The attrition rate of beginning special educators has been a constant and growing concern within the field of education (Boe & Cook, 2006, 2008; Brownell, Hirsch, & Seo, 2004; CEC, 2000; Leko & Smith, 2010; Smith & Ingersoll, 2004). Four to five of every ten new special education teachers leave the field within the first five years (CEC, 2000; Olivarez & Arnold, 2006) and beginning special education teachers are more likely than general education teachers to leave the field within the first five years of teaching (Boe & Cook, 2006, Boe, Cook & Sunderland, 2008; Brownell, Hirsch, & Seo, 2004; Leko & Smith, 2010; Smith & Ingersoll, 2004). Those who have left the field have stated that minimal inductions, lack of administrative support, poor mentorships, and poor school climates were the main causes for their departures. Using an exploratory case study methodology with multiple-case analysis (Yin, 2009), this study examined how quality induction support (QIS) and teacher preparation affected the experiences of nine first-year special education teachers and further examined how the participants' sense of self-efficacy and their levels of resiliency impacted their experiences. Specifically, the study tested the theory that participating in a teacher preparation program with a strong field component and receiving QIS contribute to the retention of beginning special education teachers.

Given the historically poor performances in mathematics and science by learners, as well as the large number of under- and unqualified mathematics and science teachers, the newly elected post-1994 government, in consultation with numerous stakeholders, initiated a project of educational redress. The project: Students and Youth into Science, Technology, Engineering and Mathematics, was given the acronym SYSTEM. The vision of SYSTEM was to address the historical imbalances within the education and training system in South Africa. The project provided a vehicle whereby historically disadvantaged mathematics and science learners could access programmes (like the Recovery programme of SYSTEM Phase I) so as to gain entry into programmes at institutions of higher education (like the teacher-training programme of SYSTEM Phase 11). The success of SYSTEM ultimately resided in the performances and achievements of the students in the SYSTEM programmes. Within this contextual framework the study made special reference to Study orientation in mathematics, including Mathematics anxiety and Attitude towards mathematics, as possible causative factors that could inhibit/enhance performance and achievement in mathematics. An internship period linked to a mentorship programme was structured within the teacher-training programme, and interviews were conducted with the mentor teachers and a selected group of SYSTEM students so as to elicit their perceptions towards aspects of the mentoring process. The SYSTEM students' study population (from the Northern Cape) was differentiated into dichotomous groups, each group having different entry levels into Phase 11. Examinations of group perceptions towards the study variables were done within the constructs of learning (institute-based) and teaching (field-based). Both qualitative and quantitative analyses and reporting of the results were done. The results showed that the differences between the perceptions of the two sampled groups were not of practical significance. Phase I had no influential role in preparing its group of students for teacher-training. The relevance of mentorship to SYSTEM was measured by the perceptions of the respondents (SYSTEM students and mentor teachers). The interviews attested to an acknowledgement of the relative success of SYSTEM in the Northern. Cape, notwithstanding the functional and structural problems associated with the project both at national and provincial levels. To sustain the momentum of transformation of our education and training system, lessons learnt from SYSTEM should serve as a benchmark for the envisaged reform and transformation of the FET and Higher Education sectors. In particular, educational transformation should not only be cognitively contextual, since this study has indirectly shown that the affective domain should receive more attention in curriculum development, teacher education and research on teaching and learning. By embarking on these initiatives, the current state of learners and students' performances and achievements in mathematics and science may be ameliorated. A further spin-off could possibly be an increase in the number of suitably qualified mathematics and science teachers. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2004.

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Given the historically poor performances in mathematics and science by learners, as well as the large number of under- and unqualified mathematics and science teachers, the newly elected post-1994 government, in consultation with numerous stakeholders, initiated a project of educational redress. The project: Students and Youth into Science, Technology, Engineering and Mathematics, was given the acronym SYSTEM. The vision of SYSTEM was to address the historical imbalances within the education and training system in South Africa. The project provided a vehicle whereby historically disadvantaged mathematics and science learners could access programmes (like the Recovery programme of SYSTEM Phase I) so as to gain entry into programmes at institutions of higher education (like the teacher-training programme of SYSTEM Phase 11). The success of SYSTEM ultimately resided in the performances and achievements of the students in the SYSTEM programmes. Within this contextual framework the study made special reference to Study orientation in mathematics, including Mathematics anxiety and Attitude towards mathematics, as possible causative factors that could inhibit/enhance performance and achievement in mathematics. An internship period linked to a mentorship programme was structured within the teacher-training programme, and interviews were conducted with the mentor teachers and a selected group of SYSTEM students so as to elicit their perceptions towards aspects of the mentoring process. The SYSTEM students' study population (from the Northern Cape) was differentiated into dichotomous groups, each group having different entry levels into Phase 11. Examinations of group perceptions towards the study variables were done within the constructs of learning (institute-based) and teaching (field-based). Both qualitative and quantitative analyses and reporting of the results were done. The results showed that the differences between the perceptions of the two sampled groups were not of practical significance. Phase I had no influential role in preparing its group of students for teacher-training. The relevance of mentorship to SYSTEM was measured by the perceptions of the respondents (SYSTEM students and mentor teachers). The interviews attested to an acknowledgement of the relative success of SYSTEM in the Northern. Cape, notwithstanding the functional and structural problems associated with the project both at national and provincial levels. To sustain the momentum of transformation of our education and training system, lessons learnt from SYSTEM should serve as a benchmark for the envisaged reform and transformation of the FET and Higher Education sectors. In particular, educational transformation should not only be cognitively contextual, since this study has indirectly shown that the affective domain should receive more attention in curriculum development, teacher education and research on teaching and learning. By embarking on these initiatives, the current state of learners and students' performances and achievements in mathematics and science may be ameliorated. A further spin-off could possibly be an increase in the number of suitably qualified mathematics and science teachers. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2004.

The aim of this study is to provide a theoretical background on the knowledge management principles required in determining the current state of knowledge management within the Pyrometallurgical industry. Emphasis is placed on identifying initiatives that is required for embedding tacit knowledge within an organisation. Knowledge is what people know and there is no knowledge without someone knowing it. Knowledge can be present in ideas, judgement, relationships and concepts. Unlike data and information, knowledge is never static but is continually shaped inside peoples' heads through experience, reasoning and the inflow of new stimuli. Tacit knowledge is the information about work processes and products that individuals hold above and beyond what organisations has documented. It is the "tricks of the trade" that promote smooth organisational functioning, overall know-how, and competitive advantage. In order to ensure that an organisation maintains its competitive advantage, special focus must be placed on tacit knowledge management. The state of knowledge management within the Pyrometallurgical industry in South Africa was assessed in the use of survey questionnaires. The Pyrometallurgical industry has still got a long way to go in order to ensure that the tacit knowledge is embedded within their organisations. Key areas of concerns are the lack of experienced mentors as well as enough resources in order to foster tacit knowledge transfer. A practical tacit knowledge management framework is proposed in order to assist management in looking after this critical asset of their organisation. / Thesis (M.B.A.)--North-West University, Potchefstroom Campus, 2009.

The aim of this study is to provide a theoretical background on the knowledge management principles required in determining the current state of knowledge management within the Pyrometallurgical industry. Emphasis is placed on identifying initiatives that is required for embedding tacit knowledge within an organisation. Knowledge is what people know and there is no knowledge without someone knowing it. Knowledge can be present in ideas, judgement, relationships and concepts. Unlike data and information, knowledge is never static but is continually shaped inside peoples' heads through experience, reasoning and the inflow of new stimuli. Tacit knowledge is the information about work processes and products that individuals hold above and beyond what organisations has documented. It is the "tricks of the trade" that promote smooth organisational functioning, overall know-how, and competitive advantage. In order to ensure that an organisation maintains its competitive advantage, special focus must be placed on tacit knowledge management. The state of knowledge management within the Pyrometallurgical industry in South Africa was assessed in the use of survey questionnaires. The Pyrometallurgical industry has still got a long way to go in order to ensure that the tacit knowledge is embedded within their organisations. Key areas of concerns are the lack of experienced mentors as well as enough resources in order to foster tacit knowledge transfer. A practical tacit knowledge management framework is proposed in order to assist management in looking after this critical asset of their organisation. / Thesis (M.B.A.)--North-West University, Potchefstroom Campus, 2009.

Made available in DSpace on 2016-06-02T19:35:38Z (GMT). No. of bitstreams: 1 2886.pdf: 2278999 bytes, checksum: 67238fd050f963f6c57613ddbbfb9fde (MD5) Previous issue date: 2010-02-19 / Financiadora de Estudos e Projetos / The objective of this research is to analyze the learning of three beginner teachers during the participation in the Mentorship Program of UFSCar's Portal Teachers. This program was designed to understand and implement processes for professional develop- ment of teachers by through the online interaction between beginner teachers - up to 5 years of career - who teach in grades of elementary school and experienced and successful teachers (the mentors). The theoretical references involve the beginning of the teaching profession; the dilemmas faced by novices, professional development in teaching, with the expectation that teacher training is incessant and that there are di®erent sources of learning how to teach, to build a solid knowledge base and to assist them in their decision-making as a teacher, the career stages, speci¯cally, studies on the period of em- ployability, the di±culties and the initial learning; mentoring opportunities and support for beginners, favoring the presence and professional development and distance learning as a tool for training of mentors and beginning teachers. The research undertaken was qualitative, with descriptive and analytical speci¯city. Data were collected in the area of mentor and novice relationship at the Mentorship Program environment, organized in three case studies. The results point to many dilemmas, di±culties and anxiety present during the teaching initiation. Beginning teachers are insecure about their performance, they can not easy cope with the practice challenges and school rules required, they need to be supported by someone more experienced and successful. / O objetivo da pesquisa é analisar as aprendizagens de três professoras iniciantes durante a participacão no Programa de Mentoria do Portal dos Professores da UFSCar. Este Programa tinha como objetivo conhecer e implementar processos de desenvolvimento profissional de professores por meio da interação online entre professoras iniciantes - com até 5 anos de carreira - que lecionam nas séries iniciais do Ensino Fundamental e professoras experientes, consideradas bem sucedidas (as mentoras). As referências teóricas envolvem o início da carreira docente; os dilemas vividos pelos professores iniciantes; o desenvolvi- mento profissional na docência, na perspectiva de que a formação docente é permanente e que há diferentes fontes de aprendizagem da docência; a construção de uma base de conhecimento sólida e que auxilie o professor em suas tomadas de decisões na atividade docente; as fases da carreira, especificamente, os estudos sobre o período de inserção profissional, as dificuldades e as aprendizagens iniciais; programas de mentoria como possibilidades de apoio aos iniciantes, favorecendo a permanência e o aprimoramento profissional e a educação online como ferramenta para a formação de mentores e professores iniciantes. A pesquisa desenvolvida é de natureza qualitativa, com especificidade descritivo-analítica. Os dados foram coletados no espaço de relacionamento da mentora e sua iniciante, no ambiente do Programa de Mentoria e organizados na forma de três estudos de casos. Os resultados apontam para muitos dilemas, dificuldades e ansiedade presentes no período de iniciação µa docência. Os professores iniciantes sentem-se inseguros com sua atuação, não conseguem enfrentar com tranqüilidade os desafios que a prática e as regras escolares lhes impõem e necessitam de ser amparados, por alguém mais experiente e bem sucedido.

Masters in Public Administration - MPA / Historically, the poor have always been socially, politically and economically marginalized in society. The South African Government’s Cooperative Act 2005 presents a promising step in the right direction towards addressing poverty and unemployment in rural areas. The research looks at two case studies and site relevant findings. This study gives a brief introductory account of cooperatives with regard to their history and existence, particularly in South Africa. The research report focuses on two case studies, where the organisational structures and business operations will be examined and compared. Finally the report will draw lessons to indicate the possible social and economic viability of these cooperatives and their place in rural development. Based on the findings and conclusions, a number of recommendations are made on cooperatives in the rural sector. The research utilizes secondary data, such as documents, records, the internet, books and literature on the subject of cooperatives and related aspects of unemployment and poverty, forming a background of cooperatives in the South African rural sector. Primary data takes the form of structured (personal one on one) and semi-structured (group discussion) interviews. The primary and secondary data present the basis for the report findings and conclusions. Where possible, the relevant recommendations are made.

Bakgrund: Intensivvård innebär att förebygga och behandla hotande eller manifest svikt i ett eller flera organsystem hos svårt sjuka patienter. När den nyutexaminerade intensivvårdssjuksköterskan påbörjar sitt arbete på en intensivvårdsavdelning inleds en övergångsperiod. Denna kan pågå upp till två år och är en kritisk period där den nyanställda sjuksköterskan kan känna sig stressad och överväldigad. Mentorskap är en form av handledning där mentorn bland annat agerar som guide och förebild och tillhandahåller kunskap och råd inför den nya rollen. För drygt två år sedan påbörjades ett mentorprogram på en intensivvårdsavdelning i en storstadsregion i Sverige. Syfte: Studiens syfte är att undersöka nyutexaminerade intensivvårdssjuksköterskors erfarenheter av att ha deltagit i ett mentorprogram. Metod: Fokusgruppintervjuer genomfördes och intervjumaterialet analyserades med kvalitativ innehållsanalys. Resultat: Studiens resultat presenteras under fyra kategorier. Mentorprogrammet – dess syfte och struktur belyser generella aspekter om programmet. Övergången – från student till en ny roll som intensivvårdssjuksköterska presenterar resultat angående den första tiden i den utökade yrkesrollen. Mentorskapet – adeptens och mentorns relation belyser olika aspekter av relationen och Mentorsamtalet – att prata av sig beskriver adeptens och mentorns samtal. Slutsats: Mentorprogrammet behövs och fyller en viktig funktion men behöver struktureras och individualiseras. Det är betydelsefullt hur adepter och mentorer matchas och det faktum att de även är kollegor bör beaktas om problem dem emellan uppkommer. Klinisk betydelse: För att underlätta övergången för nyutexaminerade intensivvårdssjuksköterskor kan mentorprogram införas och vissa aspekter bör beaktas innan uppstarten men även efter dess införande. / Background: Intensive care means treat and prevent threatening or manifest failure in one or several organ systems in very sick patients. The transition period, about two years, is critical for the newly hired intensive care nurse that often experience stress and a feeling of being overwhelmed. Mentorship is a sort of guidance where the mentor guide and act as a role-model as well as provide knowledge and advice. About two years ago a mentoring program started in an intensive care unit in a large city area in Sweden. Aim: The purpose of this study is to examine newly graduated intensive care nurses´ experiences after participation in a mentoring program. Method: Focus group interviews were completed and the data were analyzed using qualitative content analysis. Result: The result from the study is presented in four categories. The Mentoring program – aim and structure present general aspects of the program. The transition – from student to a new role as an intensive care nurse present results concerning the first period in the new profession. The Mentorship – the mentee and mentor relationship highlights different aspects of the relationship and The Mentorship Dialogue – to unburden describes the dialogue. Conclusion: The mentoring program is needed and performs an important function but should be structured and individualized. The matching between mentees and mentors are important and the fact that they are colleagues should be borne in mind if problems occur. Clinical matter: A mentoring program can ease the transition but certain circumstances should be taken into consideration.

Background: Mentoring is an intervention for implementing evidence into practice, but little is known about this intervention. The overall aim of this dissertation was to examine mentoring as a knowledge translation (KT) intervention to inform clinical practice. Methods: 1) A systematic review was used to determine the effectiveness of mentoring as a KT intervention. 2) An interpretive descriptive qualitative study was conducted to explore the use of mentoring in the Registered Nurses' Association of Ontario’s Best Practice Guidelines Implementation/ Knowledge Transfer Fellowship program. Findings: 1) Of 10,669 citations from 1988 to 2012, 10 studies were eligible. Findings showed that mentoring alone (n = 1 study) improved one behavioral outcome. When mentoring was used as part of a multi-faceted intervention (n = 9), there were various effects on knowledge, beliefs/attitudes, use of research evidence in clinical practice, and the impacts on healthcare professionals, patients and organizations. 2) Qualitative interviews with 6 fellows, 8 mentors and 4 program leaders revealed that mentoring involved building relationships, establishing a learning plan, and using teaching and learning activities. Mentors were described as accessible, dedicated, and having expertise; fellows were described as dedicated, self-directed, and having mixed levels of expertise. Mentoring was described as positively impacting upon mentoring relationships, fellows, mentors, and organizations. Participants reported no negative outcomes. Conclusion: Mentoring was used as a KT intervention to support the implementation of evidence into clinical practice. The systematic review and qualitative study findings informed the Mentoring for Guideline Implementation model. Mentoring involved mentees selecting more experienced mentors who provided individualized support based on mentees’ learning needs, which resulted in mutual benefits for mentees and mentors. Future research is required to validate this new mentoring model, develop an instrument to measure the mentor-mentee relationship, and evaluate the effectiveness of mentoring as a KT intervention for guideline implementation in nursing.