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Dissertations / Theses on the topic 'Patient education – South Africa – Grahamstown'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Chizanga, Tongai Aldridge. "The impact of HAART on sexuality and medicine taking behaviours among people living with HIV/AIDS in Grahamstown." Thesis, Rhodes University, 2010. http://hdl.handle.net/10962/d1003228.

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Introduction: Adherence to Highly Active Antiretroviral Therapy (HAART) is critical for optimal therapeutic outcomes. A possible factor in adherence is the impact of HAART on sexual functioning. Methods: A mixed methods approach was used. A cohort of 14 people living with HIV/AIDS (PLWHA) in Grahamstown was identified. Two semi-structured interviews and two structured questionnaires were administered. In-depth interviews were conducted with two HIV counsellors in so as to obtain a different perspective on the topics. The theoretical framework used three health behaviour models: the Health Beli

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2

Sparrow, Marion Janet. "Aspects of musical education in Grahamstown, 1832-1950." Thesis, Rhodes University, 1986. http://hdl.handle.net/10962/d1004616.

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From Introduction: An investigation into aspects of musical education in Grahamstown cannot be isolated from the prevailing economic and social influences and must be seen within that setting. By the 1830's Grahamstown had developed from the frontier military post of 1812, to a settlement with an increasing population, aware of the importance of general education in raising standards and whose attention was concentrated in commerce, allied with agriculture, being a wool centre and a halting-place for traders conveying merchandise northwards, by ox-wagon and later also the chief centre of the o

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3

Msindo, Esteri Makotore. "The role of civil society in advancing education rights : the case of Gadra Education, Grahamstown, South Africa." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1016500.

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This thesis has identified and analysed the role of an NGO called Gadra Education in advancing education rights to the less advantaged people of Grahamstown in South Africa. Gadra Education’s role has been identified as twofold. Firstly as an educational NGO, Gadra Education’s initiatives directly impact on the lives of the less economically and socially privileged learners who, due to their previous learning environment in state schools, do not achieve academic results that ensure entry into tertiary level. Secondly its role is identified in its nature as an organisation that emerged due to t

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4

Brandt, Ingrid Gisélle. "Models of internet connectivity for secondary schools in the Grahamstown circuit." Thesis, Rhodes University, 2006. http://hdl.handle.net/10962/d1006566.

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Information and Communication Technologies (ICTs) are becoming more pervasive in South African schools and are increasingly considered valuable tools in education, promoting the development of higher cognitive processes and allowing teachers and learners access to a plethora of information. This study investigates models of Internet connectivity for secondary schools in the Grahamstown Circuit. The various networking technologies currently available to South African schools, or likely to become available to South African schools in the future, are described along with the telecommunications le

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5

Nqaba, Patronella Pinky. "NGOs and the depoliticisation of development : the case of GADRA education in Grahamstown." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1017865.

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Non-governmental organisations (NGOs) have been criticised for depoliticising development through focusing on alleviating suffering rather than on addressing the root causes of poverty and underdevelopment. This research explores whether and how NGOs can act in ways that do not depoliticise development. The research focuses on education NGOs and in particular on the NGO GADRA education in Grahamstown, South Africa, to provide insights into ways in which politically conscious leadership of NGOs attempt to deal with the contradictions that are inherent in this field of work. This research provid

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Whittington-Jones, Alexandra. "Inclusion and differentiation: an examination of teachers' experience and perspectives in working with difference and learner potential in grade 1 mathematics classrooms in three schools in Grahamstown." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1006088.

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In South Africa, in July 2001, the National Department of Education released White Paper 6 which underpins the notion of inclusive education. It states that the needs of all children should be catered for within the South African educational framework. Subsequent guidelines from the Department (2005; 2012) also provide a strong focus on understanding individual children’s learning styles and explain the concept and application of children’s multiple intelligences. However, on closer examination, it seems that the inclusive education, as well as barriers to learning referred to in the abovement

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7

Shiri, Clarris. "Patient education : the effect on patient behaviour." Thesis, Rhodes University, 2006. http://eprints.ru.ac.za/1348/.

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8

Maholwana-Sotashe, Nikiwe Laura. "Challenges faced by secondary school teachers in integrating ICT into the curriculum: a multiple case study in the Grahamstown Circuit." Thesis, Rhodes University, 2008. http://hdl.handle.net/10962/d1003326.

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The integration of Information and Communication Technology (ICT) into the curriculum has become the major issue worldwide. The education system does not only pursue the integration of ICT into the curriculum because of its popularity in the market system, but because of the role it is perceived to play in the changing curriculum (encourages active construction of knowledge). According to White Paper 7 e-Education policy (2004:17) every South African learner should be able to use ICTs confidently and creatively to develop the skills and knowledge they need to achieve personal goals and to be f

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9

Mbanjwa, Sibonelo Glenton. "The use of environmental education learning support materials in OBE the: case of the Creative Solutions to Waste project." Thesis, Rhodes University, 2003. http://hdl.handle.net/10962/d1003697.

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The Creative Solutions to Waste Project (CSW) is a local environmental education project, involving five Grahamstown schools, the local municipality; community members and the Rhodes University Environmental Education Unit, where I worked at the time this study was undertaken. In this research I explore the use of environmental education learning support materials (LSM) in Outcomes Based Education (OBE). I have employed a participatory action research approach informed by critical theory in this case study of the Creative Solutions to Waste project (CSW). The research focused on the ‘Waste Edu

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Tyala, Zakunzima. "School management team members' perceptions of their roles in managing Grahamstown secondary schools." Thesis, Rhodes University, 2005. http://hdl.handle.net/10962/d1003644.

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During the apartheid era, that is, before 1994, the education management system in South Africa was fragmented, authoritarian and top-down. Principals were expected to manage schools on their own without consulting the rest of the staff. The birth of political democracy in 1994 resulted in many changes in the education system. These changes include the creation of one national department. In line with this democratisation came the concept of school management teams (SMTs). Because of the democratic nature of this kind of a structure (SMT), it is required that educators work co-operatively and

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11

Clüver, Frances Rose Mannix. "Negotiating sexuality in Grahamstown East: young black women's experiences of relationships in the context of HIV risk." Thesis, Rhodes University, 2010. http://hdl.handle.net/10962/d1002460.

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Adolescent sexual health has been identified as a significant health and development problem facing South Africa. Limited amounts of research on sexual interactions have been undertaken, with information on adolescents’ romantic relationships being particularly scarce. Qualitative research needs to foster an understanding of the dynamics of sexual interactions in specific settings, and with emphasis in the past on cognitive health psychology models, very little is thus known about how adolescents negotiate and make sense of their sexual experiences. This highlights the need to investigate the

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Mohanoe, Elma Nthabiseng. "Learning pathways of key occupations relevant to sustainable development in Makana Municipality." Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1013322.

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This study presents results to be contributed to the field of Environmental Education. It is a new arena for qualifications development and implementation in the South African Education and Training system. The study is located in the context of a joint research programme focusing on understanding issues of articulation and learning pathways development for sustainable development, established between the South African Qualifications Authority (SAQA) in partnership with Rhodes University, Environmental Learning Research Centre (ELRC). Phase 1 of the SAQA/ELRC research showed that researching w

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13

Ndafenongo, Gerhard. "An investigation into how cell phones can be used in the teaching of mathematics using VITALmaths video clips: a case study of 2 schools in Grahamstown, South Africa." Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1003478.

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Cell phones have become a ubiquitous part of daily life for both teachers and learners alike. The educational potential afforded by cell phones is diverse. The challenge for teachers is to capitalise on this ubiquity and make use of cell phones for educational purposes. This study investigates how cell phones can be used in the teaching of Mathematics using VITALmaths video clips. Five VITALmaths video clips were uploaded onto cell phones which were used in the classroom to explore the Theorem of Pythagoras in a visually appealing way that supported a conceptual understanding of the basis of t

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Mvula-Jamela, Lungiswa Gwen. "Development of a school environmental policy to enable active learning in the context of the National Curriculum Statement." Thesis, Rhodes University, 2007. http://hdl.handle.net/10962/d1008376.

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The transformation processes occurring in the South African curriculum context has highlighted a need for improving ways of interpreting and implementing curriculum requirements, in ways that are relevant to the context of learners and their experiences. Outcomes Based Education (OBE) encourages teachers to develop learner centred and active learning approaches. In this research I explore the development of how a School Environmental Policy can contribute to active learning in the context of the National Curriculum Statement for Grades R-9 (NCS R-9). I employed a participatory action research

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15

Hamaamba, Tyson. "Training needs for municipal employees: a case study of Makana Municipality." Thesis, Rhodes University, 2005. http://hdl.handle.net/10962/d1007952.

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This study investigated the education and training needs for municipal employees in order to inform an education and training strategy that would address environmental management challenges in Makana local municipality in Grahamstown, Eastern Cape province. The research was conducted as a qualitative case study that made use of questionnaires, document analysis, focus group discussions and interviews as instruments for data generation. Samples of respondents were selected from Makana Municipality employees in top and middle management positions, professionals/technicians and workers, including

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Andrews, Rushda Ruth. "Where leaders learn: constructions of leadership and leadership development at Rhodes University." Thesis, Rhodes University, 2011. http://hdl.handle.net/10962/d1003903.

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This thesis explores the Where Leaders Learn slogan of Rhodes University. It does this by means of an analysis of discourses constructing leadership and leadership development within the institutional context. The discourse analysis was made possible as a result of interviews with a range of people involved in leadership and leadership development at the University. The analysis revealed that leadership development is constructed as taking place within a highly structured system that enables instructional and managerial leadership but constrains transformational leadership. The discourses that

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Burns-Ncamashe, Zimasa Nomsawezulu Ancilla. "An investigation of the factors that influence Grahamstown East grade 12 learners to aspire to higher education : a case study." Thesis, Rhodes University, 2005. http://hdl.handle.net/10962/d1003533.

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This research is an investigation into the factors that influence the decisions of grade 12 learners from Grahamstown East disadvantaged communities to pursue higher education. Research on learner aspirations has largely focused on access to higher education and little or no attention has been has been paid to the enabling or limiting factors and what can be done to increase the numbers of learners from disadvantaged communities who enrol at higher education institutions. This study aims to fill that gap. The research was a qualitative case study located in the interpretive paradigm. The data

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Tanyanyiwa, Precious. "A sociological analysis of the provision of extended studies as a means of addressing transformation at a historically white university." Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1012655.

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Foundation provisioning has a long history in South Africa, and is central to the transformation agenda, particularly the broadening of successful participation in higher education (HE). As access initiatives underpinned by various conceptualisations, foundation programmes evolved from peripheral, to semi-integrated and finally fully integrated curricular models in the form of current Extended Studies Programmes (ESPs). Underpinning the provision of Extended Studies is the acknowledgment that students who enter institutions are essentially ill equipped to cope with the demands of higher educat

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Ashwell, Alice Nicola. "Project water (Grahamstown) : a case study of the development of an environmental education project." Thesis, Rhodes University, 1992. http://hdl.handle.net/10962/d1003599.

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Environmental education is an approach to education which emphasises the interrelatedness of people and their human and non-human environments and seeks to encourage environmental awareness, concern and action. This case study documents the implementation and development of Project WATER, Grahamstown, a practical environmental education project dealing with catchment conservation and water quality monitoring. The Grahamstown project is one of a number of local water quality monitoring initiatives affiliated to GREEN (the Global Rivers Environmental Education Network). Participants in the proje

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Farrington, Katie. "Engaging sense of place in an environment of change: youth, identity and place-based learning activities in environmental education." Thesis, Rhodes University, 2006. http://hdl.handle.net/10962/d1007931.

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This case study investigates sense of place of youth amidst a background of change in postapartheid South Africa. As used in this study, sense of place refers to the attachments made to both physical and social places, and the social and cultural interactions and meanings associated with such places. The research was conducted with a group of 13 young adults at Mary Waters Senior Secondary School in Grahamstown. The literature suggests that the changes that occur in the lives of the participants at school-leaving age such as new opportunities to identify with global aspirations, tend to influe

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Ngcoza, Kenneth Mlungisi. "Science teachers' transformative and continuous professional development : a journey towards capacity-building and reflexive practice." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1008258.

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This study was conducted in Grahamstown in the Eastern Cape, South Mrica. Triggered by the demands of South Mrican post-apartheid curriculum transformation, the study focused on establishing a sustainable science teachers' trans formative and continuous professional development (TTCPD) network with the view to improving their practice. It is premised on the assumption that teachers are capable of taking responsibility for their own professional development. It is a case study carried over a period offour years with a group of eight teachers. Rooted in the socially critical-emancipatory orienta

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Jolly, Rachel. "Co-engaged learning : Xhosa women's narratives on traditional foods." Thesis, Rhodes University, 2007. http://hdl.handle.net/10962/d1003331.

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This interpretive case study examines Grahamstown East Xhosa women's narratives on the nutritional value of traditional foods. It reviews reflexive learning interactions apparent in the co-engaged narratives of food preparation practices. The research design incorporates methods of reflective co-engagement through which a small team of women were approached as 'co-researchers' in order to work together on shared, local knowledge capital and nutrition concerns. It draws on findings generated using a combination of semi-structured interviews, cooking demonstrations, videography, photographs and

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Poulos, Tessa. "Relational processes enabling the balancing of academic work and motherhood: a grounded theory study with academic women at a South African university." Thesis, Rhodes University, 2011. http://hdl.handle.net/10962/d1002547.

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Through the use of contextual data, this research study aims to explicate a theory about the experiences of academic women, who are also mothers, employed at a South African University. The research is interpretive in nature as it explores the women's accounts of the conflicts they face in striving to satisfy the demands of both their scholarly work and family responsibilities within multiple intersecting factors related to their personal/familial circumstances, and the strategic processes they engage in to manage the balance between these competing roles. The study followed a constructivist g

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Gibson, Alexandra Farren. "Beyond coming out: lesbians' stories of sexual identity in the context of a historically white university." Thesis, Rhodes University, 2010. http://hdl.handle.net/10962/d1002490.

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Substantial contributions have been made by lesbian and gay developmental theorists in understanding the development of lesbian and gay sexual identities, or what has come to be known as the coming out process. “Coming out of the closet” has become a central metaphor, in western contexts, for the recognisable process gay men and lesbians undergo in order to claim a relatively stable and enduring sexual identity, while overcoming obstacles such as heterosexism. Lesbians’ sexual identities are examined in this thesis through a Foucauldian lens which is fused with a narrative-discursive perspecti

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Knoetze, Susanna. "An investigation into the mathematics teaching practices of non-isiXhosa-speaking teachers teaching isiXhosa-speaking 3rd Graders through the medium of Afrikaans." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1018910.

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There is a considerable body of literature on the challenges faced by learners who speak an African language at home but who are taught through the medium of English. Less research has focused, however, on contexts where isiXhosa-speaking learners have Afrikaans as their Language of Learning and Teaching (LoLT), especially in Foundation Phase classrooms where teachers may not speak their learners’ home language. Such learners face the triple challenge of simultaneously learning a second language, learning to read in that language, and also learning new content and concepts through it. Using a

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Ngwane, Mandisa Sweetness. "Research portfolio." Thesis, Rhodes University, 2000. http://hdl.handle.net/10962/d1003611.

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Edlmann, Tessa Margaret. "An action learning based reflection on participative drama as a tool for transformation of identity in the spirals programme." Thesis, Rhodes University, 2007. http://hdl.handle.net/10962/d1008202.

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This thesis is a reflection on both the conceptual frameworks and the personal narratives that have shaped the development of the Spirals Programme. The Programme is a participatory drama and creative arts based initiative established in 2000 in Grahamstown, South Africa, to explore issues of identity in the emerging democratic context of South African society - and support both personal and contextual processes of transformation. Working within a poststructuralist and social constructionist paradigm, Spirals works with groups and communities to facilitate and enable experiential links between

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Shadaya, Girlie. "The implementation of inclusion policy for learners with special education needs: a case study of four primary schools in the Grahamstown District." Thesis, University of Fort Hare, 2012. http://hdl.handle.net/10353/d1006239.

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Inclusion is successful when all stakeholders in the education system accept the challenge to work together and to do their fair share of educating all children. Although the teacher has been placed at the heart of the system as a key person in shaping inclusion, the district office (Department of Education), schools, teachers and parents must engage in collaborative team-driven decision making that is focused on interventions designed to enhance social outcomes for learners. The aim of this study was to assess the implementation of the inclusion policy for learners with special education need

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Schäfer, Jean Stewart. "An investigation of how visual arts can be used to teach mathematical concepts of space and shape in Grade R." Thesis, Rhodes University, 2011. http://hdl.handle.net/10962/d1003514.

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The impetus for this study came from the findings of an evaluation of a Maths and Science through Arts and Culture (MStAC) Curriculum Intervention undertaken with Grade R teachers registered for a BEd(in-service) qualification at Rhodes University, South Africa. The intervention aimed to enrich Grade R teachers’ teaching of mathematics. Post-intervention classroom observations showed that, in spite of the intervention, teachers’ classroom practices did not change, and they were not using visual arts to teach mathematical concepts. This, together with the lack of research in the field of mathem

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Chiphwanya, Nellie Chimwemwe. "Action competence and waste management: a case study of learner agency in two Grahamstown eco-schools." Thesis, Rhodes University, 2011. http://hdl.handle.net/10962/d1008308.

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There has been a growing need in environmental education to develop students' ability and will to take part in democratic processes that enable them take environmental action in their local environment. This study examined learner action competence in waste management practices in two primary school contexts in the Eastern Cape, South Africa. An interpretive case study design is used to probe how learner participation in Eco-School waste management practices enabled the acquisition of knowledge in purposeful learning and action experiences that developed the vision and agency of informed actio

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Batyi, Kekeletso Rejoyce. "The integration of mapwork and environmental issues using local context in FET Geography: an investigation of current pedagogic practices to inform professional development." Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1003462.

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This is an interpretative case study of four Grahamstown Education District Further Education and Training (FET) schools. The study sets out to investigate how Geography teachers integrate mapwork and environmental issues using local context, with the intention of providing insights for future professional development. Data for this study were generated using qualitative methods such as document analysis, semi-structured interviews and lesson observations. Interviews were conducted with geography teachers, the subject advisor and a workshop facilitator. The evidence generated in the study reve

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Fobe, Mila Pamella. "Language policy and practice at CM Vellem and PJ Olivier primary schools." Thesis, Rhodes University, 2010. http://hdl.handle.net/10962/d1002161.

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This study looks at language policy and practice at two Eastern Cape schools. It further explores the link between language learning and teaching. Language implementation strategies were the main focus of this study. The Language-in-education policy of the Republic of South Africa (1997) promotes the use of all nine African languages, which have been afforded the status of official languages. This study looks at the language teaching practices at two Grahamstown primary schools, where isiXhosa and Afrikaans have been used as media of instruction. Qualitative methods were used, and the study to

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Fobe, Mila Pamella. "Curriculum outcomes, teaching practices and learner competencies in isiXhosa in three Grahamstown schools." Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1012072.

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This study looks at the curriculum outcomes, teaching practices and learner competencies in isiXhosa at three Eastern Cape schools and across three different grades, 7-9. It explores the link between language learning and teaching as well as the teaching strategies used within the classroom. In particular, the study seeks to analyse how isiXhosa is taught at three different levels of instruction, namely at Home Language (HL), First Additional Language (FAL) and Second Additional Language (SAL) levels. Qualitative methods were used, and the study took the form of interpretive case studies withi

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Mbane, Nombeko Precious. "Secondary school learners' perceptions of the value of integrating ICT into the curriculum: an exploratory study in the Grahamstown circuit." Thesis, Rhodes University, 2009. http://hdl.handle.net/10962/d1003647.

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According to the Draft White Paper on e-Education (DoE, 2003), the objective of ICTs in education is to build digital and information literacy so that all learners become confident and competent in using technology to contribute to an innovative and developing South African society. International researchers have acknowledged that little is known about learners’ perceptions of their own learning, but that learners are aware of how technology can be used and have the potential to contribute ideas about ICTs can be used to support their learning. To add to this growing body of research, this stu

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Mambinja, Sindiswa. "School grounds as a place for environmental learning in the life skills learning programme." Thesis, Rhodes University, 2009. http://hdl.handle.net/10962/d1003642.

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With the intention of improving my own practice, the study investigated how school grounds could be used for environmental learning in the Foundation Phase Life Skill Learning Programme within the Revised National Curriculum Statement. The research was conducted in the Grade One class of Ntaba Maria Primary School situated in Grahamstown East. The study was an action research case study based on interpretive approach to research. It had two cycles comprised of two lesson plans. The first Lesson Plan focused on an audit of the school grounds to identify environmental issues. The second Lesson P

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Johnson, Gwendolyn Gay. "An analysis of the impact of an official diagnosis and label of ʹdyslexiaʹ on pupils’ self-concept and self-esteem : a sociological case study involving pupils in Grahamstown". Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1013124.

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The aim of this study is to develop an understanding of how Grahamstown teenagers are affected by the label ʹdyslexiaʹ; by providing a space in which their feelings about being labelled dyslexic and their experiences can be voiced. Historically much international and local research has focussed on causation and remediation of dyslexia and has neglected the social aspects of the diagnosis. Causation and remediation are categories which form part of the medical or educational models. A social model of dyslexia needs to be applied. Due to the paucity of South African literature on the social expe

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Nomsenge, Sinazo Onela. "Aiding the education agenda? the role of non-governmental organisations in learner performance and retention in Joza, Grahamstown, South Africa." Thesis, Rhodes University, 2019. http://hdl.handle.net/10962/76468.

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This thesis describes the network of complexities that characterise the world and work of Non-Governmental Organisations (NGOs). It examines the ways in which organisations navigate different internal, sectoral and contextual intricacies while operating under the command of their chosen developmental mandates. This description is drawn from a sociological analysis of the internal workings of education NGOs, their external affiliations as well as the negotiations which underpin their operations and survival. Collectively, the careful illustration of these underpinnings outlines both the role th

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Jefferay, Charlotte Ruth. "The design, implementation and evaluation of an English language development component within a Grahamstown community project." Thesis, Rhodes University, 1994. http://hdl.handle.net/10962/d1002633.

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The Grahamstown Tertiary Education Bridging Project (GRATEP) was formed in 1991 by a group of post-matriculants from Grahamstown who had not been accepted into any tertiary institution for 1991. The overall aim of GRATEP was to prepare these students for tertiary education. The Academic Skills Programme at Rhodes University offered a programme in English Language Development. The present study aimed to research the design, implementation and evaluation of the GRATEP English Language Development programme which was implemented from May through to October 1991. A multimethod approach has been us

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Sam, Msindisi Scara. "The development and implementation of computer literacy terminology in isiXhosa." Thesis, Rhodes University, 2010. http://hdl.handle.net/10962/d1002155.

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Hackmack, Karin Erna. "An investigation into understanding of academic literacies of students registered in Early Childhood Development courses." Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1013548.

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Purpose and research questions- This research was based on students enrolled on courses at Rhodes University's Centre for Social Development, an Institute delivering Early Childhood Development courses in the Grahamstown area. Having provided the students with access to a career path and its courses, it was imperative to assist the students to develop a standard of academic literacy comparable to that of in-service education students, in the Intermediate and Senior Phases. This study was influenced by Gee's (2004) definition of literacy as 'mastery over a discourse'. Gee (1990) termed discours

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Ngcoza, Kenneth Mlungisi. "Promoting learning in science: a case study of the appropriateness and implications of group work." Thesis, Rhodes University, 1999. http://hdl.handle.net/10962/d1003601.

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This research project, using a qualitative case study methodology, reports on the appropriateness and implications of using group work in promoting cooperative learning in science. In this study, group work is seen as providing a social support mechanism for learning through interactive "hands-on" activities, designed to give learners opportunities to discuss and share ideas so that they can grasp science concepts. The Science Olympiad Project class composed of approximately thirty-six (36) learners formed the case study for this unit. The Science Olympiad Project is a project concerned with t

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Leander, Elizabeth Alice. "A case study of the multiple contextual factors that impact on the reading competencies of grade 3 non-mother tongue speakers of English in a Grahamstown Primary School in the Eastern Cape, South Africa." Thesis, Rhodes University, 2007. http://hdl.handle.net/10962/d1005913.

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This study explores what happens in a reading class where grade 3 learners from specific cultural and ethnic backgrounds are taught to read in a language other than their mother-tongue. The research takes place at a primary school in the Eastern Cape, South Africa where English is the Medium of Instruction (MOI).The report on the findings of this research reveals that the teaching strategies and reading theories of the teacher, the literacy backgrounds of the learners, as well as the language preferences of the parents, are some of the contextual factors that impact on reading. One of the majo

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Mercadal-Barroso, Adriana Kimberly. "A critical Fanonian understanding of black student identities at Rhodes University, South Africa." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1016375.

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South African history is rooted in racial identities, inequalities and injustices, which the post-apartheid government has sought to address for twenty years since 1994. The transition to a post-apartheid society though has been a difficult one with the social structure and everyday life still marked by the racial past. Though racial classifications on an official basis no longer exist, racial identities continue to pervade the country. Of particular significance to this thesis are black identities including the possibility of black inferiority, which I examine in relation to black post-gradua

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Hewana, Diliza Ronald. "An investigation into the nature of grade 4 learners’ evolving mathematics learning dispositions: a case study of 3 learners participating in an after school mathematics club." Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1013140.

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Through a qualitative case study approach this research investigated the nature of three Grade 4 learners’ mathematical learning dispositions. It further explored how these dispositions evolve within the context of their participation in a weekly after school mathematics club over time. Of particular significance the research drew on the dispositional frameworks of Kilpatrick, Swafford and Findell’s (2001) and Carr & Claxton (2002) and pointed to ways in which these framework can be usefully brought together to provide a richer picture of learning dispositions. Kilpatrick, Swafford and Findell

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Felix, Clyde Benedict Aurelius. "Narratives that shape the professional identities of mathematics teachers." Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1013547.

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The central position in this study is that the professional identities, and consequently the classroom practices, of mathematics teachers are continuously being shaped by their narratives of past and present experiences. The primary research question explores the narratives that shape the professional identities of seven mathematics teachers; and the secondary research question, how their narratives shape their professional identities. Furthermore, the potential implications of this study for the design and implementation of pre-service teacher education programmes and in-service teacher devel

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Lundin, Charlotte, and Lina Norman. "Nurses and Tuberculosis- Education for life." Thesis, Malmö högskola, Fakulteten för hälsa och samhälle (HS), 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-24267.

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Syfte: I denna kvantitativa och kvalitativa studie var syftet att inhämta förståelse för sjuksköterskor som arbetar med att undervisa tuberkulospatienter och deras kunskap om tuberkulos. Syftet var även att undersöka sjuksköterskestudenters kunskap om tuberkulos. Metod: Studien utfördes i Sydafrika i provinsen KwaZulu-Natal på ett sjukhus, en klinik samt ett universitet. Kvantitativ metod med frågeformulär användes för att undersöka kunskapen hos sjuksköterskor och sjuksköterskestudenter. För att undersöka hur sjuksköterskor undervisar tuberkulospatienter användes en kvalitativ metod med inter

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Deiner, Catherine Anne. ""Soap operas as a platform for disseminating health information regarding ART and the use of 'reel' versus 'real' role models"." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1017783.

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The media, through development communication and edutainment, plays a critical role in the transformation of societies. In line with this, this thesis discusses the extent to which commercially driven prosocial soap operas can provide a platform for public health messaging, in the context of the HIV/AIDS epidemic in South Africa, for antiretroviral treatment (ART) and for encouraging ART adherence to foster national development. Furthermore, this thesis examined the potential of celebrities as HIV/AIDS ambassadors and the potential of both fictional characters and ‘real-life’ celebrities to di

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Serfontein, Stephanus Johannes. "Views of patients on a group diabetic education programme using motivational interviewing in underserved communities in South Africa : qualitative study." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/80463.

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Thesis (MFamMed)--Stellenbosch University, 2012.<br>ENGLISH ABSTRACT: Background Diabetes is a significant contributor to the burden of disease in South Africa and to the reasons for encounter in primary care. There is little structured and systematic education of patients that supports self-care. This study was a qualitative assessment of a diabetes group education programme in Community Health Centres of the Cape Town Metropolitan District. The programme offered four sessions of group education and was delivered by trained health promoters using motivational interviewing as a communication

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Zazu, Cryton. "Representation and use of indigenous heritage constructs : implications for the quality and relevance of heritage education in post colonial southern Africa." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1002015.

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This study explores representation and use of indigenous heritage constructs with a view to identifying implications thereof for the quality and relevance of heritage education practices in post colonial southern Africa. Framed within a critical hermeneutic research paradigm under-laboured by critical realist ontology, the study was conducted using a multiple case study research design. The data collection protocol was three-phased, starting with a process of contextual profiling, within which insights were gained into discourses shaping the constitution and orientation of heritage education p

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Crafford, Ilse. "Caring behaviours : the perceptions of first and fourth year nursing students." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/95921.

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Thesis (MPhil)--Stellenbosch University, 2014.<br>ENGLISH ABSTRACT: Educators across the health professions are now concerned with the teaching and assessment of professional skills. Caring behaviour is one of the attributes of professionalism in the health sciences professions and in the nursing profession it is regarded as the essence of the profession. The aim of this study is to explore the understandings and experiences of caring behaviours of first- and fourth year nursing students and how they would like to be assessed about their caring behaviours in a curriculum where it is not overtl

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