Malmö högskolaLärarutbildningenSkolutveckling och ledarskapMagisterkurs i specialpedagogikHöstterminen 2008Borgfors, S. (2008). Att få diagnosen dyslexi först under gymnasietiden: tio ungdomars verklighet - en kritisk betraktelse. (Getting the Diagnosis of Dyslexia only during Upper Secondary School: the Reality of Ten Adolescents – a Critical Study.) Skolutveckling och ledarskap, Specialpedagogisk magisterutbildning, Malmö högskola.Följande kvalitativa studie, med abduktiv ansats och reflexiv metod som vetenskapsfilosofisk grund, är resultatet av intervjuer med tio ungdomar som har fått diagnos dyslexi först under sin gymnasietid. Syftet var att utröna om diagnostiseringsprocessen och dyslexidiagnosen i sig hade haft någon betydelse för informanternas självbild, studiesituation och studieresultat. Intervjuerna reflekterade också betydelsen av omgivningens förhållningssätt till informanternas svårigheter, såväl före som efter diagnos. Den enskilda skolans och lärarens utövande av makt, bl.a. genom hur styrdokumentens riktlinjer för elever med särskilda behov tolkas, är av största vikt för den enskilda elevens möjligheter till kunskaps- och färdighetsutveckling. Vid jämförelser mellan intervjuerna och tidigare forskning synliggjordes betydelsen av såväl samhällsövergripande som individ- och klassrumscentrerade normativa mönster och brist på kunskap kring dyslexi, med risker för därpå följande stigmatiseringsprocesser. Studiens resultat visar att diagnostiseringen har haft en positiv inverkan på informanternas självbild, studiesituation och studieresultat. Studien visar också att informanterna är rädda för omgivningens okunskap och fördomar. Resultaten motsäger att diagnostisering i sig är stigmatiserande, men ger belägg för att omgivningens attityder till och värderingar av läs- och skrivsvårigheter kan vara det. Fortbildning av skolledare och pedagogisk personal i läs- och skrivutveckling/-problematik framstår som ytterst angelägen.Nyckelord: diagnostisering, dyslexi, fortbildning, kunskap, makt, normer, självbild, stigmatisering, värderingar, åtgärder Susanne Borgfors Handledare: Ingrid Sandén Examinator: Lena Lang / Malmö UniversitySchool of Education, School Development and LeadershipMasters Programme in Special Needs EducationAutumn Term 2008Borgfors, S. (2008). Getting the Diagnosis of Dyslexia only during Upper Secondary School: the Reality of Ten Adolescents – a Critical Study. School Development and Leadership, Masters Programme in Special Needs Education, Malmö University.This qualitative study, performed with an abductive and reflexive method, is the result of interviews with ten adolescents who have received the diagnosis of dyslexia during their time at upper secondary school. The fundamental aim of the study was to examine if the process of diagnosing, and the diagnosis of dyslexia in itself, have affected the informants’ regard of self, study situation and study results. The interviews reflected the significance of attitudes among adults and peers, concerning the informants’ reading and writing difficulties, both before and after the diagnosis. To enable the students’ development of cognition and proficiency, it is of great importance how schools and teachers wield their power when interpreting the principles in the steering documents regarding special education needs. When comparing the interviews with results of earlier research, the lack of knowledge about dyslexia, the importance of normative patterns, attitudes and values in society, the classroom and the individual, with the following risks of stigmatization processes, became evident.The results of the study indicate that the process of diagnosing and the diagnosis itself have had positive consequences for the informants’ concept of self, study situation and study results. The study results also show that the informants fear the ignorance and prejudice of adults and peers. The results suggest that a diagnosis of dyslexia in itself is not stigmatizing to the individual, but confirm that the attitudes and values of others can be so. Continuing professional development of school leaders and teachers regarding reading and writing development/difficulties is of the utmost importance.Keywords: continuing professional development, diagnosing, dyslexia, knowledge, measures, norms, power, self, stigmatization, valuesSusanne Borgfors Tutor: Ingrid Sandén Examiner: Lena Lang

Changes in society are reflected in librarians' daily work which means they have to continue to develop their competencies after their education in library and information science. Continuing professional development (CPD) via digital resources is a contemporary form of CPD that comes with both opportunities and limitations. The aim of the study is to deepen the knowledge about public librarians' experience with CPD with focus on CPD via digital resources. The study has a focus on Digiteket, which is a digital learning platform that is relatively unexplored. The theoretical framework of the study consists of the concepts of CPD and professional learning experience from which the theoretical tools have been drawn. The theoretical tools consist of a table of CPD methods and activities and also personas, which are used in the analysis. The empirical material of the study consists of semi structured interviews with five public librarians. The result shows that Digiteket is used in a variety of ways and to varying extent and that there are limitations with the plattform. Other digital resources are common for CPD and time and resources are two adversities for CPD opportunities. Self-directed and informal methods and activities were the most common, and the curious ad hoc learner persona corresponded the most with the respondents, which was shown in the analysis and conclusions. Another conclusion was that Digiteket was not the most used resource for CPD among the respondents.

Yes / Children's hospices provide a range of services for babies, children and young people who have life-shortening conditions, including care after death in specialist 'cool bedrooms'. Caring for children after death is a challenging area of hospice care, with variation seen within, and between organisations. The study aims to identify current practices and to produce guidelines that promote safe practice in moving and handling and managing physiological deterioration of children after death. An electronic questionnaire was sent to all 54 British children's hospices; 33 responded (=62% of hospices). Variation in the way in which children's hospices delivered care after death was identified, in terms of the length of stay, care provision and equipment used, owing to demands of individual families and the experience and confidence of practitioners. Internal variation in practice can lead to practitioner anxiety, and risk-taking when providing care, particularly in the presence of family members. Practice recommendations have been made that reflect the practical demands of caring for a child's body after death; these have been split into two parts: moving and handling considerations and managing physiological deterioration. These recommendations should be used to support the development of policy and practice, allowing organisations to standardise staff expectations and to support practitioners when caring for children after death.

Continuing Professional Development (CPD) of teachers is increasingly becoming a priority in most countries throughout the world. It is widely viewed as the most effective approach to prepare teachers adequately, and to improve their instructional and intervention practices, for when they enter the workforce (Fraser et al 2007). Despite the general acceptance of CPD programmes as essential to the improvement of education, reviews of professional development research constantly point out the ineffectiveness of most of these programmes (see Cohen and Hill, 1998 and 2000). Furthermore, many teachers express dissatisfaction with the professional development opportunities made available to them in schools and insist that the most effective development programmes they have experienced have been self-initiated (National Research Council, 2007). There is a consensus that many CPD programmes have yet to understand professional development from a teacher‘s perspective. This perspective acknowledges what drives teachers to enlist in these programmes and how such programmes can make a difference to them and their classrooms. Therefore, this study seeks to return the emphasis of professional development to the teachers. The study explores the teachers‘ perspectives of CPD in general, the personal meaning of CPD, and its meaning in the context of their work. By interviewing the teachers who were part of the Mpumalanga Secondary Science Initiative (MSSI) project (a seven year science and mathematics professional development intervention), I explore: the teachers‘ opinions of the intervention; its meaning to them and their work; and its impact on their classroom practices and students for the duration of the intervention and beyond. In this study, I explore data from an extensive and longitudinal study of teachers who were part of the CPD programme in greater detail. In discussing my data, I propose that CPD, however well intentioned and executed, is received differently by each teacher as a result of their personal circumstances and investment in the programme. I argue that the greater the unity between the personal circumstances and motivations of the teachers and those of the CPD intervention, the more likely the outcome will be meaningful for the participating teachers. In turn, the ability to sustain the benefits of the intervention will be enhanced. / Further Teacher Education / D.Ed. (Curriculum Studies)

Continuing Professional Development (CPD) of teachers is increasingly becoming a priority in most countries throughout the world. It is widely viewed as the most effective approach to prepare teachers adequately, and to improve their instructional and intervention practices, for when they enter the workforce (Fraser et al 2007). Despite the general acceptance of CPD programmes as essential to the improvement of education, reviews of professional development research constantly point out the ineffectiveness of most of these programmes (see Cohen and Hill, 1998 and 2000). Furthermore, many teachers express dissatisfaction with the professional development opportunities made available to them in schools and insist that the most effective development programmes they have experienced have been self-initiated (National Research Council, 2007). There is a consensus that many CPD programmes have yet to understand professional development from a teacher‘s perspective. This perspective acknowledges what drives teachers to enlist in these programmes and how such programmes can make a difference to them and their classrooms. Therefore, this study seeks to return the emphasis of professional development to the teachers. The study explores the teachers‘ perspectives of CPD in general, the personal meaning of CPD, and its meaning in the context of their work. By interviewing the teachers who were part of the Mpumalanga Secondary Science Initiative (MSSI) project (a seven year science and mathematics professional development intervention), I explore: the teachers‘ opinions of the intervention; its meaning to them and their work; and its impact on their classroom practices and students for the duration of the intervention and beyond. In this study, I explore data from an extensive and longitudinal study of teachers who were part of the CPD programme in greater detail. In discussing my data, I propose that CPD, however well intentioned and executed, is received differently by each teacher as a result of their personal circumstances and investment in the programme. I argue that the greater the unity between the personal circumstances and motivations of the teachers and those of the CPD intervention, the more likely the outcome will be meaningful for the participating teachers. In turn, the ability to sustain the benefits of the intervention will be enhanced. / Further Teacher Education / D.Ed. (Curriculum Studies)

Staff training, education and development has come to the forefront in most organizations. Managers and employers have realized the benefits of training and developing their staff and various government initiatives have been introduced that highlight this. Library and Information Services took some time to realize the importance of training and developing their staff, more specifically continuing professional development. The study investigates staff training, education and development at the Durban Metropolitan Library (DML) and establishes the perceptions of staff about current training and development offered. The need for, and appreciation of the training and development offered, was evident. No structured program for staff training and development exist in DML. It is recommended that DML implement the Chartered Institute of Library and Information Professionals, previously known as the Library Association, Framework for Continuing Professional Development if it intends to survive in the competitive, changing environment. This will ensure that the organization functions according to the promulgated government regulations and has skilled, competent staff. / Information Science / (M.A. (Information Science))

The focus of this study was to investigate the experiences of novice teachers of induction in three selected schools in Oshana region, Namibia. The point of departure is that the experiences of novice teachers of induction and support are not known. The problem was investigated by means of a literature study and empirical investigation, using a qualitative, phenomenological approach. Findings revealed that novice teachers do not have the same needs and do not have similar experiences of support. Key findings reveal that novice teachers’ problems can be solved better if support is given timeously and over a longer period, with all the stakeholders’ equal involvement in the induction process. Novice teachers are capable of making meaningful contributions to schools, and schools can benefit from them. The study recommends that novice teachers’ voices be heard and their views be incorporated when planning future induction programmes, to suit their individual and contextual needs. / Educational Leadership and Management / M. Ed. (Education Management)

Aim: The aim of the study is to explore the perceptions of the nurses’ CPD and its contribution to quality patient care in the Gauteng province of the Republic of South Africa. Significance of the study: The significance of the study is to highlight the importance of CPD as one of the contributing factors to the quality of patient care through on-going competence. The researcher hopes the recommendations from the study may serve as a motivation to health institutions that are not actively involved in continuing professional development. Method and data analysis: Quantitative descriptive explorative design was used to achieve the objectives of the study. The study involved registered professional nurses (n =105) and enrolled nurses (n=56) employed in a state health institution. Data was collected by means of a structured questionnaire.A total of 200 questionnaire were distributed and 162 completed questionnaires were returned, giving a response rate of 162/200=81%. Statistical analysis was conducted using the SAS software version 9.3.The internal and external validity was enhanced by selecting a large homogenous sample. Ethical issues: An information leaflet indicating the key elements of the study such as the research title, the purpose of the study, voluntary participation and when to withdraw from the study was distributed to all the participants. Results: The study found that nurses participate in CPD activities to maintain their professional competence, thereby contributing to quality patient care. The findings are consistent with the findings from other studies / Health Studies / M.A. (Health Studies)

The aim of this thesis is to describe and review the visual art teaching profession from a wider cultural perspective. This can lead to a better understanding of how teachers in 2000s Sweden manage change and relate to their task. This is a starting point for the formation of question areas that are of concern: the importance of their own specific interests in various visual art media for the development of their professional knowledge; what conditions different types of schools provide for the development of the subject and the strategies visual art teachers (in the study) use to develop their teaching on the theme of contemporary art. The theoretical framework is based on a socio-cultural perspective. Analysis combine cultural semiotic and frame factor models. Institutional art theory focuses on art’s audience and the art institutions which are central to contemporary art manifestations. The thesis is based on two case studies conducted by three separate teacher-training days at Bildmuseet in Umeå. 14 Visual Art teachers from four different types of schools: compulsory school, years 7-9, upper secondary school, folk high school and volountary art school (Swe. kulturskola) participated in the study. The investigations has generated data produced through interviews, observation, self-reports and images. Contemporary Art is involved in society's constant change and mix of new medias. The changes concernes the visual art educational field. The opportunities different school contexts provides for education, has an impact on how knowledge is transformed. Conformity, solid structures, formes of assessment and low legitimacy shape resistance. Teaching in visual art is highly based on teachers' own choices. A fragmented knowledge-culture with focus on manual or digital mediations leads to different knowledge-selection. This study highlights resistances that affect applying contemporary art on its own terms. Contemporary art’s starting points and new perspectives represent other paradigms than traditional art classifications. This sigifies tension between the artworld and the educational field. To reducie the tension, a dialogue and interaction between the fields on equal terms is recommended. The study identifies a lack of procedures and resources for formal continuing professional development. There is a need of developing the collective body of knowledge, covering both the theoretical and practical knowledge in the visual art teacher culture.

Summaries in English, Afrikaans and Tswana / The purpose of this study was to explore and develop understanding of nurses and midwives’ perceptions and attitudes towards the implementation of CPD, aiming to provide them with a platform to make recommendations to enhance the attendance of CPD.The study was conducted in a public regional hospital in Limpopo Province, South Africa. The purposive exploratory descriptive qualitative research method was used. Data was collected through Focus Group Discussions. Participants comprised of three focus group discussions. A semi-structured guide with open –ended questions was used and discussions were recorded with an audio recorder which were transcribed verbatim. Content analysis of the data was done. The study yielded themes, sub-themes and codes during analysis. Participants perceived CPD to have benefits to keep nurses updated with knowledge, skills and improvement of attitudes. It improves quality patient care. However, they identified staff shortage, time constraints and lack of internet connection as the major challenges. / Die doel van hierdie studie was om ‘n begrip van die houdings en persepsies teenoor die implementering van voortgesette professionele ontwikkeling (VPO) van verpleegkundiges en vroedvroue te verken, ten einde ‘n platform vir aanbevelings daar te stel om die bywoning van VPO te bevorder. Die studie was in 'n openbare streekshospitaal in die provinsie Limpopo, Suid-Afrika gedoen. ‘n Kwalitatiewe, doelgerigte, verkennende en beskrywende navorsingsmetode was gebruik om data is deur middel van drie fokusgroepbesprekings in te samel. ‘n Semi-gestruktureerde onderhoudegids met oop vrae was gebruik om klankopnames van gesprekke, verbatim te transkribeer. Data was ontleed deur middel van inhoudsanalise. Temas, subtemas en kodes is tydens die analise geïdentifiseer. Die deelnemers het VPO as voordelig beskou in terme van die opdatering van verpleegkundiges se kennis, vaardighede en houdings. Gehalte pasiëntsorg word sodoende verbeter. Hulle het egter personeeltekort, 'n gebrek aan tyd, en toegang tot die internet as ‘n struikelblok geïdentifiseer. / Maikaelelo a dipatlisiso tse (research), e ne e le go sekaseka le go tlhabolola kutlwisiso ya baoki le babelegisi ka ga tebo le maikutlo a bona mabapi le tshimololo ya go thlabolola dithuto bale tirong “CPD”. Maikaelelo e ne e le go ba neela tšhono ya go dira ditshwaelo go oketsa dipalo tse di tsenang dithuto tsa CPD. Dipatlisiso tse di diretswe kwa dipetleleng tsa kgaolo tsa botlhe, Porofenseng ya Limpopo mo Aforikaborwa. Go dirisitswe mokgwa wa dipatlisiso wa ‘purposive exploratory descriptive qualitative research’ mo di patlisisong tse. Dikitso di kgobokantswe go ya ka mokgwa wa lekgotla ‘Focus Group Discussion’. Batsayakarolo ba ne ba arogantswe ka ditlhopha tse tharo tsa ‘focus group discussions’. Kaedi e e rulagantsweng e e nang le dipotso tsa boitlhalosi- ka- botlalo e dirisitswe mme dipuisano tsa gatiswa ka rekhoto ya kgatiso-modumo morago tsa kwalwa fatshe ka mokgwa o di builweng. Tshekatsheko ya diteng tsa dikitso tse e dirilwe ka go latela mokgwa wa ‘content analysis’. Dipatlisiso tse dineetse molaetsa mogolo, melaetsanyana le melao ka nako ya ditshekatsheko. Batsayakarolo ba bone gothlabolola dithuto bale tirong ‘CPD’ go nale mosola mo tsweletsong ya go neela baoki kitso, bokgoni le tokafatso ya maitshwaro. E tokafaditse boleng ba tlhokomelo ya balwetse. Le fa go ntse jalo, ba supile fa tlhaelo ya baoki, dinako tsa go dira le go tlhoka kgokelelo ya enthanete e le dikgwetlho tse kgolo. / Health Studies / M.A. (Nursing Science)