Today educators are faced with the task of shifting the aim of education from that of teaching subject matter to that of providing experiences that are effective in stimulating wholesome personality development. With this in mind the writer was interested in providing opportunities and experiences for the development of efficient, balanced, harmonious, dynamic personalities, and in observing the relationship existing between these factors, social acceptance, home environment or socio-economic status, and the intelligence quotient, and the effects of these relationships upon the child's school success or academic status.

The objective of this research was to investigate the perceptions and experiences of educators and Grade 6 and 7 learners on the effectiveness of school rules at public primary schools within the Fezile Dabi school district. Chapter Two of this dissertation focused on the specific identification of what effective school rules comprise of, as perceived by the academic community. In order to provide the reader with an overview of the nature of effective school rules, this chapter was divided into providing a short historical reflection on discipline, looking at the nature of discipline, developing a South African framework for legal school rules and taking note of international and foreign law relevant to the topic of this dissertation. The researcher then discussed the outlines of the research design used to collect, edit and analyse the data in Chapter Three. The chapter included the research paradigm, and the difference between research designs was highlighted to motivate the choice for the research design. The research design chosen for this study was a quantitative design. The researcher also indicated that she used a pilot study while conducting the empirical research of this dissertation. It was followed by the data collection method and the data collection strategies were discussed. Reliability and validity were dealt with and the guarantees thereof included. The chapter negotiated ethical considerations and ended with a discussion of foreseen research challenges. The data were extrapolated from questionnaires. This study was conducted at 6 primary schools in the smaller Metsimaholo district. Learner participants (n = 421), as well as educator participants (n = 54), were selected to answer the same/similar questions on the effectiveness and experiences concerning school rules so as to enable comparisons of learners and educators’ perceptions of learner misconduct. The data were analysed and interpreted. Learner responses were used to determine the factor analysis, after which the same factors were applied for educators. The empirical study led to the following findings: • According to this study, it appears that educators with more experience than the average educator do not necessarily have command of content on the contemporary approach to dealing with learner discipline, which may contribute to learner misconduct. • According to the responses of participants, it seems that the role players are not aware of their influence on one another in terms of learner misconduct. *Educators are not aware of the influence of gang activities on learners. *Educators are not aware of the high prevalence of abuse within their school communities. *Learners are not aware of the educators’ concerns for the influence of family structures and divorces. *Educators feel that they are not respected by parents. • Learners acknowledge that they have less control over and input into the drawing up of school rules, than educators are willing to admit. • Some learners indicate that educators turn to illegal forms of punishment in a desperate attempt to maintain discipline. / MEd, North-West University, Vaal Triangle Campus, 2012

Thesis (M.Ed. (Educational Management)) -- University of Limpopo, 2011 / The purpose of the study was to investigate the experiences of female educators with regard to promotion posts in educational institutions such as schools. The problem which led to the investigation was that female educators allege that they are discriminated against with regard to promotion posts. Hence teaching is predominantly occupied by women but they are under-represented in the management positions. The study was ethnographic and qualitative because the researcher tried to understand the complex settings through the eyes of the informants and assume that, to understand a social setting, one needs to connect the observed behaviour with the rationales for that behaviour. Human life was studied as it was related to education. The literature review highlighted why women do not occupy high positions in management. The study also focused on the perception held by most stakeholders with regard to promotion posts. The study indicated what causes female educators not to occupy higher management posts and strategies that can be employed in addition to the experience of female educators with regard to promotion posts in educational institutions. Data was collected through interviews in order to provide in depth understanding of what is studied. Sample selected was purposeful and non random. Data was analyzed inductively by organizing data into categories and identifying relationships among the categories. Data was selected, categorized, compared, synthesized and interpreted. Data was also analyzed by using descriptive statistical tables. The study discovered some aspects that support what female educators experienced in schools such as discrimination, harassment, negative attitudes, unfair-treatment, inferiority complex and gender-bias which lead to small number of female educators to be in the managerial positions and further research was recommended.

The objective of this research was to investigate the perceptions and experiences of educators and Grade 6 and 7 learners on the effectiveness of school rules at public primary schools within the Fezile Dabi school district. Chapter Two of this dissertation focused on the specific identification of what effective school rules comprise of, as perceived by the academic community. In order to provide the reader with an overview of the nature of effective school rules, this chapter was divided into providing a short historical reflection on discipline, looking at the nature of discipline, developing a South African framework for legal school rules and taking note of international and foreign law relevant to the topic of this dissertation. The researcher then discussed the outlines of the research design used to collect, edit and analyse the data in Chapter Three. The chapter included the research paradigm, and the difference between research designs was highlighted to motivate the choice for the research design. The research design chosen for this study was a quantitative design. The researcher also indicated that she used a pilot study while conducting the empirical research of this dissertation. It was followed by the data collection method and the data collection strategies were discussed. Reliability and validity were dealt with and the guarantees thereof included. The chapter negotiated ethical considerations and ended with a discussion of foreseen research challenges. The data were extrapolated from questionnaires. This study was conducted at 6 primary schools in the smaller Metsimaholo district. Learner participants (n = 421), as well as educator participants (n = 54), were selected to answer the same/similar questions on the effectiveness and experiences concerning school rules so as to enable comparisons of learners and educators’ perceptions of learner misconduct. The data were analysed and interpreted. Learner responses were used to determine the factor analysis, after which the same factors were applied for educators. The empirical study led to the following findings: • According to this study, it appears that educators with more experience than the average educator do not necessarily have command of content on the contemporary approach to dealing with learner discipline, which may contribute to learner misconduct. • According to the responses of participants, it seems that the role players are not aware of their influence on one another in terms of learner misconduct. *Educators are not aware of the influence of gang activities on learners. *Educators are not aware of the high prevalence of abuse within their school communities. *Learners are not aware of the educators’ concerns for the influence of family structures and divorces. *Educators feel that they are not respected by parents. • Learners acknowledge that they have less control over and input into the drawing up of school rules, than educators are willing to admit. • Some learners indicate that educators turn to illegal forms of punishment in a desperate attempt to maintain discipline. / MEd, North-West University, Vaal Triangle Campus, 2012

Thesis (D. Min.)--Ashland Theological Seminary, 2007. / Abstract. Includes bibliographical references (leaves 130-132, 171-177).

Thesis (D. Min.)--Ashland Theological Seminary, 2007. / Abstract. Includes bibliographical references (leaves 130-132, 171-177).

Thesis (Ph. D.)--Oregon State University, 2010. / Printout. Includes bibliographical references (leaves 123-145). Also available on the World Wide Web.

Submitted by RAISA DONATELLI VERISSIMO DE MELLO MELLO (raisa_donatelli@hotmail.com) on 2016-09-29T19:50:49Z No. of bitstreams: 1 Raisa Mello dissertação pdf.pdf: 2267773 bytes, checksum: 1bd0730fd2606d681538de6fc030e937 (MD5) / Approved for entry into archive by Juliano Benedito Ferreira (julianoferreira@reitoria.unesp.br) on 2016-10-04T17:36:41Z (GMT) No. of bitstreams: 1 mello_rdv_me_bauru.pdf: 2267773 bytes, checksum: 1bd0730fd2606d681538de6fc030e937 (MD5) / Made available in DSpace on 2016-10-04T17:36:41Z (GMT). No. of bitstreams: 1 mello_rdv_me_bauru.pdf: 2267773 bytes, checksum: 1bd0730fd2606d681538de6fc030e937 (MD5) Previous issue date: 2016-03-14 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / A crise ambiental, presente hoje no planeta, inclui as esferas social, política, econômica, ética e cultural. Este cenário indica a necessidade imediata da criação de um novo modelo de desenvolvimento humano e a escola, diante deste contexto, tem, entre suas funções, formar cidadãos comprometidos com todas as formas de vida. Quando o assunto é trabalhar meio ambiente e tornar a escola um espaço sustentável, o que se encontra é uma escola desestruturada com a ausência de professores e demais atores preparados para tal desafio. Ou seja, o de possibilitar a construção de espírito de conservação e de atuação crítica sobre as interações do ser humano com o ambiente físico e social. A Educação Ambiental tem sido adotada como uma das ações capazes de colaborar na transformação do padrão, não só da degradação socioambiental vigente em nossa sociedade, mas também, de romper as estruturas tradicionais da escola pública, Mas, no contexto atual do país, é notável o descompromisso existente em muitas instituições escolares, que promovem, em geral, ações pontuais, fragmentadas, que não contribuem para a formação socioambiental das crianças e jovens. Este trabalho apresenta uma experiência formativa que envolve professores, gestores, estudantes e membros da comunidade em projetos de Educação Ambiental, por meio de um curso de extensão. Realizado numa escola pública, se propõe investigar em que medida projetos de Educação Ambiental contribuem para as possibilidades de melhoria do ambiente escolar e da formação socioambiental dos estudantes e demais envolvidos na comunidade escolar, bem como, quais os obstáculos e amarras dificultam os projetos de, efetivamente, se concretizarem dentro da instituição. A pesquisa segue caráter qualitativo e, a partir das observações e das atividades de intervenções realizadas, permite evidenciar alguns aspectos das interações socioambientais promovidas pelo projeto, entre eles destacam-se: a) os modos de composição e envolvimento do grupo no projeto; b) o compromisso da gestão com a melhoria do ambiente escolar; c) as atividades desenvolvidas pelo grupo; d) impacto do projeto na formação socioambiental dos professores e demais participantes. / Currently, the global environmental crisis includes social, political, economic, ethical and cultural spheres. This scenario indicates the immediate necessity of creation of a new model of human development. The school before this context has, among its duties, the role of educating citizens committed to all forms of life. Treat environmental issues and make the scholar environment sustainable is a challenge, once the school presents itself as a unstructured institution, with lack of teachers and professionals prepared to enable the construction of the spirit of conservation and critical performance over the interactions between the human being and the physical and social environment. Environmental education has been adopted as one of the actions able to collaborate in the transformation of educational standards in our society, not only about the socio-environmental degradation, but also about the disruption of the traditional structures of the public school. In the present environmental situation of the country is remarkable the disengagement found in many educational institutions that promote, in general, specific and fragmented actions that not contributes to the environmental education of children and teenagers. This research presents a formative experience that involves teachers, administrators, students and community members in environmental education projects through an extension course. This study was performed in a public school and proposed to investigate, in which dimensions, projects of environmental education contribute to the improvement possibilities of the school environment and of the socioenvironmental education of students and others involved in the school community, as well as what obstacles and constraints hinder the project to be, effectively, realized within the institution. The research followed a qualitative feature and from the observations and interventions of the performed activities, it has highlighted some aspects of the socio-environmental interactions promoted by the project, which are indicated below: a) the composition way and group involvement in the project; b) the management's commitment to improving the school environment; c) the activities developed by the group; d) the impact of the project over the socio-environmental instruction of teachers and other participants.

The aim with this study is to investigate how educators in preschool experience the phenomenon “present educators” on the preschool playground during outdoor activities. Through our study we want to point out the different forms of “present educators” or the different shapes of presence an educator may experience on the preschool playground in their role as an educator. To better capture the educators' experience of the phenomenon the study is based on a phenomenological research approach with qualitative interviews to gather information and data. We have made an intentional selection of six educators. The result of our study shows that the respondents use different forms of presence for different occasions. The respondents explain and details different forms of being a present educator in an outdoor playground environment, it can be a physical presence, being mentally present, a chosen absence and a mixture of all above mentioned.  The results stress the importance of being a present educator in ensuring the children receiving adequate education, but also how the respondents sometimes find their presence suffocating and removing the children’s natural and joyful exploration and play whilst outdoors.              Keywords: preschool, outdoor teaching, present educators, absent educators

Dissertation submitted in partial fulfilment of the requirements for the degree of Masters in Educational Psychology in the Department of Educational Psychology and Special Needs Education at the University of Zululand, South Africa, 2014. / This research aimed to determine the perceptions that Foundation Phase educators from schools in the Lower Umfolozi District held towards disruptive behaviour. It studied the perceptions of educators towards the characteristics of disruptive behaviour, as well as the extent that it existed in their classrooms and the impact that it had on teaching and learning. A survey questionnaire was distributed to educators from 26 schools and 92 questionnaires were returned. The researcher used SPSS to conduct data analysis. Findings suggest that a majority of the educators experienced disruptive behaviour in their classrooms. They perceived similar behaviours to be disruptive, with many participants identifying ‘shouting out’, ‘walking around the classroom’, ‘talking in class’ and ‘playful behaviour’ as being disruptive. The results from the survey suggest that disruptive behaviour did affect their teaching, both in terms of educator motivation and the quality of teaching, as well as the learning of the students in terms of academic outcomes.