Thesis (M.Ed.)--University of Hong Kong, 1996. / Includes bibliographical references (leaves 113-119). Also available in print.

The study reported herein addressed the identification of the classroom management techniques utilized by teachers of behaviorally disordered children and youth and by teachers of adjudicated children and youth. Specifically the purpose was to examine (a) the self-reported classroom management techniques utilized by teachers of adjudicated or behaviorally disordered children and youth assigned to four types of educational and therapeutic settings, (b) the self-reported classroom management techniques utilized by teachers who have been teaching in a single type educational and therapeutic setting for behaviorally disordered or adjudicated children and youth for various numbers of years, and (c) the self-reported classroom management techniques utilized by teachers of behaviorally disordered or adjudicated children and youth in different age groups assigned to a single type educational and therapeutic setting.

This study investigated whether Reality Therapy classroom management techniques could be used effectively to improve teacher attitudes, student attitudes, student achievement, and student classroom behavior. The findings of the study support the following conclusions. 1. Reality Therapy inservice education and implementation of Reality Therapy Teaching techniques in classrooms produce significant changes in the way teachers regard student discipline. 2. implementation of Reality Therapy practices in junior high classrooms produces positive changes in attitude toward school environment. 3. Implementation of Reality Therapy techniques in junior high classrooms does not seem to be effective in producing changes in student attitude toward self. 4. Implementation of Reality Therapy techniques in junior high classrooms can be effective in producing higher student grade point averages. 5. Reality Therapy techniques in junior high classrooms are not effective in producing lower rates of student misbehavior.

This study has grown out of keen desi e on the part of the writer to know and understand children better in order to help them grow effectively into self-directing citizens. Therefore the writer has engaged in a study of her pupils for the purpose of discovering means whereby she might be able to help them with problems of adjustment a self-direction. / "August, 1952." / Typescript. / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Arts." / Advisor: Virgil E. Strickland, Professor Directing Paper. / Includes bibliographical references (leaves 25-26).

Thesis (M.Ed. (Education Management )) - Central University of Technology, Free State, 2014 / In keeping with international trends in education, South Africa has embraced inclusive education which makes provision for all diverse learners with learning barriers, such as Attention Deficit/Hyperactivity Disorder, to be educated and included in the mainstream classroom. ADHD is a common disorder known to be associated with behavioural and academic difficulties, creating challenges for both teachers and learners. Putting inclusive education into practice within diverse classrooms imply that teachers have to support and teach according to a variety of needs and preferences of learners, including learners with ADHD. I believe that teachers present one of the most valuable sources of information with regard to referral and diagnosis of the disorder. They are also responsible for creating an environment that is conducive to academic, social and emotional success for children with ADHD. However, since some doubt exists as to whether teachers have the appropriate knowledge of ADHD and management skills to fulfill this important role, this research study has sought to examine and evaluate how the presence of learners with Attention Deficit Hyperactivity Disorder (ADHD) impacts upon the educational and behavioural climate of the mainstream classroom in the Foundation Phase in primary schools in the Lejwleputswa District. The study moreover addressed the knowledge levels of teachers and support systems in place at both institutional and departmental level. Analysis of the information gathered through interviews revealed that ADHD learners have a predominantly negative impact on the mainstream classroom. The study found that teachers often hold negative beliefs regarding behaviour problems exhibited by ADHD learners, tend to be pessimistic about teaching these learners, and feel that they require extra time and effort to teach them. This could be attributed to a lack of knowledge and management skills of ADHD. Furthermore, it became evident that the majority of teachers view medication as the most effective treatment strategy. Recommendations for the DoE, teachers and further study were made.

In this qualitative study, the phenomenon of large class teaching in South African secondary schools is investigated. It was concluded that since large classes will be a feature of the South African teaching context for many years to come due to financial constraints, educators and educational planners should explore and implement coping strategies instead of becoming demoralised by the situation. The study provides several instructional guidelines for implementation in large classes in the South African context. The focus of these guidelines is on large class management and effective teaching in large classes. The possibilities of strategies such as whole group instruction, cooperative learning, peer teaching, groupwork and the proper organisation of classroom space are investigated. / Educational Studies / M. Ed. (Didactics)

Text in Afrikaans / In hierdie verhandeling is bepaal dat kommunikasie 'n beduidende rol in klaskamerbestuur binne technikonverband vervul. Aan die hand van 'n driepoot-klaskamerbestuursmodel is aangetoon dat 'n aangename klasatmosfeer 'n voorvereiste vir effektiewe beroeps- of loopbaangerigte onderwys is. In die model is daar hoofsaaklik op die rol van kommunikasie in die fisiese, psigologiese en sosiale bestuursareas gekonsentreer. Ten opsigte van die fisiese bestuursarea is die fisiese klasruimte, sowel as die benutting en bestuur daarvan ter bevordering van 'n gunstige leerklimaat, belig. In die psigologiese bestuursarea is veral gefokus op die bevrediging van die student se behoeftes, selfbeeld en 'n dosent se andragogiese kommunikatiewe handelinge. Met betrekking tot die sosiale bestuursarea is bevind dat kommunikatiewe handelinge wat verhoudingstigting bevorder, ook bevorderlik is vir 'n aangename klasatmosfeer. In die hele proses is kommunikasie die bindende kontinue bestuursfunksie, as't ware die vuur wat die hele driepoot-klaskamerbestuursmodel aan die gang sit en in stand hou. / In this dissertation it has been determined that communication fulfils a significant role in classroom management at technikons. A tripod classroom management model has been employed to indicate that a pleasant classroom atmosphere is a prerequisite for effective vocational or career orientated teaching. Particular emphasis has been placed on the role of communication in the physical, psychological and social management areas. The physical management area refers to the physical classroom space, its utilization and management in creating a favourable climate for learning. In the psychological management area attention is focused on meeting the student's needs, his self-image and the teacher's andragogical communicative actions. The communicative actions found in the social management area promote relationships which are also conducive to a favourable classroom climate. In this whole process communication is the binding management activity which ignites the flame and maintains the impetus in the management function of the tripod classroom management model. / Educational Leadership and Management / M. Ed. (Onderwysbestuur)

The purpose of this study was to identify team development activities which occurred in public elementary schools during the implementation year of the Teacher Assistance Team (TAT) and determine if there were any significant differences between highly effective and less effective teams. The sample under study consisted of 42 elementary schools which were implementing the Teacher Assistance Team model during the 1983-84 school year. A questionnaire survey instrument was used to obtain information from the schools regarding team development activities. School staff were asked to respond to eight general areas thought to impact upon the adoption of the Teacher Assistance Team model in the school. These areas were level of service delivered, effectiveness of service delivered, personnel training, team membership, scheduling of meetings, principals' support strategies, technical assistance needs, and teacher reactions to the team process. Statistical analysis revealed the high and low service teams did not differ significantly in school enrollment, personnel trained, scheduling of team meetings, or 26 of the 27 support strategies employed by building principals. However, the analysis indicated significant differences between the high and low service levels. The high service teams operated for a larger proportion of the months possible; served a larger proportion of the student enrollment; and considered more cases per month and per team than did the low service teams. Additionally, the high service teams attempted to resolve a larger proportion of team development problems and actually resolved more problems than the low service teams. Building principals among the high service teams demonstrated more of a commitment to the team process by personally selecting team members and requiring that teachers experiencing learning or behavior problems in the classroom refer to the team for assistance. The results of this study hold implications for teachers and school administrators. Recommendations were developed enabling state and local educational agency personnel and building principals to increase the effectiveness of Teacher Assistance teams during the first year of the team's operation in the school. Future research is directed to address three outcomes of the team process. These are: referral and cost effectiveness; classroom intervention; and teacher satisfaction.

The purpose of this study is to investigate the influence of administrative duties on effective classroom management in the Further Education and Training phase in the Sedibeng West District (08) of the Gauteng Province by focusing on classroom management; management skills of professional teachers; the relationship between teaching and management; guidelines for effective classroom management; juridical aspects regarding classroom management; workload of school-based teachers; duties and responsibilities of teachers; impact of workload of school-based teachers; educational policies; other policies and factors impacting on teachers' workload; and factors that drive teachers away from teaching. The literature study reveals that administrative duties take up a great deal of teachers' time. This is due to a number of factors, namely: shortages of teachers and high learner numbers; departmental accountability measures such as the Integrated Quality Management System (IQMS); curriculum and assessment requirements; and the lack of basic resources. Stress regarding classroom administration exacerbates because teachers have to perform a variety of tasks, from secretarial and administrative to curricular, extracurricular and pastoral work. A major finding emanating from the research is that teachers should be released from excessive amounts of administrative duties and other activities that increase their workload and distract their focus from teaching. In order to eliminate these excessive amounts of administrative duties, the Department of Education should, through proper planning and cooperation with the School Management Team (SMT) provide extra posts in schools for administrators who can assist teachers. The empirical study consists of a structured questionnaire distributed to a sample of principals, deputy principals, heads of departments and teachers in schools in the Sedibeng West District (08) of the Gauteng Province. It aims to develop guidelines to assist teachers to cope better with the increased administrative demands. The main findings of the study reveal that most teachers have difficulties in coping with the pace at which the Whole School Evaluation Policy, IQMS, Continuous Assessment Policy and the new curriculum are being implemented. Together with the increased amount of administrative duties, an urgent need exists for support from the Department of Education and the District Office regarding the implementation and the alleviation of administrative demands. This study recommends, on the basis of both the literature review and the empirical research, guidelines to assist all teachers in coping with these increased administrative demands effectively. / Thesis (M.Ed. (Education Management))--North-West University, Vaal Triangle Campus, 2008.

This thesis deals with the managerial competencies of school teachers and headmasters. It also focuses on finding the common features of such competencies as are shared by the two aforementioned professions and company managers. Its main aim is to find out whether a successful teacher would be equally successful in the position of a headmaster, or whether a company manager can be a successful headmaster without having worked as a teacher. The theoretical part deals with the definition of "management" and managerial functions, the definition of school management, and "classroom management". The personalities of a manager, their qualities, knowledge, skills, the term "leadership" as well as "competencies" are also clarified here. At the end of this part there is an analysis of managerial competencies in the position of a company manager, headmaster, and teacher as well. The practical part analyses the subjective perception of the job duties, required qualities, skills and competencies in teachers, headmasters and managers. The thesis contains a comparative research. Dialogue was used to map such activities as form the daily job duties of the two professions and such competencies as help the respondents to be successful at work. The generalised answers can be found in the tables. They are compared...