This thesis analyses induction programmes in low-socioeconomic New Zealand primary schools. A review of the literature indicates that effective induction is integrated and has four main components: pedagogical development, socioemotional support, professional agency, and structured balance. In addition, New Zealand’s induction programmes are reported to be strong by international standards. Literature is synthesised to create a framework of low-socioeconomic schools as induction experts. Although there have been large-scale analyses of New Zealand induction programmes, there has been no research on the integrated induction systems found in low-socioeconomic primary schools. A mixed-methods approach was used to investigate the support provided for beginning teachers (BTs) in these schools. Methods included a nationwide survey of BTs in low-socioeconomic primary schools, which was mailed to 467 primary and intermediate BTs (44% response rate). Additionally, from all 156 low-socioeconomic primary schools, five exemplar induction programmes were selected and visited throughout the 2007 school year. Survey analysis, success case methods, discourse analysis, and grounded theory methods indicated that induction in these schools is integrated and strong by international standards. Findings indicate that induction programmes in low-socioeconomic schools are pedagogical, supportive, and well structured; however, not all schools focus on enhancing the professional agency of teachers. Exemplar practices such as peer coaching, university partnerships, on-site BT support groups, curricular leadership roles, and formal programme evaluations were found at case study sites. Analyses of factor themes, cluster graphs, frequency-utility matrices, documents, events, and transcripts of meetings and interviews reveal several key findings. First, the Hauora model—a Mäori concept of balanced pedagogical, spiritual, socioemotional, and physical development—may be applicable to induction in the New Zealand setting. Second, analyses indicate that low-socioeconomic schools have relatively strong induction programmes. Third, some teachers—particularly those beginning after the start of the school year or older teachers in their second year of teaching—may receive varied support. Findings from this research may provide framing for induction programmes in New Zealand as well as for international longitudinal studies of teacher induction models.

This thesis analyses induction programmes in low-socioeconomic New Zealand primary schools. A review of the literature indicates that effective induction is integrated and has four main components: pedagogical development, socioemotional support, professional agency, and structured balance. In addition, New Zealand’s induction programmes are reported to be strong by international standards. Literature is synthesised to create a framework of low-socioeconomic schools as induction experts. Although there have been large-scale analyses of New Zealand induction programmes, there has been no research on the integrated induction systems found in low-socioeconomic primary schools. A mixed-methods approach was used to investigate the support provided for beginning teachers (BTs) in these schools. Methods included a nationwide survey of BTs in low-socioeconomic primary schools, which was mailed to 467 primary and intermediate BTs (44% response rate). Additionally, from all 156 low-socioeconomic primary schools, five exemplar induction programmes were selected and visited throughout the 2007 school year. Survey analysis, success case methods, discourse analysis, and grounded theory methods indicated that induction in these schools is integrated and strong by international standards. Findings indicate that induction programmes in low-socioeconomic schools are pedagogical, supportive, and well structured; however, not all schools focus on enhancing the professional agency of teachers. Exemplar practices such as peer coaching, university partnerships, on-site BT support groups, curricular leadership roles, and formal programme evaluations were found at case study sites. Analyses of factor themes, cluster graphs, frequency-utility matrices, documents, events, and transcripts of meetings and interviews reveal several key findings. First, the Hauora model—a Mäori concept of balanced pedagogical, spiritual, socioemotional, and physical development—may be applicable to induction in the New Zealand setting. Second, analyses indicate that low-socioeconomic schools have relatively strong induction programmes. Third, some teachers—particularly those beginning after the start of the school year or older teachers in their second year of teaching—may receive varied support. Findings from this research may provide framing for induction programmes in New Zealand as well as for international longitudinal studies of teacher induction models.

This thesis analyses induction programmes in low-socioeconomic New Zealand primary schools. A review of the literature indicates that effective induction is integrated and has four main components: pedagogical development, socioemotional support, professional agency, and structured balance. In addition, New Zealand’s induction programmes are reported to be strong by international standards. Literature is synthesised to create a framework of low-socioeconomic schools as induction experts. Although there have been large-scale analyses of New Zealand induction programmes, there has been no research on the integrated induction systems found in low-socioeconomic primary schools. A mixed-methods approach was used to investigate the support provided for beginning teachers (BTs) in these schools. Methods included a nationwide survey of BTs in low-socioeconomic primary schools, which was mailed to 467 primary and intermediate BTs (44% response rate). Additionally, from all 156 low-socioeconomic primary schools, five exemplar induction programmes were selected and visited throughout the 2007 school year. Survey analysis, success case methods, discourse analysis, and grounded theory methods indicated that induction in these schools is integrated and strong by international standards. Findings indicate that induction programmes in low-socioeconomic schools are pedagogical, supportive, and well structured; however, not all schools focus on enhancing the professional agency of teachers. Exemplar practices such as peer coaching, university partnerships, on-site BT support groups, curricular leadership roles, and formal programme evaluations were found at case study sites. Analyses of factor themes, cluster graphs, frequency-utility matrices, documents, events, and transcripts of meetings and interviews reveal several key findings. First, the Hauora model—a Mäori concept of balanced pedagogical, spiritual, socioemotional, and physical development—may be applicable to induction in the New Zealand setting. Second, analyses indicate that low-socioeconomic schools have relatively strong induction programmes. Third, some teachers—particularly those beginning after the start of the school year or older teachers in their second year of teaching—may receive varied support. Findings from this research may provide framing for induction programmes in New Zealand as well as for international longitudinal studies of teacher induction models.

Background: The management, prevention, and recognition of injuries forms an integral part of coaches training. It is imperative that coaches are equipped with a sound understanding of specialised coaching to teach developing athletes correct performance techniques, promote strategies to reduce the risk of injury, and be able to determine the need for medical attention in the event of an injury (9). The South African Department of Cultural Affairs and Sport (DCAS) has created opportunities for young people living in low socio-economic settings to participate in various sports within the Mass participation, Opportunity and Development and growth (MOD) programme (10). Athletes showing potential for competing at a provincial or national level are selected into the specialised Talent Development Programmes (TDP). The MOD and TDP also provides an employment opportunity for coaches. At present, very little is known about the knowledge and practices of coaches working with young athletes in low socio-economic settings within South Africa. Aim and Objectives: The aim of the present study was to investigate the knowledge and practices of youth athletics coaches employed by the Western Cape (WC) TDP branch of the MOD within the under 12–14 year age group. The specific objectives were to: 1) describe the coaches qualifications and experience, using an online Demographic and Coaching Practices (D&CP) questionnaire; 2) assess coaches' knowledge regarding athlete development, injuries, and the management of injuries using an online Multiple Choice Quiz (MCQ); 3) describe coaches practices regarding injury prevention techniques using the D&CP questionnaire and 4) assess the relationship between the coaches a) experience and their MCQ scores, b) qualification and MCQ score, and c) qualification in first aid and the MCQ subsection score relating to injury and injury management. Method: A descriptive cross-sectional design was used. Inclusion criteria were: 1) coaches associated with the TDP for Athletics in the WC, 2) coaches with > one year's experience coaching U12-14 athletics, and 3) access to internet. Exclusion criteria were: 1) coaches < one season coaching experience. Ethics approval was granted by the University of Cape Town Human Research Ethics Committee (HREC REF 554/2019). The online MCQ consisted of 40 questions covering topics relating to coaches' knowledge and understanding of methods used to reduce the risk of injury and management of acute injuries. The D&CP questionnaire included questions related to the practices used by coaches to reduce injury risk and management protocols used during pre-season, training, or in competition. Results: Twenty-six coaches consented to participate; five coaches exercised their right to withdraw after having only completed the online MCQ component. Profile of coaches: 16 of the 21 coaches (76.19%) reported having a coaching qualification. Most coaches were certified by Athletics South Africa (n = 12; 57.14%). Most coaches (n = 17; 81%) held a first aid qualifications ranging from level one to three. Participants' experience ranged from less than five years to 15 years (median = 7 years; IQR = 10.5 years). Performance on the MCQ: The median score achieved by the coaches (n = 26) for the MCQ was 14 out of 40 points (35%; IQR = 4) and only two coaches achieved a score greater than 50%. Coaching Practices: Most coaches (71%) used 30-minute warm-up sessions which included various exercise techniques. During warm-ups, a few of the coaches (n = 11) included static stretching, while the majority (n = 19) included dynamic stretching techniques. During competition season, most coaches encouraged athletes to complete a cool-down following each event (n = 17; 80.95%). Most coaches (90%) incorporated a pre-season conditioning programme, lasting an average of 7.5 weeks (range = 2-16 weeks). Injury Management: 19% of coaches relied on the first aider present at each training session. Sixteen of the 21 coaches depended on medical professionals to make the final decision regarding to returning the athlete to training and competing, and 38.5% (n = 26) of coaches believed it was the coach or parents' decision. Relationship between MCQ Performance and Coaching profile: A moderate correlation between coaches' years of experience and MCQ score was found, however this was not significant (r = 0.43; p = 0.054), and weak non-significant correlations were found between MCQ scores were not significantly for groups of coaches who held or did not possesses a coaching qualification (u = 37; z = 0.21; p = 0.84). There was no difference between coaches who had a first aid qualification and those who did not on the MCQ test scores (u = 22; z = 1.03; p = 0.32). Discussion and Conclusion: Coaches' knowledge regarding injuries, practices used to reduce the risk of injuries, and the acute medical management of injuries is less than optimal. Several coaches performed poorly on the MCQ, and some practices used by the coaches in our sample were questionable. Despite the majority having qualifications in both coaching and first aid, their understanding relating to injuries and the practices used did not always reflect the latest guidelines for coaching youth athletes. The findings of the present study are similar to the findings of others studies (11). This may be as a result of insufficient coaching development throughout their careers. The present findings indicated that 42.3% of TDP coaches still use outdated warm-up techniques (i.e., static stretches). Coaches are generally aware of the importance of strength and conditioning programmes. The moderate correlation between years of experience and MCQ score suggests that coaches do gain implicit knowledge through their experience. As health professionals working in the field of sport, physiotherapists are key allies for sharing knowledge with coaches. Empowering coaches with the knowledge and skills required to reduce the risk of injury development and manage injuries appropriately may, in turn, provide developing athletes with the support they require.

Syftet med det här arbetet är att undersöka den fysiska aktivitetsgraden i några av Malmö stads förorter. Fokus på socioekonomiskt utsatta förorter. Samt att försöka förstå vad som görs för att förbättra aktivitetsgraden bland barn och ungdomar inom dessa områden i Malmö. I uppsatsen användes det Teorier från Antonovsky, Bourdieu och Engström för att klargöra individers olika livsstilar för att genom det få en bättre uppfattning kring förhållandet mellan levnadssituation och aktivitetsgrad. Uppsatsen är kvalitativ och utgjordes i form av intervjuer med frågeställningar som: Vilken uppfattning har unga ledare om den fysiska aktivitetsgraden bland barn i socioekonomisk utsatta områden? Samt vilka åtgärder bör man vidta för att uppmuntra fysisk aktivitet bland dessa unga? Sammanfattningsvis menas det att det finns många påverkande faktorer för ungas nivå av fysisk aktivitet. Socioekonomisk status har inverkan på den fysiska aktiviteten och många gånger kan en låg socioekonomisk status likställas med låg nivå av fysisk aktivitet. I de fall det finns familjemedlemmar och unga mentorer som uppmuntrar till fysisk aktivitet går det däremot att se en större andel unga som är fysiskt aktiva, även i områden som anses ha lägre socioekonomisk status. Målet var att skaffa sig en förståelse för vad som görs idag för att främja fysisk aktivitet bland unga och om de aktiviteter som görs får det genomslag som önskas. Genom utbildning av unga ledare, mentorer och andra aktiviteter som sysselsätter unga i Malmö menas det att man har tagit ett steg i rätt riktigt. Däremot finns det mer att önska avseende ingripanden och initiativ för att i större grad öka ungas fysiska aktivitet. / The purpose of this study is to investigate the physical activity of some of Malmö City's suburbs. As well as trying to understand what is being done to improve the activity rate among children and young people in these areas in Malmö. In the essay, the theories of Antonovsky, Bourdieu and Engström were used to clarify the different lifestyles of individuals in order to gain a better understanding of the relationship between living and activity levels. The essay is qualitative and consisted of interviews with questions such as: What view do young leaders have about the physical activity of children in socio-economically vulnerable areas? And what measures should be taken to encourage physical activity among these young people?In conclusion, it is meant that there are many influencing factors for young people's level of physical activity. Socioeconomic status has an impact on physical activity and many times a low socioeconomic status can be equated with a low level of physical activity. However, if there are family members and young mentors who encourage physical activity, it is possible to see a larger proportion of young people who are physically active, even in areas that are considered to have lower socio-economic status.The goal was to get an understanding of what is being done today to promote physical activity among young people and if the activities that are done are given the desired impact. Through education of young leaders, mentors and other activities that employ young people in Malmö, it is meant that you have taken a step in the right direction. On the other hand, there is more to be desired regarding interventions and initiatives to increase the youth's physical activity to a greater extent.

Social class may impact the ways people are perceived and treated by others. The social class attributions of therapists may influence the manner in which they conceptualize their clients' problems and their relationship with their clients. There is a gap in the literature concerning the link between therapists' social class attributions and their responses toward low socioeconomic status (SES) clients in actual clinical settings, which could impact the therapists' interaction with their clients and the treatment process. The purpose of this qualitative descriptive case study was to examine the links between therapists' social class attributions and their experiences with low SES clients in clinical settings. The rationale for this study was based on treatment exhibited by therapists towards their low SES clients as evidenced by their treatment plans and peer interactions. Guided by attribution theory, research questions inquired into the attributions of 10 purposefully chosen masters- and doctoral-level therapists concerning the issues of social class, their low SES clients, and treatment outcomes for those clients. Interview data were interpreted using a cross-case synthesis technique and content analysis. The participants related to the issue of poverty in the way it impacted them or the way it impacted their clients. Findings could contribute to social change by increasing awareness among therapists concerning the impact of poverty, reducing bias and misconceptions among therapists, improving training of students and therapists, and improving understanding among therapists of the way social class attributions could impact their work with low SES clients.

The purpose of this study was to determine the effects of an experiential program on the occupational identity, access, and career maturity of Black and Latino students from low socioeconomic backgrounds. Data shows these students to be underrepresented in STEM fields. Student interest and access are noted in the literature to be amongst the reasons minorities do not pursue a career in STEM related fields. Jobs within the STEM industry pay considerably more than non-STEM related jobs, access to these jobs can help individuals transform their socioeconomic status. Lack of access and exposure to these fields for low socioeconomic minorities then becomes a social justice issue. A mixed methods approach was applied which included surveys and interviews of junior students currently in an experiential careers program with a STEM emphasis. Composites and subscales were created and checked for internal reliability and consistency. Interview responses were recorded and coded based on theories of occupational identity and emergent themes. Findings suggest that most students within the experiential careers program exhibited high levels of occupational identity. The experiential learning model works well to support continuous learning and the identity development of students from low socioeconomic backgrounds.

Parents of children with autism spectrum disorder (ASD) often exhibit high parental stress which may be caused by parent-child behaviors, child behaviors, and parent distress. Awareness and understanding of ASD is critical for parents and educators to connect students with support services and resources. The purpose of this bounded, descriptive case study was to identify perceived parental stressors and to determine the primary stressors of parents with low socioeconomic status who are raising a child with ASD in a rural area. The foundation of family systems theory framed this study. Ten parents raising a child with ASD were purposefully selected and volunteered to participate in this study. The quantitative data were collected using the Parental Stress Index-Short Form, a 36-item Likert scale with items related to parent-child dysfunctional relationships, parenting distress, and child behavior. Descriptive analysis determined which domain and items were most stressful and were the basis for developing 6 semistructured interview questions. Interview data were open-coded and analyzed thematically to identify the greatest stressors to parents. Based on these findings, it is recommended that school personnel coordinate an autism support group to include educators, parents of children with ASD, and professional service providers to share formal and informal supports within the school district and the community. These endeavors may contribute to positive social change by providing parents and educators access to resources and therapeutic and social supports, thus allowing students with ASD to receive appropriate and timely support and to reduce parental stress.

Despite substantial evidence linking improved pregnancy outcomes with receipt of prenatal care and recent improvements in prenatal care utilization, specific subpopulations continue to receive late prenatal care and experience adverse birth outcomes. This study will use the Health Belief Model and the Intersectionality Framework to examine the timing of prenatal care utilization, prenatal care compliance, and adverse birth outcomes within a group of low-income, black women in the South. Black women have worst rates of late prenatal care utilization and compliance than any other racial group. This late prenatal care utilization and compliance leads to adverse birth outcomes. A secondary data analysis was conducted using binary logistic regression and OLS regression to examine agency factors, structural factor, and risk health behavior in predicting timing of prenatal care utilization and compliance. In addition, this study also examines timing of prenatal care utilization and compliances and its effects on preterm birth and low birth weight. The results show that family size and knowledge/attitude significantly influences timing of prenatal care. Prenatal care compliance is influenced by church social support and low birth weight is influenced by private insurance. The results of this study show that although much is known in comparing different racial groups, more investigation is needed to explain why low income black women still experience less prenatal care use and compliance and worse adverse birth outcomes than any other racial group in the United States.

This study is an exploration of the possibility of pedagogical partnership between low socioeconomic public high school principals and their classroom teachers for the purpose of advancing critical thinking skills and critical consciousness development in their students. This study will explore the viability of these partnerships through the perspectives of associate superintendents, principals, and teachers. The exploration will seek to determine the participants’ willingness to partner pedagogically, their readiness to advance critical thinking and critical consciousness development in their students, and their perception of district and state policies that might help or stand in the way of such development. / text