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Typescript (photocopy). / Digitized by Kansas Correctional Industries

A research report submitted to the Department of Psychology, Faculty of Humanities, University of the Witwatersrand, in partial fulfillment of the requirements for the degree of Master of Education (Educational Psychology) Johannesburg, South Africa February 2014 / South African youth face a variety of challenges and barriers to learning. The prevalence of learners with emotional and behavioural barriers to learning (EBD) in South African schools is significantly increased due to the disadvantaged circumstances that many of the learners live in. Education White Paper 6 states that educational structures of support should be established to provide support to these learners. These structures of support include; the school based support team (SBST), educators, the principal, the school management team (SMT), educational psychologists, the school governing body (SGB), families, communities, professionals such as health care workers, social workers and non-profit organisations (NGOs). This research is a qualitative inquiry that provides a case study of one government high school in Gauteng with the primary aim of examining the structure of support available to address the socio-emotional needs of high school learners. There is limited information on the role of Life Orientation educators within this structure of support. Thus the research examines what role Life Orientation educators could play when working collaboratively to provide socio-emotional support to high school learners. The following data collection methods were used; semi-structured interviews, focus group interviews, observation and document review. Through the process of content analysis and through an acquisition of an interpretivist lens, the research gained a deep understanding of the lived experiences of the participants, relying on their perceptions and interpretations thereof. It was found through the examination of the research findings that there is a need for more educational psychologists positioned at the school level and district education levels.

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The purpose of this study was to develop operational guidelines for the construction of an area vocational-technical school. The data collected were incorporated into an outline of a manual concerned with the construction of an area vocational-technical school.The research was planned to outline, with the use of systems, the constructing, equipping, and operating phases of an area school. A questionnaire was sent to the administrative head of twenty four selected schools to collect data concerned with constructing, equipping and operating their vocational-technical schools. After the questionnaire responses were tabulated and reported, a summary was given showing how each part was dependent upon the whole. A sequence of the thr9e phases was set up to show how each phase was dependent upon the whole for completion of the project.Tie greatest expressed concern in the category of construction was the planning of a facility with a specific educational program in mind. Major concerns in the category of equipment dealt with space requirements and written specifications to be drawn up.In the operation of a facility, high priority was given to the establishment of a governing board and to the availability of funds for actual operational costs.In addition to the questionnaires, a personal interview was conducted with a superintendent of schools; a secondary school principal; and a representative from each of the following categories: labor, management, city council, teachers other than vocational, a school board member, and a chamber of commerce. The interviews were used to determine the degree of awareness of vocational-technical principles and of problems that need to be considered before building an area vocational-technical school in a specific community. While the author had to define some terms to the people being interviewed, these people were experts in at least one of the following areas: School Administration, Superintendent; School Administration, School Board; School Administration, High School Principal; School Instruction, Academic Instructor; Community, Labor Leader; Community, City Council; Community, Management; Community, Chamber of Commerce.In Chapter V of the paper the initial draft of "A Manual for Initial Development of an Area Vocational-Technical School" was outlined. The text of the manual included the philosophy of an area school, the components of a feasibility study, use of existing facilities and equipment, selecting and obtaining new facilities and equipment, curriculum development, legal counsel, bid procedures, laboratory design, related classrooms, operation of a facility, revenue from all sources, expenditures by accounts, and supporting services.

The purpose of the study was to describe how educational specifications are utilized by architects in the design process for conventional, systems, and design-build methods of construction for educational facilities. Both a review of the related literature and interviews with architects experienced in utilizing educational specifications for designing educational facilities served as data for the study.

To give an accurate picture of today's schools in Grady County it is necessary to look at the history of Grady County schools. Much of this history parallels contemporaneous developments over the nation and the South, but attention is to be focused on this part of South Georgia which is now Grady County. It began a little over a hundred years ago. / Typescript. / "May, 1954." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science." / Advisor: Eugene S. Lawler, Professor Directing Paper. / Includes bibliographical references (leaf 70).

Kansas State University master's non-thesis project. / Digitized by Kansas State University Libraries