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Thesis deals with the analysis of physical activities of children in elementary schools in Prague 8. The theoretical part contains the theoretical notion of physical activity, its importance, cutting, recommendations for school children. It also includes health risks associated with hypokinesis effect of physical activity on company health is lifestyle. Deals with the characteristic physical, psychological social characters child of that age. The notion of sporting leisure, this section works also defined. The practical part is mainly focused on practical implementation of our empirical research, Which is based on theoretical knowledge gained in previous chapters. The first part describes the research sample, methods and procedures of work. Furthermore, an analysis, analysis of the evaluation questionnaire. The last chapters are devoted to the discussion by drawing conclusions questionnaires.

This diploma thesis deals with a topic of primary school pupils and their relationship to physical activity in dependence on their parents' interests. The theoretical part consists of a characteristic and determination of the child's middle and older age, a theoretical definition of a physical activity and its influence on people's health; furthermore, the factors affecting physical activity are determined. Another important aspect of the theoretical part of the thesis is the overall definition of sport itself. Last but not least, the theoretical part includes the definition of terms free time and lifestyle. The practical part focuses on the actual research. Within the first part, the research sample, research procedure and methods of testing are described. The following part deals with individual parts of a questionnaire developed for the purpose of this thesis and its outcomes. The results are compared with the already assessed and evaluated data dealing with the topic of the pupils' physical activity. The final part of the thesis discusses and concludes the results gained from the questionnaire research.

M.Ed. / The South African education system has undergone radical changes since the democratic elections in 1994. This phenomenon (democratic elections) brought along its own challenges to educational leaders and managers. The vital principles underpinning the new approach focus mainly on transforming the education system, which is presently characterized by hierarchical and authoritarian structures and culture, into a more participatory system. This is therefore the critical time for School Management Teams (SMTs) in Ivory Park primary school to effect and manage changes in such a way that quality education will be the eventual outcome. This study has highlighted the following: • The SMTs in Ivory Park primary schools view vision as one of the most prominent aspects in the larger picture of transformational leadership. They realize that the vision will only be a reality when it has been shared with staff members. • Decentralization of power plays a vital role: this means that the line between the SMTs and educators is not tightly drawn, and roles are shared by leaders with stakeholders. • Some aspects of the centralization of power – such as lack of open communication and transparency – lead to dissatisfaction and frustration among educators. • The principal practice the principles of power investment by understanding that the staff members need to be empowered through workshops so that they (the staff) can function to the best of their abilities. • The SMTs realize that teams are an essential part of effective schools; therefore, in order for them to excel in both effectiveness and efficiency they have to build and integrate teams with complementary skills which are committed to a common purpose. • The major concern voiced by the respondents was the autocratic management approach applied by principles. / Mr. T.S. Hlongwane

M.Ed. / This study investigates the characteristics of effective collaboration, which can be distilled from existing teaching practice in the Foundation Phase (of a particular primary school in Lenasia, Gauteng). The relevance of collaborative and collegial practices and the various ways in which it could be incorporated into schools is explored. Collaborative schools are places where the underlying norms, values and beliefs support, encourage and reinforce teamwork, collegiality and interactions about problems of practice in schools where the staff have developed and nourished a collaborative culture, the energies and skills of everyone are unlocked. The main argument is that collaboration, as a part of the school will foster a sense of professional community that can support wide project planning and innovation. The type of analysis used in this study is a conversation and ethnomethodological analysis as well as its concomitant conversation analysis connected to an ethnographic case study inquiry. The processes of data collection and data analysis are described and the main themes, which emerged from the different data sources, are identified. These themes are disclosed within the framework of collaborative and collegial practices The findings revealed five important themes, which formed the pivot around which members in the case study school engaged in collaborative relationships. Firstly the teachers were learning with and from colleagues in a range of ways, including team teaching, collaborative planning, being mentored and mentoring others. Secondly a close reflection and evaluation of practice with colleagues was evident. Thirdly PDF Created with deskPDF PDF Writer - Trial :: http://www.docudesk.com teachers’ participation in whole school or team collaborative inquiry and problem solving remains a norm in the case study school. They thus develop resources and ideas with colleagues. The school described in the case study developed a collective commitment to a learning culture. Teachers therefore engage and contribute to an optimal mix of individual and organizational processes leading to the school’s ultimate success. Professional learning includes organizational learning as well as individual learning. This is evidenced by members identifying shared professional development needs, working together in planning, implementing and evaluating school initiatives, sharing research findings to guide and enhance practice as well as engaging in professional conversations about teaching and learning. / Mr. W.A. Janse van Rensburg

M.Ed. (Psychology of Education) / Education is fundamentally an imaginative act of hope” (Purkey and Novak, 1996, p.1) and this hope is dependent on one’s ability to care enough to develop each child to his or her full potential. The intention of this study is to determine the dispositions of fourth year Foundation Phase students at a local higher education institute, and to establish how these dispositions influence their practice during their scheduled teaching practicals. The findings from this study will be used to propose a strategy for Initial Professional Education and Training (IPET) programmes in order to explicitly develop invitational dispositions in Foundation Phase teachers in training. The study is supported by a theoretical framework which investigates the notion of dispositions and the development of these through the lenses of structuration theory, social cognitive theory and attribution-based theory of motivation, and leading to the application of the Invitational Education approach. Self concept theory and perceptual theory are encompassed within this approach, and form an integral part of the study. From this theoretical framework, an invitational dispositional framework is developed to represent the inter-connected nature of the five invitational dispositions of care, intentionality, trust, respect and optimism. The research design and methodology of the study is located in the interpretivist paradigm, using a case study design within a qualitative approach. A survey is used to collect data relating to fourth year Foundation Phase students’ opinions regarding the essential dispositions required by Foundation Phase teachers in order to establish positive teaching and learning environments. Further data is gathered from two nested cases of fourth year Foundation Phase students during both their first and second teaching practicals, through the means of observations, interviews and document analysis. Each data source is analysed through content analysis in an attempt to identify the common patterns that emerge, followed by the coding of the data according to the invitational dispositions of care, intentionality, trust, respect and optimism. The opinions of the students, as determined from the analysis of the survey, are then compared to their actions as demonstrated through their practice, with a final consideration of the developmental trajectory of these dispositions. From this study, it was found that the dispositional ability to care is of paramount importance in Foundation Phase teaching and that this dispositional ability is determined in three inter- iii connected areas. A reduced ability to care in one of the interactional areas of self, others and the profession results in a decreased ability to care in the other areas as well. Upon analysis of the data, it was discovered that low levels of self confidence and limited care for the learning taking place in classrooms results in inconsistent invitational interactions between the student and the children. Lower levels of care further impacts upon the students’ ability to act with intentionality in each of the three interactional areas. Students would greatly benefit from explicit development in their reflective practice and in their self confidence, as “caring is an ethic that guides action” (Purkey and Novak, 1996, p.9). In this way students would be able to be Intentionally Inviting more consistently, and purposefully engage with children in the teaching and learning process.

Magister Scientiae (Physiotherapy) - MSc(Physio) / Lower back pain (LBP) is one of the most common work-related health problems in economically developed countries and the most prevailing musculoskeletal condition that causes disability in the developing nations. School teachers are susceptible to LBP due to the nature of their daily work routine which is physically demanding and include common activities such as long hours of sitting, standing and bending that have been identified as risk factors for LBP. The aim of the study was to determine the role of work-related activities in the prevalence of LBP amongst primary school teachers in the Dar-es-Salaam region of Tanzania. To achieve this goal, the study sought to meet the following three objectives: to determine the prevalence of LBP among primary school teachers; to determine the work-related physical activities contributing to LBP among primary school teachers, and to determine and explore the application of kinetic handling principles in their daily work environment. The study was conducted in eighty randomly selected primary schools from the Temeke, Ilala and Kinondoni districts. A sequential explanatory mixed method approach was utilised. A cross-sectional descriptive design was employed. A self-administered questionnaire consisting of three sections (socio-demographic information; the Nordic Back Pain Questionnaire and the Oswestry Lower back pain Questionnaire) was completed by two hundred and eighty six primary school teachers with a mean age of 41.2 years (SD=9.9), 78.7% female and 21.3% male. Thirty primary school teachers participated in the participant observation of the application of kinetic handling principles in their daily work environment and focus group discussions. Results of the study found that 17.1% of the teachers had LBP during the past week while 82.9% experienced LBP during the past year. In addition, 30.8% of the teachers had referred pain, mostly to the thigh area (43.9%). Less than fifty percent (43.5%) of the participants had severe pain in sitting (76 – 100mm on the VAS scale) while 26.9% was not able to sit for more than an hour while teaching due to LBP. A significant relationship was found for severe functional disability and gender (p=0.032). The study demonstrated poor application of kinetic handling principles at work. Factors impeding teachers’ efforts to implement best practices and back care techniques in their daily teaching activities were work environment (poor facilities and equipment; heavy workload and staff shortage) and uncertainty about desired practice. In order to address the higher prevalence of lower back pain the study recommended, inter alia, improvement of the work environment for teachers by providing proper office furniture, re-assessment of education standards such as students /class ratio, students/desk ratio and number of teachers for schools and lastly, the implementation of health education and health promotion strategies to prevent LBP amongst primary school teachers.

Magister Educationis - MEd / The research explores the effects of Community of Enquiry practices on the teaching and learning of Mathematics and Literacy in two local primary schools. After the 1994 elections, both the government and education system changed in South Africa. With the introduction of Outcomes Based Education (OBE), critical outcomes that emphasized thinking and collaboration became a vital part of the curriculum. Soon after, the Education system adopted the National Curriculum Statement (NCS) and thereafter the Revised National Curriculum Statement (RNCS), which maintained these outcomes. The Curriculum and Assessment Policy Statement (CAPS) was introduced to the Foundation Phase in 2012 and to the Intermediate Phase in 2013 with the Critical Outcomes, (which emphasizes thinking) now stated as the aims of CAPS. However, no guidelines are provided regarding classroom practice. The approach to teaching these aims is not made clear. Lipman’s Philosophy for Children (P4C) is one way of working towards these aims, and promoting thinking and is consistent with many of Vygotsky’s ideas. He initiated ideas about cognitive development in which he refers to the importance of dialogue in which one is able to talk and communicate with others. Vygotsky also emphasised scaffolding where the teacher provides the learner with clues and suggestions in order to develop better problem- solving techniques and thinking habits. His concept of the zone of proximal development (ZPD) refers to the individual’s ability to accomplish more or to perform a challenging task with the proper assistance. The development of language is considered important within his theory as Vygotsky believes that individuals are born only with lower mental processes and develop their thinking ability (higher mental processes) by acquiring the thinking tools developed in a particular culture, the most important of which is language. The research followed a qualitative research methodology. The study explored the perceptions of both educators and learners after an intervention based on Philosophy for Children. Qualitative data involved two group interviews with teachers, one with the Cognitive Education Co-ordinator and interviews with four focus groups of selected Grade 5 and 7 learners (12 per group) whose teachers implemented Lipman’s Community of Enquiry pedagogy in the classroom the previous year. Quantitative data included a learner self-rating scale. All the educators of the two schools, who were involved in the classroom Community of Enquiry training, were invited to participate in the study, as were selected learners from the two Grade 5 and 7 classes at each school. I made use of thematic analysis of the interview data from both learners and teachers. Themes within the interviews were identified. Themes pertaining to teacher perception of self-change, teacher perception of learner change, and learner perceptions of self change were identified. During thematic analysis, the three research sub-questions were underlined. These were: (1) What are the teachers’ perceptions of self-change? (2) What are the teachers’ perceptions of learner change? (3) What are the learners’ perceptions of self-change? The conclusion of the study was that P4C has the potential to affect the teachers professionally and to influence the learners positively in Mathematics and Literacy classrooms. Ongoing support in cognitive education is vital in order to reach the aims required for the new CAPS curriculum.

The purpose of this study is to investigate how teachers define ICT and i which ways they implement ICT in their teaching. A further purpose is to investigate which factors that affect the possibility to implement ICT in the classroom. To be able to investigate these subjets I prepared following questions:   In which ways does the teachers implement ICT while they are teaching swedish?   How does the teachers define the term ICT?   Which factors affect the possibility to impement ICT in the classrom while teaching swedish?   The theoretical framework of the study is based on different ways on implement ICT in the classroom and a definition of the the term ICT. A further theoretical view is presented as framefactors that has an impact on possibilitys of teaching. The study is based on a qualitative method witch both interviews and observations. The study shows a variation of results. Accordnig to the informants the meaning of ICT is everytime you use technology while they are teaching. The study also shows that teachers implement ICT in various ways. They use an interactive whritingboard or projector as a complement during presentations, they use ipads as a whriting device. They also use ICT in other ways such as doing different quizzes using a program called kahoot and as a helping device in the pupils reading process. The study also shows that there is many different factors that affect the possibility to implement ICT in the classroom. Time and the variations of rescources are both factors that has an impact on the uce of ICT in the classroom. Another factor that affected the use is school culture and the ICT konowledge of the individual teacher.

This study explores uses of educational technology as echoed in teachers' beliefs and classroom practices. The research is situated in Cyprus, where integration of Information and Communication Technologies (ICT) in schools remains in its infancy. The literature reveals that the 'impact' of ICT use on education has been limited; the overall scene is one of teachers unable to make advanced use of the range of possible applications and tools. This thesis is premised on the argument that these limited uses can be explained by the lack of incorporation of an effective pedagogy. On the basis that understanding teachers' pedagogical rationales and responses in depth is crucial for the successful implementation of an ICT initiative, especially when this is still at an early stage, as in Cyprus, I investigate teachers' philosophies and practices of ICT integration. In particular, my research is devoted to identifying the relationship between their beliefs and actual practices with technology in the classroom and the factors that influence this relationship. In view of the overabundance of survey studies measuring self-reported attitudes and practices, and taking into account that practice does not always reflect beliefs, direct evidence of practice beyond self-reports expecting to bridge research with school reality became an imperative. Moreover, the nature of my focus required in-depth understanding and exploration. Therefore a multi-case design was conducted, involving 11 primary school teachers serving in a unique, in terms of technological infrastructure, state school in Cyprus. A questionnaire, pre-lesson interviews, direct classroom observations, and post-lesson interviews cowprised the data collection methods. The Activity Theory model was employed as an analytical tool. Within- and cross-case thematic analyses indicated four main types of response which led to sample grouping; the responses and the groups which emerged were differentiated on the basis of teachers' beliefs about technology in education, their practice with ICT in the classroom, the level of (in)consistency between reported a; d observed practices, and the impact of the external factors on their practice. Following the analyses, an additional round of interviews with three Ministry officials, involved in the educational technology sector, was undertaken to shed more light on the main study findings. Moreover, most teachers encountered considerable difficulty in articulating and explaining the reasons behind their choices with ICT. This indicates that their reported acknowledgement of its benefits for teaching and learning might not have necessarily been informed by their personal experience but more by their inclination to respond 'properly'. The last point is also corroborated by the inconsistency identified in most of the cases between reported and observed practices, in terms of the frequency and sophistication of teacher and student interaction with technology. Several contextual factors, both school- and system-related, appear to have provoked this inconsistency; inadequate technical support and maintenance, lack of pedagogical support rn using ICT, time and curriculum constraints, and problematic communication between the involved agents, constitute the main ones. However, these external factors, which were the same for all participants, had varying impact on the four emerging groups, highlighting the influence of additional, teacher-related factors. These include teachers' limited ICT competence, lack of awareness of tools and support available to them, attachment to traditional teaching styles which enhanced existing (rather than resulting in a changed) pedagogy 'behind' ICT use, and perception of their role and professional responsibilities. The findings highlight the requirement for teachers to understand fully the affordances of a technology, which would encourage their engagement in pedagogical reason.ing with it, not necessarily aiming for higher, but, for more purposeful and 'integrational' technology uptake. The tensions, identified within the teachers' activity systems with the help of the Activity Theory model, have implications for change with ICT. These not only concern practitioners but also policy-makers who, having to inform and set the framework for classroom practice, need to justify a new national ICT initiative by clearly relating it to specific pedagogical aims and the curriculum. Implications also arise for the educational technology officials, who orchestrate the policy implementation, and who need to establish effective communication and cooperation between the agents involved. As for the ICT district coordinators, who are responsible for supporting teachers' classroom uses of technology, the findings suggest that they should tackle technical and maintenance issues promptly. Mo reover, 1�t 1� s i�m portant that they encourage teachers to make informed decisions by indicating the p~dagogical ~otential of the available tools to them. It would also be useful if, when possible, they situated the use of technology in specific lesson settings to encourage meaningful integration. Finally, the study offers recommendations to JCT t ram� m� g orgam�s ers and instructors to design and conduct training programmes in association with pedagogical approaches. Teachers need support not in advancing their isolated technology uses but in improving the quality of their teaching through integrating technology in their pedagogical practice.