The challenges of teaching include classroom management issues, lack of time, stress, and the constraints of core standards. In response to these challenges, I determined to change my attitude about being a teacher, become more reflective about my teaching practice and curriculum, and try to connect my artistic self to my teaching self. This thesis is an autoethnographic research of my own teaching practice designed to counter the challenges I was facing as a teacher. I wanted to become less reactive and more reflective about the challenges and rewards of being an artist teacher. This thesis is a reflection on my journey to find my own path toward professional growth and satisfaction through a careful study of my experiences teaching in a junior high school art room. In the end, this self-study has helped me become more flexible, understanding, and forgiving of myself as an artist and a teacher. I learned to allow myself to be flexible enough to let the research lead me in unforeseen directions and not fall into the trap of best practices. My attempt to apply some of my own artistic practices, such as in the use of materials, artists, and time constraints, to student projects was successful. I began by attempting to turn my teaching into my art practice; what I ended up doing was becoming a more reflective teacher.

The World Health Organization declares on March 11, 2020 that Covid-19 is a pandemic. Covid-19 is spread to all parts of the world and affects all countries. The conditions for healthcare professionals around the world are changing at the same rate as the spread ofinfection increases. The purpose of the study is to shed light on nurses experiences of providing care during covid-19. Using a literature review to analyze both qualitative and quantitative scientific articles, look for similarities and differences in nurses experiences in providing care during the Covid-19 pandemic. Covid-19 was an invasive infectious disease that spread rapidly between individuals, causing fear among nurses and people around them. This had a negative effect on the nurses, their nursing measures and their privacy. A significantly increased workload and the enormous mortality due to Covid-19 caused stress and anxiety to nurses. Nurses experienced frustration and anxiety about the situation that threatened their own and their family's health. Despite the lack of faith in one's own competence the nurses found new supportive relationships that have been shown to strengthen mental health. The experience of working against Covid-19 was initially characterized by fear but the nurses found new strength salong the way and was enriched with experiences regarding care of critically ill patients. / Den 11 Mars 2020 fastslog Världshälsoorganisationen att Covid-19 var en pandemi. Enpandemi är när en smittsam infektion spridits till människor över hela världen. Vid utbrottet av Covid-19 krävdes stora och snabba förändringar i vården världen över, vilket resulterade i utmaningar för sjuksköterskorna. Denna studie vill belysa sjuksköterskors erfarenheter av attvårda under Covid-19 pandemin. Resultatet visade en ökad arbetsbelastning för sjuksköterskorna då mängden patienter ökade drastiskt som en följd av att virusets smittsamhet och att det spreds med hög hastighet. Till en början saknades information och kunskap i hurpatienter drabbade av Covid-19 skulle tas om hand, det saknades även rutiner i hur skyddskläderskulle användas för att förhindra vidare smitta. Covid-19 var ett hot för alla i samhället, rädslanför att bli smittad och föra smittan vidare påverkade sjuksköterskornas psykiska och fysiska hälsa. Sjuksköterskornas sociala liv påverkades då de i samband med vård av patienter med Covid-19 isolerades från familj och vänner, i vissa fall kunde det leda till att de uteslöts från sociala sammanhang. För att kunna hantera den nya arbetssituationen som sjuksköterskorna ställdes inför krävdes det stöd och engagemang från kollegor, familj och sjukhusledning. I en början upplevde sjuksköterskorna oro och frustration över situationen, de kände att de saknade kompetens att vårda utifrån de nya förutsättningarna, men utmed vägen fann de nya styrkor i kampen mot Covid-19 vilket berikade dem med erfarenheter i vården av patienter med Covid19. Metoden som valdes till studien var litteraturöversikt, vilket innebar att resultat ur kvalitativa och kvantitativa vetenskapliga artiklar analyserades till studiens resultat. Styrkan med en litteraturöversikt är att resultatet grundas på en större mängd deltagare än vid en litteraturstudie. Vid litteratussökningen användes sökorden Covid-19, nurse, experience,mental health detta för att finna artiklar som visade sjuksköterskornas erfarenheter och upplevelsen i samband med vård av Covid-19 patienter.

Introduction: The topic of digital transformation plays an increasingly important role and is nowadays inevitable for firms to stay competitive. However, the effects of digital transformation are described as scattered and how to organize for digital transformation in the context of international manufacturing networks has not been investigated previously. This study sets out to explore the challenges that companies face when organizing for digital transformation. The following research questions were stated: RQ1: How do IMNs currently organize for digital transformation? RQ2: What challenges are IMNs facing when organizing for digital transformation? Method: A systematic literature review was combined with a multiple case study to reach the research objectives. Four case companies working with digital transformation in their International Manufacturing Networks and participating in the research project KODIT were part of the study. By this kind of study research study, the phenomenon of interest can be both examined and described. Thereby, a comprehensive context allows to solidify existing knowledge and create new knowledge in order to answer the research questions.  Frame of References: A literature review was performed to introduce  the concept of International Manufacturing Networks and to create an understanding of digital transformation and  its  related terms. Organizational change, maturity models and success factors, different approaches, roadmaps, and frameworks, were investigated to provide an insight into current ways of organizing for digital transformation. Furthermore, different challenges related to digital transformation were described. Empirical Findings: The empirical findings provide an overview of how the studied case companies work with digital transformation in their manufacturing networks. Each case company has a different understanding of digital transformation and its way of working. Whereby lead factories, cooperation, and collaboration play an important role. At the same time, the case companies face different challenges when working with digital transformation within an International Manufacturing Network. Analysis and Discussion: Organizing for digital transformation includes various aspects such as structural changes, approaches, success factors, maturity models, roadmaps, and frameworks. Whereby, digital transformation can only be successful when applying a holistic perspective. When undergoing the digital transformation journey numerous challenges have to be faced. By analyzing those challenges, it becomes clear that the introduction of a network perspective increases the complexity of digital transformation.   Conclusion and Recommendations: By combining existing literature with a case study, it can be shown how companies currently organize for digital transformation and which aspects are important to consider. Furthermore, a comprehensive overview of potential challenges International Manufacturing Networks can face when working with digital transformation is provided. Hence, this thesis provides a means to develop a holistic understanding of organizing for digital transformation in International Manufacturing Networks. A complete case study is required in the future to validate the findings of this thesis.

A long Canadian tradition has promoted the rise of multicultural education. In this multicultural society, ways to deal with the cultural differences in the teaching of Chinese to students with various backgrounds and needs have always been a challenging task. A review of the literature revealed that little research has focused on Chinese pronunciation teaching in Canada. In order to understand the teaching of Chinese pronunciation in Canadian universities, this study examines Integrated Chinese (Liu, Yao, et al., 2016), a Chinese textbook widely used in Canada. The study also qualitatively analyses two teachers' self-evaluations and their teaching experiences, as gathered from surveys and interviews. The results of the study aim to inform both seasoned and novice teachers in their work in the Canadian post-secondary context and to offer practical pedagogical recommendations for consideration. / Graduate

<p><a>A translingual approach to writing as a new paradigm has been proposed to challenge English monolingualism, question traditional ideas on language difference, advocate for writer agency in shaping their own language, and legitimize additional languages/varieties as resources rather than deficits in the target language teaching, learning, and using. Though these central tenets are broadly valorized, the notion of “translingual” has elicited a number of concerns, such as the partial representation of language mixture ideas in sociolinguistics and second language studies, the pedagogical implications for language learners, the discouragement of discussion about similarities and differences among languages, and the missing discussion of language development. Given these concerns, a translingual approach has not been well-represented in the field of L2 writing. </a></p> <p>In this dissertation, I introduced the development of the notion of a translingual approach to writing, summarized its conceptual debates, outlined its practical enactment, conducted a case study to examine a L2 writing process from a translingual approach, and discussed the possibilities and challenges of a translingual approach to L2 writing. To be specific, the notion of a translingual approach to writing has been continually extended by incorporating various concepts, such as a temporal-spatial approach, translation, spatial repertoires, and an ecological approach. This extension has elicited some debates on its conceptualization, e.g., code-switching vs. code-meshing vs. rhetorical sensibility, language competence vs. language performance, a multilingual approach vs. a translingual approach, and a translingual approach to writing and L2 writing. Despite these debates, a translingual approach to writing has been implemented in different contexts (such as EFL, ESL, ENL, and cross-cultural contexts) with different writer groups (e.g., K-12 students, college students, and professional writers) and for different purposes (such as, improving teaching, motivating learning, and being more creative in writing).</p> <p>The results from the conceptual debate synthesis, enactment summary, and the case study indicated that a translingual approach is possible to benefit L2 writing theoretically, ideologically, and pedagogically. However, the findings also showed the challenges of a translingual approach to L2 writing, such as the confusing definition of “translingual writing” with L2 writing, the resistance of language norms by a translingual approach, and the blurring differences between languages and language users. Hopefully, this dissertation could be a bridge between a translingual approach to writing and L2 writing. </p>

The purpose of the study was to investigate teachers? perceptions and experiences of the management of learner absenteeism in rural primary schools in the Kavango region of Namibia. This study was conducted in the Kavango region of Namibia where absenteeism has been identified as a problem in achieving quality education. A further purpose of the study was to gain some insight into the management challenges faced by teachers and the strategies they use to reduce learner absenteeism in their classes. The main research question was: How do teachers in rural primary school in the Kavango region of Namibia manage learner absenteeism? This exploratory study was conducted within an interpretive, qualitative paradigm. The researcher used semi-structured interviews to generate data and the findings of the study showed that learner absenteeism is a problem in the rural primary schools in the Kavango region of Namibia. Factors that contribute to learners absenteeism were identified and categorized as family (domestic work); individual (lack of motivation, especially over-aged learners); environmental (changing seasons, such as cold, rain and harvesting); and socio-economic (hunger). The study also found that there is little parental participation in dealing with learner absenteeism because of the lack of teacher-parent relationships; a lack of value for education; and a lack of learner support. Furthermore, the study showed that some the classroom management challenges faced by the teachers in terms of learner absenteeism include the need to repeat lessons for absent learners; a lack of learner motivation; and other individual learner problems. Some of the strategies teachers use to reduce learner absenteeism emerged from findings of the study, including providing a school feeding scheme; presenting certificates and awards to learners for regular attendance; and establishing positive relationship strategies. It was also found that teachers apply an ethic of care in terms of modelling, dialogue, practice and confirmation in order to reduce learner absenteeism in the classroom. The ethic of care was evident in initiatives, like teachers making home visits to assess the domestic situations of learners and giving motivational talks to learners, encouraging them to care for other learners by using prefects to the encourage learners. / Dissertation (MEd)--University of Pretoria, 2016. / Education Management and Policy Studies / MEd / Unrestricted

This study was prompted by the reading crisis prevailing in South African schools. The aim of the study is to investigate how primary schools promote and manage a reading culture in selected primary schools in the Limpopo Province. A purposive, qualitative research approach was used with the aim of understanding and developing a holistic picture of how School Management Teams (SMTs) support, promote, develop and manage a reading culture. A multiple case study design was used in three primary schools in one circuit (Sekgosese East Circuit). Eighteen participants took part in semi-structured interviews. Documents were analysed. Artefacts in the classroom were viewed with the intention of establishing how a reading culture can be propagated. The findings indicate that SMTs monitor reading progress by using class visits and by motivating team language teachers. Learners are encouraged to participate in reading competitions. It has also been highlighted that a lack of parental support in the promotion of a reading culture is an impediment to development. Challenges such as overcrowded classes, and shortage of reading material in the classrooms and libraries are experienced; some of these are beyond the control of the school as an organisation. It is important to determine the role played by teachers in planning, organising, leading and controlling matters related to a reading culture at their schools. Heads of Department have to take leadership in this matter by preparing, together with their teaching and library staff, policies and guidelines related to reading activities in the school. In this manner an appropriate environment will promote a reading culture in schools. A reading culture can be described as the creation of conditions that are favourable for ongoing reading. Such conditions require sufficient reading material, space and time for the support, development and nurturing of reading practices. How best can the school manage the situation without compromising a reading culture and the quality of reading and writing? A reading culture has to be sustainable. One of the primary aims is to promote enthusiasm for reading in the school and in the community. / Dissertation (MEd)--University of Pretoria, 2016. / Education Management and Policy Studies / MEd / Unrestricted

The Foundation Phase in education is the most important learning years for the learners, since what happens during these years determines later academic success. The focus of this study is to obtain Grade 1 teachers' perspectives on the need for teaching assistants in the classroom. In South Africa, teaching assistants are normally reserved for preschools, institutes for learners with special needs, schools that practice inclusive education and some private schools. It is therefore needed to gain information from Grade 1 teachers on how they perceive and experience the presence or absence of a teaching assistant, and what effect it has on teaching and learning in their classrooms. It is also necessary to hear the statements of teaching assistants on how they experience this role in Grade 1 classrooms. Early Childhood Education (which includes the Foundation Phase) forms the basis of all other education; however, the South African education system is faced with numerous challenges which in various ways impede the teaching and learning of young children. These barriers include overcrowded classrooms, learner diversity and indiscipline which call for additional support in the classroom. By using a qualitative approach, this study attempts to collect and analyse the data obtained from teachers and teaching assistants, and interpret this information to gain insight into and explore various perspectives on the need for teaching assistants in a Grade 1 classroom. By making use of semi-structured interviews, data were collected from three groups of participants: teachers with teaching assistants, teachers without teaching assistants, and teaching assistants. These participants were selected from public, private and rural schools in order to allow for a broad spectrum of inputs. Findings indicate that all participants regard the presence of teaching assistants as non-negotiable in the Grade 1 classroom, as it allows the teacher to focus on teaching, whereas the administrative tasks may be channelled to the assistant. / Dissertation (MEd)--University of Pretoria, 2017. / Early Childhood Education / MEd / Unrestricted

Traditionally the father of the home was expected to be the provider and breadwinner of the family whilst the mother's role was nurturer and caretaker of the children. However, in modern society with mothers entering the workplace the role of the father has been impacted considerably. Fathers are now expected to actively participate in the rearing and caring of the children whilst upholding their commitment as a co-provider of their children as well. In modern society, fathers are challenged to balance work and family obligations. The workplace has generally not been sympathetic to the dual responsibilities that employed fathers have. Fathers would not always receive the same kind of compassionate support from their employers when it comes to their obligations with regards to the needs of their children as their female colleagues would. However, in recent years, workplaces are progressively recognising that fathers too may find it difficult to balance their work and family life. The goal of the study was to determine the impact of the work and personal life challenges of the fathers employed at a factory in the Western Cape. The two theoretical frameworks that guide this study are the General Systems Theory and Role Theory. Ninety-seven (97) working fathers were purposively selected by means of the non-probability sampling method. The research approach to this study was the quantitative approach. The study sought to immediately provide numerical data that would scientifically describe and explain the phenomena. The researcher used the randomised cross sectional survey design as this design is appropriate for the utilisation of a questionnaire that allows the researcher to examine several groups of fathers at one point in time. Responses were done on a 5-point Likert scale ranging from strongly disagree, disagree, neither agree or disagree, strongly agree and agree. The research results suggest that there is a correlation between the absenteeism in their children's lives of the fathers that were surveyed and the current trend of absent fathers in South Africa. The survey also supports the academic literature that a father's identity is embedded in being able to provide for his family and that fathers from a lower economic status are less likely to reside with their children. Based on the results of this research, it can be concluded that working fathers generally do not implement their right to take leave from their workplace after the birth of their children. The research results also showed that work-life challenges can negatively impact fathers employed in a factory as a workplace in the Western Cape; however, the research also revealed that workplaces that render Employee Assistance Programmes to their workforce can significantly mitigate that impact. Drawing on the results of this study, it is recommended that further research be conducted with regard to fatherhood policies within the workplace. Workplace policies specifically designed to address the needs of the working father would allow the working father to be productive as an employee but also feel successful in the rearing of his children. / Mini Dissertation (MSW)--University of Pretoria, 2017. / Social Work and Criminology / MSW / Unrestricted

Many learners in the South African schooling system do not speak English as their first language. Mother-tongue instruction in schools is offered until Grade 3, after which learners are taught in English. As the country has eleven official languages, it is often challenging to teach learners in English because they lack exposure to English, especially in rural areas. Consequently, learners struggle to overcome their barriers to learning when learning in a second language1. This study is a secondary data analysis study. The purpose was to analyse data collected by previous researchers to gain a better understanding of how rural learners have experienced learning in a second language over the years. The research also aimed to understand the impact of living in rural areas on learners’ learning experiences. The study focused on learners in rural areas, I examined the deep impact that learning in a second language has on learners’ schooling. Schooling consists in learners’ school marks, their grammar, their careers, their expectations for the future, to gain a better understanding of the learners’ language experiences. I used stratified purposive sampling and then analysed the data through thematic analysis. The findings provided evidence-based descriptions of the challenges faced by a sample group of Grade 9 learners from 2012 to 2015. Although they faced challenges, they also possessed protective resources which helped them to deal with various challenges. The findings also indicated the extent to which the learners lacked the skills required to become proficient in a second language. It is recommended that teachers and parents/guardians work together to develop strategies for supporting the learners in rural contexts. Learners’ awareness of their assets and protective resources should be developed. Finally continued professional development for teachers should be made compulsory to ensure teachers are able cope with the demands of their jobs. / Dissertation (MEd)--University of Pretoria, 2017. / Educational Psychology / MEd / Unrestricted