This thesis focuses on four different aspects of history teachers’ comprehensiveunderstanding of the school subject history. More specifically, the aim is tostudy the comprehension of the subject as perceived by individual historyteachers. Special emphasis is placed on identifying the concepts of the field ofhistory that are central to the teachers’ understanding of the school subject history.The first aspect studied is the teachers’ biographical changes. In a life historyperspective it seems as if the teachers’ subject conception changes from anunproblematic and tentative approach to a more complex and confident understandingof the subject. The second aspect treated is the rationale behind theirgrasp of the purpose and content of the subject. Three major positions areidentified, namely educational (bildung) orientation, critical orientation, andidentity orientation.The third aspect studied is the teachers’ interpretation of a curriculumnew to them. The teachers placed the curriculum in the field of tension betweenan education policy position, emphasizing more precise knowledge, onthe one hand, and a history science position, emphasizing concepts of historicalconsciousness. The fourth aspect studied is five different conceptual tools displayedin the teachers’ remarks on having completed the teaching of a newcourse. These are termed ‘history as narrative’, ‘history as time-space’, ‘historyas explanation’, ‘history as perspective taking’, and ‘history as skills’At the general level the study shows not only that subject conception is ofimportance to the teachers’ understanding of their obligation as teachers of historybut also how it is formed and constantly transformed by many differentfactors. In this process it is clear that the concepts used by the teachers, althoughvariously defined, can be seen as specific to the school subject historyand essential to the construction of history as a school subject. / Vad är syftet med skolämnet historia och vad ska det innehålla? Det här är en doktorsavhandling där fokus sätts på lärares förståelse av skolämnet historia. Mer precist avgränsas syftet till att undersöka ämnesförståelsen hos nu verksamma historielärare. Särskild vikt läggs vid att identifiera centrala begrepp i lärarnas ämnesförståelse. Undersökningen bygger både på enkäter och intervjuer och tar sin utgångspunkt i fyra olika aspekter av historielärarnas ämnesförståelse som redovisas i separata studier. Den första aspekten är ämnesbiografisk och tar fasta på de faktorer lärarna menar har påverkat utvecklingen av deras ämnesförståelse. Den andra aspekten har sitt fokus på lärarnas förståelse av historieämnets övergripande syfte och innehåll. Den tredje aspekten handlar om hur lärarna tolkar inriktningen och innehållet i den nya ämnesplan som infördes i gymnasieskolan 2011. Den avslutande aspekten fokuserar på de ämnesredskap som blir synliga i de utsagor lärarna gör om innehållet i gymnasieskolans kurs Historia 1b.

Thesis (Ph. D.)--Ohio State University, 2007. / Title from first page of PDF file. Includes bibliographical references (p. 108-114).

Thesis (M. Ed(Curriculum studies)--University of Pretoria, 2004. / Includes bibliographical references.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1980. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 85-89).

Orientador: Luiza Helena da Silva Christov / Banca: Mirian Celeste Ferreira Dias Martins / Banca: Kátia Cristina Stoco Smole / Resumo: Esta pesquisa se caracteriza como qualitativa, porque parte de um levantamento teórico a respeito do ensino e aprendizagem da arte e da geometria e das suas relações. Com dados predominantemente descritivos, análise detalhada do processo e conclusões que seguem por raciocínio indutivo a partir dos dados. O foco da pesquisa está nos "olhares que pensam e sentem", envolvendo professores e alunos das séries iniciais do Ensino Fundamental de uma prefeitura no interior do estado de São Paulo, buscando reflexões acerca da complexidade do olhar, da natureza do objeto e das possibilidades e limites não só destes alunos fruidores, mas também do mediador; pontos essenciais para a realização de um planejamento com ações mediadoras e direcionadas para a aprendizagem. Este trabalho tem por objetivo responder à questão: "Como a didática do professor no ensino da geometria dá sinais de aproximação com o ensino da arte?". Avaliamos a pertinência das linguagens da arte, sobretudo a visual e a cênica no ensino de geometria e, como o uso dessas linguagens pode contribuir para a formação de conceitos e do pensamento geométrico, além do conhecimento da arte. Os dados da pesquisa foram obtidos por meio de três instrumentos: a observação das aulas dadas pelos professores envolvidos na pesquisa; a análise de documentos por meio dos relatórios das aulas elaborados pelos mesmos professores e os diários produzidos para os encontros de formação em arte. Para efetuar a leitura dos dados obtidos a partir dos instrumentos utilizamos as ideias discutidas por Ginzburg (1991) a respeito do paradigma indiciário. Com base nos estudos realizados por pesquisadores como Dewey (2010), Martins, Guerra e Picosque (2010), Smole e Diniz (2001), Machado (1995), Crouley (1994), Hoffer (1981), Vigotsky (2005)... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: This research is defined as qualifying, because it proceeds from a theoretical raising about teaching and learning from art and from geometry and from their relations. The prevailing descriptive data and process‟ detailed analysis lead to conclusions that follow an induced reasoning. The research focus is on "looks that think and feel", involving teachers and students from the first grades of Fundamental Education from a city hall in the interior of the state of São Paulo looking for reflections relating to the complexity of the look, the nature of the object and the possibilities and limits of not only the students but also of the mediator; essential points for the making of a planning with mediating actions directed to the learning process. This work has the goal to answer the question:" How does the teachers‟ didactics on geometry education give signs of approaching to art education?" We analyze the pertinence of the language of art over all of the visual and the scenic in the teaching of geometry and how the use of those languages can contribute to concept forming and the geometrical thought, besides the art knowledge. The research data were obtained through three methods: the observation of the classes given by the teachers involved in the research; the documents‟ analysis using notes of the classes taken by the same teachers and the diaries that were written for the meetings about formation in art. To make the reading of obtained data based on the instruments we used the ideas discussed by Ginzburg (1991) about the clues methodology. Based on the studies made by researchers like Dewey (2010), Martins, Guerra e Picosque (2010), Smole e Diniz (2001), Machado (1995), Crouley (1994), Hoffer (1981), Vigotsky (2005) among others, we raise hypothesis that there is a possibility of the approach between art and geometry by means of mediation and esthetical nutrition as well as the methodologic / Mestre

Psychological distress in children and adolescents is increasing and, despite the growing number in need, many are not able to access appropriate and timely support (Thorley, 2016). Schools have great potential for meeting pupils’ emerging mental health needs and can play a central role in the transformation of services; effective, early intervention programmes can improve pupils’ socio-emotional well-being and educational outcomes (e.g. Bonell et al., 2014; Greenberg, 2010). There is a demand for evidence-based models of good practice to improve schools’ existing support and provision (Department of Health (DH), 2013; 2015). The three studies in this thesis describe an ecologically valid evaluation of the Pyramid socio-emotional intervention (aimed at shy, withdrawn or socially isolated pupils) through its impact on socio-emotional well-being and school performance. While previous research (e.g. Cassidy, McLaughlin, & Giles, 2014; Ohl, Fox, & Mitchell, 2012) examined Pyramid’s effectiveness with primary-aged children, this research looked at the impact on pupils in early secondary school (11- to 14-years). A mixed methods design was implemented within a critical realist framework to examine intervention effectiveness and procedures and mechanisms underlying behaviour change. Pyramid pupils were matched with a non-intervention comparison group on age, gender, socio-economic status, and English and Mathematics levels. Socio-emotional well-being was measured using objective and subjective measures which included the Strengths and Difficulties Questionnaire (SDQ: Goodman, 1997; Goodman, Meltzer, & Bailey, 1998) and the Well-Being Questionnaire (WBQ: New Philanthropy Capital, 2010) at pre- and post-intervention. Subject ability self-concepts and current academic levels (English and Mathematics) were used as subjective and objective measures of school performance respectively at pre- and post-intervention. At 12-month follow-up the objective measures were used to re-examine the dual domains of interest. The perceptions and experiences of Pyramid service users and club leaders were collected through focus groups and thematically analysed. A distinct trajectory of change for the Pyramid group compared to comparison group peers was identified: intervention recipients demonstrated significant improvements in targeted aspects of socio-emotional well-being at short- and longer-term follow-up, showing large effects, and supporting previous conclusions from primary school evaluations. Pupils’ school performance findings indicated that Pyramid had a ‘buffer effect’ on the typical academic ‘dip’ characteristic of this developmental period. Qualitative findings provided confirmatory evidence for Pyramid’s effectiveness and an understanding of procedures and mechanisms underlying behaviour change. Collectively, these new findings have important implications for theory, practice and future evaluation research which are considered in this thesis. The thesis concludes with a proposal for a five-part Pyramid model that is integrated with Health Promoting School (HPS) strategies to support pupils’ socio-emotional well-being, generating ‘real world’ impact on children and young people’s lives.

The purpose of this study was to examine the challenges facing the teaching and learning of Accounting in secondary schools of the Mthatha education district. There are 69 secondary schools that offer Accounting in the Mthatha education district. In order to attain the objectives and fulfil the aim of the study, the researcher used the qualitative research approach, both in collecting and analysing the data. The case study design was used to describe and access the phenomenon of challenges facing the teaching and learning of Accounting in the Mthatha education district. Convenience sampling method was used to select twelve Accounting teachers from six different secondary schools in the Mthatha education district. Face-to-face in-depth interviews and non-participant observation were used to collect the data. Themes were drawn from the responses of the participants and these were analysed. The study revealed the following factors as challenges facing the teaching and learning of Accounting in secondary schools of the Mthatha education district: Teachers had professional qualifications in teaching, but fewer of them had Accounting as subject of their specialisation. Frequency of workshops was identified as a challenge by interviewed teachers. The study revealed that teachers are unfamiliar with the content to teach, and as a result, they are unable to develop the learner guides. The study found that teachers are using insufficient LTSM to teach Accounting. Instructional strategies used by teachers for teaching and learning of Accounting affected the process of teaching and learning of this subject. Redeployment is a challenge that affects the capacity of schools in the teaching and learning of Accounting. The study also revealed that there is a lack of parental involvement and support in the education of their children, which negatively affects the teaching and learning of Accounting. Limited commitment from teachers and learners was also revealed as one of the challenges in teaching and learning Accounting. The researcher made recommendations towards mitigating the effects of the challenges in teaching and learning of Accounting.

The aim of this thesis is to pass on the specific view on problems of multimedia and e-learning in teaching including making a methodology for creating multimedia teaching application. The methodology will make the work of creating multimedia teaching application easier for the creators (especially teachers). As a component of this thesis is a detailed description of functionality of software Camtasia Studio. This software offers sufficient quantity of functions for creating the multimedia data. This software was used in creating a few sample multimedia applications. This created multimedia applications were tested by students and succeeded. The thesis is concentrated on all teachers and offers them a chance for better teaching. It is not limited for teachers, it also can be used by other people. There are also mentioned problems of compression, codecs and formats, which are related to the subject of this thesis. There is also mentioned a topic concerned with communication, because it is considered as a part of teaching.

The lack of standardised and structured training, underscored by an academic discourse on film acting, necessitates the designing of a training programme that critically engages with this notion. This study aims to contribute to film acting as a field of study by designing, teaching and assessing the efficacy of a film acting training program. The film acting programme in question addresses the shifts between acting for theatre and acting for film, based on and contributing to scholarly discourse, whilst taking various learning preferences into account. This study makes use of mixed methods to answer the main research question – How does one teach the shifts from theatre acting to film acting? The answer to this question includes defining the shifts from theatre acting to film acting and the means through which these shifts can be taught to individual actors. Four sub-aims are consequently investigated. The first sub-aim examines the performance shifts from theatre acting to film acting. The commonalities in acting in both media are defined, so that the differences may become clear. The findings of sub-aim one serves as impetus for the second sub-aim, which explores several embodied acting approaches to determine how these approaches can be applied to the teaching of the differences between acting for theatre and acting for film. Pedagogical strategies pertaining to teaching and learning are consequently studied, and the elements of these strategies are incorporated in the designing and teaching of the film acting training programme in question (sub-aim three). The final aim focuses on the efficacy of the designed programme. Feedback from the facilitator, the participating actors and a panel of experts is discussed. It is concluded that this study offers a structured film acting training programme that facilitates the shifts from theatre acting to film acting while adhering to students’ thinking and learning preferences. / Thesis (PhD)--University of Pretoria, 2019. / Drama / PhD / Unrestricted

Submitted in fulfilment of the requirement for the degree MASTER OF EDUCATION in the Department of Educational Psychology of the Faculty of Education at the University of Zululand, 1999. / The aim of this study was to investigate the role of the school management team in promoting a culture of teaching and learning. From the literature study it became evident that the culture of teaching and learning in many South African schools has almost disappeared in its entirety. Most of the schools of the former education departments responsible for black education are characterised by a high failure rate, early school dropout, lack of discipline, low morale and an anti-academic attitude amongst teachers as well as learners. To these schools very little has changed since 1994 when the new government came into power. It would appear that a culture of teaching and learning in these schools does not exists. The ongoing turmoil in these schools underscores, inter alia, the failure of school management teams in assuming responsibility for promoting a culture of teaching and learning. Promoting a culture of teaching and learning involves a collaborative act between school management, teachers and learners. Many stakeholders in education seem to be helpless when confronted with problems related to teaching and learning in schools. It often seems as if their hope rests in the initiatives of school management teams to promote a culture of teaching and learning. The members of school management teams, as educational leaders, therefore have a vital role to play in creating a culture of teaching and learning. Although it is generally believed that school management teams, as educational leaders, are responsible for promoting a culture of teaching and learning, the situation is far from satisfactory. The causes for the absence of a culture of teaching and learning can be attributed to factors concerning the learners, factors concerning the school environment, societal factors and problems concerning the homes of learners and their living environment as well as the lack of parental involvement in the formal education of their children. Members of school management teams should have no uncertainties as to their responsibilities as educational leaders. Principals, deputy principals and heads of departments are both educational leaders and managers and their primary task or responsibility is to ensure that effective teaching and learning takes place. For the purpose of the empirical investigation a self structured questionnaire for members of school management teams was utilised. The data obtained from the completed questionnaires were processed and analyzed by means of descriptive statistics. Findings confirmed that the school management team has a significant role to play in promoting a culture of teaching and learning. In conclusion a summary was presented on the findings of the study and the following are some of the recommendations that were made: The members of the school management team must inculculate positive attitudes and values in teachers and learners. All teachers should be governed by a code of conduct that will prohibit unprofessional behaviour. The management team must ensure the adoption of a code of conduct for learners.