As children with ADHD are typically diagnosed at school entry level, when problems with especially reading and writing occur, primary school teachers are directly affected by a pressing need to become more educated on the subject of ADHD. The responsibility to teach these young children effectively, and help them to successfully cope with their struggles in an academic environment also rests with the primary school teacher. The purpose of this study was to gain an understanding of the experiences of primary school teachers who have children diagnosed with ADHD in their classrooms. The phenomenological approach was used as a lens for collecting and interpreting data. Four participants from a private school were interviewed and transcripts were analysed and interpreted using the Interpretive Phenomenological Approach. The research findings were that the teachers experiences of having children with ADHD in their classrooms were both positive and negative and were affected by several factors including the number of diagnosed children in the classroom, the degree of severity of ADHD, support received from others, medication for ADHD and knowledge of ADHD. Copyright / Dissertation (MA)--University of Pretoria, 2008. / Psychology / unrestricted

The purpose of this study is to investigate the relationship between the physical environment and children’s play and actions. We want to find out how the environment affects children’s behavior and whether it goes in harmony with the preschool teachers thoughts and educational purposes or not. Furthermore, the aim is to investigate how the children act in the environment and if and how objects affect children’s play and interaction in a certain direction. In order to do this, we observed children’s free play in two different rooms at a preschool on three different occasions. To document our observations we used field notes. We supplemented the observations with three interviews with professional preschool teachers. This was done in order to capture the preschool teacher’s views of the environment versus the children’s behavior in it. In our analysis of our empirical data, we used Bruno Latour’s actor network theory. This study is based on children's actions, but also on educators' perspectives. We want to point out that the purpose is not to show right or wrong, but rather to highlight the educational environment from different perspectives while focusing on inclusion and participation. The result indicates that the environment and materials affect children’s play to a greater extent than expected. The teacher’s communicated a clear educational idea about the “home room” in the interviews. While dressing gowns and roleplay had a central place in the “homeroom”, it was harder to identify an educational idea in the larger common room. On the other hand, the observations indicated that the building toys had a relatively high force of attraction with the children in the larger room.When it came to inclusion, the educators talked about inclusion based on the availability of different materials but also that the available material connects to children’s interests or not. Emphasis was also put on assistive devices to support children with special needs, such as linguistic difficulties.

Unmanaged stress in teachers often triggers burnout, which leads to a rise in healthcare costs and absenteeism. Therefore, teachers' resiliency needs improvement to lower the risk of burnout. The purpose of this cross-sectional design study was to examine the relationship between mindfulness techniques and resilience in high school teachers. An additional purpose of this study was to examine if the personality trait, conscientiousness, moderates the relationship between mindfulness techniques and resilience. The frameworks for this study were based on the self-awareness, -regulation, and -transcendence (S-ART) framework, theory of planned behavior, and the concepts of resilience and job burnout. Four surveys were used to gather data from 133 high school teachers to understand the relationship between mindfulness techniques and resilience as well as how conscientiousness moderates the relationship. Multiple regression analysis was used to analyze the data. This study found a significant relationship between mindfulness techniques and resilience in high school teachers. Additionally, this study found that conscientiousness does not significantly moderate the relationship between mindfulness techniques and resilience in high school teachers. The results of this study might be used to create a professional development tool for teachers to help them learn how to increase the quality of classroom interactions. The outcome may be a more positive social, academic environment for students as well as teachers, based on the encouraged use of mindfulness techniques.

No description available.

The Swedish secondary upper school organization, leadership and staff activities are governed by and construed by the Education Act (SFS 2010:800). The Act states that the principal can delegate its desicion rights. The Swedish Schools Inspectorate have shown that principals need to work for greater involvement. In this qualitative pilot study are nine semi-structured questions to teachers and principals about their experience of delegation. The overarching question is how principals leadership looks in reality. Who receives delegation, when, how and why? The transcription was done by the investigator who compiled meaningful quotes. Themes and dimensions was made by triangulation of an experienced Head of unit within a social-educational work outside the municipal school. The results showed some similarities between the thesis theoretical background and the empirical survey on leadership and delegation.

No description available.

The title of our essay is I wonder who I am at work. It is a qualitative study about the descriptions of leisure teachers and leisure educators of their dual mission and the dilemmas of the dual mission. The purpose of this study is to examine the dilemmas after-school teachers and after-school educators encounter in their professional role. We also look into the experiences of four after-school teachers and two after-school educators regarding the support they receive from their supervisor who is an assistant principal in after-school education. We also investigate how three deputy head teachers in leisure time centres describe the tasks of leisure time teachers and leisure time educators and the support they provide to them as a group of teachers and for the leisure time centre activities. In the study, we use concepts from the framework factor theory and the theory of KASAM. We also make use of some previous research in the field. After analyzing our interviews, we concluded that all after-school teachers and leisure time educators have common responsibilities in their mission and these are recess activities, leisure time supervisor and interaction during school hours. Unlike after-school teachers, recreation teachers had instruction during school hours while after-school teachers had interaction in the classroom. All interviewees felt that planning time was a major issue. It is difficult to plan for their assignments which are both during school, and after. Therefore, our interviewees chose to focus on the area that they felt was most important to them. The after-school teachers have chosen to focus on planning for school teaching while the after-school educators for after-school activities. Our study results showed that assistant principals in after-school programs were knowledgeable in their field because they have both training and experience in after-school programs. Both the after-school teachers and the after-school educators we interviewed emphasized the importance of having an assistant principal who has training in after-school education. The assistant principals in after-school care were very careful to have at least one FL or FP in each after-school department.

Sexual abuse is not being reported adequately. Teachers are in an ideal position to deal with and report sexual abuse. However, research, as well as practical experience, shows that teachers are not sufficiently trained to deal with sexual abuse. Various establishments offer training initiatives to teachers, but it is unclear what the teachers’ perceptions are of the training after completion thereof. The goal of this research was to explore the perceptions of teachers after they had been exposed to an available training programme called “Understanding the Scope of Child Abuse”. The programme forms part of the training material of Forensic Assessment Consultation Training (FACT). FACT is a training company which offers support and training to professional people on the topic of sexual abuse. The researcher followed a qualitative approach. Twenty teachers from Welkom, Odendaalsrus, Virginia, Wesselsbron and Bothaville were involved in two separate training sessions. After completion of the training sessions, two focus group interviews were conducted in order to explore the participants’ perceptions regarding the training programme. The results show clearly that the perceptions of the teachers who participated in the Understanding the Scope of Child Abuse programme were significantly positive. It is also clear that there was a certain need among teachers for information such as provided by the programme. Besides the dispensation of relevant information, which was regarded as valuable and appropriate, participants valued the group consolidation and felt confident to share experiences regarding sexual abuse. Participants cherished the information not only as teachers, but also in their capacity as parents. They agreed there was a need for such training, even before participating in the study. It was recommended that colleagues, student teachers and parents should undertake the same training, conducted in a similar way. / MSW (Forensic Practice), North-West University, Potchefstroom Campus, 2015

Sexual abuse is not being reported adequately. Teachers are in an ideal position to deal with and report sexual abuse. However, research, as well as practical experience, shows that teachers are not sufficiently trained to deal with sexual abuse. Various establishments offer training initiatives to teachers, but it is unclear what the teachers’ perceptions are of the training after completion thereof. The goal of this research was to explore the perceptions of teachers after they had been exposed to an available training programme called “Understanding the Scope of Child Abuse”. The programme forms part of the training material of Forensic Assessment Consultation Training (FACT). FACT is a training company which offers support and training to professional people on the topic of sexual abuse. The researcher followed a qualitative approach. Twenty teachers from Welkom, Odendaalsrus, Virginia, Wesselsbron and Bothaville were involved in two separate training sessions. After completion of the training sessions, two focus group interviews were conducted in order to explore the participants’ perceptions regarding the training programme. The results show clearly that the perceptions of the teachers who participated in the Understanding the Scope of Child Abuse programme were significantly positive. It is also clear that there was a certain need among teachers for information such as provided by the programme. Besides the dispensation of relevant information, which was regarded as valuable and appropriate, participants valued the group consolidation and felt confident to share experiences regarding sexual abuse. Participants cherished the information not only as teachers, but also in their capacity as parents. They agreed there was a need for such training, even before participating in the study. It was recommended that colleagues, student teachers and parents should undertake the same training, conducted in a similar way. / MSW (Forensic Practice), North-West University, Potchefstroom Campus, 2015

Text in Afrikaans / The researcher is qualified as a pre-school teacher and experiences that pre-schoolers behave negatively at times. The researcher was exposed to playtherapy techniques in post-graduate studies . These techniques could be used by pre-school teachers to handle negative behavior. The question arises if pre-school teachers are already applying these techniques . This question is researched in this study by using research questionnaires . The study was done in and Tshwane. The dissertation consists of five chapters. In the first chapter the research proposal is discussed. The second chapter covers terms like play and playtherapy with reference to the pre-schooler . Chapter three looks at the pre-schooler, pre-school education and negative behavior. In chapter four the results of the research are presented and discussed. In the last chapter, chapter five, conclusions, recommendations, a general conclusion and a closing remark are made. / Social Work / M. Diac. (Play Theraphy)