The aim of my study was to explore and describe the possible effects of family rituals as an asset during the process through which children give meaning to their experiences. I undertook an empirical study of limited extent. My study was qualitative by nature and conducted from the interpretivist paradigm. I used an instrumental case study as research design and employed educational psychological assessment, semi-structured interviews, informal conversations, reflective journals by the participants and myself, visual data (photographs), observation and field notes as data collection and documentation methods. I selected two Afrikaans-speaking primary school children and their parents from a nuclear family as participants in the study. The findings of my empirical study are supported by relevant literature with regard to the main concepts guiding the study, namely family, ritual, routine and family ritual, asset, meaning giving and children. The main findings were that the five dimensions of family rituals (structure, meaning, persistence and commitment, adaptability and gender relations), as identified in existing literature, were present in the family’s rituals with the possibility of adding other dimensions to these mentioned, such as task completion, communication, roles, affective management, affective involvement and behaviour management. Furthermore I found that the family’s rituals, with some exceptions, positively impacted on the children’s giving of meaning to themselves and the family rituals. Asset-based outcomes were also evident in the meaning the children gave to their experiences following the practicing of family rituals. Lastly I found that the family’s rituals served as an asset within the family. / Dissertation (MEd (Educational Psychology))--University of Pretoria, 2007. / Educational Psychology / unrestricted

Made available in DSpace on 2016-04-28T18:23:29Z (GMT). No. of bitstreams: 1 Roberta G Matarazzo.pdf: 596863 bytes, checksum: 307a2991ff12c6801044f3de9ca2f084 (MD5) Previous issue date: 2007-05-15 / Online education is present in the society we live as a dynamic and attractive way of learning. The online environment uses computer mediated communication (CMC) through synchronous or asynchronous tools, as for instance, chats, e-mails, etc, as a means to promote interaction among courses participants. Being the chat a proper place to the different types of interactions occur, that highlights a social side, the aim of this work was to observe which motivational factors and/or social indicators were present in the interactions that took place in the interactions of the five chat sessions that took place in the online part of semipresencial course called instrumental reading, offered to the education of teachers. The theoretical reference that supports the present study relies upon Dörney s (1998) concept of motivation presented, and the motivational categories and constructs presented by Miltiadou e Savenye (2003). Since motivational factors are important to students maintenance in the course. Moreover, in order to have a welcoming environment, it is necessary the occurrence of Social Presence according to Garrison and Anderson s (2003) model of the community of inquiry. The data were explored quantitatively (frequency of turns) and qualitatively (motivational categories and Social Presence categories and indicators). The results suggest that the interaction which occurred among the participants was favorable to reach the goals of the chats, in addition to this, we concluded that if the social indicators are not present, the subject does not show the motivational constructs. That relationship seems to happen due to the fact that motivation is social oriented / A educação on-line aparece na sociedade em que vivemos como uma forma dinâmica e atraente de aprendizado. O ambiente on-line utiliza a comunicação mediada por computador (CMC) por meio de ferramentas síncronas, ou assíncronas, tais como, chat, e-mails, etc, como um meio de promover interações entre os participantes do curso. Sendo, portanto, o espaço do chat um local propício para que as diversas formas de interação ocorram, que ressalta o lado social, o objetivo deste trabalho foi o de observar quais fatores motivacionais e/ou indicadores sociais estavam presentes nas interações de cinco sessões de chats que ocorreram na etapa on-line de um curso semipresencial de leitura instrumental oferecido para formação de professores. O referencial teórico que embasa o presente estudo se apóia no conceito de motivação de Dörney (1998) e nas categorias e subcategorias motivacionais apresentadas por Miltiadou e Savenye( 2003), uma vez que fatores motivacionais são importantes para a permanência de alunos no curso.Além disso, a fim de que o ambiente do chat seja acolhedor faz-se necessário que haja indicadores de Presença Social, os quais foram verificados segundo modelo da comunidade de investigação de Garrison e Anderson (2003). Os dados foram analisados tanto quantitativa (freqüências dos turnos) quanto qualitativamente (categorias motivacionais, e categorias e indicadores de presença social). Os resultados sugerem que a interação que ocorreu entre os participantes foi favorável para que os objetivos do chat fossem alcançados, e concluímos também que se os indicadores de presença social não estão presentes, o indivíduo também não apresenta as categorias motivacionais. Essa dependência parece ocorrer devido ao fato da motivação ter origem social

Made available in DSpace on 2016-04-28T19:34:08Z (GMT). No. of bitstreams: 1 ValterPinheiroRodrigues.pdf: 874579 bytes, checksum: f121695571d42d371d8d78a818a36a79 (MD5) Previous issue date: 2006-09-26 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The Internet belongs to the quotidian of the society and it brings communicative and social references that request studies that can explain the establishment of this new support in the human development. From the theme Discontinued in the conversation: the reformulations in the constitution of the dialogue in the chat this research investigates, in a synchronous perspective, in the exploration in the interaction by means the language produced during the computer-mediated communication. The corpus in this study consists of two documented samples as of the thematic chat named Brazilian problems in which the interectants, spontaneously, dialogue in written. We investigate some aspects of the computer-mediated communication with the intention of corroborating with the scientific records that point to some regularities in the processing of the synchrounous interaction that is accomplished by means of the written language with evident marks from orality. In this study, we base theoreticaly in the socialinteractionist tendency from the linguistic studies. We investigate the extracted corpus from the Internet as of the application of the built theories in the set of the works that involves Analysis of Conversation and that deals with the topic organization and of the strategies of textual reformulation used by the speakers. From the attempt of assuring the intercomprehension of the conversational text and the construction of the social relation in the virtual interaction environment , the users of the chat accomplish to the use of the language, basing on the linguistc knowledge from their experiences as speakers in several situations in the face to face communication / A Internet faz parte do cotidiano da sociedade e traz consigo relações comunicativas e sociais que requerem estudos que possam explicar o estabelecimento desse novo canal no desenvolvimento humano. A partir do tema Descontinuidades na conversação: as reformulações na constituição do diálogo do chat esta pesquisa fundamenta-se, numa perspectiva sincrônica, na sondagem da interação por meio da linguagem produzida durante a interação mediada pelo computador. O corpus desta pesquisa consta de duas amostras documentadas a partir da sala temática denominada Problemas brasileiros na qual os interactantes, espontaneamente, dialogam por escrito. Investigamos alguns aspectos da comunicação mediada pelo computador com o intuito de corroborar com registros científicos que apontem algumas regularidades no processamento da interação síncrona que é realizada por meio de uma linguagem escrita com evidentes marcas da oralidade. Nesta pesquisa, apoiamo-nos teoricamente na tendência sociointeracionista dos estudos lingüísticos. Buscamos estudar o corpus extraído da Internet a partir da aplicação de teorias levantadas no conjunto das obras que envolvem a Análise da Conversação e que tratam da organização tópica e das estratégias de reformulação textuais utilizadas pelos falantes. Na tentativa de garantir a intercompreensão do texto conversacional e a construção da relação social no ambiente de interação virtual, os usuários do chat procedem ao uso da língua, baseando-se em seus conhecimentos lingüísticos provenientes de suas experiências como falantes nas diversas situações de comunicação face a face

Made available in DSpace on 2016-04-28T18:22:11Z (GMT). No. of bitstreams: 1 Erisana Celia Sanches Victoriano.pdf: 3011444 bytes, checksum: 0077e3316d46d2f7b287c64a52b1f91d (MD5) Previous issue date: 2010-10-26 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The new ICTs have been used in face-to-face and distance courses to support and enrich teaching-learning processes. However, their use demands planning and adequacy so that it corresponds to educational goals. For this reason, many studies have been developed. They usually focus on the use of the tools, or on the roles teachers and students play during the interactions (Gervai, 2007; Costa, 2005; Leal, 2005). However, these investigations do not seem to consider language as central in teaching-learning processes; they do not discuss the importance of pedagogic practice and the knowledge structure that are involved in the interactions. In order to contribute to the filling of these gaps, this research was suggested. Therefore, the general objective of this study is to contribute to the improvement on the use of ICTs, more specifically to the use of synchronous communication tools in educational contexts, by considering language as central in teaching-learning processes. In order to reach this goal, seven synchronous sessions (chats) were collected from a distance course that was offered for teachers of English. In addition, the data were analysed under two theoretical frameworks: the systemic-functional theory and the Bernstenian social theory. The analysis developed during this research favoured detailed comprehension about some kinds of interactions that can take place in online synchronous communication in educational contexts, as it highlighted differences in the pedagogic and discursive practices, and in the knowledge structure during the sessions. The analysis developed with the support of the systemic-functional approach for the description of conversations, exchange structure (Martin, 1992), allowed a detailed study of some discursive practices that can take place during this kind of communication. This analysis, combined with the concepts of regulative and instructional discourse suggested in the Bernsteinian theory (Bernstein, 1990), allowed reflections about pedagogic practices that had been involved in the online synchronous sessions. Finally, the concept of entity (Martin and Rose, 2003) and the concepts of horizontal and vertical discourse (Bernstein, 1990) contributed to the comprehension about the nature of knowledge which had been involved in the interactions. This research indicates that the combination of the systemic-functional theory and the Bernsteinian theory can be powerful for the comprehension of language, pedagogic practices and different nature of knowledge that were brought to the interactions; and, it presents results which can contribute to an adequate use of chats in educational contexts , and to the quality of distance education / As tecnologias de informação e comunicação (TICs) vêm sendo usadas em cursos presenciais e a distância com o objetivo apoiar e enriquecer o ensino-aprendizagem. Porém, seu uso exige planejamento e adequação para que corresponda aos objetivos educacionais. Por esse motivo, muitos estudos vêm sendo conduzidos. Esses estudos geralmente focam o uso das próprias ferramentas, ou o papel de professores e alunos durante as interações (Gervai, 2007; Costa, 2005; Leal, 2005). No entanto, essas investigações não consideram a centralidade da linguagem no ensino-aprendizagem, e não discutem a importância da prática pedagógica e das naturezas do conhecimento envolvidas nas interações. Para contribuir com o preenchimento dessas lacunas, esta pesquisa foi proposta. Dessa forma, o objetivo geral deste trabalho é contribuir para o aprimoramento do uso das TICs, mais especificamente com o uso de ferramentas de comunicação síncrona, em contexto educacional considerando a centralidade lingüística em contextos de ensino-aprendizagem. Para tal, sete sessões síncronas online (bate-papos) foram coletadas de um curso a distância, oferecido para professores de inglês. Além disso, os dados foram analisados sob duas perspectivas teóricas: a teoria sistêmico-funcional e a teoria social Bernsteiniana. Ao apontar diferenças nas práticas discursivas e pedagógicas, e na estrutura do conhecimento durante as sessões, a análise conduzida durante essa pesquisa ajudou a compreender mais detalhadamente o tipo de interação que pode acontecer em comunicações síncronas online em contexto educacional. A análise conduzida com ajuda do conceito sistêmico-funcional de estrutura da troca (Martin, 1992) possibilitou um estudo detalhado de algumas práticas discursivas que podem acontecer neste tipo de comunicação online. Essa análise, combinada com os conceitos de discurso regulador e instrucional propostos na teoria bernsteiniana (Bernstein, 1990) permitiu reflexões sobre as práticas pedagógicas que estiveram envolvidas nas sessões síncronas online. Por fim, o conceito de entidade (Martin e Rose, 2003) e os conceitos de discurso horizontal e discurso vertical (Bernstein, 1990), colaboraram para o entendimento sobre a natureza dos conhecimentos envolvidos nas interações. Esta pesquisa indica que a combinação da teoria sistêmico-funcional com a teoria Bernsteiniana mostra-se ferramenta poderosa para a compreensão da linguagem, da prática pedagógica e das diferentes naturezas de conhecimentos trazidos para contextos educacionais; e, apresenta resultados que podem contribuir com usos adequados de ferramentas síncronas digitais em contexto educacional e, assim, com a melhoria da qualidade da educação a distância.

Made available in DSpace on 2016-04-28T18:22:12Z (GMT). No. of bitstreams: 1 Erisana Celia Sanches Victoriano.pdf: 3011444 bytes, checksum: 0077e3316d46d2f7b287c64a52b1f91d (MD5) Previous issue date: 2010-10-26 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The new ICTs have been used in face-to-face and distance courses to support and enrich teaching-learning processes. However, their use demands planning and adequacy so that it corresponds to educational goals. For this reason, many studies have been developed. They usually focus on the use of the tools, or on the roles teachers and students play during the interactions (Gervai, 2007; Costa, 2005; Leal, 2005). However, these investigations do not seem to consider language as central in teaching-learning processes; they do not discuss the importance of pedagogic practice and the knowledge structure that are involved in the interactions. In order to contribute to the filling of these gaps, this research was suggested. Therefore, the general objective of this study is to contribute to the improvement on the use of ICTs, more specifically to the use of synchronous communication tools in educational contexts, by considering language as central in teaching-learning processes. In order to reach this goal, seven synchronous sessions (chats) were collected from a distance course that was offered for teachers of English. In addition, the data were analysed under two theoretical frameworks: the systemic-functional theory and the Bernstenian social theory. The analysis developed during this research favoured detailed comprehension about some kinds of interactions that can take place in online synchronous communication in educational contexts, as it highlighted differences in the pedagogic and discursive practices, and in the knowledge structure during the sessions. The analysis developed with the support of the systemic-functional approach for the description of conversations, exchange structure (Martin, 1992), allowed a detailed study of some discursive practices that can take place during this kind of communication. This analysis, combined with the concepts of regulative and instructional discourse suggested in the Bernsteinian theory (Bernstein, 1990), allowed reflections about pedagogic practices that had been involved in the online synchronous sessions. Finally, the concept of entity (Martin and Rose, 2003) and the concepts of horizontal and vertical discourse (Bernstein, 1990) contributed to the comprehension about the nature of knowledge which had been involved in the interactions. This research indicates that the combination of the systemic-functional theory and the Bernsteinian theory can be powerful for the comprehension of language, pedagogic practices and different nature of knowledge that were brought to the interactions; and, it presents results which can contribute to an adequate use of chats in educational contexts , and to the quality of distance education / As tecnologias de informação e comunicação (TICs) vêm sendo usadas em cursos presenciais e a distância com o objetivo apoiar e enriquecer o ensino-aprendizagem. Porém, seu uso exige planejamento e adequação para que corresponda aos objetivos educacionais. Por esse motivo, muitos estudos vêm sendo conduzidos. Esses estudos geralmente focam o uso das próprias ferramentas, ou o papel de professores e alunos durante as interações (Gervai, 2007; Costa, 2005; Leal, 2005). No entanto, essas investigações não consideram a centralidade da linguagem no ensino-aprendizagem, e não discutem a importância da prática pedagógica e das naturezas do conhecimento envolvidas nas interações. Para contribuir com o preenchimento dessas lacunas, esta pesquisa foi proposta. Dessa forma, o objetivo geral deste trabalho é contribuir para o aprimoramento do uso das TICs, mais especificamente com o uso de ferramentas de comunicação síncrona, em contexto educacional considerando a centralidade lingüística em contextos de ensino-aprendizagem. Para tal, sete sessões síncronas online (bate-papos) foram coletadas de um curso a distância, oferecido para professores de inglês. Além disso, os dados foram analisados sob duas perspectivas teóricas: a teoria sistêmico-funcional e a teoria social Bernsteiniana. Ao apontar diferenças nas práticas discursivas e pedagógicas, e na estrutura do conhecimento durante as sessões, a análise conduzida durante essa pesquisa ajudou a compreender mais detalhadamente o tipo de interação que pode acontecer em comunicações síncronas online em contexto educacional. A análise conduzida com ajuda do conceito sistêmico-funcional de estrutura da troca (Martin, 1992) possibilitou um estudo detalhado de algumas práticas discursivas que podem acontecer neste tipo de comunicação online. Essa análise, combinada com os conceitos de discurso regulador e instrucional propostos na teoria bernsteiniana (Bernstein, 1990) permitiu reflexões sobre as práticas pedagógicas que estiveram envolvidas nas sessões síncronas online. Por fim, o conceito de entidade (Martin e Rose, 2003) e os conceitos de discurso horizontal e discurso vertical (Bernstein, 1990), colaboraram para o entendimento sobre a natureza dos conhecimentos envolvidos nas interações. Esta pesquisa indica que a combinação da teoria sistêmico-funcional com a teoria Bernsteiniana mostra-se ferramenta poderosa para a compreensão da linguagem, da prática pedagógica e das diferentes naturezas de conhecimentos trazidos para contextos educacionais; e, apresenta resultados que podem contribuir com usos adequados de ferramentas síncronas digitais em contexto educacional e, assim, com a melhoria da qualidade da educação a distância

[pt] A coordenação de vários participantes interagindo simultaneamente em uma sessão de bate-papo é difícil, devido ao grande volume de idéias geradas e à variedade de assuntos, que podem ser paralelos ou até não relacionados. Durante várias edições do curso TIAE - Tecnologias da Informação Aplicadas à Educação - as seguintes dificuldades foram percebidas repetidamente pelos mediadores no debate: estimular a participação de todos, manter o foco da conversação e manter o ritmo do debate. Esta pesquisa investiga o uso de técnicas para facilitar a dinâmica dos debates. Uma ferramenta de bate- papo (Mediated Chat 2.0) implementando técnicas de conversação foi desenvolvida e disponibilizada para ajudar o mediador na condução da conversação entre os aprendizes de um curso do ambiente AulaNet. Atualmente, a aplicação usada no ambiente AulaNet é o Mediated Chat 1.0, uma instanciação do Framework Canais de Comunicação que foi desenvolvido no Laboratório de Engenharia de Software da PUC-Rio em 2000. O Mediated Chat 2.0 é uma instanciação deste mesmo framework. Para avaliar a aplicação desenvolvida foram realizados debates no curso TIAE 2002.2 onde pôde-se experimentar e comparar as duas ferramentas: Mediated Chat 1.0 e 2.0. As sessões de debate foram analisadas buscando avaliar se os mediadores conseguiram aplicar de forma satisfatória a dinâmica elaborada para os debates com a ferramenta Mediated Chat 2.0. O Mediated Chat 2.0 será incorporado ao software AulaNet. / [en] It is difficult to coordinate participants simultaneously interacting and generating ideas in a textual chat session. During several editions of ITAE course - Information Technologies Applied to Education - the following difficulties were perceived by the mediators: ensure participation from all users, keep the focus of the conversation and the flow of the chat. This research investigates the use of conversation techniques to facilitate the dynamics of textual chats. A tool (Mediated Chat 2.0) implementing those techniques was developed and made available to help mediators conduct chat sessions in a course using the AulaNet environment. Currently, the standard application used in the AulaNet environment is the Mediated Chat 1.0, an instance of the Communication Channels Framework developed in the Software Engineering Laboratory at PUC-Rio in 2000. The Mediated Chat 2.0 is an instance of the same framework. To evaluate the developed application, chats had been carried out in ITAE 2002.2 where both Mediated Chat 1.0 and 2.0 were used and compared. The chat sessions had been analyzed to evaluate whether the mediators managed to successfully apply the dynamics supported by the Mediated Chat 2.0. The Mediated Chat 2.0 will be incorporated into the AulaNet software.

The aim of this study is to explore the assets that are available in the context of the school of industries that will promote the youth at risk’s psycho-social development using the asset based approach. The researcher followed a qualitative research approach guided by an interpretivist epistemology and employed a case study design in the natural environment. Multiple data collection methods (interviews, focus groups and documentation) were used in order to gain rich descriptions of the participants’ perceptions of assets available for the enhancement of the adolescent’s psycho-social development. Results indicate that many assets for example, human as well as physical resources, structures and procedures are currently used and can be effectively mobilized in the future at schools of industries to promote the development of the adolescent on personal, social and moral levels. Placement at a school of industries is beneficial to the youth at risk because he can continue his schooling and therapeutic counseling is available which will empower him to successfully return to the community. Dysfunctions in the system involved with the placement of youth at risk at schools of industries are currently preventing the use of the school of industries, involved in this research, as a community asset for the child- and youth care system. Copyright / Dissertation (MEd)--University of Pretoria, 2009. / Educational Psychology / unrestricted

The purpose of this study was to empower educators to mobilise assets and resources within their community in order to enable the community to cope better with the daily difficulties associated with HIV/AIDS. The study was conducted to explore and describe the process of mobilising assets in a HIV/AIDS infected and affected rural community. The working assumption was that the mobilisation of community assets could support and enhance community-based coping with the HIV/AIDS pandemic. A qualitative approach was followed. Purposeful sampling was applied to select an information-rich case for in-depth study (instrumental case study design). The case was a primary school in the Nelson Mandela Metropole. Ten educators participated in the study. The study was theoretically founded on an asset-based approach, with the focus on community-based coping. An interpretavist approach was used to describe and interpret the process of asset mobilisation in coping with HIV/AIDS. A number of data selection strategies were implemented: focus groups in combination with workshops, visual data, observation and a reflective field journal. The ten educators who participated in the study were empowered to identify and mobilise assets and resources within their community and to continue with the facilitation process on their own. The educators identified three priority areas and succeeded in establishing a vegetable garden on the school premises, a support group and an information centre at school, for HIV/AIDS infected and affected members of the community. These initiatives resulted in the wider community being better equipped and empowered to cope with the daily difficulties associated with HIV/AIDS that are being experienced on emotional, spiritual, materialistic, social and knowledge levels. It is concluded that the community, the school and individuals were empowered with regard to effective coping strategies, more specifically in dealing with the challenges associated with HIV/AIDS. / Dissertation (MEd (Educational Psychology))--University of Pretoria, 2006. / Educational Psychology / unrestricted

The aim of the study was to examine and describe how divorced biological fathers in reconstituted families give form to the educational relationship with their non-resident young children, to achieve an understanding of fathers’ perceptions of their parental roles as well as the functionality of the relationship in practice. A multiple case study using semi-structured interviews was conducted. A meta-analysis of the emergent themes indicated that the field within which understanding of the phenomenon should be constructed, ranges beyond the context of the fathers reconstituted families who participated in the study. The literature review confirmed that the relationship between former marriage partners plays an important part in fathers’ ongoing relationship with their non-resident child/ren. Findings: • The interaction in the mesosystem between the primary and secondary micro family systems of the two parents with and without custody influences the way in which the biological fathers endeavour to establish/maintain a relationship with their non-resident child/ren. Within this unique mesosystem various obstacles and potential traps exist that could prevent fathers from giving form to their educational relationship with their non-resident child/ren. • By identifying and mobilising assets and strengths the focus could shift from fathers’ feelings of frustration and powerlessness to feelings of empowerment and self-determination that could promote optimal relations. / Dissertation (MEd (Educational Psychology))--University of Pretoria, 2006. / Educational Psychology / MEd / unrestricted

AFRIKAANS: Die doel van hierdie studie was om te beskryf op welke wyse ek, in samewerking met die deelnemers aan my studie, ‘n MIV&VIGS-skoolplan ontwikkel het. Die behoefte aan ‘n gestruktureerde MIV&VIGS-skoolplan het ontstaan tydens ‘n omvattende navorsingsprojek, waarvan hierdie studie deel uitmaak en waartydens laerskoolonderwysers die behoefte uitgespreek het om MIV&VIGS-geïnfekteerde en -geaffekteerde kinders beter te ondersteun. Ek het my studie vanuit ‘n interpretivistiese benadering onderneem en my navorsingsproses verdeel in drie fases, wat onderlê is deur deelnemende aksienavorsingsbeginsels. ‘n Gevallestudie is as navorsingsontwerp gebruik. Agt laerskoolonderwysers, in ‘n informele nedersettingsgemeenskap binne die Nelson Mandela Metropool, is by wyse van gerieflikheid geselekteer. Deur die verloop van hierdie studie het ek ‘n multi-metodiese benadering geïmplementeer. Gedurende Fase 1 het ek eerstens relevante verwante studies binne die omvattende navorsingsprojek tematies ge-analiseer, om deelnemers se idees en behoeftes betreffende ‘n MIV&VIGS-skoolplan te identifiseer. Tweedens het ek gedurende ‘n eerste veldbesoek twee fokusgroepbesprekings gefasiliteer, om te bepaal wat deelnemers se bestaande kennis met betrekking tot die Departement van Onderwys se Nasionale MIV&VIGS-Beleid was; wat hulle onderliggende rasionaal vir die ontwikkeling van die MIV&VIGS-skoolplan was; wat die moontlike inhoud van ‘n MIV&VIGS-skoolplan sou behels; asook hoe en deur wie die MIV&VIGS-skoolplan aangewend en benut sou kon word. Hierna het ek die rou data getranskribeer en op tematiese wyse ge-analiseer en geïnterpreteer. Ek het voortdurend gebruik gemaak van observasies, wat vasgelê is in die vorm van veldnotas, asook foto’s. Vir Fase 2 het ek tydens ‘n tweede veldbesoek ‘n deelnemende aksienavorsingswerkswinkel gefasiliteer. Gedurende hierdie werkswinkel is die inhoud van die MIV&VIGS-skoolplan verfyn en gefinaliseer. Vervolgens het Fase 3 die dokumentering van die MIV&VIGS-skoolplan behels, in die vorm van ‘n formele dokument en ‘n plakkaat. Tydens my derde veldbesoek, met die bekendstelling van die skool as Resource and Support Centre in die gemeenskap, is die MIV&VIGS-skoolplan in tweeledige vorm (plakkaat en formele dokument) aan die skoolhoof oorhandig. Die gebruik van ‘n navorsingsjoernaal het my in staat gestel om deurgaans my persoonlike opinies, reflektiewe gedagtes en indrukke van my navorsingstudie aan te teken. Tydens data-analise het ek drie temas geïdentifiseer. Eerstens is die onderliggende rasionaal vir ‘n MIV&VIGS-skoolplan bepaal, waar verbandhoudende subtemas aangedui het dat onderwysers hulle kennis en vaardighede wou oordra na ander skole in die omgewing ter ondersteuning van die breër gemeenskap; dat die oordrag van kennis en vaardighede om geïnfekteerde en geaffekteerde kinders in die klaskamer meer effektief te ondersteun ’n behoefte was; en dat die behoefte verder bestaan het om kennis en vaardighede te dokumenteer in die vorm van ‘n MIV&VIGS-skoolplan. Tweedens is die deelnemers se verwagtinge met betrekking tot ‘n MIV&VIGS-skoolplan gepeil, waar moontlike fundamentele beginsels vir ‘n MIV&VIGS-skoolplan en die implementering van ‘n MIV&VIGS-skoolplan, as subtemas geïdentifiseer is. Derdens is die moontlike inhoud van ‘n MIV&VIGS-skoolplan bepaal. Die subtemas wat voorgekom het, was die identifisering en verwysing van geïnfekteerde en geaffekteerde kinders, asook ondersteuning aan hierdie kinders. Op grond van die bevindinge van my studie kan die gevolgtrekking gemaak word dat deelnemende aksienavorsing ‘n moontlike wyse is waarop ‘n MIV&VIGS-skoolplan, in samewerking met onderwysers, ontwikkel kan word. ENGLISH: The purpose of this study was to describe the manner in which I, in collaboration with the participants of the study, developed an HIV&AIDS school plan. The need for a structured HIV&AIDS school plan stemmed from a broad research project of which this study forms part and during which the participating educators expressed the need to support HIV&AIDS infected and affected children more efficiently. I approached the study from an interpretivist perspective, underpinned by action research principles, and divided the research process into three phases. I implemented a case study as research design and selected eight primary school teachers in an informal settlement community in the Nelson Mandela Metropole, by means of convenience sampling. Throughout this study, I followed a multi-methodical approach. During Phase 1, I conducted an analysis of the transcripts of related studies within the broad research project, in order to identify the participants’ needs and ideas, concerning an HIV&AIDS school plan. Secondly, I facilitated two focus group discussions during a first field visit, in an attempt to determine the teachers’ existing knowledge concerning the Department of Education’s National HIV&AIDS Policy; what the underlying rational for the development of an HIV&AIDS school plan could be; what the possible content of such a plan could entail; and how and by whom such a plan would be utilised and used in the classroom. I transcribed the focus group discussions and thematically analysed and interpreted the raw data. Throughout, I made use of observations, captured in the form of field notes and photographs. For Phase 2, I facilitated a participatory action research workshop during a second field visit. During this workshop we finalised the content of the school’s HIV&AIDS plan. The third phase entailed the documentation of the HIV&AIDS school plan, in the form of a formal document and a poster. During my third field visit, at the launch of the school as a Resource and Support Centre in the community, I presented the schools’ principal with the HIV&AIDS school plan, in the form of the formal document and poster. I continuously relied on a research journal to document my personal opinions, reflective thoughts and impressions of the study. Subsequent to the data analysis I completed, three themes emerged. Firstly, the underlying rational for an HIV&AIDS school plan were determined, with sub-themes indicating that educators wanted to transfer their knowledge and skills to other schools in the area to support the wider community; that teachers wanted to transfer their knowledge and skills to support infected and affected children more effectively, and that the need existed for knowledge and skills to be documented in the form of an HIV&AIDS school plan. Secondly, the participants’ expectations of an HIV&AIDS school plan were determined, with the fundamental principles of an HIV&AIDS school plan and the implementation of the plan as related sub-themes. The third main theme indicated the possible content of an HIV&AIDS school plan. This theme comprises sub-themes relating to the identification, referral and support of infected and affected children. Based on the findings of my study, I can conclude that participatory action research might be used to develop an HIV&AIDS school plan, in collaboration with teachers. / Dissertation (MEd)--University of Pretoria, 2010. / Educational Psychology / unrestricted