South Africa has eleven official languages. In this diverse context teaching is a complex issue. In the light of this statement, the aims of this study were to • ascertain teachers’ perceptions of language diversity in multicultural primary schools in Gauteng; • determine their views on the factors that impact on the acquisition of English as a second language; and • make recommendations on how teachers can best be supported to teach multicultural classes. The study adopted a quantitative approach. A questionnaire was used to gather data, which was completed by 60 teachers from three Gauteng primary schools. Significant conclusions include, that not all teachers are aware of the language policies. Most are in favour of English being taught from Grade one; believed the parents preferred their children to be educated in English, and were divided in their support of using mother tongue languages. Finally, recommendations were made, emanating from the study. / Educational Studies / M. Ed. (Socio-Education)

A research report submitted to the Faculty of Science, in partial fulfilment of the requirements for the degree of Master of Science, University of the Witwatersrand, Johannesburg. December 2014. / The National Curriculum and Assessment Policy Statement document (CAPS) (Department of Basic Education, 2012: 4) outlines some of the salient skills related to the modelling of word problems that Mathematics learners are expected to acquire during the course of their learning. One such critical skill is the learners' ability to represent and describe situations in algebraic language, formulae and expressions. In line with this broad objective, the present study investigated learners' linguistic knowledge and skills in translating from word to linear algebraic representations. Particularly focussing on errors learners made during the translation process, a class of 40 Grade 11 learners at one school in Gauteng West District were selected and given a written test on word problems. To gain access to learner misunderstandings leading to the observed errors and their sources, five learners were selected for interviews that were audio recorded. A Mixed-method Sequential Explanatory Design was used in the study. The major finding of this present study was that learners committed more semantic errors than syntactic and schematic errors suggesting that they (learners) had challenges in understanding the language used in the word problems. The major sources of semantic errors were found to be learners' lack of vocabulary knowledge, inexperience in interacting with expository text structures and their lack of syntax awareness. In addition to the above finding, learners exhibited limited metacognitive skills essential in word problem solving as well as their inability to reflect on the appropriateness of their written algebraic representations for all categories of word problems. The study concludes by providing recommendations on how errors committed in word problem solving can be attended to

M. Tech. Business Administration / This study examines public secondary school teachers technology acceptance as another form of pedagogical method in the classroom. The widely used Technology Acceptance Model (TAM) was used to determine the factors associated with either acceptance or non-acceptance of technology in the classroom. In this study, only secondary school teachers from disadvantaged schools in one of the biggest townships in South Africa were sampled. The sample size was 271 respondents from a population of approximately 455. TAM was tested on the use of any of the Microsoft Softwares (Powerpoint, Word, Excel) in the classrooms for teaching purposes. The Statistical Package for Social Sciences (SPSS) was used to analyse the data and five hypothesis statements were tested. The results revealed fundamental determinants (e.g. perceived usefulness and perceived ease of use) as primary contributors for their acceptance of technology.

Fewer than 8% of schools in South Africa have functioning libraries. There is no national policy for school libraries which compels School Governing Bodies and principals to have a library in their schools. This qualitative study, based on grounded theory, investigated ten primary schools in Gauteng that had libraries, or were in the process of setting up a library with the intention of providing a rich description of the issues and challenges facing these schools. The schools were chosen on the basis of location (Soweto and Johannesburg), and the school fees that were paid in a continuum from low/no fee paying schools to the fee paying ex Model-C schools. The resourcing of the school library, the operation of the school library and the role of the library were examined. The findings highlight the lack of a national policy, of school library posts, the theft of computers as a result of the lack of security, as well as the lack of understanding by teachers of the role the library in teaching and learning. Furthermore, there appears to be a disjuncture between the trends evident in the international literature on school libraries and what is actually happening in the primary school libraries in my study. Most significantly low/no fee paying schools with libraries were the exception and those that did have libraries were as a result of the enthusiasm and efforts of one or two individuals with the backing of the principal. Ex-Model C schools had the advantage in terms of the provision and staffing of school libraries as they had the funds to support them and, in some cases, a school librarian, provided that the principal supported the idea of a school library. In all the schools, the belief in the importance of the library regarding reading and literacy was the main motivating factor in establishing or maintaining the school library. A growing public awareness of the value of school libraries was an encouraging trend that emerged from my study.

The aim of this study is to determine the effectiveness of simulation training in improving the clinical competence of pupil nurses. A quantitative, quasi-experimental, non-equivalent control group before-after design is used. The method of data collection is observation using check lists. The population for this study includes the second-year pupil nurses (N=43) following the two-year programme leading to enrolment as a nurse at the Gauteng learning centre of a private hospital group during 2011-2012. The results reveal that although there is proof that clinical training in simulation improves the competence levels of the experimental group in the procedure administration of oral medication over a period of time, there is no proof that this is true for the procedure observation of patients’ neurological functions and, therefore, the researcher cannot come to a definite conclusion about the effectiveness of simulation training / Health Studies / M.A. (Health Studies)

M.Phil. / The problem giving rise to research on the role of the school in the reconstruction of society, is a practical one. The question is how could the school interact with society in the education of children and so play a leading role. The discussion above immediately poses several problems which may be summarised by means of the following questions. What are the social and educational problems confronting the community of Mamelodi? How can the school help in addressing these problems? To what extent can the school contribute towards the reconstruction of the community in Mamelodi? Having identified problems related to schooling in Mamelodi, the aims of the research will be established. The aim of the research is to determine the contribution that the schools in Mamelodi can make towards the reconstruction of the community

The research describes how creativity in higher education can be introduced as a concept that could enhance the creative thinking and application of adult learners enrolled in the Advertising Management Diploma. A number of different routes were attempted in order to answer the research question „can creativity be taught? ‟ Cord and Clement (2010) stated that adult learners should be allowed to practice their skills and prior knowledge, and that the learning material should promote generic workplace skills. The research discovered that the learning material for the Advertising Management diploma does little to enhance or even cater for imagination and creative application. It is vital for accurate application to take place, as this will enhance creativity. The problem formation is centered on the lack of sufficient skills in using one‟s imagination to generate creative ideas. This research study included five research activities that employed a semi-structured interview that involved sessions spanning over a period of six months, aligned to the course material‟s learning outcomes, and creative application of such acquired knowledge. It was established that, in order to further the creative application of young adults, it is important that they are able to link theory to practical and so be able to create concrete examples of what they are capable of doing. / ABET and Youth Development / M. Ed. (Adult Education)

South Africa has eleven official languages. In this diverse context teaching is a complex issue. In the light of this statement, the aims of this study were to • ascertain teachers’ perceptions of language diversity in multicultural primary schools in Gauteng; • determine their views on the factors that impact on the acquisition of English as a second language; and • make recommendations on how teachers can best be supported to teach multicultural classes. The study adopted a quantitative approach. A questionnaire was used to gather data, which was completed by 60 teachers from three Gauteng primary schools. Significant conclusions include, that not all teachers are aware of the language policies. Most are in favour of English being taught from Grade one; believed the parents preferred their children to be educated in English, and were divided in their support of using mother tongue languages. Finally, recommendations were made, emanating from the study. / Educational Studies / M. Ed. (Socio-Education)

This study focuses on the experiences of teachers in addressing the academic wellness of juvenile offender learners in the Correctional Centre. The main aim was to explore and understand the experiences of teachers in addressing the academic wellness of juvenile offender learners in a Correctional Centre School. In order to achieve this aim, the researcher used Bronfenbrenner’s eco-systemic theory (1977) and the Wellness theory by Hettler (1980) as a theoretical framework. The study was conducted at one of the Correctional Centres in Gauteng Province, South Africa. Purposive sampling was used, and two Correctional School teachers were selected. The study was qualitative in nature, embedded within an interpretive paradigm and used a phenomenological approach. After ethical measures were addressed, data were collected using the semi-structured interviews (Henning, Van Rensburg & Smit, 2004). The findings revealed that teachers implemented effective teaching strategies towards the enrichment of the academic wellness of the juvenile offenders in the Correctional Centre. Teachers indicated that there are barriers to learning in the Correctional School. Level of literacy and numeracy skills are low among juvenile offender learners. Some learners are not interested in learning and they have poor educational background. However, teachers revealed from the findings that indicate that effective schooling rehabilitates and could lower recidivism. An additional theme indicated that learning and teaching support materials (LTSM) are not adequately available. Moreover, teachers need empowerment and development in the Correctional setting and to be equipped or skilled adequately on necessary knowledge to handle special school environment and its challenges. Recommendation was made that to enhance and improve juvenile offender learners’ academic wellness, ample time spent during lock-up should instead be allocated to the Correctional School, be used efficiently and effectively. / Inclusive Education / M. Ed. (Inclusive Education)

This study investigates the role of cultural diversity on social wellness in a diverse school setting. It explores the views of learners and teachers on issues pertaining to cultural diversity and social wellness in the school. An integrative lens encompassing Hettler’s (1970) wellness theory and Letseka’s (2000) Ubuntu principle were used as the framework to guide the study. The interpretivist paradigm was used because the research method for this study is qualitative in nature. Purposive sampling was used in this study where fifteen participants were selected. The approach used is a case study, with the case being a multicultural primary school in Gauteng Province, South Africa. Ethical clearance was obtained from the Unisa’s Ethics Committee. Furthermore, permission was granted by the Department of Basic Education and the school’s principal. All participants signed consent and assent letters before data were collected. Learner participants gave their assent to take part in the study after consent had been obtained from their parents and guardians prior to the commencement of data collection. Data collected reflected the participants’ understanding of the need and means to promote social wellness within a culturally diverse school setting. It also suggests that it is possible to make diversity work for, instead of against us as is advocated for by Sheets (2005). The themes that emerged from collected data were: knowing one another as well as each other’s cultures, respect for equality and human dignity, loving kindness and compassion towards everyone, practicing good manners and discipline towards everyone, positive social interaction/desired attitude and also leading by example. These themes form guidelines that can be used in promoting social wellness in the school. / Inclusive Education / M. Ed. (Inclusive Education)