No description available.

Call number: LD2668 .T4 1979 S46 / Master of Science

Call number: LD2668 .T4 1984 T37 / Master of Science

Thesis (MPhil (Modern Foreign Languages))--University of Stellenbosch, 2009. / Concern surrounding the low levels of academic literacy amongst incoming first year students has prompted universities and other tertiary education institutions in South Africa to implement tests of academic literacy. At Stellenbosch University, the English version of this test is known as TALL (Test of Academic Literacy Levels) and was developed to assess reading and writing abilities in an academic context. The results are used to ‘stream’ students into programmes which assist them in acquiring the various skills deemed necessary for their academic success. This study examines, on the one hand, the significance of listening in the assessment of academic literacy levels; on the other hand, it explores the potential for an academic listening test (ALT) to assist TALL in more accurate screening of students, particularly the borderline cases. The design and operationalisation of ALT is based on the theories and approaches of several researchers in the field. The study began with the compilation of the test specification and design of ALT. This was followed by empirically piloting a project where qualitative data concerning the validity of ALT was collected by means of a questionnaire. The next phase involved assessing the academic listening competency of a sample of first year university students. This assessment comprised an initial test administration followed by a second administration of the same test a month later in order to ascertain consistency of measurement over a period of time. The quantitative results obtained from both administrations were then statistically analysed to determine the reliability and validity of ALT. The final phase of the study involved the correlation of these results with those of TALL to determine the level of criterion-related validity as well as to establish whether ALT could be a useful added dimension to TALL.

Thesis (M Sport Sc (Sport Science))--University of Stellenbosch, 2005. / The purpose of this study was to develop a valid test battery that could measure movement competence in rugby at U/16 level. Movement competence was adopted as the focus in this research because rugby is a sport consisting of challenges in primarily open skill situations. Competence is a level of proficiency that is higher than that of a novice, but not as high as an expert. Competence in rugby would imply that a player is reasonably successful in meeting the challenges of the dynamic situations on the field. Following a review of some different approaches to defining the abilities that seem to contribute to competence, movement competence in rugby at U/16 level was defined in terms of physical abilities, motor abilities and rugby skills. A test battery was designed to measure these variables, and then the battery was administered to the U/16 regional level group (n = 21) and the U/16 average level group (n = 108) from the same region. Anthropometry was recognised as a source of critical information in talent identification and development programmes, but because it has been well studied by other investigators, it was not included. Test validity was examined by comparing the scores between the two groups (the assumption is that the regional group should score higher on each item) and by asking the coaches to rate the tests in terms of face validity. The regional group achieved significantly better results in terms of speed, aerobic fitness, flexibility and power, in comparison with the average group. This suggests that the provincial players are more physical fit than the average high school players at U/16 level. However, the results of the motor abilities and skill items did not show a significant difference between the two groups. Although the coaches rated the test battery highly, new test items for these variables need to be considered to the next cycle in the Test of Rugby Competence.

Thesis (DEd)--University of Stellenbosch, 2004. / ENGLISH ABSTRACT: Language is central to everyone's life, forms part of personal growth, interaction with others, and provides access to learning and development. In a multilingual country like South Africa a learner is not only expected to have a high level of proficiency in his mother tongue, but also in a second language. Investigations into the literacy proficiency of learners in the Foundation Phase, reveal that learners cannot read sufficiently well at the end of Grade 3. These investigations therefore focus attention on the instruction of literacy. The Revised National Curriculum Statement (2002) proposes that a balanced approach be adapted so that learners can develop skills and strategies to decipher the "code" of written language. The object of this study is to develop a theoretically founded Literacy programme for Grade R learners, which will equip them, in an informal and enjoyable manner, with an understanding of the concept of writing and getting to know the symbols of writing. This can be used as an alternative system of indications in initial reading for Grade 1. The focus of literary review is specifically directed towards two approaches in literacy, namely the holistic approach and the phonics approach. The holistic approach deals with literacy development unitarily and emphasizes concept formation, following a topdown process in reading instruction. The point of departure of the proponents of the phonics approach is that preparation for reading is done directly with written language. This approach proposes a bottom-up process. Phonemic awareness with letter-sound correspondence is instructed explicitly, directly and systematically prior to, and independently, of reading instruction. A positive attitude regarding reading and books is very important in the development of literacy and as much as 50% of attention in presentations ought to focus on establishing positive attitudes. To accomplish this, presentations should be planned according to the principles of early child development in terms of which the learners' level of development, capabilities, needs and fields of interest are taken as the point of departure. The empirical investigation in this study comprises a case study of a Grade R class. An intervention programme, in which the focus fell upon letter-sound correspondence, was implemented during the case study. The lessons introduced letter-sound correspondence, which was directly linked to the existing Literacy Curriculum being applied in Grade R at the time. A balanced approach, in terms of which components of both approaches in literacy development were incorporated, was followed. How a young child learns and attains a grasp of the world about him was thoroughly taken into account in the design of the intervention programme. No formal supervision was included in the intervention programme, but objective data were obtained through a thorough literature study, participatory observation by different observers and interviews with several role players. Grade R learners are eager to learn, are at a very impressionable stage of their lives and want to know more about writing and books. These learners were motivated so that they participated enthusiastically in the programme. Positive attitudes were inculcated and they eagerly commenced Grade 1. / AFRIKAANSE OPSOMMING: Taal staan sentraal in elkeen se lewe; nie aileen vorm dit deel van sy persoonlike groei en sy interaksie met ander nie, maar dit is ook sy toegang tot leer en ontwikkeling. In 'n veeltalige land soos Suid-Afrika word nie net 'n hoe taalbevoegdheidsvlak in die leerder se huistaal verwag nie, maar ook in 'n tweede taal. Ondersoeke na die geletterdheidsvermoens van leerders in die Grondslagfase, wat bevind dat leerders aan die einde van Graad 3 nie behoorlik kan lees nie, vestig die aandag op die onderrig van geletterdheid. Die Hersiene Nasionale Kurrikulumverklaring (2002) stel voor dat 'n gebalanseerde benadering gevolg word sodat die leerder vaardighede en strategiee kan ontwikkel om die "kode" van geskrewe taal te ontsluit. Die doelstelling van hierdie studie is om 'n teoreties gefundeerde Geletterdheidsprogram vir Graad R-Ieerders te ontwikkel wat die jong leerder toerus om die konsepte van skrif te verstaan, skrifsimbole op 'n informele en genotvolle wyse te leer ken sodat dit as 'n alternatiewe aanwysingsisteem gebruik kan word in aanvangslees in Graad 1. Die literatuuroorsig vestig die aandag veral op twee benaderings in die geletterdheidsveld, naamlik die holistiese benadering en die fonetiese benadering (phonics). Die holistiese benadering hanteer geletterdheidsontwikkeling as 'n eenheid, beklemtoon begripsvorming en volg 'n bo-na-onder-proses in leesonderrig. Voorstanders van die fonetiese benadering gaan egter van die standpunt af uit dat voorbereiding vir lees direk met geskrewe taal gedoen word en beveel 'n onder-na-boproses aan. Dit word aanbeveel dat fonemiese bewustheid met letter-klankkorrespondering eksplisiet, direk en sistematies onderrig word voor en onafhanklik van leesonderrig. . 'n Positiewe ingesteldheid ten opsigte van lees en boeke is krities belangrik in. die ontwikkeling van geletterdheid en tot soveel as 50% van die klem in aanbiedinge behoort op die vestiging van positiewe houdings te fokus. Om dit te bewerkstellig word aanbiedinge volgens die beginsels van vroeekindontwikkeling beplan deurdat die leerder se ontwikkelingsvlak, sy verrnoens, behoeftes en belangstellingsveld as vertrekpunt geneem word. Die empiriese ondersoek van hierdie studie behels 'n gevallestudie by 'n Graad R-klas. 'n Intervensieprogram wat op letter-klankkorrespondering fokus, is tydens die gevallestudie ge"lmplementeer. Die lesse het letter-klankkorrespondering bekend gestel en sluit direk aan by die bestaande Geletterdheidskurrikulum wat alreeds in Graad R toegepas word. 'n Gebalanseerde benadering is nagestreef deurdat komponente van albei benaderings ge·inkorporeeris. Die wyse waarop die jong kind leer en hoe hy begrip van die wereld am hom verkry, is deeglik in die antwerp van die intervensieprogram in ag geneem. Geen formele toetsing is in die intervensieprogram ingesluit nie, maar objektiewe data is verkry deur 'n grondige literatuurstudie, deelnemende observasie deur verskillende waarnemers asook onderhoude met verskillende rolspelers. Die Graad R-Ieerders wat leergierig en op 'n baie ontvanklike stadium van hul lewe is en graag van skrif en boeke wil weet, was gemotiveerd en het met oorgawe aan die program deelgeneem. Positiewe houdings is gekweek en die leerders kon Graad 1 met entoesiasme aanpak.

Thesis (DPhil)--Stellenbosch University, 1977. / ENGLISH ABSTRACT: see item for full text / AFRIKAANSE OPSOMMING: sien item vir volteks.

published_or_final_version / abstract / Linguistics / Master / Master of Philosophy

published_or_final_version / abstract / Linguistics / Master / Master of Arts

Organizations that employ physically demanding jobs want to ensure their selection procedures distinguish qualified applicants from unqualified applicants. However, such selection tools typically result in adverse impact against various protected groups and often lead to litigation. Various factors influence the court’s decision to rule in favor of the plaintiff or the defendant. The purpose of the present study is to identify those factors. The ADA (1990) created strict guidelines for plaintiffs and defendants to follow to be credible in a discrimination case. This study will specifically determine the impact of the ADA guidelines and three additional factors that influence court decisions including job analysis and test validation procedures, and whether the job involves public safety. Organizations can benefit from knowing factors they can control to decrease legal liability. Cases filed from 1992 to the present were reviewed and coded based on each factor. Z-tests for proportions were conducted to determine the proportions of rulings in favor of the plaintiff and defendant based on each factor of interest. Public safety influences the court decisions in favor of the defendant, such that for jobs in which public safety is of concern, the court is more likely to rule in favor of the defendant. Additional factors were not significantly influential. However, some trends are apparent and discussed in the paper. Implications and limitations also are discussed.