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The Global ETD Search service is a free service for researchers
to find electronic theses and dissertations. This service is
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Networked Digital Library of Theses and Dissertations.
Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
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Showing 1 to 4 of 4 (0.104 seconds)Spelling suggestions: "subject:"invitational education"" "subject:"cavitational education""
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Teacher perceptions of the role of the school principal in sustainable school-based vegetable gardensJordaan, Lauren Carol January 2019 (has links)
This study forms part of three broader projects1 where school-based vegetable gardens have been implemented in nine primary schools in resourced-constrained communities in the Nelson Mandela Metropole, South Africa. The purpose of the current study was to explore teacher perceptions of the role of school principals in the success and sustainability of these school-based vegetable gardens.
For the purpose of my research, I followed a qualitative methodological approach, and relied on interpretivism as epistemological paradigm. I utilised a multiple case study research design, applying Participatory Reflection and Action (PRA) principles. I purposefully selected 36 teachers from the nine schools involved in the broader project to participate in this study. For data generation and documentation, I relied on a PRA-based workshop, semi-structured individual interviews, observation, field notes, a research journal and audio-visual techniques. I completed inductive thematic analysis.
Three main themes and related sub-themes emerged. The first theme highlights the value that teacher participants attach to school principals being informed and involved in vegetable gardens, by sharing the dream and being passionate, being informed of the garden team’s needs and challenges, and being actively involved. The second theme emphasises the importance of a principal providing support by motivating and encouraging teachers and learners to be involved, providing resources and fundraising opportunities, and networking with stakeholders. Finally, the last theme entails factors that may have a negative impact on the success of school-based vegetable gardens in terms of limited interest and involvement by the principal, and not recognising the value of the teachers or the school garden.
The findings of the current study indicate that the majority of the teacher participants acknowledged the positive roles that their principals fulfilled, which they then linked to the success and sustainability of their school-based vegetable gardens. Teacher participants indicated that effective leadership can be demonstrated when school principals lead by example, provide the necessary resources, are well informed and knowledgeable about school gardens, and show support to those involved. / Dissertation (MEd)--University of Pretoria, 2019. / Educational Psychology / MEd / Unrestricted
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Riglyne vir hulpverlening aan seksueel gemolesteerde kinders / Guidelines for aid to sexually abused childrenHood, Olga 06 1900 (has links)
Summary in English / Text in Afrikaans / Awareness of and interest in the incidence of sexual child abuse
has been increasing. The current prominence of this phenomenon
in south Africa, . is evidenced by reports in the printed and
electronic media.
A study of the prehistoric era, ancient civilizations, the Middle
Ages and the Renaissance and later shows that children have been
sexua·lly abused throughout all ages. Yet, the sexual abuse of
children is incompatible with the values and goals of authentic
nurturing. i • Child sexuality can never ~e equated w1.th adult
I
sexuality. The child lacks the emotional~ mental, intellectual
and physical capabilities to manage sexual contact with an adult
person. He/ she is therefore not in a position to agree to
intimate intercourse.
This research project mainly focused on the relationship between
the identification of and aid to the sexually abused child, and
the personality functioning of adults who were sexually abused
as children. An ontological-antropological approach to childhood
has shown that the sexually abused child has the right to the
school guidance teacher's respect for his dignity as child and
a need for a response to his pain and yearning.
The sexually abused child is situated in a distinctive lifeworld
and sexual abuse has affective, social and physical consequences.
Social relations are negatively affected and some children show
self-destructive behavior. The establishment of an authentic and
stable sexual identity is especially threatened.
Children should be educated to resist the sexual advances of
adults, while sexually abused children should be provided with
adequate aid. Educators (guidance teachers) should therefore
have the necessary guidelines at their disposal for the
prevention and treatment of sexual child abuse. / Psychology of Education / D.Ed. (Psychology of Education)
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Riglyne vir hulpverlening aan seksueel gemolesteerde kinders / Guidelines for aid to sexually abused childrenHood, Olga 06 1900 (has links)
Summary in English / Text in Afrikaans / Awareness of and interest in the incidence of sexual child abuse
has been increasing. The current prominence of this phenomenon
in south Africa, . is evidenced by reports in the printed and
electronic media.
A study of the prehistoric era, ancient civilizations, the Middle
Ages and the Renaissance and later shows that children have been
sexua·lly abused throughout all ages. Yet, the sexual abuse of
children is incompatible with the values and goals of authentic
nurturing. i • Child sexuality can never ~e equated w1.th adult
I
sexuality. The child lacks the emotional~ mental, intellectual
and physical capabilities to manage sexual contact with an adult
person. He/ she is therefore not in a position to agree to
intimate intercourse.
This research project mainly focused on the relationship between
the identification of and aid to the sexually abused child, and
the personality functioning of adults who were sexually abused
as children. An ontological-antropological approach to childhood
has shown that the sexually abused child has the right to the
school guidance teacher's respect for his dignity as child and
a need for a response to his pain and yearning.
The sexually abused child is situated in a distinctive lifeworld
and sexual abuse has affective, social and physical consequences.
Social relations are negatively affected and some children show
self-destructive behavior. The establishment of an authentic and
stable sexual identity is especially threatened.
Children should be educated to resist the sexual advances of
adults, while sexually abused children should be provided with
adequate aid. Educators (guidance teachers) should therefore
have the necessary guidelines at their disposal for the
prevention and treatment of sexual child abuse. / Psychology of Education / D.Ed. (Psychology of Education)
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Creating Inviting and Self-Affirming Learning Spaces: African American Women's Narratives of School and Lessons Learned from HomeschoolingCrum, Melissa R. January 2014 (has links)
No description available.
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