subject:(School violence Wentworth Township )

University of KwaZulu-Natal

1. Sibisi, Nomakhosi Nomathemba. Effects of school violence on educators : a case study of Fairvale Secondary School, Wentworth Durban.

Degree: 2016, University of KwaZulu-Natal

URL: http://hdl.handle.net/10413/14810

► Over the past years scholarly authors have focused on how school violence affects learners and their capability to perform well at school. However, studies have… (more)

Subjects/Keywords: Criminology.; School violence - Wentworth Township.; Leaner violence.; Leaner behaviour.; Leaner violence on educators.

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APA (6^th Edition):

Sibisi, N. N. (2016). Effects of school violence on educators : a case study of Fairvale Secondary School, Wentworth Durban. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/14810

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Sibisi, Nomakhosi Nomathemba. “Effects of school violence on educators : a case study of Fairvale Secondary School, Wentworth Durban.” 2016. Thesis, University of KwaZulu-Natal. Accessed January 27, 2021. http://hdl.handle.net/10413/14810.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Sibisi, Nomakhosi Nomathemba. “Effects of school violence on educators : a case study of Fairvale Secondary School, Wentworth Durban.” 2016. Web. 27 Jan 2021.

Vancouver:

Sibisi NN. Effects of school violence on educators : a case study of Fairvale Secondary School, Wentworth Durban. [Internet] [Thesis]. University of KwaZulu-Natal; 2016. [cited 2021 Jan 27]. Available from: http://hdl.handle.net/10413/14810.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Sibisi NN. Effects of school violence on educators : a case study of Fairvale Secondary School, Wentworth Durban. [Thesis]. University of KwaZulu-Natal; 2016. Available from: http://hdl.handle.net/10413/14810

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of KwaZulu-Natal

2. Kistnasamy, Bonita Adele. Exploring learner resilience to school violence in a township secondary school in Durban KwaZulu-Natal.

Degree: 2019, University of KwaZulu-Natal

URL: https://researchspace.ukzn.ac.za/handle/10413/18742

► The purpose of this study was to explore learner resilience to school violence in a township secondary school in Chatsworth near Durban, KwaZulu-Natal. Specifically, the… (more)

▼ The purpose of this study was to explore learner resilience to school violence in a township secondary school in Chatsworth near Durban, KwaZulu-Natal. Specifically, the study sought to describe the nature of school violence, identify and describe the internal characteristics of resilient school learners, determine the external factors that contribute to resilience of school learners, determine what skills resilient school learners in a township school use to cope with school violence, and develop a framework that fosters resilience among learners. A simultaneous mixed methods approach of both qualitative and quantitative study designs was adopted. The sample comprised of 52 Learners, 6 Educators, the principal, the Head of Department for Life Orientation (LOHOD) and 7 Learner Parents. The quantitative data collection component used the Resilience Scale for Middle-adolescents in a Township School (R-MATS) questionnaire, administered to the 52 learners, and the qualitative data collection component used face-to-face interviews and focus group discussions with 12 Learners, 6 Educators, the principal, the LOHOD and 7 Learner Parents. The main factors seen as constituting risk for township school learners were that a lot of violence was seen around the community, there were many stressors, and participants spoke of bad life experiences. Among external factors, school environment was found to be the most lacking for those learners who reported that they fought a lot at school. Results indicated a neglect of problem learners by teachers, or an inability to deal with their problems. Some of the coping skills mentioned were positive commitment towards learning, taking part in extramural activities such as sports and music, and having a positive attitude towards life. The study recommends a framework that combines both the invitational education framework and the resilience wheel framework into one framework named ‘Invitational Resiliency Framework’. Advisors/Committee Members: Gopal, Nirmala Devi. (advisor).

Subjects/Keywords: Learner resilience.; Invitational Resiliency Framework.; Chatsworth schools.; School violence.; Township school learners.; Nonviolence in schools.

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Kistnasamy, B. A. (2019). Exploring learner resilience to school violence in a township secondary school in Durban KwaZulu-Natal. (Thesis). University of KwaZulu-Natal. Retrieved from https://researchspace.ukzn.ac.za/handle/10413/18742

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Kistnasamy, Bonita Adele. “Exploring learner resilience to school violence in a township secondary school in Durban KwaZulu-Natal.” 2019. Thesis, University of KwaZulu-Natal. Accessed January 27, 2021. https://researchspace.ukzn.ac.za/handle/10413/18742.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Kistnasamy, Bonita Adele. “Exploring learner resilience to school violence in a township secondary school in Durban KwaZulu-Natal.” 2019. Web. 27 Jan 2021.

Vancouver:

Kistnasamy BA. Exploring learner resilience to school violence in a township secondary school in Durban KwaZulu-Natal. [Internet] [Thesis]. University of KwaZulu-Natal; 2019. [cited 2021 Jan 27]. Available from: https://researchspace.ukzn.ac.za/handle/10413/18742.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Kistnasamy BA. Exploring learner resilience to school violence in a township secondary school in Durban KwaZulu-Natal. [Thesis]. University of KwaZulu-Natal; 2019. Available from: https://researchspace.ukzn.ac.za/handle/10413/18742

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Pretoria

3. [No author]. The relationship between resilience and school : a case study of middle-adolescents in township schools .

Degree: 2010, University of Pretoria

URL: http://upetd.up.ac.za/thesis/available/etd-10072010-115253/

► The purpose of the study was to explore and describe the relationship between resilient and less-resilient middle-adolescent learners and their township school context. This research… (more)

Subjects/Keywords: Risk factors; Protective factors; Township; Township school; Resilience; Less-relilience; Bioecological; UCTD

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APA (6^th Edition):

author], [. (2010). The relationship between resilience and school : a case study of middle-adolescents in township schools . (Doctoral Dissertation). University of Pretoria. Retrieved from http://upetd.up.ac.za/thesis/available/etd-10072010-115253/

Chicago Manual of Style (16^th Edition):

author], [No. “The relationship between resilience and school : a case study of middle-adolescents in township schools .” 2010. Doctoral Dissertation, University of Pretoria. Accessed January 27, 2021. http://upetd.up.ac.za/thesis/available/etd-10072010-115253/.

MLA Handbook (7^th Edition):

author], [No. “The relationship between resilience and school : a case study of middle-adolescents in township schools .” 2010. Web. 27 Jan 2021.

Vancouver:

author] [. The relationship between resilience and school : a case study of middle-adolescents in township schools . [Internet] [Doctoral dissertation]. University of Pretoria; 2010. [cited 2021 Jan 27]. Available from: http://upetd.up.ac.za/thesis/available/etd-10072010-115253/.

Council of Science Editors:

author] [. The relationship between resilience and school : a case study of middle-adolescents in township schools . [Doctoral Dissertation]. University of Pretoria; 2010. Available from: http://upetd.up.ac.za/thesis/available/etd-10072010-115253/

University of Pretoria

4. Mampane, Motlalepule Ruth. The relationship between resilience and school : a case study of middle-adolescents in township schools.

Degree: Educational Psychology, 2010, University of Pretoria

URL: http://hdl.handle.net/2263/28510

► The purpose of the study was to explore and describe the relationship between resilient and less-resilient middle-adolescent learners and their township school context. This research… (more)

Subjects/Keywords: Risk factors; Protective factors; Township; Township school; Resilience; Less-relilience; Bioecological; UCTD

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APA (6^th Edition):

Mampane, M. R. (2010). The relationship between resilience and school : a case study of middle-adolescents in township schools. (Doctoral Dissertation). University of Pretoria. Retrieved from http://hdl.handle.net/2263/28510

Chicago Manual of Style (16^th Edition):

Mampane, Motlalepule Ruth. “The relationship between resilience and school : a case study of middle-adolescents in township schools.” 2010. Doctoral Dissertation, University of Pretoria. Accessed January 27, 2021. http://hdl.handle.net/2263/28510.

MLA Handbook (7^th Edition):

Mampane, Motlalepule Ruth. “The relationship between resilience and school : a case study of middle-adolescents in township schools.” 2010. Web. 27 Jan 2021.

Vancouver:

Mampane MR. The relationship between resilience and school : a case study of middle-adolescents in township schools. [Internet] [Doctoral dissertation]. University of Pretoria; 2010. [cited 2021 Jan 27]. Available from: http://hdl.handle.net/2263/28510.

Council of Science Editors:

Mampane MR. The relationship between resilience and school : a case study of middle-adolescents in township schools. [Doctoral Dissertation]. University of Pretoria; 2010. Available from: http://hdl.handle.net/2263/28510

University of KwaZulu-Natal

5. Ngubane, Londeka Princess. “From political wars to taxi wars” : investigating the transition of taxi violence in a low-income urban community in the Mpumalanga Township, South Africa.

Degree: 2016, University of KwaZulu-Natal

URL: http://hdl.handle.net/10413/14948

► Taxi violence is a fundamental challenge in South Africa. Most disturbing is the prevalence of innocent passengers, including children, who become the victims of this… (more)

▼ Taxi violence is a fundamental challenge in South Africa. Most disturbing is the prevalence of innocent passengers, including children, who become the victims of this form of violence. The main aim of this study was to investigate the transition of taxi violence in a new democratic South Africa and to suggest ways in which the country should deal with the issue of taxi violence. The study argues that issues around taxi routes, rank space, the poaching of passengers from one taxi association by another, as well as greed, remain major contributing factors to ongoing taxi conflicts. This thesis presents a comprehensive interpretation of the transition of the minibus-taxi industry over various periods and the conflicts and violence that have overwhelmed it since the advent of the minibus-taxi industry. In an attempt to comprehensively understand the growth, the developments, as well as the fundamental issues affecting taxi violence, a comprehensive historical overview of the minibus-taxi industry and the challenges that have plagued it is presented. The overview covers significant sequential periods, namely 1977-1987; 1987-1994; 1994-1999; and 1999 to date. The research study thus focused on the transition and development of the minibus-taxi industry and its related violent conflicts within the years of apartheid and since its demise. An analysis of the apartheid Government’s efforts to resolve the conflicts and complications in the minibus-taxi industry is followed by an investigation of the new democratic Government’s attempts to implement various strategies that would remedy the situation. Such strategies have seen the transformation, formalization as well as the deregulation of the taxi industry in South Africa. Particular foci of the investigation were the nature of and the connection that existed among taxi violence, taxi owners and law enforcement agencies. Therefore, in addition to a comprehensive literature review, interviews were conducted with fifteen taxi drivers in an attempt to illuminate the current causes of taxi violence from taxi drivers’ perspective. It was envisaged that the interviews would offer in-depth insights into the respondents’ opinions and perceptions of current issues relating to taxi violence in the minibus-taxi industry. This qualitative data collection method utilised semi-structured interviews. The interview schedule contained both open-ended and close-ended questions. The findings were analysed by means of a thematic analysis process which was utilized as a means of making sense of the data by extracting various emerging themes. Two significant theories underpinned this study, namely the conflict theory and the labeling theory. The findings revealed that, despite the demise of apartheid, taxi violence still remains a major challenge in the South African minibus-taxi industry. The research study was conducted in Mpumalanga township, which is a low-urban community settlement in the eThekwini Municipality in the KwaZulu-Natal province. The interview data corroborated the findings of… Advisors/Committee Members: Mkhize, Sazelo Michael. (advisor).

Subjects/Keywords: Tai violence.; Law income urban communities.; Mpumalanga Township, South Africa.; Criminology.

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Ngubane, L. P. (2016). “From political wars to taxi wars” : investigating the transition of taxi violence in a low-income urban community in the Mpumalanga Township, South Africa. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/14948

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Ngubane, Londeka Princess. ““From political wars to taxi wars” : investigating the transition of taxi violence in a low-income urban community in the Mpumalanga Township, South Africa.” 2016. Thesis, University of KwaZulu-Natal. Accessed January 27, 2021. http://hdl.handle.net/10413/14948.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Ngubane, Londeka Princess. ““From political wars to taxi wars” : investigating the transition of taxi violence in a low-income urban community in the Mpumalanga Township, South Africa.” 2016. Web. 27 Jan 2021.

Vancouver:

Ngubane LP. “From political wars to taxi wars” : investigating the transition of taxi violence in a low-income urban community in the Mpumalanga Township, South Africa. [Internet] [Thesis]. University of KwaZulu-Natal; 2016. [cited 2021 Jan 27]. Available from: http://hdl.handle.net/10413/14948.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Ngubane LP. “From political wars to taxi wars” : investigating the transition of taxi violence in a low-income urban community in the Mpumalanga Township, South Africa. [Thesis]. University of KwaZulu-Natal; 2016. Available from: http://hdl.handle.net/10413/14948

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of South Africa

6. Lekalakala, Madikela. School Management Teams’ strategies in managing school violence in Tshwane West District, Gauteng .

Degree: 2019, University of South Africa

URL: http://hdl.handle.net/10500/26916

► This study aims to determine how School Management Teams (SMTs) are managing the issue of violence in their schools. Specifically, it sought to understand the… (more)

Subjects/Keywords: School violence

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Lekalakala, M. (2019). School Management Teams’ strategies in managing school violence in Tshwane West District, Gauteng . (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/26916

Chicago Manual of Style (16^th Edition):

Lekalakala, Madikela. “School Management Teams’ strategies in managing school violence in Tshwane West District, Gauteng .” 2019. Doctoral Dissertation, University of South Africa. Accessed January 27, 2021. http://hdl.handle.net/10500/26916.

MLA Handbook (7^th Edition):

Lekalakala, Madikela. “School Management Teams’ strategies in managing school violence in Tshwane West District, Gauteng .” 2019. Web. 27 Jan 2021.

Vancouver:

Lekalakala M. School Management Teams’ strategies in managing school violence in Tshwane West District, Gauteng . [Internet] [Doctoral dissertation]. University of South Africa; 2019. [cited 2021 Jan 27]. Available from: http://hdl.handle.net/10500/26916.

Council of Science Editors:

Lekalakala M. School Management Teams’ strategies in managing school violence in Tshwane West District, Gauteng . [Doctoral Dissertation]. University of South Africa; 2019. Available from: http://hdl.handle.net/10500/26916

University of KwaZulu-Natal

7. Dlamini, Mbongiseni Bethwell. Effective leadership in a challenging context : a case of an Umlazi Township school.

Degree: Leadership and management, 2014, University of KwaZulu-Natal

URL: http://hdl.handle.net/10413/14713

► Effective school performance has long been associated with effective school leadership. International research into effective school leadership revealed that transformational leadership may contribute positively towards… (more)

▼ Effective school performance has long been associated with effective school leadership. International research into effective school leadership revealed that transformational leadership may contribute positively towards effective school performance. While this standpoint has dominated the international ‘school improvement’ literature, this area has not been covered adequately in the relevant South African literature. The dissertation aims at bridging that gap. A qualitative research approach was used and purposive sampling was employed. A total of 14 educators, one SGB member and the principal of an Umlazi high school were interviewed for this purpose. The results of the study demonstrated that the success of the school is attributable not only to one specific leadership style but to the integration of transformational and transactional leadership approaches depending on the context within which leadership decisions were being taken. There was evidence of power-sharing and collective decision-making between the principal and his followers which was found to have established a harmonized school community. The study revealed further that the performance of the school was enhanced by the existence of a deeply entrenched culture of teaching and learning in the school. The entrenchment of the school culture was made possible by the principal’s power to motivate his teachers who in turn dedicated themselves towards the realisation of the school goals. It was found further that school effectiveness had been enhanced by the school entering into partnerships with various stakeholders who helped the school deal with its challenges. These strategies are transformative and their implementation and sustainability is possible only in circumstances where the leadership and followers are working together as companions. Basing his argument on the findings of this study and a few other studies, the researcher argues that for transformational-oriented leadership approaches to be successful in improving school performance, they should be complemented by a management component of leadership (transactional leadership) that will ensure effective resource management, curriculum delivery, monitoring of school performance and protecting the school from disruptive external elements. Shared leadership between leaders and followers in the school requires that the leaders and followers become adept in learning to enhance the development of knowledge and capabilities necessary to improve township school performance. Advisors/Committee Members: Proches, Cecile Gerwel. (advisor).

Subjects/Keywords: Leadership and management.; Effective leadership.; Umlazi Township school.

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APA (6^th Edition):

Dlamini, M. B. (2014). Effective leadership in a challenging context : a case of an Umlazi Township school. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/14713

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Dlamini, Mbongiseni Bethwell. “Effective leadership in a challenging context : a case of an Umlazi Township school.” 2014. Thesis, University of KwaZulu-Natal. Accessed January 27, 2021. http://hdl.handle.net/10413/14713.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Dlamini, Mbongiseni Bethwell. “Effective leadership in a challenging context : a case of an Umlazi Township school.” 2014. Web. 27 Jan 2021.

Vancouver:

Dlamini MB. Effective leadership in a challenging context : a case of an Umlazi Township school. [Internet] [Thesis]. University of KwaZulu-Natal; 2014. [cited 2021 Jan 27]. Available from: http://hdl.handle.net/10413/14713.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Dlamini MB. Effective leadership in a challenging context : a case of an Umlazi Township school. [Thesis]. University of KwaZulu-Natal; 2014. Available from: http://hdl.handle.net/10413/14713

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

North-West University

8. Malan, Annadene Charlotte. Training needs of primary school principals in the use of ICTs in school management of township and rural schools / Annadene Charlotte Malan .

Degree: 2014, North-West University

URL: http://hdl.handle.net/10394/15386

► The constant and rapid change in technology is creating opportunities as well as challenges for schools. School leaders need to embrace the use of information… (more)

▼ The constant and rapid change in technology is creating opportunities as well as challenges for schools. School leaders need to embrace the use of information communication technology (ICT) to enhance the effectiveness of management in a school. A great deal of concern, however, is the ineffective use of ICT in school management. Although some school leaders are aware of the multiple advantages of the use of ICT in school management, they do not incorporate it in the management of the school. Research has identified that one of the main advantages and opportunities for the use of ICT in school management is that it is less time consuming because it reduces paper work. The ineffective use of ICT in school management seems to be even more of a problem in rural and township primary schools. The White Paper on e-Education states that “every South African manager, teacher and learner in the general and further education and training bands will be ICT capable” by 2013. The most important finding is that, despite the increase in educational and technological development of information communication technology in South Africa, school leaders are still not capable of using ICT effectively to manage their schools. Even though the use of technology is encouraged, it is not used efficiently by school leaders to manage their schools. Literature indicates that little research has been done as yet regarding the use of ICT by school leaders in school management. In the light of the above-mentioned, the need arises to determine and understand what the training needs of school leaders are for them to effectively use ICT in managing their schools. The aim of the research was firstly, to determine the importance of the use of ICT in the management of schools. Secondly, to establish the role ICT currently plays in the management of schools. Lastly, to determine the specific training needs of school leaders for them to effectively use ICT in managing their schools. In this research qualitative methodology was used which is embedded in the interpretive paradigm. The qualitative strategy of inquiry was phenomenological. The qualitative approach attempted to examine personal experiences and viewpoints of interviewed school leaders with regards to their training needs concerning the use of ICT in school management. The method of data collection was individual semi-structured interviews, based on the literature review. Interviews were recorded by the researcher using an audio recorder. The trustworthiness of the collected data was ensured. Collected data was transcribed and analysed by means of the computer software programme Atlas ti™. The main findings of the research include: - Findings with regard to the importance of the use of ICT in the management of schools. ICT is an important tool that makes school management easier and less time consuming. - Findings with regards to the current role ICT plays in school management. Even though school leaders realise the importance of the use of ICT, it does not play an important role in…

Subjects/Keywords: School leader; Training; Education; Schools; Management; ICT; Rural; Township; Professional development

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APA (6^th Edition):

Malan, A. C. (2014). Training needs of primary school principals in the use of ICTs in school management of township and rural schools / Annadene Charlotte Malan . (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/15386

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Malan, Annadene Charlotte. “Training needs of primary school principals in the use of ICTs in school management of township and rural schools / Annadene Charlotte Malan .” 2014. Thesis, North-West University. Accessed January 27, 2021. http://hdl.handle.net/10394/15386.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Malan, Annadene Charlotte. “Training needs of primary school principals in the use of ICTs in school management of township and rural schools / Annadene Charlotte Malan .” 2014. Web. 27 Jan 2021.

Vancouver:

Malan AC. Training needs of primary school principals in the use of ICTs in school management of township and rural schools / Annadene Charlotte Malan . [Internet] [Thesis]. North-West University; 2014. [cited 2021 Jan 27]. Available from: http://hdl.handle.net/10394/15386.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Malan AC. Training needs of primary school principals in the use of ICTs in school management of township and rural schools / Annadene Charlotte Malan . [Thesis]. North-West University; 2014. Available from: http://hdl.handle.net/10394/15386

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of KwaZulu-Natal

9. Ngcobo, Lungelo. An exploration of physical violence at a secondary school in Inanda, KwaZulu-Natal.

Degree: 2019, University of KwaZulu-Natal

URL: https://researchspace.ukzn.ac.za/handle/10413/18714

► Over the past years scholarly authors have focused on school violence in general with its specific focus to the contributing factors. However, studies have ignored… (more)

Subjects/Keywords: School violence.; Violence.; Learners.; Physical violence.; Educator.

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APA (6^th Edition):

Ngcobo, L. (2019). An exploration of physical violence at a secondary school in Inanda, KwaZulu-Natal. (Thesis). University of KwaZulu-Natal. Retrieved from https://researchspace.ukzn.ac.za/handle/10413/18714

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Ngcobo, Lungelo. “An exploration of physical violence at a secondary school in Inanda, KwaZulu-Natal.” 2019. Thesis, University of KwaZulu-Natal. Accessed January 27, 2021. https://researchspace.ukzn.ac.za/handle/10413/18714.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Ngcobo, Lungelo. “An exploration of physical violence at a secondary school in Inanda, KwaZulu-Natal.” 2019. Web. 27 Jan 2021.

Vancouver:

Ngcobo L. An exploration of physical violence at a secondary school in Inanda, KwaZulu-Natal. [Internet] [Thesis]. University of KwaZulu-Natal; 2019. [cited 2021 Jan 27]. Available from: https://researchspace.ukzn.ac.za/handle/10413/18714.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Ngcobo L. An exploration of physical violence at a secondary school in Inanda, KwaZulu-Natal. [Thesis]. University of KwaZulu-Natal; 2019. Available from: https://researchspace.ukzn.ac.za/handle/10413/18714

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Alberta

10. Chan, Ellis. The Nature of School Violence Intervention Training for Canadian School Psychologists.

Degree: MEd, Department of Educational Psychology, 2012, University of Alberta

URL: https://era.library.ualberta.ca/files/h989r488z

► School violence is a global concern that has become a particular problem for Canadians, with worries that it is becoming more widespread and violent in… (more)

Subjects/Keywords: school psychologist; school violence

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APA (6^th Edition):

Chan, E. (2012). The Nature of School Violence Intervention Training for Canadian School Psychologists. (Masters Thesis). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/h989r488z

Chicago Manual of Style (16^th Edition):

Chan, Ellis. “The Nature of School Violence Intervention Training for Canadian School Psychologists.” 2012. Masters Thesis, University of Alberta. Accessed January 27, 2021. https://era.library.ualberta.ca/files/h989r488z.

MLA Handbook (7^th Edition):

Chan, Ellis. “The Nature of School Violence Intervention Training for Canadian School Psychologists.” 2012. Web. 27 Jan 2021.

Vancouver:

Chan E. The Nature of School Violence Intervention Training for Canadian School Psychologists. [Internet] [Masters thesis]. University of Alberta; 2012. [cited 2021 Jan 27]. Available from: https://era.library.ualberta.ca/files/h989r488z.

Council of Science Editors:

Chan E. The Nature of School Violence Intervention Training for Canadian School Psychologists. [Masters Thesis]. University of Alberta; 2012. Available from: https://era.library.ualberta.ca/files/h989r488z

University of South Africa

11. Chimanzi, Luckmore. Masculinity construction : Grade 7 boys’ relations with girls at a township primary school in Gauteng East .

Degree: 2016, University of South Africa

URL: http://hdl.handle.net/10500/23394

► Guided by Connell’s social constructionist theory of hegemonic masculinity, in a study conducted at a township primary school in Gauteng East, I explored the way… (more)

Subjects/Keywords: Masculinity construction; Hegemonic masculinity; Gender relations; Township; Power relations; Primary school; Gauteng East

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Chimanzi, L. (2016). Masculinity construction : Grade 7 boys’ relations with girls at a township primary school in Gauteng East . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/23394

Chicago Manual of Style (16^th Edition):

Chimanzi, Luckmore. “Masculinity construction : Grade 7 boys’ relations with girls at a township primary school in Gauteng East .” 2016. Masters Thesis, University of South Africa. Accessed January 27, 2021. http://hdl.handle.net/10500/23394.

MLA Handbook (7^th Edition):

Chimanzi, Luckmore. “Masculinity construction : Grade 7 boys’ relations with girls at a township primary school in Gauteng East .” 2016. Web. 27 Jan 2021.

Vancouver:

Chimanzi L. Masculinity construction : Grade 7 boys’ relations with girls at a township primary school in Gauteng East . [Internet] [Masters thesis]. University of South Africa; 2016. [cited 2021 Jan 27]. Available from: http://hdl.handle.net/10500/23394.

Council of Science Editors:

Chimanzi L. Masculinity construction : Grade 7 boys’ relations with girls at a township primary school in Gauteng East . [Masters Thesis]. University of South Africa; 2016. Available from: http://hdl.handle.net/10500/23394

University of South Africa

12. Mudzana, Pricilla Shupikayi. Factors contributing to non-reporting of rape by school going adolescents in Matsulu Township of South Africa .

Degree: 2016, University of South Africa

URL: http://hdl.handle.net/10500/20282

► The purpose of this study was to explore factors contributing to poor reporting of rape by school going adolescents. A qualitative descriptive study was conducted… (more)

Subjects/Keywords: Adolescence; Adolescents; Contributing; Factor; Rape; Non-reporting; Reporting; School-going adolescents; Township

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APA (6^th Edition):

Mudzana, P. S. (2016). Factors contributing to non-reporting of rape by school going adolescents in Matsulu Township of South Africa . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/20282

Chicago Manual of Style (16^th Edition):

Mudzana, Pricilla Shupikayi. “Factors contributing to non-reporting of rape by school going adolescents in Matsulu Township of South Africa .” 2016. Masters Thesis, University of South Africa. Accessed January 27, 2021. http://hdl.handle.net/10500/20282.

MLA Handbook (7^th Edition):

Mudzana, Pricilla Shupikayi. “Factors contributing to non-reporting of rape by school going adolescents in Matsulu Township of South Africa .” 2016. Web. 27 Jan 2021.

Vancouver:

Mudzana PS. Factors contributing to non-reporting of rape by school going adolescents in Matsulu Township of South Africa . [Internet] [Masters thesis]. University of South Africa; 2016. [cited 2021 Jan 27]. Available from: http://hdl.handle.net/10500/20282.

Council of Science Editors:

Mudzana PS. Factors contributing to non-reporting of rape by school going adolescents in Matsulu Township of South Africa . [Masters Thesis]. University of South Africa; 2016. Available from: http://hdl.handle.net/10500/20282

University of South Africa

13. Gwija, Mxhasi. The role of parents in enhancing academic performance in secondary schools in the Metro-Central Education District, Western Cape .

Degree: 2016, University of South Africa

URL: http://hdl.handle.net/10500/21800

► The role of parents in their children’s education presents significant evidence in schools’ academic results, when parental roles in education are given priority. It is… (more)

Subjects/Keywords: Decision-making; Democracy; Education management; Home-school collaboration; Langa Township (Langa); Parent; Parent involvement; Qualitative research; School governing body; School personnel

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APA (6^th Edition):

Gwija, M. (2016). The role of parents in enhancing academic performance in secondary schools in the Metro-Central Education District, Western Cape . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/21800

Chicago Manual of Style (16^th Edition):

Gwija, Mxhasi. “The role of parents in enhancing academic performance in secondary schools in the Metro-Central Education District, Western Cape .” 2016. Masters Thesis, University of South Africa. Accessed January 27, 2021. http://hdl.handle.net/10500/21800.

MLA Handbook (7^th Edition):

Gwija, Mxhasi. “The role of parents in enhancing academic performance in secondary schools in the Metro-Central Education District, Western Cape .” 2016. Web. 27 Jan 2021.

Vancouver:

Gwija M. The role of parents in enhancing academic performance in secondary schools in the Metro-Central Education District, Western Cape . [Internet] [Masters thesis]. University of South Africa; 2016. [cited 2021 Jan 27]. Available from: http://hdl.handle.net/10500/21800.

Council of Science Editors:

Gwija M. The role of parents in enhancing academic performance in secondary schools in the Metro-Central Education District, Western Cape . [Masters Thesis]. University of South Africa; 2016. Available from: http://hdl.handle.net/10500/21800

14. Hanson, Timothy E. Comparing teachers', administrators' and instructional coaches' perceptions of personalized professional development: Perceptions of personalized professional development.

Degree: Thesis (D. Ed.), 2017, Ball State University

URL: http://cardinalscholar.bsu.edu/handle/123456789/201031

► The purpose of teacher professional development is to enhance teacher quality so that students may achieve at high levels. Many times, professional development is too… (more)

Subjects/Keywords: Career development.; Teachers – Indiana – Indianapolis – Attitudes.; School administrators – Indiana – Indianapolis – Attitudes.; Metropolitan School District of Warren Township (Indianapolis, Ind.)

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APA (6^th Edition):

Hanson, T. E. (2017). Comparing teachers', administrators' and instructional coaches' perceptions of personalized professional development: Perceptions of personalized professional development. (Doctoral Dissertation). Ball State University. Retrieved from http://cardinalscholar.bsu.edu/handle/123456789/201031

Chicago Manual of Style (16^th Edition):

Hanson, Timothy E. “Comparing teachers', administrators' and instructional coaches' perceptions of personalized professional development: Perceptions of personalized professional development.” 2017. Doctoral Dissertation, Ball State University. Accessed January 27, 2021. http://cardinalscholar.bsu.edu/handle/123456789/201031.

MLA Handbook (7^th Edition):

Hanson, Timothy E. “Comparing teachers', administrators' and instructional coaches' perceptions of personalized professional development: Perceptions of personalized professional development.” 2017. Web. 27 Jan 2021.

Vancouver:

Hanson TE. Comparing teachers', administrators' and instructional coaches' perceptions of personalized professional development: Perceptions of personalized professional development. [Internet] [Doctoral dissertation]. Ball State University; 2017. [cited 2021 Jan 27]. Available from: http://cardinalscholar.bsu.edu/handle/123456789/201031.

Council of Science Editors:

Hanson TE. Comparing teachers', administrators' and instructional coaches' perceptions of personalized professional development: Perceptions of personalized professional development. [Doctoral Dissertation]. Ball State University; 2017. Available from: http://cardinalscholar.bsu.edu/handle/123456789/201031

Delft University of Technology

15. Van der Heiden, S. (author). Architectuur in de Township Mamelodi: Zoektocht naar een passende architectuur voor de township.

Degree: Architecture, Architecture, 2008, Delft University of Technology

URL: http://resolver.tudelft.nl/uuid:bbca05d2-f81b-4a59-94f6-089f35c5a094

►

With attcachment: A0 poster. The search for an architecture in the township, the design is determined by the culture, building possibilities, climate, environment and by… (more)

Subjects/Keywords: township

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APA (6^th Edition):

Van der Heiden, S. (. (2008). Architectuur in de Township Mamelodi: Zoektocht naar een passende architectuur voor de township. (Masters Thesis). Delft University of Technology. Retrieved from http://resolver.tudelft.nl/uuid:bbca05d2-f81b-4a59-94f6-089f35c5a094

Chicago Manual of Style (16^th Edition):

Van der Heiden, S (author). “Architectuur in de Township Mamelodi: Zoektocht naar een passende architectuur voor de township.” 2008. Masters Thesis, Delft University of Technology. Accessed January 27, 2021. http://resolver.tudelft.nl/uuid:bbca05d2-f81b-4a59-94f6-089f35c5a094.

MLA Handbook (7^th Edition):

Van der Heiden, S (author). “Architectuur in de Township Mamelodi: Zoektocht naar een passende architectuur voor de township.” 2008. Web. 27 Jan 2021.

Vancouver:

Van der Heiden S(. Architectuur in de Township Mamelodi: Zoektocht naar een passende architectuur voor de township. [Internet] [Masters thesis]. Delft University of Technology; 2008. [cited 2021 Jan 27]. Available from: http://resolver.tudelft.nl/uuid:bbca05d2-f81b-4a59-94f6-089f35c5a094.

Council of Science Editors:

Van der Heiden S(. Architectuur in de Township Mamelodi: Zoektocht naar een passende architectuur voor de township. [Masters Thesis]. Delft University of Technology; 2008. Available from: http://resolver.tudelft.nl/uuid:bbca05d2-f81b-4a59-94f6-089f35c5a094

University of Johannesburg

16. Snyman, Marina Velma. The development of a psycho-educational programme for adolescents who experience aggression in a secondary school.

Degree: 2009, University of Johannesburg

URL: http://hdl.handle.net/10210/2092

►

D.Ed.

The frequency and intensity of aggression that has become an everyday reality to an increasing number of adolescents who perpetrate it, witness it or… (more)

▼

D.Ed.

The frequency and intensity of aggression that has become an everyday reality to an increasing number of adolescents who perpetrate it, witness it or become its victims necessitates research of the phenomenon in context so that measures may be put in place to curb it or prevent it from occurring in the first place. Despite current legislation to protect the rights and safety of pupils, reports in literature on aggression in South African schools illustrate the ways in which aggression continues to have a detrimental impact on adolescents in secondary schools. Hence, the first research aim of this study, conducted within a psychoeducational framework, was to explore how adolescents experience aggression in an urban public secondary school in the Johannesburg South school district in the Gauteng Province of South Africa. Based on the findings the second aim of the research study was to develop, implement and evaluate a psycho-educational programme for the constructive management of aggression that adolescents experienced in that context in order to facilitate improvements in their mental health. A mixed methods research design with an explorative, descriptive, explanatory and contextual focus was followed. The qualitative phase of the mixed methods design not only provided richer insight and understanding into the complex phenomenon of aggression in secondary schools but also served to provide a foundation for the quantitative stage of the study. The four criteria of truth-value, applicability, consistency and neutrality, identified by Guba to ensure trustworthiness in research, were applied. Ethical measures were strictly adhered to and included maintaining the confidentiality of the data and respecting the privacy, anonymity and the voluntary participation of the participants. Informed consent to conduct the research was obtained from the necessary authorities and from the research participants. The study was conducted in four phases as prescribed by programme development, implementation and evaluation. In phase one, the situation analysis phase, data was collected using phenomenological interviews and field notes which were verified by means of a literature control. The data generated from this phase was analysed using Tesch’s open coding method of analysing descriptive data. Three themes were identified that encapsulate the adolescents’ experience of aggression. The themes identified that adolescents are aware of their diverse experiences of aggression, that they experience aggression as an internal or external point of control in their lives and that they experience aggression as a barrier to healthy interpersonal relationships. The data was used in phase two as a basis to develop a psycho-educational programme aimed at teaching adolescent pupils the skills to manage the aggression they experience in secondary school in a constructive manner. Phase three saw the implementation of the psycho-educational programme. In phase four the researcher used an experimental research design to evaluate the efficacy of…

Subjects/Keywords: School violence; Aggressiveness in adolescence

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APA (6^th Edition):

Snyman, M. V. (2009). The development of a psycho-educational programme for adolescents who experience aggression in a secondary school. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/2092

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Snyman, Marina Velma. “The development of a psycho-educational programme for adolescents who experience aggression in a secondary school.” 2009. Thesis, University of Johannesburg. Accessed January 27, 2021. http://hdl.handle.net/10210/2092.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Snyman, Marina Velma. “The development of a psycho-educational programme for adolescents who experience aggression in a secondary school.” 2009. Web. 27 Jan 2021.

Vancouver:

Snyman MV. The development of a psycho-educational programme for adolescents who experience aggression in a secondary school. [Internet] [Thesis]. University of Johannesburg; 2009. [cited 2021 Jan 27]. Available from: http://hdl.handle.net/10210/2092.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Snyman MV. The development of a psycho-educational programme for adolescents who experience aggression in a secondary school. [Thesis]. University of Johannesburg; 2009. Available from: http://hdl.handle.net/10210/2092

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Wisconsin – Stout

17. Konter, Dana R. School violence and teachers' perception of the zero tolerance policy.

Degree: 2002, University of Wisconsin – Stout

URL: http://www.uwstout.edu/lib/thesis/2002/2002konterd.pdf ; http://digital.library.wisc.edu/1793/40513

Subjects/Keywords: School violence

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APA (6^th Edition):

Konter, D. R. (2002). School violence and teachers' perception of the zero tolerance policy. (Thesis). University of Wisconsin – Stout. Retrieved from http://www.uwstout.edu/lib/thesis/2002/2002konterd.pdf ; http://digital.library.wisc.edu/1793/40513

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Konter, Dana R. “School violence and teachers' perception of the zero tolerance policy.” 2002. Thesis, University of Wisconsin – Stout. Accessed January 27, 2021. http://www.uwstout.edu/lib/thesis/2002/2002konterd.pdf ; http://digital.library.wisc.edu/1793/40513.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Konter, Dana R. “School violence and teachers' perception of the zero tolerance policy.” 2002. Web. 27 Jan 2021.

Vancouver:

Konter DR. School violence and teachers' perception of the zero tolerance policy. [Internet] [Thesis]. University of Wisconsin – Stout; 2002. [cited 2021 Jan 27]. Available from: http://www.uwstout.edu/lib/thesis/2002/2002konterd.pdf ; http://digital.library.wisc.edu/1793/40513.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Konter DR. School violence and teachers' perception of the zero tolerance policy. [Thesis]. University of Wisconsin – Stout; 2002. Available from: http://www.uwstout.edu/lib/thesis/2002/2002konterd.pdf ; http://digital.library.wisc.edu/1793/40513

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Wisconsin – Stout

18. Arrowood, Renee Grace. School violence and the role of the school psychologist.

Degree: 2000, University of Wisconsin – Stout

URL: http://www.uwstout.edu/lib/thesis/2000/2000arrowoodr.pdf ; http://digital.library.wisc.edu/1793/39371

Subjects/Keywords: School violence

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APA (6^th Edition):

Arrowood, R. G. (2000). School violence and the role of the school psychologist. (Thesis). University of Wisconsin – Stout. Retrieved from http://www.uwstout.edu/lib/thesis/2000/2000arrowoodr.pdf ; http://digital.library.wisc.edu/1793/39371

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Arrowood, Renee Grace. “School violence and the role of the school psychologist.” 2000. Thesis, University of Wisconsin – Stout. Accessed January 27, 2021. http://www.uwstout.edu/lib/thesis/2000/2000arrowoodr.pdf ; http://digital.library.wisc.edu/1793/39371.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Arrowood, Renee Grace. “School violence and the role of the school psychologist.” 2000. Web. 27 Jan 2021.

Vancouver:

Arrowood RG. School violence and the role of the school psychologist. [Internet] [Thesis]. University of Wisconsin – Stout; 2000. [cited 2021 Jan 27]. Available from: http://www.uwstout.edu/lib/thesis/2000/2000arrowoodr.pdf ; http://digital.library.wisc.edu/1793/39371.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Arrowood RG. School violence and the role of the school psychologist. [Thesis]. University of Wisconsin – Stout; 2000. Available from: http://www.uwstout.edu/lib/thesis/2000/2000arrowoodr.pdf ; http://digital.library.wisc.edu/1793/39371

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Wisconsin – Stout

19. Anderson, Brandon. School violence and the effect on the guidance counselor's role.

Degree: 2004, University of Wisconsin – Stout

URL: http://www.uwstout.edu/lib/thesis/2004/2004andersonb.pdf ; http://digital.library.wisc.edu/1793/41149

Subjects/Keywords: School violence

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APA (6^th Edition):

Anderson, B. (2004). School violence and the effect on the guidance counselor's role. (Thesis). University of Wisconsin – Stout. Retrieved from http://www.uwstout.edu/lib/thesis/2004/2004andersonb.pdf ; http://digital.library.wisc.edu/1793/41149

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Anderson, Brandon. “School violence and the effect on the guidance counselor's role.” 2004. Thesis, University of Wisconsin – Stout. Accessed January 27, 2021. http://www.uwstout.edu/lib/thesis/2004/2004andersonb.pdf ; http://digital.library.wisc.edu/1793/41149.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Anderson, Brandon. “School violence and the effect on the guidance counselor's role.” 2004. Web. 27 Jan 2021.

Vancouver:

Anderson B. School violence and the effect on the guidance counselor's role. [Internet] [Thesis]. University of Wisconsin – Stout; 2004. [cited 2021 Jan 27]. Available from: http://www.uwstout.edu/lib/thesis/2004/2004andersonb.pdf ; http://digital.library.wisc.edu/1793/41149.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Anderson B. School violence and the effect on the guidance counselor's role. [Thesis]. University of Wisconsin – Stout; 2004. Available from: http://www.uwstout.edu/lib/thesis/2004/2004andersonb.pdf ; http://digital.library.wisc.edu/1793/41149

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Wisconsin – Stout

20. Arrowood, Renee Grace. School violence and the role of the school psychologist.

Degree: 2002, University of Wisconsin – Stout

URL: http://www.uwstout.edu/lib/thesis/2002/2002arrowoodr.pdf ; http://digital.library.wisc.edu/1793/40289

Subjects/Keywords: School violence

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APA (6^th Edition):

Arrowood, R. G. (2002). School violence and the role of the school psychologist. (Thesis). University of Wisconsin – Stout. Retrieved from http://www.uwstout.edu/lib/thesis/2002/2002arrowoodr.pdf ; http://digital.library.wisc.edu/1793/40289

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Arrowood, Renee Grace. “School violence and the role of the school psychologist.” 2002. Thesis, University of Wisconsin – Stout. Accessed January 27, 2021. http://www.uwstout.edu/lib/thesis/2002/2002arrowoodr.pdf ; http://digital.library.wisc.edu/1793/40289.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Arrowood, Renee Grace. “School violence and the role of the school psychologist.” 2002. Web. 27 Jan 2021.

Vancouver:

Arrowood RG. School violence and the role of the school psychologist. [Internet] [Thesis]. University of Wisconsin – Stout; 2002. [cited 2021 Jan 27]. Available from: http://www.uwstout.edu/lib/thesis/2002/2002arrowoodr.pdf ; http://digital.library.wisc.edu/1793/40289.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Arrowood RG. School violence and the role of the school psychologist. [Thesis]. University of Wisconsin – Stout; 2002. Available from: http://www.uwstout.edu/lib/thesis/2002/2002arrowoodr.pdf ; http://digital.library.wisc.edu/1793/40289

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Debrecen

21. Kecskésné Berei, Erika. Violence and Bullying at Schools .

Degree: DE – TEK – Bölcsészettudományi Kar, 2013, University of Debrecen

URL: http://hdl.handle.net/2437/169944

► Violence in schools is well documented and is recognized as a growing problem all around the world. Over the last few years there has been… (more)

Subjects/Keywords: school violence; sociometric nomination; adolescents

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APA (6^th Edition):

Kecskésné Berei, E. (2013). Violence and Bullying at Schools . (Thesis). University of Debrecen. Retrieved from http://hdl.handle.net/2437/169944

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Kecskésné Berei, Erika. “Violence and Bullying at Schools .” 2013. Thesis, University of Debrecen. Accessed January 27, 2021. http://hdl.handle.net/2437/169944.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Kecskésné Berei, Erika. “Violence and Bullying at Schools .” 2013. Web. 27 Jan 2021.

Vancouver:

Kecskésné Berei E. Violence and Bullying at Schools . [Internet] [Thesis]. University of Debrecen; 2013. [cited 2021 Jan 27]. Available from: http://hdl.handle.net/2437/169944.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Kecskésné Berei E. Violence and Bullying at Schools . [Thesis]. University of Debrecen; 2013. Available from: http://hdl.handle.net/2437/169944

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

North-West University

22. Masilo, A B M. Violence in schools : An investigative study in the Rustenburg District / A.B.M. Masilo .

Degree: 2012, North-West University

URL: http://hdl.handle.net/10394/14472

► Safety and security have become major educational problems in secondary schools because many learners report feeling unsafe in the school environment. For example, the South… (more)

Subjects/Keywords: School violence; North-West; Rustenburg

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APA (6^th Edition):

Masilo, A. B. M. (2012). Violence in schools : An investigative study in the Rustenburg District / A.B.M. Masilo . (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/14472

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Masilo, A B M. “Violence in schools : An investigative study in the Rustenburg District / A.B.M. Masilo .” 2012. Thesis, North-West University. Accessed January 27, 2021. http://hdl.handle.net/10394/14472.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Masilo, A B M. “Violence in schools : An investigative study in the Rustenburg District / A.B.M. Masilo .” 2012. Web. 27 Jan 2021.

Vancouver:

Masilo ABM. Violence in schools : An investigative study in the Rustenburg District / A.B.M. Masilo . [Internet] [Thesis]. North-West University; 2012. [cited 2021 Jan 27]. Available from: http://hdl.handle.net/10394/14472.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Masilo ABM. Violence in schools : An investigative study in the Rustenburg District / A.B.M. Masilo . [Thesis]. North-West University; 2012. Available from: http://hdl.handle.net/10394/14472

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Wisconsin – Stout

23. Tuchel, Barb. Identified factors of school violence by professional high school counselors.

Degree: 2001, University of Wisconsin – Stout

URL: http://www.uwstout.edu/lib/thesis/2001/2001tuchelb.pdf ; http://digital.library.wisc.edu/1793/40219

Subjects/Keywords: School violence

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APA (6^th Edition):

Tuchel, B. (2001). Identified factors of school violence by professional high school counselors. (Thesis). University of Wisconsin – Stout. Retrieved from http://www.uwstout.edu/lib/thesis/2001/2001tuchelb.pdf ; http://digital.library.wisc.edu/1793/40219

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Tuchel, Barb. “Identified factors of school violence by professional high school counselors.” 2001. Thesis, University of Wisconsin – Stout. Accessed January 27, 2021. http://www.uwstout.edu/lib/thesis/2001/2001tuchelb.pdf ; http://digital.library.wisc.edu/1793/40219.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Tuchel, Barb. “Identified factors of school violence by professional high school counselors.” 2001. Web. 27 Jan 2021.

Vancouver:

Tuchel B. Identified factors of school violence by professional high school counselors. [Internet] [Thesis]. University of Wisconsin – Stout; 2001. [cited 2021 Jan 27]. Available from: http://www.uwstout.edu/lib/thesis/2001/2001tuchelb.pdf ; http://digital.library.wisc.edu/1793/40219.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Tuchel B. Identified factors of school violence by professional high school counselors. [Thesis]. University of Wisconsin – Stout; 2001. Available from: http://www.uwstout.edu/lib/thesis/2001/2001tuchelb.pdf ; http://digital.library.wisc.edu/1793/40219

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

24. Crump, Leonce, Jr. How teachers perceive the "school violence issue".

Degree: 2009, University of Tennessee – Chattanooga

URL: https://scholar.utc.edu/theses/243

► The propensity to overestimate statistics, underestimate safety, and dramatically report crime is clearly seen in the issue of school violence. Violent crime in schools is… (more)

Subjects/Keywords: School violence

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APA (6^th Edition):

Crump, Leonce, J. (2009). How teachers perceive the "school violence issue". (Masters Thesis). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/243

Chicago Manual of Style (16^th Edition):

Crump, Leonce, Jr. “How teachers perceive the "school violence issue".” 2009. Masters Thesis, University of Tennessee – Chattanooga. Accessed January 27, 2021. https://scholar.utc.edu/theses/243.

MLA Handbook (7^th Edition):

Crump, Leonce, Jr. “How teachers perceive the "school violence issue".” 2009. Web. 27 Jan 2021.

Vancouver:

Crump, Leonce J. How teachers perceive the "school violence issue". [Internet] [Masters thesis]. University of Tennessee – Chattanooga; 2009. [cited 2021 Jan 27]. Available from: https://scholar.utc.edu/theses/243.

Council of Science Editors:

Crump, Leonce J. How teachers perceive the "school violence issue". [Masters Thesis]. University of Tennessee – Chattanooga; 2009. Available from: https://scholar.utc.edu/theses/243

Rutgers University

25. Kanrich, Jaclyn B. Violence directed against educators: a critical review of findings and methodology.

Degree: School Psychology, 2015, Rutgers University

URL: https://rucore.libraries.rutgers.edu/rutgers-lib/48191/

Subjects/Keywords: School violence

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Kanrich, J. B. (2015). Violence directed against educators: a critical review of findings and methodology. (Thesis). Rutgers University. Retrieved from https://rucore.libraries.rutgers.edu/rutgers-lib/48191/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Kanrich, Jaclyn B. “Violence directed against educators: a critical review of findings and methodology.” 2015. Thesis, Rutgers University. Accessed January 27, 2021. https://rucore.libraries.rutgers.edu/rutgers-lib/48191/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Kanrich, Jaclyn B. “Violence directed against educators: a critical review of findings and methodology.” 2015. Web. 27 Jan 2021.

Vancouver:

Kanrich JB. Violence directed against educators: a critical review of findings and methodology. [Internet] [Thesis]. Rutgers University; 2015. [cited 2021 Jan 27]. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/48191/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Kanrich JB. Violence directed against educators: a critical review of findings and methodology. [Thesis]. Rutgers University; 2015. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/48191/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of KwaZulu-Natal

26. Khani, Sindile. School-based violence : are strategies of preventing school-based violence effective in Umlazi high schools?.

Degree: 2016, University of KwaZulu-Natal

URL: http://hdl.handle.net/10413/14836

► Literature suggest that high levels of school-based violence are possibly a reflection of social disintegration which has negative consequences to both learners and teachers. According… (more)

Subjects/Keywords: School violence - SA - Umlazi - Prevention.; High school teachers.; Theses - Criminology.; School-based violence.; Prevention of school-based violence.; School violence strategies.; Umlazi high school violence.

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APA (6^th Edition):

Khani, S. (2016). School-based violence : are strategies of preventing school-based violence effective in Umlazi high schools?. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/14836

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Khani, Sindile. “School-based violence : are strategies of preventing school-based violence effective in Umlazi high schools?.” 2016. Thesis, University of KwaZulu-Natal. Accessed January 27, 2021. http://hdl.handle.net/10413/14836.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Khani, Sindile. “School-based violence : are strategies of preventing school-based violence effective in Umlazi high schools?.” 2016. Web. 27 Jan 2021.

Vancouver:

Khani S. School-based violence : are strategies of preventing school-based violence effective in Umlazi high schools?. [Internet] [Thesis]. University of KwaZulu-Natal; 2016. [cited 2021 Jan 27]. Available from: http://hdl.handle.net/10413/14836.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Khani S. School-based violence : are strategies of preventing school-based violence effective in Umlazi high schools?. [Thesis]. University of KwaZulu-Natal; 2016. Available from: http://hdl.handle.net/10413/14836

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

27. Jeune, Meniol. Politique publique en matière d’éducation en Haïti et phénomènes de violence en milieu scolaire : Public policy in education in Haiti and violence within schools.

Degree: Docteur es, Sciences de l’éducation, 2014, Université Paris-Est

URL: http://www.theses.fr/2014PEST0040

►

Nous avons retenu un maximum de réponses qui constituent, au vu des résultats, les déterminants majeurs du phénomène de violence scolaire en Haïti : l’usage… (more)

▼

Nous avons retenu un maximum de réponses qui constituent, au vu des résultats, les déterminants majeurs du phénomène de violence scolaire en Haïti : l’usage de la violence verbale, morale et physique. Les résultats de cette recherche mettent en évidence les implications, au plan éducatif, de la prise en compte des représentations des élèves et des enseignants. Ils mettent par ailleurs en exergue un point névralgique pour l’école qui doit garantir la discipline nécessaire à la vie collective tout en respectant les principes démocratiques qui consacrent les droits et libertés de chacun.L’interprétation des propos des élèves et des enseignants ayant participé à cette recherche permet d’ébaucher des réponses qui tiennent compte de leurs attentes et répondent à la fois aux exigences de rigueur d’un établissement d’enseignement et aux principes démocratiques du droit. Quant à la politique publique en matière d’éducation, l’Etat haïtien est très faible, il n’a pas les personnes aux places qu’il faut. Le statu quo est gardé. Pour y remédier, l’Etat doit mettre en œuvre une politique éducative qui vise à redonner à l’éducation son vrai sens et sa vraie valeur c’est-à-dire former l’être pour devenir le citoyen non violent de l’avenir.

We selected maximum responses are, in view of the results, the major determinants of these phenomena: the use of verbal abuse, the use of psychological violence and even physical violence.The results of this research highlight the implications to educational level, taking into account the representations of students and teachers. They shall also highlight a hotspot for the school to ensure the necessary discipline in community life while respecting the democratic principles that enshrine the rights and freedoms of everyone.The interpretation of what students and teachers who participated in this research allows to draft responses that take into account their expectations and meet both the requirements of a rigorous educational and democratic principles of law school.As to public policy in education, the Haitian state is very low, it was not the right people to their right place. So doing, the situation remains untouchable. To remedy this, the state must implement an education policy that aims to give education its true meaning and its true value is to say form be to become citizens of tomorrow and not violent.

Advisors/Committee Members: Pariat, Marcel (thesis director), Leberger, Cézar Pierre Eddy (thesis director), Lafont, Pascal (thesis director).

Subjects/Keywords: Violence scolaire; Violence physique; Violence verbale; Violence psychologique; Phénomène de violence scolaire; Politique publique; School violence; Physical violence; Verbal abuse; Psychological abuse; The phenomenon of school violence; Public policy; 371.7

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Jeune, M. (2014). Politique publique en matière d’éducation en Haïti et phénomènes de violence en milieu scolaire : Public policy in education in Haiti and violence within schools. (Doctoral Dissertation). Université Paris-Est. Retrieved from http://www.theses.fr/2014PEST0040

Chicago Manual of Style (16^th Edition):

Jeune, Meniol. “Politique publique en matière d’éducation en Haïti et phénomènes de violence en milieu scolaire : Public policy in education in Haiti and violence within schools.” 2014. Doctoral Dissertation, Université Paris-Est. Accessed January 27, 2021. http://www.theses.fr/2014PEST0040.

MLA Handbook (7^th Edition):

Jeune, Meniol. “Politique publique en matière d’éducation en Haïti et phénomènes de violence en milieu scolaire : Public policy in education in Haiti and violence within schools.” 2014. Web. 27 Jan 2021.

Vancouver:

Jeune M. Politique publique en matière d’éducation en Haïti et phénomènes de violence en milieu scolaire : Public policy in education in Haiti and violence within schools. [Internet] [Doctoral dissertation]. Université Paris-Est; 2014. [cited 2021 Jan 27]. Available from: http://www.theses.fr/2014PEST0040.

Council of Science Editors:

Jeune M. Politique publique en matière d’éducation en Haïti et phénomènes de violence en milieu scolaire : Public policy in education in Haiti and violence within schools. [Doctoral Dissertation]. Université Paris-Est; 2014. Available from: http://www.theses.fr/2014PEST0040

28. Castañeda Rojas, Giovanny. Configurations de la violence dans la relation enseignants-élèves : Configurations of violence in the teacher-student relationship.

Degree: Docteur es, Sciences de l'éducation, 2018, Côte d'Azur; Universidad Distrital Francisco José De Caldas (Bogotá, República de Colombia). Facultad de Educación

URL: http://www.theses.fr/2018AZUR2017

►

Cette étude vise à comprendre les diverses manifestations de la maltraitance des élèves exercée par les enseignants, ce qui a un impact négatif sur l'environnement… (more)

▼

Cette étude vise à comprendre les diverses manifestations de la maltraitance des élèves exercée par les enseignants, ce qui a un impact négatif sur l'environnement émotionnel, scolaire et social tant pour les élèves que pour les enseignants eux-mêmes, qui sont souvent affectés par les réponses violentes qu'ils reçoivent de leurs propres élèves. L'objectif est également d'analyser les effets défavorables de ce type de relation sur le climat scolaire, qui se traduit par diverses formes de conflits entre enseignants et élèves, entre collègues et ces derniers avec les parents et la direction scolaire. En outre, l'étude cherche à reconnaître les implications que cette problématique engendre pour l'école et le système éducatif lui-même, qui se sent souvent impuissant en raison de la complexité de cette expression de la violence scolaire dont les victimes sont les enseignants et l'école elle-même.Ce travail utilise les outils méthodologiques qui proviennent de la sociologie de Pierre Bourdieu afin d'obtenir une plus grande approche du domaine scolaire et, par conséquent, des relations entre enseignants et élèves qui sont mesurées par les relations de pouvoir à travers lesquelles l'autorité scolaire est exercée. D'autre part, la violence et les brimades à l'école sont abordées dans une perspective socio-éducative qui fournit des éléments fondamentaux pour leur compréhension et leur explication.Pour atteindre les objectifs fixés, la recherche utilise une méthodologie qualitative, focalisée sur la Participation, l’Action et la Recherche – IAP (Investigación Acción Participación pour ces initiales en espagnol) et le modèle des noyaux d’Education Sociale –NES (Núcleos de Educación Social pour ces initiales en espagnol). La population participante était composée d'élèves, d'enseignants, de directeurs et de parents de trois écoles publiques de la ville de Bogotá dans trois localités. Pour cette recherche des entretiens approfondis ont été utilisés avec les enseignants et les directions scolaires. Des groupes de discussion ont été organisés avec les parents et trois NES ont été menés avec les élèves dans le cadre de 24 séances de travail d'une durée d'environ 4 mois.En tant que bilan, la recherche a montré que les punitions physiques et émotionnelles continuent de faire partie des pratiques des enseignants et qu'elles sont façonnées par la répartition inégale du capital qui détermine les positions des élèves et des enseignants dans le domaine scolaire et, de plus, par une lutte continue pour maintenir le pouvoir et l'autorité dans une école qui exige de nouvelles pratiques et formes de relations qui répondent aux réalités de la société contemporaine.

This study is an effort to understand various manifestations of teachers violence against students, which leaves a negative impact on their scope of emotional feelings, academic achivements and social environment for both students and teachers, whom often are affected by the violent respons they receive from their own students. The purpose is also to analyse the unfavourable effects…

Advisors/Committee Members: Blaya, Catherine (thesis director), García Sanchez, Bárbara Yadira (thesis director).

Subjects/Keywords: Violence scolaire; Pratiques pédagogiques; Violence symbolique; School violence; Educational practices; Symbolic violence

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Castañeda Rojas, G. (2018). Configurations de la violence dans la relation enseignants-élèves : Configurations of violence in the teacher-student relationship. (Doctoral Dissertation). Côte d'Azur; Universidad Distrital Francisco José De Caldas (Bogotá, República de Colombia). Facultad de Educación. Retrieved from http://www.theses.fr/2018AZUR2017

Chicago Manual of Style (16^th Edition):

Castañeda Rojas, Giovanny. “Configurations de la violence dans la relation enseignants-élèves : Configurations of violence in the teacher-student relationship.” 2018. Doctoral Dissertation, Côte d'Azur; Universidad Distrital Francisco José De Caldas (Bogotá, República de Colombia). Facultad de Educación. Accessed January 27, 2021. http://www.theses.fr/2018AZUR2017.

MLA Handbook (7^th Edition):

Castañeda Rojas, Giovanny. “Configurations de la violence dans la relation enseignants-élèves : Configurations of violence in the teacher-student relationship.” 2018. Web. 27 Jan 2021.

Vancouver:

Castañeda Rojas G. Configurations de la violence dans la relation enseignants-élèves : Configurations of violence in the teacher-student relationship. [Internet] [Doctoral dissertation]. Côte d'Azur; Universidad Distrital Francisco José De Caldas (Bogotá, República de Colombia). Facultad de Educación; 2018. [cited 2021 Jan 27]. Available from: http://www.theses.fr/2018AZUR2017.

Council of Science Editors:

Castañeda Rojas G. Configurations de la violence dans la relation enseignants-élèves : Configurations of violence in the teacher-student relationship. [Doctoral Dissertation]. Côte d'Azur; Universidad Distrital Francisco José De Caldas (Bogotá, República de Colombia). Facultad de Educación; 2018. Available from: http://www.theses.fr/2018AZUR2017

Stellenbosch University

29. Sonamzi, Batandwa. Township families’ domestic support practices of their children’s schooling.

Degree: MEd, 2016, Stellenbosch University

URL: http://hdl.handle.net/10019.1/100071

►

ENGLISH ABSTRACT : This thesis provides an analysis and discussion of how the domestic practices of township families build forms of capitals that support their… (more)

Subjects/Keywords: Township families – Emotional support – South Africa; School children – South Africa; Education – Parent participation – South Africa; UCTD; Bourdieu, Pierre – 1930-2002

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Sonamzi, B. (2016). Township families’ domestic support practices of their children’s schooling. (Thesis). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/100071

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Sonamzi, Batandwa. “Township families’ domestic support practices of their children’s schooling.” 2016. Thesis, Stellenbosch University. Accessed January 27, 2021. http://hdl.handle.net/10019.1/100071.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Sonamzi, Batandwa. “Township families’ domestic support practices of their children’s schooling.” 2016. Web. 27 Jan 2021.

Vancouver:

Sonamzi B. Township families’ domestic support practices of their children’s schooling. [Internet] [Thesis]. Stellenbosch University; 2016. [cited 2021 Jan 27]. Available from: http://hdl.handle.net/10019.1/100071.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Sonamzi B. Township families’ domestic support practices of their children’s schooling. [Thesis]. Stellenbosch University; 2016. Available from: http://hdl.handle.net/10019.1/100071

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Johannesburg

30. Venter, Gert du Plessis. Riglyne vir effektiewe klaskamerbestuur in "Township"-skole.

Degree: 2012, University of Johannesburg

URL: http://hdl.handle.net/10210/5500

►

M.Ed.

The central theme of this study is the development of guidelines to create more effective classroom management in "township" schools. In the research the… (more)

▼

M.Ed.

The central theme of this study is the development of guidelines to create more effective classroom management in "township" schools. In the research the focus is based on the factors which influence classroom management and what the learning facilitators would do for the improvement thereof. The investigator's involvement with classroom management and the run-up to this research will be enunciated in the following two paragraphs. The researcher is employed in the Department of Educational Management and Educational Studies of the Faculty of Health and Social Sciences at the Technikon Northern Gauteng. The Faculty of Health and Social Sciences has at task the training of learning facilitators that are principally accommodated in "township" schools after completion of their studies. With effect from 1996 a four year B.Tech (Education) degree course with Educational Management as a major subject is implemented at.the above-mentioned Faculty. Classroom management is a component in the instructional programmes of Educational Management and of which the researcher is co-responsible for the instructional presentation thereof. Indicators that are symptomatic of the undesired discipline in the schools have been observed during teaching practice. The indicators are among others a lack of punctuality and a high percentage of daily absenteeism. On the ground of the preceding discussion and prompted by regular reporting on the unacceptable functioning of some schools, as well as the poor annual school-leaving results, the aim of this study is to: -qualitatively determine what the present standing of classroom management in "township" schools is; and -lay down guidelines to establish effective classroom management in "township" schools. The findings of this study indicates that: various and diverse factors contribute to unproductive classroom management; classroom management is not separate (independent) actions, but is intertwined with the interests and needs of the school, parents, learners and a dynamic society. On the ground of the research results the investigator is of the opinion that short, as well as long-term solutions should be put into operation in making classroom management more productive.

Subjects/Keywords: Classroom management - South Africa; School management and organization - South Africa; Blacks - Education - South Africa; Township schools - South Africa

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Venter, G. d. P. (2012). Riglyne vir effektiewe klaskamerbestuur in "Township"-skole. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/5500

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Venter, Gert du Plessis. “Riglyne vir effektiewe klaskamerbestuur in "Township"-skole.” 2012. Thesis, University of Johannesburg. Accessed January 27, 2021. http://hdl.handle.net/10210/5500.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Venter, Gert du Plessis. “Riglyne vir effektiewe klaskamerbestuur in "Township"-skole.” 2012. Web. 27 Jan 2021.

Vancouver:

Venter GdP. Riglyne vir effektiewe klaskamerbestuur in "Township"-skole. [Internet] [Thesis]. University of Johannesburg; 2012. [cited 2021 Jan 27]. Available from: http://hdl.handle.net/10210/5500.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Venter GdP. Riglyne vir effektiewe klaskamerbestuur in "Township"-skole. [Thesis]. University of Johannesburg; 2012. Available from: http://hdl.handle.net/10210/5500

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

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Open Access Theses and Dissertations