This study was carried out in the Mthatha district of the Eastern Cape with the aim of assessing the respondents’ knowledge, attitudes and practices in successful inclusive classroom management at the Foundation Phase in their respective schools. The study adopted a mixed-method approach in which data was collected from secondary and primary sources. Secondary data were collected from literature sources and existing schools’ documents while primary data were collected from the respondents drawn from nine schools in Mthatha area (coded A to I for anonymity) using questionnaire, interview guides and focus group discussions checklists. The nine schools were purposively sampled based on schools with Foundation Phase Programme, while 15 respondents were randomly sampled from among the Foundation Phase teachers in the nine schools for this study. The data collected were subjected to various analytical techniques such as descriptive statistics, frequencies and cross tabulations as well as graphical representations using SPSS to be able to identify and list the main findings from the study. Results from the study based on 75% questionnaire response rate revealed that the respondents had high (79%) self-rating of inclusive education content knowledge despite the fact that they actually had low (over 80%) with poor or fair content knowledge on the knowledge scale. The respondents demonstrated a high degree (over 80%) of positive attitudes and good practices and management approach toward inclusive education despite the fact that they had low inclusive education content knowledge. Over 80% of the respondents revealed that their schools are not ready for inclusive classroom teaching and management due to lack of infrastructure, equipment, training, teacher support and teacher-special assistant. The results from the quantitative data were triangulated and validated by the findings from the qualitative in-depth interviews and focus group discussions which reinforced each other. The findings presented were limited to the respondents in the nine schools used in the study area. This study thus concludes that, a huge gap still exists between the desired level of the state of inclusive education and outcomes as expected from the White Paper 6 2001 in 2012. The study thus recommends the ample need for the departments of education as a matter of urgency, to emphasise the inclusion of inclusive education contents in the training and re-training of educators at the basic education phase. Furthermore, all schools should be provided with adequate infrastructural support in terms of equipment and classroom-friendly environment for learners with special needs.

A screening sample of 107 elementary school teachers completed a 16-item multiple-choice measure of knowledge of behavioral principles. Two subject groups, each consisting of 32 regular classroom teachers, were randomly selected for high and low knowledge groups based on scores on the knowledge measure. High and low knowledge group teachers were given random assignment to one of two clinical case descriptions. Both descriptions were of a 9-year old boy who is presented as being very aggressive, and who does not follow adult instructions. The two cases differed only in the type of background attributed to each. One is described as coming to the regular classroom as a result of 'mainstreaming', having been previously in a special class setting. The other case description makes no reference to mainstreaming or to previous placement. Teachers in all conditions evaluated the acceptability of four alternative classroom treatment strategies for children: Medication, Time Out from Reinforcement, Reinforcement of Incompatible Behavior, and Positive Practice. Teachers in the high and low knowledge groups read the assigned case description, and then rated the acceptability of the treatments in a 4 x 4 replicated Latin-square design using treatment acceptability measures developed by Kazdin (1980a). Following treatment ratings, subjects completed a questionnaire which, in part, asked subjects to rank order the described treatments on the basis of likelihood of each being used by the subject doing the rating. High knowledge group teachers rated treatments as more acceptable than did low knowledge group teachers on the primary dependent measure. Treatments were readily differentiated in terms of acceptability. Reinforcement was rated more acceptable than Time Out and Positive Practice, which did not differ from each other in terms of acceptability. Medication was rated lower in acceptability than the other treatments. Treatment acceptability ratings were not different for the two case descriptions. The results of the ranking of treatments on the Case and Treatment Questionnaire generally followed those of the rating procedure. The results of the analyses indicate that teachers do differentiate treatments in terms of acceptability using both the rating and ranking procedures. It is also apparent that the high knowledge group teachers tend to rate alternative classroom treatments as more acceptable than do the low knowledge group teachers. These findings are discussed, and implications for education and for future research are presented. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate

Field research methodology was employed to describe how the personal practical knowledge of three art teachers has helped shape their junior secondary artrooms. Through interviews, photographic analysis, and participant observation a description of each site is provided to show that some aspects of each teacher's practical knowledge find expression in the artroom environment. Each artroom had its own distinctive features, but what held these three sites in common was the way in which practical knowledge functioned in the design of the flexible elements of the room's environment. Each teacher employed specific coping strategies to manage the classroom and increase their sense of comfort in their professional role. An image of an artroom was held by each teacher which both directly and indirectly influenced their decisions about artroom design. The findings were used to construct a conceptual framework relating practical knowledge and the artroom to the teacher's personal history and the limitations imposed on the artroom by school life and the room's physical limitations. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Leaves 275 to 280 do not exist / Graduate

The problem of this study was to determine the degree of suitability of the available industrial arts textbooks for classroom use in the subject area of woodworking. In order to arrive at satisfactory conclusions relative to the problem, it was necessary to seek answers to the following questions. 1. What textbooks are available for teachers of industrial arts for the subject area of woodworking? 2. How can the textbooks be classified according to subject area and grade level? 3. Are criteria available for use in determining the suitability of woodworking textbooks for a sound industrial arts program? 4. Are the available textbooks suitable for classroom use in the area of woodworking?

Student characteristics that indicate a questionable professional fit are often more evident in the field than in the classroom, yet faculty have a responsibility to students and field supervisors to identify and address these issues earlier. This workshop will discuss a systematic approach for implementing gatekeeping across the program.

Immediacy is a topic that has been frequently explored in communication and education research; however, it is not understood if perceptions of immediacy are related to certain behaviors or trait-based similarities between teachers and students. For this study, nine Graduate Teaching Assistants (GTAs) were observed and 76 undergraduate students surveyed in order to understand which factors are associated to perceptions of immediacy. Findings indicate that behaviors and perceived similarity are related to perceptions of GTAs being high in immediacy. No significant results were found with trait-based similarities. Students were also found to be more motivated to learn when they perceived their GTA as high in immediacy.

No description available.

This study examines the impact that classroom size makes on the development of secondary students. To gather data, the author focused on Leverett's Chapel School near Kilgore, Texas.

"Socializing influences in the elementary school have been a major concern of educators in all ages. It is universally accepted that during the first six grades of a child's life in school that his patterns of interaction with his home, with other children in the community and in the classroom, and with the adults who guide him, as well as his health and study habits are formed. Years of observing, reading, and studying the factors and influences in the lives of boys and girls and their teachers and principals have served to increase the interest in and the appreciation for those activities, conditions, and characteristics which bring about desirable socialization and individuation of the learner"--Introduction. / "August, 1950." / Typescript. / Advisor: H. W. Dean, Professor Directing Paper. / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Arts under the Plan II." / Includes bibliographical references (leaves 52-55).

This study looks at thirty of the largest Newspaper in the Classroom (NIC) programs being operated in the United States. The researcher employed the questionnaire survey method to achieve quantitative and qualitative results.