Thesis--Wisconsin. / Includes bibliographical references (leaves 42-45).

Thesis--Wisconsin. / Includes bibliographical references (leaves 56-60).

Thesis--University of Wisconsin--Madison. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 408-419).

Thesis--University of Wisconsin--Madison. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 176-182).

A dissertation submitted in fulfillment ofthe requirements for the degree of: MASTER OF EDUCATION (Education Management) in the DEPARTMENT OF EDUCATIONAL PLANNING AND ADMlNINISTRATION: UNIVERSITY OF ZULULAND, 2007. / The objective of this research was to determine the role of educators in the creation, development, and maintenance of classroom culture in secondary schools .The study was conducted in the Pongola Circuit of the Vryheid District of the Zululand Region of the Department of Education in the Province of KwaZulu-Natal. Indeed educators play a leading role in the creation and maintenance of classroom culture .The focus of this research was only on secondary schools in the above-stated circuit. In order for teaching and learning to take place effectively, educators must organize educational situations that facilitate teaching and learning. The question here is how educators go about carrying out this task and how effective are they. A questionnaire was administered to educators. The main aim was to determine the educators' role in creating, developing and maintaining a classroom culture in their schools. The educators responded by giving their views. It was on the basis of these views that the study concluded that a greater number of educators in the area that was studied play an important role in the creation of classroom culture. It was also discovered that there are some educators who are not clear on their roles as facilitators of classroom culture. They do not properly understand their roles as facilitators of teaching and learning. Such educators need capacity building workshops and training. This makes recommendations inevitable as far as the development and the maintenance of classroom culture is concerned. Such recommendations are made for use by a variety of stakeholders in education, mainly educators and other officials in education.

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For some of the children in our classrooms today, having a connection to someone or something can be the key to improving their overall well-being, sense of self worth, and indirectly have a positive impact on their academic success. This study, through qualitative research methods, and the use of grounded theory and narrative as methods of analysis, aimed to shed light on the interconnectedness and relationship between the themes of a caring classroom, emotional intelligence, and the presence of a dog in a classroom. A total of six individuals participated in this study, over the course of a three month period. Individual interviews and a focus group discussion were conducted and allowed the emergence of six themes. These themes are; emotional connection, love and care, empathy, risk taking in a non-threatening environment, calm, and self esteem. A personal narrative, and the inclusion of several stories from the participants were included in the analysis. While this is an area of study that warrents further research and educating of colleagues prior to bringing a dog into a classroom environment, it is also an area of study that is full of possibilities and promise.

Stories are a vehicle through which experiences and events are communicated amongst people. Stories have the potential to influence people’s understandings and beliefs, and essentially, promote a societal and cultural change. Grounded in literature pointing to the value of narrative in supporting learning and the need to explore new modes of communicating science, this study explores the potential of narrative in science education. The aim was to explore the use of a Story-Based Learning Design in a Grade 4 Science and Technology classroom. Using a qualitative case study research design the researcher took on the role of participant-observer. Data were collected through observations, learner verbal and written descriptions of a final product and teacher reflective interviews. The findings of this study illustrate the value of stories, as learning tools, in science education. In this regard pertinent conclusions were derived, namely, that stories attract learners and have the potential to be used as a vehicle for learning scientific concepts and the target vocabulary, that stories enable learners to make meaning of abstract concepts and relate it to their world and finally that the use of the imagination assists learners to visualise concepts making learning relevant.