According to the literature the status of Physical Education as school subject has declined considerably worldwide in many schools over the past twenty years. The concern about this decline in the presence and presentation of Physical Education in school curriculums across the world, initiated the “International Council of Sport Science and Physical Education‟s” (ICSSPE) investigation into the status of Physical Education in 167 countries and states. Hardman (2005) confirms that numerous governments legally committed themselves to offer Physical Education to children and young people, but due to several factors, this promise has not materialised. The most important outcome of this worldwide investigation is the World Summit on Physical Education in Berlin in 1999, organised by ICSSPE. More than 250 representatives of governments, inter-government organisations, non-governmental organisations (NGOs) and academic institutions of 80 countries from across the world, including South Africa, attended this summit. This summit was presented under the international supervision and protection of the “United Nations Educational, Scientific and Cultural Organization” (UNESCO) as well as the “International Olympic Committee” (IOC), with the co-sponsorship of the “World Health Organization” (WHO). Three weeks later, the Berlin Agenda or “Call for Action”, compiled at the World Summit, was presented for acceptance and support to “Ministers and Senior Officials reponsible for Physical Education and Sport” (MINEPS III) in Uruguay. With the acceptance of this “Call for Action” MINEPS III committed themselves to present and support quality Physical Education as a basic right of all children and young people in their different countries. Research Aim 1 of this study is: The evaluation of the re-implementation of Physical Education as subject in South African schools, and Research Aim 2 is: The analysis of the further implementation of Physical Education as subject in South African schools according to the Berlin Agenda. In 1994 Physical Education disappeared as a separate school subject in South Africa. With the implementation of Curriculum 2005 the subject was included as one of the outcomes of the Learning Area Life Orientation, and was systematically implemented from the Foundation Phase through to the FET Phase. Since the beginning of 2008 Physical Education has been a compulsory outcome of Life Orientation from Grade R up to Grade 12, with minimum ONE specified Physical Education period per week, per grade on every school timetable in South Africa. However, since the DoE-initiated countrywide training of 277 Life Orientation subject advisors in Physical Education in 2008, co-ordinated by the NWU (Potchefstroom Campus), there seem to be major problems with the implementation of Physical Education as outcome of Life Orientation. A quantitative research design, which included six phases and was supported by a limited qualitative set of data, was used in this research. Physical Education does not experience a very high status in South Africa. Insufficient teacher training (almost 50% of Physical Education staff have had no training), apparatus, facilities and support for the implementation of the subject increase the problem. If the government and National Department of Education wishes to honour the Berlin Declaration or “Call for Action”, it will have to speedily and seriously consider the recommendations in this research concerning training, apparatus, facilities, support as well as changes to the curriculum. Internationally the subject is under pressure, but countries such as Australia, England and the USA are serious about the subject. South Africa should speedily follow the same route as these countries and become serious about the re-implementation of Physical Education. As a democratic country, quality Physical Education for children and young people is the obligation and responsibility of the government, National as well as Provincial Departments of Education, school governing bodies, school management teams, teachers and parents. A lack of quality Physical Education can result in an unfit, overweight and uncompetitive sport population of children and young people in South Africa. Such an undesirable situation can cause negative a health-status, economic development as well as poor national and international sport results for an upcoming, developing country such as South Africa. / Thesis (Ph.D. (Movement Education))--North-West University, Potchefstroom Campus, 2011.

According to the literature the status of Physical Education as school subject has declined considerably worldwide in many schools over the past twenty years. The concern about this decline in the presence and presentation of Physical Education in school curriculums across the world, initiated the “International Council of Sport Science and Physical Education‟s” (ICSSPE) investigation into the status of Physical Education in 167 countries and states. Hardman (2005) confirms that numerous governments legally committed themselves to offer Physical Education to children and young people, but due to several factors, this promise has not materialised. The most important outcome of this worldwide investigation is the World Summit on Physical Education in Berlin in 1999, organised by ICSSPE. More than 250 representatives of governments, inter-government organisations, non-governmental organisations (NGOs) and academic institutions of 80 countries from across the world, including South Africa, attended this summit. This summit was presented under the international supervision and protection of the “United Nations Educational, Scientific and Cultural Organization” (UNESCO) as well as the “International Olympic Committee” (IOC), with the co-sponsorship of the “World Health Organization” (WHO). Three weeks later, the Berlin Agenda or “Call for Action”, compiled at the World Summit, was presented for acceptance and support to “Ministers and Senior Officials reponsible for Physical Education and Sport” (MINEPS III) in Uruguay. With the acceptance of this “Call for Action” MINEPS III committed themselves to present and support quality Physical Education as a basic right of all children and young people in their different countries. Research Aim 1 of this study is: The evaluation of the re-implementation of Physical Education as subject in South African schools, and Research Aim 2 is: The analysis of the further implementation of Physical Education as subject in South African schools according to the Berlin Agenda. In 1994 Physical Education disappeared as a separate school subject in South Africa. With the implementation of Curriculum 2005 the subject was included as one of the outcomes of the Learning Area Life Orientation, and was systematically implemented from the Foundation Phase through to the FET Phase. Since the beginning of 2008 Physical Education has been a compulsory outcome of Life Orientation from Grade R up to Grade 12, with minimum ONE specified Physical Education period per week, per grade on every school timetable in South Africa. However, since the DoE-initiated countrywide training of 277 Life Orientation subject advisors in Physical Education in 2008, co-ordinated by the NWU (Potchefstroom Campus), there seem to be major problems with the implementation of Physical Education as outcome of Life Orientation. A quantitative research design, which included six phases and was supported by a limited qualitative set of data, was used in this research. Physical Education does not experience a very high status in South Africa. Insufficient teacher training (almost 50% of Physical Education staff have had no training), apparatus, facilities and support for the implementation of the subject increase the problem. If the government and National Department of Education wishes to honour the Berlin Declaration or “Call for Action”, it will have to speedily and seriously consider the recommendations in this research concerning training, apparatus, facilities, support as well as changes to the curriculum. Internationally the subject is under pressure, but countries such as Australia, England and the USA are serious about the subject. South Africa should speedily follow the same route as these countries and become serious about the re-implementation of Physical Education. As a democratic country, quality Physical Education for children and young people is the obligation and responsibility of the government, National as well as Provincial Departments of Education, school governing bodies, school management teams, teachers and parents. A lack of quality Physical Education can result in an unfit, overweight and uncompetitive sport population of children and young people in South Africa. Such an undesirable situation can cause negative a health-status, economic development as well as poor national and international sport results for an upcoming, developing country such as South Africa. / Thesis (Ph.D. (Movement Education))--North-West University, Potchefstroom Campus, 2011.

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Cette recherche vise à voir s’il existe une différence entre les familles favorisées et celles défavorisées en ce qui concerne le rapport qu’elles entretiennent avec les devoirs à la maison. D’après quelques écrits, la réalisation des devoirs peut être plus difficile en milieu défavorisé (Carvalho, 2009; Cooper, Lindsay et Nye, 2000; Dolle, 2007; Grolnick, Benjet, Kurowski, et Apostoleris, 1997 ; Hoover-Dempsey, Bassler et Brissie, 1992; Kronholz, 1997; Odum, 1994; Scott-Jones, 1984 ; Symeou, 2009), et c’est cette problématique qui est concernée dans ce travail. Les participants sont quatorze parents d’élèves du deuxième cycle du primaire de deux écoles, une dans la région montréalaise (milieu défavorisé) et une dans la région des Laurentides (milieu favorisé). Pour réaliser la comparaison, sept parents de chacun des milieux ont été interviewés à l’aide d’un questionnaire portant sur le processus des devoirs, sur la participation parentale et sur leur sentiment de compétence à aider leur enfant durant les devoirs. Les résultats ont montré que la réalisation des devoirs est plus longue en milieu défavorisé et que les conflits sont plus présents dans ce type de milieu. Aussi, la motivation des enfants à l’égard des devoirs en milieu défavorisé est plus faible, ce qui pourrait expliquer le fait que les parents de ce milieu semblent offrir plus de soutien lors des devoirs. Par ailleurs, le soutien des pères lors des devoirs semble être plus fréquent en milieu favorisé et cette situation pourrait s’expliquer par les conditions de travail plus favorables comparativement à celles des pères en milieu défavorisé. / This study examines the difference between parents from disadvantaged areas and parents in more advantaged areas on their relationship to homework. The parents in lower class families face more obstacles during the homework process (Carvalho, 2009; Cooper, Lindsay et Nye, 2000; Dolle, 2007; Grolnick, Benjet, Kurowski, and Apostoleris, 1997; Hoover-Dempsey, Bassler et Brissie, 1992; Kronholz, 1997; Odum, 1994; Scott-Jones, 1984; Symeou, 2009). The participants were fourteen parents of children in two elementary schools, one in Montreal area (disadvantaged area) and one in the Laurentians (advantaged area). In order to compare, seven parents in each community were interviewed with a questionnaire that addresses issues relating to parental attitudes, opinions, sense of competence and the homework process. Data showed that doing homework is longer in disadvantaged area and conflicts are more prevalent in this area. Also, children’s motivation in disadvantaged area is lower than that of children in the other area. To support their child, parents in disadvantaged area appears to be more involved in homework. In addition, fathers’ support during homework seems to be more common in advantaged area, which would be caused by the fathers’ working conditions that are less favourable in disadvantaged area.

Cette recherche vise à voir s’il existe une différence entre les familles favorisées et celles défavorisées en ce qui concerne le rapport qu’elles entretiennent avec les devoirs à la maison. D’après quelques écrits, la réalisation des devoirs peut être plus difficile en milieu défavorisé (Carvalho, 2009; Cooper, Lindsay et Nye, 2000; Dolle, 2007; Grolnick, Benjet, Kurowski, et Apostoleris, 1997 ; Hoover-Dempsey, Bassler et Brissie, 1992; Kronholz, 1997; Odum, 1994; Scott-Jones, 1984 ; Symeou, 2009), et c’est cette problématique qui est concernée dans ce travail. Les participants sont quatorze parents d’élèves du deuxième cycle du primaire de deux écoles, une dans la région montréalaise (milieu défavorisé) et une dans la région des Laurentides (milieu favorisé). Pour réaliser la comparaison, sept parents de chacun des milieux ont été interviewés à l’aide d’un questionnaire portant sur le processus des devoirs, sur la participation parentale et sur leur sentiment de compétence à aider leur enfant durant les devoirs. Les résultats ont montré que la réalisation des devoirs est plus longue en milieu défavorisé et que les conflits sont plus présents dans ce type de milieu. Aussi, la motivation des enfants à l’égard des devoirs en milieu défavorisé est plus faible, ce qui pourrait expliquer le fait que les parents de ce milieu semblent offrir plus de soutien lors des devoirs. Par ailleurs, le soutien des pères lors des devoirs semble être plus fréquent en milieu favorisé et cette situation pourrait s’expliquer par les conditions de travail plus favorables comparativement à celles des pères en milieu défavorisé. / This study examines the difference between parents from disadvantaged areas and parents in more advantaged areas on their relationship to homework. The parents in lower class families face more obstacles during the homework process (Carvalho, 2009; Cooper, Lindsay et Nye, 2000; Dolle, 2007; Grolnick, Benjet, Kurowski, and Apostoleris, 1997; Hoover-Dempsey, Bassler et Brissie, 1992; Kronholz, 1997; Odum, 1994; Scott-Jones, 1984; Symeou, 2009). The participants were fourteen parents of children in two elementary schools, one in Montreal area (disadvantaged area) and one in the Laurentians (advantaged area). In order to compare, seven parents in each community were interviewed with a questionnaire that addresses issues relating to parental attitudes, opinions, sense of competence and the homework process. Data showed that doing homework is longer in disadvantaged area and conflicts are more prevalent in this area. Also, children’s motivation in disadvantaged area is lower than that of children in the other area. To support their child, parents in disadvantaged area appears to be more involved in homework. In addition, fathers’ support during homework seems to be more common in advantaged area, which would be caused by the fathers’ working conditions that are less favourable in disadvantaged area.

Text in English / Although the participation of students at institutions of higher learning in South Africa is increasing, student dropout remains a challenge. Student dropout is influenced by a variety of factors, some of which are psychological. The purpose of this study was to investigate the role of adjustment and sense of belonging on students’ intention to dropout of university. The study comprised of three distinctive objectives. The first objective of the study was to examine the relationship between sense of belonging, adjustment and students’ intention to drop out of university. Second, the study sought to test whether sense of belonging and adjustment would predict students’ intention to dropout of university. Finally, the study sought to test whether students’ socioeconomic status would moderate the relationship between sense of belonging and intention to dropout of university. The sample for the study consisted of 955 students enrolled for undergraduate programmes for the 2018 academic year. Pearson correlation, multiple linear regression and moderation analysis were used to test hypotheses stated in the study. The findings revealed a statistically significant relationship between sense of belonging, adjustment and the intention to dropout. The findings also confirmed that sense of belonging and adjustment predict the intention to dropout. However, the study could not prove the hypothesis that socioeconomic status moderates the relationship between sense of belonging and the intention to dropout. Nevertheless, the findings of this study highlighted the importance of psychological factors on undergraduate students’ academic success. Thus, universities should consider initiating programmes that will address students’ psychological challenges throughout their enrolment at university to improve student retention and rates of graduation. / Psychology / M.A.(Psychology with Specialization in Research Consultation)

The poor performance by South African pupils in The Third International Mathematics and Science Study highlighted the importance of and need for Continuing Professional Development (CPD) for South African mathematics teachers. For these teachers, the sudden, rapid and dramatic advent of the World Wide Web (WWW) and its communication conduit, the Internet, with its multimedia capabilities, interactive tools and telecommunication facilities, seems full of potential as a catalyst for significant and sustained online CPD activities. However, the Internet's usefulness for mathematics and spontaneous mathematical interaction is severely limited. Against this background, the motivation for this study was born out of two beliefs - a belief that context needs to be considered in online endeavours, particularly given the disparities that exist between disadvantaged and advantaged teachers in the South African context; and the belief that a bottoms-up approach to community formation allows space for a self-organizing system whose continual health and functioning is dependent upon local ownership and member identification. Having developed a mathematics-friendly online forum environment (ODEM) that allows teachers to include mathematical expressions in their posts, this study investigated the personal and situational tensions impacting on the use and value of this appropriate forum environment as a reflective tool in pursuit of CPD. Two groups of disadvantaged and advantaged mathematics teachers were separately provided with Personal Computers and home Internet access, thereby creating opportunities for reflection, communication with colleagues and the exchange of knowledge and ideas. Little evidence of community growth was found, while disadvantaged teachers faced more tensions than advantaged teachers in using the ODEM. Despite these differences, both groups' tensions pointed to their real (and thus forum) needs not being addressed. These forum needs are related to issues arising from their practice and the need for a channel of communication to a Subject Advisor that should actively manage these needs. A vertical relationship with the Subject Advisor is preferred over collegial interaction, over the needs to include expressions in their posts, or to reflect on their practice. Until teachers' needs are resolved, the ODEM is thus perceived to have potential value. The results furthermore informed a model that can be used by a Subject Advisor to determine teachers' tensions and needs in context, thereby ensuring appropriate online CPD strategies. / Mathematics, Science and Technology-Education / Ph. D. (Mathematics, Science and Technology-Education)

The poor performance by South African pupils in The Third International Mathematics and Science Study highlighted the importance of and need for Continuing Professional Development (CPD) for South African mathematics teachers. For these teachers, the sudden, rapid and dramatic advent of the World Wide Web (WWW) and its communication conduit, the Internet, with its multimedia capabilities, interactive tools and telecommunication facilities, seems full of potential as a catalyst for significant and sustained online CPD activities. However, the Internet's usefulness for mathematics and spontaneous mathematical interaction is severely limited. Against this background, the motivation for this study was born out of two beliefs - a belief that context needs to be considered in online endeavours, particularly given the disparities that exist between disadvantaged and advantaged teachers in the South African context; and the belief that a bottoms-up approach to community formation allows space for a self-organizing system whose continual health and functioning is dependent upon local ownership and member identification. Having developed a mathematics-friendly online forum environment (ODEM) that allows teachers to include mathematical expressions in their posts, this study investigated the personal and situational tensions impacting on the use and value of this appropriate forum environment as a reflective tool in pursuit of CPD. Two groups of disadvantaged and advantaged mathematics teachers were separately provided with Personal Computers and home Internet access, thereby creating opportunities for reflection, communication with colleagues and the exchange of knowledge and ideas. Little evidence of community growth was found, while disadvantaged teachers faced more tensions than advantaged teachers in using the ODEM. Despite these differences, both groups' tensions pointed to their real (and thus forum) needs not being addressed. These forum needs are related to issues arising from their practice and the need for a channel of communication to a Subject Advisor that should actively manage these needs. A vertical relationship with the Subject Advisor is preferred over collegial interaction, over the needs to include expressions in their posts, or to reflect on their practice. Until teachers' needs are resolved, the ODEM is thus perceived to have potential value. The results furthermore informed a model that can be used by a Subject Advisor to determine teachers' tensions and needs in context, thereby ensuring appropriate online CPD strategies. / Mathematics, Science and Technology-Education / Ph. D. (Mathematics, Science and Technology-Education)

Dynamic assessment, which is often characterised by the learning potential approach across the world and in South Africa, is receiving more and more attention from educators and research practitioners alike. The nature of dynamic assessment lends itself to application in areas where prior dependence on static (traditional) forms of psychometric assessment can no longer be sustained as viable options towards assessment. A main focus area within dynamic assessment is the field of tertiary selections and admissions. More research is needed in this field in South Africa and in order to progress within the field in this country in terms of designing, developing, norming and implementing dynamic assessment tests/batteries, previous research has to be investigated in detail in order to understand the areas which need attention and improvement more fully. In addition, it is not only the negative aspects which need to be investigated but also the success with which many studies have been greeted which needs to be looked at. Investigating the status of South African research into the field of dynamic assessment offers the interested practitioner a platform from which to view results that have emanated from this country in the past fifteen years. Past reliance on static measures meant that product-based assessment made no allowance for the detection and measurement of potential within individuals. It is not the contention of this study to state unequivocally that all disadvantaged students possess equal potential, but that a large pool of learners with potential are often passed over during selection for admission. In order to address these and similar issues, new tests will have to be developed but these can only be developed once past and current research is properly assessed. This is the aim of the present study. There is no document yet available on the status of dynamic assessment in South Africa which pays close attention to the research details of various findings within this field. The main findings indicate that although the field is still being researched today, there has been a decrease in the number of studies as well as a concomitant decrease in the implementation of dynamic research efforts. The reasons cited are lack of time, costs, inefficiencies and also confusion as to what dynamic assessment entails. There is, as yet, no consistent definition of dynamic assessment in South Africa, which makes it all the harder to entrench dynamic assessment as a methodology and implement it on as wide a scale as possible. Most research efforts in this field in South Africa presently comprise Master's and Doctoral studies and are, for the most part, efforts emanating from a handful of tertiary institutions. Some past research efforts have been successful but have since been disbanded, whereas there has been a growing awareness of the usefulness of dynamic assessment but it is not being implemented for the reasons stated above. This study investigates these results. Dynamic assessment is most certainly a prudent and effective partial solution to the issue of assessment in South Africa and can no longer be ignored. Yet, with cautious interpretation of the results, researchers and practitioners in the field will be better able to arrive at a more informed opinion of the advances in the field when allowed to scour past and present research. / Thesis (MA (Research Psychology))--University of Pretoria, 2003. / Psychology / unrestricted

No description available.