Die uitdagings wat in skare ontstaan het as gevolg van transformasie plaas die moderne skoolhoof se bestuursleierskap onder die vergrootglas. Skoolhoofde benodig radikale metodes van benadering in hul bestuurstyle en fokus. Die interpretering en implementering van transformasie gee aanleiding tot onduidelikheid en verrykende kompieksiteit. Van skoolhoofde word verwag am antwoorde en oplossings te vind vir transformasie en terselfde tyd word van hulle verwag am effektiewe en doeigerigte onderrig en leer daar te stel. Hoofstuk 1 handel kortliks oar die bree probleemvrae van transformasie wat in skole plaasvind. Die benadering en gevolge, direk of indirek, wat met die skoal hoof se bestuurstyl gepaard gaan word bestudeer. Die bestuurstyl, benadering en veranderings wat met transformasie gepaard gaan en hoe skoolhoofde hulself moet herontwerp, te same met hulle skoal am aan die behoeftes en else van transformsasie te voldoen word bestudeer. Verder wys dit daarop dat 'n gedeeltelike en algehele persoonlike transformasie benodig word am transformasie te laat plaasvind vir mod erne skole van die een-twintigste-eeu. Daar word oak aandag geskenk aan die doel en metode van die navorsing. Verder word daar oak aandag gegee aan probleemvrae wat met behulp van die Iiteratuurstudie en empiriese ondersoek beantwoord sal word. 'n Suid-Afrikaanse perspektief en die invloed, gevolge van transformasie word in die daaropvolgende hoofstuk (hoofstuk 2) bestudeer. Hoewel baie klem op transformasi~ geplaas word, dui die hoofstuk aan dat transformasie onderwys vanaf Jan van Riebeeck se tyd met ons is, verskans onder verskeie name en benaderings. Verskeie filosofiese benaderings word ondersoek en hoe dit in 'n mod erne era toegepas kan word. Minder bekend, maar met ononderhandelbare gevolge is die Suid-Afrikaanse Grondwet en beleidsraamwerk rakende die onderwys. Ten einde word verskeie implikasies van transformasie in die onderwys ondersoek. Hoofstuk 3 word gewy aan die bestuursleierskap van die moderne skoolhoof. Aandag word geskenk aan die sieninge rakende wat leierskap is en wat verwag word van 'n leier asook die kompleksiteit van moderne leierskap. Verder word 'n verskeidenheid van leierskapmodelle en dimensies bestudeer en bespreek wat bydra tot die kompleksiteit van bestuursleierskap. Omdat leierskap nie vir aile persone 'n eenstyl kan wees nie word verskillende leierskapstyle bestudeer wat afsonderlik en gekombineerd in suksesvolle bestuursleierskap situasies gebruik kan word. Transformasie bring mee dat moderne skoolhoofde sekere karaktereienskappe moet he en stel gevolglik sekere en uitdagende professionele eise aan die skoolhoof. Transformasie het ook tot gevolg dat die rol van die skoolhoof in SuidAfrika drasties verander, wat meebring dat hoofde hul benadering tot skoolbestuur en spesifiek hul benadering tot transformasie onderwys indringend moet hersien. Ten einde bestudeer hoofstuk 3 sekere uitdagings wat aan die skoolhoof in 'n moderne onderwysmilieu gerig word. In hoofstuk 4 is gepoog om die navorsingsontwerp deeglik te beskryf. Die meetinstrument (vraelys) is 'n selfontwerpte vraelys wat uit vrae bestaan wat deur respondente beantwoord moes word. Die ontwerp van die vraelys vir skoolhoof en onderwyser respondente is van so aard dat dit met mekaar ooreenstem. In die beantwoording van die vraelyste het respondente vier keuses van antwoorde gehad. Die administratiewe prosedures wat gevolg is met die vraelyste is ook aangedui. Die statistiese tegnieke en prosedures is ook volledig uiteengesit en verduidelik. Die hoofstuk sluit ook in die uiteensetting van die faktoranalise, bepaling van betroubaarheid van die vraelyste en die bepaling van effekgroottes van verskille tussen die groepe respondente. In die volgende hoofstuk is die empiriese ondersoek en resultate verder verduidelik word. In hoofstuk 5 is die resultate van die inligting wat in die vraelyste verkry is asook die statistiese ontleding daarvan volledig weergegee. Bepaling van frekwensies en gemiddeldes van vraelyste aan skoolhoofde en personeel word weergegee. Die bevindinge van die vraelyste vir beide skoolhoofde en personeel dui slegs die hoogste en laagste uitvalle aan. Vergelyking tussen die hoogste en laagste uitvalle van die vraelyste aan skoolhoof en personeel respondente word ook aangedui. Met 'n faktoranalise is die verskillede faktore uit skoolhoof en personeel vraelyste aangedui. 'n Betroubaarheids toets is gedoen met behulp van die Cronbach-Alfa Koeffisient . Verder is die gemiddeldes en standaardafwykings van die items van skoolhoof en personeel vraelyste bepaal. Die statistiese verskille tussen skoolhoof en personeel met betrekking tot elke faktor is ook bepaal. Statistiese verskille tussen hoer-en laerskole en verskille tussen verskillende ouderdomsgroepe met betrekking tot die 6 faktore is ook gedoen. In die volgende hoofstuk is gevolgtrekkings uit die resultate van die navorsing gemaak word. Daar is gepoog word om aanbevelings uit die gevolgtrekkings aan die hand te doen. Verder is gepoog word om rigting vir verdere navorsings aan die hand te doen. In hoofstuk 6 is die probleem en doelstelling kortliks bespreek. Dit word opgevolg deur te kyk na die literatuurstudie en bevindinge met betrekking tot die literatuurstudie. Daar is ook aandag gegee aan bevindinge met betrekkinge tot navorsingsdoelwite. Verder is die empiriese navorsing en bevindinge met betrekking tot die empiriese ondersoek aangedui. Riglyne vir die verbetering van die rol van die skoolhoof word ook in hierdie hoofstuk aangedui. Die hoofstuk sluit ook in aanbevelings wat gedoen is aan die hand van bevindinge wat gemaak is. Ten einde is aanbevelings gemaak vir verdere navorsing. / ABSTRACT: The management leadership of the modern principal has been placed under the magnifying glass due to the challenges brought about in schools by transformation. School principals are in need of radical methods of approach to their management styles and focus. Interpretation and implementation of transformation lead to obscurity and far reaching complexity. School principals are expected to provide answers and solutions for transformation while at the same time putting effective and purposeful education in place. Chapter 1 gives a brief overview of the broader problem of transformation in schools. The approach and results, either direct or indirect, that are linked to the management style of the principal are studied. The management style, approach and changes due to transformation, has principals need to re-invent themselves and their schools to fulfil the needs of transformation, are also studied. It points out that a partial or even complete personal transformation in modern schools of the twenty first century. Attention is given to afforded problematic questions that will be answered by means of the literature study and empirical investigation. A South African perspective and the influence and consequences of transformation are discussed in the subsequent chapter (chapter 2). Although transformation is emphasized, this chapter reveals that diverse teaching and education have been with us since the time of Jan van Riebeeck, entrenched by various names and approaches. Various philosophical approaches and their applications in the modern era are investigated. Perhaps not as well-known, but with non-negotiable results, is the South African Constitution and Management framework regarding education. Therefore various implications of transformation for diverse education are investigated. Chapter 3 is dedicated to leadership in management of modern school principals. Attention is given to views as to what leadership is, what is expected of a leader as well as the complexities of modern leadership. A number of leadership models and dimensions that add to the complexity of leadership in management are studied as leadership can never be the same for all people. These varying styles of leadership can be used separately or in combination for successful management leadership. Transformation has resulted in school principals having to possess certain characteristics. This results in specific and challenging professional demands on the school principal. Transformation has brought about dramatic changes to the role of school principals in South Africa. This in turn has caused principals to revise their approach to diverse and transformation education. To this end chapter 3 studies certain challenges to the school principal in the modern education milieu. In chapter 4 the research concept has been explained. The measuring instruments (questionnaires) is a self conducted questionnaire that consist of questions that must be answered by the respondents. The questionnaire concept for principals and teachers is of such a nature that it is corresponding with one another. In answering the questions the respondents have four possible answers to choose from. The administrative procedures that was followed are also indicated. Statistic techniques and procedures are explained and set out in detail. The chapter include the layout of the factor analysis, reliability of the factors and the determining of effect valuation between different groups of respondents. The empirical investigation and its results will be explained in the next chapter. In chapter 5 the results of the information from the questionnaires are given. There is a detailed statistical analysis of all information. The frequency and averages of questionnaires completed by principals and educators are determined and explained. Findings indicate only the highest and lowest fall-outs of the questionnaires of principals and educators respondents. The factor analysis is an indication of the different factors from principal and educator questionnaires. A reliability test was done by means of the Cronbach Alpha Coefficient. The averages and standard deviations of the items of principals and educators questionnaires were determined, as were the statistical differences between high and primary schools and the differences between age groups with reference to the six factors. In the next chapter conclusions are drawn from the results of the research. Recommendations were suggested with reference to the conclusions. Possible areas for future research are also be suggested. The problem and objectives of the study were briefly discussed in chapter 6. The literary study and its results were discussed. Attention was also be focused on the results with reference to the research objectives. The empirical research and its results have also been discussed in detail. Guidelines for the improvement of the role of the principal are given in this chapter. Recommendations which have been made with reference to the findings of the study are included and finally recommendations for further research have been suggested. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2010.

Compared to other subjects, Learning Area Technology teaching is a relatively new knowledge area world-wide, especially in the South African school curriculum, and it consequently presents new challenges. One of these challenges is the fact that no previous tertiary training programmes exist for the Learning Area Technology; thus new ones have to be developed. Since limited research has been done regarding Learning Area Technology teaching, teachers of Technology are forced to base their professional teaching and learning practices on approaches from other fields of knowledge and adapt these. This is not necessarily ideal for Learning Area Technology teaching in the South African context. The following question can thus be posed: To which extent do existing pre-service training programmes develop the essential competences and skills required for the effective teaching of the Learning Area Technology? Against the background of this overarching aim of the study, this research attempted to find answers to the following research questions: • What are the competences a qualified Learning Area Technology teacher should possess? • What is the nature of Learning Area Technology teacher training in South Africa? • What is lacking in training programmes for pre-service Learning Area Technology teachers in South Africa? To provide answers to these questions, a literature study as well as an empirical study was conducted. To achieve the aim of the empirical study a phenomenological approach was applied in executing an exploratory qualitative study. A random sample was drawn from available tertiary institutions training pre-service Technology teachers in the Learning Area Technology. Individual, semi-structured interviews were conducted with lecturers to enable the researcher to comprehend and interpret experiences and realities in terms of the research question. Findings from the literature study on the competences a qualified technology Teacher should possess indicate that a Technology teacher, upon completion of studies, should posses the following competences to present the Learning Area Technology as a subject specialist: indepth subject knowledge of the various knowledge areas for the Learning Area Technology; suitable pedagogical content knowledge to be able to transform technological knowledge to teachable matter; technological skills in technological processes and techniques; and positive values and attitudes which can be integrated successfully during various learning opportunities. It is also imperative that pre-service Learning Area Technology teachers possess knowledge of appropriate teaching strategies to accomplish critical, creative and problem-solving skills among learners. The empirical research was aimed at establishing the nature of pre-service training programmes in South Africa, as well as identifying shortcomings in the training of pre-service Technology teachers. Data analyses regarding the nature of pre-service training of Learning Area Technology teachers-.enabled the researcher to identify particular shortcomings in preservice training programmes in South Africa. The following shortcomings were identified: insufficient subject knowledge and technological subject skills; limited subject specific pedagogical knowledge; lack of real life situations in learning opportunities; and a lack of modelling of teaching strategies during facilitation of the Learning Area Technology. Based on the findings of the research which was also related to the literature, specific recommendations were made in order to improve the quality of pre-service training for the Learning Area Technology. Recommendations on the identified shortcomings include the following: the training of Learning Area Technology teachers as subject specialists by establishing standards appropriate for tertiary training in order to enhance the development of subject knowledge; the development of subject specific pedagogical content knowledge by implementing micro lessons; revision of time planning and facilities for the practising of technological skills; and sufficient opportunities to practise, analyse and reflect on teaching processes to develop proper and appropriate teaching strategies. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2010

Die uitdagings wat in skare ontstaan het as gevolg van transformasie plaas die moderne skoolhoof se bestuursleierskap onder die vergrootglas. Skoolhoofde benodig radikale metodes van benadering in hul bestuurstyle en fokus. Die interpretering en implementering van transformasie gee aanleiding tot onduidelikheid en verrykende kompieksiteit. Van skoolhoofde word verwag am antwoorde en oplossings te vind vir transformasie en terselfde tyd word van hulle verwag am effektiewe en doeigerigte onderrig en leer daar te stel. Hoofstuk 1 handel kortliks oar die bree probleemvrae van transformasie wat in skole plaasvind. Die benadering en gevolge, direk of indirek, wat met die skoal hoof se bestuurstyl gepaard gaan word bestudeer. Die bestuurstyl, benadering en veranderings wat met transformasie gepaard gaan en hoe skoolhoofde hulself moet herontwerp, te same met hulle skoal am aan die behoeftes en else van transformsasie te voldoen word bestudeer. Verder wys dit daarop dat 'n gedeeltelike en algehele persoonlike transformasie benodig word am transformasie te laat plaasvind vir mod erne skole van die een-twintigste-eeu. Daar word oak aandag geskenk aan die doel en metode van die navorsing. Verder word daar oak aandag gegee aan probleemvrae wat met behulp van die Iiteratuurstudie en empiriese ondersoek beantwoord sal word. 'n Suid-Afrikaanse perspektief en die invloed, gevolge van transformasie word in die daaropvolgende hoofstuk (hoofstuk 2) bestudeer. Hoewel baie klem op transformasi~ geplaas word, dui die hoofstuk aan dat transformasie onderwys vanaf Jan van Riebeeck se tyd met ons is, verskans onder verskeie name en benaderings. Verskeie filosofiese benaderings word ondersoek en hoe dit in 'n mod erne era toegepas kan word. Minder bekend, maar met ononderhandelbare gevolge is die Suid-Afrikaanse Grondwet en beleidsraamwerk rakende die onderwys. Ten einde word verskeie implikasies van transformasie in die onderwys ondersoek. Hoofstuk 3 word gewy aan die bestuursleierskap van die moderne skoolhoof. Aandag word geskenk aan die sieninge rakende wat leierskap is en wat verwag word van 'n leier asook die kompleksiteit van moderne leierskap. Verder word 'n verskeidenheid van leierskapmodelle en dimensies bestudeer en bespreek wat bydra tot die kompleksiteit van bestuursleierskap. Omdat leierskap nie vir aile persone 'n eenstyl kan wees nie word verskillende leierskapstyle bestudeer wat afsonderlik en gekombineerd in suksesvolle bestuursleierskap situasies gebruik kan word. Transformasie bring mee dat moderne skoolhoofde sekere karaktereienskappe moet he en stel gevolglik sekere en uitdagende professionele eise aan die skoolhoof. Transformasie het ook tot gevolg dat die rol van die skoolhoof in SuidAfrika drasties verander, wat meebring dat hoofde hul benadering tot skoolbestuur en spesifiek hul benadering tot transformasie onderwys indringend moet hersien. Ten einde bestudeer hoofstuk 3 sekere uitdagings wat aan die skoolhoof in 'n moderne onderwysmilieu gerig word. In hoofstuk 4 is gepoog om die navorsingsontwerp deeglik te beskryf. Die meetinstrument (vraelys) is 'n selfontwerpte vraelys wat uit vrae bestaan wat deur respondente beantwoord moes word. Die ontwerp van die vraelys vir skoolhoof en onderwyser respondente is van so aard dat dit met mekaar ooreenstem. In die beantwoording van die vraelyste het respondente vier keuses van antwoorde gehad. Die administratiewe prosedures wat gevolg is met die vraelyste is ook aangedui. Die statistiese tegnieke en prosedures is ook volledig uiteengesit en verduidelik. Die hoofstuk sluit ook in die uiteensetting van die faktoranalise, bepaling van betroubaarheid van die vraelyste en die bepaling van effekgroottes van verskille tussen die groepe respondente. In die volgende hoofstuk is die empiriese ondersoek en resultate verder verduidelik word. In hoofstuk 5 is die resultate van die inligting wat in die vraelyste verkry is asook die statistiese ontleding daarvan volledig weergegee. Bepaling van frekwensies en gemiddeldes van vraelyste aan skoolhoofde en personeel word weergegee. Die bevindinge van die vraelyste vir beide skoolhoofde en personeel dui slegs die hoogste en laagste uitvalle aan. Vergelyking tussen die hoogste en laagste uitvalle van die vraelyste aan skoolhoof en personeel respondente word ook aangedui. Met 'n faktoranalise is die verskillede faktore uit skoolhoof en personeel vraelyste aangedui. 'n Betroubaarheids toets is gedoen met behulp van die Cronbach-Alfa Koeffisient . Verder is die gemiddeldes en standaardafwykings van die items van skoolhoof en personeel vraelyste bepaal. Die statistiese verskille tussen skoolhoof en personeel met betrekking tot elke faktor is ook bepaal. Statistiese verskille tussen hoer-en laerskole en verskille tussen verskillende ouderdomsgroepe met betrekking tot die 6 faktore is ook gedoen. In die volgende hoofstuk is gevolgtrekkings uit die resultate van die navorsing gemaak word. Daar is gepoog word om aanbevelings uit die gevolgtrekkings aan die hand te doen. Verder is gepoog word om rigting vir verdere navorsings aan die hand te doen. In hoofstuk 6 is die probleem en doelstelling kortliks bespreek. Dit word opgevolg deur te kyk na die literatuurstudie en bevindinge met betrekking tot die literatuurstudie. Daar is ook aandag gegee aan bevindinge met betrekkinge tot navorsingsdoelwite. Verder is die empiriese navorsing en bevindinge met betrekking tot die empiriese ondersoek aangedui. Riglyne vir die verbetering van die rol van die skoolhoof word ook in hierdie hoofstuk aangedui. Die hoofstuk sluit ook in aanbevelings wat gedoen is aan die hand van bevindinge wat gemaak is. Ten einde is aanbevelings gemaak vir verdere navorsing. / ABSTRACT: The management leadership of the modern principal has been placed under the magnifying glass due to the challenges brought about in schools by transformation. School principals are in need of radical methods of approach to their management styles and focus. Interpretation and implementation of transformation lead to obscurity and far reaching complexity. School principals are expected to provide answers and solutions for transformation while at the same time putting effective and purposeful education in place. Chapter 1 gives a brief overview of the broader problem of transformation in schools. The approach and results, either direct or indirect, that are linked to the management style of the principal are studied. The management style, approach and changes due to transformation, has principals need to re-invent themselves and their schools to fulfil the needs of transformation, are also studied. It points out that a partial or even complete personal transformation in modern schools of the twenty first century. Attention is given to afforded problematic questions that will be answered by means of the literature study and empirical investigation. A South African perspective and the influence and consequences of transformation are discussed in the subsequent chapter (chapter 2). Although transformation is emphasized, this chapter reveals that diverse teaching and education have been with us since the time of Jan van Riebeeck, entrenched by various names and approaches. Various philosophical approaches and their applications in the modern era are investigated. Perhaps not as well-known, but with non-negotiable results, is the South African Constitution and Management framework regarding education. Therefore various implications of transformation for diverse education are investigated. Chapter 3 is dedicated to leadership in management of modern school principals. Attention is given to views as to what leadership is, what is expected of a leader as well as the complexities of modern leadership. A number of leadership models and dimensions that add to the complexity of leadership in management are studied as leadership can never be the same for all people. These varying styles of leadership can be used separately or in combination for successful management leadership. Transformation has resulted in school principals having to possess certain characteristics. This results in specific and challenging professional demands on the school principal. Transformation has brought about dramatic changes to the role of school principals in South Africa. This in turn has caused principals to revise their approach to diverse and transformation education. To this end chapter 3 studies certain challenges to the school principal in the modern education milieu. In chapter 4 the research concept has been explained. The measuring instruments (questionnaires) is a self conducted questionnaire that consist of questions that must be answered by the respondents. The questionnaire concept for principals and teachers is of such a nature that it is corresponding with one another. In answering the questions the respondents have four possible answers to choose from. The administrative procedures that was followed are also indicated. Statistic techniques and procedures are explained and set out in detail. The chapter include the layout of the factor analysis, reliability of the factors and the determining of effect valuation between different groups of respondents. The empirical investigation and its results will be explained in the next chapter. In chapter 5 the results of the information from the questionnaires are given. There is a detailed statistical analysis of all information. The frequency and averages of questionnaires completed by principals and educators are determined and explained. Findings indicate only the highest and lowest fall-outs of the questionnaires of principals and educators respondents. The factor analysis is an indication of the different factors from principal and educator questionnaires. A reliability test was done by means of the Cronbach Alpha Coefficient. The averages and standard deviations of the items of principals and educators questionnaires were determined, as were the statistical differences between high and primary schools and the differences between age groups with reference to the six factors. In the next chapter conclusions are drawn from the results of the research. Recommendations were suggested with reference to the conclusions. Possible areas for future research are also be suggested. The problem and objectives of the study were briefly discussed in chapter 6. The literary study and its results were discussed. Attention was also be focused on the results with reference to the research objectives. The empirical research and its results have also been discussed in detail. Guidelines for the improvement of the role of the principal are given in this chapter. Recommendations which have been made with reference to the findings of the study are included and finally recommendations for further research have been suggested. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2010.

Thesis (Ph. D.)--University of Tennessee, Knoxville, 2008. / Title from title page screen (viewed on Sept. 29, 2009). Thesis advisor: Richard L. Allington. Vita. Includes bibliographical references.

Research paper (M.A.)--Cardinal Stritch College--Milwaukee, 1977. / A research paper submitted in partial fulfillment of the requirements for the degree of Master of Arts in Education (Education of Learning Disabled Children). Includes bibliographical references (p. 72-75).

Thesis (M.S.)--Eastern Connecticut State University, 2004. / Website for materials: http://www.geocities.com/bobbyn18/Thesis.html?1074876403923 (viewed 12-29-2005). Bibliography: leaves 93-97. Thesis also available via the World Wide Web.

Made available in DSpace on 2014-06-11T19:24:22Z (GMT). No. of bitstreams: 0 Previous issue date: 2009-09-10Bitstream added on 2014-06-13T19:11:02Z : No. of bitstreams: 1 castro_jfz_me_arafcl.pdf: 551839 bytes, checksum: abd1dd3787447b9324ca7d7352361f3c (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / A educação no Brasil apresenta problemas, e o fato de muitos alunos saírem das primeiras séries do Primeiro Ciclo do Ensino Fundamental Básico sem saber ler e escrever merece destaque. As práticas de ensino, apresentadas por professores alfabetizadores, são com certeza um fator importante daqueles que possuem relação com o sucesso ou fracasso da aprendizagem da leitura e da escrita, sendo que alguns professores têm sucesso reconhecido no ensino dessas habilidades. Afirma-se, então, que estudo de suas práticas é importante, entre outras coisas, para buscar subsídios para formação de docentes. Esta pesquisa teve como objetivos: descrever as práticas de uma professora alfabetizadora, considerada bem sucedida pela comunidade escolar, a partir dos princípios da Análise do Comportamento para um ensino eficiente e também verificar se essa mesma professora descreve os seus objetivos de ensino em termos comportamentais. A hipótese era que, mesmo sem saber nomeá-los, a professora apresentaria em suas práticas os procedimentos apontados pela Análise do Comportamento como sendo importante para um ensino eficaz. Os dados foram coletados em duas etapas: observações diretas e entrevista semi-estruturada. A etapa de observação teve dois momentos: 1º. Um só observador fazendo registro cursivo das práticas de ensino da professora, em 18 dias/ aulas e 2º. Dois observadores fazendo registro cursivo das práticas de ensino da professora e do comportamento dos alunos diante dessas práticas, em intervalos de 30 segundos. Na entrevista a professora respondeu sobre seus objetivos de ensino, a maneira como avaliava se estes haviam sido atingidos e como explicava o sucesso ou fracasso no alcance desses objetivos. Foi possível descrever na prática da professora alguns procedimentos que de acordo com a Análise do Comportamento são importantes para um ensino eficaz, a saber: Instrução... / The education in Brazil shows problems, and the fact that several students complete the first series of the First Cycle of the Basic Elementary School without knowing how to read and write deserves mention. The teaching practices of the primary school teachers are, certainly, an important factor among those related to the success or failure of learning to read and write, and some teachers have achieved remarkable success in teaching these skills. It is then stated that study of their practices is important, among other things, to provide elements for training teachers Based on the principles of the Behavior Analysis for effective education, this study aims to describe a female primary school teacher´s practices, considered successful by the school community, and also to verify whether this teacher describes the education objectives in behavioral terms.The hypothesis was that, although the teacher could not name the procedures indicated by the Behavior Analysis as important for an efficient teaching, she would use them in her practice The data were collected in two stages: direct observations and semi-structured interviews. The stage of observation was divided into two moments: 1st) a single observer making cursive registers of the teacher´s education practices in 18 days / classes; and 2nd) two observers making cursive records of the teacher´s education practices and of the students´ behavior towards these practices, at intervals of 30 seconds. During the interview, the teacher answered about her goals for education, the way to assess whether these had been met and the causes for the success or failure in achieving these goals. It was possible to describe some procedures in the practice of the teacher that, according to the Behavior Analysis, are important for an effective teaching, namely: Instruction, Modeling, Feedback to students´ behavior; Social Reinforcement... (Complete abstract click electronic access below)

Thesis (MEd (Education))--Cape Peninsula University of Technology, 2016. / This research study was aimed at exploring and describing the teaching and learning strategies for language support to isiXhosa speaking learners in Grade One. There are a number of challenges related to teaching in a multi-linguistic classroom. This study highlights some of the current challenges experienced in the Metro East Education District of the Western Cape. In an attempt to resolve these problems, guidelines were given for effective dissemination strategies to support second/third language speaking learners. A gap in the literature on descriptions of current support provided to learners within the theoretical framework of the ecological systems theory was identified. This research therefore intends to fill this gap in the literature. Support to IsiXhosa learners who receive education in a second/third language in the South African context is especially unclear. A qualitative research approach supported by the exploratory, descriptive and contextual research designs was employed. The sample was selected from Grade One teachers from schools in different socio-economic areas in the Western Cape who provided education to IsiXhosa learners who receive education in a second/third language. Data was collected through semi-structured interviews. The findings provide a clear description of the challenges experienced by the learner and the teacher, current strategies that are employed by teachers, as well as resources and support utilised by teachers. Conclusions were made in terms of the ecological systems theory. Based on the findings, a number of recommendations were made regarding teaching and learning strategies for language support to Grade One IsiXhosa learners who receive education in a second/third language.

D.Phil. / The problem of the research is to investigate why South Africa failed to make township schools effective despite new legislation, developmental programmes and projects, and change of personnel. Can this failure be attributed to the lack of knowledge on the ground on what constitutes an effective school in the township? A number of the characteristics of an effective school were identified through the literature review. During the review of these characteristics, a conclusion was drawn that they were developed from a context that is different from a South African township. To enable the researcher to collect "home-grown" data, the relevant stakeholders had to speak about what they consider to be the characteristics of an effective school. A qualitative method was used in collecting and analysing the data. The study was conducted in two phases: The first phase, had two components. Informants were asked to write their naive statements on what they consider to be the characteristic of effective township school and this was followed by a lengthy focus group interview with each subgroup that participated in the study. The second phase was a questionnaire developed from the analysis of the naive statements and focus group interviews that was administered to a larger audience of the informants to allow them an opportunity to confirm or refute the findings. Finally, the following list represent what the informants considered to be the characteristics of an effective township school. The reader must be reminded that these characteristics are not presented in the order of their importance, but they are all equally important: O Strong leadership Dedicated, committed and disciplined educators Dedicated and committed learners Parental support and involvement A well-developed vision and mission O Strong partnership with relevant stakeholders O A supportive environment Towards the end of the study, specific recommendations were directed to parents, learners, principals, members of teacher organizations, the departments of education and non-governmental organizations on what they could do to contribute towards school effectiveness in the township.

D.Ed. / Die doel met die navorsing was om te bepaal wat konstitueer produktiwiteit in Suid -Afrikaanse skole en in watter mate distriks - amptenare produktiwiteit in skole kan verbeter. Die historiese agtergrond en veranderinge in Suid-Afrika gekoppel aan die tekort van resente navorsing in die veld, het verdere navorsing genoodsaak, ten einde huidige tendense gekoppel aan produktiwiteit binne die Suid-Afrikaanse skool konteks sowel as die distrik te kon identifiseer. `n Literatuurstudie was onderneem ten einde agtergrond te verkry rakende produktiwiteit in skole en distrik se rol daarin. Die ontrafeling van verskeie aspekte rakende produktiwiteit in skoolverband en hoe distriksamptenare produktiwiteitsvlakke in skole kan verhoog was ook nagevors. Die literatuurstudie het die belangrikheid van die skoolbestuurder in sy/haar rol beklemtoon asook die rol van opvoeders in die verbetering van produktiwiteits vlakke in skole. Die literatuurstudie het ook verder die belangrikheid van distriks amptenare en hul ondersteunning in skole beklemtoon, wat aanleiding kan gee tot produktiwiteits verbetering in skole.