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Thesis (MEd)--Stellenbosch University, 2012. / ENGLISH ABSTRACT: The study aims to research discipline in schools and I explored alternative forms of discipline. The literature indicates that alternative forms of discipline exist to the canings that were inflicted in the past, which have now been outlawed. However, effective alternatives to corporal punishment are not obvious. Before deciding on alternatives, it is advisable that teachers go through an experimental phase, and be prepared to make adjustments along the way. The literature also shows that classes with fewer behavioural problems have teachers who tend to use non-violent and child-centred approaches to classroom discipline. Studies show that the vast majority of disciplinary problems result from the circumstances in which such learners find themselves, which are characterised by problems at home, learning barriers, trauma, and ineffective teaching methods. I conclude that the application of corporal punishment aggravates such problems, rather than solving them. Present-day educators are required to fill a greater pastoral role than they did in the past, as learners nowadays tend to face many more difficult challenges than they used to do in the past and also are likely to experience less support outside the school. Most educational psychologists recommend that educators place learners, in cases of them suffering from emotional problems, child abuse, sexual abuse, HIV/AIDS, or alcohol and drug abuse, in an intensive process of counselling, with them being referred to experts in the fields of reference (Porteus et al., 2001:45). I conclude that attempts to improve classroom discipline can be effective if the whole school community is involved. One of the ways in which the whole school community can become involved in attaining a better discipline system is through the adoption of a code of conduct that is arrived at by means of consultation, persuasion and agreement with all role-players concerned. The maintenance of such a code is, however, only likely to be successful if it is strictly enforced and the appropriate sanctions are imposed against those who violate it. / AFRIKAANSE OPSOMMING: Hierdie studie doen navorsing oor dissipline in skole, en spesifiek alternatiewe vorme daarvan. Die literatuur dui op die bestaan van alternatiewe vorme van dissipline na die afskaffing van lyfstraf in Suid-Afrikaanse skole. Alternatiewe vorme van dissipline is egter nog nie duidelik sigbaar nie. Voordat daar besluit kan word oor alternatiewe vorme is dit egter raadsaam dat onderwysers eers eksperimenteer en die haalbaarheid van alternatiewe vorme probeer vasstel. Die literatuur dui aan dat klaskamers met min of geen dissiplinêre probleme, onderwysers het wat nie-geweldadige en kindergesentreerde benaderings volg. Studies dui aan dat kinders met dissiplinêre probleme uit huise kom met leerprobleme, trauma, en oneffektiewe onderrig metodes. My gevolgtrekking is dat lyfstraf sulke problem vererger, eerder as om dit op te los. Daar word van hedendaagse onderwysers verwag om meer as ooit tevore 'n pastorale rol te vervul. Sielkundiges adviseer dat leerders met ernstige dissiplinere problem eerder na deskundiges verwys behoort te word in plaas daarvan om dit in die klaskamer te probeer oplos. My gevolgtrekking is dat klaskamer dissipline kan effektief toegepas kan word indien die hele skool, ouers en gemeenskap betrokke word. Dit kan slegs geskied met 'n gedragskode wat deur wye konsultasie, beraadslaging en in ooreenstemming met al die rolspelers daar gestel word. Die handhawing van so ʼn kode kan slegs slaag indien dit streng toegepas word en indien daar strafmaatreëls in plek is vir diegene wat die kode verbreek.

Thesis (MEd) -- Stellenbosch University, 2012. / ENGLISH ABSTRACT: This study explored the views of thirteen youth at Victoria High School about what they regarded as achievement and how this influenced their lives and what they thought about their futures. The starting premise of the study was that all learners think about achievement. The goal of the study was thus to show how different learners connect this understanding of achievement with their respective aspirations and the kinds of social and schooling worlds they inhabit. The key contribution of the study is the ways it links the social, cultural, and economic worlds of each of the thirteen learners to what they say about what they do and what they want to do, who they are and who they want to be, and what they think they do and what they think they want to do. The study shows that the life-worlds of each of the learners are significantly different yet the ways they go about making sense of that world are fairly similar. In that regard it is shown that the school, and what learners, parents and educators think it is and does, plays a crucial role in the sense-making process. As Berkhout (2008) notes, the different contexts that shape the lives of individuals are not simply external forces but rather are integral parts of their identity-making process. The study used the work of Pierre Bourdieu and Arjun Appadurai to bring together a framework by which to understand what learners said about their worlds and their aspirations, as well to develop a narrative that showed the rich and complex ways in which learners engaged with their realities. The study followed an interpretive qualitative approach to explore the issue of achievement and based its arguments on interviews conducted with thirteen youth between the ages of fifteen and seventeen years old. In this regard, a key finding was that learners approached the notion of achievement in developmental, cumulative, and progressive ways. These views included wanting to be popular, gaining new knowledge, preparing for future material acquisition, developing skills to lead decent lives, acquiring happiness, developing the ability to overcome their challenges and circumstances, and gaining skills and recognition that set up their futures. Five staff members at Victoria High school were also interviewed for their views of the schooling context and the kinds of cultures and legacies that framed their practice. / AFRIKAANSE OPSOMMING: Die tesis is gefokus op die denke van dertien studente van Victoria Hoërskool aangaande die nosie van prestasie, en hoe hierdie denke hul lewens beïnvloed sowel as wat hulle dink van hul toekoms. Die vertrekpunt van die verbande studie was dat alle leerders oor prestasie dink. Die doel van die tesis (daaruitvoortspruitend) was dus om aan te toon hoe verskillende leerders ʼn verband aanlê tussen hul beskouing van prestasie, hul aspirasies en die maatskaplike- en skoolwêrelde wat hul beleef. Die kern bydrae van die tesis is die verbande wat gemaak is in die verbande studie tussen die sosiale, kulturele en ekonomiese wêrelde van elkeen van die dertien leerders ten opsigte van hul beskouing aangaande wat hulle doen en wil doen, wat hulle is en wil wees, en wat hulle dink hulle doen en wil doen. Die tesis toon aan dat die leefwêreld van elk van die leerders merkbaar verskillend is, maar dat die wyse waarop hulle betekenis gee aan hul leefwêreld tog redelik ooreenstem. In hierdie verband is dit getoon dat die skool, en wat leerders, ouers en onderwysers daaromtrent dink, ʼn kardinale rol speel in hul betekenisvormingsproses. Berkhout (2008) voer in hierdie verband aan dat die verskillende kontekste wat die lewens van individue vorm nie slegs eksterne magte is nie, maar eerder integrale dele van hul identiteitsvormings proses is. Die studie maak gebruik van die werk van Pierre Bourdieu en Arjun Appadurai om ʼn raamwerk te ontwikkel om leerders se beskouinge van hul wêrelde en aspirasies te verstaan, sowel as om ‘n narratief te ontwikkel wat die ryk en komplekse wyses waarop leerders met hul realiteite omgaan, aan te toon. Die tesis, en verbande studie, het ʼn interpretatiewe, kwalitatiewe benadering gevolg om die idee van prestasie te verken en het die tesis argumente baser op onderhoude met dertien leerders tussen vyftien tot sewentienjaar oud. ʼn Kernbevinding in hierdie verband was dat leerders die idée van prestasie op ontwikkelings-, kumulatiewe- en progressiewe wyses benader. Beskouinge van leerders in die verband sluit onder andere in, die behoefte om populêr te wees, die verkryging van nuwe kennis, voorbereiding om materiële goedere in die toekoms te bekom, die ontwikkeling van vaardighede noodsaaklik vir ʼn ordentlike lewe, die strewe na geluk, die ontwikkeling van die vermoë om hul uitdagings en omstandighede te oorkom, en die ontwikkeling vaardighede en erkenning noodsaaklik vir hul toekoms. Onderhoude is ook gevoer met vyf personeellede van Victoria hoërskool om hul beskouinge ten opsigte van die skoolkonteks en die soort kulture en erfenisse wat hul praktyk informeer te bepaal.

Thesis (MEd)--Stellenbosch University, 2013. / ENGLISH ABSTRACT: The purpose of this study was to determine the nature of the youths` subjectivity at a school in a diverse rural mining environment. The study was done in an isolated rural mining environment. Space is an important point of departure and a thorough background of the contextual factors are given. The participants in this study are daily confronted with challenges such as long distances, poverty, unemployment and alcohol and substance abuse. Space, subjectivity and cultural capital are used to understand youth development and youth experience. The main premise of the study is that the environments of these youth greatly overlap. There is a dynamic relationship between their living and school environment. Distinctive processes, social networks, relationships and cultural groups are found in each of these environments. Another focus of this study was to determine how these young people bridge their different lived spaces, negotiate and adapt within these environments. Qualitative reseach methods were used in formal and informal interviews. Participants had the opportunity to present their experiences in storyline. A narrative-based, interpretive, -descriptive research paradigm was the most appropriate research method of capturing the wide variety of living experience. The study demonstrates how these youth are positioned within their environments in order to embody their space subjectivity. By making use of their own resources, networks and interactions, they navigate their overlapping spaces and thereby lead meaningful lives. / AFRIKAANSE OPSOMMING: Die navorsing in hierdie studie wou die aard van jeugdiges se subjektiwiteite by `n skool in `n diverse plattelandse mynbou-omgewing vasstel. Die studie vind plaas op `n afgeleë plattelandse mynbou-omgewing. Ruimte is `n belangrike vertrekpunt en `n deeglike agtergrond van die kontekstuele faktore word gegee. Die deelnemers in die studie word daagliks gekonfronteer met uitdagings soos ver afstande, armoede, werkloosheid, tienerswangerskappe en drank-en dwelmmisbruik. In die studie word die lense ruimte, subjektiwiteit en kulturele kapitaal gebruik om jeugwording en jeugmeemaking in `n plattelandse mynbou-omgewing te verstaan. Die hoofuitgangspunt was dat die omgewings waarin die jeugdiges hulle bevind, veelvuldig oorvleuel. Daar bestaan `n dinamiese verwantskap tussen die jeugdiges se woon- en skoolomgewing. Binne elke ruimte is daar eiesoortige prossesse, sosiale netwerkverhoudinge en kulturele groepe. Die studie fokus ook op die maniere hoe hierdie jeugdiges hul verskeie beleefde ruimtes oorbrug en hoe onderhandeling en aanpassing binne die ruimtes plaasvind. Kwalitatiewe navorsingsinstrumente: formele en informele onderhoude is gebruik om my navorsingsvraag te beantwoord. Die deelnemers is geleentheid gegee om hulle ervaringe in storielyn te weergee. `n Narratiewe interpretatiewe beskrywende navorsingsparadigma was die toepaslikste om die ryke verskeidenheid van geleefde ervaringe oor te dra. Die studie toon hoe die deelnemers op spesifieke maniere deur hulle omstandighede geposisioneer word ten einde vergestalting aan hul jeugsubjektiwiteite te gee. Deur gebruik te maak van hul eie bronne, netwerke en interaksies navigeer hierdie deelnemers hul oorvleuelde ruimtes om sodoende sinvolle lewens te leef.

Thesis (MEd)--Stellenbosch University, 2013. / AFRIKAANSE OPSOMMING: Ouers se betrokkenheid by hulle kinders se opvoeding binne ’n vennootskap tussen die huis en die skool het in Suid-Afrikaanse onderwys sedert 1996 toenemend belangrik geword. Ouers is hulle kinders se primêre opvoeders en lê dus die basis vir hul kinders se formele opvoeding. Dit is dus belangrik dat die huis en die skool moet saamwerk as vennote aan die opvoedkundige ontwikkeling van die kind. Die Suid-Afrikaanse Skolewet, Wet 84 van 1996, bevestig die belangrikheid van ‘n vennootskap tussen die huis en die skool, sowel as die noodsaaklikheid dat ouers ‘n bydrae moet lewer tot hulle kinders se opvoeding. Ten spyte van die waarde wat ouerbetrokkenheid bied, blyk dit asof daar tans steeds min of geen sprake van ouerbetrokkenheid by sommige ouers is nie, veral diegene wie se kinders voorheen-benadeelde primêre plattelandse staatskole bywoon. Hierdie studie het die navorsing van die mate van ouerbetrokkenheid van veral ongeskoolde, semi-geskoolde en arm, werklose ouers in die opvoeding van hul kinders ten doel. / ENGLISH ABSTRACT: Parental involvement in learners’ education in the form of a partnership between the home and the school has become very important in South-African education since 1996. Parents are the primary educators of their children and thus lay the foundation for their formal education. It is therefore important that the home and school work together as partners in the learners’ educational development. The South-African Schools’ Act 84 of 1996 confirms the importance of the partnership between the home and the school as well as the necessity of parents to make a contribution to their children’s’ education. Despite the value of parental involvement, there still seems to be no or a limited degree of involvement of some parents whose children attend former disadvantaged, primary schools in rural areas. This study aims to research the levels of parental involvement of especially illiterate, semi-literate, poor and unemployed parents in the education of their children.

High school youth in Grades 9-12 who are in public schools without comprehensive sexual health education (CSHED) are more likely to engage in high-risk sexual behaviors and have higher rates of HIV and sexually transmitted diseases than are their peers in schools with CSHED. The purpose of this correlational study was to explore the statistical relationship between the consistent implementation of CSHED, before and after the enactment of the Chicago Public Schools' (CPS) sexual health education policy, and the sexual risk behaviors of Chicago high school youth in Grades 9-12. The study was based on Antonovsky's salutogenic model of health and wellbeing. CPS students' sexual risk behaviors were analyzed using data obtained from the Youth Risk Behavior Surveillance System (YRBSS) for the years of 2007 and 2013. Logistic regression was used to estimate prevalence and odds ratios of each sexual risk behavior. The findings showed a complex pattern of and variances across the sexual risk behaviors analyzed. The prevalence of sexual behaviors among all students remained relatively stable. The prevalence estimates for students who drank alcohol or used drugs before the last sexual encounter and who were never taught about AIDS or HIV increased from 2007 to 2013. The likelihood of not using birth control pills before the last sexual intercourse encounter decreased among Black students; the likelihood that Hispanic/Latino students ever had sex, and had sex with 4 or more people in their life, decreased. The decrease of sexual risk behaviors indicates a positive influence by CSHED, while the increases indicate continuing challenges to the promotion of healthy sexual behaviors. These findings show the need for legislators and school administrators to increase support for the enactment of CSHED policy to help mitigate the sexual risk behaviors of high school youth.