Submitted in fulfillment of the requirement for the degree of MASTER OF EDUCATION in the Dcpartment of Educational Psychology of the FACULTY OF EDUCATION of the University of Zululand, 2003. / This study involves an investigation into the effect of changes in society on the pedagogic relationship of trust. An attempt was made to look at these changes in general and how they have affected the learner-educator relationship of trust The literature study has revealed that educators have problems in adjusting to the introduction of the human rights culture in the classroom, as part of a broader political change whilst maintaining their authoritative guidance. These changes include internal factors like the family, divorce and separation, single parenting, family violence, women empowerment child abuse, polygamy, extended family and peer pressure. There are also external factors like parents' social class. political change, economic change, technological change, demographic change and the change in value systems and future perspective mat were explored. In order to gain insight into the impact of changes in society on the pedagogic relationship of trust, a literature study on inter alia the three relationship structures was undertaken. The investigation was aided by an empirical study comprising a structured questionnaire completed by educators in Umlazi and Umbumbulu districts. The study has confirmed that die relationship of trust is affected by changes in society. The study has also revealed that most of the experienced educators have since left die education system through voluntary severance packages. Both the literature study and the empirical survey have revealed that educators have misunderstood the learner's freedom of expression in class as a threat to their authority. The study has also shown mat mere is a need by educators to accept change and democracy before they deal with learners from a highly politicised society. It has also been revealed mat the present economic policy and redistribution of wealth have felled to provide employment opportunities and as such, the crime rate has increased. The impoverished society is therefore not taking care of learners" needs from home. by instilling the right values and morals, hence the increased rate of rape and sexual abuse of learners. In conclusion, a summary was presented and based on the findings of this study. The following are some recommendations that are made: > Parents, members of the Governing Body, principals, staff, management teams, learner representative councils and Student Christian Organizations should use democratic values and principles to implement policies and procedures. The vision and mission of the school should be clearly known to ail stakeholders. Information should circulate freely amongst all involved. > Educators should strive to interact with learners in a manner that values and respect for human rights emulate from interaction. > Educators should conduct regular searches with observing the dignity of fee learner, identifying learners in possession of a firearm, drugs or harmful substances, stolen property or pornographic material.

I measured three variables of coyote-food base relationships in Jackson Hole, Wyoming, during t he period Jul y, 1973, to July, 1975. Field work provided estimates of relative coyote and prey abundance as well as observations on coyote feeding behavior during winter. Laboratory analysis of 1,500 coyote scats reveal ed feeding patterns while feeding trials with captive coyotes allowed refinement in interpretation of scat analysis. Deer mice and chipmunks comprised most of the rodent biomass captured in traps in the fall, while ground squirrels accounted for much of the rodent biomass in the spring. Field voles declined from 1973 to 1974 throughout much of the study area. Northern pocket gophers, field voles, and Uinta ground squirrels were the principal foods in the May-October diet of coyotes. They fed primarily upon ungulate carrion during winter. Because substantial differences in weight between adult and juvenile ground squirrels and pocket gophers make age classification important in calculating biomass, I developed a technique for identifying age classes based upon measurements of tooth remains in coyote scats. Feeding trials with captive coyotes indicated that heavier prey are detected in scats more often than lighter ones. Differences in weight multiplied by differences in detectability for the three principal rodents varied by factors of 1.1 to 2.6. Carrion from hunter-killed and winter-killed elk supplied food for coyotes from October to May. The abundance and temporal availability of carrion varied substantially between areas. Up to six-fold differences in coyote population indices occurred between areas. These differences were attributed primarily to differences in the amount of ungulate carrion available during winter. The possible influence of nutrition upon coyote natality, mortality, and movements are contemplated.

The purpose of this study was to determine if a relationship existed between arrival time in coming to take the ACT test and academic achievement. The individuals who met the general criteria were used in this study numbered 129; 46 of these met the additional criteria of arriving early and they composed the early group. The early and late groups were compared on ACT composite score and cumulative grade point average. Significant differences between the means could not be found, by analysis of variance; between the early and late groups using either ACT composite score or cumulative grade point average.

The study examined (a) the relationship between the grade students expect to receive and their evaluation rating, (b) the relationship between students' prior cumulative GPA and their evaluation rating, and (c) to what extent do other variables account for the relationship between grade and evaluation rating. The present study found a significant, consistent relationship between students' expected grades and their evaluation ratings of professor. The relationship between students' cumulative GPA and ratings is negligible and should not be considered an important score of bias. The implication of this study is that great caution should be exercised when using such ratings to make key career decisions about professors.

The purpose of this study was to examine the relationship between gender and depression as a function of sex roles. Four hundred twenty subjects were recruited from two introductory psychology courses at Utah State University. Subjects completed the Bem Sex-Role Inventory (BSRI) and the Beck Depression Inventory (BDI). A difference was found in the rate of depression between females and males that exceeds the generally accepted 2:1 ratio. There was a female to male ratio of approximately 4:1 in the group of subjects who indicated a high level of depression on the Beck Depression Inventory. Multiple Regression Analysis was computed to examine the relationship between the dependent variable (BDI scores) and the independent variables (BSRI Masculinity scale, Femininity scale, and four factors of the BSRI). Factors indicating nurturing, independence, and activity were negatively correlated with depression. The Masculinity scale was positively correlated with depression. These findings contradict the theory that being feminine contributes to the higher incidence of depression among females. The results suggest that people with more active, independent, and nurturing personality traits are less inclined to be depressed.

This project used data from the Dementia Progression Study, a longitudinal, population-based study based out of Cache County, Utah. Statistical models were used to examine the association between caregiver factors, the care environment, and cognitive outcomes in persons with dementia. Mediational analyses were also used to examine if the care environment, inferred for nutritional status, engagement in physical and cognitively stimulating activities, mediated the relationship between the closeness/caregiver coping strategies and cognition in persons with dementia. Results showed that closer caregiver-care recipient relationships were associated with better nutritional status and more engagement in number of cognitively stimulating activities as well as better cognitive scores (category verbal fluency, short-term auditory memory, auditory working memory, and immediate verbal memory). Coping strategies were not significantly associated with aspects of the care environment but Blames Self coping strategy was associated with better performance on a measure of verbal fluency, whereas Blames Others coping was associated with worse performance in confrontation naming. The care environment was not a mediator between caregiver factors and cognition, though if allowing for a broader criterion of statistical significance (.10), nutritional status mediated the relationship between closeness and the neuropsychological outcome, semantic fluency. The results of this project identify targets of intervention (caregiver-care recipient closeness and caregiver coping strategies) that may positively impact persons with dementia in possibly improving care-recipient outcomes.

The student-teacher relationship quality has shown to predict academic and social outcomes (Crosnoe, Johnson, & Elder, 2004), and relatively recent research suggests its protective nature for children who are academically at-risk, such as those with Attention Deficit Hyperactivity Disorder (ADHD; Ewe, 2019). Unfortunately, children with ADHD often have strained relationships with their teachers (Rogers & Tannock, 2013). Aside from our understanding of this association, little is known about the developmental trajectory of the association, nor other systemic mechanisms that could be contributing to it. Therefore, three related studies were executed to enhance our understanding of the complexities of the student-teacher relationship for children with ADHD. The first study of the three targeted preschool children in the community (n=113) and their daycare providers (n=55), and assessed the association between early ADHD symptoms and concurrent and later student-teacher relationships in kindergarten (n=67). Findings revealed that higher inattention in preschool was associated with more conflict with daycare providers/educators, whereas higher hyperactivity/impulsivity symptoms in kindergarten children were associated with higher student-teacher conflict. The second study compared the student-teacher relationship of children with clinical diagnoses of ADHD and typically developing peers (n=76). Additionally, family-school relations and communication were investigated as a potential contribution to the student-teacher relationship quality. Non-significant differences of the parent-teacher relationship for children with ADHD versus those without the disorder were identified. However, home-school communication was established as a mediator between both inattention and hyperactivity/impulsivity symptoms and student-teacher conflict. Utilizing the same research methods as study two, study three evaluated the contribution of teacher-level characteristics on the student-teacher relationship for children with clinical diagnoses of ADHD. Teacher stress, self-efficacy, and knowledge of ADHD were assessed as mediators between ADHD symptoms and the student-teacher relationship quality. Significant main findings revealed that teacher stress significantly mediated the relationship between children’s ADHD symptoms and student-teacher conflict, whereas teacher efficacy and knowledge of ADHD did not. As a whole, this dissertation research project established and enhanced our understanding of developmental and systemic mechanisms contributing to the student-teacher relationship quality for children exhibiting ADHD symptomology. Future research directives and practical implications are reviewed.

A research report submitted to the Faculty of Science for the partial fulfillment of the degree Masters of Science (MSc), University of the Witwatersrand, Johannesburg. June 2016 / In order for educational researchers to make informed decisions about science education, careful attention should be given to what happens in science classrooms. What teachers do shapes the interaction and influences learner cognitive development. Classroom talk is an important part of what goes on in science classrooms. Research has shown that teacher facilitation of talk is important for learner understanding of science content. The purpose of this study was to explore how teachers facilitate talk in their science classrooms for learner understanding of content. However, I looked at their views on classroom talk first. Teachers have the ability to either open up or close learner interaction through talk. The interaction triggers certain kinds of engagement which may or may not promote understanding. The participants in this study were three male science teachers from an independent school with their Grade 11 learners. Teachers were chosen based on their availability. I interviewed teachers for their views on classroom talk. The interviews were audio recorded. Teachers were also observed teaching and the observations were video-recorded and transcribed. Classroom observations were analyzed using Mortimer and Scott’s analytical framework on teacher communicative approaches. Findings suggest that although teachers value interaction and engage learners in dialogue, teachers use interactive authoritative approach more than interactive dialogic approach in their classrooms. The recommendation is that teacher education needs to find ways to make teachers aware of engaging learners in dialogic discourse in a science classroom

The present study examined whether an individual’s own implicit theory of relationships predicts how s/he perceives his/her friend’s romantic relationship. Implicit theories of relationships are based on destiny beliefs (DB), the belief that a relationship is meant to be, and growth beliefs (GB), the belief that relationships require work. Each participant was randomly exposed to one of three relationship scenarios where the participant’s hypothetical friend discusses a partner displaying negative, mixed, or positive relationship behaviors. We found the participants high in DB were less approving of the relationship, and those high in GB were more approving. Those high in DB also made more relationship-damaging attributions when asked to select reasons why the partner engaged in said behaviors but surprisingly perceived the couple as more satisfied overall. Anticipated interactions between DB and GB were not found.

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