The purpose of this study was to determine the perceptions of special education teachers in regard to selected factors affecting their teaching environment. The problem focused on these professionals' perceptions of factors that can influence decisions to remain in the field or to cause special educators to seek reassignment or to leave the profession.This study utilized a modification of an unstructured Q-sort. After formulating, validating, and establishing reliability, a fifty item instrument divided among personal, administrative, and demographic categories was derived.Personal, administrative, and demographic sections of the questionnaires were studied separately utilizing mean scores and rank order correlation coefficients. The .01 level of significance was utilized.

JUCÁ, Adelmir de Menezes. Construções geométricas no ambiente virtual de ensino telemeios com mediação na sequencia Fedathi. 2011. 277f. Tese (Doutorado em Educação) – Universidade Federal do Ceará, Faculdade de Educação, Programa de Pós-Graduação em Educação Brasileira, Fortaleza-CE, 2011. / Submitted by Raul Oliveira (raulcmo@hotmail.com) on 2012-07-02T16:23:49Z No. of bitstreams: 1 2011_Tese_AMJucá.pdf: 4149322 bytes, checksum: 85ab28cdfcff97c57e145214e593ae3a (MD5) / Approved for entry into archive by Maria Josineide Góis(josineide@ufc.br) on 2012-07-20T15:59:01Z (GMT) No. of bitstreams: 1 2011_Tese_AMJucá.pdf: 4149322 bytes, checksum: 85ab28cdfcff97c57e145214e593ae3a (MD5) / Made available in DSpace on 2012-07-20T15:59:01Z (GMT). No. of bitstreams: 1 2011_Tese_AMJucá.pdf: 4149322 bytes, checksum: 85ab28cdfcff97c57e145214e593ae3a (MD5) Previous issue date: 2011 / In this work I evaluated the potentials of a Virtual Teaching Environment – TeleMeios in the development of a distance course about Geometric Constructions using ruler and measure with the teacher practicing his function as a mediator following the guidelines of Fedathi se-quence. The content of Geometric Constructions, despite of its significance, is been insuffi-ciently studied during fundamental teaching in Brazil so I investigated through participatory action research, using the methodology of Didactic Engineering, a new proposal that joined the technologies as a motivator and facilitator element for the work with this theme. Tele-Meios is a telematic environment elaborated with the utilization of free software routines, which has an interface that promotes the communication through text, sound, image and email, incorporating all the resources nowadays utilized on distance education and advances allowing the complete sharing of applicative. The differential of our proposal was the settle-ment of a total interaction between the participants, what happened through a synchronous interconnection, real time, via internet, with all the participants sharing the softwares. This sharing means that all the participants could visualize the activities developed by their part-ners, the processes that were remotely used, which was the utilized method of problem solu-tion and, in addition, they remotely accessed the other participants’ machines, being allowed to write and draw in the computer of a virtual partner. The virtual classes were planned through Didactic Engineering and approached the main elementary geometric constructions as perpendicular, bisectrix, bisector, able arc and others. During the sessions we substitute the traditional ruler and measure and utilized the software of dynamic geometry: GeoGebra. Play-ing my teacher role, I adopted in the interventions the management indicated by Fedathi Se-quence, which is a theoretic-methodological approach created on Multimeios Laboratory of Federal University of Ceará by professor Dr. Hermínio Borges Neto. Through its four steps: positioning, maturation, solution and test, the new methodology aims, from the mediation between teacher and students, to provide a significant learning constructed with the active participation of the students in a collaborative way. From all this theoretical and technological context, the Geometric Construction course was materialized in five classes for five students and it was possible to observe the effectiveness of the technological environment assembled by the strong interaction between the partners and the active mediation of the teacher. The geometric constructions were elaborated in partnership through the participation of all mem-bers of the group. / Neste trabalho avaliei as potencialidades de um Ambiente Virtual de Ensino – Telemeios no desenvolvimento de um curso a distância de Construções Geométricas com régua e compasso com o professor exercendo sua função mediadora seguindo as orientações da Sequência Feda-thi. O conteúdo de Construções Geométricas, apesar de sua importância, tem sido pouco estu-dado no ensino básico no Brasil, e investiguei, por meio de uma pesquisa-ação participativa, usando a metodologia da Engenharia Didática, uma nova proposta que agregou a tecnologia como elemento motivador e facilitador do trabalho com o tema. TeleMeios é um ambiente telemático arquitetado com a utilização de rotinas de softwares livres, dotado de uma interfa-ce que permite a comunicação através de texto, som, imagem e email, incorporando, desse modo, todos os recursos empregados, atualmente, na educação a distância e vai além ao pos-sibilitar o compartilhamento total de aplicativos. O diferencial da proposta foi que se estabe-leceu uma interação total entre os sujeitos, que se deu através de uma interligação síncrona, em tempo real, via internet, com todos os participantes do curso compartilhando os softwares utilizados. Esse compartilhar quer dizer que todos os sujeitos visualizavam as atividades de-senvolvidas pelos outros, que processos eram utilizados, qual era o método de resolução de problemas empregado e, além disso, acessavam, remotamente, as máquinas dos outros parti-cipantes, sendo permitido até que qualquer deles pudesse desenhar ou escrever no computador de um companheiro virtual. As aulas virtuais foram planejadas através da Engenharia Didática e abordaram as principais construções geométricas elementares como perpendicular, bissetriz, mediatriz, arco capaz, entre outras. Durante as sessões, a régua e o compasso tradicionais fo-ram substituídos pelo software de geometria dinâmica: Geogebra. Ao desempenhar a função de professor, adotei, nas intervenções, o posicionamento recomendado pela Sequência Feda-thi, que é uma proposta teórico-metodológica concebida no Laboratório Multimeios da Uni-versidade Federal do Ceará pelo prof. Dr. Hermínio Borges Neto. Através das suas quatro fases: tomada de posição, maturação, solução e prova, a nova metodologia objetiva, a partir da mediação entre professor e alunos, propiciar uma aprendizagem significativa, construída com a participação ativa dos sujeitos de modo colaborativo. A partir de toda a conjuntura teórica e tecnológica, o curso de Construções Geométricas se concretizou em cinco aulas para cinco alunos e foi possível verificar a efetividade do ambiente tecnológico montado pela vigorosa interação entre os sujeitos e pela ativa mediação do professor. As construções geométricas foram elaboradas colaborativamente com a participação concreta de todo o grupo.

Sverige är ett land omgiven av vatten och hav, där vi har en stark tradition av vattenaktiviteter och därmed även obligatorisk simundervisning. Enligt en uppföljning av skolverket, kan inte sju procent av eleverna i årskurs 6 simma 200 meter. Detta innebär att ungefär 8 300 elever som lämnade mellanstadiet i juni inte kunde simma inför sommarlovet. Antalet personer som inte kan simma är en högre siffra i samhället och ett allvarligt problem. Det är på tiden att lyfta fram frågan om simkunnigheten och grundskolans simundervisning.Simlärare och idrottslärare uppger att det är svårt att bedriva simundervisningar av flera anledningar. Det är brist på närhet till simhall, tid, plats, ekonomi, trivsel och säkerhet, för att nämna några.Upptäckten om hur simhallens miljö talar emot simundervisnings moment för både lärare och skolbarn är en nyare problematik, som måste utredas för att underlätta simlärares arbetsprocess och öka deltagande och inlärningsförmågan på simlektioner. Hur kan vi förbättra upplevelsen av simundervisning för skolklasser i grundskolor? Examensarbetet är i samarbete med idrottslärare, simlärare och Svenska Livräddningssällskapet för att utforska och definiera utmaningarna och föreslå designlösningar. Genomförandet består av designmetoder i form av research och intervjuer, inklusive idéegenerering, workshops, konceptutveckling,utvärdering och flera andra metoder.Tre designförslag utvärderades, vilket ledde fram till ett slutgiltigt holistiskt koncept på en framtida simundervisningslokal och bassäng som är mindre, närmare bostadsområden och skolor, anpassningsbar till olika simnivåer och aktiviteter, som främjarsäkerhet och trivsel. I lokalen ingår ett system för en halvtransparent draperi avskärmning, för att minska distraktioner från olika simaktiviteter som pågår samtidigt. Miljöutformningen är designad i färger och former som skapar tydlighet i lärares och skolbarns rörelseflöde i rum och upplevelse av dess rumslighet. Måtten tar hänsyn till byggesramarna för en simlokal och syftar till att implementeras i befintlig sportanläggning och framtida mindre anläggningar. / Sweden is a country surrounded by water and sea, where we have a strong tradition of water activities and thus also compulsory swimming lessons. According to a follow-up by the school board, seven percent of students in grade 6 cannot swim 200 meters. This means that approximately 8,300 students who left middle school in June could not swim before the summer holidays. The total number of people in who cannot swim in the society is an even higher number and a serious problem. It is time to highlight the issue of swimming skills and primary school swimming lessons.Swimming teachers and school teachers state that it is difficult to conduct swimming lessons for several reasons. There is lack of nearby swimming pools, time, place, finances, well-being and safety, to name a few. Discoveries about how the environment of the swimming pool speaks against elements of swimming lessons for both teachers and schoolchildren is a newer problem, which must be investigated in order to facilitate the work process of swimming teachers and increase participation and the ability to learn how to swim. How can we improve the experience of swimming lessons for larger school classes in primary schools? This degree work is in collaboration with school teachers, swimming teachers and the Swedish Life Safety Society, to explore and define the challenges and propose design solutions. The implementation consists of design methods in the form of research and interviews in the design process including idea generation, workshops, evaluation and several other methods.Three design proposals were evaluated, leading to a final holistic concept of a future swimming lesson facility and pool that is smaller, closer to residential areas and schools, adaptable to different swimming levels and activities, and promotes safety and well-being. The room includes a system for a semi-transparent drapery screening, to reduce distractions and divide different swimming activities that are going on at the same time. The environment is designed in colors and shapes that create clarity in the room movement flow and experience of spatiality. The dimensions could work within the building framework for a swimming pool and be implementable both in existing sports facility and future smaller facility.

The aim of this study was to identify types of behaviour manifested by learners during mathematics instruction, and the impact that this behaviour might have on the mathematics performance of learners. The study was conducted in Far East cluster of Johannesburg East District, in the province of Gauteng, South Africa. At the time of the study the Far East cluster of Johannesburg East District consisted of a population of seven public high schools, of which two schools were randomly sampled to participate in the study. Participants consisted of (n=10) Grade 10 mathematics learners, 2 mathematics teachers and 2 heads of mathematics departments (HODs). Data from learners were collected using a set of their assessment scores accumulated over a period of six months, that is, from January 2014 to June 2014 (Section 1.3.3). Also, semi-structured interviews were carried out with learners to determine types of classroom behaviour they perceived to influence their mathematical performance. The aim of documenting learners‟ assessment scores (document analysis) was to determine their average performance in Grade 10 mathematics over a stipulated period. Teachers and HODs completed questionnaires to identify types of classroom behaviour that learners manifested during mathematics instruction. The study followed a qualitative approach with phenomenology research design (Section 3.2). The study identified several types of classroom behaviour that characterized mathematics instruction in both schools, such as making noise and not doing classwork and homework activities. In addition, the study established that forms of behavioural patterns that are manifested by learners during a mathematics instruction influenced their performance in the subject. Huitt‟s (1997) model was used to conceptualize and interpret the results. / Mathematics Education / M. Ed. (Mathematics Education)

The aim of this study was to identify types of behaviour manifested by learners during mathematics instruction, and the impact that this behaviour might have on the mathematics performance of learners. The study was conducted in Far East cluster of Johannesburg East District, in the province of Gauteng, South Africa. At the time of the study the Far East cluster of Johannesburg East District consisted of a population of seven public high schools, of which two schools were randomly sampled to participate in the study. Participants consisted of (n=10) Grade 10 mathematics learners, 2 mathematics teachers and 2 heads of mathematics departments (HODs). Data from learners were collected using a set of their assessment scores accumulated over a period of six months, that is, from January 2014 to June 2014 (Section 1.3.3). Also, semi-structured interviews were carried out with learners to determine types of classroom behaviour they perceived to influence their mathematical performance. The aim of documenting learners‟ assessment scores (document analysis) was to determine their average performance in Grade 10 mathematics over a stipulated period. Teachers and HODs completed questionnaires to identify types of classroom behaviour that learners manifested during mathematics instruction. The study followed a qualitative approach with phenomenology research design (Section 3.2). The study identified several types of classroom behaviour that characterized mathematics instruction in both schools, such as making noise and not doing classwork and homework activities. In addition, the study established that forms of behavioural patterns that are manifested by learners during a mathematics instruction influenced their performance in the subject. Huitt‟s (1997) model was used to conceptualize and interpret the results. / Mathematics Education / M. Ed. (Mathematics Education)

Ziel dieses Beitrages ist es, aufzuzeigen und an einem Beispielszenario exemplarisch darzustellen, wie mit Hilfe von an Hochschulen verfügbaren Standardtechnologien flexible kooperative und kollaborative Lehr- und Lernumgebungen je nach Bedarf und Möglichkeiten generiert und in Anwendungsszenarien mit vielen verschiedenen Lehr- und Lernprinzipien, Lehrmethoden, Lehrtechniken sowie Lehrressourcen eingesetzt werden können. Gleichzeitig soll mit den Möglichkeiten solcher Netzwerke auf die neuen Anforderungen der Arbeitswelt, den veränderten gesellschaftlichen und technischen Rahmen- bzw. Lehr- und Studierbedingungen reagiert und Mehrwerte generiert werden können. Zur Verdeutlichung des Ansatzes soll ein Anwendungsszenario aus der Ausbildung von Landschaftsarchitekten (Semesterprojekt „Landschaftsplanerische Studie“ sowie „Objekt- und Ausführungsplanung“) vorgestellt werden. Dieses Szenario kann auf andere Planungs- und Anwendungsdisziplinen der Ingenieurdisziplinen und vor allem dem Bau- und Anlagewesen übertragen werden. [... aus Punkt 1]

The researcher investigated the management of multi-grade teaching for optimal learning in Gauteng West primary schools. Ten participants, including school principals, heads of departments and educators participated in individual and focus group interviews and in observation of multi-grade classroom contexts. Findings revealed that educators involved in multi-grade teaching feel overwhelmed by challenging work conditions pertaining to large learner numbers and a lack of adequate didactical resources. This is exacerbated by a lack of professional development by means of tailor-made training for multi-grade teaching and the presumption that educators teaching such classes must merely change the monograde teaching format of the curriculum themselves for applicable implementation in a multi-grade teaching context. This leaves educators socially, emotionally and professionally isolated. Recommendations include the involvement of seasoned educators with expert knowledge and experience of multi-grade teaching to present training sessions constituting advice and support to inexperienced educators involved in said teaching. / Die navorser het die bestuur van meergraadonderrig by laerskole in Wes-Gauteng vir optimale leer ondersoek. Afgesien van individuele en fokusgroeponderhoude met skoolhoofde, departementshoofde en opvoeders, is waarneming in meergraadklaskamers gedoen. Volgens die bevindings bemoeilik groot klasse en ʼn gebrek aan didaktiese hulpmiddels meergraadopvoeders se taak. Meergraadopvoeders voel hulle geensins opgewasse teen hierdie werksomstandighede nie. ʼn Gebrek aan opleiding in meergraadonderrig en die veronderstelling dat opvoeders die eengraadformaat van die kurrikulum in ʼn meergraadformaat kan omskakel, vererger sake. Opvoeders is van mening dat hulle maatskaplik, emosioneel en professioneel in die steek gelaat word. Daar word aanbeveel dat gesoute opvoeders met kennis van en ervaring in meergraadonderrig onervare opvoeders oplei en adviseer. / Monyakisisi o dirile dinyakisiso ka ga go ruta dikereiti tse fapanego go fihlelela bokgoni le tsebo tikologong ya go thekga dinyakwa tsa baithuti dikolong tsa phoraemari go la Gauteng Bodikela. Batseakarolo ba lesome, go akaretswa dihlogo tsa dikolo, dihlogo tsa dikgoro le barutisi ba tseere karolo ditherisanong ka botee le dihlopha tseo di nepisitswego gape le temogo dikemong tsa diphaposi tsa dikereiti tse di fapanego. Dikhwetso di utollotse gore barutisi bao ba rutago dikereiti tse fapanego ba imelwa ke maemo a modiro wo o nyakago gore ba ntshe bokgoni bja bona ka moka ka lebaka la dipalo tse ntsi tsa baithuti le tlhokego ya dithusi tsa thuto tse di lekanego. Se se thatafiswa ke tlhokego ya tlhabollo ya profesene ye ka go fa tlhahlo yeo e lebanego ya go ruta dikreiti tse fapanego le kgopolo ya go re barutisi bao ba rutago ba swanela go no fetola popego ya lenaneothuto la kereiti e tee ka bobona go re ba le dirise kemong ya go ruta dikereiti tse fapanego. Se se dira gore barutisi ba ikhwetse ba se na kgokagano le setshaba leagong, ba hloka bao ba ka llelago go bona le go se be le bao ba nago le kgahlego go profesene ya bona. Ditshisinyo di akaretsa go ba gona ga barutisi bao e lego kgale ba ruta ba nago le maitemogelo le botsebi go ruta dikereiti tse fapanego go hlagisa dipaka tsa tlhahlo tseo di fago maele le thuso go barutisi bao ba se nago maitemogelo. / Educational Management and Leadership / M. Ed. (Education Management)