This study intends to explore the very relevant and current issue of violence at school level. Through this case study the experiences of an educator with regard to violence in a secondary school are explored.</p.> Data for this study was collected through observation and unstructured interviews with the participant. Data collected was analysed through several phases of establishing thematic categories. This analysis was done within the parameters of a scientific literature framework. The six main categories were discussed and interpreted in terms of literature to provide the findings portrayed by the study. To ensure the dependability and quality of the data the study incorporated member checking and literature control. An attempt was made to contribute to, and expand upon, the existing body of knowledge with regard to this very important phenomenon. The results of this study show that the educator experiences violence in school as a very serious reality. This study argues that the causes of school violence should be studied from an integrative perspective and it supports the Bio-Ecological Systems theory as a multi-dimensional approach to understanding school violence. / Dissertation (MEd)--University of Pretoria, 2008. / Educational Psychology / unrestricted

The purpose of this study was to explore and describe the experiences of a secondary school teacher from Gauteng who was a victim of learner cyber bullying. Cyber bullying of teachers is a relatively under researched phenomenon in South Africa and can be a painful event for many teachers. The ultimate goal of this study was to raise awareness about learner cyber bullying and the effect it had on the emotional and professional well-being of the participant. Awareness about this phenomenon might lead to better support and understanding by different role players such as departments of education, principals, unions, communities, learners, educational psychologists and other teachers. I followed a qualitative research approach, guided by an interpretivist epistemology. I employed a descriptive case study design and purposefully selected a single secondary school teacher as my unit of analysis. Data for this study was collected through a semi-structured interview with the participant in order to explore his experiences relating to learner cyber bullying. In addition to the semi-structured interview I used observation, field notes, audio recording and a research diary for data collection purposes. The collected data was analyzed through several phases to establish thematic categories. Twenty six sub-categories of learner cyber bullying were identified from the experiences of the participant which were grouped under six main categories that was discussed and interpreted in order to provide the findings portrayed by the study. The six main categories included: type of cyber bullying experienced, causes of cyber bullying, characteristics of cyber bullies, response to cyber bullying, outcomes after taking action, and results of protective factors. To ensure the trustworthiness and quality of the data, the study incorporated member checking, peer debriefing and literature control. Based on the findings of the study, I concluded that the teacher experienced learner cyber bulling primary as a negative and painful reality. The cyber bullying incident had a damaging impact on the participant’s emotional and professional well-being. In addition, the study also indicated that the participant, after addressing the cyber bullying incident, experienced some positive outcomes. Being able to share his experiences with the larger teaching community helped him to overcome some of the indignity he experienced due to the learner cyber bullying. An attempt was made to raise awareness of this phenomenon and to provide effective strategies to prevent and counter its impact on the teaching community. This study can be used as a platform for larger research projects to about the experiences of teachers as victims of cyber bullying. / Mini-dissertation (MEd)--University of Pretoria, 2014. / tm2015 / Educational Psychology / MEd / Unrestricted

No description available.

The enduring, mythical and antisemitic figure of Ahasuerus is central to the unraveling and reframing of post-Shoah Jewish identity in Rabinovici’s novel Suche nach M for it serves as the mythological color palette from which Rabinovici draws his characters and, to extend that metaphor, how the Jews have been immortalized in European culture. There is no escape in Suche nach M. When painting the Jew, both Jews and non-Jews can only use brush strokes of color from the Christian-created palette of the mythic, wandering Jew, Ahasuerus, who is stained in the blood of deicide, emasculated, treacherous, and evil. He is the constitutional “Other.” By deploying Urie Bronfenbrenner’s (Bio) Ecological Systems Theory, the Mythic Jew and the Ikhud (“Fusion”) Models that represent an evolving psychosocial environment combined with personal reflection, this thesis explores how Suche nach M invokes yet critiques the process of Jewish male identity formation in postwar Austria. / Graduate

Made available in DSpace on 2016-06-02T19:46:01Z (GMT). No. of bitstreams: 1 1991.pdf: 2090923 bytes, checksum: 268a7956e70405ff540aed35df776b8a (MD5) Previous issue date: 2008-03-31 / Financiadora de Estudos e Projetos / Admission at the elementary school is an important moment in the process of education. Literature has shown that to guide the family in this process, using resources from the family environment, may be fundamental in preventing school problems. In that context, this work implemented and evaluated a proposal of intervention in the form of a Programa Psicopedagógico de Orientação a Pais (PPOP) - Psychopedagogical Program of Parents Orientation -, for the parents and relatives responsible for children with learning disabilities included in the early years of elementary grades of regular public school and were attended by the itinerant service of special education, in order to provide strategies for monitoring and stimulation of their children in that stage of education. The study was developed as the ethical aspects of researches that involve human beings. The first stage of the research (Program s elaboration) tested the PPOP and the instruments in an experimental situation, whose analysis showed that the Program was able to be implemented on a larger scale and was satisfactory as the form and content, from the reports of the participants. The used instruments also were sensitive to the demand for collection. On the second stage, the implementation of the Program, participated in this research eleven parents of students who were on the early years at public elementary school and their respective children, which composed two groups experimental and control). It is relevant to mention that the content approached in the program is based on the book Como ajudar seu filho na escola ( How to help your child in school ). Besides the PPOP, the instruments used to collect data were: Home Environment Resources Scale - HERS, Roadmap, interviews with parents, Brazil s Criterion of Economic Classification, School Achievement Test, Roadmap " Situations and the Evaluation Questionnaire Course. The evaluation of the program found the effectiveness of it, from the assessment of all the steps and comparison of results of pre - and post-tests. The results allowed to assert the need for continuation of activities of that nature. The results allowed to assert the need for continuation of activities of that nature. The results showed: a) interest of mothers receive support in situations where information about the "do not know how to deal with the child" b) an increase in the repertoire of mothers of educational practices appropriate c) implementation of positive strategies on a daily basis with the children in the short term; d) the relevance of programs of this nature with parents of children with learning disability. In future studies it is suggested investment in training of ducators to use the POPP and development of strategies that extend the benefits of the program to more families. / O ingresso no Ensino Fundamental constitui um momento importante no processo de escolarização. A literatura tem revelado que orientar a família em tal processo, a partir de recursos do ambiente familiar, pode ser fundamental na prevenção de dificuldades escolares. Nesse contexto, a presente pesquisa teve por objetivo elaborar, implementar e avaliar uma proposta de intervenção na modalidade de um Programa Psicopedagógico de Orientação a Pais (PPOP), dirigido a pais e familiares responsáveis por crianças com dificuldades de aprendizagem, incluídas nos primeiros anos do Ensino Fundamental de escola pública regular e que eram atendidas pelo serviço itinerante de educação especial. Buscou-se prover estratégias para os pais acompanharem e estimularem seus filhos nessa etapa do ensino. O estudo foi desenvolvido conforme os aspectos éticos de pesquisas que envolvem seres humanos. Na primeira etapa da pesquisa elaboração do PPOP) testou-se o Programa e os instrumentos em situação experimental, cujas análises demonstraram que estes estavam aptos a serem implementados em maior escala, pois se mostraram satisfatórios quanto à forma e conteúdo. Na segunda etapa, (implementação do Programa), participaram da pesquisa onze pais de alunos do 1º ao 5º ano do Ensino Fundamental de escola pública regular de uma cidade de médio porte do interior do estado de São Paulo e seus respectivos filhos, os quais compuseram dois Grupos (experimental e controle). Cumpre destacar que o conteúdo abordado no Programa tem como base a obra Como ajudar seu filho na escola . Além do PPOP, os instrumentos utilizados para coleta de dados foram: Inventário de Recursos do Ambiente Familiar-(RAF), Roteiro de entrevista com os pais, Dados Pessoais e Critério de Classificação Econômica Brasil (CCEB), Teste de Desempenho Escolar (TDE), Roteiro de Entrevista Situações e Questionário de Avaliação do Programa. Para avaliar a eficácia do Programa foi realizada a avaliação de todas as etapas e ainda a comparação de resultados de pré e pós-testes. Os resultados evidenciaram: a) interesse das mães em receber suporte informativo acerca das situações onde não sabem como lidar com a criança ; b) um aumento no repertório das mães de práticas educativas adequadas; c) implementação de estratégias positivas no dia-a-dia com as crianças, a curto prazo; d) a pertinência de programas desta mesma natureza com pais de crianças com dificuldade de aprendizagem. Para futuros estudos sugere-se o investimento na formação de educadores para uso do POPP e o desenvolvimento de estratégias que estendam os benefícios do Programa para um número maior de famílias.

Thesis (MEdPsych))--University of Stellenbosch, 2010. / Bibliography / ENGLISH ABSTRACT: Teachers have been strategically positioned to mediate information that might lead to increased HIV and AIDS knowledge and preventative measures among school-based youth. This study attempted to understand such teachers' knowledge and attitudes within a particular social context using the Bio-ecological systems model of Bronfenbrenner. The systems model provided the framework for understanding teachers' knowledge and attitudes of HIV and AIDS given their choices in terms of background, knowledge, attitude, and their links with multiple systems. The study was conducted within the qualitative paradigm. Semi-structured interviews were conducted with thirteen intermediate phase primary school teachers from seven primary schools in Phillipi, Cape Town. This study showed that teachers were aware of being part of complex systems. They expressed their difficulties with teaching HIV and AIDS education in the classroom, particularly conditioned by cultural taboos. This study further showed that teachers. interactions, particularly with people living with HIV and AIDS, changed their knowledge of, and attitudes towards, HIV and AIDS and the teaching thereof. It also pointed to the dissonance between teachers' beliefs and behaviours in serving people living with HIV and AIDS. For some teachers, religious beliefs provided the means with which to deal with the HIV and AIDS pandemic. For others, particularly some female teachers, unequal gendered roles and expectations with regard to sex and sexuality in their communities had a direct impact on the spread of HIV and AIDS and safe-sex practices (knowledge) in their communities. Finally, teachers were actively and critically engaged with systems that impact upon them; particularly, the Macrosystem of the Education Department (in this case, the Western Cape), and the Microsystems of the societies and communities within which their schools were located. In summary, the study showed that a contextual, system-related approach to teachers in the classroom highlighted how they related to HIV and AIDS. Such complex, and inter-connected relations cannot be ignored by teachers, educators, policy-makers, material developers and trainers. More studies will give us a better model of the challenges and opportunities facing those who are helping stem the tide of the pandemic. / AFRIKAANSE OPSOMMING: Onderwysers is in 'n strategiese posisie om inligting oor te dra aan jong leerders wat sal lei tot meer kennis van MIV en ook sal voorkom dat dit versprei. In hierdie studie is onderneem om onderwysers se kennis en denkwyse in 'n besondere sosiale verband te verstaan, deur gebruik te maak van die Bio-ekologiese stelsels-model van Bronfenbrenner. Die stelsels-model voorsien die raamwerk om onderwysers se kennis en houdings van MIV/VIGS te verstaan, aangesien hulle keuses maak in terme van hulle agtergrond, kennis, denkwyse en hulle kontak met meervoudige stelsels. Hierdie studie is uitgevoer in die kwalitatiewe paradigma. Halfgestruktureerde onderhoude is uitgevoer met dertien intermediêre fase primêre-skool onderwysers by sewe primêre skole in Philippi, Kaapstad. Hierdie studie het bewys dat onderwysers bewus is daarvan dat hulle deel vorm van ingewikkelde stelsels. Hulle het te kenne gegee dat hulle dit moeilik vind om MIV/VIGS opvoeding te gee in die klaskamer, veral as gevolg van kulturele taboes. Hierdie studie het ook bewys dat onderwysers se interaksie, veral met mense wat met MIV/VIGS saamleef, hulle kennis van en houding teenoor MIV/VIGS, en die onderrig daarvan, verander het. Dit het ook die verskil tussen onderwysers se godsdienstige oortuigings en houdings uitgewys wanneer hulle in kontak kom met mense wat met MIV/VIGS saamleef. Sommige onderwysers het hulle godsdienstige oortuigings gebruik wanneer hulle met die MIV/VIGS pandemie gewerk het. Sommige onderwyseresse veral, het gevind dat ongelyke geslagsrolle en verwagtinge ten opsigte van seks en seksualiteit in hulle gemeenskappe 'n direkte invloed gehad het op die verspreiding van MIV/VIGS en veilige sekspraktyke in hulle gemeenskappe. Onderwysers was aktief betrokke by stelsels wat 'n invloed op hulle gehad het, veral die Makrostelsel van die Onderwysdepartement (in hierdie geval die Wes-Kaap), en die Mikrostelsels van die samelewings en gemeenskappe waar die skole hulself bevind. In opsomming, het hierdie studie bewys hoedat 'n kontekstuele, stelsel- verwante benadering tot onderwysers in die klaskamer in verhouding staan met kennis en houdings teenoor MIV/VIGS. Sulke komplekse en onderlinge verhoudings kan nie deur onderwysers, beleidmakers, materiële ontwikkelaars en afrigters geïgnoreer word nie. Verdere navorsing en studies sal vir ons 'n meer effektiewe model bied van die uitdagings en geleenthede wat onderwysers in die gesig staar en wat sal help om die pandemie hok te slaan.