in a shift of policy, the government now promotes the use of value-added measures in the new Threshold Assessments of teachers. Value-added data for core subjects for seven years have been analysed at class level. Pupils in 'top' sets on average obtain positive residuals whilst in 'bottom' sets they are mostly negative. It is shown that this is partly a statistical artefact and therefore not a true reflection of teacher effectiveness. However, when teachers are interviewed they frequently reveal positive attitudes towards upper sets and the opposite with the lower ones. When value-added scores are considered alongside teacher interview data there are cases where residuals might be indicative of teacher performance but there are no universal patterns. Although there are some indications that pedagogical practice and teachers' backgrounds are linked with the performance of classes, it is concluded that the use of value-added data in the Threshold Assessment of teachers is flawed. Suggestions are made for further research including the use of value-added measures at classroom level.

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Collins, Graham J., und mikewood@deakin edu au. „Principalship and policy in small New Zealand primary schools“. Deakin University. School of Social And Cultural Studies in Education, 2003. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20050826.120007.

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This research investigates the relationship between principalship and policy in small New Zealand primary schools. A distinctive feature of small primary schools is that their principals typically have to teach as well as manage. Overseas research indicates that in times of educational reform, teaching principals face particular difficulty and may need special support. Following the watershed educational reforms of 1989 and a decade of hands-off policy in education (1989-1999), central policy towards school support in New Zealand is now more hands-on. The impact of this policy change on small schools has not been researched hi New Zealand, where such schools make up over fifty percent of all primary schools. The aims of this study are to analyse the impact of current support policy in New Zealand on small primary school principalship, and to evaluate the extent to which policy adjustment might be needed in the future. Using multiple methods and a case study approach to gather data, the study focuses on small school principalship in one New Zealand region - the Central Districts region. It also considers the recent policy initiatives, their rationale and the extent to which they appear to be meeting the support needs reported by the principals whose work has been researched in the study. Broadly, the study has found that within small schools, the role-balance within a teaching principals work is a critical factor, as the ratio within the principals role-balance between the teaching role and the management role creates variation in work-demands, work-strategies and types of support needed. Teaching principals in New Zealand generally feel better supported now than they did in the 1990s and the study identifies factors associated with this change. However the analysis in this study suggests that the current policy aim to both rationalise and strengthen the small school network as a whole is rather problematic. Without better targeted support policy in this area, old style parochial and competitive attitudes between schools are unlikely to change in the future.

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Waters, Bernard Francis. „The canonical status of diocesan and parochial schools in New Zealand, with particular reference to the Diocese of Auckland, in the light of the Private Schools Conditional Integration Act 1975“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0018/NQ46552.pdf.

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39

Usabuwera, Samuel. „Leadership styles in successful schools“. Master's thesis, University of Cape Town, 2005. http://hdl.handle.net/11427/3640.

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40

Martin, Mary Clare Hewlett. „Children and religion in Walthamstow and Leyton, 1740-1870“. Thesis, Goldsmiths College (University of London), 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.312087.

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41

Gibson, Henry M. „Attitudes to religion and the communication of Christian truth“. Thesis, University of St Andrews, 1990. http://hdl.handle.net/10023/3713.

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This study examines the formation and maintenance of young peoples' attitude to Christianity and seeks to ascertain which are the salient factors, or group of factors, involved in such processes. It was stimulated by the apparent gradient of decline in young people's active participation in the life of the Church in many parts of Scotland and by the thought that such decline may be due in some measure to young people's fundamental attitudes to Christianity. The empirical research, which forms the kernel of the study, was undertaken in 1986 among 6,838 secondary school pupils, aged 11 to 17 years, in non-denominational, denominational and independent schools within the Dundee area. Questionnaires relating to attitudes to religion and science were administered by teachers, mainly from Religious Education departments within the schools. The Francis Attitude towards Christianity Scale (ASC 4B) was used in connection with the attitudes to religion items. The data was analysed by means of the SPSSX statistical package. Each section of the study investigates available research literature relevant to the topic considered. Chapter 4 looks in detail at the main variables involved in the formation and maintenance of young people's attitudes to Christianity, viz. Pupils' sex, age, personal Church attendance and Sunday School attendance, parental Church attendance and parental encouragement, social class differences, peer group influence, type of school attended and attitudes to science. The effects of television viewing on young people's perceptions, including their perceptions of religion on television, was also considered. Among the basic conclusions reached by this study are there: - Parental example and encouragement are the most salient elements in the religious socialization of young people. Peer group influence is also shown to be a significant factor in the transmission of young people's attitudes to Christianity. Pupils' Church attendance has considerable influence on their attitudes to Christianity and the continuance of these and their attitudes to science are shown to have special importance for their attitudes to religion. The 13 to 15 year age period merits further and deeper examination. This appears to be a decisive stage in adolescent development, when significant changes occur in young people's perceptions of religion and in their attitudes to Christianity.

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Gotkin, Ronald. „Fiscal and regulatory state policy for private schools in South Africa : (a policy options analysis)“. Master's thesis, University of Cape Town, 1993. http://hdl.handle.net/11427/15991.

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Includes bibliographies.
This paper explores possible future policy options for a democratically elected South African government as regards private schools. The paper establishes the context of contemporary and historical state policy for private schools in South Africa in combination with a comparative international perspective, a summary of arguments in the literature for and against private schools, and principles identified by a recent (non-governmental) policy investigation into education in South Africa (NEPI) as encapsulating the demands of the democratic movement concerning education. These principles therefore serve as evaluative criteria for the examination of future fiscal and regulatory policy for private schools in South Africa. It will be shown that, as compared to many countries, private schools in South Africa are moderately regulated and receive only moderate financial assistance. However, the historical (and current social and political) context of state policy for private schools will be shown to be one of increasing state support since the early 1980s. It will be argued that this increased level of ideological and fiscal support for private schools in the past decade is a consequence of the government's reformist strategy, and its identification with the politics of 'New Right' parties, which dominated Britain and the USA in particular during the 1980s. It will also be demonstrated that changes in state policy have resulted in large-scale growth in the private schooling sector over the past decade. It is against this background that the lens of democratic principles and fiscal implications will be used to focus on possible future policies for private schooling in South Africa.

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Meier, Barbara Ethel. „A survey of religious education in the American public schools“. Theological Research Exchange Network (TREN), 2005. http://www.tren.com.

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44

Hasan, Rafia. „Islamic Schools vs. Public Schools| A Case Study of the School Choices of Muslim Parents and the Social and Academic Experiences of Students and Young Adults“. Thesis, The William Paterson University of New Jersey, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10689851.

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The purpose of this study is to look at the school choices of Muslim parents in New Jersey and the social and academic experiences of Muslim students and young adults. The participants included 90 Muslim parents, 126 Muslim young adults, and 52 Muslim students currently attending a public, private, or Islamic school. Participants completed surveys, and a few were administered interviews that included questions pertaining to the purpose of this study. Findings showed that Muslim parents who choose Islamic schools do so to teach their child (children) about Islam and to surround them with other Muslims; whereas, Muslim parents who chose public schools do so for the quality of education. Overall, this study demonstrated that most Muslim students in either Islamic or public schools didn’t encounter social challenges any different than other students; in addition, an overload of schoolwork was reported as an academic challenge.

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Williams, Lawrence E. Sr. „Educating African-American pentecostal church leaders regarding the prospect of sponsoring charter schools for inner-city youth“. DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2008. http://digitalcommons.auctr.edu/dissertations/327.

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This study expanded the concept of church-sponsored schools by including charter schools in the definition of church-sponsored schools. Some denominations embraced the idea of local congregations supporting and sponsoring church schools while others had not. scripture and theologians supported and give value to churches providing appropriate learning environments and educational experiences for children who were members of churches as well as children who were not members. Though history prior to the institution of democracy in America indicated joint church-state support of schools for children, the secular mindset of America increasingly separated church and state in public education. This study suggested a new meeting place for the church to join the state in sponsoring schools for children. The new meeting place was charter schools. The argument was presented that Christian churches had a responsibility to educate children through sponsoring church schools. Given the secular mindset of American society, Christian churches had an even greater challenge to establish proper learning environments for children. Middle to high-income Christian families had a greater ability to provide church schools for their children. This study examined how the Christian church, particularly in the inner-city, could provide schools for children from low-income families who traditionally were not served by church-sponsored schools. Focus was given to examining a congregation that was part of a denomination that traditionally had given little support to church-sponsored schools.

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Bannister, Robert M. „To What Extent Are the Grade Configurations of Middle/High Schools and High Schools Related to Student Engagement?“ Thesis, The George Washington University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10604166.

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Some believe sixth through twelfth grade configured schools offer programs and incentives that aid the success of students. The assumption is that these schools provide inherent motivation supportive relationships, and forward thinking about education and its implications on life (Gootman, 2007; Hall, 2008). This study examined the relationship between sixth through twelfth grade and ninth through twelfth grade configured schools and student achievement. This study was based on a positivist research paradigm, and used quantitative methodology and statistical significance testing.

The research on grade configuration and its impact on students’ engagement levels in ninth grade stemmed from Socialization Theory, Flow Theory, and the Human Capital Theory. Quantitative analysis was conducted through multivariate analysis of variance (MANOVA) and analysis of variance (ANOVA) to discover the relationship between student engagement in both sixth through twelfth and ninth through twelfth configurations. The Research Assessment Package for Schools-Middle School (Institute for Research and Reform, 1998, Wellborn & Connell, 1987) was the data collection tool.

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Tembe, Juliet Hirome. „Language education policy and multilingual literacies in Ugandan primary schools“. Thesis, University of British Columbia, 2008. http://hdl.handle.net/2429/5641.

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This thesis reports on a study on multilingual language policies conducted in two primary schools in two communities in eastern Uganda, one rural and one urban, from 2005-2006. The study focused on stakeholders' responses to the new Uganda language education policy, which promotes the teaching of local languages in the first four years of schooling. The policy states that the medium of instruction is the relevant local language for Primary 1-4 in rural schools, and thereafter it is English. In the urban schools, English is the medium of instruction in all the classes and a local language is to be taught as a subject. The study was premised within the framework of literacy as a social practice. Accordingly, the context in which multilingual literacy develops is important to the implementation of Uganda's new language education policy. The key stakeholders identified in the implementation process included: the ministry representatives at the district level, the school administration, the teachers, and the community. The study used questionnaires, individual interviews, classroom observations, focus group discussions, and document analysis to collect data from the two communities, each of which was linked to a local primary school. Although the findings show that in both communities the participants were generally aware of the new local language policy, they were ambivalent about its implementation in their schools. While they recognized the importance of local languages in promoting identity and cultural maintenance, a higher priority was their children's upward mobility, and the desire to be part of wider and more international communities. Further, while area languages like Luganda and regional languages like Kiswahili were perceived to have some benefits as languages of wider communication, it was English that received unequivocal support from both communities. The study concludes that parents and communities need to be better informed about the pedagogical advantages of instruction in the local language, and that communities need convincing evidence that the promotion of local languages will not compromise desires for global citizenship. Therefore, drawing in particular on the work of Stein in South Africa, I argue that we need to consider "re-sourcing resources" to create space in which teachers and other stakeholders can enhance children's multilingual literacy development.

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Burridge, Nina. „The implementation of the policy of Reconciliation in NSW schools“. Phd thesis, Australia : Macquarie University, 2004. http://hdl.handle.net/1959.14/25954.

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"November 2003".
Thesis (PhD)--Macquarie University, Australian Centre for Educational Studies, School of Education, 2004.
Bibliography: leaves 243-267.
Introduction -- Literature review -- Meanings and perspectives of Reconciliation in the Australian socio-political context -- An explanation of the research method -- Meanings of Reconciliation in the school context -- Survey results -- The role of education in the Reconciliation process -- Obstacles and barriers to Reconciliation -- Teaching for Reconciliation: best practice in teaching resources -- Conclusion.
The research detailed in this thesis investigated how schools in NSW responded to the social and political project of Reconciliation at the end of the 1990s. -- The research used a multi-method research approach which included a survey instrument, focus group interviews and key informants interviews with Aboriginal and non Aboriginal teachers, elders and educators, to gather qualitative as well as quantitative data. Differing research methodologies, including Indigenous research paradigms, are presented and discussed within the context of this research. From the initial research questions a number of sub-questions emerged which included: -The exploration of meanings and perspectives of Reconciliation evident in both the school and wider communities contexts and the extent to which these meanings and perspectives were transposed from the community to the school sector. -The perceived level of support for Reconciliation in school communities and what factors impacted on this level of support. -Responses of school communities to Reconciliation in terms of school programs and teaching strategies including factors which enhanced the teaching of Reconciliation issues in the classroom and factors which acted as barriers. -- Firstly in order to provide the context for the research study, the thesis provides a brief historical overview of the creation of the Council for Aboriginal Reconciliation. It then builds a framework through which the discourses of Reconciliation are presented and deconstructed. These various meanings and perspectives of Reconciliation are placed within a linear spectrum of typologies, from 'hard', 'genuine' or 'substantive' Reconciliation advocated by the Left, comprising a strong social justice agenda, first nation rights and compensation for past injustices, to the assimiliationist typologies desired by members of the Right which suggest that Reconciliation is best achieved through the total integration of Aboriginal people into the mainstream community, with Aboriginal people accepting the reality of their dispossession. -- In between these two extremes lie degrees of interpretations of what constitutes Reconciliation, including John Howard's current Federal Government interpretation of 'practical' Reconciliation. In this context "Left" and "Right" are defined less by political ideological lines of the Labor and Liberal parties than by attitudes to human rights and social justice. Secondly, and within the socio-political context presented above, the thesis reports on research conducted with Indigenous and non Indigenous educators, students and elders in the context of the NSW school system to decipher meanings and perspectives on Reconciliation as reflected in that sector. It then makes comparisons with research conducted on behalf of the Council for Aboriginal Reconciliation during the 1990s on attitudes to Reconciliation in the community. Perceived differences are analysed and discussed.
The research further explores how schools approached the teaching of Reconciliation through a series of survey questions designed to document the types of activities undertaken by the schools with Reconciliation as the main aim. -- Research findings indicated that while both the community at large and the education community are overwhelmingly supportive of Reconciliation, both as a concept and as a government policy, when questioned further as to the depth and details of this commitment to Reconciliation and the extent to which they may be supportive of the 'hard' issues of Reconciliation, their views and level of support were more wide ranging and deflective. -- Findings indicated that, in general, educators have a more multi-layered understanding of the issues related to Reconciliation than the general community, and a proportion of them do articulate more clearly those harder, more controversial aspects of the Reconciliation process (eg just compensation, land and sea rights, customary laws). However, they are in the main, unsure of its meaning beyond the 'soft' symbolic acts and gatherings which occur in schools. In the late 1990s, when Reconciliation was at the forefront of the national agenda, research findings indicate that while schools were organising cultural and curriculum activities in their teaching of Indigenous history or Aboriginal studies - they did not specifically focus on Reconciliation in their teaching programs as an issue in the community. Teachers did not have a clearly defined view of what Reconciliation entailed and schools were not teaching about Reconciliation directly within their curriculum programs. -- The research also sought to identify facotrs which acted as enhancers of a Reconciliation program in schools and factors which were seen as barriers. Research findings clearly pointed to community and parental attitudes as important barriers with time and an overcrowded curriculum as further barriers to the implementation of teaching programs. Factors which promoted Reconciliation in schools often related to human agency and human relationships such as supportive executive leadership, the work of committed teachers and a responsive staff and community.
Mode of access: World Wide Web.
xvi, 286 leaves ill

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Frey, Christopher J. „Ainu schools and education policy in nineteenth-century Hokkaido, Japan“. [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3292445.

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Thesis (Ph.D.)--Indiana University, Dept. of Educational Leadership and Policy Studies, 2007.
Title from dissertation home page (viewed May 28, 2008). Source: Dissertation Abstracts International, Volume: 68-11, Section: A, page: 4636. Adviser: Heidi Ross.

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McKenna, Mary L. „Implementation of a policy to promote healthy eating in schools“. Thesis, University of Nottingham, 2000. http://eprints.nottingham.ac.uk/11783/.

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This case study analyses the implementation of the Food and Nutrition Policy for New Brunswick Schools. This policy was developed by the New Brunswick Department of Education and adopted in the legislature in 1991. Its goal was to enhance the nutritional status of provincial school children. Policies like this one represent a new direction for both education and health promotion and warrant investigation because of their potential benefits to student health and learning. In this case, a top-down approach to policy development and implementation proved largely ineffective, so the purpose of this research was to analyse the policy process in order to identify the factors that influenced implementation and to recommend future actions to enhance the processes involved. The analytical constructs were "capacity" and "will," the ability and desire to implement a policy. The combined macro-and micro-level analyses involved investigating the history and current status of the policy obtained through an examination of government and other documents, 66 interviews with provincial, district, and school-based participants, and observations of six schools in two districts. The results indicate that four factors influenced implementation: (a) the nature of the policy, (b) the organisational milieu, (c) the approach to policy development, and (d) the approach to implementation. The analysis of these factors combined with an examination of implementation at the local level indicate that if the Food and Nutrition Policy is to be more successfully implemented in future, 'capacity' and 'will' need more attention. The Department of Education must recognise that implementation requires a significant investment of time, money, and expertise, and the re-organisation of school food services to promote health; and that the process of change needs to be more collaborative and participative to encourage educators to see nutrition as more integral to their professional roles.

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