In teacher research, causal attributions of low achievement have been proven to be predictive of teachers' efforts to provide optimal learning contexts for all students. In most studies, however, attributions have been studied as a between-teacher variable rather than a within-teacher variable assuming that teachers' responses to low achievement are stable for different students in one classroom. To understand teachers' variation of their behaviour towards different low achieving students it would seem worthwhile to identify within-teacher variation of causal attributions. In this study, we analysed the within-teacher variance of attributions of 64 secondary school teachers. Analyses of attribution ratings for three low performing students per teacher showed that, in general, the amount of within-teacher variance was very large, although the within-teacher variance differed among attributions. It can be concluded that teachers' causal attributions of low performance should be investigated as within-teacher variables because they vary between low achieving students.
This study explored the content and nature of teachers’ knowledge and perceptions of their students. The knowledge and perceptions of seven Dutch secondary school teachers regarding the same 33 students in one second-year school class were studied. Each teacher was invited to tell (in 60 s per student) how he/she perceived and what he/she knew about, each individual student. Interview data were analysed using both qualitative and quantitative methods. Results showed within- and between-teacher differences in the content, amount and evaluative nature of their knowledge and perceptions. In addition, there were within- and between-student differences in how their teachers knew and perceived them. The results suggest that teachers’ knowledge and perceptions of their students varies per teacher-student combination and substantiate an interpersonal nature of teachers’ knowledge and perceptions. To understand the function of teachers’ knowledge and perceptions of students for teaching, future research should focus on how different knowledge and perceptions lead to differential educational trajectories for individual or specific groups of students.
In 2012, the South African Department of Water and Sanitation (DWS) initiated a study: Continuation of the Northern Planning Region's All Towns Reconciliation Strategies: Phase 1. This study reviewed, prioritised and updated the rudimentary All Towns strategies initially developed by DWS in 2011. The purpose of the strategies was to reconcile water requirements with available resources for the 2011–2035 planning horizon by estimating the projected water requirements, determining available water resources (surface and groundwater) and developing a water balance. Recommendations were made to conserve, manage and administer local water sources as well as to augment water supplies from other sources if required. The recommendations provided actions and options for implementation by the relevant Water Services Authorities and the DWS at a local and regional level, providing the opportunity for integrated and coordinated planning. Bulk and reticulation metering, the implementation of water conservation and demand management programmes and recommendations on the updating of water use allocations were prioritised. Detailed studies required to determine the most feasible water resource augmentation options to ensure a positive water balance were identified. The study coordinated efforts by officials and stakeholders representing both the water resources and water services sectors. The prioritised strategies defined the deficit or surplus of the water resources per water source on a technical level, but also highlighted the need for planning and coordination between the water resources and water services sectors. The strategies are not legally mandated documents, but represent some of the best efforts spanning across various sectors to realise coordinated water infrastructure planning in DWS’ Northern Planning Region. The use of the documents in the local, district and national planning environments should be promoted for integrated planning, and it may be fitting to incorporate the All Towns Reconciliation Strategy documents as a valuable resource to inform the water legislation currently being reviewed.
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