The problem of this study was to identify professional competencies considered essential for the generic special educator. The purpose of this study was to identify competencies essential to the successful performance of a generic special educator to be used in the development of special education personnel. The identified competencies were utilized in the newly developed competency-based generic special education program at North Texas State University. To accomplish this study, a non-proportional stratified random sample of fifty-one school districts was selected from Regions VII, VIII, X, and XI. An instrument was developed, pilot tested, and revised. The instrument was administered to the sample of selected professional personnel within each selected school district. Descriptive data from the questionnaire were compiled and presented in tables by position and sub-group. The Pearson Product Moment Correlation Coefficient was applied as a measure of association among the various sub-groups on the basis of the rank ordering of items. In order to determine significant differences among sub-groups on the variable of importance of competency item, analyses of variance were calculated. Trainability ratings were analyzed using the chi square test of independence to test the degree of agreement of training environment among the four sub-groups.

This study examined the relationship between the level of implementation of the Multi-Tiered System of Supports (MTSS) approach to service delivery in schools and educators’ beliefs regarding MTSS, their perceptions of MTSS practices in their schools, and student growth. The study used data from the Florida Problem Solving/Response to Intervention Project. Thirty-four pilot schools in seven school districts across the state of Florida were provided intensive coaching, training, and technical assistance in implementing the MTSS service delivery model for three years. The current study focused on the final year of support. Data collected as part of the project’s program evaluation model were used to examine the relationships between study variables. Multiple regressions were conducted to determine the relationship between the level of implementation of MTSS and the study’s dependent variables. Findings indicated that both Infrastructure and Implementation predicted educator beliefs about Data-Based Decision Making (DBDM), while Implementation alone predicted educator beliefs about the Academic Ability and Performance of Students with Disabilities (SWD). Furthermore, the overall regression model predicted educator perceptions of practices applied to both Academic and Behavior Content; however, none of the individual predictors were significantly related to either dependent measure. No other study dependent variables were significantly predicted by the level of MTSS implementation. Implications for practice and research involve the need for larger scale studies of MTSS implementation and the importance of researchers and practitioners utilizing reliable and valid measures to monitor implementation efforts.

Objective: The aim of this work is to find out how a number of educators work when giving children support and opportunities for language development. Questions: What have preschool for policy to monitor/assess the children’s language development? What experiences do teachers have of children who need support in language development? How do educator’s regard support from specialised educator’s? Do these efforts support the children to enhance language development? Methods: Qualitative methodology, Interviews with six teachers and two specialised educators from three kindergartens in the municipality. Summary of conclusions: The municipality in which the survey was conducted has a document that provides guide lines on how to work with children’s language development in school and preschool. Pedagogical documentation is a tool that teachers use in nursery school which educators and parents can follow, which shows children’s learning processes and learn strategies. Research shows that through play, music, creative activities, photos, etc. and the educator’s ways of supporting and giving children context-rich words supported language development. This study shows that teachers use methods that research shows to be congenial to language development. Educators work in their own ways and use different methods to ultimately support the child in its language development. With various efforts from the preschool teacher, language teacher, parents, speech therapy and special education teachers, the educator seeks to support the child’s continued language development.

The applied practice of duty of care of the educator in historically Afrikaans medium secondary schools in the districts of Potchefstroom and Klerksdorp. When a parent sends his child to school the learner is entrusted to the care of educators, and the educator acts as a person in loco parentis regarding the physical protection of the learner. In order to ensure this safety of learners, it is necessary to create a climate of safety and security for them by utilizing rules and regulations. This implies that the educator, in the application of the practice of duty of care, is obliged to protect the learner from physical damage. The compulsion laid upon the educator to ensure the physical welfare of learners entrusted to his care, results from a delegated obligation (the in loco parent/s-position of the educator) and an original obligation. It is important for the educator to evaluate, comprehend and apply his position and the accompanying standard of the practice of duty of care legally required in the light of relevant legislation, legal adage and common law principles. Literature study has shown that the obligations and responsibilities regarding the duty of care of educators are established by a combination of determinants, inter alia statutory legislation, South African and International legal adage and elements of common law. There is no separate field of laws to exclusively determine and influence education but rather an eclectic field of legislation comprising norms and standards from the entire field of legislation as applicable in contemporary South Africa. With the accent currently on the professional conduct of the educator, they should keep in mind that they, like any other professional person, will be evaluated by stricter measures. In establishing negligence from an educator, the skills and care are expected from the educator as a professional person, an expert in the field of teaching with specialised knowledge. Thus, the conduct of an educator is measured by the elevated standards as expected from the reasonable expert. An empirical investigation was launched by means of a questionnaire completed by post level -1 educators and heads of department in historically Afrikaans secondary schools in the Potchefstroom and Klerksdorp districts. The aim of this research was to establish • the insight, perceptions and knowledge of the educators regarding key legal questions with reference to their care of duty practice and • the extent to which the duty of care practices of the educators meet with the requirements of educational law. The empirical investigation established inter alia that • respondents generally seem to possess reasonable knowledge of education laws regarding the practice of their duty of care; • most of the respondents seem not to be able to apply their knowledge of educational laws to their duty of care; • it seems that the practice of duty of care of the majority of the respondents does not meet with the elevated standards expected legally from a professional educator and that • specialised training in education law has the most significant effect on the practice of duty of care of the educator. With regard to the findings, specific recommendations were made, relevant to role players in education on macro, meso and micro level. These recommendations should promote a heightened standard in the practice of care of duty with practicing educators. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2009.

The applied practice of duty of care of the educator in historically Afrikaans medium secondary schools in the districts of Potchefstroom and Klerksdorp. When a parent sends his child to school the learner is entrusted to the care of educators, and the educator acts as a person in loco parentis regarding the physical protection of the learner. In order to ensure this safety of learners, it is necessary to create a climate of safety and security for them by utilizing rules and regulations. This implies that the educator, in the application of the practice of duty of care, is obliged to protect the learner from physical damage. The compulsion laid upon the educator to ensure the physical welfare of learners entrusted to his care, results from a delegated obligation (the in loco parent/s-position of the educator) and an original obligation. It is important for the educator to evaluate, comprehend and apply his position and the accompanying standard of the practice of duty of care legally required in the light of relevant legislation, legal adage and common law principles. Literature study has shown that the obligations and responsibilities regarding the duty of care of educators are established by a combination of determinants, inter alia statutory legislation, South African and International legal adage and elements of common law. There is no separate field of laws to exclusively determine and influence education but rather an eclectic field of legislation comprising norms and standards from the entire field of legislation as applicable in contemporary South Africa. With the accent currently on the professional conduct of the educator, they should keep in mind that they, like any other professional person, will be evaluated by stricter measures. In establishing negligence from an educator, the skills and care are expected from the educator as a professional person, an expert in the field of teaching with specialised knowledge. Thus, the conduct of an educator is measured by the elevated standards as expected from the reasonable expert. An empirical investigation was launched by means of a questionnaire completed by post level -1 educators and heads of department in historically Afrikaans secondary schools in the Potchefstroom and Klerksdorp districts. The aim of this research was to establish • the insight, perceptions and knowledge of the educators regarding key legal questions with reference to their care of duty practice and • the extent to which the duty of care practices of the educators meet with the requirements of educational law. The empirical investigation established inter alia that • respondents generally seem to possess reasonable knowledge of education laws regarding the practice of their duty of care; • most of the respondents seem not to be able to apply their knowledge of educational laws to their duty of care; • it seems that the practice of duty of care of the majority of the respondents does not meet with the elevated standards expected legally from a professional educator and that • specialised training in education law has the most significant effect on the practice of duty of care of the educator. With regard to the findings, specific recommendations were made, relevant to role players in education on macro, meso and micro level. These recommendations should promote a heightened standard in the practice of care of duty with practicing educators. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2009.

The purpose of this study was to explore in-depth, the role of Integrated Quality Management System coordinators and the role of subject advisors in the professional development of educators in the Tshwane South district and Northern Gauteng district of the Gauteng Department of Education. This qualitative research study used a case study design - the case being the role of two sets of district officials in educator professional development. This study was framed by the four main roles of the district officials as stipulated by the Personnel Administration Measures (1996), namely planning, support, supervision and educator engagement. These four main concepts were not just a point of reference but the conceptual framework underpinning the study. Altogether, eight district officials took part in this study. Semi-structured interviews were employed as data collection strategy in this study. The findings of this study were that the role of officials in planning EPD is varied and often overlaps, that support is mainly provide through school visits, but other means of support are also employed when required, that supervision and oversight is not always developmental in nature, and finally that educator engagement is often insufficient and does not always engage educators in the processes and planning of EPD. The study put forward recommendations that advance planning, advocacy and training for the implementation of IQMS be done, that professional development activities endorsed by SACE be adopted throughout the system, that a change of focus from monitoring and accountability methods in educator professional development to developmental supervision be adopted, and consultation and engagement with educators in designing and planning professional development activities be prioritised. / Dissertation (MEd)--University of Pretoria, 2017. / Education Management and Policy Studies / MEd / Unrestricted

Indiana University-Purdue University Indianapolis (IUPUI) / This study described the education courses in Master of Science in Nursing Education (MSN Ed) degree and post-master’s certificate (PMC) in nursing education programs and determined which of the eight NLN Core Competencies, used to certify nurse educators, were represented. Data regarding the required credit hours, practicum hours, distance accessibility, and preparation for the Certified Nurse EducatorCM (CNE) Examination also were collected. The study used a descriptive design using a web scraping technique. Program information was obtained from the accrediting bodies for graduate nursing programs in 2015. Course description data were obtained from web pages via curriculum plans, course catalogs, graduate handbooks, or other institutional web pages. Data were collected from each program website, collated, uploaded, and analyzed. In both types of programs, evidence was found for the NLN Core Competencies: Facilitate Learning (97%), Participate in Curriculum Design and Evaluation of Program Outcomes (97%), Use Assessment and Evaluation Strategies (95%), Pursue Continuous Quality Improvement in the Nurse Educator Role (88%), Engage in Scholarship (45%), Function as a Change Agent and Leader (30%), Facilitate Learner Development and Socialization (28%), and Function within the Educational Environment (12%). Only 36% and 40% of MSN Ed and PMC in nursing education programs, respectively, were completely distance accessible. Required credit hours varied from 28 to 65 for the entire MSN Ed and from 6 to 47 for the nursing education courses. PMC credit hours varied from 3 to 45. Practicum clock hours, for both programs, ranged from 60–500 while practicum credit hours ranged from 1–18. Revision of MSN Ed and PMC curricula is indicated to improve inclusion of content in all competency areas. Moreover, increasing the number of distance accessible programs may encourage more nurses to consider a master’s degree or post-master’s certificate in nursing education.

Many beginner educators leave the profession within the first three years following their appointment. The security of educators, and especially that of the beginner educator is threatened from many angles. Beginner educators experience this threat very intensely and this weakened feeling of security they experience, has important implications for their role as educators. There are, however, many legal determinants that protect educator security and oppose each threat directly. This research falls within the field of Education Law and the security of beginner-educators is studied from this angle. The study focuses on the protection of security as offered by law determinants and the real experience of threats by beginner educators. In the research, law determinants such as the Constitution, education law, labour law and case law, as protectors of security, were studied. Using a qualitative study the experience and perceptions of a selection of participants was analysed. The participants, from different types of schools in a certain geographical area, were identified. During the analysis two aspects emerged that influence security. The first aspect is the beginner educator‟s lack of knowledge of the mechanisms that protect security and the second aspect was beginner educators‟ real experience of threats. Beginner educators‟ lack of security is the result of their lack of knowledge of the mechanisms that protect security. The findings of this research propose that more emphasis is placed on the legal aspects concerning the protection of security of educators during their training and that beginner educators are empowered to face threats of security and overcome it. / MEd (Education Law), North-West University, Potchefstroom Campus, 2015

Many beginner educators leave the profession within the first three years following their appointment. The security of educators, and especially that of the beginner educator is threatened from many angles. Beginner educators experience this threat very intensely and this weakened feeling of security they experience, has important implications for their role as educators. There are, however, many legal determinants that protect educator security and oppose each threat directly. This research falls within the field of Education Law and the security of beginner-educators is studied from this angle. The study focuses on the protection of security as offered by law determinants and the real experience of threats by beginner educators. In the research, law determinants such as the Constitution, education law, labour law and case law, as protectors of security, were studied. Using a qualitative study the experience and perceptions of a selection of participants was analysed. The participants, from different types of schools in a certain geographical area, were identified. During the analysis two aspects emerged that influence security. The first aspect is the beginner educator‟s lack of knowledge of the mechanisms that protect security and the second aspect was beginner educators‟ real experience of threats. Beginner educators‟ lack of security is the result of their lack of knowledge of the mechanisms that protect security. The findings of this research propose that more emphasis is placed on the legal aspects concerning the protection of security of educators during their training and that beginner educators are empowered to face threats of security and overcome it. / MEd (Education Law), North-West University, Potchefstroom Campus, 2015

This study focuses on the experiences that educators have of their relationships with adolescents involved in drug use. It has been recognised over time that school communities are becoming more important with regards to the impact they have on learners, in particular the impact that learner-educator relationships have on the wellbeing of learners. A qualitative, phenomenological design was therefore used in order to ascertain the educators’ lived experiences. In total, sixteen educators were purposely selected from a secondary school in the area of Delft in Cape Town. In-depth interviews were conducted with all sixteen participants after which a World Café group session was organised in which the same 16 educators participated. These methods collected rich information. The results of the study are reported in an article. The aim of the article was to explore educators’ lived experiences of their relationships with adolescent learners involved in drug use. The study has shown that educators can have positive relationships with learners involved in drug use despite the challenges they face. It seems that it is most likely to occur when the educator feels motivated to nurture these relationships – possibly experiencing personal well-being – and uses a variety of skills and strengths to attempt to achieve this goal. This has implications for how other cases with learners involved in drug use should be treated and how the educators and school can assist these learners. Recommendations that emerged as a result of this study are to make educators aware of their own personal well-being and the importance of nurturing their wellbeing, in order to enable them to, in turn, nurture positive relationships with learners involved in drug use. Schools themselves can also play a role in creating an organisational culture that places emphasis on the relational and personal well-being of teachers as well as students. / MA (Psychology), North-West University, Potchefstroom Campus, 2014