<p>The purpose of this study is to examine to what extent there is a discrepancy between the formal guiding documents and the employees experiences of the activity at Kronobergshäktet. Furthermore, is it possible that any discrepancy could be explained by institutional imbalance? My main theories are normative institutionalism and a modified type of institutional analysis. The model consists of three parts –values (a common value-system), rules and practice (the unpredictable reality) and it assumes a reciprocal relationship between them. In order to examine this I have used qualitative methods in form of interviews combined with an analysis of content. The normative institutionalism presupposes that the actors follow a logic of appropriateness in the interest of both the institution and the actor. According to the respondents, their performance is restrained by the influence from practice. I found that the respondents in their work can’t apply the common value-system in favour of the unpredictable practice. This means that the people detained do not receive the care they are entitled to in times of overcrowdment. Remarkable as it is, the respondents are well aware of what causes the problem; the overloaded custody and the influence from the unpredictable practice. The conclusion is that in times of overcrowded departments the custody is governed neither by rules or values but by practice.</p>

O governo municipal de São Paulo elaborou um programa para recuperar aproximadamente 1.000 cortiços destinados ao aluguel de cômodos para a população de baixa renda na região central. Tais imóveis caracterizam-se pelas más condições de habitabilidade decorrentes da superlotação de pessoas e da degradação geral dos ambientes internos que ocorrem no âmbito de uma negociação informal da locação residencial. Esta dissertação relata as atividades desenvolvidas pelo poder público no período de 2005 a 2010, que promoveram melhorias na qualidade de vida de moradores de cortiços através da fiscalização das condições de habitabilidade desses imóveis. Outrossim, analisa a aplicação da legislação que rege tais iniciativas, apresentando recomendações de revisão dessa legislação, como meio de contribuição para o aperfeiçoamento dos instrumentos de recuperação dessas habitações precárias. / The city hall of São Paulo plans the renovation of 1,000 cortiços (literally translated: beehive; overcrowded, decaying and precarious tenements), occupied for low-income families in the inner-city área. These tenements are characterized by low living conditions caused by the general decay of interior spaces and overcrowding through informal subletting. The present dissertation relates the methodology (developed by the municipal administration between 2005 and 2010) used to achieve substantial improvement to the residents quality of life. Moreover, this dissertation reviews applicable law and recommends its revision in order to develop improved legal instruments for upgrading this substandard housing.

O governo municipal de São Paulo elaborou um programa para recuperar aproximadamente 1.000 cortiços destinados ao aluguel de cômodos para a população de baixa renda na região central. Tais imóveis caracterizam-se pelas más condições de habitabilidade decorrentes da superlotação de pessoas e da degradação geral dos ambientes internos que ocorrem no âmbito de uma negociação informal da locação residencial. Esta dissertação relata as atividades desenvolvidas pelo poder público no período de 2005 a 2010, que promoveram melhorias na qualidade de vida de moradores de cortiços através da fiscalização das condições de habitabilidade desses imóveis. Outrossim, analisa a aplicação da legislação que rege tais iniciativas, apresentando recomendações de revisão dessa legislação, como meio de contribuição para o aperfeiçoamento dos instrumentos de recuperação dessas habitações precárias. / The city hall of São Paulo plans the renovation of 1,000 cortiços (literally translated: beehive; overcrowded, decaying and precarious tenements), occupied for low-income families in the inner-city área. These tenements are characterized by low living conditions caused by the general decay of interior spaces and overcrowding through informal subletting. The present dissertation relates the methodology (developed by the municipal administration between 2005 and 2010) used to achieve substantial improvement to the residents quality of life. Moreover, this dissertation reviews applicable law and recommends its revision in order to develop improved legal instruments for upgrading this substandard housing.

The purpose of this study is to examine to what extent there is a discrepancy between the formal guiding documents and the employees experiences of the activity at Kronobergshäktet. Furthermore, is it possible that any discrepancy could be explained by institutional imbalance? My main theories are normative institutionalism and a modified type of institutional analysis. The model consists of three parts –values (a common value-system), rules and practice (the unpredictable reality) and it assumes a reciprocal relationship between them. In order to examine this I have used qualitative methods in form of interviews combined with an analysis of content. The normative institutionalism presupposes that the actors follow a logic of appropriateness in the interest of both the institution and the actor. According to the respondents, their performance is restrained by the influence from practice. I found that the respondents in their work can’t apply the common value-system in favour of the unpredictable practice. This means that the people detained do not receive the care they are entitled to in times of overcrowdment. Remarkable as it is, the respondents are well aware of what causes the problem; the overloaded custody and the influence from the unpredictable practice. The conclusion is that in times of overcrowded departments the custody is governed neither by rules or values but by practice.

Cette recherche documente les façons de faire l’évaluation formative d’enseignants de français du Lycée exerçant en contexte de classes pléthoriques au Sénégal. Le choix récent dans ce pays de l’approche par compétences invite à privilégier cette fonction de l’évaluation, au regard de son potentiel pour la progression des apprentissages des élèves (Allal & Mottier Lopez, 2005; Black & Wiliam, 2009; Morrissette, 2010). Cependant, les orientations ministérielles concernant sa mise en œuvre sont très générales, et jusqu’ici, la recherche a laissé dans l’ombre son application en contexte de classes pléthoriques. Puisant au domaine des savoirs pratiques (Schön, 1983) et à une vision interactive et située de l’évaluation formative (Mottier Lopez, 2007; Morrissette, 2010), j’ai conduit une démarche de recherche collaborative auprès de 14 enseignants de français exerçant dans le même Lycée, ponctuée par 6 entretiens de groupe. Un premier registre d’analyse a décrit des façons de faire rattachées à trois dimensions de la pratique de l’évaluation formative: l’analyse du contexte de la pratique, la construction négociée du savoir et la gestion de l’effectif. Un second registre d’analyse de leurs façons de faire en contexte d’«étrangeté culturelle» (Douville, 2002) a permis de conceptualiser leur savoir-évaluer en relation avec leur façon d’interpréter les problèmes qui se posent aux élèves, leur conception de l’erreur et leurs manières de réinventer les modes d’accomplissement traditionnels de l’évaluation ancrés dans la culture scolaire. / This research documents the ways formative assessment is operationalized by French teachers working in the context of overcrowded classrooms in a Senegalese High School. The recent choice for implementing the competency-based approach in this country invites teachers to promote the use of formative assessment which is geared towards the provision of high quality learning (Allal & Mottier Lopez, 2005, Black & Wiliam, 2009 Morrissette, 2010). However, Ministerial guidelines for its implementation are very general, and so far, research has not been carried out as regards its application in overcrowded classes. Building on the field of reflective practice (Schön, 1983) and an interactive situated vision of formative assessment (Mottier Lopez, 2007; Morrissette, 2010), I led a collaborative research with 14 French teachers working in the same High School. Six focus groups discussions were carried out which shed light on three dimensions related to formative assessment practices: contextual analysis of teacher practices, the negotiated construction of knowledge and the management of the overcrowded classrooms. Analysis of formative assessment practices in the context of « cultural strangeness » (free translation) (Douville, 2002) helped to conceptualize their know-how on evaluation in light of how they interpret the problems faced by students, their conception of what error constitutes and the ways they reinvent the traditional performance evaluation methods rooted in the school culture.

No description available.

This study investigated how educational policies and law affect the teaching and learning of inclusive education in overcrowded Gauteng classrooms. The intention of the study was to explore various challenges that teachers are facing to implement inclusion policies in the classroom; determine different ways in which teachers implement inclusive education in overcrowded classrooms; establish if inclusive education policies are realistically implemented in overcrowded classrooms in Gauteng and to determine if the needs of learners are truly met in these public school classrooms. It was a qualitative study. Teachers teaching in the Foundation Phase were interviewed and they also participated in focus group discussions. This study revealed that educational policies and law do affect the teaching and learning of inclusive education in overcrowded Gauteng classrooms. Inclusive education can only be successful if teachers have an extensive understanding of how to identify barriers to learning, obtain skills to implement inclusive education in overcrowded classrooms and plan for diversity with confidence. / Educational Management and Leadership / M. Ed. (Educational Leadership and Management)

The researcher investigated the management of multi-grade teaching for optimal learning in Gauteng West primary schools. Ten participants, including school principals, heads of departments and educators participated in individual and focus group interviews and in observation of multi-grade classroom contexts. Findings revealed that educators involved in multi-grade teaching feel overwhelmed by challenging work conditions pertaining to large learner numbers and a lack of adequate didactical resources. This is exacerbated by a lack of professional development by means of tailor-made training for multi-grade teaching and the presumption that educators teaching such classes must merely change the monograde teaching format of the curriculum themselves for applicable implementation in a multi-grade teaching context. This leaves educators socially, emotionally and professionally isolated. Recommendations include the involvement of seasoned educators with expert knowledge and experience of multi-grade teaching to present training sessions constituting advice and support to inexperienced educators involved in said teaching. / Die navorser het die bestuur van meergraadonderrig by laerskole in Wes-Gauteng vir optimale leer ondersoek. Afgesien van individuele en fokusgroeponderhoude met skoolhoofde, departementshoofde en opvoeders, is waarneming in meergraadklaskamers gedoen. Volgens die bevindings bemoeilik groot klasse en ʼn gebrek aan didaktiese hulpmiddels meergraadopvoeders se taak. Meergraadopvoeders voel hulle geensins opgewasse teen hierdie werksomstandighede nie. ʼn Gebrek aan opleiding in meergraadonderrig en die veronderstelling dat opvoeders die eengraadformaat van die kurrikulum in ʼn meergraadformaat kan omskakel, vererger sake. Opvoeders is van mening dat hulle maatskaplik, emosioneel en professioneel in die steek gelaat word. Daar word aanbeveel dat gesoute opvoeders met kennis van en ervaring in meergraadonderrig onervare opvoeders oplei en adviseer. / Monyakisisi o dirile dinyakisiso ka ga go ruta dikereiti tse fapanego go fihlelela bokgoni le tsebo tikologong ya go thekga dinyakwa tsa baithuti dikolong tsa phoraemari go la Gauteng Bodikela. Batseakarolo ba lesome, go akaretswa dihlogo tsa dikolo, dihlogo tsa dikgoro le barutisi ba tseere karolo ditherisanong ka botee le dihlopha tseo di nepisitswego gape le temogo dikemong tsa diphaposi tsa dikereiti tse di fapanego. Dikhwetso di utollotse gore barutisi bao ba rutago dikereiti tse fapanego ba imelwa ke maemo a modiro wo o nyakago gore ba ntshe bokgoni bja bona ka moka ka lebaka la dipalo tse ntsi tsa baithuti le tlhokego ya dithusi tsa thuto tse di lekanego. Se se thatafiswa ke tlhokego ya tlhabollo ya profesene ye ka go fa tlhahlo yeo e lebanego ya go ruta dikreiti tse fapanego le kgopolo ya go re barutisi bao ba rutago ba swanela go no fetola popego ya lenaneothuto la kereiti e tee ka bobona go re ba le dirise kemong ya go ruta dikereiti tse fapanego. Se se dira gore barutisi ba ikhwetse ba se na kgokagano le setshaba leagong, ba hloka bao ba ka llelago go bona le go se be le bao ba nago le kgahlego go profesene ya bona. Ditshisinyo di akaretsa go ba gona ga barutisi bao e lego kgale ba ruta ba nago le maitemogelo le botsebi go ruta dikereiti tse fapanego go hlagisa dipaka tsa tlhahlo tseo di fago maele le thuso go barutisi bao ba se nago maitemogelo. / Educational Management and Leadership / M. Ed. (Education Management)