Tesi sul tema "African americans – study and teaching (higher)"
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Hall, Keeyana M. "The roles of African American female professors in public relations". CardinalScholar 1.0, 2009. http://liblink.bsu.edu/uhtbin/catkey/1538083.
Testo completoDepartment of Journalism
Boykins, Ronald. "The relationship among leadership, empowerment, and academic achievement for black students: A case study of the South Mountain High School JROTC program". Diss., The University of Arizona, 1992. http://hdl.handle.net/10150/186096.
Testo completoWilson, Laurie Lynne Wells. "Perceptions of African-American students in accredited marriage and family therapy programs : suggestions for improving recruitment and retention /". Thesis, This resource online, 1990. http://scholar.lib.vt.edu/theses/available/etd-03032009-040739/.
Testo completoNoesen, Cristin A. "Do you feel me? engaging African American males in an English composition classroom /". Muncie, Ind. : Ball State University, 2009. http://cardinalscholar.bsu.edu/667.
Testo completoScriven, Olivia A. "The Politics of Particularism: HBCUs, Spelman College, and the Struggle to Educate Black Women in Science, 1950-1997". Diss., Available online, Georgia Institute of Technology, 2006, 2006. http://etd.gatech.edu/theses/available/etd-07102006-131934/.
Testo completoRosser, Sue V., Committee Member ; Alexander, Eleanor, Committee Member ; Bayor, Ronald, Committee Member ; Hammonds, Evelynn M., Committee Member ; Usselman, Steven W., Committee Co-Chair ; Pearson, Willie Jr., Committee Co-Chair.
Eddington, Alicia F. "A Study of African American Students' Completion of an Accounting Degree at a Private University". Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc33145/.
Testo completoBarnett, Nicole C. "Higher education as a field of study at historically black colleges and universities". Virtual Press, 2007. http://liblink.bsu.edu/uhtbin/catkey/1378143.
Testo completoDepartment of Educational Studies
Knaff, Sheila R. "A Case Study of the Effects of Integration on Two Black High Schools in East Tennessee". Digital Commons @ East Tennessee State University, 1998. https://dc.etsu.edu/etd/2935.
Testo completoMouton, Yolanda Vivian. "Perceptions of a culturally sensitive HIV/AIDS curriculum". CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/3177.
Testo completoDrakeford, Lillian Dowdell. "What's Race Got to Do with It?: A Historical Inquiry into the Impact of Color-blind Reform on Racial Inequality in America's Public Schools". Antioch University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1286127101.
Testo completoMason-Mathews, Wendy Cassandra. "A Phenomenological Study Examining the Experience of First-Generation,African-American Female Students Attending a Community College". University of Toledo / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1436988771.
Testo completoMcClary, Nancy Hill. "“Be a Voice, Not an Echo”: Understanding the Urban Youth Call for High School Literacy Reform". The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1304970452.
Testo completoWashington, Lane R. "Constantly Battling Whiteness: A Critical Case Study of Black Students' Experiences at a Predominately White Institution". The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu157795462636352.
Testo completoGaines, Nykia D. "Exploring the Perceptions of Study Abroad Among Black Undergraduates at Historically Black Colleges and Universities". Bowling Green State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1332188124.
Testo completoBell-Nolan, Mary E. "Writing is Worth the Challenges: A Qualitative Study of Teachers' Beliefs, Experiences, and Common Core Tensions with Writing Instruction Across the Curriculum in an Urban High School". Kent State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=kent1437157556.
Testo completoJackson, KaShawndros. "The Function of Afrocentric Curricula in Higher Education: A Case Study of Selected HBCU Institutions". DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2017. http://digitalcommons.auctr.edu/cauetds/103.
Testo completoHankerson, Henry. "Teaching them all: An exploratory mixed methods study of African American students' perceptions of their middle school's culture". ScholarWorks, 2009. https://scholarworks.waldenu.edu/dissertations/715.
Testo completoRowlands, Jeffrey. "The effects of high school accounting study on first year students' performance in financial accounting at selected South African universities". Thesis, Rhodes University, 1989. http://hdl.handle.net/10962/d1001605.
Testo completoThomas, Romeshia C. "BECOMING A STUDENT AFFAIRS ADMINISTRATOR: A STUDY OF ANTICIPATORY SOCIALIZATION AND THE DECISION OF AFRICAN AMERICANS TO ENTER THE STUDENT AFFAIRS PROFESSION". OpenSIUC, 2015. https://opensiuc.lib.siu.edu/dissertations/1020.
Testo completoRohlwink, Monika. "Extended attribution retraining in the reduction of mathematics anxiety experienced by first-time design students at a South African university of technology". Thesis, Cape Peninsula University of Technology, 2015. http://hdl.handle.net/20.500.11838/2270.
Testo completoMathematical literacy among the citizenry of a nation is considered indispensable to the economic welfare and global competitiveness of that nation (World Economic Forum, 2013a). In a world governed by technology, quantitative literacy is crucial (Colwell cited by Steen, 2002:8) and becomes a “most important professional and life skill” (Maloney et al., 2012:380). It is also seen as an individual’s ability to “manage situations or solve problems in practice” (Frith & Prince, 2006). Lastly, Jansen (2012) believes that sound mathematical literacy leads to an understanding of cause and effect and would guide citizens in their choices of actions. Yet, the belief that mathematical competence (or even just quantitative literacy) is the privilege of a small group of intellectually predisposed individuals is widely accepted in society, further entrenched by erroneous stereotyping (Eccles et al., 1990; Bonnot & Croizet, 2007; Mangels et al., 2011), as well as inadequate teaching methods in the Mathematics classroom/lecture theatre (Artigue, 1999; NSTF, 2009, 2010; Department of Basic Education, 2014). The consequences of this skewed view of Mathematics, and the emotional stress caused by regular failure at the subject, have resulted in wide-spread maths anxiety and maths avoidance among scholars and students. This dissertation examines an intervention programme which was designed to alter students’ negative perceptions of their intellectual ability to grasp mathematical concepts. Instead of attributing their past failures to internal, stable and uncontrollable causes, such as cognitive inability (Weiner, 1985), they were asked to consider factors which were internal or external, but certainly unstable and controllable, and which played a major role in their disappointing history in Mathematics. The interventions were aimed at bringing about a paradigm shift from a fixed mindset (entity theory) to a growth mindset (increment theory) as researched by Dweck since the 1980s. The intervention programme was implemented in the Foundation Course of a South African university of technology. It involved four interventions spread over roughly four months of the first semester and was comprised of the following lecture units and activities: a session of free-writing (Elbow, 1973), lectures on the plasticity of the brain (Hebb, 1949; Diamond 2001, Zull, 2002), the three memory systems (Eysenck & Calvo, 1992), a very basic version of Kolb’s experiential and reflective learning cycle (Atherton, 2009), and the notion of threshold concepts (Meyer & Land, 2003)
Davis, Welch JerMara Camille. "Race & Class: An Intergenerational Study of Privileged African Americans Educated in Predominantly White and Integrated Suburban Schools". Diss., The University of Arizona, 2015. http://hdl.handle.net/10150/556870.
Testo completoSadberry, Verdie Ruth. "A Case Study of African American Parental Involvement in an Urban Middle School". ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3205.
Testo completoJaggears, Katrina Alison Diggs. "The Ann Arbor Black English case and the Oakland Ebonics controversy : what have we learned?" Scholarly Commons, 2000. https://scholarlycommons.pacific.edu/uop_etds/531.
Testo completoVan, der Merwe Antoinette Deirdre. "Evaluating the integration of ICTs into teaching and learning activities at a South African higher education institution". Thesis, Stellenbosch : Stellenbosch University, 2004. http://hdl.handle.net/10019.1/16073.
Testo completoENGLISH ABSTRACT: This study is a structured evaluation of the integration of ICTs (Information and Communication Technologies) in teaching and learning activities at the University of Stellenbosch. Although anecdotal evidence exists of the success of the e-Learning initiatives at the University of Stellenbosch, this study addresses these questions in a more structured approach within the global and local higher education context in order to: - Improve the e-Learning project (as part of the e-Campus initiative) and other e-Learning initiatives, - Generate knowledge to improve our understanding of how the e-Learning initiatives work and how people change their attitudes and behaviours because of successful interventions, - Evaluate the institutional characteristics of successful integration, - Evaluate the technological environment and, more specifically, the use of WebCT as learning management system, and - Assess the overall progress of the e-Learning initiatives at the University of Stellenbosch. This evaluation is done taking the broader global and changing local higher education landscape and, more specifically, the interplay of three of the main global drivers into account. The three drivers discussed are: knowledge as a driver of growth in a networked society, the information and communication technology revolution and new competitors in the higher education marketplace The first part of the study is therefore a literature review of the changing global higher education landscape, with a specific focus on how these changes are contextualised within the unique South African post-1994 higher education landscape. After considering the global and South African higher education landscape, the study then provides a critical overview of the status of the integration of ICTs into teaching and learning activities world wide, the possible benefits of the integration of ICTs into teaching and learning activities and the implications of these changes for the lecturers, students and the higher education institutional and technological environment. These overviews of both the global changing higher education landscape and the integration of ICTs into teaching and learning activities serve as the backdrop for the case study and retrospective assessment of e-Learning initiatives at the University of Stellenbosch. The study contains a description of the e-Campus initiative, the e-Learning project and other e-Learning initiatives. In the retrospective assessment, the main focus of the study, I make use of quantative and qualitative methods to analyse the results of two Web surveys administered to students andlecturers who use WebCT. These results are integrated with other data sources to assess the progress made at the University of Stellenbosch. This retrospective assessment of the e-Learning activities at the University of Stellenbosch, set against the backdrop of the global changing higher education landscape, enables me to make general recommendations for: - Dealing with changes in the higher education context on an institutional level as a result of the three forces discussed, - Integrating ICTs at the institutional level in all business process at a higher education institution, - Integrating ICTs in teaching and learning activities, paying attention to the enabling institutional and technological environment, as well as to good teaching and learning practice, and - Improving the implementation of the e-Campus initiative and, more specifically, the e- Learning project and other e-Learning initiatives at the University of Stellenbosch.
AFRIKAANSE OPSOMMING: Hierdie studie is ‘n gestruktureerde evaluering van die integrasie van IKTs (Informasie- en Kommunikasietegnologieë) in leer- en onderrigaktiwiteite by die Universiteit van Stellenbosch. Alhoewel daar wel anekdotiese bewyse is dat die e-Leer inisiatiewe by die Universiteit van Stellenbosch suksesvol is, spreek hierdie studie die vrae binne ‘n gestruktureerde benadering aan met inagname van die globale en plaaslike hoër onderwys konteks om: - Die e-Leer projek (as deel van die e-Kampusinisiatief) en ander e-Leer inisiatiewe te verbeter, - Kennis te genereer om ons begrip van hoe e-Leer inisiatiewe werk en hoe mense hulle houdings en gedrag as gevolg van suksesvolle intervensies verander, te verbeter, - Die institusionele eienskappe om sukses te behaal met die integrasie, te evalueer, - Die tegnologiese omgewing, en meer spesifiek die gebruik van WebCT as leer bestuurstelsel te evalueer, en - Die totale vordering met e-Leer inisiatiewe by die Universiteit van Stellenbosch te evalueer. Hierdie evaluering word gedoen met inbegrip van die breër globale en plaaslike veranderende konteks, met spesiale inagname van die wisselwerking tussen drie van die hoof globale drywers. Die drie drywers wat bespreek word is: kennis as drywer van groei in ‘n netwerksamelewing, die revolusie in informasie en kommunikasie tegnologieë, en nuwe kompetisie in die hoër onderwys landskap. Die eerste deel van die studie is dus ‘n literatuuroorsig van die veranderende globale hoër onderwys landskap, met ‘n spesifieke fokus op hoe hierdie veranderinge binne die unieke Suid-Afrikaanse hoër onderwys landskap ná 1994 gekontekstualiseer word. Na ʼn oorweging van die globale en Suid-Afrikaanse konteks, voorsien die studie ‘n kritiese oorsig van die status van die integrasie van IKTs in leer- en onderrigaktiwiteite wêreldwyd, die moontlike voordele van die integrasie van IKTs in leer- en onderrigaktiwiteite en die implikasies van hierdie veranderinge vir dosente en studente, sowel as vir die institusionele en tegnologiese omgewings van hoër onderwys. Hierdie oorsigte van beide die veranderende globale hoër onderwys landskap en die integrasie van IKTs in leer- en onderrigaktiwiteite verskaf die agtergrond vir die gevallestudie en retrospektiewe evaluering van die e-Leer aktiwiteite by die Universiteit van Stellenbosch. Die studie bevat ‘n beskrywing van die e-Kampus inisiatief, die e-Leerprojek en ander e-Leer inisiatiewe. In die retrospektiewe evaluering, wat die hooffokus van die studie uitmaak, maak ek gebruik van kwantitatiewe en kwalitatiewe metodes om die resultate van twee vraelyste teontleed wat aan studente en dosente wat WebCT gebruik, versprei is. Hierdie resultate is geïntegreer met ander databronne om die vordering wat reeds aan die Universiteit van Stellenbosch gemaak is, te evalueer. Hierdie retrospektiewe evaluering van die e-Leer aktiwiteite by die Universiteit van Stellenbosch teen die agtergrond van die veranderende globale hoër onderwys landskap, stel my in staat om algemene aanbevelings te maak om: - Op institusionele vlak veranderinge te hanteer wat ‘n resultaat is van die drie kragte wat bespreek is, - IKTs op institusionele vlak in alle besigheidsprosesse van die instelling te integreer, - IKTs in leer- en onderrigaktiwiteite te integreer, terwyl aandag geskenk word aan die institusionele en tegnologiese omgewing wat dít moontlik maak, asook aan goeie leer- en onderrigpraktyk, en - Die implementering van die e-Kampus inisiatief, en meer spesifiek die e-Leer projek en ander e-Leer inisiatiewe by die Universiteit van Stellenbosch, te verbeter.
Makhatini, Freedom Nkanyiso. "The development of isiZulu as an academic language for the teaching of fundamental concepts in economics". Thesis, Rhodes University, 2011. http://hdl.handle.net/10962/d1002164.
Testo completoAdams, William Edward. "Differences between student perceptions of the actual and the preferred science laboratory classroom learning environments at a South African college of education". Master's thesis, University of Cape Town, 1993. http://hdl.handle.net/11427/18316.
Testo completoWitt, Jennifer M. "Development and pilot testing of a nutrition education program for adult African American church members". Thesis, This resource online, 1993. http://scholar.lib.vt.edu/theses/available/etd-07212009-040333/.
Testo completoWatermeyer, Laura. "The gentle pressure of the sky". Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1017780.
Testo completoKellum, Duan Carmichael. "Peacebuilders and the values of culturally diverse students". CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2511.
Testo completoSmit, Talita C. "The role of African literature in enhancing critical literacy in first-generation entrants at the University of Namibia". Thesis, Stellenbosch : Stellenbosch University, 2009. http://hdl.handle.net/10019.1/1211.
Testo completoENGLISH SUMMARY: In this research project the profile and academic literacy proficiency of a group of First-Generation entrants at the University of Namibia were explored in order to obtain insight into the development of their critical literacy proficiency during the course of 2008. The project was undertaken against the backdrop of a Higher Education sector in Namibia that is facing an increasing influx of first-year students – often students who are the first in their families to pioneer the alien territory of tertiary studies. Such students predominantly come from marginalised and poorly resourced educational environments far from the capital of Namibia. These English second language First-Generation students consequently enter Higher Education with insufficient levels of academic literacy proficiency in English, the medium of instruction in tertiary institutions in Namibia. An important aspect of such under-preparedness is their academic literacy which is often still regarded only as knowing how to speak and act within a particular discourse, and the reading and writing that occurs within the discipline as the only skills through which to facilitate learning in the mainstream; this, however, is not enough to assist them in problem-solving and high levels of critical thinking. In response, the University of Namibia has implemented academic support programmes to address the needs of students who enter university with poor school results. One such support programme is the ULEG course for those students who qualified for admission to the university but whose school-end marks for English were a D-symbol. Survey results showed that the majority of the students in the ULEG course in 2008 were First-Generation entrants into Higher Education. It was thus decided to conduct this project with one class group of ULEG students. Only data collected from the FG entrants were employed in this case study. This qualitative, interpretive inquiry was characterised by multiple data collection methods. Qualitative data concerning the perceptions of the participants were generated via semi-structured interviews, observation and content analysis. In addition, quantitative data were collected and this further contributed to the triangulation of rich, in-depth data. An awareness-raising programme about the use of metaphoric language in order to draw appropriate inferences was designed and implemented, the rationale being to enhance the participants‟ critical thinking proficiency. As source material short stories, novels, a play and poetry by African authors written in English were employed. To establish the value of such a programme a mixed methods research methodology was employed where qualitative and quantitative data were collected concurrently. The results of this case study question prevailing notions about under-prepared students as well as the mainstreaming of students, as all of the participants in the project attested to the significant challenges that entry into the academic community posed for them. The findings of this project, while specific to the context in which it was undertaken, contribute to the growing body of knowledge in the field of academic development within Higher Education and the role of critical literacy in student learning.
AFRIKAANSE OPSOMMING: Hierdie navorsingsprojek ondersoek die profiel en die vlakke van akademiese geletterdheid van „n groep Eerste-Generasie eerstejaar studente aan die Universiteit van Namibiȅ om insig te bekom oor die ontwikkeling van hulle vlakke van kritiese geletterdheid gedurende 2008. Die projek is onderneem teen die agtergrond van „n Hoër Onderwys sektor in Namibiȅ met „n toenemende invloei van eerstejaar studente. Hierdie studente is dikwels ook die eerstes in hul families wat die onbekende wêreld van tersiëre studie betree. Hierdie Namibiese studente kom meerendeels van gemarginaliseerde en swak-toegerusde onderwys-omgewings ver vanaf die hoofstad, en die enigste universiteit in Namibiȅ. Hierdie Engels tweede taal Eerste-Generasie studente betree gevolglik Hoër Onderwys met onvoldoende vlakke van akademiese geletterdheid in Engels, die medium van onderrig in Namibiȅ. „n Belangrike aspek van sulke akademiese onvoorbereidheid is die studente se akademiese geletterdheid wat dikwels steeds beskou word as slegs die vermoë om korrek te praat en korrek op te tree in „n spesifieke diskoers, sowel as om te kan lees en skryf na gelang van die vereistes van verskillende hoofstroom akademiese dissiplines. So „n vaardigheidsbenadering is egter nie genoeg om studente te help met problem-oplossing and gevorderde vlakke van kritiese denke nie. Die Universiteit van Namibia het as teenvoeter teen die akademiese onvoorbereidheid van studente akademiese ondersteunigsprogramme geimplementeer. Een so „n program is die ULEG-kursus vir studente wat kwalifiseer vir toelating aan die universiteit maar met slegs „n D-simbool in Engels. „n Vraelys het getoon dat die meeste van die studente in die ULEG-kursus in 2008 Eerste-Generasie studente was. Daarom is besluit om hierdie projek met „n klasgroep ULEG studente te onderneem. Slegs data van die Eerste-Generasie eerstejaar studente in die klas is gebruik vir die doeleindes van hierdie navorsingprojek. In hierdie gevalle-studie is die hoofsaaklik beskrywende ondersoek gekarateriseer deur meervoudige data-versamelingstegnieke en -instrumente. Kwalitatiewe data vi aangaande die persepsies van die studente in die projek is versamel deur middel van semi-gestruktureerde gesprekke, observasies en die interpretasie van geskrewe en mondelinge bydraes van studente. Kwantitatiewe data is versamel en ge-analiseer om by te dra tot die triangulasie van ryk en gedetaileerde bevindings. „n Program om studente bekend te stel aan die gebruik van metaforiese taalgebruik om meer effektiewe gevolgtrekkings te kan maak is ontwerp en geimplementeer. Die beweegrede was om die studente se vlakke van kritiese denke te bevorder. As material vir die program is kortverhale, romans, „n drama en gedigte geskryf in Engels deur skrywers uit Afrika gebruik. Om die effektiwiteit van so „n program te evaluaeer is gebruik gemaak van „n gemengde navorsingmetodiek waar kwalititatiewe tegnieke en kwantitatiewe instrumente gelyktydig en aanvullende gebruik is. Die bevindinge van die projek bevraagteken die heersende opvattings in verband met swak-voorbereide studente sowel as hoofstroom-onderrig, aangesien al die studente in hierdie projek bewys gelewer het van die aansienlike persoonlike probleme wat toegang tot die akademie vir hulle ingehou het. Alhoewel die bevindinge spesifiek is aan die konteks van die projek, dra dit by tot die groeiende korpus van kennis in die veld van akademiese ontwikkeling in Hoër Onderwys, sowel as die rol van kritiese geletterdheid in akademiese studies.
Dingle, Brian Clinton. "The barefoot road". Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1017773.
Testo completoSullivan, Louella. "Bitten". Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1017778.
Testo completoTsibolane, Pitso. "In a town called Harmony". Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1017779.
Testo completoWessels, Philippus Lodewikus. "A framework for the integration of information technology in the education of professional accountants at South African universities". Thesis, Stellenbosch : University of Stellenbosch, 2006. http://hdl.handle.net/10019.1/1349.
Testo completoENGLISH ABSTRACT: The accountancy profession operates within an environment that is changing at a rapid pace. It is the responsibility of the profession to ensure that all its members (including future members) meet the expectations placed on them by the users of their services. Professional accountants need to stay relevant in this changing environment that may require them to change or adapt the services they offer to their clients. It is the responsibility of professional accountancy bodies to strategically plan for these changes to ensure that members that join the profession posses the required knowledge and skills to be relevant and to stay relevant within the environment they operate in. One of the key drivers of change in the environment has been identified as the advances in information and communication technologies. Information and communication technologies have an impact on the role that accountants play in the environment (i.e. what they do) as well as on how they perform their role (i.e. how they do it). The main aim of this research was to determine if, and to what extent, students, that have completed their formal education and enter the profession as trainee accountants, possess the knowledge and skills to enable them to interact with and use information technology to be regarded as competent accountants within the South African business environment. Accountants are educated in South Africa at universities that offer programmes that have been accredited by a professional accountancy body as well as through practical training offered by training organisations. During this education process, accountants are imparted with the knowledge and skills as prescribed by the professional accountancy body so that they can join the profession as competent accountants. This research showed that there are serious shortcomings in the formal education of students regarding information technology that results in students entering the profession as trainee accountants not being competent in using information technology. The reasons for students not being competent in information technology are: • the lack of clear guidance on the IT skills required of students completing their formal education because of professional accountancy bodies setting IT syllabi that are too vague and/or concise; • ignorance of the demands on trainee accountants as to the IT skills they require to be competent in the South African business environment; and • the lack of proper IT training offered by South African universities that deliver trainee accountants that possess a limited range of IT skills that may not be relevant to the environment students will function in. Through a survey the perceptions of role-players at South African universities on the strategies that universities would have to employ to ensure that the students they deliver to profession, acquire the relevant IT skills to be competent in the use of information technology, were determined.
Tait, Edward. "The implementation of an institutional language policy in a multilingual South African higher education society". Thesis, Bloemfontein : Central University of Technology, Free State, 2007. http://hdl.handle.net/11462/108.
Testo completoThe purpose of the study is to show, as so aptly put by Bamgbose (1996:111) that, given the ‘inheritance situation’ and the colonial legacy that continue to dominate education policies and practices in Africa, language policies are essentially characterised by the following features: avoidance, vagueness, arbitrariness, fluctuation, and declaration without implementation. The South African government has declared eleven languages as official to replace the former apartheid legislation which privileged English and Afrikaans as the sole languages of the country. The post apartheid eleven official language policy has been described by Bamgbose (1996 111) as, ‘the new enlightened South African language policy on languages,’ ‘a very progressive policy’ and ‘Africa’s best ticket’. The major concern raised was whether the language policy could be implemented. An attempt will be made to undertake a critical review of language planning under a democratic dispensation.
Gambushe, Wanga. "Implementation of multilingualism in South African higher education : exploring the use of isiXhosa in teaching and learning at Rhodes University". Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1017890.
Testo completoKuit, Henali. "Dear space dad and other stories". Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1017774.
Testo completoPreciado, Linda Joyce. "Writing inside the caja: Constructing pasos in English composition studies". CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2577.
Testo completoCrain, Patricia Ann. "Crumpled hearts". Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1015676.
Testo completoDyantyi, Mbongisi Orlean. "A bone fragment". Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1015677.
Testo completoMaurtin-Cairncross, Anita. "Creating 'space' for publication: challenges faced by women academic staff members at historically Black South African universities". Thesis, University of the Western Cape, 2003. http://etd.uwc.ac.za/index.php?module=etd&.
Testo completomentoring and support networks
assistance and support for their publishing venture at both institutional and departmental level and the development of strategies that would assist academic women in 'juggling' their personal and academic roles.
Johnson, Cheris Renee. "The relationship between college satisfaction and the variables: Ethnic identity, acculturation, and racial climate among African-American students". CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1116.
Testo completoMutemeri, Judith. "Teaching and learning of teacher education students in South African universities within a context of quality". Thesis, Cape Peninsula University of Technology, 2010. http://hdl.handle.net/20.500.11838/1978.
Testo completoThe study focused on teacher education in South African universities. The major purpose was to examine how teacher educators in South African universities prepared teacher education students for teaching and learning within a context of quality. It is important to start with quality teachers before being able to speak about quality education because "you cannot give what you do not have" (Parliamentary Monitoring Group of South Africa, 2009:3).Consistent with the postmodern qualitative paradigm I used phenomenology as the strategy of research. The main epistemological assumption was that the way of knowing reality was through exploring the experiences of others regarding a specific phenomenon, in this case teaching and learning of teacher education students. To this end the stories, experiences and voices of the respondents were the medium through which I explored and understood reality embedded in the teaching and learning of teacher education students.The research sites included four Faculties of Education nationally. Purposive sampling was conducted to adequately capture the heterogeneity of institutions especially of those faculties that offer Initial Professional Education for Teachers (IPET) programmes.Purposive sampling was also used to select both students and lecturers because respondents were selected on the basis of some defining characteristic that made them holders of the data needed for the study.
Hill, Sidney R. "Perceptions of Maxine Smith Fellows on Barriers that Contribute to the Underrepresentation of African Americans in Faculty and Administrative Positions at the Tennessee Board of Regents". Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etd/3650.
Testo completoSoltz, Wendy Fergusson. "Unheard Voices and Unseen Fights: Jews, Segregation, and Higher Education in the South, 1910–1964". The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1469136499.
Testo completoDavis, Tracy Lynne. "Examination of the Lack of African American Student Participation in Ohio's Dual Enrollment College Credit Plus Program". Miami University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1579623529318689.
Testo completoLewis-Flenaugh, Jaymee E. M. "Self-Definition as Workplace Practice for Black Women Senior Housing Officers in Higher Education: A Sista Circle Study". Miami University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=miami1626474053385395.
Testo completoNolutshungu, Simphiwe. "Sunrays in a chilly winter". Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1017777.
Testo completoIntliziyo yona izimele gxebe ifihlakele Iyimfihlo, kumagumbi omphefumlo. Iyafunxa, ifukame kulo magumbi amxinwa. Iingcango, mba! Zivaliwe! Maxa wambi zide zixel’ isisila senkukhu, sona sibonwa mhla ligquthayo. Vul’ amehlo ubaz’ iindlebe uchul’ ukunyathela. Yiza ndikubambe ngesandla, sivul’ iingcango! Masivul’ iingcango zentliziyo yam, sikrobe ngaphakathi! Masithi ntla‐ntla kumagumb’ amathathu kuphela! Masithi ntla‐ntla, kwelepolitiki yakwaXhosa, Kaloku nam ndingumXhosa! Masithi ntla‐ntla kwelifukame, i.z.i.x.i.n.g.a.x.i n.o.b.u.n.c.w.a.n.e. b.o.t.h.a.n.d.o, kaloku nam ndinemithamb’ ebalek’ igaz’ eliqhumayo! Ucango lokugqibela lukungenisa kwigumbi elinezidl’ umzi, Kaloku nam ndizalwa kulo mzi wakwaXhoooooosa!
This thesis is presented in two parts: English and isiXhosa.
Taylor, Kimberly L. "My Brothers' Keeper". Ashland University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1397741883.
Testo completoCornelissen, Judith Jean. "Professional socialisation of family ecology and consumer science students at South African Universities". Thesis, Stellenbosch : University of Stellenbosch, 2006. http://hdl.handle.net/10019.1/1122.
Testo completoProfessional socialisation can be described as a subconscious process whereby persons internalise behavioural norms and standards and form a sense of identity and commitment to a professional field. The primary goal of professional socialisation is considered to be internalisation of the professional culture and the development of a professional identity. It is learned through interaction with professionals and educators during a student’s education. It is a continuous, life-long process of learning formal knowledge, skills and rules, as well as informal and tacit knowledge, norms, values and loyalties within the profession. An understanding of the professional socialisation process is vital to all persons involved in postsecondary education, for it is the professional socialisation process that allows education to achieve its goals. This dissertation determined whether students of Family Ecology and Consumer Sciences in South Africa are professionally socialised into developing a professional identity within the Family Ecology and Consumer Sciences profession. The objectives of the research included; to examine through a literature review the development of the profession and to propose a new position for the profession in South Africa; to identify the factors that influenced South African students when they decided on Family Ecology and Consumer Science as a field of study and the factors that influenced them while they were obtaining their degree at a South African university; to determine whether Family Ecology and Consumer Science students evidence the developmental stages of the Cohen model of the professional socialisation process; to determine Family Ecology and Consumer Science professionals’ perceptions of their professional preparation environments; and to analyse and compare Family Ecology and Consumer Science programmes at South African universities. A quantitative research methodology in the form of an analytical survey was undertaken with the participation of students and staff at South African universities where Family Ecology and Consumer Science programmes are offered by means of postal questionnaires. Three questionnaires were used in the research, namely; the Professional Socialisation Influences (PSI) questionnaire; the Professional Socialisation Staging Scale (PS3) questionnaire; and the Emphases, Process and Influences on the Professional Preparation Programmes questionnaire. A conceptual framework was used to compare the Family Ecology and Consumer Science professional preparation programmes presented at South African universities.. Descriptive statistics and the factor analysis method were used to examine the objectives to determine which factors influenced students to select Family Ecology and Consumer Sciences and the factors that influenced them while they were studying for a degree at a South African university. Descriptive statistics, ANOVA and Bonferroni Post-Hoc tests were used to examine whether Family Ecology and Consumer Science students evidenced the developmental stages of the Cohen model of the professional socialisation process. Descriptive statistics were used to examine Family Ecology and Consumer Science professionals’ perceptions of their professional preparation environments. The main findings drawn from the study indicated that Family Ecology and Consumer Sciences students, when selecting Family Ecology and Consumer Science as a profession, were influenced by the ‘Service Ideal’ and ‘Entrepreneurial’ factors. Aspects that elicited the highest percentage of positive responses from the respondents were; ‘desire to help others’; ‘a desire to improve the quality of family living’; ‘a desire to help people learn to do things’; and ‘entrepreneurial possibilities of the course’. While studying for a degree in Family Ecology and Consumer Science, they were influenced by the factors ‘Student Interaction’ and ‘Departmental Influences’. Aspects such as; ‘career opportunities available’; ‘application of what I learned to my personal life’; and ‘employment opportunities available’; were those that had the biggest influence.