Magister Artium - MA / Domestic violence has reached epidemic proportions worldwide. Every year, 275 million children globally are exposed to domestic violence. Witnessing domestic violence during childhood has been linked to various risks such as potential health risks, unemployment, deviant behavior, susceptibility to other subsets of family violence, various psychopathologies, as well as potential perpetration and revictimization. Boys are twice as likely to become perpetrators of abuse in adulthood if they have witnessed domestic violence in comparison to boys from nonviolent homes. Girls exposed to domestic violence were shown to be more accepting of abusive married life than girls from non-violent homes. The aim of the study was to describe the perceptions of childhood exposure to domestic violence as a predisposing factor for revictimization in adulthood. The study used a quantitative approach with a cross-sectional correlational design. The sample consisted of 77 female participants from shelters across Cape Town, Western Cape. The study employed an adapted version of The Child Exposure to Domestic Violence (CEDV) Scale. The questionnaire was divided into three sections, namely demographic details, types of exposure to domestic violence the adult may have experienced as a child, and lastly current adult experiences of domestic violence. The data was analyzed using the Statistical Package for Social Sciences V21 (SPSS). Results suggest that there is a significant positive relationship between past perceived experiences of domestic violence and present perceived experiences of domestic violence. Limitations and recommendations are stipulated for proposed intervention strategies and further study expansion on this topic

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Thesis (MPhil (Modern Foreign Languages))--University of Stellenbosch, 2006. / With continuing advances in technology, computer-assisted instruction provides opportunities for individualized, interactive learning. In the research paper, I employed the theoretical framework of CALL and the philosophy of cognitive psychhology to promote learner autonomy in the second language aquisition of Chinese...

Within the past decade little research has been conducted in the United States to examine the preparedness of beginning speech-language pathologists; the seminal article used for this research study comes from the United Kingdom (Horton, Byng, Bunning, & Pring, 2004). Literature from the past few decades indicates that there may be deficiencies in the way that beginning speech-language pathologists are being trained clinically. The review of the literature suggests that the field may lack a clear and broadly supported learning theory or framework for the clinical supervision and training of speech-language pathology graduate students. The literature further supports the importance of work-embedded learning and problem-based learning, as well as suggests a theoretical framework that may be utilized for supervision and clinical training in the future. The purpose of this exploratory phenomenological study is to understand and describe how speech-language pathology graduate students perceive their clinical training and supervision obtained during graduate school prepared them for their first externship placements. The literature suggests that a framework for the transfer of theoretical knowledge into the clinical setting is often not present in graduate academic programs (Horton & Byng, 2000b). Models of highly effective practices that are grounded in adult learning theory and empirical research regarding clinical training and supervision should be taken into account. In this way, department-level leaders may be able to design more effective models for clinical training and supervision. The data from participant interviews conducted for this study were organized into two over-arching themes: supervision and clinical experiences. The data in each theme were further organized into more specific categories. The theme of supervision includes five categories: a) most helpful supervisor characteristics, b) least helpful supervisor characteristics, c) differences in supervision, d) feedback from supervisors, and e) working with different supervisors. In addition, the theme of clinical experiences includes four categories: a) differences between in-house experiences and externship experiences, b) significant aspects of clinical training, c) limitations of clinical training, and d) limitations of clinical coursework.

Made available in DSpace on 2016-03-15T19:43:25Z (GMT). No. of bitstreams: 1 Maria Beatriz de Campos Elias.pdf: 1284982 bytes, checksum: 35b1c84c8c6c16d75a63655dcebfe680 (MD5) Previous issue date: 2008-08-18 / In the current scenery of the information society, the new communication and information tecnologies are affecting especially the professional and educational worlds. But do the multimedia messages, that already invaded classrooms, really work? Richard Mayer s answer is yes, as he proposes his multimedia cognitive learning theory. And how have teachers been applying these techonological resources they now have access to? In order to answer this question, a ten day imersion was made on the Colégio Portinari in Salvador, concerning especially a history course in which the teacher uses multimedia sequences made by himself. / No cenário atual da sociedade da informação, as novas tecnologias da comunicação e da informação vêm afetando em particular o mundo do trabalho e o da educação. Mas as mensagens multimídias, que já invadiram as salas de aula, realmente funcionam? Sim, responde Richard Mayer, ao propor sua teoria cognitiva da aprendizagem multimídia. E na prática, como os professores vêm utilizando os recursos tecnológicos de que dispõem? Em busca da resposta a essa pergunta, fez-se uma imersão de dez dias no Colégio Portinari, de Salvador, onde leciona um professor de História que constrói suas próprias sequências multimídias.

University of Macau / Faculty of Education

Thesis (M.Ed. (Mathematics, Science and Technology Education)) -- University of Limpopo, 2020 / The purpose of this is to investigate how teachers go about for the development of Creative Thinking Skills (CTS) in a grade 9 technology classroom. The introduction of technology in the South African curriculum by the Department of Basic Education (DBE) to develop CTS through the Design Process (DP) as the cornerstone of the learning area. Technology as a learning area should provide learners with opportunities to solve real-life problems, in the process developing their CTS (DBE, 2011). In the 21st century, CTS have been seen as skills that are crucial across the spectrum of day to day activities. However; it appears to be very complex for technology teachers to enhance the teaching and learning of CTS in a technology classroom. The literature suggests that technology teachers tend to suppress the development of learners’ CTS by limiting the process of teaching and learning to low order thinking cognitive levels rather than high order cognitive levels. This study employed a qualitative research enquiry, purposive sampling was used for the selection of the relevant participants. Qualified technology teachers who teach grade 9 technology with at least three years’ experience in teaching technology were considered. Data collection was obtained through interviews, observation and document analysis. The research finding showed that teachers lack the understanding of policies, particularly CAPS hence they continuously compromise its implementation hindering with the development of CTS of learners as it is envisaged in the CAPS document. Furthermore, the research findings reveal that the teacher has a little or no understanding of what is creative thinking (CT) and what it entails, hence they did not unpack what is it exactly that they do to support the development of learners CTS in a technology classroom This study recommends that technology teachers be familiar with the CAPS document and implement it correctly without any compromise. Furthermore; understanding of the design process is of vital importance to teachers as it is the cornerstone of teaching and learning, particularly the development of CTS of learners. Technology teachers need also to have a clear understanding of what CT is and what it entails, that will assist to arouse their CT and help to develop the CTS of learners in a technology classroom.

M.A. (Research Consultation) / Adolescent and sexual reproductive health has been identified as among the most important health and development priorities by the South African development (Department of Health, 1995; African National Congress, 1994). The South African government, like many governments in the sub-Saharan region view with concern the region’s rapid population growth and high birth rates particularly among adolescents. This study investigated the perceptions of young mothers regarding teenage pregnancy. Eight participants who live in Vredendal, a predominantly Coloured area in the Western Cape Province of South Africa, were selected for interviewing using convenient sampling. Transcripts of unstructured interviews were analysed using thematic content analysis. The findings of the study suggest that young mothers initially perceive teenage pregnancy negatively. These perceptions progressively changes to a positive one. Furthermore, the results indicate a limited awareness of available preventative interventions. Results further show participants tend to experience their relationships with significant others as positive. / Psychology

Adolescent and sexual reproductive health has been identified as among the most important health and development priorities by the South African development (Department of Health, 1995; African National Congress, 1994). The South African government, like many governments in the sub-Saharan region view with concern the region’s rapid population growth and high birth rates particularly among adolescents. This study investigated the perceptions of young mothers regarding teenage pregnancy. Eight participants who live in Vredendal, a predominantly Coloured area in the Western Cape Province of South Africa, were selected for interviewing using convenient sampling. Transcripts of unstructured interviews were analysed using thematic content analysis. The findings of the study suggest that young mothers initially perceive teenage pregnancy negatively. These perceptions progressively changes to a positive one. Furthermore, the results indicate a limited awareness of available preventative interventions. Results further show participants tend to experience their relationships with significant others as positive. / Psychology / M. A. (Research Consultation)

In the light of increasing concerns related to violence in the South African society, this study sought to explore the nature of aggression amongst Grade R learners through the voices of principals, phase heads, educators, parents and support staff. Bandura’s Social Learning Theory, Social Learning Cognitive Theory and Bronfenbrenner’ Bio-ecological Theory provided the theoretical lens for this qualitative study. The study was undertaken in two primary schools and one nursery school with 22 participants in the Johannesburg area in South Africa. Data was produced through interviews and questionnaires. The findings show that the nature of aggression is complex, multi-dimensional and contextual. Aggressive behaviour was conceptualised as interconnected physical and emotional states coupled with the verbal competence to act out aggressive behaviour. This was triggered by a number of factors included in the genetic and environmental domains. The exploration of approaches, methods and lines of intervention suggest the need for multi-stakeholders to work together for holistic and responsive interventions. These findings contributed to the development of the Tree of Nurturance in order to unravel a contextualised site-based model for intervention to address aggressive behaviour. / Early Childhood Education / D. Ed. (Socio-Education)