The purpose of this study is to contribute knowledge about some educators´ perceptions regarding the teaching situation concerning students with speech impediment/selective mutism. Based on the research questions, the study aims to make visible knowledge that in the long run can contribute to a more equal education for students with speech impediment/selective mutism.  Based on a qualitative method and a phenomenographic approach ten educators in compulsory schools and compulsory schools for students with learning disabilities have been interviewed. The results reveal variations in educators´ perceptions of the student´s expressions as passive or active. Furthermore, perceptions of the student´s ability to show his or her knowledge is seen as tied to subject or relationships. Different perceptions of ways to create routines and contexts as well as different perceptions of the student´s group affiliation as linked to a larger group, a small group or both emerge here. The results show that the educators´ perceptions to varying extents can be linked to the special educational perspectives such as the compensatory perspective, the critical perspective, the dilemma perspective and the relational perspective - KoRP.  Based on the perceptions in the results, mathematics as a subject is seen as contributing to the student´s opportunities to show his or her communicative ability. There are also different perceptions of whether the student should be challenged to express itself or whether the student should be given support in other ways. Based on the perceptions, the educator´s view of and attitude towards the student´s abilities seem of importance to affect the student´s education and the opportunity to show its abilities. / Syftet med denna studie är att bidra med kunskap om några pedagogers uppfattningar av undervisningssituationen för elever med talängslan/selektiv mutism. Utifrån forsknings­frågorna syftar studien till att synliggöra kunskap som i förlängningen kan bidra till en mer likvärdig utbildning för elever med talängslan/selektiv mutism. Utifrån en kvalitativ metod och en fenomenografisk ansats har tio pedagoger i grundskola och grundsärskola intervjuats. I resultatet framkommer variationer i pedagogers uppfattningar av elevens uttryck som passivt eller aktivt. Vidare syns uppfattningar av elevens förmåga att visa kunskap som bundet till ämne eller relationer. Här framkommer även olika uppfattningar av vägar till rutiner och sammanhang samt skilda uppfattningar av elevens grupptillhörighet som knutet till helklass, mindre grupp eller både och. I resultatet framgår även att pedagogernas uppfattningar i varierande omfattning kan kopplas till de specialpedagogiska perspektiven kompensatoriskt perspektiv, kritiskt perspektiv, dilemmaperspektiv och relationellt perspektiv -  KoRP. Utifrån uppfattningarna i resultatet lyfts matematikämnet fram som bidragande för elevens möjligheter att visa sin kommunikativa förmåga. Här syns även skilda uppfattningar av huruvida eleven ska utmanas att uttrycka sig eller om eleven ska ges stöttning på andra sätt. Baserat på uppfattningarna i resultatet spelar pedagogens syn på och inställning till elevens utbildning en stor roll för elevens möjligheter att kunna visa sina förmågor.

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The purpose of this study was to describe how relationships between student teachers and pupils were constructed within the context of the middle school classroom. The questions guiding the study were: How do student teachers develop relationships with pupils in their classes? What factors in the teaching and learning environment influence the development of these relationships? How do these relationships influence the student teaching experience? This study was a qualitative case study. I observed and interviewed two middle school student teachers as they participated in their student teaching experience. Data include observations of student teachers as they worked with their pupils during typical school activities. In addition, interviews were conducted with the student teachers and the cooperating teachers of the two student teachers. All transcripts of interviews, observation notes and other field notes were analyzed for salient categories and subsequently major themes were developed (Patton, 1990). The findings of the data analysis indicated that the student teaching relationship building process could be explained within the five phases of relationship building (Levinger, 1982,1983). These five phases are: acquaintance, buildup of relationships, continuation and consolidation of relationships, deterioration and decline of relationships and the ending of relationships. Within this framework, relationship building between student teachers and pupils emerged as a multi-layered process, that includes such interactive factors as the educational history of the student teacher and their self-image as a teacher, knowledge of middle school pupils, tendency for self-disclosure, the demonstration of care and concern, extent of lesson planning and finally, classroom management. Suggestions for further research include such ideas as a study of relationship building with first year teachers and how relationship building would differ from a variety of student teaching experiences. Implications for the practice of teacher educators are that specific experiences need to be planned for student teachers that increase awareness of and strategies for building relationships with learners. / Ed. D.

The dissertation describes qualitative research undertaken to study the discovery process in a class at the individual, group and whole class levels. This process is demonstrated on the case of discovering the parity of number zero (odd or even) in two class discussions. These discussions took place in a class of fourth year pupils at primary school, taught by the author in a constructivist way, within a one month period of each other. The research database contains also audio and video recordings, written work of the observed pupils, the author's teaching diary and it is analyzed and compared with literature. The methodology focuses on classifying the broad spectrum of pupils' responses and thinking processes not only in relation to the selected problem but also to related problems. Some of the described events are commented on with recommendations how to handle the didactic situations that occurred or compared with hypothetical situations typical for transmissive teaching. The main results of this work fall in the cognitive, metacognitive and social area are summarized into seventeen points that highlight the importance of discussion for the complexity of pupils' knowledge, for the enriching and refining their ideas, increasing their autonomy and ability to cooperate.

Master of Science / Department of Architectural Engineering and Construction Science / Fred L. Hasler / This paper discusses photopic and scotopic vision of the human eye and the implications that could result in the design process of the lighting industry. The incorporation of scotopic vision in lighting effects the perceived illumination in all settings; but these affects and benefits are seen more prevalently at night, as this is when scotopic vision is utilized by the eye the most. The paper will begin with an overview of the eye including discussions of exactly what photopic and scotopic vision are, as well as how the eye works. This will lay a foundation for the paper to help the reader better comprehend and understand the remainder of the content. After the groundwork has been laid, the factors that affect how the eye perceives light will be discussed. These factors include pupil size and color of the light. A discussion of the basis for current lighting industry design and how light levels are measured will follow. Once these topics have been fully explored, there will be a discussion of the changes that could occur in the lighting industry if scotopic vision is taken into account. Increased energy efficiency would result if the scotopic vision is incorporated, resulting from the decrease in needed total lumen output. There have been a few applications that have utilized the effects of the scotopic vision in their design, these cases will be presented. Following the case study discussions, will be a discussion of a survey conducted by myself on the change-out of high pressure sodium (HPS) fixtures to LED fixtures in the downtown Poyntz Avenue area of Manhattan, KS. After all studies have been reviewed, conclusions and correlations among them will be explored. Following this analysis, suggestions will be given to improve the way lighting is designed in the industry.

Due to the fact that many of the secondary school pupils who experience difficulty in choosing a career, also appear to have problems with their time perspective, an investigation into the possible link between these concepts was undertaken. A literature study was done where the major dimensions of time perspective were identified continuity/directionality and locus of control; optimism/pessimism; structure. Analyses were done on the principal factors influencing time perspective and career choice. A reliable measuring instrument was developed in order to measure the secondary school pupil's time perspective. The results of the empirical investigation indicated that time perspective does play a significant role in the career choice of secondary school pupils. Gender and intellectual potential do not appear to have a significant bearing on time perspective. The educational implications of the findings are discussed, and guidelines regarding methods of improving a child's time perspective are given to both teachers and parents. / Psychology of Education / M. Ed. (with specialisation in Guidance and Counselling (Psychology of Education))

Summaries in English and Afrikaans / Text in English / The aim of this investigation was to determine whether values, the style of discipline and father involvement, influence achievement motivation in secondary school pupils. A survey of existing literature on this subject reveals that style of discipline does influence academic achievement. Baumrind's research is a major source of information in this regard. Research also indicates a positive correlation between academic achievement and the father's ability to assume the leadership role in the family. A positive correlation between the choice of values, for example religious, social, etcetera, and academic achievement is indicated in past research on academic achievement. An investigation done in a large rural town in South Africa, however, reveals no significant correlation between the above mentioned factors and academic achievement. However, a negative correlation between achievement and popularity as an important value, suggests that under-achievement is found more frequently among pupils whose parents value popularity highly. / Die doel van hierdie ondersoek was om te bepaal of waardes, die dissiplineringstyl en vaderbetrokkenheid, die kind se akademiese prestasie bei:nvloed. 'n Ondersoek van bestaande literatuur op hierdie gebied, wys daarop dat die dissiplineringstyl, akademiese prestasie bei:nvloed. Baumrind se studie is 'n belangrike bron van inligting in die verband. Navorsing dui op 'n positiewe korrelasie tussen akademiese prestasie en die vader se vermoe om die leierskapsposisie in die gesin te handhaaf Bestaande literatuur oor die onderwerp dui ook daarop dat die keuse van waardes, byvoorbeeld godsdienstige-, sosiale-, ensovoorts, positief korreleer met akademiese prestasie. 'n Ondersoek in 'n groot plattelandse dorp in Suid-Afiika, wys geen beduidende korrelasie tussen die bogenoemde aspekte en akademiese prestasie nie. 'n Negatiewe korrelasie tussen akademiese prestasie en gewildheid as waarde, word wel aangedui, wat suggereer dat leerlinge dikwels onderpresteer wanneer hulle ouers op gewildheid gesteld is. / Psychology of Education / M. Ed. (Psychology of Education)

The purpose of this study was to investigate if teacher, pupil, curriculum and classroom environment variables were significantly related to adolescents' attitudes towards Biology. The study also investigated whether certain factors (as moderator variables) significantly influenced the relationships between pupils' attitudes towards Biology and each of the independent variables. For the investigation a sample of 426 standard eight, nine and ten pupils from three school-types completed an attitude questionnaire. Parametric statistics were used to analyse the results. Findings from the correlation and stepwise regression analysis revealed that the curriculum was the strongest correlate of attitude and accounted for most of the variance in pupils' attitudes towards Biology. An analysis of variance revealed no significant difference in pupils' attitudes towards Biology when gender, standard, parental levels of formal education and type of school were used as moderator variables. These findings suggest a complete restructuring of the Biology curriculum. / Psychology of Education / M. Ed. (Psychology of Education)

The aim of this study is to determine the effectiveness of simulation training in improving the clinical competence of pupil nurses. A quantitative, quasi-experimental, non-equivalent control group before-after design is used. The method of data collection is observation using check lists. The population for this study includes the second-year pupil nurses (N=43) following the two-year programme leading to enrolment as a nurse at the Gauteng learning centre of a private hospital group during 2011-2012. The results reveal that although there is proof that clinical training in simulation improves the competence levels of the experimental group in the procedure administration of oral medication over a period of time, there is no proof that this is true for the procedure observation of patients’ neurological functions and, therefore, the researcher cannot come to a definite conclusion about the effectiveness of simulation training / Health Studies / M.A. (Health Studies)