Being a child and going to school is taken as a parcel of the same thing by most people but this is not the same for children with physical conditions, who cannot avoid absence from school for significant periods of time rather prolonged or recurrent/intermittent. What matters in this context is not primarily the seriousness of the child's condition but how much and in what way schooling affects his or her ability to fully benefit from the provided opportunities. Participation in school activities promotes children's interaction and collaboration educationally and socially. Their involvement and sense of belonging can be affected considerably owing to a physical condition, not least because of prolonged absence. Staying connected to school contributes to their sense of normality towards daily life routine, increase hope and distract their attention from the invasion of medical treatment (Wilkie & Jones, 2010). Additionally, keeping children connected to school and learning during absence from school is very important to ensure that these children do not prematurely disengage from their expected educational journeys (Hopkins et al., 2014). These children may have many individual requirements but like their healthy peers, they share the desire for equal access to the same educational outcomes, both academically and socially. If their needs are not timely taken care of, the school can become a place of failure, both academically and socially, in no time. Considering mainstream primary schools, my research has studied the opinions of teachers and other educators about the provision available for children who miss more than 50% of school over a 3 months' period due to a physical condition. The research question for this proposal originated from my own experience as a mother of a precious child with a physical condition. The current research has 52 research participants, 45 questionnaire respondents and 7 interviewees, having different roles as educational professionals. Using a mixed methods approach, this research aims to provide a more comprehensive description of the ways in which teachers and educational professionals in Wales and England provide academic continuity to the children in Key Stage 2 (age 7-11) with physical conditions during their prolonged absence. Since similar themes cut across the two sets of data, I have combined the findings from questionnaires and semi-structured interviews that suggest that teachers and other professionals are aware of the impact of physical conditions on children's school life. Also, ii they focus on the main barriers in Wales and England which hinder the appropriate academic continuity of this group of children, including issues such as: muddled understanding of accepting roles and responsibility among professionals, limited awareness and professional training for teachers, compromised quality education at home and in mainstream schools and the absence of clear guidelines on medication, first aid procedures and prolonged absence in schools. The findings also suggest that the four means of supporting academic continuity, considered in this research i.e. using technology, individualized instruction, bed-side teaching in hospital and home tutoring for children's academic continuity are not regularly practiced in the schools in Wales and England. Based on the findings of my research, it is recommended that teachers should be provided regular trainings to support the academic continuity of these children. Further, it is important for every primary school to develop a personalized policy statement for this group of children that is accessible to every staff member and is referred in full when dealing with issues in this area.

A Thesis Submitted to the Faculty of Education in Fulfilment of the Requirements for the Degree of Doctor of Education in the Department of Educational Psychology and Special Education at the University of Zululand, 2006. / The present study examines the prevailing and preferred learning practices in students support programmes. The aims of the study were: • To determine the nature of learning practices that prevail at the University of Zululand. • To determine the learning practices that student prefer. • To determine the students' perception of the prevailing and preferred learning practices. • To find out if such factors as gender, age, year level and faculty influence the students' perceptions of the prevailing and preferred learning practices. In accordance with these aims, an extensive study on models of support was undertaken. Using purposive sampling to select research respondents, data was collected. A questionnaire was administered to students at the University of Zululand. Qualitative and quantitative data analysis was used in order to draw conclusion about the prevailing and the preferred state of learning practices at the University of Zululand. Research findings led to the following conclusions: • The nature of support that prevail at the University of Zululand is biased towards assisting students with academic matters. Personal support is provided. • The results also show that students had their preference in terms of an ideal support structure. • The results revealed that prevailing and preferred learning practices were viewed differently. Sixty six percent of students held a positive perception towards preferred learning practice. • The findings revealed that the variable of year had an influence on the student's perception. • The results show that males and females differed in their perception of prevailing and preferred learning practices. Another interesting finding however, was that both prevailing and preferred learning had no influence on perception. The factor of faculty only influenced the perception of preferred learning practices. • Findings emanating from additional information revealed that students preferred that intervention should involve more than enhancing content. In other words students preferred an intervention programme that would embrace all their needs. On the basis of the findings recommendations for handling issues of student support were put forward.

Published Article / The former Technikon Free State, now the CUT, was concerned about the academic achievements of students and decided to introduce a programme to enhance the outcomes of student learning. The then Technikon initially identified weak performers and advised / compelled them to attend special classes. This programme proved to be unsuccessful due to the potential stigma associated with attending special classes. The Technikon commenced with its first research initiatives to implement supplemental instruction (SI) in 1993. The founders of SI, Profs Diana Martin and Robert Blanc of the University of Kansas City in Missouri, USA, presented demonstrations at joint workshops and also invited attendees to attend SI workshops in the USA. Soon permission was granted to implement SI at this institution in 1993. A new dimension to the concept of SI, namely to record SI lectures for discussion afterwards was added.

No abstract available. / Thesis (M.Ed.)-University of Durban-Westville, 1977.

Published Article / This exploratory and descriptive study examines the perceptions of first-year science students regarding their preparedness for the programme, their preferences and their fears as they embark on university education for the first time. A questionnaire was used to collect data from all the first year students enrolled in the programme in 2008. Seventy students answered the questionnaire from a class of 78. Both quantitative and qualitative data analysis methods were used to analyse and present data in the study. The results showed that students differed in their preparedness for the programme, their preferences regarding teaching methodologies, learning methods, and classroom climates, and the kinds of fear or apprehension about the programme and university education. Some recommendations regarding the teaching and learning of science are made.

Although the percentage of Aboriginal youth who leave school prior to completion is declining, it remains higher than that of non-Aboriginal students. The following research questions frame this narrative inquiry:<p> 1. What are the stories of six Aboriginal students who graduated from an urban provincial high school?<p> 2. What factors do they perceive as contributing to their success in completing an academic grade twelve?<p> 3. What recommendations do they have for educators and schools, which would benefit current Aboriginal students?<p> The six participants are introduced with a narrative account of the interviews between the researcher and each participant. The researcher looked for commonalities that emerged from the participants' stories and grouped them into three broad themes: Our Environment, Our Relationships, and Ourselves. Within the themes the researcher commented on specific experiences and opinions expressed by the participants. A number of the participants' original stories are combined and included to allow their voice to authenticate the findings.<p> Participants revealed how interconnected relationships contributed to their academic success. Positive relationships with family, friends, and teachers were factors participants expressed most frequently as contributing to their success. Some of the participants, however, identified negative peer pressure, lack of family and school support, and discrimination, but all participants showed ability to cope with adversity. The values and inner strength participants maintained emerged in their stories demonstrating the strong relationship they had with their inner selves.<p> A list of recommendations for high schools, generated by participants, accompanies each theme. Recommendations included recognizing and taking action toward issues such as discrimination, gangs, and lack of student involvement in school activities. Participants recommended alternative counselling and academic support programs. Recommendations aiding in the development of positive student-teacher relationships were generated from the descriptions of effective and ineffective teaching practices. The most significant recommendations rising from the stories of the six participants focused on building community in the school and bridging families and local resources with the school. Most importantly, participants acknowledged the need for schools to be conscious of the diversity in traditional practices, home life, and culture among urban Aboriginal students.

Although the percentage of Aboriginal youth who leave school prior to completion is declining, it remains higher than that of non-Aboriginal students. The following research questions frame this narrative inquiry:<p> 1. What are the stories of six Aboriginal students who graduated from an urban provincial high school?<p> 2. What factors do they perceive as contributing to their success in completing an academic grade twelve?<p> 3. What recommendations do they have for educators and schools, which would benefit current Aboriginal students?<p> The six participants are introduced with a narrative account of the interviews between the researcher and each participant. The researcher looked for commonalities that emerged from the participants' stories and grouped them into three broad themes: Our Environment, Our Relationships, and Ourselves. Within the themes the researcher commented on specific experiences and opinions expressed by the participants. A number of the participants' original stories are combined and included to allow their voice to authenticate the findings.<p> Participants revealed how interconnected relationships contributed to their academic success. Positive relationships with family, friends, and teachers were factors participants expressed most frequently as contributing to their success. Some of the participants, however, identified negative peer pressure, lack of family and school support, and discrimination, but all participants showed ability to cope with adversity. The values and inner strength participants maintained emerged in their stories demonstrating the strong relationship they had with their inner selves.<p> A list of recommendations for high schools, generated by participants, accompanies each theme. Recommendations included recognizing and taking action toward issues such as discrimination, gangs, and lack of student involvement in school activities. Participants recommended alternative counselling and academic support programs. Recommendations aiding in the development of positive student-teacher relationships were generated from the descriptions of effective and ineffective teaching practices. The most significant recommendations rising from the stories of the six participants focused on building community in the school and bridging families and local resources with the school. Most importantly, participants acknowledged the need for schools to be conscious of the diversity in traditional practices, home life, and culture among urban Aboriginal students.

No abstract available. / Thesis (M.A.)-University of Durban-Westville, 1992.

This study is aimed at investigating how quality of teaching in higher educational institutions can be improved and how staff development programmes can play a role in the enhancement of the tertiary teaching profession. Over the years, the field of Academic Development has (AD) undergone many changes and has faced enormous challenges as the South African higher education terrain has shifted in the wake of political transformation. The field of Academic Development has grown into a multidisciplinary endeavour with practitioners working in areas such as curriculum and staff development, assessment of student learning, evaluation, educational technology and student development. In recent years, the demise of soft funding and the financial constraints caused by falling student numbers have resulted in a situation where many Academic Development units have faced job losses and even closure. At the same time, challenges facing the higher education system have opened opportunities for AD practitioners to use their expertise to cope with the demands of teaching and learning. The Academic Development programme contributes to the assurance of this performance by supporting staff in meeting the demands of teaching at a Southern African university with international standards. It does this by running an on-going staff development programme and by providing assistance with curriculum development, assessment and evaluation. The Institute for Higher Education Policy engages in research and provides practical advice and background on key issues in higher education policy for a clientele comprised of public and private organisations, individuals and government structures within South Africa as well as abroad. / Thesis (M.Ed.)-University of Durban-Westville, 2003.

M.Ed. (Educational Psychology) / The purpose of this study was to evaluate the effectiveness of academic support program in the National Diploma Business Administration to determine. It is primarily a literature review but questionnaires were analyzed. Academic support programs at other tertiary institutions studied. There are also different types of academic support programs look. At the Vaal Triangle Technikon is the academic support program in Business Administration phased due to the need to students who exist for the course. Since type as a prerequisite to the course serves, many of them students from attending the course. It also happens that even students to are admitted on the basis of a typing or computer course to a training center or college is not able to cope...