Pupils entering High School for the first time experience many problems of orientation and adjustment. This study arose from the conviction that something could be done to alleviate this time of stress to the benefit of both pupil and school alike. A brief review of literature showed that despite a fair amount of research having been done in Britain and the United States, there is still a dearth of information relating directly to the South African situation. Most transition studies differentiate between factors affecting academic adjustment, those relating to personal adjustment after transfer, and those which involve adjustment to environmental factors. In general studies approached orientation pogrammes from two perspectives - those that handled orientation as an event with its concomitant administrative and practical advantages, and those that saw it to be a process which has more person-focussed advantages. Most researchers agree that each school has its own needs and that the orientation programme should reflect those needs. Many favour a problem-solving approach to the design of any programme and emphasize the need for constant evaluation of the programme to maintain relevance and effectiveness. A low-key investigation into adjustment problems faced by new pupils in the High School was conducted by means of a questionnaire. Three main areas of information were investigated: attitude to school; personal adjustment as indicated by the self-concept; and general impression of Secondary School. The results confirmed that problems of orientation and adjustment are experienced by pupils in the South African Education System and revealed a framework upon which an orientation programme could be based. An overview of existing orientation programme objectives stresses the fact that orientation must be concerned with the total adjustment of the child - personal, academic and environmental - and that, of necessity, it involves the whole family. An orientation programme is outlined and expanded upon in order to provide a framework upon which other programmes could be designed, specific to the particular needs of the schools involved. Finally, certain observations are offered which may lead to a better understanding of the demands of the orientation process

This study was aimed at evaluating the effectiveness of teaching practice as a context for the development of student teachers’ competences at Walter Sisulu University. The study was necessitated by the lack of information on whether teaching practice really provides an effective context or not. A literature study focusing on planning of teaching practice, preparation of student teachers for teaching practice, placement of student teachers for teaching practice, mentoring during teaching practice as well as supervision and assessment of teaching practice was conducted. The activity and situated learning theories provided a theoretical framework for studying teaching practice. The mixed-methods approach consisting of quantitative and qualitative approaches was used and data was collected through questionnaires and focus group discussions. The participants in the study were: thirty (30) student teachers in their third year of study; ten (10) host teachers who were hosting student teachers at the time of data collection for this study and ten (10) university supervisors responsible for teaching practice supervision. Data from closed-ended questionnaire items were analysed statistically. Frequencies and percentages were derived. Content analysis was used to analyse qualitative data. The results of the study revealed that there was a serious lack of communication between the university and the schools used for teaching practice and as a result student teachers were subjected to a wide range of treatment when they arrived at the schools. The findings also showed that student teachers were inadequately prepared for teaching practice. Student teachers were faced with serious challenges with regard to placement and there was no common programme of mentoring. The schools, as a result, did not provide a sufficiently-appropriate environment for teaching practice to become an effective context for student teachers‘ competence development. The recommendations made include suggestions for the improvement of the general organisation of teaching practice with the university and the schools working as partners in all the activities of teaching practice. The introduction of a formal programme for the preparation of student teachers for teaching practice is suggested and a teaching practice model is also proposed.

No description available.

Because students may seek discussions most often with approachable adults, and such discussions may be more potentially helpful than discussions initiated otherwise, approachability of adults on school staffs was studied. Some potential correlates of approachability were examined: sex and age of adults, similarity-dissimilarity of students' and adults' value patterns, and adults' knowledge of particular students' value preferences. Five hypotheses based upon the theories of Heider and Newcomb, who postulated that persons are attracted to others perceived as like, were formulated. A sixth hypothesis concerning the relative importance of correlates was to be investigated if the first five were supported. Adults' approachability was studied for three kinds (contexts) of serious discussions: (1) of an impersonal problem, (2) of vocational choice, and (3) of personal problems. Two kinds of value patterns, factual values and normative/instrumental values, suggested by the theoretical categories of Margenau and Rokeach were studied. Grade-XII students and the adults known to at least 30 percent of them in each of five British Columbia secondary schools formed the sample. Approachability results were based on 371 students making choices among 115 adults. An adult's approachability score was formed by dividing the times he was chosen for a context by the number of students who knew him. In all schools, for all contexts, a small number of adult Ss were very often chosen, about a third chosen by a few students, and about 50 percent not chosen. Results pertaining to hypotheses were: 1. Adults were chosen proportionately more often by students of the same sex for vocational-choice and personal problems contexts (p < .001, using chi square). In the impersonal- topic context, male adults were chosen proportionately more often by male and female students (p < .001 by chi square test). 2. Youngest adults were not chosen proportionately more often for any context. Adults in the 31-40 and 51-60 age ranges were those chosen proportionately more often in most schools for all contexts (p < .001 by chi square test). 3. Students did not choose adults with similar factual-value patterns proportionately more often: no relationship was found between similarity of adults with students- in-general who knew them and approachability, or between mean value-pattern correlations of an adult with students who chose and did not choose him. 4. Students did not choose adults with similar normative/instrumental-value patterns proportionately more often. Neither of the possible relationships noted in (3) was found. 5. On the basis of results from a sub-sample of 27 adults, adults' more accurate knowledge of students' value preferences was not related to their approachability. A discussion of results included the following points: 1. Students appeared to have made choices on the basis of the adult's school role: social studies teachers, most of whom were male, were often chosen for impersonal topic discussions, suggesting that role rather than sex-similarity-dissimilarity led to disproportionate choices; counselors were often chosen for the other two contexts, and several of them were in the age ranges proportionately more often chosen, suggesting that role, rather than age, may have contributed to the disproportions. 2. Possible gaps in communication of adults' and students' values to each other and/or weaknesses in instrumentation may have contributed to the lack of clear relationships between approachability and value patterns and knowledge of students' value preferences. Informal observations by the investigator during the course of the study were listed , among them an apparent positive relationship between adult liveliness and approachability. Further research was suggested on the correlates of approachability of adults with similar roles, on adult liveliness and approachability, and on students' perceptions of adults' values and approachability. / Education, Faculty of / Graduate

In 1945 the University of British Columbia set up a number of temporary residential areas for the students who flocked to the University at the close of the war. Acadia, the first of these, is particularly interesting because it housed both men and women residents, because it acquired some of the elements of a residential community, and because it was close to the main campus. Accordingly, an analytical study has been made of the first four years of its development. Three main sources of material were utilized: (l) Personal contacts with the students living at Acadia in various years, (2) The minutes of the Student Council meetings, (3) Questionnaires on the pros and cons of residential conditions, student activities, etc., filled in by 244 students (70 per cent of the total of 292 men and 88 women resident in 1948). The study describes the physical features and development of the area from the original army "camp"; the characteristics of the student residents; student participation in campus activities; the functioning of the Acadia Council, and administrative problems of a student residence as exemplified by this experiment. The indications are that (a) the physical facilities were severely limited, but accepted cheerfully by most residents; (b) a majority of student welcomed and benefitted from the community aspects of Acadia; (c) only minimum supervision is called for, and a good deal of self-government can be developed, but (d) it is important that lines of administrative responsibility be clearly drawn. The "cottage type" of student accommodation and non-segregation of men and women students, both gained heavy votes from the Acadia students, among the preferences suggested to them for a future permanent type of residence. / Arts, Faculty of / Social Work, School of / Graduate

M.A. (Psychology) / This study was conducted in an attempt to determine whether children defined as predominating on traits of aggressiveness, assertiveness and submissiveness would model aggressive behaviour elicited by an aggressive teacher within a classroom situation. The experimental hypotheses were: 1. Aggressive children will become more aggressive with an aggressive teacher. 2. Assertive children will become neither more aggressive nor more compliant with an aggressive teacher. 3. Submissive children will become more submissive with an aggressive teacher. One hundred and ninety six primary school pupils in standard two and three were assessed for aggressiveness, assertiveness and submissiveness within their specific classrooms by means of a self - report inventory. The teachers of the classes were tested and assigned to either an experimental aggressive group or a nonaggressive control group. Each class then underwent observation in order to determine whether aggressive teachers had any effects on the aggressive behaviour of aggressive, assertive and submissive children in the normal classroom situation. The results of the study did not substantiate the hypotheses. It was found that aggressive teachers did not necessarily elicit aggressive responses from the children. These findings suggested that situational constraints inhibited aggressive behaviour.

No description available.

Interior organization carefully considers different needs of various personality types. Middle block is composed of mezzanine flats. The other two patrs are free plan organization of 1 bed or two bed rooms surrounding a corridor that servs the function of a huge living room. Corner on the south and north are glazed and communicate with the urban setting all the time. It is conceived as an urban gesture, a vibrant show of the student life performed for the city. Form of the building as well as the facade truly depicts the diversity of its interior setting. The facade is quite compact in the middle "mezanine" section and changes gradually towards its edges in thw way of pulling in and out of components - which is in this case a room. Rather long building is divided into three sections therefore resembling a more traditional street urban rythm.

archives@tulane.edu / Positive school climate is associated with a broad range of student benefits across diverse student populations. However, Black1 students often report less positive perceptions of school climate than their peers, which could lead to decreased school engagement. One important aspect of school climate, teacher-student relationships, may promote positive student outcomes such as engagement. Specifically, supportive and structured teacher behaviors are associated with greater student engagement, which in turn may predict ongoing supportive and structured teaching, but current literature examining these associations underrepresents Black students and their teachers. The current study was completed in elementary and middle school classrooms in four New Orleans public charter schools with majority Black student populations. It was hypothesized that across grade levels and levels of teacher experience in education, supportive and structured teaching at the beginning of the year would be positively associated with student engagement at mid-year, and that mid-year student engagement would positively mediate the association between supportive and structured teaching at the beginning of the year and at the end of the year. Results supported the hypothesized association between beginning-of-the-year supportive and structured teaching and mid-year student engagement. However, results did not support the hypothesized association between beginning-of-the-year supportive and structured teaching and end-of-year supportive and structured teaching, nor was there a mediation effect of mid-year student engagement. The current findings extend the literature promoting supportive and structured teaching as an effective tool for student engagement to include classrooms with predominantly Black students. Results and implications are discussed in the context of supportive and structured teaching, student engagement, and the broader construct of school climate. 1The author of the current study notes the diversity of racial and ethnic backgrounds represented by individuals identifying as Black. As this racial group includes individuals with origins from any of the black racial and ethnic groups of the world, including those from African countries and the Caribbean, the current document adopts the terminology of Kena and colleagues (2015) and uses the term Black as an inclusive term representing these diverse groups. / 1 / Elizabeth McIntyre

The whole problem of the democratization of students is one requiring the participation of all students continuously in a living environment which begins with the simple experiences of the kindergarten and progresses more and more complex problem solving, and more and more share in the planning of the extra-curricular activities of the school as the children grow older. Through service of this kind, children come to recognize their responsibility for leadership on various occasions. Also, through such participation, they get the social, intellectual, and emotional maturity which characterizes the socialized individual and which is prerequisite to effective living in a democracy. / Adviser: Robert C. Moon, Professor Directing Paper. / Typescript. / "May, 1950." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science under Plan II." / Includes bibliographical references (leaves 40-41).