Mental health problems have increased among adolescents in Sweden and research suggests that contextual matters could be of importance over and beyond individual socio-demographic characteristics. One such social context is school, where both the student composition of the school and its support can influence student health. This study explored the distribution of psychosomatic health complaints (PHC) and perceived teacher support (PTS) as well as the association between PTS and PHC, across school segregated profiles. It also examined gender differences in these distributions and associations. The study design was cross-sectional, and data came from classroom-surveys within Stockholm municipality of ninth grade students in 2014 (n=4904). Linear regression analyse was applied. Results showed that average levels of PHC varied across school segregation profiles for girls, while PTS varied for both gender. PTS was negatively associated with PHC for all students, while the strength of association varied across school profiles to the benefit of students in the most privileged schools. Gender differences in these associations was also observed. Conclusions were that school context, based on the student composition of the school, and its provided support was linked to psychosomatic health complaints among students in Stockholm and that gender played a role in understanding pathways in these associations.

In South Africa, the current movement towards the inclusion of children with disabilities, including children with hearing loss, is likely to have far-reaching consequences for both teachers and learners. Undoubtedly, needs will arise from teachers during the transition, especially in the areas pertaining to the audiological and educational management of children with hearing loss. A hearing loss often negatively impacts on the development of the child’s auditory, language, speech, communication, literacy, academic, and psychosocial skills. The educational audiologist is uniquely skilled in managing the effects of hearing loss on the child’s educational development, and is a crucial member on the educational team. The educational audiologist as specialist in the management of children with hearing loss, is able to offer a wide range of support and assistance to teachers as well as children with hearing loss in the inclusive educational system. When teachers receive appropriate educational audiology services, they are enabled to provide quality education that strives to reach the full potential of every child with hearing loss. Therefore, an urgent need existed to determine the needs of teachers of children with hearing loss regarding an educational audiology service delivery model for use within the inclusive educational system. In order to comply with this need, a descriptive research design was developed comprising of a questionnaire survey followed by focus group interviews. The questionnaire survey explored the needs of 664 teachers of children with hearing loss. Focus group interviews were conducted with 19 teachers of children with hearing loss and these results were used to substantiate findings from the questionnaire survey. The results of the study indicated that the needs of teachers differ according to the sub-groups found among teachers, namely those teachers who mainly promote the use of spoken language and those who mainly promote Sign Language. Findings revealed that, although participants realised the importance of various aspects of development of the child with hearing loss, they generally did not realise the importance of receiving support from an educational audiologist. With respect to specifics in term of support, participants strongly recommended that teachers receive support in the acquisition of knowledge re the trouble-shooting of hearing aids, advocacy for the implementation of FM systems in inclusive classrooms and the development of speech production skills of the child with hearing loss in the inclusive environment. In addition, various suggestions were made regarding the structure of services rendered within the educational context. These findings were utilised in order to propose an educational audiology service delivery model for South Africa in the current timeframe. / Thesis (DPhil (Communication Pathology))--University of Pretoria, 2005. / Speech-Language Pathology and Audiology / unrestricted

The establishment of a culture of teaching and learning in disadvantaged high schools is a challenging phenomenon since the inception of the new democratic South Africa. This study attempts to investigate variables contributing towards the establishment of a culture of teaching and learning in high schools. It is revealed through literature study that some investigations into this research topic has already been done in South Africa, but little if none is done in the disadvantaged high schools in the North-West Province, that is the reason why I was prompted to pursue this topic further. The high failure rate in Grade 12 results according to my opinion is a serious concern and is on the lips of every teacher, learner, parent, politician and relevant stakeholders. This high failure rate is, according to the findings from the literature review, caused by factors such as underqualified and unqualified teachers, inadequate resources, over-crowded classrooms, poor infra-structures (buildings), poor socio economic background of learners’ parents, inconducive environment at school and inadequate role played by teachers and learners in the teaching and learning situation. One expects that the majority of disadvantaged schools would have achieved above the 70% as the pass rate benchmark in the final Grade 12 examinations. However, in most schools in the disadvantaged area this is not the case. Based on the above statement and the complexity of the study in consultation with variables employed, I opted to use both quantitative and qualitative research designs with an aim to attempt to obtain consistency, validity and reliability of the research results. The analyses of the results reveal that most disadvantaged schools still experience a poor culture of teaching and learning. This is evidenced by low Grade 12 pass rate results in some of the provinces, including North-West. The research revealed that the variables impacting on the performance of learners at schools are subjected to a complexity of integrated activities many of which are difficult to isolate as predominantly responsible for poor performance as such. What does appear to be an issue of concern is the apparent lack of dedication one would expect from some teachers working with secondary school learners. One could conclude from the many responses that poor achievement is directly linked to poor teaching and that the latter would again be the result of poor qualifications, lack of resources, poor support systems and most important however, a lack of commitment and dedication needed to ensure a professional approach towards classroom management and teaching. / Dissertation (PhD (Curriculum and Instructional Design and Development))--University of Pretoria, 2006. / Curriculum Studies / unrestricted

Läraren har enligt läroplanen ett ansvar att se till varje elevs enskilda behov, förutsättningar, erfarenheter och tänkande, samt ta hänsyn till att eleven får använda digitala verktyg på ett sätt som hjälper eleven i sin kunskapsutveckling. För att läraren ska kunna leva upp till detta ansvar kan läraren ta stöd av ett digitalt läromedel i sin matematikundervisning. Tidigare forskning visar att digitala matematiska läromedel genom dess struktur och innehåll kan stödja läraren att motivera eleverna att arbeta med matematik, samt att lärarklienten i digitala läromedel är en unik funktion som kan hjälpa läraren i elevernas fortsatta kunskapsutveckling. Syftet med studien var att undersöka strukturen i digitala läromedel i matematik och vilket stöd de kan erbjuda läraren i sin matematikundervisning. Detta gjordes genom en kvalitativ innehållsanalys med utgångspunkt i Pepin m.fl. (2017) och Choppin m.fl. (2014) teoretiska ramverk för att analysera digitala läromedel. Analysen visade att strukturen är uppbyggd med de utrymmen som definierats av Pepin m.fl. och att mest fokus på utveckling lagts på presentationsutrymmet för att skapa motivation hos eleverna. Analysen visade även att det finns utvecklingsbehov i problem- och arbetsutrymmet på grund av det smala utbudet av lösningsstrategier, detta påverkar digitala läromedels möjlighet att erbjuda ett fullgott stöd för läraren att kunna luta sig emot ett digitalt läromedel i sin matematikundervisning. Vidare uppmärksammades det i lärarklienten bristen på möjligheter för läraren att designa och revidera uppgifter utifrån eget behov och avsaknaden av mulitmediabibliotek som stöd för läraren att använda i sin matematikundervisning. Däremot visade analysen att kunskapsöversikten i digitala läromedel har mycket att erbjuda läraren. / According to the curriculum, the teacher has a responsibility to look after each student's individual needs, conditions, experiences and thinking, and to consider that the student may use digital tools in a way that helps the student in their knowledge development. In order for the teacher to be able to live up to this responsibility, the teacher can take the support of a digital curriculum in his or her mathematics teaching. Previous research shows that digital mathematical curriculums through its structure and content can support the teacher to motivate students to work with mathematics, and that the teacher client in digital curriculums is a unique function which can help the teacher in the students' continued knowledge development.   The purpose of the study was to investigate the structure of digital curriculums in mathematics and what support they can offer the teacher in their mathematics teaching. This was done through a qualitative content analysis based on Pepin et al. (2017) and Choppin et al (2014) theoretical framework for analyzing digital curriculums. The analysis showed that the structure is built with the spaces defined by Pepin et al. and that most focus on development was placed on the presentation space to create motivation in the students. The analysis also showed that there is a need for development in the problem and work space due to the narrow range of solution strategies, this affects digital curriculum’s ability to offer full support for the teacher to be able to lean towards a digital curriculum in their mathematics teaching. Furthermore, the teacher client's attention was drawn to the lack of opportunities for the teacher to design and revise tasks based on his or her own needs and the lack of multimedialibraries to support the teacher to use in his or her mathematics teaching. However, the analysis showed that the knowledgeoverview in digital curriculums has a lot to offer the teacher.

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No description available.

The purpose of this study was to develop a set of guidelines to enable teachers to support children with diabetes. The aspects of support include the physical, emotional, social and cognitive aspects that have an effect on a child with diabetes. A literature study and an empirica l investigation were und ertaken to investigate which factors would enable teachers to become better sources of support in school. Semi - structured interviews were conducted with teachers to determi ne their knowledge about diabetes . Parents who have children with diabetes were also interviewed to determine what support they required from teachers. The results of the study culminated in a set of guidelines for teachers. / Psychology of Education / M. Ed. (Psychology of Education)

The purpose of this quantitative study was to determine if there was a significant difference in the dependent variables- teacher expectations, self-efficacy, and collective efficacy among the three levels of the independent variable- membership in one three literacy networks in Tennessee- Leading Innovation for Tennessee (LIFT), Read to Be Ready Coaching Network (RTBR), and Tennessee Early Literacy Network (TELN)- and if significant correlations existed between the dependent variables for each network. The population consisted of 161 K-3 Tennessee teachers who had been involved in the work of one of the three networks. Participants responded to an online survey via Google Forms which combined questions from published surveys found to be valid and reliable in measuring teacher expectations, self-efficacy, and collective efficacy. Quantitative data were analyzed with a series of one-way analysis of variance tests, and Pearson correlation coefficients. The mean score for the LIFT network was significantly higher in teacher expectations, self-efficacy, and collective efficacy than RTBR or TELN. Strong positive correlations were found between self-efficacy and collective efficacy for each of the three networks, moderate correlations between teacher expectations and collective efficacy were found in LIFT and TELN, and a moderate correlation was found between teacher expectations and self-efficacy in LIFT.

The purpose of this study was to develop a set of guidelines to enable teachers to support children with diabetes. The aspects of support include the physical, emotional, social and cognitive aspects that have an effect on a child with diabetes. A literature study and an empirical investigation were undertaken to investigate which factors would enable teachers to become better sources of support in school. Semi-structured interviews were conducted with teachers to determine their knowledge about diabetes. Parents who have children with diabetes were also interviewed to determine what support they required from teachers. The results of the study culminated in a set of guidelines for teachers. / Psychology of Education / M. Ed. (Specialisation in Guidance and Counselling)

Abstract in English, Afrikaans and Zulu / The purpose of this interpretive study was to explore the perceptions of selected Namibian subject advisers on their role in supporting teaching and learning. There are limited studies on the roles of subject advisers in supporting instruction. Delivery of quality teaching and learning prompts subject advisers to support teachers. The study is important to build upon the body of literature on instructional support and how subject advisers elsewhere support instruction. International and national scholastic literature was interrogated to seek more insight into the research topic. This qualitative study was located within a phenomenological/interpretive paradigm. The study explored the purpose of subject advisory support, how teachers’ support needs are identified, the roles of subject advisers, character traits of subject advisers, formats of support used by subject advisers, and the challenges as well as support provided to subject advisers. The study was conducted at three Regional Offices of Education, Arts and Culture in Namibia and included ten subject advisers selected through purposive sampling. The data was collected through semi-structured interviews and document analysis. Key findings emerged through the data analysis by identifying categories and themes. These findings emphasised that subject advisers understand the nature of instructional support differently. The findings revealed that subject advisers face challenges that make them less effective in teaching support. It was further evident that subject advisers receive limited support and that they need to be supported through training, provision of resources and reduction of workload. These conclusions and others informed the recommendations that are aimed at improving subject advisers’ practice. / Die doel van hierdie vertolkende studie was om die persepsies van uitgesoekte Namibiese vakinspekteurs oor hul rol in onderrig- en leerondersteuning te ondersoek. Die bestaande studies oor die rol van vakinspekteurs in onderrigondersteuning is beperk. Die lewering van gehalte-onderrig en -leer spoor vakinspekteurs aan om onderwysers te ondersteun. Hierdie studie is belangrik omdat dit op die bestaande literatuur oor onderrigondersteuning en hoe vakinspekteurs elders onderrig ondersteun, moet voortbou. Internasionale en nasionale skoolverwante literatuur is geraadpleeg om meer insig oor die navorsingsonderwerp te kry. Hierdie kwalitatiewe studie val binne ʼn fenomenologiese/vertolkende paradigma. Die studie het ondersoek ingestel na die doel van vakinspekterende ondersteuning, hoe onderwysers se ondersteuningsbehoeftes geïdentifiseer word, die rol van vakinspekteurs, karaktereienskappe van vakinspekteurs, ondersteuningsformate wat deur vakinspekteurs gebruik word, en die uitdagings wat vakinspekteurs te bowe moet kom sowel as die ondersteuning wat hulle ontvang. Die navorsing is gedoen by drie streekskantore van Onderwys, Kuns en Kultuur in Namibië, en tien vakinspekteurs is deur doelbewuste steekproefneming gekies vir hierdie doel. Die data is deur halfgestruktureerde onderhoude en dokumentontleding ingesamel. Sleutelbevindings het deur die data-ontleding aan die lig gekom deur die identifisering van kategorieë en temas. Hierdie bevindings beklemtoon dat vakinspekteurs die aard van onderrigondersteuning verskillend verstaan. Verder onthul die navorsingsresultate uitdagings wat vakinspekteurs minder doeltreffend maak in hul onderrigondersteuning. Dit was ook duidelik dat vakinspekteurs beperkte bystand kry en dat hulle ondersteun moet word deur opleiding, voorsiening van hulpbronne en verminderde werkslas. Bogenoemde en ook ander gevolgtrekkings het aanleiding gegee tot die aanbevelings wat gedoen is en wat gemik is op die verbetering van vakinspekteurs se manier van doen. / Lolu cwaningo oluhlaziyayo beluhlose ukuthola imiqondo yesihloko sabaluleki bezifundo baseNamibia abakhethiwe ngendima yabo yokuxhasa uhlelo lokufundisa nokufunda. Luncane kakhulu ucwaningo olwenziwe mayelana nendima edlalwa ngabaluleki bezifundo ekuxhaseni uhlelo lwezemfundo. Ukwethulwa kohlelo lokufundisa nokufunda kuphoqa abaluleki bezifundo ukuba baxhase othisha. Ucwaningo lubalulekile ekwakheni uhlaka lombhalo wobuciko ohlelweni oluxhasa ezemfundo nangendlela abeluleki bezifundo kwezinye izikhungo baxhasa izinhlelo zemfundo. Umbhalo wobuciko emhlabeni kanye nasezweni waphenywa ngenhloso yokufuna ulwazi olubanzi ngaphakathi kwesihloko socwaningo. Lolu hlobo locwaningo olwencike kwizingxoxo lwatholakala ngaphakathi kwepharadayimu yefenomenoloji/ yokuhlaziya. . Ucwaningo luye lwaphenya inhloso yohlelo oluxhasa ngezeluleko, indlela izidingo zothisha zivezwa ngayo, izindima ezidlalwa ngabaluleki bezezifundo, izimpawu zesimilo sabaluleki bezifundo, izinhlaka zokuxhasa ezisetshenziswa abaluleki bezifundo, kanye nezinselelo ezibhekene nabaluleki, kanyenoxhaso olunikezwa abaluleki bezifundo. Ucwaningo lwenziwa kumaHovisi eSiyingi ezeMfundo, eZobuciko kanye neZamasiko eNamibia kanti luye lwaxuba abeluleki bezifundo abayishumi abakhethwe ngohlelo lwesampuli olunenhloso. . Idatha yaqoqwa ngohlelo lwenhlolovo embaxambili kanye nokuhlaziywa kombhalo. Kuye kwavela ulwazi olubalulekile olutholakele ngokusebenzisa uhlelo lokuhlaziya idatha ngokukhipha izigaba kanye nezindikimba. Lolu lwazi olutholakele lugcizelela ukuthi abeluleki bezifundo banolwazi ngobunjalo bohlelo oluxhasa ezemfundo ngendlela eyehlukile. Ulwazi olutholakele lukhombisa ukuthi abeluleki bezifundo babhekene nezinselelo ezibenza ukuba bangakwazi ukusebenza kahle ohlelweni lokufundisa oluxhasayo.. Ngaphezu kwalokho kuye kwacaca ukuba abeluleki babengaxhaswa ngokwanele mayelana nokuqeqeshwa, ngokuhlinzekwa ngemithombo yezemfundo kanye nangokunciphisa umthamo womsebenzi. Lezi ziphetho kanye nokunye yikho okuye kwakha izincomo ezenziwe futhi ezazihlose ekuthuthukiseni imisebenzi yabeluleki bezifundo. / Curriculum and Instructional Studies / M. Ed. (Curriculum Studies)