This study examined the impact of child teacher relationship training (CTRT) on teachers' and aides' use of relationship- building skills in the classroom and the correlation between teachers' and aides' demonstration of relationship- building skills and the effect on student behavior. CTRT was modeled after Landreth and Bratton's (2006) 10-session filial therapy model titled child parent relationship therapy (CPRT) which is based on the principles and procedures of child -centered play therapy. The CPRT manual was adapted slightly for use with teachers and aides for this project. In this quasi-experimental design, 12 teacher aide dyads (n = 24) were assigned to the experimental (n = 12) or active control groups (n = 12). Children who scored in the Borderline/Clinical range on at least one scale of the Child Behavior Checklist-Caregiver/Teacher Report Form (C-TRF) at pretest qualified for the study (N = 32). During the first phase of treatment, teachers and aides participated in the equivalent of 10 training/supervision sessions consistent with the principles and procedures of CPRT. During CTRT Phase II, teachers and aides participated in 10 weeks of coaching/modeling to facilitate the use of CTRT skills in the classroom environment and continued to participate in weekly 1-hour group training/supervision sessions. Eight hypotheses were analyzed. Different analyses were conducted based on the hypotheses. Analyses of covariance and repeated measures analysis of variance were conducted. Correlation coefficients were also calculated. Additionally, effect sizes were calculated to determine practical significance. Two hypotheses were retained at the .05 level of significance. Children in the experimental group (n = 19) demonstrated a significant decrease (p = .04) in Externalizing Problems between Measurements 1 and 3 when compared to the children in the active control group (n = 13). A statistically significant relationship was found between teachers' and aides' higher use of relationship-building skills and students' decrease in externalizing behaviors (p < .05). No statistically significant results were found on the remaining hypotheses.

Orientador: Angel Pino Sirgado / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-07T11:59:27Z (GMT). No. of bitstreams: 1 Silva_DanieleNunesHenrique_D.pdf: 8410005 bytes, checksum: 3ee859b16919ec4631d162f400cebc36 (MD5) Previous issue date: 2006 / Doutorado / Educação, Conhecimento, Linguagem e Arte / Doutor em Educação

Thesis (M.Ed.) -- University of Limpopo, 2021 / This study investigated how educators apply democratic principles and values in their practice after two decades of democracy in South Africa. It dwells on how democratic principles and values are infused into teaching, learning and assessment in the classroom. The study followed an interpretive paradigm using the qualitative approach through a descriptive case study design. Data collection methods used included semi structured interviews, focus group interviews, classroom observations and document analysis. Purposive sampling was used with focus on Grade 10-12 educators and learners from two secondary schools in Mogoshi Circuit of Limpopo Province of South Africa. The theoretical frameworks of the study drew from the Child-Friendly Schools and Social Reconstructionism approach. Emphasis is on the upholding of children‟s rights, and the, re-dress of educational imbalances. The frameworks also recommend the promotion and integration of democratic principles and values in schools. The study concludes that educators do incorporate democratic principles and values in their teaching, learning and assessment with the promotion of attributes such as participation (dialogue), respect, equity and inclusion which impact greatly on learners‟ daily lives. However, it is not without fault that certain activities which are not child-friendly are still practised by some educators in some schools as they do not promote democratic principles and values, while some educators do. It was found that democratic principles and values are embedded in schools. However, not all educators are doing this. The study recommends further investigation on the implementation of democratic principles and values for reflection and improvement. / EDTP SETA

Thesis (Ph.D. (Health Sciences)) -- University of Limpopo, 2021 / Background: The purpose of this study was to develop, implement and evaluate a Health Promoting School (HPS) training programme for educators in the high schools of the Mankweng Circuit, Limpopo Province, South Africa. Methods: This is an explanatory mixed method study conducted among high school learners to identify risk behaviours, physical environmental and school climate factors to develop, implement and evaluate a Health Promoting School training programme for educators in the high schools of Mankweng Circuit. A structured questionnaire and a semi-structured interview guide were used to collect data. Quantitative data was collected from a total of (n=828) learners on risk behaviours, environmental and the school climate factors including curriculum and policy factors from (n=12) schools, while the key informants involved in decision making at the schools provided qualitative data on the same topics. The study highlighted potential areas for the initiation of Health Promoting Schools in Limpopo Province. Results: About 828 learners participated in this study, of which, 416 (50.2%) were males and 412 (49.8%) were females. More males than females indicate that they consumed alcohol (47% versus 24%, p<0.05), while 11% (90/840) of the learners report to have smoked cigarettes, a higher proportion of which are males rather than females (18% versus 4%, p<0.05). Quantitative results were further explored through analysis of the qualitative data from key informants who confirmed that the use of substances such as tobacco, alcohol and dagga (marijuana) is rife among school learners. Factors relevant to develop a training programme for educators were identified from the findings. The identified factors informed the development of the HPS training programme. Educators received training on HPS programme and the implementation was evaluated. Conclusion: The Health Promoting School (HPS) Training Programme improved the educator’s knowledge, understanding and skills of how schools can become Health Promoting Schools.

This preliminary research study aimed to investigate, with the aid of the Science Laboratory Environment Inventory (SLEI), the actual and the preferred laboratory environments as perceived by 264 first, second and third year college Science and Biology students in Cape Town, South Africa. This investigation sought to answer the following main questions: * Are the English and the Afrikaans versions of the SLEI valid and reliable for use as perceptive instruments in a South African context? * What are the relationships between variables such as class membership, the year level of study, the type or level of the science subject studied, the particular lecturer concerned, home language and gender and the students' perceptions of their science laboratory classroom environments? * Do appreciable differences occur between the actual and the preferred environments as perceived by the students? * Are the findings of the present investigation consistent with the results of parallel investigations undertaken overseas? The data was collected by means of standard answer sheets, and analysed by comparison of the mean scores, standard deviations, discriminant validities and the alpha reliabilities of the various scales of SLEI. Bibliography: p. 130-141.

Den här studien är en etnografisk studie som eftersöker svenskämnets muntlighet och den dolda läroplanen i muntlighet. Studien har observerat en undervisningsgrupp på 19 elever som läser svenska 1 på en gymnasieskola i norra Sverige. Klassrumsobservationer och etnografiska intervjuer har använts som datainsamlingsmetoder och datan har analyserats enligt grundad teori. I arbetet med dataanalysen har teorierna delaktighet, self-efficacy och den dolda läroplanen framträtt som centrala och en generalisering av resultatet har knutits an till tidigare forskning. Resultatet visar på hur klassrumsmiljön möjliggör och begränsar elevers muntliga utveckling, främst för att elevernas olika förutsättningar ger dem olika möjlighet till social delaktighet. Slutsatsen som dras av arbetet identifierar den dolda läroplanen för muntlighet och presenterar hur dess existens påverkar elevers muntlighet i klassrummet. / This ethnographic study investigates students’ orality in the classroom, with the purpose of identifying the hidden curriculum in orality. Factors such as classroom discussions, teachers’ questions, and answers to students, as well as groups in the classroom has been identified as factors that effects the student’s oral progress. The study followed a class of 19 students who takes the course Swedish 1 at an upper secondary school in the north of Sweden. The data collection methods that have been used are classroom observations and ethnographic interviews. The data has been analyzed according to grounded theory. In the process of data analyses, the theories participation, self-efficacy, and the hidden curriculum has been prominent, and the results has been compared to previous research, to strengthen the findings to theory. The results have shown how the classroom environment enables and limits students’ orality progress. Mainly due to, students’ different conditions and background knowledge, which gives them different opportunities for social participation. The findings of the study, identifies the hidden curriculum för orality and presents how its existence effects students orality in the classroom.

Indiana University-Purdue University Indianapolis (IUPUI) / Beyond the boundaries of the classroom, the idea of emancipatory authority is a worldview which encourages the empowerment of the public to embrace different roles of authority, and take action as members of the local, regional, and global community. Within the classroom, emancipatory authority provides students and teachers with opportunities to create an atmosphere where both parties take responsibility for the development of education in one community, as well as creating a diverse environment where voices and ideas blend, and without the traditional classroom hierarchy.

In January of 2014, GED Testing Services launched the GED 21st Century Initiative, which was comprised of 2 achievement levels: a high school equivalency standard and a college and career readiness standard. One of the most important goals of this initiative and the redesign of the 2014 GED test was to demonstrate that GED test takers are college and career ready. Using a qualitative case study cross analysis research approach focused on two Adult Basic Education (ABE) GED test preparation sites, this study focused on developing a holistic view of the GED 21st Century Initiative by addressing 5 research questions. Emphasis for the 5 research questions focused on the implementation and the impact of the GED 21st Century Initiative, preparation of the students for college and career readiness, technology integration for ABE/GED programs, and professional development for the staff of the ABE/GED programs. Study findings suggested a great need for ABE/GED programs to be restructured to include curriculum development that incorporates Common Core State Standards, Career and College Readiness Standards, computer literacy, and pathways for preparing students to enter into college or into the workforce. Providing pathways that are comprised of a comprehensive approach which includes incorporating several strategies for ABE/GED programs have proved to be a more successful approach to helping students transition to the next level. Another important finding of this study was that the Test of Adult Basic Education (TABE) assessment provided inaccurate scores of the students’ higher order thinking skills when compared to the 2014 GED test, which caused students to be misplaced in their GED classrooms. One other important finding this study indicated was a continuous need for professional development. Overall, participants thought that the redesign of the 2014 GED test was necessary and they remain hopeful about the benefits of the new test and the possibilities that lie ahead for their ABE/GED programs.

Thesis (M. Ed. (Education Studies)) -- University of Limpopo, 2021 / The purpose of the study was to examine how the transition process from the foundation to the intermediate phases could be properly managed to minimise challenges that are part of it, some of which disturb a smooth integration into the intermediate phase. This is a qualitative case study which employed interviews, document review and observation methods to collect data. Data were analysed through the thematic content analysis and the constant comparative methods. Findings of the study revealed amongst others that shifting of language of instruction from mother tongue in the foundation phase to English in the intermediate phase requires attention. In addition, changed teachers’ handwritings from foundation to intermediate gave learners a problem. Finally, teachers who were not trained to teach a foundation phase were found to be complicating the transition from the foundation to the intermediate phases by learners. On the basis of the shared findings, the researcher recommends that English be made a language of instruction from the foundation phase, not from the intermediate phase as it is the currently the case in primary schools The researcher further, recommends that it be made mandatory for teachers from the foundation and intermediate phases to use print method when writing inside the classroom with learners as a way of addressing the problem of different handwritings by teachers. Some of teachers’ handwritings give learners a huge problem to see clearly. Hence the recommendation of the print method. Finally, the researcher strongly recommends that only well trained and qualified teachers be permitted to teach foundation and intermediate phases. This is likely to ascertain that a good educational foundation is laid at an early stage, when learners are still so young and cognitively highly receptive.

The objective of this investigation was to make two surveys relating to environmental control in the Azle Elementary School, Azle, Texas. The first survey was designed to furnish a list of favorable and unfavorable factors in classroom environment as they existed in the Azle Elementary School at the close of the school session of 1946-1947, and the second survey , conducted in the same school approximately a year later, was for the purpose of ascertaining what improvements had been made in the interim in order to increase the educative values in the classroom environment of this school.