M.Ed. (Educational Psychology) / This study is part of a broader research project that deals with: The perceptions of the importance of the different aspects of discipline when contemplating disciplinary actions toward children. Ten aspects are incorporated under the above mentioned project. The aim of this specific study is to discover by means of theoretical and empirical research how important teachers and parents deem the perceiving aspect of discipline when contemplating disciplinary actions towards children. This study is also aimed at establishing which aspects (as indicated in this study), teachers and parents value as the most important aspects of perceiving. The literature study describes perceiving and its role in the discipline process. The study makes special reference to educational milieu; personality; emotional and normative aspects of perceiving. Validity and reliability was ascertained by means of Factor Analyses and Item Analyses. The identified variables (ie (Ui) gender, language, educational capacity, involvement in school affairs, residence, religious engagement, number of children in primary school, number of children in high school, educational qualifications, age, marital state and income), constituted the multi-dimensional role used to investigate this specific facet.

M.Ed. / To the classroom teacher educational opportunities occur mainly during teaching with an added burden during extra-mural activities. Apart from the formal education the teacher often encounters informal situations during which pupils need guidance in order to master life-skills. During and after the training of teachers the perception is established that an intellectually well-trained educator will also be capable of teaching the necessary life-skills to pupils in need of such skills. The aim of this dissertation 1S to establish the need for interviewing skills by teachers and to point out that pupils are in desperate need to be educated by better equipped teachers. Since interviewing or counsell ing is considered the domain of psycho-therapists in our country, teachers are not being trained to apply this basic skill in order to enable the pupils to help themselves. The basic and those discussed interviews interviews requirements for successful interviews were researched applicable to the school educational situation are in this dissertation. Parameters for successful are mentioned and a framework for the general form of is included. The skills which are referred to in this dissertation can serve teachers to become more effective in their endeavour to enable pupils to help themselves. Students and practitioners of education should gain informal effectiveness by mastering and applying these skills.

M.Ed. (Educational Psychology) / Please refer to full text to view abstract

This study examined two art museum and school partnerships in order to learn how partnerships enable an integration of goals, participants' beliefs and values, and learning objectives. This study examined the partnerships through a social constructivist lens and used narrative analysis as way to interpret participants' stories about collaboration. The research found three major themes among participants' stories. Participants: a) valued good communication to establish relationships between partners, b) believed partnership offered students experiences that educated the whole person, and c) felt that students making meaning by interacting in the museum environment was an indicator of success. The study closes with discussion of the researchers' own constructions as they developed throughout the study.

published_or_final_version / Education / Doctoral / Doctor of Philosophy

19th century dime museums were a North American phenomenon that flourished in urban centres from the mid- to late-1800s. Named thusly due to their low admission cost, dime museums provided democratic entertainment that was promoted to all classes as affordable and respectable. The resulting facilities were crammed with art, artifacts, rarities, living human curiosities, theatre performances, menageries, and technological marvels. The exhibition Dr. Soanes’ Odditorium of Wonders strives to recapture the spirit and aesthetic of the dime museum to invoke wonder in the viewer and to combine art, artifacts, and oddities to provoke questions about the boundary between education and amusement. Both the academic and curatorial texts utilize a mix of methodological approaches appropriate to museology, art history and cultural history: theoretical research into historiographical issues concerning theories of display and spectacle; archival research and discourse analysis of historical documents, and material culture analysis (including the semiotics of display). / iv, 60 leaves : ill. ; 29 cm

Currently South African museums are faced with the challenge of evaluating and transforming their roles and functions as a response to changing national educational needs. The purpose of this study was to investigate whether aspects of the integrated strategies approach to promoting scientific literacy can be successfully employed in a museum context. The approach was used as part of the education programmes at the Port Elizabeth Museum School (Bayworld) and mixed methods were used to gather qualitative and quantitative data on the teachers’ ability to adopt the strategy. Data were also generated on the teachers’ perceptions of teaching and learning, possible activities which supported the approach, and aspects of the strategy which the learners adopted most readily. The findings suggest that active engagement in the process resulted in effective adoption of the strategy by the teachers, improved attitudes towards science learning by both the teachers and children who participated in the process, and improved scientific literacy in both.

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A research report submitted to the School of the Arts, Faculty of the Humanities University of the Witwatersrand, Johannesburg in fulfilment of the requirements for the degree Masters of Arts August 2015 / South African heritage sites are places that have the potential to support curriculum learning outcomes, and visits to heritage sites are sometimes included in the school timetable. Learning in museums is difficult to quantify, but it has been suggested that “something generally [does] happen” during visits to cultural sites (Hooper-Greenhill 2007:47). The focus of this research report is Constitution Hill, which is a prominent feature in the heritage landscape of Johannesburg that focuses on the atrocities, and the injustices of the past, while strengthening understanding of democracy and human rights. This research report evaluates the experiences of learners from the Further Education and Training (FET) Phase visiting Constitution Hill and participating in the Saturday Workshops run by Constitution Hill Education Project and attempts to identify what is the ‘something’ that ‘generally happens’. The data was obtained through semi-structured, open-ended interviews with learners, educators and programme co-ordinators. The data was analysed using the Generic Learning Outcomes Model, an evaluation tool developed in the United Kingdom. The research report proposes, despite the best efforts of schools and educators, many learners, regardless of socio economic background, struggle with making connections between South African history and their own daily realities and that this may influence the value they place on their democratic rights. However, the dynamic interaction with Constitution Hill, provided by the Constitution Hill Education Project, resulted in shifts in attitudes and perspectives suggesting that the ‘something’ that happens is positive and potentially far reaching. This research report also reflects on the interpretive strategies that characterise the engagement at Constitution Hill.

Orientador: Rejeane Galvão Coutinho / Banca: Miriam Celeste Martins / Banca: Luiza da Silva Christov / Resumo: Esta pesquisa tem como foco as práticas avaliativas realizadas por setores educativos de museus de arte e instituições culturais. A fundamentação teórica parte da intersecção dos campos da educação e da arte-educação, sobretudo no que tange à educação não formal realizada em espaços expositivos. Foram realizadas visitas e entrevistas com coordenadores de setores educativos de quatro instituições da cidade de São Paulo: Paço das Artes, Museu de Arte de São Paulo, Museu Lasar Segall e Pinacoteca do Estado de São Paulo. Esta pesquisa exploratória possibilitou um entendimento de como os setores educativos estão realizando a reflexão de suas ações educativas e como estas práticas podem influenciar o processo de atendimento ao público. A experiência da avaliação como reflexão do processo educativo realizado em espaços culturais foi também vivenciada pela pesquisadora junto à equipe do Pavilhão das Culturas Brasileiras em São Paulo, onde foram pensadas estratégias articuladas através de relatos da mediação cultural por parte dos sujeitos envolvidos. Como resultados da pesquisa, aprendi que a avaliação das ações educativas deva ser reflexiva no seu processo, para que possa desempenhar uma função transformadora e construtiva da própria mediação cultural / Abstract: Esta pesquisa tem como foco as práticas avaliativas realizadas por setores educativos de museus de arte e instituições culturais. A fundamentação teórica parte da intersecção dos campos da educação e da arte-educação, sobretudo no que tange à educação não formal realizada em espaços expositivos. Foram realizadas visitas e entrevistas com coordenadores de setores educativos de quatro instituições da cidade de São Paulo: Paço das Artes, Museu de Arte de São Paulo, Museu Lasar Segall e Pinacoteca do Estado de São Paulo. Esta pesquisa exploratória possibilitou um entendimento de como os setores educativos estão realizando a reflexão de suas ações educativas e como estas práticas podem influenciar o processo de atendimento ao público. A experiência da avaliação como reflexão do processo educativo realizado em espaços culturais foi também vivenciada pela pesquisadora junto à equipe do Pavilhão das Culturas Brasileiras em São Paulo, onde foram pensadas estratégias articuladas através de relatos da mediação cultural por parte dos sujeitos envolvidos. Como resultados da pesquisa, aprendi que a avaliação das ações educativas deva ser reflexiva no seu processo, para que possa desempenhar uma função transformadora e construtiva da própria mediação cultural / Mestre