The perspective of inclusion within the preschool and school system implies that children of the same age should be able to be taught together and participate in the same context despite their qualifications. Differences must be looked upon as a resource and the teaching process should be adapted to suit children’s needs rather than the children having to adapt to the environment. However, what does the inclusion of children with special needs actually look like within the preschool and school system? The aim of this study was to investigate which role the special educators play in the inclusion process. Also, to find out possible similarities and differences between their work in preschool compared to the lower level of compulsory school. Two principals and seven pedagogues from different educational fields, all working within the same school area, were interviewed. The results showed that the work of the special educators differed between the two educational systems. The work within the school system was more topic-oriented whereas the work within the preschool system emphasized on communication and interaction. There were however more similarities than differences. For example the way the special educators mapped the different needs of the children and how they cooperated with other pedagogues. All pedagogues and the principals were convinced that the special educators played an important role in encouraging inclusion.

No description available.

Illegal substance use in the United States is a growing problem, and a western state has a higher than average rate of drug offenders. Many courts, including misdemeanor courts, have limited to no budget for drug treatment programs outside of the drug court treatment programs. As such, many court-ordered drug treatment programs, when drug counseling is ordered in exchange for a reduction in charges, are outsourced to privately owned companies. The drug counseling entails a single 8-hour outsourced drug counseling course, which includes either in-person, online, or correspondence-based counseling. The purpose of this study was to investigate the effectiveness of the three modalities of the lower level drug counseling course. Effectiveness was measured by comparing recidivism rates of offenders completing each of the three modalities of the program. A second goal of the study was to investigate whether relationships exist in recidivism rates as a function of modality of program delivery, type of drug used by offenders, risk of re-offense, or an interaction between the three. Archival data (N = 395) were collected from a misdemeanor court, and the results of an ordinal logistic regression indicated a statistically significant relationship between recidivism, risk, and modalities of counseling. The modality that was most effective was the online modality of counseling, for offenders who had no risk, and reduced the potential for recidivism by 79%. The results of this study could assist the local government in determining the effectiveness of each of the three modalities of the abbreviated drug counseling program and assist in future decisions regarding development of drug counseling programs and necessary funding for those programs, providing potential for positive social change.

This thesis reports on an evaluative study of the first 300-level Spanish class at Brigham Young University. The information gathered describes the history of the class and changes in curriculum and goals over the years. It also describes students who have taken the class: native Spanish speakers, heritage speakers, returned missionaries, students from lower-levels, students with a background in another Romance language, and presents information as to how well the class has met the needs of each group of students, as well as suggestions to better meet student needs. Results indicate that there is a general satisfaction with the first 300-level Spanish class across the different categories of Spanish students in this class. Data also indicate that additional review of the class may be beneficial in order to 1) increase horizontal articulation, 2) better meet General Education requirements, 3) increase the student preparedness from Spanish 206 to 321, and 4) improve instructor training.

The general aim of the study was to determine the effect of feedback derived from task observations on lower-level employees’ empowerment, motivation and performance in a selected steel production company. Feedback plays an important role in empowering and motivating employees to improve performance. Previous research indicates that relationships exist between feedback and empowerment, motivation and performance. However, past research was confined to particular context(s), and the effect of feedback on lower-level employees has received little research attention. It was identified that feedback derived from task observations could potentially become a tool to enable lower-level employees to be empowered to perform to the best of their abilities. The research design used is a quantitative non-experimental cross-sectional approach, where questionnaires were used to collect data. The targeted population was all 500 lower-level skilled workers at one business unit of a selected steel production company. Only 308 lower-level employees were available and willing to participate. The findings of the study indicate that there is a statistically significant positive relationship between feedback as derived from task observations and employee empowerment, motivation and performance. The positive relationship found between feedback and empowerment indicates that feedback derived from task observations can be used as a critical component in empowering and motivating lower-level employees to improve performance. / MBA, North-West University, Potchefstroom Campus, 2015

The general aim of the study was to determine the effect of feedback derived from task observations on lower-level employees’ empowerment, motivation and performance in a selected steel production company. Feedback plays an important role in empowering and motivating employees to improve performance. Previous research indicates that relationships exist between feedback and empowerment, motivation and performance. However, past research was confined to particular context(s), and the effect of feedback on lower-level employees has received little research attention. It was identified that feedback derived from task observations could potentially become a tool to enable lower-level employees to be empowered to perform to the best of their abilities. The research design used is a quantitative non-experimental cross-sectional approach, where questionnaires were used to collect data. The targeted population was all 500 lower-level skilled workers at one business unit of a selected steel production company. Only 308 lower-level employees were available and willing to participate. The findings of the study indicate that there is a statistically significant positive relationship between feedback as derived from task observations and employee empowerment, motivation and performance. The positive relationship found between feedback and empowerment indicates that feedback derived from task observations can be used as a critical component in empowering and motivating lower-level employees to improve performance. / MBA, North-West University, Potchefstroom Campus, 2015

Samhällets behov av naturvetenskapliga problemlösningar när de rör kemin ökar mer och mer, men ungdomars kunskaper och intresse för kemi har minskat det sista decenniet. Den kemididaktiska forskningen pekar ofta på brister och även om lärarens praktik har en avgörande betydelse för elevernas lärande är det väldigt lite av lärarens praktiska undervisnings metoder som kommer till tals. Syftet med denna studie är att sammanställa och lyfta fram det positiva i det praktiska arbetssättet som några yrkesverksamma lärare använder sig av för att uppfylla något eller delar av kursmålen i kemi för årskurs 5. Resultatet kan förhoppningsvis användas för att få fler lärare att våga undervisa i kemi i grundskolans tidigare år. Studien genomfördes genom djupintervjuer. Genom att välja en flexibel undervisning där elevernas intresse och förmåga var i fokus kunde lärarna genomföra en undervisning som bidrog till att delar av de beskrivna målen skulle kunna uppfyllas. Elevernas arbete präglades av enkla experiment och diskussioner kring vad som skulle hända, och varför det hände. Det grundläggande naturvetenskapliga arbetssättet med dokumentation av observationer, diskussioner och reflektioner, användes av eleverna vid dessa experiment. Detta är mycket viktigt för att ge pratisk träning i ett logiskt tänkande och kan vara avgörande och ge ramar för elevernas abstrakta tänkande. Även om läraren inte kan ge de rätta förklaringarna eller är osäker på hur djupa förklaringar som kan ges är det viktigt att de låter eleverna få arbeta med de kemiska begreppen. / Society at large has a growing demand for a population, well educated in natural sciences. Despite this, young people’s knowledge and interest of natural science has decreased over the last 10 years. Research in educational sciences often results in suggestions of improvement of, for example, teaching strategies and the consensus teaching models in use. One area that has received less attention by scientist is the practical work done by teachers on an every day basis. The purpose of this study is to attempt to find simple and good examples of the everyday practical teaching, used to reach the educational targets goals in chemistry for year five in lower level of compulsory school. Hopefully, the results can be used to encourage more teachers to address chemistry in lower level of compulsory school. Data was collected by interviews. By using flexible teaching, were the pupils’ interest and abilities were in focus, the teachers included in this study was able to reach the educational targets goals. The pupils’ work was characterized by simple experiments and discussions of what could happen, and why it happened. The fundamental scientific procedures, of documentation, observations, discussions and reflection were used by the pupils during their experimental work, a process of importance for training in practical methods and logical thinking. This may be fundamental for providing pupils with frames for abstract thinking. Even if teachers can not provide correct answers or in-depth explanations, it is important that they give pupils the opportunity to explore chemical concepts in a logical manner.

<p>Samhällets behov av naturvetenskapliga problemlösningar när de rör kemin ökar mer och mer, men ungdomars kunskaper och intresse för kemi har minskat det sista decenniet. Den kemididaktiska forskningen pekar ofta på brister och även om lärarens praktik har en avgörande betydelse för elevernas lärande är det väldigt lite av lärarens praktiska undervisnings metoder som kommer till tals. Syftet med denna studie är att sammanställa och lyfta fram det positiva i det praktiska arbetssättet som några yrkesverksamma lärare använder sig av för att uppfylla något eller delar av kursmålen i kemi för årskurs 5. Resultatet kan förhoppningsvis användas för att få fler lärare att våga undervisa i kemi i grundskolans tidigare år. Studien genomfördes genom djupintervjuer.</p><p>Genom att välja en flexibel undervisning där elevernas intresse och förmåga var i fokus kunde lärarna genomföra en undervisning som bidrog till att delar av de beskrivna målen skulle kunna uppfyllas. Elevernas arbete präglades av enkla experiment och diskussioner kring vad som skulle hända, och varför det hände. Det grundläggande naturvetenskapliga arbetssättet med dokumentation av observationer, diskussioner och reflektioner, användes av eleverna vid dessa experiment. Detta är mycket viktigt för att ge pratisk träning i ett logiskt tänkande och kan vara avgörande och ge ramar för elevernas abstrakta tänkande. Även om läraren inte kan ge de rätta förklaringarna eller är osäker på hur djupa förklaringar som kan ges är det viktigt att de låter eleverna få arbeta med de kemiska begreppen.</p> / <p>Society at large has a growing demand for a population, well educated in natural sciences. Despite this, young people’s knowledge and interest of natural science has decreased over the last 10 years. Research in educational sciences often results in suggestions of improvement of, for example, teaching strategies and the consensus teaching models in use. One area that has received less attention by scientist is the practical work done by teachers on an every day basis. The purpose of this study is to attempt to find simple and good examples of the everyday practical teaching, used to reach the educational targets goals in chemistry for year five in lower level of compulsory school. Hopefully, the results can be used to encourage more teachers to address chemistry in lower level of compulsory school. Data was collected by interviews.</p><p>By using flexible teaching, were the pupils’ interest and abilities were in focus, the teachers included in this study was able to reach the educational targets goals. The pupils’ work was characterized by simple experiments and discussions of what could happen, and why it happened. The fundamental scientific procedures, of documentation, observations, discussions and reflection were used by the pupils during their experimental work, a process of importance for training in practical methods and logical thinking. This may be fundamental for providing pupils with frames for abstract thinking. Even if teachers can not provide correct answers or in-depth explanations, it is important that they give pupils the opportunity to explore chemical concepts in a logical manner.</p>

Submitted in fulfillment of the requirement for the degree of Masters in Technology specialising in Human Resource Management, Department of Human Resource Management, Durban University of Technology, Durban, South Africa, 2015. / The study arose as a result of a merger between the former Technikon Natal and former M.L. Sultan Technikon, culminating in the formation of a new institution in 2002, called the Durban Institute of Technology (now known as the Durban University of Technology). The focus of the study was on the impact of mergers on lower level employee motivation and staff morale at the Durban University of Technology. Furthermore, the study focused on examining the perceptions of lower level employees towards the merger process which included the pre-merger, during and post-merger phases. A mixed methods research design was used in this study. The quantitative sample was n=50. In addition, six in-depth interviews were conducted for the qualitative part of the study. This study concluded that the merger had a negative impact on the perceptions of lower level employees regarding the merger process in the post-merger phase. The results indicated that staff morale of lower level employees was low post-merger. Some lower level employees proved to be less satisfied than others who adopted the new changes as a result of the merger. Interestingly, the results indicated a high level of motivation amongst lower level employees post-merger. Minimal communication originated from top management to lower level employees. It was recommended, amongst other suggestions that communication and training should be strengthened amongst lower level employees, supervisors and management in higher education institutions. Whilst lower level employees may have low skills and education, an attempt should be made to involve lower level employees early on and throughout higher education mergers.

Purpose: The purpose of the study is to determine if questioning can be used as an effective teaching and learning skill to develop learners' higher level thinking in the natural sciences learning area. The types of questions asked by the teachers as well as the different questioning techniques that can be used to provoke the learners' higher level thinking during a learning experience was discussed. The way in which learner questions can be used to encourage student engagement and learning was determine. Questioning as it is used in secondary school was investigated to determine the ways in which it is applied during teaching and learning. The present situation regarding the development and stimulation of learners' questions was determine. The degree to which training and experience determine the teachers application of questioning as an effective teaching and learning skill is investigated by means of a survey. Guidelines to enhance questioning as a skill to develop the learners' higher level thinking was formulated. Method: A literature study was done to investigate the ways in which questioning can be used to enhance the teaching and learning of higher level thinking. Learning strategies, teaching and learning methods and skills to enhance effective higher level thinking was discussed in terms of teaching and learning in the natural sciences. The success rate of teaching and learning can be measure in terms of good questioning and the level of thinking. 'The teaching and learning experience in natural sciences is influenced by the nature of science. The objectives of teaching and learning in the natural sciences is discussed. The empirical data about the grade 8 and grade 11 natural sciences classroom situations was obtained by means of video recordings. These recordings was analysed and coded with a situation analysis instrument developed against the background of the literature study. Empirical research was also undertaken in terms of a survey procedure to obtain the biographical data about the teachers. The empirical data are analysed and discussed in terms of the present situation in use in the natural sciences classrooms. Based on this discussions, guidelines were developed in terms of the proposal of the findings with which to ensure the application of questioning as a teaching and learning skill to enhance the development of learners' higher level thinking in the natural sciences learning area. Core findings: The core findings are, that not enough effort is put to the didactic task of enhancing questioning as an effective teaching and learning skill of learners in the natural sciences. The teachers are confronted with the challenge to make use of spiral questioning to provoke the learners thinking in the classroom situation. Questioning can be used to serve and support the teaching and learning experience. From the empirical data it can be deducted that the teachers in this research group are not trying to enhance, stimulate of provoke learners' questioning. Questioning as practice by the teachers are mostly classified as communication and lower level questions. Furthermore no deduction can be made about the degree to which training and experience determine the teachers application of questioning as an effective teaching and learning skill to enhance the higher level of thinking in the natural sciences learning area. Based on these core findings recommendations are made about the development of higher level thinking to promote deeper understanding of the natural sciences with the aid of questioning as an instructional skill during learning. / Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2007.