Die Dissertation beschäftigt sich mit dem gesellschaftlichen Auftrag an Kindertagesstätten zur Kompensation von Chancenungerechtigkeit im Aufwachsen und dem Stand der Umsetzung in Dresden. Zunächst wurde herausgearbeitet, welche Leitideen einem solchen Chancenausgleich zugrunde liegen, sowie eine spezifisch kindzentrierte Sozialraumanalyse angefertigt. Danach wurde analysiert, welches Wissen zur Umsetzung der Leitideen die gängigen Kita-Ausbildungen vermitteln. Mittels einer eigenen Erhebung unter 150 ErzieherInnen wurde der Frage nachgegangen, inwieweit Kita-Fachkräfte unterschiedlicher Berufsabschlüsse divergente Prioritäten hinsichtlich der Umsetzung der Leitideen setzen und ob sich ihre Sicht auf die gesellschaftliche Anerkennung nach Sozialraumkategorien unterscheidet. Ergänzend wurden 36 Experteninterviews zur Außenwahrnehmung der Kita-Arbeit durchgeführt. Die Arbeit bezieht sich auf den kulturtheoretischen Ansatz Bourdieus.

Philosophiae Doctor - PhD / The mental health care environment is a stressful environment because of the environment, perceived unpreparedness of students and the emotional demands placed on the students which are inherent in the nature of the work. The use of the self as a therapeutic tool also presents challenges for students. Whilst researchers have identified supportive interventions and strategies to address students support needs in mental health care settings, these interventions/strategies focus on meeting clinical learning objectives with the assumption that if the student learning needs are met, they will feel emotionally supported. Literature and experience indicates that it is imperative that in this field of study, students should be prepared to cope emotionally with the demands of mental health work. The aim of this research was to develop a model of emotional support for student nurses working in mental health care settings. A theory-generating design based on a qualitative, explorative and descriptive research approach was used to achieve the aim of the study. Purposive sampling was employed to select participants namely: students, educators and clinical staff who met the eligibility criteria. A sample of 40 students, nine educators and nine clinical staff who worked in the four psychiatric hospitals and community mental health clinics in the Western Cape participated in the study. Data collection was by means of focus group interviews (students) and indepth individual interviews (educators and clinical staff). Data was analysed by means of Tesch’s method of content analysis. The model was developed by means of the four steps of the theory generation process. Step one was concept development which consisted of two sub-steps namely concept identification and concept definition. A total of 22 concepts were identified which was further synthesised into six main concepts. The main concepts which were used to develop the model were: positive self-concept; positive work environment; academic and professional development; effective communication; formal and informal supportive interventions and collaboration between the Higher Education Institution and the mental health care setting. Step two of the theory generating process was model development. These main concepts were placed in relation with each other which formed an emotional support model for students working in mental health care settings. Step three was model description. The model was described using the three phases of interpersonal communication namely orientation phase, working phase and the termination phase. A visual application of the model which depicts the main concepts, the process and the context was shown. Step four dealt with the development of the guidelines for the implementation of the emotional support model. A critical reflection of the model was done using five criteria for model evaluation according to Chinn & Kramer. Trustworthiness of the data was ensured by means of applying Guba’ model of truth value, applicability, consistency and neutrality. Reflexivity was used by the researcher to further enhance trustworthiness. Permission to conduct the study was obtained from the relevant authorities. The ethical principles of respect for human dignity, beneficence and justice were applied throughout the study. Limitations were identified and ecommendations for nursing practice, education concluded the study.

Decentralisation remains a preferred instrument of education reform policies throughout the world. In theory, decentralisation shifts power and authority from the state at national level to the school community at local level. In South Africa, a decentralising initiative in education was the promulgation of the South African Schools Act, No 84 of 1996, which provided parents with an opportunity to share in the governance of a public school by being elected to serve on its school governing body. In this context, it appears that members of school governing bodies hold unique sets of expectations when serving on a school governing body. Expectations may influence the nature and type of education to which a particular school community aspires and may consequently influence the workloads of the educators at that school. A primary search of national and international literature on governing bodies provides numerous descriptions of governmental intentions with respect to governing bodies but the expectations that governing body members have of educators, appears to be a neglected field of empirical enquiry. This study therefore examines public primary school governing body functions in the light of prevailing education labour law and other relevant law. The findings emerging from open-ended questionnaires completed by members of school governing bodies, time-use diaries recorded by educators and interviews with principals together with an analysis of prevailing education labour law and other relevant law consistently show that the workloads of educators who teach at public primary schools situated in middle-class contexts have intensified. There appears to be a variety of factors, which singularly and collectively contribute to the intensification of educators’ workloads. Among these are the increasing expectations of parents, differences in the conceptual understanding of professionalism, marketisation and managerialism arising from decentralisation and the principal’s leadership style. The findings point to sport and professional development as the core duties, which demand a great deal of educators’ time and appear to militate most on educators’ private lives. Moreover, this research has provided conclusive evidence that despite the fact that school governing bodies’ expectations of educators are aligned with prevailing education labour law and other relevant law, the open-ended nature of such law, together with omissions and silences, allows legal space for individual and contextual interpretation and implementation. It is therefore, the most prominent factor contributing to the intensification of educators’ workloads. / Thesis (PhD)--University of Pretoria, 2009. / Education Management and Policy Studies / unrestricted

This research focuses on the perception of the learning support teacher regarding the use of play therapy with learners with special educational needs. The purpose of the research was to determine the perception of learning support educators regarding the utilization of play therapy as an aid with foundation phase learners with special educational needs. In order to achieve this purpose, information was gathered and a theoretical framework drawn up through an extensive literature study in consultation with experts. An empirical study was conducted by means of in-depth interviews with ten different learning support educators, in order to obtain empirical information. The researcher worked from an applied research perspective to attempt to use this newly gained practical information to determine whether play therapy could be utilized to help the learner with special educational needs. The researcher made use of an exploratory research design and the following research question formed the basis of the study: What is the perception of the learning support educator regarding the value of using play therapy as a form of aid with the foundation phase learner having special educational needs? Flowing from the empirical information gleaned during the interview schedule the following points emerged: · Learning support educators identify emotional, social, behavioural, family and academic problems, as well as other forms of trauma, associated with the learner who has special educational needs; · The learning support educator regards it as his or her task to refer problems connected to the learner and the learner’s family, where such problems are outside of his or her field of expertise. · The learning support educator has both positive and negative perceptions, as well as misconceptions regarding play therapy; and · The learning support educator has a need for a working relationship with the play therapist in the assistance of the learner with special educational needs. The research has therefore shown that the learning support educator has a positive perception regarding the utilization of play therapy with the foundation phase learner with special educational needs. / Dissertation (MSD (Play Therapy))--University of Pretoria, 2006. / Social Work and Criminology / unrestricted

In Lesotho, there are no formal opportunities for professional training of teacher educators. Consequently, the majority of teacher educators have not received a training that could equip them with professional knowledge base that is foundational to any profession. Therefore the question: what are the sources and application of professional knowledge among teacher educators appeared justifiable. Arguably, the teacher educators’ professional knowledge is intricately linked to education practice. Teacher educators have to address the discrepancy between education policy and practice through the training of student teachers who, in turn, have to contribute to the quality of the Lesotho education system. An interpretivist approach was followed in undertaking this study. Data was collected through: narratives, observations of teacher educators and analysis of the curriculum and assessment documents. The unit of analysis was eight teacher educators who are based at the National University of Lesotho’s Faculty of Education. Verification of the extent to which the topic was researchable was through undertaking a pilot study with six teacher educators who were based in the department of Educational Foundations in the same faculty. The analysis of the data revealed an immersion in the teacher educators’ professional landscape provides them ample opportunities to learn from an array of experiences. They accumulated experienced-based professional knowledge relevant to their world of work as they learn to teach, construct, apply and model it in the context that is uniquely teacher education. They have learned to teach teachers mainly from existing education practices which perpetuate what already exists. They face numerous challenges; their teaching is biased towards conventional teaching techniques of a transmissive nature and to a less extent interactive techniques; construction of professional knowledge remains a complex and challenging undertaking. Opportunities to construct own teaching research-based knowledge and supervision of student research are limited. In practice teacher educators have to rethink their pedagogy. Engaging in research adopting a “self-study” approach is unavoidable. Research will enhance their professional development and the quality of the student teachers. / Thesis (PhD)--University of Pretoria, 2011. / Humanities Education / unrestricted

This study is centered on childhood music education in Nigeria. Five research questions and five null hypotheses were formulated and tested in the study. A total of 313 subjects were used. The instrument used for data collection was a questionnaire on the childhood music education in Nigeria. Statistically weighted mean was used to answer the research questions and t - test was employed in testing the null hypotheses. At the end of the analysis, the following findings were made: <ul> <li>At least, 13 learning materials including both African and western musical instruments are available for teaching music in Nigerian primary schools. Up to 10 learning strategies were identified by the music teachers and music educators to be among the ones that could be utilized to ensure fruitful and effective acquisition of musical knowledge by the pupils in Nigeria.</li> <li>The perception of music educators and music teachers on the methodology that can best be utilized to ensure fruitful and effective acquisition of musical knowledge by the pupils at primary school level of education in Nigeria do not differ significantly.</li> <li>There is no significant difference between the music teachers and music educators’ perception on the adequacy of delivery of the music staff and learning situations in Nigerian primary schools.</li> </ul> Based on these findings a number of recommendations for improvement of the music education in Nigerian primary schools have been made. In addition to the sample teaching and learning programme, the original contribution of this study is explored in chapter six. This chapter offers lesson plans designed for grade II music teachers in primary schools in Nigeria. This programme was conducted and performed in one of the primary schools in the study area and ended with twelve contacts with pupils. (a digital video disk is attached to the thesis). / Thesis (DMus)--University of Pretoria, 2007. / Music / unrestricted

The research that was conducted focused on the perceptions of educators regarding co-operation with the play therapist in dealing with the child who has been multi-traumatized. The objective of the research was to determine the perceptions of educators regarding co-operation with the play therapist in dealing with the multi-traumatized child. In order to achieve this objective, information was gathered and a theoretical framework was drawn up through an extensive literature study and consultation with experts. An empirical study was conducted by making use of two separate focus groups. Empirical data was gathered through the use of focus group discussions. Fourteen respondents where included in this study. Applied research was used. The data gathered through the empirical study was used by the researcher to make recommendations regarding the co-operation between educators and play therapists in order to improve the therapeutic insets made by the play therapist. The researcher made use of an exploratory research design and the following research question underlined this study: What are the perceptions of educators with regards to working together with the play therapist in dealing with the multi-traumatized child. A focus group guideline was used during the focus group discussions in order to gather the empirical data. Out of the empirical data the following themes were identified: · Educators experience behavioral, emotional, and academical problems with the multi-traumatized child; · Educators has a need for information, skills and co-operation with others in dealing with the multi-traumatized child; · Educators have both positive and negative perceptions regarding play therapy; and · Educators do have a need for co-operation with the play therapist in dealing with the multi-traumatized child. The research showed that there is a need for co-operation between educators and play therapist in dealing with the multi-traumatized child. Co-operation between these two role players is not only in the best interest of the child but it also strengthens the input of both educators and play therapist in dealing with the multi-traumatized child. / Dissertation (MSD (Play Therapy))--University of Pretoria, 2005. / Social Work / unrestricted

In this study the emotional responses of the teacher’s experiences in integrating ICT in the curriculum were identified. Teachers’ experiences were explored regarding challenges and benefits of incorporating ICT in their teaching. The aim of this research was to attempt to contribute to the field by investigating the affective aspects according to Krathwohl’s taxonomy. The study employed a qualitative approach where data was analysed through narrative stories, interviews and observations. The design was used to capture the life stories of the five teachers who were integrating ICT relating to their experiences and emotional responses. Data was analysed by conceptual analysis after which, ten emotional response themes were identified. The ten emotional responses were then concatenated into four categories namely: hope, joy, anger and fear. This study found that teachers do experience complex emotions in response to the integration of ICT although there is a positive effect on instruction when information and communication’s technology is used optimally. / Dissertation (MEd (CIE))--University of Pretoria, 2007. / Curriculum Studies / MEd / unrestricted

Syftet med denna studie var att undersöka hur förskollärare och barnskötare ser på fysisk hälsa, kost och rörelse för 1-2 åringar i förskolan. Åtta pedagoger intervjuades kring dessa ämnen genom semistrukturerade kvalitativa intervjuer. Kvalitativ innehållsanalys användes som analysmetod. Studien utgår från det sociokulturella perspektivet. Resultatet visar att pedagogerna ansåg att fysisk hälsa är detsamma som rörelse och att de ansåg att planerad rörelse skulle finnas en gång i veckan i förskolan. Husmanskost var det som pedagogerna föredrog när det gäller kost i förskolan och de ansåg att socker till maträtter var okej. Enligt pedagogerna får barn äta så lite som de vill på förskolan men hur mycket de får äta beror på om de har övervikt eller ej. En slutsats som kommit fram från resultatet är att det nästan inte sker någon planerad rörelse alls på de här förskolorna. / The purpose of this study was to examine preschool teachers and nannies views on physical health, diet and activity among 1-2 year olds in preschool. Eight educators was interviewed on these subjects by semi-structured qualitative interviews. Qualitative content analysis was used as the analytic method. This study is based on the socio-cultural perspective. The result shows that the educators concluded that physical activity is the same as activity and that they thought planned activities should occur once a week in preschool. Traditional Swedish home cooking was what the educators prefered when it came to diet in the preschool and they thought that sugar was okay to meals. According to the educators the children could eat as little as they wanted whilst at preschool but there is a limit for how much they wish to eat depending on if they are overweight or not. A conclusion that has come out of the results of this study is that there is almost no planned activities at all on these preschools.

Thesis (M.Ed.) -- University of Limpopo, 2021 / This study investigated how educators apply democratic principles and values in their practice after two decades of democracy in South Africa. It dwells on how democratic principles and values are infused into teaching, learning and assessment in the classroom. The study followed an interpretive paradigm using the qualitative approach through a descriptive case study design. Data collection methods used included semi structured interviews, focus group interviews, classroom observations and document analysis. Purposive sampling was used with focus on Grade 10-12 educators and learners from two secondary schools in Mogoshi Circuit of Limpopo Province of South Africa. The theoretical frameworks of the study drew from the Child-Friendly Schools and Social Reconstructionism approach. Emphasis is on the upholding of children‟s rights, and the, re-dress of educational imbalances. The frameworks also recommend the promotion and integration of democratic principles and values in schools. The study concludes that educators do incorporate democratic principles and values in their teaching, learning and assessment with the promotion of attributes such as participation (dialogue), respect, equity and inclusion which impact greatly on learners‟ daily lives. However, it is not without fault that certain activities which are not child-friendly are still practised by some educators in some schools as they do not promote democratic principles and values, while some educators do. It was found that democratic principles and values are embedded in schools. However, not all educators are doing this. The study recommends further investigation on the implementation of democratic principles and values for reflection and improvement. / EDTP SETA