Submitted by Tatiana Lima (tatianasl@ufba.br) on 2015-03-19T19:15:57Z No. of bitstreams: 1 DISSERTAÇÃO JAQUELINE FINAL REVISADA 19-11 PDF 2.pdf: 732032 bytes, checksum: f0a83366ee041c41ae014c3c6a502029 (MD5) / Approved for entry into archive by Tatiana Lima (tatianasl@ufba.br) on 2015-03-20T19:13:27Z (GMT) No. of bitstreams: 1 DISSERTAÇÃO JAQUELINE FINAL REVISADA 19-11 PDF 2.pdf: 732032 bytes, checksum: f0a83366ee041c41ae014c3c6a502029 (MD5) / Made available in DSpace on 2015-03-20T19:13:27Z (GMT). No. of bitstreams: 1 DISSERTAÇÃO JAQUELINE FINAL REVISADA 19-11 PDF 2.pdf: 732032 bytes, checksum: f0a83366ee041c41ae014c3c6a502029 (MD5) / O objetivo desta pesquisa é propor e desenvolver estratégias pró-ativas da gestão da diversidade sexual nas organizações. As teorias que fundamentam esta pesquisa referem-se ao campo da diversidade cultural, gestão da diversidade sexual com um enfoque na questão da aprendizagem. A pesquisa é de caráter qualitativo, biográfico, exploratório baseada em entrevistas semiestruturadas realizadas em dois momentos. A pesquisa baseou-se na experiência profissional e organizacional vivida por onze pessoas de organizações públicas e privadas que se identificam como lésbicas e gays. Os resultados da pesquisa geram um conjunto de estratégias pró-ativas de gestão da diversidade sexual: A Estratégia de Aprendizagem Celebrativa é aquela que através da celebração busca quebrar as resistências com relação à diversidade sexual. A Estratégia de Aprendizagem Formativa é a que enseja o aprendizado através da informação para lidar da melhor forma possível com as diferenças. E através da Estratégia de Aprendizagem Institucionalizadora, as pessoas criam suas próprias regras e códigos a partir de um contexto de aprendizagem baseado no convívio com a diversidade sexual. The aim of this research is to propose and develop proactive strategies of the sexual diversity in organizations. The theories behind this research are related to the field of cultural diversity and sexual diversity management with a focus on the issue of learning. The research is qualitative, biographical and exploratory based on semi-structured interviews conducted in two stages. The research was based on professional and organizational experience lived by eleven people from public and private organizations that identify themselves as lesbians and gays. The research results generate a set of proactive strategies of sexual diversity management. The Celebrative Learning Strategy” this strategy that which through the celebration seeks to break the resistances related to sexual diversity. “The Formative Learning Strategy”, is the strategy that enables the learning through the information to deal through the best way with the differences. And through “The Institutional Learning Strategy”, people create their own rules and codes from the learning environment based on coexistence with sexual diversity.

Establishing discipline in the contemporary classroom is a challenge to most educators. The real challenge lies in the implementation of discipline measures and procedures that uphold order in the classroom with understanding and compassion and more importantly, in the development of self-discipline in learners. The researcher adopted a qualitative approach to understand the phenomenon classroom discipline and to answer the research questions that sought to explore the meaning that is attached to the word “discipline” by individual educators, the challenges that educators are faced with in their classrooms, as well as the discipline strategies that they employ to establish discipline. A case study involving three high schools was conducted. Data was collected through interviews and observations. It has emerged in the findings that educators face a daily struggle in terms of establishing discipline in their classrooms; educators attach different meanings to the word “discipline” and the meaning that individual educators attach to “discipline” impacts on their choice of discipline strategies. Most of the discipline strategies employed by educators are control-oriented and thus hinge on rewards and punishment. The study also revealed that when these control-oriented strategies are employed to establish discipline, learners engage in various coping mechanisms, which ultimately render these strategies ineffective, and thus minimise any chance the child has to develop self-discipline. Essentially, learners who have been coerced usually show very little self-control when they are outside the influence of the controller. Recommendations based on findings and conclusions of this study are discussed and revolve mainly around the use of proactive discipline strategies that are geared to promote self-discipline and thus inner control. The recommendations outline proactive discipline strategies that could be employed by educators to establish discipline in their classrooms and suggest the creation of a good educator-learners relationship, the empowerment of learners to be in charge of their behaviour, responsibility training, inculcation of values, character development, modelling good behaviour, and strengthening of partnership with parents and other support structures in behaviour management. Benchmarking for best practices with other schools and conducting internal workshops for educators to share classroom discipline issues and solutions, as well as skills development programmes for training and development of educators are recommended. The study hopes to contribute to the existing body of knowledge and will be useful to educators by enabling them to find more constructive ways of building a culture of discipline among learners. It will also help educators develop personal systems of discipline tailored to their individual philosophies as well as to the needs and social realities of their schools and communities. / Dissertation (MEd (Education Management, Law and Policy Studies))--University of Pretoria, 2008. / Education Management and Policy Studies / unrestricted

In the fast pace of the development of the Internet and the increased use of it more and more people use interactive platforms to connect with each other. The increased opportunity and ability to share content with people around the globe has led to the emergence of eWOM. eWOM means that consumers generate content that is consumption-related and mainly directed towards other consumers. Today, social media sites are the biggest source to eWOM. Consumers are actively searching for eWOM in order to gain information and reduce uncertainty, as a part of their purchasing process. In general, consumers tend to trust consumer generated content more than marketer generated content. Therefore, eWOM becomes a crucial component to business performance.  Negative eWOM has been shown to affect the purchase intentions, loyalty and trust in a negative way, which eventually affects the turnover for a company. Negative eWOM has further been seen to have a larger impact on consumers, compared to positive eWOM. These consequences emphasize the importance of marketers being aware of negative eWOM and have strategies to manage it. The subject of eWOM has been acknowledged by practitioners and researchers. However, despite the increased interest in eWOM and its effects on business performance, there are still research gaps on how to proactively and reactively avoid and manage negative eWOM.  The purpose of this study was to examine and understand what strategies companies use in order to avoid and manage negative eWOM on company owned and external interactive platforms. To fill the identified research gaps, this study took an inductive approach and the authors conducted a qualitative study using semi-structured interviews. The sample was purposively selected to include respondents within different companies that had knowledge about the companies’ strategies and approach towards managing negative eWOM. The sample consisted of companies of different sizes, which provided different perspectives and rich information of how companies can approach negative eWOM. A thematic analysis was conducted in order to analyze the empirical data and present relevant findings from the data collection.  As a result of the thematic analysis, two global themes were identified: proactive strategies and reactive strategies. Within the global theme proactive strategies, five sub- themes were found: observation, detect critical potential scenarios and questions, communicate expectations, encourage feedback and facilitate contact. Within the global theme reactive strategies, six sub-themes were found: acknowledge or leave, do not delete, accommodative, defensive, answer in public, drive to private, and humorous and cleverly. These themes laid the foundation for a final conceptual model. The findings of this study suggest that marketers in retail use different proactive strategies to avoid negative eWOM from occurring in the first place. Moreover, the findings of this study show that marketers in retail, depending on the content of the negative eWOM and the platform it is taking place on, also use different reactive strategies to manage negative eWOM. The results also show that what strategy to use is to a large extent dependent on the individual’s subjective ability to interpret the negative eWOM.

Childhood emotional, behavioural and learning problems are prevalent in elementary classroom settings. It is therefore imperative to evaluate pre-service teacher training in classroom management. Two studies were conducted to evaluate the effectiveness of a proactive behavioural management course taught at a Canadian teacher’s college. The first study examined a sample of 69 pre-service teachers at the start and completion of this course. Using random assignment, the second study compared 50 pre-service teachers who completed the course to 32 pre-service teachers who did not take the course. Participants completed questionnaires assessing their self-efficacy, teaching style, and teaching attitudes and partook in simulated classroom scenarios. Significant findings highlight the positive influence of this course on pre-service teachers’ self-efficacy, teaching style, emotions and reactions towards children, and their use of classroom management strategies. This research may further the development of pre-service teacher training in classroom management.

Childhood emotional, behavioural and learning problems are prevalent in elementary classroom settings. It is therefore imperative to evaluate pre-service teacher training in classroom management. Two studies were conducted to evaluate the effectiveness of a proactive behavioural management course taught at a Canadian teacher’s college. The first study examined a sample of 69 pre-service teachers at the start and completion of this course. Using random assignment, the second study compared 50 pre-service teachers who completed the course to 32 pre-service teachers who did not take the course. Participants completed questionnaires assessing their self-efficacy, teaching style, and teaching attitudes and partook in simulated classroom scenarios. Significant findings highlight the positive influence of this course on pre-service teachers’ self-efficacy, teaching style, emotions and reactions towards children, and their use of classroom management strategies. This research may further the development of pre-service teacher training in classroom management.