M.A. (Psychology) / The aim of this study is the development of a career program to promote career maturity in standard eight pupils. In order to achieve the aim of the study a development research model was conceptualised. The model is based on Thomas (1984) four-phase model and consists of the following phases: analysis, design, implementation and evaluation phases. In each of these phases a number of methodologies were conducted to meet the requirements of each phase. In the design phase a deviation was made from Thomas (1984) methodology and the methodologies used by Nel and Nel (1992) was implemented to fit the needs of the study. In the first phase the analysis phase a problem was identified and analyzed by using qualitative and quantitative analysis. In the design phase a practice model was conceptualised which serves as an explication model within which the contents' of the career maturity program could be justified. Out of this explication model and theoretical framework the contents of the programme was determined. In the implementation phase of the research model the program was applied and monitoring evaluation was done by the researcher. The implementing of the programme resulted in a number of modifications of the programme because of certain problems that were picked up by the researcher. The evaluation of the programme fell mainly on monitoring evaluation that was done by the researcher in the implementing of the program. The main finding of the research was that the program does promote career maturity in standard eight pupils but it is necessary to do further research on the impact evaluation of the programme.

M.A. / A Peer Counseling Program was implemented at a High school in Pretoria. The program was run over a thirteen-month period. During this period two groups of peer counselors were trained. In the first year 15 pupils were selected, and in the second year 16 pupils were selected. Both of the groups were put throUgh the following: answering of a questionnaire, a personal interview, and the training process. Ongoing supervision was provided in the form of group discussions and individual supervision over this thirteen-month period. On completion of the thirteen-month program eqch peer counselor completed a Peer Facilitators Effectiveness Inventory Questionnaire. The findings of this questionnaire indicated that both of the groups had found this experience to be positive, although the second group found the experience to be more positive. The reasons for this were that the second group were selected earlier in the year, they received more support and one might speculate the: there had been a culture of helping established in the school. This study has shown that peer counseling is an effective means of making use of the resources available in the community, decreasing the size of the gap between adult counselor and adolescent, as well as reaching a wider population where help is needed. This study creates an opportunity for the implementation of peer counseling programs in more schools in South Africa.

M.A. / The objective of this research is to determine the effectiveness, or lack of, the mentor program, as part of the Rand Afrikaans University's (RAU) project 100, as well as obtaining workable suggestions to improve the mentorprogram. Project 100 was developed through RAU for first year students who did not obtain full exemption, but who were conditionally accepted. In the program the focus is on three main fields, namely: cognitive, meta-cognitive development, personal development and social adaptation. A variety of skills are taught to the students, in every field, so that the student can develop in total. The hope is through acquiring these skills the student will become more self-sufficient. Data is obtained through qualitative and quantitative research methodologies. Qualitative research consists of the interviews with students that took part in Project 100, as well as the analysis of mentor reports. Quantitative research is obtain by using the following measurement instruments: ability, processing of information and learning (LASSI), the learning and the General Questionnaire about Lifeskills and Aptitude. Exam marks were also used. Quantitative results shows that most students are positive towards the mentorprogram, but factors such as transport, freedom of choice of attendance and uncertainty about procedures influenced the program negatively. Results in turn shows that students who attend the program did not obtain higher academic results than the student who did not attend the program. Even though the student attended Project 100, this does not guarantee the students academic success. The students attitude, motivation and preparedness to acquire new skills and the ability how to implement them influences the success of the students academic, personal and social life.

Much prior research has shown that if students have a poor command of the language in which they are taught and assessed, they experience a complex and deep learning disadvantage (Barton & Neville-Barton, 2003). Abedi (2006) mentions, in particular, that unnecessary linguistic complexity can threaten the validity of examination items and thus compromises the fairness of the assessment for English language learners. In Clarkson’s (1991, p. 31) research it was found that for the English language learners in the study “comprehension errors [made] up a high proportion of the errors made when…students attempt[ed] to solve mathematical word problems”. In an attempt to explore whether this was the case for a group of National Certificate (Vocational) [NC(V)] students at an FET college, the research conducted in this study focused on describing the cognitive and linguistic complexity of Level 4 Mathematical Literacy examination items as well as the types of responses from a sample of students. A mixed-methods case study design was selected. Student errors were classified as either due to mathematical literacy-related sources, or language-related sources and the question was asked as to how the cognitive and linguistic complexity of items might be related to the types of errors made. Statistically significant correlations were found between the linguistic complexity of items and language-related errors, and between the cognitive complexity of items and all types of errors. It was also possible to identify which language features, in particular, were statistically significantly correlated with linguistic complexity, namely: prepositional phrases; words of 7 letters or more and complex/compound sentences. As was expected, the majority of errors were categorised as mathematical literacy-related. However, as many as 19.22% of all errors made were identified as language-related. While the scope of the study prevents any generalisations from being made, the results indicate a need for a larger-scale study of this nature to determine if the complex and deep learning disadvantage mentioned by Barton and Neville-Barton (2003) does exist with regard to the assessment of Mathematical Literacy for NC(V) students who are English language learners (Barton & Neville-Barton, 2003).

M.A. / School leavers are faced with the need to study further in an attempt to increase their chances of finding employment. However, school leavers are rarely equipped with all of the necessary skills, information and self-knowledge necessary to make the "right" career decision and study-path choice. The cost of tertiary education is high, and a school leaver who makes an unsuitable study-path selection could be trapped in an unsuitable career for life or drop out of the tertiary education sector due to boredom or failure. This further decreases their chance of finding employment. It is against this background that this study was conducted. In an attempt to assist potential students applying to the largest private education provider in South Africa with their choice of study-path, a career-counselling workshop was offered which included psychometric testing. Essentially this study had two main objectives. The first was to validate the suitability of the Myers-Briggs Type Indicator and the Self-Directed Search as careercounselling tools in a South African tertiary environment. The second objective was to quantitatively assess the suitability of the career guidance workshop designed to assist school leavers to make the most suitable choice of a field of study, subjects and a career. The results of the Myers-Briggs Type Indicator and the Self-Directed Search were compared using straightforward Pearson's product-moment correlations and an interbattery correlation. The results indicated the need to continue to use both of the instruments simultaneously, as they appeared to be measuring different underlying constructs. In addition, each instruments was able to supplement the information provided by the other, which allowed the career counsellor to give the students additional information to assist them with their studies and their lives. The research around the career-counselling workshop involved the use of the developmental research design methodology. which stipulated the appropriate methodological procedures to follow. The workshop was developed utilising an understanding of career-counselling theories and practices, as well as an understanding of the various Myers-Briggs types and Holland types (as determined understanding of the various Myers-Briggs types and Holland types (as determined by the Self-Directed Search) that would attend the workshops. The workshop was, therefore, designed to appeal to a wide audience, and to give as many different "types" of students the experience which they required to make an informed and realistic course, subject and career choice. The success of the workshop was evaluated by means of a questionnaire completed by the students, a comparison of the failure rates of students who attended the workshop and those who did not attend it, and an analysis of the pass/fail statistics between those who attended the workshop and those who did not. The findings of this study indicated that the workshop was well received by the students and that it had sufficient internal and face validity for use with this group of school leavers. The research group was a convenience sample that consisted of 73 students who had applied to the largest South African private education provider. These students were from four major campuses in South Africa, they had very different academic and cultural backgrounds and they were interested in different academic fields of study. The one similarity was that all of the courses offered by this private education provider are business-orientated, and only students who were interested in business studies would apply. This study established the validity of the Myers-Briggs Type Indicator and the Self- Directed Search in a career-counselling context. The validity of the careercounselling workshop was also established. As this research group cannot be said to be representative of the general population, it is not possible to generalise these findings beyond this group. However, as the results do match those found in other similar international studies, it could be deduced that if this study were repeated with a representative sample the results would be replicated.

A research dissertation presented to the Faculty of Humanities (School of Education) In Partial fulfilment of the requirement for the degree Masters of Education by Research University of the Witwatersrand, Johannesburg Date of Submission: 29 April 2016 / This study is part of a larger research project titled Conditions of teaching and learning that facilitate and/or constrain learning English in rural high schools. The focus of the research project explores the conditions of teaching and learning English, and the contextual factors that facilitate and/or constrains learners’ motivation and participation in learning, in five rural high schools in Bushbuckridge area. The current study focused on how grade 10 and 11 First Additional English rural teachers’ conceptualise learning and teaching in Acornhoek schools, part of Bushbuckridge, Mpumalanga Province. Given the focus of the study the literature review detailed issues with development of rural education, teachers’ conceptions of learning, teachers’ conceptions of teaching, English as a First Additional language (EFAL) in South Africa and the spectrum of current pedagogical practices. The literature review highlighted significant gaps that are important for the this study such as a lack of research in Africa and South Africa focusing on teachers’ conceptions of learning and teaching, particularly in rural schools. Furthermore the corpus of research conducted on conceptions focused on tertiary students’ conceptions of learning, there is limited research in schools, with teachers and learners, especially teachers’ pedagogical practices in relation to the conceptions. In addition the development of rural education and research in South Africa continue to be underdevelopment, with most research perceiving rurality as a deficit paradigm. Thus in order to address the literature gaps mentioned above the study engaged with six grade 10 and 11 rural teachers from Acornhoek, Mpumalanga Province. The sampling strategy was purposive, as only grades 10 and 11 EFAL teachers were the selected to participate in the study. In order to address the research questions and sub research questions, a qualitative research approach was used as it focuses on understanding socially and historically constructed meanings about experienced phenomena. Through the use of phenomenological methodology teachers’ meanings and beliefs about learning and teaching were interrogated and problematized. In order to interrogate and problematize teachers’ conceptions of learning and teaching two data collection methods were used namely: semistructured individual face-to-face interviews and non-participatory observations. The semi-structured individual face-to-face interviews were used to address the following research questions: 1. What are grade 10 and 11 English First Additional Language teachers’ conceptions of learning and teaching? 2. What shapes teachers’ conceptions of learning and teaching? The following research question was addressed by use the non-participatory observations: 3. How do teachers’ conceptions influence teaching approaches, if at all, during English poetry and short story lessons? In order to answer the above questions critical discourse analysis was used, to engage with participants’ responses from their individual face-to-face interviews. Critical discourse analysis assisted with ensuring in depth engagement with participants’ narrations, without taking any words for granted because meaning might be hidden in the selection of words. Thus critical discourse analysis enabled the critical identification of particular words used by the participants in order to gain insight to the underlying influences that shape rural teachers’ conceptions of learning and teaching in poetry and short stories lessons. As a result this involved an intense data analysis process, which incorporated the non-participatory classroom observations as well as the conceptual frameworks discussed from Bernstein, Alexander, and Scott and Mortimer. Some of the major findings suggest that teachers’ conceptions of learning and teaching are complex and complicated particularly if contextual issues are considered, as possible influential factors that shape teachers’ conceptions. The findings indicated that rural teachers’ conceptions of learning should be understood from early school learning to current teaching profession. The dominant conceptions of learning from early school and current teaching profession suggest memorisation, mimicking, and acquisition of information and little conceptions shows learning for transformation and change as a person. Various factors were identified to influences the conceptions such as policy, lack of resources and overcrowded classrooms. In addition, findings on teachers’ conceptions of teaching explicated the dynamics teachers face between ideas they hold about teaching and how they teach. The study indicated that some teachers mentioned ‘banking’ model of teaching that suggested teacher centred conception of teaching, which linked with some of the conceptions of learning. Most conceptions were about spoon-feeding, telling/giving learners information, and coordinating learning which link with conceptions of learning that promote surface learning. Other conceptions promoted transformation, unlocking minds, and life-learning, to show that teaching is not only about giving information but also ensure that the information changes the way learners make sense of the social issues in relation to the world. It was noted that teachers’ conceptions of learning and teaching seemed to have influenced how teachers teach poetry and short stories lessons, because irrespective of conceptualising teaching and learning in transformational and enlightenment but teachers used a unidirectional teaching approach. This teaching approach that all teachers used suggest ‘normality’ with using this way of teaching poetry and short stories, especially if the nature of poetry and short stories are taken into consideration. Without critiquing teachers’ pedagogical approaches, of concern is that all observed teachers, irrespective of different schools, used similar teaching approach which was shaped by curriculum policy expectations, teachers’ perceptions of learners, and the nature of the socio-cultural and economical context. Owing to some of the complexities mentioned above, further research on teachers’ conceptions of learning and teaching, particularly in rural schools is needed, because embedded in teachers’ conceptions lies their lived experiences and ideas about learning and teaching in rural school. Therefore if effective interventions are to be considered partnering with teachers and/or learners in rural schools to understand their conceptions, need to be seriously taken into account. The purpose is not to research with teachers rather than for teachers to enhance existing knowledge in partnership, rather imposing knowledge. / MT2017

Curriculum 2005 is an attempt by the South African government to create and implement a strategic plan to change the formal school curriculum. The new curriculum has 'integration' as one of its focal features. This study is an investigation of the use of' environment' as an integrating' organiser' in the senior phase of Curriculum 2005 in a selection of schools in the Mpumalanga province. While the Curriculum 2005 framework encourages curriculum integration, this is an area which might be neglected during implementation, because there is so little experience among teachers of working in an 'integrated' way. Environmental education is an approach to education which requires and facilitates curriculum integration. This study has the potential to contribute to our understanding of the integration of environmental learning across the new curriculum. Questionnaires and vignettes based on document analysis, follow-up interviews and classroom observations, involving a small group of teachers, were used in conducting the study. The investigation has revealed that participating teachers show a limited understanding of the constructs 'environment' and 'phase organiser'. Teachers do not take or introduce a critical perspective on the nature and causes of environmental issues. They treat the construct 'environment' and associated issues quite superficially when working with learners. Participating teachers generally misunderstood the concept 'phase organisers' and tended to interpret it in concepts associated with the curriculum framework they were used to. Curriculum 2005 also requires teachers to take on a more active curriculum development role. This study looked at four teachers' attempts to develop learning programme units, and at the way in which two teachers implement their curriculum plans focussing on 'environment', in the classroom. It was found that participating teachers do not always follow the same sequence or steps when developing a learning programme. Learning programme units were not considered in developmental sequence, they lacked some form of continuity and links between intended learning outcomes and teaching activities were also lacking. There was inadequate integration between learning areas. Furthermore, integration between knowledge, skills, values and attitudes was also not quite clear among the teachers, and they tended to deal with environmental knowledge in a rather limited way, focussing instead on the awareness and attitudes. These findings are of concern, and they are in keeping with the Curriculum 2005 Review Report, which highlighted the danger of inadequate focus on curriculum content. On overall teachers seem to be struggling with the whole notion of 'integration', even though environment as a phase organiser is meant to assist with curriculum integration. The thesis ends with recommendations on how teachers might be assisted to achieve meaningful curriculum integration, through using learning outcomes as well as content knowledge relevant to environmental learning.

D.Litt. et Phil. / In this study the term "information user education" applies to educating students to enable them to retrieve and utilise information sources and the library's services, facilities and sources effectively. In agreement with modern practice this includes learning library and information skills. Literature has shown that information user education must take place in order to render users library and information literate. Various writers have pointed out that distance education students also have a specific need for information user education, but that there is very little information on decentralised information user education. In Library and Information practice it has also been found that information on decentralised information user education is not readily available and that there is a need to educate students. In order to be able to develop decentralised information user education for Technikon SA, it was therefore necessary to undertake research on the design thereof. A literature study was indispensable in investigating information user education in general. Information user education was also explored in the context of distance education (national and international), technikon education, the education model of Technikon SA and the library and information services of Technikon SA. The status of information user education at some distance education institutions was also investigated. Based on the research undertaken by Technikon SA on international distance education trends, it was found that three basic principles form the nucleus of a well-organised distance education institution. These principles are student support of a high standard, learner-centred course material and quality administrative systems. The education model of Technikon SA, that is the Integrated Learner-Centred Distance Education model, is based on these principles. To support this education model, the library and information services of Technikon SA concluded co-operation agreements with public libraries throughout South Africa in order to offer these services to students. Technikon SA purchases duplicate copies of recommended books, processes, issues and dispatch them to the public libraries. At present approximately 270 libraries house these collections. Postal loans and article services are also available for students to supplement these services. For the purposes of this study the library and information services were evaluated according to the guidelines laid down for distance education libraries and for technikon libraries. Based on these guidelines it was found that Technikon SA library generally met the criteria stipulated, but that the library and information services did not offer decentralised information user education. To supplement the literature study, an empirical study was undertaken to determine how essential information user education was for Technikon SA students. In addition it had to be established what aspects had to be offered, at what levels these aspects had to be offered and who had to present the training.

M.Ed. / This study forms part of a greater ongoing research project concerning teacher competence and its assesment. The project focuses on researching teacher opinion on teacher competences identified by the initial research. The following areas of teacher competence are being researched : The learning environment Professional commitment Order and discipline Educational foundation Teacher reflection Co-operative ability Effectiveness Leadership This dissertation is part of the research undertaken regarding order and discipline and its role in teacher competence. An intensive research of the literature has given rise to a conceptualisation that consists of the following five aspects, namely : values; rules; human relationships; management of classroom behaviour; and teaching practices. This research essay focuses on classroom management behaviour as an aspect of order and discipline : implication for the management of teacher competence. Having orientated the reader to the particular field of research, the motivation and background of the problem will now be discussed.

When her life starts falling apart, a journalist and writer heads for a small rural town. Here the strange and wonderful tales about a local woman ignite her curiosity. As the town's secrets unravel she finds the truth behind all the fantasies. And in fighting her own demons she makes an unusual connection to this woman. She soon realises that this connection holds the key to her own salvation. Or her downfall.