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A study of attitudes of school personnel and student enrolled in special units toward the program of education for the execeptional child in Bay County, Florida.Hewett, Martha Hart Unknown Date (has links)
No description available.
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An evauation of the physical education program in the elementary schools of Colquitt County, Georgia.Murphy, Huey Thaxton Unknown Date (has links)
No description available.
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A unit of physical education activities to be used in a course on personal grooming at Webber College, Babson Park, Florida.Boling, Doris Helton Unknown Date (has links)
No description available.
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Trends in teaching the social studies in Northwest Florida.Melvin, Willis F. Unknown Date (has links)
No description available.
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Entrepreneurship leadership and creativityAvenant, Leonie 03 1900 (has links)
Thesis (MEd)--Stellenbosch University, 2000. / ENGLISH ABSTRACT: In this masters thesis the nature and theory of entrepreneurship, leadership and
creativity are discussed. The primary objectives were to identify the entrepreneur.
The secondary objectives were to evaluate that when he corporates his
leadership skills and creativity if he can be a winner. Entrepreneurs create and
manage change. Action-orientation is the essence of entrepreneurship.
In order to achieve the above-mentioned objectives an in-depth literature study
was carried out. It was followed by informal interviews with different
entrepreneurs, managers and leaders of big and small businesses. Young
entrepreneurs were also interviewed. During this study it was found that
leadership and creativity are necessary for entrepreneurship, in order to prosper
in an increasingly competitive world.
Development of entrepreneurship, leadership and creativity becomes an
important strategic objective of schools and other organisations. There is a need
for training young people and adults efficiently. This situation poses definite
challenges. On the part of educators it requires innovative and unique
approaches to develop these abilities.
Entrepreneurs are leaders. Being a leader is a prerequisite to entrepreneurship.
An entrepreneur must be a leader to attract, retain and get the most out of
financiers, suppliers, customers, consultants, professionals and contractors. He
must be a leader to get the best out of himself. Some entrepreneurs lead in such
a way that their leadership is easy to observe and to understand, while others'
ways are less visible or comprehensible; but they are all leaders.
One thinks that leaders are born with leadership talent. Some small elements of
leadership may come with birth (Shefsky, 1994: 168), but those elements tend to
determine the quality of the leadership, not the existence of leadership talent.
People can be educated how to be leaders. This can also be taught at school.
Entrepreneurial leadership develops by keeping perspective so that dreams can
become reality, knowing why one must lead, identifying targets and staying focussed. Like other forms of leadership, entrepreneurial leadership entails a
blend of what is ethically correct and what is financially successful.
The entrepreneurial leader must be prepared for the stimulation and the
responsibility of the position.
Creativity in entrepreneurship is challenging and stimulating. Intuition is the
enabling factor in creativity. Once the entrepreneurial leader creates, he tears
apart his good ideas. He will analyse how long his idea will take to develop, what
the risk is and what the market is. He will estimate both sides of success,
spectacular and worst case scenarios. His mind will be open for creativity to truth.
He will be inquisitive, he will question everything and try to figure out how in the
world everything can be done better. / AFRIKAANSE OPSOMMING: In hierdie verhandeling word die aard en teorie van entrepreneurskap,
leierskap en kreatiwiteit bespreek. Die primêre doelwitte was om te bepaal
of die entrepreneur suksesvol kan wees as hy leierskap en kreatiwiteit
koppel aan entrepreneurskap. Die entrepreneur skep verandering en hy
bestuur verandering. Die wese van die entrepreneur is daarin om
daadwerkilk op te tree.
Om bogenoemde doelwitte te verwesenlik, is en diepgaande
Iieteratuurstudie gedoen, asook onderhoude gevoer met verskeie
entrepreneurs, bestuurders en leiers van groot en klein sakeondernemings.
Daar is ook onderhoude met skoolgaande en jong
entrepreneurs gevoer.
Tydens die studie is bevind dat leierskap en kreatiwiteit noodsaaklik is vir
entrepreneurskap ten einde voorspoedig te wees en vooruit te gaan in en
Wêreld wat toenemend mededingend raak.
Ontwikkeling van entrepreneurskap, leierskap en kreatiwiteit raak al hoe
meer die strategiese doelwitte van skole en ander organisasies. Daar is en
behoefte daaraan om jong mense en volwassenes effektief op te lei.
Hierdie situasie skep werklik uitdagings.
Aan die kant van die opvoeders vereis dit unieke verandering deur
nuwighede in te voer en unieke benaderings te ontwikkel, ten einde
hierdie vermoëns te ontwikkel.
Entrepreneurs is leiers. Om en leier te wees, is en vereiste vir
entrepreneurskap. en Entrepreneur moet en leier wees ten om die
finansiers, verskaffers, kliënte, konsultante, beroepslui en kontrakteurs aan te trek, hulle te behou en die meeste uit hulle te haal. Hy moet 'n leier
wees om die beste uit homself te kry. Sommige entrepreneurs lei op so 'n
manier dat hulle leierskap maklik waarneembaar en verstaanbaar is.
Ander se leierskap is weer minder sigbaar of verstaanbaar, maar hulle is
almal leiers.
Daar word algemeen aanvaar dat leiers gebore word met leierskaptalent.
Sommige beginsels van leierskap is reeds by geboorte aanwesig
(Shefsky, 1994: 168), maar hierdie beginsels is geneig om die bestaan
van leierskap te bepaal, maar nie die bestaan van leierskap talent nie.
Mense kan opgelei word on leiers te wees. Leierskap kan ook in die skool
aangeleer word.
Ondernemende leiers ontwikkel deur perspektief te behou sodat hulle
drome werklikheid word, deur te wete te kom hoekom hulle moet lei, deur
doelwitte te stel en gefokus te bly. Soos enige vorm van entrepreneurskap
tree hulle eties korrek op om finansieel suksesvol te wees.
Kreatiwiteit en entrepreneurskap skep 'n uitdaging en is stimulerend.
Intuïsie is die bydraende faktor tot kreatiwiteit. Sodra die voornemende
leier skep, haal hy sy idee uitmekaar uit. Hy analiseer hoe lank dit sal duur
voor sy idee ontwikkel, wat die risiko is en waaroor die mark geleenthede
gaan. Hy maak 'n waardebepaling van moontlike suksesse of mislukkings.
Hy is ingestelop kreatiwiteit, is ondersoekend en weetgierig. Hy doen alles
in sy vemoë om 'n belangrike rol te speel om die wêreld 'n beter plek te
maak.
Klem is gelê op die eienskappe, vaardighede, rolle en funksies van die
voornemende leier en watter rol leierskap en kreatiwiteit in
entrepreneurskap speel.
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An individualized performance appraisal system for academic staff at Peninsula TechnikonCronje, Standford Ebraim 03 1900 (has links)
Thesis (MPhil)--University of Stellenbosch, 2001. / ENGLISH ABSTRACT: Higher education depends heavily on government funding, yet the tendency in both
industrial and developing countries is one towards a decrease in budget allocation for the
maintenance or improvement of higher education. At the same time institutions of higher
learning are increasingly required to give account of that performance.
Higher Education institutions will have to explore avenues of raising revenue other than
government funding. Decisions with regard to promotion and salary increases, which
form a substantial part of the expenditure on the institutional budget, must therefore be
based on justifiable grounds if these institutions are to remain viable. It is for this reason
that performance appraisal of academic staff assumes increasing significance.
This study addresses the aspect of introducing an individualised performance appraisal
system for academic staff. The research is in the format of a literature review of
performance appraisal in higher education followed by a questionnaire survey and
interviews among academic staff at an institution of higher learning.
The questionnaire survey and interviews prove that performance appraisal for academic
staff is necessary. According to the interviews there is, however, not substantive support
for an individualised performance appraisal system for academic staff. In view of the
support for performance appraisal elicited by the questionnaire survey, however, the
research recommends that an individualised performance appraisal system be introduced
for academic staff on an experimental basis, and that the research goal be subjected to
further research in a more extensive manner by taking a bigger sample and employing
different research methods. / AFRIKAANSE OPSOMMING: Die hedendaagse tendens in hoër onderwys dui op 'n vermindering van finansiële
ondersteuning deur die owerheid aan instellings vir hoër onderwys, ten spyte daarvan dat
sodanige instellings hoofsaaklik aangewese is op die owerheid vir befondsing vir die
handhawing, of selfs verbetering, van hoër onderwys. Terselfdertyd word daar groter
verantwoording van instellings vir hoër onderwys vereis.
Instellings van hoër onderwys sal ernstige oorweging daaraan moet skenk om ander
inkomstebronne as staatsbefondsing te bekom, ten einde die befondsing deur die
owerheid aan te vul. Bevordering en salarisverhogings vorm 'n groot deel van die
uitgawes op die begroting van die instelling. Besluite in hierdie verband behoort
derhalwe geneem te word op gesonde grondslae. Dit is om hierdie rede dat
prestasieboordeling van doserende personeel toenemende belangrikheid aanneem.
Hierdie navorsmg fokus _ op die instelling van 'n geïndividualiseerde
prestasiebeoordelingstelsel vir doserende personeel.
Die navorsing is in die formaat van 'n literatuurstudie van prestasiebeoordeling in hoër
onderwys, gevolg deur 'n vraelysondersoek en onderhoude met doserende personeel by
'n instelling vir hoër onderwys.
Die vraelysondersoek en onderhoude bewys dat prestasiebeoordeling van doserende
personeel wel nodig is. Daar is egter, volgens die onderhoude, onvoldoende steun vir 'n
geïndividualiseerde stelsel van prestasiebeoordeling vir doserende personeel. In die lig
van die ondersteuning vir prestasiebeoordeling soos blyk uit die vraelysondersoek, beveel
die navorsing aan die instelling van 'n geïndividualiseerde prestasiebeoordelingstelsel vir
doserende personeel op 'n proefbasis, en dat meer intensiewe navorsing ten opsigte van
die navorsingsdoelwit gedoen word deur 'n groter steekproef te neem en verskillende
navorsingsmetodes te gebruik.
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Guidelines for the training content of teacher support teamsCalitz, Magdalena Gertruide 03 1900 (has links)
Thesis (MEd)--University of Stellenbosch, 2000. / ENGLISH ABSTRACT: Teacher support teams were established in South Africa as part of the strategy for
handling the changing educational environment. These teams, without proper skills
training, were established in various parts of South Africa.
In the early phases of the research process, the need for the training of these newly
established teams arose. Team members needed skills to execute the tasks expected of a
Teacher Support Team effectively. There was no guide of which skills were in the
greatest need of training, nor any guidelines concerning the most effective methods of
training. The purpose of the present research is thus to compile a set of guidelines for the
content of a skills training manual. A small section will be devoted to preferred methods
of training.
It must be emphasized that this research only provides guidelines for the compilation of
such a training manual. The emphasis on guidelines is the result of different school,
social and physical contexts, which influenced the needs of the Teacher Support Teams.
As each team's needs concerning training content and method will differ according to
their circumstances, so will their training manual. It is therefore not feasible to compile a
set, skills training manual to suit everyone. Broad guidelines will thus be given in order
for each team to compile their own training manual to suit their own training needs. The
co-ordinator of the newly established Teacher Support Team may facilitate the
compilation of such a training manual.
A list of possible skills to increase the effectivity of the team was compiled from the
available literature study. A detailed discussion of the respective skills has been done in
the literature study. This discussion may be used for the compilation of action steps in
the training of the skills. From the literature, a short discussion of the most effective training methods has also
been done. Training methods, not the content of the skills to be trained, is the focus of
this study. This is the reason for the very simplistic discussion oftraining methods.
The research group consists of six different groups of Teacher Support Teams. The first
group, a large group of 50 schools, did not react positively to the questionnaires sent to
them. The second group consisted of spontaneously formed Support Teams while the
third, fourth, and fifth groups were Teacher Support Teams, which were facilitated by a
co-ordinator. The sixth group was a school management team of supportive nature.
Skills in need of training and preferred training methods formed the focus of this current
study. A list of needs to be trained was compared to the list of needs derived from the
literature study. The skills which overlapped in the literature study and the research
process, were indicated in the discussion of results. Most of the skills found in the
literature study were also present in the needs analysis of the research group.
Data from the literature study and from four of the five groups, which responded in the
data collection process, preferred practical training methods to theoretical methods. In
the empirical study the different groups forming the research group also preferred small
group training to mass training. Training and implementation of Teacher Support Teams
should be done on a personalized and individualized base, as the context and needs of
each school or community differ.
In conclusion it should be again stressed that this study only provides broad guidelines
for the compilation of a training manual. This is not a training manual to be used without
any adaptations. It only provides the rational of skills to be trained and some ideas on the
possible skills to be trained, the content of this training and preferred training methods. / AFRIKAANSE OPSOMMING: Onderwyser Ondersteunings Spanne is in Suid Afrika bekendgestel as deel van 'n
strategie om die veranderende onderwys siseem te hanteer. Hierdie spanne is in verskeie
dele van Suid Afrika geïmplimenteer, sonder enige vaardigheidsopleiding.
'n Behoefte aan die opleiding van hierdie spanne het reeds vroeg in die navorsingsproses
geblyk. Spanlede het vaardighede benodig om hul taak effektief te verrig. Daar is geen
riglyne oor watter vaardighede benodig word, die inhoud daarvan en die wyse
waarvolgens opleiding moet geskied, beskikbaar nie. Die doel van die huidige navorsing
is dus die samestelling van 'n stel riglyne vir die inhoud van 'n vaardighede opleidings
handleiding. Daar salook 'n klein gedeelte afgestaan word aan metodes van opleiding.
Dit moet beklemtoon word dat hierdie navorsing slegs riglyne verskaf vir die
samestelling van 'n opleidingshandleiding. Die klem op slegs riglyne is die gevolg van
die invloed wat verskillende kontekste en sosiale- en fisiese omgewings op die aard en
behoeftes van die Onderwyser Ondersteunings Span het. Elke span se verskillende
opleidings behoeftes lei tot 'n verskil in hulopleidings handleiding. Dit is daarom nie
aangewese om 'n vaste handleiding vir almal se gebruik saam te stel nie. Breë riglyne
word dus daar gestel sodat elke Onderwyser Ondersteunings Span sy eie handleiding kan
saamstel. Die saamstelling van so 'n handleiding kan deur die koordineerder van die
span gefasiliteer word.
'n Lys van moontlike vaardighede om in 'n handleiding te vervat, is saamgestel uit die
literatuur. Elke vaardigheid is in detail bespreek. Hierdie besprekings kan gebruik word
in die samestelling van aksiestappe in vaardigheids opleiding.
Uit die literatuur is a kort bespreking van die mees gevraagde opleidingsmetodes ook
saamgestel. Opleidings metodes is egter nie die fokus van hierdie studie nie. Dit is die
rede vir die baie simplistiese bespreking van opleidingsmetodes. Die navorsmgsgroep bestaan uit ses verskillende groepe Onderwyser Ondersteunings
Spanne. Die eerste groep het bestaan uit 50 skole wat nie positief op die vraelyste
gereageer het nie. Die tweede groep is spontaan gevormde Ondersteunings Spanne. Die
derde, vierde, en vyfde groepe is Onderwyser Ondersteunings Spanne wat deur 'n
fasiliteerder gekoordineer word. Die sesde groep is 'n skool bestuurspan met 'n
ondersteunende karakter.
Die noodsaak van vaardigheidsopleiding en die vaardighede wat opgelei moet word is die
fokus van die huidige studie. 'n Lys van behoeftes vir opleiding is vergelyk met
behoeftes uit die literatuur studie. Die vaardighede wat tussen die literatuurstudie en die
navorsingsproses oorvleuel, is aangedui in die uiteensetting van die bevindinge. Die
meeste van die vaardighede uit die literatuurstudie oorvleuel met dié uit empiriese
navorsmg.
Inligting uit die literatuurstudie en die navorsingsproses het gewys op die voorkeur van
praktiese opleidingsmetodes bo teoretiese opleiding. Die navorsingsproses het ook 'n
voorkeur vir kleingroep opleiding bo massa opleiding aangedui. Opleiding en
implementering van Onderwyser Ondersteunings Spanne moet op 'n persoonlike en
geïndividualiseerde basis geskied aangesien skole en sosiale kontekste verskil.
Ter afsluiting moet dit weer eens beklemtoon word dat hierdie slegs breë riglyne is vir
die samestelling van 'n opleidingshandleiding. Hierdie is dus nie per sy 'n
opleidingshandleiding wat sonder enige aanpassings gebruik kan word nie. Dit verskaf
slegs die rasionaal van vaardighede wat opgelei moet word. Dit verskaf ook idees
aangaande die vaardighede wat opgelei moet word, die inhoud van hierdie opleiding en
die gewildste opleidingsmetodes.
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Die psigososiale ontwikkeling van leerders in die ACE (Accelerated Christian Education)-skoolVorster, Hein 12 1900 (has links)
Thesis (MEdPsych)--University of Stellenbosch, 2001. / ENGLISH ABSTRACT: In this study an investigation was conducted to determine whether the
education in ACE-schools(within the South African context) provides in
the development needs of learners.
Political changes in South Africa have, on the one hand, led to the
perception amongst especially Christian parents, that, due to a strong
humanist tendency in state schools, their children experience a lack of
adequate Christian education. On the other hand, the education
system in South Africa has enabled the establishment of a wide range
of different educational institutions from which parents can choose the
one that provides in their unique needs.
Accelerated Christian Education (ACE) is a Christian education system
that originated in the USAbut is now implemented world-wide. The
uniqueness of this system lies in the fact that education is mostly
provided via written material which every learner can master
individually and on his/her own time (within the classroom setting). The
advantages are in the individualizing of learning, but a question arises
as to the desirability of the lack of interpersonal communication in the
learning activities.
A literature study was undertaken to establish the psychosocial
development needs that have to be provided in to ensure that learners
are guided towards effective and balanced adulthood. An overview
was also obtained on Christian education in general and on the ACEsystemin
particular.
To evaluate the ACE-system in practice, the views (and especially
criticism) of theorists and authors are supplemented by information gathered from parents, learners and teachers from three ACE schools.
This information was gathered by means of individual informal
discussions. The research groups consisted of five representatives from
each of the sub-groups from each of the three schools (N=45).
The most important findings are the following: The ACE school system
offers an acceptable alternative to parents who wish to ensure that
their children receive education of a more Christian nature, or at least
education in a Christian setting. Other benefits include individualizing
and the fact that learners set their own learning objectives daily, which
simplifiesmotivation and discipline.
From an educational psychological perspective, the ACE schoolsystem
does, however, have important deficiencies:
• Firstly,the nature of education in an ACE school does not make
adequate provision for interpersonal communication. The
importance of interpersonal communication for effective
learning, whether it be in the form of content being mediated to
the learner via the teacher, or through classroom discussions
(peergroup interaction) iswidely accepted.
• Secondly, the exclusive nature of the ACE school leads to the
isolation of learners from the wide variety of people, views and
religious beliefs that are present in society.
• Thirdly, in the ACE school little, if any, provision is made for
physical activities, which are important for balanced
development of learners.
• Lastly, the ability of ACE schools to make provision for learners
with special education needs, islimited.
Following from these findings, a few recommendations are made. / AFRIKAANSE OPSOMMING: In hierdie studie is 'n ondersoek gedoen om vas te stel of die onderrig in
ACE-skole (in die Suid-Afrikaanse konteks) voorsien in die ontwikkelingsbehoeftes
van leerders.
Politieke veranderinge in Suid-Afrika het meegebring dot veral
Christenouers die persepsie het dot hul kinders, weens 'n sterk
humanistiese inslag in staatskole, gebrek Iy aan voldoende Christelike
opvoeding. Verder het die opvoedingsbestel in Suid-Afrika dit moontlik
gemaak dot In wyer verskeidenheid van opvoedingsinstellings gevestig
word waaruit ouers die een kan kies wat aan hul unieke behoeftes
voldoen.
Accelerated Christian Education (ACE) IS In Christelike
opvoedingstelsel wat sy ontstaan in die VSA gehad het. maar nou
wereldwvd ge'implementeer word. Die uniekheid van hierdie stelsel Ie
daarin dot onderrig grootliks geskied via geskrewe materiaal wat elke
leerder individueel en op sy eie tyd (binne die klaskamer) bemeester.
Die voordele Ie in die individualisering van leer, maar In vraag ontstaan
no die wenslikheid van die gebrek aan interpersoonlike kommunikasie
in die onderriggebeure.
In Literatuurstudie is onderneem om te bepaal in watter psigososiale
ontwikkelingsbehoeftes voorsien moet word om te verseker dot
leerders begelei word no effektiewe en gebalanseerde volwassenheid.
Verder is 'n oorsig verkry van hoe Christelike onderwys in die algemeen,
en die ACE-stelselin die besonder, door uitsien.
Om die ACE-stelselin die praktyk te evalueer is die menings (en veral
kritiek) van teoretici en outeurs aangevul deur inligting wat verkry isvan ouers. leerders en onderwysers van drie ACE-skole. Hierdie inligting is
verkry deur middel van individuele informele gesprekke. Die
ondersoekgroepe het bestaan uit vyf verteenwoordigers uit elk van die
subgroepe uit elk van die drie skole (N=45).
Die belangrikste bevindinge is die volgende: Die ACE-skoolstelselbied
'n aanvaarbare alternatief vir ouers wat graag wil toesien dot hul
kinders meer Christelike opvoeding ontvang, of dan ten minste
opvoeding in 'n Christelike omgewing ontvang. Ander voordele sluit in
individualisering en die feit dot leerders daagliks hul eie leerdoelwitte
stel, wat motivering en dissipline vergemaklik.
Vanuit 'n opvoedkundig-sielkundige perspektief bevat die ACEskoolstelselegter
belangrike leemtes:
• Eerstens maak die aard van onderrig in 'n ACE-skool nie
voldoende voorsiening vir interpersoonlike kommunikasie nie. Die
belangrikheid van interpersoonlike kommunikasie vir effektiewe
leer, hetsy in die vorm van inhoud wat via 'n onderwyser no die
leerder gemedieer word, of in klaskamergesprekke
(portuurgroepinteraksie) word wyd as gegewe aanvaar.
• Tweedens lei die eksklusiewe aard van die ACE-skool daartoe
dot leerders ge"isoleerword van die wye verskeidenheid mense,
sienswysesen geloofsoortuigings wat in die samelewing bestaan.
• Derdens word in die ACE-skool min, indien enige, voorsiening
gemaak vir fisieke aktiwiteite; nog 'n belangrike aspek vir die
gebalanseerde ontwikkeling van leerders.
• Laastens isdie verrnoe van ACE-skoleom voorsiening te maak vir
leerders met spesiale onderwysbehoeftes, beperk.
Voortspruitend uit hierdie bevindinge word enkele aanbevelings
gemaak.
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The design and evaluation of a cognitive skills assessment checklist for educatorsCoosner, Carroll Diane 12 1900 (has links)
Thesis (MEd)--University of Stellenbosch, 2001. / ENGLISH ABSTRACT: Post-apartheid South Africa has seen a shift to process-centred, outcomesbased
(OBE) education. Within this paradigm much has been written and
recommended as regards assessment, specifically authentic assessment,
which needs to be continuous. Within this transformatory model of teaching
and assessment, it is vital for the educator to understand how the learner
learns in order to assess him/her authentically.
Because cognition has to do with how learners acquire, store and utilize
information, the best way to assess cognitive ability is to assess those thought
processes that are involved in arriving at the products of cognition directly.
Being process-based and judging the learners' responsiveness to instruction,
it becomes important for the educator to examine how a learner learns, before
educators can hope to categorise and analyse the learners' ability to learn.
The paucity of the data base search revealed that the design of such a
cognitive checklist was imperative. The checklist had to be easily understood,
practical and easily impiementabie.
The researcher based the checklist on Feuerstein's (1980) model, which is
underpinned by the concepts of structural cognitive modifiability (SCM) and
the mediated learning experience (MLE).
SCM is based on the assumption that human beings have the capacity to
modify their cognitive functions and adapt to life's changing demands. They
are thus open systems which are amenable to cognitive changes. Structural
changes are pervasive and determine cognitive function in a broad series of
mental activities. Feuerstein has suggested a list of deficient cognitive
functions at the input, elaboration and output phases of the mental act. These
serve as guidelines for observational and mediational efforts. The
identification of the deficient cognitive function, the level of modifiability and
the mediation required to change them are considered to be of vital
importance to predicting future learning. This basic assumption shifts the responsibility for a person's modifiability from that individual to the mediator or
educator.
The basic parameters of the cognitive process are subsumed into the
cognitive map. These include: content; operation; modality; phase (input,
elaboration, output); level of complexity; level of abstraction and level of
efficiency.
The present researcher reframed all the basic components of the learning
phases into easily accessible English and provided examples of sub-skills
(150) necessary for the successful acquisition of learning at that phase of the
learning process.
The literature study was followed by a pilot-study. This was carried out in
order to refine the checklist and make sure that it was, indeed, user-friendly,
easily understood, impiementabie without training and that it yielded
information which the educators found to be professionally beneficial and
enriching. The results of the pilot-study were incorporated into The Checklist
To Assess Cognitive Skills' (Chapter 4).
The result of the research was unanimous as regards the above-mentioned
goals. The educators all realised the necessity of linking assessment to
instruction and understood how crucial it is that educators understand and
appreciate how a learner learns and hence, develops. / AFRIKAANSE OPSOMMING: Na apartheid het Suid-Afrika 'n verskuiwing na prosesgesentreerde,
uitkomsgebaseerde onderwys (UGO) beleef. Binne hierdie paradigma is baie
geskryf en aanbevelings gemaak oor assessering, veraloor outentieke
assessering wat deurlopend toegepas moet word. Binne hierdie
transformatiewe model van onderrig en assessering is dit van besondere
belang dat opvoedkundiges moet verstaan hoe die leerder leer ten einde hom
of haar op 'n outentieke wyse te kan assesseer.
Omdat kognisie te doen het met die verwerwing, prosessering, storing en
aanwending van inligting, is die geskikste wyse om kognitiewe verweë te
assesseer, om daardie denkprosesse te assesseer wat direk betrek word ten
einde by die produkte van kognisie uit te kom. Aangesien dit proses
gebaseerd is, en gaan om die beoordeling van leerders se responsiwiteit op
onderrig, word dit belangrik vir die opvoedkundige om te ondersoek hoe 'n
leerder leer, voordat die opvoedkundige met enige mate van sukses leerders
se leervermoëns sal kan kategoriseer en analiseer.
Die beperkte omvang van die databasis-soektog beklemtoon dat die ontwerp
van 'n kognitiewe kontrolelys vir opvoedkundiges imperatief is. Die kontrole
lys moet verstaanbaar, prakties en maklik implementeerbaar wees. Die
navorser het die kontrolelys gebaseer op Feuerstein (1980) se model wat
onderlê word deur die konsepte van strukturele kognitiewe modifieerbaarheid
(SCM) en die gemedieerde leerervaring (MLE).
Struktuele kognitiewe modifieerbaarheid (SCM) is baseer op die aanname dat
mense oor die vermoë besit om hulle eie kognitiewe funksies te modifieer en
om aan te pas by die veranderende eise van die lewe. Hulle is dus
oopsisteme wat vatbaar vir kognitiewe veranderinge is. Struktuele
veranderinge is deurdringend van aard en bepaal kognitiewe funksionering in
'n breë reeks van denkaktiwiteite. Feuerstein het 'n lys van ontoereikende
kognitiewe funksies by die invoer-, uitbreidings- en uitvoerfases van die
denkhandeling voorsien. Hierdie lys dien as riglyne by beide waargenome en gemedieerde pogings. Die identifikasie van ontoereikende kognitiewe
funksies, die vlak van modifieerbaarheid en die mediëring om dit te wysig,
word as van kardinale belang beskou in toekomstige leer.
Die basiese parameters van die kognitiewe proses word gesubsumeer in die
kognitiewe kaart. Dit sluit in: inhoud; operasie; modaliteit; fase (invoer,
uitbreiding, uitvoer); vlak van kompleksiteit; vlak van abstraksie en vlak van
effektiwiteit.
Die navorser het al die basiese komponente van die leerfases in toeganklike
Engels herskrywe en het voorbeelde van 150 subvaardighede, nodig vir
suksesvolle verwerwing van leer in daardie spesifieke fase van die leerproses,
voorsien.
Die literatuuroorsig is deur 'n loodsstudie opgevolg. Die loodsstudie is
uitgevoer ten einde die kontrolelys te verfyn en om te vergewis dat dit werklik
gebruikersvriendelik, maklik verstaanbaar, en toepasbaar is sonder opleiding,
en dat dit inligting voorsien wat 'n voordelige en verrykende professionele
bydrae sal maak. Die bevindings van die loodsstudie is in die Kognitiewe
Kontrolelys geïnkorporeer (Hoofstuk 4).
Die navorsingsbevindings het op eenstemmige wyse die realisering van
bostaande doelwitte onderskryf. Die opvoedkundiges het almal die
noodsaaklikheid van die verbinding tussen assessering en onderrig verstaan
en ook van die belangrikheid dat die opvoedkundige begrip en waardering
toon van hoe 'n leerder leer en dus ontwikkel.
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The prevalence of anxiety in a group of 7 to 13 year old learners in the Western CapePerold, Mariechen Deirdre 12 1900 (has links)
Thesis (MEdPsych)--University of Stellenbosch, 2001. / ENGLISH ABSTRACT: A study of the relevant literature revealed anxiety disorders to be of the most prevalent
psychiatric disorders of childhood. Prevalence is put at between1 % and 20% in different
studies. The purpose of this study was to gather data regarding the prevalence of
anxiety in a group of learners in the Western Cape. Literature regarding the different
etiological theories of anxiety, the classification of anxiety disorders, their prevalence,
the living conditions of the child in South Africa and the assessment of anxiety in
children were explored. The study further examined DSM-IV defined anxiety disorder
symptoms in a large community sample of 7 to 13 year old learners in the Western
Cape. This was done by a simple survey approach, using quantitative measures. Two
self-report questionnaires were used, ie the Spence Children's Anxiety Scale (SCAS)
and the Screen for Child Anxiety Related Emotional Disorders (SCARED). Results
showed that the psychometric properties of the SCAS and the SCARED were moderate
(convergent validity) to sufficient (reliability). The original factor structure of the SCAS
and the SCARED did not emerge in this sample of learners, although factor analysis did
yield evidence of the presence of a number of the hypothesised anxiety categories (ie
social phobia, panic disorder, fears and generalised anxiety disorder). Results also
indicated that a high percentage of the subjects reported serious anxiety symptoms,
namely 22% on the SCAS and 25.6% on the SCARED. The most common anxiety
symptoms of the learners in the Western Cape pertained to generalised anxiety
disorder, separation anxiety disorder, social phobia, and obsessive-compulsive disorder.
Studying the content of the most common responses revealed that symptoms referring
to compulsive behaviours and physical separation from the parents were frequent. / AFRIKAANSE OPSOMMING: 'n Studie van die relevante literatuur het aan die lig gebring dat angsversteurings van
die mees algemene psigiatriese versteurings tydens die kinderjare is. Die voorkoms
daarvan wissel tussen 1% en 20%, en die doel van hierdie studie was om data oor die
voorkoms van angs by 'n groep leerders in die Wes-Kaap in te samel. Literatuur oor die
verskillende etiologiese teorieë rakende angs, die klassifikasie van angsversteurings,
die voorkoms daarvan, die lewensomstandighede van die kind in Suid-Afrika, en die
assessering van angs, is ondersoek. Daarna is angsversteurings soos gedefinieer deur
die DSM-IV, ondersoek in 'n groot steekproef vanuit die gemeenskap, van 7- tot 13-
jarige leerders in die Wes-Kaap. Dit is gedoen deur van 'n eenvoudige opname ontwerp
gebruik te maak, en deur kwantitatiewe metodes te gebruik. Twee vraelyste waarin die
subjekte inligting omtrent hulself verskaf, is gebruik, naamlik die Spence Children's
Anxiety Scale (SCAS) en die Screen for Child Anxiety Related Emotional Disorders
(SCARED). Resultate het aangetoon dat die psigometriese eienskappe van die SCAS
en die SCARED matig (die konvergerende geldigheid) en voldoende (die
betroubaarheid) was. Die oorspronklike faktorstruktuur van die SCAS en die SCARED
het nie na vore gekom in hierdie steekproef nie. Faktoranalise het egter die
teenwoordigheid van 'n aantal gehipotetiseerde angskategorieë aangedui, naamlik
sosiale fobie, paniekversteuring, vrese en algemene angsversteuring. Resultate het ook
getoon dat 'n hoë persentasie van die respondente die teenwoordigheid van ernstige
angssimptome aangedui het, naamlik 22% op die SCAS en 25.6% op die SCARED. Die
mees algemene angssimptome by die leerders in die Wes-Kaap het te doen gehad met
algemene angsversteuring, skeidingsangs, sosiale fobie en obsessief-kompulsiewe
versteuring. Simptome watte doen het met kompulsiewe gedrag en fisiese skeiding van
hulouers, het die populêrste geblyk te wees.
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