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Riglyne ter bevordering van die kind met Asperger sindroom se verhouding met die portuurgroepHorn, Mar-Jorie 30 November 2007 (has links)
Asperger Syndrome is a developmental disorder and is characterized by problems in
social interaction. These problems make it difficult for the child with Asperger
Syndrome to have normal relationships. This particular syndrome has an enormous
impact on the development of the child in middle childhood. This study is directed by
the premise that the relationship of the child with Asperger Syndrome in middle
childhood with members of the peer group can be improved with the help of parents
and teachers. Due to this fact, guidelines are provided. The lack of a good
relationship with the peer group experienced by the child with Asperger Syndrome
was formulated as the research problem.
The aim of the study was to advance the relationship between the child with Asperger
Syndrome in middle childhood and members of his peer group. In order to achieve
this goal, qualitative research was used and semi-structured interviews were
conducted with participants. The data obtained was analyzed, verified against
existing literature, and used to compile the guidelines. / Asperger Sindroom is 'n ontwikkeiingsteuring en word gekenmerk deur probleme in
sosiale interaksie wat normale verhoudings vir die kind met Asperger Sindroom bemoeilik. Hierdie sindroom het 'n enorme impak op die ontwikkeling van die kind in die middelkinderjare. Hierdie studie is gerig deur die uitgangspunt dat die verhouding
van die kind met Asperger Sindroom in die middelkinderjare met lede van die portuurgroep verbeter kan word met hulp van ouers en onderwysers. Daarom word riglyne in hierdie studie beskryf. Die gebrek aan gesonde verhoudinge met die portuurgroep wat deur die kind met Asperger Sindroom ervaar word is as navorsingsprobleem geformuleer. Die doel van studie was om die kind met Asperger Sindroom in die middelkinderjare
se verhouding met die portuurgroep te bevorder. Ten einde hierdie doel te bereik, is die navorsingsproses deur kwantitatiewe navorsing gerig en semi-gestruktureerde onderhoude met deelnemers gevoer. Die data wat bekom is kon deur middel van
data-analise en literatuurkontrole aangewend word om riglyne saam te stel. / Social Work / M. Diac. (Play Therapy)
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Gebruik van rituele as `n terapeutiese hulpmiddel tydens rouberaad: `n prakties-teologiese ondersoekDu Toit, André 30 June 2003 (has links)
Text in Afrikaans / Rituals are part of our everyday life and are usually performed unconsciously. In this dissertation rituals are used consciously, within a therapeutic context, with the purpose to facilitate healing and growth. The aim of the research is to focus the readers' attention on the therapeutic potential of rituals and its value as an intervention strategy. The study concentrates on the grieving process. The researcher therefore specifically wants to show how rituals are used during grief counselling.
The following research problem was investigated in the study: "What is the attitude, opinion and knowledge of professional caregivers concerning the use of rituals as a therapeutic tool during grief counselling?" Out of the research data the following hypothesis was formulated:
- To grief over a loss is essential. Because of the basic properties and remedial functions of rituals, rituals can be a valuable therapeutic tool in the facilitation of this process.
- There is an inherent connection between professional caregivers' attitudes, opinions and knowledge of therapeutic rituals and the regular and effective use of them during grief counselling.
- The use of rituals during grief counselling is only one component in the comprehensive pastoral care of the bereaved. / Practical theology / M.Th.
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Favoriser la santé psychologique des professionnels de la santé en début de carrière : l'importance du soutien à l'autonomie, de la concordance des tâches et de la conscience de soiMoreau, Elise 10 1900 (has links)
No description available.
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The culturally adaptive functionality of self-regulation : explorations of children's behavioural strategies and motivational attitudesTorres Núñez, Pablo Enrique January 2017 (has links)
The present study aimed to explore the culture specificity of student self-regulation and its supporting motivational attitudes. Specifically, it enquired about similarities and differences between Chilean and English 8 to 9 year-old students in terms of their expression of self-regulatory behaviours, the psychological factors underlying these behaviours, and the functionality of these behaviours for task performance. It also compared student adoption of achievement motivational attitudes as well as the functionality of these attitudes for investment of effort and self-regulatory activity between cultures. Finally, the role of classroom cultures for self-regulation was studied. In particular, it examined the effects of classrooms and the quality of teacher talk (teacher-to-student communicative interactions/demands), such as teacher ‘regulatory talk’ and ‘socio-motivational talk’, on student self-regulation. A quantitative approach to the analysis of qualitative data (i.e. videos of student behaviour engaged in 11 to 13 experimental tasks, semi-structured interviews, videoed literacy lessons) was adopted. Eight classrooms situated in different schools from Chile and England were part of the study. In total, 8 teachers and 49 students – one teacher and six to seven students per classroom – took active part in the study. Qualitative data was primarily analysed using observational scales (for student behaviour), thematic analysis (for interview data), as well as socio-cultural discourse analysis (for videoed lessons). Statistical techniques, such as Mann Whitney U test, Factor Analysis, Multinomial logistic regressions, and Multilevel regressions were then applied on numerical transformations of the data. Overall, results suggest that self-regulation and achievement motivational attitudes vary to important extents according to culture. Most interestingly, these varied between cultures not so much in terms of the degree to which children used or adopted them, but rather in terms of their functionality. Some key findings supporting this conclusion were: i) Strong similarities between English and Chilean children’s levels of self-regulatory behaviours; ii) substantial differences across country samples in relation to the psychological factors underlying the expression of specific self-regulatory behaviours; iii) the finding of evaluative actions being self-regulatory in England but not in Chile; iv) a higher variety of self-regulatory behaviours being predictive of task performance in England than in Chile; v) the fact that learned self-regulatory behaviours accounted for effects of effective metacognitive control on task performance in England but not Chile; vi) some important differences in the achievement motivational attitudes expressed by Chilean and English students; and vii) culture-specific functionalities of various achievement motivational attitudes with respect to student effort and self-regulatory behaviours. Moreover, results suggest that some aspects of children’s self-regulation and motivational attitudes develop as tools to adapt to classroom cultures, specifically to the learning interactions/demands socially afforded by teacher talk. Among key findings supporting this conclusion were: i) effects of classrooms on children’s cognitive, social, and motivational self-regulation behavioural strategies, and ii) clear effects of teacher ‘regulatory talk’ (e.g., teacher ‘self-regulatory talk’ predicting more planning and asking for clarifications in students) and ‘socio-motivational talk’ (e.g., teacher ‘talk against self-efficacy’ predicting higher dependency-oriented help-seeking in students) on those behaviours with respect to which classrooms were found to matter. Thus a theory about the culturally adaptive functionality (CAF) of self-regulation and motivational attitudes supporting self-regulation is developed throughout the thesis.
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Metoda řešení problémů ve výuce matematiky / Problem solving method in mathematics teachingJORDÁNOVÁ, Dagmar January 2017 (has links)
This master's thesis deals with unusual applications tasks and problem tasks in teaching mathematics at the upper primary school as well as with their solving strategies. The whole work is build around an analysis of pupils' solutions of selected problem tasks. It was found that solving the tasks caused considerable troubles to a significant part of the pupils. The final part of the thesis contains a collection of problem tasks along with their solutions that is focused on teaching heuristic problem solving strategies and based on the analysis results.
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Výuka a testování dovednosti psaní. Nad státní maturitní zkouškou z německého jazyka / Teaching and Testing Writing. On the Common State School Leaving Exam in German LanguageKolářová, Martina January 2016 (has links)
Title: Teaching and Testing Writing. On the Common State School Leaving Exam in German Language. Author: Martina Kolářová Department: Institute of German Studies, Faculty of Arts, Charles University in Prague Superviser: doc. PhDr. Marie Vachková, Ph.D. Abstract: This thesis deals with the topic of writing ability in lessons of German as a foreign language in a context of a State-school leaving exam in German language. New model of this exam is managed centrally and its global character influences the school study in all grammar schools. The thesis concentrates on the way in which this exam influences the study and which consequences it has for the writing ability of students. The research gains the data mainly from the point of view of teachers, but it considers the student's point of view too and analyses results of their written exams. The concern in this topic is based on the current situation of modification of the state-school leaving exam in foreign languages and the criticism of its benefits for students and their study. The foreign language testing has a long tradition and counts to detailed researched fields of didactics which allows a global view on the issues in context of other foreign language exams and on teaching fields connected with testing which creates a theoretical frame of this thesis....
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Bestuurstake van vrywilligers as lede van Afrikaanse Christelike Vroue vereniging bestureVan der Merwe, Christina Geretta 30 November 2004 (has links)
Text in Afrikaans / The purpose of the study is to examine the extent and demands volunteers have in a managerial function. Volunteers are responsible for the management of the branches of the ACVV, functioning in a specific environment. The variables of these environments have a definite influence on the functioning of a branch and place specific demands on the members. The group of respondents consisted of chairpersons of branches of the ACVV in the West Coast region. The findings of the empirical studies are that all levels of the environment bring pressure to bear upon volunteers. The demands placed upon them have a bearing on the managerial tasks and have a negative effect on the willingness of volunteers to serve as board members. It is imperative that training and development of volunteers, in welfare organizations, must be ongoing in order to empower and give them confidence for these managerial tasks. / Social Work / M. Diac. (Social Work)
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Curriculum 2005 assessment policy and its implementation in grade 9 in the Limpopo ProvinceThomas, Solly 08 1900 (has links)
The study investigates the implementation of the Curriculum 2005 assessment policy guidelines in natural sciences in grade nine in five secondary schools selected by judgement sampling in Limpopo Province. Data were gathered by means of a literature study, examination of learner and educator portfolios and interviews with educators. Findings show that most participants were unable to carryout the continuous assessment (CASS) tasks as required. A discrepancy in the quality and quantity of assessment tasks among the schools emerged. All schools replaced the final common tasks for assessment (CTA) with internal examinations due to the late arrival of materials and the level of difficulty. Contributing factors were lack of a well-planned curriculum, proper resource materials, lack of coordination of efforts due to poor curriculum support and management and inadequate professional competence in the Outcomes-based methods of teaching, learning and assessment. Recommendations to address the above problems are made. / Educational Studies / M.Ed. (Education Management)
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Investigating the participation of school management teams in managing the instructional programme : a case studyDu Plooy, Kevin James 06 1900 (has links)
Public concern about the quality of teaching and learning is at an all time high in respect of
certain schools in South Africa. This study focuses on the participation of the SMT
members in managing the instructional programme with a view on improving the academic
performance of learners. The lack of the involvement of all the members of the SMT thus
prompted this investigation.
Apart from the literature review, an empirical investigation, based on a qualitative
paradigm involving interviews, was undertaken to collect data at selected primary schools
in Circuit 1 in the Metropole North Education District of the Western Cape Education
Department. Other methods used included observations as well as the analyses of
documents relevant to the investigation.
As a case study this research examined the involvement of all the members of the SMT by
utilizing the principles of participative management. It is hoped that this study will
contribute to the improvement of the academic performance of schools by virtue of what
has been highlighted as a reason for the poor performance of schools namely the lack of
involvement of all the members of the SMT in the management of the instructional
programme.
The literature findings revealed that School Management Teams (SMTs) have to be
properly structured. The SMT should be involved in decision-making in matters that
concern them. This, together with a more effective and efficiently managed instructional
programme, should improve the academic performance of learners.
Empirical findings indicated that the members of the SMT consider themselves
professionally trained individuals with the expertise needed to deliver what is expected
from them. The study further revealed that the success of a school depends on effective
instruction as a result of the effective management and leading of the instructional
programme by all members of the SMT. / Education management / M.Ed. (Education Management)
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Teaching and learning policies in South African schools in the new democratic dispensation : a critical discourse analysisMogashoa, Tebogo Isaac 06 1900 (has links)
The democratic era in South Africa has led to the introduction of a wide-ranging series of teaching and learning policies aimed at school reform. The study aimed at establishing how these policies are implemented by educators in selected schools. Qualitative and quantitative methods were used to gather information from educators, members of the School Management Teams and learners through in-depth individual and focus group interviews as the main data collection methods. Critical discourse analysis was used to examine participants‟ spoken words and the content of relevant documents such as lesson plans in detail. Comparisons were drawn and similarities identified through the coding, categorisation and condensation of data. The researcher interpreted the displayed data. A discussion of the main themes was presented and supported by quotations by participants. Findings indicate that there have been only few changes in terms of how educators teach; some educators conceded that they had not changed the way they teach since the introduction of new curriculum and assessment policies. The role played by learning outcomes in teachers‟ lesson planning was uneven. Members of School Management Teams demonstrated diverse views on teaching and learning policies. Learners who are taught in their home language encounter few difficulties in learning; this is not the case with learners who are taught through medium of a second language and thus lack the necessary language proficiency necessary for academic achievement. A shift from teacher-centred to learner-centred approaches to teaching is still required: that is, a shift from teaching to learning to enhance thinking and reflection which accommodates and draws on learners‟ prior knowledge and experiences. Class sizes should be reduced to enable effective educator and learner interaction. Educators‟ interest, tolerance, innovativeness and competency in the subject matter will help sustain learners‟ interest in the learning activities. Policy makers should explore professional development from viewpoint of the participating educators in order to identify the most effective strategies to support and change educators‟ classroom practice where necessary. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)
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