Psychological violence is mistreatment that is severe enough to influence the target person's health, to destroy his work or total career and overstrain his relationship with his family or friends. The impact of psychological violence has compelled many a company and organization to introduce policy to stop the serious consequences thereof. It seems not to be the case in the South African education. The mixed method research design was used in this study to investigate the nature and impact of psychological violence on the health of secondary school educators in the Free State. Strategies were proposed to reduce educators' experiences of psychological violence and the impact thereof on their health. Two measuring instruments were used in this study to collect the quantitative data, namely the Revised Negative Acts Questionnaire (NAQ-R) and the Symptoms Checklist. Both these measuring instruments were distributed amongst 727 secondary school educators at 82 schools in the five education districts of the Free State. The qualitative data collection was done with 32 educators. The sources of psychological violence, likewise in the literature, are management, learners and parents. Psychological violence often causes enormous stress and it leads to a situation where educators feel depressed and traumatised. The general aim of this study is to invsetigate the nature and impact of psychological violence on secondary school educators in the Free State. Some of the findings in this study are that there are not differences between men and women with regard to exposure to psychological violence; older educators experience more exposure to psychological violence; teaching experience, qualifications and ethnicity are indeed determining factors with regard to exposure. It is also possible, as appears from the findings, that here a minority group is exposed more to psychological violence. The results of both data sets, quantitative and qualitative, are mutually confirming. It was found in this study that secondary school educators indeed experience psychological violence. The assumption is that the findings of this study will help to strengthen information that will be useful for the enhancement of educator health at schools. / PhD (Educational Psychology), North-West University, Potchefstroom Campus, 2014

Psychological violence is mistreatment that is severe enough to influence the target person's health, to destroy his work or total career and overstrain his relationship with his family or friends. The impact of psychological violence has compelled many a company and organization to introduce policy to stop the serious consequences thereof. It seems not to be the case in the South African education. The mixed method research design was used in this study to investigate the nature and impact of psychological violence on the health of secondary school educators in the Free State. Strategies were proposed to reduce educators' experiences of psychological violence and the impact thereof on their health. Two measuring instruments were used in this study to collect the quantitative data, namely the Revised Negative Acts Questionnaire (NAQ-R) and the Symptoms Checklist. Both these measuring instruments were distributed amongst 727 secondary school educators at 82 schools in the five education districts of the Free State. The qualitative data collection was done with 32 educators. The sources of psychological violence, likewise in the literature, are management, learners and parents. Psychological violence often causes enormous stress and it leads to a situation where educators feel depressed and traumatised. The general aim of this study is to invsetigate the nature and impact of psychological violence on secondary school educators in the Free State. Some of the findings in this study are that there are not differences between men and women with regard to exposure to psychological violence; older educators experience more exposure to psychological violence; teaching experience, qualifications and ethnicity are indeed determining factors with regard to exposure. It is also possible, as appears from the findings, that here a minority group is exposed more to psychological violence. The results of both data sets, quantitative and qualitative, are mutually confirming. It was found in this study that secondary school educators indeed experience psychological violence. The assumption is that the findings of this study will help to strengthen information that will be useful for the enhancement of educator health at schools. / PhD (Educational Psychology), North-West University, Potchefstroom Campus, 2014

Thesis (MEd (Educational Psychology))--University of Stellenbosch, 2009. / ENGLISH ABSTRACT: This study aims to establish whether the support of the Teacher Support Team (TST) might have an impact on High School learners to stay in school. My specific focus was on how the TST members experienced the support that was given to learners and how learners experienced the support given to them. I used a basic interpretive design. I used focus group discussions and semi-structured interviews. My study shows that the TST of a High School needs to have a proper structure to function in building resilience in learners. A proper structure will enable them to develop a healthy support system that could address the various barriers in learning that learners may encounter. All the role players, who were involved in the research, knew their rights and responsibilities towards this process. I conclude by acknowledging the limitations of this study and recommending further research. / AFRIKAANS OPSOMMING: Hierdie ondersoek is daarop gemik om vas te stel in watter mate die ondersteuning van die Onderwys Ondersteunings Span (OOS) ‘n invloed het op Hoërskool leerders om op skool te bly. My spesifieke fokus was op hoe die lede van die OOS die ondersteuning, wat hulle vir die leerders gebied het, ondervind het en hoe die leerders die ondersteuning, wat hulle by die OOS ontvang het, ondervind het. Ek het van fokusgroepe en semi-gestruktureerde onderhoude gebruik gemaak. My ondersoek toon dat die OOS van Hoërskole ‘n meer gestruktureerde stelsel nodig het waarbinne hulle kan funksioneer. ‘n Gestruktureerde stelsel sal verseker dat daar ‘n gesonde ondersteunings sisteem gebou word. Dit sal ook verseker dat leerders met leerstoornisse se behoeftes aangespreek kan word. Alle rolspelers was ten volle bewus van hul verantwoordelikheid in die navoringsproses. Ten slotte wil ek, in die lig van sekere tekortkominge wat by hierdie studie ervaar is, verdere navorsing op hierdie terrein aanbeveel.

Made available in DSpace on 2016-04-28T18:24:04Z (GMT). No. of bitstreams: 1 Valdite Pereira Fuga.pdf: 6007658 bytes, checksum: 19b24db4733338f801c2c159c3f0740c (MD5) Previous issue date: 2009-06-24 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This research is inserted in Applied Linguistic field and aims at investigating The movement of the meaning of Teacher Support Team in the Creative Chain of Activities in the Acting as Citizen Program, specifically, in the project entitled Reading in Different Areas (LDA), developed by the Language in Activities at School Contexts (LACE) Research Group, on Education and Language Area from Catholic University of São Paulo, SP. The theoretical framework of this study comprehends the Marxist-dialectical (Marx, 1883/1890/2007) and Spinozinan monist philosophical perspective (Spinoza, 1667/2003) to discuss the concept of totality, which is underlying the Creative Chain of Activities concept (Liberali, 2006). This framework also converges on Socio-Historical-Cultural Activity Theory (TASHC) (Vygotsky and partners, 1934), which, in this study, enhances the importance of apprenticeship through activities and interactions in the researched context. Language is seen under the Bakhtinian Circle s perspective (1975/1995) which, in here, emphasizes the events of human existence through interactions in the several LDA contexts; this was supported by Teacher Support Team (TST) (Daniels and partners, 2004) as a teacher organization in order to develop the work that was carried out in the schools belonging to Carapicuíba Regional Division. This study is guided by the Critical Collaborative Intervention Research aspects (Magalhães, 2002, 2004, 2006, 2009), understood as a process of participation in the construction of knowledge, which emphasizes the role of collaboration as an essential issue for the development of all of those involved in the process. To discuss the outcomes, it brings out Bronckart s linguistic-discoursive categories (1997/1999) (implication/autonomy aspects, modalization, prototypic sequences), as well as the interpretation grounded on this theoretical framework. The results indicate that TST praxis is based on collaborative aspects. TST acted as a protagonist in their contexts; was creative and brought their jargons to the LDA s context.. TST s development of meaning followed the dialectic movement, according to Marx s theory (1883/1890/2007); it presents a new way of organization and work in LDA s, which is different from the British proposal / Esta pesquisa está inserida na área de Lingüística Aplicada e tem como objetivo investigar O Movimento do Significado de Grupo de Apoio na Cadeia Criativa de Atividades no Programa Ação Cidadã , em específico, no Projeto Leitura em Diferentes Áreas (LDA), desenvolvido pelo Grupo de Pesquisa Linguagem em Atividades no Contexto Escolar (GP LACE), na linha Educação e Linguagem da Pontifícia Universidade Católica São Paulo. Apresenta como aporte teórico as referências filosóficas dialético-marxista (Marx, 1883/90/2007) e o enfoque monista espinosano (Spinoza, 1677/2003) para discutir a visão de totalidade, subjacente ao conceito Cadeia Criativa de Atividades (Liberali, 2006). Esse referencial também converge para a Teoria da Atividade Sócio Histórico Cultural (Vygotsky e colaboradores, 1934) que, nesta pesquisa, sublinha a importância da aprendizagem por meio da atividade e das interações no contexto pesquisado. A linguagem é vista sob a perspectiva do Círculo de Bakhtin (1975/1995) que, aqui, traduz os eventos do existir humano por meio das interações nos vários contextos do LDA; este teve os Grupos de Apoio (GA) (Daniels e colaboradores, 2004) como uma organização docente para desenvolver o trabalho que ocorreu nas escolas pertencentes à DE Carapicuíba. O estudo é norteado pelos princípios da Pesquisa Crítica de Colaboração (Magalhães, 2002, 2004, 2006, 2009), entendida como um processo de participação de produção de conhecimento, que enfatiza o papel da colaboração como essencial para o desenvolvimento de todos os envolvidos no processo. Para a discussão dos resultados, apresenta categorias lingüístico-discursivas proposta por Bronckart (1997/1999) (grau de implicação/autonomia, modalização e organização seqüencial), bem como de interpretação embasada por este referencial teórico. Os resultados indicam que a práxis dos GA esteve fundamentada nos princípios colaborativos. Os GA foram protagonistas, criativos e autoram seus falares, trazendo jargões de seu contexto de atuação para a esfera do LDA. A produção do significado do conceito GA, seguiu o movimento dialético teorizado por Marx (1883/1890/2007); apresenta uma nova forma de organização e trabalho no contexto LDA, diferente da proposta desenvolvida no contexto britânico

Submitted by JOSIANE SANTOS DE OLIVEIRA (josianeso) on 2018-04-18T11:53:52Z No. of bitstreams: 1 Leia Raquel de Almeida_.pdf: 1714244 bytes, checksum: 3b63534623c557b32c5bc19876fbec0d (MD5) / Made available in DSpace on 2018-04-18T11:53:52Z (GMT). No. of bitstreams: 1 Leia Raquel de Almeida_.pdf: 1714244 bytes, checksum: 3b63534623c557b32c5bc19876fbec0d (MD5) Previous issue date: 2018-01-12 / UNISINOS - Universidade do Vale do Rio dos Sinos / Esta dissertação tem como tema a gestão pedagógica e o acompanhamento docente, com foco no trabalho da Coordenação Pedagógica junto aos professores e às práticas que ambos desenvolvem conjunta ou individualmente. Tem como objetivo contribuir para a qualificação da gestão pedagógica no que diz respeito à proposição de estratégias de acompanhamento docente, que favoreçam práticas pedagógicas reflexivas. A relevância deste estudo está na inovação das estratégias de coordenação pedagógica com o intuito de tornar mais dialógico o acompanhamento docente. O cenário é um colégio confessional, que integra a rede privada de ensino no RS. A metodologia utilizada consiste numa abordagem qualitativa de pesquisa-formação, realizada por meio dos Círculos Dialógicos Investigativo-Formativos e do Diário de Registros, a fim de promover o diálogo entre a pesquisadora e os demais participantes: uma orientadora educacional e oito professores dos anos finais do Ensino Fundamental. Os registros produzidos durante a pesquisa - analisados com base na Análise Textual Discursiva reafirmam o potencial formativo dos Círculos Dialógicos e do Diário de Registros, revelando ainda os significados de sua realização no âmbito da coordenação pedagógica da escola. Com essa concepção, este trabalho incorpora como possíveis estratégias de coordenação pedagógica os Diário de Registros e os Círculos Dialógicos às práticas de acompanhamento docente, visto que dinamizam o processo dialógico de reflexão sobre a prática. Por fim, com a intenção de levar esta reflexão ao conhecimento das demais coordenações pedagógicas, a pesquisadora elabora uma Carta Pedagógica que convida as demais coordenadoras pedagógicas da mesma Instituição à leitura desta dissertação, com vistas a incentivar a continuidade do trabalho, bem como novas autorias quanto à proposição de estratégias reflexivas de acompanhamento docente na escola. / This dissertation has as a theme the pedagogical management and teaching go along, focusing on the pedagogical coordination work with the teachers and their developing school practices in groups or individually. Has as objective contribute for qualification of pedagogical management related to the proposal of strategies in teacher accompaniment, which hone the reflective pedagogical practices. This research relevance is in the innovation of coordination strategies with the aim of monitoring teacher more dialogical. The scenario is a confessional school, which is part of the private education in Rio Grande do Sul. The methodology used consists in a qualitative research-training performed by through Investigative-Formative Dialogues Circles and the log journals, in order to encourage/promote dialogue between the researcher and the other participants: a guidance counselor and eight teacher of Elementary School. The records produced during the research – analyzed based on Discursive Textual Analysis – reaffirm the formative potential in Dialogues Circles and the Log Journal, also revealing the meaning of its achievement in scope of the ´pedagogical coordination in the school. With this conception, this work incorporates as possible strategies for the pedagogical coordination the log journals and the Dialogues Circles in practices of teacher accompaniment, visa its dynamize the dialogical process of reflection about practice. Lastly, with the intention to sharing this knowledge with the others pedagogical coordinators, there searcher elaborates a formal pedagogical letter witch invites the other pedagogical coordinators from the same institution to read this dissertation, in view of encouraging the following of this research, as well new authorships regarding reflexive strategies of accompaniment teaching in school.

Made available in DSpace on 2016-04-27T14:30:40Z (GMT). No. of bitstreams: 1 Jose Luiz Falotico Correa.pdf: 907495 bytes, checksum: 81cb8d9a5621b8b2e7e1daa03d6034cf (MD5) Previous issue date: 2011-05-20 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This paper aims to collect data through a qualitative research, in order to discuss the teacher action at a University Center. This investigation involved bibliographical, documental and field research. The field research was based on questionnaires distributed, an interview with a teacher from the IES (Institute of Higher Education) and interviews with coordinators, using the focus group technique. The scenery for our study and analysis was a University Center in the interior of the State of São Paulo, and we focused on the actions of teachers in graduation courses, concerning their pedagogical stances, objectives, beliefs and formations. Finally, we tried to analyze the limitations found throughout this path and the possibilities that can be identified for the teacher action. By verifying such aspects, we tried to establish the relation of this fact with the teacher action in the classroom. All of this without losing sight of the teacher formation, its proposals, targets and profile. Believing that the teacher formation is done in a continuing process that aggregates personal formation to an initial formation which, added to the continuing education in practice, creates a professional which is in constant qualification in the eagerness of improving as an expert teacher who is aware of his/her social, scientific and political roles, which are of extreme importance to society. Our aims induce us to propose a Teacher Education Program with institutional support, which aims to better prepare teachers for their activity / O presente trabalho propõe, por meio de uma pesquisa qualitativa , levantar dados para se discutir a ação docente em um Centro Universitário. Para essa investigação, realizou-se uma pesquisa bibliográfica, documental e de campo.Na pesquisa de campo, apoiamo-nos em questionários distribuídos, entrevista feita com uma docente da IES e entrevistas com coordenadores, sendo utilizada com estes a técnica do grupo focal. O cenário,para nosso estudo e nossa análise, foi um Centro Universitário do interior do estado de São Paulo e, nele, centramo-nos na atuação dos docentes em cursos de graduação, em suas posturas pedagógicas, seus objetivos, suas crenças e suas formações. Enfim, buscamos analisar as limitações encontradas nesse percurso e as possibilidades que podem ser identificadas para a atuação docente . Verificando esses aspectos, procuramos estabelecer a relação disso com atuação desses docentes em sala de aula. Isso, sem perder de vista a formação do professor, suas propostas, metas e o seu perfil. Acreditando que a formação do docente se faz num processo contínuo que agrega a formação pessoal à formação inicial que somadas à formação continuada , em exercício, nos conduzem a um profissional que estaria em constante construção no afã de aprimorar-se como docente sabedor e consciente de seu papel social, científico e político, de extrema importância para uma sociedade. Nossos objetivos nos levam a propor um Programa de Formação Docente com o apoio institucional que tem como propósito subsidiar um melhor preparo do professor para sua atuação

The problem addressed in this study is that Native American and Hispanic English language learners (ELLs) in a rural Mississippi school district are not performing at the same level as non-ELLs. The purpose of this qualitative case study was to investigate the perceived causes of ELL failure and low academic performance on district and state assessments and in general education classes. Guided by Vygotsky's theory of development, which supports teachers and students remaining active in the learning process, research questions focused on what instructional practices general education teachers use to provide instruction for Spanish/Choctaw-speaking ELLs. General education teachers' use of professional learning communities (PLCs), instructional and assessment practices, knowledge of ELLs' instructional needs, and perceptions of professional development (PD) were examined. The purposeful sample for surveys included 33 Kindergarten through12 general education teachers who met the criteria of having the experience of providing instruction to ELLs. Teacher participants completed an online anonymous survey through SurveyMonkey. Six English Language Arts (ELA) teachers and 1 administrator participated in face-to-face interviews. The responses were open coded then analyzed using NVivo 11. Seven themes emerged from the data: differentiation is critical for ELL instruction, assessment should drive instruction, ELLs benefit from evidence based instructional strategies, PLCs support general education teachers, PD is inadequate to support ELLs and teacher needs, PD is needed on ELLs background, and administrators' support PLCs for ELLs' instruction. A 5-day PD project was designed and positive social change promoted by providing staff with evidence based ELL instructional support, resulting in improved ELL learning and achievement.

The purpose of this study was to examine the perceptions of music teachers in urban elementary schools. Title-I public elementary schools (N = 135) in Miami-Dade County were surveyed for demographic information, and fifty-six of the music teachers from those schools participated in the survey designed for this study. The survey was intended to accumulate data regarding the independent variables of student demographics, teacher demographics, student/teacher demographic differences, teacher training, and teacher support; the dependent variables examined were teacher attitudes about urban elementary music teaching and teacher expectations of their urban elementary music students. Results demonstrated that demographic factors were correlated, and most of the teachers mismatched demographically with their students. Professional support and the percentage of students receiving free or reduced lunch correlated with attitudes. The variables did not correlate with expectations, but because of a strong correlation with attitudes, expectations may have been indirectly affected by support and the percentage of students receiving free/reduced lunch. Support was the single predictor for attitudes, and when computed as an independent variable, attitudes were the sole predictor for expectations. No significant main effects or interactions between the variables were found.

Mokiniai, turintys kalbėjimo, kalbos ir komunikacijos sutrikimų, mokydamiesi bendrojo lavinimo mokyklose, susiduria su specifiniais sunkumais, kuriuos lemia sutrikę ar nepakankamai išlavinti kalbiniai gebėjimai. Jiems turi būti teikiama individualizuota, mokinių poreikius atitinkanti pagalba. O vienas iš svarbių pagalbos teikėjų – mokytojas. Iškelta hipotezė, kad pedagogai bendradarbiaudami su mokyklos logopedais, kitų institucijų specialistais aktyviai dalyvauja vaikų, turinčių kalbėjimo, kalbos ir komunikacijos sutrikimų, ugdymo procese bei teikiant jiems pagalbą įveikiant šiuos sutrikimus. Atliktas empirinis tyrimas, kurio tikslas – išsiaiškinti pedagogų požiūrį į mokinius, turinčius kalbėjimo, kalbos ir komunikacijos sutrikimų bei jų taikomus ugdymo metodus, bendradarbiavimo su kitais specialistais aspektus. Siekiant užsibrėžto tikslo tyrimui naudota anketa bei interviu. Tyrime dalyvavo 100 pradinių klasių pedagogų iš įvairių miesto pradinių bei vidurinių mokyklų. / Pupils with speech, language and communication disorders in secondary schools face specific difficulties caused by impaired or underdevelopped language skills. Students must be given individualized support. And one of the major donors is the teacher. The hypothesis shows that teachers in collaboration with the school speech therapists and other specialists from different institutions actively participate in children‘s with language and communication disorders educational process and assist them in dealing with these problems. An empirical study is made to find out teachers' approach to students with speech, language and communication disorders. In order to achieve the objective study a questionnaire and an interview are used. The study involved 100 primary school teachers from various primary and secondary schools in town.

abstract: ABSTRACT This mixed methods study examined how a high-poverty urban school district implemented four initiatives to support special education teachers and increase student achievement. The initiatives that were implemented consisted of direct instruction teaching methods, the use of a district-approved curriculum, monitoring program fidelity with walkthroughs, and increased professional development opportunities. Quantitatively, the study compared walkthrough data and student achievement scores. The walkthrough data was collected from 52 special education teachers employed at the 19 schools making up the district while teaching reading and math. Student achievement scores were collected from the students taught by the 52 special education teachers. The walkthrough data compared the percentage of students making academic growth on district assessments with the percentage of teachers implementing the district initiatives with a high level of fidelity. Data was collected and analyzed between the first and third quarters of the 2013–2014 school year. Qualitatively, six special education teachers were interviewed to examine their thoughts on the change process and to determine their needs to be successful as they continued to implement the district initiatives. The results of the quantitative data indicated that students demonstrated growth as walkthrough scores increased in 16 out of 19 schools, specifically in the area of math. Fidelity to the initiatives increased throughout the year as teachers began to use and implement the initiatives. The results of the qualitative data indicated that special education teachers positively responded to the support they received through the Special Services ii Department and the district’s initiatives. Using grounded theory, it was determined that teachers need opportunities for collaboration, feedback, and time to practice in order to be successful. Lastly, the epilogue discusses the next steps that are being taken by the district to support all students with their learning needs. / Dissertation/Thesis / Appendix G--Contains Qualitative and Quantitative Data Used in the Study / Doctoral Dissertation Educational Administration and Supervision 2015