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Moumakwa, Tshiamiso Violet. "Vocabulary and reading in Botswana senior secondary schools." Thesis, University of Reading, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.250649.
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McMillan, Laura Smith. "Censorship by librarians in public senior high schools in Virginia." W&M ScholarWorks, 1987. https://scholarworks.wm.edu/etd/1539618491.
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This investigation focused on censorship by librarians in senior high schools in Virginia during the 1985-86 school year. Emphasis was placed on determining the subject matter that the librarians censored, the means by which censorship was exercised, and the factors that were influential in causing these individuals to engage in such activity.;The primary method of securing data for the study was a questionnaire developed by the researcher and mailed to the head librarian in every senior high school in the state of Virginia. Responses were received from 68 percent of those surveyed.;Based on an analysis of the data generated by the survey the following conclusions were reached: (1) the librarians in the study placed restrictions on the acquisition and use of a wide variety of subject matter, with every subject category listed on the questionnaire being restricted in some manner by at least 8.7 percent and as many as 86 percent of the respondents, (2) the librarians were significantly more restrictive with fictional materials than with nonfictional materials; (3) the tactic most commonly employed to control the acquisition and use of controversial materials was to purposely avoid purchasing those materials; (4) there was no relationship between characteristics associated with the librarians or the communities or schools in which they worked and the extent to which these individuals were restrictive; and (5) the librarians' own personal convictions about what should or should not be made available to the users of their libraries were more influential in causing them to censor than were pressures to censor, either real or imagined, that were generated by persons or groups in the school or community.;Based on these findings, a number of recommendations were offered aimed at accomplishing two major tasks: first, insuring that professional preparation programs for school librarians include a strong emphasis upon the importance to American education of the principles of intellectual freedom and the proper procedures for selecting and defending library materials, and, second, establishing within the schools a network of support to insure that in the event of a controversy over library materials, the librarian will not be asked to stand as the lone defender of students' rights to read and to know.
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Lecha, Moiteelasilo Dickson Ngamula. "The causes and extent of school dropout in Botswana public senior secondary schools." Thesis, Boston University, 2005. https://hdl.handle.net/2144/32789.
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Thesis (Ed.D.)--Boston UniversityPLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
The Botswana basic education program is intended to provide for equity and equality of opportunity and access to education. Every Motswana child is expected to attend school continuously up to the national mandatory tenth grade (Revised National Policy on Education, (RNPE) 1994.). Since not all children can be absorbed into senior secondary schools, examinations are used to select those who will proceed to higher education. However, some children selected to senior secondary education drop out before they complete their education cycle. Children who drop out forfeit their chances of going through a senior secondary education program, and thereby lose the opportunity to better themselves, obtain better paying jobs, or make informed contributions to the national development process. This study sought to discover reasons why some children do not complete their intended cycle of schooling. The research adopted a qualitative design in which in-depth interviews of focus groups were conducted. The main population groups interviewed were teachers, parents, senior secondary students, and school dropouts. The views obtained from the interviews were checked against documents and records of the Botswana Ministry of Education. The findings indicate that the reasons given by research subjects as causes for school dropout are consistent with those appearing on official records: pregnancy, desertion, illness, and death. However, the respondents also added four major themes of self-withdrawal or withdrawal for personal reasons, parental withdrawal, lack of transportation fees to and from classes, and lack of accommodation. The sub-themes for students who withdraw from school for personal reasons include their not seeing any value in education, thinking that the subject matter is too difficult, or being misguided by peer influence. The conclusions drawn are that the research subjects believe school dropout is an important issue that should be addressed. The suggested solution strategies include the call for effective teachers, community parenting, community-school partnership, sex education and contraception, and formulating and enforcing laws where parents and guardians will ensure that students stay in school for up to a certain age or else be liable for prosecution (enforced school age).
2031-01-01
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Cavanagh, Robert F. "The culture and improvement of Western Australian senior secondary schools." Curtin University of Technology, Faculty of Education, 1997. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=11830.
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The operation and development of Western Australian senior secondary schools is based upon traditional theories of organisational management and school administration. The study sought to explore alternative conceptions of the nature of schools and the processes by which they can be improved.Examination of research on school effectiveness revealed that student learning outcomes were consequential on the values and norms of the staff of schools. These values and norms constitute the culture of a school and govern the professional activity of teachers. School culture can be contrasted with the formal school organisation in which the work of teachers is prescribed by explicit rules and regulations. Viewing schools from a cultural rather than organisational perspective requires conceptualising the school as a learning community. A learning community is bonded together by common expectations about the roles of teachers and the learning of students. The predominant consideration is the educative mission of the school and not the requirements of the formal organisation. Organisational development is viewed as cultural transformation. The improvement of the school is facilitated by the growth of a school culture which is supportive of the professional needs of teachers and the educative needs of students.The study utilised a developmental mixed-method research approach to investigate the nature, temporal stability and improvement of the culture of local senior secondary schools.A quantitative instrument was developed to measure aspects of school culture identified in the school effectiveness literature. The School Cultural Elements Questionnaire (SCEQ) provided a measure of the level of teacher efficacy, emphasis on learning, collegiality, collaboration, shared planning and transformational leadership in local schools. The SCEQ data were supplemented by data from a ++stratified sample interview programme in two schools. Empirical findings indicated school culture was internally dynamic, in interaction with its external environment and capable of changing. Interview data provided examples of internal and external influences on the maintenance, growth and decline of school culture.The results of the empirical phases of the study were applied in the development of a model of school culture, the School Improvement Model of School Culture. The model contained six cultural constructs which are characteristic of school culture and the processes by which it can be transformed. The model was then applied in a detailed examination of practical and theoretical aspects of Western Australian systemic school improvement initiatives. The effectiveness of these initiatives was explained as a consequence of implementation strategies and their interaction with the prevailing school culture.The study is important for school level personnel, school improvement programme designers and educational researchers. In particular, the School Improvement Model of School Culture provides a significant alternative conception of the nature of schools and the processes by which they improve.
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Leepile, Gosetsemang. "Assessing home economics coursework in senior secondary schools in Botswana." Diss., University of Pretoria, 2009. http://hdl.handle.net/2263/25325.
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The aim of this research was to explore how examiners achieve and maintain high quality assessment during marking and moderation of the BGCSE (Botswana General Certificate of Secondary Education) Home Economics coursework in Botswana. In 2000, localization of the Cambridge Overseas School Certificate (COSC) to the Botswana General Certificate of Secondary Education (BGCSE) took place as per the recommendations of the Revised National Policy on Education (RNPE) document. This new certificate system, marked locally, allows for varied modes of assessment, with more emphasis being placed on continuous assessment. This also means that the assessment is school-based, with teachers centrally involved. As is procedure with this kind of assessment, it is subjected to moderation. However, implementation of this new assessment approach exposed, among other challenges, challenges in establishing dependability of teachers’ assessment, possible increase in teacher workload, teachers’ lack of expertise and confidence in undertaking the assessment scheme. This study, among other things, considers the forms of moderation used by the BGCSE to establish consistency in school-based assessment (SBA) and in so doing, it identifies that a dual form of moderation is used. The main research questions guiding this investigation were: - How are teachers and moderators trained so that they may be competent examiners?
- How is quality assured during marking of coursework?
- How does the examining body (BEC) Botswana Examination Council ensure that the examiners adhere to the quality control mechanisms?
Dissertation (MEd)--University of Pretoria, 2009.
Science, Mathematics and Technology Education
unrestricted
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Seke, Alexius. "Gender differences in geography classrooms in senior secondary schools in Botswana." Thesis, University of London, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.271619.
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Lampoh, Abdullah Awang. "Professional development of senior staff of secondary schools in Brunei Darussalam." Thesis, University of Bristol, 1997. http://hdl.handle.net/1983/506ac74c-7e8d-4fff-9788-3c4c8b935a1d.
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Boqwana, Eleanor Pindiwe. "Fieldwork as a compensatory teaching strategy for rural black senior secondary schools." Thesis, Rhodes University, 1992. http://hdl.handle.net/10962/d1003426.
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The understanding of geographical concepts and the development of skills requires the use of appropriate teaching strategies. Modern school syllabuses emphasize the development of concepts and skills which are basic to the understanding of geography. Geography provides practical learning opportunities which directly involve the learner. Techniques which directly involve the learner are perceived to be the most valuable. Fieldwork, which embraces a wide range of innovative teaching strategies, is the one best suited to give first-hand experience to the pupils. This study investigates the potential of fieldwork to promote conceptual understanding in geography with special reference to pupils in rural schools. Extensive literature on fieldwork in geographical education was analysed. Surveys of geography teachers and pupils in senior secondary schools were conducted to assess their attitudes towards geography and the use of learner-centred approaches with special reference to fieldwork. The role of fieldwork to promote conceptual understanding was evaluated by exposing two groups of pupils to different field activities. This revealed that fieldwork promotes understanding, stimulates interest and builds up confidence even when first introduced at senior secondary level.
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Flatela, Andile Thaddeus L. L. "History resource materials in Transkei senior secondary schools : their availability and use." Thesis, Rhodes University, 1991. http://hdl.handle.net/10962/d1003438.
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This dissertation, which was motivated by high failure rate in senior secondary history, is primarily an attempt at identifying some of the possible causes for poor performance in high school history in Transkei schools. One possible cause of the weak performance was identified as outmoded teaching methods which were encouraged by lack of adequate facilities and resources for history teaching and learning. The investigation took the form of a survey of both human and material resources in 30 of the then 210 senior secondary schools in Transkei. The survey questionnaire, which was directed to history teachers, covered aspects on personal information about the teachers, material resources and facilities for teaching history, and teaching methods related to history teaching. A total of 55 teachers responded to the questionnaire. The survey included all the three senior secondary school class levels, that is standard 8, 9 and 10. By looking at the nature of history as a discipline and the way in which students learn, it was discovered that at school level history could be learnt best through the 'experiential' approach. This is mainly because in dealing with time-past as it has to, history usually comes up with 'strange' concepts which cannot be easily grasped by present-day senior secondary teenagers. This is because understanding of historical concepts tends to develop slower than would generally be expected, unless it is re-enforced. In Transkei schools this problem of concepts understanding is made worse by the foreign language medium (English) in which the subject is taught. It is felt that these constraints could be partly aleviated with the use of audio-visual aids and self-activity teaching methods. However, this study revealed a gross inadequacy not only in facilities for teaching history but also of both human and material resources. This automatically discourages the 'new history' approach and teachers (most of whom are underqualified) tend to cling to the old-style lecture-textbook method to the detriment of their students. This study suggests that to improve this situation it is essential to upgrade both pre-service and in-service teachers' academic and professional standards. In addition history facilities and audio-visual materials should be generously supplied to afford ample opportunities for pupil activity. This then would be line with modern history teaching theories and, hopefully, would improve performance in history in this region.
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Patis, Anthony Powis, and n/a. "Senior school writing : a study of the content and form of writing in senior secondary English." University of Canberra. Education, 1987. http://erl.canberra.edu.au./public/adt-AUC20061031.142022.
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This study focuses on the writing of senior students in the subject
English at an ACT secondary college. Several features of the ACT
education system are relevant. There is a high retention rate, so the
sample is a broad one. The curriculum is school based, as is assessment.
There are separate courses for those seeking tertiary entrance (TE) and
those seeking to complete their education at Year 12 (Accredited).
The theoretical basis of the study is provided by the work of a number
of linguists with an interest in school language, in particular Graham
Little. 255 samples of writing have been analysed, taking account of the
function and forms of language. The function, or meaning, has been
analysed in terms of content, abstraction, purpose and audience.
The writing in the Accredited course is evenly distributed between the
human and material worlds, three quarters is informational and one
quarter Imaginative. The level of abstraction shows a predominance of
reporting and generalising. Writing in the TE course is 60% concerned
with the human world and reaches higher levels of abstraction such as
speculation and hypothesising. The audience is academic. Compared with
earlier findings, this study shows more human content and higher levels
of abstraction.
Language functions through selective use of forms. The aspects of form
analysed are vocabulary, abstraction of noun phrase, sentence length and
sentence sequencing. Figures produced were largely consistent with
earlier studies; however the TE group shows higher syllable counts,
greater abstraction of noun phrase and longer sentences than the
Accredited group. Creative writing brings the groups closest together.
Handwriting, spelling and punctuation are examined. Handwriting is
always legible, spelling close to 98% correct and 84% of full stops are
correctly used. A small number of scripts produce most of the errors in
both spelling and punctuation.
The achievement of students as revealed by this study of writing is
consistent with earlier studies although the students represented here
demonstrate higher levels of abstraction. The curriculum contains more
human content and is commendably comprehensive, although there is
less poetic and expressive writing than might be expected.
This form of language analysis is recommended for its concentration on
the language actually produced in class, the insights it provides for
teachers and the information it provides for meaningful public
discussion of education.
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Guzzone, Paul Martin. "Teachers' Preferences in Selecting Senior High School Principals in New York Public Schools| A Discrete Choice Experiment." Thesis, Long Island University, C. W. Post Center, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13425638.
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Noticeably absent from prior research on the selection of high school principals is empirical evidence about the factors that teachers consider in recommending candidates for high school principalships. This study gave teachers a voice about factors that should be considered in selecting high school principals. A discrete choice experiment was conducted with 219 tenured (or previously tenured), public school teachers in Grades 9-12 in New York State. Teachers were asked to choose a single hypothetical candidate from 10 sets of 3, where each candidate was described by 6 candidate-specific characteristics: teaching experience, administrative experience, education level, instructional skills, managerial skills, and interpersonal skills. Case-specific variables (i.e., teacher-participant characteristics) in the analysis included teaching experience, education level, and school needs level. A single-class, alternative-specific conditional logistic regression (asclogit) found 4 statistically significant candidate-specific factors: previous administrative experience, instructional leadership, managerial experience, and interpersonal leadership ability. Teaching experience and holding a doctorate were not statistically significant factors in the asclogit model. The asclogit found 2 statistically significant case-specific factors (i.e., having an advanced certificate or doctorate, and being in a high-needs school), both of which affected teachers’ views about candidates’ instructional leadership. Latent class conditional logistic regression (lclogit) found that all 6 candidate-specific variables except holding a doctorate were statistically significant across 3 distinct latent classes and that holding a doctorate had a statistically significant negative effect only in Latent Class 3. No statistically significant case-specific factors were found by lclogit. The study concluded that greater attention needs to be given to the views of teachers in principal-selection processes.
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Knight-Mudie, Karen, and n/a. "Attitudes towards art competitions of senior secondary art students and teachers." University of Canberra. Education, 1988. http://erl.canberra.edu.au./public/adt-AUC20060811.154408.
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Growing concern for the popularity of art competitions
that encourage participation of secondary school senior
art students is reflected in debate by many Australian
art educators. It appears that acceptance of the
external goal of winning a prize may demonstrate that
many students and teachers have not fully considered
the adverse implications of extrinsic rewards on
learning strategies relevant to artistic behavior. On
the other hand the benefit of exhibitions of student
art work appears to be overshadowed by the prevalence
of art competitions.
This study surveys attitudes and perceptions of art
teachers and secondary senior art students towards art
competitions supported by the school.
Subjects include secondary senior art students and
teachers from selected Brisbane Independent Schools.
It appears that participation in art competitions is more frequent in these schools. Results may prove
beneficial to art educators who are concerned with the
issue of extrinsic rewards for artistic behavior.
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Glover, Dorothy Abra. "Student participation in decision-making in senior high schools in Ghana." Thesis, University of Sussex, 2015. http://sro.sussex.ac.uk/id/eprint/58659/.
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This case study was conducted in Ghana to explore the arenas available for student participation in decision making in public senior high schools. In Ghana, students are considered stakeholders and collaborators in decision-making alongside parents, teachers, and community members. This role is of particular importance since their participation equips them with the attributes and skills needed for active citizenship. Student Representative Councils (SRCs) are established in all public senior high schools in Ghana and their representatives serve on committees and present students‟ views to school authorities. Their role as representatives is therefore very significant in promoting the student voice. The objective of this study was therefore to explore the key arenas available for student participation in decision making in four senior high schools in Ghana and the levels of their participation within them. In Ghana, no specific policy is provided for student participation in decision making even though the SRC is mandatorily established in each public senior high school. Literature on student participation in decision making in senior high schools is also scarce when compared to other African countries such as South Africa. The international literature on student participation in decision making stresses that participation is a right and that it must be given serious consideration. However, the perception some people have about students‟ participation in decision making is that students in senior high schools are not mature enough to participate fully in decision-making forums in schools. Consequently, opportunities provided for student participation tend to be limited to roles of supervision over student peers and fundraising activities. Arnstein‟s (1969) theory of citizen‟s participation which portrays a striking representation of power structures in society forms the theoretical basis of the study. Relating the theory to the school context, the study is conceptualized on Hart‟s (1992) ladder of student‟s participation and Backman and Trafford‟s (2006) Democratic Schools concept. Backman and Trafford (2006) assert that a school can be democratic in spite of its bureaucratic structures. Given that senior high schools in Ghana are hierarchically structured, with students at the bottom of the structure, these two theories provide an appropriate conceptual framework for exploring students‟ participation in democratic decision making. The study was conducted in four senior high schools in Ghana. The research participants included Student Representative Council (SRC) executives, non-SRC executives, staff members and heads of schools, purposively selected according to their roles in relation to decision making arenas in schools. The study was conducted in the interpretivist paradigm, adopting a qualitative approach, using interviews and focus group discussions. These methods were employed in order to gain in-depth insights into the interactions and perspectives of key stakeholders on students‟ participation in decision making in the case study schools. The findings of the study suggested that the forums provided for student participation were similar in the four selected schools. These decision-making forums included feeding, discipline, students‟ accessibility to school heads, school durbars and SRC general forums. The study however focused on decision-making forums of feeding and discipline as these were the areas participants mostly stressed on in their feedback. The study found that participation in the forums studied varied across the schools, with some schools providing more opportunities for students‟ participation than others did. In all but one school, students‟ participation in decision making appeared to be episodic, restricted and largely initiated by the school authorities. Furthermore, interactions between school leadership and staff were affected by power relations which also affected the level of students‟ participation in decision making. As contribution to knowledge the study notes among others that the interpretation and application of children‟s democratic rights is culturally determined and therefore vary across culture.
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Tabulawa, Richard Tjombe. "A socio-cultural analysis of geography classroom practice in Botswana senior secondary schools." Thesis, University of Birmingham, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.422406.
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Africa is replete with examples of 'borrowed' curriculum innovations that have failed to be institutionalised. This failure has largely been rationalised in terms of technical problems associated with innovation delivery systems. By adopting a technicist stance toward problems of curriculum change curriculum developers in Developing Countries have paid scant attention to the fact that innovations are necessarily social constructions, and as such are not value-neutral. Their transfer from one socio-cultural context to another, therefore, is bound to be problematic. For a transferred innovation to be institutionalised in its host (new) environment values embedded in it need to be congruent with the values and past experiences of those who are expected to adopt it or else tissue rejection (Hoyle, 1970) will occur. In this thesis the above concern is addressed within the context of pedagogical proposals made in the report, Education for Kagisano (Social Harmony),(1977), mainly that teachers in Botswana public secondary schools should adopt a leamercentred pedagogy. Classroom research in Botswana, however, indicates that this has not happened. This thesis, therefore, is an attempt to explain why teachers appear to have rejected the proposed pedagogy. Rather than adopting a technicist stance in this endeavour, here we adopt a socio-cultural approach in which we recognise the social nature of pedagogical styles. From this premise we then argue that adopti~~., or rejection of pedagogical innovations is also a function of the sociocultural context in " which an attempt to implement the former is being made. Basically, the thesis has two facets; the theoretical and the empirical. At a theoretical level we argue that leamer-centred pedagogy is incongruent with Tswana social structure. In the context of Botswana, therefore, the former may be perceived as 'foreign' by teachers, students and parents. We illustrate this incongruence by analysing Tswana child-rearing practices, demonstrating that these promote in children a 'dependent' mode of thinking which they carry to the classroom as their cultural baggage. It is this mode of thinking that structures teachers' and students' classroom practices leading to authoritarian classroom relationships and teaching style. Analysis of the historical evolution of formal education in Botswana also demonstrates that it (education) has always been authoritarian in practice. Educational practice in Botswana, therefore, appears to be based on Freire's 'banking' theory of education. The latter characterises the 'immunological condition' of Botswana's public educational system and constitutes the teachers' and students' taken-for-granted classroom world. Analysis of the leamer-centred pedagogy, however, shows that it is epistemologically different from the banking theory ofeducation. For this reason the introduction of the former in Botswana public schools might constitute radical, de-stabilising and de-skilling, change. This may only be expected to lead to the teachers' and students' rejection of the proposed pedagogy. It is against this theoretical position that the empirical aspect of the study is carried out. By employing an interpretive approach (and through the medium of geography teaching) we attempt to map out the nature of teaching/learning patterns in two contrasting schools in Botswana, and to understand the meanings teachers and students attach to the observed patterns. The ultimate aim is to understand the implications these meanings and assumptions have for pedagogical change. The study'S findings reveal that geography classroom practices in the two schools differ markedly. Teachers' and students' classroom practical knowledge in the two schools appears to be informed by their utilitarian view of schooling, the view of the nature of knowledge they hold, teachers' perceptions of their students' social background, and the schools' organisational structures. These are aspects of the socio-cultural context which, in the case of public schooling in Botswana, appear as 'stabilised elements' or structures which lead to the production and reproduction of an authoritarian pedagogical style in schools. To break this reproductive cycle, therefore, demands more than just technical solutions. It also demands that educators and curriculum developers reassess and question their basic assumptions about knowledge and human nature. This would have important implications for teacher education. To facilitate the institutionalisation of a learner-centred pedagogy in the schools structural changes in the educational system are also essential. There is need to localise external examinations and empower teachers by democratising curriculum development and decision making. To facilitate this, decentralisation of the educational system is essential. Democratising educational practice in Botswana should be seen in the context of a country committed to democratic social and political values. The classroom has a role to play in this respect
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Usoro, Rose Bassey. "Educational decentralisation and its implications for teacher leadership in senior secondary schools in Nigeria." Thesis, University of Leeds, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.658562.
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The purpose of this enquiry is to investigate decentralisation in Nigeria and its implications for teacher leadership. In this study, teacher leadership is defined as the process through which classroom teachers in formal and informal leadership roles exercise leadership. Teachers do this by recognising and celebrating expertise, providing for the. needs of their' students, supporting colleagues, responding to the needs of their context and challenging the existing culture and structures. Extensive literature on the topic already exists, which shows that teacher leadership is an important focus of research. Most studies, however, are limited to Western contexts, with little attention to how school leadership is perceived and defined in Asian and African societies. Furthermore, as there are no published studies on teacher leadership in Nigeria, this PhD study makes an original and unique contribution to the literature. The investigation addresses five research questions: (1) Why and to what extent has educational policy in Nigeria become more decentralised and with what implications for teacher leadership? (2) What forms of teacher leadership are in evidence, and how are these shaped by context? (3) What are teachers' perceptions about why they engage in teacher leadership activities? (4) How is teacher leadership facilitated? (5) What are the barriers to teacher leadership and how might these be addressed? The framework of this study is therefore set within the context of research on leadership, professional learning and policy implementation . The empirical part of the study was conducted in four phases. The first phase involved the analysis of government policy on decentralisation. This provided insights into government expectations of teachers' involvement in school leadership. In the second phase, a pilot study was conducted in preparation for the main study. The third phase started with the distribution of a qualitative questionnaire; a total of 241 copies were distributed to all teachers in the three government senior secondary schools participating in the study in urban, semi-urban and semi-rural settings. Some of the teachers who responded to the questionnaire were selected to participate in semi-structured interviews and observations. The fourth phase involved a multisite case study in the same three government senior secondary schools in Abuja. The fourth phase involved a multi-site case study with the use of varied methods such as interviews, observations and document analysis. The participants were teachers from different management levels: principals, vice principals, senior mistresses and masters, heads of departments and classroom teachers. The findings reveal that in Nigerian schools, teacher leadership takes a particular form shaped by context, in some ways it is similar and in some ways different from previous findings on distributed leadership. The differences suggest a modification of Spillane et al.'s (2001) model on distributed leadership based on contextual factors. A model for understanding teacher leadership in three case study schools is developed, involving people and situations within and outside the school. These include school contextual factors such as structures, cultural practices, resources, and leadership of the SLMT and classroom teachers. The outside school factors include government policy context, the local community, and professional associations. This study contributes to knowledge by examining teachers' leadership in a context that has not been previously researched, providing a detailed description of teacher leadership practices in three different settings. The study concludes with a discussion of the implications of the research findings and possible areas for future enquiries.
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Yau, Yuk-lin Bianca. "The careers of a sample of senior graduate masters and mistresses in Hong Kong aided secondary schools implications for school administration /." Click to view the E-thesis via HKUTO, 1987. http://sunzi.lib.hku.hk/HKUTO/record/B38626937.
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Maroney, Michael, and res cand@acu edu au. "An Exploration of a Contemporary Youth Spirituality Among Senior Students in Three Catholic Schools." Australian Catholic University. Religious Education, 2008. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp177.11112008.
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The theory and practice of Catholic schooling, particularly with respect to religious education, have the purpose of promoting the spiritual and moral development of young people. This includes a special emphasis on acquainting them with the religious traditions and spirituality of the Catholic Church. Because Catholic schooling has always endeavoured to meet the religious and personal needs of students, there has been an ongoing interest in monitoring the spirituality of youth to inform the development and planning of a relevant and effective religious education. Hence, there has long been an interest within the Catholic education sector in research on youth spirituality. A significant volume of research has been conducted on the spirituality of contemporary youth within the last decade. This has included a number of major studies in Australia (Crawford and Rossiter, 2006; Flynn and Mok, 2002; Hughes, 2007; Mason et. al. 2005, 2007) and in North America, Smith & Denton (2004). This project reports on an empirical investigation of the views of senior school students in three metropolitan Catholic schools in Australia. The first part of the study, a literature review, provided an opportunity to review research on the spirituality of young people to give a broad perspective on developments and issues, particularly for young people in westernised cultures. The first section of the review considered the way in which structural development theories have been used to interpret young people’s spirituality. The second section explored research related to the components and development of youth spirituality. The third section examined a number of cultural influences on young people’s spiritual and moral development. The second part of the project canvassed the views of all 207 Year 12 students in three metropolitan Catholic high schools about their understanding of spirituality and about the links between their spirituality and the experience of Catholic schooling. Each school has its own gender, charism, and multicultural dynamic. A systematic questionnaire provided quantitative data, a summary of which was then discussed in focus groups of students in each of the three schools. In this way, students were invited to interpret the empirical data and to attempt to explain why young people thought and felt as they did – yielding qualitative data. The focus groups also responded to an innovative use of cartoon caricatures of God which prompted participants to talk about the ways in which they and other teenagers imagined God and God’s role in the world and in their own lives. The study contributed to the current body of research information on youth spirituality, especially in a sample group of senior school students in Catholic schools. The key findings were: Evidence that youth spirituality is both eclectic and diverse; Evidence of some non-religious elements to spirituality; it is not linked exclusively with religion; Young people are conscious of their roles in ‘choosing’ and ‘constructing’ a spirituality, rather than just accepting a ‘traditional’ pattern of spirituality; Acknowledged a strong parental influence; also the importance of friends; While a number of students identified their spirituality as ‘religious’, the trend was a spirituality that was not as strongly rooted in religious traditions as was the case for previous generations; The most prominent image of God for this sample of young people was a God of unconditional love and forgiveness. There was less emphasis on a ‘checking’ and ‘punishing’ God that seemed more prominent for earlier generations of Catholics. In discussing the meaning and significance of the empirical data, a comparison was made between the results of this study and those of five recent major studies of youth spirituality examined in the literature review. In conclusion, the project explored a number of issues and implications for educators interested in the spiritual and moral education of young people, especially in the Catholic education sector. These included: In the light of a significant and continuing increase in both ‘individualism’ and ‘moral selfreliance’ in children and adolescents, there is a need for refinement in the ways developmental theories (such as those of Kohlberg and Fowler in particular) are used for interpreting the spiritual and moral development of young people; There is a need for further understanding of how cultural factors like ‘postmodernity’, ‘individualism’ and ‘relativism’ affect young people’s spirituality, particularly as regards linkage with religious traditions; Young people’s images of God and their ideas about how God might ‘work’ within the world are key transcendent elements to youth spirituality; Planning for a ‘relevant’ religious education – which helps young people negotiate contemporary spiritual/moral issues, as well as provide access to spiritual heritage – needs to take into account the findings of research on youth spirituality.
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Yau, Yuk-lin Bianca, and 邱玉蓮. "The careers of a sample of senior graduate masters and mistresses in Hong Kong aided secondary schools: implications for school administration." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B38626937.
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Matoti, Sheila Nokuthula. "An investigation into some learning and teaching problems of biology in Transkei senior secondary schools." Thesis, Rhodes University, 1990. http://hdl.handle.net/10962/d1001415.
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The aim of this study was to investigate some learning and teaching problems of biology in Transkei Senior Secondary schools. The research focussed mainly on Biochemistry. Biochemistry was treated in the context of biology as a whole to show its relevance to other sections of the syllabus. Questionnaires were administered to standard 10 pupils in 15 senior secondary schools selected randomly from the Central Region of Transkei. Further information on pupils' understanding of concepts taught in Biochemistry , was gained through use of concept tests and concept maps. Interviews were conducted with standard 9 and 10 biology teachers, Subject committee members, Examiners, Subject advisers, Lecturers from the University of Transkei and the Transkei Teachers' In-service College and pupils. Data obtained through the use of those research methods was analysed and discussed. Concept mapping as a teaching strategy was introduced to some standard 9 and 10 teachers who attended courses (biology) at The Transkei Teachers ' In-service College. Some suggestions and recommendations for the learning and teaching of biology were then made
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Oomen, Anna Maria Francisca Adriana. "Parental involvement in career education and guidance in senior general secondary schools in the Netherlands." Thesis, University of Derby, 2018. http://hdl.handle.net/10545/623103.
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This research examines the involvement of the parents of secondary school children in career education and guidance (CEG). It is based on a secondary analysis of existing data from a research project I was involved in. This initial research evaluated the impact of a parent-involved career intervention, 'Parents Turn', in which six career teachers delivered four successive sessions to parent(s) accompanied by their child in the third or fifth year of their secondary school (HAVO) in the Netherlands. The study is important both to the field and to practitioners. Examples of parentinvolved career intervention in CEG are limited, scantily researched, and most were not sustained, which may explain why knowledge on involving parents in CEG is underdeveloped. I discuss these gaps in the evidence by providing an overview on the literature on parental influences and roles in their child's career development, an international inventory of and taxonomy for parent-involved, school-based career interventions, and providing relevant knowledge on parental-involvement in education in general. I then present new analysis of data collected by an earlier evaluation of the 'Parents' Turn' intervention. My secondary analysis approaches this data with new research questions, in-depth analyses and a non-parametric methodology. I integrated the quantitative and qualitative results to understand who was involved in the intervention, why, and whether the impact differed for the learning of parents with and without higher education (HE) qualifications. I also sought to understand the role of the school in the intervention. The findings suggest that a school-initiated career intervention involving parents, in the form of family learning and community interaction, can build and enhance parents' capacity to be involved in and support the career development of their child: their knowledge and skills, parental self-efficacy and parental role-definition. However, the career intervention works differently for parents who have different levels of HE level attainment. Lower-educated parents seem less aware of the consequences of early educational decisions in their child's career and also have different needs for being involved in the career intervention compared to highereducated parents. Despite the impact of the career intervention on their parental capacity, lower-educated parents remain unsure as a parent of how to make use of gained information, guidance and support tools. Third-year (14-16-year-olds) parents' information and support needs are the greatest and they are open to changing their attitude to grant their child autonomy in managing their own career development. The study also finds that features of the present school system are major barriers to sustaining the intervention. Recommendations for policies and practice at school level are offered. A more focused public policy for parental involvement in career education and guidance in secondary schools could both improve the efficiency of the education system and combat social injustice.
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Bikitsha, Sakhiwo. "Gender equality in the employment of senior secondary schools managers in the district of Butterworth." Thesis, Nelson Mandela Metropolitan University, 2013. http://hdl.handle.net/10948/d1020005.
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In terms of Section 9 of the Constitution of the Republic of South Africa of 1996, Chapter Two, the Bill of Rights, there should be gender equality amongst other things. In terms of Section15 (i) of the Employment Equity Act (Act 55 of 1998), there should be equal representation of suitably qualified people from the designated groups (blacks, women and people with disabilities) in all occupational categories and levels in the workforce. Section 15 (ii)provides that an employer who employs more than 50 employees must conduct a gender audit and make a gender equity plan and implement it when new employees are employed. In the Department of Education in the District of Butterworth, there is no gender equality in the number of senior secondary school managers. Men constituted 65 percent and women constituted 35 percent. The study investigated reasons for unequal representation of men and women as senior secondary school managers. The study was qualitative in design. The participants in the study were the Assistant Director of the Human Resource Section of the Department of Education and school governing body members, who were parents and educators. Interviews were used to collect data from the participants The study found that, amongst other things, gender equity was not considered when senior secondary schools managers were employed. That was why there was unequal representation of men and women in senior secondary schools’ management positions. This implied that those involved in the employment of secondary school managers in the district of Butterworth did not consider the Employment Equity Act (Act 55 of 1998) as a guide when employing senior secondary school managers in order to be able to achieve gender equality in this position. That was why there was unequal representation of men and women in senior secondary schools’ management positions.
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Mohamed, Gishma. "Mentoring for best educational practice : a generic framework for whole school transformation within dysfunctional senior secondary schools, South Africa." Thesis, Nelson Mandela Metropolitan University, 2013. http://hdl.handle.net/10948/d1020347.
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During transformation (1994 onwards), different interventions were instituted within Education as an attempt to redress learner achievement and throughput. By so doing, the South African government believed that by investing in education a return would be attained which would be beneficial to stabilising its economy — nationally and internationally. However, expected outcomes of these interventions have not been achieved and various researchers and opinion leaders still view the quality of education in South Africa as disparaging and deficient as well as characterised by an increasing prevalence of dysfunctional schooling systems. Therefore, this research aimed to design a generic mentoring framework through which transformation within dysfunctional schooling systems can be facilitated; this is to enable whole school development to achieve best educational practice. In order to achieve this, a micro-level analysis of schooling systems, using the functionalist perspective, specifically enabled through the contributions of Parsons and Merton was undertaken. In addition, insight gained from a broad range of literature and other secondary resources on mentoring, best practice and quality education was used to develop a number of premises. These premises were used to suggest how the generic mentoring framework can be adapted to enable a fit-for-purpose mentoring system which allows facilitation of a process of sustained transformation which gravitates towards a whole school culture that envisions quality education for all. It is recommended that further research be undertaken to ascertain the strength of the generic mentoring framework and operationalising it as a fit-for-purpose mentoring system within a school in the form of a pilot study. Aligned with this, to undertake assessment research, amongst other things, to systematically and with greater depth explore the notions of intended and unintended consequences that manifest during operationalisation of a fit-for-purpose mentoring system and how these can and should be measured.
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Judd, Chinwe Jane. "Biology teachers' and senior secondary students' perceptions about problems of teaching and learning ecology in state government secondary schools in Nigeria." Thesis, University of Exeter, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.426169.
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Udo, Magnus Patrick. "Gender dimensions in the teaching and learning of vocational business education in Nigerian senior secondary schools." Thesis, University of Leeds, 2012. http://etheses.whiterose.ac.uk/3362/.
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This study explores gender dimensions in the teaching and learning of vocational business education (VBE) in Nigerian senior secondary schools. The focus is on classroom participation of VBE boys and girls in commerce and economics class discussions in the schools. The study sets out to explore the VBE experience of girls, as compared with boys and was surprised to discover that although girls still experience gender inequality, they dominate classroom talk in many instances and have advantages from their role in their mothers’ petty trading businesses. The study is framed by three theories: schools’ gender regime, social role and cultural capital theories. Qualitative case study methods of participant observation, semi-structured interviews and reviews of documents were adopted. Data was generated from four mixed sex high schools. Sixteen boys and sixteen girls were interviewed to gain understanding of gender issues in their schooling processes within and outside the classrooms. Four principals, four heads of VBE departments and eight teachers of commerce and economics were also interviewed. Twenty-four whole class observation sessions were conducted with VBE teachers and students in the two school subjects. Thematic analysis of the data undertaken focused predominantly on the ideas about gender that VBE teachers and students brought to their classroom interactions; gender in both informal and formal curriculum and gendered VBE classroom interactions as well as the gendered views about the business labour market. The study conceives gender as a lived experience that males and females learned and produced through socialisation at home, in school and generally in the wider society. The study found that boys rarely dominate commerce and economics class discussions, especially in urban high schools where girls far outnumbered them. Moreover, it was discovered that school’s physical and organisational environment, stereotyped curriculum contents, methods of teaching and teachers’ and students’ behaviour affected classroom participation in the two subjects. The study challenges simple understandings of gender inequality in schooling as it found that girls acquire cultural capital from domestic tasks and from the petty trading businesses of their mothers which helps to equip them with verbal communication skills, ability to work with teachers and others and interest in business subjects. This enables them to interact freely during their lessons in schools and to participate much more than the boys. Girls also outperformed boys in the two school subjects under study. This challenges research which upholds that boys tend to dominate every lesson. Boys in this study were often reluctant and quite reserved during class discussions; girls took more turns than them in the majority of the lessons. They were regarded by their teachers as highly conscientious. They were praised more by both male and female teachers and received more attention from them.
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Mokotho, Themba. "Factors influencing women teachers underrepresentation in principalship positions of Dutywa senior secondary schools in Eastern Cape." Thesis, Walter Sisulu University, 2013. http://hdl.handle.net/11260/211.
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First of all, South Africa‟s struggle against racial discrimination has received international exposure but the focus now is on gender disenfranchisement which is, however, eclipsed by the struggle for racial redress. In the current climate of redress, post Apartheid South Africa has pledged an unequivocal commitment to the promotion of a unitary, non-sexist, non-racist South Africa in all facets of life. Several enabling national policies have been legislated to promote equity and access to those previously excluded by virtue of race and gender, particularly in assuming leadership roles in key public domains. The catalyst for this study is encapsulated from historical trajectories of women lives, in apparent intractable patriarchal higher echelons, monolithic patriarchal South African school organizations and visible paucity of women in principalship positions of Senior Secondary Schools (SSS) in Dutywa Education District. Significantly, this study actually refers to causality factors of gender imbalance in work places as a provocative factor leading to constant marginalization of women in leadership positions irrespective of sound and clear government policies. This is a principal subject of concern that has grounded this present researcher to undertake this study. Views and ideas applicable in addressing this phenomenon were invited from women teachers of Dutywa Education District and most crucially about the scarcity of women teachers in principalship positions of this District. Questionnaires were distributed to research sites of three sub-districts of concern. The population had been sampled from women teachers of Dutywa Education District, Eastern Cape Province of South Africa. Quantitative results show that organisational factors, culture, women‟s personalities and colonial legacies are obstacles challenging the effectiveness of females in school administration. Specifically, teachers' negative attitudes towards being a female, particularly female principal in schools are cited as the major impediments to women principals of high schools. The study implores governments to continue appointing more women to school leadership positions despite the identified challenges.
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Davies, Michael, and res cand@acu edu au. "The Search for Success in a Charismatic Environment: senior teacher’s responses to high stakes testing in academically successful Christian Brothers’ schools." Australian Catholic University. Education (VIC), 2008. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp193.19032009.
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In Australia, traditionally a wide range of measures have been used to identify academically successful schools. The mix of these measures has varied from state to state. But recently, added to this mix, and perhaps becoming the most influential factor, has been the examination results of senior students. These have become far more available to the prospective parents and governing bodies. They are used to gauge the ranking of the school, and to whether parents can expect their children to gain entry into the more prestigious tertiary programs available. But these scores are also being used to rank staff, and in turn, the ‘quality’ of staff becomes yet another factor in identifying an academically successful school. In other words, the notion of high stakes testing is gaining wide spread use across all forms of schooling in Australia, including State, Independent and Catholic schools. This thesis is about teachers in academically successful Christian Brothers’ schools. It is an interpretive study that seeks to understand how these teachers respond to this form of assessment: high stakes testing. Their responses include emotional responses, how they change their teaching style and how they feel about teaching in Christian Brothers’ schools striving for academic success. In this research I interviewed teachers and administrators at three academically successful Christian Brothers’ schools in three different states in Australia. I developed three cases from these interviews and document searches, one drawn from each school, that indicate the range of issues that emerged, for them, as teachers in academically successful Christian Brothers’ schools. The specific use of high stakes testing was found to be very different in each of the schools. One school used high stakes testing as an accountability measure for staff, another used it as an accountability measure for students, and the third had no history of using high stakes testing. The study concludes that academic excellence can be achieved in Christian Brothers’ schools whilst remaining faithful to the ethos that underpins these schools: the Charism of Edmund Rice. Significant factors in the determination of the successful implementation of high stakes testing in these schools were found to be: the effect of senior management; influence of the media; the influence of culture; and changing culture and the nature of the schools. The thesis concludes with a blueprint for a hypothetical Christian Brothers’ school to follow that may lead to academic success.
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Chung, I.-Fang. "A study of English learning attitudes and perceptions among senior high school students in Taiwan." Thesis, University of Warwick, 2006. http://wrap.warwick.ac.uk/2449/.
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This three-phase, sequential mixed methods study explores two aspects of communicative language teaching in Taiwanese senior high schools. Firstly, it examines the extent to which the communicative approach is implemented in the English classroom in Taiwan and secondly it investigates the attitudes of senior high school students towards their learning of English at school. This research study employed the dominant-less dominant mixed method design, with a combination of a dominant qualitative approach and a less-dominant qualitative data aggregation procedure. Results from the focus group interviews are mostly consistent with those of the classroom observations. The findings revealed that the traditional approach, which focuses on the teaching of vocabulary, grammar and the explanation of the textbook contents, still prevailed in the English classroom. Teachers’ classroom practices reflected students’ current learning purpose, which is to achieve good exam results, as revealed in the focus group interviews. The questionnaire survey found that despite their pressing need to “pass exams”, the majority of students had positive attitudes communicative activities in class, believing that the best way of learning English is to be able to use it in real situations outside of the classroom. Nevertheless, students exhibited contradictory attitudes in that they showed inhibitions about speaking or participating actively in class, even though they had the belief that English is best learned through speaking. Finally, the data analysis revealed that some variables, such as “gender” and “major”, played important roles in influencing learner attitudes towards English learning at school. On the other hand, there was little relationship between the variables “programme” and “mother tongue” and learner attitudes in this study.
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Campbell, Sheri Y. (Sheri Yuvonne). "Educating Special Needs Students: Gifted and Honors Programs at the Senior High School Level." Thesis, University of North Texas, 1992. https://digital.library.unt.edu/ark:/67531/metadc500287/.
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This research sought to discover whether minority and economically disadvantaged students are underrepresented in gifted and honors programs. Another goal was to ascertain attitudes of students and teachers currently participating in gifted and honors programs regarding: admission criteria; adequacy of teacher preparation to meet special needs of gifted and honors students; levels of needs satisfaction of gifted and honors students; perceptions of students and teachers about program modification.
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Bastaki, Maria. "Model United Nations in Greece : senior high school students' perspectives on global citizenship." Thesis, University of Birmingham, 2017. http://etheses.bham.ac.uk//id/eprint/7840/.
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A Model United Nations School Conference is a brief role-play simulation, during which senior high school students take on the roles of delegates in various UN Committees. This thesis presents the findings from a qualitative longitudinal research study which followed 26 MUN senior high school delegates, in Athens, Greece, during their preparation and actual participation in three consecutive MUN conferences, from December 20 I 1 to March 2013. The research explored and exposed the MUN participants' perspectives on global citizenship in terms of knowledge, values , attitudes and skills the students saw themselves as developing, in light of their prolonged engagement in MUN. A range of data collection techniques were used, including participant observation and semi-structured interviews where the photo-elicitation technique was employed. The research in this thesis suggests that the senior high school students who participated in MUN were able to identify global citizenship as a potential citizen status, which entailed the acquisition of global knowledge, development of a sense of moral concern about and responsibility for addressing global issues, and a commitment to take collective action for a sustainable future. It also demonstrated that students had varying conceptions of global citizenship , mostly depending on the length of their engagement in MUN. The students who participated in all three MUN conferences related their experience to their development as global citizens, in terms of preparation for active citizenship in the future and a stimulus' for changing their own attitudes and perspectives in this regard. Preparation for and participation in this role play simulation seemed to have provided an ideal opportunity for the students to develop independent research and critical thinking skills, as well as public speaking, team working and problem-solving in an engaging, active learning, out-of-school environment.
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Barnes, Geoffrey R., of Western Sydney Macarthur University, and Faculty of Education and Languages. "A motivational model of enrolment intentions in senior secondary science courses in New South Wales (Australia) schools." THESIS_FEL_XXX_Barnes_G.xml, 1999. http://handle.uws.edu.au:8081/1959.7/53.
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This thesis presents a set of models of enrolment behaviour in senior secondary science courses in New South Wales (Australia) schools. The models have been developed out of concerns about declining enrolments and continued sex differences in enrolments in these courses. They use the framework of the Science enrolment Model (SEM), a framework which uses an expectancy/value approach to examine the relationships between the various influences and their combined effect on enrolment behaviour. The SEM was constructed by fitting the factors which have been shown to influence enrolment behaviour in the sciences to the structure of the General Model of Academic Choice, a model of achievement related behaviour developed by Eccles and colleagues. Models were constructed for enrolment behaviour in three specialist science courses; Biology, Chemistry and Physics and two non-specialist science courses; General Science and Science for Life. These five courses account for 97 percent of enrolments in senior secondary science in New South Wales. Measures of enrolment intentions were predicted by, measures of interest, perceived career value, TER value (value as a means gaining university entrance) and a combined measure of self-concept and performance expectations. These constructs were, in turn, predicted by measures of perceptions of parent and teacher attitudes, perceptions of past performance, attributions for past performance and personality measures. The enrolment models explained between 60% and 70% of the variance in enrolment intentions in the specialist science subjects. 'Career value' was found to be a major influence on enrolment behaviour in all five subjects. The expectancy and value variables explained approximately 80 percent of the sex difference in enrolment intentions in the specialist science subjects. Career considerations accounted for between 30 percent and 50 percent of this differenceDoctor of Philosophy (PhD)
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Barnes, Geoffrey R. "A motivational model of enrolment intentions in senior secondary science courses in New South Wales (Australia) schools /." Milperra, N.S.W. : [University of Western Sydney, Macarthur, Faculty of Education and Languages], 1999. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030711.145044/index.html.
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Maedza, Marcos Tlhaloso. "Perceptions of success and reasons for success : a study of two successful senior secondary schools in Botswana." Master's thesis, University of Cape Town, 2000. http://hdl.handle.net/11427/9730.
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Includes bibliographical references.The aim of this study was to research top-management, teachers' and students' perceptions of success and reasons for the success of their school in two senior secondary schools identified as successful in Botswana. Interviews of these participants correlate across students, teachers, school heads and deputy heads in respect of their perceptions of the reasons for their schools' success. Important are the pedagogical and social climate of the school and how they are expressed in the daily work of the school. These factors are: the school head's leadership and expectations, teacher involvement in school policy; forms and content of teacher co-operation; teacher expectations on, and attitudes to student capacity; teaching organisation and content; press for academic success; community involvement and social relations in the school. Governments and schools need knowledge and skills about school improvement and this research attempts to contribute research-based information to help them cope with innovation and improve teaching and learning. School improvement is seen as a combination of school effectiveness and management of change research. Factors that seem to be related to effective schools are listed and knowledge about the change process is used to consider how a school could be improved. It is argued that generic school improvement characteristics and processes take on different meanings in practice, and these meanings are shaped by a school's response to the particular circumstances and challenges of its environment. In turn, this response has implications for the way school improvement programmes are developed and for the role and contribution of the stakeholders to educational change. The study concludes with an outline of possible school effectiveness factors common to those identified in the international literature, those factors specific to Botswana context, and offers further research and policy recommendations.
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Mbayeka, Sizwe Michael. "Investigating the existance of HIV/AIDS health advisory committee in selected senior secondary schools in the Amathole District Municipality schools in the Eastern Cape, South Africa." Thesis, Walter Sisulu University, 2012. http://hdl.handle.net/11260/d1009449.
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This study investigated the question: Have the Amathole District Municipality Schools and higher education institutions established and successfully run Health Advisory Committees (HACs) in accordance with stipulations of the National Policy on HIV/AIDS for Learners and Educators in Public Schools Act No.27 0f 1996 (DoE, 1996). The main focus of the study was to determine the existence and the performance of HIV/AIDS Health Advisory Committees in 16 senior secondary schools selected from the Amathole District Municipality in the Eastern Cape Province of South Africa. The two main research questions which the study seeks to interrogate are: Does any of the selected 16 secondary schools have HIV/AIDS Health Advisory Committees? And if HIV/AIDS Health Advisory Committees had been established in any of the schools, are they managed in accordance with the stipulated guidelines of the national education policy? The decision to investigate this phenomenon stemmed from the researcher’s observation that schools might have failed to establish and to effectively manage the HAC. This assumption was based upon the fact that in rural schools located among the less educated and illiterate rural masses, semi-educated and illiterate parent members of the school governing bodies are more likely to be poorly informed about HIV/AIDS and might not be aware of the importance setting up committees and running them efficiently. The study used a survey as its research design. Surveys typically rely on large scale data, e.g. from questionnaires ,test scores, attendance rates results of public examinations etc., all of which would be enable comparisons to be made over time or between groups. Data was collected by means of questionnaires which were analysed using SPSS. The findings produced evidence that backed the above assumption. The study revealed that Data and the findings indicated that some schools in the Amathole District do not have HAC. Instead of HACs, they have other health advisory structures. However, parents believed that there was the need for HIV/AIDS HACs in their school communities as they were considered capable of addressing health related challenges/ problems such as teenage pregnancy HIV/AIDS diseases, hygiene and healthy living style among the school stakeholders. The study concluded that the existence of the HIV/AIDS HAC is essential and necessary in all schools as it ensures a healthy living in the school communities as suggest by the findings of this study.
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Daniels, David T. "Entrepreneurial academies - myth or reality? : the perceptions of senior academy leaders." Thesis, University of Birmingham, 2012. http://etheses.bham.ac.uk//id/eprint/3742/.
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The ‘Academies Programme’ has been the subject of limited research and virtually none focusing on their ‘entrepreneurial’ nature. As an inaugural piece of research, the research methodology was that of a survey, based upon semi-structured interviews of Senior Leaders in academies. The theoretical basis of the research is drawn from the modelling work published by Woods et al (2007). Emerging from the research are a number findings about entrepreneurism in academies based on the perceptions of Senior Leaders. These relate to: the entrepreneurial differences between earlier and recent ‘convertor’ academies; the impact of ‘chain’ academies; and the almost unanimous perception by those interviewed that academies are primarily focused on ‘social entrepreneurism’. From an initial review of the Woods et al (2007) ‘Lens Model’, the findings lead to a revision of the model to express the apparent predominant perception of social entrepreneurism in academies and the postulation of additional conceptual models. With the number of academies already standing at over fifteen hundred it is now apposite to consider the implications of the findings of this thesis, This thesis will be of interest to current and future academy Senior Leaders, new academies, researchers wishing to take forward the limited historical research, and policy makers for whom there are some major challenges to be faced in re-defining the nature of the ‘academy movement’.
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Clarke, Te Hurinui. "He Konohi Kainukere: An Exploration into the Factors that Encourage Retention in Senior Te Reo Maori Programmes in English Medium Secondary Schools in Waitaha, Canterbury." Thesis, University of Canterbury. Māori, Social and Cultural Studies in Education, 2010. http://hdl.handle.net/10092/6350.
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During the 1960’s Maori concerned about the state of te reo Maori lobbied the government to have te reo Maori included as a teaching subject in the New Zealand curriculum. In the early 1970’s they reaped the rewards of their hard fought efforts when te reo Maori became a taught subject in the New Zealand curriculum. However, even with te reo being taught in English medium schools, its use was still in decline creating even more anxiety about its survival.
In the 1980’s Maori took the matter into their own hands and the birth of Maori medium early childhood education centres named Kohanga Reo (Language Nests) was the result. Shortly afterwards Maori medium primary schools (Kura Kaupapa Maori) emerged followed by Maori medium secondary schools (Wharekura). There was a ground swell of support for
these community driven initiatives and it seemed te reo Maori would be returned from the brink of extinction. Even given the emergence of Maori medium educational facilities
including Wananga (Tertiary Institutes), the majority of Maori students have remained in English medium education. After a respite of about twenty years it would seem that te reo Maori is once again on the decline.
For many years kaiako reo Maori (Maori language teachers) in English medium secondary schools have grappled with the issue of high attrition rates from their senior te reo Maori
programmes. This is a significant issue as 85 percent of akonga Maori (Maori students) still participate in the English medium education system. However this problem plagues not only akonga Maori but also those who are non Maori. Te reo Maori programmes in mainstream New Zealand schools are offered to akonga as optional subjects. While retention is relatively unproblematic for akonga in the junior levels of secondary schools (ages 13 to 14), it
becomes a significant issue in the senior levels (ages 15 to 18) where attrition rates are considerably high. This research attempts to identify the factors that contribute to the high rates of attrition and offers some possible solutions to decreasing attrition rates amongst akonga reo Maori.
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Adam, Benjamin. "Senior niemoedertaalleerders se ingesteldheid teenoor die voorgeskrewe gedigte en onderrigmetodes vir Afrikaans eerste addisionele taal in die hoërskool." Pretoria : [s.n.], 2006. http://upetd.up.ac.za/thesis/available/etd-10222007-122444.
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Al-Ahmadi, Fatheya Mahmood. "The development of scientific thinking with senior school physics students." Thesis, Connect to e-thesis, 2008. http://theses.gla.ac.uk/241/.
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Thesis (Ph.D.) - University of Glasgow, 2008.Ph.D. thesis submitted to the Faculty of Education, Department of Educational Studies, University of Glasgow, 2008. Includes bibliographical references. Print version also available.
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Herdin, Fanny, and Helena Nilsson. "The formalization and realization level in Namibian schools : An investigation of two countryside schools." Thesis, Växjö University, School of Education, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-2527.
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The aim of this thesis is to find out if there is a gap between the formalization level and the realization level in the Namibian school system. Moreover, our aim is to figure out how we, as visiting teaching students, interpret the relationship between steering documents and the teaching in the classroom. In turn, the aim was used to formulate three different research questions: What can we experience while observing in the class room/at school? What do the interviewed teachers express concerning our asked questions? What are the main differences between the two latest steering documents?
The reason why we decided to do a study about the school system in Namibia is because it is a young country, it was proclaimed independent in 1990. Therefore we think it is interesting to study how the school system and its political steering documents have developed over the years.
Our theoretical framework includes the concept of curriculum, reconceptualism and cultural issues. Our focal point has been on the following three perspectives, democracy, gender and learner centred education.
The method we used in this study is triangulation, in this case analyzing political steering documents, interviewing teachers and other people connected to the school and finally class room observations. The attitudes to the three above mentioned perspectives vary amongst the interviewed personnel This study as come to the conclusion that there is a gap between the formalization level and realization level.
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Xiao, Zhimin. ""You are too out!" : a mixed methods approach to the study of 'digital divides' in three Chinese senior secondary schools." Thesis, Durham University, 2013. http://etheses.dur.ac.uk/8456/.
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This sequential mixed methods study investigates the differences in adolescent engagement with Information and Communication Technologies (ICT) such as computers, mobile phones, and the Internet. The multi-case project involves 698 second year high school students from three socioeconomically, ethnoculturally, and geographically specific schools in China. It examines the ways in which social factors, such as ethnicity and rurality/urbanity, shape technology access and use before analysing social and educational consequences of youth interaction with ICT. While the quantitative strand lends its power to reveal structural inequalities in the levels of access and use, the qualitative interviewing sheds light on the diversities in use and gives voice to individuals as they encode technology with values and meanings. The research finds that urban students in Shenzhen have the highest level of access to technology and support, use ICT for the widest range of activities, and are most likely to treat them as “life” and “thought” companions for psychosocial, emotional, and intellectual gains. On average, Tibetans are disadvantaged; but the most digitally marginalised teenagers are mainstream Han students with parents having no more than six years of education. Nonetheless, the return to parental education is by far greater for Han students than it is for Tibetans. While the probability of students reporting underachievement decreases as parental education increases, Tibetans are significantly less likely to report “Below average” or “Bottom 10%” in class. The study also discovers that access to ICT strongly correlates with socioeconomic status, but use of them articulates ways of learning and living, which are often resistant to change. As the global and fast-changing ICT become more prevalent, oftentimes adults highlight what they might do to students, while teenagers emphasise what they can do for them. So technology and culture regularly clash. When ICT are introduced to schools by adults, they rarely satisfy the needs of adolescents; and when they have any effect on learning, usually it is not because of what students have in school, it is because of what they do elsewhere — at home or in Internet cafés.
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Sijako, Bantu. "The role of principals as instructional leaders in two underperforming senior secondary schools in the King William's Town education district." Thesis, University of Fort Hare, 2017. http://hdl.handle.net/10353/619.
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School principals are expected to play a pivotal role in enhancing quality teaching and learning in their schools. As leaders of organisations called schools, where teaching and learning take place, they need to possess particular skills to enable them to effectively deliver on their responsibilities of supporting teaching and learning. This means that a school principal is at the centre of any change that must occur at school level. He/she is expected to create a positive learning space by providing a healthy climate for teaching and learning in the school. However, some secondary schools in the King William’s Town Education District are performing far below the national average when it comes to the Grade 12 results. For this reason, this study sought to explore the views of the school management team members in two such schools on the role of principals as instructional leaders. The case study was premised within the qualitative research approach and the interpretivist paradigm was used as an epistemological base to investigate the views of the school management teams on the role of principals as instructional leaders. Eight school management team members were selected from both schools and the data was collected by means of face-to-face semi-structured interviews and documentary analysis. The data showed that participants had divergent views on how principals play the instructional leadership role. It appeared that principals employed different strategies in supporting teaching and learning in their schools and the focus was on control rather than support. It also emerged from the data that there was a lack of professional support at all levels in the selected schools, and parents were not involved in their children’s academic work. The researcher concludes that there seemed to be no systemic and coherent support strategy focusing on teaching and learning, as there were divergent views on how principals perform their instructional leadership roles. The study therefore recommends that principals be trained on instructional leadership to give them a deeper insight into supporting curriculum implementation in their schools.
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Alex, Jogymol Kalariparampil. "The evaluation of an instructional framework using the Van Hiele levels for learning and teaching geometry: a study in five rural senior secondary schools." Thesis, Walter Sisulu University, 2012. http://hdl.handle.net/11260/d1011278.
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The Constitution (1996) of the Republic of South Africa forms the basis for social transformation in our new society. The Constitution (Act 108 of 1996) and the amendments that followed provided a basis for curriculum transformation and development in South Africa. The Department of Education introduced the present curriculum known as the National Curriculum Statement, which is modern and internationally benchmarked, in grade 10 in 2006. It required the learners to do seven subjects in grades 10 to 12 of which mathematics or mathematical literacy was prescribed as compulsory subjects. To attain social transformation, the South African Government attached a great deal of importance to the learning and teaching of mathematics and sciences in the South African schools. This study was undertaken in an effort to improve the understanding of geometry and, consequently, the performance and achievement of senior secondary school learners in geometry. The study was inspired by the van Hiele theory. The study made use of the different levels of the van Hiele theory for the development of an instructional framework for geometry in senior secondary schools. The research was conducted in a previously disadvantaged area in South Africa. Given the setting of this study and the wider application of it, the use of ‘hands-on’ and practical approach to use manipulatives and worksheets to improve the geometric understanding was tried and tested in this study. The assumption was that such experiences would make the learning of geometry more relevant and enjoyable for learners from limited financial and underprivileged circumstances. A quasi-experimental design was chosen. A total of 359 learners from five purposively selected schools in Mthatha district in the Eastern Cape Province participated in this study. Qualitative data through interviews were gathered. The data were analysed using IBM SPSS Version 19 and Microsoft Excel. Findings indicated that there was a notable improvement in the performance of learners who were taught by the application of the van Hiele theory. The results revealed that most of the learners were not ready for the application of deductive principles of geometry in terms of formal proof in senior secondary school geometry. Based on the results, some recommendations are made to enhance the teaching and learning of geometry in senior secondary schools.
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Olajide, Olabode. "The role of school libraries in supporting an inquiry based approach for teaching and learning science subjects in senior secondary schools in Ekiti State, Nigeria." University of Western Cape, 2019. http://hdl.handle.net/11394/7551.
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Philosophiae Doctor - PhDThe purpose of this study is to investigate the role of school libraries in supporting an inquiry based approach for teaching and learning science subjects in senior secondary schools in Ekiti State, Nigeria. The significance of this study revolves round the prominence given to science education being a mechanism for realising national advancement in Nigeria. This was emphasised in the Nigeria National Policy on Education (2013) as the Federal Government of Nigeria adopted science education as an instrument for effecting national development. This study addressed the following research questions: What is the status of secondary school libraries in Ekiti State, Nigeria? To what extent does the quality of library resources influence science curriculum implementation? To what extent do science teachers advocate using information resources beyond textbooks?
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Masilo, Appolonia Nteboheleng. "Exploring approaches to teaching reading skills in English at senior phase in secondary schools in Mbizana district in the Eastern Cape: a case study." Thesis, University of Fort Hare, 2008. http://hdl.handle.net/10353/204.
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During the process of this research, the main objective was to explore the approaches that the teachers use to teach reading in English First Additional Language (FAL) in senior phase at General Education and Training (GET). This was due to the observed weak performance of learners in reading, especially in GET phases. To achieve this, 20 participants tha t consisted of 4 English FAL teachers and 16 learners of grades 8 and 9 were selected. The research focused on teacher perceptions and implementation of language teaching approaches. Learners were involved in the research in order to see whether the used approaches give learners a balanced experience of intensive and extensive programmes. The study found that there were a number of factors that contributed to the learners’ weak performance in reading. These included, among others, lack of balance between intensive and extensive reading programmes, with intensive reading getting more attention than extensive reading; lack of reading material in schools, especially for further exposure, pleasure and amusement; little or no exposure of learners to wider reading; inadequate teacher pre-service and inservice reading programmes; teachers’ misconception of extensive reading; learners’ home environment that does not encourage reading; lack of parental support and community involvement. These all affected negatively the learners’ v development of reading skills. The study made some recommendations for the improvement of teacher education programmes and reading resources in schools and communities. schools.
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Mbepera, Joyce Germanus. "An exploration of the influences of female under-representation in senior leadership positions in community secondary schools (CSSs) in rural Tanzania." Thesis, University College London (University of London), 2015. http://discovery.ucl.ac.uk/10021915/.
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This study explores the influences of female under-representation in senior leadership positions in community secondary schools in rural Tanzania. Key issues include factors contributing to women under-representation in leadership, the perceptions of members of school communities of women leaders and the challenges facing current women leaders that deter other women teachers from taking leadership posts. The empirical study included interviews, focus group discussions and questionnaires and involved 259 participants at schools and district level in one district in rural Tanzania. Twenty schools were involved and included 20 heads of schools, teachers, members of school boards, parents and a District Educational Officer. The empirical study found that, at the individual level, familial responsibilities and rejecting the post due to poor social services in rural areas deterred women from taking leadership posts. At the organisational level, the lack of transparent procedures for recommending, recruiting and appointing heads also contributed to poorer access by women. At the societal level, negative perceptions and stereotypes of female leaders, conservative expectations of women in the private domain rather than in professional and public roles, and deep-seated beliefs in some rural areas pertaining to issues such as witchcraft, at times resulted in physical risk and exploitation of female leaders. These proved to be strong barriers to leadership succession and resulted in on-going, significant challenges for incumbent female leaders. Overall, the study concludes that female under-representation in school leadership in rural Tanzania is influenced by a number of interrelated factors at the individual, societal and organisational level (Fagenson, 1990a), with dominant social norms and values having a cross-cutting influence on the access, experience and perceptions of female school leaders. The study thus suggests a number of measures for improving female representation in community secondary school leadership in Tanzania at the professional and personal development level, recruitment level and policy level.
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Ajuzie, Peter. "Utilization of information and communication technology and educational games in senior secondary schools in Owerri, Imo state Nigeria : Challenges and prospects." Thesis, Högskolan i Skövde, Institutionen för informationsteknologi, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-12929.
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Use of information and communication technology in formal education settings is a fundamental issue in management of education across the globe. But in Africa the issues takes a different turn as it regards to how to apply and utilize technology in education. Facility and technology experts have been on debate across board as the literature implies. Thus, understanding the digital native factors behind individuals’ application and utilization is central to the development of ICT in Nigeria and Africa in general. The main goal of this thesis was to explore factors influencing effective utilization of computer and ICT (Computer laboratories) in the secondary school level. However, in the literature the thesis identify issues affecting utilization of computer and ICT facilities in Sub-Sahara Africa (SSA), Nigeria and secondary schools (SS). The thesis proposed the use of educational games to drive the concept of utilization of computer and ICT facilities in the educational sector. In addition to the main goal of the thesis, use of computer and ICT facilities in secondary schools are explored alongside teachers and students interest in educational games. Qualitative interviews and a questionnaire survey were used in conduct of the study. Thematic and descriptive analysis was used to analyze the qualitative and quantitative data respectively. The results indicate that computer and ICT facilities (Computer laboratories) were poorly utilized by teachers and students due to lack of funds, poor infrastructure and technology knowledge. The results also demonstrate that teachers and students have knowledge about educational games and are willing to apply it in teaching and learning. But the issues of application of educational games into the mainstream could be hindered by Government curriculum policy and infrastructural facilities. The study indicates the relevance of applying educational games in secondary schools to reduce the level of digital divide among graduates. This thesis further argues that the inclusion of educational games would encourage teachers and students to effectively utilization of computer and ICT Facilities (Computer laboratory).
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Long, Keith William. "The teaching of economics : an investigation into the aims, texts, and assessment of the senior secondary economics curriculum in Western Cape schools." Master's thesis, University of Cape Town, 1992. http://hdl.handle.net/11427/17357.
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Bibliography: pages 319-332.This study concerns the economics curriculum in schools in the Western Cape as defined by syllabus aims, textbooks, and the Senior Certificate examination. The research for it was conducted by means of a teacher survey in secondary schools of the Department of Education and Culture, House of Assembly, Cape Education Department (CED); and the Department of Education and Culture, House of Representatives (HOR) in the Western Cape. This includes an analysis of the textbooks currently prescribed for economics, and an analysis of past Senior Certificate examination papers. The dissertation commences with a description of the existing curriculum and its setting in the context of Christian National education (CNE). This is followed by discussion of the philosophy of economics education as practised in the west, in order to view the South African economics curriculum against this background. The main aims of the present syllabus are discussed in terms of textbooks, teacher opinion, and the Senior Certificate examination. These aims concern the Christian character of economics, economics and Afrikaner nationalism, economics and capitalist values, as well as the vocational and formative value of economics. They are considered central to an understanding of how classroom economics has been affected by CNE, apartheid doctrine, and Afrikaner master symbols. This is followed by an investigation into the operation of the specific objectives of the syllabus and classroom practice of economics. These are described in terms of three groups of questions which formed part of the teacher survey. The questions addressed issues of teaching aimed at engendering interest in current economic events and the application of theory in the analysis and interpretation thereof; the purpose of economics teaching; and the importance and influence of content, textbooks and examinations in classroom economics. The content of the 1983 core syllabus is further considered in the light of teachers' responses to it and the opinions gained from the teacher survey are used in the final chapter as part of the basis of recommendations for remaking the content of the economics curriculum. Proposals are made for the remaking of the economics curriculum in the future on the basis of: the aims in terms of "economic literacy"; classroom practice and teaching trends in terms of "process learning"; and the content of classroom economics on the basis of "citizenship".
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Ali, Jennifer Yamin. "An analysis of the micropolitics of policy and practice in the context of promotion to senior management positions in Presbyterian Secondary Schools in Trinidad." Thesis, University of Sheffield, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.251226.
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Bongela, Knobel Sakhiwo. "An investigation into the causes of the high failure rate in std. 10 Xhosa in the Transkei Senior Secondary Schools between 1981 and 1985." University of the Western Cape, 1992. http://hdl.handle.net/11394/8200.
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Magister Educationis - MEdThis study1 which followed immediately after a sub-dissertation entitled "An investigation into the problems and pitfalls inherent in the teaching and learning of Xhosa in the .Senior Secondary schools of Transkei" and which was part of the re~earcher's Bachelor of Education academic study programme, was designed to probe deeper into the problems discoverd earlier in the study mentioned above, and to further investigate the root causes of the high rate of failure in Xhosa which has become a source of worry to the Transkei Education Department today. To gather all the data needed during investigation, use of questions and intervi•ews was made. Questionnaires were sent to Std 10 pupils, Std 10 teachers, Std 10 External Examiners and libraries. Files of the Xhosa Subject Commit.tee, the Xhosa Action Committee, the Nguni and Sesotho Language Board and the Transkei Examinations Board were consulted with a view to extracting information that would reveal records pertaining to high failure rate in Xhosa. After observing for several years, as a teacher and examiner of Xhosa language, the performance of Std 10 pupils writing Xhosa, the researcher came tot.he conclusion that there was indeed high failure rate in Xhosa. The period 1981 to 1985 became the focus of his attention because it was the worst in the history of the Transkei Std 10 results in Xhosa. Records of the Transkei Examinations Board reflected that the mean average during that period was only 46'l. (See· Table 1.1). The poor results also became the source of worry to the Department of Education which took steps to remedy the situation by forming a special Committee known as the Xhosa Action Committee which was given the task of devising ways and means of improving the Std 10 Xhosa results as from 1985. The Department further sent out circulars to all schools in Transkei threatening to take disciplinary measures against Std 10 Xhosa teachers whose candidates had failed to .secure less than 50% aggregate in the external examinations.
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Ntshaba, Lulama Princess. "Study of technology education instructional practices in grade nine classrooms a case study of three senior secondary schools in the King Williams Town district." Thesis, University of Fort Hare, 2012. http://hdl.handle.net/10353/486.
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The purpose of this study is to investigate teaching and learning practices in Grade nine Technology Education classrooms. However, this is to ensure the relationship between the existing Technology Education teaching and learning practices and the Revised National Curriculum Statement (RNCS) requirements. The study was conducted in three King William’s Town Senior Secondary schools. The research took the form of a qualitative interpretive case study focusing on a study sample of three Technology Education teacher participants. The qualitative methods used allowed the researcher to gather the data in order to describe and interpret teachers’ Technology Education instructional practices in Grade nine classrooms. The data was gathered by the observation of Technology Education lessons in the classrooms, through the interviews, as well as the examination of the learning area policy documents (mainly the lesson plans and the activities in the classrooms). In contrast to the past traditional curriculum, the outcomes-based RNCS proposes that teachers teach for understanding and concept development with emphasis on active learning, problem solving, reasoning and communicating technologically. To achieve the outcomes of the RNCS, teachers who are regarded as the “key contributors to the transformation of education in South Africa” need to be “qualified, competent, dedicated, caring and be able to fulfill the various roles outlined in the Norms and Standards for educators” (Department of Education, 2002a, p.9). vi It has been evident by the researcher that instructional practices are not aligned with curriculum expectations. The findings revealed two fundamental reasons for this, namely the teachers’ understanding of the RNCS is limited and teachers’ lack of confidence with regard to content knowledge for Technology Education teaching. Teacher competence relates to teachers having the content knowledge and the ability to use this knowledge pedagogically to ensure that the curriculum is thoroughly covered at all levels. It has been recommended in this study that teacher development needs to become a priority. It is vital, that programmes are developed to retrain Grade nine Technology Education teachers in-service.
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Slater, Alan. "How do school managers view and use data to help improve student achievement at their school?" Thesis, University of Oxford, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.711732.
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