scholarly journals Alignment of school discipline with positive behavioural interventions and supports: The case of one disadvantaged urban South African Primary School

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Joseph Calvin Gagnon ◽  
Frederick J. Sylvester ◽  
Kathryn Marsh
Keyword(s):  
Primary School ◽  
South African ◽  
Behaviour Management ◽  
Behavioural Interventions ◽  
Crisis Prevention ◽  
Urban South ◽  
Proactive Behaviour ◽  
Common Behaviour ◽  
Disadvantaged School ◽  
Core Features

Background: Positive behavioural interventions and supports (PBIS) is a framework that aligns with the South African Department of Education’s Alternatives to Corporal Punishment.Aim: The aim of this study is to provide a snapshot of the extent to which policies and practices in a disadvantaged South African primary school align with PBIS.Setting: The study was conducted at a South African primary school with grades kindergarten to Grade 7 in an urban disadvantaged community.Methods: Twenty-eight teachers, administrators and non-educational school staff completed a survey that addressed: (1) common behaviour problems; (2) the extent to which the school implements five core features of PBIS and (3) the existence of a crisis prevention and intervention plan.Results: In this disadvantaged school, there is little evidence that (1) a cohesive, evidence-based schoolwide behaviour plan exists that includes multi-tiered systems of support; (2) staff have the expertise to implement a positive and proactive behaviour plan or are provided adequate professional development; (3) staff follow the plan and are held accountable for following it and (4) a representative leadership team provides oversight and direction regarding the plan by using learner behaviour data.Conclusion: The results indicate that there is a lack of multi-tiered systems of behavioural support and a continued reliance on reactive and punitive approaches to learner behaviour. Moreover, staff do not adhere to the schoolwide behaviour plan, are not held accountable for doing so, and need training in key areas of behaviour management.

scholarly journals Differences in the Nature of Stroke in a Multiethnic Urban South African Population

Stroke ◽  
2009 ◽  
Vol 40 (2) ◽  
pp. 355-362 ◽  
Author(s):  
Myles D. Connor ◽  
Girish Modi ◽  
Charles P. Warlow
Keyword(s):  
South African ◽  
African Population ◽  
South African Population ◽  
Urban South

Willingness to participate in HIV vaccine research in a peri-urban South African community

2006 ◽  
Vol 17 (3) ◽  
pp. 176-179 ◽  
Author(s):  
J Smit ◽  
K Middelkoop ◽  
L Myer ◽  
S Seedat ◽  
L-G Bekker ◽  
...  
Keyword(s):  
South African ◽  
Hiv Vaccine ◽  
Sub Saharan Africa ◽  
Willingness To Participate ◽  
Vaccine Research ◽  
Substantial Impact ◽  
Hiv Vaccine Trials ◽  
Vaccine Trials ◽  
Urban South ◽  
African Community

Research on willingness to participate in HIV vaccine trials is important in preparations for HIV vaccine research, but there are few data from sub-Saharan Africa. We interviewed 198 individuals in a peri-urban South African community immediately after enrolment into an HIV vaccine preparedness study on their willingness to participate in hypothetical vaccine trials. Overall 23% of participants ( n = 46) said that they would be willing to participate in an HIV vaccine trial. Willingness was associated with increasing age, male gender, and increasing knowledge about vaccines generally and HIV vaccines specifically. In multivariate analysis, a 1-unit increase in HIV vaccine knowledge score was associated with a 10-fold increase in willingness to participate (adjusted odds ratio, 10.72, 95% confidence intervals: 4.40–26.12). These results suggest that while willingness to participate in HIV vaccine trials is relatively low in this setting, educational campaigns may have a substantial impact on individuals' willingness to participate in research.

The development of a contextually relevant screening protocol for auditory processing disorder in South African school children: a mixed methods study protocol. (Preprint)

2021 ◽  
Author(s):  
Tracey-Lee Cloete ◽  
Harsha Kathard
Keyword(s):  
Systematic Review ◽  
Primary School ◽  
South African ◽  
School Children ◽  
Auditory Processing ◽  
Phase 1 ◽  
Screening Tools ◽  
Auditory Processing Disorder ◽  
Primary School Children ◽  
Screening Protocol

BACKGROUND Effective screening is required to facilitate the early identification of central auditory processing disorder (CAPD) - a deficit within the central auditory nervous system, which can have a significant effect on a child’s listening, learning and communication. While several screening tools have been proposed, there is a lack of contextually appropriate tools that take the needs of a multilingual society, like South Africa (SA), into consideration. OBJECTIVE This study aims to develop a contextually appropriate CAPD screening protocol for children (aged 7 to 12 years) in SA. The specific study aims are: (1) to develop a contextually appropriate screening protocol for CAPD in primary school children in SA, and (2) to evaluate the feasibility of implementing the developed protocol in primary school children in SA. METHODS The study will follow a developmental, mixed methods research design, implemented in two phases. Phase 1 will be applied to address aim 1. The aim will be achieved by (i) conducting a systematic review (i.e. objective 1.1); (ii) applying the nominal group technique (NGT) on experts to identify criteria for an appropriate protocol (i.e. objective 1.2); and (iii) using a combination of expert consultations, questionnaires and rating scales (administered to experts) to devise an appropriate screening protocol (i.e. objective 1.3). Once the protocol is developed, it will be implemented by the recommended end-users. Thereafter, a feasibility study will be conducted in Phase 2 to evaluate the implementation of the protocol. This phase will include field testing the protocol and a focus group discussion with end-users. For Phase 1, the narrative synthesis approach will be used to analyse systematic review data. For the NGT the researcher will tally the participants’ ratings to identify the list of criteria for an appropriate protocol. Content analysis and descriptive statistics will be performed to analyse the expert ratings of the protocols. For Phase 2, descriptive statistics will be performed to summarise features of the study sample and measures used. Thematic analysis will be conducted to analyse the focus group data. RESULTS Ethical clearance was obtained from the university’s Human Research Ethics Committee (HREC reference number 636/2020) and the Western Cape Education Department granted the researchers permission to recruit educators and learners from primary schools in the area. The systematic review for objective 1.1. was completed and findings outlined the test properties, benefits, and limitations of existing CAPD screening tools. Face-to-face data collection was postponed due to the global COVID-19 pandemic. Participant recruitment for objective 1.2 is currently underway and the anticipated completion date for data collection is July 2022. CONCLUSIONS The present study will aim to advance CAPD screening practice by proposing a process to develop a contextually appropriate protocol. The researcher will apply this process in the South African context to develop a CAPD screening protocol for primary school children in SA. CLINICALTRIAL Not applicable.

Pulmonary cysticercosis in an urban South African child

2021 ◽  
Author(s):  
Zandiswa Nowalaza ◽  
Marco Zampoli ◽  
Komala Pillay ◽  
Shivani Singh ◽  
Heather J. Zar
Keyword(s):  
South African ◽  
African Child ◽  
Urban South ◽  
South African Child

scholarly journals Knowledge management according to organisational size: A South African perspective

2013 ◽  
Vol 15 (1) ◽  
Author(s):  
Cornelius Kruger ◽  
Roy D. Johnson
Keyword(s):  
South Africa ◽  
Knowledge Management ◽  
South African ◽  
Middle Management ◽  
Senior Management ◽  
Urban South ◽  
Embedded Knowledge ◽  
Personal Approach ◽  
African Perspective ◽  
Insight Into

Background:To date, few studies have focused on how embedded Knowledge Management (KM) is found in the roots of an organisation. Specifically, not much is known whether employees and managers hold similar perceptions regarding KM or if organisational size plays a role in the establishment of KM maturity.Objective: The objective of this article was to determine what role organisational size plays in the establishment of KM maturity and how different managerial levels viewed their organisations KM maturity.Method: The authors gained insight into KM maturity in different industry groupings over a five-year period from a large urban South African University engaged in numerous collaboration programmes with industry. In total, 434 employees were interviewed over three grouping levels (operational, middle and senior management).Results: The findings support arguments that irrespective of organisational size, knowledge orientated issues are applicable to all organisations. However, with significant differences in scores recorded over all maturity sections in South Africa, the findings indicated that different sized organisations address knowledge-orientated issues differently.Conclusion: Findings challenge the argument that the manner in which knowledge-orientated issues are addressed differ only slightly depending on organisational size. Smaller-sized organisations prefer a more personal approach, whilst larger-sized organisations prefer knowledge transfer via technology. Irrespective of organisational size, commitment holds the key to KM success. Commitment shown by middle management regarding KM is a differentiator.

Factors Influencing Break-Time Physical Activity of South African Primary School Learners From Low-Income Communities

2015 ◽  
Vol 12 (5) ◽  
pp. 618-627 ◽  
Author(s):  
Monika Uys ◽  
Catherine Elizabeth Draper ◽  
Sharief Hendricks ◽  
Anniza de Villiers ◽  
Jean Fourie ◽  
...  
Keyword(s):  
Physical Activity ◽  
Primary School ◽  
South African ◽  
Family Involvement ◽  
Low Income ◽  
School Environment ◽  
Contextual Factors ◽  
Action Planning ◽  
Primary School Children ◽  
Break Time

Background:The purpose of this study was to assess factors that influence physical activity (PA) levels during break-times in South African primary school children.Methods:The System for Observing Play and Leisure Activities in Youth (SOPLAY) was used to observe PA levels during break-times at low-income schools (4 intervention, 4 control). The intervention was based on action-planning including: school environment, curriculum, and family involvement. Categories of observed activity included Sedentary, Eating, Walking, or Vigorous PA. Contextual factors assessed included teacher supervision, equipment, and crowding. Chi-square tests were used to determine associations between PA levels and contextual factors.Results:In the 970 observations made, 31% of learners were sedentary, 14% were eating, 29% were walking, and 26% were engaged in vigorous PA. There were no differences in break-time PA between intervention and control groups (NS). With supervision, children were more likely to eat and less likely to do vigorous PA (P = .035). Playground crowding was associated with lower levels of vigorous activity and more sedentary behavior (P = .000).Conclusions:PA during break-time was adversely affected by over-crowding and lower with supervision. The results suggest that interventions may be targeted at the school policy environment to reduce these barriers to PA.

scholarly journals "From The Worst To The Best": An Exploratory Qualitative Study Of The Process Of Social Change At A South African Secondary School

2003 ◽  
Vol 2 (1) ◽  
Author(s):  
Berendien Van Aswegen ◽  
Willem Schurink
Keyword(s):  
South African ◽  
Social Process ◽  
Organisational Change ◽  
Gauteng Province ◽  
Process Of Change ◽  
The Social ◽  
Role Players ◽  
Analyse Data ◽  
Ineffective Schools ◽  
Disadvantaged School

The primary aim of the study is to describe an initiative to effect organisational change at a previously disadvantaged school in South Africa’s Gauteng Province. Qualitative methods were used to collect and analyse data on the social process of change in the school. Essays of role players in the change process on their experiences led to important insights. This exploratory study points to a process that was effective in bringing about change at a school and holds promise for constructing a theoretical model of how change could be effected in ineffective schools. OpsommingDie primêre doel van die studie is die beskrywing van ’n organisatoriese verandering by ’n voorheen benadeelde skool in Suid-Afrika se Gauteng Provinsie. Kwalitatiewe metodes is gebruik om data oor die sosiale proses te genereer en te analiseer. Opstelle van betrokkenes by die veranderingsproses oor hulle ervarings het tot belangrike insigte gelei. Hierdie verkennende studie dui op ’n proses wat suksesvol gewerk het om verandering te weeg te bring en hou belofte in vir die ontwikkeling van ’n teoretiese model van hoe verandering in oneffektiewe skole bewerkstellig kan word.

scholarly journals Portraits of primary school pre-service teachers at a South African university: Implications for nuanced student support

2020 ◽  
Author(s):  
Sarita Ramsaroop ◽  
Nadine Petersen
Keyword(s):  
Primary School ◽  
South African ◽  
Teacher Educators ◽  
Qualitative Content Analysis ◽  
School Teacher ◽  
Student Support ◽  
Primary School Teacher ◽  
First Year ◽  
Student Groups ◽  
Primary School Teacher Education

In this article, we report on a study of two South African primary school teacher education cohorts undertaken to investigate and understand their readiness to succeed in higher education and to plan support accordingly. Using the methodology of portraiture, we generated data from a combination of student questionnaires and examination results. Qualitative content analysis enabled the construction of six personas and three main themes. The portraits helped with an understanding of the complexity of the themes, in particular with how an identification of both the malleable and non-malleable elements affecting students' lives could inform and shape interventions for successful transition into university. More specifically, the dominance of particular characteristics in the personas provided information about which student groups required the most psychosocial and academic support and where it was required. The portraits also helped us to gauge the value of existing first-year initiatives, such as the educational excursion, for promoting student enculturation and in overcoming their initial anxieties and preconceptions. We argue for more nuanced information about students to inform a multi-pronged approach to student support that may extend much longer than teacher educators anticipate.

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