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Hendricks, Marjorie Angelene. "Assessering vir leer in ekonomiese en bestuurswetenskappe in die intermediêre fase." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/5415.
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Thesis (MPhil (Curriculum Studies))--University of Stellenbosch, 2010.AFRIKAANSE OPSOMMING: Transformatoriese verandering in onderwysstelsels wêreldwyd word gekenmerk deur 'n nuwe benadering ten opsigte van assessering. Hierdie soort assessering wat bekend staan as assessering-vir-leer behoort deurlopend, diagnosties en ontwikkelend van aard te wees. Dit is assessering wat nie net gemik is op 'n finale oordeel nie, maar wat ten doel het om leer en ontwikkeling met behulp van assessering by leerders te bevorder. Assessering-vir-leer maak dus 'n onlosmaaklike deel van die onderrig- en leerproses uit en gebeur nie slegs aan die einde van die leerproses nie. Hierdie navorsing is gebed in die volgende navorsingsvraag: Tot watter mate word assessering-vir-leer in die Ekonomiese en Bestuurswetenskappeleerarea in die Intermediêre Fase gebruik om leerdervordering te begelei en te ondersteun? Die mate waartoe die beginsels vir assessering-vir-leer in die onderrigpraktyk van onderwysers geïntegreer word om Intermediêre Faseleerders in die leerarea Ekonomiese en Bestuurswetenskappe (EBW) in 'n landelike skool te ondersteun is dus ondersoek. 'n Kwalitatiewe navorsingsontwerp binne die interpretatiewe navorsingsparadigma is gebruik om data te genereer ten einde die navorsingsvraag te beantwoord. Onderwysers en leerders is in die studie as respondente gebruik. Die navorsingsresultate het getoon dat onderwysers nog vasgevang is in praktyke van assessering-van-leer wat fokus op die insameling van punte eerder as op die gebruik van assesseringsinligting ten einde verdere leer by leerders te bevorder. Waar daar wel tekens van assessering-vir-leer in die praktyk van onderrig-en-leer by onderwysers plaasvind, is dit toevallig en nie intensioneel nie. Voortvloeiend uit die bevindinge word aangevoer dat, met die nodige ondersteuning, onderwysers beginsels vir assessering-vir-leer in hul klaskamerpraktyk kan integreer ten einde meer effektiewe onderrig en leer in die betrokke skool te bevorder.
ENGLISH ABSTRACT: Transformational change in teaching systems worldwide is characterised by a new approach regarding assessment. This type of assessment, known as assessment for learning, should be continuous, diagnostic and developmental by nature. This is assessment that does not only focus in a final judgement, but which aims to promote learning and development by means of assessment in learners. Assessment-for-learning therefore forms an integral part of the teaching and learning process and does not only happen at the end of the learning process. This research is embedded in the following research question: To which extent is assessment-for-learning used in the Economic and Management Sciences learning area in the Intermediate Phase to guide and support learner progress? The extent to which the principles for assessment-for-learning are integrated in the teaching practice of teachers to support Intermediate Phase learners in the learning area Economic and Management sciences (EMS) in a rural school was therefore researched. A qualitative research design within the interpretative research paradigm was used to generate data in order to answer the research question. Teachers and learners were used as respondents in the study. The research results showed that teachers are still caught up in practices of assessment of learning which focus on the collection of marks rather than on the use of assessment information in order to promote further learning in learners. Where there are signs that assessment for learning indeed takes place in the practice of teaching and learning by teachers, it is incidental and not intentional. Based on the results, it can be said that, with the necessary support, teachers may be able to integrate principles for assessment for learning into their classroom practice so as to promote more effective teaching and learning in the school concerned.
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Van, Schalkwyk Daniël Jacobus. "'n Evalueering van die implementering van die graad 9 natuurwetenskapkurrikulum in skole in die Noord-Kaap Provinsie." Thesis, Nelson Mandela Metropolitan University, 2006. http://hdl.handle.net/10948/d1019685.
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Curriculum 2005 was originally implemented in grade 1 in 1998. In 2002 it was implemented in grade 9. Similar problems and questions, which arose during the initial implementation, arose again during the implementation in grade 9. Implementation gave rise to many questions and uncertainties. Only in October 2001 was it finally decided to implement the curriculum for grade 9 in 2002. The result was that publishers, the national as well as provincial education departments as well as schools were not ready for the implementation in January 2002. This treatise aims to determine the amount of support offered to educators and the degree of uncertainty still being experienced by them. Information regarding these unnecertainties and problems has been obtained from educators by means of questionnaires, circulated to 38 schools in the Northern Cape Province, offering Natural Science. This sampling of schools is representative of schools offering Natural Science in the region. Data regarding the uncertainties from educators have been obtained from the SOC (Stages of Concern) questionnaires of Hall, George and Rutherford. The rest of the questionnaire concerned the biographical information regarding the educators as well as the support that educators have received during the implementation of the learning area. It emerged from the questionnaire that educators understand the importance of a new Natural Science curriculum for SA. They are however sceptical regarding the hasty manner in which the learning area was implemented; the fact that no textbooks or educational teaching aids were available prior to implementation was of concern. Educators are similarly concerned about the inadequate training prior to implementation and lack of support during implementation. Educators are also concerned about the administrative liability that the new curriculum will bring about.
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De, Beer (nee Jordaan) Maria C. "Natuurwetenskaponderwysers se vakinhoudelike kennis en begrip van die Aardwetenskappe." Thesis, Stellenbosch : Stellenbosch University, 2008. http://hdl.handle.net/10019.1/1728.
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Thesis (MEd (Curriculum Studies))--Stellenbosch University, 2008.The numerous changes to the South African education system since January 1998 have had far reaching effects on schools and the training of educators (Government Gazette, 31 May 2002:13). Changes in subject content have occurred in various subjects, and the General Science (now Natural Science) syllabus is no exception. The General Science syllabus previously catered mainly for Chemistry, Physics and Biology, but the Curriculum 2005 (C2005) Natural Science syllabus includes subject matter on Physical Geography (Climatology, Astronomy, and Geomorphology) (Department of Education, 2002b:6). The problem with this is that educators that previously taught General Science are not necessarily qualified to present the Physical Geography component of the new syllabus. This study investigates the impact of the changes in the new curriculum. The review of existing literature on curriculum development in Natural Science education in South Africa emphasises key changes made in the development and implementation of C2005 and the Revised National Curriculum Statement (RNCS). It also explores the characteristic features of misconceptions, before considering specific misconceptions in Natural Sciences. The first part of the two-tiered empirical investigation is based on the results of questionnaires and interviews completed by different groups of Natural Sciences educators. The questionnaires, which drew in part on existing questionnaires used in similar studies, were based on information used for the literature review. The second part of the empirical investigation consisted of interviews conducted with Natural Sciences Departmental Heads at randomly selected schools. An attempt was made to determine how these senior educators experienced the implementation of C2005 and RNCS and what their attitude to the new curriculum were. The data obtained from the questionnaires and the subsequent interviews were categorised, interpreted and coded for statistical processing.
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Earle, Maria Catherina. "'n Evaluering van die praktyk van die kliniese verpleegpraktisyn werksaam in primêre gesondheidsorginstansies van die Metropoolstreek van die Wes-Kaap : 'n verpleegkundige perspektief." Thesis, Stellenbosch : University of Stellenbosch, 2004. http://hdl.handle.net/10019.1/16319.
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Thesis (MCUR)--University of Stellenbosch, 2004.ENGLISH ABSTRACT: This study attempts to provide a historic background of the clinical nurse practitioner. Areas of potential conflict, malpractice, future research, service delivery, tuition and support are revealed. The current role and function and the work environment of the clinical nurse practitioner functioning on primary health care level in the Metropole Region of the Western Cape were examined as major themes. Triangulation is applied as methodology. Structured questionnaires were completed by 60 clinical nurse practitioners that completed their training during the period 1994 to 2002. Pre-compiled checklists were completed at 8 different primary health care institutions. Qualitative data were obtained by comments on the questionnaires, field notes, as well as structured and unstructured interviews conducted with clinical nurse practitioners. Needs identified include outcomes based theoretical and clinical methods of tuition, additional training in pharmacology and chronic care, transcultural nursing and the development of criteria for recognition of prior learning and experience. Disparities were identified on service level pertaining to the difference between service delivery and service needs, daily checking of emergency equipment and the establishing of partnerships on service level to improve service delivery. Utilisation, post-levels and remuneration need attention. The development of courses in pharmacology for the Western Cape is identified as a priority as well as in service training, the possibility of a year of internship and the expedite of the amalgamation of fragmented services. Clinical nurse practitioners in managerial positions need to become more involved in promotion, motivation, development, audit and marketing of the clinical nurse practitioner and the establishment of a forum for clinical nurse practitioners.
AFRIKAANSE OPSOMMING: Hierdie studie poog om ʼn historiese agtergrond te skets van die kliniese verpleegpraktisyn. Areas is blootgelê vir potensiële konflik en wanpraktyke, sowel as areas vir toekomstige navorsing, dienslewering, onderrig en ondersteuning. Twee hooftemas, naamlik die huidige rol en funksie, asook die werkomgewing van die kliniese verpleegpraktisyn in die Metropoolstreek van die Wes-Kaap, is ondersoek. Triangulasie is as navorsingsmetodiek aangewend. Gestruktureerde vraelyste is deur 60 kliniese verpleegpraktisyns wat hul kursus gedurende die tydperk 1994 tot 2002 voltooi het, ingevul. Voorafopgestelde kontrolelyste is by 8 verskillende primêre gesondheidsorginstansies aangewend. Kwalitatiewe data is verkry deur middel van kommentaar op die vraelyste, veldnotas, sowel as gestruktureerde en ongestruktureerde onderhoudsvoering met kliniese verpleegpraktisyns. Uitkomsgebaseerde teoretiese en kliniese wyses van onderrig, aanvullende farmakologie, chroniese sorg, transkulturele verpleging, taalvaardigheid, asook die ontwikkeling van kriteria vir akkreditasie vir voorafleer en ondervinding blyk onderrigbehoeftes te wees. Leemtes op diensvlak sluit die verskil tussen diensverskaffing en diensbehoeftes, daaglikse kontrolering van noodtoerusting en vennootskappe ter diensverbetering in. Aanwending, posbenamings en vergoeding benodig aandag. Die ontwikkeling van aanvullende farmakologiekursusse vir die Wes-Kaap is as prioriteit geïdentifiseer asook indiensopleiding, die moontlikheid van ʼn verpligte internskapjaar en die bespoediging van amalgamasie van gefragmenteerde dienste. Kliniese verpleegpraktisyns in bestuursposisies behoort meer betrokke te raak by die bevordering, motivering, ontwikkeling, oudit en bemarking van die kliniese verpleegpraktisyn asook by die daarstel van ʼn forum vir kliniese verpleegkundiges.
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Veldsman, G. C. (Anienie). "'n Evaluasie van ‘n geletterheidsondersteuningsprogram vir die intermediêre fase." Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/6705.
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Thesis (MEdPsych )--University of Stellenbosch, 2011.ENGLISH ABSTRACT: Adequate literacy skills form the basis for learning and development. Unfortunately, a lack of adequate literacy skills is a world-wide tendency. Literacy in South Africa is part of this problem. The Department of Basic Education has, since 2000, been using the National Systemic Evaluation (NSE) to determine the level of learners' literacy skills. This evaluation takes place in grades 3 and 6 every alternate year. The latest evaluation indicated that the number of Intermediate Phase learners in South Africa who do not have the required literacy skills has increased over the last few years. The school where this research was undertaken also experiences problems with learners whose literacy skills are not up to standard. The results of the National Systemic Evaluation (NSE) of 2005 indicate that only 30% of the grade 6 learners in the school are able to read and write at the required age level. As a result, a large percentage of the learners' reading and writing skills can be compared to learners in the Foundation Phase. Teachers in the Intermediate Phase have indicated that they do not have sufficient knowledge and self-confidence to support learners whose literacy skills are comparable with those in the Foundation Phase. It is within this frame of reference that I developed a support programme for teachers who teach in the Intermediate Phase. The aim of the research was to evaluate the efficacy of the Literacy Support Programme (GOP) for the Intermediate Phase. The study will determine if the teachers' self-confidence, skills and strategies for literacy support have improved. Transformation of the learners' backlog cannot take place before their teachers' self-confidence to support them has improved dramatically.
AFRIKAANSE OPSOMMING: Voldoende geletterdheidsvaardighede vorm die basis van leer en ontwikkeling. Ongelukkig is 'n gebrek aan voldoende geletterdheidsvaardighede 'n wêreldwye tendens. Suid-Afrika ondervind ook hierdie probleem. Die Departement van Onderwys gebruik sedert 2000 die Nasionale Sistemiese Evaluering (NSE) om die vlak van leerders se geletterdheidsvaardighede te bepaal. Hierdie evaluering vind al om die ander jaar in graad 3 en 6 plaas. Die evaluering het getoon dat die aantal Intermediêre Fase-leerders in Suid-Afrikaanse skole wat nie oor voldoende geletterdheidsvaardighede beskik nie, die afgelope paar jaar toegeneem het. Die skool waar hierdie navorsing gedoen is ondervind ook probleme met leerders se geletterheidsvaardighede wat nie op standaard is nie. Die sistemiese evalueringsuitslae van 2005 het getoon dat slegs 30% van die Graad 6-leerders in dié skool volgens hul ouderdomsvlak kan lees en skryf. Gevolglik is daar 'n baie groot persentasie leerders wie se lees- en skryfvaardighede met leerders in die Grondslagfase (GF) vergelyk kan word. Die onderwysers in die Intermediêre Fase het aangedui dat hulle nie oor genoeg kennis of selfvertroue beskik om leerders te ondersteun wie se geletterdheidsvaardighede steeds met die van die Grondslagfase vergelyk kan word nie. Dit is binne hierdie verwysingsraamwerk dat ek 'n ondersteuningsprogram vir onderwysers van die Intermediêre Fase ontwikkel het. Die doel van die navorsingstudie was om die effektiwiteit van die Geletterdheidsondersteuningprogram (GOP) vir die Intermediêre Fase te evalueer. Die studie wil bepaal of die onderwysers se selfvertroue en vaardighede/strategieë vir geletterdheidsondersteuning in die Intermediêre Fase verbeter het. Transformasie van leerders se agterstande kan nie plaasvind alvorens die onderwysers nie oor genoeg selfvertroue beskik om hierdie leerders te ondersteun nie.
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Al-seaidy, Hassan Abdul-Amear. "Interactive video : an evaluation study." Thesis, University of Exeter, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.363425.
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Lower, Michael Andrew. "A study of principals' and teachers' perceptions of and attitudes toward the evaluation of teachers." Connect to resource, 1987. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1261061529.
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Houston, Veronica M. "An evaluation study of the promotion of healthy eating amongst families living in poverty in Glasgow." Thesis, Glasgow Caledonian University, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.319502.
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Embury, Dusty C. "Does Co-Teaching Work? A Mixed Method Case Study Evaluation of Co-Teaching as an Intervention." University of Cincinnati / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1275919855.
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Snyder, Brian Lyn. "A study of pedagogical approaches to teaching problem solving." Thesis, Kansas State University, 1985. http://hdl.handle.net/2097/9880.
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Paddack, Gael M. "Evaluation of the effectiveness of the Creative Parenting Program." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26893.
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The purpose of this study was to investigate the effectiveness of the Creative Parenting Program on the parent participants in the program. The investigation was conducted using a scientific research approach with standardized instruments designed to measure change or lack of change in the parents' perceptions of their approaches to child-rearing.
A critical review of the related literature showed no evaluation of parent education programs such as the Creative Parenting Program, based theoretically in the psychology of human development using a lecture style format. The parent education programs evaluated were primarily skill training programs. As each study used different instruments to measure different effects and also different populations, it was not possible to accurately assess the overall effectiveness of the programs. The literature suggested that more research is required to establish significant statistical evidence that the programs change the parental attitudes toward the parent-child relationship.
It was hypothesized (null form) that there would be no statistically significant difference between the experimental groups and the control groups of the parents' perceptions in: (1) acceptance of their children; (2) family cohesion and family adaptability; (3) use of authority with their children and (4) family disharmony. The post test score means among groups showed statistically significant changes toward a higher level of acceptance of their children and a decrease in parental use of their authority. On the family interactional dimensions of family cohesion and family adaptability no significant changes were shown. With the dimension of family disharmony no significant changes were shown on the post test score means among groups.
The results of the study suggest that the Creative Parenting program is effective in promoting change in the parental attitudes of acceptance of children and reduced use of authority, two factors thought to be basic to effective parenting. It is felt that the principles and concepts presented in the Creative Parenting Program offer a significant contribution to the field of parent education.Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
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Lee, Wai-shing, and 李威成. "An evaluation on the teaching and learning of chemical bonding and structure." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B50176845.
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The problematics of the teaching and learning of chemical bonding has been widely reported in the literature. Following this, Taber (2001) proposed a teaching sequence alternative to those available in existing curriculum documents and textbooks. He proposed that teaching be started from metallic structure to ionic structure, then giant covalent structure and finally simple molecular structure. During teaching, teachers should be cautioned about the use of language, the undue emphasis on the role of atoms (atomic ontology), the explication of the nature of bonding (based on electrostatic forces rather than electron transfer or sharing), and a better integration of the relationship between bonding and structure. In relation to the literature about scientific modelling, bonding should be taught as an ‘explanation’ of properties of chemicals, rather than a mere ‘description’ of structure.
This paper reports an empirical study of a class of Year 10 students’ learning outcomes based on the proposed teaching sequence and emphases. Throughout the learning of the topic ‘chemical bonding’ which spanned two months, three students ranged from the highest to medium achieving students in the class were selected for interviews. Each student was interviewed on four separate occasions in the course of their learning of ‘chemical bonding’. Their understanding of concepts in relation to chemical bonding was probed through their verbal and visual representations. The effectiveness of the teaching sequence was evaluated in the light the alternative conceptions reported in the literature, strategy and suggestions for further improvements were discussed.published_or_final_version
Education
Master
Master of Education
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Boberg, Michele J. "The effects of a social skills training program on preadolscents' prosocial behavior and self control." Virtual Press, 2001. http://liblink.bsu.edu/uhtbin/catkey/1221269.
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The purpose of this study was to examine the effects of the Skillstreaming the Adolescent social skills training program on sixth grade students' social skills as reported by themselves, their teachers, and their parents. The study was conducted in two phases. Participants in Phase I were 24 sixth grade boys and 25 sixth grade girls selected from a Midwestern, small suburban elementary school. Experimental Group 1 consisted of 24 students and Control Group I consisted of 25 students. The mean age of the students was 11.7 years. Participants in Phase II were 28 sixth grade boys and 21 sixth grade girls. Experimental Group 2 (n=16) and Experimental Group 3 (n=16) were combined for the training intervention. Control Group 2 consisted of 17 students. The mean age of these students was 11.6 years. Pretest and posttest assessments of students' social skills were measured using the Social Skills Rating System-Parent, Teacher, and Student forms (Gresham & Elliot, 1990). Data were analyzed for both phases using repeated Measures of Multivariate Analysis of Variance. In Phase I no significant interaction between time of testing, raters, and group were found. However, differences were found between the experimental and control groups regardless of time, and between time (pre and post tests) regardless of group, primarily due to teacher ratings. In Phase II there was a significant interaction between time of testing, raters, and group. The control group scored higher than the experimental group on students' social skills ratings. Based on univariate tests, the control group's significantly higher ratings were the result of teacher ratings. This study did not find support for the overall efficacy of the Skillstreamins, the Adolescent training program on improving students' social skills as measured by the SSRS-parent, teacher, and student forms. Results and implications of these findings are discussed as they relate to previous research and future directions for study. It is suggested a follow-up measure when students transition to junior high school may provide evidence of long-term effects of social skills programs. An investigation of teachers' expectations may also provide a greater understanding of the impact of training programs.Department of Educational Psychology
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Galyam, Nilly. "Teaching thinking skills in science to learners with special needs : an evaluation study." Thesis, Stellenbosch : Stellenbosch University, 2004. http://hdl.handle.net/10019.1/50114.
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Thesis (PhD)--University of Stellenbosch, 2004.ENGLISH ABSTRACT: Effective use of thinking skills and processes affects every aspect of our lives. This study investigates the nexus between an alternative approach to science teaching with an emphasis on teaching thinking skills, and the special needs of learners in two South African classrooms. Two cycles of intervention programmes with an emphasis on thinking skills were introduced to learners with special needs and evaluated. The aims of this study are to critically explore whether and to what extent teaching science to learners with special needs using selected Instrumental Enrichment instruments can: • Contribute to the development of basic and science thinking skills and the transfer of these thinking skills and processes to other disciplines; • Provide learners with special needs with an interactive science programme that is suitable for their special needs; and • Increase student engagement in the science classroom as well as positively influence the classroom learning environment. The study was conducted using action research as a method for teachers-researchers to investigate the teaching-learning situation in situ for the purpose of improvement and change of practice as well as for the benefit of the learners who participate in the intervention. Cross-referencing triangulation was used, in which different perspectives obtained from different sources - the teacher's, the observer's and the learners' -were combined as a way to increase the validity, credibility and dependability of the findings. This research report offers insights into science instruction, the acquisition of science content knowledge and the improvement of thinking skills in learners with special needs. The research also deals with the transfer of thinking skills taught in one discipline into another, and raises questions about the assumptions regarding this issue in Curriculum 2005. It also throws light on the inclusive approach, underpinning the South African educational policy of inclusive education and its suitability for learners with special needs.
AFRIKAANSE OPSOMMING: Die effektiewe gebruik van denkvaardighede en -prosesse het 'n invloed op elke aspek van ons lewens. Hierdie studie ondersoek die verband tussen 'n alternatiewe benadering tot wetenskaponderrig met 'n klem op die onderrig van denkvaardighede en die spesiale behoeftes van leerders in twee Suid-Afrikaanse klaskamers. Twee siklusse van intervensieprogramme, met 'n klem op denkvaardighede, is aan leerders met spesiale behoeftes bekendgestel en geëvalueer. Die doel van die studie is om krities ondersoek in te stelof, en tot watter mate die gebruik van geselekteerde Instrumentele Verrykking in wetenskaponderrig aan leerders met spesiale behoeftes: • 'n bydrae kan maak tot die ontwikkeling van basiese en wetenskaplike denkvaardighede en die oordrag van hierdie denkvaardighede en prosesse na ander dissiplines • 'n interaktiewe wetenskapprogram, gepas vir hul behoeftes, kan voorsien • leerderbetrokkenheid in die wetenskapklas kan verhoog en ook die klaskamerleeromgewing positiefte beïnvloed. Die studie is gedoen deur aksie-navorsing te gebruik as 'n metode vir die onderwysernavorsers om ondersoek in te stel na die onderrig-leer situasie in situ met die doelom praktyk te verbeter en te verander en om ook tot voordeel te wees van die leerders wat aan die intervensie deelneem. Kruisverwysende triangulasie is gebruik waarin verskillende perspektiewe wat verkry is uit verskillende bronne - van die onderwyser, die waarnemer en die leerders - gekombineer is as 'n manier om geldigheid, geloofwaardigheid en betroubaardheid van die bevindings te verhoog. Die navorsingsverslag bied insig in wetenskaponderrig, die verwerwing van wetenskapinhoudkennis en die verbetering van denkvaardighede by leerders met spesiale behoeftes. Die navorsing handelook oor oordrag van denkvaardighede wat in een dissipline onderrig is na 'n ander en bevraagteken die aannames rakende hierdie kwessie in Kurrikulum 2005. Dit belig ook die inklusiewe benadering wat onderlê word deur die Suid-Afrikaanse onderwysbeleid oor inklusiewe onderwys en die geskiktheid daarvan vir leerders met spesiale behoeftes.
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Mok, Yat-koon. "Perceptions of teaching and learning quality process review (TLQPR) : a qualitative study /." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?
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Frieslaar, Denise Eleanor. "The development and evaluation of the Objective Structured Dispensing Examination (OSDE) for use in an undergraduate pharmacy training programme." Thesis, University of the Western Cape, 2004. http://etd.uwc.ac.za/index.php?module=etd&.
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Ceasar, Reginald Raymon. "Investigating an integrated teaching methodology as a means to prepare students for university studies in mathematics." Thesis, University of the Western Cape, 2005. http://etd.uwc.ac.za/index.php?module=etd&.
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A key issue for the success of students entering a first year mathematics course at tertiary level is whether or not they have an integrated understanding and view of the mathematical concepts acquired at school. Various integrated applications from first year mathematics suggest that a compartmentalised view of mathematics would be detrimental to any student's chances of passing mathematics at this level. This study tried to assess whether learners do have an integrated understanding of mathematics at grade 12 level.
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Ng, Po-mo, and 吳寶武. "An evaluation of ETV teaching materials in the integrated science subject." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B42574523.
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Cheung, Chun-hung, and 張春紅. "The effect of genre approach to teaching evaluation genrein matriculation Chinese =." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B30234578.
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Ng, Poh Ean Agnes. "A critical evaluation of the Vocational English Teaching Materials Project (VETMP)." HKBU Institutional Repository, 1996. http://repository.hkbu.edu.hk/etd_ra/75.
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Pow, Jacky W. C. "A study of formal modeling for sharing the experience of using ICT in university teaching." Thesis, University of Nottingham, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.289436.
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Russell, Matthew B. "Data collection in program evaluation: A case study." Scholarly Commons, 2000. https://scholarlycommons.pacific.edu/uop_etds/2472.
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This study addressed the complex issue of data collection in program evaluation. The researcher sought to understand the influences affecting the quality and utility of data in program evaluation. The data collection process was examined through a single case study of a bilingual education program located in California. Information for this study was obtained through open-ended interviews with project staff, classroom teachers, and external evaluators. Other sources of information included records, documents, a computer database, and electronic mail correspondence with program officers. The researcher used Non-numerical Unstructured Indexing Searching and Theory Building (NUD*IST) computer software to manipulate interview transcriptions, records and documents. Emerging from the data were key categories and themes that were presented in narrative form. The researcher found that data collection was grounded in the context in which it occurs and was therefore, highly dependent on program staff. Data collection requires willing, qualified staff with an understanding of technology, assessment, and evaluation methodology.
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Stewart, Bethene Nebel 1958. "FORMATIVE EVALUATION OF TEST INSTRUMENTS TO ASSESS A GARDENING-BASED NUTRITION EDUCATION PROGRAM." Thesis, The University of Arizona, 1987. http://hdl.handle.net/10150/276443.
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Brooks, Geraldine Susan. "An evaluation of a course on social and cultural issues in counselling." Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/28585.
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This experimental research study investigated how effectively a Master's level course on social and cultural issues in counselling influenced students' levels of ethnic awareness, sex role behaviours and behavioural intentions, and attitudes toward women. Professional psychological and counselling associations have strongly advocated that counsellor education programs incorporate courses focusing on social and cultural issues into their curricula.
The study was based on the following general research question. It is hypothesized that a positive relationship exists between (on the one hand) counselling students' participation in a training course on social and cultural issues in counselling and (on the other hand) their levels of ethnic awareness, non-sexist attitudes toward women, and non-traditional sex role behaviours and behavioural intentions.
The impact of the course was assessed through the use of the Wayne Ethnic Awareness Measure, the Robinson Behavioral Inventory, and the Therapists' Attitudes Toward Women Scale. These instruments were administered in a pre- and post-test format to 16 students who were enrolled in the experimental course and 15 students who were enrolled in a comparable level course on counselling theories and interventions. Six months after the post-test, brief follow-up interviews were conducted with seven volunteers from the experimental group. Statistical analyses of the data indicated that there were no significant differences in levels of cultural awareness, sex role behaviours or behavioural intentions, or attitudes toward women, between the experimental and the comparison groups at the time of the post-test. The results also revealed that, overall, participants had relatively low levels of cultural awareness and relatively high levels of feminist consciousness based on previously reported results for the instruments used. These findings imply that the experimental course should be modified to more effectively address its training objectives, particularly as they pertain to cross-cultural issues.Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
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Al, Jamal Maysoon Hasan. "Teaching English as a foreign language in secondary schools in Bahrain : an evaluation study." Thesis, University of Hull, 1995. http://hydra.hull.ac.uk/resources/hull:3899.
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Vermaak, Amelia. "Kriteria vir die evaluering van die inhoud van lewensvaardigheidsprogramme vir adolessente in 'n multikulturele samelewing." Thesis, 2014. http://hdl.handle.net/10210/9855.
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M.Ed. (Multicultural Education)Adolescents are constantly expected to prepare themselves successfully to fit into a rapidly changing society. To be able to cope with rapidly changing circumstances and fit into a multicultural society, adolescents need to have certain knowledge, skills and attitudes. Adolescence is a time of life which is marked by rapid physical, social, emotional and intellectual changes. As adolescents are easily influenced during this period, it is of the utmost importance that they be taught content which will make it possible for them to acquire the necessary knowledge, skills and attitudes by means of which to fulfil their social, cultural and economical functions within a multicultural societv. A life skills programme in which the multicultural nature of the school and society has been taken into account in selecting its content can be used to teach the adolescent such knowledge, skills and attitudes. The content of such a life skills programme has to meet the criteria applicable to a multicultural curriculum. These life skills can then be taught to adolescents in schools by means of a multicultural life skills programme. This study therefore attempts to identify criteria according to which the evaluation of content for a life skills programme which will be taught in schools in the South African multicultural society, can be undertaken. These criteria have been adapted to form a checklist which can be used by persons who have to evaluate the content of a life skills programme for a multicultural school and society. These criteria should only be seen as a guideline and should be used by persons with a sound knowledge of multicultural education.
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Scheule, Barbara M. Einspahr. "Evaluation of the coordinated undergraduate program in dietetics at Kansas State University." 1985. http://hdl.handle.net/2097/27529.
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Janse, van Rensburg Marthinus Johannes. "'n Evaluering van die wiskunde-kurrikulum van vakleerlinge." Thesis, 2015. http://hdl.handle.net/10210/14849.
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D.Ed. (Didactics)The purpose of this research project was to ascertain whether the Mathematics curriculum for apprentices comply with scientifically defensible criteria. Important conclusions regarding characteristics of Mathematics, tuition and learning guides, and the aims of Mathematics, were reached ...
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Lessing, Martha Maria. "Standerd tien-leerlinge se belewenis van die relevansie van biologie-onderwys." Thesis, 2014. http://hdl.handle.net/10210/11786.
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"Die eie aard van geskiedenis en die evaluering daarvan in standerd 10." Thesis, 2014. http://hdl.handle.net/10210/10340.
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D.Phil.History at school and tertiary level is on the defence the world over. This ahistorical spirit of the times may be ascribed to many factors, particularly to the fact that history has, to a great extent, lost its relevance for the technical industrial community. The Schools Council in England held the view that history could be made more relevant by turning away from the traditional approach which emphasized memorizing facts, to an approach which places greater emphasis on the use of sources and the development of skills. Despite the high hopes which were entertained for the 'new' history, it could not arrest the waning interest in history. At present, new initiatives are in progress in England to further 'professionalize' the school subject. Although the entire philosophy of the project never gained acceptance in South Africa, traces of it may be perceived in the didactic and evaluation practices of most departments of education. As a consequence, more emphasis is now being placed on skills peculiar to the subject and the use of historical and archival material. In the history class, however, the primary purpose of the learning encounter ought to be understanding the past and not the development of skills. As skills are merely actions which demonstrate understanding they cannot be artificially separated from the learning content. Any accountable didactic practice will contribute to the development or historical skills, since that enables pupils to understand. history better. Moreover, pupils ought to be introduced to the historical method. To assume that they are able to deal with sources in the .sane way as historians, would, however, be pretentious. Evaluation should reflect this approach to the school subject. In the process the pupil's level of development should be taken into account. Although a pupil's full potential is actualized when he is faced by challenges, there are limits to his ability. Research findings indicate that most pupils only master the formal level of thinking in history at approximately sixteen years of age. Justice will be done to the school subject if a variety of evaluation instruments were to be used during examinations. The variety should, however, be functional and purposeful, directed at the evaluation of the total learning effect. Particular attention should be paid to the formulation of examination questions. They should be unambiguous and simple so that pupils would know exactly what they are expected to do. After all, the skill of setting a question lies in formulating the question in such a way that pupils know exactly what is required, but are at the same time forced to respond to the question in a specific cognitive manner. After an examination paper has been set and the memorandum written, an analysis ought to be made by means of a specification table in order to determine to what extent the aims peculiar to the subject have been evaluated.
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De, Beer Josef Johannes Jacobus. "Die affektiewe dimensies in biologie-onderwys." Thesis, 2014. http://hdl.handle.net/10210/10594.
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M.Ed. (Didactic Education, Biology)The aim of this study is to throw light on the importance of the affective domain in the teaching of Biology. In our present science-technology-society-era the emphasis will first fallon the affective domain to an ever-increasing degree, and second on the cognitive domain. The formative value of Biology as subject will be highlighted, and some of the teaching strategies which can lead to the realisation of the affective, will be investigated. In summary one can state that the insufficient interest and negative inclinations of pupils regarding the subject is the result of an incorrect teaching strategy like the conventional textbook approach to the subject. This contributes par-excellence to the lecture-demonstration instruction method. The child is not addressed by the learning content; he is not intrinsically motivated and will not easily cultivate a love for the subject. Being a teacher means that you must sell your subject, you must strip the child of his 20th century bluntness. The Biology teacher must constantly lead his pupils to a sense of wonder. Green (1971:201) justly states: "To cease to wonder is to cease to be man." A heuristic, problem centred, holistic and environmental approach to the subject, out of necessity causes the affective to be an important component of the teaching and learning situation.
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Lombard, Elizabeth Catharina. "Die stand van Tik binne die breë kurrikulum van die sekondêre skool." Thesis, 2014. http://hdl.handle.net/10210/12154.
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Grobler, Pieter Gysbert Lourens. "Leierontwikkeling in die primêre skool." Thesis, 2014. http://hdl.handle.net/10210/9369.
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M.Ed. (Educational Psychology)Leadership in the primary as well as in the secondary schools has for too long been misinterpreted, misunderstood and therefore misused and grossly underscored in far too many ways. It has been too often, and in too many cases, based on personal interpretation and feeling and even, sadly enough, in some cases on personal gain. Instead it should be a well planned, scientifically based exercise based on specific goals. Present day demands require a specific form of education and training in leadership at school level to enable our youth to cope with these requirements. Educational authorities especially school authorities - are therefore compelled to address the matter of training, identification and utilization of leaders in a new light. Leadership development should also therefore be part and parcel of the educational programme. A new structure in most schools - especially in primary schools -is of the utmost importance where leadership is concerned. Leaders should be trained and exercised in such a way that leadership potential can be nurtured and exploited to the utmost. The skills attained in primary school should also form the crux of the leadership program in high school in order to accommodate the important concept of continuity. An integrated program for leadership development for primary, as, well as for secondary schools in this regard, could possibly be a part of the answer. Although schools have the authority to create their own structures of leadership according to their own unique circumstances it still is of the utmost importance that as many pupils as possible - if not all - should be involved in a long term leadership training program. Thus it will ensure that pupil leaders are trained continuously and that high profile leaders are given the attention and opportunities they need and deserve. A school can, in order to obtain optimal participation, make use of various bodies assigned to specific tasks to encompass the total school structure. These bodies can also be united in a student council. In this way acknowledgement is given to the fact that some people are more person (socially) orientated and others more task (job) orientated. Both the above mentioned concepts, imply leadership but each of these ccommodates its own sphere of possibilities concerning leadership. On the one hand it acknowledges the fact that not all children have the same talents and personalities. On the other hand it emphasizes the fact that some children have an advantage over other children (at the time leaders are selected) due to various factors such as maturity, personality development and specific talents to name but a few. It is also frequently found that some children who have not reflected any leadership qualities in primary school proved to be quite exceptional leaders in the community in later life. The opposite however is also found although not that often.
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St, Clair-Whicker Lulu E. L. "Die onderrig van berekenings in die junior primêre fase." Thesis, 2014. http://hdl.handle.net/10210/9479.
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M.Ed. (Subject Didactics)Mathematics, which plays a vital role in modern man's working 1ife and which is also of great· importance in his dai ly social life, raises many problems at the secondary and tertiary education levels. The question has arisen as to what degree the teacher's instruction in the junior primary phase is responsible for spesific problems relating to insight of the four main operations, considering that mathematical content~ from the beginning stages, is continuous and inter-related, so that one insight serves as a prerequisite to the next. The aim of the study was to form a picture, on a small scale,of the incidence of specific teaching faults and deficiencies in the tuition of the four main operations in the junior primary school phase that inhibit understanding. It is hoped that this may be of practical benefit for teacher training and the formulation of related documents, and may also stimulate further extensive research...
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Steenkamp, Johannes Jacobus. "Evaluering van die implementering van toegepaste elektronikavakteorie vir N1 aan tegniese kolleges." Thesis, 2014. http://hdl.handle.net/10210/10147.
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Van, Niekerk Walda. "'n Kurrikulumteoretiese evaluering van die vakkurrikulum vir algemene wetenskap (Biologie) standerd twee tot vier." Thesis, 2014. http://hdl.handle.net/10210/10157.
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Human, Marthinus Cornelius. "'n Gerasionaliseerde modulêre kurrikulum vir tegniese vakke met verwysing na die elektriese studierigting." Thesis, 2015. http://hdl.handle.net/10210/13364.
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D.Ed.The school is an institution that came into being on demand of the community and as such is also responsible to the community for all its activities. This entails that the teaching provided by the school should be directed, amongst other things, to the interests and needs of the learners and the community. To ensure that the teaching is systematic, purposeful and progresses according to specified contents, all school activities are organized by a programme, known as a curriculum. This research was directed at a definite aspect of formal teaching provision, viz. vocationally-oriented education and more specifically to technical education at secondary school level. Observation and commentary from various sources indicate that the relevance of technical education at school level is questioned by post-school "users of technical education". This is particularly pertinent if it is considered against the background of, inter alia, the appeal for a greater shift in emphasis of vocationally-oriented and vocational education, the revision of the broad curriculum for pre-tertiary education that is currently being undertaken and the economic, social and political climate that prevails in the RSA at present. The problem for the present research was defined against this background as the search for measures to ensure that the curricula for the technical field of study at school level comply with the needs and demands of the community with specific reference to the post-school "users of technical education". The purpose of the study centres around the development of a curriculum for technical education. As a result of restrictions imposed on the extent of the study the developmental activities were curtailed to the design of a part-theory that comprises a situation and goal analysis followed by the setting of guidelines for a structure whereby the contents for the electrical field of study (as exemplar for the technical field of study) can be selected and organized. In achieving this aim, brief consideration was initially given to the didactic-pedagogic founding of the school curriculum and curriculum development as a process. An extensive literature study was subsequently undertaken regarding technical education at school level (as a form of vocationally - oriented and vocational education). This literature investigation mainly covered two fields, viz. the historical development of technical education at school level in the RSA and definite aspects directly related to the provision of vocationally-oriented vocational education and specifically technical education at school level. Regarding the latter, consideration was given, amongst others, to relevance and differentiation as principles of educational provision, the task of the school with reference to the provision of generally-oriented and specialized education (vocationally-oriented and vocational education), the status of technical education as well as the rationalization of technical subjects at school level...
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Van, der Merwe Elizabeth. "Riglyne vir die skep van 'n kultuursensitiewe leerkonteks." Thesis, 2014. http://hdl.handle.net/10210/9525.
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M.Cur. (Professional Nursing)The purpose of this study is to describe the guidelines for creating a cultural sensitive learning context. In present- day South Africa the learning accompanist is faced with the challenge to create a didactic situation which accommodates the cultural diversity of students. In the dynamic interactive relationship between the learning accompanist and the student, the student has the right to be treated with respect and human dignity. This right can only be respected if the learning accompaniment takes place from a cultural- sensitive perspective. The paradigmatic perspective that guides this research is described by means of metatheoretlcal, theoretical and methodological assumptions. The Nursing Theory for the Whole Person was used as meta- theoretical assumption. the theoretical assumptions were set from the Nursing Theory for the Whole Person. the U Model vir begeleide selfstudie .. (Klopper 1994) and Chrisman's (1991) .. Cultural Sensitive Nursing Care u. The methodological assumptions of the study are based on Botes" research model (1992) implying a functional approach to practice of science. The experience of the learning accompanists and students in a multicultural learning context was explored and supported by literature. From this data statements were generated indiVidually for phase I and phase II of the research. Eight statements were generated from each phase. In chapter four the conceptual framework is described from concepts of phases I and II and relevant national and international literature. With the description of the conceptual framework main concepts and related concepts were determined analytically. A total of nineteen statements were generated from the main and related concepts. A total of thirty five statements were generated from phases I and II and the conceptual framework. The guidelines for creating a cultural- sensitive didactic situation were inferred by means of deductive and inductive reasoning from these statements. The guidelines focus on the actions a learning accompanist should carry out within a multicultural didactic situation in order to carry create a cultural- sensitive didactic situation. The unique contribution of this research arises from the description of a multicultural didactic situation of nursing within the constructivist learning perspective.
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Venter, Elona. "Die relevansie van tiknoukeurigheid." Thesis, 2014. http://hdl.handle.net/10210/9520.
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M.Ed. (Subject Didactics)Technological renewal, which facilitates the effortless correction of errors, has raised the relevance of accuracy in typing. By means of sophisticated equipment correction can now be done very swiftly. This raises the question if accuracy as focal skill of the typist still has any relevance. If corrections are done quickly and effectively by the various functions of the typewriter, should the emphasis in the teaching of Typing not be shifted from accuracy to speed? Error identification is precipitated by the spellchecker. This, however, does not eliminate the process of proofreading as not all errors can be identified in this way. Technological renewal thus makes a greater demand on the typist's proofreading skills as these functions are heavily depended on. Irrespective of the skill of the typist, error identification, correction, and/or retyping a document take time, thus reducing the level of productivity at which the typist functions. correcting is time-consuming and costly.· Therefore accuracy is essential, as the time-consuming correction of errors is detrimental to the productivity of the typist. The business world demands a high level of productivity. This implies that producing a document should be planned, bearing the impact on productivity in mind. Due to these standards and expectations set by the business community, it is crucial that Typing students reach the highest possible level of skill and accuracy. Thus , despite sophisticated equipment, the quality of typing remains of the utmost importance. Improved modern equipment will not make a noticable difference to the efficiency of a typist.It is imperative that the teacher keeps abreast of technological improvements and include these in teaching. At the end of their training, pupils should be suitably equipped to play a meaningful role in the technologically structured society they are meant to serve. If technological development is taken into consideration, it is evident that the typist should be able to use the available equipment to produce even more accurate work. The empirical investigation undertaken in this study has in fact proved that the level of accuracy of Typing pupils is not of exceptional quality. Errors in 106 papers were grouped, analysed and processed. The study particularly focussed on the types of errors, their frequency and distribution according to finger use. These results have mainly led to the conclusion that technology has not yet inherently improved the accuracy of the typist, but has merely improved the speed with which corrections are done. Recommendations in this regard are done.
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Grobler, Pieter Gysbert Lourens. "'n Model vir leierskapontwikkeling in die primêre skool." Thesis, 2014. http://hdl.handle.net/10210/10393.
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D.Ed. (Psychology)To adhere to present day demands, leadership in the primary as well as in the secondary schools requires a specific form of education and training to enable our youth to cope with these requirements. Educational authorities - especially school authorities- are therefore compelled to address the matter of training, identification and utilization of leaders in a different way. Leadership development should also therefore be part of the educational programme and not an accessory or fractional component thereof. Leaders should undergo training in such a way that leadership potential can be nurtured and exploited to the utmost. These goals could in particular be achieved if the theories in regard to systems, as well as specific approaches in regard to teaching and learning, are taken into account. For the above mentioned reasons this research was centred around the construction of a model for leadership development in the primary school. The specific aim of the model is to ensure that as many pupils as possible - if not all - will be involved in a long term leadership training programme. The reward for such a venture in the short term is directly linked to what a schools benefits can be in a number of ways ranging from assista?ce of teachers to the enhancement of the school's managerial structure. In the long term, of course, the ultimate benefit lies in the fact that our future leaders are secured on all levels of society. A theory generational approach was used in the design and description of the model for leadership development in the primary school. The methodology of Chinn & Jacobs (1987) was combined with that of Dickoff, James & Wiedenbach (1968) as well as that of Mouton & Marais (1992) in this process. The following steps were included in this combined approach a) The identification, definition and classification of concepts central to the model. Concepts were identified by utilizing two different methods a literature survey of the systems theory - a dictionary and literature survey of the concepts concerned ; The definition of concepts proceeded according to Wandelt's three-step method (In: Wandelt & Stewart, 1975), after which concepts were classified by means of the survey list of Dickoff, James & Wiedenbach (1968) b) The identification of the assumptions upon which the model is based c) The clarification of the aim and parameters of the model d) The formulation of relationship statements between concepts e) A description of the structure and processes inherent to the model. The description of the structure and process of the model was followed by an evaluation of the model by experts in their field. That was followed by the formulation of certain guidelines and conclusions concerning the model as well as the indication of specific shortcomings or limitations of the research. The research was concluded with recommendations referring to various aspects in connection with the field of study. 'The result of the study is a model for developing leadership in the primary school by involving all the pupils in the school on a continuous basis within the existing academic programme. It is possible to achieve the goals that have been set in the model, especially if all the teachers who are involved in the programme are well informed and motivated in regard to the ~rocess of leadership development within the framework of this model.
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De, Swardt Anna Estelle. "Produksievermoë as 'n kriterium vir die evaluering van tik in standerd 10." Thesis, 2014. http://hdl.handle.net/10210/13092.
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Maritz, Nicolaas. "Die evaluering van die jeugweerbaarheidsvakansiekursus van die Onderwyskollege vir Verdere Opleiding." Thesis, 2014. http://hdl.handle.net/10210/12908.
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Du, Pisani Louis Almero. "Evaluering van die logikastelselskurrikulum aan tegniese kolleges." Thesis, 2014. http://hdl.handle.net/10210/10387.
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Odendaal, Adriaan Izak. "'n Toegepas-linguistiese perspektief op Afrikaanse geletterheidsprogramme in die Suider-Afrikaanse konteks." Thesis, 2014. http://hdl.handle.net/10210/11973.
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M.A. (Applied Linguistics)Despite a worldwide drive to eradicate illiteracy, the numbers of illiterates are still soaring. Southern Africa is no exception to this. Even though statistics regarding illiteracy may be misleading, there are an estimated 400 000 illiterate mother tongue speakers of Afrikaans in South Africa. This study tries to establish the reasons for this situation within a historical-political framework. It further provides a sociocognitive basis for mother tongue literacy teaching, relying on the discipline of sociolinguistics. Literacy skills form part of the language user's communicative competence; this study, therefore, endeavours to situate literacy teaching within the communicative approach to language teaching with its emphasis on the needs of the language learner, the functionality of the acquired skills and the active participation of the language learner in the teaching activities. From this perspective a selection of literacy material in Afrikaans, representative of both the mainstream "establishment" type and the more "radical" school, is discussed to arrive at a theoretical and practical rationale for the teaching of literacy to Afrikaans mother tongue speakers, stripped of political undertones which so often direct literacy programmes. The main critique on Afrikaans literacy material is that it is either too behaviouristically structured or that no planned progressive structuring has been built into the courses. Both types of material can lead to dissatisfaction amongst literacy students if the respective course does not fulfil their need for literacy. This situation is often the result of an incomplete needs analysis and the creation of literacy material without a clear image of the target group. The unstructured manner in which literacy material is created and distributed is due to the lack of a national literacy strategy, as well as the nature of adult literacy teaching where specific needs of specific groups of illiterates dictate the type of material. A way of counteracting these problems would be to establish a national organisation to coordinate, amongst others, the development and distribution of literacy material. In this material the needs of the learner will be in a central position with the interaction between the learner and the teacher taking place in meaningful contexts. A thorough knowledge of andragogy and applied linguistics can therefore help to develop literacy material that will benefit Afrikaans illiterates, be they mother tongue speakers of the language or second language users who need to be literate in Afrikaans.
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Simpson, Charles Joseph Anthony. "'n Evaluering van andragogie as konsep binne die raamwerk van wetenskaplike konstrukte." Thesis, 2014. http://hdl.handle.net/10210/10985.
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M.Ed. (Educational Psychology)Andragogy presently finds itself in the crossfire of criticism from different directions and angles. Some critics perceive Andragogy • as a discipline founded on assumptions without the necessary empirical base, while others ridicule its lack of theoretical foundation. The underlying reason for the overall dissentment among critics can be ascribed to the absence of a well founded conceptualisation of Andragogy as a scientific construct. Should Andragogy be clarified both theoretically and conceptually, and redefined in terms of its purpose and objectives, much of the criticism would be stifled. In order to provide a frame of reference within which Andragogy could be evaluated, it was found necessary to inquire about and examine the nature and characteristics of such scientific constructs as typologies, models, theories and paradigms. Besides doing that, theories of learning receive attention in order to get a background and overview of the theoretical roots of Andragogy. Another important aspect which needs attention, is a thorough investigation of Andragogy as phenomenon.
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Van, Vuuren Hendrina Cecilia. "Die betrokkenheid van die kollegedosent in die kliniese praktykleiding." Thesis, 2014. http://hdl.handle.net/10210/12030.
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M.Cur.In the basic vocational preparation of the student nurse, the field of clinical tuition takes on special significance due to the fact that the major part of the student nurse's professional preparation takes place within this field. The clinical practice offers a wide variety of learning opportunities and forms an indispensable bridge between the vast body of knowledge and the world of endeavour the student nurse has to master. There are, however, many traumatic experiences which deeply affect the student nurse in her involvement with the sick, with the result that she has need for an adult in whom she can confide. An adequate number of registered nurses with the necessary subject knowledge and professional skills should be available in the clinical practice in order to provide optimal accompaniment. The participation of the college tutor in clinical practice accompaniment once again manifested itself prominently following the affiliation of nursing colleges with universities. The National Health Council has formulated constitutional guidelines in terms of which accompaniment of student nurses by tutors has been made obligatory. According to the South African Nursing Council, accompaniment encompasses the conscious and purposeful guidance and support of the student nurse, by creating learning opportunities that make it possible for her to grow from passiveness to involvement to independent clinical practice. This process of accompaniment takes place in conjunction with the direct participation and physical presence of the tutor (SANC, 1988 : 4). Such active participation by the college tutor in the process of clinical practice guidance is not functioning optimally "at present. The purpose of the present study was to determine the extent of involvement by the college tutor in this process, and to establish certain guidelines for the implementation of effective participation. In order to obtain the necessary background for the study, a descriptive exploratory survey was undertaken by means of a questionnaire. Input was obtained from tutors, clinical training personnel and ward nurses. Analysis of the data indicated an urgent need for the active participation of the college tutor in the process of clinical practice guidance. . The planning, organisation, and implementation of nursing tuition at the college must be adapted to provide for the active participation of the tutor in this process. Clear guidelines with operational goals have been formulated with respect to the implementation of clinical practice guidance by the tutor.
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Van, Rensburg Engela Lacya. "Die biologie-kurrikulum : relevansie en beroepsgerigtheid." Thesis, 2014. http://hdl.handle.net/10210/9233.
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D.Ed. (Didactics)South Africa is presently experiencing a transitional phase where change is the order of the day. Providing education cannot be ruled out. As education plays a universal role in preparing the child for life the general demand for relevance in school education as well as instruction in both the Science and Biology curriculums are investigated in this research projegt. The present provision of education in our schools does not meet the demands of a changing and developing society. High unemployment figures can be attributed to, inter alia, the inability of the education system to provide a well-trained work-force. Education in the senior secondary phase should therefore cater for a curriculum which is more vocationally-oriented and which prepares the pupil for a profession. Science must simultaneously be targeted on the training of scientists as well as non-scientists. A vocationally-oriented content will particularly increase the relevance of the Biology curriculum because the pupil will become aware of the practical (iii) application possibilities of theoretical knowledge in a profession. In addition skills such ee , cognitive (intellectual) skills and psychomotor (practical) skills and techniques will be developed which will not only benefit the pupil who wants to embark a career in biology but will also result in a general science literacy and equip him to handle all community aspects with responsibility and confidence. The empirical investigation of this study centres on determining the relevance of the themes, research skills and laboratory techniques with regard to the present Biology syllabus aimed at both the pupil who desires to pursue an academic course of study and the pupil who wishes to enter a profession in the field of biological science. Therefore lecturers and students at institutions' for tertiary education, as well as employers and employees of professional/vocational institutions were approached in order to determine the relevance of the present Biology syllabus to tertiary studies or to professional life...
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Swanepoel, Sarita. "Media en die hantering van wanbegrippe in Natuur- en Skeikunde." Thesis, 2014. http://hdl.handle.net/10210/10127.
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M.Ed.Students exhibit misconceptions or deviations from universally accepted concepts. Constructivists trace these misconceptions back' to the unique conceptual frames of reference of students. Ausubel (1985:82) named prior knowledge as the single most important factor influencing learning. New teaching strategies were designed to prevent or eliminate these misconceptions. The strategies are based on guidelines postulated by researchers such as Posner and his co-workers (1982:211). Several strategies use media to motivate students or provide a more concrete base for concept formation. The side effects of the utilization of media are important to designers and users of media. An empirical investigation was launched to determine whether media could also stimulate the formation of misconceptions. The investigation indicated that two dimensional representations of atoms, molecules and ion lattices can lead to misconceptions. Greater care should be taken in the selection of illustrations for textbooks and other media. If these side effects are taken into account by media designers and teachers, media can play a major role in the prevention and elimination of misconceptions.
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Swart, André. "Koöperatiewe opleiding en die opleiding van omgewingsgesondheidsbeamptes." Thesis, 2014. http://hdl.handle.net/10210/10135.
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Koen, Magdalena Petronella. "Die teoretiese onderrig en kliniese begeleidingsfunksie van die psigiatriese verpleegdosent." Thesis, 2014. http://hdl.handle.net/10210/9059.
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