Education / D.Ed. (Didactics)

This study aimed to explore teachers‟ abilities to identify learners with behavioural and emotional problems, to examine the strategies that they implement to address the challenges and their measure of success in addressing these. This study was qualitative in nature and semi-structured interviews were conducted with 10 volunteer teachers located in the northern areas of Port Elizabeth and an additional 50 teachers completed open ended questionnaires. The learning areas taught by the teachers varied. Descriptive and content analysis procedures were utilized to analyze the findings. The findings indicated that teachers lack the skills and knowledge to assist learners with behavioural and emotional problems. The teachers tended to view their roles as imparting knowledge rather than tending to the mental health of learners so they did not adopt approaches to assist the learners with their behavioural and emotional challenges. This was in spite of the fact that the learners' psychological and physical well-being impacted their academic achievement.

The Vernon-Nay Category Instrument was developed as the result of an experimental project in an inner-city school. The effects of the reorganization of the administration of the school and the total staff participation in a workshop about human relations and communications were evaluated by the change of behavior of fifth- and sixth grade students in the classroom. The Flanders’ Interaction Analysis (assesses teacher-student verbal behavior) would measure change that occurred: however, the Vernon teachers wanted an assessment instrument that could, also, be used in the future, without professional assistance. The F.I.A. observation system was too complex for the staff’s, unassisted, use (statistical interpretation is based on the ratios of direct to indirect verbal teacher behavior, and student responses); many simpler (verbal and non-verbal) observation instruments were examined. No instrument was found to be appropriate for this particular situation. A new, non-verbal, instrument was designed that fit the needs of this staff and could also be used in adult-child situations other than the classroom.

published_or_final_version / Social Work / Master / Master of Social Sciences

published_or_final_version / Social Work / Master / Master of Social Sciences

Thesis (M.Soc.Sc.)--University of Hong Kong, 1984. / Also available in print.

Organizes information and opportunities for high school level science field work and categorizes it to inform the educator of the field study possibilities. Assists educators in overcoming the obstacles of implementing field science into existing science courses. Several field study lesson plans are provided.

by Sandra Wong King Yee. / Thesis (M.S.W.)--Chinese University of Hong Kong, 1987. / Bibliography: leaves 155-163.

This essay is built upon the subject of drama. Its purpose was to examine if drama was a good and important educational method to/for children, and if drama is enhancing childrens self-esteem and self-confidence. By reviewing the results from literature and interviews, my intention was to compare the results, in order to find out what the views of the literature and respondents on drama was. I used qualitative interviewing, to find out what the teachers had to say about drama, and I used literature that was relevant to the purpose of the essay. I took a deeper look at the meaning of educational drama and pedagogical drama was, and also the meaning of self-esteem and self-confidence, in order to connect it with the results from the literature and the interviews.   After studying the literature and the interviews, I could see coherence, and therefore compile a result.  Both literature and the interviewed teachers considers drama to be a good and important method within the educational school and that drama positively has got a strengthening effect on childrens self-esteem and self-confidence. However, it was also clear, that in order to use drama as a method to enhance and strengthen childrens self-esteem and self-confidence, one would need to use the method for a long period of time. / Uppsatsen är uppbyggd på ämnet drama. Syftet med denna uppsats var att jag ville undersöka om drama är en bra och viktig undervisningsmetod för barn, samt om drama har en stärkande effekt på deras självkänsla och självförtroende.  Med hjälp av resultat från en litteraturgenomgång och en intervjustudie var min tanke att kunna jämföra dessa, för att sedan se vad respondenterna och litteraturen anser om drama.  Jag använde mig av en kvalitativ intervju, för att få reda på hur pedagoger såg på ämnet drama. Litteratur valde jag utifrån det som var relevant till mitt syfte. Jag gick även djupare in på vad pedagogiskt drama var, vad just begreppen självkänsla och självförtroende betyder och vad läroplanerna säger om drama, för att jag sedan skulle kunna koppla ihop dessa med litteraturen och intervjuerna. Efter att ha läst igenom och jämfört vad litteraturen och intervjuerna sagt, kunde jag se en likhet mellan dem.   Det visade sig att litteraturgenomgången och intervjustudien gav för handen att drama är en bra och viktig metod i skolans undervisning och något som används ofta ute i våra skolor. Att drama har en stärkande effekt på barns självkänsla och självförtroende var något som de anser sig tro på. Dock menade de även att en förutsättning för att använda drama som metod för att utveckla barns självkänsla och självförtroende, är att man arbetar med det under en längre tid.

Thesis (Ph. D.)--University of North Texas, Aug., 2009. / Title from title page display. Includes bibliographical references.