No description available.

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.

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).

Digitized by Kansas State University Libraries

No description available.

The deficiency of environmental understanding in conjunction with community and educational connections, isolates a problem. Few connections exist between the school, community, and the environment. Because of this, existing connections need to be enhanced and other connections need to be created. These linkages are essential to instilling ownership and stewardship of the land for the entire community. In addition, these linkages also provide vast opportunities for learning, observing, participating, and enjoying the environment.This creative project identifies and discusses the various issues that relate to the lack of connections between the school, the community, and the environment. From this analysis, three research questions evolved. To answer these questions, four case studies were reviewed and analyzed. The summary of these findings included the best features from each case study. These findings led to the formation of a model of design characteristics. The model was then applied to a site in central Indiana and led to the establishment of several design guidelines.These community-responsive guidelines are applicable to any site where connections between the school, community, and the environment are desired. / Department of Landscape Architecture

"During the past twenty-five years the writer has taught in various types of buildings, ranging from army barracks to buildings, which, when built, represented the very best in modern school planning. Out of this experience comes a knowledge of the effect the physical plant actually has as a determining factor in the teacher's ability to give proper instruction. A teacher may do his best with the equipment and facilities offered without accomplishing the same satisfactory results that could be possible under better conditions. The realization that the value of the physical plant is important has created a desire to make a study of the modern trends in school architecture and planning. From personal experience and research it is proposed that in this article ways and means be suggested whereby existing facilities might be improved at Sealey Memorial School"--Introduction. / "July 15, 1949." / Typescript. / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Arts under Plan II." / Advisor: R. L. Eyman, Professor Directing paper. / Includes bibliographical references (leaves 63-64).

This document is submitted in partial fulfilment for the degree: Master of Architecture [Professional] at the University of the Witwatersrand, Johannesburg, South Africa, in the year 2013. / In South Africa there are approximately three million people between the ages of 18 and 24 who are unemployed or not part of an education or training institute. There are residing issues concerning education in post-apartheid South Africa, such as poor quality education in areas where the socio-economic climates still prove challenging and an increasing absence of educational institutions and training facilities. As a result, South Africa is suffering from a lack of skilled labour across all sectors of trade. In the Green Paper for Post-School Education and Training, published in 2012, the Department of Higher Education and Training (DHET) addresses the current issues around education in South Africa and indicates that part of the resolution is to form a “nexus between the formal education system and the workplace.” Both private and public sectors need to adopt new infrastructure to ensure a higher success rate for empowering South Africans through the provision of skills-based education. This thesis is about creating a ‘new’ school idea - The Incubation Hub - for artisans, where architectural technological innovation meets education in South Africa, opens up vocational opportunities and subsequently allows for economic growth. The ‘new’ school will not only create a stronger and a more advanced workforce for South Africa but aims to bridge the gap between the corporate sector and the education and political sectors. The Incubation Hub tackles the proposed matter by recognising the opportunity for an architectural intervention, whereby a literal and physical symbiotic relationship is formed between two buildings – each with a separate function and role in society and the economy - that unites their individual responsibilities to create a new identity. In doing so, the Incubation Hub aims to improve the social and economic status of South Africa on a local and global level.

The thesis establishes guidelines for the development of a prototype secondary school in Lagos State, as well as in other parts of Nigeria with similar hot humid climate. The practicability of these guidelines was evaluated by applying it to a hypothetical design project. The study presents a general background of existing conditions in the country--social, educational system, physical and architecture, before defining the context within which the design guidelines must be evolved. With a careful examination of these aspects, a set of design guidelines have been developed. The proposed solution (guidelines) attempts to improve the environmental comfort in schools through the use of passive techniques. Experimental tests on the passive approach was limited to natural ventilation, daylighting and shading control. The design development and guidelines established in this thesis are not definitive but a representation of a preliminary architectural study which may need further investigations. / M. Arch.