The problem of this study was to determine if pre-training of volunteers working in special education classes for orthopedically handicapped and multihandicapped students makes a difference in their classroom effectiveness. The purposes of this study were two-fold. The first was to develop a training program for volunteers working in special education classes for orthopedically handicapped and multihandicapped students. The second was to determine the effectiveness of the training program.

This thesis sought to explore how community volunteers could be recruited, supported and sustained to assist a community school operating in difficult socioeconomic conditions in achieving basic school functionality. Through a collaborative process, the participants in the study attempted to address a significant gap in the literature, namely how this could be achieved in a way that would be beneficial both to the community volunteers and to the school itself. Based on existing literature, the vast majority of South African schools are struggling to reach the basic functionality levels required in terms of legislation. My interest in this topic was piqued while serving as principal of one such school; hence the focus in this thesis on whether schools would benefit in terms of achieving functionality if they partnered with the communities in which they are located. However, communities are seldom actively involved in the schools and school activities on an ongoing daily basis. In this thesis, I argue for an opportunity for schools and the community to collaborate in a way that would be mutually beneficial. In this, I was guided by the School-Based Complementary Learning Framework (SBCLF) in gaining a greater understanding of how multiple stakeholders could support a school to obtain basic functionality. A key stakeholder is the community in which a school is located, and the multidimensional framework provided a framework to understand why the community would want to get involved in the school. Following a Participatory Action Learning and Action Research (PALAR) design, I recruited 15 community volunteers from the existing pool at my then school; some of whom had been volunteering for over twelve years. We formed an action learning set where we collaboratively sought to understand the processes and conditions needed to recruit, support and sustain community volunteers and their involvement in the school. From this action learning set emerged a key advisors’ set, comprising five members of the action learning set, who were entrusted with the responsibility of planning, preparing and analysing the action learning set meetings. Transcripts and visual artefacts from the action learning set meetings and a focus group meeting of the school management team were analysed to generate data, complemented by secondary sources, such as documents. This participatory approach to data generation allowed the voice of every participant to be heard; agency was increased through active participation; and the sense of affiliation to the group was deepened. The iterative design of the research process further ensured that the participants also engaged in a critical discourse analysis of the emerging data, of which the trustworthiness was enhanced through the use of dialogic and process, catalytic, rhetoric, democratic and outcome validity. The emergence of the data through this collaborative engagement was underpinned by the ethical values of mutual respect; equality and inclusion; democratic participation; active learning; making a difference; collective action; and personal integrity. The findings revealed that community volunteers did add immense value to the school by supporting teaching and learning processes. However, the community volunteers also harboured expectations of material support and opportunities to develop skills. In addition, the study revealed that the hierarchical culture and structures present in most South African schools need to become more democratic and collaborative, with those working to make the school more functional, including community volunteers, being valued, acknowledged and supported. The participants also constructed their understanding of what a community school should be and do and how it should serve the interests of the children from the community. A process model was constructed from these findings regarding on ways to recruit, sustain and support community volunteers involved in community schools, specially designed so that schools could adapt it to suit individual contexts. This study is unique; I am not aware of any similar study ever having been conducted in a community school in South Africa. Furthermore, the collaborative approach used in the study helped ensure that the methodology used could be of value to principals and other school stakeholders in addressing the various complex challenges that confront schools in these contexts. Also, the findings will add to the theoretical body of knowledge around volunteerism, especially in difficult socioeconomic conditions.

Made available in DSpace on 2014-06-11T19:22:26Z (GMT). No. of bitstreams: 0 Previous issue date: 2012-08-31Bitstream added on 2014-06-13T20:09:32Z : No. of bitstreams: 1 sciuto_b_me_ia.pdf: 558225 bytes, checksum: 7dc2aee3fb682e1e7b6fbd6c884cbe17 (MD5) / Universidade Estadual Paulista (UNESP) / Neste trabalho tratei de escrever e analisar a história do núcleo de arte/educação do Projeto Makiguti em Ação, entendendo-o como parte integrante de minha própria história. Através de informações, documentos e da memória de voluntários do projeto, essa história foi sendo construída. Pela sua analise, pretendi responder a algumas dúvidas e inquietações, geradas durante a minha participação no projeto. Quais são as relações existentes entre a arte e o artesanato? Como se caracteriza uma prática educacional que visa à criação de valores humanos? Qual a contribuição da filosofia budista para esse fazer educacional? Essas são algumas questões discutidas nessa dissertação. O núcleo nasceu, desenvolveu-se e por fim foi dissolvido em 2009, dentro do contexto de um programa educacional gerido pela Coordenadoria Educacional da Associação Brasil Soka Gakkai internacional (BSGI). Uma associação de leigos, praticantes do Budismo de Nitiren Daishonin, que tem como metas a paz, a cultura e a educação. Para o núcleo de arte/educação, a ligação entre filosofia budista, arte e educação, além de necessária, é indissolúvel de sua própria existência. Assim como para mim não é possível conceber uma educação, sem a criação de valores humanos, a despeito de reconhecer os mistérios envolvidos nessa difícil construção / In this work I could write and analyze the history of art and education nucleus from Makiguti in Action project that is part of my own history. This history was built through documents, informations, and project volunteers‘ memories. Analyzing it I could answer some doubts and concerns that had been grown in my mind during my participation in this project such as: What are the relations between art and craft? How is characterized an educational practice that aims the creation of human values? What is the contribution of Buddhist philosophy to make this education practice? These are some issues discussed in this dissertation. The nucleus was born, was developed and finally was dissolved in 2009, in the context of an educational program managed by the Educational Coordination from the association Brazilian Soka Gakkai International (BSGI) that is an association of lay practitioners of Nitiren Daishonin Buddhism, which the goals are peace, culture and education. From the of art and education Makiguti nucleus‘ point of view the connection between the buddhist philosophy and art / education it is necessary and inseparable from its own existence. In my opinion it is not possible to conceive an education without the creation of human values, despite the fact that there are lots of mysteries involving this difficult construction

Orientador: Luiza Helena da Silva Christov / Banca: Rita de Cássia Franco de Souza Antunes / Banca: Eliane Bambini Gorgueira Bruno / Resumo: Neste trabalho tratei de escrever e analisar a história do núcleo de arte/educação do Projeto Makiguti em Ação, entendendo-o como parte integrante de minha própria história. Através de informações, documentos e da memória de voluntários do projeto, essa história foi sendo construída. Pela sua analise, pretendi responder a algumas dúvidas e inquietações, geradas durante a minha participação no projeto. Quais são as relações existentes entre a arte e o artesanato? Como se caracteriza uma prática educacional que visa à criação de valores humanos? Qual a contribuição da filosofia budista para esse fazer educacional? Essas são algumas questões discutidas nessa dissertação. O núcleo nasceu, desenvolveu-se e por fim foi dissolvido em 2009, dentro do contexto de um programa educacional gerido pela Coordenadoria Educacional da Associação Brasil Soka Gakkai internacional (BSGI). Uma associação de leigos, praticantes do Budismo de Nitiren Daishonin, que tem como metas a paz, a cultura e a educação. Para o núcleo de arte/educação, a ligação entre filosofia budista, arte e educação, além de necessária, é indissolúvel de sua própria existência. Assim como para mim não é possível conceber uma educação, sem a criação de valores humanos, a despeito de reconhecer os mistérios envolvidos nessa difícil construção / Abstract: In this work I could write and analyze the history of art and education nucleus from Makiguti in Action project that is part of my own history. This history was built through documents, informations, and project volunteers' memories. Analyzing it I could answer some doubts and concerns that had been grown in my mind during my participation in this project such as: What are the relations between art and craft? How is characterized an educational practice that aims the creation of human values? What is the contribution of Buddhist philosophy to make this education practice? These are some issues discussed in this dissertation. The nucleus was born, was developed and finally was dissolved in 2009, in the context of an educational program managed by the Educational Coordination from the association Brazilian Soka Gakkai International (BSGI) that is an association of lay practitioners of Nitiren Daishonin Buddhism, which the goals are peace, culture and education. From the of art and education Makiguti nucleus' point of view the connection between the buddhist philosophy and art / education it is necessary and inseparable from its own existence. In my opinion it is not possible to conceive an education without the creation of human values, despite the fact that there are lots of mysteries involving this difficult construction / Mestre

Research has shown that the more active parents are in their child's education the more likely their child is to achieve academic success. Based on these findings this research project focused on how parent volunteers influenced their child's literacy growth. It is hypothesized that as the parent spends time in the classroom they are given more opportunities to interact with other members of the classroom community. It is believed that this interaction will influence the way in which the parent works with their child and have a positive influence on their child's literacy growth.

This qualitative multi-site case study examines the experiences of four volunteers serving as educators and their use of science kits in three separate non-formal refugee spaces located in Greece. They received professional development and materials to support their teaching of science. An adapted Teacher-Centered Systematic Reform (TCSR) framework was used to analyze the relationship between personal factors, teacher thinking, practice, and contextual factors. Data sources for this study were pre- and post-activity questionnaires, pre- and post-activity journaling, observations, and structured interviews. Each of the data sources was analyzed to develop an understanding of the volunteer educators’ personal factors, teacher thinking, teacher practice, and contextual factors to identify emerging themes. Emerging themes provided evidence to better interpret the experiences and perceptions of volunteer educators who used science-kits in non-formal refugee educational settings. These themes were then compared between and across each case to find similarities and differences between volunteer educators. This research contributes to both the field of science education and the preparation of volunteers in emergency education to teach science.

The research literature contains a significant amount of information on the psychological health of managers, however, relatively little has been written about the psychological health of workers. There has been a long held assumption that there is little difference in the psychological health of workers and managers. This study challenges that assumption and investigates differences in psychological health that appertain to job role and job characteristics determined by job role. This study tested two related hypotheses, firstly, that 'managers have significantly better psychological health than workers'; secondly, that 'that better psychological health was largely due to the increased self esteem that comes from having a more socially desirable role'. Initial analyses of the data indicated that hypothesis 1 was upheld, but when split by sex hypothesis 1 was only upheld for females and not males; similarly hypothesis 2 was only upheld for females. This result was attributed to the influence of two variables, the 'attribution of blame' and 'need for external validation', and the different moderator and mediator roles they play for males and females. The study contradicts the assertion that the psychological health of workers and managers is similar, if not the same, and uses the differences found to explain why research in this field has often produced conflicting results. Areas of potential future research are indicated.

Thesis (MPhil)--University of Stellenbosch, 2002. / ENGLISH ABSTRACT: The Department of Occupational Therapy of the University of Stellenbosch has been involved in the development of the Volcano Community Project in the Ravensmead area since 1994. A needs assessment conducted in the area has led to the indentification of the following problems: • there are no after school care services in the area; • limited opportunities for individual attention to learners because of a high learner educator ratio; • high incidence of substance abuse amongst the youth; • children loitering in the streets in the afternoon; and • a quarter of all grade one learners in the area repeat their basis year of school. In order to address the abovementioned problems it was decided to recruit unemployed youth within the community as voluntary workers. This group of volunteers received training in the execution of pre-planned developmental stimulation lessons that they then present to grade one and two learners who have problems. The volunteers undergo a training programme in order to equip them to handle the learners. This project is still in progress and it needs to be evaluated in order to gain information which would help to improve the programme as well as the management thereof. The aim of the research was to establish the impact of programme participation on the voluntary workers and that was done by looking at the following: • what the strengths of the project are; • what the weaknesses of the project are; and • which suggestions there are to improve the project. Qualitative formative evaluation research was the paradigm within which the research was executed. Interviews were conducted with the voluntary workers and the following themes/patterns emerged from the data: Strengths of the project: Turnabout in the lives of the voluntary workers; improvement of self-knowledge; development of skills; work satisfaction; and guidance by the students. Weaknesses of the project: Schools where this project is in progress and facilities available at these schools; management of the project; and the group of voluntary workers. Suggestions regarding the project: Encouragement; management; and other logistics. The researcher took each of these main themes and with the help of process/impact rubrics data was interpreted. From these rubrics factors were identified and recommendations made which may contribute to the improvement of the project for example feedback after completion of the task is very important and should be very specific for an individual. Possibilities for the broader application of findings are also suggested. / AFRIKAANSE OPSOMMING: Die Departement Arbeidsterapie van die Universiteit van Stellenbosch, is sedert 1994 betrokke by die ontwikkeling van die Volcano gemeenskapsprojek in die Ravensmeadarea. In Behoeftebepaling in die area het gelei tot die identifisering van die volgende probleme: • geen naskoolse dienste is in die area beskikbaar nie; • beperkte geleenthede vir individuele aandag aan leerders as gevolg van 'n te hoë leerdertoedeling per onderwyser; • hoë voorkoms van substansmisbruik onder die jeug; • kinders wat in die middag in die straat rondslenter; en • In kwart van alle graad een leerders in die area herhaal hul basisjaar van skool. Daar is besluit om bogenoemde probleme aan te spreek deur werklose jeugdiges in die gemeenskap te werf as vrywillige werkers. Die groep vrywillige werkers is dan opgelei om vooraf opgestelde ontwikkelingstimulasielesse aan te bied aan graad een en twee leerders wat probleme ervaar. Die vrywillige werkers deurloop In opleidingsprogram om hulle beter toe te rus om die leerders optimaal te kan hanteer. Die program is nog lopend en evaluering is nodig ten einde inligting te verkry wat kan lei tot die verbetering van die program en die bestuur van die projek oor die algemeen. Die doel van hierdie navorsing was om die impak wat programdeelname op die vrywillige werkers het te ondersoek deur te kyk na: • wat die sterkpunte van die projek is; • wat die swakpunte van die projek is; en • watter voorstelle daar is om die program te verbeter. Kwalitatiewe formatiewe evaluasienavorsing is die paradigma wat in hierdie navorsing gebruik is om die data in te samel en te analiseer. Onderhoude is met vrywillige werkers gevoer en die volgende hooftemas het uit die data na vore gekom: Sterkpunte van die projek: Ommeswaai in vrywillige werkers se lewens; bevordering van selfkennis; ontwikkeling van vaardighede; werksbevrediging; en leiding deur die studente. Swakpunte van die projek: Skole waar die program aangebied word en die fasiliteite beskikbaar by die skole; bestuur van die projek; en die groep vrywillige werkers. Voorstelle ten opsigte van die projek: Aansporing; bestuur en ander logistieke. Die navorser het elk van hierdie hooftemas geneem en met behulp van proses/impakmatrikse is die data geïnterpreteer vir hierdie projek. Uit hierdie matrikse is faktore geïdentifiseer en aanbevelings gemaak wat mag bydra tot die verbetering van die projek, byvoorbeeld terugvoer na afloop van die uitvoering van take is belangrik en moet spesifiek en individueel gerig wees. Wyer toepassingsmoontlikhede van die bevindinge word ook voorgestel.

Learning relationships between intergenerational students in an after school art program provided mutual benefits for participants in Denton, Texas. This qualitative case study of older, active adults and elementary students involved in visual art experiences gives insight to a contextual learning environment that fosters lifelong learning and addresses the interpersonal issues of an aging society.

Made available in DSpace on 2017-07-10T16:28:03Z (GMT). No. of bitstreams: 1 Denila Coelho.pdf: 3007094 bytes, checksum: 28befae07ccd55db5b2dbb6206ebd27d (MD5) Previous issue date: 2015-08-28 / The working class organization throughout history played a key role in winning rights and better work conditions. In order to better understand the struggle story and organization of Paraná education workers, we carried out this research aiming to know and understand the influence and impact caused by the Training School of APP-Union in political and trade union training of the Trade Union in Francisco Beltrão Center - NSFB educators, from 2007 to 2014. The research method was dialectical historical materialism, and the research sources were bibliographies, documents produced by APP-Union, namely, articles in the institutional website, August 30 newspaper, videos, training books, projects and study reports, registration forms and training attendance lists, NSFB minutes, status of the entity, data taken from the Ministry of Education website - SEED, Paraná and Brazil legislation, as well as questionnaires answered by fifty NSFB educators. The union political education was shaped in an important tool for knowledge socialization, consciousness expansion and education workers organization in the State of Paraná. We pointed out the limits and possibilities of the training offered by the School of Education of APP-Union and from the results we present a proposal of training for NSFB. We conclude that despite the difficulties faced by the school, the experience was/is an important work that needs to be intensified to reach the largest possible number of educators. We understand that the training of teachers is strategic because these professionals play an important task which is schooling, that is, they act directly on the education of the whole society. We emphasize that only an education designed by the working class is capable of enabling conditions for the realization of social change long sought by workers. / A organização da classe trabalhadora ao longo da história teve papel fundamental na conquista de direitos e de melhores condições de trabalho. No intuito de conhecer melhor a história de luta e a organização das/os trabalhadoras/es em educação do Paraná, realizamos esta pesquisa, com o objetivo de conhecer e entender as influências e os impactos provocados pela Escola de Formação da APP-Sindicato na formação política e sindical das/os educadoras/es do Núcleo Sindical de Francisco Beltrão - NSFB, no período de 2007 à 2014. O método de pesquisa utilizado foi o materialismo histórico dialético e as fontes de investigação foram: bibliografias; documentos produzidos pela APP-Sindicato, sendo eles: matérias no site institucional, jornal 30 de Agosto, vídeos, cadernos de formação, projetos e relatórios de estudos, fichas de inscrição e listas de presença da formação, atas do NSFB, estatuto da entidade; dados retirados do site da Secretaria de Estado da Educação SEED, legislação do Estado e do Brasil, além de questionários respondidos por cinquenta educadoras/es do NSFB. A formação política sindical se configurou em um importante instrumento de socialização de conhecimento, ampliação de consciência e organização das/os trabalhadoras/es em educação no Estado do Paraná. Apontamos os limites e possibilidades da formação oferecida pela Escola de Formação da APP-Sindicato e a partir dos resultados apresentamos uma proposta de formação para o NSFB. Concluímos que apesar das dificuldades enfrentadas pela escola, a experiência foi/é um importante trabalho que precisa ser intensificado para que atinja o maior número possível de educadoras/es. Entendemos que a formação das/os educadoras/es é estratégica, pois estes profissionais desempenham uma tarefa importante que é a escolarização, ou seja, atuam diretamente na educação de toda a sociedade. Enfatizamos que somente uma educação pensada pela classe trabalhadora será capaz de possibilitar condições para a realização da transformação social tão almejada pelas/os trabalhadoras/es.