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1
Abd, Rashid Abd Rahim. "Education, schooling and social development in Malaysia." Thesis, Keele University, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.282634.
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Pourshafie, Tahereh, and Tahereh Pourshafie@flinders edu au. "Essential Features of Wisdom Education in Baha'i Schooling." Flinders University. Education, 2007. http://catalogue.flinders.edu.au./local/adt/public/adt-SFU20070727.144412.
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This thesis explores wisdom education, in theory and practice, at a Baháí-inspired
school. As background for this research, the thesis investigates the concept of
wisdom, taking into account representative voices from philosophy (Socrates),
psychology (Sternberg) and Biblical studies (Proverbs), and undertaking a detailed
analysis of wisdom as a central idea in Baháí thought and Baháí education.
The data for the research into Baháí education was collected at Nancy Campbell
Collegiate Institute (NCCI), a Baháí-inspired school committed to wisdom
education. NCCI, located in Stratford, Canada, provides a solid foundation for
education through the twin pillars of achieving academic excellence and a clear
moral framework. NCCI asserts that the centre of the educational experience is their
commitment to nurturing and inspiring qualities of the spirit, emphasizing that the
spiritual life of their students is an important element of their overall development.
The data collected was analysed through the strategies and techniques of interpretive
ethnography in educational research. The sources for generating the data were:
participant observation, interviews and document/curriculum analysis.
After critical analysis of the data, it became apparent that wisdom in this school is
understood to be more than knowledge and experience. Wisdom is an educational
process involving:
· An innate capacity within each individual to become wise.
· The stimulus of this innate wisdom capacity through exploring fields of both spiritual
and material knowledge.
· An acquired understanding of these spiritual and material worlds that increases the
potential for good in individual and collective lives.
· Making informed and beneficial moral and life decisions based on this acquired understanding, which becomes an integral part of the persons life experience.
· Reflection on decisions made and actions taken, which enables the individual to gain a
new level of understanding for seeking knowledge and making better decisions.
Also, it became apparent that the acquisition of wisdom is more than seeking
knowledge from the elders, God and the environment. There was a strong consensus
amongst the informants that education is a vital instrument to stimulate the
development of the innate wisdom in their students. This was evident by the way the
school emphasised the implementation of the 19 Moral Capabilities (Appendix
Three) and promoted spiritual awareness, employed the technique of consultation,
implemented the concept of mentorship, upheld the principle of Unity in Diversity,
and used performing arts through dance and theatre workshops to enhance social,
moral and spiritual understandings.
The model of wisdom education investigated in the research undertaken in this thesis
offers a valuable model for exploring wisdom education in a wide range of
contemporary schools in Australia.
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Olafson, Joan Elaine. "Re-thinking education and schooling in the 1990s." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/mq24608.pdf.
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McCalman, Lionel Albert. "African Caribbean schooling and the British education system." Thesis, University of Hull, 1993. http://hydra.hull.ac.uk/resources/hull:6675.
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Hodgkin, Kieran. "Schooling, Physical Education and the primary-secondary transition." Thesis, Cardiff Metropolitan University, 2014. http://hdl.handle.net/10369/6525.
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Preliminary evidence indicates that although there have been attempts to ensure continuity across the primary-secondary transition (Tobell, 2003), discontinuities remain and that there is a „hiatus in progression‟ (Galton et al., 2000). For pupils the transition to secondary school is a time of change leaving their small familiar primary school and entering a large unfamiliar secondary school. This thesis presents pupils‟ expectations and experiences of the primary-secondary transition, across the curriculum and specifically with regards to Physical Education (PE). The primary-secondary transition with regards to PE is marked by significant changes in resource provision, and a mode of delivery from (mainly) non-specialist teachers to subject specialists (Capel and Piotrowski, 2000). As an exploratory case study, an ethnographic approach was adopted with „pupil-voice‟ a distinctive and central feature. Two phases of fieldwork were conducted. The first phase examined Year 6 (aged 10-11) pupils‟ expectations of the primary-secondary transition at Urban Primary and tracked these pupils into City Comprehensive to explore their experiences (June-October 2011). The second phase of fieldwork examined the particularities of the transition concerned with PE. Once more, expectations of Year 6 pupils at Urban Primary were explored and tracked into City Comprehensive (June-October, 2012). Thematic inductive analysis was conducted and there were four super-ordinate findings which relate to: pupils‟ perceptions of the process of transition across the curriculum and with regards to PE; the notion of „being good enough‟; social implications of transition; concept of „growing up‟; teachers and teaching. Findings suggest that these factors contribute to a discontinuous experience for pupils during transition. Future research directions point towards a focus on academia across transition and a consideration of the development in physical competence within primary school settings. Throughout this thesis reflexivity and reflection were used to provide an insight into the research journey as part of the doctoral apprenticeship.
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Olsen, Nolen Ben. "Understanding Parental Motivation To Home School: A Qualitative Case Study." The University of Montana, 2008. http://etd.lib.umt.edu/theses/available/etd-09102008-155429/.
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Comparatively little educational research has focused on home schooling. Since most students are educated in public schools, parents' choice of other educational alternatives is often perceived as a deviation from the societal norm. Friends and neighbors of parents who home school rarely understand their motivation for doing so. This study addresses the following question: why do parents remove their children from traditional, public school programs to initiate home schooling, and how well do public school personnel understand this motivation? Using qualitative case study methodology, the researcher confined the study to a specific concentrated population of home schooling families. Phenomenological data analysis procedures were used to refine the volume of data and to construct a narrative containing the essence of parents' lived experience concerning the decision to home school their children. A total of 31 parents from 20 home schooling families participated in semi-structured face-to-face interviews with the researcher. Six public school administrators and 12 teachers from schools directly impacted by home schooling were also interviewed. Parents explained their motives for initiating home school programs and elaborated by telling their stories. Educators described their experiences with children being removed from their schools and with home school children returning to the classroom. They shared their experiences and perceptions of the value of home school and issues relating to student learning. Educators were included in order to determine how well they understand parents' reasons for choosing to home school a child. Data analysis revealed eight primary factors that initially motivated parents in this study to choose home schooling for their children: (1) negative effects of peer socialization; (2) religion; (3) a child's special learning needs and disabilities; (4) negative personal experiences of a parent as a student in school; (5) lack of administrative support; (6) an incident at school involving the child; (7) unique environmental needs of the family; and (8) recruitment. Data analysis also revealed that educators' understanding of these motivations was limited. Although educators' views of home schooling were primarily negative, they are clearly keenly interested in and concerned about the learning of all children, in and out of school.
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O'Neil, Morgan. "“ALL EDUCATION BUT NO SCHOOLING”: EDUCATION REFORM IN CHARLOTTE PERKINS GILMAN’S HERLAND." OpenSIUC, 2016. https://opensiuc.lib.siu.edu/theses/1888.
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When critics consider utopian literature, they often claim that the utopian imagination is limited in its ability to provide practical instruction for societal reform. In Archaeologies of the Future, Fredric Jameson extends this critique by arguing that the utopian imagination only exists “to demonstrate and to dramatize our incapacity to imagine the future” (288-289). By returning to an early twentieth century utopian novel, Charlotte Perkins Gilman’s Herland (1915), we can put pressure on Jameson’s ideas about the ultimate function of the utopian imagination. By analyzing the education system in Herland, we are able to see how Gilman integrated the contemporary educational philosophy of John Dewey and methods of Maria Montessori to provide an intellectual and institutional foundation for her utopian education system. Therefore, Gilman provides a set of ‘instructions’ to suggest how we might reform current methods of education to fit within her utopian vision. Gilman’s Herland allows us to see how a highly imaginative utopian text can promote social change to build a ‘better’ future.
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Menon, Nimi. "Schooling the imagination : an experiment in arts-based education." Thesis, McGill University, 2002. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=79797.
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This classroom-based interpretive inquiry investigates how the teaching strategies used in a grade-three classroom in a small, private, arts-based primary school implement the arts mission of the school. Further, it explores the relationship between art subjects [music, visual arts, theater, and dance] taught in art ateliers and academic subjects taught in the classroom. The art teachers' practices and the classroom teacher's practices are conceptualized within a Vygotskian socio-cultural framework. Further theoretical background is provided by the literature from art-based curriculum studies, developmental psychology, philosophy of education, and theories of qualitative research. This inquiry challenges the traditional view of arts reflected in most North American classroom practices. The chief research participants were the classroom teacher, the arts teachers, the school's founder, and the school's Principal. The children in the school also participated in focus groups. Data collected and analyzed include 40 hours of classroom-based observations in one class over a three-month period, 12 hours of interviews with the research participants over 16 months, and documents such as course handouts and small brochures describing the school's mission. Findings indicate that the arts instructors and classroom teacher collaborate closely to develop the yearly "theme unificateur" or unifying theme. Attitudes and strategies revealed in the study fit the constructivist model of classroom instruction. Despite growing pains experienced by the school's current expansion, findings suggest that the arts instructors and the classroom instructor are not only filling the academic mission of the school, but are also (a) creating strong relationships with their students, (b) promoting self-esteem and emotional intelligence, and (c) creating artistic and cultural literacy.
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Kirke, A. "Education in interwar rural England : community, schooling and voluntarism." Thesis, University College London (University of London), 2017. http://discovery.ucl.ac.uk/1545142/.
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Rural education was heavily contested in the interwar years, rooted in diverging ideas about the countryside and rural community. Adopting a broad definition of education, this thesis examines educational initiatives within voluntary organisations, rural schools and progressive schools established in the countryside. Through an examination of these diverse forms of educational activity, this research redresses the marginalisation of the rural in the history of education and enhances historical understanding of the countryside as an educative space. Drawing on archival and documentary sources which have not been used before, it argues that conceptions of ‘rurality’ and ‘rural community’ shaped the structure and content of education in the countryside during the interwar years. It contends that a critical understanding of ‘rural education’ is needed within the history of education, one that acknowledges the changing representational and physical significance of the countryside. This has importance for a fuller understanding of dominant themes in the field, including progressivism, the expansion of the national education system following the First World War and informal education. This research also contributes to rural history by exposing the different ways in which the rural community was conceptualised among various individuals and groups, in relation to changing ideas about voluntarism, citizenship and gender.
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Daniel, Duane E. "A descriptive study of the effects of home schooling as perceived by Christian school administrators, teachers and home school parents." Theological Research Exchange Network (TREN), 1988. http://www.tren.com.
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Schalinske, Connie. "Home schooling and art education in Ohio : a case study /." The Ohio State University, 1999. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488193272067241.
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St, Louis Melinda. "Does education decentralization reform in Nicaragua influence household schooling decisions?" CONNECT TO ELECTRONIC THESIS, 2006. http://hdl.handle.net/1961/3645.
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Tsujita, Yuko. "Education, poverty and schooling : a study of Delhi slum dwellers." Thesis, University of Sussex, 2014. http://sro.sussex.ac.uk/id/eprint/49668/.
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Poverty reduction and Education for All (EFA) are important policy issues in many developing countries as they are both Millennium Development Goals (MDGs). As the existing literature suggests, education positively influences poverty reduction, while poverty, or low income, adversely affects the quality and quantity of education. Accordingly, if education fails to facilitate poverty reduction, the following generation's schooling is likely to be adversely affected, thus perpetuating a vicious education–poverty circle. It was against such a background, and employing a mixed methods approach to data collection and analysis, that this study investigated the relationship between education and multidimensional poverty at an individual as well as household level, and the influence of deprivation on children's education, in the context of the slum in Delhi, India. The thesis reveals that education – particularly primary and middle schooling – enhances the earnings of male slum dwellers in particular, the overwhelming majority of whom suffer from informality and instability of employment. It also emerges that education plays an important role in the ability to participate with confidence in the public sphere. At the household level, education proves to have a positive association with monetary poverty, but a higher level of education per se does not necessarily facilitate escape from non-monetary poverty. In such a nexus of poverty and education, the thesis found that household wealth in association with social group and migration status tends to be positively correlated with child schooling, education expenditure, and basic learning. There may be a chance of escaping poverty through education, but such a likelihood is limited for those households that are underprivileged in terms of caste and religion owing to slow progress in basic learning, as well as migrant households due to lack of access to schooling. The thesis concludes by proposing some education policies drawn from the major findings of the study that may be implemented in the Indian slum context.
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McConnell, Kathleen Fiona. "Inventing pluralistic education compulsory schooling as technique of democratic deliberation /." [Bloomington, Ind.] : Indiana University, 2008. 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:3331357.
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Thesis (Ph.D.)--Indiana University, Dept. of Communication and Culture, 2008.Title from PDF t.p. (viewed on Jul 24, 2009). Source: Dissertation Abstracts International, Volume: 69-11, Section: A, page: 4320. Adviser: Robert E. Terrill.
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McKay, Alexander. "Sexual ideology and schooling, toward a democratic philosophy of sexuality education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/NQ28293.pdf.
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Horne, Joan D. "Schooling the female body, discourses of the body and physical education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ34891.pdf.
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Ruff, Lanette. "Home schooling, a response to a perceived moral crisis in education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0018/MQ54643.pdf.
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Coloma, Roland Sintos. "Empire and education: Filipino schooling under United States rule, 1900-1910." The Ohio State University, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=osu1086209087.
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Wilcox, Linda Patterson. "Conservative Christian families and the home schooling movement : a public arenas perspective /." Full-text version available from OU Domain via ProQuest Digital Dissertations, 1991.
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Munthali, Josephine Joy. "Education for all in Malawi : the problems and possibilities for girls' schooling." Thesis, University of Edinburgh, 2001. http://hdl.handle.net/1842/26802.
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The importance of female literacy as a prerequisite for development has been acknowledged internationally by governments and aid donor agencies. The correlation between education and socio-economic development continues to be the chief incentive to promoting female literacy. It is accepted therefore that education provides positive values and skills for personal development and empowerment of women, in addition to supporting national development. Despite these positive returns, many developing countries are still experiencing an increase in illiteracy among women. At the Jomtien Conference (1990) the importance of universal education was delineated in the policy Education for All (EFA). Indeed, EFA is seen as a strategy for introducing children, especially girls, to conventional schooling. Whilst some progress has been made, retention of girls in schools presents a major obstacle to the fulfilment of the EFA vision, especially in Sub-Saharan Africa. Malawi presents a case study for the attainment of the objectives implicit in EFA policies. The impetus for this research therefore emerges from a concern about the quality and sustainability of educational programmes for female education. Through a review of discourses surrounding educational developments in Malawi between 1875 to 1994 and an analysis of the policy of free primary education (FPE) from 1994 onwards, this thesis explores the impact of these policies on girls' schooling. Through qualitative methods of semi-structured interviews, focus groups and participatory observations, research findings reveal that girls have not enrolled or remained at school in as great numbers as boys. This is the case both at primary and secondary levels. It was found that religion, ethnicity, economic and political factors have conspired to inhibit the education and development of female school children. The interrogation of EFA in this thesis concludes that the move towards the provision of FPE policy is being constrained due to a number of historical factors. The impact of the HIV/AIDS epidemic is also affecting the progress in the education sector. This research contributes to knowledge that EFA can be achieved but requires suitable provision of quality education and by drawing stakeholders into identifying problems that hinder pupils in taking full advantage of FPE/EFA.
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Blimkie, Melissa M. F. "Rural meanings of schooling and education: a microethnography from an Ontario community." Thesis, Kingston, Ont. : [s.n.], 2007. http://hdl.handle.net/1974/825.
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Soltys, Dennis. "Education for decline : Soviet vocational and technical schooling from Krushchev to Gorbachev /." Toronto ; Buffalo (N.Y.) ; London : University of Toronto press, 1997. http://catalogue.bnf.fr/ark:/12148/cb370481471.
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Coskun, Neriman. "“When I was Traversing Australian Schooling”: Lived Experiences in Understanding Refugee Education." Thesis, The University of Sydney, 2021. https://hdl.handle.net/2123/24763.
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Over the past decade, the world has witnessed the highest number of forced displacements in history (UNHCR, 2020). Regardless of the complexities of displacement and the country of arrival, education has played a vital role in refugees' effort to rebuilding their life. However, education in permanent settlement countries, such as Australia, is problematic, adding to residual complexities of the individual’s previous displacement experiences. Australia’s policies and practices in the provision of education have been characterised by multifaceted problems despite its long history of refugee intake. Refugees’ voices and presence in education have been largely ignored, and their schooling experiences are yet to be adequately understood. To address these issues, the current study aimed to obtain an understanding of schooling experiences from refugees’ own voices who were former students aged 18-26 years. This qualitative study is informed by interpretive phenomenology (IP).
The methodological, theoretical, and practical implications of the study’s findings enhance understanding of schooling experiences. Methodologically, the findings show the importance of IP in the co-construction of knowledge between the participants and the researcher. Theoretically, the findings reveal the participants’ analysis, expectations, and contributions throughout their schooling. They analysed and contextualised their experiences to make sense of their everyday schooling. Their navigation of schooling showed their active contributions to the improvement of the educational and social conditions of refugees. Acknowledging refugees as contributors, rather than beneficiaries in education, can inform refugee education policies, practices and research, which can ultimately reduce the challenges and increase the quality of education.
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Cave, Peter. "Schooling, selfhood and education reform in Japan : an ethnographic study of upper primary and lower secondary education." Thesis, University of Oxford, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.286650.
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Luecke, Heather Marie. "Post-secondary decisions of public school and homeschool graduates in Jackson County, Wisconsin, as compared to national post-secondary decision statistics." Online version, 2001. http://www.uwstout.edu/lib/thesis/2001/2001lueckeh.pdf.
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Moss, Julianne, and j. moss@unimelb edu au. "Inclusive schooling : contexts, texts and politics." Deakin University. School of Social and Cultural Studies in Education, 1999. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20040524.162132.
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The title Inclusive schooling: contexts, texts and politics, names a thesis which critically analyses the development of inclusive schooling in the small Australian Island state of Tasmania between 1996 and 1998. The Inclusion of Students with Disabilities policy, introduced in 1995 by the Tasmanian Department of Education, Community and Cultural Development, provides an opportunity to understand the cultural context and politics of change in schooling over this period.
The qualitative methodology deployed here is informed by poststructuralism and captures the everyday experiences of university teaching as a research site. The teacher/researcher as the visible maker of the research use metaphors of fibre and textile practice, techniques of textual juxtaposition and her positioned subjectivity as a female academic to tell a 'big story'. The researcher develops a 'double method' as a possible model for Inclusive research practice and educational policy analysis.
Using a critical ethnographic method, derived from the work of Carspecken (1996), 'data stories'
(Lather & Smithies 1997, p.34) are produced from the narratives of five key informants a parent, two teachers, a policy-maker and the researcher. Assembled as the data of the thesis the multi-voiced texts provide an account of the sociocultural, professional and systemic context of Inclusive schooling over a three-year period. In the analysis these data are interpreted from a feminist poststructural standpoint.
A deconstructuive reading of the data stories interprets the discourse of inclusive schooling emphasising the dominant foundation of the special education knowledge tradition. The idea of author function (after Foucault 1975, 1984b and Grundy and Hatton 1995) is used to interpret the 'texts' of the key Informants as discursive constructions. The researcher theorises inclusive schooling as an entangled, multiple and contradictory discourse, embedded in the social, cultural and material contexts, rather than a singular unitary Idea of the progress within the special education knowledge tradition.
The study contributes a fine-grained analysis of the constructed knowledge of inclusive schooling in one locality. The thesis advocates continuing engagement with questions of epistemology and social transformation in inclusive schooling, rather than persisting with technical rationality and the status quo. The researcher takes the position that the opportunities to theorise inclusive schooling lie within the multiple and disparate constructed texts of the micro world of everyday practice and the macro understanding of understandings of contemporary social justice. The poststructuralist writing/reading questions traditionalist theorising in the special education field. Central to the negotiations of power and truth inclusive schooling research and practice is a communicative theory that transforms populist conceptions of inclusion.
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Gewirtz, Sharon Josie. "Post-welfarist schooling in London : a study of cultural transition in secondary education." Thesis, King's College London (University of London), 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.286817.
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De, Ronchi Diana. "Education and dementing disorders : the role of schooling in dementia and cognitive impairment /." Stockholm, 2005. http://diss.kib.ki.se/2005/91-7140-349-3/.
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Goring, Beverley Lolita. "The perspectives of UK Caribbean parents on schooling and education : change and continuity." Thesis, London South Bank University, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.410706.
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Stannard, K. P. "Education and urban society : Working-class schooling in nineteenth-century Deptford and Greenwich." Thesis, University of Cambridge, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.383106.
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Havice, Adam M. "Descriptive study of Indiana home schools' health education curricula." Virtual Press, 2001. http://liblink.bsu.edu/uhtbin/catkey/1221311.
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The problem of the study was to investigate the health education content areas taught by home school educators in Indiana. The study was designed to answer the following research questions: (a) What was the content taught in home schools health education curricula? (b) To what extent were home educators presenting health education curricula? (c) What were the means by which health education is delivered by home school educators? (d) What was the amount of training home educators have received in preparation to teach health education?An instrument was developed, pilot tested, and administered to a random sample of 600 home school educators registered with the Indiana Department of Education. Eighty five instruments were returned for a response rate of 14% and appropriate descriptive statistics were generated.From the analysis of the data it was found that home school educators were teaching health education 87.05%, the majority of health education was taught during non-structured teachable moments, the Bible was the most used curriculum guide 55.41%, the number one resources used was the public library 62.16%, and the majority of home school educators in the study had at least some college education 75.31%.Department of Physiology and Health Science
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Wynd, Shona. "Health education for family planning, schooling as family planning : contrasting perspectives on fertility and girls' education in Niger." Thesis, University of Edinburgh, 1997. http://hdl.handle.net/1842/21619.
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Based on an analysis of population and education policies from the 1960s and 1996, and on qualitative date collected at the national and local level in Niger, this thesis addresses two strands of inquiry. The first strand is concerned with observing the process of introducing, to the micro-level, education and family planning policies developed at the macro-level. The study highlights the points at which policy and implementation diverge. The often conflicting agendas of population policies and the programmes developed to implement them are explored, focusing in particular on family planning programmes which explicitly set out to reduce fertility rates, as well as on female basic education programmes which may not list fertility reduction as a goal but nevertheless are assumed to have an impact on fertility rates. The second strand of the study is concerned with beginning to illuminate the socio-cultural factors influencing local attitudes towards family planning and towards girls' schooling, and to begin to make links between the two issues. While the complexity of the relationship is such that it would be unreasonable to attempt to disentangle all of the factors involved in the space of this thesis, it is possible to begin to tease out a number of key issues and to investigate to what extent the relationship, which is so evident in policy discourse, is apparent at the local, village level. The purpose of the study is to re-visit the relationship between fertility and education and, having taken the issue of the socio-cultural context of Nigerien Hausa society into consideration, create an opportunity for critical analysis of wider issues affecting education and family planning policy development. The study aims to contribute to the debate regarding policy development and the need to account for the relationship between the macro-level family planning and education initiatives and the micro-level contexts for which they are intended.
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Lee, Hyun-Min. "Postmodern epistemology and schooling / Hyun-Min Lee." Thesis, North-West University, 2007. http://hdl.handle.net/10394/1137.
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One of the core and primary functions of the school is to transmit knowledge from one
generation to the next. The theory and practice of schooling (teaching and learning) should
be founded on a sound concept of knowledge. A change in epistemology entails a change in
approach to schooling. This study investigates how the postmodern idea of knowledge may
affect schooling both in theory and practice.
The author traces how the concept of knowledge has changed from modern to the
postmodern era, in order to find the general features of the recent view of knowledge. The
postmodern idea of knowledge is characterised by doubt about objective knowledge, the shift
from universal reason to plural reason, criticism of foundationalism and awareness of the
peculiar role of language.
This study focuses on Richard Rorty's theory to analyse the postmodern idea of knowledge
and its educational implication. In order to figure out the problems of postmodern
epistemology, the author criticises Rorty's idea of knowledge immanently and
transcendentally. Not only self-contradictions but also hidden foundations (or beliefs) in
Rorty's idea of knowledge are revealed. This study comes to conclude that although the
postmodern idea of knowledge reveals the shortcomings of the modern idea of knowledge, it
also has many flaws in achieving a sound concept of knowledge.
This study indicates an alternative view of knowledge from a Reformational perspective in
order to overcome the shortcomings of postmodern epistemology. The author suggests a
new possibility of objective knowledge based on the notion of creational law, and also various
kinds of legitimate knowledge based on the multi-dimensional modality of reality. As a final
point, this study suggests the notion of stewardship in education. Schooling should open up
the multidimensional reality for students to become responsible stewards who care for the
world and their fellow human beings.Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2007.
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Jansson, Anna, and Linnea Andersson. "Schooling and rain : The relationship between annual precipitation and female schooling in Namibia between 2000 and 2013." Thesis, Uppsala universitet, Nationalekonomiska institutionen, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-388653.
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Investing in education is considered one of the most powerful factors in the work of reaching sustainable development, yet over 265 million children do not attend school (United Nations, 2018). Reduced agricultural productivity due to changes in climate may be one factor affecting schooling negatively. This thesis discusses the relationship between variations in annual precipitation and female schooling in Namibia between the years 2000 and 2013. The study performs fixed effect OLS regressions on cross-section data from the Demographic Health Survey. As Namibia has been, and is currently suffering drought conditions, we aim to discover whether precipitation affects schooling for girls, and if so, in what way. Two theoretical were created to analyse the results, where either the substitution effect or the income effect is visible. The thesis’ results indicate that when annual precipitation increases with one millimetre, female schooling decreases on average with 0,0281 years, which equals to approximately 1,5 weeks. The reason for this is argued to be the opportunity cost connected to schooling, which is sufficiently too high for households to let their female children attend school. Due to the increased agricultural productivity leading to higher salaries and lower prices, the cost of schooling increases and will lead to decreased female schooling.
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Hurst, Jeremy. "The Oxford Diocesan Board of Education 1840-1950 and church schooling in the Diocese." Thesis, University of Reading, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.388396.
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Coker, Caesar Amandus Malcolm. "The contribution of traditional schooling to the education of the artist in Sierra Leone." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/NQ59234.pdf.
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Hsieh, Yu-Chieh. "Gender equity education in Taiwan : policy, schooling and young people's gender and sexual identities." Thesis, Loughborough University, 2010. https://dspace.lboro.ac.uk/2134/7070.
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The 2004 Gender Equity Education Act (GEEA) sought to challenge gender and sexual discrimination in Taiwan by focusing on the importance of spaces of education as sites where gender and sexual identities are normalized and reproduced. This thesis explores the production of the GEEA and its subsequent implementation in two schools in Taipei City. Through reviewing geographical literature on education, children/young people, gender and sexualities, this thesis explores four research questions: (1) how the aims of the GEEA are shaped in Taiwanese policy context; (2) how the GEEA is implemented in schools; (3) how teachers shape young people's gender and sexual identities; (4) how young people's experiences of teaching practices and peer cultures affect their understandings of gender and sexual identities. Methods including discourse analysis, semi-structured interviews, and observation are adopted to answer the above questions. The research aims to challenge the dichotomy of inward- and outward-looking approaches in geographies of education, to expand the construction of childhood and the gender model in existing geographical research in Western contexts, and to further the conceptualisation of different forms of heterosexuality. Consequently, based on empirical findings, the thesis argues that the objective of the GEEA, which is to enable the performance of diverse gender and sexual identities in educational spaces, has not been achieved yet because of the contradictory practices evident within school spaces. In conclusion, the thesis relates the research findings to some of the key debates within contemporary geographical literatures by highlighting the importance of combing inward- and outward-looking approaches to study education, the complex nature of young people's gender identities formation, and the age-dependent form of heterosexuality. Ultimately, this thesis demonstrates the crucial role of education spaces in shaping young people's identities in an East Asian context.
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Weston, Carrie. "Quality physical education in the early years of compulsory schooling : from praxis to axiology." Thesis, University of the West of Scotland, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.494770.
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This study investigates how teachers of young children (4-7 years, traditionally the infant age range) plan and teach Physical Education (PE) in order to identify where concerns for Early Years pedagogy are evident. Teacher training has eroded the depth of knowledge concerning Early Years pedagogy. On entry to compulsory schooling, children become part of a national system of learning based on a prescribed curriculum, but Early Years educators need to understand more than disciplines. PE has an eclectic inheritance derived from diverse origins. The games and sports model has become increasingly prominent in recent years, due to a number of sports and health-related agenda. The direction in PE is now problematic for young children, offering a praxis that does not reflect Early Years pedagogy. Training currently given to student teachers in PE is scant, leading to directional teaching styles and reliance on secondary sources. The movement philosophy of Veronica Sherborne arguably epitomises many of the concerns of Early Years pedagogy. Facilitators of Sherborne Developmental Movement (SDM) are, themselves, profoundly changed in their views on movement and learning. This research focused on three groups of teachers: 'Early Years' trained, 'primary' or 'secondary' (non-Early Years) trained, and those with SDM training. All teachers were qualified and currently teaching children in the 4-7 age range. Using mixed methods of questionnaire survey and in-depth interviews, the study sought quality PE by identifying where Early Years pedagogy was evident in planning and teaching PE, and to ascertain any barriers existing. Following a pilot study, questionnaire survey data from teachers of 4-7 year olds was analysed. In-depth interviews were then conducted with teachers from the original population. Triangulation was achieved through an in-depth interview of a senior governmental policy maker as an expert witness. Results identify that (1) SDM supports Early Years pedagogy in the planning and teaching of PE, (2) both Early Years and non-Early Years trained teachers are influenced by curriculum and strategy documents and popular concerns in planning and teaching PE, (3) these influences are barriers to planning and teaching PE with concern for Early Years pedagogy, (4) Early Years trained teachers are more likely than non-Early Years trained teachers to recognise that curriculum documents and strategy do not reflect Early Years pedagogy. The findings of this research contribute towards an axiology of PE in the Early Years of compulsory schooling by identifying commensurate values.
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Byrne, Helen. "An investigation of the different modalities of schooling and their implications for health education." Thesis, University of Bath, 2016. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.693329.
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The role of the significance of organisational culture has been historically difficult to define and apply to the school setting. This thesis is concerned with the factors that contribute to the modality (ie. the most typical way of being) of a school and the ways in which this interacts with the teaching and learning of Health Education in England. It draws on the works of Bernstein, Daniels and Vygotsky, where their ideas of power and control are mediated both through discourse and action at both the micro-level of the classroom and the macro-level of the school as an organisation. Their theories form the link between what happens at the level of pupil learning within the school and the outcomes of the pedagogy that is taught. The health aspects can be integrated with the above by combining Antonovsky’s concepts of Salutogenesis and ‘sense of coherence’. Four High Schools within one English LEA participated in the research in 2008. Collected data included interviews, observations and questionnaires from pupils and staff. The outcomes from the analyses considered how the schools operationalised Health Education as part of the Personal, Social, Health and Economic education programme. The research also considered the consequences and learning experiences for the pupils. A link has been found between the type of school modality and the status of Health Education that exists in each school post the 1988 Education Reform Act. The use of the ideas associated with Salutogenesis can be seen as a way towards instilling the notion that health is a valuable personal commodity that is needed throughout the life course. Schools are well placed to continue promoting positive health education and could introduce a ‘Health Passport’. This would effectively encourage individuals to take responsibility for their attitude and behaviour towards their own health because it is a resource for everyday living. The correct modality conditions within a school will enable this idea to succeed.
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Hunter, Lisa Therésè. "Young people, physical education, and transition : understanding practices in the middle years of schooling /." [St. Lucia, Qld. : s.n.], 2002. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe16654.pdf.
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Chankrajang, Thanyaporn, and Raya Muttarak. "Green Returns to Education: Does Schooling Contribute to Pro-Environmental Behaviours? Evidence from Thailand." Elsevier, 2017. http://dx.doi.org/10.1016/j.ecolecon.2016.09.015.
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We investigate whether there are green returns to education, where formal education encourages pro-environmental behaviours using nationally representative surveys on environmental issues in Thailand. To establish the causal relationship between education and green behaviours, we exploit the instrumental variables strategy using the supply of state primary schooling i.e. the corresponding number of teachers per 1000 children, which varies over time and across regions as the instrument, while controlling for regional, cohort and income effects. We find that more years of schooling lead to a greater probability of taking knowledge-based environmentally-friendly actions a great deal, but not cost-saving pro-environmental actions. In addition, the paper finds no significant impact of formal education on concern about global warming nor the willingness to pay for environmental tax.
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Ansari, Amna. "Children's capabilities and education inequality : how types of schooling play a role in Pakistan." Thesis, University of Cambridge, 2018. https://www.repository.cam.ac.uk/handle/1810/274874.
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This research is an application of the Capabilities Approach to a southern educational context, aiming to answer how children’s capabilities differ across different types of schooling (public, private and religious) in Pakistan. While conventional research on education in the country dwells on aspects like economic returns to education or qualitative differences in public and private provision, a broader perspective addressing the institutionalization of a tier-ed education structure and its consequences for school-going children remains missing. The current study is an incubation of the same perspective; it asks: how do primary school going children’s educational capabilities differ across different types of schooling in Pakistan?, and by re-framing the question of education equality as a capabilities one, sheds light on appropriate ways of conceptualizing and measuring educational capabilities in a developing country context. Since the use of capabilities with respect to Pakistan’s school diversity is an innovative research area, it justifies the choice of a mixed-methods research design. The qualitative phase comprises focus groups with children and their parents aimed at balancing universal lists of educational capabilities with local insights. The quantitative phase involves a capabilities questionnaire for children built using both theoretical and local valuations as well as a household survey to obtain richer information on each child participant. Qualitative findings for the study reflect on contextualized dimensions of theoretically relevant educational capabilities as well as two new capability categories – Religion and Values and Etiquettes – valued by participants. Quantitative findings for the study discuss (i) differences in children’s educational capabilities across school types in Pakistan, and (ii) the individual, family and household factors potentially explaining such variation. Together, the two sets of findings highlight the complexities in development and evaluation of educational capabilities amidst school diversity in Pakistan and reveal important conclusions for the country’s education policy planning and development.
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Weed, Laura Diane. "An investigation of the effects of Precision Teaching on building math fact fluency in 3rd-6th grade Christian home schoolers /." Free full text is available to ORU patrons only; click to view:, 2005. http://wwwlib.umi.com/cr/oru/fullcit?p3163183.
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Caswell, Heather C. "Captured images: a semiotic analysis of early 20th Century American schools." Diss., Kansas State University, 2012. http://hdl.handle.net/2097/14056.
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Doctor of PhilosophyCurriculum and Instruction
F. Todd Goodson
This study investigates visual representation of three perspectives: the context of school, the pedagogy, and the teacher-student relationships when viewing photographs taken during the first half of the 20th Century of American Schools. Grounded in the understanding of visual culture, this image-based study utilized photographs as a rich source of data. The photographs collected for this study were taken between 1900 -1959 in American schools and were categorized by the Library of Congress as still images of classrooms in the United States. The Library of Congress collection was utilized to provide reliable categorized and documented images of schooling. The collection included 1,812 photographs archived in the Library of Congress Prints and Photographs collections specifically labeled as Classrooms United States; the non-digitized Frances Benjamin Johnston Photograph Collection of United States Indian School; and, Look Magazine Teacher Issue Charlotte Brooks negatives collection. A three-layered analysis utilized an initial layer of analysis placing each of the photographs into four predetermined categories: Time Period (1900-1950’s), Urban-Rural, Wealth-Poverty, Active-Passive environment. The placement of each photograph into the above continua provided evidence of the balance of visual elements within the data collection. Seven themes emerged through an open-coding process within the second layer of analysis when each photograph was coded using a specific perspective: context, pedagogy, and teacher-student relationship. As themes were extracted, a third layer of analysis utilized a semiotic approach to identifying over 20 cultural icons representational of schooling within the photograph. Implications for further research are provided.
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Carvalho, Wesley Ferreira de. "Terra-mar : litorais entre a socioeducação e a educação especial." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2017. http://hdl.handle.net/10183/168980.
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A presente pesquisa tem por objetivo inscrever um litoral, uma interface entre os campos da educação especial, da socioeducação e da pesquisa acadêmica, oportunizando, de um lado, a investigação acerca da escolarização de adolescentes acautelados na Fundação de Atendimento Socioeducativo do Rio Grande do Sul (FASE/RS) e, de outro lado, a reflexão aprofundada sobre a escolarização para aqueles com deficiência, especialmente os que apresentam impasses em sua estruturação psíquica. O estudo foi realizado entre os meses de março e maio de 2017, na Escola Estadual de Ensino Médio Senador Pasqualini, localizada no Centro de Atendimento Socioeducativo Padre Cacique, em Porto Alegre/RS. Os seguintes questionamentos norteiam esta pesquisa: como se configura a escolarização de adolescentes que cometem atos infracionais e cumprem uma medida socioeducativa de internação? Dentre os acautelados, há adolescentes considerados da educação especial? Dentre estes, há sujeitos que apresentam impasses em sua estruturação psíquica? Como se estabelecem as relações entre a educação especial e a socioeducação? Trata-se, portanto, de uma pesquisa exploratória, de base qualitativa, em que os procedimentos de pesquisa e análise se sustentaram nos fios éticos da psicanálise, principalmente, no reconhecimento do sujeito em sua singularidade; na possibilidade de criar e preservar espaços de fala e escuta; no entendimento de que aquilo que se fala a respeito do outro é constitutivo das possibilidades de ser e estar no mundo. Entre o texto da lei e a vida na escola, percebemos que as formas organizativas do trabalho pedagógico (a organização curricular, os tempos e os espaços escolares) procuram singularizar o fazer docente, borrando os atos infracionais, a favor da condição de aluno e de professor. No que se refere ao diálogo entre áreas, apesar de o litoral estar posto nos documentos legais, não encontramos formalizada a presença de adolescentes com deficiência que cumprem medida de internação. O silêncio, entretanto, é ruidoso. Através de Marino, um jovem aluno da Escola Senador Pasqualini, encontramos inúmeras alusões e hipóteses sobre o desempenho escolar, capazes de justificar o encaminhamento para o atendimento educacional especializado. O ato infracional, contudo, borra a condição de uma possível deficiência e apaga o direito a recursos previstos, potencialmente eficazes para sustentar o aprender.The main objective of the present research is to inscribe a coastline, an interface between the fields of special education, social education and academic research propitiating, on one side, the inquiry concerning the schooling of adolescents incarcerated at the Foundation of Social Education Service in the state of Rio Grande do Sul (FASE/RS) and, on the other side, the deepened reflection on the schooling for those with impairments, especially the ones who present impairments in their psychic structure. The study was carried out between March and May 2017 at Senador Pasqualini High School located at the Padre Caquice Social Education Service Center in the city of Porto Alegre/RS. The following questionings guide this research: How is the schooling of adolescents who commit infractions and fulfill social educational measure of incarcaration configured? Amongst the incarcerated ones, are there adolescents who need special education? Amongst those, are there ones who present impairments in their psychic structure? How are the relations between special education and social education established? This is, therefore, an exploratory research of qualitative base where research procedures and analyses have been supported in the ethics of psychoanalysis, mainly, in the recognition of the subject in his/her singularity; in the possibility of creating and preserving spaces of listening and speaking; in the understanding that what is said in regard to the other is constituent of the possibilities of being in the world. Between the law and the life at school, we perceive that organizational forms of pedagogical work (curriculum organization, times and spaces in school) look for making the teacher’s role singular and erasing the infractional acts in favor of the teacher-student condition. As for the dialogue among the areas, although a coastline is present in legal documents, we did not find formally the presence of impaired adolescents who are currently fulfilling measures of incarceration. Silence, however, is noisy. Through Marino, a juvenile student at Senador Pasqualini School, we could find countless alusions and hypotheses on school performance which are capable of justifying the guiding for specialized educational service. Infractional acts, however, smudge the condition of a possible impairment and erase the right to legal resources, potentially efficient to support the learning process.
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Colaiacomo, Silvia. "Equivalence in the Swedish education system : an investigation of 'equivalent education' and its impact on schooling and teachers' identity in upper-secondary education." Thesis, King's College London (University of London), 2016. https://kclpure.kcl.ac.uk/portal/en/theses/equivalence-in-the-swedish-education-system(ce0da73a-64c7-473d-be24-638484c6fc6b).html.
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This research investigates the extent to which the traditional egalitarian values of Swedish education can be retained in a market-oriented school system. In particular it focuses on the concept of ‘equivalent education’ and its impact on schooling and teacher identity in Swedish upper-secondary education. The 1992 Swedish School Voucher Reform marked an important shift in education policy, allowing any individual or organisation to apply to start a school and, if successful, to receive public funds from municipal school budgets. The intention was that a more diverse and competitive system would drive improvement in national and international comparisons and cost-effectiveness, while banning fees and selection would preserve egalitarian principles. However, some commentators have argued the changes have increased segregation and the new focus on ‘equivalence’ has downgraded commitments to equality. This research explores how upper-secondary schools construct and enact equivalence, the implications of these constructions and enactments for teachers’ professional roles and identities, and their implications for the central values of Swedish Education. These issues are explored through case studies of two upper-secondary international schools in Stockholm. Methods include: interviews with staff; observations of school activities, pedagogical approaches and assessment; reviews of national and school policy documents and reports; and analysis of national statistics on school populations and results. The exploration is theoretically located within policy sociology, social constructionism and analytical tools drawn from critical discourse analysis. The study shows that equivalence is interpreted differently in the case study schools, resulting in radically different organisational structures and approaches to curriculum delivery and pedagogy. It illustrates how policy reform has created new, narrower, notions of quality, based on attainment under a revised assessment regime and suggests that diversity and competition have weakened collective professional identities and ties. The study argues that these developments represent a serious challenge to traditional Swedish commitments to solidarity and an equal education for all.
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Rutherford, Madeleine Susan. "“A piano which stays open” music, home schooling and family flourishing." Thesis, The University of Sydney, 2017. http://hdl.handle.net/2123/17277.
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The musical practices of home schooled children and their families remain almost entirely unexplored by researchers. This ethnographic study surveyed 38 volunteer home school families from New South Wales, Australia, and the North and South Islands of New Zealand, who incorporate practical music making into their home school initiatives. Interviews and field observations were conducted in family homes from 2010-2012; children’s impromptu musical performances were recorded and these provided glimpses of home school music making. In-depth interviews permitted the investigation of broader issues surrounding reasons why parents home educate, the home school approach in general, and home school’s distinctive modulation of family dynamics and connectedness. With its resonances of an earlier era, the “piano which stays open” symbolises the kinds of music making and ideals common among participating families, as well as the broad home education ethos. The open piano affords spontaneous musical play, self-expression and self-exploration. Significantly, participating siblings taught each other music and played music together, and many families had established their own ensembles. The study found that practical music making is paradigmatic of home school pedagogical ideals and approaches more generally. Through the lens of musical values and practices, it explores the complex relationship between home schooling and family flourishing. At its best, home education provides a uniquely personal and nurturing holistic education based around the natural cycles and routines of daily life. Thus the home schooling process encourages children to be self-learners. The study found that a secure family environment—where across generations family members learn both alongside and from each other—promotes unique relationship dynamics that arise in “social learning spaces” (Wenger, 2009, p. 3) far removed from the more authoritarian and instructional conventions of the classroom. Home school parents seek holistic flourishing for their children. Music, beyond being merely educative, is richly participatory, and ideally functions to maintain the uninterrupted integrity of the family unit. Music also serves as a means to evaluate a child’s well-being. Conclusions recommend change in legislation to endorse home schooling as a legitimate form of holistic education, and for government funding to be provided accordingly. Suggestions are made for further research.
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White-Davison, Patricia A. M. "Rural Views: Schooling in Rural/Remote Communities." Thesis, Griffith University, 1999. http://hdl.handle.net/10072/367842.
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This study is based on data collected for a large project that investigated social literacies and various aspects of the literacy culture of members of three rural communities in Queensland. This study draws on ideas from current critical literacy theory and research and post-structural writings. It reports a distinctive set of observations which aim to contribute to social and educational knowledge in respect of centre-margin relationships, literacy-empowerment relationships, the changing socio-economic and political landscape in rural Australia, and the need for a new conceptual landscape to define the foundations of a 'postprogressive pedagogy'. This study delineates some of the distinctive features of rural communities, and investigates the connections that people construct between schooling and economic change and the future, and between literacy and schooling and various aspects of the culture of the community. It interprets how schooling and literacy are socially constructed by members of the rural communities studied. One hundred and fifty-eight residents of three rural/remote communities were interviewed and their responses recorded and analysed. The residents represented the full range of ages and occupations. A selection of data from these interviews is taken for this study, based on themes and issues emerging from the data. A theoretical and empirical framework for the study is provided by reviewing current literature on rurality and rural living, on communities and schooling and cultural practices; literature on qualitative research methodology, specifically ethnomethodology, methods of interview analysis and the application of these methods, is also reviewed. Ethnomethodology is used for this study and the specific analytic procedures of Membership Categorisation Analysis. This specific type of qualitative research methodology is chosen because of its power to take the everyday conversations of community members and, through analytical procedures, to make explicit in those members accounts the interaction of their experiences with the organisational and social forces (the social realities) which permeate their relationships with one another and with the context of the community where they live, work and recreate. This study makes use of recent systematic procedures developed for interrogating interview data. It adds to the research literature on ideologies of family and community literacies and social practices in Australian rural communities. The study provides information relevant to rural development planners, and education policy developers and curriculum writers, for the purpose of enhancing schooling for rural students and better understanding of rural lifestyles. This study's focus on rural communities has highlighted the complexities and diversities of the rural communities that are studied. The different approaches and debates about 'defining rural' must continue, and researchers must avoid promoting a unidimensional category of 'rural'. The changing and developing nature of the rural communities has also been prominent in this study. The implications of these complexities and changes are that rural communities should be studied regularly so that the effects of the changes can be traced and documented. There is a varied set of understandings among rural dwellers about education. For some, education is bringing knowledge and skills to life in the rural location and enabling residents to avail themselves of the urban offerings that may enhance their occupations and leisure activities thus utilising the benefits of two cultures to their best advantage. For others, there are the expectations that education will enable them to move away from the rural areas, to go to the city, to take up other careers, to lead a different lifestyle. Hypotheses and generalisations that express negative approaches to rural cultures and to rural education must be reduced and the positive aspects promoted. Any centre-margin discourse must be scrutinised for its relevance and the feasibility of the assumptions on which it is based. Education policy developers, social researchers and rural policy planners need to re-evaluate the philosophical premises on which the current concept of success is based: success for the individual school student, success for education and schooling, and success in adult life. A number of recommendations are developed in an attempt to make a vision of excellence in rural education a central part of rural agenda. Curriculum in rural schools needs to be matched to rural resources and rural occupations and lifestyles, and to encourage enterprise. While education remains a centralised provision, it needs to provide a context for training in the communication skills that shape rural people's views of their communities. Rural secondary students may be disadvantaged by not having access to a wide range of curriculum offerings, and at tertiary level by inequities (mostly financial) of access, but technology could be used to assist in broadening the range of offerings at secondary level, and library resources across the country could be better utilised. Social and education research could benefit from further studies using this methodology, for example, studies in mining communities, rural ethnic communities, rural tourist communities.Thesis (Masters)
Master of Philosophy (MPhil)
School of Cognition, Language and Special Education
Arts, Education and Law
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Rost, Kerstin Anna Sofia Olsson. "Pioneering comprehensive schooling : the politics of education : reform and response on Anglesey circa 1935-1974." Thesis, Bangor University, 2016. https://research.bangor.ac.uk/portal/en/theses/pioneering-comprehensive-schooling-the-politics-of-education-reform-and-response-on-anglesey-circa-19351974(d8d0fba4-c1a7-4265-9808-850d57ab1a86).html.
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This thesis examines the development of Anglesey’s pioneering scheme of comprehensive education between 1935 and 1974. It scrutinises the contributing factors that permitted Anglesey to become the first local authority to introduce a fully comprehensive system of secondary education in 1953. The political process behind educational developments is analysed, with particular focus on the relationship between local and central government. Due to the island’s prominent role as a pioneer of comprehensive schooling, this local case study is also positioned within the wider educational context of the time. The broadly chronological approach of the study shows the Local Education Authority’s (LEA) early support of multilateralism, and its successful resistance to the desires of the Board of Education (BoE) throughout the 1930s and into the 1940s. The implementation of the pioneering scheme in 1953 demonstrated continuity rather than change. It is emphasised that the exceptional circumstances which existed on Anglesey was the predominant reason why such an experimental scheme was allowed to go ahead. The early introduction of a comprehensive system guaranteed Anglesey a prominent place within the broader educational debate during the 1950s and 1960s. The thesis evaluates the significant interest and scrutiny the education system engendered, and the interrelationship between local developments and the wider educational debate. This work reveals how issues were emerging in Anglesey’s comprehensive schools during the latter half of the 1960s and the early 1970s. It analyses how Anglesey’s comprehensive scheme was becoming a cause for concern locally, at the very time that central government expressed its official support for comprehensive schools. Paradoxically, the LEA’s reservations also coincided with Anglesey’s case being used in the national press to justify and strengthen comprehensive reform, showing the discrepancy between the focus of the national debate and the reality of comprehensive schooling in Britain at this time.
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Coleman, Dana Adams. "The Schooling Experiences of African American Males Attending Predominately White Independent Schools." Thesis, Loyola Marymount University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10691113.
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This dissertation seeks to examine the schooling experiences of African American males attending predominately White independent schools in California. Using Critical Race Theory as a theoretical framework and the factors contributing to schooling experiences, this qualitative research explores the role of student self-perception, teacher expectations, and parent involvement as contributing factors to participants overall schooling experiences. Utilizing counterstorytelling as a means of capturing the rich narratives shared by the participants, data analysis included holistic content coding based on themes that emerged from narrative examination. Findings indicate how parent involvement became the overarching critical component that was most significant in positive schooling experiences for Black males. These findings also support the need to continue to examine the shortage of literature examining the schooling experiences of Black males in predominately White independent schools.