Relevant bibliographies by topics / Verwagtinge van die student

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Verwagtinge van die student'

Author: Grafiati
Published: 4 June 2021
Last updated: 2 February 2022

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Journal articles on the topic "Verwagtinge van die student"

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Vosloo, W., and M. D. Terblanche. "Valse verwagtinge aan die kaak gestel: Die funksie van die heilstradisies in Jeremia 7:1-15." Verbum et Ecclesia 11, no. 2 (July 18, 1990): 222–30. http://dx.doi.org/10.4102/ve.v11i2.1023.

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False expectations exposed: The function of traditions in Jeremiah 7:1-15 In Jeremiah 7:1-15 various traditions are employed in different ways. The expectations based on the Zion Tradition, namely that Jerusalem is inviolable because of Jahweh’s presence, are exposed to be false. This is done with reference to the Sinai Tradition, accentuating that Jahweh's saving acts are not determined by his presence in the temple, but by Juda’s loyalty to the prescriptions of Sinai. Furthermore, the Conquest Tradition is used to describe the extent of the judgment in store for Juda, namely the loss of the land.
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Manzo, Kate, Pat Mcgowan, and Koos Van Wyk. "Noodsaaklike vereistes vir ‘n onder‐handelde skikking in Suid‐Afrika: vrese en verwagtinge van die Afrikanerelite." Politikon 17, no. 2 (December 1990): 23–41. http://dx.doi.org/10.1080/02589349008704930.

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Raveli, Alfons, and Edwin Nieman. "Eigen kracht van student." Maatwerk 14, no. 3 (June 2013): 22–24. http://dx.doi.org/10.1007/s12459-013-0048-6.

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Koch, Jacques. "Van student naar starter." Tandartspraktijk 42, no. 5 (August 2021): 18–22. http://dx.doi.org/10.1007/s12496-021-0059-8.

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Remmen, Roy, Koenraad Monsieurs, Steven Haine, Niels Adriaenssens, Ella Everaerts, Michelle Mertens, and Eveline van Looy. "Van student tot bijna-arts." Huisarts Nu 45, no. 6 (December 2016): 240–41. http://dx.doi.org/10.1007/s40954-016-0085-1.

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Engelbrecht, Petra. "The implementation of inclusive education: International expectations and South African realities." Tydskrif vir Geesteswetenskappe 59, no. 4 (2019): 530–44. http://dx.doi.org/10.17159/2224-7912/2019/v59n4a5.

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Jongbloets, M. W. M., D. H. J. M. Dolmans, R. J. I. Hoogenboom, and H. A. P. Wolfhagen. "Het ritme van de tijdsbesteding van de PGO-student." Tijdschrift voor Medisch Onderwijs 19, no. 2 (April 2000): 49–56. http://dx.doi.org/10.1007/bf03056451.

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Owens, Jay, and Terese Loggenberg. "The telephonist and the service quality gap." South African Journal of Business Management 23, no. 3/4 (December 31, 1992): 82–89. http://dx.doi.org/10.4102/sajbm.v23i3/4.890.

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With this research customer perceptions and expectations of the in-house telephone service were investigated in four service organizations. Service quality was measured by means of a multiple item scale for measuring customer perceptions. The findings were supported by inputs from the managers and telephonists of these firms. The results showed that overall the quality of the service, provided by the in-house telephone service in the companies investigated, lagged behind customer expectations. The indicators for the gaps on the conceptual service quality model correlated well with the overall quality scores. Recommendations are made that the managements of service firms should include the telephonists in their overall service quality management, and provide more training on communications skills on service and customer orientation for the telephonists. Telephonists should also receive more support from management and staff since they feel left out of the organization. The regular measurement and monitoring of service quality should also include this very important function as first contact with any service company.Met hierdie navorsing word kliente se persepsies en hul verwagtinge van die binneshuise telefoondiens in vier diensorganisasies ondersoek. Diensgehalte is deur middel van 'n veelvoudige item-vraeboog bepaal wat klientepersepsies meet. Die bevindinge is ondersteun deur insette vanaf die bestuurders en die telefoniste van die bogenoemde firmas. Die bevindinge dui daarop dat die algehele gehalte van die diens wat deur die binneshuise telefoondiens aangebied word, nie aan klienteverwagtinge voldoen nie. Die gapings van die diensgehalte-model, korreleer goed met die algehele dienstellings. Aanbevelings word gemaak dat die bestuur van die firmas die telefoniste behoort in te sluit in hul algehele diensgehaltebestuur, en dat meer opleiding in kommunikasiekundigheid, in diens, en opleiding in klientegerigtheid vir telefoniste aangebied behoort te word. Telefoniste behoort meer ondersteuning van beide bestuur en personeel te ontvang, aangesien hulle voel dat hulle nie altyd deel van die organisasie is nie. Die gereelde bepaling en waarneming van diensgehalte behoort ook hierdie baie belangrike funksie, as eerste kontak met enige diensmaatskappy, in te sluit.
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Cox, Leigh, and Vera Roos. "The experiences of first-time mothers with colic infants who seek help from medical professionals." Health SA Gesondheid 13, no. 1 (November 12, 2008): 4–13. http://dx.doi.org/10.4102/hsag.v13i1.253.

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The purpose of this study was to describe the experiences of first-time mothers with colic infants. The research design was qualitative, exploratory, descriptive and contextual. Data were collected by means of in-depth, semistructured, phenomenological interviews and a descriptive analysis was done. The results show that the real experience of having a baby did not meet mothers’ expectations. Furthermore, colic babies were anxiety-provoking and mothers struggled with feelings of failure. They searched for an explanation for the colic, but felt disillusioned with the medical profession. Mothers exhibited a need for a containing figure. They also reflected on their relationship with their mothers. Mothers felt ambivalent towards their babies and marital relationships became strained. Lastly, mothers renegotiated their identity. Based on the results, suggestions for mental health professions were made with regard to providing parent-child therapy, support for the mother and strengthening the marital relationship. The importance of psychological interventions was emphasised as a source of support for these mothers. Opsomming Die doel van hierdie studie was om die ervarings van eerstekeermoeders met koliekbabas te beskryf. Die navorsingsontwerp was kwalitatief, ondersoekend, beskrywend en kontekstueel van aard. Data is ingesamel deur middel van indiepte, semi-gestruktureerde, fenomenologiese onderhoude en ‘n beskrywende ontleding is gedoen. Die resultate het getoon dat die beleefde ervarings om ‘n koliekbaba te hê, nie aan die moeders se verwagtinge voldoen het nie. Voorts veroorsaak koliekbabas angs en moeders stry teen gevoelens van mislukking. In hul soeke na ‘n verklaring vir die koliek, voel hulle ontnugter met die mediese professie. Moeders het ‘n behoefte aan ‘n ondersteunende persoon uitgedruk en gereflekteer op hul verhouding met hulle eie ma’s. Moeders het ambivalent oor hul babas gevoel en hul huweliksverhoudings het gespanne geword. Laastens het moeders hulle identiteit as moeders heroorweeg. Op grond van die resultate word voorstelle vir professionele geestesgesondheidwerkers met betrekking tot ouer-kindterapie, ondersteuning aan die moeder en versterking van die huweliksverhouding, gemaak. Laastens word die belangrikheid van sielkundige intervensies in die hantering van koliek as ‘n hulpbron vir hierdie moeders beklemtoon.
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Everaerts, Ella. "De grote stap: van student naar haio." Huisarts Nu 45, no. 6 (December 2016): 246. http://dx.doi.org/10.1007/s40954-016-0088-y.

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Dissertations / Theses on the topic "Verwagtinge van die student"

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Olivier, Vanessa. "Managing mobile learning in a higher education environment / Olivier V." Thesis, North-West University, 2011. http://hdl.handle.net/10394/7297.

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The aim of this study is to conduct a thorough theoretical study on mobile learning (mlearning) in order to achieve the primary objective of the study which is to develop a general framework to implement and manage mobile technologies in a higher education environment. The focus of the literature study was to research the state of mobile technologies and their relevance to teaching and learning. The literature study investigate the implications of mobile technologies for students, lecturers and thus for the institution and provided an overview of frameworks found in literature with the emphasis on the management of m–learning within the higher education institution. M–learning is part of a new mobile conception of society, with the mobility of the technologies impacting on the mobility of the students, the lecturers and ultimately on the mobility of higher education. Literature suggests that, while m–learning is proving to be innovative, the factors that most strongly impact on the ultimate success or failure of mlearning will depend on human factors, the balancing of technological ideals and pedagogical imperatives, and the successful management of the interface between human educational systems and technology systems. The proposed general framework focuses on addressing key issues related to m–learning from the perspective of the student, the lecturer and thus the institution. In order to remain competitive higher education needs to be diligent in maintaining the complex technology infrastructure that supports a thriving mobile culture that will meet and exceed the expectations of both lecturers and students. The empirical research conducted had as objectives to investigate the mobile technology assets of respondents with regard to the hardware and the software that they own, the mobile technology actions of respondents in regard to what they do with the mobile technology that they own and to investigate the respondent's attitude towards mobile technologies. A survey was designed and distributed to a sampling of the academic staff and students of the North–West University (NWU) in South Africa, specifically the Potchefstroom Campus. There is ample proof from the empirical study that there is a gap with regard to the level of accessibility, usage, and attitude with regards to the different interest groups in the higher education environment. Higher education institutions should invest in investigating these gaps further and in leveraging off the benefits of the effective management of these technologies to improve teaching and learning. The final chapter concludes with a summary of the secondary objectives researched in the literature (Chapter two) and empirical research (Chapter three) chapters in order to support recommendations towards the primary objective of this study. The rapid pace of adoption and advancement of mobile technologies creates opportunities for new and innovative services provided through such mobile devices. Higher education finds itself in the early innings of the mobile Internet pulling both lecturers and students towards the same place: smaller, faster, cheaper devices working together in a web of connectivity. Recommendations were made in this final chapter on how higher education institutions can leverage the benefits of the effective management of mobile technologies to improve teaching and learning. M–learning has the potential to increase the capacity of higher education through improving efficiency and productivity of teaching and learning. Mlearning could address challenges related to quality of teaching such as continuous professional training, lifelong upgrading, connecting with academics worldwide and communicating effectively with students. Higher education is discovering the potential of mlearning to promote student engagement and improving the quality of learning. Management of higher education institutions and systems, management of policymaking including storage and analysis of data, construction and assessment of policy scenarios, and tracer studies or academic tracking systems can be improved through the use of m–learning. Mobile technologies will continue to increasingly become an integral part of students' and lecturers' private and day to day lives and m–learning will be integral in educational content delivery. Additional research is required to study the effective and optimal implementation of m–learning. A better understanding of the benefits and leverage thereof is required and additional research should provide answers to these questions.
Thesis (M.B.A.)--North-West University, Potchefstroom Campus, 2012.
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Truter, Linley Clive. "Die assesseringspraktyke van laerskoopopvoeders in respons tot die verwagtinge van die nasionale kurrikulumverklaring." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/85605.

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Thesis (MEd)-- Stellenbosch University, 2013.
ENGLISH ABSTRACT: The political dispensation in South Africa after 1994 experienced a complete change in different spheres of life. Not only was the country greeted with a new democratic government system, but also with widespread educational reform, of which curriculum reform in schools was one of its main drivers. This study focuses on implementation dynamics related to the latest iteration of curriculum reform namely the National Curriculum Statement (NCS) that was introduced in all public schools in 2005. Educators were sent for in service training in order to implement the new curriculum in their classrooms. Continuous assessment (CASS) became the operative on everybody’s lips, though learners would be assessed according to continuous assessment activities. These assessment marks or codes, obtained by the learners, would determine progression to the next grade. This resulted in a new educator practice, namely an assessment practice. Their initial encounter was somehow problematic because they found it difficult in marrying this new practice with their teaching and learning practices due to various reasons. One of the main reasons was that the NCS was never part of their tertiary education. The study’s main point of departure is that the assessment practices of primary school educators are diverse and divergent in response to the expectations of the NCS. The study uses the analytical lenses of forward and backward mapping as well as the ambiguity-conflict model in order to investigate and ascertain the underlying relationship between educator’s assessment practices and the assessment policy. The study belongs within the qualitative interpretative paradigm, as I attempt to form an understanding of the nature and range of their assessment practices. It emphasises the manifestation of the assessment practices of educators. Qualitative research instruments, which include individual interviews, were used to answer the research question and achieve the research objectives of the thesis. The research shows how these educators experience, interpret and implement the assessment policy in unique ways. It indicates how they, in striving to adhere to the expectations of the NCS, respond by tackling their respective assessment practices in a diverse and divergent way and at times deviate from what is expected of them as set out in the NCS.
AFRIKAANSE OPSOMMING: Die politieke bestel in Suid-Afrika het na 1994 ‘n ommeswaai op vele terreine beleef. Die land was nie net begroet met ‘n nuwe demokratiese regeringstelsel nie, maar ook met grootskaalse onderwyshervorming, met spesifieke verwysing na kurrikulum- hervorming, wat een van die vernaamste dryfvere sou wees. Hierdie studie fokus op die implementeringsdinamieke van die Nasionale Kurrikulumverklarin (NKV) wat in 2005 ingefaseer was en wat eintlik ‘n heromskrywing of herhaling van bestaande kurrikulumhervorming is. Opvoeders was bekend gestel en van nuuts af opgelei om ‘n nuwe kurrikulum in hul klaskamers te implementeer. Deurlopende assessering (DASS) was die nuwe wagwoord op almal se lippe, want leerders sal voortaan aan die hand van deurlopende assesseringsaktiwiteite geassesseer word. Hierdie assesseringspunte of kodes sal bepaal of leerders na ‘n volgende graad vorder. Dit het ‘n nuwe opvoederpraktyk, naamlik ‘n assesseringspraktyk, genoop en opvoeders het dit problematies gevind om hierdie nuwe praktyk met die onderrig- en leerpraktyk te laat trou. Die hoofuitgangspunt is dat hierdie laerskoolopvoeders se assesseringspraktyke divers en uiteenlopend tot die verwagtinge van die NKV is. Die studie gebruik die analitiese lense van voorwaartse en terugwaartse kartering asook die dubbelsinnige konflikmodel ten einde ondersoek in te stel na die onderliggende verwantskap tussen opvoeders se assesseringspraktyke en die assesseringsbeleid. Die studie hoort tuis binne ‘n kwalitatief-interpretivistiese paradigma, aangesien ek ‘n verstaan rondom die aard en omvang van hul assesseringspraktyke probeer vorm en verstaan. Die klem val op hoe hierdie assesseringspraktyke sigself in die klaskamerpraktyke van opvoeders manifesteer. Kwalitatiewe navorsingsinstrumente, wat individuele onderhoude van laerskoolopvoeders insluit, is gebruik om die navorsingsvraag te beantwoord en die navorsingsdoelwitte van die tesis te bereik. Die navorsing toon hoe hierdie opvoeders die assesseringsbeleid op unieke maniere ervaar, beleef, interpreteer en gevolglik in hul klaskamers implementeer. Dit lewer verder bewys hoe elkeen, in hul strewe om aan die verwagtinge van die NKV te voldoen, hul assesseringspraktyke divers en uiteenlopend aanpak en tot volvoering probeer bring en by geleenthede daarvan afwyk.
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Harmse, Ottilie Henriette. "Onderwyseresse se verwagtinge van tweede of addisionele taal graad R-leerders se kommunikasievaardighede in 'n bepaalde geografiese area van Bloemfontein." Pretoria : [s.n.], 2005. http://upetd.up.ac.za/thesis/available/etd-04162007-164137.

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Du, Plessis Carika. "Die verhaal van die Samaritaanse vrou in Johannes 4:1-30, binne die konteks van die Ou Nabye Oosterse kulturele verwagtinge en die simboliese gebruik van water as 'n goue stroom wat vloei deur die vierde evangelie." Thesis, Stellenbosch : University of Stellenbosch, 2007. http://hdl.handle.net/10019.1/3296.

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Thesis (MDiv (Practical Theology and Missiology))--University of Stellenbosch, 2007.
The post-Apartheid South African community is still recognized by dualisms between white and black, rich and poor, public and private, men and women. In this study specific focus has been placed on John 4 which tells the story about the conversation between Jesus and the Samaritan woman with the aim to create a lens through which we can address and breach modern dualism. The focus of the study is the symbolic use of water in the text where it is literary-theologically broken up in order for John to use Jesus’ conversation with the Samaritan woman, to firstly indicate and secondly expose gender, social, political and cultural boundaries in the Ancient-Near East.
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Cerone-Biagioni, Angelique. "Die impak van narratiewe beroepsfasilitering op die persoonlike groei van 'n tradisioneel benadeelde, begaafde student." Pretoria : [s.n.], 2006. http://upetd.up.ac.za/thesis/available/etd-07312007-101949/.

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Kloppers, Magdalena Maria. "Die invloed van Feuerstein se instrumentele verrykingsprogram op die ontwikkeling van denkvaardighede by onderwysstudente / Magdalena Maria Kloppers." Thesis, North-West University, 2009. http://hdl.handle.net/10394/2865.

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This study was undertaken in an attempt to establish the cognitive development of student teachers and to determine the impact of Feuerstein's Instrumental Enrichment programme on the development and/or improvement of the cognitive skills of student teachers. A literature study was undertaken to highlight the importance and nature of thinking abilities necessary for learning, as well as the role of Feuerstein's Instrumental Enrichment programme in this regard. Explanatory mixed method research by means of testing, as well as a narrative analysis was employed. An empirical study with a pre-experimental research design in which intervention research was incorporated was conducted over a period of twelve weeks with twenty four second-year student teachers majoring in Mathematics. The students were randomly assigned to two groups. A pretest with the DAT-L test was administered to both groups to determine the extent of their thinking skills development. After the pre-test group 1 was exposed to intervention with the Feuerstein Instrumental Enrichment programme for a period of six weeks in an attempt to develop and/or improve thinking skills. After the intervention program group 1 was tested again with the DAT-L test in order to determine if the intervention programme had developed and/or improved thinking skills or not. After this, group 2 was exposed to intervention with the Feuerstein Instrumental Enrichment programme for a period of six weeks. After the six week period both groups were tested again with the DAT-L test to determine the impact of the intervention programme on the thinking skills of group 2 and to establish what happened to the thinking skills of group 1 during the period in which they were not exposed to the intervention. In support of the data gained through the test results, participants were requested to write up their perceptions of and experiences related to the Feuerstein Instrumental Enrichment programme in a narrative. The narratives were analysed and the results were utilized to support the data obtained with the quantitative study. Results indicated that room exists for improving the thinking skills of student teachers and that Feuerstein's Instrumental Enrichment programme possesses the latent potential to improve and develop thinking skills. The study is concluded with recommendations on how to develop and improve thinking skills.
Thesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2009.
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Moust, Jozef Hubertus Christiaan. "De rol van tutoren in probleemgestuurd onderwijs contrasten tussen student- en docent-tutoren /." Maastricht : Maastricht : Universitaire Pers Maastricht ; University Library, Maastricht University [Host], 1993. http://arno.unimaas.nl/show.cgi?fid=6227.

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Vaatstra, Hendrina Fokalien. "Expertise in accountancy empirisch onderzoek naar de kennisontwikkeling van student tot ervaren accountant /." Maastricht : Maastricht : Universiteit Maastricht ; University Library, Maastricht University [Host], 1996. http://arno.unimaas.nl/show.cgi?fid=6770.

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Le, Roux Anke Renee. "Onderwysers se ervarings van die diverse voorskoolse agtergronde van graad 1- leerders." Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/6600.

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Thesis (MEdPsych)--University of Stellenbosch, 2011.
ENGLISH ABSTRACT: In the twenty years since Namibia declared independence many changes have taken place, especially in die educational system. One of these changes has been in pre-school education. Public pre-school institutions have been done away with. Only private institutions remain to attempt to furnish the demand in this field. Limited access to pre-school education has an impact on school-readiness as learners from different educational backgrounds start Grade 1 together. The primary purpose of this study is to collect the experiences of Grade 1 teachers, to analise those experiences and to describe them with reference to the diverse pre-school backgrounds of the learners. Grade 1 teachers interact with learners from three backgrounds: those with formal pre-school education; those with non-formal pre-school education; and those with no pre-school education. The Grade 1 teacher's experiences is the problem studied and it is done with reference to these forms of pre-school education. It focuses on the opinions of the teachers as formulated in their own words. A child's environment and early experiences, especially the level of education - or deprival thereof - has a marked effect on learning and development. Education in the early years of childhood can deliver an outstanding return on investment for a country. Phases of education should build on one another using syllabusses and working methods that work together. The logic is that a child should first be able to crawl before learning to walk and thus follow the right steps to the phonetics, spelling and writing required in Grade 1. The cost of neglecting some of the elementary steps will be borne by the Grade 1 teacher when he/she is forced to set time aside to repair the foundation that should have been in laid in the pre-school years. A qualitative research method was used to attain and analise the information in this study. Data was collected by studying relevant literature, using questionaires in interview situations and by conducting interviews with stakeholders. Data was analysed by doing content analysis of the transcripts from individual interviews and focus groups. The research takes the form of an interpretative epistemological construct as it focuses on the essence of the experiences of the Grade 1 teacher. It is an exploratory study that made use of a sample of the designated group. Contributing factors, such as government policy, the curriculum, training of teachers, language, poverty, school, parents and learners, reveal guidelines for improving the classroom experiences of Grade 1 teachers. This can be applied advantageously to the development of the educational sector. The study suggests that teachers and parents should collaborate more closely. It is further suggested that the curriculum be ammended to accommodate learners from diverse backgrounds leading to a more positive experience for Grade 1 teachers. The findings show that the experiences of Grade 1 teachers are not taken into account by many people, especially judging by the available literature. It is important to acknowledge what these teachers experience as well as the role it plays in their classrooms. Their experiences lead to certain reactions and changes. The point made by this study is that Grade 1 teachers display a definitive experience in their classrooms and that it has an effect on their learners. The point of departure is to let the Grade 1 teacher distinguish between the different groups of learners in the classroom and empower him/her to support each individual to ensure a positive experience. Not all teachers will have such a positive experience with a diverse group. Before the burden becomes too heavy alternative teaching methods should be employed. There is a shortage of research in this field and further study on the experiences of the Grade 1 teacher is needed to deepen the provision of support. Although this is a limited study, it can possibly encourage further research.
AFRIKAANSE OPSOMMING: In die twintig jaar sedert Namibië se onafhanklikheidswording het baie veranderinge in die land plaasgevind, veral in die onderwysstelsel. Een van die veranderinge was die afskaf van openbare voorskoolse instellings. Slegs die private sektor voorsien steeds in dié behoefte. Die beperkte toegang tot voorskoolse onderrig het egter 'n invloed op skoolgereedheid. Die leerders wat Graad 1 betree, kom uit verskillende onderrigsagtergronde. Die primêre doelwit van hierdie studie is om die ervaringe van Graad 1-onderwysers te ondersoek, te analiseer en te beskryf aan die hand van hierdie diverse voorskoolse agtergronde van die leerders. Die Graad 1-onderwyser het te doen met leerders uit drie agtergronde: dié met formele voorskoolse onderrig; dié met nie-formele voorskoolse onderrig; en dié met geen voorskoolse onderrig nie. Met verwysing na dié vorme van voorskoolse onderrig word die probleem van die Graad 1-onderwyser se ervaring in die klaskamer ondersoek. Dit fokus op die opinies van die Graad 1-onderwysers geformuleer in hul eie woorde. 'n Kind se omgewing en vroeë ervaringe, veral die vlak van opvoeding - of die ontneming daarvan - het 'n groot effek op 'n kind se leer en ontwikkeling. Opvoeding in die vroeë kinderjare is 'n belegging wat uitstaande resultate vir die land kan oplewer. Onderwysfases behoort op mekaar te volg met leerplanne en werkmetodes wat aanvullend saamwerk tot die kind se opvoeding. Die logika daaragter is dat 'n kind eers moet kruip voordat hy kan loop en net so behoort 'n kind die regte stappe te volg ten einde gereed te wees vir die klank-, spel- en skryfwerk wat in Graad 1 vereis word. Die afskeep van sekere elementêre stappe kan tot gevolg hê dat die Graad 1-onderwyser waardevolle tyd sal moet afstaan om die basis, wat gedurende die pre-primêre fase (of in die voorskoolse instelling) gelê moes word, dan nou in Graad 1 te lê. Dit beklemtoon die groot taak wat op die Graad 1-onderwyser se skouers rus. 'n Kwalitatiewe navorsingsontwerp is gebruik vir die verkryging en ontleding van inligting vir hierdie studie. Die data insamelingsmetodes sluit 'n literatuuroorsig, onderhoudsvraelyste en onderhoude met die betrokke rolspelers in. Data is geanaliseer met behulp van inhoud-analise van die transkripte uit die individuele en fokusgroep-onderhoude. Die navorsingstipe is 'n interpretatiewe epistemologiese konstruk omdat dit fokus op die essensie van die ervaringe van die Graad 1-onderwyser. Dit is 'n verkennende ondersoek en daar is gebruik gemaak van 'n doeldienende streekproefneming. Uit die aanleidende faktore soos regeringsbeleid, kurrikulum, opleiding van onderwysers, taal, armoede, skool, ouers en leerders kom daar riglyne na vore vir die verbetering van die ervaringe van die Graad 1-onderwyser in die klas. Dit kan met vrug aangewend word in die ontwikkeling van die onderwyssektor. Die studie maak die aanbeveling dat daar 'n nouer samewerking tussen onderwysers en ouers moet wees. Verder word voorgestel dat die kurrikulum aangepas word om diverse leerders te akkommodeer wat positiewe ervaringe vir die Graad 1-onderwyser tot gevolg sal hê. Die bevindinge toon aan dat die ervaringe van Graad 1-onderwysers in hul klaskamers nie deur baie mense in ag geneem word nie, veral as daar gekyk word na die literatuur. Dit is belangrik om te sien wat hul ervaar en watter rol dit speel in hul klaskamers. Hul ervaringe lei tot sekere reaksies en aanpassings wat hulle daagliks beleef. Die punt wat met hierdie studie gemaak word, is dat Graad 1-onderwysers 'n definitiewe ervaring in hul klaskamers openbaar wat só weer 'n uitwerking op die leerders het. Die uitgangspunt is om die Graad 1-onderwyser te laat onderskei tussen die verskillende groepe leerders in die klaskamer en sodoende in staat te stel om elkeen in die klas so te ondersteun vir 'n positiewe ervaring. Nie alle onderwysers gaan altyd met diverse leerders so 'n positiewe siening en ervaring hê nie. Voordat dit vir hul te veel raak moet alternatiewe benaderings en metodes gebruik word om leerders te onderrig. Ook wat hierdie aspek betref, is daar 'n tekort aan navorsing en is verdere ondersoeke oor die ervaringe van die Graad 1-onderwyser nodig, om sodoende die nodige ondersteuning te kan bied. Alhoewel hierdie 'n beperkte studie is, kan dit moontlike verdere navorsing aanmoedig.
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Wickens, Liesl. "Die verband tussen koherensie en die benutting van ondersteuningsbronne deur eerstejaarstudente." Thesis, Stellenbosch : Stellenbosch University, 2000. http://hdl.handle.net/10019.1/51726.

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Thesis (MA)--University of Stellenbosch, 2000.
ENGLISH ABSTRACT: The primary aim of this research project was to determine the relationship between the way students experience family and personal coherence and the extent to which students used potential sources of support. A secondary aim was to determine the relationship between the way the students and their parents experience the type of coping strategies used by the family during crisis situations. A Biographical questionnaire, Use of Resources Questionnaire, Orientation to Life Questionnaire (OLQ), Family Sense of Coherence Scale (FSOC) and the Family Crisis Oriented Personal Evaluation Scale (F-COPES) were completed by 145 first-year students at the University of Stellenbosch. Only the FSOC and the F-COPES scales were completed by parents. The results show that there is a significant positive relationship between the way students experience family and personal coherence and the importance of using sources of support. It was found that female students have a stronger sense of family coherence than male students. Significant differences were found between the experience of students and their parents of the type of coping strategies used by the family during crisis situations. Significant differences were found specifically between the way students and their parents experience obtaining social support, mobilising the family to get and accept help and the passive appraisal of a problem. The results of the research have important implications for the development and implementation of support groups and also social and life skills programmes at secondary and tertiary training establishments.
AFRIKAANSE OPSOMMING: Die hoofdoelstelling van hierdie ondersoek was om die verband te bepaal tussen studente se belewing van gesins- en persoonlike koherensie en die mate waarin studente potensiële ondersteuningsbronne benut het. 'n Sekondêre doelstelling was om die verband tussen die studente en hulouers se belewing van die tipe hanteringstrategieë wat deur die gesin tydens krisissituasies gebruik word, te bepaal. 'n Biografiese vraelys, Benutting van bronne vraelys, Lewensoriënteringsvraelys (Orientation to life Questionnaire (OLQ)), Gesinskoherensieskaal (Family Sense of Coherence Scale (FSOC)) en 'n Gesinskrisisgeoriënteerde Persoonlike Evaluasieskaal (Family Crisis Oriented Personal Evaluation Scale (F-COPES)) is voltooi deur 145 eerstejaarstudente aan die Universiteit van Stellenbosch. Slegs die FSOC en F-COPES skale is deur ouers voltooi. Die resultate dui daarop dat daar 'n beduidend positiewe verband bestaan tussen studente se belewing van gesins- en persoonlike koherensie en die belangrikheid van die benutting van ondersteuningsbronne. Daar is gevind dat vroulike studente 'n sterker belewing van gesinskoherensie as manlike studente het. Beduidende verskille is gevind tussen die studente en hulle ouers se belewing van die tipe hanteringstrategieë wat deur die gesin tydens krisissituasies gebruik word. Beduidende verskille is gevind spesifiek tussen die studente en hulle ouers se belewing van die gesin se verkryging van sosiale ondersteuning, die mobilisering van die gesin om hulp te verkry en te aanvaar, en die gesin se passiewe waardering van 'n probleem. Die navorsingsresultate het belangrike implikasies vir die ontwikkeling en implementering van ondersteuningsgroepe asook sosiale en lewensvaardigheidsprogramme aan sekondêre en tersiêre opleidingsinstansies.
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Books on the topic "Verwagtinge van die student"

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Bosch, Sije van den. Studiefinanciering 1919-1986: Globale beschrijving van de rol van de rijksoverheid in de periode 1919-1986. [Zoetermeer]: Ministerie van Onderwijs en Wetenschappen, 1987.

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Slaman, Pieter. Staat van de student: Tweehonderd jaar politieke geschiedenis van studiefinanciering in Nederland. Amsterdam: Boom, 2014.

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Heyneke, M. Die invloed van televisie op enkele naskoolse aktiwiteit van standerd 10-leerlinge. Pretoria: Raad vir Geesteswetenskaplike Navorsing, 1987.

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Luyckx, Joost. ACCO: Geschiedenis van een studentencoöperatie (1960-2010). Leuven: Acco, 2011.

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Feryn, A. Internationalisering van hoger onderwijs en wetenschappelijk onderzoek. [Zoetermeer]: Ministerie van Onderwijs en Wetenschappen, Directoraat-Generaal Hoger Onderwijs en Wetenschappelijk Onderzoek, 1987.

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Walt, Tjaart Van der. Verslag van die ondersoek na onderwys vir Swartes in die Vaaldriehoek na aanleiding van die gebeure van 3 september 1984 en daarna. [Pretoria: Staatsdrukker, 1985.

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Hermans, Willem Frederik. In de mist van het schimmenrijk: Fragmenten uit het oorlogsdagboek van de student Karel R. Amsterdam: Bezige Bij, 1993.

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Hermans, Willem Frederik. Madelon in de mist van het schimmenrijk: Fragmenten uit het oorlogsdagboek van de student Karel R. 2nd ed. Amsterdam: De Bezige Bij, 1994.

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Harry, Hens, and Moossdorff Peter, eds. Tussen wetenschapskritiek en belangenbehartiging: De studentenbeweging van binnenuit bezien. Groningen: Konstapel, 1985.

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Ligtenberg, Lucas. Een geschiedenis van Propria Cures, 1890-1990. Amsterdam: Nijgh & Van Ditmar, 1990.

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Book chapters on the topic "Verwagtinge van die student"

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van Halem, Nicolien, Tera Stuut, and Henny Verbeek. "Introductie van de student." In De werkbegeleider in zorg en welzijn, 21–31. Houten: Bohn Stafleu van Loghum, 2016. http://dx.doi.org/10.1007/978-90-368-1212-2_3.

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van Halem, Nicolien, Tera Stuut, and Henny Verbeek. "Introductie van de student." In De werkbegeleider in zorg en welzijn, 27–46. Houten: Bohn Stafleu van Loghum, 2020. http://dx.doi.org/10.1007/978-90-368-2563-4_3.

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Landman, Bruce, and Aaron Robertson. "Van der Waerden’s theorem." In The Student Mathematical Library, 21–54. Providence, Rhode Island: American Mathematical Society, 2003. http://dx.doi.org/10.1090/stml/024/02.

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Landman, Bruce, and Aaron Robertson. "Van der Waerden’s theorem." In The Student Mathematical Library, 23–65. Providence, Rhode Island: American Mathematical Society, 2014. http://dx.doi.org/10.1090/stml/073/02.

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Landman, Bruce, and Aaron Robertson. "Other variations on van der Waerden’s theorem." In The Student Mathematical Library, 181–98. Providence, Rhode Island: American Mathematical Society, 2003. http://dx.doi.org/10.1090/stml/024/07.

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Landman, Bruce, and Aaron Robertson. "Other variations on van der Waerden’s theorem." In The Student Mathematical Library, 203–20. Providence, Rhode Island: American Mathematical Society, 2014. http://dx.doi.org/10.1090/stml/073/07.

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Gunnewijk, Ben, and Susan de Boer. "Frits. De student met autisme." In De praktijk van de kinder- en jeugdpsychiater, 19–23. Houten: Bohn Stafleu van Loghum, 2021. http://dx.doi.org/10.1007/978-90-368-2580-1_3.

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Rose, Jonathan. "Student Power." In Readers' Liberation. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198723554.003.0005.

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In 1916 Columbia University dropped its Latin requirement for admissions, effectively opening its doors to the striving sons of immigrants. Thus (in a word) it became the first Ivy League school to deal with the issue of diversity. In the same year, Professor John Erskine proposed what became the General Honors course, Columbia’s celebrated core curriculum of Great Books. Much later that program would come under fire for not including enough female and non-Western authors—but measured against the standards of its time, it was strikingly democratic, inclusive, and anti-authoritarian. The students who were now entering, educated at public schools, lacked the common classical training of prep-school boys, so Erskine aimed to teach them a shared body of literature that was far more broad and accessible. It took the Classics Department a year to get through Herodotus in the original: General Honors covered him (in translation) in a week. And Erskine’s definition of “Great Book” was clearly flexible: he envisioned that the reading list would be revised from year to year, and at first it was. The aim was not to follow a rigid canon, but to create the basis for a common conversation. And so it did: the early cohort of students included young men who would go on to shape intellectual discourse in mid-century America: Lionel Trilling, Jacques Barzun, Clifton Fadiman, Whittaker Chambers, Joseph Mankiewicz (future screenwriter and director), and Leon Keyserling (later Harry Truman’s top economic advisor), with Mark Van Doren and Mortimer Adler serving as instructors. Early in his teaching career, Erksine explained his liberation pedagogy: . . . A college course in literature should provide for two things—the direct contact of the student’s mind with as many books as possible, and the filling in of any gaps in his sympathy with what he reads. Almost all the great books were intended for the average man, and the author contemplated an immediate relation with his audience. There is room for the annotator or teacher only when time has made the subject remote or strange, or when the reader’s imagination is unable to grasp the recorded experience . . . If the student’s task is to read great books constantly, the teacher’s part [is] to connect the reading with the pupil’s experience . . . . . .
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"The Great Divide Between Teacher and Student Questioning: Hans van der Meij." In Strategic Help Seeking, 199–222. Routledge, 2012. http://dx.doi.org/10.4324/9781410602701-13.

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Maurer, Yael. "Undying histories: Washington Irving’s Gothic afterlives." In The Gothic and Death. Manchester University Press, 2017. http://dx.doi.org/10.7228/manchester/9781784992699.003.0006.

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This chapter examines Irving’s 1824 story ‘The Adventure of the German Student’ alongside his two earlier tales, ‘The Legend of Sleepy Hollow’ and ‘Rip Van Winkle’, focusing on Irving’s radical rethinking of the historical tale as a site of ghostly returns. The presence of death and ghostly figures at the heart of foundational historical moments makes the telling and retelling of the historical tale a fraught endeavour. Irving’s seemingly harmless ‘ghost stories’ are in effect radical reinventions of ‘History’ as a constant problem to be grappled with in the here and now. In ‘The Adventure of the German Student’, the figure of the guillotine offers a prime symbol for this deathly presence at the heart of the historical event, casting it as always already horrific and showcasing History’s deadly and beheading forces at work on the individual and the collective alike.
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Conference papers on the topic "Verwagtinge van die student"

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Bradbury, D. "Upper-division student laboratory experiments with a 2.5 MV Van de Graaff Accelerator." In The CAARI 2000: Sixteenth international conference on the application of accelerators in research and industry. AIP, 2001. http://dx.doi.org/10.1063/1.1395502.

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Agustiani, Hendriati, Ratna Jatnika, and Yanti Rubiyanti. "The Differences in Positive Parenting According to Male and Female Student in Bandung." In 1st Paris Van Java International Seminar on Health, Economics, Social Science and Humanities (PVJ-ISHESSH 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210304.174.

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Musdi, Edwin, and Yuli Dwi Andila. "Improve student mathematical communication ability through the development of geometry instructional device based on Van Hiele’s theory." In THE 4TH INDOMS INTERNATIONAL CONFERENCE ON MATHEMATICS AND ITS APPLICATION (IICMA 2019). AIP Publishing, 2020. http://dx.doi.org/10.1063/5.0020900.

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Sulistyoningsih, Hariyani, and Sinta Fitriani. "Parental Support and Practises of Personal Hygiene Reproductive Organs for Girls Student Ummul Quro." In 1st Paris Van Java International Seminar on Health, Economics, Social Science and Humanities (PVJ-ISHESSH 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210304.074.

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Fauziyah, N., I. K. Budayasa, and D. Juniati. "The Ability of Student with Autism Spectrum Disorder (ASD) in Completing Basic Mathematics Operations (BMO)." In 1st Paris Van Java International Seminar on Health, Economics, Social Science and Humanities (PVJ-ISHESSH 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210304.039.

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Ansyah, E. H., C. Hadi, and N. A. F. Nawangsari. "Teacher-Student Relationship is Enhanced by the Gratitude of Teacher Perspective in Religious Based Elementary School." In 1st Paris Van Java International Seminar on Health, Economics, Social Science and Humanities (PVJ-ISHESSH 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210304.063.

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Mujahidah, Nelly, Dinn Wahyudin, and Rusman. "The Correlation Between Student Motivation in Choosing Study Program of Arabic Language Education and Their Perception About Teacher Profession." In 1st Paris Van Java International Seminar on Health, Economics, Social Science and Humanities (PVJ-ISHESSH 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210304.035.

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Lucey, Siobhán, Brendan McElroy, and Lauren McInally. "Teaching in the 21st century – Engaging students in active learning using student response systems." In Learning Connections 2019: Spaces, People, Practice. University College Cork||National Forum for the Enhancement of Teaching and Learning in Higher Education, 2019. http://dx.doi.org/10.33178/lc2019.05.

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The prevalence of student response systems (hereafter SRS) in higher education has grown significantly in the last few years. Student classroom participation and student’s assessment of performance particularly in larger classes, has often been regarded as problematic in pedagogical research (Black and Wiliam, 1998; Fies and Marshall, 2006). Growth in technology, coupled with popularity of handheld devices has led to the development in SRS with the intention of increasing classroom participation and engaging students in the lecture setting (Denker, 2013). Studies identify benefits to students participating in the classroom using SRS including increased student involvement, attendance, learning and engagement (Heaslip et al., 2014; Van Daele et al., 2017). This research seeks to examine the effects of a SRS on student participation and engagement in large undergraduate economics modules at both an Irish and UK university during the academic year of 2018/19. We compare a control period (no SRS in place) with a trial period (SRS in place). The results show that the use of the SRS significantly increased student’s interaction with the lecturer and their ability to perform self-assessment in absolute terms and relative to their peers.
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Arredondo-Hidalgo, María Guadalupe, and Diana del Consuelo Caldera González. "THE PORTFOLIO OF EVIDENCE IN THE COMPETENCY-BASED EDUCATIONAL MODEL OF THE UNIVERSITY OF GUANAJUATO." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end036.

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In a teaching-learning process, it is essential that the evaluation is summative and formative, from an analytical and holistic basis so that the process is comprehensive and integrates the work that the student has developed throughout the course, for example, a portfolio of evidence. Van der Schaaf and Stokking (2008) state that a portfolio of evidence integrates elements that must be related to each other, in order to be considered valid and reliable to evaluate the teaching-learning process, the elements are: a) the teacher model, b) the task model, c) the scoring model and d) the interpretation model. The objective of this research is to analyze the use of the portfolio of evidence as an evaluation tool within the teaching-learning process, for the Competency-Based Educational Model of the University of Guanajuato. This is a quantitative research with descriptive scope. A 22-item questionnaire was used considering the instrument developed by Romero and Crisol (2011) called "Opinion, satisfaction, usefulness and feelings of students about the use of the portfolio in learning and self-evaluation". The instrument was applied to a sample of 183 students of the Bachelor's Degree in International Commerce of the Economic-Administrative Sciences Division of the University of Guanajuato, distributed in four different Learning Units. The results indicate that students consider important the use of the portfolio of evidence as part of their teaching-learning process. In the part of satisfaction, usefulness and feelings, the students consider that the use of the portfolio is very important as a pertinent and adequate tool, and it is considered useful for learning, since besides serving as reinforcement, it implies a free and creative exercise. As conclusions of the study, the importance of the portfolio of evidence as a method of evaluation in accordance with the Educational Model by Competencies of the University of Guanajuato, which has also been well received at least by the sample of this study, is manifested. As future lines of research, it is expected to expand the sample to other careers and learning units to verify the applicability of the results of the study.
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