Thèses sur le sujet « Study and teaching: Aids »
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Dlol, Sarah. « How Ethnicty is Represented in Teaching Aids : A Literature Study of two English Teaching Aids ». Thesis, Södertörns högskola, Institutionen för kultur och lärande, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-19332.
Texte intégralGripper, Antoinette Bernadette. « The impact of an HIV/AIDS module on the self-efficacy of teachers ». Thesis, Nelson Mandela Metropolitan University, 2008. http://hdl.handle.net/10948/737.
Texte intégralGrove, Teresa. « Nurses' attitudes toward patients with AIDS examined by hours of AIDS education ». PDXScholar, 1990. https://pdxscholar.library.pdx.edu/open_access_etds/4071.
Texte intégralHobson, David Allen. « Developing transparency masters for Introduction To Construction Technology for Indiana's industrial technology education curriculum ». Virtual Press, 1988. http://liblink.bsu.edu/uhtbin/catkey/544154.
Texte intégralDepartment of Industry & Technology
Apple, Steven David. « Developing transparency masters for Product and Manufacturing System Design to support Indiana's industrial technology education curriculum ». Virtual Press, 1988. http://liblink.bsu.edu/uhtbin/catkey/544152.
Texte intégralDepartment of Industry & Technology
Lebeta, T. V. « An investigation into pre-service teachers mathematical behaviour in an application and modelling context ». Thesis, University of the Western Cape, 2006. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_4455_1189159771.
Texte intégralThe aim of this study was to investigate the hypothetical view that the use of familiar social institutions in the formulation of mathematical problems by mathematics pre-service teachers will enable them to find solutions to problems by taking meaning, context and realities of a problem into consideration. The approach to investigate this hypothetical view was to describe the mathematical behaviour of pre-service teachers in an application and modelling context. This study, therefore, described the strategies used to arrive at solutions for problems from real life situations that are familiar to the participants.
Bednall, Timothy Colin Psychology Faculty of Science UNSW. « Effects of self-regulatory aids on autonomous study ». Publisher:University of New South Wales. Psychology, 2009. http://handle.unsw.edu.au/1959.4/43360.
Texte intégralAlma, Erica. « The effect of a HIV/AIDS life skills programme on the knowledge, attitudes and perceptions of grade nine learners ». Thesis, Nelson Mandela Metropolitan University, 2008. http://hdl.handle.net/10948/739.
Texte intégralMITCHELL, MYRNA LOU WILLIAMS. « A COMPARISON OF THE EFFECTIVENESS OF INNOVATIVE INSTRUCTIONAL METHODS UTILIZED IN LOWER DIVISION MATHEMATICS AS MEASURED BY STUDENT ACHIEVEMENT : A META-ANALYSIS OF THE FINDINGS ». Diss., The University of Arizona, 1987. http://hdl.handle.net/10150/184030.
Texte intégralStahl, Karen Ann. « TEACHING VISUALLY IMPAIRED STUDENTS CLOTHING SELECTION THROUGH AUDIO AND PRINT INDIVIDUALIZED INSTRUCTION (CASE STUDY) ». Thesis, The University of Arizona, 1985. http://hdl.handle.net/10150/275328.
Texte intégralDuffy, Sidney James. « Application of an expert system in AIDS education ». Thesis, Queensland University of Technology, 1992. https://eprints.qut.edu.au/36884/1/36884_Duffy_1992_v1.pdf.
Texte intégralDzambara, Tobias Munyaradzi. « An analysis of the distribution and use of teaching aids in mathematics in selected Windhoek secondary schools ». Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1001410.
Texte intégralMay, Melissa. « Exploring the use of interactive teaching and learning strategies in HIV and AIDS education ». Thesis, Nelson Mandela Metropolitan University, 2010. http://hdl.handle.net/10948/1510.
Texte intégralRobinson, Margaret. « An investigation into pupils' knowledge of and attitudes towards AIDS : a survey of four private schools ». Thesis, Rhodes University, 1991. http://hdl.handle.net/10962/d1001414.
Texte intégralOu, Yingzhe, et 区颖哲. « Teaching Chinese as a second language through video ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B48368714.
Texte intégralpublished_or_final_version
Education
Master
Master of Education
Hakaala, Beatha Ndinelao. « An exploration of the structural, cultural and agential conditions that shape life skills teachers' responses and experiences in teaching sexuality and HIV and AIDS ». Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1017340.
Texte intégralBaser, Abdul Jabar. « THE ROLE OF VISUAL AIDS IN TEACHING : A study of visual aids used by TTC teachers in two provinces of Afghanistan ». Thesis, Karlstads universitet, Institutionen för pedagogiska studier, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-31081.
Texte intégralFrancoeur, Eric. « The forgotten tool : a socio-historical analysis of the development and use of mechanical molecular models in chemistry and allied disciplines ». Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0003/NQ44433.pdf.
Texte intégralEdwards, Rod Anthony. « Adolescents' response to a school-based HIV/AIDS education program and the implications for sexuality education ». Thesis, Queensland University of Technology, 1996.
Trouver le texte intégralLoock, Hougaard. « Die gebruik van die interaktiewe witbord in geskiedenisonderrig : 'n gevallestudie ». Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/96782.
Texte intégralENGLISH ABSTRACT: The current era is characterised by the rapid development in the field of technology. One of the fields in which technology is making great strides is education. This study focused specifically on the use of the interactive whiteboard in the teaching of history. South Africa’s educational system has undergone many changes over the past decades. One of the biggest changes has involved the use and application of information and communication technology in schools. There has been a move from the traditional method of teaching (the use of the traditional blackboard) to the use of the interactive whiteboard. The swift change in pedagogy has been ascribed to the growing use of information and communication technology in classrooms and the worldwide informational and communicational era in which we live. Like other countries, South Africa has also made certain changes to be in line with the rest of world. South Africa’s development in the use of the interactive whiteboard is still very limited and, as its counterparts, it has its own specific challenges. Research has shown that new opportunities and possibilities for teachers of history have arisen through the use of the interactive whiteboard and that they need to be exploited. Against this background, the following research question was formulated: What are the innovation possibilities in the use of the interactive whiteboard in the teaching of history? The purpose of this qualitative study was to analyse, describe and explain the experiences of five history teachers who were working with an interactive whiteboard in their classrooms. The study was conducted within an interpretive paradigm which guided the qualitative research design. A multiple case study was used within the qualitative research design. Data were generated by means of semi-structured individual interviews. The interview data were transcribed and analysed. The findings show that the use of the interactive whiteboard has many advantages for learning and teaching. Learners are now stimulated visually, perceptually, kinesthetically and auditorily. The different interactions allow the learners to be stimulated in more than one way at a time. The interactions can be pedagogical, physical, conceptual, technical or dialogical. The findings also shown that, traditionally, too much emphasis was placed on the source-based approach and the analysis of historical sources. It is no longer sufficient for a history teacher to teach learners just one historical skill. There should be deliberate attempts to teach learners to acquire all the historical skills. It is essential for schools to emphasise the integration, the implementation strategy and the maintenance of the interactive whiteboard. Moreover, it is essential for teachers to be trained in the use of this educational tool, and regular opportunities must be given for training. Teachers must first learn the basic computer skills before an interactive whiteboard is installed in the classroom. The user’s outlook will determine how effectively and successfully the interactive whiteboard will be used in the classroom.
AFRIKAANSE OPSOMMING: Die huidige era word gekenmerk deur die snelle ontwikkeling van nuwe tegnologie. In die onderwys is een van hierdie ontwikkelinge die gebruik van die interaktiewe witbord. In hierdie studie het die kollig geval op die aanwending van die interaktiewe witbord in geskiedenisonderrig. Die Suid-Afrikaanse onderwysstelsel het oor die afgelope dekades verskeie veranderinge beleef. Een van die grootste veranderinge was ten opsigte van die benutting en aanwending van inligting- en kommunikasietegnologie in skole. Daar is van die tradisionele manier van onderrig (gebruik van die gewone skryfbord) na die gebruik van die interaktiewe witbord beweeg. Die rede vir hierdie skuif in die pedagogiek is die groeiende gebruik van inligting- en kommunikasietegnologie in die klaskamers en die wêreldwye snelle toename in die gebruik van inligtingstegnologie op alle terreine. Soos die meeste lande het Suid-Afrika ook die skuif gemaak om in pas te kom met die res van die wêreld ten opsigte van die gebruik van die interaktiewe witbord. In Suid-Afrika is die ontwikkeling van die interaktiewe witbord nog redelik beperk en soos die ander lande het Suid-Afrika ook sy unieke uitdagings en probleme. Navorsing het getoon dat die interaktiewe witbord nuwe geleenthede en moontlikhede vir die geskiedenisonderwyser na vore bring wat behoorlik ontgin moet word, met die gevolg dat die volgende navorsingsvraag omstaan het: Wat die innovasiemoontlikhede ten opsigte van die interaktiewe witbord in geskiedenisonderrig? Die doel van hierdie interpretatiewe navorsing was om vyf geskiedenisonderwysers wat tans met ’n interaktiewe witbord werk se ervarings te beskryf en te verduidelik. Die studie is gedoen vanuit die interpretatiewe paradigma wat die kwalitatiewe navorsingsontwerp gerig het. Binne die kwalitatiewe navorsingsontwerp is ’n meervoudige gevallestudie gebruik omdat meer as een geval ondersoek is. Data is deur middel van semi-gestruktureerde individuele onderhoude gegenereer. Die onderhoudsdata is getranskribeer en verwerk. Stellenbosch University https://scholar.sun.ac.za iv Bevindinge het getoon dat die interaktiewe witbord baie voordele vir leer en onderrig inhou en dat die leerders nou visueel, perseptueel, kinesteties en ouditief gestimuleer word. Hierdie voordele is te danke aan die verskillende interaksies wat die leerders met die interaktiewe witbord het. Daar vind nou pedagogiese, fisiese, konseptuele, tegniese en dialogiese interaksies plaas. Verder is daar bevind dat daar tradisioneel te veel klem op die brongebaseerde benadering en die analisering van historiese bronne geplaas is. Dit is vandag nie meer vir ʼn geskiedenisonderwyser voldoende om vir leerders net enkele geskiedenisvaardighede aan te leer nie. Daar moet dus doelgerigte pogings aangewend word om vir die leerders al die vereiste historiese vaardighede aan te leer. Dit is duidelik dat skole voortaan baie groot klem op die integrasie, implementeringstrategieë en instandhouding van die interaktiewe witbord moet lê. Daarbenewens is die opleiding van die onderwysers van kardinale belang en gereelde geleenthede vir opleiding moet geskep word. Onderwysers moet ook eers oor die basiese rekenaarvaardighede beskik voordat die interaktiewe witbord by ’n skool geïnstalleer word. Die effektiwiteit van die interaktiewe witbord en hoe suksesvol dit in die onderrig gebruik word, sal grootliks deur die ingesteldheid van die verbruiker daarvan bepaal word.
Le, Cordeur Michael Lucien Arnaud. « Die bevordering van lees met behulp van media-onderrigstrategiee vir Afrikaans (graad 7) : 'n gevallestudie ». Thesis, Stellenbosch : Stellenbosch University, 2004. http://hdl.handle.net/10019.1/18126.
Texte intégralENGLISH ABSTRACT: This study involves a qualitative and quantitative investigation into the promotion of reading by means media reading instructional strategies to Afrikaans grade 7 learners at one school. The research methodology used is a case study supported by a literature study. The aim of this study is five-fold. Firstly, based on the literature study, the study sets out to establish a theoretical framework for reading at school. This is related to three problem areas: poor reading comprehension, limited fluency in reading, and a negative attitude to reading. Underlying assumptions are that reading problems occur even in learners with above-average intellectual ability and that many learners cannot function optimally in society because they are poor readers. Instructional models and different approaches to teaching reading are explored. This study questions the efficacy of traditional approaches to reading instruction and makes a strong case for a balanced approach in which both topdown and bottom-up approaches are integrated in an interactive approach. Secondly, drawing on the literature survey the study provides a theoretical framework for using the media and technology in developing and improving reading. The role of visual literacy in the development of reading is also examined. It seems that learners have a strong interest in the media as well as technological aids so educators who have access to these should use them in the classroom. Thirdly, the study sets out to design media reading instructional strategies based on learners' interest in mass media, as well as technological aids. This is so that learners can be empowered with strategies that will enable them to successfully address their reading problems. The use of media reading instructional strategies is applied as an alternative to the traditional approach to reading instruction. The case study explores the use of media reading instructional strategies developed for grade 7 learners studying Afrikaans as a primary language and the extent to which this is successful. The learners are exposed to an instructional reading programme consisting of media reading strategies (designed by the researcher) for a period of 16 weeks. Data generation comprises individual diagnostic reading tests for learners, interviews with educators and learners and questionnaires administered to educators and learners. The literature study provides evidence that poor readers do not necessarily lack the intellectual ability to make sense of what they read or to read independently. Results from the case study support the findings that these learners have the ability to learn a variety of reading strategies which help them to apply the reading skills that enable them to read successfully. Although the learners in the experimental group still experienced problems with comprehension, they had made significant gains in reading fluency and developed a more positive attitude towards reading. The main conclusion is that interactive media reading instructional activities can make a meaningful contribution to learners with reading problems. According to the findings of this study, learners are more likely to read successfully and follow a successful academic career if their problems are diagnosed early and they receive the necessary help and support.
AFRIKAANSE OPSOMMING: Hierdie studie was 'n kwalitatiewe en kwantitatiewe ondersoek na die bevordering van lees in Afrikaans by die graad 7-leerders van een skool deur die daarstelling van media-leesonderrigstrategieë. Die navorsingsmetode was 'n gevallestudie ondersteun deur 'n literatuurstudie. Die doelwit van die ondersoek was vyfvoudig. Ten eerste het die studie gepoog om op grand van die literatuurondersoek 'n teoretiese begranding van lees te verskaf. Dit sluit drie problematiese aspekte van lees in, naamlik gebrekkige leesbegrip en leesvlotheid en 'n negatiewe leeshouding. Die studie wys daarap dat leesprobleme manifesteer ten spyte van 'n bo-gemiddelde intellek en dat baie leerders nie optimaal in die samelewing kan fungeer nie omdat hulle swak lesers is. Verskillende benaderings tot die onderrig van lees is ondersoek. Die studie bevraagteken die effektiwiteit van tradisionele benaderings tot leesonderrig. Dit word ten sterkste aanbeveel dat 'n interaktiewe benadering gevolg word waar beide die top - down en bottom - up -benaderings geïntegreer word. Tweedens het die studie gepoog om vanuit die literatuurandersoek 'n teoretiese begranding van katalisators wat lees kan bevorder, naamlik media en tegnologiese hulpmiddele, te ondersoek. Die rol van visuele geletterdheid in die onderrig van lees is ondersoek. Die uitgangspunt was leerders se belangstelling in die media en tegnologiese hulpmiddele en dat opvoeders vandag toegang het tot 'n verskeidenheid media en tegnologiese hulpmiddele wat hulle van hulp kan wees met leesonderrig. Opvoeders moet hulself hiervan vergewis ten einde dit sinvol by die bestaande leesonderrigprogram te kan integreer. Derdens het die studie ten doel gehad om media-leesonderrigstrategieë te ontwerp wat gebaseer is op leerders se belangstelling in die media en tegnologiese hulpmiddele wat die swak leser in staat sal stel am sy / haar leesprobleme suksesvol aan te spreek. Die gebruik van die media-leesonderrigstrategieë is derhalwe aangewend as 'n alternatief tot die tradisionele benaderings van leesonderrig. Vierdens is hierdie media-Ieesonderrigstrategieë by wyse van 'n gevallestudie op die vlak van graad 7 in die vak Afrikaans geïmplementeer om die sukses daarvan te bepaal. Leerders is vir 16 weke aan 'n intervensie, 'n program bestaande uit media-leesonderrigstrategieë, in die Afrikaansperiode blootgestel. Datagenerering tydens hierdie tydperk van ses maande het behels individuele diagnostiese leestoetse vir leerders, onderhoude met opvoeders en leerders, en vraelyste wat deur opvoeders en leerders voltooi is. Uit die literatuurstudie was dit duidelik dat daar geen probleem was met die intellektuele vermoëns van die leerders nie en dat hulle wel oor die vermoë beskik om met begrip en onafhanklik te lees. Die resultate van die gevallestudie ondersteun hierdie bevinding dat die swak leser wel die vermoë het om strategies aan te leer wat hulle in staat sal stel om hul leesvaardighede te verbeter en met sukses te lees. Ten slote is daar tot die gevolgtrekking gekom dat media-leesonderrigstrategieë wat deur middel van 'n interaktiewe benadering onderrig word, 'n betekenisvolle bydrae kan maak tot die bevordering van lees by leerders met leesprobleme. Alhoewel die leerders steeds met leesbegrip gesukkel het, het hulle leesvlotheid heelwat verbeter terwyl hulle ook 'n meer positiewe houding jeens lees gehad het. Daar is bevind dat ten spyte van leerders se leesprobleme hulle 'n baie goeie kans het om met sukses te lees en 'n suksesvolle loopbaan te volg, mits hulle betyds die nodige hulp en ondersteuning ontvang.
Marthinussen, Patricia Joyce. « Die belangrikheid van die fonologiese en fonemiese bewustheid in aanvangslees by graad 1-leerders in 'n taalarm omgewing ». Thesis, Cape Peninsula University of Technology, 2011. http://hdl.handle.net/20.500.11838/1890.
Texte intégralThis study emphasized the important role of phonological and phonemic awareness and understanding of letter-sound correspondence in elementary reading in a grade 1 class. The importance of preparatory activities preceding reading is strongly emphasized when looking at strategies for delays to cope in beginning reading. The ability of learners to develop auditory and visual perceptions and discernment between sounds and sound patterns are described as predictors of successful reading. Early and continuous monitoring of initial reading skills are an important aspect to reduce and prevent reading barriers. Action Research is conducted in a grade 1 class with learners who have not received grade R instruction and who at age 5 ½ years already enrolled at the school. The learners are young and do not receive enough stimulation at home. They already show barriers to learning in the effective use of language and learning with school entry. Due to the large backlogs of these learners the focus is on phonological awareness and phonemic awareness in elementary reading of the young child. The development of phonological and phonemic awareness and the organization and importance of teaching phonics in context, as a method of reading to strengthen skills at grade 1 learner in a poor language environment is investigated. A variety of teaching strategies in reading approaches is investigated in the study. The findings of the effect of phonological awareness and phonemic awareness in elementary reading are discussed. Learning Programmes such as the ‘Foundation for Learning’ of the National Department of Education (DoE) introduced to schools should be taught thoroughly. The view of the Western Cape Education Department (WCED 2006: 3) who expressed the approach to Literacy as “explicit teaching of phonics within a balanced approach to reading” is held. This approach allows major challenges to educators and learners in a poor language environment. Educators' methodology of teaching reading should be adjusted and should be focused on the teaching of phonics in context to maintain a balance between phonic and balanced approach to reading.
Dumville, Stuart Lloyd. « An investigation into the alignment of illustration in higher education practices and the visual communications industry ». Thesis, Cape Peninsula University of Technology, 2012. http://hdl.handle.net/20.500.11838/2282.
Texte intégralUniversity graduates entering the graphic design, advertising and publishing industries do so with the hand and digital illustration knowledge and skills that they acquired during their time of study. As a result of the ever-changing developments in technology, the parameters of hand-generated illustration within the visual communications industry have increasingly progressed toward digitally generated artwork. This thesis investigates the alignment or nonalignment between illustration teaching and learning practices in higher education and professional practice in the visual communications industry, with a view to identifying the gaps, and their causes, in the knowledge and skills of graduates entering the workplace. The study uses the lens of Activity Theory (Enqestrorn, 1987) to investigate practices in higher education and industry sites. Both the higher education and workplace investigation was guided by the research questions: 1) What comprises an activity system in the training of illustrators in higher education? 2) What comprises an activity system in professional illustrators' practice? and 3) How can the higher education and professional activity systems be aligned for their mutual benefit? The comparative study uses both quantitative questionnaire data and qualitative data derived from interviews conducted in both higher education and workplace sites, including the analysis of samples of illustration at both sites. The research reveals areas where there is both alignment and non-alignment and recommendations are made with a view to ensuring that illustration programmes in higher education are aligned as closely as possible to the needs of the workplace. The contribution made by this research is both theoretical and practical. The theoretical knowledge framework that has been developed outlines academics' and practitioners' of illustration theorising of current trends in both hand and digital illustration curricula in higher education and current trends and needs of digital and hand illustration in the visual communication industry. In broad terms, there is alignment with regard to technical skills and the tools used across both sites, while there is non-alignment with regard to knowledge of and preparation for the workplace and self employment, for example, time management, interpersonal skills and the acceptance of critique. The practical contribution is in the form of recommendations to curricula, which when applied should better prepare graduates with the practical and skills required of illustrators in the unpredictable, demanding world of work, which they encounter on leaving their academic institutions.
Hahnel, Paula. « The modification, implementation, and evaluation of an HIV/AIDS education programme for students in year 10 ». Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1996. https://ro.ecu.edu.au/theses/956.
Texte intégralDaniels, Brendon Mara Laurence. « Views of HIV and AIDS amongst rural secondary school youth : an exploratory study ». Thesis, Nelson Mandela Metropolitan University, 2015. http://hdl.handle.net/10948/11460.
Texte intégralMeehan, Brendan. « Using digitally versatile disk (DVD) video technology for teaching disability sport, games, and activities to general physical educators ». Virtual Press, 2002. http://liblink.bsu.edu/uhtbin/catkey/1277065.
Texte intégralSchool of Physical Education, Sport, and Exercise Science
Williams, Cheryl Sally-Anne. « Implementing an HIV/AIDS literacy programme in a grade 11 class : an action research study ». Thesis, University of the Western Cape, 2006. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_3957_1255515298.
Texte intégralThis research study attempted to highlight an in-depth exploration of my own classroom practice as a teacher at a high school in the Western Cape. A key goal of this research study was the quest for professional development and the development of an HIV/AIDS literacy programme for curriculum development.
Meyer, Karen. « Children as experimenters : elementary students' actions in an experimental context with magnets ». Thesis, University of British Columbia, 1991. http://hdl.handle.net/2429/31132.
Texte intégralEducation, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
Chiphambo, Shakespear M. E. K. « An investigation of the role of physical manipulatives in the teaching and learning of measurement in Grade 8 : a case study using surface area and volume ». Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1003540.
Texte intégralMahabeer, Pryah. « School principals' perceptions and responses to the HIV and AIDS pandemic in schools in the Eastern Cape ». Thesis, Nelson Mandela Metropolitan University, 2008. http://hdl.handle.net/10948/738.
Texte intégralMouton, Yolanda Vivian. « Perceptions of a culturally sensitive HIV/AIDS curriculum ». CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/3177.
Texte intégralFountain, Renee-Marie. « A study of grade six student images, concerns, questions and knowledge about Acquired Immune Deficiency Syndrome ». Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/29713.
Texte intégralEducation, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
Weston, Robyn. « An exploratory study of Rhodes students' attitudes and perceptions towards HIV/Aids ». Thesis, Rhodes University, 2008. http://hdl.handle.net/10962/d1003294.
Texte intégralRussell, Diane. « The effects of prototypic examples and video replay on adolescent girls' acquisition of basic field hockey skills ». Thesis, University of British Columbia, 1991. http://hdl.handle.net/2429/30156.
Texte intégralEducation, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
Wood, Patricia Loretta. « Effects of an activity/child centered teaching approach upon the achievement of first and second graders in a rural school setting ». Diss., The University of Arizona, 1988. http://hdl.handle.net/10150/184586.
Texte intégralYego, Lily Jerotich, Violet Opata et Heloise Sathorar. « Exploring the use of participatory visual methods in teaching sexuality education within the HIV and AIDS education programme in selected Kenyan secondary schools ». Thesis, Nelson Mandela University, 2017. http://hdl.handle.net/10948/13414.
Texte intégralJohnson, Sharon Mary. « Transpersonal practices as prevention intervention for burnout amongst HIV/AIDS coordinator teachers ». Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/2632.
Texte intégralENGLISH ABSTRACT: The impact of transpersonal psychology techniques presented in Capacitar workshops as a prevention intervention for burnout amongst HIV/Aids coordinator teachers has not been studied to date in South Africa. This research project utilised a mixed-method approach in a pre-test and post-test quasi-experimental design. Educators from South Metro, who were HIV/Aids co-ordinators in their schools, were invited to attend six days in total of Capacitar workshops. Measures of their levels of stress and burnout were taken before and after the intervention. Thirty teachers volunteered to take part in the workshops and 27 completed the training. A control group (n=27) was chosen from a group of teachers in the Central and South Metros of the Western Cape, South Africa. The Capacitar workshops were presented by facilitators who had been trained and accredited by Dr Pat Cane, founder of Capacitar International, California, USA. The overall theoretical perspective adopted in the transformative approach was transpersonal psychology. While equal priority was given to both the quantitative and qualitative legs of the study, the quantitative data were gathered first. The Beck Anxiety Inventory (BAI) was used to measure anxiety and the Copenhagen Burnout Inventory (CBI) was used to measure three dimensions of burnout: personal, work and client burnout. The means of the intervention and control groups of teachers were found to be similar on the BAI and CBI prior to the intervention. After the workshops, there were significant reductions in anxiety, personal and work burnout in the post-test measures of the intervention group. There were also significant differences in personal and work burnout of teachers between the intervention and control groups. Although reduction in the levels of anxiety and client burnout (working with children) was evident in the intervention group, this was not significant. The control group showed no significant improvement on any measures and in some cases, levels of burnout increased. Qualitative data in the form of global analysis of focus group interviews provided insights into the experience of workshop delegates, and their teaching contexts. To cope with work and personal stressors, teachers turned to physical (n=29), mental (n=17) and spiritual activities (n=15), with many (n=19) using negative coping tools. Individual line sketches, a collage of outliers and mind maps, together with portraits of delegates, highlighted the context and experiences in the Capacitar workshops. As a result of exposure to transpersonal practices, HIV/Aids coordinator teachers were first able to start the process of healing themselves, and then turn to their families, learners and the community at large to share the tools offered. The qualitative data also yielded sixteen themes: Increased consciousness; personal empowerment; role empowerment as carers; emotional intelligence; mindfulness; heart coherence; processing traumatic pain; multiculturalism; self-acceptance; light heartedness; interconnectedness, sharing; forgiveness; holistic, right brain healing; changing brain patterns; mind-body-spirit integration and a return to wholeness. The results of this study showed both quantitatively and qualitatively that transpersonal psychological techniques mediated burnout amongst HIV/Aids coordinator teachers in Metro South, Western Cape Education Department, Mitchells Plain, Cape Town. Recommendations are made in the light of the findings and the limitations of the study.
AFRIKAANSE OPSOMMING: Die impak van transpersoonlike sielkundige tegnieke wat aangebied is in Capacitar werkswinkels, as „n voorkomings-intervensie rakende uitbranding op onderwysers wat as MIV/Vigs ko-ordineerders funksioneer, is nog nie voorheen in Suid-Afrika ondersoek nie. Hierdie navorsingsprojek het „n kwantitatiewe-kwalitatiewe benadering gebruik met ‟n vooren natoets kwasi-eksperimentele ontwerp. Opvoeders van die suidelike metropool/grootstad wat werk as MIV/Vigs ko-ordineerders in hulle skool, is uitgenooi om altesaam ses dae van die Capacitar werkswinkels by te woon. Die deelnemers se vlakke van stres en ooreising is voor en na die intervensie gemeet. Dertig onderwysers was gewillig om deel te neem aan die werkwinkels en sewe-en-twintig het die opleiding voltooi. „n Kontrole groep (n=27) is gekies vanuit „n groep onderwysers in die sentrale en suidelike metropool van die Wes-Kaap, Suid- Afrika. Die Capacitar werkswinkels is aangebied deur geakkrediteerde fasiliteerders wat opgelei is deur dr. Pat Cane, die stigter van Capacitar Internasionaal, California, VSA. Transpersoonlike sielkunde is die oorhoofse teoretiese perspektief wat gehandhaaf is in die transformatiewe benadering. Alhoewel gelyke prioriteit verleen is aan beide die kwantitatiewe en die kwalitatiewe komponente van die studie, is die kwantitatiewe data eerste ingesamel. Die “Beck Anxiety Inventory” (BAI) en die “Copenhagen Burnout Inventory” (CBI) is gebruik om die drie dimensies van uitbranding te bepaal: Persoonlike-, werk- en kliëntooreising. Daar is vasgestel dat die gemiddeldes van die intervensie en die kontrole groepe dieselfde is vir die BAI en die CBI meet-instrumente voordat die intervensie aangebied is. Betekenisvolle verskille is gevind met die na-toets vir die intervensie-groep, naamlik die vermindering van angs, persoonlike- en werks-ooreising. Daar is ook betekenisvolle verskille getoon in persoonlike en werksuitbranding tussen die intervensie en die kontrole groepe. Alhoewel nie betekenisvol nie, het daar „n duidelike vermindering in die vlakke van angs en kliënt-ooreising (werk met kinders), voorgekom in die intervensie-groep. Die kontrole groep het geen betekenisvolle verbetering getoon met betrekking tot enige van die meet-instrumente nie, en in sommige gevalle het die vlakke van uitbranding toegeneem. Kwalitatiewe data in die vorm van die globale analise van fokusgroep-onderhoude het insigte verskaf rakende die ervaring van die deelnemers, en hul kontekste van onderrig. Onderwysers het fisiese (n=29), intellektuele (“mental”) (n=17) en spirituele aktiwiteite (n=15) gebruik, om werk-en persoonlike stressors te hanteer en vele opvoeders het (n=19) negatiewe hanteringmeganismes gebruik. Individuele lyn-sketse, „n collage/plakskildery van uitlopers en geheue-kaarte, tesame met foto-weergawes van die deelnemers het die konteks en belewings van die Capacitar werkwinkels gekenmerk. As gevolg van die blootstelling aan die transpersoonlike gebruike was dit in die eerste plek vir die MIV/Vigs onderwysers moontlik om self innerlike genesing te ervaar, en ook om hul familie, die leerders en die gemeenskap te bemagtig met die aangebode toerusting. Sestien tema‟s is geïdentifiseer met die kwalitatiewe studie: Verhoogde bewustheid; persoonlike bemagtiging; rol-bemagtiging as deernisvolle persoon; emosionele intelligensie; gefokusde belewing (“mindfulness”); sin vir koherensie; die verwerking van traumatiese pyn; multi-kulturalisme; lighartigheid; onderlinge verbondenheid; mededeelsaamheid; vergewing; holistiese, regterbrein-genesing; veranderde breinpatrone; liggaam-siel-gees integrasie en die herstel van heelheid. Die resultate van beide die kwantitatiewe en kwalitatiewe benadering het getoon dat transpersoonlike sielkundige tegnieke uitbranding bekamp onder onderwysers wat as MIV/Vigs ko-ordineerders werk in die suidelike metropool, Wes-Kaap departement van onderwys, Mitchells Plain, Kaapstad. Aanbevelings word aangebied in die lig van die bevindings, asook die beperkings van die studie.
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Texte intégralPenn-Edwards, Sorrel. « Conceptions of information video in university research and teaching : A phenomenographic study ». Thesis, Queensland University of Technology, 1998. https://eprints.qut.edu.au/36565/1/36565_Digitised%20Thesis.pdf.
Texte intégralLambert, Tania. « The perceptions of grade eight and nine learners of a life skills programme on HIV/AIDS, sexually transmitted infections, rape and child abuse ». Thesis, Nelson Mandela Metropolitan University, 2005. http://hdl.handle.net/10948/390.
Texte intégralJulies, Zainuneesa. « Grade six and seven learners' perceptions of the HIV/AIDS life skills education programme ». Thesis, University of Port Elizabeth, 2003. http://hdl.handle.net/10948/315.
Texte intégralOnyango, Moses Orwe. « A collaborative action for tutors' development : case study of teaching about HIV and AIDS at a teacher training college in Kenya ». Thesis, University of Cambridge, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.610734.
Texte intégralWhite, Joanna. « An input enhancement study with ESL children : effects of the acquisition of possessive determiners ». Thesis, McGill University, 1996. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=35428.
Texte intégralTo investigate these questions, three treatment conditions were implemented with Grade 6 ESL learners. Groups E and E+ received a typographically enhanced input flood. This did not include explicit reference to the learners' L1 nor was a pedagogical rule presented at any time. In addition to the typographically enhanced input, Group E+ was exposed to extensive reading and listening activities. To ensure that all groups in the study were exposed to written input containing the target features, Group U read unenhanced versions of the texts read by the other two groups. A pretest, immediate and delayed posttest design was used in this quasi-experimental study.
Results indicated that all three instructional treatments improved the learners' acquisition of the target forms and that those in Group E+ received the greatest apparent benefits. At the immediate posttest, learners in Group E+ outperformed those in the other two groups on written tasks designed to measure their ability to recognize correct instances of the target forms. Learners in Group E+ also outperformed the others on an oral production task. On the delayed posttest five weeks later, however, Groups E and U had caught up with Group E+, and most of the between-group differences had disappeared.
The finding that all learners had significantly increased in their accuracy and development of possessive determiners immediately following instruction suggests that the target forms were equally salient to the learners in the three groups. That all learners continued to improve but did not reach advanced developmental stages, however, suggests that the salience of these features in the input may not have been sufficiently explicit. The results are discussed in terms of the potential need for more explicit instruction in the acquisition of third person singular possessive determiners. This may be particularly important because of substantial differences in the way in which gender is marked in English and French.
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Texte intégralOvbiebo, Osaigbovo Matthew. « Film : a supplementary aid in teaching adults about HIV/AIDS in Igueben (Nigeria) ». Thesis, 2012. http://hdl.handle.net/10500/8743.
Texte intégralCurriculum and Instructional Studies
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Randela, Rudzani Justice. « Teaching of HIV and AIDS in Secondary Schools ». Diss., 2010. http://hdl.handle.net/11602/1022.
Texte intégral« Leerders se belewenis van begripskaarte as leermetode in natuur- en skeikunde ». Thesis, 2014. http://hdl.handle.net/10210/12752.
Texte intégralEwasiw, Joan F. A. « The effects of videos on adult English as a second language student listening comprehension ». Thesis, 1999. http://hdl.handle.net/2429/10227.
Texte intégralPillay, Rajashpree. « An exploration of teacher engagement with HIV/AIDS education : a case study ». Thesis, 2004. http://hdl.handle.net/10413/1830.
Texte intégralThesis (M.Ed.) - University of KwaZulu-Natal, Durban, 2004.