No description available.

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

No description available.

The purpose of this study was to examine the program of action of activities under the conditions of transition and content complexity. The path of the program of action was explored through a number of classroom activities in the areas of writing, literature, vocabulary, and grammar. In particular the configuration and the management of the program of action were examined to determine what was done by classroom inhabitants to guide and protect the program of action of activities. The setting of the study was a freshman honors English class in a southwest urban high school. The teacher was identified as an able manager, a factor that was expected to limit the competing vectors that might be triggered by discipline problems. Observations of the class were done over ten weeks or a quarter of the school year. The third period class was observed daily, and a total of forty activities were gathered and analyzed. Data analysis was done over a period of seven months. A quantitative summary of the activities showing activity types and time devoted to each activity type was compiled. The activity summaries were scanned to note emerging patterns. Programs of action of each activity type were mapped to illustrate the configuration and maintenance of the program of action and the emergence and handling of competing vectors. The final phase of the analysis was the comparison of programs of action across two levels of content complexity. Findings showed that the life of the program of action in classrooms varied according to activity type. The teacher emerged as the controller of action as illustrated by his choice of content presentation modes and activities. The comparison of programs of action of activities across content complexity showed that students participated more in the maintenance and sustenance of the program of action in activities in which the content was less complex than they did in activities with more complex content. Furthermore, when the content was more complex, the teacher's control of the maintenance of the program of action was more apparent. The length of transition was found to impact negatively the subsequent program of action. On the other hand, lengthy opening activities emerged as contributors to the maintenance of programs of action.

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.

Magister Artium - MA / Terminology such as mother tongue, first language and second language remain prevalent in South African schools’ language policies. These monolingual terms seem out of place within our multilingual landscape (Banda, 2018). With the emergence of the concept of translanguaging (Garcia, 2009, 2014; Banda, 2018), the linguistic practices that people of the Western Cape (and elsewhere in South Africa) have now been legitimised as a useful communicative tool within multilingual spaces. Despite research showing the advantages of using translanguaging in classrooms to enhance comprehension (Banda, 2018), language policies remain monolingual in nature. By conducting research at two schools in Delft, Western Cape, I am able to show how learners and teachers defy the monolingual structure of the language policy, by translanguaging, to make learning and teaching more comprehensible. Using Heller’s (2007) concept of language as social practice, it becomes apparent how learners become social actors within the classroom, by languaging to make meaning. In addition to looking at classroom practices, I use supplementary data, an analysis of the school’s language policy, observations of and commentary on linguistic practices outside of the classroom, to further support the idea that school’s confinement of language is incongruous with the language practices in the area. Finally, I propose that translanguaging be legitimised as classroom practice and teaching materials also be adapted likewise, by producing trilingual posters, showing Afrikaans, English and isiXhosa terms, for the Western Cape.

This report presents a qualitative case study, which explored how a Grade 11 mathematics teacher in a multilingual classroom used the learners’ home languages in order to support their understanding of concepts in Linear Programming. The study involved one teacher together with his Grade 11 learners and was carried out in a township school located in the Eastrand, Johannesburg. Data was collected through lesson observations of five consecutive lessons and a reflective interview with the teacher. The situated-sociocultural perspectives guided the study. The analysis shows that the teacher used learners’ home languages deliberately; in mathematics tasks, for asking questions, to re-voice learners’ contributions, for encouraging learners’ participation in mathematical discourses and practices, and for probing learners’ thinking. In general, the use of learners’ home languages enhanced learners’ understanding of Linear Programming concepts. The study also highlights the complexities of translating mathematics tasks from English to learners’ home languages.

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.