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1
Veale, Ann. „The relationship of the practicum to teacher development“. Title page, table of contents and abstract only, 1987. http://web4.library.adelaide.edu.au/theses/09EDM/09edmv394.pdf.
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2
McGuire, Anthony. „Pupil teachers and junior teachers in South Australian schools 1873-1965 : an historical and humanistic sociological analysis /“. Title page, contents and abstract only, 1999. http://web4.library.adelaide.edu.au/theses/09PH/09phm148.pdf.
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3
Burley, Stephanie. „None more anonymous? : Catholic teaching nuns, their secondary schools and students in South Australia, 1880-1925 /“. Title page, contents and abstract only, 1992. http://web4.library.adelaide.edu.au/theses/09EDM/09edmb961.pdf.
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4
Bentley-Williams, Robyn. „EXPLORING BIOGRAPHIES: THE EDUCATIONAL JOURNEY TOWARDS BECOMING INCLUSIVE EDUCATORS OF CHILDREN WITH DISABILITIES“. University of Sydney, 2005. http://hdl.handle.net/2123/1855.
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Doctor of PhilosophyThe current study explored the formative processes of twelve student teachers constructing role understandings in the context of their experiences and interactions with people with disabilities. In particular, it examined the participants’ changing notions of self-as-teacher and their unfolding perceptions of an inclusive educator’s role in teaching children with disabilities. The research aimed to investigate personal and professional forms of knowledge linked with the prior subjective life experiences of the student teachers and those arising from their interactions in situated learning experiences in community settings. The contextual framework of the study focused on the development of the student teachers’ unique understandings and awareness of people with disabilities through processes of biographical situated learning. The investigation examined participants’ voluntary out-ofcourse experiences with people with disabilities across three community settings for the ways in which these experiences facilitated the participants’ emerging role understandings. These settings included respite experiences in families’ homes of young children with disabilities receiving early intervention, an after-school recreational program for primary and secondary aged children and adolescents with disabilities, and an independent living centre providing post-school options and activities for adults with disabilities. ii Two groups participated in the current study, each consisted of six student teachers in the Bachelor of Education Course at the Bathurst campus of Charles Sturt University. Group One participants were in the second year compulsory inclusive education subject and Group Two participants were in the third year elective early intervention subject. The investigation examines the nature of reflexive and reflective processes of the student teachers from subjective, conflict realities in an attempt to link community experiences with real-life issues affecting inclusive educational practices. The voluntary community experiences engaged the research participants in multi-faceted interactions with people with disabilities, providing thought-provoking contexts for their reflections on observations, responses and reactions to situations, such as critical incidents. The participants engaged in reflexive and reflective processes in records made in learning journals and in semi-structured interviews conducted throughout the investigation. Results were analysed from a constructivist research paradigm to investigate their emerging role understandings. Prior to this study there had been few practical components in the compulsory undergraduate inclusive education subject which meant that previously student teachers gained theoretical knowledge without the opportunity to apply their learning. Many student teachers had expressed their feelings of anxiety and uneasiness about what they should do and say to a person with a disability. Thus, the community experiences were selected in order to give a specific context for student teachers’ learning and to provide participants with expanded opportunities to consider their professional identity, social awareness and acceptance of people with disabilities. iii An analysis of the data demonstrated the centrality of reflection within a situated teaching and learning framework. Understandings of prior experiences and motivation were shown to interact with the outcomes of the community experiences through an on-going process of reflection and reflexivity. This reconstructing process encouraged learners to reflect on past, present and projected future experiences and reframe actions from multiple perspectives as a way of exploring alternatives within broader contexts. The data reveal the participants’ engagement in the community experiences facilitated their awareness of wider socio-cultural educational issues, while focusing their attention on more appropriate inclusive teaching and learning strategies. The reflective inquiry process of identifying diverse issues led participants to consider other possible alternatives to current community practices for better ways to support their changing perspectives on ideal inclusive classroom practices. The dialogic nature of participants’ on-going deliberations contributed to the construction of their deeper understandings of an inclusive educator’s role. The findings of the study identified external environmental and internal personal factors as contributing biographical influences which shaped the student teachers’ emerging role understandings. The results emphasised the value of contextual influences in promoting desirable personal and professional qualities in student teachers. Importantly, situated learning enhanced participants’ unique interpretations of their prospective roles. As a result of analysing their insights from interactions in community contexts, the student teachers had increased their personal and professional understandings of individuals with disabilities and broadened their perceptions of their roles as inclusive educators. Thus, the study found that encouraging a biographical reflexive and reflective orientation in participants was conducive iv to facilitating changes in their understandings. Overall, the outcomes had benefits for student teachers and teacher educators in finding innovative ways for integrating biographical perspectives into situated teaching and learning approaches. The study showed that contextual influences facilitated deeper understanding of role identity and produced new ideas about the nature of reflexivity and reflection in guiding student teachers’ learning. (Note: Appendices not included in digital version of thesis)
5
van, Limbeek Catherine A. H., und n/a. „WHAT ADAPTATIONS AND MODIFICATIONS DO REGULAR CLASSROOM TEACHERS REPORT MAKING TO THEIR PROGRAMS AND PRACTICES IN ORDER TO MEET THE NEEDS OF STUDENTS WITH MILD DISABILITIES AND LEARNING DIFFICULTIES?“ University of Canberra. n/a, 2008. http://erl.canberra.edu.au./public/adt-AUC20081216.113453.
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Integration has been the policy of the New South Wales Department of Education and
Training since 1981. Regular classroom teachers are responsible for implementing this policy
at the classroom level. In order to achieve this, teachers need to make informed decisions
about aspects of the class program and practice that may need to be adapted or modified to
provide opportunities for integrated students to participate meaningfully in regular classroom
environments.
The purpose of this study is twofold: to extend research into adaptations made by New South
Wales teachers under a policy of integration by surveying teachers' perceptions on various
adaptations/modifications and to explore factors related to teachers? implementation of these
adaptations/modifications to programs and practices for students with mild disabilities and/or
learning difficulties. Researchers have studied integration (variously named and interpreted)
since the eighties and the current research is based on a body of research conducted over the
last twenty-five years. The current research identified the frequency of different types of
adaptations/modifications used by regular classroom teachers. An attempt is made to identify
various barriers and isolate particular factors that may influence the use of these
adaptations/modifications in regular classrooms.
Results indicated that teachers reported using different adaptations and modifications to
varying degrees. Teachers indicated that they held a preference for adaptations and
modifications that could easily be implemented for all students in the class. Teachers reported
that barriers such as: 'Lack of preparation and planning time'; 'Demands on instruction time';
and 'Inadequate staff ratios' have the greatest affect on their implementation of adaptations
and modifications. The level of qualifications held by the teachers was the only factor that
had a significant correspondence to the frequency of adaptations and modifications
implemented for students with mild disabilities and learning difficulties. Further research is
recommended to investigate across a larger area of population, the type and level of
disabilities experienced by the students and the influence of teachers? choice on frequency of
adaptations and modifications.
6
Saltmarsh, David L. W. (David Lloyd William). „National review of nursing education : student expectations of nursing education“. Canberra, A.C.T. : Commonwealth Department of Education, Science and Training, 2001. http://www.dest.gov.au/highered/nursing/pubs/student_expect/1.htm.
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7
Zhukov, Katie School of Music & Music Education UNSW. „Teaching styles and student behaviour in instrumental music lessons in Australian conservatoriums“. Awarded by:University of New South Wales. School of Music and Music Education, 2004. http://handle.unsw.edu.au/1959.4/20698.
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This investigation into instrumental music teaching at the tertiary (conservatorium) level sought to observe and describe typical teacher and student behaviour in this under-researched educational setting. The aim of the study was to examine a wide range of areas associated with instrumental music teaching in order to identify patterns of behaviour exhibited by teachers and students and to define teaching and learning styles present in advanced applied music teaching. After a review of literature on teaching in general and on music teaching in particular, an observational instrument for individual instrumental music lessons was developed and refined in pilot studies. 12 prominent Australian teachers were videotaped teaching 24 students, with the sample being balanced geographically, institutionally, by instrument (three mainstream groups: piano, strings and winds) and by gender (equal numbers of male and female teachers and students). Steps were taken to observe realistic teaching of typical students and to minimise the observer???s intrusion into the lesson dynamics. The videotaped lessons were analysed using an observational instrument and the data was subjected to various statistical analyses. Results are reported according to five main areas (lesson structure, lesson content, teaching methodology, teacher/ student relationship, and teaching and learning styles) and discussed with reference to existing literature. The conclusions of this study enhance current understanding of studio music teaching, by supporting many of the findings of previous research and substantiating their application to advanced instrumental music teaching. This study provides new insights into the underlying structure of instrumental music lessons, the primacy of technique in terms of lesson content, the use of teaching strategies such as demonstration, evaluation and questioning, gender differences between teachers and between students, and the types of teaching and learning styles that are prevalent in conservatorium settings. Findings contribute to and extend existing research into applied music teaching.
8
Debela, Nega Worku. „Minority language education with special reference to the cultural adaption of the Ethiopian community in South Australia /“. Title page, contents and abstract only, 1995. http://web4.library.adelaide.edu.au/theses/09PH/09phd2858.pdf.
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9
Garraway, James Windsor. „Perceptions of language teaching in science from student and teacher discourse“. Thesis, Rhodes University, 1994. http://hdl.handle.net/10962/d1003576.
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The research was concerned with perceptions of language and physics in three strata of participants in a writing across the curriculum teaching course at an intermediate college. The participants were: a language teacher, two physics teachers and a class of twenty physics students - the students were studying in order to enter the Engineering Faculty at the University of Cape Town. The predominant understanding of the teachers was that of a limited interpenetration between the discourse of physics and language teaching. Physics teachers thought that language teachers would experience difficulties with both the concepts and language of physics. In actual practice however, students and the language teacher managed physics knowledge with some degree of success in the language classroom. Some students understood writing as helping them to understand physics. However, the dominant understanding of language was that of knowing the appropriate language of physics for their teachers. An appropriate language understanding was seen as potentially problematic in that it could encourage an unquestioning or monodimensional approach to physics knowledge. As a way around this problem, it was suggested that language teachers teach students to recognise and to use particular genres within science, and to develop their voice within these constraints.
10
Makeleni, Sive. „Foundation phase male student-teacher’s experiences during teaching practice: implications for initial teacher training“. Thesis, University of Fort Hare, 2016. http://hdl.handle.net/10353/4780.
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The aim of this study was to explore experiences of Foundation Phase male student teachers during teaching practice. Four Bachelor of Education Foundation Phase male student-teachers were selected for the purpose of this study. Venturing of males in Foundation Phase specialisation is phenomenon. Foundation Phase has been viewed as a female territory for many years. As a result, there are few males teaching in FP. The study employed the qualitative approach as a suitable approach. As the study sought to explore experiences, a phenomenological design was followed. In a true phenomenological design, unstructured interviews and personal diaries are used for data collection. In this study data were collected through unstructured interviews and personal diaries of the participants. I employed interpretivism as a research paradigm.
11
Makeleni, Sive. „Foundation Phase male student-teachers’ experiences during Teaching Practice: Implications for Initial Teacher Training“. Thesis, University of Fort Hare, 2016. http://hdl.handle.net/10353/5171.
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The aim of this study was to explore experiences of Foundation Phase male studentteachers during teaching practice. Four Bachelor of Education Foundation Phase male student-teachers were selected for the purpose of this study. Venturing of males in Foundation Phase specialisation is phenomenon. Foundation Phase has been viewed as a female territory for many years. As a result, there are few males teaching in FP. The study employed the qualitative approach as a suitable approach. As the study sought to explore experiences, a phenomenological design was followed. In a true phenomenological design, unstructured interviews and personal diaries are used for data collection. In this study data were collected through unstructured interviews and personal diaries of the participants. I employed interpretivism as a research paradigm. The study found that despite South Africa being a democratic country Foundation Phase is still viewed as a female space. Findings reveal that male student-teachers feel that in a democratic country, gender equality should be exercised. The study revealed that teaching profession is undermined. As much as participants reported about insecurities, they also reported about the benefits of being a male studentteacher in Foundation Phase specialisation. One of the benefits reported is knowledge and understanding of child development theories. The participants reported that during TP, they were seen as role-models, as father figures and resources. The research recommends that Initial Teacher Education Programme should do more in preparing male student-teachers venturing in Foundation Phase. The research also suggests that all stakeholders involved in education should have a programme focusing on developing teaching profession to be a prestigious profession. The government and all education stakeholders should also focus on gender equality within FP specialisation, both in Initial Teacher Education institutions and in schools.
12
Sebastian, Dipu, und dipu_sebastian@hotmail com. „Enhancing student learning in a first year business program“. Deakin University. Education, 2009. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20100401.122742.
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The central purpose of this study was to investigate whether specific teaching and learning activities, such as concept mapping and reconceptualising the assessment criteria, could improve student learning outcomes in a first year Business program. The rationale for designing such strategies was based on a preliminary study, which examined the specific characteristics of the student cohort, and relevant literature. Overall, findings of this research suggest that these measures can improve student learning outcomes on a written task and further lighlighted the importance of engaging the student within the learning process.
13
Johnson, Bruce. „An evaluation of the use and impact of a school based child abuse prevention program /“. Title page, contents and abstract only, 1995. http://web4.library.adelaide.edu.au/theses/09PH/09phj658.pdf.
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Thesis (Ph. D.)--University of Adelaide, Dept. of Psychiatry, 1996.Addendum and errata are pasted in onto back end papers & back pages. Copy of author's previously published article inserted. Includes bibliographical references (leaves 451-466).
14
Mrowa, Colette. „Communication, discourse, interaction in language classes. /“. Title page, contents and summary only, 1997. http://web4.library.adelaide.edu.au/theses/09PH/09phm939.pdf.
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Thesis (Ph. D.)--University of Adelaide, Dept. of Linguistics, 1997.Amendments and errata are in pocket on front end paper together with covering letter. Includes bibliographical references (leaves 168-185).
15
Wicks, Keren. „"Teaching the art of living" : the development of special education services in South Australia, 1915-1975 /“. Title page, table of contents and abstract only, 2000. http://web4.library.adelaide.edu.au/theses/09PH/09phw6367.pdf.
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16
Jaffer, Faeeqa. „Student and Staff Perceptions of ‘Being a Student’ in the Nature Conservation Foundation Programme“. Thesis, Cape Peninsula University of Technology, 2014. http://hdl.handle.net/20.500.11838/1865.
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Thesis submitted for the degree
Master of Education
in the Faculty of Education and Social Science
at the Cape Peninsula University of Technology
2014‘Underpreparedness’ of students entering higher education is an issue that many academic institutions in South Africa are currently addressing. These students, who are referred to as ‘underprepared’, are more often than not black students. They are seen as disadvantaged, lacking the skills, knowledge and/or language proficiency to navigate their way to success in higher education. This study seeks to identify students’ understanding of the behaviours they should display in higher education and how this clashes with the expectations of academics. It examines how students try to engage with the institutional discourse and how they try to identify a ‘sense of being’. Qualitative research was used through the administration of essays that students were expected to write, as well as individual face-to-face interviews. The essays and interviews tried to gauge how students perceived themselves as Nature Conservation students. Lecturers were also interviewed so that a comparison could be made between what students perceive and the expectations of academics in higher education. Various themes were identified through the analysis of the student essays and interviews, by using an inductive approach. Through the development of these themes, the gap could be identified between students and lecturers.
17
Alexander, Joy Charmaine. „Student teachers’ teaching of reading and their commitment to the public good“. Thesis, Cape Peninsula University of Technology, 2013. http://hdl.handle.net/20.500.11838/1980.
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Thesis submitted in fulfilment of the requirements for the degree
Doctor in Education
in the Faculty of Education and Social Sciences
at the Cape Peninsula University of Technology
2013This study investigated the intersection between student teachers’ perspectives of the teaching of reading and their public good commitment. It explored the activities and practices which they saw as supporting their teaching of reading and it investigated the student teachers’ professional capabilities for public good, which underpin their teaching of reading. The teacher education facets which shaped the formation of their professional capabilities were investigated. Furthermore, their societal experiences which shaped the formation of their public good commitment and values were explored. This study investigated novice professionals who were about to enter the teaching profession. The teacher, as public-good professional in South African society, who continues to struggle with the legacies of apartheid, was a key concept in this study. Student teachers were selected for this study because these legacies place teacher education at the centre stage of transformation in South Africa, particularly the ways in which student teachers navigate the complexities of inequality in their roles as reading teachers. The starting point of this study was the view that learning to read is a political issue. Learning to teach reading is a political issue which should be underpinned by public good commitment and values. A central argument of this thesis is that teacher education is well poised to form student teachers’ professional capabilities for public good which could underpin their teaching of reading towards shaping a better South African society when they enter the teaching force after their undergraduate studies. This was a small-scale study which used a mixed methods approach. Data was collected at the beginning and the end of the student teachers’ teacher education program. Qualitative data was generated from focus group interviews and from a participatory dialogue. Quantitative data was generated from a questionnaire. Ten student teachers participated in the focus group interviews and 35 student teachers participated in the participatory dialogue and questionnaire. Amartya Sen’s (1999) and Martha Nussbaum’s (2000) Human Development Capabilities approach structured this research theoretically. Walker and McLean’s (2010) Professional Capabilities Index provided the framework for discussing and reasoning about capabilities. This study revealed that the student teachers’ perspectives of their reading teaching included 13 reading teaching activities and 20 reading teaching practices which were underpinned by eight professional capabilities for public good. Three main teacher education facets were found to be influential in the formation of the student teachers’ professional capabilities for public good: Teaching Practice sessions in diverse schools, Teacher Education coursework and Other Experiences in the teacher education program. This study found that the student teachers’ lived experiences prior to their teacher education influenced their public good commitment and values. These included disconcerting experiences as learners, grim experiences in the community, activist experiences with community engagement, non-teaching career experiences and a personal desire to enable human development.
18
Raw, James S. „Family and school correlates of adolescents' outcomes“. Title, contents and abstract pages only, 1988. http://web4.library.adelaide.edu.au/theses/09ED.M/09ed.mr257.pdf.
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Gerber, Karin. „Optimising the work integrated learning of student nurses“. Thesis, Nelson Mandela Metropolitan University, 2016. http://hdl.handle.net/10948/7721.
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According to the Council on Higher Education (CHE, 2011:78) the term Work Integrated Learning (WIL) refers to an educational approach that aligns academic and workplace practices for the mutual benefit of students and workplaces. The CHE (2011:4) further describes WIL as an approach to career-focussed education that includes classroom-based and workplace-based forms of learning that are appropriate for the professional qualifications. WIL forms part of many training programmes for professions across the globe and is considered an important aspect of preparing the trainee or student to integrate theoretical learning into the clinical environment in which he or she will be building his or her career. WIL is considered crucial for the development of professional attributes and competencies needed to perform duties within the chosen profession once the trainee is qualified. Health care professions across the world employ WIL in clinical areas as an integral part of their curricula and nursing specifically is one of the health care professions that utilise a large component of WIL for clinical development of the student nurses. In South Africa, student nurses are currently placed in a variety of clinical settings in order to obtain the required and regulated clinical experience that work integrated learning should offer them. However, anecdotal evidence indicated that student nurses from the various Nursing Education Institutions in Nelson Mandela Bay experienced difficulty in finding adequate opportunities to develop their newly acquired skills when in the clinical areas and reported great difficulties in achieving their WIL outcomes. The aim of this study was to explore and describe the student nurses’ experiences of work integrated learning in various clinical areas in the Nelson Mandela Bay. This study followed a qualitative, exploratory, descriptive and contextual design with two phases. Thirty-five student nurses in their third and fourth-year were purposely sampled. In phase one data was collected using two steps, where the first step comprised using naïve sketches. During the second step interviews were done by means of focus groups using semi-structured questions and responsive interviewing. Data was transcribed verbatim and analysed thematically using Tesch’s method of analysis. In phase two recommendations for nurse educators to optimise WIL were formulated. The following three themes and related sub-themes emerged from the analysis: 1) Student nurses experienced a multitude of challenges in the clinical placement areas (CPA) and at the nursing education institution (NEI) that negatively impact on their morale and hinder WIL, namely lack of resources, unsupportive learning environments, a lack of belonging and workplace violence. 2) Positive experiences resulted in motivated and enthusiastic students, namely being inspired by role models, enhanced learning when support was offered and personal growth. 3) Students offered recommendations for enabling their WIL, namely adequate mentoring and clinical support, adequate financial support related to WIL and adjusting the nursing programmes to better incorporate the students’ needs. Relevant literature and recommendations offered by the student nurses were used to formulate recommendations with action steps for nurse educators to optimise work integrated learning of student nurses.
20
Simons, Ronnie. „Classroom communication and schooling: a case-study of teaching and learning in a secondary school in Soweto“. Thesis, University of Cape Town, 1986. http://hdl.handle.net/11427/23628.
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21
Gerken, Laura Jennifer. „Awakening the muse in the land of the morning calm : guidelines for new and future teachers bound for South Korea /“. Click here to view full-text, 2006. http://sitcollection.cdmhost.com/u?/p4010coll3,297.
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22
Heighway, Valerie. „Student nurse perceptions : a case study to illuminate the perceptions developed by student nurses which result in absenteeism as the behaviour of choice in response to difficulties in their educational programme“. Master's thesis, University of Cape Town, 1990. http://hdl.handle.net/11427/22100.
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The problem which prompted the undertaking of this study was that of increasing absenteeism amongst student nurses at one South African Nursing College. The information, obtained from individual and group interviews, was analysed to identify the perceptions developed by student nurses. Absenteeism is shown to be a behavioural response to environmental and other factors in the world of the student nurse. A theoretical model is proposed to explain three main types of absenteeism and the factors which contribute to absenteeism and attendance.
23
Burgis, Paul Lindsay Education Faculty of Arts & Social Sciences UNSW. „The role of secondary schools in the development of student knowledge about poverty in Australia, The Philippines and Zimbabwe“. Awarded by:University of New South Wales. School of Education, 2006. http://handle.unsw.edu.au/1959.4/25483.
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This thesis examined student knowledge about the nature, scope, causes and responses to poverty, student perceptions of the emphasis in the school curricula on poverty and development, student attitudes to poverty and the factors that influence such knowledge and attitudes. Knowledge and attitudes at the end of primary school were compared with those after four years of secondary school in three nations, Australia. The Philippines and Zimbabwe, involving 1296 surveys and 188 interviews. The investigation draws on earlier work in Ireland (Regan, 1996). and is a response to the recent emphasis on the role of schools in development education in Europe (Lemmers, 2001) and the call for a greater emphasis in Australia on this area (Simons. Hart and WTalsh, 1997). The survey compared student understanding with current 'knowledge' in the literature and the interview allowed an examination of the stories students constructed about people in poverty, including their cognitive and affective responses to people in poverty. Results showed that whilst almost all students recognised that poverty exists, they were more likely to define it simply as a lack of income than as a phenomenon involving social power and self esteem. Few students were aware that the majority of the world's poor are female. Nationality was an important predictor of student knowledge and values. Australian students considered nationally based causes (e.g., government, education) to be more important than personal qualities (e.g., laziness) or international causes (e.g., powerful countries). Australian students were also more likely to value hedonism, but it could not be demonstrated conclusively that this affected the ways that they defined poverty and its causes. Filipino students were more likely to perceive poverty as being the fault of the person experiencing poverty and were more pejorative towards the poor. Whilst Filipino and Zimbabwean students considered that they had learnt a lot about poverty, few Australian students thought this to be the case. Students in senior secondary school were not well informed of current understandings about poverty and development and did not possess a significantly greater knowledge than primary school students on these matters. Specifically. current school practices allow students to perceive poverty as primarily income related and do not place due emphasis on internationally related causes.
24
Santhanam, Elizabeth. „Investigation and innovation of teaching and learning genetics at the introductory level in the University of Adelaide /“. Title page, contents and abstract only, 1996. http://web4.library.adelaide.edu.au/theses/09PH/09phs2338.pdf.
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Adams, William Edward. „Differences between student perceptions of the actual and the preferred science laboratory classroom learning environments at a South African college of education“. Master's thesis, University of Cape Town, 1993. http://hdl.handle.net/11427/18316.
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This preliminary research study aimed to investigate, with the aid of the Science Laboratory Environment Inventory (SLEI), the actual and the preferred laboratory environments as perceived by 264 first, second and third year college Science and Biology students in Cape Town, South Africa. This investigation sought to answer the following main questions: * Are the English and the Afrikaans versions of the SLEI valid and reliable for use as perceptive instruments in a South African context? * What are the relationships between variables such as class membership, the year level of study, the type or level of the science subject studied, the particular lecturer concerned, home language and gender and the students' perceptions of their science laboratory classroom environments? * Do appreciable differences occur between the actual and the preferred environments as perceived by the students? * Are the findings of the present investigation consistent with the results of parallel investigations undertaken overseas? The data was collected by means of standard answer sheets, and analysed by comparison of the mean scores, standard deviations, discriminant validities and the alpha reliabilities of the various scales of SLEI.
Bibliography: p. 130-141.
26
Olivier-Shaw, Amanda. „Lecturer and student perceptions of an academic writing task“. Thesis, Rhodes University, 1996. http://hdl.handle.net/10962/d1003548.
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This research considers the perceptions of an academic writing task held by a lecturer and first year students in the Philosophy department at the University of Zululand. The research takes as its starting point the following premises: that language is inextricably linked to learning; that each academic discipline has a particular discourse which students have to acquire in order to participate as accepted members of the academic community; that learning proceeds most effectively when teaching starts with what is known and moves into the unknown; and that learning takes place through experience and involvement, rather than transmission. The research suggests that many first year students bring with them to university an understanding of the nature of learning and of knowledge which makes it difficult for them to understand the implicit rules of the discourse of analytical philosophy. My investigation uncovered several of these rules in the study guide written for the course, but it appears that students were not able to discover them and, as a result, experienced great difficulty in fulfilling the assignment task in a way which promoted their understanding of the content. The research also shows that the lecturer's expectations of the task were far removed from the manner in which the students implemented the task. It is argued that the students appear to have reverted to their established writing strategies which consisted of simply repeating what the 'authority' has said. From this it is argued that unless rules of the discourse are made explicit to students, and students understand the content of the course, they will revert to copying and relying on other sources to tell them what to write. One way of making these rules explicit and encouraging students to integrate new knowledge with previous knowledge which they bring with them to university is through providing well-structured writing tasks, and where necessary, developing clearly defined assessment procedures. Writing is the principal means of mediation between the lecturer, who is trying to offer students entry into the discipline, and the student apprentice trying to make sense of the discipline and find his or her own 'voice' within that discipline.
27
Dobbins, Thomas Roy. „Clinical Experiences for Agricultural Teacher Education Programs in North Carolina, South Carolina, and Virginia“. Diss., Virginia Tech, 1999. http://hdl.handle.net/10919/28892.
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The purpose of this study was to build a task list for the clinical experience program, both early field and student teaching, for the agricultural teacher education programs in North Carolina, South Carolina, and Virginia. The objectives were: (1) compile a list of clinical experiences, both early field and student teaching, that currently are provided in the clinical experiences for students of agricultural education in three-selected teacher education programs, and (2) use an expert panel to determine what should be included in early field experiences and student teaching experiences for students enrolled in the agricultural teacher education program.
A modified Delphi technique was used to collect data via three questionnaires. Data were analyzed using mean scores and standard deviations of tasks rated on a five point Likert-type scale. Those tasks that the panelists rated with a standard deviation of less than or equal to one were considered to have met consensus.
The population for this study consisted of agriculture teachers, secondary school administrators, agricultural education field staff, and agricultural education teacher educators from North Carolina, South Carolina, and Virginia. Thirty-four Delphi panel members were purposively selected from the population. Thirty-one panel members responded to Round I, 33 panel members responded to Round II, and 29 responded to Round III yielding an overall response rate of 92%.
This researcher asked the Delphi panel members to rate each task on a five-point Likert type scale, 1 = strongly disagree, 2 = disagree, 3 = not sure, 4 = agree, and 5 = strongly agree. The study used mean scores and standard deviations to analyze the results. Consensus was met if the standard deviation of a task was equal to or less than one. Rounds I, II, and III resulted in 102 tasks for early field and student teaching experiences that met consensus.
Based on the findings, the researcher developed a task list for early field experiences and student teaching experiences to be considered for use by the agricultural education programs in the three cooperating states. The task list developed is a very comprehensive list that relates to every aspect of clinical experiences.Ph. D.
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au, Ronald Aubrey@det wa edu, und Ron Aurbrey. „Student and teacher perceptions of preparation in mathematics in middle school and its impact on students' self-efficacy and performance in an upper secondary school in Western Australia“. Murdoch University, 2006. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20070419.111054.
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Middle school initiatives (including heterogeneous classes and an integrated, flexible curriculum together with promotion of student input) have been implemented in schools in Western Australia in response to a perceived need to align schools more closely with a more student-centred approach to learning, in the expectation of meeting more students needs and thereby reducing student dissatisfaction and increasing the possibility of students pursuing life long learning. Specific goals underlying the initiative include the development of independent learning and student responsibility for learning through a series of strategies such as self-paced learning, student involvement in negotiating their own learning, and a strong emphasis on respecting and valuing student input into the implementation of curricula. However, owing to the way that the curricula for Middle and Upper secondary school mathematics are currently structured, problems might arise for students in the transition from a relaxed to a highly discipline-based organization of content (as described by Venville, Wallace, Rennie, Malone (1998). Students accustomed to the current approaches implemented in Middle schools (Years 8 to 10) may be disadvantaged in the transition to Upper secondary school courses (Years 11 and 12) compared with those students who have been exposed to a more discipline-based organization of content throughout early adolescence and prior to entry into courses leading to tertiary entrance (T.E.E. courses). The aim of this project was to investigate the possible effects of Middle school initiatives in a group of students from three Middle schools in Western Australia in one subject area mathematics on the perceptions of self-efficacy and preparation in mathematics once the students encounter Year 11 Upper school courses.
A survey containing Likert-type rating scales pertinent to four areas of interest Self-efficacy in mathematics; Self-Directed Regulation; Views on current teaching; and Views on prior teaching were administered to students transferring from three feeder Middle schools to Year 11 (Upper secondary school) classes in one Senior College in Western Australia for each of 4 consecutive years. Students were also asked for their comments regarding preparation for the challenges of their chosen courses in mathematics. In addition, their levels of performance in a range of mathematical skills were assessed using a teacher-developed test. The perceptions of their Middle and Senior School teachers were also sought. As the survey was administered to all students as a routine part of action research within the mathematics faculty at the Senior College, only the results of those students who subsequently agreed to be participants in the study are reported in this dissertation. Results indicated that a mismatch existed in approaches and skills between Middle School and Senior College Mathematics. The reliance on students making suitable choices for themselves, the absence of specialist teachers of mathematics in middle schools, mixed ability classes in which specialist teachers of mathematics find it difficult to operate successfully and a curriculum that was so flexible that teachers omitted key elements required for later studies were the main factors that resulted in a significant number of students making the transition from middle to senior school with insufficient preparation. Implications for the teaching of mathematics in these three Middle schools and the Upper school are discussed.
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Vale, Pamela. „Describing the relationship between the cognitive and linguistic complexity of a mathematical literacy examination and types of student errors“. Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1001774.
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Much prior research has shown that if students have a poor command of the language in which they are taught and assessed, they experience a complex and deep learning disadvantage (Barton & Neville-Barton, 2003). Abedi (2006) mentions, in particular, that unnecessary linguistic complexity can threaten the validity of examination items and thus compromises the fairness of the assessment for English language learners. In Clarkson’s (1991, p. 31) research it was found that for the English language learners in the study “comprehension errors [made] up a high proportion of the errors made when…students attempt[ed] to solve mathematical word problems”. In an attempt to explore whether this was the case for a group of National Certificate (Vocational) [NC(V)] students at an FET college, the research conducted in this study focused on describing the cognitive and linguistic complexity of Level 4 Mathematical Literacy examination items as well as the types of responses from a sample of students. A mixed-methods case study design was selected. Student errors were classified as either due to mathematical literacy-related sources, or language-related sources and the question was asked as to how the cognitive and linguistic complexity of items might be related to the types of errors made. Statistically significant correlations were found between the linguistic complexity of items and language-related errors, and between the cognitive complexity of items and all types of errors. It was also possible to identify which language features, in particular, were statistically significantly correlated with linguistic complexity, namely: prepositional phrases; words of 7 letters or more and complex/compound sentences. As was expected, the majority of errors were categorised as mathematical literacy-related. However, as many as 19.22% of all errors made were identified as language-related. While the scope of the study prevents any generalisations from being made, the results indicate a need for a larger-scale study of this nature to determine if the complex and deep learning disadvantage mentioned by Barton and Neville-Barton (2003) does exist with regard to the assessment of Mathematical Literacy for NC(V) students who are English language learners (Barton & Neville-Barton, 2003).
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Naidoo, Mogasweri. „Experiences of the University of the Western Cape student nurses who sustain needle-stick injuries during their clinical placement“. Thesis, University of the Western Cape, 2010. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_8623_1307419541.
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In this study a qualitative phenomenological approach was used because the researcher identified it as the most appropriate method to do this study. The population under study was the student nurses studying towards their BCur nursing degree at the SoN at the UWC. A purposive sample consisting of 8 respondents were selected, aged between 19 and 32. The data were collected through unstructured, in-depth interviews lasting for about 1 hour. The responses from this type of data collection provided the researcher with ÌÌrichÌÌ details of the student nurses experiences of the needle-stick injury. The core principles of Phenomenology focus on the ÌÌlivedÌÌ experiences of an individual and the researcher chose the unstructured, in-depth interview to collect the data in this study because it was the most appropriate method of obtaining the data. Participation in the study was voluntary and informed consent was obtained from the respondents prior to the commencement of the study. An inductive theory was used as a framework to guide the data analysis process because through the process of analysing the data, categories and themes emerge. Findings from the study revealed the following: a needle-stick injury is considered to be a traumatic incident that students react in various ways to the traumatic incident, that several intervening factors precede the incident and lastly that the students need support following the incident.
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Dabula, Nomonde Patience. „Project 1 - Student teachers' exploration of beadwork : cultural heritage as a resource for mathematical concepts“. Thesis, Rhodes University, 2001. http://hdl.handle.net/10962/d1003292.
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This portfolio consists of three research projects that predominantly lie within the socio-cultural strand. The first project is a qualitative ethnomathematical study that links students' knowledge of mathematics to their cultural heritage. The study was conducted with a group of final year student teachers at a College of Education in Umtata, Eastern Cape. These students visited a city museum where mathematics concepts were identified from beadwork artifacts. Mathematics concepts that were identified consisted of symmetry, tessellation and number patterns. Students' views about the nature of mathematics shifted radically after their own explorations. Initially students did not perceive mathematics as relating to socio-cultural practices. But now, they have reviewed their position and see mathematics as inextricably interwoven in everyday activities and as such, a product of all cultures. They also pride themselves of their own cultural heritage to have mathematical connections. A more positive attitude towards studying mathematics in this approach was noticed. Data was collected by means of interviews, reflective journal entries and photographs. The second project is a survey with a group of practising teachers who have already implemented Curriculum 2005, and a group which is about to implement it in 2001. The study sought teachers' understanding of connections between mathematics and socio-cultural issues. The new mathematics curriculum in South Africa calls for teachers to grapple well with these issues. About a third of the articulated specific outcomes specifically relate to socio-cultural issues. If teachers' understanding of these issues is poor, implementation of the new curriculum will remain a mere dream. The findings of the survey revealed that the majority of teachers could not identify the culture related specific outcomes in the new mathematics curriculum. Complicated language used in the OBE policy documents was found to inhibit meaning to these teachers. Although, all teachers showed a positive attitude towards the inclusion of socio-cultural issues in the mathematics classroom, the implementation of these outcomes was found to be very problematic. In this survey data was collected by means of questionnaires. The third project is a literature review on the need to popularise mathematics to students in particular, and to the broader public in general. The 21 st century places great technological demands. Mathematics underpins most thinking behind technological development. The role played by mathematics in advancing other fields is largely hidden to the majority of people. There is, therefore, a need to bring forth the vital role that mathematics plays in these fields. The number of students participating in mathematics is decreasing. Mathematics, as a field, is experiencing competition from other science fields. There is a need to bring some incentives to attract more students into this field and retain those mathematicians already involved. Also important, is the need to change the negative image that the public often holds about mathematics. Many people are mathematically illiterate and do not see mathematics as an everyday activity that relates to their needs. There is, therefore, a need to change the face of mathematics.
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Mutemeri, Judith. „Teaching and learning of teacher education students in South African universities within a context of quality“. Thesis, Cape Peninsula University of Technology, 2010. http://hdl.handle.net/20.500.11838/1978.
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Thesis (Dtech( Education))--Cape Peninsula University of Technology, 2010The study focused on teacher education in South African universities. The major purpose was to examine how teacher educators in South African universities prepared teacher education students for teaching and learning within a context of quality. It is important to start with quality teachers before being able to speak about quality education because "you cannot give what you do not have" (Parliamentary Monitoring Group of South Africa, 2009:3).Consistent with the postmodern qualitative paradigm I used phenomenology as the strategy of research. The main epistemological assumption was that the way of knowing reality was through exploring the experiences of others regarding a specific phenomenon, in this case teaching and learning of teacher education students. To this end the stories, experiences and voices of the respondents were the medium through which I explored and understood reality embedded in the teaching and learning of teacher education students.The research sites included four Faculties of Education nationally. Purposive sampling was conducted to adequately capture the heterogeneity of institutions especially of those faculties that offer Initial Professional Education for Teachers (IPET) programmes.Purposive sampling was also used to select both students and lecturers because respondents were selected on the basis of some defining characteristic that made them holders of the data needed for the study.
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Rebe, Ntombembasa. „Building a school hall : opportunities for services for service-learning and partnerships in an engineering faculty“. Thesis, Cape Peninsula University of Technology, 2005. http://hdl.handle.net/20.500.11838/1928.
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Thesis (MTech (Education))--Cape Peninsula University of Technology, 2005The purpose of this research was to investigate service-learning opportunities and possible collaboration between higher education students and lecturers located in the department of the Built Environment and the school community in a project that involved the building of a school hall. The school halls are generally needed as they accommodate a wide range of school and community activities and serve as bridges that link the school and the wider public. The study also attempted to develop a framework to guide the implementation of service-learning projects in third-year courses of the National Diploma: Building which include quantity surveying, construction technology and construction management. The study made use of literature that describes the civic roles and social responsibilities of higher education in general and the expected role of higher education in socio-economic development of the South African communities in particular. Literature on the need for increased participation, collaboration, partnership formation and development of service-learning programmes in order to address the socio-economic and educational developmental needs of both communities and students was also consulted. Reference was also made to literature on building projects and the building process. The researcher used qualitative approaches and data production methods to get information from the school teachers, learners, students and lecturers through interviews in order to establish if the participants were willing to work together in the school building project and how they thought the school and the higher education institution could benefit from such collaboration. An observation schedule and photographs were also used to gather information relating to the process of building a school hall.
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Paxton, Moragh Isobel Jane. „Case studies of tutors' responses to student writing and the way in which students interpret these“. Thesis, Rhodes University, 1994. http://hdl.handle.net/10962/d1003311.
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This thesis examines tutor feedback on student essays to ascertain the extent to which these responses assist in teaching the academic and specific disciplinary conventions and to determine what is effective feedback and what is not. The investigation constituted an evaluation of a small sample of essays and the framework for this evaluation was developed from a study of current theories of literacy and language teaching. It was further informed by data gathered from interviews with students and tutors and questionnaires completed by them. This was done in order to establish how students interpret and react to feedback and to demonstrate the level of understanding between tutors and students in this mode of communication. The conclusion was that tutor feedback can provide a valuable method for teaching the discourse of the discipline. However, results of the study revealed that communication often breaks down because tutors and students do not share a common language for talking about academic discourse and because students may not have understood the requirements of the task. In addition, the study found that responses to a small group of essays in the lowest mark category and written by second language students, were very inadequate. As the researcher, I concluded that graduate tutors were not well equipped for the task of dealing with these weaker essays. I have made suggestions for future research in this area and I believe that the data from this case study will provide valuable ideas for training tutors for responding to student essays.
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Phillips, Heather Nadia. „Interrogating student and lecturer perspectives of professional knowledge delivery in the initial teacher-education programmes in South Africa within a context of quality“. Thesis, Cape Peninsula University of Technology, 2013. http://hdl.handle.net/20.500.11838/1970.
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Thesis in fulfilment of the requirements for the degree
Doctor of Education
in the Faculty of Education at the Cape Peninsula University of Technology
Supervisor: Professor Rajendra Chetty
Co-supervisor: Associate Professor Janet Condy
November 2013In South Africa, the quality of teachers working in our current education system has been put under a looking glass by the Department of Education (DoE) (2006) since the systemic results, indicating national literacy and numeracy levels in primary schools, were issued. These results place South African literacy and numeracy skills far below those of many countries in the rest of Africa. This has been viewed by the South African school sector as one of the symptoms of the breakdown in the culture of learning in the education system in our country. As a result, the South African school system has been characterised as a ‘high- cost, high-participation, low-quality system’ Taylor (2008). Taylor (2008) concludes from his research that the challenges which undermine effective teaching and learning in South African schools include the quality of teacher knowledge and teaching practices. The relationship between teacher quality and teacher productivity is key to the development of a high-quality educational system. It is argued that teacher quality impacts greatly on student achievement, which, in turn, impacts on the development and transformation of that society. Rowe (2003) and Morrow’s (2007) key findings in their research on educational success indicate that ‘what matters most’ is the quality teacher. The historical and social change in South Africa has pioneered transformation with regard to curriculum change and has redefined the aims of teacher education in this country. Over the last few years we have been faced with a myriad of changes in policy frameworks that are supposed to guide change within the educational system, as well as within teacher education (Guskey, 2002:381-391). This study, therefore, aims to interrogate the missing links between teacher education institutions and pre-service teachers’ experience, while incorporating school and learner needs. Since quality is the critical factor, there is an urgent need to re-conceptualise how we can prepare a generation of teachers equipped to meet the demands of the 21st-century student. The key objective in this study, therefore, is the interrogation of the following components in the initial teacher-training programmes in South Africa: • Professional development and knowledge of teachers. • Delivery of that knowledge from a pedagogical perspective. • Quality of current teacher-training programmes. This research project is geared towards understanding the challenges that face final-year teacher-training students as they prepare themselves to enter the ‘real world of teaching’. The study cross-examines the quality of learning and teaching in higher education institutions, the pedagogy applied and the degree of its success. In order to examine the initial teacher-training programmes there was a need to interrogate: • students’ perceptions of the quality of their training; • lecturers’ responses to the quality of training provided; and • pre-service teachers’ notions of the quality of the ‘product’ they experience in the field during practice teaching and in their experience with newly qualified teachers. The search for an alternative pedagogy, which aims to promote the transformation and reconstruction of education in South Africa, has placed this research project within a conceptual framework of critical pedagogy, which holds the view that learning is self-generated and not just accessible. The theoretical underpinnings were derived from the works of Paulo Freire and Henry Giroux. This project is situated within an interpretivist paradigm and is qualitative in nature. A sample of four faculties of education, nationally, has been used in the project. Semi-structured interviews and focus-group interviews were used to collect data from all the fourth-year BEd students and their lecturers at each of the four universities, as well as from in-service teachers who host students during practice teaching sessions. The interview questions were concerned with the delivery of the teacher-training programmes and whether the needs of students were being met with regard to their training. Students commented on the development of the following areas: delivery of knowledge, acquisition of adequate teaching skills, and their readiness to enter the teaching field. The findings of this research indicate that students, lecturers and in-service teachers believe that many components within the current teacher-training programme need to be transformed. This could be attributed to, amongst others, the inadequate pedagogical practices used in knowledge delivery, lack of actual classroom experience, and the ineffective organisation and supervision of teaching practice which results in students feeling ill-equipped to enter the teaching arena. These impact the quality of teachers who are exiting the current system. Suggestions to improve the organisation of teacher experience, the on-going professional development of teacher educators, and mentorship ofteachers,as well as the development of recruitment and selection criteria for students wishing to enter teacher education are made.
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Furst, Laetitia Nicole. „The effect of teaching methods used as experienced and perceived by student nurses at a nursing college in the Western Cape province“. Thesis, Stellenbosch : Stellenbosch University, 2011. http://hdl.handle.net/10019.1/17812.
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Thesis (MCur)--Stellenbosch University, 2011.ENGLISH ABSTRACT: The 21st century teaching environment is unique in its diversity, and challenges academic staff to create a teaching environment that is conducive to all current learners. Various teaching methods are available and affordable, but technology remains an essential investment for the future of higher education institutions. The goal of the study was to evaluate the perceptions of student nurses regarding the effectiveness of the teaching methods which they experienced at a nursing college in the Western Cape Province. The objectives included an evaluation of the effectiveness of teaching methods as perceived and experienced by students of: - The traditional (green/whiteboard) lecture - Group activity - Self-activity - The use of technology such as PowerPoint presentations and video clips. An explorative descriptive research design was applied with a quantitative approach. The target population (N=1238) consisted of nursing students following the programme leading to registration as a professional nurse. Stratified random sampling was used to select the sample of participants (n=267). Data was collected personally by the researcher with a self-administered questionnaire which consisted of predominantly closed questions. Ethics approval to conduct this study was obtained from Stellenbosch University including permission from all other relevant parties. Reliability and validity of the study were assured through a pilot study, consultation with experts in nursing, education and statistics. The reliability of the questions were tested using the Cronbach alpha coefficient test which varied between .89 and .94. The data was analysed with the support of a statistician and was expressed as frequencies in tables and histograms. Descriptive statistics and post-hoc analyses including tests for statistical associations were performed. Results include a significant difference in generation X participants and the green/whiteboard teaching methods (Spearman p-value = 0.02) and their preference of the traditional lecture as a teaching method (Spearman p-value = <0.01). The perceived effectiveness of the teaching methods on student performance varied between very helpful and not helpful. Only (n = 49/19%) of participants experienced the traditional lecture as being very helpful on their general academic performance, in comparison to the effect of group work (n = 69/26%) and self-activity (n = 102/39%). Furthermore, no significant results were obtained between the participants and the perceived effect of the teaching methods. Open-ended questions showed that participants regarded the teaching strategies as boring and ancient and that much of the unhappiness expressed stems from the difference in the needs of millennials and the lack of change and obstinacy existing amongst academics. Recommendations include an increase in the use of technology, a blended approach to teaching, the re-training of academic staff, measures in counteracting a boring classroom environment, orientation for neophyte academics and students, workload perception of students and class size. In conclusion should recommendations be implemented a complete transformation of the college under study will result. It may force the education institution to move out of complacency, to a more vigorous and dynamic education environment that enables them to emerge as an Higher Education Institution (HEI) of good standing.
AFRIKAANSE OPSOMMING: Die een-en-twintigste-eeuse onderwysomgewing is uniek wat betref diversiteit en daag akademiese personeel uit om teenswoordig ’n onderwysomgewing te skep wat bevorderlik is vir alle leerders. Verskeie onderwysmetodes is beskikbaar en bekostigbaar, maar tegnologie bly ’n noodsaaklike belegging vir die toekoms van hoër onderwysinstansies. Die doel van hierdie studie was om die effektiwiteit van die gebruik van onderwysmetodes wat waargeneem en ondervind word deur studentverpleegkundiges by ’n spesifieke Verpleegkollege in die Wes-Kaap, te evalueer. Die doelwitte sluit in die evaluering aangaande die effektiwiteit soos waargeneem en ondervind deur studente van die volgende onderwysmetodes: - Die tradisionele groen/witbord lesing - Groepaktiwiteit - Selfaktiwiteit - Die gebruik van tegnologie soos PowerPoint-aanbiedings en video-insetsels. ’n Ondersoekende, beskrywende navorsingsontwerp met ’n kwantitatiewe benadering is toegepas. Die teikengroep is (n=1238) wat uit verpleegstudente bestaan wat die program vir die van ’n geregistreerde professionele verpleegster volg. ’n Gestratifieerde ewekansige steekproef is gebruik om die deelnemers (n=267) te selekteer. Data is self deur die navorser ingesamel deur gebruik te maak van ’n selfgeadministreerde vraelys wat hoofsaklik uit geslote vrae bestaan het. Etiese goedkeuring om die studie na te vors, is verkry van die Universtiteit van Stellenbosch, asook die van al die betrokke partye. Betroubaarheid en geldigheid van die studie is verseker deur ’n loodsondersoek, sowel as raadpleging met deskundiges op die gebied van Verpleging, Opvoedkunde en Statistiek. Die betroubaaarheid van die vrae is getoets deur gebruik te maak van die Cronbach-alpha koëffisiënt toets wat tussen .89 en .94 gevarieer het. Die data is geanaliseer met die ondersteuning van ’n statistikus en word voorgestel as frekwensies in tabelle en histogramme. Beskrywende statistieke en post-hoc analises, insluitende toetse vir statistiese assossiasies, is uitgevoer. Resultate sluit in ’n beduidende verskil in generasie x-deelnemers en die groen- of witbord onderwysmetodes (Spearman p-waarde = 0.02) en hul voorkeur vir die tradisionele lesing as ’n onderrigmetode (Spearman p-aarde >0.01). Die effektiwiteit van die onderwysmetodes op studenteprestasies wat waargeneem is, varieer tussen baie waardevol en van geen waarde nie. Slegs (n=49/19%) van die deelnemers het die tradisionele lesing as baie waardevol vir hul algemene akademiese prestasie ervaar, in vergelyking met die effek van groepwerk (n=69/26%) en self-aktiwiteit (n=102/39%). Vervolgens, is geen beduidende resultate verkry tussen die deelnemers en die effek van die onderrigmetodes wat waargeneem is nie. Ope vrae bewys dat deelnemers die onderwysstrategieë as vervelig en verouderd beskou en dat baie van die ongelukkigheid wat deurgevoer is, voortspruit uit die verskil in die behoeftes van die milleniums en die gebrek aan geneentheid, asook halsstarrigheid by akademici om te verander. Aanbevelings sluit in ’n toename in die gebruik van tegnologie, ’n saamgestelde benadering tot onderrig, die heropleiding van akademiese personeel, maatstawwe om ’n vervelige klaskameratmosfeer teen te werk, oriëntering vir neofiet akademici en studente se persepsie van werklading en klasgrootte. Ten slotte, indien aanbevelings geïmplementeer word, sal ’n volslae transformasie van die kollege onder die soeklig, plaasvind. Dit mag die opvoedkundige instansie forseer om te beweeg vanuit ’n toestand van gemaksugtigheid na ’n meer ondernemende en dinamiese onderrigomgewing wat in staat sal wees om as ’n Hoër Onderwysinstansie van formaat te funksioneer.
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Elliott, Terri Anne. „A case study investigation into drama in education as an effective teaching methodology to support the goals of outcome based education“. Thesis, Rhodes University, 2011. http://hdl.handle.net/10962/d1008306.
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The introduction of outcomes based education (OBE) in the form of Curriculum 2005 (C2005), the National Curriculum Statement (NCS) and the Revised National Curriculum Statement (RNCS) in post-apartheid South Africa resulted in a shift from a content-centred to a learner-centred view on education. This transition took place rapidly as the new government wanted to introduce a democratic education system after the divisive Bantu education system from Apartheid. However, after the changes were implemented, education in South Africa was theoretically outcomes based but practically many educators were still teaching in a content-centred manner. The research puts forward the proposal that drama-in-education (D-i-E) is a useful means by which to align the practical and theoretical goals of OBE within the context of South Africa's current RNCS. This hypothesis drives the main research question: "Can D-i-E be an effective teaching methodology to realise the goals of the RNCS and generate OBE learning environments in a South African high school?" D-i-E is a learner-centred teaching methodology and in practise it meets many of the goals and Critical Cross-Field Outcomes (CCFOs) of OBE. Some of these include the fact that learners can: • Practice problem-solving skills; • Engage with critical and creative thinking; • Grow cultural and aesthetic sensitivity; • Work effectively in groups; and ii. • Learn in inclusive environments that cater for different learning styles and levels. The research examines the use of D-i-E as an outcomes based methodology by which the RNCS could be implemented in the classroom. This is explored through the use of qualitative research in the form of a case study investigation at a South African high school. The case study was conducted with Grade 11 and Grade 12 Dramatic Arts learners and involves an analysis of a D-i-E approach to learning. The conclusion that D-i-E is an effective outcomes based teaching methodology which could assist educators in realising the RNCS was largely reached through participant observation of D-i-E classes and by analysing the learners' journals in which they reflected on D-i-E experiences. The learners' feedback about the experience was generally positive and they reflected that they found D-i-E beneficial because of the fact that it engaged them experientially. They also reflected that D-i-E provided them with a more meaningful and exciting way of learning. These findings are however only generalisable to the type of context (Dramatic Arts learners from a well-resourced girls' high school) in which the research was conducted. The findings provide detailed insight into a specific case study and may be beneficial to educators in South Africa who aim to make use of the same or similar methodologies in their classroom practice. D-i-E also supports many of the underlying tenants of OBE such as learner-centredness, learner diversity and inclusive learning, and can effectively aid educators in implementing the RNCS in an outcomes based way.
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Amos, Trevor. „The development of academic literacy in the first-year psychology course at Rhodes University: an assessment of the tutorial programme“. Thesis, Rhodes University, 1998. http://hdl.handle.net/10962/d1002432.
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This research is concerned with the cognitive development of students in higher education. Specifically, it is recognised that the demands facing students are different to those previously encountered in secondary education. These demands include being able to master what Strohm Kitchener (1983) calls ill-structured problems and learning the groundrules of their academic disciplines. This is termed academic literacy. Current thought in academic development proposes that students need to be shown how to mobilise their cognitive processes to meet these demands. It is argued that this is best accomplished when such activities are integrated into the discipline itself as opposed to being an add-on process. Taking into account the social and dialectical nature of learning (Vygotsky, 1978), academic development and academic literacy are seen to best occur within the tutorial system. The purpose of this research was to evaluate the 1997 first-year Psychology tutorial programme at Rhodes University, Grahamstown to assess how academic literacy was being developed. A qualitative research approach was followed, guided by the ten stage evaluation model of education programmes (Jacobs, 1996) and an adapted version of the Context, Input, Process and Product approach to evaluation (Parlett and Hamilton cited in Calder, 1995, p.25). Using indepth interviews, data was gathered from eight first year students, seven staff members and one programme co-ordinator. Focus groups were used to gather data from nine tutors. Further data collection techniques included observation of tutor briefing sessions and tutorials as well as documentary research. Data was analysed using qualitative data analysis techniques (Coffey & Atkinson, 1996). The Psychology Department at Rhodes University aims to integrate the development of academic literacy into mainstream teaching at the first year level through its tutorial programme. The Department has conceptualised its understanding of academic development as the development of academic, vocational and professional literacy which is rather unique. Academic literacy is defined and conceptualised further in a list of pre-determined skills (reading, writing and general skills) to be developed incrementally. This conceptualisation of academic literacy tends to neglect to include the mobilisation of relevant cognitive processes explicitly and the implementation tends to remain implicit. A lack of tactical strategies to implement academic development is evidence of the difficulty in moving from the philosophical level of academic development to the practical level. The programme is perceived as disorganised and lacking in a co-ordinated or incremental development of the predetermined skills.
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Farrow, Frank F. „Parent and teacher views relating to the teaching of moral values in schools : a pilot study conducted in twenty school communities in the Northern Area of the Education Department of South Australia /“. Title page, contents and abstract only, 1986. http://web4.library.adelaide.edu.au/theses/09EDM/09edmf246.pdf.
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Van, der Hoeven Sieta. „Rhetoric of adolescent fiction the pedagogy of reading practices in South Australian secondary English classes“. 2002. http://arrow.unisa.edu.au:8081/1959.8/24936.
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This study examines the experiences of teachers and students in secondary English classes, as they engage in the reading of contemporary adolescent fiction, when such fiction is set as a class text. This study also includes an examination of students' perceptions of such reading, and of reading in general. The aim of the study is to add to the knowledge about what actually goes on inside English classrooms during the teaching of literature, and within that field, to specify how teacher-student interaction in the classroom defines and positions the kinds of meanings that are made of literary texts. Therefore, this study focuses on the teaching of units of work related to the reading of adolescent fiction novels by three South Australian English teachers, based in three different metropolitan schools.The central focus is on the teachers? plans for these units of work, and on the outcomes: that is, on teacher-student interactions during the time spent in class on the novel, and on students? written and oral responses. Thus this study also focuses on the learning that took place in these classrooms, as students made meaning from their reading.In the review of the literature, the role of the literary novel as the class ?set text? in its several historical contexts is examined, as well as current theories of reading, of pedagogy, and of literary criticism. Finally this study is placed in the context of other related studies and its contribution to the field explained.An interpretive approach is employed and methods of educational ethnography are used to what was visualised from the outset would be qualitative research in the form of case studies. Some quantification is used in this research to report on a small-scale survey, using a questionnaire to create a ?readers? profile of the cohort of student-informants as a whole. Metaphors were used to encapsulate the teachers? teaching styles, and their intentions and practices analysed to uncover the underlying theories on which these intentions and practices were based. Throughout, but especially in the final chapter, the related notions of ?enjoyment? and ?the teaching of reading? at secondary school levels, as well as the concept of reflectivity, are examined for their impact on reading pedagogy. Finally, some suggestions are made for possible and desirable future research and teacher professional development.thesis (PhD)--University of South Australia, 2002.
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Steen, Tangikina 'Utumeimoana Moimoi. „Students' adjustments to use of information technology (IT) in their university studies“. 2003. http://arrow.unisa.edu.au:8081/1959.8/25015.
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The current thesis is concerned with investigating students' adjustments to the use of IT in their university studies, through three specific foci: Viz, (a) to document students' patterns of IT usage, (b) to identify factors which influence students' use of IT in a university environment, and (c) to investigate problem solving strategies that students use when encountering difficulties in IT. Three empirical studies were conducted. The current thesis found that given appropriate opportunities, students do make successful adjustments to use of IT during their university studies. Although indigenous students rated their competencies lower than non-indigenous students, no significant differences were found between ethnicity and the types of problem solving strategies that students used in IT.thesis (PhD)--University of South Australia, 2003.
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Wagenaar, Melanie. „Student teachers' experiences of practice teaching“. Thesis, 2005. http://hdl.handle.net/10530/523.
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Research project submitted in partial fulfillment for the requirements of the Degree of Master of Educational Psychology at the University of Zululand, 2005Practice teaching is of paramount importance in the vocational training of student teachers. It is this immersion into the real world of school that prepares the student in making the transition from trainee to professional. The motivation for this study arose from the researcher's own experience of practice teaching as well as protracted contact with student teachers in a professional capacity. This research project attempted to explore and articulate an understanding of some of the experiences of student teachers following their final practice teaching session at a school before graduating. In order to garner a rich and nuanced perspective of these experiences, a phenomenological research methodology was utilized. Pertinent literature was reviewed in order to provide a content basis for further analysis and discussion. Five student teachers from the University of Fort Hare were interviewed. Their transcripts were individually analysed in order to extract themes. The following themes were identified: • A sense of it being mainly a positive experience • An awareness of the importance of relationships • An awareness of the cultural and contextual make-up of learners • A sense of ambivalence around sources of anxiety • A sense of ambivalence around the value of the journal • A learning experience The findings of the study revealed that all of the student teachers experienced practice teaching as being mainly a positive experience, although all the participants had experienced anxiety in some form around maintaining discipline. Practice teaching played an important part in their development as teachers by providing a context wherein they could merge theory and practice, find their own teaching and management styles as well as cope with the demands of multi-tasking that being in a classroom demands. The paramount role of the host teacher and the importance of positive relationships with all stakeholders was foregrounded - as was the importance of an awareness of the cultural and contextual make-up of learners. This study hopes to make a contribution towards the understanding of student teachers' experiences of practice teaching in South Africa. It is also hoped that through this study, further research in this field will be encouraged.
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Rahman, Kiara. „Indigenous student success in secondary schooling : factors impacting on student attendance, retention, learning and attainment in South Australia“. 2010. http://arrow.unisa.edu.au:8081/1959.8/91202.
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This thesis investigates factors which impact on Indigenous student learning and success in secondary schooling in South Australia. The research contributes to greater understandings of why Indigenous students make the decision to stay on at school, and highlights the importance of teachers and culturally responsive schooling for improved learning outcomes.
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Shepherd, Maryna Bell. „Entering the teaching profession as a woman : some student perceptions“. Thesis, 1992. http://hdl.handle.net/10413/3618.
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The overall aim of this research is to probe, and attempt an understanding of, women student teachers' choice of teaching as a career. Because of various limitations, this research is no more than an exploratory study, which, hopefully may contribute to a deeper appreciation of teaching as a worthy career. This researcher's own feminist perspective has determined the questions asked in this study. Both quantitative and qualitative research was undertaken, in order to answer the central question of this research: How do some women students at Edgewood College of Education perceive the teaching profession and their role in it? It became obvious that teaching is perceived by too many as a short term job, rather than as a long-term career; but when circumstances governing teachers' employment, coupled with the influences of a patriarchal society are considered, this perception is perhaps not unexpected. Some tentative recommendations are offered to counter this negative perception of teaching as a convenient, but temporary job for women.Thesis (M.A.)-University of Natal, Durban, 1992.
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Poliah, Nirmala. „Teaching and learning through simulation: student nurses' experiences“. Diss., 2017. http://hdl.handle.net/10500/24782.
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The purpose of study was to explore and describe the student nurses’ experiences of teaching and learning through simulation. The study was conducted at one public college of nursing located in the city of Tshwane in the Gauteng province of South Africa. A quantitative exploratory and descriptive design was used to achieve the objectives of the study. The selected population comprised second year student nurses registered for the programme of education and training leading to registration as a nurse (general, psychiatric and community) and Midwife (R425, 1985; paragraph (iii) as amended) at the selected college of nursing. The number of registered second year student nurses was 250, and it was found to be manageable and adequate for data analysis. Consequently, the whole population was included in the survey and no sampling procedures were carried out. Data were collected by means of a self-administered structured questionnaire and STATA 14 program was used for data analysis.
According to the results of the study, student nurses’ experiences of teaching and learning through simulation were positive. The results showed that teaching and learning through simulation led to significant increases in knowledge and skills acquisition among student nurses who took part in the study. In addition, the student nurses’ attitude to teaching and learning through simulation were positive. However, based on the findings of the literature review on trends and best practice standards for simulation, it is recommended that the college introduces high virtual technology simulation as it is only using low and medium fidelity simulation. This will ensure that the college is up to date with trends and best practice standards for simulation, and for improving simulation teaching learning outcomes for large number of student nurses.Health Studies
M.A. (Nursing Science)
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King, Oksana. „Study and teaching of German at universities in Ukraine and Australia“. 2009. http://repository.unimelb.edu.au/10187/6721.
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The current thesis is a theoretical and empirical investigation of the foreign language classroom, conducted from a cross-national comparative perspective. The study is based on quantitative and qualitative data which were collected from students and teachers of German in selected universities of Ukraine and Australia. The following research questions were formulated: 1. What are the structure and objectives of the German language program at Ukrainian and Australian universities? 2. What are the peculiarities of the German language curriculum and teaching methodology in the universities of Ukraine and Australia? 3. What are students’ motives to study German in Ukraine and Australia? 4. What are students’ and teachers’ perceptions of the curriculum, content and teaching? 5. How do students themselves evaluate their present language skills, and those expected to be acquired by the end of the course? 6. What are the advantages and disadvantages in both education practices?Each country’s distinctive social and pedagogical factors, such as language policy, attitudes towards languages and pedagogical tradition were taken into account.
The research was conducted at universities in Kyiv, Kharkiv and Lviv (Ukraine) and Melbourne (Australia). A combination of quantitative and qualitative methods was adopted which included student and teacher questionnaires, interviews, classroom observations and study of departmental programs and policy documents. In general terms, it was revealed that: Substantial differences exist in areas such as curriculum, teaching methods and approaches, content and student motivation for studying German. Although education systems in Australia and Ukraine are different, learners in both countries have similar aims and expectations from their language course, and their perceptions of a good language course are also similar. Students in both countries expressed an urgent need for an increase in the communicative component and greater exposure to practical, up-to-date lexical and grammar material in order to be able to communicate effectively. In Australia there is a mismatch between the course objectives and content outlined in the program and what is really taught in the class In Ukraine, a shift has occurred towards more practice-oriented and integrated language learning/teaching; however there is a great need for the creation of better conditions for acquisition of communicative skills and up-to-date vocabulary.
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Tsele, Nancy Bertha. „Clinical accompaniment of the critical care nursing student“. Thesis, 2012. http://hdl.handle.net/10210/5749.
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M.Cur.It is quite explicit that transformation in nursing education on clinical accompaniment of the critical care nursing students in the private hospital critical care units is inevitable. It is needed to accommodate the demands made that nurses should make rapid decisions in the crisis situations, taking responsibility that were previously of those of the physicians resulting in the increased complexity of decision-making. The decision-making skills demands that the nurses should develop the ability for the analytical, critical evaluation, critical thinking and ability of independent judgement of the scientific data as stated by the South African Nursing Council Regulation 2118 (1983:2). It also demands that the registered nurses working in the critical care units be suitably trained by completion of the Intensive Care Nursing Science course as specified by the South African Nursing Council Regulation 85 as amended (Nursing Act of 1978). The critical care nurses are required to integrate both the knowledge of the highly sophisticated technological equipment and also the understanding of the complex patient's problems. It is also explicit that, there is a need to develop the guidelines on clinical accompaniment of the critical care nursing students in the private hospital critical care units as no written guidelines are available. The overall objective of the study is to describe the guidelines on clinical accompaniment of the critical care nursing students in the private hospital critical care units. The guidelines will be utilised as a point of departure for the facilitation of attainment of quality/excellency in nursing education, skills or competency of the critical care nursing students in the private hospital critical care units.
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Truran, John Maxwell. „The Teaching and Learning of Probability, with Special Reference to South Australian Schools from 1959-1994“. 2001. http://hdl.handle.net/2440/37837.
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The teaching of probability in schools provides a good opportunity for examining how a new topic is integrated into a school curriculum. Furthermore, because probabilistic thinking is quite different from the deterministic thinking traditionally found in mathematics classrooms, such an examination is particularly able to highlight significant forces operating within educational practice. After six chapters which describe relevant aspects of the philosophical, cultural, and intellectual environment within which probability has been taught, a 'Broad-Spectrum Ecological Model' is developed to examine the forces which operate on a school system. The Model sees school systems and their various participants as operating according to general ecological principles, where and interprets actions as responses to situations in ways which minimise energy expenditure and maximise chances of survival. The Model posits three principal forces-Physical, Social and Intellectual-as providing an adequate structure. The value of the Model as an interpretative framework is then assessed by examining three separate aspects of the teaching of probability. The first is a general survey of the history of the teaching of the topic from 1959 to 1994, paying particular attention to South Australia, but making some comparisons with other countries and other states of Australia. The second examines in detail attempts which have been made throughout the world to assess the understanding of probabilistic ideas. The third addresses the influence on classroom practice of research into the teaching and learning of probabilistic ideas. In all three situations the Model is shown to be a helpful way of interpreting the data, but to need some refinements. This involves the uniting of the Social and Physical forces, the division of the Intellectual force into Mathematics and Mathematics Education forces, and the addition of Pedagogical and Charismatic forces. A diagrammatic form of the Model is constructed which provides a way of indicating the relative strengths of these forces. The initial form is used throughout the thesis for interpreting the events described. The revised form is then defined and assessed, particularly against alternative explanations of the events described, and also used for drawing some comparisons with medical education. The Model appears to be effective in highlighting uneven forces and in predicting outcomes which are likely to arise from such asymmetries, and this potential predictive power is assessed for one small case study. All Models have limitations, but this one seems to explain far more than the other models used for mathematics curriculum development in Australia which have tended to see our practice as an imitation of that in other countries.Thesis (Ph.D.)--Graduate School of Education and Department of Pure Mathematics, 2001.
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Truran, J. M. (John M. ). „The teaching and learning of probability, with special reference to South Australian schools from 1959-1994“. 2001. http://web4.library.adelaide.edu.au/theses/09PH/09pht872.pdf.
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Sibanda, Gladys Mankoana. „Student teachers’ perceptions and expectations of the teaching profession in a South African university“. Diss., 2015. http://hdl.handle.net/2263/45882.
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The purpose of this study was to investigate Student teachers’ perceptions and expectations of the teaching profession in a South African university. The need to undertake this study followed the reported decline in the status of the teaching profession as well as the contradicting reports on the shortage of teachers and reasons for the choice of the teaching profession by student teachers.
It has been established in this study that student teachers still believe that teaching remains an important career for several reasons, including but not limited to the fact that teaching offers a steady career and a secure job; that the profession provides a reliable income and that it is a fulfilling career; and that student teachers make a conscious decision to join the profession due to their love of working with children and positive contribution to the society. But, other issues affecting the profession and the proper discharge of duties by teachers have been identified, such as the decline in teacher professionalism; over-crowding in classes and the increased administrative responsibilities assigned to teachers. In general, participants in the study reported to have joined teaching either for intrinsic or for altruistic reasons.
Recommendations drawn from what the researcher has found to be the most critical areas of the findings have been made with regard to: (a) the introduction of salary tax relief for teachers; (b) improvement of discipline; (c) transforming the teaching profession; (d) intensified capacity building and skilling of educators; (e) re-imagining educators’ professional identity through improved professional virtue; (f) addressing safety and insecurity concerns at schools; (g) lessening administration work of teachers; (h) effective and sustainable infrastructure development and (i) reconsidering and reconfiguring the role of teacher unions.
In brief, the findings of this study have revealed some critical areas that need to be addressed for the betterment of the expectations and perceptions of student teachers at the university the sample was drawn from.Dissertation (MEd)--University of Pretoria, 2015.
tm2015
Education Management and Policy Studies
MEd
Unrestricted