Studiens syfte är att beskriva några klasslärares uppfattningar om hur stödet kan se ut till de elever som befaras inte nå målen i svenska som andraspråk i skolår tre på grund av bristande språkkunskaper. För att undersöka detta har jag utgått från frågeställningarna:Vilket stöd upplever lärarna att de kan ge dessa elever i klassen? Vilket stöd upplever lärarna att dessa elever får av speciallärare och lärare i svenska som andraspråk? Hur beskriver klasslärarna att deras samarbete med andra lärare på skolan ser ut kring dessa elever? Samt vilka stödåtgärder beskriver lärarna att de kan formulera i dessa elevers åtgärdsprogram?  Studien bygger på intervjuer med fem klasslärare som arbetar på tre olika skolor. Majoriteten av eleverna på dessa skolor har ett annat modersmål än svenska. Intervjuerna har analyserats utifrån en sociokulturell ansats. Resultatet visar att: Stödet till dessa elever såg olika ut på de tre olika skolorna där lärarna arbetade. Det skilde sig både i grad av medvetenhet om sociokulturellt stödjande språkundervisning hos klasslärarna och i organisationen kring de elever som behövde mest språkligt stöd. Organisationen av olika lärarkategorier kring de elever som fick språkligt stöd skilde sig beroende på om lärarna och skolorna praktiserade ett sociokulturellt stödjande arbetssätt i klasserna. Det fanns också ett samband mellan ett sociokulturellt sätt att se på språkundervisning och ett relationellt sätt att se på specialundervisning. Avsaknaden av sociokulturellt arbetssätt ledde till mer kompensatoriska stödåtgärder. Bedömningen av vilka elever som skulle läsa mot kursplanen i svenska som andraspråk och urvalet av vilka elever som skulle få arbeta i liten grupp hos en lärare utbildad i svenska som andraspråk såg olika ut både mellan lärarna och mellan skolorna. Det var vanligt att lärarna talade om svenska som andraspråk som stödundervisning. Åtgärdsprogram användes inte som ett arbetsverktyg för att planera en mer sociokulturellt stödjande undervisning för de elever som behövde språkligt stöd. En slutsats som jag drar är att om lärare på ett medvetet sätt använder sociokulturellt grundade arbetssätt i sin undervisning i klassen skulle det kunna leda till att färre elever behöver få stödundervisning utanför klassens ram. Detta för att sociokulturellt perspektiv på undervisning i andraspråk leder till ett mer relationellt perspektiv på specialundervisning. / The aim of this study is to describe some teachers' views on support for language development for those students who risked not achieve the objectives of Swedish as a second language in grade three because of lack of language skills. To investigate this, the following questions are addressed: What support do the teachers feel that they can give these students in the class? What support do the teachers experience that these students receive from special education teachers and teachers of Swedish as a second language? What kind of collaboration with other teachers at the school do the teachers describe? And what support do the teachers describe that they can formulate in these students' individual development plans?The study is based on interviews with five teachers who work at three different schools. The majority of students at these schools have a mother tongue other than Swedish. The interviews were analyzed from a socio cultural approach.The results show that: The support for these students was different on the three different schools where the teachers worked. It was different both in degree of awareness of the socio cultural perspective on teaching and in the organization around these students. The organization of the various categories of teachers around the students who needed language support differed depending on whether teachers and schools practiced a socio culturally supportive teaching. There was also a correlation between a socio cultural approach to language teaching and a relational approach to special education. The lack of socio cultural practices led to more compensatory measures. The assessment of which students would be taught by the curriculum of Swedish as a second language and the selection of students who would be working in small groups looked different between teachers and between schools. It was common for teachers to speak of Swedish as a second language as support programs. Individual development plans were not used as a tool for planning a more socio cultural supportive education. One conclusion I make is that if teachers practice more socio cultural based teaching in class it may mean that fewer students need to get remedial education outside the class. This is because the socio cultural perspective on the teaching of second language leads to a more relational perspective on special education.

Riksdagen beslutade att från och med höstterminen 2008 införa skriftliga omdömen från första klass. Detta har lett till en samhällsdebatt kring frågor om hur de skriftliga omdömena ska utformas, samt om och hur lärarna bör bedöma yngre elever. Inom pedagogisk forskning har bedömning framhållits som en viktig del av lärandet. Istället för att mäta kunskap ska bedömning gynna och skapa mening för lärandet. Skriftliga omdömen bör genom formativ bedömning bidra till tydligare information för elev och vårdnadshavarna. Författarnas syfte är att skapa förståelse för vilken innebörd rektorer och lärare i undersökningen ger individuell utvecklingsplan med skriftliga omdömen, samt vilka förutsättningar som skapats för implementeringen. Tillvägagångssättet är kvalitativa intervjuer med rektorer och lärare. Undersökningen visade att samtliga rektorer och lärare framhåller att skriftliga omdömen förtydligar informationen kring elevens utveckling, samt att bra förutsättningar har skapats i form av tid och utbildning. / Parliament decided that in the beginning of the autumn semester of 2008, written discernments were to be implemented for every student from the first grade. This has led to public debate surrounding questions as how written discernments are to be designed and how teachers can and should evaluate younger students. In the field of pedagogical research the evaluation of students has been accentuated as a significant part of teaching. Instead of “measuring” knowledge, evaluations are meant to benefit learning and create meaning for teaching. Written discernments should through formative assessment contribute clearer information to student and caregiver. The purpose of the writers is to create understanding for the significance that headmaster and teacher, in the study, bring to individual development plans with written discernments and which conditions were created for implementation. The procedure is qualitative interviews with headmasters and teachers. The study showed that all headmasters and teachers call attention to that written discernments clarify the information concerning the students’ progress and that good prerequisites have been produced in the form of time and education.

<p>Riksdagen beslutade att från och med höstterminen 2008 införa skriftliga omdömen från första klass. Detta har lett till en samhällsdebatt kring frågor om hur de skriftliga omdömena ska utformas, samt om och hur lärarna bör bedöma yngre elever. Inom pedagogisk forskning har bedömning framhållits som en viktig del av lärandet. Istället för att mäta kunskap ska bedömning gynna och skapa mening för lärandet. Skriftliga omdömen bör genom formativ bedömning bidra till tydligare information för elev och vårdnadshavarna. Författarnas syfte är att skapa förståelse för vilken innebörd rektorer och lärare i undersökningen ger individuell utvecklingsplan med skriftliga omdömen, samt vilka förutsättningar som skapats för implementeringen. Tillvägagångssättet är kvalitativa intervjuer med rektorer och lärare. Undersökningen visade att samtliga rektorer och lärare framhåller att skriftliga omdömen förtydligar informationen kring elevens utveckling, samt att bra förutsättningar har skapats i form av tid och utbildning.</p> / <p>Parliament decided that in the beginning of the autumn semester of 2008, written discernments were to be implemented for every student from the first grade. This has led to public debate surrounding questions as how written discernments are to be designed and how teachers can and should evaluate younger students. In the field of pedagogical research the evaluation of students has been accentuated as a significant part of teaching. Instead of “measuring” knowledge, evaluations are meant to benefit learning and create meaning for teaching. Written discernments should through formative assessment contribute clearer information to student and caregiver. The purpose of the writers is to create understanding for the significance that headmaster and teacher, in the study, bring to individual development plans with written discernments and which conditions were created for implementation. The procedure is qualitative interviews with headmasters and teachers. The study showed that all headmasters and teachers call attention to that written discernments clarify the information concerning the students’ progress and that good prerequisites have been produced in the form of time and education.</p>

das Jahrbuch der Technischen Universität Chemnitz 2014/2015 / the yearbook of Technische Universität Chemnitz 2014/2015

Abstract not available. / Thesis (M.T.R.P.)-University of Natal, 2003.

The aim of the thesis: to design the model of the consulting process of the preparation of development plans of municipalities and recommendations for the improvement of the advisory process of the preparation of development plans of municipalities. Tasks: 1. To carry out the theoretical analysis of the organisation of the development plan designing process and establish the main problems of practical designing as well as the defects of the organisation of this process; 2. To analyse the theoretical methods of consultation organisation and their place in the preparation of municipal development plans; 3. To carry out the analysis of the advisory process of the preparation of municipal development plans; 4. By employing a questionnaire survey, to find out the opinion of representatives from municipalities on the issues of consultations on the preparation of strategic development plans; 5. On the basis of the theoretical and practical researches, to establish the role of a consultant in the preparation of strategic development plans of municipalities and submit a summarised model of the advisory process concerning the preparation of development plans as well as recommendations for the improvement of this process. Research object of the paper is the advisory process of the preparation of strategic development plans of municipalities. During the process of research, material on the role of consulting in preparing development plans was collected from municipalities and analysed... [to full text]

A thorough investigation of legislation involved in the land reform programme was conducted. This includes the Constitution of South Africa, as well as the legal frameworks that manage the land reform process. Many of the unintended results are because of misunderstandings. This study sought to clarify those misunderstandings and confusing language. The South African land reform process was excellently planned. The process is managed in three phases, namely land restitution, land redistribution and land tenure. There are some successes and failures due to the way those programmes were implemented. In order to implement and manage the land reform programmes and spatial planning on national, provincial and district level, the following plans were introduced: National Level: Pro-active Land Acquisition Strategy (PLAS) & Area-based Planning Provincial Level: Limpopo Growth and Development Strategy (LGDS) District Level: Mopani Integrated Development Plan Local Level: Greater Tzaneen Municipality Integrated Development Plan & Spatial Development Framework The study area, the Tzaneen Local Municipality, was chosen because it is home to some of the first land reform projects in South Africa, it is the district with some of the highest intensity of land claims and it offers a complete menu of land reform programmes in an advanced state on a small area. The impact that land reform has had on the spatial development in the Tzaneen Local Municipality has been studied in more detail. As the study progressed, it was realised that the impact not only stops at spatial development. The influence was much bigger than that. The local economy was affected, as were job opportunities, tourism, food security, the retail industry and even the mining industry. Such an impact is also not restricted to the Tzaneen Local Municipality. In order to control the land reform process, the government should involve the private sector in the land reform process. The moment this happens, the skills and experience locked in the private sector are transferred to the government for the benefit of all people involved in and influenced by the land reform process. An Integrated Land Reform Action Forum (ILRAF) must be established that manages the land reform process on national, provincial and local level. This ILRAF has to fulfil much the same purpose as the former Joint Monitoring Committees (JMCs) accomplished. The ILRAF must consist of all role-players within the land reform process. These include, national, provincial and local government officials, commercial farmers, key role-players from the private sector, farm worker representatives, Agri-SA, professionals such as town and regional planners and transfer attorneys, farmers? associations, commercial banks and the media to ensure transparency. In order to correct past mistakes and to ensure that the next five years of the land reform process goes off without a hitch, it is important to involve all role-players and ensure transparency throughout all decision-making processes. Key Terms: Land Reform; Agri-village; Area Based Planning; Land Restitution; Land Redistribution; Land Tenure Reform; Greater Tzaneen Municipality; Willing buyer-willing seller; Spatial Development Framework; Integrated Development Plan. / Thesis (M.Art. et Scien. (Town and Regional Planning))--North-West University, Potchefstroom Campus, 2010.

Municipalities are faced with the major task of providing water services to their local residents. Dissatisfaction regarding water services in South Africa has been manifested in protests staged by communities. However, service delivery is still reflecting a backlog. This study aims to describe the current situation and challenges facing Greater Tubatse Local Municipality and the roles of the major players regarding water services. The study indicated that the residents of Praktiseer have no sustainable potable water. The critical part of this inquiry is to establish whether the local municipality has strategies in place to deal with the identified problems. Access to clean water and sanitation is essential to health. The Constitution of the Republic of South Africa mandates the local governments to ensure the provision of water services to their communities in a sustainable manner. This study also defined the roles of the local municipality within the context of the existing legislative framework. / Thesis (M. Development and Management)--North-West University, Potchefstroom Campus, 2012.

A thorough investigation of legislation involved in the land reform programme was conducted. This includes the Constitution of South Africa, as well as the legal frameworks that manage the land reform process. Many of the unintended results are because of misunderstandings. This study sought to clarify those misunderstandings and confusing language. The South African land reform process was excellently planned. The process is managed in three phases, namely land restitution, land redistribution and land tenure. There are some successes and failures due to the way those programmes were implemented. In order to implement and manage the land reform programmes and spatial planning on national, provincial and district level, the following plans were introduced: National Level: Pro-active Land Acquisition Strategy (PLAS) & Area-based Planning Provincial Level: Limpopo Growth and Development Strategy (LGDS) District Level: Mopani Integrated Development Plan Local Level: Greater Tzaneen Municipality Integrated Development Plan & Spatial Development Framework The study area, the Tzaneen Local Municipality, was chosen because it is home to some of the first land reform projects in South Africa, it is the district with some of the highest intensity of land claims and it offers a complete menu of land reform programmes in an advanced state on a small area. The impact that land reform has had on the spatial development in the Tzaneen Local Municipality has been studied in more detail. As the study progressed, it was realised that the impact not only stops at spatial development. The influence was much bigger than that. The local economy was affected, as were job opportunities, tourism, food security, the retail industry and even the mining industry. Such an impact is also not restricted to the Tzaneen Local Municipality. In order to control the land reform process, the government should involve the private sector in the land reform process. The moment this happens, the skills and experience locked in the private sector are transferred to the government for the benefit of all people involved in and influenced by the land reform process. An Integrated Land Reform Action Forum (ILRAF) must be established that manages the land reform process on national, provincial and local level. This ILRAF has to fulfil much the same purpose as the former Joint Monitoring Committees (JMCs) accomplished. The ILRAF must consist of all role-players within the land reform process. These include, national, provincial and local government officials, commercial farmers, key role-players from the private sector, farm worker representatives, Agri-SA, professionals such as town and regional planners and transfer attorneys, farmers? associations, commercial banks and the media to ensure transparency. In order to correct past mistakes and to ensure that the next five years of the land reform process goes off without a hitch, it is important to involve all role-players and ensure transparency throughout all decision-making processes. Key Terms: Land Reform; Agri-village; Area Based Planning; Land Restitution; Land Redistribution; Land Tenure Reform; Greater Tzaneen Municipality; Willing buyer-willing seller; Spatial Development Framework; Integrated Development Plan. / Thesis (M.Art. et Scien. (Town and Regional Planning))--North-West University, Potchefstroom Campus, 2010.

Municipalities are faced with the major task of providing water services to their local residents. Dissatisfaction regarding water services in South Africa has been manifested in protests staged by communities. However, service delivery is still reflecting a backlog. This study aims to describe the current situation and challenges facing Greater Tubatse Local Municipality and the roles of the major players regarding water services. The study indicated that the residents of Praktiseer have no sustainable potable water. The critical part of this inquiry is to establish whether the local municipality has strategies in place to deal with the identified problems. Access to clean water and sanitation is essential to health. The Constitution of the Republic of South Africa mandates the local governments to ensure the provision of water services to their communities in a sustainable manner. This study also defined the roles of the local municipality within the context of the existing legislative framework. / Thesis (M. Development and Management)--North-West University, Potchefstroom Campus, 2012.