Made available in DSpace on 2014-08-20T13:49:09Z (GMT). No. of bitstreams: 1 Margarete Marques.pdf: 3043318 bytes, checksum: 83712ed3b263e5192a4b7cecf3d1b9a2 (MD5) Previous issue date: 2012-03-29 / Introduction and Objectives: In view of the scientific evidence point to the benefits of AF in childhood / adolescence as a factor associated with a healthy lifestyle, and the role of these training school habits, it becomes essential to understand the barriers and facilitators that the school is available for children and adolescents as a means of assist in routing changes needed to be made. This study aimed to describe the school environment in relation to and supply conditions for PA practice, and investigate the level of FY schoolchildren aged eight to 12 years in Pelotas. Methodology: Cross sectional study school-based. Sampling was performed in duplicate in conglomerate stage, stratified network level and teaching series. Twenty schools were Featured: 9 municipal, 6 and 5 private state. In each 50 students were selected, from 2nd to 6th grade, aged eight to 12 years. Children were weighed and measured and were applied at the following instruments: interviews with the children, identification of the physical environment school; questionnaires on facilities and equipment available in AF questionnaire for school and on the provision of extracurricular activities (AEC) and access to school infrastructure. Results: The schools have space physical mandatory for AF, but the infrastructure found in most (75%) is not suited to the climate of the city, not having spaces covered, and is not easily accessible to students. The prevalence of inactivity among schoolchildren was high, with only ¼ of them were classified as active. Although the majority (80%) of schools AEC offers, they reach a limited number of students. According professionals involved, the infrastructure and materials not available are not enough good quality. Conclusion: It is urgent and necessary interventions that are conducted at the school level, especially through the implementation of public policies, with emphasis on improving spaces for the practice of PA towards the adoption of a lifestyle between healthy school through regular practice of AF / Introdução e objetivos: Tendo em vista as evidências científicas que apontam para os benefícios da AF na infância/adolescência como um fator associado a uma vida saudável, e o papel da escola formação destes hábitos, torna-se imprescindível conhecer as barreiras e os facilitadores que a escola está disponibilizando às crianças e adolescentes, como forma de auxiliar no encaminhamento de mudanças necessárias a serem realizadas. Este trabalho teve como objetivo descrever o ambiente escolar em relação à oferta e condições para a prática de AF, e investigar o nível de AF de escolares de oito a 12 anos, em Pelotas. Metodologia: estudo transversal, de base escolar. A amostragem foi realizada em conglomerado em duplo estágio, estratificada por rede, nível e série de ensino. Vinte escolas foram selecionadas: 9 municipais, 6 estaduais e 5 particulares. Em cada uma foram selecionados 50 alunos, de 2ª a 6ª série, na faixa etária de oito a 12 anos. As crianças foram pesadas e medidas e foram aplicados os seguintes instrumentos: entrevista com as crianças; identificação do ambiente físico escolar; questionários sobre instalações e equipamentos disponíveis na escola para AF e questionário sobre a oferta de atividades extraclasse (AEC) e acesso à infraestrutura escolar. Resultados: As escolas possuem espaço físico obrigatório para AF, porém a infraestrutura encontrada na maioria (75%) não é adequada ao clima da cidade, não dispondo de espaços cobertos, e sendo pouco acessíveis a s escolares. A prevalência de sedentarismo entre os escolares foi elevada, sendo que apenas ¼ deles foram classificados como ativos. Embora a maioria (80%) das escolas ofereça AEC, estas atingem um número restrito de alunos. De acordo com os profissionais envolvidos, a infraestrutura e os materiais disponíveis não são suficientes nem de boa qualidade. Conclusão: É urgente e necessário que sejam realizadas intervenções em nível escolar, especialmente através da implementação de políticas públicas, com ênfase na melhoria dos espaços para a prática de AF visando à adoção de um estilo de vida saudável entre escolares através da prática regular de AF

The intent of this study is to open up the issue of aggressive and violent behavior in the selected school environment of primary school with a focus on pupils at risk of neglect. The main aim is to monitor prevention and cooperation among staff at the school, and simultaneously a relationship of the school to other specialized institutions within a given topic. The theoretical part of the study is concerned with the definition of basic terms related to the issue, above all, how aggressive and violent behavior is defined in the context of the school environment, and how the neglected child syndrome and the term of prevention is defined. This part is based on literature search and the findings from my own experience. In the practical part is presented qualitative research using instrumental case study. The selected research tools are interviews and secondary data analysis, ie. social history and analysis of the school document by which the data are detected and subsequently analyzed. In conclusion, the study summarizes the major findings, observations, it also gives recommendations for improving prevention in the issue. The study thus provides the opportunity to open the selected topic for discussion. KEYWORDS: Prevention, Agressive Behavior, Violent Behavior, School Environment, Child at Risk of...

Föreliggande studie hade som syfte att undersöka vilken betydelse organisationen Here 4 U hade haft för sina medlemmar under skoltiden och senare i livet. I studien har kvalitativa forskningsintervjuer genomförts och tillsammans med tidigare forskning utgjorde de grunden för föreliggande studie. För djupare förståelse i den avslutande analysen har Salutogen teori och empowerment som teori använts. I studien framkom att Here 4 U hade haft stor betydelse för sina medlemmar både under skoltiden och senare i livet. Det visade sig att medlemskapet under skoltiden bidragit till ökad trygghet, bättre trivsel i skolan och känslan av att kunna påverka sin skolsituation. Detta bidrog i sin tur till ett bättre studieresultat.  Även senare i livet hade medlemskapet i Here 4 U haft betydelse för medlemmarnas sociala förankring i samhället. Det handlade bland annat om inställning till droger, kriminalitet men också ett ökat engagemang i sociala frågor.  Slutsatser från studien visade att förebyggande insatser som Here 4 U kunde fylla ett behov för ungdomar i skolan både på kort sikt och på lång sikt.  Det förbättrade inte bara trivseln och känslan av delaktighet i skolan utan kunde även bidra till förankring i samhället genom socialt engagerat beteende vilket kunde leda till ökad hälsa hos ungdomar. / The aim of this study was to examine what meaning the organization Here 4 U has had for the members during their school years and what influence this had later on in life. The study was based on qualitative interviews along with previous research on topics relevant for the subject. For deeper understanding of the result of the study, the theory of empowerment and the Salutogenic theory have been used. The study showed that Here 4 U did have a significant meaning for their members during and after their school years. The membership during the school years provide an increased comfort, a sense of feeling secure in school and the ability to make an impact on their school situation. All together this improved the member’s results in school. To be a member in the organization had an effect on the member’s sense of belonging and will to participate in their society even after the school years. Conclusions of the study showed that prevention efforts, like Here 4 U, could fill the needs for youths during their school years and later on in life. Further conclusions of the study showed that the youth’s engagement in the society and the feeling to contribute could increase young peoples health.

Masters in Public Administration - MPA / Within the field of secondary education in South Africa there is currently a major crisis over learners’ poor academic achievement. This is a challenge to all roleplayers,especially the high failure and drop-out rates in Grades 10 and 11. In this study the problem of grade progression and promotion in Outcomes- Based Education (OBE) in a mixed low, middle and working-class school is addressed. The main question arising from this problem concerns the high promotion and low retention rates at the school. The central focus in this thesis is the understanding of grade progression and promotion on the part of Grade 10 educators. Thus this study investigates the implementation of grade progression and promotion, through observation as to how the actual practices and methods of educators and their Senior Management Team influence this process. Furthermore, the consequences for Grade 10 learners of the practices associated with grade progression and promotion are examined. This includes an analysis of educators’ opinions and how their practices of grade progression and promotion have affected or disadvantaged the learning process.This research is conceptualized in the domain of social, post-structural and constructivist theory, which provides a meaningful framework to help understand and explain educators’ multiple perceptions in the classroom. The study starts by exploring whether a poor socio-economic environment has a direct influence on activities in schools. This study also examines whether a poor socio-economic environment contributes to a dysfunctional situation in the classroom and school environment, which unintentionally influences the grade progression and promotion sessions. In addition, the study investigates and determines whether there is a disjuncture between policy (theory) and implementation (practice) when conducting grade progression and promotion. A qualitative research method was used in this study and a qualitative ethnographic design, influenced by an interpretivist framework, was adopted. Qualitative ethnographic techniques, such as observations, interviews and documents, were employed to collect relevant information for this study. Data was analyzed by using thematic narrative analysis to answer the dissertation questions. Ethical conduct and procedures were strictly observed.The results show that the socio-economic environment contributed to a dysfunctional condition in the school, which had a negative impact upon, and influenced the learning experience of, both educators and learners. The evidence revealed that the actual practices of educators and the school’s Senior Management Team during progression and promotion meetings were influenced by their subjective perceptions, attitudes and opinions. From this, the conclusion was reached that the progression, promotion or retention of learners resulted in positioning and labelling in the classroom, which might eventually lead to low motivation, weak performances and dropping-out. The significance of this study lies in the practical and academic value it holds for educators and other stakeholders. The findings, implications and recommendations can be used as a guide to provide solutions to problems and barriers which occur during grade progression and promotion in schools, and may offer opportunities for further investigation or study.

The establishment of a culture of teaching and learning in disadvantaged high schools is a challenging phenomenon since the inception of the new democratic South Africa. This study attempts to investigate variables contributing towards the establishment of a culture of teaching and learning in high schools. It is revealed through literature study that some investigations into this research topic has already been done in South Africa, but little if none is done in the disadvantaged high schools in the North-West Province, that is the reason why I was prompted to pursue this topic further. The high failure rate in Grade 12 results according to my opinion is a serious concern and is on the lips of every teacher, learner, parent, politician and relevant stakeholders. This high failure rate is, according to the findings from the literature review, caused by factors such as underqualified and unqualified teachers, inadequate resources, over-crowded classrooms, poor infra-structures (buildings), poor socio economic background of learners’ parents, inconducive environment at school and inadequate role played by teachers and learners in the teaching and learning situation. One expects that the majority of disadvantaged schools would have achieved above the 70% as the pass rate benchmark in the final Grade 12 examinations. However, in most schools in the disadvantaged area this is not the case. Based on the above statement and the complexity of the study in consultation with variables employed, I opted to use both quantitative and qualitative research designs with an aim to attempt to obtain consistency, validity and reliability of the research results. The analyses of the results reveal that most disadvantaged schools still experience a poor culture of teaching and learning. This is evidenced by low Grade 12 pass rate results in some of the provinces, including North-West. The research revealed that the variables impacting on the performance of learners at schools are subjected to a complexity of integrated activities many of which are difficult to isolate as predominantly responsible for poor performance as such. What does appear to be an issue of concern is the apparent lack of dedication one would expect from some teachers working with secondary school learners. One could conclude from the many responses that poor achievement is directly linked to poor teaching and that the latter would again be the result of poor qualifications, lack of resources, poor support systems and most important however, a lack of commitment and dedication needed to ensure a professional approach towards classroom management and teaching. / Dissertation (PhD (Curriculum and Instructional Design and Development))--University of Pretoria, 2006. / Curriculum Studies / unrestricted

M.Ed. / Please refer to full text to view abstract

This qualitative essay has been performed on the secondary school Klaraskolan in Halmstad. The school has two defined groups that derive from two separate, different and homogenous schools. The aim of the essay is to identify the pupil’s experiences, thoughts and opinions about the social environment on Klaraskolan in relation to their different backgrounds. The primary focus for the essay is to examine differences between the groups that contribute to an internally segregated school. Conclusions will be made from how the power is distributed between the groups and how that affects the social cohesion. The main theory for the essay is Pierre Bourdieus field theory with two supportive theories which is Michel Foucaults conceptof disciplinary power and Ove Sernhedes concept of territorial stigmatization. The empiricism is collected by two group interviews, four individual interviews and three observations. The result proved that there are significant differences in how the pupil’s experienced their schooling, how they chose to interact with their friends and how they experience their treatment by their teachers and surroundings. The conclusions made by this was that language and residential area is of big importance regarding how they defined themselves and how they interpreted the opposite group. Regarding power between the two groups they dominated different social spaces at school. These conclusions combined generated the final conclusion that Klaraskolan can be defined as an internally segregated school.

This study provided administrators in a large southern metropolitan public school district an opportunity to participate in a stress-related research study. The questionnaire contained such stress-related probe areas as spiritual beliefs, preferred and imposed (perceived) orders of major-life emphasis areas, professional environment, personal-social environment, and probes into the ethical positions held by the administrators. The professional environment section contained subsets of internal (on-the-job) probes, external (political) probes, as well as personal (incentive) probes.The personal-social environment section was sub-divided into five Maslow hierarchy-of-need related probes such as physiological needs, safety-security needs, social needs, esteem needs, and self-fulfillment needs. The final section of the instrument sampled the administrators' responses to probes concerning their concepts of God, their concepts of the Bible arid their positions on eight ethical statements.

Bakgrund: Tidigare studier och forskning visar på att ungdomar som utsätts för våld och mobbning riskerar att ha en försämrad hälsa under barndomen och tonårstiden. Den psykiska ohälsan tenderar även att fortsätta upp i vuxenlivet. Det finns ett ansvar och en skyldighet att samhället ska eliminera riskfaktorer för ungdomar och motverka dessa genom ett hälsofrämjande arbete som främjar friskfaktorer. Hur det arbetet ser ut skiljer sig åt i landet. Karlstad kommun har valt att arbeta med verksamheten ”Ungdomar för trygghet”. Syfte: Syftet med studien var att få fördjupad kunskap om hinder och möjligheter i trygghetsskapande insatser bland unga. Metod: En kvalitativ ansats valdes, där anställda i Ungdomar för trygghet, personal som arbetar på skolorna och ungdomar i ålder 15 och 16 år intervjuades med en semistrukturerad intervjuguide. Intervjuerna spelades in, transkriberades och analyserades därefter med en kvalitativ innehållsanalys. Resultat: Analysen av intervjumaterialet resulterade i ett tema: ”Uft en del i det förebyggande arbetet mot våld och mobbning” med tre tillhörande kategorier: ”Vuxennärvaro en ökad trygghet”, som består av subkategorierna trygga relationer och förebilder. ”En mer uppstyrd verksamhet” som består av subkategorierna oklar roll och arbetsmodell. ”Samverkan för barnets bästa” som består av subkategorierna rätt stöd till rätt individ och förebyggande arbete med hjälp av information. Slutsats: Unga goda vuxna förebilder i ungdomarnas närhet framkom vara en viktig förutsättning för att skapa en lugn och trygg skolmiljö. Vidare framkom det att en trygg och tillitsfull relation mellan ungdomarna och de anställda i Ungdomar för trygghet är av betydelse för Ungdomar för trygghet arbete. Resultatet visade även på att det behövs ett tydligare samarbete mellan Uft och de vuxna vilket skulle kunna främja det förebyggande arbetet mot våld och mobbning och därmed gynna ungdomarnas hälsa. / Background: Previous studies and research show that young people who are exposed to violence and bullying are at risk of deteriorating health not only during childhood and adolescence, but mental illness tends to continue into adulthood. There is a responsibility and an obligation for society to find risk factors for young people and counteract these through health-promoting work in order to find health factors. How that works is different in the country. Karlstad kommun have choosen to work with a method called “Ungdomar för trygghet”. Aim: The purpose of the study was to gain depth knowledge of obstacles and opportunities in security creating initiatives among young people. Method: A qualitative approach was chosen, in which the employees of Youth for Safety, staff working in schools and young people aged 15-16 were interviewed using a semi- structured interview guide. The interviews were recorded, transcribed and analyzed with a qualitative content analysis. Results: The analysis of the interview material resulted in a theme: "Part of the preventive work against violence and bullying" with three associated categories: "Adult presence an increased security", which consists of the subcategories safe relationships and role models. The category "managed activities" consists of the subcategories unclear role and work model. The third category "Collaboration for the best interests of the child" consists of the subcategories the right support for the right individual and preventive work with the help of information. Conclusion: Young good adult role models in the vicinity of young people emerged as an important prerequisite for creating a calm and safe school environment. Furthermore, it emerged that a safe and trusting relationship between the young people and the employees of “Ungdomar för trygghet” is important for “Ungdomar för trygghet” work. The result also emerged that there is a need for clearer cooperation between Uft and the adults, wich could promote the preventive work against violence and bullying and thereby benefit the young people ́s health.

The purpose of this study was to ascertain student and teacher perceptions of the environment in which student learning takes place and their perceptions of how it has helped them in the cognitive and social domains. Data collected were through student and teacher perception surveys, student and teacher perception questionnaires, classroom observations, student focus group discussions, and teacher interviews. Themes that emerged from the data sources were student interactions, students' autonomy in personalizing their learning space, teacher perceptions of comfort in the classroom, and student perceptions of comfort in the classroom. The findings of this study point to four recommendations for educational leaders to ensure the effective implementation of new and dynamic learning spaces: (1) consult and support teacher and students, (2) provide professional development, (3) visit campuses and other learning spaces, and (4) add color. In order for real change to take place, teachers need to enquire about and embrace student preferences and allow for the discomfort that will be present when trying something new. Teachers must be willing to relinquish control of the learning experience for the student in order to allow for possibilities in personalized learning on the part of the student. They must risk initial failure in order to allow for greater successes in the long run.