M.Ed. (Education) / Please refer to full text to view abstract

M.A. (Clinical Psychology) / Please refer to full text to view abstract

Schools implement school-wide positive behavior support systems to enforce rules, shape maladaptive behaviors, and promote positive climate where students’ wellbeing can improve. A way to reduce disruptive behaviors is with Accept. Identify. Move (AIM) curriculum with reinforcement system and social-emotional components. Statistical t-test of between group of Intervention Classroom and Control Classroom, within Intervention Classroom group, and within Control Classroom group to evaluate changes in psychological flexibility changes after students received the AIM intervention and control classroom intervention. The between group and within Intervention Classroom group t-test produced statistically significant results, and the within Control Classroom group produced no statically significant results. An ABA design was used to evaluate the effectiveness of the two classrooms receiving separate interventions. This study suggests that the AIM intervention can help students develop physiological flexibility skills and decrease disruptive behaviors in the classroom setting.

Depuis plusieurs années le système éducatif français peine à remplir sa mission auprès de tous les élèves. En outre, les comportements indisciplinés de ces derniers en classe viennent contrarier la tâche des enseignants et par conséquent la réussite scolaire des élèves. En l’absence de données sur la gestion par les enseignants de l’indiscipline des élèves en classe à l’île de La Réunion, cette recherche qualitative descriptive interroge, après les vagues successives de plans de lutte ministériels contre les comportements déviants à l’école initiée il y a plus de 20 ans, la place accordée au domaine de la gestion de classe dans le système éducatif français. Cette recherche vise à documenter : 1- le comportement des collégiens en classe ; 2- les connaissances et les pratiques de gestion de classe des enseignants ; et 3- leurs représentations quant à leur formation dans ce domaine. L’échantillon est composé de 47 enseignants de collège de Réseau d’Éducation Prioritaire renforcée (REP+) de La Réunion. Les résultats de cette recherche montrent l’ampleur du phénomène d’indiscipline dans certaines classes et semblent indiquer chez les enseignants, indépendamment de leur âge, de leur sexe et de leur ancienneté, un manque de connaissances au regard du phénomène d’indiscipline scolaire et des pratiques efficaces de gestion de classe. L’analyse des données suggère que ces lacunes s’expliquent entre autres par une formation insuffisante dans le domaine de la gestion de classe. Si cette recherche souligne l’importance majeure de la gestion de classe dans l’exercice du métier d’enseignant, elle invite également la communauté scientifique française à investir ce thème de recherche peu étudié en France et pourtant constitutif des sciences de l’éducation. / For several years, the French school system has shown some dysfunctions and has struggled to follow its school mission in instructing and educating all its students. Moreover, middle school students’ behavioural problems in class tend to interfere with teachers’ teaching task and as a consequence they tend to obstruct students’ success at school. This research takes place after the last 20 years of successive waves of plans undertaken from the French Ministry of education to address inappropriate behaviours at school. Since there is a lack of data in Reunion Island about teachers’ skills in dealing with students’ inappropriate behaviour in class, this descriptive and qualitative doctoral thesis questions the place given to classroom management in the French school system. This research aims at documenting: 1- middle school students’ behaviour in class; 2- teachers’ theoretical knowledge and practices in classroom management; 3- teachers’ representations pertaining to their training in classroom management. The sample ofrespondents includes 47 teachers in French public middle schools part of the Priority Education Network in Reunion Island. Results show the extent of the phenomenon of behavioural problems in some classes and seem to indicate a lack of teachers’ skills and teachers’ knowledge in classroom management regardless of their age, their gender and their length of service. The data analysis also indicates that one of the possible reasons for these results could be a lack of reservice and in-service teachers’ training in classroom management. This research joints to the fact that classroom management is a crucial part of the teaching profession. It also invites the French scientific community to invest the theme of classroom management since this theme is currently barely studied in France.

Thesis (MPA.) --University of Limpopo, 2011 / The research report seeks to investigate and analyse the performance of the Vhembe FET College as compared to the national objectives for Human Resources Management and the formulation of a meaningful policy and practice of effective human resources development practice Design/methodology/approach:The research report is based on an in-depth literature of review of human resources development (HRD) and primary sources data.Primary data generated from self-completeing questionaire and interview schedule tools covering small distinct group of fifty employees selected from three campuses and the central office of Vhembe FET College.Findings:Amongst others,it was found that Vhembe FET College indeed has human capacity challenges which manifest by at least four major issues.These pertain to the level of the personnel's awareness and knowledge about the college's human resources development function,selection of personnel for human resources training courses,the relevance of the HRD training courses to the nature of specific job performance,and the quality of post-training support system.Pratical implications:Addressing the human resource capacity challenges has enormous strategic and financial resource implications for policy makers in transition and developing economies,due to their over-reliance on external donors for funding.:Originality/value:The research report provides an answer to the need to develop processes which is linked to a national strategy of training college lectures and ensuring that there is a coherent framework of lecturere development.Of much value is that the results were from the perspective of the selected employees whose day-to-day inputs are critical for efficiency and effectiveness of college management and planning.

The primary purposes of this research were to identify if and how a selected teacher and her class experience deep enjoyment as flow in the classroom, and if they do have that experience, to investigate the teaching and learning factors that facilitate that deep enjoyment. In particular this research had the following three aims: 1. to explore the conditions and activities that are identifiable in learner's perceptions of their deep enjoyment or flow in learning. 2. to identify the component characteristics of flow articulated in the learners' stories about their enjoyable learning experiences. 3. to identify and examine perceptions of deep enjoyment or flow in learning in teacher practice and student learning through a teacher's stories of her teaching experience and through classroom observations. The research involved a case study of a teacher in a state school Year 5/6 classroom, and seventeen of her students. Qualitative data were collected from interviews with the teacher, interviews with the students, and field observations recorded in the researcher's journal over a period of several months. These data, analysed by using the NUD*IST software, provide valuable insight into how the teacher and her students perceive their teaching and learning experiences. The children and their teacher do experience enjoyment, often the deep enjoyment of flow in their classroom. A classroom culture was identified that includes teaching characteristics, environmental, and instructional variables, which help facilitate deeply enjoyable flow in meaningful learning. This research concludes that the intellectual knowledge is available which will make flow facilitating classroom cultures achievable. Achieving such a classroom culture is possible when educators identify and value the enjoyment of flow, with its subsequent sense of learner control, confidence, success, well-being, energy and motivation to learn. To do this, educators need to identify and implement the teaching and learning strategies available that facilitate the experience, with the intention of ensuring recurrent learner success from the early years of school attendance. Such a change in the educational ethos would lead to successful, enjoyable and vibrant learning experiences for teacher and learner in the classroom.

<p>Att vara lärare innebär många saker men framför allt handlar det om att kunna leda människor. Lärares ledarskap påverkar elevernas lärande och utveckling. Det övergripande syftet med detta arbete är att försöka ta reda på vad elever anser om lärares ledarskap och då främst vilka ledaregenskaper som kännetecknar en bra respektive dålig lärare.</p><p>Arbetet består av en litteraturstudie samt en empirisk studie i form av kvalitativa intervjuer med åtta elever i åldrarna 9 respektive 15 år.</p><p>I min undersökning har jag kommit fram till att elever uppskattar ett ledarskap som är grundat på förtroende, tydlighet, struktur och ödmjukhet. Detta skapas genom tydliga regler och konsekvenser, ömsesidig respekt, ett inspirerande och variationsrikt arbetssätt samt genom att ha kul tillsammans. Det är även mycket viktigt att man som lärare har förmåga att lösa och hantera konflikter på ett professionellt sätt enligt eleverna.</p>

The purpose of this study was to identify the management demands that may be unique to science classrooms. The sample consisted of three biology teachers and three language arts teachers from two high schools located within the same school district. To establish a basic framework, two quantitative questions were addressed: (1) What is the frequency of contexts utilized in the two content areas and (2) what is the average amount of time spent in each of the contexts based on the content being presented? For each quantitative question, there are 16 null hypotheses that correspond to specific, predefined classroom contexts. In addition to the two quantitative questions, a qualitative research question was addressed: Are there specific management patterns to be emphasized based on the context and subject matter being presented? Data from classroom observations were collected and coded utilizing methods described in previous research studies. The coded data were then statistically analyzed. To address the qualitative research question, a systematic qualitative analysis was conducted across the different contexts. The results show that seatwork, group seatwork, and student presentations occurred with significantly greater (p<.05) frequency in language arts classes. In contrast, hands-on activities, non-academic activity, and dead time occurred more frequently in biology classes. In addition, in language arts classes a significantly longer average time in individual seatwork activites was evident; while in biology classes, a significantly greater average time was spent in lecture, tests, and transitions. Qualitative analysis of the data indicated that within any given classroom context, the classroom management behaviors of the teachers were consistent. In general, subject matter differences are not revealed directly in terms of management within a particular context. More importantly the instructional approaches taken within the two subject matter areas were different. The instructional approach was determined by the goals and objectives of the class and how the teacher viewed the subject matter. The instructional approach, in turn, dictated the types of contexts and each context determined the management demands. / Graduation date: 1996

Thesis (Ph.D.)--University of Nebraska-Lincoln, 2006. / Title from title screen (site viewed on Feb. 5, 2007). PDF text: 117 p. : ill. UMI publication number: AAT 3216343. Includes bibliographical references. Also available in microfilm and microfiche format.

Thesis (Ph. D.)--University of Texas at Austin, 2006. / Vita. Includes bibliographical references.