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With introduction of Free Primary Education in Lesotho, teachers are now leading and managing classrooms with increased numbers of orphans and vulnerable children (OVC). This study seeks to understand how teachers lead and manage classrooms with OVC. It explores the experiences of teachers who lead and manage classrooms with OVC, and the support they receive from School Management Committees (SMCs) in their leadership and management of classrooms with OVC. Transformational leadership and democratic classroom management theories are used as theories underpinning the study. The study is located within the interpretive paradigm. It employs a qualitative approach. The data was collected from three primary schools in the Leribe dissemination centre in Lesotho. One community school and two church schools were sampled. Nine participants (3 from each school) were purposively selected. One teacher each was selected from the three different levels of teaching from each primary school. Semi-structured interviews with open-ended questions were used to generate data. The findings reveal that teachers experience increased existence of poverty among OVC, which is illustrated by severe hunger, lack of basic requirements like food, clothing and educational support. Teachers have formulated different strategies to deal with these issues in their classrooms. When difficult issues arise the principals play an important role in helping the teachers. Unfortunately, there is less support for teachers from other SMC members. / Thesis (M.Ed.) - University of KwaZulu-Natal, Edgewood, 2011.

This study set out to explore how teachers at a primary school in the Phoenix area in Durban manage discipline problems among learners. I employed a qualitative approach to collecting data. This facilitated meaning making from the data by considering the bigger picture and converting the raw empirical information into what is known in qualitative research as ‘thick description’. The two main methods used were observations and face-to-face, semi-structured interviews. A series of semi-structured interviews with probing questions for clarity were used extensively, with each interview lasting approximately 40 minutes. The sample size was five participants. Participants were teachers purposively chosen from the researched school, all of whom resided in the Phoenix district. Data analysis of the responses to the open-ended interview questions were categorised and were inductive in establishing themes through the process of coding. These themes were then organised into increasingly more meaningful units of knowledge. Three broad findings emerged. The first is that many teachers use a heavy handed approach to manage discipline problems among learners. The second is that other teachers used a softer, more ‘gentle’ approach in handling discipline problems. The third is that the school policy does not seem to have the desired effect in terms of assisting teachers to manage discipline problems. While I arrived at these findings from my observations as well as from the interviews with teachers, it should be pointed out that some teachers, who may have subscribed to ‘softer’ forms of discipline, might also occasionally use a ‘tougher’ approach. Furthermore, other teachers who were routinely ‘tough,’ might have a ‘soft side’ (at times). This study recommends that a sound understanding of the learners’ local context and backgrounds will equip teachers to formulate practical ways to manage discipline which will act as a guiding tool in eradicating the problems that originate from having to make decisions in the absence of a firm set of principles. An appropriate discipline system should be established by teachers of their own accord and engineered to suit their personalities and the realities of their learners, the community and the school. / Thesis (M.Ed)-University of KwaZulu-Natal, Durban, 2012.

Attention-Deficit/Hyperactivity Disorder (ADHD) is a persistent pattern of behaviours characterized by inattention, hyperactivity and impulsivity. This study evaluates the effects of a tailored Incredible Years Teacher Classroom Management (IYTCM) programme aimed to improve participating children’s on-task behaviour and literacy performance, as well as reducing ADHD symptoms in a group of 6 to 10 year old children with ADHD in Addis Ababa, Ethiopia. Nine children, who were identified with ADHD symptoms on the basis of teacher and parental reports, were involved in the IYTCM-ADHD programme. The children’s behaviour symptoms were assessed using the Conners 3-T, Conners 3-P(S), SESBI-I, ECBI and SDQ. Ten teachers received the IYTCM-ADHD training in a full-day session once a week for 6 weeks. The children received individual behaviour plans implemented by their teachers with close supervision. A single-subject design was implemented to record the behaviour changes over time: at baseline, during teacher training with the IYTCM-ADHD programme, and at both immediate and long-term follow-ups. The on-task behaviour of children with ADHD and normative comparison children was recorded using Behavioural Observation of Students in Schools (BOSS). In addition to visual analysis, a non-parametric test Percentage of All Non-Overlapping Data (PAND) was used to examine the magnitude of effect in each child. The result of the study indicated that on-task behaviour of all the children with ADHD improved an average of 78% during the teacher training and this maintained during the follow-up phases. The children’s on-task behaviour also generalised to classrooms with non-trained teachers. Visual analysis indicated that the children’s behaviour was maintained during the follow-up phases. The pre- and post-intervention analyses of children with ADHD showed a significant effect of the intervention as a group. Clinical significance was obtained for more than half of the children on teacher reports of ADHD symptoms and conduct problems after the intervention. The literacy performance of all children with ADHD improved at the conclusion of the study. In light of the findings, limitations and implications for future research were discussed.

In the 40th Annual Phi Delta Kappa/Gallup Poll of the Public’s Attitudes toward the Public Schools, Americans rated discipline as the second largest problem facing public education (Bushaw & Gallup, 2008). This poses a substantial problem for administrators as they strive to employ school reform policies, address public demands and meet the needs of contemporary students. A review of literature revealed a large body of research which examines disciplinary practice; however, it also showcased a literary gap regarding administrative disciplinary philosophies. This multiple case study highlights disciplinary philosophies possessed by five secondary school administrators. Analysis included utilizing the Administrator Discipline Facilitation Continuum; an adapted discipline continuum developed to analyze administrator disciplinary philosophies. The versatility of the continuum is discussed, as well as implications for its use and future development.

Access to abstract permanently restricted to Ball State community only / Access to thesis permanently restricted to Ball State community only / Department of Elementary Education

Due to the extent of disciplinary problems in South African schools today, there is a growing need among all shareholders in education to understand which factors influence learner misconduct so as to find effective disciplinary methods that can be applied in South African schools. The literature indicates 5 factors which contribute to learner misconduct, being: • socially related factors; • parent-related factors; • school-related factors; • educator-related factors; and • learner-related factors. This study follows a holistic approach in order to understand the nature of and contributing factors to learner misconduct so as to examine the relationship between the learners' and the educators' perceptions regarding: • the various forms of learner misconduct in secondary schools; • the various factors which have a negative influence on learner conduct; • the effectiveness of methods that are currently applied by secondary schools. The contribution of the above-mentioned aspects was discussed in accordance with the different factors that relate to learner misconduct. This study was conducted at 14 secondary schools in the Potchefstroom district. Learner respondents (n = 735) as well as educator respondents (n = 29) were selected to answer the same questions on learner misconduct so as to enable comparison of learners' and educators' perceptions of learner misconduct. The empirical study led to the following findings: • According to the literature as well as the empirical study, the quality of South African educators is not up to standard. • According to the study it appears that educators with more experience than the average educator do not necessarily have command of knowledge of either the new curriculum or the contemporary approach to dealing with learner misconduct. The lack of knowledge regarding the new curriculum and regarding experience may contribute to learner misconduct. • According to the responses of the participants, it seems that none of the role-players are aware of their influence on one another in terms of learner misconduct: • Parents are not aware of the negative effect of divorce on learners. • Learners are not aware of the parents' role in their behaviour in the classroom. • Educators are not aware of the learners' living environment). • Educators do not seem to realise that learners may experience stress in their daily lives. The findings reveal that educators' uncertainty regarding certain aspects promote learner misconduct, for instance their incapability to maintain discipline, regarding the curriculum and problems with the educator-learner relationship. The research has indicated that some of the critical issues with regard to dealing with learner misconduct are situated in the integration of the 5 related factors for maintaining discipline, the wide gap between the perceptions of learners and educators regarding learner misconduct, as well as the conflicting needs of learners and educators in a challenging society. Specific recommendations were made for further study in accordance with the 5 relevant factors that contribute to learner misconduct. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2009.

Due to the extent of disciplinary problems in South African schools today, there is a growing need among all shareholders in education to understand which factors influence learner misconduct so as to find effective disciplinary methods that can be applied in South African schools. The literature indicates 5 factors which contribute to learner misconduct, being: • socially related factors; • parent-related factors; • school-related factors; • educator-related factors; and • learner-related factors. This study follows a holistic approach in order to understand the nature of and contributing factors to learner misconduct so as to examine the relationship between the learners' and the educators' perceptions regarding: • the various forms of learner misconduct in secondary schools; • the various factors which have a negative influence on learner conduct; • the effectiveness of methods that are currently applied by secondary schools. The contribution of the above-mentioned aspects was discussed in accordance with the different factors that relate to learner misconduct. This study was conducted at 14 secondary schools in the Potchefstroom district. Learner respondents (n = 735) as well as educator respondents (n = 29) were selected to answer the same questions on learner misconduct so as to enable comparison of learners' and educators' perceptions of learner misconduct. The empirical study led to the following findings: • According to the literature as well as the empirical study, the quality of South African educators is not up to standard. • According to the study it appears that educators with more experience than the average educator do not necessarily have command of knowledge of either the new curriculum or the contemporary approach to dealing with learner misconduct. The lack of knowledge regarding the new curriculum and regarding experience may contribute to learner misconduct. • According to the responses of the participants, it seems that none of the role-players are aware of their influence on one another in terms of learner misconduct: • Parents are not aware of the negative effect of divorce on learners. • Learners are not aware of the parents' role in their behaviour in the classroom. • Educators are not aware of the learners' living environment). • Educators do not seem to realise that learners may experience stress in their daily lives. The findings reveal that educators' uncertainty regarding certain aspects promote learner misconduct, for instance their incapability to maintain discipline, regarding the curriculum and problems with the educator-learner relationship. The research has indicated that some of the critical issues with regard to dealing with learner misconduct are situated in the integration of the 5 related factors for maintaining discipline, the wide gap between the perceptions of learners and educators regarding learner misconduct, as well as the conflicting needs of learners and educators in a challenging society. Specific recommendations were made for further study in accordance with the 5 relevant factors that contribute to learner misconduct. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2009.

This paper presents the interest of the “instrumental conflict” concept, developed by Marquet (2005), to understand the relationship between didactics and classroom management in the training programs of math teachers. It also shows some results of a survey, conducted in 2008 among pre-service teachers in the Université du Québec en Outaouais (Canada), revealing a perceived gap between both domains. However, those two domains are closely related during teaching in the classroom. The paper also presents a plan to better understand and improve the situation. Cooperation between classroom management and didactics specialists is highlighted.

Thesis (Ph. D.)--University of Hawaii at Manoa, 2004. / Includes bibliographical references (leaves 80-93). / Also available by subscription via World Wide Web / xi, 109 leaves, bound 29 cm