Yes / The purpose of this article is To foster entrepreneurship among students and incubate more start-ups for economic prosperity, universities around the globe are required to play a key role in terms of developing an overall conducive eco-system for student fraternity. Some previous studies have analyzed student entrepreneurship and the effect of entrepreneurship courses. However, the role of university as provider and enabler of entrepreneurial environment and its impact on entrepreneurial intent among student has not studied in a cross-cultural context. Considering this, the present study seeks to examine the critical role played by university in fostering entrepreneurial intention among post-graduate students. For the said purpose, researcher has taken the broader framework suggested by Kraaijenbrink et al. (2010) to understand university environment and Theory of Planned Behavior (Ajzen, 1975) to measure entrepreneurial intention and it’s antecedents among the sample of final year post-graduate management students of India, Malaysia and Singapore. The total sample size is 1097. The data has been analysed with the help of Exploratory Factor analysis, MANOVA and Structural Equation Modeling. Two factors that emerged out of analysis in relation to university environment and support were: a) Targeted cognitive and non-cognitive support and b) General educational support. With the help of Structural Equation Modelling (SEM), an attempt was made to find the relationship between these two factors and entrepreneurial intention. It was found that university environment and support has significantly positive relationship with perceived behavioural control. With the help of MANOVA, it was found that there is statistically significant difference between perceived university environment and support factors among the students of India, Singapore and Malaysia. With this, it was also found that for both the factors, the highest mean score was found among the students of Malaysia, followed by the students of Singapore and India. The study has closely examined role played by University environment and support to foster entrepreneurship among young students. The findings of the study can be used by post-graduate educational institute to design pedagogy, create enabling entrepreneurship support system and work towards becoming an entrepreneurial university.

Les différences de réussite à l’école primaire traditionnellement étudiées par les chercheurs en Éducation, peuvent être analysées à la lumière des compétences et plus particulièrement des compétences sociales. Champ théorique encore en construction, les compétences sociales deviennent tout de même un « incontournable » pour les acteurs du système éducatif et dans la recherche en Sciences de l’Éducation. Par une approche pluridisciplinaire, cette thèse propose d’interroger le lien entre les compétences sociales et la réussite scolaire des élèves, en prenant en compte des facteurs liés à leurs divers cadres de socialisation (famille, école, extra-scolaire). Un outil de mesure validé des compétences sociales de 855 élèves de cycle III permet de comprendre tout d’abord que les compétences sociales interindividuelles et intra-individuelles exercent un effet sur la réussite scolaire des élèves. Les résultats empiriques montrent également que les compétences sociales évoluent dans le temps et sont déterminées par les caractéristiques individuelles des élèves ainsi que par leurs niveaux d’image de soi, de rapport à l’école et de névrosisme. Enfin, est testé l’effet de l’accompagnement scolaire sur le développement des compétences sociales et le dispositif auquel participent certains élèves de l’échantillon, tend à se conformer aux attentes de compétitivité de l’institution scolaire, tout en n’encourageant pas l’ouverture aux autres et sur le monde des élèves bénéficiaires. / Differences of achievement in school, traditionally studied by Education researchers, can be analyzed in the light of skills and especially social skills. This scientific field is under construction but social skills still become a "must" for actors of the school system and for Educational Sciences. Through a multidisciplinary approach, this thesis proposes to question the link between social skills and academic achievement of students, taking into account factors related to their various socialization frameworks (family, school, extra-curricular). A reliable analytic tool of social skills (in a sample of 855 students from 7 to 12 years) allows to understand first of all, that inter and intra-individual social skills have an effect on student achievement. The empirical results also show that social skills change over time and are determined by the individual characteristics of students as well as their levels of self-image, report to the school and neuroticism. Finally, the effect of an educational support program on the development of social skills is tested, and the program tends to conform to the institution’s expectations of competitiveness, while not encouraging openness to others and to the world.

Precollege programs, such as Talent Search (TS), are widely used to increase college readiness skills, particularly among underrepresented students in higher education. The college examined in this study had implemented the TS program, but little empirical evidence existed about the efficacy of the program. The purpose of this ex-post facto quantitative study was to evaluate the effect that the local TS program has had on college readiness and success as measured by incoming freshmen placement exam scores and students' first-year grade point average (FYGPA). The theoretical framework for the study was Conley's 4 dimensions of college readiness designed to help students succeed beyond high school. The research questions explored the differences in the 2010, 2011, and 2012 Computer Adaptive Placement Assessment and Support System (COMPASS) reading and writing placement scores and FYGPA for TS program participants and non-TS participants. The balanced sample included all 120 local college students who had finished their freshman year. Independent sample t tests were conducted and no significant differences were found in FYGPA or COMPASS reading and writing scores based on program participation. To provide guidance to the local site administrators, the extant literature on precollege interventions and holistic approaches provided best practice recommendations for a white paper that included additional services not currently offered by the local TS program. Positive social change is supported through assuring appropriate precollege support that may lead to increased academic success for students, hence increasing the number of college graduates among this group.

The new special education teacher degree program was launched in Sweden in 2008. The term new was used since the content was new, but the name stayed the same. Knowledge about the new content, based on the regulations of degree, would have contributed to make the different skills of special education teachers visible. The purpose of this study has been to visualize the consensus about how headmasters, SENCOs and teachers look at the assignment for special education teachers with focus on language-, writing- and reading development. The opinions of the various occupational groups have then been compared with the existing regulations of degree. The study showed that their opinions mainly corresponded with the existing regulations of degree. The quantitative nature of the study is based on empirical data, collected by a survey, with 240 informants. The statements the informants had to consider was largely based on the regulations of degree. Headmasters, SENCOs and teachers show a large coherence within their own group in what they think a special education teacher´s duties should consist of. On the other hand, there is less consensus between these professions. This disagreement could possibly be influenced by different perspectives on special education.

Submitted by Erika Demachki (erikademachki@gmail.com) on 2014-10-30T15:50:30Z No. of bitstreams: 2 Dissertação - Márcia Rodrigues da Silva - 2014.pdf: 1702741 bytes, checksum: 1b6fb822c34b1920dd4c38c97ec78d90 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2014-10-31T09:55:41Z (GMT) No. of bitstreams: 2 Dissertação - Márcia Rodrigues da Silva - 2014.pdf: 1702741 bytes, checksum: 1b6fb822c34b1920dd4c38c97ec78d90 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Made available in DSpace on 2014-10-31T09:55:41Z (GMT). No. of bitstreams: 2 Dissertação - Márcia Rodrigues da Silva - 2014.pdf: 1702741 bytes, checksum: 1b6fb822c34b1920dd4c38c97ec78d90 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2014-02-24 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / Specialized educational support is offered in the Multifunctional Resources rooms, which aim to ensure the educational process of children with special needs. Thus, some questions were raised: What is the formation profile of the teachers who work in specialized education? What policy guidelines and continuing education programs the government of Goiás has been offering? What are the courses offered by the Catalão Regional Under-secretariat for Education? How collaborative research can contribute to the professional development of special education teachers? The objective of this research was to investigate the formation processes of teachers in Goiás, from 1999 to 2012. For this purpose, we used an identification sheet, to outline the teachers’ profile. There was a research on training courses promoted by the government of Goias, a research on courses offered by the Catalão Regional Under-secretariat for Education, as well as an analysis of the certificates of the courses that the teachers have done. In the interview, we used a semi-structured script for trigger questions. The research was conducted at the Federal University of Goiás, Campus Catalão, with monthly meetings. The data collected by document analysis showed that, in Goiás, Higher education is required to work in the Multifunctional Resources rooms, however, this is not always a parameter to work with specialized educational support. In relation to training courses offered by the State Program for Diversity in Inclusive Perspective and courses of the Catalão Regional Under-secretariat for Education, research has shown that the proposal was based on a multiplier-based approach, with emphasis on deficiencies in preference to a more critical and reflective formation. The certificates showed that many teachers working have no training in the area. Regarding the interviews, they were analyzed from units of meaning and listed in three categories: The training processes of the teacher who works in specialized educational support; Constitution of Special Education teacher identity and Professional Development and Continuing Education and Collaborative Research. It was found that the initial formation was considered deficient and insufficient; the distance training program, implemented by the federal government, does not guarantee teachers access to public institutions of higher education. The devaluation of the profession has caused a distortion of the identity of special education teachers, because of the different roles they are taking at school. We found that collaborative research and continuing education in the perspective of professional development is a possibility that can significantly contribute to the improvement of their teaching practice. / O Atendimento Educacional Especializado é um serviço, ofertado nas Salas de Recursos Multifuncionais, que visa garantir o processo de escolarização das crianças público-alvo da educação especial. Desse modo, levantaram-se os questionamentos: Qual é o perfil de formação dos professores que atuam no Atendimento Educacional Especializado? Que diretrizes políticas e programas de formação continuada o governo de Goiás vem ofertando? Quais os cursos promovidos pela Subsecretaria Regional de Educação de Catalão? Como a pesquisa colaborativa pode contribuir para o desenvolvimento profissional do professor da educação especial? O objetivo dessa pesquisa foi investigar os processos formativos dos professores de Goiás no período de 1999 a 2012. Para tanto, utilizou-se uma ficha de identificação com o objetivo de delinear o perfil das professoras; realizou-se um levantamento da legislação de Goiás que normatiza a formação do professor; foi feito um levantamento dos cursos de formação promovidos pelo governo de Goiás; um levantamento dos cursos ofertados pela Subsecretaria Regional de Educação de Catalão, bem como uma análise dos certificados dos cursos realizados pelos professores. Na entrevista coletiva, utilizou-se um roteiro para as questões disparadoras. A pesquisa foi realizada na Universidade Federal de Goiás, Campus Catalão, com encontros mensais. Os dados levantados pela análise de documentos mostraram que, em Goiás, exige-se formação em nível superior para atuar nas Salas de Recursos Multifuncionais, entretanto, nem sempre essa formação serve como parâmetro para ingresso no atendimento educacional especializado. Em relação aos cursos de formação ofertados pelo Programa Estadual para a Diversidade numa Perspectiva Inclusiva e os cursos da Subsecretaria Regional de Catalão, a pesquisa mostrou que a proposta caminhou por abordagem centrada nos multiplicadores, com ênfase nas deficiências, em detrimento de uma formação mais crítico-reflexiva. Os certificados mostraram que muitos professores que trabalham na área não possuem formação específica. No tocante às entrevistas, elas foram analisadas a partir das unidades de sentidos e elencadas em três categorias: Os processos formativos do professor do atendimento educacional especializado; Constituição da Identidade do Professor de Educação Especial, o Desenvolvimento Profissional, a Formação Continuada e a Pesquisa Colaborativa. Pôde-se apreender que a formação inicial foi considerada deficitária e insuficiente; a política de formação a distância, implementada pelo governo federal, não tem garantido o acesso dos professores às instituições públicas de ensino superior. Com a desvalorização da profissão, há uma descaracterização da identidade dos professores da educação especial em virtude dos diversos papéis que os professores vêm assumindo na escola. Constatamos que a pesquisa colaborativa é uma possibilidade que pode contribuir significativamente para a melhoria de sua prática pedagógica.

Individer med erfarenheter av skolavhopp tenderar att i bland annat forskning och medier buntas ihop och kategoriseras som en homogen grupp med liknande bakomliggande orsaker till avhoppen. Dessa individer benämns inom forskning som dropouts och kan av samhället betraktas som en problematisk grupp på arbetsmarknaden. Studiens syfte är att öka förståelsen för hur nio unga vuxna resonerar kring det egna skolavhoppet. Detta i relation till hur normer och förväntningar kan påverka hur skolelever upplever att de blivit bemötta av vuxna i deras omgivning. Studiens frågeställningar är enligt följande: Hur talar föreliggande studies intervjupersoner om bemötande från lärare, skolpersonal och övriga vuxna under uppväxten? Hur kan intervjupersonernas handlande förstås i relation till normer och förväntningar de tycks ha förhållit sig till under uppväxten? Kvalitativ metod har tillämpats där intervjuer gjorts med nio individer som har erfarenheter av avbruten grundskole- eller gymnasieutbildning. Resultatet har analyserats med stöd av teorier vilka fokuserar kring normers och förväntningars betydelse för individers handlingsutrymme. Centrala teoretiska begrepp som tillämpats i föreliggande rapport är: Upplevd självförmåga, förväntningar, förebilder, uppmuntran, handlande, normer, exkludering. Slutsatser som redovisas påvisar att individer som har erfarenhet av avhopp sannolikt har unika och individuella bakomliggande orsaker till avhoppet. De avhopp som beskrivs kan betraktas som utdragna processer där eleverna inte har givits det stöd de tycks ha behövt. Resultatet visar även att relationsbyggande mellan skolpersonal och elever kan vara väsentligt eller avgörande för att skolpersonal ska förmå identifiera elevers behov av känslomässigt och pedagogiskt stöd. / Individuals who have experienced school dropout are often spoken of as a social and/or economic issue. Through social sciences as well as in media, they are sometimes seen as a homogeneous group with the same underlying causes for dropping out of school. The purpose of this study is to gain increased understanding of nine young adults’ reasoning about their school dropout experiences. This aim is based on how norms and expectations can effect how the students perceive the treatment received by grownups around them in their childhood and adolescence. The question formulations through this study are as follows: How do this study’s interviewed individuals speak about their connections to school employees and other grownups in their adolescence? How can the interviewed individuals’ actions be understood in relation to norms and expectations by which they have seemed to relate during their upbringing? Narrative method has been practiced, where nine individuals who have all experienced dropping out of elementary and/or upper secondary school have been interviewed. The result has been analyzed based on theories focused on norms’ and expectations’ impact on individuals’ capacity for action. Essential theoretical terminology that is used to further understand the analysis is the following: Self-efficacy, expected outcome, personal goals, role models, encouragement, actions, norms, exclusion. Conclusions of this study indicate that individuals who have experienced dropping out of primary and/or upper secondary school are likely to have different experiences and reasons for dropping out. The conclusions also implicates that norms and expectations do play a substantial role for individuals and tend to contribute to different rates of categorization and exclusion. The individual life stories regarding so called school dropouts that have been described in this study do seem to have been prolonged processes, where students have not received sufficient support. The results also stresses that the bonding between school employees and students is crucial for the ability to identify the individual need for emotional and educational support in time.

This thesis project explores and investigates the potential benefits of implementing AR as an educational support tool for dyslexic students in higher education. This was conducted through three design explorations which investigate if the characteristic of AR holds any potential benefits for the participants while reading academic papers. These design explorations were created in the form of prototypes which explore and investigate how well AR could increase the readability in comparison to already existing technology, applications, and physical tools which is currently being used by dyslexic students. Main findings from the user-testings, indicate that augmented reality could allow the students to maneuver easily through multiple papers, increase readability of different texts, and that AR holds multiple benefits compared to traditional more commonly used educational support tools.

Paternal incest is the intimate sexual contact between biological, step or foster fathers and their children. These father-figures include the live-in partners of the non-offending mother. The actual incidence of paternal incest in South Africa is not known; however, the South African Police Services report the incidence of incest in the Western Cape for 2011/2012 to be the second highest in South Africa. When children reveal the incest to any person, this is called disclosure. After disclosure and with the removal of the paternal figure from the family unit, the mother or grandmother is responsible for the sole care of the child-victim and becomes the primary caregiver. However, in the South African context it is traditionally accepted that the grandmother assumes the role of primary caregiver of the child where the child’s mother and/or father are unable to fulfil their parental role adequately. Therefore in this study, “primary caregivers” refers to mothers and maternal grandmothers. In the South African context, limited studies have been done that explore the experiences of primary caregivers whose children or grandchildren were exposed to paternal incest. There is also a lack of information on how to support these primary caregivers in the abovementioned context. The aim of this study was firstly to explore the experiences of primary caregivers whose children or grandchildren were exposed to paternal incest and secondly to use these experiences to suggest guidelines that may be utilised by practitioners (such as social workers and registered counsellors) to develop support programmes for these caregivers. The research was conducted at a non-profit organisation in the Western Cape Province of South Africa, that provides psychosocial services and where cases of paternal incest are referred for intervention. A qualitative, phenomenological research design was applied in this study to obtain rich data. Six primary caregivers were chosen through purposive sampling, on the basis that their children or grandchildren were exposed to paternal incest within the last five years. Of these, four were mothers and two were maternal grandmothers who were responsible for the children. Data was collected through in-depth interviews and was analysed thematically. Two main themes emerged from the study. The first theme involved reactions to the disclosure and its aftermath, which encompassed emotional, cognitive and physiological reactions that are similar to secondary traumatisation. The second theme was coping strategies that emerged to deal with the disclosure and its aftermath, which encompassed effective coping strategies (behavioural coping strategies to actively solve problems and the presence of social support), unhealthy or negative coping strategies (behavioural coping strategies of avoidance) and threats to coping (a lack of social support). The contribution of this study lies in the suggestion of guidelines for the support of primary caregivers whose children or grandchildren were exposed to paternal incest. These guidelines include the provision of emotional support, multidisciplinary practitioner support and educational support programmes. / MA (Psychology), North-West University, Potchefstroom Campus, 2014

Paternal incest is the intimate sexual contact between biological, step or foster fathers and their children. These father-figures include the live-in partners of the non-offending mother. The actual incidence of paternal incest in South Africa is not known; however, the South African Police Services report the incidence of incest in the Western Cape for 2011/2012 to be the second highest in South Africa. When children reveal the incest to any person, this is called disclosure. After disclosure and with the removal of the paternal figure from the family unit, the mother or grandmother is responsible for the sole care of the child-victim and becomes the primary caregiver. However, in the South African context it is traditionally accepted that the grandmother assumes the role of primary caregiver of the child where the child’s mother and/or father are unable to fulfil their parental role adequately. Therefore in this study, “primary caregivers” refers to mothers and maternal grandmothers. In the South African context, limited studies have been done that explore the experiences of primary caregivers whose children or grandchildren were exposed to paternal incest. There is also a lack of information on how to support these primary caregivers in the abovementioned context. The aim of this study was firstly to explore the experiences of primary caregivers whose children or grandchildren were exposed to paternal incest and secondly to use these experiences to suggest guidelines that may be utilised by practitioners (such as social workers and registered counsellors) to develop support programmes for these caregivers. The research was conducted at a non-profit organisation in the Western Cape Province of South Africa, that provides psychosocial services and where cases of paternal incest are referred for intervention. A qualitative, phenomenological research design was applied in this study to obtain rich data. Six primary caregivers were chosen through purposive sampling, on the basis that their children or grandchildren were exposed to paternal incest within the last five years. Of these, four were mothers and two were maternal grandmothers who were responsible for the children. Data was collected through in-depth interviews and was analysed thematically. Two main themes emerged from the study. The first theme involved reactions to the disclosure and its aftermath, which encompassed emotional, cognitive and physiological reactions that are similar to secondary traumatisation. The second theme was coping strategies that emerged to deal with the disclosure and its aftermath, which encompassed effective coping strategies (behavioural coping strategies to actively solve problems and the presence of social support), unhealthy or negative coping strategies (behavioural coping strategies of avoidance) and threats to coping (a lack of social support). The contribution of this study lies in the suggestion of guidelines for the support of primary caregivers whose children or grandchildren were exposed to paternal incest. These guidelines include the provision of emotional support, multidisciplinary practitioner support and educational support programmes. / MA (Psychology), North-West University, Potchefstroom Campus, 2014

Syftet med denna studie är att undersöka hur speciallärare i matematik ser på extra anpassningar och särskilt stöd i matematikundervisningen. Studien har en hermeneutisk ansats och semistrukturerade intervjuer har genomförts med fyra speciallärare i matematik verksamma på F-6 och 7-9 skolor för att få en förståelse för hur speciallärare i matematik ser på de nya direktiven i skollagen kring stödinsatser.   Som analysverktyg har gällande skollag, Lgr 11 samt Skolverkets allmänna råd använts men även olika specialpedagogiska perspektiv. Resultatet i studien visar att tre av speciallärarna i matematik ser extra anpassningar som ett enklare mellansteg mellan elevens behov och särskilt stöd men att anpassningar inte upplevs som en ny företeelse bland lärarna. Däremot är det ingen av speciallärarna i matematik som upplever att arbetet med extra anpassningar har minskat den administrativa bördan.   I resultatet framgår även att speciallärarna i matematik inte upplever någon tydlig gräns mellan extra anpassningar och särskilt stöd utan det är insatsens karaktär som är avgörande. Resultatet visar också att omfattning, varaktighet och ingripande karaktär är viktiga parametrar i definitionen av särskilt stöd. I studien kan också olika specialpedagogiska perspektiv urskiljas vars betydelse framträder i speciallärarnas beskrivningarna av konsekvenserna för såväl skolans arbete som i förhållningssättet till elever i behov av stöd.   För att de nya bestämmelserna kring stödinsatser ska få önskad effekt är det av betydelse att speciallärare i matematik har den kompetens som krävs för att bedöma och tolka extra anpassningar och särskilt stöd i syfte att kunna vägleda matematiklärare i arbetet mot att elever ska nå målen för utbildningen. / The aim of this study is to investigate special adjustments and special support in the mathematics education from a special education teacher in mathematics perspective. The study has a hermeneutical approach. Accordingly, semi-structured interviews with four special education teachers in mathematics from grade F-6 and grade 7-9 has been used to gain an understanding of how special education teachers in mathematics view the new directives in the school law regarding support measures.  The analytical tools that has been used are the Swedish School Law, the curriculum (Lgr 11) , general advice from the Ministry of Education and perspectives on special education. The result of the study shows that three of the special education teachers in mathematics see the special adjustments as a path between the students’ needs and special support but the teachers doesn´t regard it as anything new. However, none of the special education teachers in mathematics notice any decrease in administrative burden in the work of special adjustments. Also noticeable from the results, is that the special education teachers in mathematics experience make no difference between the special adjustments and special support. Rather, it was the character of the special educational support that was definitive. The result also shows that the width, length and level of involvement are important indicators when measuring special support. In the study different perspective on special education can be noticed in the special education teachers in mathematics descriptions of the consequences for both the school's work as in the approach to students in need of support. So, if the new laws regarding special educational support will have the desired effect, it is necessary that the special education teachers in mathematics have the required level of competence to interpret what special adjustments and special support is and being able to guide teacher in mathematics to be able to guide students to achive the educational goals.