Дисертації з теми "Educational and methodical support"

This study intends to determine to what extent, if at all, the practices used in one urban school district in Southern California servicing high populations of socioeconomically disadvantaged students have on the academic achievement of students who are considered homeless under the McKinney-Vento Homeless Assistance Act. A quantitative analysis of the academic performance of homeless students in both English Language Arts and Mathematics on the California Standards Test was used. In addition, a survey was used to capture the perceptions of existing practices in schools. Interviews were conducted to gain the perceptions of site principals and district administrators to learn what they believe are the existing practices contributing to the academic performance of their homeless student population.

The following areas provided background and understanding of the academic needs of homeless students: (a) history of federal legislation (b) federal and state funding and national effort to end the cycle of homelessness (c) accountability for academic achievement (d) successful academic practices as well as the best practices to support the social-emotional needs of homeless students, and, (e) the perceptions of educators and administrators who work with students in homeless situations. Based on the research, the important factors to consider are the needed socialization and relationship-building component that provides homeless students with stability and a connection with the school as well as the teacher and staff awareness and sensitivity needed when working with homeless students.

The results demonstrated three significant areas to consider when educating homeless students; having an awareness of homeless students, accountability and monitoring of homeless students, and the social-emotional organizational practices in place to support these learners.

Recommendations included district level professional development focused on the special needs of homeless students as well as providing school principals with academic data on their homeless student population. Secondly, identifying homeless students in a web based data system for teacher review. Thirdly, site based professional development for both certificated and classified staff to provide strategies in working with student who face homelessness. Finally, to develop a district wide counseling partnership with outside consultants or city resources to allow for more on-site counseling services.

Using grounded theory methodology, the case study explores fourteen teachers’ experiences of educational reorganisation. Although the study identifies three distinct groups varying in the support offered for the demerger of Midtown High School, teacher resistance to the change is minimal. A variety of reasons for this are offered, including the nature of the teaching culture. Camaraderie and jocular relationships characterise the ethos that provides a positive experience for the teachers of the site. The study recognises the value of the supportive teaching culture in its ability to reduce stress. Leadership by the principal and a cycle of student to student-teacher to teacher reinforces the supportive teaching culture and ensures its continuance despite inherent communication problems. However, teacher-leaders dissatisfied with the status quo initiated the demerger. Within the second series of semi-structured interviews, the study reveals an improvement in communications and greater teacher empowerment as a result of effective leadership offered by the new principal. However, during the change process, the effect of the reorganisation upon the teaching culture and teacher-leaders was notable. Teacher-leaders who experienced stress during educational reorganisation lost the ability to function in their leadership roles. This affected the collegial relationships of the junior site staff and individual teacher's ability to cope. Teachers with an internal locus of control experienced significant stress when expectations were not met. In arriving at these assertions the role of the teaching culture was central. The effective teaching culture not only relies on effective leadership offered by administrators and teacher-leaders but also collegial relationships that are supportive and jocular in nature. The case study reveals that such a teaching culture, despite its limitations, is a valuable asset to the educational organisation.

Research on turnaround schools suggests that school districts have had limited success in effectively turning around underperforming schools including how districts support turnaround principals. Furthermore, the research makes an explicit connection between the success of a turnaround, the principal, and district support. Absent from the literature is how turnaround principals experience this support. In this qualitative study, I examine the experiences of turnaround principals and their perceptions of the district support provided them. My research questions are: “How do turnaround principals experience district support? What do struggling and successful principals say about the support process?” The primary data collection method consisted of interviews of 20 turnaround principals, 10 who were successful and 10 who were struggling. The data was analyzed using inductive thematic analysis, and the following themes emerged: distributed leadership, self-efficacy, and capability and capability development. There were five major findings: 1) There is an interrelationship between self-efficacy, capability development, locus of control, and the success of turnaround principals; 2) Turnaround principals want differentiated support from central office; 3) Successful turnaround principals employ distributed leadership practices; 4) Both successful and struggling turnaround principals need social-emotional support from central office; and 5) The capacity of the district’s central office to support turnaround principals is crucial.

The high rate of turnover for K–12 teachers, especially those working in urban schools, is well documented. Accompanying this research is a range of interventions to limit teacher movement and thus create more cohesive and effective schools. While the role of the principal is recognized as a critical element in teacher retention, few studies explore how principals see their roles in impacting teacher retention. To examine this question and propose practical solutions to better support teachers and principals, this study examines a range of structures in schools that principals might use to shape their school’s culture and provide better supports for their teachers.

Through a survey, case study, and interviews, the study assesses the working conditions in schools and its implications for teacher retention in a large urban school district. In doing so, the study uses a mixed-methods approach to analyze the intersection of the nature of the teaching occupation, working conditions of schools, causes of teacher turnover, and the principal’s role. The findings that emerge from the data offers a fresh perspective to consider the ways in which principals can consider their influence, involvement, and position to support teachers and influence the working environment of a school.

The recommendations from the study seek to honor the complexities inherent in a school organization, given the tremendous range of responsibilities bestowed upon teachers and principals. They are relevant to a range of stakeholders in K–12 educational communities, including researchers, policymakers, and practitioners.

The baby boom generation is the fastest growing demographic. With their aging comes an increase in the loss of loved ones. Essential to the mental well-being of this population who are at risk for depression and mortality is bereavement support with the overall goal of reducing bereavement-related depression and grief. Geriatric bereavement related-depression is often overlooked by health care professionals or if it is recognized prescribed medication has been a preferred remedy instead of other options such as group therapy. The proposed Archstone Foundation grant will support an English and Spanish speaking bereavement support group for adults age 65 and over at Barbara J. Riley Senior Community Center, Downey, California. A 6-week psycho-educational course will provide attendees with depression and grief reduction techniques utilizing Reminiscence, Cognitive Behavioral and Cognitive Grief Therapy. The actual submission and/or funding of this grant were not a requirement for successful completion of this project.

Thesis (MEd)--Stellenbosch University, 2014.
ENGLISH ABSTRACT: Parental involvement is a term that is associated with parental participation in schools and parents’ support of their children’s education. It is subjective in nature and often difficult to evaluate. In the late 1990s, many Somali families immigrated to South Africa due to the on-going factional wars in their country to take up employment opportunities and start a new life as immigrants. Limited knowledge exists about such parents’ understandings of education and their role in the educational development of their children. In this study, the researcher explored the various forms of support that Somali immigrant parents provide to their school-going children. This basic qualitative research study is situated in an interpretive paradigm. Through snowball sampling, five parents from a Somali community in the Helderberg area of the Western Cape were selected for the study. The data was collected through semi-structured interviews, a focus group interview and observations and was subjected to content analysis. The study found that there are various forms of support that Somali parents offer their primary school children. The support that these parents offer is mostly of physiological nature, such as to feed and to clothe them. The challenges that these Somali participants face are educational, cultural and linguistic. The study found that because the majority of the participants are uneducated, they face limitations in how they can support their children academically. Due to their lack of schooling experience together with their linguistic constraints, the parents’ participation tend to be limited to attending meetings and participating in social events.
AFRIKAANSE OPSOMMING: Ouerbetrokkenheid is ’n term wat algemeen in die skoolgemeenskap gebruik word en word gewoonlik vereenselwig met ouers se deelname aan skoolaktiwiteite asook hul ondersteuning ten opsigte van hul kinders se opvoeding. Ouerbetrokkenheid is subjektief van aard en dikwels moeilik om te evalueer. In die laat 1990’s, net na die beëindiging van apartheid, het baie Somaliese families, as gevolg van die voortdurende stamoorloë in hul land, na Suid-Afrika geëmigreer om nuwe werksgeleenthede te soek en sodoende ’n nuwe lewe as immigrante te begin. Beperkte kennis bestaan oor die uitdagings wat hierdie immigrantefamilies in die gesig staar asook hul rol in die opvoedkundige ontwikkeling van hul kinders. In hierdie studie het die navorser gepoog om die verskillende vorme van ondersteuning wat Somaliese ouers bied, te verken. Hierdie basiese kwalitatiewe navorsingstudie is in ’n interpretatiewe paradigma geleë. Deur middel van ’n sneeubalsteekproef is vyf deelnemers van ’n Somaliese gemeenskap in die Helderberg-gebied in die Wes-Kaap as deelnemers aan die studie gekies. Die data is ingesamel deur semi-gestruktureerde onderhoude, ’n fokusgroeponderhoud en waarnemings, en is toe inhoudelik ontleed. Die studie het bevind dat daar verskillende vorme van ondersteuning onder Somaliese ouers bestaan, wat hulle aan hul skoolgaande kinders bied. Die ondersteuning wat hierdie ouers aan hulle kinders bied, is van fisiologiese aard, byvoorbeeld om kos en klere, te voorsien. Die uitdagings wat hierdie Somaliese deelnemers in die gesig staar is opvoedkundig, kultureel en taalkundig. Die studie het bevind dat omdat die meeste van die ouers ongeletterd is, hulle nie hul kinders met hul skoolwerk kan help nie. As gevolg van hul gebrek aan skoolopleiding asook hul taalkundige beperkinge, is dié ouers se deelname geneig om beperk te wees ten opsigte van die bywoning van skoolvergaderings en deelname aan sosiale geleenthede by die skool.

Educational tools to assist the public in recognizing decision impacts of water policy in a realistic context are not generally available. This project developed systems modeling based educational decision support simulation tools to fill this void. The goal of this model is to teach people about the implications of water management alternatives so that they can make more knowledgeable decisions. The model is based in Powersim, a dynamic simulation software package capable of producing web-accessible, intuitive, graphic, user-friendly interfaces. Modules are included to represent residential, agricultural, industrial, and turf uses, as well as non market values, water quality, reservoir, flow, and climate conditions. Supplementary materials emphasize important concepts and lead learners through the model. The model was used in a University of Arizona undergraduate class and within the Arizona Master Watershed Stewards Program. Evaluation results demonstrated improved understanding of concepts and system interactions, fulfilling the project's objectives.

Generally in today’s classrooms educators have the responsibility to develop teaching practices that are best suited for a particular group of learners. Since the early days of 1-room schools, various teaching styles have been developed to accommodate a changing world. As the curriculum has broadened through the years, individual student needs have remained the focus as teachers have become more and more accountable for student learning. The purpose of this qualitative study is to investigate or identify how successful teachers manage their classrooms. It defines key student behavior issues that most teachers experience daily. The study further investigates the hypothesis that lesson planning and productive teaching with overall good student behavior is not a product of good luck or chance; it results from efforts made by caring teachers who aid learning for their student. I attempt to determine what the typical teacher does in efforts to reach the goal of effectively educating students and managing various issues that arise within the classroom setting simultaneously. The study was conducted in a rural community within middle school grade levels. All teachers were interviewed and asked open-ended questions during the 2013-14 school year. Also, the teachers were observed in their actual classrooms. I examined the practices that enable them to teach. The teacher responses offered valuable information about perceptions pertaining to excellent teaching, classroom management, and the relevance of teaching factors that enhance student learning. Exerting extra effort toward minimizing classroom disruptions, while consistently providing a learning environment, requires an assertive approach in planning before the students enter the classroom. This research can provide all educators insight to such of an educational environment that has proven to be productive in today’s complex world. These teaching attributes would better assure students upon their arrival to the classroom each day, a routinely excited, enthused, and caring educator.

The purpose of this study was to investigate the relationship between principal support and teacher academic optimism. The conceptual framework guiding this study proposed that the existing relationship between the constructs of teacher academic optimism could be related to principal support. Extant data from high school teachers in an urban setting provided quantitative data analysis of the four types of principal support (emotional, instrumental, informational, and appraisal) and whether they can predict the constructs of teacher academic optimism (teacher self-efficacy, teacher trust in parents and students, and teacher academic emphasis) or academic optimism itself. This study identified the relationship between types of principal support and academic optimism in an urban setting that can be applicable to school settings, and based on past studies, impact student achievement.

Support staff are perceived to be highly important to schools in Britain (Department for Education (DfE), 2011; Department for Educational and Skills (DfES), 2000). The dramatic increase in support staff within schools has led to a range of roles being developed, impacting on their training and development needs (Training and Development Agency (TDA), 2010a), and those “involved in employing, managing, supporting and training them” (Alborz et al., 2009, p.4). Whilst guidance is available to schools (for example, Training and Development Agency (TDA), 2010c) there is a lack of evidence regarding the forms of support available to support staff in schools, or what is helpful, in order to carry out their role effectively and develop professionally. A qualitative approach was adopted to explore perceptions of support for support staff and the role of educational psychologists. Questionnaires, focus groups and individual interviews were utilised to gather the views of secondary school support staff, senior management team members and educational psychologists. Thematic analysis identified key themes relating to enabling support staff to feel supported within their roles, and the role of educational psychologists in working with support staff. Findings suggest that, being valued, included and involved is important to support staff feeling supported. Relationships with other members of support staff and school staff in addition to a school’s overall ethos were identified to have considerable influence on facilitating these aspects. Lack of clarity regarding the role of educational psychologists and their role in supporting support staff was also identified. Tentative suggestions are made regarding how schools might enable support staff to feel supported, and how EPs might widen their roles with support staff. In light of the findings, areas for further research are considered.

The purpose of this study was to examine the relationship between high school teacher job satisfaction, using an instrument that measures Herzberg's Two Factor Theory and principal support, using an adapted instrument from House's theory of administrative support. Data were collected by a team of researchers from 34 self-selected public Virginia high schools and consisted of 1276 teacher participants. Correlation and regression analyses were performed to find the relationship between teacher job satisfaction and principal support. The results showed no significant relationship between principal support and high school teacher job satisfaction. This may be explained in part by the weakness of the Professional Job Satisfaction Survey (PJSS). The data on the Principal Support Scale (PSS) revealed two distinct factors of principal support that related back to House's original theory of administrative support (DiPaola, in press). A significant positive correlation was found between the expressive and instrumental dimensions of principal support (r = .796, p < .01). A significant negative correlation was found between job satisfiers and job dissatisfiers (r = -.421, p < .05). Based on these findings future researchers should continue to explore this topic with a more reliable measurement of job satisfaction. Future researchers should continue to explore the relevance of Herzberg's two factor theory in education and examine the effect of external forces on both job satisfaction and principal support. Continued use of the PSS for measuring principal support in relationships with other school social variables is also strongly supported by this study.

Includes bibliographical references (leaves 164-179).
This mixed methods dissertation investigates whether the Matric Mathematics results and enrolments at high schools in the EMDC East zone of Cape Town have been impacted by the availability of computers and mathematical software (as provided by the Khanya Project); how the teachers at one school in Khayelitsha, Cape Town are using the computer as a tool to teach Mathematics, and whether their pedagogy changes between the Mathematics lessons in the conventional classroom and the computer lab. A series of statistical tests (Mann-Whitney U test; independent samples t-test; paired samples t-tests and the Wilcoxon Signed Rank test) were applied to various samples of the 2007 Matric Mathematics data of high schools in the EMDC East, obtained from WCED. What was concluded was that there was no significant difference between the Matric Mathematics results of the schools with the computers and those without; no significant change in the results after the Khanya labs were installed; no significant change in the percentage of pupils that passed Matric Mathematics; and no significant change in Higher Grade Mathematics enrolment rates. The overall conclusion from the quantitative research was thus that no significant differences were brought about by the use of computers in Mathematics in the EMDC East schools. So, what does happen when the computers are being used? This led to qualitative research on whether and how computers impact pedagogy: observations of ten Mathematics lessons in a selective township school in Khayelitsha were undertaken, and transcriptions made. These transcriptions were analysed in order to determine how the teachers were using the computers as a pedagogical tool, and whether their pedagogy varies across different lesson contexts (face-to-face lessons and computer lab lessons). In the case of the former question, it was found that the computers were primarily being used as a drill-and-practise tool for revision purposes; in other words, as though they were electronic textbooks. In order to answer the latter question, each sentence of each teacher was categorised according to an analytical framework in order to determine if there were any variation in semiotic mediation (in other words, teacher talk) between the classroom and the computer lab. Chi-squared tests for independence indicated that there was a significant, moderate to strong association between the location of the lesson and the type of talk; thus there is significant variation in semiotic variation between the two venues and the teachers' pedagogy does vary between the face-to-face classroom and the computer lab. Further chi-squared tests also indicated significant, moderate to strong associations between the location of the lesson and the scale of interaction (class or individual); and between the type of talk and scale of interaction.

As distance learning opportunities foster a wide array for online mentoring, program administrators are in need of research supporting the successful development and management of such efforts. This qualitative research examined the leadership perspectives, skills, and strategies involved in developing and administering an online support program (also referred to as electronic mentoring) designed to help beginning teachers transition into the profession and improve their retention (National Commission on Teaching and America's Future, 2003). The population was comprised of all known programs established to date in the United States. Interviews were conducted of 28 program administrators representing 20 online programs for new teachers. Data were collected via interviews and triangulated with multiple artifacts. Consistent with practices by Strauss and Corbin (2007), data were analyzed using open, axial, and selective coding to identify, organize, and relate categories and themes. Through this analysis process, the core category, "The Leadership Role in Online Support Programs for Beginning Teachers," emerged and was based upon the interrelationships among five subcategories: (a) needs and benefits of participants, (b) program development, (c) professional development, (d) technology considerations, and (e) leadership strategies. The grounded theory resulting from these findings concluded that, successful administrators need to develop a detailed plan for online programs, weighing necessary program components including (a) an educationally diverse program team; (b) early establishment of program goals; (c) reliable methods of assessment of outcomes using constant formative evaluation; (d) a secure, reliable, non-evaluative environment; (e) training in effective online communications and relationship building; and (f) a value-added experience for participants. The leadership role of online support programs for beginning teachers requires administrators to have an in-depth understanding of the developmental needs of new teachers in concert with principles of adult learning theory and means of maximizing professional development. Of greater import than technology skills were the ability to effectively communicate online and manage in a collaborative, facilitative, ever-changing environment. Future studies should examine requirements for participants' online engagement, comparative technology for online support systems, roles adopted by facilitators, and methods of assessment of program effectiveness.

Globally, a phenomenon has transpired involving the fast-paced growth of mobile technology and the rapid adoption of smart technology. As technology continues to become more mobile, it could be beneficial for educational systems to begin to evaluate how mobile applications impact family, school, and community relationships; however, little research exists on this specific topic. The purpose of this qualitative study was to uncover the experiences of district-level administrators during the implementation of mobile applications for a number of school districts. The diffusion of innovation theory, the unified theory of acceptance and use of technology, and various school, family, and community partnership frameworks informed this study. Administrators who oversaw the implementation of district mobile apps participated in this study. Data were collected using electronic questionnaires and phone interviews, with supportive information from archival documents. The resulting data were analyzed to uncover the unique experiences of each study participant and compared and contrasted to explore emerging themes. Families were identified as the target stakeholder group intended to be reached through mobile apps and participants recommended engaging diverse stakeholder groups when planning to implement apps. Focusing on the integration of new mobile apps with existing systems and supplying the apps with content emerged as themes. Communicating the availability of mobile apps to families and participant responsibilities associated with the implementation of mobile apps were areas of concern. This study potentially informs school districts regarding how to reach more diverse families.

The implementation of inclusive education has begun in Hong Kong for over a decade. This research is a mixed methods research consisting of two related studies that examine support for students with special educational needs (SEN) in Hong Kong. The first study explored the effectiveness of inclusive and segregated education in supporting students with intellectual disabilities (IDs). A total of 42 students (19 female and 23 male) attending primary 4 to primary 6 and diagnosed as having mild grade ID participated in this study. Eighteen of them (8 female and 10 male) were from 16 ordinary schools and 24 (11 female and 13 male) were from 3 special schools designed for students with mild grade ID. The two groups were compared based on academic achievement, socio-emotional functioning and self-perception of acceptance, popularity among peers, and intellectual and school status. The results indicated that students in ordinary schools outperformed their counterparts in academic achievement. However, students in special schools were found to have better peer relationships and a lower level of emotional distress in addition to exhibiting more helpful behavior. Their self-perception was also more positive. The second study was conducted to investigate the contextual factors that could have affected the academic achievement, socio-emotional functioning, and self-perception of the two groups of students. To this end, a total of 3 parents, 8 school personnel and 3 students from 2 ordinary schools and 2 special schools were interviewed and 2 classroom observations were conducted. Special schools were found to have lower academic demand. They adopted a functional curriculum designed to strengthen the students’ practical and generic skills and offered various support programs to increase confidence and develop positive attitudes. Small class sizes allowed teachers to use individualized, interactive, and experiential strategies that catered to the students’ individual learning styles and socio-emotional needs. Close home-school collaboration was also maintained. In contrast, ordinary schools followed a standard mainstream curriculum and assessment for all with both teachers and parents exhibiting higher expectations of the students that resulted in more active involvement in the students’ academic learning. These collective factors might have contributed to the better academic achievement of SEN students in ordinary schools and the more positive socio-emotional functioning and self-perception of their counterparts in special schools. The implications of this research for policy makers tasked with the development of and resource allocation for the support system for SEN students, in addition to its effects among practitioners who wish to strengthen current practices and support for SEN students, are discussed.
published_or_final_version
Education
Doctoral
Doctor of Education

Industrial Control Systems (ICSs) are used to monitor and control critical infrastructure such as electricity and water. ICS were originally stand-alone systems, but are now widely being connected to corporate national IT networks, making remote monitoring and more timely control possible. While this connectivity has brought multiple benefits to ICS, such as cost reductions and an increase in redundancy and flexibility, ICS were not designed for open connectivity and therefore are more prone to security threats, creating a greater requirement for adequate security engineering approaches. The culture gap between developers and security experts is one of the main challenges of ICS security engineering. Control system developers play an important role in building secure systems; however, they lack security training and support throughout the development process. Security training, which is an essential activity in the defence-indepth strategy for ICS security, has been addressed, but has not been given sufficient attention in academia. Security support is a key means by which to tackle this challenge via assisting developers in ICS security by design. This thesis proposes a novel framework, the Industrial Control System Security Engineering Support (ICS-SES), which aims to help developers in designing secure control systems by enabling them to reuse secure design patterns and improve their security knowledge. ICS-SES adapts pattern-based approach to guide developers in security engineering, and an automated planning technique to provide adaptive on-the-job security training tailored to personal needs. The usability of ICS-SES has been evaluated using an empirical study in terms of its effectiveness in assisting the design of secure control systems and improving developers’ security knowledge. The results show that ICS-SES can efficiently help control system designers to mitigate security vulnerabilities and improve their security knowledge, reducing the difficulties associated with the security engineering process, and the results have been found to be statically significant. In summary, ICS-SES provides a unified method of supporting an ICS security by design approach. It fosters a development environment where engineers can improve their security knowledge while working in a control system production line.

The aim of the study was to establish how and compile educational relationship-focussed reading support strategies for educators to support learners who experience barriers to reading. The educator-learner relationship first had to be delineated by establishing the dimensions of the relationship, namely emotional, cognitive and value-driven activities that impact on the learner's feelings, knowledge and attitudes towards his or her world, and for the purpose of this study, how these pertain to the learner's reading development. Components of reading development, as well as barriers to reading and appropriate supportive reading activities were also described. The most essential reading skills are indicated to be a motivation to read, linguistic cueing in reading in terms of phonemic, morphemic, syntactic and semantic cueing, sight word recognition and comprehension. On this theoretical basis the reading support strategies were compiled encompassing reading and relationship-focused activities. Aims for achieving the relationship and reading skills were established, for which appropriate reading and relationship activities were then compiled. Qualitative research was implemented in the design and implementation of the reading strategies. Data were obtained from implementing the reading and relationship-focussed strategies, from learners' reading profiles, from educators' and learners' evaluation of the strategies, as well as from the researcher's own evaluation as a research participant. All the results were then triangulated to arrive at the findings of the research. These indicate that the reading and relationship activities will be successful if presented simultaneously, and with full cooperation by educators and learners alike. The contribution as well as the limitations of the research are indicated, and finally recommendations are provided.
Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2009.

Similar to other organizations, change is a part of any school setting. In this time of necessary educational transformation, school principals must have the knowledge and skills to be change agents. This study sought to expand on existing research on change orientation by examining how principal support affects the faculty's receptivity to institutional change. Thus, the focus of this study was to explore the relationship between two dimensions of principal support and three aspects of change orientation. The Principal Support Scale (PSS) and Faculty Change Orientation Scale (FCOS) were used to survey 1,276 licensed, professional teachers in 34 public high schools throughout the Commonwealth of Virginia.;Correlational statistics revealed a significant positive relationship between principal support and faculty perception of principal openness to change. When regressed with the other principal support factor, expressive support demonstrated a significant effect on principal openness to change. In addition, a significant relationship emerged between one dimension of principal support and faculty receptivity towards community pressure for change. A significant positive correlation was also found between principal openness to change and faculty openness to change.

This qualitative study focuses on a peer support system created and facilitated by a high school student. The peer support group was multifaceted, including one component on Facebook™. A review of literature on bullying, cyberbullying, Communities of Practice and hyperpersonal communications was compiled, studied and analyzed. The case study was comprised of a four one-on-one interviews with the creator of the support system, in which she discussed her experiences throughout its facilitation. The study discusses all the components that made up the support system and the benefits for the creator and students involved at her high school. The study focuses on the use of Facebook™ as a medium for support, in particular, the anonymity it allowed for the members of the support system to share. I utilized this study to identify the benefits of support systems for students that are facilitated and governed through peers.

The overall aim of this research is to describe and analyse the educational pathways from preschool to school of a group of children with and without special educational needs. The aim is also to describe and analyse children’s views and experiences of early years education, and how these can be obtained. The research comprises six studies that are presented in four articles and two conference papers. Longitudinal and multiple-case study designs, and mixed method approaches are adopted in the empirical studies, and the data is collected via observations, a questionnaire, documents, conversations and interviews with staff, children’s drawings and interviews with children. The results from the empirical studies show a variation of pathways to compulsory education; changes in activities and relationships in the transitions; a variation in preschool quality; a broad conceptualising of special educational needs; an application of comprehensive or specialised typologies in the educational settings; an undecided and cautious attitude toward inclusive education; an allocation of generous resources to specialised and segregated programmes; and a diversity of support provisions. The children report more positive than negative experiences of their early school years and pinpoint the importance of having a sense of belonging among peers; opportunities for creative play and thinking; experiences of speed, excitement and physical challenges; elements of cosiness, withdrawals and comfort for recreation; experiences of growth in knowledge and understanding of the world; feeling safe; feeling free and autonomous; and preventing homesickness in order to thrive. The results of the literature review are that the researchers may obtain data from children with and without special educational needs by means of traditional and innovative data collection methods. For broadening participation and sharing of views, the researchers may offer relational and material support. The thesis has relevance for researchers in the field of special education, inclusive education and early childhood education and care. It has also relevance for teacher training, policy makers and stakeholders, school heads, teachers and families.

At the time of the doctoral defense, the following paper was unpublished and had a status as follows: Paper 6: Submitted.

Thesis (MEdPsych)--Stellenbosch University, 2012.
Includes bibliography
ENGLISH ABSTRACT: There has been a paradigm shift occurring in the field of educational psychology over the last few decades from a predominantly medical approach towards a more inclusive and systemic approach. This development has called for a change in the way educational psychologists conceptualise problems, as well as an expansion in their practices in order to provide effective support services. However, the question arose which theoretical approach educational psychologists currently espouse and implement. This study therefore endeavoured to explore the theoretical approaches underpinning educational psychologists’ practice, with a focus on those professionals working within District Based Support Teams (DBSTs) in the Western Cape.Within this broad aim, the research aimed to identify which theoretical approach(es) the educational psychologists personally espouse and which theoretical approach(es) is/are espoused within the DBSTs. A further objective was to determine what the practice of their theory-in-use entailed. This information would ascertain whether the educational psychologists’ espoused theories and theory-in-use correspond. Qualitative research within the interpretive/constructivist paradigm was employed for the research design. The participants included eight educational psychologists practising within District-Based Support Teams (DBSTs) in the Western Cape. Data was collected by means of an extensive literature review, self-administered questionnaires and individual interviews and analysed using qualitative thematic analysis and interpretation. The key findings of this research revealed that the educational psychologists in this study personally espouse a systemic approach to their practice of educational psychology. However, it was revealed that this approach is not necessarily adopted by all members of the DBSTs. Furthermore, the educational psychologists themselves experience many challenges in implementing this theory. Their theory-in-use at the Education District Offices incorporates both medical and systemic approaches. Assessment of learners is largely based on a medical model, whilst the interventions and support they provide appeared to be focused on a more systemic level. It was concluded that the theory that the educational psychologists personally espouse; the theory espoused within DBSTs; and the theory-in-use within the DBSTs, do not entirely correspond.
AFRIKAANSE OPSOMMING: ’n Paradigma skuif wat die laaste paar dekades plaasgevind het in die veld van opvoedkundige sielkunde, het meegebring dat die benadering verander het vanaf ‘n hoofsaaklik mediese model na ‘n meer inklusiewe en sisteem gebaseerde model. Hierdie ontwikkeling vra dat opvoedkundige sielkundiges probleme op nuwe maniere konseptualiseer, asook hul praktyk uitbrei om effektiewe ondersteuningsdienste te kan verskaf. Die vraag watter teoretiese benaderings opvoedkundige sielkundiges tans onderskryf en implementeer, het onstaan. Hierdie studie poog dus om te ondersoek watter teoretiese raamwerke opvoedkundige sielkundiges se praktyke onderlê, en fokus op die opvoedkundige sielkundiges wat werk binne die Distriksgebaseerde Ondersteuningsspanne (DBSTs) in die Wes-Kaap. Binne hierdie breë doelwit, word deur die navorsing gepoog om die teoretiese benadering(s) wat opvoedkundige sielkundiges binne die DBSTs persoonlik aanhang sowel as die teoretiese benadering(s) wat binne hierdie DBSTs gepropageer word, te identifiseeer. ‘n Verdere mikpunt was om vas te stel wat die deelnemers se praktyk (teorie-in-gebruik) behels. Hierdie inligting sou dit moontlik maak om vas te stel of die teorie voorgestaan en die teorie-in-gebruik ooreenstem. Kwalitatiewe navorsingsmetodologie vanuit ‘n interpretatiewe/konstruktivistiese paradigma is gebruik in die ontwerp van die navorsing. Die deelnemers was ag opvoedkundige sielkundiges wat binne die DBSTs van die Wes-Kaap praktiseer. Data is versamel deur ‘n uitgebreide literatuur oorsig, self ingevulde oop vraelyste en individuele onderhoude. Die data is geanaliseer deur van kwalitatiewe tematiese analise en interpretasie gebruik te maak. Die kernbevindinge van die studie het gedui op ‘n sistemiese benadering tot hul praktyk, wat deur die opvoedkundige sielkundiges persoonlik onderskryf word. Die bevindige het ook gedui daarop dat nie al die lede van die DBSTs dit aangeneem het nie. Verder ervaar die opvoedkundige sielkundiges self verskeie uitdagings ten opsigte van die implementering van sodanige teoretiese benadering. Die teorie-in-gebruik binne die Onderwys Distrikskantore bevat beide mediese model benaderings sowel as meer sistemiese benaderings. Die assessering van leerders is grootliks gebaseer op ‘n mediese model, terwyl die intervensies en ondersteuning wat gebied word blyk meer sistemiese onderlê te wees. Dit kom dus vooras of die teorie wat opvoedkundige sielkundiges persoonlik aanhang, die teorie wat binne die DBSTs onderskryf word, en die teorie-in-gebruik binne die DBSTs nie noodwendig ooreenkom nie.

Problem--The development of diabetes produces a state of shock for the child and his or her family. The single most important factor in coping with both the physical and emotional impact of diabetes is education. Only when there is a clear understanding on the part of the child and the family of what diabetes is, how it can be managed, how to prevent emergencies, and how to cope with complications should they arise, will these feelings begin to be resolved.There are very limited educational materials available to help the pre-school to elementary age children with diabetes understand their disease.Main Procedure--A support group for families who have children with diabetes was developed. The objectives were formulated in relationship to the needs of the support group. The following materials were created to help the children understand about their disease:1. A flannelboard explanation of diabetes was used to help the children understand diabetes.2. A green puppet to sing and talk to the children about the problems of being different and how to say no without calling attention to oneself was created.3. A homemade robot was made that could turn a negative message into a positive one. A discussion of what's good about today and the importance of having a positive attitude followed.4. A game called Diabetes Challenge was created. The game called for the recognition of foods and their exchange areas and also asked challenging questions about diabetes.5. Containers from three fast-food restaurants were used with food exchanges marked on them so children could select wisest choices for their meal plan.6. Marionettes and stick puppets were created to perform the puppet show "The Boy Who Cried Wolf" and then the sequel "The Girl 'Who Cried Reaction". The sequel was written by the researcher in an attempt to illustrate the importance of being believed.7. A school booklet was developed for families to inform their schools about diabetes.8. A video tape was created to be used by parents to inform their school about diabetes.Understanding diabetes and learning to care for it well is an ongoing task. Diabetes in a child is a way of life. It involves the whole family and all those outside the family that are caring for the child.It is the writer's hope that this project will be utilized as a resource for presenting important information to children who have diabetes. These materials are available upon request by contacting Julie Alexander, R.R. 1 Box 29, Eaton, IN 47338, Phone:(317) 396-9222.
Department of Elementary Education

This work aimed to analyze the perceptions of family support of school learning in 79 high intellectual ability 6th grade students from three educational contexts in Morelos, Mexico: urban (public, private) and rural indigenous schools. The students answered the SAGES-2 (Johnson & Corn, 2001) and the Family Support Questionnaire of Bazán & Domínguez (2009). Significant differences were only found between the three contexts in the perception of regular communication with teachers in Language (Spanish), which wasperceived more frequently in students from private schools, regardless of the area of abilities. This communication was perceived the least in students from rural indigenous schools. The results emphasize the importance of family and socioeconomic variables to understand the manifestation, development, and education of high ability students from different cultural contexts.
El objetivo del trabajo fue analizar la percepción del apoyo familiar al aprendizaje en 79 alumnos de 6to grado con aptitud intelectual superior de tres contextos educativos (escuela urbana pública y privada, y rural indígena) en Morelos, México. Los alumnos respondieron la prueba SAGES-2 (Johnson & Corn, 2001) y el Cuestionario de Apoyo Familiar de Bazán& Domínguez (2009). Solamente se encontraron diferencias significativas entre los contex- tos analizados en la percepción de la comunicación regular con maestros relacionada con la materia Español, que fue percibida con mayor frecuencia en el contexto de la escuela privada, respecto al público indígena, independientemente del área de capacidades detectada. Se enfatiza la urgencia de investigar las variables del contexto socioeconómico y familiar para la comprensión de la manifestación, desarrollo y educación de las altas capacidades en alumnos de entornos culturales diferentes.

Mental healthcare representatives from the Department of Health approached the University of Pretoria to provide students with the opportunity to establish psycho-educational support groups for mental healthcare patients at various local clinics. This opportunity forms part of the Department of Psychology s community psychology practical training. The study makes use of programme evaluation as part of applied research to evaluate the relevance of psycho-educational support groups, as a method to strengthen mental health services to patients and to enhance their well-being. The implementation of psycho-educational support groups in this research includes the exploration and evaluation of the process of implementation and effectiveness of these groups as a possible supplement to individual therapy, not as a replacement. The foundation of this evaluation consists of two main objectives: 1. To determine the students views regarding the value and the process of implementing the psycho-educational support for the patients in the various clinics. 2. To determine the views of the personnel of the various clinics regarding the value of psycho-educational support groups conducted in their clinics. The social ecological perspective is used as theoretical basis for the implementation of the psycho-educational support groups, it refers to the mutual transactions between people and the social environment in which they function on a daily basis, and how individuals adapt to their changing environment in order to survive or ensure their own well-being. The evaluation of the psycho-educational support groups also forms part of a larger, action-research process and uses qualitative semi-structured interviews as data collection method and thematic analysis to analyse the data. The research results indicated that that psycho-educational support groups had a constructive impact on the patients who participated in these groups, despite the views and opinions of a number of the students and psychologists that indicated that some of the session had no value. Within the boundaries of action research and planning for future implementation, this study provided a platform for further research on the topic of psycho-educational support groups in primary healthcare, especially mental health. The value of the study was that it highlighted the potential value of psycho-educational support groups in primary healthcare clinics. It also outlined many variables that need to be taken into account when implementing these groups in the future. Using these suggestions, the implementation of psycho-educational support groups can improve to increase not only the value of the support they provide to the patients, but also the overall functioning of the clinics.
Mini Dissertation (MA)--University of Pretoria, 2015.
Psychology
MA
Unrestricted

Having an infant admitted to the neonatal intensive care unit (NICU) can be stressful and overwhelming for parents and families. Parents have developed anxiety and depression disorders, as a result of their experience from having their infant in the NICU. The stress and anxiety can also affect the parent-child attachment, as well as putting the infant/child at risk of abuse and neglect. A licensed clinical social worker will facilitate a support group using the strength based perspective to empower individuals and families. The support group goals are: to reduce the amount of stress that parents and/or caregivers encounter, as a result of their infant being in the NICU, to empower parents and/or caregivers to advocate for their infant who has been in the NICU, and to increase the parents and/or caregivers' ability to appropriately respond to the infant's needs. In selecting, Health Trust, as a funder, it values enhancing the well-being of individual and families in Santa Clara County. An actual submission to the funder was not a requirement of this project.

Many school districts are utilizing instructional coaches to support teachers as they implement their professional learning in the classroom. This study examined teachers’ perceptions of effective instructional coaching practices to gain insight about which aspects of instructional coaching teachers find most supportive in implementing change in the classroom. Adult learning theory, andragogy, was used as the theoretical framework guiding this study. Survey data from the Perceptions of Coaching Survey (PCS) was collected from 116 teachers across six states. These teachers were engaged in professional development on supporting English learners and were receiving follow-up coaching support from their district. Five participants were interviewed to further investigate teachers’ perceptions of coaching practices. Two maintained a month-long journal to reflect on any coaching interactions that occurred. The findings of this study revealed that teachers perceive coaching to have a positive impact in supporting the implementation of change in the classroom, and a primary theme emerged that coaching aims to improve instruction. The aspects of coaching that teachers were most satisfied with focused on implementing classroom strategies including having a coach modeling strategies in the classroom, being observed and receiving feedback from a coach, and watching fellow colleagues teaching the same things. Teachers also identified desirable qualities of coaches, including knowledge, trustworthiness, confidence, positivity, and flexibility from a supportive and consistent, non-administrative presence in the classroom. Teachers reported that what they learn from coaching applies to their current teaching situation and that coaching motivates them to try new things in the classroom.

Thesis (MEdPsych)--Stellenbosch University, 2014.
ENGLISH ABSTRACT: Technical and Vocational Education and Training (TVET) Colleges (Formerly Further Education and Training [FET] Colleges) in South Africa have undergone many changes since 1994. The sector has been reformed with much policy change. There are currently 50 multi-campus sites spread across South Africa. Government has realized the plight of many jobless youth. The lack of trained workers with certain scarce skills has therefore come to light in the world of work. TVET Colleges have the potential to answer this need. In 2007, a new curriculum, National Certificate (Vocational) [NC(V)] was rolled out to replace the National Assembly Training and Education Department or NATED (N1-6) qualifications. This new curriculum was described as an equivalent to Grades 10 to 12, with students generally being between the ages of 16 and 18. Most of the students enrolled for these courses hold bursaries. Of concern for this study is the low throughput rate of roughly 40% of this age group per year, since roll-out in 2007. In this generic qualitative research study framed with a constructivist paradigm, I set out to explore the student support officers’ perceptions of providing support to these NC(V) students that did not pass their courses. I made use of semi-structured individual and telephonic interviews to gather data and the respondents were selected based on their role within the college. I developed thematic networks to organize the data before analyzing it into themes. Bronfenbrenner’s bio-ecological framework served as the theoretical framework underlying my research. Findings showed that the roles of the student supporters were not clearly defined. This lead to many challenges within the performance of their roles. Student supporters thus seemed to be in constant battle to support the students. In addition, working with adolescent students in the TVET College sector also presented unique challenges, since they are a new cohort of students entering the colleges. The student supporters shared recommendations that could be considered for the development of their roles within the college sector.
AFRIKAANSE OPSOMMING: Tegniese- en Beroepsonderwys- en- Opleidingskolleges (TVET Colleges) in Suid-Afrika het vanaf 1994 baie veranderinge ondergaan. Daar is beleide in plek gestel wat hierdie sektor herskep het (tot onlangs bekend as verdere Onderwys en Opleiding). Daar is huidiglik 50 TVET Kolleges regoor Suid-Afrika. Die regering het besef dat daar baie jongmense sonder werk is. Dit het aan die lig gekom dat daar ’n tekort aan opgeleide mense met sekere vaardighede is. Die TVET Kolleges is geïdentifiseer as die plek waar hierdie opleiding aangebied kan word. In 2007 is ’n nuwe kurrikulum by TVET Kolleges bekend gestel. Die doel was dat dit die ou NATED (N1-6) kursusse vervang en dat dit vir jonger studente opgestel is. Hierdie kurrikulum is die NCV (Nasionale beroepsgerigte Sertifikaat) genoem. Die studente is dan tipies besig om hul Graad10-12 by die Kollege te voltooi en is tussen die ouderdomme van 16-18. Die meeste studeer met ’n beurs. As daar nou teruggekyk word na die slaagsyfer van hierdie NVC kurrikulum vanaf 2007, is die gemiddeld 40%. Dit is iets waaroor die media gereeld rapporteer. In hierdie generiese kwalitatiewe navorsingstudie met ’n konstruktivistiese paradigma, het ek besluit om ondersoek in te stel oor die persepsies van die studenteondersteuners oor hul rol as ondersteuners vir hierdie groep jonger NCV studente wat sukkel om te slaag. Ek wou verstaan wat studentondersteuning binne die TVET Kolleges beteken. Ek het gebruik gemaak van semi-gestruktureerde onderhoude met persone binne die rol van studenteondersteuners. Die resultate is volgens temas geanaliseer en georganiseer. Bronfenbrenner se bio-ekologiese raamwerk het gedien as die teoretiese raamwerk wat die navorsing rugsteun. Die resultate het aan die lig gebring dat die studenteondersteuners se rolle nie duidelik omskryf was nie en dat hulle konstant moet baklei om die student te kan ondersteun. Die nuwe adolessente wat nou deel uitmaak van die studentestelsel het ook unieke uitdagings, aangesien hulle ’n nuwe ouderdomsgroep is wat nou ondersteun moet word. Die resultate gee ook aanbevelings weer wat deur die studenteondersteuners gemaak is ten opsigte van die uitvoer van hul rol binne hul spesifieke TVET Kollege konteks.

The purpose of this study was to analyze the stories shared by superintendents in a Midwestern state about how they approached the work of developing more equitable learning environments for Black students. The study examined the dispositions of the superintendents, the actions taken by the superintendents in each school district, and the influence of the district environment on the superintendents’ ability to carry out their work. A qualitative, multiple case study approach was used to conduct interviews and gather public documents and data from eight superintendents working in academically high performing, suburban school districts. The findings revealed that the eight superintendents possessed dispositions in alignment with the teachers and leaders identified in the research and literature on Culturally Relevant Practices. The superintendents’ actions focused on increased engagement with Black families, challenging the status quo in the educational system, and educating teachers, students and community members on Culturally Relevant Practices. The political climate of the district and issues of White Privilege factored the superintendents’ ability to carry out the work of creating equitable learning environments for Black students. Future studies should consider the examination of superintendent preparation programs as it relates to the development of culturally relevant dispositions and actions and the interactions between superintendents leading work around equity and their relationships with their school board and community members.

This qualitative study was designed to investigate the perceptions of participants in the TRIO Student Support Service (SSS) program, a government-funded student retention program for first-generation college students, low-income students, and students with disabilities. There was little research on the perceptions of students who represent the target population in this government-funded program. Tinto’s (2012b) model of student departure was used to interpret the findings. The study was guided by three research questions used to investigate possible barriers or benefits to the participants while attending the university, and also asked participants for suggestions to improve the TRIO SSS program. Interviews with first-year TRIO SSS participants at a Midwest university were conducted. The students in this study discussed their experiences; and three themes emerged as issues with which they had to deal: adjustment, integration, and personal growth. These findings mirrored prior research on this target population, all of whom have been found to struggle with academic preparation, study skills, college procedural knowledge, and with wanting to fit into college both socially and academically (Johnson, 2012). The findings in this study are also consistent with the theory of student departure put forth by Tinto (2012b). Program improvement suggestions included, additional social gatherings, increasing the number of advisory meetings, provide a TRIO SSS program-specific orientation meeting, facilitate workshops to address study abroad programs and understanding income taxes. The TRIO SSS program services and staff were perceived by the participants as meeting the participants’ needs and should continue the practices already in place.

The purpose of this study was to investigate the assessment literacy of Virginia principals and describe how principals with varying levels of assessment literacy integrate assessment leadership practices that support assessment for learning. This study investigated the differences in assessment literacy between elementary and secondary principals and across principals’ predominant method of training in assessment. Mertler and Campbell’s (2005) Assessment Literacy Inventory (ALI) was used to obtain measures of overall assessment literacy and determine relative strengths and weaknesses across the seven Standards for Teacher Competence in the Educational Assessment of Students. There were no significant differences in assessment literacy across levels or as a result of type of training in assessment. Participants scored highest in their ability to recognize unethical practices and their relative weakness was in developing assessment methods. Qualitative interviews were conducted with six principals with higher levels of assessment literacy and six principals with lower levels. Interviews were analyzed for assessment leadership practices related to: support of assessment for learning principals, alignment, professional development, balanced assessment, and ethical practices. Discrepancies between principals with higher and lower levels of assessment literacy were in the areas of professional development on learning targets and the alignment of instruction to learning targets. Principals with across levels of assessment literacy described using professional learning communities and instructional specialists to support grouping for instruction. Additionally, principals described balanced assessment systems with multiple measures of formative and summative assessments. There were commonalities in ethical practices and considerations across principals.

First-generation, low-income, and disabled college students are an increasing population (Tinto, 2012). TRIO Student Support Services (SSS) is an academic support program funded by the U.S. Department of Education that seeks to support this demographic to overcome challenges and thrive while in college (Coffman, 2011). Utilizing a mixed methods approach, the goal of this study was to examine the student success outcomes of retention and grade point average of TRIO SSS students compared to students who are similarly qualified but not being served by TRIO SSS at a Midwestern, large, public, four-year institution. In addition, TRIO SSS seniors were interviewed during focus groups. During focus groups, students reflected on their overall programmatic experiences in TRIO. A total of 1,913 students were involved in the quantitative analysis, and 16 TRIO seniors participated in the focus groups. Data analysis resulted in the emergence of four major themes: (a) relationships, (b) loyalty, (c) trust, and (d) transformation. These findings were consistent with other studies conducted within the scope of Tinto’s (2012) theory of student retention. All of the interview participants identified a profound and personal emotional connection to their time in TRIO SSS. This study was significant due to the lack of previous research that couples the experiences of students with quantitative data. Implications for practice included, but were not limited to, stronger support for first-generation students through a range of campus partnerships and initiatives. Recommendations for future research included expanding this study by examining TRIO programs at other institutions and gathering perceptions of first-generation students through multiple focus groups.

The purpose of this study was to conduct a formative evaluation of principals' perceptions of the effectiveness of a network support structure in a large urban school system. This program evaluation was formative to clarify aspects of the design and implementation of the network support structure in the areas of instruction, operations and youth development. The evaluation was guided by the Joint Committee on Standards for Educational Evaluation and utilization-focused evaluation practices, and situated in the pragmatic paradigm to promote utility, meaningful stakeholder involvement, and qualitative methods of data collection and analysis. Interviews and a focus group were conducted to gather data from principals and the network leader, and a document review of the network support plan was also conducted. Data was triangulated from the different sources to corroborate the findings. The study revealed findings connected to customized support, problem solving, crises management protocols; varying degrees of alignment of network support with intended support; enduring relationships, specialized consultative services, and effective leadership and strong instructional leadership as factors that hinder support and, network growth and compliance mandates as factors that hinder support in the areas of instruction, operations and youth development. Implications for program improvement, recommendations for future program evaluation, and implications for practice are discussed to offer enhancements for increased program effectiveness.

The thesis focuses on the impact of specialist outreachladvisory services for pupils with autistic spectrum disorders. An outreach service can be defined as one that has staff with specialist knowledge, skills and experience in a specific area. It offers support to a number of recipients, such as pupils, their families and school-based staff. A review of the literature gives a historical feel for the evolution of such support services, and also considers current influences such as recent government policy and legislation in relation to special educational needs. The specific nature of the special educational needs of those with autistic spectrum disorders is outlined. A national survey was carried out in England and Wales by sending a postal questionnaire to all principal educational psychologists. This aimed to determine the presence of autism outreach / advisory services. Based on a return rate of 81 questionnaires (53% of LEAs surveyed), this revealed that 24 (3 0%) of local education authorities (LEAs) had some form of structured outreach or advisory services specifically catering for pupils with autistic spectrum disorders. A further 20 (24%) of returns indicated emerging or informal services were in existence. Approximately a third of the autism outreach / advisory services were based in a special school and only a very small number operated from a mainstream school base. Approximately half were based on an autonomous site. The autism services were found to vary considerably in terms of the total number of pupils supported and the staff involved. There was evidence of a strong LEA commitment to ensuring that there was a specialist EP responsible for pupils with autistic spectrum disorders n= 43(53% of sample). In order to achieve a richer picture of service delivery, two autism outreach services were evaluated in detail using a case study approach. The methods used included interviews, a focus group and questionnaires. The views of outreach teachers, and those staff in schools receiving outreach support were sought. This demonstrated a shared understanding of the aims of the services. The outreach support was received in a very positive way by schools and was seen to have a real impact directly on the pupil as well as on staff development. The author proposes that a specialist outreach service can effectively act as a bridge to inclusion for a group of pupils with autistic spectrum disorders. Such a model fits in with the latest government proposals to increase inclusion through partnerships between special and mainstream schools. A framework for practice is put forward for consideration which summarises processes and constraints of such support and other service delivery issues.

Teenage parenting is widely constructed in prevailing research and public discourse as a social problem, with poor outcomes for parent and child. Teenage parents are regarded as a drain on state funds, too young to parent well, and at high risk of social exclusion, both educationally and economically. This thesis proposes that teenage motherhood is a turning point in a young woman’s life and identity, which can be an opportunity, rather than a problem, if there is adequate support for the mother and her child. It considers the role of a New Zealand School for Teenage Parents in providing this support. Using qualitative narrative methodology, ten young women, six family members and nine other members of the School community were interviewed about their experiences of its culture and practices. Six of the young women were also interviewed to gather their life stories. Informed by the narrative understanding that we story our identities from the narrative possibilities available to us within the varied discursive contexts of our lives, this thesis draws on these life stories to explore how the young women storied the fashioning of their own identities as young women, as learners and as young parents. It presents their stories of childhood and family life, teenage-hood and schooling, pregnancy and parenthood, their experiences at the School for Teenage Parents, and their lives since leaving the School, in order to consider the role of the School in supporting the positive refashioning of their identities. This thesis draws on social constructionist and narrative theories to interpret the storied contexts of the young women’s lives, and the role these often constraining and difficult contexts played in the fashioning of their multiple identities. Māori culturally responsive pedagogical theories are also drawn on to interpret the culture of the School for Teenage Parents, and its attempts to provide a supportive and affirming family or whānau environment for its students, in order to offer them more positive narrative possibilities of self and identity as young women, as learners and as young parents.

Thesis (PhD)--University of Stellenbosch, 2003.
ENGLISH ABSTRACT: In the movement towards inclusive education, demands that quality education for all present challenges for educator support to facilitate educational change in South Africa. The proposed link between effective educational transformation and understanding and managing change stimulated the researcher's desire to develop an in-service education and training programme for educators within the concept of whole school development. Such a programme could ensure the simultaneous development of competence of the individual and the school as an organisation. The first phase of this study comprised the development of a particular in-service educator support programme aimed at addressing the identified needs of a specific target group of educators to facilitate educational transformation within an inclusive setting. The primary focus of the study was the development of educator competencies that would help educators cope with educational change by means of the establishment of school-based support teams. The content was based on a comprehensive overview of the literature on individual and institutional development as well as change. This was synthesized into four modules (Module one: change, transition, reviewing and clarifying vision and mission; Module two: leadership, teamwork and support; Module three; organisational change, the learning organisation and organisational culture; Module four: application). In the second phase an evaluation research design was used to conduct a comprehensive evaluation of the programme in order to make judgements (from an accountability perspective) to facilitate programme improvement (from a development perspective) and to generate knowledge (from the perspective of academic value). The programme was presented in ten sessions of three hours each over a period of seven months during and after which qualitative and quantitative data was obtained and combined to ensure higher quality data for the identification of outcomes. An interpretive version of content analysis was applied for the identification of patterns from which subcategories, categories and a main theme was constructed. The programme succeeded in achieving the primary objective of facilitating the establishment of school-based support teams: 95% of the schools that participated in the programme established school-based support teams. It also contributed to the development of personal and professional competency in educators that helped them cope with educational change. Participants experienced significant positive changes in their own thinking and perceptions regarding inclusive education, educational change, support and teamwork. They understood why they needed to change, and developed a better understanding of how to deal with the effects of change. From the patterns identified, the sub-categories of personal, professional and school development were constructed. Change emerged as the overarching main theme. Embedded within this were the roles of the facilitator and of transformative learning. The research flndinqs confirmed that the problem was appropriately conceptualised and that the design of the programme adequately addressed the needs of the participants. Respondents reported that they were more knowledgeable and skilful, and that they had experienced positive changes in their attitudes. These personal changes contributed to better educational service delivery and improved schools. This study demonstrated that educators can be given the support they need to cope with educational change through an in-service support programme which is needs driven and which focuses simultaneously on individual and organisational development.
AFRIKAANSE OPSOMMING: Eise vir kwaliteit opvoeding in die beweging na inklusiewe opvoeding stel uitdagings aan opvoederondersteuning om opvoedingsveranderinge in Suid-Afrika te fasiliteer. Die voorgestelde skakel tussen effektiewe opvoedingstransformasie en die verstaan en bestuur van verandering het by dié navorser die begeerte aangewakker om 'n indiensopvoeding- en -opleidingsprogram vir opvoeders te ontwikkel binne die konsep van heelskoolontwikkeling. So 'n program sou die gelyktydige ontwikkeling van die individu se bevoegdheid en van die skool as organisasie kon verseker. Die eerste fase van die studie het die ontwikkeling van 'n spesifieke indiensondersteuningsprogram vir opvoeders behels wat daarop gemik is om die geïdentifiseerde behoeftes van 'n spesifieke teikengroep opvoeders aan te spreek om opvoedingstransformasie binne 'n inklusiewe omgewing te fasiliteer. Die primêre fokus van die studie was die ontwikkeling van opvoedersbevoegdhede wat opvoeders sou help om opvoedkundige veranderinge te hanteer deur middel van die vestiging van skoolgebaseerde ondersteuningspanne. Die inhoud is gebaseer op 'n omvattende oorsig van die literatuur oor individuele en institusionele ontwikkeling. Dit is byeengebring in vier modules (Module een: verandering, oorgang, hersiening en verduideliking van visie en missie; Module twee: leierskap, spanwerk en ondersteuning; Module drie: organisatoriese verandering, die leerorganisasie en organisatoriese kultuur; Module vier: aanwending). In die tweede fase is 'n evalueringsnavorsingsontwerp gebruik om 'n omvattende evaluering van die program uit te voer met die doelom oordele te vel (vanuit 'n rekenskapgewende perspektief) om programverbetering te fasiliteer (vanuit 'n ontwikkelingsperspektief) en om kennnis te genereer (vanuit die perspektief van akademiese waarde). Die program is in tien sessies van drie uur elk oor 'n periode van sewe maande aangebied. Gedurende en na hierdie periode is kwantitatiewe en kwalitatiewe data verkry en gekombineer om data van hoër gehalte vir die identifisering van uitkomste te verseker. 'n Interpretatiewe weergawe van inhoudsanalise is aangewend om patrone te identifiseer waaruit subkategorieë, kategorieë en 'n hooftema saamgestel is. Die program het daarin geslaag om die hoofdoel te bereik, naamlik om die totstandbring van skoolgebaseerde ondersteuningspanne te fasiliteer: 95% van die skole wat aan die program deelgeneem het, het skoolgebaseerde ondersteuningspanne begin. Die program het ook bygedra tot die ontwikkeling van persoonlike en professionele bekwaamheid in opvoeders wat hulle gehelp het om opvoedkundige verandering te hanteer. Deelnemers het beduidende positiewe veranderinge in hul eie denke en persepsies ondervind rakende inklusiewe opvoeding, opvoedkundige verandering, ondersteuning en spanwerk. Hulle het verstaan waarom hulle moes verander, en het 'n beter begrip ontwikkel ten opsigte van die hantering van die uitwerking van verandering. Uit die geïdentifiseerde patrone is subkategorieë van persoonlike, professionele en skoolontwikkeling saamgestel. Verandering het as die oorkoepelende hooftema te voorskyn gekom. Ingebed hierin was die rolle van die fasiliteerder en van transformatiewe leer. Die navorsingsbevindinge bevestig dat die probleem op toepaslike wyse gekonseptualiseer is en dat die ontwerp van die program die deelnemers se behoeftes op gepaste wyse aangespreek het. Respondente het gerapporteer dat hulle oor meer kennis beskik en vaardiger is en dat hulle positiewe veranderinge in hul houdinge ervaar het. Hierdie persoonlike veranderinge het bygedra tot beter opvoedkundige dienslewering en verbeterde skole. Hierdie studie het aangetoon dat opvoeders die nodige ondersteuning kan kry om opvoedkundige verandering te kan hanteer deur middel van 'n indiensondersteuningsprogram wat behoeftegedrewe is en wat terselfdertyd fokus op individuele en organisatoriese ontwikkeling.

The purpose of this project was to develop and write a grant proposal to secure funds on behalf of the Herald Community Center for a psycho-educational program for Chinese adults providing direct care for aging parents. The proposed program entitled Caring for You, Caring for Me will focus on Chinese caregivers residing in the San Gabriel Valley. Traditionally, families of Chinese descent encounter numerous barriers when attempting to access support services for their aging parents. These barriers can include financial strain on the family caregiver, language incompatibility with service providers, and a lack of cultural responsiveness to the needs of the Chinese older adult community. The overarching goal of the proposed program will be to decrease the burden and stress often experienced by Chinese adult children in a caregiving role. The actual submission or funding for this program was not required for the completion of this project.

The purpose of this project was to develop an educational support group, identify potential funding sources, and complete a grant application for funding to serve Cambodian women who experience domestic violence or intimate partner violence at the Cambodian Association of America (CAA). The Southeast Asian community including the Cambodian community has been underrepresented regarding research on the prevalence of domestic violence. Studies have found that cultural beliefs, values, gender roles, poverty, language barriers, education levels, and immigration status may keep this population from seeking services when domestic violence or intimate partner violence occurs. Also, studies have found that educational support groups and advocacy services that are culturally and linguistically responsive have shown to be successful programs for this population. Therefore, this proposed project is needed. Actual submission to obtain funding is not required for this proposed project.

Adolescent girls often face barriers to fulfill their educational aspirations after childbearing. Unfulfilled goals tend to be associated with low educational attainment and other adverse outcomes for the young mothers, their children, and society. The purpose of this qualitative phenomenological study was to explore the lived experiences of Barbadian young women who parented as adolescents and struggled to graduate from formal secondary school. The goal was to understand their perceptions of support for their educational aspirations by their peers and significant others. Social constructionism was the conceptual framework. Moustakas’ transcendental method guided data collection and analysis. Data were collected by conducting in-depth, semi-structured interviews with 8 Barbadian women who bore children in their teen years and who struggled to complete formal high school. Rich descriptions emerged from the essence of their experiences and provided insight into the academic and emotional needs of school-age mothers. The analysis revealed that they experienced challenges balancing motherhood and being a student, stigma, hopelessness, and determination to reach their aspirations. They also experienced support by their friends, school personnel, and their families but they experienced little support from the fathers of their children. This study has implications that could affect positive social change by informing educators and families of the importance of meeting the unique needs of this vulnerable group. Educational leaders and policymakers could use these findings to guide programs aimed at empowering pregnant or parenting girls to achieve educational success and long-term socioeconomic well being.