Dissertations / Theses on the topic 'Anglican schools'
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1
Scott, Peter Terence, and res cand@acu edu au. "The Communication of School Culture in an Anglican Grammar School." Australian Catholic University. School of Education, 1998. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp215.03092009.
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This study reports research employing a three-phase methodology to investigate the nature and communication of the school culture of the Anglican Church Grammar School Brisbane. A preliminary survey with open-ended questions was used to obtain general opinion on the nature of the school's culture, how it is communicated and the role of the school's organisation structure in communicating the school's culture. From the results of this preliminary survey, a set of ratings was developed and given to randomly selected samples of ex-students, parents, staff and senior students. A descriptive statistical analysis of this main survey was used in providing answers to the research questions concerning the nature of the school's culture, the influence of the school's organisational structure on it, and how the culture is communicated within the school and to the general public. Data from the main survey were used to develop a set of scales, the Communication of School Culture Instrument, which was used to give comparisons of the perceptions of school culture by the four population sub-groups (viz. ex-students, parents, staff & students) of the school. Statistical findings from the surveys and the CSCI were complemented by a series of in-depth interviews of representatives of the school population sub-groups. Analysis of data suggested that, whilst the school's sub-groups generally shared perceptions about the nature of the school's culture, there were significant differences of opinion about how this culture was communicated and influenced by the school's organisational structure. There was also a significant difference of perspective between the adult males and females of the total school population. An analysis of perspective of ex-students from different time periods of attending the school from the 1920s to present, did not show any significant differences in perspective, suggesting a constancy of the school's culture over time. Several other areas of investigation which would be worthy of further attention are the role of mothers and female members of staff in a boys' school, and the impact of boarding students as a sub-culture would be worthy of further study in this school.
2
Edwards, Ruth M. "Organizational culture in Australian Anglican secondary schools." Thesis, The University of Sydney, 2011. http://hdl.handle.net/2123/8117.
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ABSTRACT The central purpose of this research is to understand the nature of culture in Australian Anglican Secondary schools and determine whether they share any commonalities in their organisational culture. The study is situated in the theoretical framework of organisational culture and uses the qualitative methodology of Grounded Theory to derive meanings from empirical data and to generate theory in an under-researched area. This research has concentrated on staff perceptions and experience of school culture with a special focus on the religious dimension. The major research tool was in-depth interviews of over seventy practitioners in three case study schools. Additional standard methods of data collection were also used to strengthen validity. The design of the project incorporates the diversity within the Anglican Church. Case studies occurred in schools in three different Anglican dioceses in three different cities and states. The churchmanship in each school represented different strands within Anglicanism. A breadth of educational variables was also represented: one school was long-established, two more recent; one was single-sex, two were co-educational; two were totally independent, one was part of a school system. Theoretical sensitivity was heightened through incorporation of historical and sociological writings on Anglicanism which helped interpret the emerging theory. The theory developed progressively using the Grounded Theory principle of constant comparison. This was applied both within sites and across sites. On the first level of conceptualisation, the culture in each individual site was analysed and described. On the second level, common themes relevant to understanding the religious factor were identified across all sites. Initially five conceptual categories for generic Anglican school culture were identified. These were later refined to two controlling ones, those of Tension and Anglicanism. These were shown to inter-relate with three subsidiary categories: Perceptions, Independent Schooling and Leadership. A theory is proposed that organizational culture in Anglican schools is typically characterised by a range of tensions relating to their dual educational and religious roles, and to differing social and spiritual interpretations of Christian faith.
3
Sly, Mark Donald, and res cand@acu edu au. "Teacher Leadership in South-East Queensland Anglican Schools." Australian Catholic University. Educational Leadership, 2008. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp190.24022009.
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This research study explores the issue of teacher leadership in South-East Queensland Anglican schools. An initial exploration of the context of Anglican education in South-East Queensland confirmed that both nationally and within the Anglican system, hierarchical understandings of school leadership were being challenged amidst a growing expectation of teacher leadership. However, despite this expectation of teacher leadership, there was little in respect to formal policy and resource support for teacher leadership within South-East Queensland Anglican schools. This research study seeks to gain a more informed and sophisticated understanding of teacher leadership, with particular focus on the perspective of classroom teachers. A comprehensive analysis of key literature in educational change, professionalism in education and educational leadership, revealed a number of key insights that informed this study. Significant socio-economic change in recent decades has brought about corresponding educational change. This has resulted in a call for greater professionalism in education and a new paradigm of educational leadership. Within this context, there is new interest in distributing leadership beyond the formal role of the principal and into the hands of teacher leaders. However, a further review of the literature highlighted the lack of a clear conceptualisation of teacher leadership. While teacher leadership is predominantly considered in the literature as the domain of those in formal, positional roles, less is known about informal, in-class teacher leadership. Based on these insights, the researcher identified one major research question: How do teachers, who are recognised as teacher leaders in South-East Queensland Anglican schools, conceptualise teacher leadership? To answer this research question, four research sub-questions were posed: Behaviour of teacher leaders - What do they do? Purpose of teacher leadership - Why do teachers strive for this? Feelings of teacher leaders - How do they feel about what they do? Support for teacher leaders - What do they need? This research study is situated within the theoretical framework of symbolic interactionism. As both a perspective and a method, symbolic interactionism is situated within a pragmatic constructivist research paradigm. This research study explored a restricted group of 16 teachers within three South-East Queensland Anglican schools, and employed qualitative research methods including Experience Sampling Method and focus group interviews. The findings of this research study suggest that teacher leaders in South-East Queensland Anglican schools have a confused conceptualisation of teacher leadership, with little common symbolic language to delineate the phenomenon. This study made the following conclusions in relation to teacher leadership in South-East Queensland Anglican schools: The broad understanding of teacher leadership is unrecognised in the field of education. Teacher leadership is a complex phenomenon. Teacher leadership is principled action in support of learning. There is untapped potential for teacher leaders to act as change agents in school revitalisation. Collegial relationships, the provision of time, relevant professional development and administrative support enable teacher leadership There is a need for a role-making policy to support teacher leadership. The development of teacher leadership in South-East Queensland Anglican schools requires support from the Anglican Schools Commission, school principals and the teachers themselves, through deliberate action in developing appropriate policy and practice.
4
Sly, Mark Donald. "Teacher leadership in South-East Queensland Anglican schools." Thesis, Australian Catholic University, 2008. https://acuresearchbank.acu.edu.au/download/25e23d6dacd23ae8b8525b64133bb3e362334f70c4f2cbbe57782ff7669159b2/1395201/65089_downloaded_stream_314.pdf.
Full textAbstract:
This research study explores the issue of teacher leadership in South-East Queensland Anglican schools. An initial exploration of the context of Anglican education in South-East Queensland confirmed that both nationally and within the Anglican system, hierarchical understandings of school leadership were being challenged amidst a growing expectation of teacher leadership. However, despite this expectation of teacher leadership, there was little in respect to formal policy and resource support for teacher leadership within South-East Queensland Anglican schools. This research study seeks to gain a more informed and sophisticated understanding of teacher leadership, with particular focus on the perspective of classroom teachers. A comprehensive analysis of key literature in educational change, professionalism in education and educational leadership, revealed a number of key insights that informed this study. Significant socio-economic change in recent decades has brought about corresponding educational change. This has resulted in a call for greater professionalism in education and a new paradigm of educational leadership. Within this context, there is new interest in distributing leadership beyond the formal role of the principal and into the hands of teacher leaders. However, a further review of the literature highlighted the lack of a clear conceptualisation of teacher leadership. While teacher leadership is predominantly considered in the literature as the domain of those in formal, positional roles, less is known about informal, in-class teacher leadership.;Based on these insights, the researcher identified one major research question: How do teachers, who are recognised as teacher leaders in South-East Queensland Anglican schools, conceptualise teacher leadership? To answer this research question, four research sub-questions were posed: Behaviour of teacher leaders - What do they do? Purpose of teacher leadership - Why do teachers strive for this? Feelings of teacher leaders - How do they feel about what they do? Support for teacher leaders - What do they need? This research study is situated within the theoretical framework of symbolic interactionism. As both a perspective and a method, symbolic interactionism is situated within a pragmatic constructivist research paradigm. This research study explored a restricted group of 16 teachers within three South-East Queensland Anglican schools, and employed qualitative research methods including Experience Sampling Method and focus group interviews. The findings of this research study suggest that teacher leaders in South-East Queensland Anglican schools have a confused conceptualisation of teacher leadership, with little common symbolic language to delineate the phenomenon. This study made the following conclusions in relation to teacher leadership in South-East Queensland Anglican schools: The broad understanding of teacher leadership is unrecognised in the field of education. Teacher leadership is a complex phenomenon. Teacher leadership is principled action in support of learning. There is untapped potential for teacher leaders to act as change agents in school revitalisation. Collegial relationships, the provision of time, relevant professional development and administrative support enable teacher leadership There is a need for a role-making policy to support teacher leadership.;The development of teacher leadership in South-East Queensland Anglican schools requires support from the Anglican Schools Commission, school principals and the teachers themselves, through deliberate action in developing appropriate policy and practice.
5
Moody, Craig William, and res cand@acu edu au. "An Exploration of the Role of School Principals in Faith Formation Leadership Within the Educational Mission of Two Australian Anglican Schools." Australian Catholic University. School of Education, 2009. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp234.01072010.
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This study offers a response to the question facing the Australian Anglican Church about how the mission of Anglican schools is aligned with the mission of the whole Church. The study explores two Anglican school principals’ faith formation leadership, as they engage in this mission. Fundamental to understanding the context of this study is awareness of Anglicanism’s broad variety of expression balanced with unity through Scripture, Reason and Tradition. In spite of differences, the Anglican Church seeks the ‘Via Media’, the middle way, held together in a dynamic tension of debate. Anglican school principals lead faith formation in this context of diversity, which leads to the purpose of this study: to explore two Australian Anglican school principals’ perceptions of their role and capability as school leaders of faith formation within the Anglican Church’s mission. The three questions guiding this study relate to the ways in which the principals understand their role, their capability for the role, and the ways in which the Anglican Church has equipped them to be faith formation leaders in their schools. Various Anglican sources note that these questions have been on the Anglican Church’s agenda for several decades. A recent report on the governance relationship between an Australian Anglican Diocese and its schools noted lack of Anglican identity and role definition of schools’ mission in the Church as significant issues (Nicholson, 2007), and this appears to be the case in faith formation leadership also. Underpinning this study are assumptions that the nurturing of the Christian faith in the Anglican tradition is a core task of Anglican schools as agents of Anglican mission, and that the principal of an Anglican school plays a key role in leading faith formation by authentic personal Christian witness. In this study, Anglican school faith formation leadership has been explored in cultural and symbolic dimensions of leadership. Catholic and Lutheran schools’ faith formation leadership practices are reviewed to inform the study. This exploratory, qualitative study has an orientation of social constructionism, seeking two purposively sampled Australian Anglican school principals‟ perceptions from an open research stance. A theoretical framework of symbolic interactionsism has valued the participants’ context. A phenomenological research methodology has used data gathering methods of interview, survey questionnaire, observation and documentary analysis. The study indicates that areas for further study include the shared faith formation leadership roles of principals and school chaplains; the fostering of a culture of research about Anglican school faith leadership; the provision of professional mentoring for principals; the relationship of principals to the Anglican Church; and provision by the Anglican Church of guiding statements and training to equip principals for their faith leadership roles.
6
Melville, William Ian. "An historical analysis of the structures established for the provision of Anglican schools in the diocese of Perth, Western Australia between 1917 and 1992." University of Western Australia. Graduate School of Education, 2006. http://theses.library.uwa.edu.au/adt-WU2006.0032.
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[Truncated abstract] Within the State of Western Australia, from its early years, education has been provided not only by the State, but also by religious denominations, particularly the Catholic Church, the Anglican Church and other Christian groups. This thesis is concerned with Anglican education in the State from the years 1917-92. The particular focus is on the structures established for the provision of Anglican education in the Diocese of Perth throughout the period. The central argument of the thesis is as follows. During the period 1917-92, the structures established for the provision of Anglican education in the Diocese of Perth changed across four subperiods: 1917-50, 1951-60, 1961-80 and 1981-92. During the first subperiod, provision was made under structures which allow for the schools which existed to be classified according to three ‘types’: ‘religious-order schools’, ‘parish schools’, and ‘schools of the Council for Church of England Schools’. The first two types continued during the second subperiod and were joined by two new types, namely, ‘Perth Diocesan Trustees’ schools’ and ‘synod schools’, while ‘schools of the Council for Church of England Schools’ceased as a type. During the third subperiod ‘synod schools’ continued as a type, but the other three types ceased to exist. At the same time, one new type emerged, namely, ‘schools of the Church of England Schools’ Trust’. During the fourth subperiod there were also two types of schools within the Diocese, but the situation was not the same as in the previous subperiod because while ‘synod schools’ continued as a type, ‘Perth Diocesan Trustees’ schools’ ceased to exist. Furthermore, a new type was established, namely ‘schools of the Anglican Schools Commission’. This two-type structure for provision which was established during the sub-period 1981-92, is still that which exists to the present day for the provision of Anglican education within the Diocese of Perth.
7
Too, So Kwok-chun. "Staff development needs in a sample of Anglican secondary schools in Hong Kong." Hong Kong : University of Hong Kong, 1987. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18035243.
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8
Lankshear, Jane F. "Quality and diversity in Anglican primary schools : a study of denominational inspection." Thesis, University of Wales Trinity Saint David, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.683378.
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Whiting, Michael Walter. "The Church of England in Australia and state aid for church schools in Canberra, 1956." Thesis, The University of Sydney, 2020. https://hdl.handle.net/2123/21888.
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This is a study of the discord and friction within the Church of England in Australia in 1956 in relation to the advent of state aid for church schools in Canberra. It asserts that the resulting controversy illustrated a persistent organisational dissonance within the Church of England in Australia at that time. The Commonwealth government’s financial proposal, early in July 1956, to the two Church of England secondary schools and the two Roman Catholic secondary schools in the Australian Capital Territory, by way of a subsidy on the interest on loans for new capital works, was to be the first direct state aid to church schools in Australia in the twentieth century. This study proposes that at the time the Church of England in Australia was a proposed confederation of twenty-five dioceses characterised by a persistent institutional inability to achieve coherence and unity generally. This was despite a recent agreement on a national constitution to achieve autonomy within the Anglican Communion. The state aid controversy brought several key governance questions to the surface. The resolve of the executive decision-makers of the diocese of Canberra and Goulburn to accept the Commonwealth proposal occurred against a church background of a declining adherence, a reducing national presence, and an increasing social and cultural marginalisation. There was, therefore, a growing reliance on church schooling as a means of social engagement for the institutional church. The dissensions, even antagonisms, within the national and the local diocesan church were encouraged by a remnant sectarianism among many Anglicans. At the same time, the actions of the diocese of Canberra and Goulburn highlighted not only its independence within the national church but the exceptionality of Canberra and the disagreements and ambivalence within the Church of England in Australia regarding the national capital.
10
Too, So Kwok-chun, and 朱蘇國珍. "Staff development needs in a sample of Anglican secondary schools in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B31955745.
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11
Holland, Ruby. "Interacting Stories of the Flourishing Life: Religious Identity and Curriculum in Two Anglican Single-sex Schools." Thesis, University of Sydney, 2020. https://hdl.handle.net/2123/24002.
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This comparative case study employed a narrative lens to explore the intersecting and interacting stories of the flourishing life as recounted in student religious identity and curriculum in the context of two single-sex Anglican schools. It employed a mixed methods approach that ensured that the perspective of students about their religious identity was heard clearly. A validated measure was used to estimate the religious identity Status of students at one point of time. This showed that a number of students had committed to a religious identity that was neither Christian nor Anglican in dogma and practice but dependent on belonging to social groups. Subsequent interviews and classroom observations found that students were concerned about the school’s religious tradition restricting their freedom of ethical choice. At the same time, they were keen to maintain connection to family and friends and a number expressed the desire to continue to explore issues of religious identity. In comparing the two case studies, it was confirmed that Anglican schools do influence the religious identity of students. However, the schools had interpreted Anglicanism differently according to school context and this impacted on the manner and extent of their influence. In this the powerful role of the Head of each school was crucial, as they balanced a duality of theology and educational philosophy. The study suggests the importance of a school framework for teaching and learning where a theological anthropology is linked to a rigorous epistemology. This may guide teacher pedagogical and content choices so that student meaning-making is supported by a curriculum story that is coherent and the role of religious identity acknowledged.
12
Shaw, Alan. "Leadership of voluntary aided schools : an analysis from the perspective of headteachers." Thesis, University of Derby, 2015. http://hdl.handle.net/10545/583617.
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Voluntary aided schools exhibit a unique combination of characteristics including; responsibility for admissions, employment of staff (including the right to prioritise on the basis of faith), control of the RE curriculum, ownership of the premises, and funding from and being part of Local Authorities. This thesis investigates how headteachers of voluntary aided schools perceive their leadership role across the range of small/large, urban/rural and different faith schools of this type and whether they demonstrate similar leadership styles. The paradigmatic approach for this research is that of realism which acknowledges the benefit of both quantitative and qualitative data to generate a broad empirical picture of educational practices, patterns and institutional outcomes. This approach is particularly appropriate for this research as there is a real world of school regulations and requirements imposed externally by central and local government that affect how voluntary aided schools are organised. However, within schools it may be that individual perceptions and priorities distort the image of the external reality and affect how headteachers lead and manage their schools. Mixed methods were utilised comprising an on-line Likert-style questionnaire containing rating scales which provided the opportunity to determine quantitative frequencies and correlations. This was combined with open ended questions which provided the freedom to fuse measurement with opinions, quantity and quality. In addition, a purposive sample of 12 semi-structured interviews provided rich qualitative data conveying the views and perceptions of headteachers of voluntary aided schools in 12 different Local Authorities. This thesis has made a significant original contribution to the body of knowledge in this field by presenting an overview of the perceptions held by headteachers of 450 such schools throughout England (over 10% of the total number) from different phases of education, sizes of school, types of location and denominations. It has addressed the current gap in existing research, supported the findings of several previous smaller-scale studies, identified the distinctive ethos in voluntary aided schools, highlighted the pivotal role of personal faith for these headteachers, produced a new model of ‘ethotic leadership’ and presented suggestions for future research and training.
13
Whiteoak, Daphne A. "Up close and personal : an investigation of headteacher departure from Anglican primary schools in England." Thesis, University of Nottingham, 2014. http://eprints.nottingham.ac.uk/29270/.
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Headteacher supply is of critical concern to policy makers and Governing Bodies in England as many schools continue to experience difficulties in recruiting school leaders despite succession planning and school organisation strategies at national and local level. Church of England schools appear to experience greater difficulties in recruitment and a lack of focus on leaders of Anglican schools in the empirical literature has resulted in little being known about the nature of Anglican school headship and why headteachers of this category of schools leave. This study focused on the scale and nature of headteacher departure of headteachers leaving Church of England primary schools in England during one academic year, examining the influences leading to headteachers' decisions to leave a post and exploring what might have persuaded headteachers to remain in post as Anglican school headteachers. In employing a sequential explanatory qualitative dominant mixed methods design, the study utilised data from two postal surveys and a number of semi-structured interviews with headteachers and Chairs of Governors in a complementary and negotiated manner. An inductive thematic analytical approach allowed a focus on the experiences and voices of headteachers which are heard through the conceptual framework of Wenger's theory of communities of practice. The haemorrhage of headteachers leaving Anglican school headship includes a group of headteachers not currently recognised in the discourse about headteacher supply: headteachers choosing to leave headship altogether and Anglican school headship in particular. Many headteachers leaving headship altogether are leaving with few or no plans and with no intention to return to headship at a later date. Of those headteachers leaving for a substantive headship many are electing to move to a non-Anglican school. Some of these are leaving with no intention of returning to headship of an Anglican school in a future career move. Headteachers experience dis-identification with members and/or the practice of four communities of practice (Professional, Nurture, Family, and Spiritual) as they negotiate meaning for themselves through relationships, mutuality of engagement, imagination, alignment and participation. This thesis argues that there are substantive issues associated with Anglican headship which influence headteacher departure. Anglican headship has a historical dimension which intersects with public and personal dimensions of headship in particular ways which reflect historical aspects of Christianity and Anglicanism, the history of Anglican schools in England and individuals' own faith perspectives. Five expectations coalesce in the experiences of headteachers as members of the spiritual community of practice which present challenges as headteachers negotiate meaning for themselves in their own identity work. The expectations can lead to 'dis-ease' and dis-identification with members and/or the practice of the spiritual community. It is this 'lack of fit' which can lead to a decision to leave an Anglican school, headship per se and Anglican school headship in particular. Personal faith can be a powerful influence in the lives of some headteachers and this study also concludes that experiencing a calling from God can influence headteacher departure. The thesis concludes with implications for policy and practice which would enable schools to reduce the haemorrhage of experience and expertise from Church of England schools.
14
Miles, Michaela Ena. "Consonant agendas? Priorities of directors and student members of vocal ensembles in Sydney Anglican Schools." Thesis, The University of Sydney, 2015. http://hdl.handle.net/2123/14332.
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Singing is an important component of music education programmes with schools regularly incorporating some form of group singing through the compulsory years. Some may also have extra curricula ensembles. The agenda of choral conductors is often to select repertoire that they believe students enjoy; including music the conductors have a passion for and feel will motivate students to sing and participate. The aim of the study was to find out whether, and if so to what extent, conductors of school vocal or choral ensembles consulted students regarding repertoire choice for these ensembles. It provided the participants with an opportunity to discuss their experiences and repertoire preferences in an interview setting. The importance of the study, apart from providing suggestions for the future of singing in schools, was to find out what repertoire the students wanted in order to assist choral conductors in their repertoire choices. It also allowed an opportunity to discover to what extent, if any, the constructivist trend in education was being applied to the school choral ensemble. Further, the study sought to discover how teachers and students perceived the influence of choral programmes on television—in particular, Glee—as a phenomenon, on school choral singing. The study engaged a qualitative phenomenological methodology in five Anglican schools in the Sydney Diocese. The method of data collection involved interviews with twenty school students, who were members of five different school vocal ensembles, as well as with the conductors of each of these ensembles. The interviews were analysed, iv data was grouped thematically, and the findings are discussed in the context of the relevant literature. The findings indicate that group singing in schools is in a strong position in terms of popularity among students, and that conductors are not solely responsible for motivating students to participate. The study also found that often students wanted to sing more traditional repertoire, instead of the popular music programmed by conductors, and would like to be consulted regarding repertoire choices. The popular “student-led” approach to education could be applied to a school choral ensemble, initially through student involvement in the selection of repertoire. Some students reported an increase in their performance anxiety when they were required to sing popular music, as there was a fear that the audience would expect a known version of the song, rather than the choral arrangement they were performing. This study reports on a small sample of Anglican schools in one Diocese; however, it does provide implications for conductors of group singing ensembles in other schools, whether religious or not. Results revealed that for a number of reasons, it could be advantageous for conductors to consult their students, particularly on issues surrounding repertoire choice. Alongside the development of choral artistry through the inclusion of traditional repertoire and music composed or skilfully arranged for student voices, the conductor is in a position to facilitate confidence-building techniques for students involved in group singing ensembles.
15
Too, Derek Rodney. "Accountability in Hong Kong secondary education the attitudes of principals and vice-principals in anglican schools /." Click to view the E-thesis via HKUTO, 1989. http://sunzi.lib.hku.hk/HKUTO/record/B38625957.
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Too, Derek Rodney, and 朱業桐. "Accountability in Hong Kong secondary education: the attitudes of principals and vice-principals in anglican schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1989. http://hub.hku.hk/bib/B38625957.
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17
Moody, Craig William. "An exploration of the role of school principals in faith formation leadership within the educational mission of two Australian Anglican schools." Thesis, Australian Catholic University, 2009. https://acuresearchbank.acu.edu.au/download/2568a52bf93b72dc8f2e7f3ac75df4a840e1285d11263a13600e47975c2a25e2/1752427/65005_downloaded_stream_230.pdf.
Full textAbstract:
This study offers a response to the question facing the Australian Anglican Church about how the mission of Anglican schools is aligned with the mission of the whole Church. The study explores two Anglican school principals' faith formation leadership, as they engage in this mission. Fundamental to understanding the context of this study is awareness of Anglicanism's broad variety of expression balanced with unity through Scripture, Reason and Tradition. In spite of differences, the Anglican Church seeks the 'Via Media', the middle way, held together in a dynamic tension of debate. Anglican school principals lead faith formation in this context of diversity, which leads to the purpose of this study: to explore two Australian Anglican school principals' perceptions of their role and capability as school leaders of faith formation within the Anglican Church's mission. The three questions guiding this study relate to the ways in which the principals understand their role, their capability for the role, and the ways in which the Anglican Church has equipped them to be faith formation leaders in their schools. Various Anglican sources note that these questions have been on the Anglican Church's agenda for several decades. A recent report on the governance relationship between an Australian Anglican Diocese and its schools noted lack of Anglican identity and role definition of schools' mission in the Church as significant issues (Nicholson, 2007), and this appears to be the case in faith formation leadership also. Underpinning this study are assumptions that the nurturing of the Christian faith in the Anglican tradition is a core task of Anglican schools as agents of Anglican mission, and that the principal of an Anglican school plays a key role in leading faith formation by authentic personal Christian witness. In this study, Anglican school faith formation leadership has been explored in cultural and symbolic dimensions of leadership.;Catholic and Lutheran schools' faith formation leadership practices are reviewed to inform the study. This exploratory, qualitative study has an orientation of social constructionism, seeking two purposively sampled Australian Anglican school principals? perceptions from an open research stance. A theoretical framework of symbolic interactionsism has valued the participants' context. A phenomenological research methodology has used data gathering methods of interview, survey questionnaire, observation and documentary analysis. The study indicates that areas for further study include the shared faith formation leadership roles of principals and school chaplains; the fostering of a culture of research about Anglican school faith leadership; the provision of professional mentoring for principals; the relationship of principals to the Anglican Church; and provision by the Anglican Church of guiding statements and training to equip principals for their faith leadership roles.
18
Woods, Eric Taylor. "The anglican church of Canada and the Indian residential schools : a meaning-centred analysis of the long road to apology." Thesis, London School of Economics and Political Science (University of London), 2012. http://etheses.lse.ac.uk/340/.
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The Canadian residential school system, which operated from the 1880s until the 1970s, was a church-state enterprise designed to assimilate Aboriginal children into Euro-Canadian culture and was characterized by poor sanitation and widespread abuse. Recently, it has been the object of the most significant and most successful struggle for redress in Canadian history. However, for most of its long history, the many failings of the residential school system went unacknowledged by the organizations formerly involved in its operation. In this thesis, I seek to explain why. In doing so, I provide a framework for further study on the residential schools and on comparable cases. To resolve my question, I conduct a comparative historical analysis of the Anglican Church of Canada, which was formerly an important partner in the operation of the residential schools. My data is drawn from a wide range of archival material. My analysis is framed by a meaningcentred approach to social behaviour referred to as the Strong Program. In sum, I argue that the initial meaning of the school system as a sacred enterprise hindered acknowledgement of its failings. For the church to acknowledge the failings of the residential schools, such a meaning needed to be replaced with a new meaning emphasizing the tragic consequences of the school system. This could only occur once the balance of social power had shifted away from the defenders of the sacred meaning and towards its detractors.
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Cheryl, Gaver. "Solitudes in Shared Spaces: Aboriginal and EuroCanadian Anglicans in the Yukon and the Northwest Territories in the Post-Residential School Era." Thèse, Université d'Ottawa / University of Ottawa, 2011. http://hdl.handle.net/10393/19995.
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This thesis examines the current relationship between Aboriginal and EuroCanadian Anglicans in the Northwest Territories and the Yukon as they seek to move beyond past hurts into a more positive future. After three field trips to Canada's North, visiting seven communities and interviewing seventy-nine individuals, complemented by archival research, I realized the dominant narrative based on a colonialism process linking residential schools, Christian Churches and federal government in a concerted effort to deliberately destroy Aboriginal peoples, cultures, and nations was not adequate to explain what happened in the North or the relationship that exists today.
Two other narratives finally emerged from my research.
The dominant narrative on its own represents a simplistic, one-dimensional caricature of Northern history and relationships. The second narrative reveals a more complex and nuanced history of relationships in Canada's North with missionaries and residential school officials sometimes operating out of their ethnocentric and colonialistic worldview to assimilate Aboriginal peoples to the dominant society and sometimes acting to preserve Aboriginal ways, including Aboriginal languages and cultures, and sometimes protesting and challenging colonialist policies geared to destroying Aboriginal self-sufficiency and seizing Aboriginal lands.
The third narrative is more subtle but also reflects the most devastating process. It builds on what has already been acknowledged by so many: loss of culture. Instead of seeing culture as only tangible components and traditional ways of living, however, the third narrative focuses on a more deep-seated understanding of culture as the process informing how one organizes and understands the world in which one lives. Even when physical and sexual abuse did not occur, and even when traditional skills were affirmed, the cultural collisions that occurred in Anglican residential schools in Canada's North shattered children's understanding of reality itself.
While the Anglican Church is moving beyond colonialism in many ways - affirming Aboriginal values and empowering Aboriginal people within the Anglican community, it nevertheless has yet to deal with the cultural divide that continues to be found in their congregations and continues to affect their relationship in Northern communities where Aboriginal and EuroCanadian people worship together yet remain separate.
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Scott, Peter Terence. "Communication of school culture in an Anglican grammar school." Thesis, Australian Catholic University, 1998. https://acuresearchbank.acu.edu.au/download/6f70f4c533aee5a029abec18fa02833add0e6d0dff8e96f7d44bea5c5c6cd7f4/19219100/65077_downloaded_stream_302.pdf.
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This study reports research employing a three-phase methodology to investigate the nature and communication of the school culture of the Anglican Church Grammar School Brisbane. A preliminary survey with open-ended questions was used to obtain general opinion on the nature of the school's culture, how it is communicated and the role of the school's organisation structure in communicating the school's culture.
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Bagworth, Hazel Joy. "The role of agents, visitors and inspectors in the development of elementary education c.1826-c.1870." Thesis, Brunel University, 1998. http://bura.brunel.ac.uk/handle/2438/5470.
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This thesis is an analytical examination of the inspectorates established by the British and Foreign School Society and the Anglican National Society between c. 1826-1870. Its aim is to demonstrate the important role their officials played in the development of a nation-wide system of elementary education in England and Wales. The thesis is divided into six chapters. The Introductory Chapter places the study in context by considering the concept of inspection in the nineteenth century. It examines 'state' inspectorates other than those for education, school inspection abroad and the long tradition of visitation and inspection by the Established Church. Chapter Two considers the appointment and development of HMIs between 1840-1870, providing an essential foundation and context for the subsequent chapters. Chapter Three examines the BFSS system of inspection. All aspects of this branch of the Society's work are considered including the reasons for the establishment of an inspectorate, the social backgrounds of the men appointed, the work they carried out and their changing and developing roles during this period. It not only reveals their important contribution to the work of their Society but also to national educational developments. Chapter Four focuses on the National Society's system of inspection and visitation. It considers the development of a three tier system during the 1840s with centrally appointed Inspectors, Diocesan Inspectors and Organising Masters. The issues central to the National Society's Inspectors' reports are also considered in detail. Chapter Five assesses the contribution made by the BFSS and National Society officials to the establishment of other school inspectorates. It then offers final analysis in Chapter Six on the significance of the work of the Agents and Inspectors of the two major Societies, not only for their respective organisations, but also for the development of nineteenth century elementary education.
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Richardson, Jonathan K. "A policy analysis of the Anglican and Roman Catholic school systems in England." Thesis, Durham University, 2005. http://etheses.dur.ac.uk/2885/.
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This is a study of the contemporary Anglican and Catholic school systems in England. It compares the main characteristics of each and seeks to establish how far these are attributable to characteristics of the churches themselves and the extent to which there is convergence between the two school systems as they and their churches respond to contemporary challenges. This is a complex subject, analysis of which is aided by a model developed from the work of Ball (1994) in the field of education policy studies. Using this model, the broader context in which church schools operate is analysed first, including especially the historical development of church schools, the educational requirements of modern government, the characteristics of the two churches in England as they have adapted to the social changes of the 20th century, together with the relevant aspects of those changes, particularly the secularisation of society. The relationship between this broad 'context of influence' and the contemporary church school systems is emphasised throughout this study. Against this background the Anglican and Catholic school systems are analysed and compared at two levels - the strategic level at which Official’ policy is produced and the school level at which it is implemented, with the relationship between the two levels examined in detail. The main features of the two systems are identified and analysed, together with each of the main areas of policy relating to church schools, using a classification system to assist the comparison between them. For example, the issue of pupil admissions is analysed in terms of the stated policies of each church at national and diocesan levels and examined in terms of application at school level in each system. Whilst this is a study of church schools nationally, it is illustrated where appropriate by a case study of Anglican and Catholic schools in the city of Liverpool. This study has demonstrated clearly that, despite many obvious similarities between the Anglican and Catholic school systems, they do indeed reflect a number of distinctive characteristics of each church. The study also suggests that these characteristics have made it easier for the Anglican system to adapt to the demands of the modern state and the secularisation of society than it has been for the Catholic system, not least because most Anglican schools have traditionally served children from any or no religious background. These differences, it is argued, help to explain the contrasting current approaches of the two churches to the possibilities for expanding
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Wilson, Tom. "An exploration of Muslim negotiation of the Christianity encountered in an Anglican primary school." Thesis, University of Liverpool, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.722148.
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Gordon, Gary (Gary Adrian). "Four Evening Service Settings of Joel Martinson: An American's Contribution to Anglican Evensong Repertoire." Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1505135/.
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The Evening Service settings of great British composers like Charles Stanford, A. Herbert Brewer, Charles Wood and Herbert Howells are well known and performed often throughout the world. However, little is known about the body of settings created by American composers. There are currently approximately 75 American composers dating from 1890 to the present, with Evening Service settings in print. Joel Martinson, based in Dallas, Texas, is an American composer, church musician, concert organist, and presenter. Although Martinson has composed four Evening Service settings (Evening Service for the St. Mark's School 1996, Evening Service for the Incarnation 2000, Evening Service for Church of the Nativity 2002, and Evening Service for the Transfiguration 2015), these works are not widely known outside of Dallas and small Anglican circles, nor is the value of his contributions to Anglican Evensong repertoire recognized. The purpose of this study is to demonstrate that Martinson's four settings make a valuable American contribution to Anglican repertoire through his neo-classical style and creative counterpoint. The four settings are modern and challenging but remain approachable for both choir and audience.
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Vlček, Petr. "Jazyková škola a mateřská anglická škola v Horních Heršpicích." Master's thesis, Vysoké učení technické v Brně. Fakulta stavební, 2017. http://www.nusl.cz/ntk/nusl-265725.
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The aim of diploma’s thesis is a design od school house, exactly language school and english kindergarten. It’s a new building, designed on a flat plot no.873/21 in cadastre unit Horni Herspice, in a Brno’suburb. The language school is intended to accommodate 41 students. Kindergarten is for education preschool children. Kindergarten is designed for total capacity of 40 children. The building was designed in a rectangular shape without cellar. It is a two-storey masonry system. Both parts of the building were designed so that students and children do not meet. A schoolmaster office is located on the second floor. The building was designed from sand-lime bricks KM Beta. The thermal insulation is made from external thermal insulation composite systems ETICS, floor structure is from ceramic-concrete precast floor slabs. The major part of the flat roof structure is double-layered while the rest is a green single-layer construction.
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Harbec, Marie-Eve. "L'education "ideale" dans un monde "ideal" : le Dunham Ladies' CollegeSt. Helen's School et l'elite anglicane du diocese de Montreal (1870-1930)." Thesis, McGill University, 2001. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=32914.
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The idea of establishing a denominational college for young women in the Anglican Deanery of Bedford was first submitted to the Montreal's Synod in 1873. Following a contest which was held between local municipalities, the overwhelmingly Anglo-Protestant rural village of Dunham won the honors and six years later, the Dunham Ladies' College (the college would become St. Helen's School in 1913) opened its doors. This thesis examines the reactions and readjustments of the Anglican Church, and those of their followers, attributable to its disestablishment (in the 1840's and 1850's) and to the rise of liberalism and to the transformation of traditional social order that went on in the same age. The example that we have selected---the DLC/ SHS---will allow us to scrutinize de 1870 to 1930 period. It will demonstrate the importance of religion in the construction of women's social identities: education being a means borrowed by the local and diocesan Anglican elite (both lay and ecclesiastical ones) to promote the new spiritual mandate of the Church and a conservative vision of social organization. The elite's men wished for the DLC/SHS to be an oasis of peace and of purity, the ideal place for young ladies to become gentlewomen. Throughout our study of the methods employed for their education, we will demonstrate how this elite planned the education of these young ladies in a way that would insure their becoming conveyances of the values necessary for the implementation of a spiritual Anglican society.
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Krejčí, Andrea. "Návrh marketingové strategie." Master's thesis, Vysoké učení technické v Brně. Fakulta podnikatelská, 2018. http://www.nusl.cz/ntk/nusl-377577.
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The diploma thesis deals with the analysis of the current situation of the company Studyline s. r .o. and the innovation proposal, which is the realization of the language school in Brno. The aim of the thesis is to design a functional marketing strategy that will be applicable in real terms as early as 2018. The thesis also includes a thorough analysis of the internal and external environment, which is summarized by SWOT analysis. The work also evaluates the project's risks, thorough monitoring of the competition, and, in the final stage, marketing strategies for language schools, including the prediction of future developments.
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Mokwele, Alfred Percy Phuti. "The Grace Dieu experience of the Anglican church." Thesis, 1988. http://hdl.handle.net/10386/3020.
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Rooney, Paul K. "Cultural assets : a model for school effectiveness in the Anglican tradition." Thesis, 2013. http://handle.uws.edu.au:8081/1959.7/539272.
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Cultural assets in schools need reconceptualisation. The focus of this multi-disciplinary theoretical study is to reconceptualise cultural assets by considering the shortcomings of existing cultural concepts and the benefits of reconceptualisation. A cultural assets model is developed and tested in a single Anglican school using multigenerational flows of influence, community cultural activities and communication by the use of rich data collected from a single case study school. Finally, the focus redirects to applying the analysis of a faith based Anglican school to other schools within the tradition and those outside the tradition. Such analysis assists in highlighting beneficial cultural assets supporting school effectiveness, compared to twentieth century studies using deficit and difference approaches to analyse cultural contexts relating to schools have influenced educational research and general political thinking concerning fragmentation, segregation and faith schools in post-colonial states. I contend that this influence leads to stretching the use of concepts such as ‘cultural capital’ beyond their original context and raises questions concerning the extent of their usefulness in a world characterised by globalisation, post-secularism and the rise of faith based schooling. Responding to these issues, this study extends the emerging assets-based approach to analysing cultural contexts within sociocultural studies.
The findings of the study show ‘Caring’ as part of school effectiveness and professional practice. Caring within professional practice enables the teacher, school leadership, the organisation and the students to ‘Stretch beyond the 3Rs’ of reading, ‘riting and ‘rithmetic. The research successfully tested the model within the case study, modifying it to incorporate glocal (global/local) interactions and supporting the school as a cultural hub and contributor. The key benefits are schools that care take risks, and as dynamic organisations, schools that stretch engage their employees thus becoming more effective. The study makes recommendations to support school effectiveness in education policy, employment policy, teacher education and school organisation.
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Novotná, Aneta. "Rozvoj integrace žáků v prvním ročníku základní anglické školy, pro něž je anglický jazyk dalším jazykem." Master's thesis, 2013. http://www.nusl.cz/ntk/nusl-324251.
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The aim of this master thesis is to present one of many trends in the development of english primary schools. The trend is more precisely defined in the name of this master thesis and namely as "Developing of the inclusion of Key Stage 1 pupils in the first year with English as an additional language." In the theoretical part, this master thesis shall bring a description of the structure of english primary schools, more detailed description of primary community school and the characteristic of pupils with EAL. Furthermore trends and requisites for education of pupils with EAL (English as additional language) in core subjects which are English, Mathematics and Science in the first Year of Key Stage 1 shall be described. The practical part is the crucial part in this master thesis. Qualitative research shall be carried on by means of case study in the first year of Key Stage 1 at community primary school in Derby which is a city in England. For complexity of this case study were placed three questionnaires and realization of a model lesson. The first questionnaire was placed for pupils in the first year, the second one for their parents and the third one for the class teacher and her two assistants. Afterwards a model lesson with the sample group was realized. The acquired knowledge may be applied in...
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ZÁRUBOVÁ, Veronika. "Výchovný poradce u nás a v anglicky mluvících zemích." Master's thesis, 2014. http://www.nusl.cz/ntk/nusl-173435.
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The diploma thesis deals with school counselling/counseling in the Czech schools and the schools in the United States of America and in England. Theoretical part is focused on the historical development of school counselling, on the status of the school counsellor and the job requirements. The main aim of the practical part of this thesis is to compare the Czech, American and English school counselling. By filling in the questionnaire, our research focused on the school counsellors' job content and their opinion of the school counselling system.
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ŠŤASTNÁ, Lada. "Hodnocení žáka učitelem v předmětech český a anglický jazyk." Master's thesis, 2014. http://www.nusl.cz/ntk/nusl-173428.
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This thesis deals with a topic of evaluation of pupils in the elementary schools. The theoretical part is focused on the characteristics of basic concepts of evaluation namely its functions, types, forms, values and current problems. It also describes evaluated activities in the school subjects Czech and English language and the ways of evaluation of these activities. For explorational probe of practical part of thesis was used a method of controlled conversations that explored different ways and forms of evaluation that are used by particular teachers of Czech and English language in the elementary schools. The goal of practical part was to explore the attitudes to evaluation of pupils in the elementary schools in the subjects of Czech and English language.
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ŠIMŮNKOVÁ, Radka. "Anglická výslovnost u dětí na 2. stupni ZŠ." Master's thesis, 2010. http://www.nusl.cz/ntk/nusl-53155.
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The main content of my diploma thesis is Pronunciation of middle school children. The theoretical part deals with the aims of pronunciation teaching. This part concerns the question to what measure the pronunciation is important and whether it is possible to influence it by teaching process. Furthermore, I attended to pronunciation differences between English and Czech sounds and typical mistakes made by Czech pupils. The practical part searches and analyses mistakes in Engish pronunciation made by pupils who have just come to middle school by research scanning. Consequently I suggested several exercises to eliminate some of the ascertained mistakes. At the end, I also practically verified them in school practise and summed them up in my final reflection.
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Vinterová, Lucie. "Postavení Ruské federace v postsovětském prostoru na základě typologie Anglické školy." Master's thesis, 2014. http://www.nusl.cz/ntk/nusl-329993.
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The submitted diploma thesis focuses on the role of Russian federation within the post- communist area. The issue will be surveyed on the basis of Adam Watson's typology. Adam Watson is one of the representatives of the English school. The thesis describes the development of the Russian foreign policy, with regard to post-soviet area, from the disintegration of the Soviet Union to the present. The attention is paid to the idea of the eurasianism, or new eurasianism, which has become the most popular in the Russian foreign policy. The other part of the thesis presents the detailed analysis of the development of the Russian federation's relations with the other states and its degree of influence on the states within the post-soviet area. It examines both the degree of influence of the Russian federation's states and the degree of influence which Russia has within the integration groups, which came into being after the Soviet Union disintegration.
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Mangan, Sean. "Adolescent challenges and the process of change in developing pastoral care programs in an Anglican R-12 co-educational day school / Sean Mangan." 2007. http://hdl.handle.net/2440/38210.
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"February, 2007"Includes bibliographical references.
2 v. :
Title page, contents and abstract only. The complete thesis in print form is available from the University Library.
Thesis (D.Ed.)--University of Adelaide, School of Education, 2007
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Mangan, Sean. "Adolescent challenges and the process of change in developing pastoral care programs in an Anglican R-12 co-educational day school / Sean Mangan." Thesis, 2007. http://hdl.handle.net/2440/38210.
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"February, 2007"Includes bibliographical references.
2 v. :
Title page, contents and abstract only. The complete thesis in print form is available from the University Library.
Thesis (D.Ed.)--University of Adelaide, School of Education, 2007
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KREJČÍ, Jana. "Česko-anglická výuková příručka k výuce regionální geografie území Kanady na 2. stupni ZŠ." Master's thesis, 2013. http://www.nusl.cz/ntk/nusl-153059.
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The diploma thesis deals with teaching regional geography of Canada at the second stage of Primary school. The main aim is to create a Czech-English textbook (that is a combination of a textbook and a workbook) which corresponds to the principles of the current educational documents (Framework Educational Programme for Elementary Education), modern educational tendencies and tries to maximize the connection among subjects, especially English language. There is a methodological guide for teachers as well. The theoretical part focuses also on the didactic analysis of current educational textbooks and workbooks of geography and English language which include the subject matter. To get a notion of the volume and methods used in teaching ?region Canada?, a research was made by a controlled discussion with Geography and English teachers of the selected schools.
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SOUKUPOVÁ, Lucie. "Interaktivní česko-anglický výukový program k výuce regionální geografie Ameriky (státy USA) na 2. stupni ZŠ." Master's thesis, 2013. http://www.nusl.cz/ntk/nusl-152972.
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The diploma thesis consists of two basic parts. In the first part the professional and popular scientific literature are analysed. Also geographical textbooks, English textbooks, magazines and other sources connected to the thesis theme are analysed. The second part of the thesis contents author´s own created proposal of the educational programme for the US countries. The educational programme puts the emphasis on the relationship between the school subjects of geography and English. It is created in the programme Smart Notebook 10 used for interactive whiteboards Smart Board, which can activate students in the lesson. The educational programme is completed with the user´s manual which describes how to work with the programme in detail and contents the results of the added worksheets.
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ONDRÁČKOVÁ, Tereza. "GPS přístroje ve výuce jako prostředek pro rozvoj mezipředmětových vazeb vzdělávacích oborů zeměpis a anglický jazyk na 2. stupni ZŠ (na příkladu ORP Chotěboř)." Master's thesis, 2018. http://www.nusl.cz/ntk/nusl-382000.
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The theme of this diploma thesis is GPS devices in teaching as a means of developing inter-subject relations between educational fields of Geography and English language at the 2nd stage of elementary school (on the example of ORP Chotěboř). Presented work consists of theoretical and practical part. The theoretical part includes the methodology of creating both parts, where the author introduces the whole process of making her work. The first part contains the theoretical background, where the author briefly introduces the basic concepts; the chapter focus on GPS devices, their potential use in teaching and the possibilities for inter-subject relations. The integral part of the theoretical part, especially for its thematic setting, is the study of curriculum documents. The practical part of this work contains educational activities that connecting curriculum of the local region, ie. geography, with English language. All presented educational activities consist of the introductory part and a methodical commentary.
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Evanová, Jitka. "ČLR a USA v mírových operacích OSN v letech 1989-2010." Doctoral thesis, 2012. http://www.nusl.cz/ntk/nusl-309444.
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China and USA in UN Peace Operations in 1989-2010 Mgr. Jitka Evanová Summary The thesis discusses the growing role of China and decreasing role of USA in UN peace operations since 1989 with the aim to find the reasons behind their behavior. First, two chosen theories of international relations - neorealism and its modified version and English school - are described, independent variables determined and consequent hypotheses formulated. Second, the increasing Chinese and decreasing American activities in UN peace operations is shown by describing their gradually changing behavior in three areas: voting in the Security Council, personnel contributions to peacekeeping operations and financial contributions to the UN peacekeeping budget. Third, the hypotheses are tested using the congruence method that examines the explanatory power of the theories. If a reality is consistent with the hypotheses' prediction, there is a possiblity of a causal relationship between independent variable and the dependent one. I conclude that modified neorealim has the highest explanatory power as its predictions are consistent with the outcome in both cases. English school can to a certain degree explain Chinese behavior but is weak in the American case. Neorealist predictions are weak in both cases. In the end, I suggest possible...
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Pavlů, Anna. "Vliv rodiny na školní úspěšnost žáků 2. stupně ZŠ." Master's thesis, 2017. http://www.nusl.cz/ntk/nusl-346714.
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This diploma thesis was focused on the influence of family on the school success of lower secondary students. Theoretical part of the thesis was created on the base of compilation and comparison of literature. The experimental part was made by qualitative research. The aim of this part was to explore more deeply the influence of divorce on school success of lower secondary students especially at the subjects English and Civics. The research was realized by semi-structured interview. The answers were analysed and then compared with the theory in the theoretical part. Powered by TCPDF (www.tcpdf.org)
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Kaprálová, Magdalena. "Rolová hra ve výuce angličtiny na I. stupni ZŠ." Master's thesis, 2016. http://www.nusl.cz/ntk/nusl-270766.
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The aim of this diploma work is to show possibilities of a role play in teaching english, using different methods of drama in education, which leads pupils to deeper understanding and starting the work and its influence of pupil's experience and pupil's taking part in solving problems with the situation and remembering cognitive and emotional benefits of a role play afterwards to motivate pupils for next learning. This diploma work describes aims and methods of nowdays ways of teaching foreign languages, explains new trends in teaching young learners (primary school). It describes their psychological development in age 6 to 11 and try to explain how it has an influence in teaching languages at primary schools. It causes the main differences between teaching adults and young learners. Teaching languages through methods of drama in education brings different approach to teaching. It develops teaching in two levels - in cognitive knowledge and in emotional experiences.
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Mecko, Peter. "Čína a pojetí odpovědnosti v současné mezinárodní společnosti." Master's thesis, 2013. http://www.nusl.cz/ntk/nusl-328591.
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One of the most frequent questions in the study of Chinese foreign policy is whether China can be regarded as a responsible member of international society. It is the aim of the presented thesis to look more closely at China's behaviour in the present international society in terms of responsibility. The thesis utilizes the concept of international society developed by the English school of international relations and interconnects it with the concept of responsibility in international relations to determine a set of criteria which an ordinary state or great power must meet in order to be regarded as responsible in the present international society. In order to determine whether China behaves as a responsible ordinary state or great power on the international level, the thesis utilizes the method of the most likely and the least likely case studies. The analysis of China's behaviour in the World Trade Organization and within the nuclear non-proliferation regime can provide sufficient evidence of China's acceptance of primary institutions forming the backbone of the present international society. The findings have serious implications for thinking of contemporary China as a status quo state respecting institutions and rules of the present international society.
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Ristić, Petra. "Přístupy k rané výuce anglického jazyka v předškolních zařízeních." Master's thesis, 2017. http://www.nusl.cz/ntk/nusl-365495.
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The thesis deals with a topical and at the same time controversial isssue in the pre- shool education - the very early foreign language learning. The aim of the thesis is to outline the conditions of English language learning in pre-school facilities in the Czech Republic (more precisely in Prague) and analyse and compare selected methods used for teaching English. The thesis consists of the theoretical and the practical part. The theoretical part focuses on early language learning in the Czech and European context, on curriculum conditions and teachers' qualification in the Czech Republic and on the individual particularities of a pre-school child in relation to the early language acquisition. The summary will offer various opinions and results of researches in the field of early foreing language learning in the pre-school age. The aim of the practical part is to compare two methods for teaching English and survey the present conditions of English learning in selected pre-school facilities in Prague. The research will focus on the methods and their evaluation, on the pre-school facilities' experience with teaching English and on the contributions and disputable questions rising from the early English language learning from the point of view of the directors, parents and and speacialist in the...
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ŠPIČKOVÁ, Eva. "Využití internetových serverů ve výuce anglického jazyka." Master's thesis, 2013. http://www.nusl.cz/ntk/nusl-154239.
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This dissertation is focused on the possibilities of using the Internet, especially Internet servers that are focused on English learning, teaching and also practice for lower secondary school learners. One of the aims was to find such servers, to compare and assess them, not only from the didactic point of view. Other aspects have been studied - functionality, orientation in the structure of the internet servers. The text and content of the web pages were also taken into consideration. Another criterion is the utilization of these internet servers by teachers and learners. The aim of this dissertation is to give advice to teachers and learners which servers are appropriate to English teching and learning. The practical part includes a survey based on questionnaires among lower secondary school learners. Its aim is to find out whether they already know and use such servers.
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Černá, Klára. "Motivace ke studiu francouzského jazyka na střední škole." Master's thesis, 2016. http://www.nusl.cz/ntk/nusl-346786.
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This diploma thesis focuses on the motivation of students at high school to study french language. The aim is to discover how is possible to motivate students in french language teaching. The thesis consists of the theoretical and the practical part. The theoretical part describes motivation to study french from the point of view of her three main components: learning, social environment of school and character of french language. The practical part has research form and explores what motivate students at high school to study french, compares motivation for this language at elementary school contrary to high school and compares english to french at high school. The main explored aspects of motivation in research part were: the reasons to study, measure of motivation, teaching environment, surrounding environment of french language, forms of teaching, social influence and barriers in studying french language. I collected the knowledge for the topic by questionnaire survey at Grammar school in Ústí nad labem, at Grammar school in Děčín, at Elementary school school Nativity in Děčín. Discovered finding out in summary of research results are verbally evaluated and interpreted with visual graphs accompaniment. I present the aims of research finding out in section results of aims in research. I...
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LeRoy, Doris. "Anglicanism, anti-communism and Cold War Australia." Thesis, 2010. https://vuir.vu.edu.au/15992/.
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The influence of the Anglican Church within Australia during the 1950s has received insufficient historical analysis, especially given its predominant numerical strength amongst Australian churches at that time. This thesis will rectify that oversight. The Anglican Communion worldwide exerted a singular ability to sway its adherents to follow the resolutions of the Lambeth Conferences, which were attended by the international hierarchy. Australian archbishops and bishops closely adhered to the deliberations of the Lambeth Conference in 1948. Subsequently, the Communion, under the leadership of Archbishop Fisher, adopted a decidedly conservative and anti-communist stance. The visits of Dean Hewlett Johnson, Queen Elizabeth II and Dr Billy Graham throughout the 1950s saw the reinforcement of that stance. The next Lambeth Conference, in 1958, displayed a realisation that some form of negotiation with the communist nations was necessary to circumvent nuclear war. It will be demonstrated that the hierarchy of the Anglican Church in Australia, and that of some laity, did not support this understanding. The thesis also traces, through church papers and observations of clergy, the increasingly close relationship between the Episcopal Church in America and the Australian church. By the end of the 1950s, the significant challenges faced by the Anglican Church had resulted in a diminution of its influence and numerical superiority, and a need to re-evaluate its position in Australian society.
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KRPEJŠOVÁ, Michala. "Využití ICT ve výuce anglického jazyka na 1. stupni ZŠ." Master's thesis, 2019. http://www.nusl.cz/ntk/nusl-396501.
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This thesis deals with the possibilities of using ICT in English language teaching at primary school. The theoretical part deals with the definition of the concept of ICT, ways of implementing ICT in teaching, further describes the possible advantages and disadvantages of using ICT in teaching at primary school and mentions the didactic functions of ICT and general education and language objectives supported by technologies. The practical part of this thesis presents ten specific activities using ICT in English language lessons at primary school. These activities are always properly described in terms of educational objectives, ways of their realization and in the end are reflected. Each activity was tested in practice in advance. The research carried out in this thesis deals with the use of ICT among teachers at an elementary school in Pilsen and reflects their opinion on technologies and their future in English language teaching at primary school.
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SERVÍTOVÁ, Jana. "Mediální výchova v hodinách anglického jazyka." Master's thesis, 2011. http://www.nusl.cz/ntk/nusl-79509.
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This diploma thesis focuses on Media Education in English language classes. The first section introduces media in general and deals with media education and its place in Framework Educational Programme for grammar schools. Next part monitors the ways of using media education in other school subjects and describes methodology itself. On the basis of this knowledge some of the methodological books are analysed. The last part of the first section introduces advertisements and their main characteristics. The second section presents a project of media education which is called Advertisement and Slogan. The project was prepared to be used in three English lessons. The structure, aims and methods of each of them as well as lesson plans and the process of each lesson are described in detail. The final part is devoted to students? and teacher?s evaluations.