Thesis (MPhil)--University of Stellenbosch, 2001. / ENGLISH ABSTRACT: Change characterises life in the early twenty first century and higher education is no exception. Higher education in South Africa is currently in a considerable state of flux which ultimately is actualised at institutional level. It is academic staff who encounter these changes first hand. Technikon lecturers, in particular, are faced with additional challenges not faced by their university counterparts - they have been called upon to change from a primarily vocational to an academic alignment as a result of technikons being given the right to award degrees. This study conducts a cross sectional survey of academic staff at the Port Elizabeth Technikon to identify their academic workload, with particular reference to their research function. It also seeks to establish whether lecturers consider themselves to be adequately prepared for their research function. A review of the literature reveals that lecturers in higher education are involved in a wide variety of activities, the main ones being teaching, research, service, and scholarship. The literature review also shows that in overseas institutions with missions similar to the technikons, lecturers experienced changes to their workload as a result of the restructuring of higher education. The empirical study shows that academic staff at the Port Elizabeth Technikon have much in common with their international peers in terms of the changes and pressures that have been experienced. The work reality for lecturers at the named institution includes all the traditional elements associated with being academic: teaching, research, service and scholarship. Although research is a new function, this has been positively embraced by most staff and that in most cases lecturers consider themselves to be adequately prepared for this function. The empirical study also shows that more than one third of the respondents do not support the institutional vision of becoming "the first choice technological university of South Africa". Further, the study shows that, in common with other studies, staff were of the opinion that the institution undervalues teaching and that research attracts more recognition and rewards. Finally, it shows that significant numbers of staff work in excess of 50 hours per week and carry teaching loads that are greater than the institutional guidelines. Recommendations are made on the basis of these findings and a further avenue of research is suggested. / AFRIKAANSE OPSOMMING: Verandering is 'n kenmerk van die lewe in die vroee een-en-twintigste eeu en hoer onderwys is geen uitsondering nie. Hoer onderwys in Suid-Afrika ervaar tans 'n besonderse toe stand van veranderlikheid, maar dit is uiteindelik op onderwysinrigtingvlak wat did tot verwerkliking kom. Dit is akademiese personeel wat hierdie veranderings eerstehands ondervind. In die besonder word Technikonpersoneel gekonfronteer met uitdagings waaraan hulle universiteitsewekniee nie blootgestel word nie - daar word van hulle vereis om van 'n primere beroeps-orientering oor te skakel na 'n akademiese ingesteldheid as gevolg van die feit dat technikons die mandaat verkry het om grade toe te ken. Hierdie studie het 'n opname onder akademiese personeel aan die Port Elizabethse Technikon gedoen om vas te stel wat die personeel se akademiese werkslading is, met besondere verwysing na hulle navorsingsfunksie. Die ondersoek poog ook om vas te stel of lektore van mening is dat hulle genoegsaam voorberei is vir hulle navorsingsfunksie. 'n Literatuuroorsig toon dat lektore in hoer onderwys betrokke is by 'n bree verskeidenheid aktiwiteite, waarvan die belangrikste onderrig, navorsing, dienslewering en vakkundigheid (scholarship) is. Die literatuurstudie toon ook dat in ander lande aan inrigtings met soortgelyke doelstellings as die technikons, lektore veranderings in hulle werksladings ondervind het as gevolg van die herstrukturering van hoer onderwys wat teen die einde van die twintigste eeu plaasgevind het. Die empiriese studie toon dat akademiese personeel aan die Port Elizabethse Technikon met betrekking tot die veranderings en druk wat ondervind word veel in gemeen het met hulle intemasionale ewekniee, Die realiteit in die werkplek vir lektore by genoemde inrigting sluit al die tradisionele elemente in wat verband hou met die akademie: onderrig, navorsing, diens en vakkundigheid (scholarship). Alhoewel navorsing 'n nuwe funksie is, is dit deur die meerderheid personeel positief aanvaar en in die meeste gevalle is lektore van mening dat hulle vir hierdie funksie voldoende voorberei is. Die empiriese studie toon ook dat meer as een derde van die respondente nie die institusionele visie om "die eerste-keuse tegnologiese universiteit van Suid-Afrika te wees" ondersteun rue. Voorts toon die studie soos ook in ander studies, dat personeel van mening was dat die inrigting onderrig geringskat en dat meer erkenning en belonings aan navorsing gegee word. Laastens toon dit dat 'n beduidende aantal personeellede meer as 50 uur per week werk- en onderrigladings dra wat meer is as die riglyne van die inrigting. Op grond van hierdie bevindings word aanbevelings gemaak en 'n verdere navorsingsrigting voorgestel.

Thesis (MPhil)--University of Stellenbosch, 2001. / ENGLISH ABSTRACT: Distance education is increasingly being regarded as a possible solution for some of South Africa's educational problems. The Literature, however, illustrates no concrete research that has been conducted in terms of the creation of an environment conducive to adult distance learning institutions like Technikon Southern Africa. There are perhaps numerous reasons for this, however being a 'distance learning setting' is probably one the most prominent reasons for not seriously considering the learning environment as both an essential and vital determinant governing the learning process. In this research an interpretative study has been done of the programme group Police Practice of Technikon Southern Africa. The purpose of this study was to establish whether an environment conducive to adult learning does in fact exist in Police Practice and to develop a set of recommendations/criteria which could be used by this programme group of TSA. Various critical questions stimulated this study. These questions were in tum used to generate interview questions, which were used during the interview process. A qualitative approach was followed and data was obtained by means of interviews. The subjects of the study were educators of the programme group Police Practice of Technikon Southern Africa. There were a number .of conclusions drawn from this study. Some of the most prominent of them were as follows: • This is a lack of meaning given to the open / flexible approach. • Considering adult learning principles in distance learning IS of vital importance. • A more personalized approach to distance learning is necessary. • There is a crucial need for in-service training and staff development. • Technological advancements should be adopted with caution. • There exists a need to create a much more challenging environment for learners. Various recommendations were generated from both the conclusions and the literature study of this research. Some of the most important of them were as follows: • An open learning approach should be used. • The implications of adult learning principles should be carefully considered. • Personalising learning through the use of the text should be implemented. • Appropriate in-service training for educators should be made available. • A challenging environment should be created. In addition to this a possible checklist was proposed for the creation of an environment more conducive to adult learning (distance education). / AFRIKAANSE OPSOMMING: DIE SKEP VAN 'N OMGEWING WAT BEVORDERLIK IS VIR LEER AAN TECHNIKON SUIDER-AFRIKA Afstandsleer word toenemend beskou as 'n moontlike oplossing vir sekere Suid-Afrikaan onderwysprobleme. Volgens die literatuur is daar egter geen bewys van konkrete navorsing oor die skep van 'n omgewing wat bevorderlik is vir volwassene onderwysinstansies soos Technikon Suider-Afrika nie. Een van die hoofredes waarom die onderwysomgewing in afstandsonderwys nie as 'n noodsaaklike bepalende faktor in die leerproses beskou word nie is juis dat dit binne 'n "afstandsleer-konteks" val. In hierdie navorsing is 'n interpretatiewe studie van die Programgroep: Polisiepraktyk van Technikon Suider-Afrika uitgevoer. Die doel van die navorsing was om vas te stelof daar wel 'n onderwysomgewing wat bevorderlik is vir afstandsleer by polisiepraktyk bestaan. Verder was die doelook om riglyne te ontwikkel wat deur die Programgroep van Technikon Suider-Afrika gebruik sou kon word. Verskeie kritieke vrae het hierdie navorsing gestimuleer. Hierdioe vrae is op hulle beurt gebruik om vrae wat in die onderhoudproses gebruik sou word, te genereer. 'n Kwalitatiwe benadering is gevolg en die data is deur middel van onderhoude ingesamel. Fasiliteerders/dosente van die Programgroep: Polisiepraktyk van Technikon Suider- Afrika vir die onderhoude gebruik. Verskeie gevolgtrekkings/afleidings het uit die navorsmg gespruit. Van die mees prominente gevolgtrekkings sluit in: • Daar is 'n gebrek aan sinvolheid met betrekking tot oop/plooibare leer. • Dit is duidelik dat volwassene leerbeginsels in afstandsleer belangrik is. • 'n Meer persoonlike benadering tot afstandsleer is noodsaaklik. • Daar is 'n deurslaggewende behoefte aan indiensopleiding en ontwikkeling. • Omsigtigheid in die benadering tot tegnologiese vooruitgang is noodsaaklik. • Daar bestaan 'n behoefte aan die skep van 'n veel meer uitdagende omgewing vir leerders. 'n Aantal aanbevelings is op grond van die gevolgtrekkings en die literatuurstudie van hierdie navorsing gegenereer. Voorts is 'n moontlike kontrolelys vir die totstandkoming van 'n omgewing wat bevorderlik is vir volwassene afstandsleer, voorgestel. Die belangrikste daarvan was die volgende: • Die gebruik van 'n oop-leer-benadering • Die inagneming van die implikasies van volwassene leer-beginsels • Die verpersoonliking van leer deur die gebruik van die teks • Toepaslike indiensopleiding vir opvoeders • Die sken van 'n omgewing wat uitdagings bied.

Thesis (MEd)--University of Stellenbosch, 2002. / ENGLISH ABSTRACT: Environmental deterioration is increasing, thereby compelling greater human concern for the earth's natural resources. A necessary response might be the establishment of an environmental ethic through the development of effective goal-orientated projects which can support the old adage or phrase saying, prevention is better than cure. Formal education can play an important role in the development of a critical consciousness amongst learners. However, this endeavour requires adjustments in teaching methods and techniques. My study - which focuses on the establishment of an environmental ethic within learners and the community, by starting an environmental club - is an attempt to respond to this challenge. Action-research, a research method which responds to the positive impulses of environmental education, was a research method used in this study to reflect critically on the quality of the environment in which we are living. Initially my study concentrated on learners and members from a historically disadvantaged community. Critical reflection on the first phase of my project revealed that the position adopted by me as a research-worker, was positivistic. A lack of perseverance in performing the grass-root actions, especially where it concerned me as researcher during the first phase, caused my efforts to establish an environmental club to fail. The opportunity to work with learners who really attempted to establish a better environment through involvement in simple projects, was implemented with greater enthusiasm in the second phase of the project. Although the predominant socio-economic conditions in the community involved in the project affected the environmental projects, this study serves as a case study which can give direction to similar studies conducted in the future. / AFRIKAANSE OPSOMMING: Toenemende omgewingsagteruitgang noodsaak 'n groter menslike besorgdheid met betrekking tot natuurlike hulpbronne. Die daarstelling van 'n omgewingsetiek deur die ontwikkeling van doelgerigte projekte wat die ou gesegde voorsorg voorkom nasorg kan ondersteun, is nodig. Formele onderwys kan in dié opsig 'n belangrike rol speel in die ontwikkeling van 'n kritiese ingesteldheid by leerders, maar hierdie strewe verg aanpassings in onderrigmetodes en -tegnieke. My navorsing, wat op die daarstelling van 'n omgewingsetiek by leerders en die gemeenskap deur die stigting van 'n omgewingsklub fokus, is 'n poging om op hierdie uitdaging te reageer. Aksie-navorsing, 'n navorsingsmetode wat meer as net gehoor gee aan die positiewe impulse van omgewingsopvoeding, is as 'n navorsingsmetode gebruik waardeur daar gepoog is om op 'n kritiese manier te besin oor die kwaliteit van die omgewing waarin ons ons bevind. In my studie is daar gekonsentreer op leerders vanuit 'n histories agtergeblewe gemeenskap. 'n Kritiese terugskouing op die eerste fase van die projek, het die allesoorheersende posisie van my as navorser ten opsigte van die uitvoering van die navorsingsprojek aangedui. Hierdie posisie kan as positivisties beskryf word. 'n Gebrek aan deursettingsvermoë, veral van die kant van my as navorser in die uitvoering van voetsooiaksies, het veroorsaak dat my poging tot die daarstelling van 'n omgewingsklub met die eerste fase, grootliks gefaal het. Die geleentheid om met leerders te werk wat werklik 'n poging aangewend het om 'n beter omgewing daar te stel deur betrokkenheid in eenvoudige projekte, is met groter entoesiasme in die tweede fase van die projek ontvang. Alhoewel die heersende sosio-ekonomiese omstandighede van die gemeenskap waarbinne die projek ontplooi het, 'n uitwerking op die omgewingsaksies gehad het, dien hierdie navorsing ook as 'n rigtinggewende maatstafvir soortgelyke navorsing in die toekoms.

Thesis (MEd)--Stellenbosch University, 2002. / ENGLISH ABSTRACT: The aim of this study is to research the establisment of a culture of learning in a childcare school. The appeal by the government of the establisment of a culture of learning, serves as background to this study. This appeal implies a change of attitude by both learners and educators with regard to the learning and teaching process. The objective of this change is to prioritize learning and teaching in schools. This will enable learners to effectively develope intelectually, personally and socially. The feasibility to transform the school to a learning organization , is being researched. In a learning organization , learning is being internalised. Transformation to a learning organization will ensure that the school keeps pace with, and make the neccesary adjustments relative to the change. In achieving the transformation to a learning organization, such a school can be sure that learning and teaching will remain a top priority. This study is a situational analysis of a childcare school, which requested to remain anonymous. This analysis clearly expose the lack of a culture of learning at this school, due to the cultural bagage of the learners, which are manifested in serious behavioral problems, and which in turn prevent an effective learning prosess. The behavioral problems impede an the educators abillity to teach effevtively. It leads to high stress levels and a low morale. It is very clear that this situation can only be remedied if the behavioral problems of the learners are effectively dealt with. The study begins with identifying the problems and setting the questions for research. In the ensuring chapters, a study of the literature, a situational analysis and proposed programme to establish a culture of learning, follows. The proposed programme, amongst others, put forward a strategy to eliminate the behavioral problems of learners as well as reducing the stress-levels of the educators. It uniformaly focusses on the role of the prinicipal in obviating the said encumbrances, and the transformation to a learning organization. The programme includes a comprehensive discussion of strategic planning as an instrument In establishing a culture of learning and transformation to a learning organization. The programme can possibly serve as a guideline for schools which accommodate large numbers oflearners with serious behavioral problems. / AFRIKAANSE OPSOMMING: Die vestiging van 'n leerkultuur in 'n kinderhuisskool is in hierdie studie ondersoek. Die studie is onderneem teen die agtergrond van die regenng se oproep om 'n leerkultuur in ons skole te vestig. Hierdie oproep impliseer 'n verandering in leerders en onderwysers se ingesteldheid ten opsigte van leer en onderwys. Hierdie verandering het dit ten doel dat leer en onderrig prioriteit in skole sal geniet. Die moontlikheid om die skool in 'n lerende organisasie te transformeer word ondersoek. In 'n lerende organisasie word leer geïnternaliseer. Transformasie na 'n lerende organisasie sal verseker dat die skool tred hou met verandering en die nodige koersaanpassings maak. Indien 'n skool daarin kan slaag om tot 'n lerende organisasie te transformeer sal dit verseker dat leer en onderrig altyd prioriteit by die skool sal bly. Hierdie studie is 'n situasie-analise van 'n kindershuisskool, wie op versoek anoniem wil bly. Vanuit die situasie-analise blyk dit duidelik dat daar nie 'n leerkultuur in die skool aanwesig is nie. Die leerders se kulturele bagasie, wat uitdrukking vind in ernstige gedragsprobleme, verhoed dat effektiewe leer plaasvind. Die gedragsprobleme kortwiek die onderwysers se werkverrigting aangesien dit aanleiding gee tot hoë stresvlakke en dus 'n lae moraal. Dit blyk baie duidelik dat dit slegs moontlik sal wees om 'n leerkultuur te vestig indien die leerders se gedragsprobleme effektief aangespreek kan word. Die studie begin deur die probleem en navorsingsvrae te stel. Die volgende hoofstukke behels 'n studie van die literatuur, die situasie-analise en 'n voorgestelde program om 'n leerkultuur in die skool te vestig. Die voorgestelde program doen, onder andere, strategieë aan die hand om die leerders se gedragsprobleme te elimineer en om die onderwysers se stresvlakke te laat daal. Dit fokus deurgaans op die prinsipaal se rol in die uitskakeling van bogenoemde hindernisse en sy rol in die vestiging van 'n leerkultuur en die transformering na 'n lerende organisasie. Die program sluit 'n volledige bespreking van strategiese beplanning as instrument in die vestiging van 'n leerkultuur en die transformering na 'n lerende organisasie in. Die program kan moontlik as riglyn dien vir skole wie groot getalle leerders met gedragsprobleme huisves.

Thesis (MEd (Curriculum Studies))--University of Stellenbosch, 2010. / ENGLISH ABSTRACT: Mathematical modelling is becoming a popular teaching and learning approach in mathematics education. There is however a need within the modelling domain to identify exactly what modelling competencies are and how these competencies develop. This study examines how mathematical modelling competencies develop in Grade 7 students working in groups. Modelling is placed in the field of mathematics teaching and learning as a significant means of learning mathematics. Modelling competencies are identified and characterised from existing literature and explored through empirical generation and collection of data. The study is qualitative in nature and uses a mixed approach of design research and some aspects of grounded theory. Students’ progress through a modelling program is documented while the modelling competencies of students stereotyped as weak and strong are also investigated. The findings firmly support earlier research that competencies do develop in students who are exposed to modelling. A comprehensive picture of the modelling situation is presented since this study merges competencies from other studies into a detailed analysis of the modelling situation - it presents an authentic modelling situation of students working in groups and furthers the discussion on modelling competencies. The analysis of the data suggests that the development of modelling competencies is complex and interrelated but that competencies do develop progressively in groups involved in modelling tasks. Recommendations for additional studies include studies of a longer duration and a full investigation into the link between modelling and language ability. / AFRIKAANSE OPSOMMING: Wiskundige modellering is besig om ‘n populêre onderrig- en studiebenadering in wiskundeonderwys te word. Daar is egter ‘n behoefte om die modelleringsbevoegdhede te identifiseer in hierdie veld en om te weet hoe hierdie bevoegdhede ontwikkel. Hierdie studie ondersoek watter bevoegdhede in wiskundige modellering by Gr.7 studente wat in groepe saamwerk ontwikkel. Modellering is in die studieveld van wiskundeonderrig en -leer geplaas as 'n betekenisvolle leerwyse in wiskunde. Modelleringsbevoegdhede word vanuit bestaande literatuur en navorsing geïdentifiseer en beskryf deur empiriese generering en versameling van data. Die studie is kwalitatief van aard en gebruik ‘n gemengde benadering van ontwikkelingsondersoek en sekere aspekte van begronde teorie. Studente se vordering in die modelleringsprogram is gedokumenteer terwyl die modelleringsbevoegdhede van gestereotipeerde swak en sterk studente ook ondersoek is. Die resultate bevestig vroeëre navorsing dat bevoegdhede ontwikkel word deur studente wat blootgestel is aan modellering. ‘n Omvattende beeld van die modelleringsituasie is in hierdie studie aangebied waardeur modelleringsbevoegdhede, soos geïdentifiseer in ander studies, tot ‘n gedetailleerde analise van die modelleringsituasie saamgevoeg word. Dit verteenwoordig dus ‘n outentieke modelleringsituasie van studente wat in groepe saamwerk en bevorder so die gesprek oor modelleringsbevoegdhede. Die analise van die data suggereer dat die ontwikkeling van modelleringsbevoegdhede kompleks en geïntegreerd is, en dat bevoegdhede progressief ontwikkel in groepe wat betrokke is by modelleringstake. Aanbevelings vir addissionele studies sluit langer ondersoektydperke in en 'n dieper ondersoek na die verband tussen modellering en taalvaardigheid.

Thesis (MEd)--Stellenbosch University, 2002. / ENGLISH ABSTRACT: This .study is .almed at exploring teacher attitudes towards learners presenting with behavior problems and the subsequent strategies they use to manage such problems. Teachers under consideration are from the Limpopo Province, South Africa. In order to better understand the impact of such attitudes and strategies, theoretical underpinnings from the literature as well as the effect of training are also considered. Data gathered from this study was analysed by means of SPSS using descriptive statistics. High levels of behavioural problems appear to be present in the respondents' classrooms, with most teachers attempting to deal with these issues in a contextual manner. Furthermore, those respondents who have received training would appear to be doing so more than those teachers who have not received training. Results of this study also highlight areas on which future research could focus. These include teacher emotions and the effect training has on these emotions. / AFRIKAANSE OPSOMMING: Hierdie studie het ten doelom onderwysers se houdings te ondersoek teenoor leerders met gedragsprobleme en die strategieë wat hulle gebruik om sulke probleme te hanteer. Die onderwysers is woonagtig in die Limpopo Provinsie, Suid Afrika. Deur gebruik te maak van beskrywende statistiek, is die data wat ingesamel is deur middel van die SPSSprogram verwerk. Dit blyk dat die voorkoms van gedragsprobleme hoog is en dat onderwysers dit op uiteenlopende maniere binne konteks hanteer. Die studie het verder getoon dat die respondente wat opleiding ontvang het die probleme meer effektief hanteer as daardie respondente wat nie opleiding ontvang het nie. Die studie beklemtoon die belang van die houdings van onderwysers in die hantering van gedragsprobleme in die klaskamer en maak ook aanbevelings vir verdere navorsing in hierdie verband.

Thesis (MEd)--University of Stellenbosch, 2002. / ENGLISH ABSTRACT: South-Africa is presently in a process of transformation towards the provision of quality education for all. There prevails an aim of equal education to all learners. A vision of lifelong learning was formulated on a national level so that all parties concerned can contribute towards an equal education. All parties concerned, including educators, have the learner as the central figure. The meaning of the word "learner" should be thought over by all educators, especially seen against the background of the national vision that sets inclusive and cognitive education as a priority. The educator's task now includes learners with special educational needs. The insights generated in this study reveals that educaters, at this moment, are not empowered to maximised and develop the cognitive potential of the diverse learner. The working method of schools (especially educators) should be of such a nature that all learner's cognitive, emotional, psycho-motorical and intellectual abilities should be maximised and developed. Outcomes-Based Education (OBE) as an educational approach have theoretical and philosophical assumptions which makes it appropriate for implementing cognitive and inclusive education. This qualitative study review literature and explores the world of the educator to generate insights to construct a framework to help educators to understand the relationship between OBE, Curriculum 2005 and cognitive education within an Inclusive Framework. Life-long learning and applied learning do not focus primarily on the reproduction of facts and knowledge, it aims to construct knowledge through a variety of study, learning and thinking strategies. Each learner has inherent potential and the ability to be successful in spite of his/her needs. The focus shifts to the learners strengths in order to guide and develop their potential and abilities. To establish a culture of teaching and learning in our schools reaches further than concerns about large classes and undisciplined learners. Except experience, educators need a frame of reference to work with a variety of learners stemming from different sosio-economic backgrounds, each with his/her own learningstyle and information processing abilities. In the workplace educators should use a meta-theoretical approach, consisting of a variety of learning, thinking and teaching strategies to benefit the diverse learner. A collective energy is needed in the establishment of an educational culture that is tolerant towards diverse thoughts, values, attitudes and practises. To build that culture, it is very important for each educator to have a conceptual and theoretical framework of OBE, C200S and cognitive education. This study aims to provide a framework for educators to work in schools to the benefit of diverse learners. / AFRIKAANSE OPSOMMING: Suid-Afrika is tans in 'n transformasiestadium, ook wat onderwysvoorsiening aan almal betref. Daar heers veral 'n strewe na die voorsiening van 'n gelyke onderwysvoorsiening vir alle leerders. 'n Visie van lewenslange leer is onlangs op nasionale vlak geformuleer sodat alle belanghebbendes op 'n gesonde wyse kan bydra tot 'n gelyke onderwysvoorsiening. Al hierdie belanghebbendes (insluitend opvoeders) deel een gemeenskaplikheid, naamlik die leerder. Dit is juis waar die probleem lê. Die begrip" leerder" behoort deur elke opvoeder herbesin te word, veral gesien teen die agtergrond van die nasionale visie wat inklusiewe onderwys en kognitiewe onderwys as prioriteit daar stel. Die opvoeder se taak sluit nou leerders met spesiale onderwysbehoeftes in. Die insigte gegenereer in hierdie studie dui daarop dat opvoeders nie op hierdie stadium ten volle bemagtig is om die kognitiewe potensiaal van die diverse leerder te optimaliseer nie. Skole (maar veralopvoeders) se werkswyse moet van so 'n aard wees dat alle leerders se kognitiewe, emosionele, psigo-motoriese en intellektuele vermoëns optimaal gestimuleer en verder ontwikkel word. Uitkomsgebaseerde onderwys (UGO) as onderwysbenadering se teoretiese en filosofiese onderbou is van so 'n aard dat dit uiters geskik is vir die implementering van kognitiewe en inklusiewe onderwys. Die kwalitatiewe aard van hierdie studie behels die verkenning van verskillende literatuur en ondersoek die leefwêreld van opvoeders waarna gepoog word om 'n konseptuele raamwerk te struktureer om die verband tussen UGO, K2005 en kognitiewe opvoeding toe te lig binne 'n inklusiewe raamwerk. Lewenslange leer en toegepaste leer fokus nie primêr op die reproduksie van feite en kennis nie, maar het dit ten doelom kennis te konstrueer aan die hand van studie, leer en denke. Elke leerder beskik oor die inherente potensiaal en die vermoëns om suksesvol te wees ongeag sy/haar behoeftes. Die fokus verskuif na elke leerder se sterkpunte ten einde hulle te bestuur en te ontwikkel. Om dus 'n kultuur van onderrig en leer in ons skole te skep, strek verder as die bekommernisse oor groot klasse en ongedissiplineerde leerders. Buiten ervaring, benodig opvoeders 'n verwysingsraamwerk om met verskillende leerders te werk afkomstig uit verskillende sosio-ekonomiese agtergronde, elkeen met sy eie voorkeurmodaliteit en informasie prosesseringsvermoë. Die praktyk vereis dat opvoeders aan die hand van metateoretiese werkswyses gebruik maak van verskillende leer, denk en onderrigstrategieë tot voordeel van die diverse leerder. Hiervoor word 'n kollektiewe energie benodig wat in die skep van 'n opvoedkundige kultuur wat verdraagsaam is teenoor diverse denke, dieselfde denke, waardes, houdings en praktyke. Om gestalte aan so 'n kultuur te gee, is dit uiters belangrik dat elke opvoeder oor 'n eietydse konseptueie en teoretiese raamwerk ten opsigte van UGO, K200S en kognitiewe opvoeding beskik. Hierdie studie poog om 'n raamwerk aan opvoeders te voorsien om in skole te werk tot voordeel van die diverse leerder.

Thesis (BEd)--Stellenbosch University, 1939. / INLEIDING: Die onderwys in Suid-Afrika het baie langsaam vooruitgegaan. Die Engelse Goeweneurs aan die Kaap was oor die algemeen onbekwaam en was buitendien so besig met politieke aangeleenthede dat hulle nouliks aandag kon gee a an die opvoeding. Daarom is dit dadelik opvallend wanneer ons 'n Goewaneur kry wat ook vir die geestelike belange van die bevolking 'n ope oog gehad het. So 'n Goeweneur was Sir George Grey, 'n man wat besonder bevoeg was en wat in alle rigtings baie vir Suid-Afrika gedoen het.

Thesis (MEd)--Stellenbosch University, 1990. / ENGLISH ABSTRACT: Small group work is a complex educational method which requires of the teacher not only a thorough knowledge of group work methods and group dynamic processes, but also thorough advance planning and organising before its implementation. Before the teacher implements small group 'Work in his class-room, he should formulate clear aims and objectives to serve as guideline for group activities. During small group work distinctive activities are undertaken and to increase the success of these activities, the teacher will have to create a positive climate which promotes the teaching and learning process. As with the creation of climate, the composition of the group is a variable which can be controlled by the teacher. The correct group composition will not only lead to more effective group functioning, but will also contribute to a healthy esprit de corps. Small group work implies a dramatic shift in emphasis in respect of the traditional roles of teacher and pupil. The role of the pupil (learner) changes from that of a passive listener to that of an active participant and discussion partner in the teaching and learning process. The role of the teacher who has been regarded as almost the only source and transmitter of knowledge, changes to that of a facilitator who leads and motivates the pupil to become an enquirer-learner. To be able to participate effectively in small group activities requires certain skills of pupils. Two skills, namely communication and problemsolving, which should be taught to the pupils purposefully and in a structured way, are described in this study. The success of small group work is to a large extent determined by these two skills. Co-operative learning is an educational technique which involves the pupil in becoming co-responsible for his own teaching and lea~ning process. Cooperative learning is described as an aspect of small group work where heterogeneous groups of approximately five members each, function interdependently of one another in order to attain a group aim. Co-operative learning techniques are aimed at eliminating, to a large extent, the passivity and isolation which may occur during ordinary group w0rk, as each group member is actively involved in the learning process. Co-operative learning techniques is also aimed at developing the pupil as a whole because components such as communication development, problem solving, socialising, conflict handling and leadership development are all involved. In this way the pupil may be better prepared to take his place in a complex society which is constantly making higher demands. The application of co-operative learning techniques in small group context may also offer a solution to the problems of combined and ever growing classes at present experienced in education. / AFRIKAANSE OPSOMMING: Kleingroepwerk is 'n komplekse onderrigmetode wat vereis dat die leerkrag nie aIleen oor deeglike kennis van groepwerkmetodes en groepdinamiese prosesse moet beskik nie, maar ook deeglik moet beplan en organiseer voordat dit gelmplementeer kan word. Voordat die leerkrag kleingroepwerk in sy klaskamer implementeer, moet hy eers duidelike doelstellings en doelwitte formuleer wat groepaktiwiteite kan rig. Tydens kleingroepwerk word eiesoortige aktiwiteite beoefen en om die sukses van hierdie aktiwiteite te verhoog, word die leerkrag genoop om 'n aangename positiewe klimaat te skep wat bevorderlik is vir die onderrig en leerproses. Soos klimaatskepping is groepsamestelling 'n veranderlike wat deur die leerkrag beheer kan word. Die korrekte groepsamestelling lei nie aIleen tot meer effektiewe groepfunksionering nie, maar kan ook bydra tot 'n gesonde groepgees. Kleingroepwerk impliseer 'n dramatiese klemverskuiwing ten opsigte van die tradisionele rolle van leerkrag en leerling. Die rol van die leerling (leerder) verander vanaf passiewe luisteraar na aktiewe deelnemer en medegespreksvennoot in die onderrig-en-leerproses. Die leerkrag wat feitlik as die enigste kennisbron en kennisoordraer beskou word, se rol verander nou na fasiliteerder wat eerder die leerling lei en motiveer om ondersoekendlerend op te tree. Om effektief aan kleingroepaktiwiteite deel te neem, vereis dat leerlinge oor sekere vaardighede moet beskik. In hierdie studie word twee vaardighede, naamlik kommunikasie en probleemoplossing beskryf wat doelbewus en gestruktureerd aan leerlinge geleer en ingeoefen moet word. Die sukses van kleingroepwerk word in 'n groot mate deur hierdie twee vaardighede bepaal. Kooperatiewe leer is 'n onderrigtegniek wat die leerling betrek om mede-verantwoordelikheid vir sy eie onderrig-en-leerproses te aanvaar. Kooperatiewe leer word beskryf as 'n aspek van kleingroepwerk waar heterogene groepe van ongeveer vyf lede elk interafhanklik van mekaar funksioneer ten einde dip. groepdoel te bereik. Kooperatiewe Ieertegnieke is oaaro: gemik om passiwiteit en isolasie w,at tydens gewone groepwerk mag voorkom in 'n groot mate te elimineer aangesien elke groeplid aktief by die leerproses betrek word. Kooperatiewe leertegnieke het ook ten doel om die leerling in sy totaliteit te laat ontwikkel aangesien komponente soos kommunikasie-ontwikkeling, probleemoplossing, sosialisering, konflikhantering en leierskapontwikkeling ter sprake kom. Sodoende kan die leerling beter voorberei word om sy plek in 'n komplekse samelewing wat steeds hoer eise stel, vol te staan. Die toepassing van kooperatiewe leertegnieke binne kleingroepverband bied ook moontlik 'n oplossing vir probleme van gekombineerde en groterwordende klasse wat tans in die onderwys ervaar word. / Stellenbosch University

Thesis (MEd)--University of Stellenbosch, 2011. / ENGLISH ABSTRACT: Current intervention programmes implemented in most Western Cape schools reflect the use of isolated item-based literacy teaching methods. However, the low literacy levels in the Western Cape primary grades do not indicate successful literacy learning. Therefore, this study seeks to implement alternative approaches to fostering literacy comprehension, such as socio-cognitive processing and constructivist approaches, which are more in line with current research than the traditional items based models of literacy instruction. The alternative, research-based methods were explored through the implementation of an individualized contingent literacy intervention with emergent literacy learners. The intervention took shape as a comparison between low progress learners, who participated in the literacy intervention lessons, and average progress learners, who did not participate in the literacy intervention lessons. The aim was to accelerate the low progress learners’ literacy learning so that they could reach the average-band performance of their classmates after 12 weeks in the intervention. Data were gathered by means of observations of learners and a Grade one teacher, an interview with the teacher and assessment results obtained in a pre-mid-post-test design. In order to triangulate the results of the intervention, both qualitative data and quantitative data were obtained and discussed. Based on qualitative data, the intervention lessons proved to be successful, because observations indicated positive change in the low progress learners’ reading and writing behaviours. Given the small sample size, the overall trend in the quantitative data supported the value of the intervention and indicated a need for extending the research beyond a pilot study. Further research using larger sample sizes is thus recommended. More research is also needed to obtain data on research-based interventions that are flexible enough to meet the diverse needs of learners from different cultural backgrounds. / AFRIKAANSE OPSOMMING: Die meerderheid Wes-Kaapse skole maak gebruik van intervensie programme wat geskoei is op die geïsoleerde item-geletterdheidsmetodes. Die lae geletterdheidsvlakke in die Wes- Kaapse laerskool grade reflekteer egter nie positief op die metode wat tans gebruik word nie. Daarom word hierdie studie onderneem met die oog op alternatiewe benaderings om geletterdheid te bevorder en sodoende verbeterde leesbegrip tot gevolg sal hê. Die benaderings ter sprake is sosio-kognitiewe prossessering en konstruktivistiese benaderings, wat beide meer in gehoor is met huidge navorsing. Deur alternatiwe navorsingsgebaseerde metodes, is ‘n individuele geletterdheid-intervensie program ontwikkel vir ontluikende geletterdheidsleerders. Die intervensie is geïmplementeer en gemeet deur middel van ‘n vergelyking tussen stadig vorderende leerders en gemiddeld vorderende leerders, waarvan laasgenoemde nie in die intervensie lesse deelgeneem het nie. Sodoende kan die impak onafhanklik vergelyk word. Die doel was om die stadig vorderende leerders se geletterdheidsvlak te versnel ten einde dieselfde geletterdheidsvlak van hul gemiddeld vorderende klasmaats binne 12 weke te behaal. Data is ingesamel deur middel van observasies van die leerders en ‘n Graad 1 juffrou, ‘n onderhoud met die juffrou en toetsresultate verkry in ‘n voor-middel-na-toets ontwerp. Om die resultate van die intervensie interpreteerbaar te vergelyk, is beide kwalitatiewe en kwantitatiewe data ingesamel en bespreek. Uit die kwalitatiewe data blyk dit dat die intervensie lesse suksesvol was aangesien die observasies dui op ‘n positiewe lees en skryf gedragsverandering in die stadig vorderende leerders. Met die klein steekproef van leerders betrokke, was die algemene tendens van die kwantitatiewe data dat die intervensie wel waardevol was, maar dat verdere studies met groter steekproef groepe noodsaaklik is. Verdere navorsing t.o.v. die insameling van data vir navorsingsgebaseerde intervensies is nodig. Hierdie data insameling en evaluasie tegnieke moet die diverse behoeftes van leerders, afkomstig van ‘n verskeidenheid agtergronde, in ag neem en akkomodeer om resultate vergelykbaar te maak.