Dissertations / Theses on the topic 'School environment South Australia'
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1
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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Brooke, Cassandra. "Marine pollution management under the Environment Protection Act 1993 (SA) /." Title page, contents and abstract only, 1996. http://web4.library.adelaide.edu.au/theses/09ENV/09envb872.pdf.
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Ojoo, Annabel Raduma. "A comparative evaluation of environmental education practices in South Australian schools /." Title page, contents and abstract only, 1998. http://web4.library.adelaide.edu.au/theses/09ENV/09envo39.pdf.
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Rowe, Karina Janece. "A framework for environmental education in South Australian secondary schools : the missing ingredient." Title page, contents and abstract only, 2000. http://web4.library.adelaide.edu.au/theses/09ENV/09envr878.pdf.
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Bibliography: leaves 84-86. Shows how environmental education could be incorporated within the current South Australian secondary school structures and critically evaluates current programs. Investigates a different frame work (International Baccalaureate Middle Years Program), as a means for overcoming some of the limitations for environmental education presented by the current DETE framework; and, student perceptions of what makes a successful environmental education program.
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Tonkin, Rebecca Elizabeth. "The influence of seeding density and environmental factors on grain quality of main stems and tillers of wheat in South Australia (with special reference to prime hard quality wheat) : a thesis submitted for the degree of Doctor of Philosophy, School of Earth and Environmental Sciences, University of Adelaide /." Title page, table of contents and abstract only, 2004. http://web4.library.adelaide.edu.au/theses/09PH/09pht6654.pdf.
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Thesis (Ph.D.)--University of Adelaide, School of Earth and Environmental Sciences, Discipline of Soil and Land Systems, 2004."November 2004" Includes bibliographical references (leaves 182-189). Also available online.
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Eadie, Christine Sylvia. "Environmental education in South Australian primary schools provided by some non-government environmental groups : a critical enquiry /." Title page, contents and abstract only, 1996. http://web4.library.adelaide.edu.au/theses/09ENV/09enve11.pdf.
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Vick, Malcolm John. "Schools, school communities and the state in mid-nineteenth century New South Wales, South Australia and Victoria /." Title page, contents and abstract only, 1991. http://web4.library.adelaide.edu.au/theses/09PH/09phv636.pdf.
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Kivior, Irena. "Geophysical study of the structure and crustal environment of the Polda Rift, South Australia." Adelaide Thesis (Ph.D.) -- University of Adelaide, Department of Geology and Geophysics, 1996. http://hdl.handle.net/2440/18736.
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Fant, Mary P. "Environment, people and planning in Mount Barker, South Australia : problems of the urban fringe /." Title page, table of contents and abstract only, 1987. http://web4.library.adelaide.edu.au/theses/09ENV/09envf216.pdf.
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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).
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Chaney, Alistair John. "Sedimentology, facies architecture and hydrocarbon potential of the Merrimelia Formation (glacial Permo-Carboniferous), Southern Cooper Basin, South Australia." Thesis, University of Aberdeen, 1990. http://digitool.abdn.ac.uk/R?func=search-advanced-go&find_code1=WSN&request1=AAIU125529.
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Sedimentological analysis of cored sections within the Merrimelia Formation (basal Gidgealpa Group, Cooper Basin, South Australia) reveals a complex glacigenic environment, including glaciolacustrine, deltaic, shorezone, fluvial, aeolian and other associated terrestrial facies (over 20 different facies have been identified). These facies are observed within terminoglacial and proglacial environments and interfinger laterally and vertically constantly throughout the Merrimelia Formation, exhibiting rapid environment change related to the position of ice sheet. Detailed sedimentological and petrographical (Cubitt 1998) analysis suggests that Tirrawarra sandstone-type sandstones facies belong within the Merrimelia depositional realm. Provenance data (Cubitt 1998) indicates that the lithic component of the Tirrawarra Sandstone (sensu stricto), is sourced from reworked Merrimelia coeval depositional facies. It is proposed that the fluvial sandstones of the Merrimelia Formation are part of the same fluvial deposystem as the Tirrawarra Sandstone (sensu stricto) as the two sandstone sequences are the natural progression of coarsening sediment as more detritus was released from melting glaciers during deglaciation. It is suggested that there no longer remain any sedimentological, stratigraphical or petrographical (Cubitt 1998) reasons why the Tirrawarra Sandstone (sensu stricto) and the Merrimelia Formation glaciofluvial sandstones should not be grouped together as Tirrawarra-type facies within the Merrimelia glacigenic domain. Facies architecture across the basin on both field and basin wide scales has identified two regional lacustrine episodes, both of which are followed by a period of lacustrine basin clastic infill. Such cycles represent ice advance and retreat, allowing two deglaciation phases and one ice advance phase to be identified.
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Smithson, Alan. "Control of state school curriculum in South Australia : issues arising from the vesting of authority in the Director-General, and with particular reference to the period 1970-1985." Title page, contents and abstract only, 1997. http://web4.library.adelaide.edu.au/theses/09PH/09phs6643.pdf.
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Bibliography: leaves 387-404. South Australia is unique amongst Australian States insofar as s82(1) of the Education Act 1972 vests the director-General of Education, rather than the minister of Education, with de jure control of State school curriculum. This locus of control is at odds with the well-established democratic convention that Ministers control the directive policy components of their portfolios. This thesis describes how this mode of curriculum control came about, its nature and implications, and mounts a challenge to its legitimacy. (abstract)
13
Trethewey, Lynne. "A history of age grading in South Australian primary schools, 1875-1990 /." Title page, contents and abstract only, 1997. http://web4.library.adelaide.edu.au/theses/09PH/09pht817.pdf.
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Arkun, Sedat. "Hyperspectral remote sensing and the urban environment : a study of automated urban feature extraction using a CASI image of high spatial and spectral resolution." Title page, contents, research aims and abstract only, 1999. http://web4.library.adelaide.edu.au/theses/09ARM/09arma721.pdf.
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Newport, John. "Educating with/in the environment : an exploration and analysis of marine and coastal field studies centres in South Australia /." Title page, abstract and table of contents only, 1999. http://web4.library.adelaide.edu.au/theses/09ENV/09envn558.pdf.
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Rhodes, B. D. (Bernard David). "Value and belief systems in outcomes based education in a diverse school environment." Thesis, Stellenbosch : Stellenbosch University, 2003. http://hdl.handle.net/10019.1/53710.
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Thesis (PhD)--University of Stellenbosch, 2003.ENGLISH ABSTRACT: The introduction of Outcomes Based Education in the South African school system brought about a new approach to education. The existing system of a multitude of subjects was replaced by a curriculum with eight learning areas. In this curriculum the focus is on attitudes, skills and values which replaced a content based approach with a process-based approach. Educators thereby became facilitators in the educational process. With the barriers of segregation removed in the South African society the diversity of the population created multi-cultural classrooms. Schools became the meeting place of many cultures and belief systems. Educators who facilitated learning in schools were not always prepared for the task of managing a multi-cultural and multi-religious school environment. This change within the school system required that educators make a paradigm shift regarding their role as educators. The introduction of Curriculum 2005 (1997); The Revised National Curriculum (2001) and the National Curriculum Statement (2002) was not without problems in South Africa. Many educators resisted change and had negative perceptions about the implementation of Outcomes Based Education in schools. These perceptions stemmed from inadequate training of educators for the implementation phase of the curriculum. The lack of skills to facilitate the content of the curriculum was also visible in the educators' inability to identify values in the curriculum. The multi-cultural and multi-religious classroom confronted educators with values from the different value and belief systems of learners. It is, therefore, important that educators should be able to identify values in order to attain the outcomes of the curriculum. Previous research indicated that educators did not play an active role in the teaching of values in schools. Neither were the educators participating in this research able to either identify or promote the values identified in the curriculum. The aim of this research was to develop an instrument to assist educators in identifying values from different belief systems in C2005 (1997); The Revised National Curriculum (2001) and the National Curriculum Statement (2002). Guidelines were developed for the facilitation of the identified values within the OBE curriculum. An empirical research was undertaken regarding the management of values in schools in the Western Cape during June 1999. Possible methods and approaches to values in education in general were identified and the suggested instrument and guidelines to assist educators with the identification of values was developed. The relevance of this study is to assist in-service and pre-service educators In identifying and facilitating different belief and value systems in an OBE education system.
AFRIKAANSE OPSOMMING: Die implementering van Uitkomsgebaseerde Onderwys (UGO) in die Suid-Afrikaanse skoolstelsel het 'n nuwe benadering tot onderwys gebring. Die veelvoudige vakkeuses van die vorige kurrikulum is vervang deur een met agt leerareas. 'n Nuwe kurrikulum wat gefokus is op gesindhede, vaardighede en waardes het op sy beurt die inhoudgebaseerde kurrikulum met 'n prosesbenadering vervang. Opvoeders het nou fasiliteerders van die leerproses geword. Die verwydering van skeidslyne in die Suid Afrikaanse samelewing het tot gevolg gehad dat die diversiteit van die S.A. bevolking tot multikulturele klaskamers gelei het. Skole het die ontmoetingsplek van vele kulture en waardestelsels geword. Die opvoeders wat die leerproses in skole moet fasiliteer, is nie altyd voorbereid op die multikulturele en multireligieuse skoolomgewing nie. Die verandering in die skoolwese vereis dat opvoeders 'n paradigmaskuif betreffende hulle rol as opvoeders moet maak. Die implementering van Kurrikulum 2005(Curriculum 2005,1997; Hersiene Nasionale Kurrikulum (Revised National Curriculum, 2001); Nasionale Kurrikulum Stelling (National Curriculum Statement, 2002) was geensins sonder probleme nie. Heelwat opvoeders het weerstand gebied en baie negatiewe persepsies is behou in verband met die implementering van Uitkomsgebaseerde Onderwys in skole. Die persepsies van opvoeders ten opsigte van die implementeringsfase van die kurrikulum word gemotiveer as gevolg van die onvoldoende opleiding in die voorbereidingsproses .. Die gebrek aan vaardighede om die inhoud van die kurrikulum te fasiliteer, is sigbaar in die opvoeders se onvermoë om waardes in die kurrikulum te identifiseer. Die multikulturele en multireligieuse klaskamer het opvoeders konfronteer met die leerders se waardes vanuit hul verskillende waarde- en oriënteringsomgewings. (belief systems). Dit word belangrik geag dat opvoeders hierdie waardes kan identifiseer sodat die uitkomste van die kurrikulum behaal kan word. Vorige navorsing het aangedui dat opvoeders nie 'n aktiewe rol in die fasilitering van waardes in die skool speel nie. Die opvoeders wat deel was van hierdie navorsing, kon ook nie waardes in die kurrikulum identifiseer of bevorder nie. Die doel van hierdie navorsing was om 'n instrument te ontwerp om opvoeders te help met die identifisering van waardes van die verskillende oriënteringsomgewings (belief systems) in C200S (1997); RNC (2001); NCS(2002) Riglyne is ontwerp vir fasilitering van die geïdentifiseerde waardes in die UGO kurrikulum. Empiriese ondersoek is onderneem met die doelom die hantering van waardes in Wes-Kaapse skole na te vors. Moontlike metodes en benaderings tot waardes in onderwys in die algemeen is geïdentifiseer en 'n instrument om opvoeders te help met die identifisering van waardes, is ontwikkel. Riglyne word voorgestelom opvoeders te help in hulle benadering tot waardes in die kurrikulum. Die waarde van die studie lê daarin om sowel voor- as indiensopvoeders te help met die identifisering en fasilitering van waardes vanuit die verskillende waarde en oriënteringsomgewings in 'n Uitkomsgebaseerde Onderwysstelsel.
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Mthethwa, Joel Mpikayipheli. "The management of educator appraisal in South African schools within the changing environment." Pretoria : [s.n.], 2005. http://upetd.up.ac.za/thesis/available/etd-07272005-153832.
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McEvoy, Francis Joseph, and res cand@acu edu au. "How is Religious Leadership Understood and Practised by Principals in Catholic Secondary Schools in South Australia?" Australian Catholic University. School of Educational Leadership, 2006. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp125.25102006.
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This thesis explores the religious dimension of the role of the principal in the Catholic Secondary Schools of South Australia. The study is set in the context of a complex and changing environment. Society is becoming increasingly secular, and religious values are on the wane. The role of the principal has become progressively more encumbered by government regulation and policy and an increased level of accountability for a wide range of school outcomes, many of these outside the core purposes of the school (Fullan, 2003). In Catholic schools, the numbers of the professed religious men and women, traditionally the backbone of those schools, has declined dramatically in the last two decades and lay persons have taken over from members of religious congregations as principals in most Catholic Secondary Schools in South Australia This represents a paradigm shift in leadership in the Catholic schools. It has resulted in an increased focus from within both the Church and the Catholic Education System on the essential Catholic nature of those schools, and the role of the Principal in nurturing and managing this. The study found that principals had a deep sense of the importance of this dimension of their role, but that they felt a real need for more support and formation, especially in the scriptural and theological aspects of leadership. Most felt pressured by the ‘normal’ routine of principalship, and were looking for ways to ‘make time’ for reflection in order to better ground their actions and decisions in the core values of the schools, the System and the Church. As a result of this research, a series of recommendations are offered to Church and System authorities, to principals and to those aspiring to be principals in the Catholic Secondary Schools in South Australia. These relate to professional practice in such areas as defining the nature of the Catholic schools, and recognizing their particular charisms; developing leadership succession strategies and preparation courses for aspiring leaders; exploring alternative approaches to the principal selection process, and developing a mentoring program and professional support networks.
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Gill, Judith. "Differences in the making : the construction of gender in Australian schooling /." Title page, table of contents and abstract only, 1991. http://web4.library.adelaide.edu.au/theses/09PH/09phg4753.pdf.
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Weston, Neville. "The professional training of artists in Australia, 1861-1963, with special reference to the South Australian model /." Title page, contents and abstract only, 1991. http://web4.library.adelaide.edu.au/theses/09PH/09phw535.pdf.
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Halliday, Bronwyn K. "Such great opportunities : a comparative study of four girls' private secondary schools in Adelaide, South Australia from approximately 1885 to 1925 /." Title page, contents and introduction only, 1986. http://web4.library.adelaide.edu.au/theses/09EDM/09edmh188.pdf.
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Elloker, Sakeena. "Inclusive education: a case study of a primary school classroom in a socio-economically disadvantaged environment." Thesis, University of the Western Cape, 2004. http://etd.uwc.ac.za/index.php?module=etd&.
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In celebrating 10 years of democracy, South Africa has among other things placed even greater emphasis on human rights. The education of those experiencing barriers to learning, where it has been offered, has historically been separate from general education. The right to inclusive education is currently an international concern and can be viewed as one of the many initiatives that could steer this country into the future. However, other demands also highlighted in this research, make it difficult for ordinary schools to take up the challenge. The primary aim of this research was to investigate current conditions in one typical South African classroom in a disadvantaged area, with reference to inclusion. The study took place at a primary school and attempts to provide a rich description of the school, classroom, educator and learners. The context described is one likely to be familiar to many educators. The study identifies and portrays in detail the range of barriers to learning present in a particular classroom and describes the educator and methods used to accommodate learners. The findings indicate that this educator&rsquo
s classroom can to a certain extent be described as an inclusive classroom and some of the strategies used to accommodate learners are in line with inclusive practices. The final discussion raises a number of important issues with respect to barriers to learning, curriculum, educator training and school support. It is hoped that this study will highlight key issues and possible solutions that could facilitate the implementation of inclusion in South Africa.
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Henry, Amber Dawn. "Fracture reactivation and gold mineralization in the epithermal environment : structural evolution of the Endeavour 42 gold deposit, New South Wales, Australia." Thesis, University of British Columbia, 2008. http://hdl.handle.net/2429/1192.
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The development of an open pit mine at the Endeavour 42 (E42) epithermal gold deposit, situated in the Junee-Narromine Volcanic Belt of the Ordovician Macquarie Arc, central New South Wales, has provided a 3D view of the structurally controlled deposit which was hitherto not available due to the paucity of outcrop in the region. Outcropping geological relationships present a complicated history of overprinting structural deformation and vein events, including the spatial characterization of the gold-mineralizing system. Host rocks consisting of interbedded sedimentary and resedimented volcaniclastic facies, trachyandesite and porphyritic andesite lavas and intrusions (coherent and autoclastic facies), intruded by a large diorite sill, were initially tilted and faulted, followed by the emplacement of multiple dyke phases along faults. Economic gold mineralization at E42 is restricted to faults, fault-hosted breccias, and veins, and was deposited over a period spanning two distinct structural regimes. Early gold-bearing veins are steeply dipping and interpreted as forming coevally along two sets of faults and dykes within a tensional stress regime. High grade fault-hosted, hydrothermally cemented breccia intervals are included temporally with early gold-bearing veins based on comparable mineralogy and steep, fault parallel orientations. Crosscutting the early steep gold-bearing vein sets are two populations of coeval inclined gold-bearing veins, dipping moderately to the southwest and northwest, respectively, which formed in a compressional stress regime with tension directed subvertically. The E42 epithermal deposit likely developed in the period of overall crustal extension, ca. 443-433 Ma, following Phase 1 of the Late Ordovician – Early Silurian Benambran Orogeny.
The generation of permeability, styles of fracture propagation, and the reactivation of pre-existing planes of weakness in the rock package are key factors in the development and current geometry of the E42 gold deposit. High grade veins and faults are commonly flanked by sericite-quartz ± carbonate alteration haloes, which exhibit consistent geochemical patterns for metals and pathfinder elements, both laterally away from structures, and vertically within the deposit. Au, Ag, As, Hg, Sb, Tl, Cu, Pb, and Zn, all display increasing concentrations towards high-grade structures, as well as higher up in the epithermal system, with varying dispersion haloes.
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Gibbs, James David. "Tourism and the environment in conflict or cohabitation? : a survey of the perceptions and attitudes of tourists to Morgan, South Australia /." Title page, table of contents and abstract only, 1996. http://web4.library.adelaide.edu.au/theses/09ENV/09envg443.pdf.
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Cuyler, Craig. "An investigation into how a guided learner leadership programme can foster authentic leadership in a boys’ boarding school environment." Thesis, Rhodes University, 2018. http://hdl.handle.net/10962/61756.
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This study is located within the field of Educational Leadership and Management and the research was undertaken in a boys’ private boarding school in Grahamstown, South Africa. Learner Leadership within the ELM field of study, has gained much interest in recent times and as the process of democratisation within schools continues to take place, it is important that research efforts be more focused in this area. The lack of learner voice initiatives within South African schools, in spite of policies being in place that encourage it, has created the impression that learner leadership is far more about rhetoric than actual practice. This appears to be the case in private education as well, owing to practices that are reliant on hierarchy and tradition to cement their position within these schools. It was with this in mind that a formative peer mentoring intervention was put in place in a boarding house at St Andrew’s College, a private boys’ school in Grahamstown, South Africa, with the object of developing authentic leadership in a boarding house context. This study was framed by Cultural Historical Activity Theory and sought to investigate how a guided learner leadership programme could foster authentic leadership in a boys’ boarding school context. The intervention consisted of three phases: 1) a pre-intervention questionnaire; 2) a Mentoring Course, during which Grade 12 learners were trained how to be mentors; and 3) a Mentoring Programme, during which Grade 12 learners were each allocated a Grade 8 learner to mentor during the course of the year. Data was collected during all three phases of the intervention and said data was obtained via questionnaires, interviews and from notes kept in an observation journal. The data was analysed inductively and later by using Cultural Historical Activity Theory, which acted as a lens through which data was interpreted. The findings reflected that learners responded well to the Mentoring Course and that they participated as active agents of change. It was during the Mentoring Programme, where contradictions became apparent and where the default to practices associated with hierarchy and tradition became evident. The Mentoring Programme did reflect some positive results, such as learners taking more ownership of the Programme and becoming critical of their own practice as mentors. This led to the further take-up of the Mentoring Programme in other boarding houses at St Andrew’s College after the intervention, and the course continues to grow and improve. My recommendations include that broader research be undertaken generally, to understand the role that tradition and hierarchy play, particularly in private schools, so that more authentic learner leadership can be put in place, and to conduct a longitudinal study to establish the success of the Mentoring Programme at St Andrew’s College specifically, over time.
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Milne, Christina Lucy, University of Western Sydney, and of Performance Fine Arts and Design Faculty. "Group devised performance: the study of a group devised performance piece as a rehearsal method in a high school environment." THESIS_FPFAD_XXX_Milne_C.xml, 1998. http://handle.uws.edu.au:8081/1959.7/264.
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Using the research methods from grounded theory and action research, the study examines a research method used for the development of a Group Devised Performance Piece. It details and analyses the process used in the transactional system of change and action/interaction resulting from the specific conditions that surrounded the Group Devised Performance, and examines the products of that process: the written script and the final performance. The study was conducted with a group of HSC 2 Unit Drama students at a non-government high school in March 1996. The performance formed part of an assessment program for these students and was student devised and student driven. The research methods included the collection of data in questionnaires, the maintaining of detailed daily records, video tapes, photographs and the compilation of the written script. Like any series of rehearsals, the process produced surprising and unplanned consequences (outcomes) and provided an environment that encouraged interaction and involvement, companionship and competition,Master of Arts (Hons) (Performance)
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Heck, Deborah Anne, and n/a. "Discovering Discourses of Citizenship Education: In the Environment Related Sections of Australia's 'Discovering Democracy School Materials' Project." Griffith University. Australian School of Environmental Studies, 2003. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20030905.115718.
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This study explores the impact of neoliberal education policies on the discourses of citizenship and citizenship education in an Australian citizenship education project entitled 'Discovering Democracy School Materials.' This project is the largest national curriculum development project in Australia and represents the official discourses of citizenship in Australia. The materials were developed in response to concern about the poor understanding of civics and citizenship in Australia and the lack of quality citizenship education materials and background information for teachers. The scope of the study was managed by focusing on a corpus of twelve text groups, selected from the materials because they related to the environment - an area of citizenship of interest to young people and which allows consideration of recent trends in the practice of citizenship. An approach to critical discourse analysis recommended by Fairclough (1992) was used. This involved a three-step process of identifying and analysing: (i) the discourse evident in the words in the text, (ii) the processes of production, dissemination and consumption of the texts, and (iii) the contextual social and cultural practices that influenced the development of the text. There were six steps in the discourse analysis. The first involved identifying the corpus related to the environment. The second was to identify and describe the discourses of citizenship and citizenship education evident in the text. The third involved interviewing key participants in the processes of text production, dissemination and consumption to ascertain their perceptions of the discourses evident in the texts. The fourth was an analysis of these interviews to interpret the discourses participants acknowledged as being within the text and the discursive practices that operated to establish those discourses. The sixth was an explanation of the impact of neoliberalism on the development of the materials. The results indicate that two discourses of citizenship and citizenship education were dominant within the materials - Legal Status and Public Practice. The same two discourses were evident in the interviews with key participants in the processes of text production, dissemination and consumption. In all cases, the materials lacked any evidence of the citizenship or citizenship education discourses of Democratic Identity, World Citizenship and Democratic Participation, although Democratic Identity was a minor aspect of one of the twelve text groups. A range of discursive practices related to neoliberalism was identified as influential on this pattern of discourses. Perceptions of teacher deficiency were influential in the process of text production as was the power of key individuals and groups such as the national education minister and his department, a government-appointed Civics Education Group, the Curriculum Corporation and, to a much lesser extent, teacher professional associations. Two discursive practices were influenced in text dissemination: the materials were provided free of charge to all schools and extensive professional development was provided. These provided significant inducements to teachers to use the materials. Discursive practices operating in the process of text consumption provided added inducement by showing teachers how to select key components of the materials for local use. However, this concern for local context was undermined by the extreme strength of the presentation of what counts as legitimate citizenship and the lack of opportunity for alternative or resistant readings of the texts. Three aspects of neoliberalism were seen as especially influential in these discursive practices - the strong focus on the development of legitimate knowledge, marketisation, and an emphasis on the need for evaluation. The study concludes with an examination of the implications of the findings to identify recommendations for teachers, teacher educators, materials developers and opportunities for further research.
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Davis, Jane. "Longing or belonging? : responses to a 'new' land in southern Western Australia 1829-1907." University of Western Australia. History Discipline Group, 2009. http://theses.library.uwa.edu.au/adt-WU2009.0137.
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While it is now well established that many Europeans were delighted with the landscapes they encountered in colonial Australia, the pioneer narrative that portrays colonists as threatened and alienated by a harsh environment and constantly engaged in battles with the land is still powerful in both scholarly and popular writing. This thesis challenges this dominant narrative and demonstrates that in a remarkably short period of time some colonists developed strong connections with, and even affection for, their 'new' place in Western Australia. Using archival materials for twenty-one colonists who settled in five regions across southern Western Australia from the 1830s to the early 1900s, here this complex process of belonging is unravelled and several key questions are posed: what lenses did the colonists utilise to view the land? How did they use and manage the land? How were issues of class, domesticity and gender roles negotiated in their 'new' environment? What connections did they make with the land? And ultimately, to what extent did they feel a sense of belonging in the Colony? I argue that although utilitarian approaches to the land are evident, this was not the only way colonists viewed the land; for example, they often used the picturesque to express delight and charm. Gender roles and ideas of class were modified as men, as well as women, worked in the home and planted flower gardens, and both men and women carried out tasks that in their households in England and Ireland, would have been done by servants. Thus, the demarcation of activities that were traditionally for men, women and servants became less distinct and amplified their connection to place. Boundaries between the colonists' domestic space and the wider environments also became more permeable as women ventured beyond their houses and gardens to explore and journey through the landscapes. The selected colonists had romantic ideas of nature and wilderness, that in the British middle and upper-middle class were associated with being removed from the land, but in colonial Western Australia many of them were intimately engaged with it. Through their interactions with the land and connections they made with their social networks, most of these colonists developed an attachment for their 'new' place and called it home; they belonged there.
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Ajili, Abdulazim School of Fibre Science & Technology UNSW. "Aspects of traditional versus group extension approaches on farmer behavioural change in an extensive grazing environment in the Bathurst District of New South Wales, Australia." Awarded by:University of New South Wales. School of Fibre Science and Technology, 2000. http://handle.unsw.edu.au/1959.4/32906.
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The study on different extension approaches was undertaken in the Bathurst area of New South Wales, Australia. One hundred farmers were surveyed in random pairs according to those who belong to the formal group, ???Landcare???, and those who did not. The survey included questions on personal, physical resources, ecological and economic factors, farm practices and management (including actual practice, use of extension methods and information sources) Focussing on behavioural change over time, attitudes, perceptions and intentions. The impact of extension approach on different levels of innovation was considered: simple (e.g. tree planting), medium (e.g. pasture development) and complex (soil erosion control) on behavioural change. It was hypothesised that the ???group??? extension approach should be more effective with complex innovations, but the main significant differences found were in level of tree planting (higher in government funded Landcare), money spent on erosion control (including tree planting) and attitudes to the severity of local erosion (all higher in Landcare members). There were no other differences in attitudes, intentions or change in farming practice except that non-Landcare farmers planted more pasture and applied more lime. The outcomes did not support the hypothesis, and it was not possible to distinguish the differences that did occur in performance from extension approach versus access to funds. Field days are an important extension method for the adoption of cropping by landholders. Among the different extension methods, those who conducted erosion control through pastures, preferred government officers and meetings. Those who adopted tree planting and were in Landcare preferred magazines as the extension method. This added further weight to the argument that the formal group extension approach may not be perceived by its members to have any influence on adoption at this level. Generally, mass media was more important in the early stages of adoption and personal influence more important in the evaluation stage. This also applied to simple versus complex innovations. Surprisingly all farmers placed a very high reliance on government officers for information and decision-making, particularly those in Landcare, compared to neighbours or family. Formal group extension still needs assessing but using models other than Landcare.
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Geyer, Tracy Colleen. "The occupational aspirations and gender stereotypes of South African and Australian senior primary school learners." Thesis, Nelson Mandela Metropolitan University, 2010. http://hdl.handle.net/10948/1239.
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Increasingly, developmental psychology has emphasized that childhood career development should be viewed as holistic and comprise all aspects of a child’s maturation. This would include an emphasis on the career development of children which is considered vital to the complete education of the child (Brown, 2002). Career development refers to the process of developing beliefs, values, skills, aptitudes, interests, personality characteristics and knowledge of work (Zunker, 2006). Research has indicated that early societal factors and personal preferences associated with gender influence the child’s later occupational aspirations (Stockard & McGee, 1990). There are many ways in which individuals learn about gender roles and acquire “gender-appropriate” behaviour during childhood, some of which manifest in the occupational aspirations of children. As children grow up they learn, through reinforcement and modeling, that society has different expectations and standards for the behaviour of males and females. While family and friends are often the most important agents of socialization in young children, television and other popular media have also played a vital role in gender stereotyping, resulting in children forming perceptions regarding which occupations “belong” to which gender (Taylor, Peplau, & Sears, 2006). The present research aims to explore, describe and compare the occupational aspirations and the occupational gender stereotyping of male and female South African and Australian senior primary school learners. The research approach for the study was descriptive and exploratory in nature and was conducted within a quantitative framework. A survey-type questionnaire, the Career Awareness Survey xiii (McMahon & Watson, 2001), was used as the data collection measure as part of a larger international study. The sample comprised of 511 South African and 372 Australian participants from Grades 6 and 7. Responses to the occupational aspirations questions were coded according to Holland’s (1985) interest typology and status level coding for occupations. For descriptive purposes, frequency counts were computed for the coded typology, status level and occupational gender stereotyping data. The z-test and chi-square test for independence were computed in order to test whether gender groups differed in terms of their occupational aspirations and occupational stereotyping. The chi-square test was also used to compare the occupational aspirations and gender stereotyping of South African and Australian senior primary school learners. The results of the present research indicate that male and female South African and Australian female children tend to aspire towards more Investigative and Social type occupations in the high status level category. The Australian male children, however, tend to aspire towards more Social and Realistic type occupations in the high status level category. Across nation and gender, the majority of the children believed that both males and females could perform certain occupations, with senior primary school children tending to limit the range of occupations which they believe to be predominantly suited to either male or female. Cross-national comparative results yielded interesting findings with few significant differences emerging on occupational aspiration typology, status level and the occupational gender stereotyping of occupations. The results of the present research emphasise the need for further cross-national comparative studies on the occupational aspirations and occupational gender stereotyping of senior primary school children.
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Kunene, Looksmart Lucky Zamokuhle. "Classroomlevel factors affecting mathematics achievement : a comparative study between South Africa and Australia using TIMSS 2003." Diss., University of Pretoria, 2011. http://hdl.handle.net/2263/25819.
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The purpose of the study was to explore and compare key classroom level factors affecting mathematics learner achievement for South Africa and Australia. The study focused in the classroom where teaching and learning takes place. This is a secondary analysis of classroom level factors influencing Grade 8 mathematics learner achievement using the Trends in International Mathematics and Science Study (TIMSS) 2003. TIMSS 2003 was chosen because it was the latest international study available to measure trends in mathematics learner achievement, where South Africa had participated. Quantitative research approach was employed and a survey research method was used which seeks, among others, to explore relationships and patterns. Survey research method was suitable to provide data that responded to the research questions. The data collection in South Africa and Australia was conducted in October-December 2002 as both countries are located in the Southern Hemisphere. The sample for South Africa consisted of 255 schools with 100% coverage and stratification done by a total of nine provinces, and language. This resulted in 8952 learners tested across the provinces (Joncas, 2004, p. 212). For Australia, the sample consisted of 207 schools with 100% coverage and stratification done by a total of 8 States and Territories and school type. This resulted in 4791 learners participating in the study. The sample included teachers of learners who were selected to participate in the TIMSS 2003 study for South Africa and Australia. The intended target was teachers of all learners at the end of their eight year of schooling. For each participating school, a single mathematics class was sampled and the mathematics teacher of the selected class was asked to complete a mathematics questionnaire. Mathematics teachers of sampled learners responded to questions about teaching emphasis on the topics in the curriculum frameworks, instructional practices, professional training and education and their views on mathematics. The mathematics teacher questionnaire was designed to take about 45 minutes to complete The main question for this study was “What are the key classroom factors that influence learner performance in mathematics?” The three sub questions for the study were: What key variables on classroom level are related to learner achievement in mathematics for South Africa? What key variables on classroom level are related to learner achievement in mathematics for Australia? How do the classroom level factors in mathematics performance of South Africa compare with classroom level factors in Australia? The conceptual framework for the study stressed classroom level factors including instructional quality, which includes teacher background factors, classroom climate, teaching requirements and mathematics curriculum. The framework describes the factors related to classroom interactions within the comprehensive education system, with regard to inputs – process – outputs – outcomes. The selection of variables for the inclusion in the models was guided by the conceptual framework and extensive preliminary analyses. Preliminary statistical analyses included exploring descriptive statistics, Varimax factor analysis, reliability, correlation analysis and stepwise multiple regression analysis. The results of the study indicate that several specific classroom level factors were associated with the higher levels of mathematics achievement of South Africa and Australia. The results for the final South African model were: age of teacher; years been teaching; outside school day grading tests; outside school day other; and computer shortage were identified to predict learner achievement. For Australia ten classroom factors, namely, teacher perception of school climate; teacher perception of school safety; teacher emphasis on mathematics homework; teacher repeat mathematics limiting factors; homework contribute towards learning; work conditions; unhappy learners; shortage of instructional equipment; geometric shapes; and algebraic functions were identified to predict learner achievement. South Africa has factors like teacher background and outside school activities by the teacher. Australia has factors like classroom climate, work conditions and curriculum quality. In the light of schools effectiveness research and school improvement research, a comparative study like this one would require more than one level (classroom level), two or three levels would have been ideal to draw other variables and enrich the analysis, especially the learner level and school level. School effectiveness places an emphasis on the ability and social background of the learners as factors that shape academic performanceDissertation (MEd)--University of Pretoria, 2011.
Science, Mathematics and Technology Education
unrestricted
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Prow, Natalie A. "Epidemiology of Ross River virus in the south-west of Western Australia and an assessment of genotype involvement in Ross River virus pathogenesis." University of Western Australia. Microbiology and Immunology Discipline Group, 2006. http://theses.library.uwa.edu.au/adt-WU2006.0132.
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[Truncated abstract] Ross River virus (RRV) causes the most common arboviral disease in Australia, with approximately 5000 new cases reported each year, making this virus a major public health concern. The aim of this thesis was to link results from virological, pathogenesis and epidemiological studies to further define RRV disease in the south-west (SW) of Western Australia (WA), a region of endemic and epizootic RRV activity. A crosssectional seroprevalence study was used to show that 7.8 percent of SW communities were seropositive to RRV, comparable to other regions of Australia with similar temperate climates to the SW . . . RRV-specific IgM antibodies were found to persist for at least two years following RRV infection. A murine model was used to conclusively show differences in pathogenesis between RRV genotypes, the SW and northern-eastern (NE) genotypes, which are known to circulate throughout Australia. The SW genotype, unique to the SW of WA induced only poor neutralising antibody production and nonneutralising antibodies after the acute phase of infection. In comparison, the NE genotype which currently predominates in mosquito populations in the SW of WA, induced the most efficient neutralising antibody response and consequently produced the mildest disease in the mouse. These data in the mouse suggest that the infecting genotype will mostly likely influence disease outcome in humans and could at least partially explain why more severe and persistent disease has been reported from the SW of WA. Collectively, results from this thesis provide an important benchmark against which future investigations into BFV and RRV diseases can be measured.
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Nicholls, Bronte Kay. "Factors determining the effectiveness of online access to the curriculum for students at risk." Curtin University of Technology, Science and Mathematics Education Centre, 2003. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=14608.
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This thesis reports a longitudinal study that investigated the factors affecting at-risk students' use of an online curriculum delivery mode for some Year 11 subjects. The study examined the skills and attitudes of the students during their online learning experience, and followed the teachers while they developed suitable teaching methods to be able to deliver their subject via online learning. Importantly, the students in the study were at risk of not completing subjects in the South Australian Certificate of Education (SALE) if some kind of curriculum intervention was not applied. Access to the school curriculum can be problematic for some young people for a variety of reasons, including a limited subject choice, an inability to attend programmed classes and exhibiting behaviour that is deemed to be inappropriate by school authorities. Students in this study were not able to study the subjects they wished because of timetable clashes, were not able to attend school regularly for personal reasons or had exhibited negative behaviour to their teachers and peers preventing them from attending certain classes. At the time of the study, all the students wished to complete their SALE, but limited access to the curriculum was likely to prevent this from occurring. The study used qualitative methods of data collection including interviews with students and teachers, analysis of students' work, electronic communications and other documents, and records of meetings. These were used to prepare case studies for each of the seven students involved. While the student sample was small, the varied personal experiences of the students in the study enabled the examination of many of the characteristics documented in the literature as those being associated with at-risk youth.All the students involved in the study completed the NetLearning Project (NLP) unit(s) they had enrolled in, but each encountered different challenges. The case studies provided data that enabled identification of the characteristics students required to be successful online learners. Three clusters of factors relating to personal situations (reason for entry to the program, access to a home computer and continuity of schooling), skill factors (level of ICT and English literacy skills), and attitude to learning (willingness to persist and level of self-directedness) were identified as major contributors to students' ability to complete their units. The teacher case studies revealed that the characteristics required for teachers to operate effectively within the online learning environment include an ability to promote positive teacher-student relationships, a high level of ICT skills, good subject knowledge and curriculum understanding. In addition, teachers required initiative, persistence and collaborative skills. The findings of the study highlight the importance of attitudinal factors in determining the students and teachers success in the online environment and suggest that teacher-student relationships have a major impact on student learning outcomes, just as they do in the traditional classroom.
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van, der Heide George, and n/a. "Effective strategies for conducting school development in health education programs." University of Canberra. Professional & Community Education, 1998. http://erl.canberra.edu.au./public/adt-AUC20060427.131945.
Full textAbstract:
Thesis Statement
The thesis argument is that theory can be developed about the
implementation, maintenance and dissemination of school health education
based on a school development approach. Such theory development can
assist teachers to design programs appropriate to the needs of their
classrooms, schools and communities.
Thesis Setting
The implementation and maintenance of school health education programs
has not usually been the focus of research and as a consequence is rarely
reported in the literature. The research in this thesis draws upon many
disciplines and fields but in order to answer the thesis questions
methodological processes were required that were consistent with current
school situations. The earlier School Development in Health Education
(SDHE) program's work in research, development and dissemination provided
the setting for the thesis.
Methodology of the Research
The methodology of the research study involved a case study approach using
both multiple and single case studies. Data have been drawn from SDHE
schools in South Australia undertaking health, sexuality and drug education.
The methodology adopted for the studies in this thesis is a case study design
incorporating an iterative theory-study-theory sequence in which an initial
theory statement derived from the literature guides the development of a
multiple case study which, in effect, 'tests' the theory in a qualitative way. The
finding of the case study then informs development and elaboration of the
theory statement in its second version. This is then used to test the next
multiple case study which leads to further development of the theory in its third
version. The third iteration of the theory is tested in a single case study that
leads to the fourth and final version of the theory.
Data analysis was aided by the use of the Q.S.R. NUD.IST computer package
that helped to manage and explore the thesis ideas about the data. In
establishing these syntheses the chain of evidence in the data sets was
maintained. The analysis also allowed the thesis findings to be used to test
theories about the data that answered the thesis questions.
Thesis Findings
The findings of the thesis are contained in the final version of the theory. The
theory is structured around program drivers, phases, types and processes that
together produce implementation, maintenance and dissemination. This final
theory statement is the basis for drawing the thesis conclusions.
Thesis Conclusions
It was concluded that patterns of factors that enhance and inhibit the
implementation, maintenance and dissemination of school health education
programs could be placed in a theoretical framework that can guide practice in
school health education.
To be successful school health education programs have to include three
critical elements: leadership, action research and funding. Leaders or program
drivers need to be identified and resourced; they may be principals or
designated teaching staff with access to decision making, policy processes
and resource allocation in schools. Teachers need to engage in a reflective
action research process to develop, modify and sustain their curriculum
development work. Programs require adequate funding resources for
teachers' professional development, including action research, and the
purchase of human and material resources. Schools planning to introduce
programs may learn from the experience of others but they must themselves
engage in the critical and essential program features identified in the final
version of the theory.
Implications
The thesis conclusions imply the need to use more efficient ways of bringing
schools' and teachers' hidden competence to the fore to support school health
education program through varied patterns of professional development,
technical support and curriculum development and implementation, and
through funding of enhanced professional practice for health literacy.
A major implication for the health sector is that many health workers need to
learn collaborative skills since there is a tendency to take control and attempt
to direct what teachers should do rather than work with and support them.
An implication for programs in complex social environments is the need for
careful planning in collaboration with other stakeholders. The critical elements
developed in this thesis also apply - leadership, action research and funding.
Evaluation can adopt a case study approach as a more suitable method for
examining what happens in programs than an overly simplistic approach of
assessing goals and objectives which ignores the differences in program
implementation for different sites with the necessary localisation.
Further Research
Further research suggested by the thesis findings are in the areas of school
health education in the changing administrative and management environment
today, and of the use of various types of case study research in tandem to
answer comprehensive and complex program performance questions.
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Collette, Christopher B. "Why parents send their children to Pembroke School." Title page, contents and abstract only, 1996. http://web4.library.adelaide.edu.au/theses/09EDM/09edmc698.pdf.
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Toerien, René. "Transforming content knowledge: a case study of an experienced science teacher teaching in a typical South African secondary school$$h[electronic resource]." Master's thesis, University of Cape Town, 2013. http://hdl.handle.net/11427/5609.
Full textAbstract:
Includes abstract.Includes bibliographical references.
The unique knowledge that teachers possess Shulman called pedagogical content knowledge or PCK. In the following 25 years many scholars have conceptualised PCK, and only recently, with an international PCK Summit, have attempts been made to consolidate this field. South Africa’s primary and secondary public education system is continuously under scrutiny, as it continues to perform poorly in international benchmarking assessments. The need to understand what is happening in our classrooms, especially in science and mathematics, is now more important than ever. In response to this need, this study investigated the classroom practice of a dedicated and experienced science teacher over a period of three years, as she taught the organic chemistry section of the Grade 12 Physical Sciences syllabus. PCK was used as a lens to focus on how teacher knowledge manifests in practice.
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Rogers, Nina J. L. "Community environment groups and catchment management : an examination of the involvement of community environmental groups in the management of the Northern Adelaide and Barossa Catchment, South Australia /." Title page, contents and abstract only, 1999. http://web4.library.adelaide.edu.au/theses/09AEVH/09aevhr728.pdf.
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Besener, Paul Robert. "Self-concept as a measure of success in the military environment." Thesis, Rhodes University, 1987. http://hdl.handle.net/10962/d1001429.
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This piece of research is an attempt to evaluate the relationship between military 'success' and the psychological preparedness of recruits in terms of their self-concepts and locus of control orientations. The new recruit is forced to adapt to the military environment which will, in turn, attempt to change him into an effective soldier. It was noticed by the researcher, who was involved in military training at the time, that a number of recruits, even some with seemingly limited potential, coped well, while others who seemed to have the ability failed to cope adequately. Recruits completed questionnaires which provided the researcher with biographical data and background information. In addition, the Bledsoe Self-Concept Scale and the Nowicki and Strickland Locus of Control Scale were used in order to determine their self-concepts and locus of control orientations respectively, prior to the beginning of national service. Detailed unstructured interviews were also conducted with a sample of military personnel, to provide another basis for gathering data and for clarifying some of the issues involved. Briefly, the chief conclusion of this researcher is that a significant majority of 'successful' recruits in the military environment have a positive self-concept and an internal locus of control. On the basis of the above finding, it is suggested that there is a need to guide pupils about certain aspects of military life before they begin their National Service. There would seem to be a need for this guidance to be incorporated into the school curriculum, together with such practical aspects as cadets, shooting, etc. There is a shortage of this kind of research on the military situation in South Africa, and it is suggested that numerous issues in this field need to be researched for the benefit of future conscripts and the military alike.
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Johannes, Edgar Anthony. "Using collaborative action research to improve classroom discipline: an action research study at a secondary school in the Boland." Thesis, University of the Western Cape, 2005. http://etd.uwc.ac.za/index.php?module=etd&.
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This study focused on improving the learners behaviour through classroom management and the implementation of human rights awareness as an intervention strategy. The purpose of the research was to prevent learners from misbehaving through the implementation of different teaching strategies. Learners transgression will not stop completely and a second objective was to use the implementation of human rights awareness as an intervention strategy if the learners behaviour become unacceptable. The strategies the educators has to instigate were primarily considered to be those associated with classroom management.
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Snow, Janet P. "Information and communication technology driven teaching and learning opportunities in support of environmental education processes : a case of the eno-environment online programme at Treverton Preparatory School, South Africa /." Thesis, Rhodes University, 2008. http://eprints.ru.ac.za/1623/.
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Dion, Roger Eugene. "Researching the educational setting for quality data : the case of an 18-school research project in the Western Cape." Master's thesis, University of Cape Town, 1995. http://hdl.handle.net/11427/21421.
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Bibliography: pages 48-50.Through the analysis of an 18-school research project that was conducted in the Western Cape in 1994, the aim of this report is to emphasize the need for and importance of effectively researching the educational setting in order to obtain quality data. This task will take the form of a general discussion concerning "what information..." should be collected and "how..." it should be "collected, analyzed, and interpreted" from the perspective that it is "critical to remember that decision-makers require information to be provided promptly... in order to make informed policy decisions" (Ross & Postlethwaite, 1992:1-2).
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Rahman, Jabed Ahmed. "Knowledge-based trade, technical change and location environment : the case of small and medium sized enterprises engaged in advanced producer software services in the South East region." Thesis, University College London (University of London), 2005. http://discovery.ucl.ac.uk/1228/.
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Technical change is the driving force behind modern economic competitiveness and the evolution of enterprise and industry. The process, however, is not insular; in particular the location environment is regarded as a key component of how technical change is derived, implemented and diffused. This research study explores this assumption in relation to knowledge-based trade via small and medium sized enterprises (SMEs) engaged in the development of advanced producer service (APS) software in the South East Region (SER), a region that has been identified as being post-industrial in character and knowledge-based. As a result of the intangible nature of technical change associated with knowledge-based trade, the research objective is not only to understand the supply architecture, i.e. the location environment in the context of operation and trade, but also interaction including tacit knowledge transfer. This research study employs an interdisciplinary set of approaches including geography, economics, sociology and organisational management. It also takes a bottom-up research approach via use of a qualitative format to analyse the interrelationship between location environment and technical change. Whilst the evidence gathered suggests that agglomeration economies are important both in terms of demand and supply hierarchy, this also inhibits wider opportunities for technical change within the region. Established firms within the survey knew in general where and how to get appropriate knowledge and skills advice. In fact they were in a far better position than public referral entities because of their involvement and awareness of their own specific technologies and markets. Rather than attempt to go against the entrepreneurial nature found within SER (which is a key driver of endogenous growth and competitiveness), what emerges is the need to facilitate greater knowledge interaction, but in a way that does not seek to directly intervene, to impose unsustainable network or partnership structures. Further, the study suggests that development bodies should take a greater interest in the process of knowledge translations and incorporations, particularly using the ‘actor-network’ theory approach to map regional knowledge dynamics.
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Lopes, Maria Albertina. "South African educators' experiences of learners who may have ADHD in their classrooms." Pretoria : [s.n.], 2008. http://upetd.up.ac.za/thesis/available/etd-04222009-112725.
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Carstens, Carin. "Youth culture and discipline at a school in the Western Cape." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/80048.
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Thesis (MEd)--Stellenbosch University, 2013.Bibliography
Internationally, contemporary youth struggle to make sense or meaning of their lives. That is so because they live in a world where they daily witness unsolvable problems of struggling economies, poverty, HIV, and religious and national conflict, and where they are generally treated with ambivalence and a threat to the existing social order. Youth also struggle because within the public imagination they exist on the fringe of society. Giroux (2012: 2) argues that youth are given few spaces where “they can recognise themselves outside of the needs, values, and desires preferred by the marketplace” and are mostly subjected to punitive and zero tolerance approaches when they behave in unacceptable ways. In South Africa presently, it is generally claimed that “discipline problems” amongst youth have become the most endemic problem in South African schools, with policy makers and educators daily complaining about the disciplinary problems within schools that affect how learners engage with learning. Equally, discipline as punitive coercion has been shown to be an unsuccessful educational method in dealing with youth (Porteus & Vally 1999). With the above schooling challenge in mind, this qualitative study explored the views of thirteen young learners at Avondale High School in the Western Cape on school discipline. Via semi-structured interviews, the youth were asked about their understandings of the rules, disciplinary structures, forms of authority and order at the school, how they interpreted the role of discipline, and how they thought this would influence the futures awaiting them. The goal of the study was to provide a multi-dimensional view of what youth regarded as discipline at one school, and to explore whether different learners adopted different meanings of ‘discipline’ according to the context of their individual lives. I show in the study - utilising the views of Emile Durkheim, Michel Foucault and Pierre Bourdieu - that school discipline needs to be thought of as more than punishment or structures of ordering per se if it is to play a productive role in the functioning of schools. Along with Yang (2009: 49) I suggest that only when schools recognise that discipline has multiple meanings and (limited) roles within their daily functioning, will the emancipatory and transformative possibilities of school discipline be unlocked. For that to happen, the voices and views of youth in schools have to be taken account of, and meaningful relationships developed between learners, educators, and school management.
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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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Cairns, Clive John. "Educational needs of over age learners in the foundation phase as viewed by educators." Thesis, Stellenbosch : Stellenbosch University, 2001. http://hdl.handle.net/10019.1/52251.
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Thesis (MEd)--University of Stellenbosch, 2001.ENGLISH ABSTRACT: Being over age-for-grade has become a barrier to learning. More than 15% of learners in the South African school system are over age. This creates an enormous problem in terms of education spending per learner. In 1998 South Africa spent one-third of its education budget on over age learners who included repeaters and drop-outs. A clearer understanding of the educational needs of over age learners is needed. These learners are at risk of dropping out, being further retained or being promoted out of the school system. Thus far over age learners have been marginalised by the education system essentially due to the system's inability to deal with them. The purpose of this study is, therefore, to make a contribution to the understanding of the educational needs of over age learners. A qualitative approach provided a clear description of the factors that impact on the educational needs of over age learners. This study revealed the following: • Over age learners experience a sense of being educationally displaced. • The attitudes and beliefs of teachers directly influence their educational responses to the needs of over age learners. • Over age learners struggle with basic scholastic skills. • The provision of support comes primarily from classroom peers. It appears that teachers need a variety of educational skills to deal appropriately with the needs of over age learners. Furthermore, it appears that these learners need an educational space of their own within an inclusive education environment. It would further appear that over age learners need to be acknowledged as being a specific category of learners with learning barriers, otherwise their needs will continue to be marginalised by the educational system.
AFRIKAANSE OPSOMMING: Dit wil voorkom dat ouderdom 'n leerhindernis vir duisende leerders geword het. Meer as vyftien persent van leerders in die skoolsisteem is oorouderdom. Dit skep 'n probleem in terme van die opvoedingsonkoste per leerder. In 1998 is 'n derde van die Suid Afrikaanse begroting aan oorouderdom leerders gespandeer wat ook herhalers en skoolverlaters insluit. Daar is 'n behoefte aan groter begrip vir die behoeftes van oorouderdom leerders. Daar is 'n risiko dat hierdie leerders skool kan verlaat, terug gehou kan word, of uit die skoolsisteem bevorder kan word. Tot dusver is oorouderdom leerders deur die onderwyssisteem gemarginaliseer hoofsaaklik as gevolg van 'n gebrek aan kennis om hulle effektiefte akkommodeer. Die doel van hierdie studie was om 'n bydrae te lewer tot 'n beter begrip van die opvoedkundige behoeftes van oorouderdom leerders. 'n Kwalitatiewe benadering is verkies wat 'n duidelike beskrywing gee van die opvoedkundige behoeftes van oorouderdom leerders. Die studie het die volgende tendense aan die lig gebring: • Oorouderdom leerders ervaar hulself as misplaas binne die onderwys stelsel. • Opvoeders se houdings en oortuigings het 'n duidelike invloed op hul eie opvoedkundige response ten opsigte van die behoeftes van oorouderdom leerders. • Oorouderdom leerders worstel met basiese skolastiese vaardighede. • Oorouderdom leerders ontvang primêr opvoedkundige ondersteuning van medeleerders. Opvoeders benodig 'n verskeidenheid van opvoedkundige vaardighede om oorouderdom leerders se behoeftes toepaslik te hanteer. Dit blyk dat hierdie leerders 'n behoefte het aan hul eie opvoedkundige ruimte binne 'n inklusiewe omgewing. Daar kan geargumenteer word dat oorouderdom leerders 'n spesifieke kategorie leerders is met eiesoortige leerhindernisse. Indien bogenoemde nie erken word nie sal daar voort gegaan word met die miskenning van oorouderdom leerders se behoeftes deur die opvoedkundige gemeenskap.
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Arnolds, David. "Die klassifikasie van onderprestering en die implikasies daarvan op skoolkultuur." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/79941.
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Thesis (MEd)--Stellenbosch University, 2013.Bibliography
AFRIKAANSE OPSOMMING: Die interpretering van beleid en die toepassing daarvan in die werkplek was nog altyd ’n aanvegbare aspek, omdat beleid nie ’n geslote entiteit is nie en dus oop is vir verskillende interpretasies deur die toepassers van beleid. Die aanvegbaarheid van beleid kan duidelik waargeneem word met die toepassing van die Nasionale Assesserings Beleid van 1998 op die Suid-Afrikaanse skoolgemeenskap. In hierdie trant is die hoofdoel van my studie om ondersoek in te stel na die implikasie wat die toepassing van beleid rakende die klassifikasie van primêre skole as onderpresterende skole op die skole se skoolkultuur,het en hoe sommige onderwysers teenoor so ‘n klassifikasie reageer. Met hierdie studie wil ek ’n interpreterende ondersoek loods na die vraag: “Hoe beleef onderwysers hul skoolkultuur nadat hul skole deur die Wes-Kaapse Onderwys Departement as onderpresterende skole klassifiseer is. Ek beskou dit as ’n belangrike vraag vir ondersoek omdat die literatuur rakende skoolkultuur en skool prestasie daarop dui dat hierdie twee aspekte as kritieke elemente beskou word in die skoolopset. Om hierdie rede ondersoek ek hierdie verskynsel in my onmiddelike skool omgewing om begrip te toon vir die wedersydse invloed wat hierdie elemente op mekaar het. Hierdie vraag word beredeneer teen die agtergrond van Suid-Afrika se deelname aan toetse van die ligame van internasionale akademiese prestasies en die onbevredigende uitlae wat tydens die deelname aan hierdie toetse verwerf is. Vanuit nege en dertig deelnemende lande het Suid -Afrika laaste geëindig. Ek loods my studie vanuit ’n kwalitatiewe interpreterende ondersoek aan drie laerskole en nege geselekteerde opvoeders oor die prestasie wat die Intermediëre Fase (graad ses) verwerf het in die aanname en inwerkingstelling van die Sistemiese Evalueringstoetse vanaf 2007 tot 2010 in Geletterdheid en Wiskunde as ’n uitvloeisel van die Nasionale Assesserings Beleid van 1998. Ek doen ’n beleidsanalise voortspruitend uit ’n historiese oorsig en konteks van skool en prestasie verskille wat in die onderwysopset aangetref word. My fokus is egter op die onderwysers se respons as gevolg van die klassifikasie van hul skool as ’n onderpresterende skool. Hierdie ondersoek word ingestel deur gebruik te maak van semi gestruktureerde onderhoudvoering met respondente van drie steekproefskole en ’n vergelyking van sistemiese toets uitslae en interne evaluerings uitslae. Vanuit die verkennende analises en die literatuur is gevind dat skoolkultuur ’n deurslaggewende bepaler in terme van leerderprestasie is. Waar skoolkultuur in presterende skole positief bydra tot die prestasie en werklewering van die skool, is dit ’n negatiewe determinant by die onderpresterende skole. Dit volgens Fleisch dui daarop dat die Suid- Afrikaanse onderwysopset nog steeds in twee afdelings fungeer naamlik die presterende voorheen bevoordeelde skole en aan die anderkant die onderpresterende voorheen benadeelde skole. Die onderwysers het ook gevoel dat hierdie aspek buite rekening is gelaat met die implementering van die sistemiese toetse en die gevolglike klassifikasie van die skole. Tydens die uitvoering van die studie het ek gevind dat die respondente van die deelnemende skole saamgestem dat ’n positiewe skoolkultuur leerderprestasie positief kan beïnvloed. Hulle het erken dat hulle in gebreke gebly het om ‘n positiewe skoolkultuur te ontwikkel en te handhaaf. Ek eksploreer die respondente se uitleef van hul skoolkultuur, magsverhoudinge en konseptualisering van hul identiteit aan die hand van hul gegewe klassifikasie. In die ondersoek het ek bevind dat daar ’n negatiewe skoolkultuur heers by skole wat as onderpresterende skole geklassifiseer is. Hierdie negatiewe skoolkultuur het ook veroorsaak dat onderwysers ’n probleem ondervind het met die magsverhouding wat daar bestaan het tussen hulle en die Onderwys Department. Hulle het dit gesien as ’n “top down” verhouding waarin hulle geen inspraak het nie. ’n Verdere uitspruitsel uit die negatiewe klassifikasie van die skool het daartoe gelei dat die onderwysers ’n negatiewe siening van hul identiteit as onderwysers ontwikkel het. Vanuit die literatuur wat handel oor die herstel van onderpresterende skole, stel ek die moontlikheid van die toepassing van transformasionele leierskap wat geimplementeer kan word in die bestuur van die deelnemenende skole as een van die strategieë om vanuit hul klassifikasie van onderprestering te kom. Hierdie navorsing het ten doel om die onderwysers se belewenis van hul skoolkultuur te weergee nadat hul skole geklassfiseer is as onderpresterend as gevolg van beleidstoepassing deur die Wes – Kaapse Onderwys Departement.
ENGLISH ABSTRACT: The interpretation and application of policy in the workplace will always be a contentious issue, because policy is not a closed entity but is open to different interpretations by its users. This contentiousness of policy is clearly illustrated with the application of the National Assessment Policy of 1998 on the education community of South – Africa. Along these lines my study will try to address the question: “How do teachers in underperforming schools give meaning to their school culture after their schools have been classified as underperforming schools by the Western Cape Education Department?” I see it as a very important question as it explores the interrelationships between school culture and school performance. These two elements are regarded as critical elements that can either create a positive or a negative school environment. And in that sense I want to have an understanding of its influence in my immediate school environment. This question is being argued against the backdrop of South - Africa’s participation in the tests of international bodies of academic performance where the country performed poorly. From thirty nine participating countries, South Africa achieved the lowest mean test score. My study is piloted in a qualitative interpretive enquiry at three different primary schools and nine pre- selected teachers in connection with the results obtained from the systemic evaluation tests which was administered in the intermediate phase (grade six) from 2007 up to 2010 in the learning areas Literacy and Numeracy. The Systemic Evaluation Tests stems from the National Assessment Policy of 1998 and was conducted as a measure to ensure the success of the learning centers and to improve learning systems. In this study I am conducting an analysis of education policy and also giving a historical overview of educational differences of schooling in South Africa. The focus however is on the teachers’ response as a result of their schools’’ being classified as underperforming schools. I am employing semi - structured interviews and do a comparison of the systemic results and the results obtained from the continuous assessment of the different schools. From the analyses and a study of the literature I found that school culture plays a defining role in learner performance. I also found that school culture can act as a positive enhancer in performing schools and can also act as a deterrent in underperforming schools. The results obtained from the systemic evaluation also shows that the South African education system still comprises of two separate education systems according to Fleisch. He holds the notion that there are the performing previously advantaged schools and the underperforming previously disadvantaged schools. The teachers felt that no consideration was given to the impact that the negative school culture and the impact of the environment could bear on the performances of the learners from the underperforming schools. My respondents acknowledged that a positive school culture could enhance learner performances and also conceded that they neglected to build and maintain a positive school culture. I then explore how my respondents gave meaning to their school culture, conceptualize power relations and identity formation after being classified as underperforming schools. In my study I found that there is a negative culture present in the underperforming schools. And it negatively influences the conceptualization of the teachers of the power relationship between them and the Education Department. They see the power relation as “top down” and something in which they have no say in. Due to the negative relationship between the teachers and the Education Department, the teachers also experiencing difficulties in dealing with their own identity as they view themselves as underperforming teachers as a result of the classification of their schools. Dealing with the literature regarding the rehabilitation of underperforming schools, I explore the possibility of employing Transformational Leadership as a strategy to deconstruct their image of underperformance. This research aims to show how teachers give meaning to their school culture after their schools were classified as underperforming due to policy applications by the Western Cape Education Department.
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Powell, Kathryn Joy. "The detection of buried human skeletal remains in the Australian environment." 2006. http://hdl.handle.net/2440/37855.
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Forensic anthropologists and archaeologists have been increasingly engaged, at police request, in investigations to locate and recover buried human remains ( Rodriguez and Bass, 1985 ; France et al., 1992 ; Owsley, 1995 ; Hunter et al., 1996 ). Current search methods are derived from archaeology, geology, botany, geography and taphonomy. However, there is limited testing of search techniques, particularly over graves containing human bodies, and few studies that have examined the appearance of gravesites over several years. In the absence of such studies in Australia, eight shallow burials ( six animal graves, two human graves ) and one calibration pit were established in South Australia to provide information about the physical properties of graves and the effectiveness of burial site location techniques. The findings provide descriptive information about the surface appearance of graves over six years, the chemical elements remaining in the upper levels of grave soil and the practical implications of using geophysical instruments to search for buried human remains in typical forensic cases in South Australian landscapes. Key surface indicators identified included ongoing faunal scavenging, soil surface differences, absence of moss, absence of vegetation in dry periods, the slow return of ground debris, and the formation of depressions. These were not all associated with the presence of a body but could be related to disturbance of the ground surface. There was a relationship between surface indicators and seasonal conditions and the position of the gravesites in relation to surrounding landscape features, in particular, trees. Higher levels of certain soil elements at the upper surface layer at the gravesites were identifiable after several years of burial ; in particular, calcium and magnesium were identifiable at the human body and kangaroo gravesites. Ground penetrating radar, electrical resistivity and electromagnetic induction were used to survey the gravesites. Ground penetrating radar provided the most significant results in terms of anomalies compared to the surrounds. However, use of these instruments highlighted the potential of overlooking gravesites due to lack of definitive survey data, the impact of seasonal conditions and the problems associated with using the instruments in some burial areas. Comparison of these findings is made with other international studies. Electrical resistivity surveying was successfully used to locate a 150 year old burial. A national survey on body location techniques used by police investigators in a seven year period was conducted, demonstrating a limited reported success in and use of search techniques other than ground search, implying a need to develop more reliable techniques for clandestine grave location. The results provide previously unavailable information about the surface appearance of gravesites, detectable elements in grave soil and the use of geophysical survey instruments for this purpose in South Australia.Thesis (Ph.D.)--University of Adelaide, School of Medical Sciences, Discipline of Anatomical Sciences, 2006.
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McIntyre, Elisabeth. "Creating a breastfeeding friendly environment : a new public health perspective / Elisabeth McIntyre." 1999. http://hdl.handle.net/2440/19631.
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Bibliography: leaves 250-267.xx, 267, [90] leaves : ill., map ; 30 cm.
Title page, contents and abstract only. The complete thesis in print form is available from the University Library.
Aims to develop a model to improve breastfeeding in a low socio-economic area through the development of health promotion strategies to create a supportive environment for breastfeeding.
Thesis (Ph.D.)--University of Adelaide, Dept. of Public Health, 2000?
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Wright, Christopher J. (Christopher John). "Flash flooding in an urban environment : causes, effects, potential damages and possible remedies, with particular reference to Keswick Creek in the inner suburbs of Adelaide." 2001. http://web4.library.adelaide.edu.au/theses/09ENS/09ensw948.pdf.
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