11 |
A study of using simulation technology to improve crisis management capabilities in schoolsDegnan, Edward Joseph 01 July 2000 (has links)
No description available.
|
12 |
從中小學校處理 學生傷害事件 的方法探討學校教師及行政人員的危機管理策略 / Study on teachers and administrators' crisis management strategy in both secondary and primary schools through investigation into the ways of handling traumatic events about students魏奇 January 2005 (has links)
University of Macau / Faculty of Education
|
13 |
Professional school counselor perception of preparedness in stabilizing a student in specific crisis situations a random sample of American School Counselor Association members /Fonseca, Thomas Allen, January 2008 (has links)
Thesis (Ph.D.)--Mississippi State University. Department of Counseling, Educational Psychology, and Special Education. / Title from title screen. Includes bibliographical references.
|
14 |
The role of intergroup conflict in school-based violence in the Johannesburg Central Education District Schools: towards a strategy for peace education implementationMkhomi, Moses Sipho January 2016 (has links)
School-Based Violence (SBV) is prevalent in South Africa and globally. SBV is one of the challenges that the South African education system is facing resulting in a new deep-rooted culture of unsafe and insecure schools. Teachers are expected to teach learners, who display antisocial behaviour. These learners swear, back chat, verbally and physically abuse and show total disrespect for teachers. The presence of such learners has turned schools into battle field. This violence is not exclusively directed to teachers, but learners are also the common victims of bullying in particular. This study therefore sought to investigate how intergroup violence impacts on the schoolbased violence. The concepts, Intergroup Conflict (IC) and gangs/gangsterism were used interchangeably to describe actions of individuals who take part in the social conflict, driven by competition, antagonism and aggression within the school context.
|
15 |
Adding quality to the quilt : adolescent experiences of critical incident responses in secondary schools in Aotearoa New Zealand : a thesis presented in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Social Work at Massey University (Palmerston North campus), New ZealandStewart, Kathryn Janet January 2008 (has links)
Critical incidents impact on populations that experience them. Within secondary schools in Aotearoa New Zealand, there is an expectation that a response is made to schools that experience such incidents. There is much conflicting international research as to the efficacy of these responses. The adult experts are making decisions that they believe are in the best possible interests of the young people; they are putting together a quilt that they believe will nurture young people. The expertise and knowledge of a major stakeholder – the young people involved in the critical incident response – has been for the most part, omitted from research. This particular study set out to gather data about young people’s experiences of critical incident responses, so that the quilt being provided has input from this group and so is able to better meet their needs. The study had four major facets. It incorporated reflections on my intrinsic involvement in this field of practice and was, therefore, heuristic. Secondly, qualitative research was utilised to explore with young people their stories about what happened for them at the time of an incident. Thirdly, it incorporated principles of participatory research as an acknowledgement that young people are central stakeholders in secondary schools and that their voice was one that needed to be heard in order that the best responses may be offered. Lastly, it was utilisation focused. It was designed so that the findings were not just written up and filed away but disseminated to those who make decisions at the school level and policy level. At the analysis stage, two major methods were used. Firstly, inductive analysis was used to identify the themes that emerged from the interviews with the young people. Triangulation was then used to consolidate these themes using the input from Collaborative Groups and a systematic review of the knowledge that I have gained over the time that I have been involved with young people in the critical incident response area. This analysis of the contribution from the young people resulted in several areas being highlighted. Firstly, participants asked that those responding to critical incidents considered the use of language and the power of words, Secondly, they believed that schools needed to act proactively and to have a plan and, in association with this, that they develop a culture that better cared for the needs of young people. Thirdly, the young people involved requested that the ‘right’ people responded at the time of an incident: the qualities of the ‘right’ people and the ‘wrong’ people were also identified. Next, the young people were well able to identify the positives that could ensue out of negative situations, and lastly, they expressed their wish that there be a place for their involvement at the time of a critical incident response.
|
16 |
Educator perceptions of the impact of the departmental matric intervention strategies on selected under-performing schools in the Queenstown districtMrali, Amos Mzoxolo January 2012 (has links)
The problem of school under-performance as defined by the level of pass rates of learners in the matric examinations has been a point of educational debate in South Africa for a number of years, especially after the attainment of democracy. In the Eastern Cape, Matric Intervention Strategies (MIS) have been used to address the problem. The aim of this study was to investigate educator perceptions of the impact of the MIS on selected under-performing high schools in the Queenstown District.Two case study schools classified as consistent under-performers participated in the study. Data was collected through in-depth interviews of key educators in these schools. There were five main findings. First, educators felt that Departmental intervention strategies had not made any significant improvement in addressing underperformance in the two case study schools. Second, participants saw underperformance by schools as caused by a myriad of factors which include those related to leadership and management at school and district levels and educator and learner factors, as well as teacher union interference. They did not see MIS as being able to address the causes simultaneously. Third, the implementation of the (MIS) at school level was poorly monitored by the Departmental officials. It was reported that under-performing schools were hardly visited and supported by the subject advisors and (MIO)s. Fourth, educators perceived the role of subject advisors to be limited to CASS moderation as they did not provide any developmental support to educators experiencing content gaps. Finally, educators saw the MIS as a money making scheme for certain educators and district officials. They claimed this was linked to corrupt practices during the appointment of tutors. The teachers did not have confidence in the appointment procedures used by the district for tutors.It can be concluded that the Matric Intervention Strategies in the two schools arenot likely to achieve the intended results as long as educators do not think thatthe strategies are addressing the problems they face. Another conclusion is that the Matric Intervention Strategies are seen as ‘quick fix’ responses to what arereally deep-seated and systemic problems in education. Given the findings of this study, it is recommended that the impact of Matric Intervention Strategies be the focus of a survey research for which a probability sample must be drawn that can generate findings that are generalisable across the participating target population. For the delivery of the MIS it is recommended that the weaknesses identified by educators of the two schools be further investigated so that new implementation plans can be developed.
|
Page generated in 0.0976 seconds