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dc.contributor.advisorBadenhorst, M. G.
dc.contributor.advisorWilkinson, A. C.
dc.contributor.authorFerreira, Anna Elizabeth
dc.date.accessioned2018-10-12T14:07:22Z
dc.date.available2018-10-12T14:07:22Z
dc.date.issued2007-11
dc.identifier.urihttp://hdl.handle.net/11660/9376
dc.description.abstractEnglish: The purpose of this study was to develop a research-based framework for positive school discipline in an inclusive educational system which can be used as a guideline in teacher training. It goes without saying that fundamental principles of inclusive education should be used to manage learner behaviour. Challenges in terms of managing learner behaviour within the reality of inclusive education were inculcated and relevant practical solutions were developed. This study, within a participative action research framework, is approached from qualitative and interpretative perspectives. The aim was not merely to grasp the . research context, but to provide shape and meaning to action research as a paradigm according to which both action (to change and improve) and research (to grasp or explain) is implemented in an integrated way. In keeping with the core principles of action research, the knowledge is applied to empower participants to make a positive contribution to the research situation. Qualitative methods of data collection were used. Most of the information was gathered from focus groups and individual interviews. A research journal was used throughout, whilst personal observation and analysis of documentation were-used to triangulate findings. The findings are presented as five articles. Article 1 contains an investigation into some of the challenges with which South African teachers are confronted when inclusive education is introduced into schools. The focus is on the impact that these challenges have on behaviour management. By means of a qualitative study specific challenges came to light, such as learner diversity and a high learner-teacher ratio, training needs and stress among teachers. In Article 2.the findings which were generated by the evaluating case study are discussed. This case study was launched to determine to what extent empirically founded principles for effective behaviour management, as found in literature, are embodied in the disciplinary programme at a school. Subsequently facets which may impact on the effectiveness of a disciplinary programme were identified. Article 3 reports on an interpretative study which investigated the role of teachers' values in the management of learner behaviour. Research shows that, in general, punishment is ineffective in bringing about positive behavioural change, yet it often remains the first choice when dealing with disciplinary issues. Values should thus play a prominent part during all training opportunities. The purpose of Article 4 is to show how the use of action research could contribute to the development of improved disciplinary strategies. An overview of the action research project in which teachers' and learners' experience of the development- . and implementation of a positive disciplinary programme is explored, is given. " In Article 5 important principles that may contribute to positive discipline in schools are provided in the form of a Framework for School Discipline. According to this framework it is important that the needs and values of role players are determined before launching into an investigation into the systemic factors that may give rise to behavioural problems. This may then be followed by reactive steps such as rewarding, or in the case of learner misconduct, disciplinary measures may be implemented.en_ZA
dc.description.abstractAfrikaans: Die doel van hierdie studie was die ontwikkeling van 'n navorsingsgebaseerde raamwerk vir positiewe skooldissipline in 'n insluitende onderwysstelsel, wat as riglyn vir onderwysersopleiding gebruik kan word. Dit spreek vanself dat fundamentele beginsels van insluitende onderwys ook die bestuur van leerdergedrag behoort te rig. Uitdagings ten opsigte van die bestuur van leerdergedrag binne die realiteit van insluitende onderwys is verken en praktiese oplossings in dié verband is ontwikkel. Hierdie studie word binne die raamwerk van deelnemende aksienavorsing benader vanuit kwalitatiewe en interpretiewe perspektiewe. Die strewe was nie slegs om die navorsingskonteks te begryp nie, maar ook om gestalte te verleen aan die paradigma van aksienavorsing, waarvolgens beide aksie (om te verander of te verbeter) en navorsing (om te begryp of te verklaar) op geïntegreerde wyse geïmplementeer word. In navolging van kernbeginsels van aksienavorsing is kennis aangewend is om deelnemers te bemagtig en 'n positiewe bydrae tot die navorsingsituasie te lewer. Kwalitatiewe metodes van data-insameling is gebruik. Die meeste van die inligting is verwerf deur fokusgroep- en individuele onderhoude. 'n Navorsingsjoernaal is deurlopend gebruik, terwyl persoonlike waarneming en die analise van dokumentasie gedien het om bevindinge te trianguleer. Die bevindinge word in die vorm van vyf artikels aangebied: In Arlikel 1 word sommige uitdagings waardeur Suid-Afrikaanse onderwysers tydens die infasering van insluitende onderwys gekonfronteer word, ondersoek. Die fokus is op die impak van dié uitdagings op gedragsbestuur. Deur middel van 'n kwalitatiewe studie is spesifieke uitdagings geïdentifiseer, onder andere die problematiek ten opsigte van leerderdiversiteit en 'n hoë leerder-onderwyser ratio, opleidingsbehoeftes en onderwyserstres. Wyses waarop dié uitdagings pro-aktief aangespreek mag word, word ontgin. In Artikel 2 word bevindinge wat voortspruit uit 'n evaluerende gevallestudie bespreek. Dié gevallestudie is aangepak om te bepaal in watter mate empiriesbegronde beginsels vir effektiewe gedragsbestuur, soos beskryf in die literatuur, gestalte verkry in die dissiplinêre program van 'n skool. Op hierdie wyse is fasette wat In impak mag hê op die effektiwiteit van 'n dissiplinêre program, geïdentifiseer. Artikel 3 lewer verslag van 'n interpretiewe studie waar die rol van onderwyserwaardes in die bestuur van leerdergedrag bestudeer is. Navorsing toon dat straf oor die algemeen oneffektief is om gedrag positief te beïnvloed; tog bly dit dikwels die eerste keuse in die hantering van dissiplinêre probleme. Waardes behoort dus pertinent in ag geneem te word tydens alle opleidingsgeleenthede. ., Die doei van Artikel 4 is om te toon hoe die gebruik van aksienavorsing mag bydra tot die ontwikkeling van verbeterde dissiplinêre strategieë. 'n Oorsig word verskaf van 'n aksienavorsingsprojek waarin onderwysers en leerders se ervarinqe/an die ontwikkeling en implementering van 'n positiewe dissiplinêre program geëksploreer word. In Artikel 5 word belangrike beginsels wat mag bydra tot positiewe dissipline in skole, in die vorm van 'n Raamwerk vir Skooldissipline aangebied. Volgens dié Raamwerk behoort die behoeftes en waardes van rolspelers in ag geneem te word voordat sistemiese faktore, wat aanleiding tot gedragsprobleme mag gee, ondersoek word. Daarna mag reaktiewe strategieë, byvoorbeeld die gebruik van beloning, of dissiplinêre stappe wat volg op leerderwangedrag, geïmplementeer word.en_ZA
dc.language.isoafen_ZA
dc.publisherUniversity of the Free Stateen_ZA
dc.subjectSouth Africaen_ZA
dc.subjectPositive disciplineen_ZA
dc.subjectBehaviour managementen_ZA
dc.subjectInclusive educationen_ZA
dc.subjectValuesen_ZA
dc.subjectAction researchen_ZA
dc.subjectQualitative and interpretative researchen_ZA
dc.subjectTeacher trainingen_ZA
dc.subjectSchool discipline -- South Africaen_ZA
dc.subjectProblem children -- Educationen_ZA
dc.subjectClassroom management -- South Africaen_ZA
dc.subjectInclusive education -- South Africaen_ZA
dc.subjectThesis (Ph.D. (Psycho Pedagogics))--University of the Free State, 2007en_ZA
dc.titleKernbeginsels van die hantering van ontwrigtende leerdergedrag met spesifieke fokus op insluitende onderwysen_ZA
dc.typeThesisen_ZA
dc.rights.holderUniversity of the Free Stateen_ZA


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