Dissertations / Theses on the topic 'Religious education – South Australia'
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Besly, Catherine. "Religious education and South Australia's state schools in the 1970's /." Title page, contents and conclusion only, 1991. http://web4.library.adelaide.edu.au/theses/09AR/09arb555.pdf.
Full textJarrett, Jennifer Ann. "Catholic bodies a history of the training and daily life of three religious teaching orders in New South Wales, 1860 to 1930 /." Connect to full text, 2003. http://hdl.handle.net/2123/5673.
Full textLongobardi, Paul. "Religious education: Outcomes-based integration across the primary curriculum." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2002. https://ro.ecu.edu.au/theses/735.
Full textSaric, Ivanka. "Academic gains of students with special needs in an independent religious school." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2002. https://ro.ecu.edu.au/theses/761.
Full textWigman, Albertus. "Childhood and compulsory education in South Australia : a cultural-political analysis." Title page, contents and abstract only, 1989. http://web4.library.adelaide.edu.au/theses/09PH/09phw659.pdf.
Full textMcEvoy, Francis Joseph, and res cand@acu edu au. "How is Religious Leadership Understood and Practised by Principals in Catholic Secondary Schools in South Australia?" Australian Catholic University. School of Educational Leadership, 2006. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp125.25102006.
Full textDamons, Etherecia Oryetta. "Religious education in South African public schools : opportunities and problems." Diss., University of Pretoria, 2016. http://hdl.handle.net/2263/60353.
Full textHidaka, Tomoko. "International students from Japan in higher education in South Australia /." Title page, contents and introduction only, 2002. http://web4.library.adelaide.edu.au/theses/09AR/09arh6321.pdf.
Full textVick, Malcolm John. "Schools, school communities and the state in mid-nineteenth century New South Wales, South Australia and Victoria /." Title page, contents and abstract only, 1991. http://web4.library.adelaide.edu.au/theses/09PH/09phv636.pdf.
Full textScharnick, Lee-Shae. "Siyakholwa: a study in religion, education and media in South Africa." Master's thesis, University of Cape Town, 2012. http://hdl.handle.net/11427/12059.
Full textIncludes bibliographical references.
This thesis analyses the South African Broadcasting Corporation (SABC) television production, Siyakholwa - We Believe. This series is the first and remains the only children’s multi-faith educational television programme produced for South African viewers. This thesis discusses how the constitutional ideal of religious pluralism is mediated through public service television. The relationships among the state, religion, public education and public service broadcasting in the light of post-apartheid policy are examined. By analysing national policy for religion in education and public service broadcasting along with theory about religion education, this thesis argues for the pedagogical viability of television for teaching about religion in South Africa.
McEvoy, Francis Joseph. "How is religious leadership understood and practised by principles in Catholic secondary schools in South Australia?" Thesis, Australian Catholic University, 2006. https://acuresearchbank.acu.edu.au/download/5a1e4d850721e10574540c4b761356c519619e31f605d4a52ceba6480d4fe6cf/1202776/64989_downloaded_stream_214.pdf.
Full textSouthcott, Jane Elizabeth, and mikewood@deakin edu au. "Music in state-supported schooling in South Australia to 1920." Deakin University, 1997. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20050915.104134.
Full textSmithson, Alan. "Control of state school curriculum in South Australia : issues arising from the vesting of authority in the Director-General, and with particular reference to the period 1970-1985." Title page, contents and abstract only, 1997. http://web4.library.adelaide.edu.au/theses/09PH/09phs6643.pdf.
Full textPollard, Susan J. "An investigation of the Catholic Leadership Education Programme in South Australia /." Title page, contents and abstract only, 1991. http://web4.library.adelaide.edu.au/theses/09EDM/09edmp772.pdf.
Full textAnalyses the Catholic Leadership Education Programme in the archdiocese of Adelaide in terms of the work of Paulo Freire and Carl Jung. Spine title: The Catholic Leadership Education Programme. Includes bibliographical references (leaves 255-260).
Egner, Harry Charles Jr. "Mutatis mutandis| Desegregating the Catholic schools in South Carolina." Thesis, College of Charleston, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1600167.
Full textThe Catholic Diocese of South Carolina engaged in an extensive preparation program to ready the Catholic community for desegregation several years before the process occurred in 1963. After the Brown v. Board of Education decision, the diocese took steps to work for racial justice even though Catholics made up a small minority of the state’s population. In 1961, Bishop Paul J. Hallinan issued a Pastoral Letter that outlined the preparation process towards desegregation. The diocesan actions included integrating the first elementary school in South Carolina, challenging local politicians who were hostile to racial equality, and the development of a Syllabus on Racial Justice. While it took the diocese nine years to desegregate, the planning process allowed for an orderly transition. This work places the South Carolina Catholic desegregation story within the context of the struggle for and resistance to what C. Vann Woodward referred to as the Second Reconstruction.
Henkeman, Stanley. "Religious education in South Africa : reflections on past, present and possible future curriculum practice." Master's thesis, University of Cape Town, 1993. http://hdl.handle.net/11427/21626.
Full textEducation is perhaps the area which has been affected most profoundly, both by the policy of Apartheid and the resistance to that policy. Since 1976, the year of the Soweto uprising, people have been talking about the Crisis in Education. Sporadic student uprisings have occurred from time to time. The education system has been rejected by many teacher and community organisations. This state of affairs is hardly surprising if we consider the main characteristics of the present education system as seen by Ken Hartshorne, "It is based on race and apartheid ideology. It is·based on class and economic discrimination. The central state authority is dominant. The education system is authoritarian in character. The education system is the site of crisis and struggle. It is permeated by contradictions and uncertainties" (1992, 4-8). This thesis is an attempt to locate the curriculum practice in Religious Education during the height of the Apartheid era, to consider what options we have and to make proposals as to what can be done in terms of philosophy and practice for the future.
Wilson, Philip. "Neither freedom nor authority : State comprehensive secondary education and the child-centred curriculum in South Australia 1969-79." Title page, contents and abstract only, 2000. http://web4.library.adelaide.edu.au/theses/09EDM/09edmw752.pdf.
Full textKelleher, Matthew. "Archaeology of sacred space : the spatial nature of religious behaviour in the Blue Mountains National Park Australia." University of Sydney, 2002. http://hdl.handle.net/2123/4138.
Full textThis thesis examines the material correlates of religious behaviour. Religion is an important part of every culture, but the impact religion has on structuring material culture is not well understood. Archaeologists are hampered in their reconstructions of the past because they lack comparative methods and universal conventions for identifying religious behaviour. The principal aim of this thesis is to construct an indicator model which can archaeologically identify religious behaviour. The basis for the proposed model stems directly from recurrent religious phenomena. Such phenomena, according to anthropological and cognitive research, relate to a series of spatio-temporally recurrent religious features which relate to a universal foundation for religious concepts. Patterns in material culture which strongly correlate with these recurrent phenomena indicate likely concentrations of religious behaviour. The variations between sacred and mundane places can be expected to yield information regarding the way people organise themselves in relation to how they perceive their cosmos. Using cognitive religious theory, stemming from research in neurophysiology and psychology, it is argued that recurrent religious phenomena owe their replication to the fact that certain physical stimuli and spatial concepts are most easily interpreted by humans in religious ideas. Humans live in a world governed by natural law, and it is logical that the concepts generated by humans will at least partially be similarly governed. Understanding the connection between concept and cause results in a model of behaviour applicable to cross-cultural analysis and strengthens the model’s assumption base. In order to test the model of religious behaviour developed in this thesis it is applied to a regional archaeological matrix from the Blue Mountains National Park in New South Wales, Australia. Archaeological research in the Blue Mountains has tentatively identified ceremonial sites based on untested generalised associations between select artefact types and distinctive geographic features. The method of analysis in this thesis creates a holistic matrix of archaeological and geographic data, encompassing both qualitative and quantitative measures, which generates a statistical norm for the region. Significant liminal deviations from this norm, which are characteristic indicators of religious behaviour are then identified. Confidence in these indicators’ ability to identify ceremonial sites is obtained by using a distance matrix and algorithms to examine the spatial patterns of association between significant variables. This thesis systematically tests the associations between objects and geography and finds that a selective array and formulaic spatiality of material correlates characteristic of religious behaviour does exist at special places within the Blue Mountains. The findings indicate a wide spread if more pocketed distribution of ceremonial sites than is suggested in previous models. The spatial/material relationships for identified religious sites indicates that these places represent specialised extensions of an interdependent socio-economic system where ceremonial activity and subsistence activity operated in balance and were not isolated entities.
Rowe, Karina Janece. "A framework for environmental education in South Australian secondary schools : the missing ingredient." Title page, contents and abstract only, 2000. http://web4.library.adelaide.edu.au/theses/09ENV/09envr878.pdf.
Full textKleyn, George Henry. "An implementation of the faith development model of James Fowler in religious education in South Africa." Master's thesis, University of Cape Town, 1996. http://hdl.handle.net/11427/17961.
Full textA vacuum has arisen for many teachers of Religious Education in South Africa with the demise of Christian National Education as a guiding rationale for the teaching of the subject. Many teachers have come to question CNE's emphasis on the transmission of content and the importance of the teacher. The child, many believe, has not been given his or her proper due. Teachers have also realised the inadequacy of CNE as a means of addressing the multi-faith nature of RE classes. The debate concerning the future of RE has centred around the need to meet the demands of educational rather than religious considerations. It has also been focused on the rationale behind the teaching of the subject. The question of appropriate methodologies has, by and large, been ignored. The imperative of devising an RE that is sound educationally as well as one that is able to address the needs of all the shades of belief that are found in most RE classes has made the work of the developmentalist James Fowler particularly apposite. He has constructed a stage model that, he believes, describes the progression of faith or meaning through which individuals travel. During all the stages the modes of meaning-making follow a predictable pattern. These modes are universal in their application and are independent of the content of the belief system in which they are grounded, whether this be religious or non-religious. The teacher using such a model is therefore able to engage everyone in an RE class.
White, Dan, and res cand@acu edu au. "Pedagogy – The Missing Link in Religious Education: Implications of brain-based learning theory for the development of a pedagogical framework for religious education." Australian Catholic University. School of Religious Education, 2004. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp60.29082005.
Full textJose, Jim. "Sexing the subject : the politics of sex education in South Australian State Schools, 1900-1990 /." Title page, contents and abstract only, 1995. http://web4.library.adelaide.edu.au/theses/09PH/09phj828.pdf.
Full textAylen, Beryl J. "An investigation of the educational outcomes of participation in a study skills program for a group of adult secondary students." Title page, table of contents and abstract only, 2000. http://web4.library.adelaide.edu.au/theses/09EDM/09edma978.pdf.
Full textHigginson, Gareth Edward. "The ecotourism potential of the Barber Inlet Wetlands, South Australia." Title page, table of contents and abstract only, 2000. http://web4.library.adelaide.edu.au/theses/09ENV/09envh637.pdf.
Full textSaker, Leslie G. "A study of 1st and 2nd year Catholic university students' perceptions of their senior religious education classes in Catholic schools in Western Australia." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2004. https://ro.ecu.edu.au/theses/797.
Full textO'Connor, Brian Edward. "History of Queen's College North Adelaide 1883-1949." Title page, contents and abstract only, 2002. http://web4.library.adelaide.edu.au/theses/09EDM/09edmo183.pdf.
Full textMakasi, Cordelia Noma-Abysinia. "Implementation of the policy on religious equity in public schools in the East London Education District : towards a framework for religious diversity." Thesis, University of Fort Hare, 2017. http://hdl.handle.net/10353/5014.
Full textTrethewey, Lynne. "A history of age grading in South Australian primary schools, 1875-1990 /." Title page, contents and abstract only, 1997. http://web4.library.adelaide.edu.au/theses/09PH/09pht817.pdf.
Full textBurley, Stephanie. "None more anonymous? : Catholic teaching nuns, their secondary schools and students in South Australia, 1880-1925 /." Title page, contents and abstract only, 1992. http://web4.library.adelaide.edu.au/theses/09EDM/09edmb961.pdf.
Full textMcDavitt, Karen. "School social work: Supporting children’s primary education in the South West of Western Australia." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2017. https://ro.ecu.edu.au/theses/1979.
Full textPlaatjes, Phillip Paul. "A philosophical analysis of school governing body practices of some religious schools in South Africa." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/95975.
Full textENGLISH ABSTRACT: This dissertation argues that, for several reasons, school boards serving the various Seventh-day Adventist schools in the Western Cape have not carried out their functions and responsibilities effectively and efficiently. Although the school boards meet on a regular basis, there appear to be several problems that contribute to a lack of effective performance by the board. Through an analysis of data constructed from interviews and questionnaires, the study reveals that many board members feel that they are not fully equipped to carry out the responsibilities of a governor, and furthermore that they do not belong because they do not feel a part of the decision-making process in the school. They therefore are willing to spend time and effort to equip themselves for the task through capacity building programmes and ongoing training. I contend that, in addition to capacity building programmes, the voices of individual members need to be heard as they participate, deliberately, in decision-making processes. This dissertation contends that if the boards are to function optimally, all stakeholders, particularly the school board members, should engage in capacity building programmes and also experience deliberative, democratic citizenship. They must be given an equal voice to participate in deliberations concerning policy formulation and other decision-making processes. This will help them to realise their democratic right to participate and also to experience inclusivity as a free member of the society in which they live.
AFRIKAANSE OPSOMMING: Hierdie proefskrif argumenteer dat skoolbestuursrade wat verskillende Sewende-dag Adventisteskole in die Wes-Kaap beheer om verskeie redes nie hulle pligte effektief en doeltreffend nakom nie. Hoewel die beheerrade gereeld vergader is daar blykbaar verskeie probleme wat bydra tot ’n gebrek aan die vervulling van hulle pligte. Deur die ontleding van data saamgestel uit onderhoude en vraelyste is daar gevind dat veral die raadslede, en tot ’n kleiner mate ander belangstellendes, voel hulle is nie ten volle toegerus om die verantwoordelikheid van ’n raadslid te dra nie. Hulle voel ook dat hulle nie deel is van belangrike beslissings wat in die skool geneem word nie. Daarom is hulle bereid om tyd te maak om hulle vir die werk van ’n raadslid toe te rus. Ek hou voor dat behalwe vir die gebruik van kapasiteitsbouprogramme moet die individue se stemme gehoor word en moet hulle ’n kans gegun word om saam te praat en ook aan belangrike beslissings deel te neem wat verband hou met die skool en die opvoeding van die leerder. Hulle moet hulle demokratiese burgerregte uitvoer, deelneem aan die ontwikkelinge wat in die skool plaasvind en daardeur sal hulle stemme ook gehoor word.
Cox, Philip F. "The effect of assessment procedures on student learning outcomes in religious education in one Catholic secondary school in Western Australia." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1996. https://ro.ecu.edu.au/theses/938.
Full textDebela, Nega Worku. "Minority language education with special reference to the cultural adaption of the Ethiopian community in South Australia /." Title page, contents and abstract only, 1995. http://web4.library.adelaide.edu.au/theses/09PH/09phd2858.pdf.
Full textPettingell, Judith Ann. "Panics and Principles: A History of Drug Education Policy in New South Wales 1965-1999." University of Sydney, 2008. http://hdl.handle.net/2123/4150.
Full textWhen the problem of young people using illegal drugs for recreation emerged in New South Wales in the 1960s drug education was promoted by governments and experts as a humane alternative to policing. It developed during the 1970s and 1980s as the main hope for preventing drug problems amongst young people in the future. By the 1990s drug policy experts, like their temperance forbears, had become disillusioned with drug education, turning to legislative action for the prevention of alcohol and other drug problems. However, politicians and the community still believed that education was the best solution. Education Departments, reluctant to expose schools to public controversy, met minimal requirements. This thesis examines the ideas about drugs, education and youth that influenced the construction and implementation of policies about drug education in New South Wales between 1965 and 1999. It also explores the processes that resulted in the defining of drug problems and beliefs about solutions, identifying their contribution to policy and the way in which this policy was implemented. The thesis argues that the development of drug education over the last fifty years has been marked by three main cycles of moral panic about youth drug use. It finds that each panic was triggered by the discovery of the use of a new illegal substance by a youth subculture. Panics continued, however, because of the tension between two competing notions of young people’s drug use. In the traditional dominant view ‘drug’ meant illegal drugs, young people’s recreational drug use was considered to be qualitatively different to that of adults, and illegal drugs were the most serious and concerning problem. In the newer alternative ‘public health’ view which began developing in the 1960s, illicit drug use was constructed as part of normal experimentation, alcohol, tobacco and prescribed medicines were all drugs, and those who developed problems with their use were sick, not bad. These public health principles were formulated in policy documents on many occasions. The cycles of drug panic were often an expression of anxiety about the new approach and they had the effect of reasserting the dominant view. The thesis also finds that the most significant difference between the two discourses lies in the way that alcohol is defined, either as a relatively harmless beverage or as a drug that is a major cause of harm. Public health experts have concluded that alcohol poses a much greater threat to the health and safety of young people than illegal drugs. However, parents, many politicians and members of the general community have believed for the last fifty years that alcohol is relatively safe. Successive governments have been influenced by the economic power of the alcohol industry to support the latter view. Thus the role of alcohol and its importance to the economy in Australian society is a significant hindrance in reconciling opposing views of the drug problem and developing effective drug education. The thesis concludes that well justified drug education programs have not been implemented fully because the rational approaches to drug education developed by experts have not been supported by the dominant discourse about the drug problem. Politicians have used drug education as a populist strategy to placate fear but the actual programs that have been developed attempt to inform young people and the community about the harms and benefits of all drugs. When young people take up the use of a new mood altering drug, the rational approach developed by public health experts provokes intense anxiety in the community and the idea that legal substances such as alcohol, tobacco and prescribed drugs can cause serious harm to young people is rejected in favour of an approach that emphasizes the danger of illegal drug use.
Grace, Michael James, and res cand@acu edu au. "The Use of Scripture in the Teaching of Religious Education in Victorian Catholic Secondary Schools." Australian Catholic University. School of Religious Education, 2003. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp31.29082005.
Full textGill, Judith. "Differences in the making : the construction of gender in Australian schooling /." Title page, table of contents and abstract only, 1991. http://web4.library.adelaide.edu.au/theses/09PH/09phg4753.pdf.
Full textKeenan, Anthony Michael. "The Boys' Reformatory Brooklyn Park : a history, 1898-1941." Title page, contents and abstract only, 1988. http://web4.library.adelaide.edu.au/theses/09ED.M/09ed.mk26.pdf.
Full textMrowa, Colette. "Communication, discourse, interaction in language classes. /." Title page, contents and summary only, 1997. http://web4.library.adelaide.edu.au/theses/09PH/09phm939.pdf.
Full textAmendments and errata are in pocket on front end paper together with covering letter. Includes bibliographical references (leaves 168-185).
Ferguson, Rene. "Teacher development for religious and cultural diversity in citizenship education : a community of practice approach." Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/6770.
Full textENGLISH ABSTRACT: This research focuses on teacher-learning for religious and cultural diversity. The background to the study is associated with curriculum reforms in South Africa since democratization in 1994 and the growing interest globally in the integration of Citizenship education and Religion education. In South Africa, the new national curricula after 1994 introduced Life Orientation as a learning area / subject which includes Citizenship education with Religion education as key focus areas. The outcomes associated with these focus areas require school-based learners to demonstrate knowledge of diversity, co-operative and communicative forms of democracy and commitment to the values espoused in The Constitution. The question that arises in relation to the professional development of teachers in this regard, concerns whether teachers have the professional knowledge base to ensure that their learners acquire the knowledge and skills to enable them to participate as competent citizens in a pluralist democracy. Consequently the large-scale transmissionist approaches to teacher development that have dominated INSET programmes have been critiqued in this study for being inadequate for learning the complexities associated with diversity, citizenship and democracy. This study has hence advocated for teacher-learning through participation in communities of practice which arguably provide appropriate learning conditions in which dialogue and critical reflection characterise the interaction between teachers. On the grounds that South Africa’s social-political history enforced the segregation of racial groups and privileged Christianity above other religions or beliefs, a further argument is related to how this history has influenced teachers’ frames of reference and whether teachers’ frames of reference continue to influence how Citizenship education is approached in the classroom. Hence, the theoretical framework for this study has been formulated to address the issue of teacher-learning for Citizenship education and Religion education (Citizenship education/Religion education) and the extent to which the frames of reference of teachers influence their approaches to democracy, values, citizenship and diversity. To this end two learning theory perspectives have been explored, viz. Mezirow’s transformative learning theory (1991, 2000) and communities of practice, as conceptualised by Wenger (1998, 2006b). The efficacy of the communities of practice concept for teacher-learning for diversity was investigated against a transformative learning theory background, using a mixed methods approach. A cross-sectional survey was conducted amongst 60 secondary schools in the Gauteng province, followed by a phase of participatory action research (PAR) with three teachers over a period of approximately eight months. The survey questionnaire was designed to determine the perspectives of a sample of Life Orientation teachers towards learning and teaching religious and cultural diversity in Life Orientation. The findings were used to inform the action research process which in turn drew attention to the significance of the community of practice concept for assisting teachers to generate content knowledge for Citizenship education/Religion education from an inclusive and constructivist perspective. The findings of the survey questionnaire indicated that the majority of the teachers in the sample were not opposed to including religious diversity in their Life Orientation classes despite not having backgrounds in Religious Studies or meaningful in-service training. The PAR findings indicate the value of engagement by teachers in a community of practice for creating and acquiring appropriate content knowledge and for critical reflection on the meaning and application of democratic and personal values for Citizenship education/Religion education.
AFRIKAANSE OPSOMMING: Hierdie navorsingsprojek fokus op onderwyser-leer ter bevordering van religieuse en kulturele diversiteit. Die agtergrond van hierdie studie is enersyds kurrikulumhervorming in Suid-Afrika sedert demokratisering in 1994 en andersyds die groeiende, wêreldwye belangstelling in die integrasie van Burgerskapopvoeding (Citizenship Education) en Religieuse-onderrig (Religion Education). Lewensoriëntering as ‘n leerarea/vak wat Burgerskapopvoeding en Religieuse-onderrig as primêre fokus insluit, is na 1994 as deel van die nuwe nasionale kurrikulum in Suid-Afrika bekendgestel. Die leeruitkomste van hierdie fokus vereis dat leerders kennis moet demonstreer rakende: diversiteit, samewerkende- en kommunikatiewe vorms van demokrasie en die verbintenis tot die waardes soos in die Grondwet vervat. Die vraag word gestel of die professionele ontwikkeling van onderwysers die nodige professionele kennisbasis bied wat kan verseker dat leerders wel kennis en vaardighede verwerf wat hulle in staat sal stel om bevoegde burgers te wees om aan ‘n pluralistiese demokrasie deel te neem. In hierdie studie word die transmissionistiese benaderings (transmissionist approaches) wat die indiensonderwysersopleiding (INSET) gedomineer het, krities ondersoek en bevraagteken ook hierdie benadering vir die onderrig-leer van kompleksiteite soos diversiteit, burgerskap en demokrasie. In hierdie studie word onderwyser-leer by wyse van deelname aan “gemeenskappe van praktyk” (communities of practice) onderskryf hoofsaaklik weens die moontlikhede wat hierdie benadering bied om gepaste leeromstandighede te skep waar onderwysers se interaksie deur dialoog en kritiese refleksie en terugskouing gekenmerk word. In die lig van Suid-Afrika se sosio-politiese geskiedenis waartydens die segregasie van rassegroepe afgedwing is en Christendom bo ander religieë of geloofsoortuigings bevoorreg was, word kritiese argumente gevoer rondom die invloed van hierdie geskiedenis op onderwysers se verwysingsraamwerke en hoe hierdie betrokke verwysingsraamwerke onderwysers se benadering tot Burgerskapopvoeding beïnvloed het. In die teoretiese raamwerk van hierdie studie word die grondliggende kwessies en diskoerse van onderwyser-leer vir Burgerskapopvoeding en Religieuse-onderrig (Burgerskapopvoeding/ Religieuse-onderrig) ondersoek asook die mate waarop die verwysingsraamwerke van onderwysers hulle onderrigbenaderinge tot demokrasie, waardes, burgerskap en diversiteit beïnvloed het. Die twee leerteorieë en perspektiewe van Mezirow se Transformatiewe Leerteorie (1991, 2000) en “gemeenskappe van praktyk”, soos deur Wenger (1998, 2006b) gekonseptualiseer is, word as vertrekpunte geneem. Die effektiwiteit van die konsep “gemeenskappe van praktyk” vir onderwys-leer in belang van diversiteit, word ondersoek teen die agtergrond van ‘n transformatiewe leerteorie deur gebruik te maak van ‘n gemengde-metodesbenadering (mixed methods approach). ‘n Deursnee-opname is aan 60 sekondêre skole in die Gauteng provinsie gedoen, gevolg deur ‘n fase van Deelnemende-Aksienavorsing met drie onderwysers oor ‘n tydperk van ongeveer agt maande. Die vraelys vir die opname is sodanig ontwerp dat ‘n steekproef Lewensoriënteringonderwysers se perspektiewe van onderrig-leer van religieuse en kulturele diversiteit in Lewensoriëntering bepaal kon word. Hierdie bevindinge is vir die aksienavorsingsfase gebruik wat die aandag gefokus het op die belangrikheid van “gemeenskappe van praktyk” as ‘n konsep wat onderwysers kan help om inhoudskennis vir Burgerskapopvoeding/Religieuse-onderrig vanuit ‘n inklusiewe en konstruktiewe benadering te genereer. Die bevindinge van die vraelysopname toon dat die meerderheid van die onderwysers, wat deel was van die steekproef, nie gekant is teen die insluiting van religieuse diversiteit in Lewensoriënteringsklasse nie ten spyte van die feit dat hulle geen agtergrond in Religieuse-onderrig of enige ander betekenisvolle indiensopleiding ontvang het nie. Die bevindings van die Deelnemende– Aksienavorsingsproses bewys die waarde van onderwyserbetrokkenheid in “gemeenskappe van praktyk” om inhoudskennis te verwerf en krities na te dink oor die betekenis en toepassings van demokratiese en persoonlike waardes vir Burgerskapopvoeding/Religieuse-onderrig.
Reid, Helen M. J. "Age of transition : a study of South Australian private girls' schools 1875-1925 /." Title page, contents and abstract only, 1996. http://web4.library.adelaide.edu.au/theses/09PH/09phr3545.pdf.
Full textOmotoso, Andrew A. "Middle Schoolers' Attachment to God at Harmony Christian School, South Africa." Thesis, Nyack College, Alliance Theological Seminary, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10830182.
Full textHarmony Christian School in Rustenburg, South Africa is a missionary outreach program of Bethel Gospel Assembly, Inc., New York. The school was founded in 2006 to educate learners and develop in them a close attachment with God even as they attained high academic standard in their school work. However, while there were established measures of academic progress from grade to grade, there was no comparable measure of the spiritual growth of the students in terms of how closely they were attached to God in their relationship as a result of their exposure to consistent Bible Study. The Researcher thus created an intervention study using the Attachment to God Inventory to measure the level of attachment of the adolescent learners to God in the school. The study did show that there was an attachment relationship between the learners and God. The study also showed that as a result of their consistent exposure to Bible study, there was a shift to a closer attachment to God. The level of the shift was minimal but statistically significant at a low level of confidence. The study then offered ministry recommendations.
MacGill, Bindi Mary, and belinda macgill@flinders edu au. "ABORIGINAL EDUCATION WORKERS IN SOUTH AUSTRALIA: TOWARDS EQUALITY OF RECOGNITION OF INDIGENOUS ETHICS OF CARE PRACTICES." Flinders University. School of Australian Studies, 2009. http://catalogue.flinders.edu.au./local/adt/public/adt-SFU20090630.142151.
Full textWicks, Keren. ""Teaching the art of living" : the development of special education services in South Australia, 1915-1975 /." Title page, table of contents and abstract only, 2000. http://web4.library.adelaide.edu.au/theses/09PH/09phw6367.pdf.
Full textKim, Soyoung. "A comparative study of early childhood curriculum documents focused on education for sustainability in South Korea and Australia." Thesis, Queensland University of Technology, 2016. https://eprints.qut.edu.au/94087/1/Soyoung_Kim_Thesis.pdf.
Full textNewport, John. "Educating with/in the environment : an exploration and analysis of marine and coastal field studies centres in South Australia /." Title page, abstract and table of contents only, 1999. http://web4.library.adelaide.edu.au/theses/09ENV/09envn558.pdf.
Full textRaw, James S. "Family and school correlates of adolescents' outcomes." Title, contents and abstract pages only, 1988. http://web4.library.adelaide.edu.au/theses/09ED.M/09ed.mr257.pdf.
Full textGibson, Sally. "Creating controversy: sex education and the Christian Right in South Australia." 2010. http://hdl.handle.net/2440/60564.
Full textThesis (Ph.D.) -- University of Adelaide, School of Social Sciences, 2010
Smithson, Alan. "Control of state school curriculum in South Australia : issues arising from the vesting of authority in the Director-General, and with particular reference to the period 1970-1985 / Alan Smithson." Thesis, 1997. http://hdl.handle.net/2440/19082.
Full textxix, 404 leaves ; 30 cm.
South Australia is unique amongst Australian States insofar as s82(1) of the Education Act 1972 vests the director-General of Education, rather than the minister of Education, with de jure control of State school curriculum. This locus of control is at odds with the well-established democratic convention that Ministers control the directive policy components of their portfolios. This thesis describes how this mode of curriculum control came about, its nature and implications, and mounts a challenge to its legitimacy. (abstract)
Thesis (Ph.D.)--University of Adelaide, Dept. of Politics, 1998
Vick, Malcolm John. "Schools, school communities and the state in mid-nineteenth century New South Wales, South Australia and Victoria / Malcolm John Vick." Thesis, 1991. http://hdl.handle.net/2440/19413.
Full textImtoual, Alia Salem. "'Taking things personally' : young Muslim women in South Australia discuss identity, religious racism and media representations." 2006. http://hdl.handle.net/2440/37846.
Full textThesis (Ph.D.)--School of Social Sciences, 2006.