Bibliography: leaves 168-177. / The study is placed in the context of the development of Environmental Education and the integral role of fieldwork in fulfilling its objectives. The requirements of teachers regarding the use of natural areas for environmental/ecological fieldwork were investigated by means of two surveys which used open-ended questions and numerical rating scales. An exploratory postal survey of school principals was used to investigate the current use of natural areas by schools and the relative importance of constraints upon fieldwork. It was found that, while most White schools made some formal use of natural areas, fewer Asian and Coloured schools did so, and fieldwork amongst Black schools was almost non-existent. Extra curricular fieldwork was primarily a phenomenon in White schools. Constraints varied in importance between schools in different education departments but overall a lack of teacher training in fieldwork was the major constraint. Interviews with a sample of teachers who had used natural areas provided detailed information on their environmental/ecological fieldwork requirements. Three hypotheses relating to factors influencing teacher choice of fieldwork sites were tested. In this regard it was found that certain intrinsic characteristics of natural areas, and the availability of teaching resources (including site-specific training and educational field officers) were important influences. Increasing transport costs, while often a secondary consideration, may increase the future demand for local fieldwork sites. The specific characteristics and facilities required of natural areas were investigated in detail. The study concluded that the Durban Metropolitan Open Space System has considerable potential to meet the environmental fieldwork requirements of schools. Towards this end a set of criteria for selecting appropriate natural areas, and a list of priorities for developing them, were established.

Thesis (M.Ed.)--University of the Witwatersrand, Faculty of Education, 1988.

This study is an evaluation of the remedial and diagnostic components of a microcomputer program on speed. The program is based on a conceptual change model developed within the field of cognitive science research. The influence of research in cognitive science on the current research in science education is discussed as well as recent research in the field of kinematics in the context of science education. The literature relevant to the study is reviewed, and the design of the study and the evaluation procedures are described. The results of the investigation are presented and analysed and finally conclusions from these findings are presented.

A research report submitted to the Faculty of Education, in partial fulfilment of the requirements for the degree of Master of Education, University of the Witwatersrand, Johannesburg, 1991 / This research report explores attitudes and trends in relation to the education of girls in single-sex white secondary English-medium schools in the Transvaal; it identifies the ways in which these have changed and possible reasons for the shifts. [Abbreviated Abstract. Open document to view full version]

Research has been conducted in the genesis and development of formal education in the Eastern Moutse area within the context of formal education in South African schools. Various methods such as historical method, phenomenological method, metabletic method, comparative method, exemplaristic method, descriptive method and evaluation method have been followed whereby the development, over the years, of education in the area under review, was revealed. The authenticity of formal education as it evolved was evaluated by the use of Essence Structure Model (ESM). An attempt has been made to describe the education-essence-structure in its multifaceted complexity. These education-aim-essences have been used since time immemorial. It appeared that of all the essences, religiousness has the highest value. Other essences which are of equal status are: the ethical, the aesthetic, the economic, language and other essences of the ESM. In order for authentic education to take place, all the education aim structure essences must be accorded a rightful place in the education of a child towards adulthood. Throughout history, cultural groups have over and under-emphasised different essences in their efforts to educate the child towards adulthood. This effort was informed by a particular life-view or a philosophy oflife which was upheld by people of different cultural backgrounds. The need to restructure the curriculum in the Eastern Moutse area in such a way that it caters for a balanced recognition of all essences of the ESM has been discussed. Overemphasis of some essences at the expense of the others leads to an inauthentic way of existence. The aim of this research has been to conduct a historical survey and evaluation of formal education in the Eastern Moutse area as it evolved over the years from the missionary era until in the 1990s. / Educational Studies / M. Ed. (History of Education)

Digitized from microfiche to pdf. / Thesis (PhD (Curriculum Studies))--University of Stellenbosch, 1998. / AFRIKAANSE OPSOMMING: Die tydperk van afwagting op die afkondiging van wetgewing rondom die proses van transformasie, word gekenmerk deur 'n lae onderwysermoraal, besnoeiings in begrotings, oorvol klasse, diverse leerderbehoeftes, sowel as 'n algemene gevoel van onsekerheid oor die toekoms. Teen hierdie agtergrond het die studie gepoog om die insluiting van leerders met spesiale onderwysbehoeftes in hoofstroomonderwys, vanuit spesiale skool-personeel se perspektiefte bepaal. Daar is gebruik gemaak van 'n situasie-analise van die huidige stand van spesiale skole, kommentaar van spesiale skool-personeel oor inklusiewe onderwys in te win, sowel as om onderhoude te voer met belanghebbende rolspelers en kundiges rondom inklusiewe onderwys op nasionale en internasionale gebied. Dit blyk uit die ondersoek dat daar 'n behoefte is aan samewerking tussen spesiale en hoofstroomonderwys. Spesiale skole as deskundige sentrums kan 'n bydrae lewer op die gebied van die assessering van leerstyle en akademiese vaardighede, die bepaling van sosiale en gedragsbehoeftes, sowel as die organisering van die multi-disiplinêre span rondom die leerder se akademiese en nie-akademiese behoeftes. Spesiale skool-personeel kan betrokke raak by die opleiding en ondersteuning van hoofstroomonderwysers in die hantering van leerders met spesiale onderwysbehoeftes en kan as samewerkende konsultante by verskillende onderwyssituasies inskakel, soos byvoorbeeld: • in die hoofstroomskool in die hoofstroomklas; • in 'n hoofstroomskool waar leerders tydelik onttrek word uit die hoofstroomklas; • in die hoofstroomskool in 'n spesiale klas of eenheid; of • in 'n spesiale skool. Ten spyte van bestaande vaardighede en kennis van beide hoofstroom- en spesiale onderwysers, beskik hulle nie oor die nodige samewerkingsvaardighede om kundighede effektief te deel nie. Dit blyk dat spesiale skole as bestaande formele strukture onderwysbehoeftes moet aanspreek en ondersteuning behoort te bied aan leerders, onderwysers, ouers en ander lede van die gemeenskap in die beweging na inklusiewe onderwys in Suid-Afrika. / ENGLISH ABSTRACT: Special education and mainly the continued existence of special schools, is the focal point of the transformation to a system of inclusive education in South Africa. The period pending the promulgation of law regarding the process of transformation, is distinguished by the low morale of teachers, cutbacks on budgets, a large number of learners with diverse needs in mainstream, as well as special classes, and a general feeling of uncertainty pertaining to the future. Against this background, the study seeks to investigate the inclusion of learners with special educational needs in mainstream schools from special school staff's point of view. This study involved a situation analysis of the current stance of special schools, gathering comments from special school staff on inclusive education, as well as having interviews with role-players and experts on inclusive education on national and international domain. The study reveals a need for special and mainstream teachers to collaborate. Special schools as expert centers can be instrumental in assessing learning styles and academic skill levels, identifying social and behavioural needs and organising the multi-disciplinary team around an individualised plan in order to meet both academic and non-academic needs. Special school personnel should be involved with the support and training of mainstream teachers to empower them to deal with learners with special educational needs. Special school personnel can link up as collaborative consultants in various educational settings, such as: • in the mainstream school in the mainstream class; • in the mainstream school where learners are temporarily pulled out of the regular programme; • in the mainstream school in a special class or unit; or • in a special school. Despite existing skills and knowledge of both mainstream and special school teachers, they do have the necessary collaborative skills to effectively share their expertise. This study indicates that special schools, as existing formal structures, have a pivotal role in addressing these needs and supporting learners, teachers, parents and other community members in the movement to inclusive education in South Africa. -

M. Tech. Drama / This study aims to investigate how the implementation of the Arts and Culture Learning Area adheres to the government policy as contained in the Revised National Curriculum Statement; to establish the challenges militating against the effective delivery of the Arts and Culture Learning Area; to interrogate the implementation process and the opportunities offered by the existing policy; and to establish the extent to which dance, drama and music are utilised as assets in the development of children's cognitive processes.

Over the past fifteen years the integration of students with impairments from "special schools" into regular schools has been common practice in most western countries. Here in South Africa, the policy of integration is only just beginning to be formally legislated and implemented. One such integration project is currently underway in the province of KwaZulu-Natal. The initiative, organised between Clare Estate School and Dr. A. D. Lazarus Secondary, began in 1992. This study investigates the experiences of nine students with physical impairments. They form a part of a group of fourteen students presently integrated into Dr. A. D. Lazarus Secondary. The experiences of the students are examined from the perspectives of the students themselves, their teachers and their parents. All the differing viewpoints were gathered through semi-structured interviews and observation. As a framework within which to analyse the findings, a social model of disability was explored. The social model advocates that people have impairments and not disabilities. A disability arises when environmental factors exacerbate the existence of an impairment. The factors which could exacerbate impairment within the school setting range from physical inaccessibility to overdependency in an environment designed solely for able-bodied people. An environmental obstacle that hinders a person with an impairment is referred to as a 'disabling barrier.' The study revealed that unpreparedness for integration can result in many 'disabling-barriers' within the school context. These obstacles create hindrances not just for the students with impairments but for all students, teachers and parents. The researcher identified the disabling-barriers in order to highlight the many challenges that face the school. It was hoped that by gathering information, predominantly from the perspective of students with physical impairments, one is able to evaluate the experiences from their own personal perspectives. Furthermore, both the schools involved in the project are challenged into turning the identified "disabling-barriers" into more enabling environments for students with physical impairments. Finally, looking beyond integration towards an inclusive system of education is the ultimate challenge recommended for this particular context. / Thesis (M.Ed.) - University of Natal, Durban, 1996.

Abstract not available. / Thesis (M.Ed.) - University of Natal, 1968.

Research has been conducted in the genesis and development of formal education in the Eastern Moutse area within the context of formal education in South African schools. Various methods such as historical method, phenomenological method, metabletic method, comparative method, exemplaristic method, descriptive method and evaluation method have been followed whereby the development, over the years, of education in the area under review, was revealed. The authenticity of formal education as it evolved was evaluated by the use of Essence Structure Model (ESM). An attempt has been made to describe the education-essence-structure in its multifaceted complexity. These education-aim-essences have been used since time immemorial. It appeared that of all the essences, religiousness has the highest value. Other essences which are of equal status are: the ethical, the aesthetic, the economic, language and other essences of the ESM. In order for authentic education to take place, all the education aim structure essences must be accorded a rightful place in the education of a child towards adulthood. Throughout history, cultural groups have over and under-emphasised different essences in their efforts to educate the child towards adulthood. This effort was informed by a particular life-view or a philosophy oflife which was upheld by people of different cultural backgrounds. The need to restructure the curriculum in the Eastern Moutse area in such a way that it caters for a balanced recognition of all essences of the ESM has been discussed. Overemphasis of some essences at the expense of the others leads to an inauthentic way of existence. The aim of this research has been to conduct a historical survey and evaluation of formal education in the Eastern Moutse area as it evolved over the years from the missionary era until in the 1990s. / Educational Studies / M. Ed. (History of Education)