Dissertations / Theses: 'Sex education – Study and teaching – Lesotho'

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Raselimo, Mohaeka Gabriel. "Curriculum reform in Lesotho: exploring the interface between environmental education and geography in selected schools." Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1003369.

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This study sought to explore the interface between environmental education (EE) and school geography with a view to understanding a process of curriculum reform in the context of Lesotho. The research was based on the curriculum reform process that was initiated by a Danish donor-funded project, known as the Lesotho Environmental Education Support Project (LEESP), which operated from 2001 to 2004. Driven by a sustainable development imperative, the project was intended to assist Lesotho in the implementation of local action for Agenda 21 by introducing environmental education into the formal education system. Deviating slightly from much published research on geographical and environmental education, which focuses on how geography contributes to environmental education, this study explored how the latter has shaped the former in terms of content and pedagogy. Using the lens of critical curriculum theory, I sought to understand the political nature of the curriculum and of curriculum change, focusing on the LEESP curriculum policy development, dissemination and implementation at classroom level. The study employed Bernstein's concepts of classification and framing to illuminate issues of power and control between discourses, and between teachers and learners. Operating within an interpretive qualitative research orientation, the study used a case study method focusing on five secondary/high schools in Lesotho. The data was generated through document analysis, interviews and classroom observations. The study examined the assumptions, values and ideologies underpinning environmental education curriculum intentions as reflected in LEESP documents. It also investigated the social process of conceptualising and disseminating environmental education to understand the challenges faced as education practitioners made sense of environmental education innovations in the specific contexts of Lesotho, and how these could possibly influence what happens at the classroom level. The analysis of the LEESP documents revealed that while there are many areas of synergy between the LEESP environmental education policy guidelines and the national education ideals in Lesotho, achievement of the transformational visions of action competence, which was the overarching concept in the reform process, would require major structural changes. The study also highlights issues of participation, contestations, tensions and contradictions associated with the conceptualisation and dissemination of environmental education. At implementation level, there is a disjuncture between environmental education policy intentions and practice. Geography teachers in the research schools generally understood the existence of environmental education in their schools in terms of environmental management. The findings also revealed that while there is generally a strong environmental dimension in geography content, as reflected in both curriculum materials and classroom practice, the subject still retains its disciplinary boundaries and makes little use of knowledge from other subjects or the everyday knowledge of the learners. Finally, it emerged that while the geography teachers in their rhetoric espoused learner-centred methods, in practice they generally employed traditional teacher-centred and book-centred methods. The study concludes that a lack of change in school geography in Lesotho, of the sort envisaged in LEESP, may be attributed to contextual and structural factors such as an overemphasis on examinations, and certain perceptions on the part of teachers and learners embedded in the history and culture of their society. A model of teacher professional development capable of supporting curriculum change is therefore proposed.

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Mokuku, Tsepo. "Education for environmental literacy : towards participatory action research in the secondary school science curriculum in Lesotho." Thesis, Rhodes University, 2000. http://hdl.handle.net/10962/d1003385.

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The dependency of educators in Lesotho on externally developed curriculum theories and concepts is fundamental to issues of relevance of the school curricula. This study set out to develop the meaning of environmental literacy in the context of three secondary schools and to explore appropriate teaching methods for the development of this concept in the science curriculum. The participatory action research process involved a team of four science teachers, including the researcher, in partnership with an environmental centre. We progressively developed the meamng of environmental literacy by monitoring teaching innovations in the classroom, holding meetings and workshops and attending conferences where we shared classroom findings and reflected on our emerging understandings based on classroom experiences. Data collection involved: audio-recording of classroom lessons, interviews with teachers and students, audio-visual recording, classroom observations and students' questionnaires. The research process made apparent the complex nature of the process of clarifying and developing environmental literacy in this context. Classroom actiyities planned to inform the team's understanding of the meaning of environmental literacy and develop appropriate teaching methods encountered constraints associated with the education system and the legacy of colonialism. These contextual constraints crystallised the need for the education system to be transformed in order to make schools more conducive environments for the gevelopment of students' environmental literacy. While initially teachers were reluctant to engage in critical reflection, the research process did encourage the team to revise and expand their understandings of both environmental literacy in the science classroom, and the action research itself. The emerging meaning of environmental literacy in this context and how it may be developed among students does not involve a definition with prescriptive, effective teaching methods, but provides insights and understandings gained by the participants in their engagement with a reflective process of reconslructing meaning. I have come to understand environmental literacy during the study to be a process that should draw strongly on the local knowledge and understandings into the science curriculum, through participatory process-based curriculum development models.

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Naong, M. N., and C. M. Mateusi. "Overcoming inclusive classroom challenges for teachers : a Lesotho case-study." Journal for New Generation Sciences, Vol 12, Issue 2: Central University of Technology, Free State, Bloemfontein, 2014. http://hdl.handle.net/11462/661.

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Published Article
Teachers in Lesotho are confronted by a myriad of challenges, such as ensuring the meaningful inclusion of learners with impairments as well as adequately meeting their educational needs. This paper therefore, explores this challenge and how it impacts on teachers' abilities to deal it, and further recommend some teaching strategies to overcome it. An Attitudes Toward Inclusive Educational Scale (ATIES) questionnaire was adapted in this paper for the collection of data from 211 randomly-selected teachers from the Maseru and Berea districts of Lesotho. Findings as reported by teachers indicate, amongst many factors contributing to the challenges brought about by inclusive education, inadequate teacher training, inadequate resources, and a lack of support from authorities and parents. The revamp of classroom infrastructure and the review of teacher training approaches in Lesotho are vital policy imperatives to eradicate these educational challenges.

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Ntsohi, Mamosa M. E. "Investigating teaching and learning of Grade 9 Algebra through excel spreadsheets : a mixed-methods case study for Lesotho." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/85657.

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Thesis (PhD)-- Stellenbosch University, 2013.
ENGLISH ABSTRACT: The teaching and learning of algebra in the middle school grades in Lesotho is dominated by the mechanistic approach where learners are drilled on procedures for solving certain types of problems in algebra, without making any connection to the experience learners had with arithmetic. This is one of the sources of learners’ difficulties in mathematics. Research indicates that use of spreadsheets such as Excel has a potential of bridging the gap between arithmetic and algebra and thus enhancing the teaching and learning of algebra, making it meaningful to the learners. The study sought to answer the question: How do Grade 9 learners in Lesotho experience teaching and learning of algebra through Excel spreadsheets? The research commenced with a literature review that was followed by the empirical study. The theories of instrumental genesis and instrumental orchestration were identified as the framework for the investigation. Instrumental genesis is the process in which learners develop facility with the artifact as they use it towards achieving lesson objectives; technical (conceptual, mechanical) and personal (attitudes, behavior and preferred learning styles) aspects of learners’ experiences were identified. Instrumental orchestration is the steering of learners’ instrumental genesis by the teacher and the manner in which this process is carried out, depends on the teacher’s Technological Pedagogical Content Knowledge (TPCK). The research was a multi-case study following a mixed-methods approach, where both qualitative and quantitative methods were used. The empirical study was conducted in two schools in Lesotho. In each school, fifteen learners volunteered participation. The investigation was done through classroom teaching by me as the researcher. The focus was on what challenges learners encountered and how they benefited from their “spreadsheets algebra” learning experience. Data were collected through classroom observations where field notes were recorded and an observation schedule was used by the researcher and the Assistant Observer respectively. A questionnaire was also administered to all learner participants after the whole teaching period. Six learners, representative of high, medium and low performances in class, were also interviewed with a goal of finding out their experiences. The Assistant Observer was also interviewed to reduce the bias that may result from to the researcher studying her own practice The study found that learners experiences with learning algebra through spreadsheets, comprised of both challenges and benefits. The challenges encountered by learners could be classified into those that were school-based and those that were instruction-based. The school-based challenges related to inadequate physical structures and lack of well-functioning equipment in the computer laboratories. Instruction-based challenges encountered by learners were both technical and personal. Technical challenges related to the physical manipulation of the artifact and the lack of understanding of concepts involved, where the spreadsheets meet the algebra. Personal challenges related to learners’ attitude and behavior towards use of spreadsheets for algebra teaching and learning. While school authorities could address some of the challenges, it was found that both the teacher and learners could initiate strategies that could be used to overcome the instruction-based challenges. Teaching strategies such as “technical-demo”, “explain-the-screen”, “discuss-the–screen”, “link-screen-board” and “spot-and-show” (building on learners’ responses), and the general organization of classroom environment were helpful in orchestrating algebra learning within the spreadsheets. It was also found that use of spreadsheets had both cognitive and affective values for the learners. Even though use of spreadsheets may benefit both teachers and learners in algebra teaching and learning, implementation of the practice would require critical considerations in terms of teacher preparation and infra-structural improvements in the schools.
AFRIKAANSE OPSOMMING: Die onderrig en leer van algebra in die middelbare skoolgrade in Lesotho word oorheers deur die meganiese benadering waarvolgens leerders gedril word in prosedures om oplossings vir sekere tipe algebraprobleme te vind en die ervaring wat leerders in rekenkunde opgedoen het, nie daarmee in verband gebring word nie. Dit is een van die oorsake waarom leerders met wiskunde sukkel. Navorsing toon dat die gebruik van sigblaaie soos Excel moontlik die gaping tussen rekenkunde en algebra kan oorbrug, en dat die onderrig en leer van algebra daardeur kan verbeter, wat dit sinvol vir leerders sal maak. Die studie was daarop gemik om ’n antwoord op die volgende vraag te vind: Hoe ervaar graad 9-leerders in Lesotho die onderrig en leer van algebra deur middel van Excel-sigblaaie? Die navorsing het met ’n literatuuroorsig begin en is deur ’n empiriese studie opgevolg. Die teorieë instrumentele genese en instrumentele orkestrasie is uitgewys as die raamwerk vir die ondersoek. Instrumentele genese is die proses waarvolgens leerders bedrewenheid in die produk ontwikkel namate hulle dit gebruik om lesdoelstellings te bereik; tegniese (konseptuele, meganiese) en persoonlike (ingesteldheid, gedrag en voorkeurleerstyle) aspekte van leerders se ervarings is geïdentifiseer. Instrumentele orkestrasie is die stuur van leerders se instrumentele genese deur die onderwyser; en die wyse waarop hierdie proses uitgevoer word, hang van die onderwyser se Tegnologiese Pedagogiese Inhoudskennis (TPCK) af. Die navorsing het ’n meervoudige gevallestudie gebruik en ’n gemengde metodebenadering is gevolg, terwyl beide kwalitatiewe en kwantitatiewe metodes gebruik is. Die empiriese studie is in twee skole in Lesotho uitgevoer. Vyftien leerlinge uit elke skool het vrywillig deelgeneem. Die ondersoek is by wyse van klaskameronderrig deur my as die navorser gedoen. Daar is gefokus op die uitdagings wat leerders teëgekom het en hoe hulle by die “sigbladalgebra”-leerervaring gebaat het. Data is aan die hand van klaskamerwaarnemings versamel, waar veldnotas afgeneem is en ’n waarnemingskedule onderskeidelik deur die navorser en die assistentwaarnemer gebruik is. ’n Vraelys is na die volle onderrigtydperk by al die leerderdeelnemers afgeneem. Onderhoude is gevoer met ses leerders, wat hoë, medium en lae prestasies in die klaskamer verteenwoordig, met die doel om hulle ervarings te bekom. ’n Onderhoud is ook met die Assistentwaarnemer gevoer om vooroordeel, deurdat die navorser moontlik haar eie praktyk kon bestudeer, te verminder. Die studie het bevind dat leerders se ervarings met die leer van algebra deur middel van sigblaaie uitdagings sowel as voordele inhou. Die uitdagings wat leerders teëgekom het, kan onderskeidelik as skoolgebaseerde uitdagings en onderrig-gebaseerde uitdagings geklassifiseer word. Die skoolgebaseerde uitdagings hou verband met onvoldoende fisiese strukture en ’n gebrek aan behoorlik funksionerende toerusting in die rekenaarlaboratoriums. Die onderrig-gebaseerde uitdagings vir leerders is beide tegnies en persoonlik. Tegniese uitdagings hou verband met die fisiese manipulering van die produk en ’n gebrek aan begrip ten opsigte van die betrokke konsepte, naamlik waar die verband tussen die sigblaaie en algebra bestaan. Persoonlike uitdagings hou verband met leerders se ingesteldheid en gedrag rakende die gebruik van sigblaaie by die onderrig en leer van algebra. Alhoewel die skoolowerhede bepaalde uitdagings kan aanspreek, is daar bevind dat onderwysers sowel as leerders strategieë kan aanvoor om onderrig-gebaseerde uitdagings te oorkom. Onderrigstrategieë soos “tegniese demo”, “verduidelik die skerm”, “bespreek die skerm”, “koppel-skerm-bord” en “vind-en-wys” (wat op leerders se reaksie voortbou), asook die algemene organisasie van die klaskameromgewing, dra tot die orkestrasie van algebraonderrig met die sigblaaie by. Daar is ook bevind dat die gebruik van sigblaaie kognitiewe sowel as affektiewe waarde vir die leerders inhou. Selfs al sou onderwysers en leerders voordeel uit die gebruik van sigblaaie in die onderrig en leer van algebra kon trek, sou die implementering van die praktyk kritiese oorwegings moet geniet ten opsigte van onderwyservoorbereiding en infrastruktuurverbetering by die skole.

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Molete, Bakae. "Perceptions of the gap between theory and practice in the preparation of English language teachers at the Lesotho College of Education." Thesis, Rhodes University, 2008. http://hdl.handle.net/10962/d1007682.

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The distinction between theory and practice can be traced back to Aristotle (384-322 B.C). Theory has been seen as the preserve of the academician who, through research, produces knowledge for the practitioner to use in his/her practice. This research sets out to investigate perceptions of the respondents with regard to the extent to which theory is applicable in practice. It does this in the context of teacher training at the Lesotho College of Education, (LCE), a teacher training college in Lesotho. In this research project; a case study of 5 students from the LCE who had been on teaching practice, their mentor teachers on teaching practice, and a college lecturer who had observed said students on teaching practice was used. Data was collected by means of focus group interviews and semi-structured interviews. Relevant documents in the form of classroom observation forms were also used. The findings from the data analysis revealed that students on teaching practice had, to a great extent, had difficulties in applying what they had learned at the college when they got to teaching practice. Difficulties were mainly experienced in the areas of classroom and time management as well as in the application of the teaching methods learned at the college. This research takes a closer look at these difficulties. It investigates their probable causes and, finally, suggests ways of responding to them.

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Moorosi, Refiloe Mathakamphasa. "Barriers in teaching LSE in the Leribe District among teachers." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/79923.

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Thesis (MPhil)--Stellenbosch University, 2013.
ENGLISH ABSTRACT: Zero new infections, zero AIDS related death and an HIV free generation is an attainable reality. But it is an attainable reality that requires the involvement of every member of the society. This is because the pandemic is touching every sector of human life. Without cure thirty years later, this calls for the world to identify their strong areas and utilize it to reach to the ultimate goal. Young people, have the power in their hands to take the world to the next level of an HIV free world. All they need is proper guidance, accurate information, enhancement of their skills for manage the pandemic. Life skills education (LSE) is an adult-led, educational platform created for young minds to get them involved in the management of the disease. LSE, focus mainly on HIV education and skills development. Some of the major skills are communication skills, negotiation skills, self esteem and interpersonal skills. These skills and others are necessary for young people in postponing the age their first sexual debut. They also come handy when negotiating safe sex, assessing their vulnerability and most importantly in decision making. Other skills such as empathy, anger management and other focus more addressing issues such as discrimination and stigmatization. Despite all the merits of this program LSE there has been a decline in the number of schools offering the approach. Most schools have been removing it from the school curriculum. This is where the research problem identified: What are the barriers of teaching LSE among teachers in the Leribe District? The research establishes the causes that have led to the exclusion of LSE. It looked into attitudes and opinions, the influence of the community on LSE. Based on the nature of the study, the mixed approach was used. This method, a combination of the qualitative and quantitative method has an advantage over the two as it has a combined effect of their strengths. Simple random selection was used for the research. The study found that lack of training and others were the major challenge faced by the LSE teachers. Recommendations were made which would help in successful re-implementation of the program.
AFRIKAANSE OPSOMMING: Geen nuwe infeksies, geen vigsverwante sterftes en ’n MIV-vrye generasie is ’n haalbare realiteit. Dit is egter ’n haalbare realiteit wat die betrokkenheid van elke lid van die samelewing verg, aangesien die pandemie elke sektor van menslike lewe raak.By gebrek aan ’n middel teen dié siekte 30 jaar sedert dit die eerste keer aan die lig gekom het, rus die verantwoordelikheid nou op die internasionale gemeenskap om hul sterkpunte te bepaal en aan te wend om die einddoel te bereik. Jongmense hét wat dit verg om ons na die volgende vlak van ’n MIV-vrye wêreld te neem. Ál wat kortkom, is behoorlike leiding, akkurate inligting en die versterking van hul vaardighede om die pandemie te bestuur. Lewensvaardigheidsopvoeding (LVO) is ’n opvoedkundige platform onder volwasse leiding wat geskep is om jongmense by die bestuur van die siekte te betrek. LVO konsentreer hoofsaaklik op MIV-opvoeding en vaardigheidsontwikkeling. Van die belangrikste vaardighede is kommunikasie, onderhandeling, selfvertroue en interpersoonlike skakeling. Met hierdie én ander vaardighede kan jongmense hul eerste seksuele ervaring tot ’n latere ouderdom uitstel. Dit is ook nuttig in die onderhandeling van veilige sekspraktyke, die bepaling van hul eie kwesbaarheid en, bowenal, besluitneming. Ander vaardighede, soos empatie, woedebestuur, ensovoorts, konsentreer weer op kwessies soos diskriminasie en stigmatisasie. Ondanks die meriete van die LVO-program, is daar egter ’n afname in die aantal skole wat dit aanbied. Trouens, die meeste skole skrap dit uit die skoolkurrikulum. Vandaar die navorsingsprobleem wat in hierdie tesis aan bod kom: Wat verhinder onderwysers in die Leribe-distrik om LVO te onderrig? Die navorsing bepaal die oorsake vir die uitsluiting van LVO. Dit verken houdings en menings sowel as die invloed van die gemeenskap op LVO. As gevolg van die aard van die studie is ’n gemengde navorsingsbenadering gevolg. Hierdie benadering hou die voordeel in dat dit oor die sterkpunte van sowel die kwalitatiewe as kwantitatiewe metode beskik. Eenvoudige ewekansige seleksie is vir die navorsing gebruik. Die studie bevind dat ’n gebrek aan opleiding een van die hoofuitdagings is waarvoor die LVO-onderwysers te staan kom. Aanbevelings word gedoen wat sal help om die program met welslae weer in te stel.

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Yego, Lily Jerotich, Violet Opata, and Heloise Sathorar. "Exploring the use of participatory visual methods in teaching sexuality education within the HIV and AIDS education programme in selected Kenyan secondary schools." Thesis, Nelson Mandela University, 2017. http://hdl.handle.net/10948/13414.

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The HIV and AIDS prevalence in Kenya is still high and remains a major health concern despite the Kenyan government’s initiatives to create awareness about the epidemic through inclusion of the HIV and AIDS programme in schools. This is because the provision of sexuality, HIV and AIDS education in schools is not effective. Teachers face various challenges in the effective delivery of the subject due to their discomfort related to these sensitive topics. Therefore, learners are left inadequately supported by the teachers. With an immense variety of conflicting information about sexuality availed to young people through the social media and also through their peers, young people are left at risk of exploring their sexualities with inadequate and wrong information, thus exposing them to HIV infections. Since schools have been identified as ideal sites for the effective delivery of sexuality, HIV and AIDS education, teachers are expected to teach the learners using a variety of pedagogical strategies in order to achieve efficacy in the delivery of this subject, hence the need to explore teaching styles that could provide a safe space for the effective delivery of sexuality, HIV and AIDS education. This study sought to explore teachers’ experiences of using participatory visual methods in teaching sexuality education within the HIV and AIDS education programme in selected Kenyan secondary schools, in order to understand how such methods could affect the teaching of Sexuality education. This study employed a phenomenological research design, interpretivist paradigm and a participatory methodology. Memory accounts, reflective journals and focus group discussions were used for data generation with nine secondary school teachers, from three purposively selected schools in Kenya. Vygotsky’s socio-cultural theory underpinned the study. The findings revealed that teachers are uncomfortable teaching sexuality education because of fear of leading learners astray, fear of victimization and sexualization, and fear of misleading and hurting learners because of lack of knowledge. This resulted in teachers feeling guilty due to ineffective delivery of Sexuality education. The findings also revealed that participatory visual methods were effective for use by the teachers and the learners in the classroom to navigate issues around sexuality, HIV and AIDS. This was because they are learner-centred, thus making learners producers of knowledge while at the same time encouraging optimism in teaching and learning. This study thus recommends pre-service teacher training on participatory methods of teaching. Educational institutions should also arrange for workshops to train in-service teachers on comprehensive sexuality, HIV and AIDS education and how to tackle it in their classrooms. Moreover, curriculum developers should make sexuality, HIV and AIDS education a compulsory subject to give it equal status with other examinable subjects, for it to be taken seriously. It is only through concerted efforts from everyone that Kenya can reach its target of Zero new HIV infections.

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Mphana, Mateboho Patricia. "HIV/AIDS prevention and care for learners in a higher education institution in Lesotho." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/5307.

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Thesis (MCur (Interdisciplinary Health Sciences. Nursing Science))--University of Stellenbosch, 2010.
ENGLISH ABSTRACT: HIV/AIDS is considered as a global problem with the number of people living with HIV infection continuing to increase. At the end of 2007 HIV/AIDS had already claimed 25 million lives. Of all new HIV infections 71% were diagnosed in the Sub-Saharan region in 2008, remaining the worst affected region globally. UNAIDS (2008:43) indicated that heterosexual intercourse remained the main origin for HIV infection in the Sub-Saharan region. Therefore the researcher is of the opinion that prevention strategies should focus mainly on sexual transmission of the disease. HIV/AIDS affects mainly people between the ages 15-24 years, notably the age group of most of the learners in Higher Education Institutions (HEIs). Lesotho, a country in the Sub- Saharan region, presents with the third highest HIV adult prevalence (23.2%) in the world and in the region. In an attempt to address the prevailing situation, Lesotho has a number of programmes geared towards addressing HIV/AIDS in the country. However, all these attempts exclude the learners in HEIs, yet the majority of learners are found within the most affected age group. It is also to be noted that Higher Education provides the bedrock for socio-economic and political development in Africa. Some studies have identified insufficient knowledge as being at the root of the increasing HIV infections among youth. However, other studies have shown that there is adequate knowledge among the young people, but still a challenge remains and that is to facilitate changes in behavioural patterns as a component to be linked to the knowledge. Studies conducted in other African countries have shown that there are anti-AIDS programmes and clubs for learners in HEIs where learners are involved in the fight against HIV/AIDS. No publication indicating the same for Lesotho’s HEIs could be found, except for the National University of Lesotho (NUL) that only launched its HIV/AIDS policy for learners in 2009. The researcher is of the opinion that HEIs in Lesotho are not doing enough to combat HIV/AIDS and hence intends to focus on HEIs in Lesotho. This study had two objectives namely:  To determine the knowledge of learners in a specific HEI in Lesotho regarding HIV/AIDS prevention and care.  To explore the needs of learners in a specific HEI in Lesotho regarding HIV/AIDS prevention and care. This mixed method study was conducted, comprising of both quantitative and qualitative designs. Quantitative phase used a questionnaire for determining the knowledge of learners. The questionnaire was adopted from a study that was performed to determine knowledge of South African educators in public schools with some modifications. The qualitative phase was used to explore the needs of the learners through the focus group discussions with the leaders of the learners. Sample was drawn from the entire population using stratified random sampling for the quantitative phase. The qualitative phase used the purposive sampling to obtain in-depth information concerning learners’ needs. Quantitative data was analysed through the use of statistical package for social sciences (SPSS) and qualitative data was analysed using the thematic analysis and open-coding. All ethical principles were adhered to especially the principle of respect for persons. The findings from the quantitative phase of the study showed that learners had adequate knowledge regarding HIV/AIDS prevention and care and the findings from the qualitative phase showed the various needs of the learners with regards to prevention and care of HIV/AIDS in a specific HEI in Lesotho. Recommendations have been proposed based on the findings from the two phases of the study. Limitations observed by the researcher have also been identified. In conclusion the objectives of the study were met and the research questions had been answered.
AFRIKAANSE OPSOMMING: MIV/Vigs word as ‘n internasionale probleem erken, siende dat daar ‘n verhoging in die toename van MIVgeïnfekteerde indiwidue tans is . Einde 2007 het MIV/Vigs het reeds 25 miljoen lewens ge-eis . In 2008 is 71% van al die nuwe MIV-infeksies in die Sub-Sahara streek gediagnoseer, wat aandui dat die streek die mees geaffekteerde streek tans is. UNAIDS (2008:43) het aangedui dat heteroseksuele omgang die hoofoorsaak van MIV-oordrag in die Sub-Sahara-streek is. Laasgenoemde het daartoe gelei dat die navorser van mening is dat voorkomende strategieë meestal op seksuele oordrag van die siekte moet fokus. MIV/Vigs affekteer meestal mense in die ouderdomsgroep 15-24, opmerklik is dit die ouderdomsgroep waarby meesste leerders in Hoëronderwysinstellings (HOI) is. Lesotho, ‘n land in die Sub-Sahara-streek, het tans die derde-hoogste MIV-voorkoms (23.2%) in die wêreld en in die streek. Lesotho het verskeie programme ontlont om MIV/Vigs te bekamp in ‘n poging om die huidige situasie te beredder . Nieteenstaande sluit al die programme leerders in HOI uit, alhoewel die leerders in die ouderdomsgroep van die mees-geaffekteerde groep val. Dit is ook duidelik dat Hoëronderwys die fondasie vir sosio-ekonomiese- en politieke ontwikkeling in Afrika verskaf. Sommige studies het onvoldoende kennis as die wortel van die verhoging van MIV-infeksies onder die jeug geïdentifiseer. Ander studies, daarenteen, wys dat kennis voldoende is onder jeug, alhoewel veranderinge in gedragspatrone om by die kennis aan te sluit ‘n uitdaging bly. Studies uit ander Afrikalande dui daarop dat daar anti-Vigs programme en klubs is waarby HO leerders betrokke is om teen die verspreiding van MIV/Vigs te veg. Geen publikasies in hierdie verband word in Lesotho aangetref nie, behalwe ‘n MIV/Vigs-beleid wat in 2009 deur “National University of Lesotho’ (NUL) gepubliseer is. Dus is die navorser van mening dat HOI nie genoeg doen om MIV/Vigs te beveg nie, daarom fokus sy op HOI in Lesotho. Hierdie studie het twee doelstellings ten doel gehad, naamlik om die leerders in ‘n sekere HOI in Lesotho se kennis aangaande MIV/Vigs voorkoming en sorg te bepaal en die behoeftes van die leerders aangaande MIV/Vigs voorkoming en sorg te verken. ‘n Studie met beide kwantitatiewe- en kwalitatiewe metodes is gebruik om die doelstellings te verwesenlik. In die kwantitatiewe fase is ‘n vraelys gebruik om leerders se kennis te bepaal. Die vraelys is verkry uit ‘n vorige studie wat in RSA gedoen is, maar aangepas om in die Lesotho-konteks te gebruik. Gedurende die kwalitatiewe fase is fokusgroep besprekings met die leiers van die leerders gehou om die behoeftes indiepte te verken. Die steekproef was uit die totale populasie getrek deur van gestratifiseerde streekproefneming gebruik te maak in die kwantitatiewe fase en ‘n doelgerigte steekproefneming is in die kwalitatiewe fase te gebruik. Die navorser het ‘n kwantitatiewe data-analise sagteware (SPSS)gebruik om kwantitatiewe data te ontleed en tematiese- oopkodering is gedurende die kwalitatiewe fase gebruik. Etiese kode is ten volle gerespekteer, veral die respek vir mense gedurende navorsing. Bevindinge van die kwantitatiewe fase het bewys dat leerders voldoende kennis aangaande die voorkoming en sorg van MIV/Vigs besit en die kwalitatiewe bevindinge het die behoeftes van leerders met betrekking tot die voorkoming en sorg van MIV/Vigs in ‘n spesifieke HOI in Lesotho geopenbaar. Die aanbevelings is gemaak, gebaseer op die bevindinge uit die twee fases. Beperkinge in die studie is uitgelig. Ter afsluiting is die doelstellings in die studie bereik en die navorsingsvrae beantwoord.

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Munangatire, Takaedza. "Nursing students perceptions and experiences of high fidelity simulation as a learning and teaching strategy in a resource limited setting." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/95867.

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Thesis (MPhil)--Stellenbosch University, 2014.
ENGLISH ABSTRACT: Introduction and Background High fidelity simulation (HFS) refers to a mannequin that is modeled to represent a human and is programmed to produce physiologic functions such as palpable pulses, voices and abdominal sounds through computer interfaces. Recent introduction of HFS for learning nursing skills like critical thinking and problem solving in the developing world (Lesotho) has generated debate. The debate is centered on the acceptability of HFS, its effectiveness as a learning strategy compared to its high cost, especially in resource limited settings. Its acceptability in the developing world to date is mixed, affecting its ultimate utilization. Therefore contextual differences between developing and developed countries suggest that research findings on the evaluation of acceptability of HFS in the two places could be different. Additionally, health sciences education is a highly complex discipline with huge differences in practices within and across classes, schools, sites and countries, making it difficult to generalize findings from other settings to the setting of Lesotho. Aim The purpose of this study was to explore third year diploma in nursing students’ perceptions and experiences of HFS use in learning nursing skills. Methods A qualitative descriptive design was utilized to investigate HFS use at a school of nursing. Sixteen participants took part in three separate focus group discussions in two groups of five, and one group of six participants. The data was analyzed thematically. Results Students had mixed perceptions, positive and negative, based on the nature of their experiences which were both fulfilling and frustrating. This study revealed five key themes that shaped students experiences, hence perceptions of using HFS in learning. The themes are authentic learning environment, unique learning opportunities, access, contextual factors and transfer of skills. Discussion Student nurses had both positive and negative experiences of using HFS in learning. They believe that HFS is a valuable learning strategy but that it needs to be better utilized. Student nurses perceive HFS as providing an authentic learning environment which allows learning of complex skills like critical thinking and problem solving. On the other hand, they believe that learning can be improved if HFS is more accessible for use by students and if supervisors are adequately trained and students are better oriented on the use of HFS in learning. Conclusions HFS is viewed as an effective learning strategy among nursing students in resource limited settings, although there in need to improve its utilization for better learning experiences and outcomes.
AFRIKAANSE OPSOMMING: Inleiding en Agtergrond Hoëtrou-simulasie (HTS) verwys na ’n pop wat gemodelleer is om ’n mens te verteenwoordig en geprogrammeer is om fisiologiese funksies soos tasbare polse, stemme en abdominale klanke te lewer deur rekenaar-koppelvlakke. Onlangse bekendstelling van HTS in die aanleer van verpleegvaardighede soos kritiese denke en probleemoplossing in die ontwikkelende wêreld (Lesotho) het debat laat ontstaan. Die debat sentreer om die aanvaarbaarheid van HTS en sy effektiwiteit as ’n leerstrategie in vergelyking met sy hoë koste, veral in hulpbronbeperkte omgewings. HTS se aanvaarbaarheid op verskillende plekke in die ontwikkelende wêreld tot op datum is gemeng, wat die uiteindelike gebruik daarvan raak. Daarom dui kontekstuele verskille tussen ontwikkelende en ontwikkelde lande aan dat navorsingsbevindings oor die beoordeling van aanvaarbaarheid van HTS in die twee omgewings kan wissel. Bykomend is opleiding in die gesondheidswetenskappe ’n uiters komplekse dissipline met groot verskille in praktyke binne en oor klasse, skole, omgewings en lande, wat dit moeilik maak om bevindings van ander omgewings tot die omgewing van Lesotho te veralgemeen. Doel Die doel van hierdie studie was om derdejaar-diplomaverpleegstudente se persepsies en ervarings van die gebruik van HTS vir die aanleer van verpleegvaardighede te ondersoek. Metodes ’n Kwalitatiewe gevallestudieontwerp is benut om die verskynsel van HTS by Paray Verpleegkundeskool te ondersoek. Sestien deelnemers het aan die verskillende fokusgroepbesprekings deelgeneem in twee groepe van vyf, en een groep van ses deelnemers. Die data is ontleed met die gebruik van die konstante vergelykingsanalise-model. Resultate Studente het gemengde waarnemings, positief en negatief, ervaar, gebaseer op die aard van hul ondervindings wat sowel vervullend as frustrerend was. Hierdie studie het vyf sleuteltemas geopenbaar wat studente se ondervindings, en sodoende hul waarnemings van die gebruik van HTS in opleiding gevorm het. Die temas is outentieke leeromgewing, unieke leergeleenthede, toegang, kontekstuele faktore en oordrag van vaardighede. Bespreking Studentverpleegsters aanvaar die gebruik van HTS om verpleegvaardighede te leer. Hulle glo dat HTS ’n waardevolle leerstrategie is, wat egter beter benut moet word. Studentverpleegsters beskou HTS as ŉ verskaffer van ŉ outentieke leeromgewing wat die aanleer van komplekse vaardighede soos kritiese denke en probleemoplossing toelaat. Aan die ander kant glo hulle dat opleiding verbeter kan word indien HTS meer toeganklik is vir gebruik deur studente en indien toesighouers voldoende opgelei is en studente beter voorgelig word in die gebruik van HTS as opleidingsmiddel. Gevolgtrekkings HTS is ŉ aanvaarbare leerstrategie onder verpleegstudente in omgewings met beperkte hulpbronne, hoewel daar ŉ behoefte is om die benutting daarvan vir beter leerervarings en uitkomstes te verbeter.

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Brewer, Kristen Lee. "Teaching Stress, Sex, Drugs, and Drinking: A Qualitative Study Among Undergraduates Regarding Introductory Personal Health Course Topics." OpenSIUC, 2021. https://opensiuc.lib.siu.edu/dissertations/1914.

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This dissertation investigated relevant issues among undergraduate students at two institutions and how these issues could be incorporated into an introductory personal health course. By illustrating how these issues can attract student attention, relevancy, confidence, and satisfaction, educators can make these introductory personal health courses more responsive, thereby increasing student motivation to learn. This study used a qualitative research design. Focus groups and interviews were conducted in order to gain insight into issues students felt were relevant to their lives, their satisfaction with their personal health course, and how these courses could be updated in terms of content and delivery. The ARCS Model of Motivation was used as a theoretical framework for development of questions as well as to organize emergent themes. This model has been shown to increase student motivation to learn, and the current study aimed to expand this to include health courses, which could lead to an increase in adopting healthier or risk-reductive behaviors. After five focus groups and two interviews, data saturation was met, and analysis was conducted. Findings indicate a strong desire among undergraduate students for a larger focus of content to include mental health issues (e.g., stress, time management, pressure, and healthy coping mechanisms), physical health issues, and harm reductive issues surrounding the areas of sexual health and alcohol and substance use. Additionally, students reported better recall and a preference for active learning over a more didactic method of instruction. By understanding relevant issues facing college students and incorporating those within an introductory personal health course, educators can enhance the responsiveness of these courses by illustrating relevancy of topics and teaching students how they can confidently learn to adopt healthy behaviors and practice harm reduction. This is particularly useful among undergraduate students as they are in a time of transition and emerging adulthood and are willing to learn and establish new patterns of behaviors. If educators can balance what they as experts want students to know and what students say are relevant to their lives and what they want to know, these introductory personal health courses could be an effective tool for increasing overall health and wellness of students.

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Munyanyo, Johanna. "An investigation into how grade 9 girls participate during practical work in Physical Science lessons : a case study." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1017353.

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This research report documented in this thesis focused mainly on the participation of grade 9 girls during practical work in the topic of ‘Electricity’ in Physical Science lessons at Mwatya (pseudonym) Junior Secondary School in Ohangwena region of Namibia. The study was triggered by the lack of participation of girls during practical work. Underpinned by an interpretive paradigm, the study took the form of a qualitative case study and my unit of analysis was girls’ participation during practical work on electricity in particular. The perceptions and experiences of girls about practical work in Physical Science were investigated using the administered questionnaires. The participation of girls during practical work was further explored using interviews (semi-structured and focus group interviews) and observations of selected girls. A thematic approach to data analysis was adopted. The qualitative data from the audio and video transcripts were analysed according to the categories developed and themes that emerged from the analysis process. The categories developed for presenting the data are: teaching methods preferred by girls; importance and roles of practical activities; things that girls enjoy during practical activities; problems experienced by girls during practical activities; preference for doing practical work in groups or as an individual task; if practical work given in groups should the sex of learners be considered or not; activities preferred by girls when they are in single sex and in mixed sex groups; factors that enable girls to participate; and factors that prevent girls from participating. The study found that girls’ perceptions about practical work affect their participation during practical work in the topic of Electricity. It also revealed different factors that contribute to either good or poor participation of girls, namely, factors such as mixed-sex group-work, limited science prior experience (knowledge), unequal treatment from teachers during lessons and home environment were identified as contributing to poor participation. Girls however suggested some factors that they think could enable them to participate freely and actively during practical work. In view of these findings, this study recommends that teacher training institutions should train teachers to plan practical work in a gender sensitive manner. Schools should be provided with enough materials as sharing materials can contribute to poor participation of girls during practical work especially when they are in mixed groups with boys. There is a need for science teachers to assess the learning taking place during practical work and, finally, textbook suppliers should be monitored in a way that enables the supply of gender sensitive printed materials.

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Hauck, Elizabeth Carol. "Staying on Script: Sexual Scripts and Sex Education." PDXScholar, 2015. https://pdxscholar.library.pdx.edu/open_access_etds/2401.

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Existing research suggests that men and women develop differing sexual scripts that influence their behavior, interactions and emotions regarding sex. The objective of this project is to examine the experiences of men and women with formal sex education programs, especially in regards to information about: anatomy and biology, sexual responsibility and risk taking, sexual desire, virginity and abstinence, as well as to explore sources of sex education outside of school. Several studies suggest masculine sexual scripts dictate that men generally construct a more body-focused approach to sex, with an emphasis on competition, aggression and achievement. Conversely, emphasized feminine sexual scripts call for a more emotion-focused approach to sex that stresses self-control, resistance and sexual 'gatekeeping'. One of the explanations for this is adolescents' experience with formal sex education in school. Gendered messages in sex education that reproduce dominant sexual scripts have the potential to reinforce sexual double standards that affirm male desire and regulate female desire. Previous studies have determined school to be a place where individuals develop scripts that guide them through many aspects of social life. While one recent study has pointed to the existence of gendered messages in sex education films, there is little research on how men's and women's experiences with formal sex education influence their interaction with different sexual scripts. Additionally, this research recognizes that interaction with sexual scripts occurs in a multitude of settings over the life course, and although formal sex education is the focus of this analysis because of the explicit messages communicated to adolescents during a very formative stage, other more informal sources of sexual information (i.e. family, peers, and the internet) are explored in comparison with school-based sex education. The findings of this study indicate a gendered patter in access to sexual scripts, drawing from participants' accounts of their sex education experiences in school, as well as important differences in the messages, or scripts communicated to them about sex from friends, family and online. Most notably, men and women generally recount interaction with scripts that reinforce traditional masculine and feminine sexuality in formal, school-based sex education programs. However, sexual learning from more informal sources, like from families and the internet, indicate possible shifts in traditional gendered sexuality, especially for women.

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Parsley, Kadie Lynn. "A Study of Effective Instructional Practices for Teaching Boys in All-Boys Independent Schools in Virginia." Diss., Virginia Tech, 2021. http://hdl.handle.net/10919/103153.

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The purpose of this study was to identify instructional practices that are effective for teaching boys in all-boys, independent schools in Virginia. Teachers' self-reported levels of preparedness to teach boys was also investigated. The study was a basic qualitative study that used a qualitatively designed survey to collect data regarding the instructional teaching practices used by teachers of all-boys, independent schools in Virginia. The reported data identified several instructional practices that align with prior research conducted by Reichert and Hawley (2010b). The findings of this study indicated that active movement and hands-on, interactive learning are effective instructional practices for teaching boys. Additionally, the study indicated that teachers are prepared to teach boys, and relationships built on trust and respect are important for boys to learn.
Doctor of Education
The purpose of this study was to identify instructional practices that are effective for teaching boys in all-boys, independent schools in Virginia. Teachers' self-reported levels of preparedness to teach boys was also investigated. For the purposes of this study, the term "instructional practice" refers to a specific teaching method used in a lesson, unit of study, or assigned task that is effective. The participants could deem the practice effective for a variety of reasons, either measurable or immeasurable, including but not limited to a boy's performance level, behavior, engagement, attentiveness, motivation, and/or overall quality of work. The study was a basic qualitative study that used a qualitatively designed survey to collect data regarding the instructional teaching practices used by teachers of all-boys, independent schools in Virginia. The reported data identified several instructional practices that align with prior research conducted by Reichert and Hawley (2010b). The findings of this study indicated that active movement and hands-on, interactive learning are effective instructional practices for teaching boys. Additionally, the study indicated that teachers are prepared to teach boys, and relationships built on trust and respect are important for boys to learn.

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Emerick, Janet L. "The relationship between sex-role stereotyping and the mathematic achievement of academically-talented tenth grade females." Virtual Press, 1987. http://liblink.bsu.edu/uhtbin/catkey/515489.

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The study examined the relationship between the sexrole stereotyping and the mathematic achievement of academicallytalented tenth grade females. The sample was drawn from two middle schools and one high school in the Lake Central School Corporation, St. John, Indiana. The sample included students in grades six and ten. The sixth grade sample was used forinstruments: the quantitative battery of the Houghton Mifflin Cognitive Abilities Test (CAT), the mathematics computation and mathematics concepts batteries of the CTB/McGraw-Hill Comprehensive Tests of Basic Skills (CTBS), and the Maferr Inventories of Feminine and Masculine Values. There was not a significant decline in the quantitative achievement of scores of academically-talented tenth grade females as determined by achievement scores from the females' seventh, eighth and tenth grade CTBS test. There were no significant differences in the seventh, eighth and tenth grade quantitative achievement scores of academically-talented tenth grade females as compared to male peers. A weak negative correlation was found between the non-significant changes of the tenth comparative purposes only. There werethree data gathering grade females' CTBS score means for seventh, eighth and tenth grade and the females' inclination toward family orientation, self orientation or a balance between the two as perceived the way the females actually were and, then, perceived the way the females' ideal woman would respond. Additional analysis resulted in the following: 1) tenth grade females indicated that the ideal female would be inclined toward self orientation; 2) sixth grade females indicated that the ideal female would be inclined toward a balance between family orientation and self orientation; and 3) sixth grade females were inclined to be self oriented, while sixth grade males were inclined toward an even distribution among the three - family orientation, balanced and self orientation. Recommendations for further research included: choosing an achievement test that would provide more differentiation (an out-of-level test might be considered); conducting a longitudinal study, following the sample through five years of school; finding a better method of gathering sex-role stereotyping data; increasingthe sample size; and locating a more representative geographic location for the study.

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Sisk, Virginia A. "A family life education curriculum for the secondary school." CSUSB ScholarWorks, 1986. https://scholarworks.lib.csusb.edu/etd-project/150.

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Sanders, Tracey, and t. sanders@mcauley acu edu au. "Where The Boys Are: The Experiences of Adolescent Boys and Their Female Teacher in Two Single Sex Drama Classrooms." Griffith University. School of Vocational, Technology and Arts Education, 2003. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20030818.152042.

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This qualitative case study explores the experiences of adolescent boys and their female teacher in two single sex drama classrooms over a two year period. It has been influenced by sociological and educational frames of knowledge with a specific emphasis on gender studies. Driven by the work of Biddulph (1995), Bly (1990), Pollack (1999), Hawkes (2001), Hartman (1999), Connell (1995,1996) and Kenway (1997), this research is ideologically grounded in theories that investigate the areas of masculinity, boys' education and drama practice. It takes as its pivotal focus the notion that educationally, adolescent boys are facing complex and troubled times and that a reassessment of the way boys are taught in schools is crucial. Additionally, the role and influence of the female teacher in the single sex boys' classroom was significant, providing an essential backdrop for investigating the classroom experiences of the boys. In the area of educational drama, research into adolescent boys and classroom drama is still unfolding.This thesis contributes to knowledge in this area and reveals the important benefits and potential that educational drama holds for empowering young males to explore their own masculine identities and understand their world with clarity and insight. Data collected during this research forms the basis of a narrative journey shared between the reader and the researcher. The research is heavily grounded in the ethnographic tradition of 'telling stories' from the field - stories which reveal the authentic lived experiences of the participants. Part of the greater story told here includes that of the researcher and documents some of the more notable challenges and highlights of working in the field over an extended time frame. Specifically, the research addresses the following questions: What benefits do adolescent boys perceive they gain from doing drama? How do adolescent boys communicate with each other in the drama classroom? How do adolescent boys approach drama work in their classroom? How do they perceive their own experiences and relationships in a single-sex drama classroom? What role does their female teacher play in their experiences in the drama classroom? The research revealed a number of important considerations for the fields ofsociology, gender studies and education. Amongst some of the major findings was the potential of drama to break down stereotypical notions associated with masculinity and boys' abilities to excel in area such as the Arts. The enjoyment and fulfillment that the boys felt they gained from participating in drama resulted in a heathlier classroom environment characterised by a greater tolerance and understanding of each boy's individual masculinity. It was also revealed that the presence of a female drama teacher was considered an advantage, granting the boys access to a field of knowledge and feeling that was different to their 'male ways of knowing.' Additionally, for the field of drama, the research revealed that the value of solid planning, a defined understanding of contemporary drama practice and implementing learning experiences carefully and thoughtfully grounded in the lives of the students, cannot be underestimated as essential components of effective drama teaching.

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Henriksen, Donna L. "Instructors' written responses in the basic writing courses at Ball State University : issues of gender and race." Virtual Press, 1994. http://liblink.bsu.edu/uhtbin/catkey/932633.

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Educational and feminist researchers as well as philosophers and psychologist claim that women are not receiving the same university education as men. Studies show that males receive more praise and more attention in the classroom through the university. As a result, female students feel alienated from much of their educational experiences. Likewise, minority students also report feeling estranged in the university claiming that their previous experiences are undervalued.Freshman composition classes are designed to acquaint in-coming students with the discourse needed in order to succeed in college. Likewise, the Basis Writing Courses at Ball State University are designed to help underprepared students gain confidence and practice in their writing abilities. Teachers' written comments upon essay drafts are a major means of communication between the students and professors.This study was designed to determine whether or not instructors teaching in the Ball State University Basic Writing courses in the Fall Semester of 1992 gave responses on essays which were significantly different relative to the students' gender and/or race. In other words, did male students receive different editing and revisional advice than did female or non-Caucasian students? Did male students receive more praise and encouragement than did female or non-Caucasian students? Is there unconscious gender or racial bias exhibited in the basic writing classrooms at Ball State University as evidenced by instructors' written comments?? Contrary to the multi-vocal chorus proclaiming existing bias, this study found such bias did not exist at the significant Alpha level of .05, yet trends towards such bias did emerge. White males were slightly favored both in the amount of praise and the amount of advice offered on essay drafts. The careful selection of the Basic Writing faculty may have contributed to the lack of bias found at a significant level. As a secondary issue, it was also found that instructors were unaware of the extent of their direct editing habits. This overediting may result from the portfolio nature of the course where outside readers are involved in course assessment
Department of English

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Gormley, Jennifer Nicole. "The effects of coeducational versus single-sex physical education classes on student performance." CSUSB ScholarWorks, 2008. https://scholarworks.lib.csusb.edu/etd-project/3402.

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This project was designed to examine the research regarding single-sex and coeducational physical education environments in middle and high school levels. It is intended to help secondary educators and administrators to reevalute their physical education programs with regard to achieving the optimal environment for both genders.

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Armeni, Virginia. "Student perceptions of gender equity in high school coeducational and single-sex physical education classes." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0015/MQ54976.pdf.

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Olivier, Patricia Joan. "Gender equity in mathematics education : the Namibian situation." Thesis, Stellenbosch : Stellenbosch University, 2000. http://hdl.handle.net/10019.1/51772.

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Thesis (MBA)--Stellenbosch University, 2000.
ENGLISH ABSTRACT: Gender inequity in mathematics performance is a global phenomenon. In both the developed and the developing world, females perform more poorly in mathematics than males at senior secondary school level. In Namibia, the situation is no exception. Examination results for the past few years have shown that males outperform females in mathematics at senior secondary school level. This has resulted in more males taking mathematics as a major subject at tertiary level, with the consequence that they subsequently find better jobs than females. For the purpose of this study, a literature research was done to investigate the factors that might influence the mathematics performance of females and males. The search did not show any significant biological differences between males and females that could explain the differences in performance. Several other factors were, however, identified to playa role in how females perform in mathematics. The factors identified were: interest in mathematics, a person's self-concept, mathematics anxiety, attitude towards mathematics, gender stereotyping, and the roles of the family and teachers. These factors were tested in the Namibian situation by means of a questionnaire that was given to Grade 12 students who do mathematics and it was found that: 1. males and females' attitudes towards mathematics differ significantly. Males seem to have a much more positive attitude towards mathematics; 2. Females experience mathematics anxiety at a higher level than males; 3. Gender stereotyping influences the mathematics performance of females more negatively than males' performance; Family members' influence contributes significantly to the poorer performance of females; 5. Interest in mathematics seems to be higher in males than in females; 6. Teacher influence does not seem to play a significant role in the mathematics performance of males and females. (This is in contrast with the results of the literature review.); and 7. There is no difference in the self-concept of Namibian males and females. To help make mathematics more appealing to girls, the first step is to recognise the disparities. Each person in a girl's circle of family, teachers, community and friends can begin, even before she reaches primary school, to hold high expectations of her and praise her performance. Sophisticated technology is increasingly significant to our nation's economic, political and social health. Almost every element of society - in fields as diverse as music, sports and agriculture - is being touched by technology. To prepare them for.these jobs, we must present science, engineering and mathematics as non-intimidating subjects to every student, so that they will feel encouraged to gain the skills and knowledge necessary for technical careers. As we increasingly become part of the global economy, we must engage the intellectual potential of all our young people.
AFRIKAANSE OPSOMMING: Geslagsongelykheid in wiskunde prestasies is a globale verskynsel. Daar is bevind dat meisies swakker doen as seuns in wiskunde in die senior sekondere skoolfase in beide die ontwikkelende sowel as die ontwikkelde lande. Namibia is geen uitsondering nie. Eksamenuitslae van die afgelope paar jare het gewys dat seuns baie beter vaar as meisies in wiskunde, spesifiek in die senior sekondere skoolfase. Dit het tot gevolg gehad dat meer seuns wiskunde neem as hoofvak na skool en dat hulle gevolglik beter werksgeleenthede as meisies kry. Vir die doel van hierdie studie is 'n Literatuurstudie gedoen om uit te vind watter faktore beinvloed die wiskunde prestasies van studente. Die literatuurstudie het geen noemenswaardige biologiese verskille tussen seuns en meisies uitgewys wat moontlik die verskil in prestasies kan verklaar nie. Verskeie ander faktore is egter geidentifiseer wat beslis 'n rol speel in wiskunde prestasies van meisies. Die faktore wat geidentifiseer was, is: belangstelling in wiskunde, 'n persoon se selfbeeld, wiskunde angs, 'n persoon se houding teenoor wiskunde, geslags stereotipes, die rol van die familie en onderwysers. Bogenoemde faktore is getoets in die Namibiese situasie by wyse van 'n vraelys wat uitgegee is vir graad 12 leerlinge wat wiskunde doen. Die resultate wat verkry is, is as volg: 1. Daar is 'n groot verskil tussen seuns en meisies se houding teenoor wiskunde. Dit wil voorkom as seuns se houding meer positief is as die van meisies; 2. Meisies ondervind wiskunde angs in 'n groter mate as seuns; 3. Geslagstereotipes het 'n negatiewe invloed op die wiskunde prestasies van meisies; 4. Familielede se invloed speel 'n groot rol in die swakker prestasies van meisies; 5. Seuns stel meer belang in wiskunde as meisies; 6. Dit blyk asof die invloed van onderwysers nie 'n noemenswaardige rol speel in die wiskunde prestasies van studente nie; Dit is teenstrydig met die bevindinge in die literatuurstudie. 7. Daar is geen verskil in die selfbeeld van meisies en seuns nie. Die eerste stap om wiskunde meer aantreklik vir meisies te maak, is om die dispariteit tussen seuns en meisies te erken. Elke persoon wat op enige manier met meisies in aanraking kom, hetsy familie, onderwysers, gemeenskap of vriende kan, selfs voorskool al, begin om hoë verwagtinge van hulle te koester en hulle te prys vir goeie prestasies. Gesofistikeerde tegnologie raak al hoe meer belangrik vir ons nasie se ekonomiese, politiese en sosiale welslae. Bykans elke sektor in ons gemeenskap, so divers soos musiek, sport en landbou, word geraak deur tegnologie. Die wetenskappe, ingenieurswese en wiskunde moet dus, sonder intimidasie, aan elke student aangebied word, om hulle sodoende aan te moedig om die nodige vaardighede te ontwikkel vir tegnies beroepe. Ons moet al ons jongmense se intellektuele potensiaal ten volle benut om in lyn te kom met die wereld ekonomie.

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Howse, Rose M. "An examination of sex differences in attitude, ability and interest." CSUSB ScholarWorks, 1988. https://scholarworks.lib.csusb.edu/etd-project/233.

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Stagner, Rachel. "Effects of Ethnicity and Gender on Sixth-Grade Students' Environmental Knowledge and Attitudes After Participation in a Year-Long Environmental Education Program." PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/1539.

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The goal of environmental education (EE) has always been to increase knowledge about the environment and to foster positive environmental attitudes. Increasingly, as the call for integrating EE programs into mainstream science curriculum intensifies, it is important to continue to evaluate the effectiveness of these programs not only through measures of change in knowledge and attitudes, but through the additional criteria of meeting the needs of different gender and ethnic groups. The purpose of this research was to identify whether a watershed education program was meeting the needs of diverse learners within the context of a year-long, integrated, sixth-grade science curriculum. This study specifically sought to answer the following questions: 1) Do differences exist between genders and ethnic groups in regards to change in environmental knowledge after participation in an environmental education program? and 2) Do differences exist between genders and ethnic groups in regards to changes in environmental attitudes after participation in an environmental education program? A mixed-methods approach consisting of a pre/post-test survey, interviews, and observational data was used to evaluate these questions. The quantitative results of the survey data suggests that, overall, students had statistically significant (p < 0.01) gains in environmental knowledge, but no change in attitude towards the environment after participation in the program. When subpopulations are broken down into gender and ethnic groups, however, there is statistically significant support for the idea that ethnic groups--and, to a lesser extent, gender groups--were affected differently by the program. One important finding was that Hispanic and Native American students had significantly less gain in knowledge than their White, Asian and African-American peers. Qualitative interviews and observations shed light on these findings and illustrate the experiences of students during the year-long program. Other findings, trends, observations, and opportunities for future research are also discussed.

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Wang, Ying, and 王穎. "The effectiveness of school-based peer education on the risk of HIV/STD : a systematic review." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/206926.

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Background HIV/AIDS has always been a concern since it first came up in 1981 in the field of medicine and public health. The trend of overall HIV epidemic has slow down through over 30 years fighting against the disease. Yet, being the largest population nowadays, young people still face high risk of HIV/AID. Sexual transmitted diseases, similar with HIV infection, are also a serious concern in young people. Peer education is widely used in the sexual education in young people. No review focused on the school-based peer education while most young people received their sexual education in schools. This systematic review aims to evaluate the effectiveness of school-based peer education on HIV/STD prevention and evaluate the factors that are likely to influence the effect of school-based peer education. Method Searching through PubMed and Cochrane Library, a literature review was carried out on the relevant articles about the evaluation of school-based peer education in developing and developed countries around the world from 2000-01-01 to 2014-05-31. Findings 10 experimental studies were chosen in this review, including 3 randomized controlled trials. Among 10 studies, 8 found significant improved about the general knowledge of HIV/STD and all studies showed positive change in attitude and risk perception in the peer-led education. However, no studies found significant effect of peer education on the behavioral change regarding condom use, postponing sexual intercourses and the reduction of sexual partners, etc. The interaction of peer education and the quality of peer-educators plus other demographical factors such as socioeconomic status and religions may influence the effect of school-based peer-led education. Conclusion School-based peer education was demonstrated to be effective on the prevention of HIV/STD in knowledge and attitude improvement, similar with other kinds of peer education. Peer educators and interactions between educators and educatees play important roles in the peer education. Yet, the effect of school-based education still requires long-term assessment.
published_or_final_version
Public Health
Master
Master of Public Health

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Lau, Wing-fat, and 劉永發. "Exploring the relationships among gender, learning style, mentalmodel, and programming performance: implications for learning and teaching of computer programming." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B41633945.

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Panichelli, Meg Rose. "The Intersections of Good Intentions, Criminality, and Anti-Carceral Feminist Logic: a Qualitative Study that Explores Sex Trades Content in Social Work Education." PDXScholar, 2018. https://pdxscholar.library.pdx.edu/open_access_etds/4512.

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This study uses anti-carceral feminist logic to explore the cultural meanings, criminal implications, and neoliberal influence that shape the landscape of social work education about the sex trades in the United States and transnationally. "What are social work instructors teaching students about the sex trades in coursework?" is the question that directs the study, which uses a feminist qualitative methodology inclusive of intersectional feminist epistemology as well as direct content analysis. To answer this question, I analyzed 20 social work course syllabi from sex trade related courses across the contiguous United States and interviewed 20 social work instructors from 14 different states. Study findings show that course content represents people in the sex trades primarily as victimized cisgender women and girls with a significant focus on sex trafficking, especially within the Global South. While there is some course content that portrays sex trade workers as having complex and autonomous experiences, this material is limited to courses that have "sex" or "sexuality" in the title (i.e. "sex trafficking" or "sexuality and social work" courses). Furthermore, course content that represents the intersectional experiences and impact of systemic violence encountered by trans women of color and LGBTQ+ people is underrepresented in the sample--confined to two course syllabi and visibly absent from remaining syllabi. The sample indicates the prevalence of carceral approaches to the sex trades with an unexamined and racially-biased emphasis upon rescue and/or incarceration. This project provides significant implications for social work education about the necessity of an anti-carceral feminist, intersectional, and consequently, an anti-oppressive approach to teaching about the sex trades.

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Smith, Jennifer, and University of Lethbridge Faculty of Education. "Encouraging girls in science : facts, theories and practical suggestions." Thesis, Lethbridge, AB : Faculty of Education, University of Lethbridge, 1987, 1987. http://hdl.handle.net/10133/384.

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It is the objective of this paper to present the facts concerning the current status of Canadian women in science, to review the theories which have been put forth to explain gender disparities in science participation, to outline the findings of research in the area of gender and science, and to suggest ways in which science teachers could respond to these research findings.
79 p. ; 28 cm.

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Mills, Christine Elizabeth. "The portrayal of women in history textbooks." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/885.

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Morse, Roxanne. "Mathematics anxiety and women : cognitive, motoric and physiological dimensions." Virtual Press, 1994. http://liblink.bsu.edu/uhtbin/catkey/941586.

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The purpose of this study was to further explore single case data related to the construct of math anxiety, as it applies to women. A triple mode analysis was used to identify critical variables and to establish patterns of synchrony, desynchrony and partial synchrony. A total of six women participated in two math tasks. While performing these two tasks, high threat and low threat, heart rate, self-reported anxiety and motoric performance were monitored. Data were collected before and after each specific task. Data were also collected at pre-selected points during the task performance. This continuous time series and interval data were utilized to provide clarification of the math anxiety construct, as it applies to women.Using visual inspection, there was not enough variance in the physical and motoric data to warrant a deferential determination of synchrony or desynchrony. The subjects responded differently than hypothesized. The heart rate measure varied only slightly over task and time. Self-reported anxiety, SUDS and STAI, was above average. The WAIS digit symbol results were sometimes opposite the hypotheses. Cognition, self-report and the standardized measure of state anxiety emerged as the dominant factors in assigning the construct of math anxiety. These are consistent with the findings of Hackett and Betz (1989) whose research theorized the existence of a model for math self-efficacy.
Department of Counseling Psychology and Guidance Services

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Holifield, Steven Lee. "Mathematics, technology, and gender: Closing gender differences with a high school web site." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1871.

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This project focuses on using technology to help motivate young females to make use of a high school web site to lesson anxieties and increase interest in mathematics and the use of technology. Additionally, it acts as a model to create an educational web site that brings about better communication within a community.

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Riddell, Jeannette Linda. "Equalizing the composition classroom: A look at who and what we overlook and strategies for change." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/786.

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Graham, Nicola Susan Jearey. "Resisting responsibilisation : a narrative-discursive analysis of young peoples' talk about high school sexualities and school sexuality education." Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1013078.

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The most widespread intervention in South Africa into the sexualities of young people is school based sexuality education. However there is a dearth of research in this area, and studies that have been conducted highlight major weaknesses with implementation. Research from Western countries indicates that the messages conveyed in sexuality education are resisted if they conflict with the desired sexual subjectivities of young people. This indicates a need for further research into desired youth sexualities, and school based sexuality education. While South African studies of young people‘s talk about sexualities have been conducted, there is a paucity of literature in this area from a discursive perspective. This study is situated within a feminist post-structuralist paradigm, utilising a performative-performance analytical approach which synthesises Butlerian theory with a narrative-discursive methodology. This approach enables an analysis of both the macro-discursive power webs within which sexualities are situated, and the micro-discursive activity through which sexual subject positions are constructed. I used this approach to analyse the talk of groups of students from a Further Education and Training College about the sexualities of High School learners and their own past sexuality education. Findings showed that that the most dominant discursive resources which were utilised to construct sexualities were societal sexual norms discourses. These foundational discourses constructed gendered sexualities of compulsory hyper-heterosex for men, and compulsory compliant girlfriendhood for women. Such gendered sexualities reinforced patriarchal and abusive gendered and sexual practices. Ways in which participants troubled the dominant gendered sexualities through the performance of alternative sexual positions were analysed, as these 'troubling' performances indicate mutable aspects of the normative gendered field. Participants drew on a discourse of disconnect when talking about their school sexuality education, and their parents‘ (lack of) communication with them about sex. This suggests that adultist attempts to construct a 'responsible' sexual subject position for young people are resisted when such a position is constructed in a non-relational manner. Collusion between the constructed gendered sexualities and the discourse of disconnect results in the un-performability of a 'responsible' sexual subject position. These findings were used to provide suggestions for enhancing school based sexuality interventions.

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Dixon, Franchesca Lorraine. "An investigation into higher education students' perceptions of the sex tourism industry in the Western Cape with specific reference to an FET college." Thesis, Cape Peninsula University of Technology, 2009. http://hdl.handle.net/20.500.11838/1584.

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Thesis (MTech (Tourism and Hospitality Management))--Cape Peninsula University of Technology, 2009.
The potential for the sex tourism industry to become legalised in South Africa with the upcoming 2010 FIFA World Cup is an issue which has raised much controversy and is now at the top of the agenda for debate within government, the business sector and civil society. The study investigates perceptions of students at a Further Education & Training College towards the sex tourism industry, together with selected components of that industry. The study is undertaken to better understand student's perceptions of the sex tourism industry. In order to achieve this, the researcher set out to better understand the sex tourism industry as a whole; as well as to investigate selected socio-cultural impacts that the sex tourism industry can have upon society in order to explore the positive and negative impacts that sex tourism can have upon the youth. In terms of South African legislation, prostitution is illegal under the Sexual Offences Act 23 of 1957, and the study examines current calls for the sex tourism industry to be legalised or decriminalised in light ofthe forthcoming 2010 FIFA Soccer World Cup. The study further examines life orientation for learners and sex education for sex workers. Life orientation is examined as it may have an effect on students' perceptions towards the sex tourism industry. The training of tourism and hospitality staff is seen as a vehicle for combating one of the components ofthe sex tourism industry, namely, child sex tourism and, thus, it is necessary to examine a number ofits other components. The study briefly touches on life orientation, as a key element in ensuring that learners become competent members of society, and as a tool which assists in providing them with essential life skills. Sex education is seen as necessary for both learners and sex workers in order to enable them to comprehend their rights and choices in life. For the purposes ofthe empirical study, the researcher makes use of first year tourism students at an FET College to gain insight into a student's perspective of the sex tourism industry. The iv researcher makes use of students in order to obtain a varied perspective as the students hail from different walks oflife and have diverse views and opinions. Entry into prostitution comes as a result of one or more of a number of contributing factors such as poverty and human trafficking. The contributing factors are researched and are explained in the literature review. The need to conduct the study emanates from the fact that the sex industry forms a large part of the tourism industry and it is a growing industry in South Africa. The research focuses on two areas: the students' perceptions of the sex tourism industry and the social impacts that the sex tourism industry can have upon society. The research methodology includes a literature search followed by the data collection for the empirical survey. The data collection procedure is explained in detail in the relevant chapter. A combination of the qualitative and quantitative approaches are followed for the· empirical survey. Such an approach is also known as a ''triangulative approach". The empirical survey together with the ensuing statistical analysis are conducted in collaboration with the CPUT registered statistician. The responses to the questionnaire are statistically analysed by the statistician, after which the results are described and interpreted by the researcher. The study finds that the majority of students do not want the sex tourism industry to become legalised and perceive the sex industry as immoral. The social impacts of the sex tourism industry can be harmful to society and the study found that the majority ofstudents understood the impact the industry can have and the role that education plays in reducing a few ofthese selected impacts. Finally, a set ofrecommendations and a number ofconcluding remarks are made. A comprehensive bibliography is included.

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Mann, Lisa Sybil. "The Influence of Student Gender on Teacher/Student Interactions in ESL Classrooms." PDXScholar, 1996. https://pdxscholar.library.pdx.edu/open_access_etds/5085.

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Because teacher I student interactions provide opportunities for correction and comprehensible input, a major component of successful language learning, equitable distribution of teacher I student interactions in the language classroom is an important element for the success of all second language students. The purpose of the present study was to determine whether differences in teacher I student interactions based on student gender occurred in four college English as a Second Language instructors' classrooms. The role of instructor gender and student ethnicity in teacher I student interaction content and frequency were also examined. Informal interviews were designed to determine the instructors' awareness of their classroom behaviors as they relate to equality in teacher I student interactions. The subjects in this study were two male and two female ESL instructors and their students from two private Portland area universities. Interaction frequency data were collected using a seating chart instrument which placed interactions into three categories. Interaction content was determined through the use of a modified Equivalent Talk Category Classroom Interaction Inventory (ETC) (developed by Bentley and Miller, 1971) which classified the interactions into eight separate categories. All data were analyzed using a factorial ANOV A for which the mean behaviors per fifty minute observation acted as the dependent variable and student gender, student ethnicity, instructor gender, and category type served as the independent variables. The analysis revealed that one male and one female instructor interacted significantly more frequently with their male students than they did with their female students and one female instructor interacted significantly more frequently with her female students. Student ethnicity was a major contributor to the disparity in interactions in both classrooms in which males interacted more than females. Middle Eastern and African male students were found to interact with their instructor significantly more frequently than Asian male students. No difference in interaction content was found in interactions between instructors and their male and female students. Instructor interviews revealed that all instructors believed they used a variety of methods to ensure interaction equality in their classrooms indicating that they were not aware of the differences in interaction frequencies which were discovered.

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Letsoalo, Maredi Bernard. "Rankings of science and technology related global problems : a comparison of gender differences among school pupils in the Northern and Western Cape Provinces." Master's thesis, University of Cape Town, 1996. http://hdl.handle.net/11427/17498.

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Bibliography: pages 83-106.
In 1984 Bybee used 262 science educators from 41 countries to develop an instrument for measuring their ranked priorities of science and technology related global problems. In 1995 the original Bybee scale was updated and clarified, and a new 15-item-version, the Le Grange Global Priorities Instrument (LGPI), was piloted, refined and validated. The new Le Grange Global Priorities Instrument (LGPI) was administered to 421 North Sotho, 433 urban Xhosa and 348 suburban Coloured high school pupils in the Northern Province and Western Cape Province respectively. The study is an enlargement of the work of Bybee and Mau (1986); Bybee and Najafi (1986); Ndodana, Rochford and Fraser (1994); and Le Grange, Rochford and Sass (1995) and it is to date the first one of its kind to be extended to school pupils. Data was collected during a seven month period from January to July 1995 as part of the normal class schedule, with the help of science teachers and school principals. The data gathered were analysed with the Statgraphics package available in the standard computer. More than 96 percent of the data gathered were used for this analysis.

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Prather, Keith Andrew. "Are we being fair to females?: A look at gender differences in science." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1319.

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Prozesky, H. E. (Heidi Eileen). "Gender differences in the publication productivity of South African scientists." Thesis, Stellenbosch : University of Stellenbosch, 2006. http://hdl.handle.net/10019.1/17330.

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Dissertation (PhD)--University of Stellenbosch, 2006.
ENGLISH ABSTRACT: This dissertation is aimed at describing gender difference in publication productivity among South African academic authors, and to develop an understanding of possible reasons for these differences. It is argued that the lack of empirical knowledge of publication productivity of academics in South Africa needs to be addressed, as scientific communication through publication is one of the most central social processes in science. Moreover, one form of scientific publication, the peer-reviewed article, has become the single most important aspect according to which academics in South Africa and abroad are rewarded. The focus on gender differences is motivated by the fact that women have been strengthening their representation in South African HEIs, but not their proportional contribution to our country’s output of accredited research articles. A review of the past four decades of empirical and theoretical work on the gender gap in publication productivity leads the author to identify three sets of factors that may account for its existence: gender-socialised differences between women and men, women’s greater family responsibilities, and gender-related deficits in the academic workplace. However, none of these sets of variables by themselves satisfactorily account for gender differences in publication productivity, and they should not be considered independent from each other. The literature review is followed by a review of methodological considerations that need to be taken into account when studying gender differences in publication productivity. Against this background, the advantages and limitations associated with the first empirical project of the dissertation - a secondary analysis of SA Knowledgebase, an existing bibliometric database - are identified. This analysis is aimed at quantifying gender differences in the publication productivity of South African academic authors; at controlling for relevant variables (race, age, highest qualification, rank, institutional affiliation and scientific domain); and at investigating gender differences in the tendency towards joint authorship. The results show that South African male authors publish almost twice as many articles in accredited journals than women authors do, but that the latter’s contribution to the total scientific publication output of South Africa has increased from 16 percent in 1990 to 24 percent in 2001. Part of the gender gap in publication productivity can be explained by women’s younger age, lower qualification level and lower rank as a gender group, but not by any tendency among women to co-author less than men do. This project was complemented by the analysis of primary data collected from the CVs of and qualitative interviews with sixteen highly productive South African academics. This second project contributes to the development of a more in-depth understanding of the way in which men and women’s publication productivity is differentially affected, in a predominantly male milieu and across the span of their careers, by their family responsibilities, non-research academic roles, and gender-socialisation. The dissertation concludes with an integration of the literature review with the main findings of the two projects, on the basis of which recommendations are made for future research, and proposals are made towards rendering the measurement of publication productivity more sensitive to the gender differences highlighted by the dissertation.
AFRIKAANSE OPSOMMING: Hierdie proefskrif het ten doel om genderverskille in publikasieproduktiwiteit van Suid-Afrikaanse akademiese outeurs te beskryf, en om ŉ begrip te ontwikkel van moontlike redes vir dié verskille. Daar word aangevoer dat ŉ gebrek aan empiriese kennis oor die publikasieproduktiwiteit van akademici in Suid-Afrika aangespreek behoort te word, aangesien wetenskaplike kommunikasie deur middel van publikasie een van die mees sentrale proses in die wetenskap is. Daarbenewens het een vorm van wetenskaplike publikasie, die eweknie-beoordeelde artikel, die enkele belangrikste aspek geword waarvolgens akademici in Suid-Afrika en oorsee beloon word. Die fokus op genderverskille word gemotiveer deur die feit dat vroue hul verteenwoordiging in Suid-Afrikaanse hoër-onderwysinstellings versterk het, maar nie hul proporsionele bydrae tot ons land se uitset van geakkrediteerde navorsings-artikels nie. ŉ Oorsig van die afgelope vier dekades se empiriese en teoretiese werk oor die gender-gaping in publikasieproduktiwiteit lei tot die identifisering van drie stelle faktore wat die bestaan daarvan sou kon verklaar: gender-gesosialiseerde verskille tussen vroue en mans, vroue se swaarder gesinsverantwoordelikheidslas, en gender-verbandhoudende tekortkominge in die akademiese werkplek. Opsigself verklaar geen enkele van hierdie stelle veranderlikes egter gender-verskille in publikasieproduktiwiteit op ŉ bevredigende wyse nie, en hulle behoort nie onafhanklik van mekaar beskou te word nie. Die literatuur-oorsig word gevolg deur ’n oorsig van metodologiese oorwegings wat in ag geneem behoort te word ter bestudering van gender-verskille in publikasieproduktiwiteit. Teen hierdie agtergrond word die voordele en beperkinge verbonde aan die eerste empiriese projek van die proefskrif – ŉ sekondêre ontleding van SA Knowledgebase, ’n bestaande bibliometriese databasis - geïdentifiseer. Hierdie ontleding van is daarop gemik om gender-verskille in die publikasieproduktiwiteit van Suid-Afrikaanse akademiese outeurs te kwantifiseer; om vir relevante veranderlikes te kontroleer (ras, ouderdom, hoogste kwalifikasie, rang, institusionele affiliasie en wetenskaplike domein); en om gender-verskille in mede-outeurskap te ondersoek. Die resultate toon dat Suid-Afrikaanse man-outeurs bykans twee maal soveel artikels in geakkrediteerde vaktydskrifte as vroue-outeurs publiseer, maar dat laasgenoemde se bydrae tot die totale wetenskaplike publikasie-uitset van Suid-Afrika vanaf 16 persent in 1990 tot 24 persent in 2001 toegeneem het. Deel van die gender-gaping in publikasieproduktiwiteit kan verklaar word aan die hand van vroue se jonger ouderdom, laer kwalifikasievlak, en laer rang as ŉ gender-groep, maar nie aan die hand van enige neiging by vroue om minder as mans met andere te publiseer nie. Hierdie projek is aangevul deur die ontleding van primêre data wat ingesamel is vanuit die CV’s van, en kwalitatiewe onderhoude met sestien hoogs-produktiewe Suid-Afrikaanse akademici. Hierdie tweede projek dra by tot die ontwikkeling van ’n meer in-diepte begrip van die wyse waarop mans en vroue se gesinsverantwoordelikhede, hul nie-navorsingsverbandhoudende akademiese rolle, en hul gendersosialisering in ’n oorwegend manlike milieu en oor die bestek van hul loopbane heen differensieel op hul publikasieproduktiwiteit inwerk. Die proefskrif sluit af met ’n integrasie van die literatuur-oorsig met die hoofbevindinge van die twee projekte, op grond waarvan aanbevelings vir toekomstige navorsing gemaak word, en voorstelle aan die hand gedoen word vir die meting van publikasieproduktiwiteit wat sensitief sou wees vir die genderverskille wat in hierdie proefskrif uitgelig is.

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Ilsley, Jeffrey Robert. "Mathematics and physical science choices made by pupils in selected Eastern Cape high schools: an investigation into the factors influencing the different choice patterns of boys and girls." Thesis, Rhodes University, 1988. http://hdl.handle.net/10962/d1004750.

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The disparate numbers of boys and girls who elect to continue with mathemalics and/or physical science in the higher slandards of the school system has recently attracted much research atlention and the complexity of the interrelaledness of causal factors has become obvious. The broad aim of the study was to investigale the significant drop-out rate of girls at the end of the junior secondary phase of education (approximate age of fourteen lo fifteen). This was to be carried out for mathematics and physical science and undertaken using a cross-sectional and a longitudinal study. The cross-sectional study entailed administering mathematics and physical science attitude questionnaires to 3531 standard six, seven and eight pupils from 4 co-educational, 2 allgirls' and 2 all-boys' schools, from middle and upper socioeconomic communities with similar language and cultural backgrounds . The longitudinal study involved pupils from two coeducational schools and one all-girls' school. It was a progressively-focused study starting with questionnaires administered to 358 standard six girls and boys, narrowing down to questionnaires and interviews used with 50 girls and 28 boys in standard seven and finally to interviews with 10 girls from standard eight. The parents of these ten girls were interviewed at the end of the study. The attilude questionnaires yielded strong sex differences which favoured the boys in both subjects for all the attitudes measured and also pointed to a progressive deterioralion of altitudes over the three-standard span. They also established significant differences in attitudes which favoured the pupils from Single-sex schools. It was further concluded that the girls were more strongly guided by their attitudes when making their subject-choice decisions. In the longitudinal study, reasons were suggested for pupils either taking or dropping mathematics and physical science. The introduction of algebra in the first year of high school presented a problem to pupils. In physical science, electricity was singled out as giving the subject a male bias. Socialization influences in the home were the main issue dealt with from the parent interviews . Sex-roles and stereotypes were dealt with in depth. Recommendations were made involving classroom strategies, curriculum possibilities, school policies and further research

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Roelofse, Rosina Catherina. "Teachers' attributions and beliefs about girls, boys and mathematics : a comparative study based on 40 Afrikaans-speaking secondary mathematics teachers in the Western Cape." Master's thesis, University of Cape Town, 1998. http://hdl.handle.net/11427/17552.

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Bibliography: pages 75-82.
This dissertation is concerned with teachers' beliefs regarding boys, girls and mathematics. The present study is a partial replication of a study conducted by Fennema et al (1990) and the results are compared. The present study extended the work of Fennema et al (1990) through an exploration of the structure of the data. Forty female teachers in the Western Cape region were interviewed. They were asked to identify their two most and least successful boys and girls in mathematics and to attribute causation for success and failure. They _were also asked to respond to 20 characteristics on a "Likert type" response format. The results generated from the present study concluded that teachers believed their female students to be their more successful mathematics students. They attributed the most successful girls' achievement mainly to effort whereas with the most successful boys, achievement was attributed to ability and effort. Both the most successful boys and girls failures on mathematics tasks were attributed to the difficulty of the task. Achievement of the least successful girls was attributed mainly to teacher's help and for the boys it was attributed to teacher's help and task. For both these groups, ability and to a lesser extent, effort, are given as the main reasons for failure on mathematics tasks. Very little difference was found between teachers' responses regarding the characteristics of their best boy and best girl mathematics students. When exploratory factor-analysis was performed a difference was found in the factor-solutions for the boys and the girls. This study suggests that there might be a difference in teachers' beliefs regarding boys and girls achievement in mathematics that is worthy of further exploration.

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Enoch, Clara Louise. "The writing center as a Burkean parlor: The influence of gender and the dual engines of power: collaboration and conflict." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/2996.

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This thesis examines writing centers and offers suggestions for tutor training that might help realize the ideal of the writing center as a Burkean parlor, a place where collaboration via continuous meetings and conversations between tutors and participants take place. Conflict can surface because of different cultural backgrounds and world views, particularly in terms of gender issues.

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DeVigal, Alexis Jocelyn. "Stereotype Threat and Effects of Students' Perception of Their Math Teacher's Fairness on Their Math Self-Efficacy." PDXScholar, 2017. https://pdxscholar.library.pdx.edu/open_access_etds/3999.

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Gender inequalities perpetuated by educational and occupational segregation may be exacerbated in part by socialization processes that occur in the years leading up to when high school students typically begin considering postsecondary options. Students’ feelings of self-efficacy in certain subjects can be an important factor that informs their decisions to pursue coursework and programs. This study used stereotype theory to understand how students' perceptions of their 9th grade math teacher's fairness affected their 11th grade math efficacy and how this relationship was moderated by the gender of the student and their math teacher. Using the High School Longitudinal Study of 2009, linear regression models predicting students’ math efficacy in 2012 indicated that students have higher levels of math efficacy when they perceive their math teachers as more fair, though this relationship was explained away by controls. An additional interaction term between student gender and math teacher gender revealed that girls’ efficacy is more strongly affected by perceptions of their male math teachers than perceptions of their female math teachers. This finding may be explained by the persistence of stereotypes around math that assume male superiority in the subject, which leads students to see their male math teachers as true authorities in math as opposed to their female math teachers.

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Wohlgehagen, James L. (James Lee). "A Comparison of the Effectiveness of an Abstract and a Concrete Approach in Teaching Selected Algebraic Concepts to Ninth and Tenth Grade Students." Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc331465/.

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One purpose of this study was to determine whether any differences in immediate achievement or retention existed between students using manipulatives and students not using manipulatives. Also addressed in this study is whether or not the use of manipulatives is more beneficial for girls than boys and whether the use of manipulatives is more beneficial for low-ability students than for high-ability students. Students selected for this study were from a large suburban school district in Texas. The students were from eight intact classes, four of which were designated as the experimental group and the other four as the control group. The sample consisted of one hundred eighty-seven students. All students were tested with a test developed by the researcher. This same test was administered as a pretest, posttest, and retention test. The following supplemental data were also gathered on the students: mathematics scores from the California Test of Basic Skills and scores from the mathematics section of the Texas Educational Assessment of Minimum Skills test. Analysis of the data revealed no statistical difference in the mean scores of students instructed with or without manipulatives when the test was administered immediately after instruction. Nor was there any statistical difference in the mean scores when the test was administered two months after instruction. There was no statistical difference in the mean gain scores from the pretest to the posttest between boys and girls or between high- and low-achieving students. Nor was there any statistical difference between the mean gain scores from the pretest to the retention test between boys and girls or between high- and low-achieving students. It is recommended that further studies be conducted to investigate achievement and retention of students using manipulatives at the secondary level. It is also recommended that variables other than achievement be studied to determine the effects of manipulatives on secondary students.

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Olsson, Fredrik. "Närområdesstudier och utomhuspedagogik i samhällskunskapsundervisningen : På vilka sätt kan lokalsamhället användas för årskurs fyra till sex?" Thesis, Karlstads universitet, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-84489.

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Syftet med detta examensarbete har varit att undersöka vilken betydelse närområdesstudier ochutomhuspedagogisk undervisning knuten till lokalsamhället har för lärare i samhällskunskap,att skapa variation i undervisningen och om samt hur lärare använder närområdet i sinundervisning i årskurs 4–6. Det finns tidigare forskning kring främst natur- och äventyrsinriktadutomhuspedagogik som fokuserar på yngre elever, men mindre kring närområdesstudier,studiebesök och besök från samhället, för ämnet samhällskunskap.De teoretiska utgångspunkterna var Vygotskijs sociokulturella perspektiv och pragmatismenenligt Dewey, som användes för att analysera empirin. Undersökningen genomfördes med hjälpav kvalitativ metod och semistrukturerade intervjuer. Sex respondenter från fem skolor deltogi undersökningen. I analysen av resultatet framkommer att lärarna ger många exempel påmöjligheter till undervisning utomhus och i närområdet men att det finns hinder att övervinnainnan man kommer ut ur klassrummet.En slutsats som kan dras utifrån undersökningens engagerade lärare och tidigare forskning äratt vi kan drista oss till att konstatera, att utomhuspedagogiken och närområdesstudierna görstor nytta för de flesta elever. Det som återstår att göra är, att ”kavla upp ärmarna”, utmanahindren och ta med eleverna på deras livsresa både i klassrum och utomhus, för att ge demminnen och kunskaper för livet.
The purpose of this master thesis has been to examine which meaning neighborhood studiesand outdoor education attached to local society has to teachers in the subject of civics, to createvariation in teaching and if and how teachers use the local area in their teaching in classes 4–6.There is earlier research mainly around nature and adventure oriented outdoor educationfocusing on younger pupils, but with less focus on neighborhood studies, study visits and visitsfrom society, in the subject of civics.The theoretical starting points was Vygotskijs sociocultural perspective and pragmatismaccording to Dewey, that was used to analyze the empirics. The survey was conducted by usingqualitative method and semi-structured interviews. Six respondents from five schoolsparticipated in the survey. In the analysis of the result, it emerges that the teachers give manyexamples of outdoor and neighborhood teaching, but there are obstacles to overcome beforegetting out of the classroom.A conclusion, that can be drawn based on dedicated teachers of this survey and former researchis, that we dare to note, that outdoor teaching and neighborhood studies do great good to mostpupils. What remains to be done, is to “roll up the sleeves”, challenge the hindrances and bringthe pupils on their journey of a lifetime in both classrooms and outdoors, to give them memoriesand knowledge for life.

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Haynes, Lloyd. "An exploratory quantitative and qualitative analysis of student performance in single-gender classrooms in one Florida elementary aschool sic] 2006-2009." Doctoral diss., University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4918.

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The purpose of this study was to determine the relationship of participation in single-gender classrooms on student performance on the reading and mathematics developmental scale scores (DSS) of third, fourth, and fifth grade students on the Florida Comprehensive Assessment Test (FCAT). The FCAT is a standardized test that is administered to all grade 3 through grade 10 public school students in the state of Florida and has been used to assess students' achievement in reading and mathematics. Students in grades 4, 8, and 10 have also been assessed in science and writing. This study was concerned only with FCAT reading and mathematics scores. The elementary school whose standardized test scores were utilized in this study was comprised of working class families. The standardized test scores were generated by third, fourth, and fifth grade students who were enrolled in (a) single-gender all boys' classes, (b) single-gender all girls' classes, and (c) mixed-gender or traditional classes that contained both boys and girls. The analysis of data presented in this study was inconclusive with respect to the advantage of the single-gender educational setting over the mixed-gender educational setting. The analysis of the data produced the following results. During the school years 2005-2006, 2006-2007, 2007-2008, and 2008-2009, there were 80 opportunities for a given class type to achieve the highest reading DSS mean, reading DSS median, mathematics DSS mean, or mathematics DSS median. The single-gender boys' class achieved the highest DSS 44 times (55%), the mixed-gender classes achieved the highest DSS 29 times (36%), and the single-gender girls' class achieved the highest DSS 7 times (9%).
ID: 030423484; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ed.D.)--University of Central Florida, 2011.; Includes bibliographical references (p. 143-145).
Ed.D.
Doctorate
Teaching, Learning and Leadership
Education

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Anderson, Jennifer Anne. "Understanding Male Nursing Student Perceptions of the Influence of Gender| A Qualitative Case Study Approach of Students, Faculty, and Administration in a Pacific Northwest Nursing Program." Thesis, Portland State University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3636207.

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In contemporary American society, the nursing profession is predominantly made up of white women. Currently, males make up only 6.8 percent of the three million nursing professionals in the U.S. and they are considered gender minorities within the nursing profession and within nursing education. As gender minorities, male students are identified as experiencing nursing programs and the practice of nursing differently than their female counterparts.

The purpose of this single instrumental, within site case study was to explore the learning environment for male nursing students and to investigate the nature of the interactions between nursing faculty and male undergraduate students in a Pacific Northwest medical university nursing program. Data was collected in the educational setting through observations, participant interviews, and document analysis. In addition, this study used Kanter's theoretical framework of tokenism to uncover if male nursing students were perceived as tokens in the educational environment. The findings showed that the faculty-student interactions were largely positive; they also revealed that having other males in the class was an instrumental factor in their positive perception of their educational experience. However, the male nursing students also identified areas of discomfort in the educational setting, specifically when practicing clinical skills with female peers, feeling pressured to volunteer and to expose skin during in-class demonstrations, and anticipating that they would be excluded from certain clinical situations. This research indicated that gender differences are present within nursing education and contributed to instances of discomfort for male students. Specific barriers occurred most often when men engaged with female peers and were in clinical settings. These findings provide new insight into when and where men begin to experience gender barriers in the educational environment and are pertinent to understanding the educational environment for men in nursing. Recommendations specifically geared towards assisting students in their first term are suggested for nursing faculty and administrators to ensure that the learning environment is welcoming for men. These recommendations include consciously placing males together in cohort groups and in clinical experiences, reducing instances of visibility and pressure on men in the clinical setting, building faculty awareness of perceived and real barriers for men in the educational setting, and providing faculty with tools to assess and address barriers that are present in the classroom environment.

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Benningfield, Savannah. "The Effects of Gender and Implicit Theories on Science Achievement and Interest in Elementary-Aged Students." TopSCHOLAR®, 2013. http://digitalcommons.wku.edu/theses/1254.

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The current study set out to determine the relationship between student gradelevel, implicit views of science ability, science achievement and science interest.Differences by grade level were also explored. The study also considered the differences in male and female implicit theories of science ability, science interest, and science achievement. Participants in the current study consisted of a total of 1910 students from six elementary schools from one south-central Kentucky district that participate in Project GEMS (Gifted Education in Math and Science). Data were analyzed by means of analysis of variance and Pearson correlations. Younger students evidenced lower scores on the implicit theories measure. No gender differences were observed in implicit theories of science ability or science interest. Females did evidence lower achievement in science than males. Implicit theories of science ability were significantly and positively correlated with science achievement. Conversely, no such relationship existed between implicit theories of science ability and interest. Limitations of the current study are discussed and possible future directions are offered. Findings from the current study underscore the importance of considering domain-specific views of ability when addressing poor science performance and when considering gender gaps in science achievement.

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Marinho, Marcela Ferreira. "O conceito de turismo sexual na perspectiva de sua inserção como objeto de estudo na graduação em Turismo." reponame:Repositório Institucional da UCS, 2010. https://repositorio.ucs.br/handle/11338/596.

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Esta pesquisa visa contribuir para a discussão/(re)construção do conceito de turismo sexual, na perspectiva de abordá-lo pedagogicamente na formação superior em turismo. O suporte teórico para as reflexões foi buscado na Teoria das Representações Sociais e na teoria psicanalítica freudiana sobre sexualidade. Metodologicamente, a análise do discurso pautou-se pelos conceitos de enunciação, de polifonia e heterogeneidade, respectivamente de Bakhtin, Ducrot e Authier-Revuz, assim como por procedimentos analíticos da Fenomenologia-Hermenêutica, conforme Panosso Netto. Foram analisadas matérias dos jornais Gazeta de Alagoas/AL e Correio do Povo/RS versando sobre turismo e respostas de alunos e professores de graduação em Turismo desses estados, a quem foi perguntado ´Como você define turismo sexual?´. Relativamente às representações sociais, as matérias jornalísticas indicaram predomínio do aspecto de ilicitude do fenômeno, sinalizando compartilhamento simbólico do turismo sexual, centrado, metonimicamente, na exploração sexual de menores, como problema social, e sobre a busca por satisfação sexual. Do ponto de vista da sexualidade, os jornais, representantes da mídia, portam o discurso freudiano fundante da organização dos grupos sociais, ou seja, o discurso fundante de acesso à cultura, de reconhecimento do interdito que viabiliza o social, impondo como necessária a repressão da sexualidade. O mesmo se aplica aos alunos e professores quando o polo definitório de turismo sexual recai sobre a perversão da sexualidade, aquele assumindo o discurso fundante e estes, dele sendo portadores. Outro polo definitório incide sobre a satisfação do desejo sexual, o que poderia estar refletindo a ―voz científica‖ da Academia, de aceitação do homem em sua natureza bio-psicossocial, embora não haja referência a segmentos turísticos em cuja denominação não aparece o termo ―sexual‖ inseridas socialmente no âmbito da normalidade. Confirma-se assim a complexidade conceitual do fenômeno e a necessidade de discutí-lo, seja, avançando na compreensão de tabus em relação ao termo, seja reconhecendo a existência de um lugar sadio e adequado para atender a demanda do turista na sua busca humana do prazer (não ilícito), da satisfação erótica. Nessa direção, cabe ao profissional do turismo reconhecer o desejo de natureza sexual do turista como um desejo humano, que não se constitui perverso ou ilícito a priori.
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Motalingoane-Khau, Mathabo Senkepeng. "Women teachers talk sex : a gendered analysis of woman teachers' experiences of teaching sexuality education in rural schools in the age of HIV and AIDS." Thesis, 2010. http://hdl.handle.net/10413/3476.

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With the current scourge of HIV and AIDS among the youth in Sub-Saharan Africa, sexuality education has been hailed as the vaccine against new infections. This places teachers at the forefront of the pandemic as facilitators of knowledge. This study explores women teachers’ experiences of teaching sexuality education in rural schools in the age of HIV and AIDS. As a participant researcher, I have worked through photo-voice, drawings, memory work, and focus group discussions with eight Basotho women teachers, and explored how womanhood and teacher-hood shape and reshape each other in becoming a sexuality education woman teacher. I highlight the gender dynamics characteristic of rural communities and how they play out in the construction of sexuality discourses in relation to women teachers, and how such constructions create im/possibilities for women teachers’ facilitation of sexuality education. An eclectic theoretical approach, with an emphasis on feminist theories, informed the study. A qualitative research design employing a phenomenological narrative approach has been used. The findings show women teachers experiencing the teaching of sexuality education as a challenge. Their experiences are reflected as shaping and being shaped by their understandings regarding sexuality, and their positioning as women and teachers within rural communities. Challenges that create impossibilities for women teachers’ effective facilitation of sexuality education include the patriarchal gender order in Lesotho, cultural practices, teachers’ own sexualities and teachers’ fears of contravening the social constructions of good womanhood. I argue that Basotho women teachers are facing a challenge of negotiating the socially constructed contestations between normalised womanhood and teacher-hood and thus choose to perform the normalised womanhood at the expense of teacher-hood. The womanhood they perform shapes their teacher identity such that woman teacher-hood in sexuality education becomes ineffective. This study makes unique contributions to the field of sexuality education in particular and feminist scholarship in general. The methodological contribution lies in the use of visual methods to illuminate women teachers’ positioning in relation to sexuality education. While previous studies in sexuality education have been on pedagogy, this study presents a body of knowledge based on a gendered analysis of women teachers’ embodied experiences of teaching sexuality education and the meanings they make of their experiences.
Thesis (Ph.D.)-University of KwaZulu-Natal, Durban, 2010.

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Moletsane, Mamorakane. "Girls and science in the Lesotho secondary schools : a study of the reasons for low participation rates by girls in the Mohale's Hoek district." Thesis, 2002. http://hdl.handle.net/10413/3408.

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It has been discovered that in many countries, both locally and internationally, girls have low participation rates in science at secondary school level. This thesis examines the factors that underscore the persistence of girls' low participation rates in schools. The major reason for this examination is to establish ways in which secondary school teachers, interested individuals or groups of people, and the ministry of education in Lesotho can manage this problem. Kelly (1981) argues that causes of girls' negative attitudes towards science are multifaceted. Thus, in attempting to understand these causes and to develop strategies to manage this behaviour, a single approach, which focuses on student-teacher classroom interaction, was considered. This thesis therefore, seeks to investigate the responses of girls and science teachers in schools with least numbers of girls having opted for science in the last five years. Due to less numbers of science teachers in schools, I involved in this study, all those found in schools surveyed. To survey girls' responses to this problem, I drew a random sample of both those who have opted for, and those who have opted out of science. I then used a self-administered questionnaire as the research instrument for this study. Basing myself on my judgement's analysis, I therefore concluded that gender discrimination is the major source of girls' negative attitudes towards science in Lesotho, the country that condones female subordination. The unfavourable learning atmosphere that male teachers create for girls in science lessons, such as, the harassment, the harshness, deprivation of opportunity to participate in class, to use the laboratory equipment and other ways and means of ill-treating and frustrating girls are all a result of male domination. A number of recommendations to manage this problem have therefore been proposed.
Thesis (M.Ed.)-University of Natal, Durban, 2002.

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Mntambo, Mafakazile Bernice. "An exploration of educators' experiences in teaching learners with learning disabilities in three primary schools in Lesotho : case study." Thesis, 2011. http://hdl.handle.net/10413/5816.

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In Lesotho the provision of education and care for learners with special educational needs was primarily the responsibility of non-governmental organizations, churches and individuals until the Lesotho Ministry of Education took an active interest in the early 1980s. Inclusive education has, since then, become a critical aspect of the Lesotho education system. This study explores educators' experiences in teaching learners with learning disabilities in three primary schools in Lesotho. Using a qualitative, descriptive and theoretical research design, the study employs a case study approach to answer the following questions: What are educators' understandings of learning disabilities in the classroom? What are the challenges that educators experience in teaching learners with learning disabilities? The data was collected from a sample of six educators from three primary schools (two educators from each school) through semi-structured interviews, observations, document reviews and questionnaires. The study revealed that the educators have not been properly prepared for implementation of the policy of inclusive education; this is reflected by their limited understanding of inclusive education. It also shows a weakness in dissemination of inclusive education policies as educators are not well trained, especially to assist learners with learning disabilities. The focus tended to be only on children with hearing impairment, sight impairment and physical disability. Therefore there is a need for the Lesotho Ministry of Education, not only to review the policy and curriculum of inclusive education, but also unpack the dissemination process so that it empowers and supports educators with knowledge and practical strategies. There are many learning disabilities which educators do not seem to know and the training of educators for the implementation of IE should address the issue.
Thesis (M.Ed.) - University of KwaZulu-Natal, Edgewood, 2011.

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Moore, Jeff. "Theological education in the Lesotho Evangelical Church : a descriptive analysis." Thesis, 2010. http://hdl.handle.net/10413/5128.

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This dissertation presents a descriptive analysis of theological education in the Lesotho Evangelical Church, focussed largely on the work of Morija Theological Seminary. The dissertation provides an historical overview of the Lesotho Evangelical Church‘s work of theological education, and describes analytically various elements of and the roles of participants in preparation for the ordained ministry in the Lesotho Evangelical Church. This project proceeded as an organisational case study, and employed enthographic tools such as participant observation, documentary research, focus group interviews, and semi-structured individual interviews over the course of approximately two years between 2005 and 2007. Specific areas of investigative concentration included Campus Life and General Course of Study; Contextual Applicability of Pastoral Skills and Knowledge; Field Education; Christianity in Culture; Poverty; and HIV and AIDS. This dissertation presents data and discussion related primarily to findings in the first of these areas, and investigates data related to worship life, governance, and interpersonal relationships at Morija Theological Seminary as they relate to the educational task of the institution and its role within and connectedness to the history, life, and organisational structure of the wider Lesotho Evangelical Church. Findings are presented in conversation with Michel Foucault‘s presentation of the development of ―delinquency‖ in Discipline and Punish: The Birth of the Prison, and within the context of assertions about normative relationships within Christianity and theological education, including Craig Dykstra‘s suggestion that theological seminaries should be "communities of faith and learning." The descriptive analysis and accompanying research data are presented as the first step of what Don Browning has called "fundamental practical theology."
Thesis (Ph.D.)-University of KwaZulu-Natal, Pietermaritzburg, 2010.

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Dissertations / Theses on the topic 'Sex education – Study and teaching – Lesotho'

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