Rozprawy doktorskie: „General Certificate of Secondary Education”

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Peterson, J. L. "A case study evaluation of the implementation of the General Certificate of Secondary Education". Thesis, University of Sussex, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.385119.

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McMahon, Patrick J. "'The opportunity to study History' : curriculum politics and school pupils' subject choice in the General Certificate of Secondary Education". Thesis, University of Huddersfield, 2008. http://eprints.hud.ac.uk/id/eprint/2594/.

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This study investigates (a) the existence of changes in pupils' perceptions of Key Stage 3 (KS3) History as they move from Year 8 (Y8) to Year 9 (Y9), when they make choices about which subjects they will study for General Certificate of Secondary Education (GCSE) during Key Stage 4 (KS4), and (b) whether any changes might influence their choices. The study adopts a qualitative approach involving 500 pupils and more than 60 teachers in 10 schools over two years. The place and usage of History in contemporary society are explored. The origins of History as a educational issue are reviewed from the late 18th Century to the late 20th Century when there was considerable debate as to what information should be taught, what skills should be developed and which teaching methodologies should be employed. These aspects were at times polarised when 'traditional' teaching seemed to be at odds with the 'new' Schools Council History Project, against a background of an evolving national examination system. With the compulsory inclusion of Citizenship within schools' curricula, the role and methodology of History are subject to further debate. The origins of the current situation, where school History is a non-compulsory subject in the compulsory state-maintained sector, is outlined with reference to issues and debates which led to comprehensive schools delivering History as an element of the National Curriculum as initially presented in the Education Reform Act (ERA) of 1988, which has since been subject to review and amendment. The study deals with the introduction, implementation and development of the ERA (1987 –2000) and focuses on the proposals for the subject of History, responses from teachers, administrators and Government as well as amendments proposed by the Dearing reviews leading towards Curriculum 2000. The background to the current GCSE examination scheme is reviewed along with the requirements for compulsory and non-compulsory subjects, and the rationales employed by individual schools when constructing ‘GCSE option choice schemes’. Factors that may affect pupils’ perceptions of History in their Y8 and Y9 are discussed. The sets of data collected reveal ways in which pupils may be influenced by (i) personal perceptions of interest, enjoyment, demands of work and usefulness in later life and (ii) externally-controlled issues such as socio-economic circumstances, access to Special Educational Needs (SEN) or language support, and the nature of the KS3 History curriculum they experience

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Fanion, Latanya L. "A mixed methods study on factors that influence recent high school dropouts to persist in adult secondary educational programs to pusue the general educational development certificate". DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2012. http://digitalcommons.auctr.edu/dissertations/316.

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Every day thousands of students make the decision to abandon the nation’s high schools for various reasons. Instead of staying in school and graduating with their high school diploma, these students opt for a life that is often inundated with personal, social, educational, and employment barriers, such as unemployment, incarceration, poverty, and a reliance on public assistance. After being out of school and experiencing these unwelcoming circumstances, many high school dropouts decide to give education a second chance. So, within years of leaving school, many high school dropouts enroll inadult education programs to pursue the General Educational Development certificate. Although thousands of students return to extend their education, the data show that some students persist, others continue through a cycle of “stopping out,” and many give up once again. Because of this occurrence and the reality that existing research examining this phenomenon is scarce, this study sought to disclose the specific variables that increased a student’s likelihood of persisting after returning to Adult Secondary Education programs to pursue the GED certificate. To adequately understand this phenomenon, a mixed-methods approach was utilized to determine which student-input, environmental, and institutional variables showed a relationship with persistence. To analyze the findings, the researcher referred to descriptive statistics, a frequency count, t-tests, qualitative coding, a Pearson r correlation, and analysis of observation data. The findings demonstrated that there was a high-positive relationship between persistence and self-efficacy, teacher-student relationships, the impact of family, teaching methods and pedagogy, and sense of belonging. Moreover, the qualitative data demonstrated that the convenience and flexibility of classes was also significant. Findings from the qualitative data also yielded additional variables that impacted persistence that were not in the researcher’s initial hypotheses. Implications, recommendations, and limitations were discussed in detail.

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Harris, Richard John. "An action research project to promote the teaching of culturally and ethnically diverse history on a secondary Postgraduate Certificate of Education history course". Thesis, University of Southampton, 2010. https://eprints.soton.ac.uk/336242/.

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This study, an action research project to promote the teaching of culturally and ethnically diverse history with history trainee teachers on a secondary postgraduate certificate of education (PGCE) course, encompasses two complete action research cycles. The first of which was during the academic year 2007-2008 and the second in 2008-2009. It draws together research from the fields of diversity education, history education and trainee teacher development. Concerns about the ability of trainee teachers from white, monocultural backgrounds to embrace diversity in their classroom practice, not only within the United Kingdom but internationally, were identified during the reconnaissance stage of the action research cycle. Data collected from eight experienced teachers and a cohort of history trainees in 2006-2007 revealed a range of specific concerns and an action plan was created to infuse the history PGCE course to address these. Thus emphasis was placed on including culturally and ethnically diverse content to help trainee history teachers appreciate the values and purposes of the subject and the appropriateness of content to be taught. There was also an increased focus on subject knowledge development, pedagogy and awareness of the impact of the history curriculum on pupils from diverse backgrounds. Seven trainees agreed to participate and provide data during the course 2007-2008. Questionnaires and ‘scenario’ interviews were used to gather data at the start and end of the course. This enabled the development of a new framework, the ‘confidence continuum’, which revealed that most trainees moved from a position of naïve confidence to greater uncertainty between the start and end of the course. A second action research cycle was therefore carried out with a different cohort in 2008-2009. The intention was to see how far a more explicit focus on diversity could embed this element into the practice of trainee teachers. The data, gathered at three points in the year using questionnaires and interviews from six participating trainees, revealed that a more explicit focus on diversity issues helped more trainees move to a position of greater confidence. Overall, the findings from this study show that it is possible for trainee history teachers from a white monocultural background to embrace diversity in their work, although this varies by individual. This research identifies the concerns that trainee teachers face, but more importantly it offers a new way to conceptualise their levels of confidence, through the ‘confidence continuum’, and in so doing demonstrates the complex interplay between different areas of knowledge and confidence. Further, it provides a theoretical model to explain the tensions which need to be addressed during a PGCE course. Together the continuum and the ‘tensions’ model identify and explain why trainees adopt particular positions. The study suggests further gains could be possible if school history departments and school mentors were supported in developing their practice in relation to culturally and ethnically diverse history.

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Newton, Michael John. "GCSE music : year nine and ten students' perceptions and enrolment intentions in relation to music education rationale and government educational policy". University of Western Australia. School of Music, 2008. http://theses.library.uwa.edu.au/adt-WU2008.0126.

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The international drive among western countries to shift from industrial to knowledge economies has focussed considerable attention on education. United Kingdom government educational policy, influenced by the global knowledge economy, has shifted responsibility for learning work skills from the workplace to schooling and post-compulsory education. Government policy emphasises the importance of education's role in preparing students with the skills, knowledge and understanding required to enhance the United Kingdom's competitiveness in the global market. In contrast to the work-related emphasis of the wider educational context, music education emphasises the enrichment of experience. The value of music education is related to people's needs, and the functions it performs in their lives. Music education should be transformative, creative, enriching and relevant. Participation in music education is motivated by the intrinsic satisfaction of making music, rather than the extrinsic need for work-related competencies and qualifications. Music education competes for students with other subjects in the educational marketplace when the music curriculum ceases to be compulsory at age fifteen. Therefore, it is important to understand how students relate not only to music education, but also to the wider work-related educational context in which their subject participation choices are made. Therefore, the purposes of this study are twofold: (1) to establish an overview of how students perceive music education and the factors that influence their enrolment intentions, and (2) to establish an overview of how students perceive music within the wider context of education. Statements were chosen that were considered representative of the rationales for education presented by the government and the music education community. Questionnaires and interviews were developed using the statements, and were ii administered to a random sample of Year Nine and Ten (GCSE Music and non - GCSE Music) students Music was not a relevant subject for most students. However, the perceptions of a small percentage of students (mainly Music students) did find music education relevant in the ways the literature suggested it should be. The most common influences on enrolment were perceptions of ability and enjoyment (or lack of). Despite the strong emphasis on work-related skills and qualifications in the wider educational context, students generally agreed that Music was a subject better suited to enhancing life and lifestyle than career options. However, reflecting the wider educational context, Music was perceived as being more careers/future study orientated than transformative, creative, enriching and relevant.

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Pereira, Liphie. "A critical realist exploration of the implementation of a new curriculum in Swaziland". Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1003365.

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This study offers an in-depth exploration of the conditions from which the implementation of a curriculum called the International General Certificate of Secondary Education (IGCSE), later localised into Swaziland General Certificate of Secondary Education (SGCSE), emerged and the constraining and enabling conditions for the implementation of the new I/SGCSE curriculum. It derives its theoretical foundation from Roy Bhaskar’s critical realism and Margaret Archer’s concept of analytical separability. The study therefore offers explanations about the curriculum change and its implementation that are based on how structural, cultural, and agential mechanisms operating at a deeper level of reality (the intransitive layer of reality or the domain of the real) and existing independently of what we see, know or believe of them (the transitive layer of reality or domains of the actual and empirical) interacted to condition the emergence of I/SGCSE and the way it is implemented. I conduct a critical discourse analysis of relevant literature, I/SGCSE documents and interview data in order to identify those mechanisms that were cultural and also those that were structural and agential. Bernstein’s concepts of classification and framing are used to analyse observation data in order to explore the influence of these mechanisms on the teaching practices of the teachers who took part in the study. Analysis of the data suggests that the change from General Certificate of Education Ordinary Level (GCE O-level) to I/SGCSE was conditioned by inconsistencies between the cultural and structural mechanisms of the Swazi context. Many of the cultural elements of the Swazi context such as the discourses of good citizens, of competitive advantage, and of quality education draw from global discourses which view relations between people from a postmodernist position and therefore support weakly classified and framed pedagogic practices. In contrast, the discourse of morality and many of the structural elements of the Swazi context, such as the pre2006 education system and the Tinkhundla government system, all view reality from a modernist position, therefore supporting strong relations of power and control. The cultural system therefore exerted more influence in conditioning the change from the strongly classified and framed GCE O-level curriculum to the weakly classified and framed I/SGCSE curriculum. Furthermore, the analysis of interview and observation data suggests that inconsistencies between the global discourses and the discourses and structures that teachers confront in their day-to-day lives, together with the decisions teachers made in response to structural constraints, created constraining conditions for the change from GCE O-level to I/SGCSE. The study adds to knowledge on curriculum change and implementation through insights into the enabling and constraining effects of mechanisms operating at a deeper level of reality on curriculum-change decisions and on the ability of teachers to implement curriculum changes. The focus on the deeper level of reality may therefore contribute towards emancipatory knowledge which could be used not only by the Ministry of Education and Training and teachers in Swaziland but also elsewhere to inform future planning, decision making, and practice in relation to curriculum change and implementation.

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Chetcuti, Deborah Anne. "The Physics Secondary Education Certificate examination : a Maltese case study". Thesis, Nottingham Trent University, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.266926.

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Hong, Chan Tsui-wah. "A critical study of the economics curriculum at certificate level in Hong Kong". Click to view the E-thesis via HKUTO, 1987. http://sunzi.lib.hku.hk/HKUTO/record/B3862722X.

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Athill, Cleon Pauline. "Caribbean Students' Experience of Readiness for the Secondary Education Certificate Exam". ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6967.

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While there is general agreement about its importance, the construct of educational readiness is nebulous with much debate about what constitutes readiness. Readiness has been found to be a multidimensional psychological construct from a psychometric perspective. However, there is a growing awareness that this psychometric focus is lopsided, and that readiness does not only reside in the child. Further, there is an accompanying appreciation that readiness research may need to focus more on the subjective experience of individuals within the context of their environment. This phenomenological study, using Bronfenbrenner's social-ecological model, explored how Antigua and Barbudan students experienced readiness as they prepared to take the 2017 Caribbean Secondary Education Certificate Exam (CSEC). In an interview, each of the 12 participants recounted their experience as they readied themselves for the CSEC. The data were analyzed through content and framework analysis. The results support findings in the literature that showed that readiness is a complex and iterative process. It is the result of the dynamic interplay of various inputs of a host of individuals functioning at different levels of the readiness system. These results can then provide a point of entry for both national dialogue and policy formulation culminating in the provision of comprehensive services to support students' readiness experiences. The ultimate hope is that readiness for the CSEC Exam will lead to actual success on the exams, which in turn will translate into improved life chances of Antigua and Barbudan students.

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Kitt, Bree Renae. "Literary Constructions of Victorian Certificate of Education (V.C.E.) English". Thesis, Griffith University, 2015. http://hdl.handle.net/10072/367884.

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For more than a century English has been taught in Australian schools, encompassing a range of traditions and practices lived and enacted in classroom communities. English subjects are continually evolving, moving toward a new world of infinite possibilities for human ingenuity. Teachers’ perspectives on their practices are embedded within this dynamic context, and within discourses about the traditions and responsibilities of the English subjects. In contemporary times, however, new demands are made on English and English teachers. With an increased emphasis on ‘communication’, including multimodal forms of text and literacy, the need for young people to be critically literate, and the challenges of twenty first century society and globalization mean that English is expected to fulfill diverse agendas and roles. As the only compulsory subject in most states in Australia, English occupies a significant role, catering to a wide range of students with diverse needs and abilities. The introduction of a revised final two-year English course in Victoria, V.C.E. English, in 2007-2008 brought questions about literature, the composition and purposes of English to the fore. Drawing on interviews with eight teachers of Victorian Certificate of Education (V.C.E.), the study set out to explore the place of Literature in contemporary English curriculum, and the complex values, beliefs and practices that influence teachers’ views.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Education and Professional Studies
Arts, Education and Law
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Bird, Elizabeth. "The career destinations of Open University secondary postgraduate Certificate of Education students". Thesis, Open University, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.548066.

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The aim of this thesis is to provide an overview of and commentary on recruitment and entry to the teaching profession in England of mature trainees during a decade and a half between 1993 and 2008. It seeks to answer the question of the extent to which mature entry to the profession is able to contribute to teacher supply in England. While a number of national data sets include data on age, and there have been a number of studies and some media reporting in relation to mature entry, there has been, to date, no full account of mature entry to teaching. This thesis aims to fill that gap by providing a synthesis of the available information, interrogating that synthesis and identifying policy implications and questions for further research. The thesis explores the rhetoric and reality behind the efforts made to attract older entrants to teaching, considering the evidence base on which such campaigns were based. It considers the extent to which policy aims have been successfully met in respect of the employment and retention of those trained as mature trainees, and looks at implications for the future.

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Reyes, Pilar. "Science PGCE students' understanding of secondary science teaching". Thesis, University of Warwick, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.246757.

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Tang, Shuk-ching. "A content analysis of the certificate level history textbooks in Hong Kong". Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20264653.

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Hong, Chan Tsui-wah, i 康陳翠華. "A critical study of the economics curriculum at certificate level in Hong Kong". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B3862722X.

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Clark, Chris. "Exploring teachers’ use of physical activity in Victorian Certificate of Education (VCE) senior secondary physical education". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2021. https://ro.ecu.edu.au/theses/2456.

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The Victorian Certificate of Education (VCE) Physical Education curriculum, like final “exit” year studies nationally and internationally, has drawn attention from highly regarded academics regarding the challenges faced by teachers in integrating theory with physical activity as prescribed in curriculum documentation. This research aimed to extend on previous study focused on the achievement of integration through learning that occurs in, through, and about movement. A unique overlay was adopted by investigating any influence of gender discourse in this process. Given the non-mandatory nature of the selection of VCE Physical Education as a subject by students, and the articulation within the prescribed curriculum that theoretical understanding will be underpinned by practical based physical activity, it is reasonable to expect that students who select this study enjoy the opportunity to be active. Therefore, this research intended to contribute to current and previous discussion around the use of physical activity to develop and apply theoretical understanding. Additionally, this study set out to contribute new understanding to what, if any, influence gender discourse had on the types of physical activity selected by teachers and how these activities were implemented. This research adopted two separate but closely related theoretical frameworks: Arnold’s dimensions of movement (1979), which underpinned most previous research into the concept of integration, and Wilcox’s embodied ways of knowing (2009). Both frameworks provided guidance on the use of movement in the production of knowledge and its application to conceptual understanding. A qualitative research design involving a case study approach was used. Three independent secondary schools in the inner south-eastern suburbs of Melbourne were involved in two phases of the case study. Phase 1 was a document analysis that involved two VCE Physical Education teachers from each school submitting documentation that pertained to the enactment of the VCE Physical Education Study Design at their school, particularly regarding the use of physical activity in their classes. In Phase 2 the same teachers undertook a semi-structured interview, during which teachers had the opportunity to discuss the submitted documentation and provide perspectives on how they integrated physical activity with theoretical concepts within their pedagogy. Further insight was also sought on the role gender played, if any, during the selection and implementation of physical activity. The findings affirmed previous research that the concept of integration was viewed as important by teachers, however integration was complex to achieve due to various influences and no apparent singularly accepted process. The use of physical activity during the process of enacting the curriculum was also found to be influenced, either directly or indirectly, by gender discourses. A need for further professional learning, policy review, and research were identified as important implications from this study.

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Oghu, Comfort Fubara. "Principals' Perceptions of Student Performance on the Nigerian Senior Secondary Certificate Examination". ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3315.

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Failure of high school students on the Senior School Certificate Examination (SSCE) in Nigeria is severely limiting the number of students qualified to enroll in college. The purpose of this multiple case study of 6 high schools in southern Nigeria was to describe principals' perceptions of student performance on the SSCE and the principals' influence on school climate, teacher expectations and approaches, and student performance. The theories of reasoned action and planned behavior provided the framework for the study. The research questions focused on the extent to which principals developed and sustained a school climate that supported positive outcomes. Qualitative data on principals' perceptions were gathered using semistructured interviews with 48 lead teachers and 6 principals. Data derived from textual transcripts, document reviews, and the results of a cross-case analysis were categorized and developed into themes such as student-related issues, family socio-economic status, and the education system. The results showed students' socio-economic challenges and principals' concerns about the SSCE. Effective principal leadership and positive school climate were essential to enhancing teacher expectations and approaches and were linked to improved student performance in high-performing schools. These findings and implications can inform professional development programs for principals that emphasize a holistic approach, support students' socioeconomic experiences and academic needs, and gather parents' views on best practices. The potential for social change includes improved principal leadership and contributes to higher achievement on the SSCE and increased college enrollment.

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Miao, Ching-wang. "The perception of F.5 students on the impact of environment protection education in certificate chemistry in Hong Kong". Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18887338.

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Tang, Shuk-ching, i 鄧淑貞. "A content analysis of the certificate level history textbooks in Hong Kong". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31960455.

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Miao, Ching-wang, i 繆正宏. "The perception of F.5 students on the impact of environment protectioneducation in certificate chemistry in Hong Kong". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31959738.

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Gossman, Peter. "The development of key skills through General Certificate in Education (GCE) Advanced Level Geography coursework". Thesis, University of Huddersfield, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.368207.

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Lessner, Daniel. "The role of algorithm in general secondary education revisited". Universität Potsdam, 2013. http://opus.kobv.de/ubp/volltexte/2013/6453/.

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The traditional purpose of algorithm in education is to prepare students for programming. In our effort to introduce the practically missing computing science into Czech general secondary education, we have revisited this purpose.We propose an approach, which is in better accordance with the goals of general secondary education in Czechia. The importance of programming is diminishing, while recognition of algorithmic procedures and precise (yet concise) communication of algorithms is gaining importance. This includes expressing algorithms in natural language, which is more useful for most of the students than programming. We propose criteria to evaluate such descriptions. Finally, an idea about the limitations is required (inefficient algorithms, unsolvable problems, Turing’s test). We describe these adjusted educational goals and an outline of the resulting course. Our experience with carrying out the proposed intentions is satisfactory, although we did not accomplish all the defined goals.

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Cheng, Sinn-man, i 鄭倩雯. "An investigation into the declining number of students opting for history at the certificate of education level in Hong Kong". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31957079.

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Francis, Andrew Frank. "Followership among secondary school teachers". Thesis, University of Birmingham, 2016. http://etheses.bham.ac.uk//id/eprint/6760/.

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Today, it is encouraging that followership is regarded as a factor within the leadership equation. However, research attention on followership overall is limited and within the field of education, its study remains firmly in the shadows. Indeed, a search for published followership-centric research carried out in this field revealed just 17 studies worldwide, with Thody’s contribution (2003) the sole point of reference within the UK. This study contributes to this limited body of research by exploring the followership of schoolteachers working in the secondary education sector. Using Gronn’s Career Model (1999) as a framework to understand why teachers follow, the study used biographical-style interviews (n=15) to reveal factors that have shaped the agency of schoolteachers, influencing their journeys to followership. In addition, the study administered Kelley’s (1992) Followership Questionnaire in order to understand how teachers follow (n=69). Factors found to influence why teachers follow included the role of parents, schooling and of key people and these findings align with research carried out on the career journeys of senior educational leaders. In addition, the combined insight drawn from the quantitative and qualitative data revealed a predominance of exemplary followership among the teachers. The study suggests that this approach to followership is dominant among teachers due to them being engaged in leadership practice, both within and beyond the classroom. Further, that teachers’ commitment to task, enhanced through working in a profession that enables them to satisfy important personal values and beliefs, also encourages the practice of exemplary followership.

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Adeyemi, Tunji Olusola. "School and teacher variables associated with performance of students in the senior secondary certificate examinations in Ondo State Nigeria". Thesis, University of Hull, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.297384.

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Miles, William Edward. "Towards an improved model for senior-secondary music education: a multi-faceted perspective". Monash University. Faculty of Education, 2006. http://arrow.monash.edu.au/hdl/1959.1/6572.

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Leung, Wai-kwan, i 梁煒坤. "Teachers' perceptions of the 1989 certificate of education geography curriculum and an analysis of possible implementation problems". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1985. http://hub.hku.hk/bib/B38626809.

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Kwan, Kin-sheung, i 關健常. "Implementation of the issues-based approach in teaching certificate geography". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B35537036.

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Njiki, Bikoi Etienne. "L'enseignement bilingue au Cameroun : des enseignants et des élèves face au système du " General Certificate of Education"". Grenoble 3, 2003. http://www.theses.fr/2003GRE39036.

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La présente recherche porte sur la problématique de l'enseignement bilingue au Cameroun. Elle montre comment l'absence d'une politique linguistique claire et cohérente a perverti l'entreprise éducative, la rendant inapte à servir l'idéologie politique dont elle émane et dont elle est un instrument. D'où il découle un double échec. Echec de l'école, dont le fonctionnement ne favorise pas un accès égal aux deux langues officielles, et qui produit des citoyens monolingues en français ou en anglais. Echec de l'idéologie politique de l'intégration dont les effets sont observables à travers la formation d'une minorité de langue anglaise qui tient à exprimer son identité et sa spécificité au point parfois de vouloir porter atteinte à l'intégrité de la nation. Le travail comporte trois chapitres. Le premier examine les aspects de la politique linguistique au regard du projet de construction de la nation. Il décrit le déploiement de la politique du bilinguisme en français et en anglais et situe ce dernier par rapport au multilinguisme ambiant. Le deuxième chapitre examine les concepts d'éducation bilingue et tente de l'appliquer à la situation camerounaise. Il procède à la description du système scolaire camerounais et en montre les limites. Le troisième chapitre étudie les opinions des enseignants et des élèves de français langue étrangère et examine des pratiques pédagogiques relatives à l'enseignement de cette matière. Il montre les obstacles à l'enseignement de cette langue ainsi que les rapports entre le français et l'anglais en situation pédagogique.

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Arensdorf, Jill. "The perceptions of employability skills transferred from academic leadership classes to the workplace : a study of the FHSU leadership studies certificate program". Diss., Manhattan, Kan. : Kansas State University, 2009. http://hdl.handle.net/2097/1348.

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Workman, Emily. "Effects of Career Academies on Metropolitan Nashville Public High Schools| A Quantitative Study". Thesis, Lipscomb University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3602379.

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Metro Nashville Public Schools has transitioned each of their 12 zoned high schools to the academy model. The original basis of this study was to analyze student achievement and engagement between the different academies within MNPS high schools. However, as the study proceeded with data analysis, a need for baseline data became evident due to lack of completion during the initial five years of the transition to the academy model.

The findings show with regard to student achievement that 50% of schools across the nation are scoring better than MNPS on the national percentiles for the PLAN ACT. The researchers chose to use PLAN ACT instead of ACT with regard to student achievement because it is a better predictor of student achievement for the purpose of this study. It can be concluded from the research that females had higher graduation rates overall.

With regard to student engagement, it can also be concluded that attendance rates among all twelve academies were over 85%. When disaggregated by ethnic groups in the sample it was found that all had at or above a 90% attendance rate. The researchers also drew the conclusion that there was a disparity between the ratios of in-school suspensions (ISS) and out-of-school suspensions (OSS). This could possibly suggest inconsistency in how these discipline measures were implemented across MNPS academies.

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Charlon, Jason Lepley Michelle Workman Emily. "Effects of Career Academies on Metropolitan Nashville Public High Schools| A Quantitative Study". Thesis, Lipscomb University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3602376.

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Metro Nashville Public Schools has transitioned each of their 12 zoned high schools to the academy model. The original basis of this study was to analyze student achievement and engagement between the different academies within MNPS high schools. However, as the study proceeded with data analysis, a need for baseline data became evident due to lack of completion during the initial five years of the transition to the academy model.

The findings show with regard to student achievement that 50% of schools across the nation are scoring better than MNPS on the national percentiles for the PLAN ACT. The researchers chose to use PLAN ACT instead of ACT with regard to student achievement because it is a better predictor of student achievement for the purpose of this study. It can be concluded from the research that females had higher graduation rates overall.

With regard to student engagement, it can also be concluded that attendance rates among all twelve academies were over 85%. When disaggregated by ethnic groups in the sample it was found that all had at or above a 90% attendance rate. The researchers also drew the conclusion that there was a disparity between the ratios of in-school suspensions (ISS) and out-of-school suspensions (OSS). This could possibly suggest inconsistency in how these discipline measures were implemented across MNPS academies.

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32

Hui, She-kwan, i 許書坤. "A study of the environmental education ideologies in the newly implemented Hong Kong Certificate of Education Examination (HKCEE)biology and geography curricula and their expression in textbooks". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B3013769X.

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33

Zheng, Min Michelle-Priscilla, i 郑敏. "A comparative study of the Hong Kong Certificate of Education (CE) andAdvanced Level (AL) curricula for literature in English subjectbetween 1987 and 2007". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B44392266.

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34

Sime-Cummins, Pamela. "Perceived Self-Efficacy of Secondary General Education Teachers in the Inclusion Classroom". ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/765.

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Teacher self-efficacy (TSE) has been linked to the academic success of students. This association has been found in contexts where teachers have received training relevant to working with the student population being served. In the suburban Pennsylvania school district targeted in this study, there was little district-sponsored professional development (PD) available to general education teachers regarding strategies for teaching students with disabilities in the inclusion setting. The purpose of this quasi-experimental study was to determine whether a difference exists in perceived TSE when instructing in the inclusion setting compared with the traditional setting, and whether an association exists linking prior experience and organizational support in the form of PD with TSE. Bandura's social cognitive theory framed this study. A sample of 99 secondary general education teachers completed a 3-part online survey including the TSES and TSES-Learning Disabilities (LD) scales measuring self-efficacy in the traditional and inclusion settings, and demographic questions that served as potential predictors of self-efficacy. Correlated t tests and partial correlations were used to test for differences in perceived TSE across the inclusion and traditional settings and to test whether demographic factors were associated with TSE. Teachers perceived themselves as less efficacious in the inclusion setting when compared to instructing general education students in a traditional classroom, and setting-specific training was the greatest predictor of TSE. An inclusion PD program was created focusing on strategies for teaching students with disabilities in the inclusion setting. This endeavor may advance positive social change by increasing teacher self-efficacy and ultimately student achievement.

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35

Krones, Mary Patricia. "High school general education English teachers' perception of IEP accommodations for students with Asperger Syndrome". Thesis, Illinois State University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10130854.

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The purpose of this qualitative design study was to better understand the experiences of high school general education English teachers who have students with Asperger Syndrome in their classes. More specifically, this researcher wanted to better understand the teacher’s perception of the IEP-denoted accommodations the general education teachers are responsible for implementing. Data collection consisted of semi-structured interviews, classroom observations, journal entries and collection of artifacts. Findings of this study include: the IEP document and IEP process from the lens of the general education teacher do not provide adequate information when considering the unique needs of students with Asperger Syndrome; general education English teachers are committed not only to forming relationships with students with Asperger Syndrome, but often take it a step further, taking on the role of advocating for the student as well as encouraging the student to advocate for himself or herself; and general education English teachers are committed to doing what works for the student, regardless of what information can be found in the IEP document.

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36

Portwood, Barbara. "Inclusive Special and General Education Secondary Teachers' Attitudes towards the Inclusion of Students with Disabilities in the General Education Setting". Thesis, Lindenwood University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10748483.

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The passage of The No Child Left Behind (NCLB) Act (2002), formerly known as the Elementary and Secondary Education Act, sparked a significant rise in the number of students with disabilities receiving their instruction in the inclusive setting. While previous legislation mandated that students with disabilities be included in standardized testing, NCLB called for closing the achievement gap between students with disabilities and their nondisabled peers. Research indicated the success of students with disabilities in the general educational setting was influenced by teacher attitude. This qualitative study addressed secondary general and special education teacher attitudes and beliefs surrounding the practice of inclusion. It focused on comparing data on teacher attitudes towards the inclusion of students with disabilities into the general educational setting. Forty secondary teachers of varying ages, education, and with a range of five to 32 years of experience, from several school districts around metropolitan Saint Louis participated in this study. An electronic survey and semi- structured interviews were employed to query the teachers’ attitudes regarding the inclusion of students with disabilities in the general educational setting and the perceived barriers. The results indicated that teachers’ attitudes were generally positive toward the ideology of inclusion; however, when asked to express their views about the practice of inclusion in open-ended survey questions, results indicated less than positive views toward the practice of inclusion for all students. The most noteworthy factors associated with the negative attitudes was the lack of administrative support, and lack of training. Results also indicated that special education teachers’ attitudes towards inclusion were significantly more positive than those of general education teachers. The analysis of data revealed there was not a significant correlation between teachers’ attitudes of inclusion in regards to their type of certification, degree level, and years of experience.

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37

de, Villiers Abraham B. "A qualitative study of general education teachers' perceptions of special education students' attendance at post-secondary education institutions". Thesis, Pepperdine University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10182304.

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This qualitative, phenomenological study will cross-sectionally examine the perceptions of general education teachers through in-person interviews to analyze their personal beliefs for special education students’ attendance at post-secondary education institutions. Data was collected from general education teachers working at different urban high schools in a Southern California charter management organization. Each of the interviewed teachers are currently responsible, or have been responsible, for the instruction of special education students in their classroom. A total of 6 general education teachers participated in semi-structured interviews that consisted of 10 open-ended questions. Three conclusions were extracted from the findings related to the data collected through the interview process. Firstly, the general education teacher must believe in the potential of the special education student and their ability to attend a post-secondary education institution. Secondly, the school and the charter management organization must provide adequate training and collaboration opportunities to general education teachers in order to provide them with the pedagogical skills necessary to appropriately support special educations students. Thirdly, the special education student must have the self-belief and the self-confidence required to attend a post-secondary education institution after high school graduation. The 3 implications supported by the key findings and conclusions from the study are to explore methods by which general education teachers might better communicate their belief in the potential of all special education students, devise systems in which more meaningful collaboration, communication, and training of general education teachers to instruct special education students can occur, and investigate strategies that general education teachers might implement to improve the self-belief and self-confidence of special education students.

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38

Swedosh, Philip, i mikewood@deakin edu au. "An Investigation into the skill levels achieved by mathematics students in the V.C.E. and the H.S.C. mathematics courses". Deakin University, 1994. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20051017.153947.

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This study examines whether recent changes to the mathematics courses offered in the final year of secondary school (Year 12) in the state of Victoria, Australia have affected the learning outcomes of students in terms of then: skill levels in algebra, calculus and problem solving; and in terms of their preparation for a tertiary mathematics unit. The impact of these changes on the transition from secondary to tertiary mathematics is also considered. A comparison is made between students who attempted a first year mathematics unit at the University of Melbourne (U. of M.) having completed the new V.C.E. (Victorian Certificate of Education) mathematics courses and mathematics courses from the previous H.S.C. (Higher School Certificate) system. The comparison involves the use of tests administered upon entrance to a tertiary mathematics unit at the U. of M., and questionnaires. In 1991, V.C.E, students and H.S.C. students attempted the same mathematics test at the U. of M. and their results were compared. In 1992, the tests were attempted by V.C.E. students only. To compare new V.C.E. students and H.S.C. students, questions on the 1991 test were matched with similar questions on the 1992 tests and a panel of experts determined what the H.S.C. students who attempted the 1991 test would have been expected to average on these matched questions on the 1992 tests had they attempted them. These expected average scores were then compared with the actual scores of the new V.C.E. students. The scores of the groups were scaled when necessary. Questionnaires were administered to 1991 U. of M, mathematics students who were part of the V.C.E. pilot group in 1990, secondary mathematics educators, tertiary mathematics educators, and 1991 V.C.E. (1992 U. of M.) students. The mathematical misconceptions exhibited by new V.C.E. students are discussed and their frequencies stated. The research indicates that the new V.C.E. mathematics courses have provided the V.C.E. mathematics students in this study with significantly lower skill levels and a significantly poorer preparation for a tertiary mathematics unit than those which were previously provided by the H.S.C. mathematics courses.

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39

Hintz, Jennifer A. L. "The social skills expectations of general education and special education teachers at the secondary level". Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002hintzj.pdf.

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40

Clark, Karen Clark. "Secondary General Education Teachers' Perceptions of Challenges for Inclusion Students with Autism". ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2643.

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Many secondary students with autism (SWA) included in the general education (GE) classroom demonstrate academic and behavioral challenges. Most GE teachers who have inclusive SWA in their classes receive little or no training on evidence-based practices to address these challenges. The purpose of this qualitative bounded case study was to explore secondary GE teachers' perceptions of and experiences with the academic and behavioral challenges of inclusive SWA. Theoretical frameworks of the weak central coherence theory for autism and executive dysfunction grounded the study. Data from 6 purposefully chosen secondary GE inclusion teachers, who educated SWA and students with autism spectrum disorder from one middle school setting, were collected using individual semistructured telephone interviews and independent participant journals. Criteria to be a participant included teachers who had taught more than 5 years, earned a master's degree, and taught inclusive SWA. The data were thematically analyzed using a segmenting-and-labeling open coding process. Participants revealed that secondary inclusive SWA had low cognitive processing, difficulty understanding content and maintaining an adequate pace while working on tasks, and demand of teacher attention. Furthermore, SWA demonstrated behavioral challenges controlling emotional outbursts, being organized, and socialization with peers. It is recommended that GE teachers have paraprofessionals with SWA preparation, opportunities for multilevel collaboration, and increased autism-specific training to assist in meeting academic and emotional needs of SWA. These actions could contribute to positive social change through assisting GE teachers in planning and improved instruction and postsecondary outcomes for secondary inclusive SWA.

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41

Adam, Janet Elizabeth. "Equal educational opportunity in Scotland's comprehensive secondary schools : a Capabilities Approach". Thesis, University of Glasgow, 2015. http://theses.gla.ac.uk/6770/.

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Despite the laudable inclusive policies in Scotland such as Getting it Right for Every Child and Curriculum for Excellence, it is clear that some young people still do not experience equal access to educational opportunity. With education at its heart, the Capabilities Approach is a theory of social justice that starts with a commitment to the equal dignity of all human beings and focuses on choice or freedom. Offering an alternative means of measuring wellbeing or advantage rather than the traditional measurements such Gross National Product, the Capabilities Approach, particularly Martha Nussbaum’s list of capabilities, is a useful framework to assess how pupils and teachers in Scotland’s schools are faring. Using complementary sociological and philosophical perspectives and a literary thread of fictional characters from texts taught in Scottish schools, this dissertation shows how Scottish educational policies are deeply concerned with social justice and equity. However, there are barriers standing in the way of equal access to educational opportunity for some young people. As well as individual and micro structures addressed by the Capabilities Approach, macro structures in our society also play a role in perpetuating social injustice. A critical sociological perspective enriches the account by considering the economic and political institutions of society: unequal class structures and possession of the various forms of capital; austerity; precarity; the attainment agenda and the deficit ideology. Bourdieu’s notion of the various forms of capital is threaded through the dissertation, highlighting how possession of capital is advantageous to upper and middle class families whereas lack of capital can be disadvantageous to young people from working class and disadvantaged backgrounds. Bourdieu’s theory of habitus illuminates the inherited reproduction of social conditions and how some young people adapt their choices in accordance with what they think is appropriate for them. Oppressive societal structures and lack of agency can influence and disempower young people but there is scant recognition of this in educational policies. Teachers can and do make a difference in young people’s lives and current educational reforms such as Curriculum for Excellence are aimed at achieving better educational outcomes for all children in Scotland. However, teachers too face obstacles in achieving equality of educational opportunity, such as challenges to teacher autonomy, hegemony, crisis discourse and the attainment agenda. I argue that the Capabilities Approach can shed new light on what teachers, school management teams, local authorities and the government need to do in order to work successfully towards educational equality in twenty-first century Scotland.

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42

Dewar, Louise H. "The advanced placement program| Does the cost outweigh the value for independent schools in the 21st century?" Thesis, College of Saint Elizabeth, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3619006.

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The purpose of this action research, mixed methods study was to explore the impact of the AP Program on the high school and college experience of students, both from an academic and a "lived experience" perspective. In addition, the study investigated the costs and values of the AP Program to the institution itself. The study revealed that the AP Program continues to contribute significant value to students' high school educations, generally prepares them well for success at college, and often contributes to the acquisition of important credit and placement accommodations for students when matriculating at college. The study also revealed that, although the Program contributes a great deal of stress to the high school experience, students do not see this as a significant impediment to participation. However, the study also revealed several opportunities for the institution to better prepare students for the rigor of the Program and their use of AP scores in obtaining accommodations at college. Finally, the study demonstrated that while the AP Program contributes important value to the teaching experience, marketing of the institution, and the college admissions success of the school, there are important issues that warrant further consideration and review, not the least of which is the quality of the non-AP curriculum that is offered to students who do not meet the prerequisites of the AP Program.

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43

Parker, Alicia. "THE IMPACTS OF CO-TEACHING ON THE GENERAL EDUCATION STUDENT". Doctoral diss., University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3771.

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The purpose of this study was to investigate four research questions concerning the impact of co-teaching on general education students educated within a classroom inclusion model. General education students who received instruction during their 10th-grade year in a co-taught language arts or mathematics class were compared with other 10th-grade students receiving instruction from the same teacher but without the additional co-teacher. Achievement data from the Florida Comprehensive Achievement Test (FCAT) were gathered on these students. The state of Florida calculates and reports developmental scale scores (DSS) for students taking the FCAT. These scores are calculated to track student progress over time in relationship to the FCAT at each grade level. This study compared the difference in DSS from 9th-grade to 10th-grade of general education students in co-taught classes. It was determined in this study that there was no statistically significant difference for general education students in co-taught language arts classes but there was a significant difference for those in mathematics classes as compared to their peers not in co-taught classes. When below proficient general education students were compared there was a significant difference for students in mathematics co-taught classes compared to those not in co-taught classes, but not for those in language arts classes. Additional analyses were conducted to determine if co-teaching was a factor in the overall learning gain calculation used by the state of Florida. It was determined that there was no significant difference in learning gains of general education co-taught students as compared to peers not in co-taught classes. Information for school and district leaders was provided to guide decision making regarding the use of co-teaching as an inclusion model. Further research is necessary to fully understand the implications of co-teaching on general education students.
Ed.D.
Department of Educational Research, Technology and Leadership
Education
Educational Leadership EdD

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44

Winters, Marcella Harris. "High school general education and special education teachers' use of portfolios for students with learning disabilities". Thesis, Argosy University/Chicago, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3648627.

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This study was designed to investigate (a) the factors that influence the development of portfolios among students with learning disabilities, (b) the type of support, accommodations, and modifications students with learning disabilities receive while creating portfolios, and (c) the characteristics of portfolios developed by students with learning disabilities. Using a multiple case study approach, the researcher collected data through individual interviews with 14 general education and special education teachers regarding their use of portfolios with their students with learning disabilities. Additional data were obtained from document analysis of the students’ IEPs, completed portfolios, as well as archival data of grades students obtained on their portfolios. Analysis of the data showed that teachers used accommodations and modifications listed in Individual Education Plans (IEPs) to provide adequate support to their students with learning disabilities while creating portfolios. The teachers also used additional strategies and techniques to ensure that their students were successful in their portfolio projects. Analysis of the portfolios and grades revealed that these students produced portfolios that met their teachers’ expectations. The researcher recommended that, in order to meet the learning needs of the students with LD who are involved in portfolio development, teachers should not only use accommodations and modifications listed in the IEPs but also add more techniques found to be beneficial for their students with LD. However, those portfolios will not be effective if they do not meet their teachers’ expectations and meet established deadlines. The researcher also recommends replicating the study to include diverse settings.

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45

Moorehead, Tanya. "ROLES AND INTERACTIONS OF GENERAL AND SPECIAL EDUCATION TEACHERS IN SECONDARY CO-TAUGHT TEAMS". Doctoral diss., University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4351.

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This study focused on identifying the components that contribute to instructional delivery in co-taught secondary classrooms in hopes of enhancing the understanding in the field of co-teaching in various secondary content areas. Employing a non-experimental mixed method research design, the study integrated qualitative and quantitative methods to gain insight into general education teachersÂ roles in solo-taught and co-taught classrooms and special educatorsÂ roles in co-taught classrooms. Instrumentation included the use of the Teacher Roles Observation Schedule (TROS), the Colorado Assessment of Co-Teaching (CO-ACT), interview questions, and field notes. The quantitative portion of the study consisted of event recordings of teacher interactions (TROS), co-teacher perception rating scale scores (CO-ACT), and class seating charts to monitor the occurrence of one-on-one interactions with students in both settings. The qualitative portion of the research study consisted of the researcher gathering ongoing field notes and teacher interviews. The researcher sought to identify the interaction behaviors of secondary co-teaching teams. The most and least successful co-teaching teams were identified based on the findings. The findings indicate teacher preparation programs need to prepare all teachers to first consider the diverse learning needs of all students and second, to effectively collaborate in inclusive settings. Special education preparation programs need to include more secondary content teaching courses. Likewise, general education preparation programs need to prepare future secondary general educators to differentiate instruction to meet the needs of students with disabilities. In addition to improvements in teacher preparation programs, school leaders need to provide ongoing support for co-teachers via planning time and professional development, so they can maximize the collaborative potential embedded within the co-teaching model.
Ph.D.
Department of Child, Family and Community Sciences
Education
Education PhD

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46

Robertson, R. D. "Middle managers in secondary schools : rhetoric and reality". Thesis, University of Huddersfield, 2002. http://eprints.hud.ac.uk/id/eprint/22327/.

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This thesis is concerned with contrasting the rhetoric and the reality experienced by teacher middle managers. A significant number of teachers interviewed in the study see this rhetoric as being generated at and promulgated from the 'centre. The thesis considers how this centrally devised rhetoric influences teacher middle managers in secondary schools. The thesis utilized a 'grounded theoryapproach. Class teachers, teacher middle managers and senior managers in two secondary schools were interviewed using semi-structured interviews. These teachers were also observed as they interacted with colleagues in both formal and informal situations. Those teacher middle managers interviewed and observed were concerned about the need to give considerable amounts of time in order to carry out the many tasks they were expected to undertake. The findings suggest that teacher middle managers perceive the public nature of teaching and consequently value the cknowledgement and approval of colleagues and pupils. The findings also suggest that teacher middle managers were keen to develop a balance between the demands made of them at home and school. Interview responses also suggest that class teachers and teacher middle managers seek certainty and control in their working lives but understand the need to compromise and develop coping strategies. Most significantly the findings suggest that teachers were seeking to hide (by using 'camouflage') from their senior managers and class teacher colleagues, the reality of their day-to-day teaching experiences. There is also some evidence that teacher middle managers are engaging in 'collusion' with class teacher colleagues and senior managers to expedite the meeting of bureaucratic 'targets' and rhetorical 'standards'.

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47

Butroyd, Robert. "The values and teaching experiences of secondary school teachers". Thesis, University of Huddersfield, 2003. http://eprints.hud.ac.uk/id/eprint/4605/.

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48

Khan, Muhammad Ilyas. "Reflection as a teacher education concept, connotation and implementation : a qualitative case study of a Postgraduate Certificate in Education (Secondary) Programme at a UK university". Thesis, University of Leicester, 2012. http://hdl.handle.net/2381/11064.

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This thesis reports a qualitative case study exploring the connotation and implementation of reflection as an educational concept in a PGCE (secondary) programme at a UK university in the light of the perceptions of university tutors and student teachers. Reflection has been an important concept in many teacher education programmes but it has consistently been intricate in terms of its connotation and implementation and despite a vast amount of research aimed at deconstructing its complexity, the matter does not seem to have been resolved. Despite its conceptual complexity it has often been taken in its common sense meaning by practitioners in educational programmes and is, at times, turned into a slogan. This study was, therefore, aimed at an exploration of the meaning and implementation of the concept and the various factors that influence it in the programme under study. The findings of the study reveal that, true to its reputation, the concept defies any agreed upon understanding. On a conceptual level there was recognition of its complexity among the university tutors, although this did not come out in the case of student teachers who predominantly defined it in its common sense meaning. At the implementation level the common sense practice-oriented connotation appeared to prevail among both groups. Factors influencing this orientation included the practical emphasis of the PGCE, the focus on response to the centralised QTS standards, the time-work balance and the under-appreciation for theory in its technical-rational conceptualisation in the predominantly skill-oriented and subject-teaching focused structure of the training. The study implies that for reflection to be appreciated and implemented at the deeper, conceptual and critical level, it should be put into practice more overtly with elaborate theoretical underpinnings. This would call for changes in this and similar programmes in terms of structure, content and aims.

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49

Tang, Kit-lai Miranda, i 鄧潔麗. "The adoption of Chinese version in the Hong Kong Certificate of Education history examination by two Anglo-Chinese schools". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31957481.

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50

Bruce-Golding, Judith. "Career trajectories of deputy and assistant headteachers and their perceptions of secondary headship". Thesis, University of Birmingham, 2018. http://etheses.bham.ac.uk//id/eprint/8486/.

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There is a dearth of literature about the career life courses and voices of Deputy and Assistant Headteachers in secondary schools. This thesis examines the career trajectories and the experiences of Headship from 14 Deputy and Assistant Headteachers in secondary schools in Birmingham, England. A two-phase, mixed-method study (survey and semi-structured life history interviews) was employed as part of an explanatory sequential design. This research builds upon previous work in life history studies along with career phases and stages research. The findings from this study add new insights to the senior leadership role and the perception of Headship in that the Deputy and Assistant Headteacher career stage and socialization experiences can determine whether they stay, leave or climb the career ladder to Headship. This thesis tentatively suggests that Deputy and Assistant Headteachers lean towards displaying mainly Bonder, Bridger or Leaver characteristics that contribute to aspiration and how they utilize their social capital in their career journeys. A new career stages and phases framework pertaining to Deputy and Assistant Headship in secondary schools has been forwarded which draws on the distinction between bonding and bridging social capital and career transition in school leadership and management.

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