This research proceeds via a mixed methods paradigm using both qualitative and quantitative methods in a case study research design. A conceptual framework of mutually interacting variables influencing each other and impacting on and defining the roles teachers have to execute to deal effectively with HIV and AIDS challenges, is provided to facilitate the research process. This conceptual framework in conjunction with a theoretical framework which includes critical constructivist theory and the pedagogical models of Delors and Bronfenbrenner, guide the course of this study. The main recommendation of this study was that formal focused training should be given to teachers. This formal training should emphasise the role of the teacher as counselor, the teacher as an anti-stigma, anti-discrimination and anti-prejudice agent, a HIV-aware, HIV-competent and HIV-safe teacher and pastoral carer having the competence to deal with the practical issues around HIV and AIDS. / Philosophiae Doctor - PhD

The purpose of this study was to determine how learner support has been implemented in rural, historically coloured, Afrikaans primary schools in a part of the Northern Cape, in particular with regard to what teachers, education administrators, parents and learners understand about learner support, the participants' understanding of learner support compared to the White Paper 6, to what extent schools agree and disagree in their implementation of learner support, and the indicators for realistic learner support in this context. This study made use of the conceptual framework of Transformative Inclusive Education. A qualitative research approach was followed. In this study the research design known as Appreciative Inquiry was used. Findings indicated that learner support is indeed implemented in this specific context. It is also clear that the participants have a good understanding of learner support which corresponds well with the policy position, namely that learner support entails academic support but also other developmental activities which all in the end benefit learners’ scholastic achievement. The schools agree in large part in their implementation of learner support and differ only where contextual differences dictate. The indicators for realistic learner support in this context include professional commitment, mutual dedication to each other by the school and the community, countering the potential negative effects of geographical isolation and building strong networks with external partners. / Thesis (MEd (Learner Support))--North-West University, Potchefstroom Campus, 2013.

The purpose of this study was to determine how learner support has been implemented in rural, historically coloured, Afrikaans primary schools in a part of the Northern Cape, in particular with regard to what teachers, education administrators, parents and learners understand about learner support, the participants' understanding of learner support compared to the White Paper 6, to what extent schools agree and disagree in their implementation of learner support, and the indicators for realistic learner support in this context. This study made use of the conceptual framework of Transformative Inclusive Education. A qualitative research approach was followed. In this study the research design known as Appreciative Inquiry was used. Findings indicated that learner support is indeed implemented in this specific context. It is also clear that the participants have a good understanding of learner support which corresponds well with the policy position, namely that learner support entails academic support but also other developmental activities which all in the end benefit learners’ scholastic achievement. The schools agree in large part in their implementation of learner support and differ only where contextual differences dictate. The indicators for realistic learner support in this context include professional commitment, mutual dedication to each other by the school and the community, countering the potential negative effects of geographical isolation and building strong networks with external partners. / Thesis (MEd (Learner Support))--North-West University, Potchefstroom Campus, 2013.

The aim of this study was to investigate current classroom management practices, disciplinary strategies and educator duties and demands, in the Sedibeng West District (D8) of the Gauteng Province, with the aim of recommending guidelines to assist educators to cope better with classroom management duties as well as maintaining discipline at the same time. The overall aims of the study were achieved through the following objectives: Reviewing existing literature to establish the nature of current classroom management duties. Investigating the influence of increased classroom duties on classroom management. Reviewing existing literature to establish the nature of current disciplinary measures. Investigating the influence of increased classroom duties on discipline. Making recommendations to assist educators to cope better with classroom management duties as well as maintaining discipline at the same time. The abovementioned aims were reached by completing a literature study and an empirical investigation. The study further investigated the perceptions of educators in the foundation phase (grade 2 educators and the respective Heads of Department) as well as principals regarding certain aspects of classroom management and discipline. This was investigated by means of structured questionnaires. Findings from the research indicated that refusal to obey requests and commands, noisiness, showing off, teasing, irritating or disturbing other learners, leaving their seats without permission, talking out of turn, calling out when the educator is speaking, making improper noises, not paying attention, storming out of the classroom, and knife attacks, are current types of behaviour that disturb lessons of educators (Landsberg et al., 2005:455). This makes it impossible for educators to teach properly. Learners who engage in such behaviour get no benefit from the teaching and learning situation. The attention of all the other learners is distracted and the atmosphere in the class is negatively affected. According to Landsberg et al., (2005:456) discipline is a huge part of classroom management and it is reactive in nature. Educators react to learner behaviour, which disrupts the good order of the classroom. Classroom management is proactive, it is preventative and self-control on the part of the learners is its goal. Further findings from the research indicated that educators struggle from teacher-burnout. It has also become apparent that educators are unsure of corrective disciplinary measures. Current disciplinary measures do not yield successful results. In fact, educators feel stressed and de-motivated. As a result of so many reasons for misbehaviour in classrooms, educators feel that they do not have the ability to manage the classroom. This study therefore provided recommendations to assist educators to cope better with classroom management duties in such a way that it will contribute to effective discipline in the foundation phase. / Thesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2011

The aim of this study was to investigate current classroom management practices, disciplinary strategies and educator duties and demands, in the Sedibeng West District (D8) of the Gauteng Province, with the aim of recommending guidelines to assist educators to cope better with classroom management duties as well as maintaining discipline at the same time. The overall aims of the study were achieved through the following objectives: Reviewing existing literature to establish the nature of current classroom management duties. Investigating the influence of increased classroom duties on classroom management. Reviewing existing literature to establish the nature of current disciplinary measures. Investigating the influence of increased classroom duties on discipline. Making recommendations to assist educators to cope better with classroom management duties as well as maintaining discipline at the same time. The abovementioned aims were reached by completing a literature study and an empirical investigation. The study further investigated the perceptions of educators in the foundation phase (grade 2 educators and the respective Heads of Department) as well as principals regarding certain aspects of classroom management and discipline. This was investigated by means of structured questionnaires. Findings from the research indicated that refusal to obey requests and commands, noisiness, showing off, teasing, irritating or disturbing other learners, leaving their seats without permission, talking out of turn, calling out when the educator is speaking, making improper noises, not paying attention, storming out of the classroom, and knife attacks, are current types of behaviour that disturb lessons of educators (Landsberg et al., 2005:455). This makes it impossible for educators to teach properly. Learners who engage in such behaviour get no benefit from the teaching and learning situation. The attention of all the other learners is distracted and the atmosphere in the class is negatively affected. According to Landsberg et al., (2005:456) discipline is a huge part of classroom management and it is reactive in nature. Educators react to learner behaviour, which disrupts the good order of the classroom. Classroom management is proactive, it is preventative and self-control on the part of the learners is its goal. Further findings from the research indicated that educators struggle from teacher-burnout. It has also become apparent that educators are unsure of corrective disciplinary measures. Current disciplinary measures do not yield successful results. In fact, educators feel stressed and de-motivated. As a result of so many reasons for misbehaviour in classrooms, educators feel that they do not have the ability to manage the classroom. This study therefore provided recommendations to assist educators to cope better with classroom management duties in such a way that it will contribute to effective discipline in the foundation phase. / Thesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2011

In 2002, the Queensland Schools Curriculum Council launched the Years 1-10 Arts Syllabus as one of the eight Key Learning Areas. This syllabus requires primary teachers to provide arts learning programs in the areas of Dance, Drama, Media, Music and Visual Arts. This syllabus was a landmark for arts education in Queensland as it became a mandate for primary teachers to teach each strand of the arts. This move is one of many recent changes in arts education evident across the globe reflecting a common move towards a broad arts education in schools. In alignment with the mandatory requirement of the Years 1-10 Arts Syllabus, primary teachers are now required to teach Dance, a subject which most have had little to no training or professional development in. This thesis will explore the research question, 'Which strategies used in professional development build competence and confidence in primary teachers to integrate dance in the primary classroom?' Through a series of school-based professional development workshops conducted at two Gold Coast primary schools, the research project utilized an action research approach (Kemmis, 1988) to investigate the effectiveness of this professional development approach. After collating and analyzing the data gathered from these two research sites, a number of key themes emerged around the initial resistance factors to dance professional development and the integration of dance learning in the classroom as well as the impact and influence of this professional development on teachers' competence and confidence. The research identified a range of professional development strategies including learning experiences, structures, resources and conditions that have impacted on the effectiveness of this professional development. Some of these strategies are dance specific while others are more generic and have broader implications for the development and facilitation of professional development of Queensland primary teachers.

Στην εργασία αυτή παρουσιάζεται το σύστημα εποπτείας και ελέγχου στην πρωτοβάθμια εκπαίδευση μέσα από τη μελέτη δύο κύριων φορέων υλοποίησής της, του θεσμού του Επιθεωρητή από το 1834 έως το 1982 και του θεσμού του Σχολικού Συμβούλου από το 1982 μέχρι το 2010. Έμφαση δίδεται στην εξέταση του λόγου της Διδασκαλικής Ομοσπονδίας Ελλάδας (Δ.Ο.Ε.) για τη λειτουργία του θεσμού του Σχολικού Συμβούλου πρωτοβάθμιας εκπαίδευσης. Αξιοποιώντας την τεχνική της ανάλυσης τεκμηρίων, επιχειρήθηκε η ποιοτική μελέτη του αρχειακού υλικού της Δ.Ο.Ε. Μελετήθηκαν όλα τα τεύχη του Διδασκαλικού Βήματος (232 τεύχη), τα οποία εκδόθηκαν από το 1982 έως το 2010. Η ανάλυση των δεδομένων αποκάλυψε ότι η Δ.Ο.Ε. κατά την υπό εξέταση περίοδο έχει συστηματικά καταθέσει προτάσεις για την εδραίωση και την αναβάθμιση του θεσμού του Σχολικού Συμβούλου, αποβλέποντας στη βελτίωση της παρεχόμενης εκπαίδευσης και στη στήριξη του καθημερινού έργου του εκπαιδευτικού. / This piece of work seeks to explore the inspection and advisory system of primary education in Greece through a historical perspective and an investigation of specific archives. At first, the inspectorate situation in primary education from 1834 up to 1982 as well as the school advisory system during the 1982-2010 period were studied. Secondly, a content analysis was attempted focusing on the examination of the official documents of the Federation of Primary School Teachers (D.O.E.), which were concerned with the topic under consideration. For this purpose, two hundred and thirty two issues published in the 1982-2010 period were studied. Data analysis revealed that, over the last three decades, the Federation has aimed at the upgrading of the school advisor’s status and has related this process with the betterment of school education and the support of teachers in their everyday work.

The main aim of this diploma thesis is to describe the advantages and disadvantages of using interactive whiteboards in the Czech language lessons in the first grade of primary schools. The thesis contains a theoretical part that includes the first three chapters and a practical part that composed of two chapters. In the first charter of the theoretical part is presented the historical development of interactive whiteboards and its gradual implementation into teaching process. The second chapter provides an overview of the requirements that every teacher should take into account when using interactive whiteboards. In the next part are presented most frequently mentioned advantages and disadvantages, both from the perspectives of teachers and students. The main data sources of educational materials are described in the third charter that also contains the specification of different exercises. The practical part of the work is based on the own research that was realized through a questionnaire among 50 teachers. The subject of the fourth chapter is a detailed description of the various questions and also the presentation of the results. Fifth charter focuses on analyzing of the results and there are also introduced the recommendations which, in the author's opinion, should lead to more effective way of teaching with interactive whiteboard.

Made available in DSpace on 2015-05-07T15:09:19Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 18536005 bytes, checksum: 15e2e4b927923b1ab8b6ef1f0f1136ce (MD5) Previous issue date: 2014-08-18 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / We seek in this thesis to analyze the practices of racialization to which primary school children were submitted in Pernambuco in the period 1911-1945. We adopted this period for its reference to the initial moment of institutionalization of primary schools in Pernambuco, while the milestone relates to the end of Estado Novo, which was marked by a more pronounced concern of the Brazilian state in relation to the definition of "figure of the Brazilian man." Therefore, many anthropometric studies were drafted aiming at establishing the biotype of Pernambuco school. These studies were intended to create homogeneous school classes both physically and intellectually. Thus, discussions around the hygienism and eugenic thinking ended up entering the school environment from the requirements and regulations that quite possibly came to influence the school routine, thus marking singularities of school culture specially in the context of elementary schools. Based on discussions, often racialized, intellectual and political elite sought to biologically explain the underdevelopment that Brazil was going through. Therefore, the proposal pointed out that the situation was the harmonization of a national type, through the "whitening" of Brazilian society, sometimes more veiled, sometimes more explicit. We revisited racial theories to define this model of man as we believe that the education policies reflected these ideas. The myth of racial democracy also contributed to strengthening the need for bleaching Brazilian society, this time by this cultural bias and not the biological one. We used as sources: laws, decrees, reports, rules, regulations, and public education reform, education programs in primary schools, reports and papers for elementary school , statistical yearbooks of teaching, governors pronouncements on education, journals of education, medical and general topics, lesson plans, newspapers, thesis of medical area, as well as the iconography and didactic and non-didactic textbooks. All this documentary range was analyzed theoretically and methodologically from the perspective of New Cultural History, approaching more specifically the concept of representation produced by Roger Chartier, besides ethnoratial studies and the history of education in Brazil. The results revealed that the reforms envisioned by Ulysses Pernambucano, Carneiro Leao and Aníbal Bruno in Pernambuco aimed to solve the "Brazilian race problem." To racializing schoolchildren, it was used the rankings compiled by Roquette-Pinto, who took into account skin color, the hue of the eyes and hair characteristics. Associated to this, Psychology and Sociology were applied by professionals involved with education, as it was the case of school physicians, visiting nurses and teachers themselves. We have also seen that the school culture contributed to establish racial distinctions that ensured the progress of the country by educating healthy, regenerated and civilized citizens. We end our study arguing about the role Physical Education had in the national and local scene considering that the policies of racialization based on anthropometric tests and measurements gave us the mission of reinvigorating the breed and ensuring the establishment of a healthy society both physically, intellectually and morally. / Buscamos nesta tese analisar as práticas de racialização às quais os alunos dos grupos escolares foram submetidos em Pernambuco no período de 1911 a 1945. A periodização aqui adotada tomou como referência inicial o momento de institucionalização dos grupos escolares em Pernambuco, enquanto que o marco final refere-se ao Estado Novo, período que foi marcado por uma preocupação mais acentuada do estado brasileiro em relação à definição da figura do homem brasileiro. Para tanto, foram elaborados muitos estudos antropométricos objetivando o estabelecimento do biótipo do escolar pernambucano. Tais estudos visavam criar turmas escolares homogêneas física e intelectualmente. Assim, as discussões em torno do higienismo e do pensamento eugênico se materializaram no universo escolar a partir das prescrições e normatizações que iam desde a construção das escolas até o seu funcionamento, marcando, portanto singularidades da cultura escolar especialmente no âmbito dos grupos escolares. Baseados nas discussões, comumente racializadas, a elite intelectual e política procurou explicar biologicamente o atraso pelo qual se encontrava a nação brasileira. Para tanto, a proposta apontada para sair daquela situação era a harmonização de um tipo nacional, buscando-se para isso o branqueamento da sociedade brasileira, ora de forma mais explicita ora mais velada. As teorias raciais foram revisitadas para definir esse modelo de homem por entendermos que as políticas destinadas à educação refletiram esse ideário. O Mito da democracia racial também contribuiu para o fortalecimento da necessidade de branqueamento da sociedade brasileira, só que desta feita pelo viés cultural e não mais pelo biológico. Utilizamos como fontes: leis, decretos, relatórios, regimentos, regulamentos e reformas da instrução pública, programas de ensino das escolas primárias, relatórios e jornais de grupos escolares, anuários estatísticos de ensino, mensagens de governadores sobre a educação, revistas do ensino, da área médica e de assuntos gerais, planos de aulas, jornais, teses de medicina, além da iconografia e de livros didáticos e não didáticos. Toda essa gama documental foi analisada teórica e metodologicamente sob a perspectiva da Nova História Cultural, nos aproximando mais especificamente do conceito de representação elaborado por Roger Chartier, além de estudos etnicorraciais e sobre história da educação no Brasil. Os resultados, revelaram que as reformas idealizadas por Ulysses Pernambucano, Carneiro Leão e Aníbal Bruno em Pernambuco objetivavam resolver o problema racial brasileiro . Para racializar a população escolar foi utilizada a classificação elaborada por Roquete-Pinto, que levava em consideração a cor da pele, a tonalidade dos olhos e as características do cabelo. Associado a isso a psicologia e a sociologia foram aliadas dos profissionais envolvidos com a educação, como foi o caso dos médicos escolares, das enfermeiras visitadoras e dos próprios professores. Vimos ainda que a cultura escolar contribuiu para estabelecer distinções raciais no sentido de garantir o progresso do país formando cidadãos saudáveis, regenerados e civilizados. Finalizamos o nosso estudo discutindo acerca do papel que teve a matéria de educação física no cenário nacional e local tendo em vista que as políticas de racialização, baseadas testes e medições antropométricas imprimiram a missão de revigorar a raça e garantir o estabelecimento de uma sociedade saudável fisica, intelectual e moralmente.

nÃo hà / Esta pesquisa numa proposta de estudo da histÃria e memÃria da educaÃÃo brasileira tem como fundamento primordial encontrar a gÃnese das escolas elementares rurais no Cearà e propor uma compreensÃo das mesmas tendo como ponto de partida a escola elementar da antiga fazenda Almas no municÃpio de CarirÃ, zona norte do estado. Nosso objetivo à a compreensÃo do funcionamento daquela escola e sua interface com a cultura enraizada nas paisagens semiÃridas tipicamente nordestinas. Percorrendo esses caminhos encontramos as respostas para algumas indagaÃÃes de nossa pesquisa especialmente aquela que procura justificar as razÃes que fizeram daquelas escolas as protagonistas da educaÃÃo primÃria rural durante parte do sÃculo XX em nosso estado. Nosso intuito à estudar a partir da evoluÃÃo educacional no Brasil a despeito de muitas ausÃncias de recursos a importÃncia daquelas casas escolas reconhecendo que muitas surgiram como alternativa para a instruÃÃo das populaÃÃes em que a falta de condiÃÃes impossibilitava o deslocamento para outras localidades. Desta forma contribuÃmos a partir dos nossos questionamentos com o entendimento de outras unidades de ensino e os reflexos das polÃticas equivocadas que foram promovidas na escola primÃria rural. Ou seja um programa de educaÃÃo tipicamente urbano sem no entanto atender as verdadeiras necessidades daquelas populaÃÃes que alÃm do sofrimento provocado pela falta de assistÃncia conviviam ainda com um quadro social agravado pelos longos perÃodos de estiagens / This research in a proposal for a study of the history and memory of brazilian education is based on finding the primary genesis of elementary rural schools in Cearà and propose an anderstanding of them. It has as starting point the elementary school of the old farm Almas in the municipality of Carirà north of state. Our goal is to understand the functioning of that school and its interface with culture rooted in semiarid landscapes typically from northeast. Traversing these paths we find the answers to same questions of our research, especially that one which seeks to justify the reasons that made those schools the protagonists of rural primary educacion during the twentieth century in our state. Our aim is to study from the educational developments in Brazil, despite the lack of resources, the importance of those schools houses, recognizing that many of them have emerged as an alternative to the education of populations in which the absence of conditions made impossible the displacement to other locations. In this way we contribute from our questions with the understanding of other teaching units and reflections of misguided policies that have been promoted in rural primary school. Then a typically urban education program without however meet the real needs of those populations beyond the suffering caused by the lack of assistence even lived with a social setting aggravated by long periods of drought