Thesis (M.A.)--University of Melbourne, Dept. of History, 2007. / Typescript. Includes bibliographical references (leaves 62-68).

Thèse (M. Ed.)--Université du Québec à Chicoutimi, 2007. / La p. de t. porte en outre: Mémoire présenté à l'Université du Québec à Chicoutimi comme exigence partielle de la maîtrise en éducation. CaQCU Bibliogr.: f. [130]-134. Document électronique également accessible en format PDF. CaQCU

This research investigates the benefits of adventure-based activities used as a learning experience at school level. In order to scientifically investigate these benefits the study is located at a school where an adventure-based programme is being developed as part of the school's curriculum. This programme consists of a range of adventure type experiences including, rock climbing, abseiling, canoeing, mountain biking, group dynamic activities, survival camps, ropes courses and adventure racing. At Lilyfontein School these activities form part of the Life Orientation and life Skill programmes from grade 1 to grade 11. Specialized and qualified staff are used to conduct some of these programmes. Adventure-based activities are rigorous and contain elements of risk which require problem solving, good decision making and sound emotional management. These aspects present both physical and mental challenges to any participant. This study postulates that learners engaged in these adventure type activities are faced with using meta-cognitive strategies to help them through these mental and physical challenges. In doing these activities regularly learners will develop meta-cognitive strategies that will enable them to become better self-regulated learners. A self-regulated learner is able to use meta-cognitive strategies like problem solving, decision making, selfevaluation, self-monitoring, self-reflective thinking or emotional control in life generally. The aim of this research is to conduct an on-going action research study of the adventure-based programmes to determine their worth for the learners at Lilyfontein School and consequently the future of such experiences in a school's curriculum. This forms the primary goal of this research. The secondary goal is to gather valid and reliable evidence required to make an argument for the School's Governing Body (SGB) and Curriculum Development Committee (CDC) to be able to substantiate decisions relating to any such future programmes. This research regards the school context as the activity system which forms a primary case study. In order to extract maximum information from this educational system, embedded case studies will be conducted and monitored. These embedded case studies will be made up of the following groups of people: firstly the learners engaged in a variety of adventure-based experiences, secondly the educators as they observe and perceive the consequences of these experiences, and thirdly the parents as they identifY possible influences of adventure-based experiences on the behaviours, beliefs or habits of their children. In this research study data collecting techniques are used to extract infonnation from the embedded cases. Infonnation is elicited from parents and educators through the use of questionnaires and interviews. For learners, narratives and interviews are used to get a more qualitative sense of their beliefs and feelings on adventure-based experiences. However, in order to capture and document the learners' use of metacognitive strategies as they engage in the rigours of an adventure-based activity a more empirical approach is used. This approach uses in-depth observation, recording and measuring of the learners in action. Video footage is used to record the learners' reactions as they battle with fear, mental-strength, fatigue and decision making to accomplish their goal during an adventure activity. This study claims that an adventure-based experience helps to mediate the learning that will develop selfregulatory strategies in a learner. The limited research in the adventure-based learning field and more significantly the lack of empirical evidence of how meta-cognitive strategies fonn a crucial component of adventure-based activities has meant that the researcher has developed his own recording, measuring and analytical tools to serve this end. He has chosen to use Engestrom's third generation Activity Theory model which provides a useful underlying theory as well as an analytical and interpretive framework for this study. The research was conducted over a period of three years. Findings are considered in relation to the National Curriculum Statement for the GET and FET bands to ensure its relevance in the school context to the National Department of Education's expectations for the Life Orientation curriculum. The empirical findings of this study at Lilyfontein School and their relevance to the curriculum content of the National Curriculum Statement ought to provide convincing data for very important curriculum policy decisions at Lilyfontein School and in the broader educational context.

Pan, Lin. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2009. / Includes bibliographical references (leaves 173-180). / Abstract also in Chinese. / ABSTRACT --- p.I / 中文摘要 --- p.III / ACKNOWLEDGEMENTS --- p.V / TABLE OF CONTENTS --- p.VI / LIST OF TABLES --- p.IX / Chapter 1 --- INTRODUCTION --- p.1 / Chapter 2 --- LITERATURE REVIEW --- p.5 / Chapter 2.1 --- Introduction --- p.5 / Chapter 2.2 --- Research-driven Theories of Language Learning Beliefs --- p.6 / Chapter 2.2.1 --- Definition of Beliefs about Language Learning --- p.6 / Chapter 2.2.2 --- Characteristics of Beliefs about Language Learning --- p.9 / Chapter 2.2.3 --- Structure of Language Learning Beliefs --- p.11 / Chapter 2.2.4 --- The Role of Language Learning Beliefs in L2 Learning --- p.13 / Chapter 2.2.5 --- Summary --- p.15 / Chapter 2.3 --- Approaches to the Investigations of Language Learning Beliefs --- p.15 / Chapter 2.3.1 --- The Normative Approach --- p.16 / Chapter 2.3.2 --- The Metacognitive Approach --- p.17 / Chapter 2.3.3 --- The Contextual Approach --- p.18 / Chapter 2.3.4 --- Summary --- p.20 / Chapter 2.4 --- Research in Second/Foreign Language Learning Contexts --- p.21 / Chapter 2.4.1 --- The Impact of Culture on Learning Beliefs --- p.22 / Chapter 2.4.2 --- Sources of Beliefs about Language Learning --- p.25 / Chapter 2.4.3 --- Mismatches between Teachers´ة and Students´ة Learning Beliefs --- p.29 / Chapter 2.4.4 --- The Association between Individual Learning Beliefs and Learning Outcomes --- p.31 / Chapter 2.4.5 --- Summary --- p.33 / Chapter 2.5 --- Rationale for Present Study --- p.33 / Chapter 2.6 --- Summary --- p.34 / Chapter 3 --- RESEARCH METHODOLOGY --- p.36 / Chapter 3.1 --- Introduction --- p.36 / Chapter 3.2 --- Context of the Study --- p.36 / Chapter 3.3 --- Research Design --- p.38 / Chapter 3.4 --- The Pilot Study --- p.40 / Chapter 3.4.1 --- Pilot Testing Survey --- p.40 / Chapter 3.4.1.1 --- Participants --- p.40 / Chapter 3.4.1.2 --- Construction of the Survey --- p.41 / Chapter 3.4.1.3 --- Procedures --- p.43 / Chapter 3.4.1.4 --- Results --- p.43 / Chapter 3.4.2 --- Pilot Study of Semi-structured Interviews --- p.45 / Chapter 3.4.2.1 --- Participants --- p.45 / Chapter 3.4.2.2 --- Design of Interview Protocols --- p.45 / Chapter 3.4.2.3 --- Procedures --- p.46 / Chapter 3.4.2.4 --- Results --- p.47 / Chapter 3.4.3 --- Implications of Pilot Study --- p.48 / Chapter 3.5 --- The Main Study --- p.48 / Chapter 3.5.1 --- Participants --- p.49 / Chapter 3.5.1.1 --- Survey Participants --- p.49 / Chapter 3.5.1.2 --- Selection Criteria for Student Interviewees --- p.49 / Chapter 3.5.2 --- Instrumentation --- p.51 / Chapter 3.5.2.1 --- Survey --- p.51 / Chapter 3.5.2.2 --- Semi-structured Interviews --- p.52 / Chapter 3.5.3 --- Data Collection --- p.52 / Chapter 3.5.3.1 --- Survey --- p.53 / Chapter 3.5.3.2 --- Semi-structured Interviews --- p.53 / Chapter 3.5.4 --- Data Analysis --- p.55 / Chapter 3.5.4.1 --- Survey --- p.55 / Chapter 3.5.4.2 --- Semi-structured Interviews --- p.55 / Chapter 3.5.4.3 --- Triangulation of Data --- p.56 / Chapter 3.6 --- Summary --- p.57 / Chapter 4 --- SURVEY FINDINGS AND DISCUSSION --- p.59 / Chapter 4.1 --- Introduction --- p.59 / Chapter 4.2 --- General Picture of Student Learning Beliefs --- p.59 / Chapter 4.3 --- General Picture of Teacher Learning Beliefs --- p.70 / Chapter 4.4 --- Mismatch between Teachers´ة and Students´ة Learning Beliefs --- p.77 / Chapter 4.5 --- The Relationship between Individual Learning Beliefs and Proficiency Levels --- p.81 / Chapter 4.6 --- Summary --- p.85 / Chapter 5 --- INTERVIEW FINDINGS AND DISCUSSION --- p.86 / Chapter 5.1 --- Introduction --- p.86 / Chapter 5.2 --- Participants´ة Learning Beliefs --- p.87 / Chapter 5.2.1 --- Beliefs about Foreign Language Aptitude --- p.87 / Chapter 5.2.1.1 --- The general existence of specialized abilities for language learning --- p.88 / Chapter 5.2.1.2 --- Beliefs about the characteristics of successful and less successful language learners --- p.91 / Chapter 5.2.2 --- Beliefs about the Difficulty of Language Learning --- p.102 / Chapter 5.2.2.1 --- Difficulty of learning English as a foreign language --- p.103 / Chapter 5.2.2.2 --- Relative difficulty of different language skills --- p.106 / Chapter 5.2.2.3 --- Expectation for success --- p.110 / Chapter 5.2.3 --- Beliefs about the Nature of Language Learning --- p.112 / Chapter 5.2.3.1 --- Role of culture contact and language immersion in language learning --- p.113 / Chapter 5.2.3.2 --- Language learning and learning of other school subjects --- p.117 / Chapter 5.2.3.3 --- Focus of the language learning task --- p.110 / Chapter 5.2.4 --- Beliefs about Learning and Communication Strategies --- p.121 / Chapter 5.2.4.1 --- Pronunciation --- p.123 / Chapter 5.2.4.2 --- Grammar --- p.130 / Chapter 5.2.4.3 --- Vocabulary --- p.132 / Chapter 5.2.4.4 --- Reading --- p.135 / Chapter 5.2.4.5 --- Writing --- p.138 / Chapter S.2.4.6 --- Speaking --- p.140 / Chapter 5.2.5 --- Beliefs about Motivation --- p.145 / Chapter 5.3 --- Discussion --- p.150 / Chapter 5.3.1 --- Sources of Learning Beliefs --- p.150 / Chapter 5.3.2 --- Beliefs Specific to the Hong Kong Learning Context --- p.154 / Chapter 5.4 --- Summary --- p.156 / Chapter 6 --- CONCLUSION --- p.157 / Chapter 6.1 --- Introduction --- p.157 / Chapter 6.2 --- Summary of the Significant Findings --- p.157 / Chapter 6.3 --- Implications of the Research --- p.162 / Chapter 6.3.1 --- Eliminating Learners´ة Inappropriate Learning Beliefs --- p.162 / Chapter 6.3.2 --- "Improving Learners, Perceptions of Foreign Language Aptitude" --- p.164 / Chapter 6.3.3 --- Changing Learners´ة Views about the Difficulty of Foreign Language Learning --- p.165 / Chapter 6.3.4 --- Increasing Learners´ة Knowledge of Accents in Varieties of English --- p.166 / Chapter 6.3.5 --- Providing More Opportunities for Practicing English with Native Speakers --- p.167 / Chapter 6.3.6 --- Adjusting Teachers´ة English Learning Beliefs --- p.167 / Chapter 6.4 --- Limitations of the Present Study --- p.169 / Chapter 6.5 --- Suggestions for Further Studies --- p.170 / Chapter 6.6 --- Summary --- p.172 / REFERENCES --- p.173 / APPENDICES --- p.181 / Appendix A: Sample Questionnaire for Beliefs about Language Learning --- p.181 / Appendix B: Sample Questionnaire on Teachers´ة Beliefs about Language Learning --- p.185 / Appendix C: Sample Semi-structured Interview Protocol --- p.187 / Appendix D: Sample Content Form --- p.192 / Appendix E: Full result of Students' Beliefs about Language Learning Inventory (As Percentage) --- p.194 / Appendix F: Full result of Teachers´ة Beliefs about Language Learning Inventory (As Percentage) --- p.196 / Appendix G: Comparison between Teachers and Students on Language Learning Beliefs (As Percentage) --- p.198

This study emerged from a desire to put to an end the crisis mentality surrounding the status of History as a subject in the secondary school. There appears to be consensus amongst didactitions and practitioners of the subject that the present malaise from which History teaching suffers derives from a number of complex sources. The study, however, takes as its point of departure the problem of the content orientated (product) syllabus which over-emphasises the acquisition of factual information and neglects the conceptual understanding (process) of the subject. Experience is providing the futility of teaching only content (information) to the modern adolescent. Therefore in order to resolve the problem the study focuses, inter alia, on concepts, structures and syllabuses. It is concluded that all subjects are based on conceptual structures which, in turn, have a direct bearing on the authentic education of pupils in general and conceptualization in particular. It is suggested, therefore, that historical content (product) can only have formative value if it is harnessed to facilitate conceptualization (process). Towards this end a History syllabus which embraces both the product and process approaches is advocated for implementation. In essence this means that the content of History is organised around concepts, that is, relevant concepts are chosen as themes around which the syllabus content is structured. Such an approach, it is believed, would not only help to develop universally valid generalizations but also facilitate the conceptualization process necessary for obtaining historical insight. A model, with examples, is presented as a suggestion for implementation in the classroom. Altenative proposals are also mentioned. If historical conceptualization is to be effevively realised in the classroom, then it becomes necessary to obtain a perspective on the learning-psychological processes involved in conceptualization. In this regard, specific theoris are highlighted to guide the History teacher in the classroom. Ti is finally hoped that the new approach suggested would assist teachers, at least to some extent, to resolve the problem of conceptualization in History teaching and thereby help to store the subject to its original position of respect in the school curriculum / Curriculum and Instructional Studies / D.Ed. (Didactics)

Abstract This study focuses on the process of self-regulated learning by investigating in detail how learners engage in self-regulated and strategic learning when studying in g/nStudy learning environments. The study uses trace methods to enable recognition of temporal patterns in learners’ activity that can signal strategic and self-regulated learning. The study comprises three data sets. In each data set, g/nStudy technology was used to support and trace self-regulated learning. In the analysis, micro-analytical protocols along with qualitative approach were favoured to better understand the process of self-regulated and strategic learning in authentic classroom settings. The results suggested that the specific technological tools used to support strategic and self-regulated learning can also be used methodologically to investigate patterns emerging from students’ cognitive regulation activity. The advantage of designing specific tools to trace and support self-regulated learning also helps to interpret the way in which the learning patterns actually inform SRL theoretically and empirically. Depending on how the tools are used, they can signal the typical patterns existing in the learning processes of students or student groups. The learning patterns found in the students’ cognitive regulation activity varied in terms of how often the patterns emerged in their learning, how the patterns were composed and when the patterns were used. Moreover, there were intra-individual differences – firstly, in how students with different learning outcomes allocated their study tactic use, and secondly, how self-regulated learning was used in challenging learning situations perceived by students. These findings indicate log file traces can reveal differences in self-regulated learning between individuals and between groups of learners with similar characteristics based on the learning patterns they used. However, learning patterns obtained from log file traces can sometimes be complex rather than simple. Therefore, log file traces need to be combined with other situation-specific measurements to better understand how they might elucidate self-regulated learning in the learning context. / Tiivistelmä Tässä väitöskirjassa tutkitaan oppilaiden itsesäätöisen ja strategisen oppimisen ilmenemistä oppimisprosessin aikana. Tutkimuksessa hyödynnetään g/nStudy- oppimisympäristöä, jonka avulla on mahdollista tukea ja jäljittää oppimisen strategista toimintaa. g/nStudy-oppimisympäristö tallentaa lokidataa, joka on tarkkaa ajallista informaatiota siitä toiminnasta, jota oppilas tekee työskentelynsä aikana. Toisin sanoen, lokidatasta on mahdollista jäljittää ne tiedot, jotka reflektoivat strategista – ja itsesäätöistä oppimista. Erityisenä mielenkiinnon kohteena oli selvittää miten lokidatasta voi löytää strategisia oppimisen toimintamalleja, ja miten nämä strategiset oppimisen toimintamallit vaihtelevat oppilaiden, oppilasryhmien ja erilaisten oppimisen tilanteiden aikana. Väitöstutkimus muodostuu kolmesta erillisestä tutkimusaineistosta. Jokaisessa kolmessa aineistossa on hyödynnetty g/nStudy-teknologian mahdollisuuksia tukea ja jäljittää itsesäätöistä oppimista. Tutkimusaineiston analyysissä hyödynnetään mikroanalyyttista lähestymistapaa sekä laadullista tutkimusotetta. Tutkimuksen analyyttinen lähestymistapa antaa mahdollisuuden ymmärtää itsesäätöisen- ja strategisen oppimisen ilmenemistä aidossa oppimistilanteessa. Tutkimustulokset osoittavat, että oppimisympäristöön sisällytettyjä teknologisia työkaluja voidaan käyttää tukemaan itsesäätöistä ja strategista toimintaa. Sen lisäksi samoja työkaluja voidaan käyttää myös menetelmällisenä välineenä tutkittaessa itsesäätöistä – ja strategista toimintaa erilaisissa oppimistilanteissa. Tutkimus -tulokset osoittavat, että oppimisen strategiset toimintamallit vaihtelivat oppilaiden – ja oppimistilanteiden välillä. Oppimisen strategisissa toimintamalleissa oli myös laadullisia eroja sen suhteen, miten usein ne ilmenivät oppimisprosessin aikana ja mistä strategisista toiminnoista ne koostuivat. Johtopäätöksenä voi todeta, että lokidatan käyttäminen tutkimusmenetelmänä edesauttaa paljastamaan opiskelun strategisia toimintamalleja oppilaiden – ja oppilasryhmien välillä. Tutkimuksen perusteella voidaan todeta, että strategiset toimintamallit voivat olla hyvinkin monimuotoisia. On tärkeää tunnistaa, missä tilanteissa ja milloin näitä toimintamalleja käytetään ja erityisesti mikä on niiden vaikutus oppimisen laatuun.

This study researched the nature of tasks used in Grade 10 mathematics tests and end-of-year national examinations. The study was carried out in three, purposively selected, Grade 10 schools in the Ohangwena region in Northern Namibia. For the purpose of this study, a mixed method approach was employed to analyse a combination of both quantitative and qualitative data. A sample of three tests per mathematics teacher from the three participating schools and national examinations question papers for the past three consecutive years (2011-2013) were analysed using Stein, Smith, Henningsen, & Silver’s (2000) framework of cognitive demand. The study was divided into two phases. Phase 1 was the analysis of teacher test items and national examination items in terms of their cognitive demand. Phase 2 involved semi-structured interviews with three selected teachers to probe their views and find out their basis for selecting test items. The findings of this study revealed that there was no substantial difference in the distribution of the levels of cognitive demand in both tests and national examinations items. The study, however, showed that mainly tasks requiring only procedures without connections dominated the tests and the examinations. The number of higher level tasks in both tests and examinations analysed was low. There was no single task coded at level 4 in any of the teachers’ tests. Only 2% of tasks could be classified at level 4 in the examination items. The study also revealed that since tests and examinations assess the same learning objectives from the syllabus, most of the test items set by teachers were extracted from the national examinations question papers. The paper recommends that more tasks at a higher level category need to be included in assessment tasks to promote critical thinking amongst learners.

M.Ed. / Die leerder met Wiskunde sukkel omdat hy nie 'n metode het om Wiskunde te leer nie. Groot druk word op die onderwyser geplaas, want hy moet nou vir die leerder leer hoe om Wiskunde te leer. Die vraag ontstaan of daar 'n strategie of benadering van Wiskunde-onderrig bestaan wat die onderwyser kan help om die leerders te help om die nodige konsepte vir insigleer te verkry.

M.Ed. / This study is an investigation into cognitive mapping as strategy in the constructivistic approach to mathematics education to learners with a visual disability with the view to describe the change in pupils' thoughts on mathematical concepts, as well as their experiences during the process of cognitive mapping. The rationale for the investigation was derived from the shift in South African Mathematics teaching from traditional teaching to constructivistic (or problem-centered) teaching. As this implies a shift in paradigm, teachers will be in need of relevant constructivistic training to equip them with effective teaching strategies. The objective of this study is to examine cognitive mapping as a possible supportive strategy to constructivism . The study commences with a theoretical framework in which constructivism is clearly explicated. The principles of radical and social constructivism, the roots of which can be traced back to the epistemological theories of Piaget and Vygotsky, are explored. The constructivistic view of knowledge, with the relationship between public knowledge and the forming of personal knowledge, is discussed and extended to include the formation of mathematical knowledge. The focus then shifts to the concepts of instruction and learning and the role they play in the constructivistic paradigm. In the constructivistic view, learning implies cognitive restructuring, which is facilitated by assimilation and accommodation. The implications of this view of learning for instruction, and in particular mathematics instruction, is then discussed. This chapter concludes with the working definition the researcher has used to conduct the remainder of the study. The theoretical framework is structured furthermore to give background regarding cognitive mapping. According to the constructivistic approach, learning implies conceptual change. Cognitive maps externalise conceptual change by means of visual representations, and therefore it was decided to investigate them as a teaching strategy. Some definitions, as found in the literature, are given, and three types of maps are illustrated as examples. The different uses of cognitive maps, among which study strategy, lesson planning and means of evaluation, are discussed. A discussion on the different methods of constructing a map follows, with specific focus on how to include the whole class in the activity. The advantage of social interaction while constructing knowledge, is highlighted. Lastly, the advantages and disadvantages connected to cognitive mapping as teaching strategy, are discussed. The theoretical framework is complemented by a chapter on the design of the research, substantiating the choice of format and methods of data collection and analysis. The data is reported in the succeeding chapter, and examples of raw data from transcriptions, journals of the pupils and cognitive maps are presented. Finally, the consolidated data is interpreted. In the concluding chapter the findings of the study are discussed. The most significant findings of this study are: cognitive mapping, as mathematical teaching strategy, improved the understanding of grade nine learners, with a visual disability, of real numbers; the learners experienced the teaching strategy of cognitive mapping positively; the number of group members involved in the construction of a cognitive map, influenced.

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