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abstract: The need for improved mathematics education in many of America's schools that serve students from low income households has been extensively documented. This practical action research study, set in a suburban Title I school with a primarily Hispanic, non-native English speaking population, is designed to explore the effects of the progression through a set of problem solving solution strategies on the mathematics problem solving abilities of 2nd grade students. Students worked in class with partners to complete a Cognitively Guided Instruction-style (CGI) mathematics word problem using a dictated solution strategy five days a week for twelve weeks, three or four weeks for each of four solution strategies. The phases included acting out the problem using realia, representing the problem using standard mathematics manipulatives, modeling the problem using a schematic representation, and solving the problem using a number sentence. Data were collected using a five question problem solving pre- and post-assessment, video recorded observations, and Daily Answer Recording Slips or Mathematics Problem Solving Journals. Findings showed that this problem solving innovation was effective in increasing the problem solving abilities of all participants in this study, with an average increase of 63% in the number of pre-assessment to post-assessment questions answered correctly. Additionally, students increased the complexity of solutions used to solve problems and decreased the rate of guessing at answers to word problems. Further rounds of research looking into the direct effects of the MKO are suggested as next steps of research. / Dissertation/Thesis / Ed.D. Educational Leadership and Policy Studies 2013

The purpose of this study is to examine how pedagogues work with children that express acting out behavior in pre-school. The research questions are: How do the interviewed pedagogues define children that express extroverted behavior in preschool, and what is the reason for the behavior? How do the pedagogues work to ease daily activities for these children in preschool? Which methods do the pedagogues use to approach these children in the optimal manner in different situations? This study is based on four qualitative interviews with preschool teachers, after-school teachers and nurses from two different preschools. The results of this study are analyzed through the sociocultural theories of Vygotskij and subsequent terms, but also with regards to other articles and scientific literature of interest. The results of this study indicate that the reason for acting out behavior can be due to environmental flaws, or factors within a child. In their work the pedagogues practice different methods. To e.g. calm the child, one may listen to or confirm the child’s emotions, and in conflict situations it is important that the pedagogue remains calm, to reduce the risk of emotional contagion. It was also evident that a well-structured day with distinct routines, in combination with a physical environment at the preschool that is tailored to the child’s own preconditions, better prepares the child for future activities. This study indicates that pedagogues enable common games and activities, to make it possible for children with acting out behavior to train their social competencies with other children. This is achieved with the aid of a present pedagogue that guides the child stepwise so that the child understands and predicts the consequences of the actions, but also understands the limits of behavior.

The researcher aimed to answer the following question: What are the perceptions of preadolescent children and educators with regard to the phenomenon of acting-out behaviour? The goal of the study was to explore the perceptions of educators and pre-adolescent children on the phenomenon of acting-out behaviour. Pre-adolescence and socio-economic problems were discussed and behavioural theories, behavioural difficulties and acting-out behaviour were explored. The population consisted of educators and grade 5 to grade 7 learners in the two participating schools. Ten educators and twenty learners in each grade were selected by means of stratified random sampling, to participate in the study. The survey design was utilised, as the researcher wished to explore perceptions of educators and pre-adolescent learners on the phenomenon of acting-out behaviour. The researcher formulated two questionnaires that were reader-friendly to both educators and learners respectively. The questionnaires focused on aspects of acting-out behaviour observed in the developmental level which is of concern to the study. Research results have indicated that acting-out behaviour is an ever-increasing phenomenon, even though the term “acting-out” is relatively unknown. The educators and learner respondents had very similar views on acting-out behaviour and the reasons for this negative behaviour displayed by children. It can therefore be concluded that acting-out behaviour is perceived as being very real in the lives of today’s children and is very often regarded as problematic behaviour and only addressed as such. Characteristics of actingout behaviour include lying, swearing, aggressiveness, hitting and kicking, badmouthing others, poor school marks, bullying and seeking attention. Parental conflict is the highest cause of emotional problems and consequently behavioural problems in children. The family system is also the most important system in the pre-adolescent’s life. Consequently it is recommended that families need to be considered as a key system in the development of acting-out behaviour, but most importantly also, as a key factor in dealing with such behaviour. Further research on, especially, intervention methods with regard to acting-out behaviour and socio-economic factors are recommended and emphasised. Copyright / Dissertation (MSW)--University of Pretoria, 2010. / Social Work and Criminology / unrestricted

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Doctor of Philosophy / Department of Special Education, Counseling and Student Affairs / Judy Hughey / Assessment of parenting stress and child acting-out behavior was measured via pretest and posttest over the length of a seven-session parenting program, the Becoming a Love and Logic Parent program (BLLP). All participants (n=86) were randomly placed in either a seven-session BLLP program group (n=56) or placed on a waitlist (n=30) and offered the BLLP program following the completion of the posttest. The BLLP program is a widely used parenting program with limited data available as to the effectiveness of the program. The data that are available utilizes the Becoming a Love and Logic Parent Before and After Questionnaire. A measurement tool designed specifically to measure the BLLP program. This study utilized two measurement tools widely used to evaluate parenting programs, the Parenting Stress Index/Short Form (PSI/SF) and the Eyberg Child Behavior Inventory (ECBI), in hopes of providing data that can be compared to other parenting programs. Levels of parenting stress were measured with a widely used index, the PSI/SF. The PSI/SF provides a Total Stress (TS) score and scores from three scales measuring different aspects of parenting stress: Parental Distress (PD), Parent-Child Dysfunctional Interaction (P-CDI), and Difficult Child (DC). Child acting-out behavior was measured with the ECBI. The ECBI measures disruptive child behavior using two scales: Intensity scale and a Problem scale. The intensity scale provides information regarding the frequency of certain acting-out behaviors, and the problem scale provides information as to whether or not parents view that particular behavior as problematic. All participants were parents or caregivers of elementary school students from a large suburban school district near Kansas City, Missouri. The group was homogenous in nature and had higher income and education levels than the average for the district and state, making it difficult to generalize finding from the study. Due to time and space limitations and attrition, the sample size of the study was small (n=86), which likely contributed to the outcome of the study. The six hypotheses were not supported in this study. Though a decrease in parenting stress occurred for both treatment group and control group participants, there was not a statistically significant difference between the two groups on any of the PSI/SF scales. Child acting-out behavior also decreased for both the treatment group and the control group; however, there was not a statistically significant difference between the two groups. Further study on the effectiveness of the BLLP program is recommended.

This scientific essay starts with a description of a dilemma that I as a childminder find hard to handle. The story is reproducing an incident where this day care child -John- is getting an outburst that is affecting many persons in the group activity local for childminders. The problems that are created by the repeated defiant and unwieldy outbursts by this boy are challenging to handle. I have got certain experiences of children with special needs, but that competence is not sufficient in this case. The text also describes the doubt if a single childminder really is capable to handle a child that is demanding a lot more assistance than what is normal among day care children. Is it possible to offer all the children secure attention and interesting learning when one of them is demanding extra attention and support? Would an single-handed educator be able to help the boy to function better in social contexts? When I reflect over my dilemma, I am framing my questions. Through the writing I seek a deeper insight about what solutions eventually turns out to work for the challenging child. As a result of this examining writing process, I have found that the including of the child in the day care group was successful beyond expectation. The relation between me and the child is developing in a positive way when I choose to handle his tantrums in a less emotional way. An empathic approach and dialogues opens up for a cooperation which give the child possibilities to become a participant and able to affect his everyday situation at the family day care. The smaller group is a postulate for the positive development taking place within the boy. According to me, professional childminders should have a natural place as carers to children who for various reasons do not work or thrive in larger groups. The essay also includes explorations of other educators experiences in the form of participating observations on a preschool. The initial report, the observations, the empirical analysis and the result are all linked together with the theories of practical knowledge, my reflections, new insights, theoretical knowledge, research and literature that strengthen these. The practical knowledge is running like a red thread through the text. / Den här vetenskapliga essän börjar med en beskrivning av ett dilemma, som jag som dagbarnvårdare, upplever svårhanterligt. Berättelsen återger en incident där dagbarnet, John får ett utbrott, som påverkar många personer på dagbarnvårdarnas gruppverksamhet. Problemen som pojkens återkommande trotsiga och svårhanterliga anfall orsakar är utmanande att handskas med. Viss erfarenhet av barn med speciella behov har jag men den kompetensen räcker inte till i det här fallet. Jag funderar över vilken inverkan pojkens raserianfall har på de andra barnen och vuxna i gruppverksamheten -både i den större och mindre gruppen som barnet vistas i. I texten beskrivs också tvivlet över huruvida en ensam arbetande dagbarnvårdare är kapabel att hantera ett barn, som kräver betydande assistans utöver det som dagbarn vanligtvis gör. Kan en pedagog på egen hand hjälpa pojken att fungera bättre i socialt kontext? När jag reflekterar över mitt dilemma så väcks mina frågeställningar. Genom skrivandet söker jag en djupare insikt om det som med tiden visar sig fungera för det utmanande barnet. Till följd av den här granskande skrivprocessen har jag kommit fram till att inkludering av barnet i dagbarnsgruppen lyckades över förväntan. Relationen mellan barnet och mig utvecklas positivt när jag väljer att hantera de problematiska utbrotten mindre emotionellt. Empatiskt förhållningssätt och samtal öppnar till ett samarbete, som ger barnet möjlighet att vara delaktig och påverka sin vardag på familjedaghemmet. Den mindre gruppen är en förutsättning för den gynnsamma utvecklingen som sker hos pojken. Enligt mig bör yrkesgruppen dagbarnvårdare ha sin givna plats som omsorgsgivare för barn som inte av olika anledningar trivs eller mår bra i större grupper. Uppsatsen innehåller även ett utforskande av andra pedagogers erfarenheteri form av deltagande observationer på en förskola. Den inledande berättelsen, observationerna, analysenav empirin samt resultatet knyts samman med den praktiska kunskapens teori, mina reflektioner, nya insikter, teoretiska kunskaper, forskning och litteratur som stärker dessa. Den praktiska kunskapen går som en röd tråd genom texten.

Syftet med denna studie är att öka kunskapen hur specialpedagoger verksamma i grundskolans år 1 till 6 uppfattar skolors arbete med utåtagerande barn. Studien baseras på sex specialpedagogers uppfattningar om deras förutsättningar på organisation-, grupp- och individnivå samt skolans metoder och strategier i arbetet med utåtagerande barn. Uppfattade resultat i detta arbete undersöks. Studien presenterar delar av den forskning, både nationell och internationell, som behandlar metoder och strategier i arbetet med utåtagerande barn samt tre teoretiska perspektiv.   I studien har en kvalitativ metodansats använts och resultatet har analyserats tematiskt. Analysen av empirin genererar tre huvudteman: förutsättningar, metoder och strategier samt möjligheter och utmaningar i arbetet med utåtagerande beteende hos barn.  Resultatet har diskuterats och analyserats med stöd av tidigare forskning och teoretiska perspektiv.   Resultatet visar att specialpedagogerna uppfattar att det ofta finns goda förutsättningar i arbetet med utåtagerande barn och att det även finns hinder och möjligheter som påverkar. Rektors ledarskap och förmåga att organisera verksamheten för att möta upp behoven av barn med utåtagerande beteende uppfattas ha stor betydelse. Ett hinder uppfattas vara lärares brist på tid då specialpedagogerna uttrycker att all personal behöver mötas för att tillsammans arbeta fram handlingsplaner med gemensamma strategier och förhållningssätt för de utåtagerande barnen.   Resultatet visar även att organiserandet av lärmiljön kan se olika ut samt att specialpedagogernas uppfattning av elevers inkludering varierar, även om utgångspunkten är att de utåtagerande eleverna ska verka i ett lärande sammanhang tillsammans med andra. Resultatet visar även att personalens förhållningssätt till, bemötande av och förmåga till relationsskapande med eleven har betydelse för elevens förutsättningar att minska det utåtagerande beteendet och få ett ökat lärande. / The goal of this study is to increase the knowledge of how Special Needs Coordinators (SENCOs) working in Elementary school yr 1 – 6 percieve the work with children who are acting out. The study is based on six SENCOs’ perceptions of their preconditions of working on organisation, group and individual levels, as well as the schools’ methods and strategies and the percieved results in the work with children who are acting out. The study presents parts of both national and international evidence based research within the area of methods and strategies used in the line of work with children who are acting out. It also presents three theoretical perspectives.   In the study a qualitative research method has been used and the results has been analysed thematically. The analysies of the empirical evidence generate three main themes: preconditions, methods and strategies as well as possabilities and challenges in the work with children who are acting out. The result has been discussed and analysed based on pre-existing research and theoretical perspectives.   The result shows that the SENCOs’ perceptions is that there is often good preconditions in the work with children who are acting out but that there is also obsticales and possabilities affecting said precontitions. The principals’ leadership and ability to organize the school to meet the needs of children who are acting out is percieved to be of great importance. Teachers’ lack of time is seen as a difficulty, as the SENCOs emphasise the need for all staff to meet and produce plans of action with overarching strategies and approaches to the children who are acting out.   The result also shows that the learning enviroment can be organized in different ways and that the SENCOs’ perception of students inclusion varies, even if the standpoint is that students who are acting out shall participate in a learning context together with other students. The result also shows that the staff’s approach to, treatment of and ability to build relationship with the student affect the student’s ability to act out less and learn more.

Derrière tout acte il y a une sorte de « mise en scène », une « tentative d'exprimer » ce que l'auteur ne parvient à mettre en mots, à métaboliser, d'où le recours au primat de l'agir. Dans ce travail auprès d’Auteurs d’Infraction à Caractère Sexuel en intrafamilial, il est question de saisir, d'appréhender les conditions du passage à l'acte et ce que celles-ci ont pu engendrer au sein du psychisme du sujet, pour favoriser la transgression.À travers diverses notions tirées de la littérature analytique, notamment celles attenantes à la construction psychique, à la clinique du traumatisme ou encore de la transgénérationnalité, est mise en débat la question de l'influence de l’environnement sur le fait psychique individuel.Posant, de ce fait, l'hypothèse que les identifications et répétitions transgénérationnelles d’origines traumatiques peuvent être en jeu dans le passage à l'acte, en particulier chez les AICS en intrafamilial. Ce type de passage à l'acte pourrait-il alors représenter une résolution d'une dynamique familiale vécue comme « défaillante », voire traumatique, pour le sujet ? Dans une approche phénoménologique associée à une posture psychanalytique, sont déclinés sept accompagnements de patients nous permettant de répondre à ces interrogations. L'objectif étant de réaliser une étude clinique basée sur le vécu subjectif de chacun d’entre eux, afin de mettre en lumière ce qui pourrait faire défaut dans leur structuration, leurs investissements et rapports objectaux.Le voyage au travers des cas proposés permet de poser la question du caractère résolutif de ces passage à l’acte vis-à-vis d’une dynamique familiale, dans laquelle s’origine un vécu traumatique ? Par l’infraction sexuelle, perpétrée en intrafamilial, le sujet passe-t-il par le corps et l’objectalisation d’un autre familial pour crier sa souffrance, son « mal à être » ? Le passage à l’acte, chez ces Auteurs d’Infractions à Caractère Sexuel en intra-familial, est il résolutif d’une problématique identitaire traumatique, venant d’une nécessité de trouver un sens, une recherche de signifiance à l’existence même du sujet ? Via l'analyse des mécanismes de défenses, des représentations, ainsi que des positions transférentielles et contre-transférentielles mises en jeu, il s’agit de travailler la remise en sens, pour permettre à ces patients de développer leurs capacités d’élaboration, leur redonner une place, dans le respect de leur subjectivité et celle d’autrui, une place capable de supporter la construction identitaire originelle défaillante, retrouver une identité pour dépasser le traumatique, et ouvrir le chemin d’une reconstruction. / Behind every act there is a sort of "staging", an "attempt to express" what the author cannot put into words nor metabolize, which leads him to act. In this work, amoung Authors of Infringement of Sexual Character (AISC) within familial, the aim is to understand and apprehend the conditions that triggers the act and how they affected the subject's psyche, leading him to give into the transgression.Through notions taken from the analytic's literature, in particular notions linked to the psyche's construction, to traumatic clinic or even the transgenerational transmission, we debate on the question of the influence of the environment on the individual's psyche functionning. Thereby posing hypothesis that identifications and transgenerationals repeats of traumatic origin can contribute in triggering the act, even more for AISC within familial. Could this kind of acting out then represent the consequences of a family's dynamicity experienced as "failing", or even traumatic, by the subject? Using a phenomenologic approach associated with a psychoanalytic positioning, the thorough analysis of seven case-studies could help answer those questions. The objective is to create a clinic study based on the subjective experience of each of them. This is done in hope to bring forward what could lack in their structuring, in their objectals investments and relationships.This trip through the proposed cases allow the question of whether the resolvent nature of these acting out vis-à-vis a family's dynamicity in which a traumatic experience takes its roots? Through the sexual offence, perpetrated within the family, is the subject using the body and the objectisation of another family to shout out his suffering, his "ill-being"? Is the acting out, for Authors of Infringement of Sexual Character (AISC) within familial, a consequence of a traumatic identity crisis, the need to find a sense or the search to the meaning to the subject's own existence? Through the analysis of defense mechanisms, representations, transference and counter-transference positions put in place, the goal is to help rework the senses, allow those patients to develop their elaboration capability, to give them a place, with respect to their subjectivity and that of other, a place capable of sustaining the construction of their originally deficient identity, to rediscover an identity that surpasses the trauma, and open the gates of reconstruction.

À partir de notre expérience clinique auprès de personnes incarcérées, notre travail de recherche propose une modélisation théorique du concept de passage à l’acte dans son rapport à l’instance du Surmoi. Il s’agit ainsi de dégager les enjeux métapsychologiques du concept de Surmoi tels qu’ils se présentent dans la clinique des passages à l’acte, et plus spécifiquement dans le versant de l’acte criminel, en retraçant les conditions de son élaboration théorique. Si Freud pose les fondements essentiels à notre réflexion, les concepts kleiniens de Surmoi primitif et de position schizo-paranoïde nous seront bien plus précieux pour tenter de penser le retour de certains fonctionnements placés sous la domination d’un Surmoi particulièrement cruel et destructeur. Cet aspect repris par Lacan sous la forme impérative du Surmoi servira de base à nos propos. Si l’instance surmoïque est initialement repérée dans sa fonction de conscience morale en tant qu’instance légiférante, il est également question d’une double polarité plus paradoxale qui se fait l’envers de la Loi par une injonction féroce et cruelle de jouissance. Dans cette perspective, le passage à l’acte criminel se présente comme la réponse irrépressible à l’injonction d’un Surmoi fort aux actions sévères et virulentes. Ce travail insiste notamment sur l’acte criminel comme ultime recours. Un recours pour se dégager de la position d’objet de jouissance de l’Autre et la tentative de surgir ailleurs, comme sujet. / From our clinical experience with prison inmates, our research work proposes a theoretical paradigm of the concept of acting-out in relation with the superego instance. The purpose is thus to bring out the metapsychological stakes and issues of the superego concept as they appear in the clinical approach of the acting-out, and more specifically in relation with the criminal act, while tracing back the conditions of its theoretical elaboration. Even if the foundations that Freud laid is essential to our reflection, the kleinian concepts of primitive superego and of paranoid-schizoid position will be far more precious to us in this endeavour to reflect on the reappearance of certain modes of functioning which are under the supremacy of a particularly cruel and destructive superego. This aspect, which Lacan has reformulated with his view of an imperative superego, will provide the basis for our discourse. While the superego instance is first identified through its function of moral consciousness, as a legislating instance, there also exists a more paradoxical double polarity whereby the reverse side of the Law is expressed through a ferocious and cruel injunction to have enjoyment (“jouissance”). Within this perspective, the criminal acting-out appears like the irrepressible response to the injunction of a strong Superego pushing to commit harsh and virulent actions. This thesis notably insists on the criminal act seen as a last resort. A resort which aims at releasing oneself from the position where one has become the object of the Other's “jouissance”, while one tries, at the same time, to be a subject.