Magister Curationis - MCur / In nursing education the clinical component comprises an important part of the students’ training. Clinical teaching and learning happens in simulated as well as real world settings. First–year students spend the first quarter of their first year developing clinical skills in the skills laboratory. In the second-term they are placed in real service settings. This study was aimed at exploring the experiences of first year nursing students of the University of the Western Cape (UWC) during their first clinical placement in the hospital. A qualitative phenomenological exploratory study design was used and a purposive sample of twelve nursing students was selected to participate in the study. The research question was “Describe your experiences during your first placement in hospital?” Written informed consent was given by every participant and ethical approval was obtained from the relevant UWC structures. In-depth, face-to-face interviews were conducted, audio taped and transcribed verbatim. Transcripts were coded and sub-categories, categories, and themes were extracted during the data analysis process. Trustworthiness of the data collection and data analysis processes were ensured. Many of the first year nursing students described their experience in hospital as being stressful. However, the first placement in hospital allowed them to work with real patients and provided them an opportunity to develop a variety of clinical skills. Even though the hospital environment was unfamiliar and the ward staff unwelcoming, the patients’ acknowledged and valued their contribution to patient care. Students tend to seek support from family members and lecturers. It is recommended that first year nursing students be prepared adequately for their first placement in hospital as well as to provide practical and emotional support to students during their hospital placement

This dissertation challenges the traditional patriarchal conception of mentoring, in which mentors are cast as experts and the task for novices is to assimilate their mentors' knowledge and proposes an alternate feminist conception in which mentors and novices are learner-teachers. The conception is based on practices of conversation and shared experience, through which mentoring partners develop trust and reciprocity. Through reciprocity, mentoring dyads move to a practice of thoughtful critique, in which they trouble taken-for-granted structures within schools. Central to feminist mentoring are issues of concern to the teachers involved, including issues of gender, race and culture as experienced in their own lives. To explore the conception of feminist mentoring, a qualitative research study was undertaken. Data about four mentoring dyads and one triad were collected through a series of structured interviews with individuals and pairs of teachers during one school year. The interviews were recorded and transcribed, and the resulting transcripts were analyzed for common themes. It was found that more successful dyads formed on the basis of the beginning teacher's choice and involved considerable time commitment. Successful mentoring dyads participated in frequent conversations, both casual and planned, in which they talked about students, shared resources, and co-planned curriculum. Conversations centred on both work-related and personal issues. The most successful dyad created numerous shared experiences which provided opportunities for the partners to learn reciprocally. Mentoring conversations and shared experiences led to two complementary ways of coming to know about teaching. In percolated learning the beginning teacher came to know based on hearing and thinking about the mentor's experiences. Thoughtful critique is a more deliberate mode of learning in which the mentor and beginning teachers intentionally address issues of common concern. Although there was some evidence of explicit thoughtful critique emerging within the mentorships, critique was expressed tentatively and cautiously. I suggest that the conditions of schools discourage critique and beginning teachers feel discouraged from being overtly critical. Mentoring dyads may need to work together for more than one year to develop a sufficient level of trust to move to a more critical feminist reconception of mentoring that supports and challenges both mentors and beginning teachers. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

Magister Educationis - MEd / This study investigates the extent to which the one-year English course that the National University of Rwanda offers equips Francophone students with the linguistic tools they need in order to cope with content subjects offered through the medium of English. It argues that learning English in this context should go beyond foreign language learning to learning English for Academic Purposes, and beyond language learning to the understanding of content subjects. For the purposes of this study, the focus fell on students in the Management Faculty.

Despite a steady stream of new science teachers joining the K-12 education workforce, the rate at which beginning science teachers (BSTs) stay in the classroom long-term is shockingly low. With such a low rate of retention, it is important to examine these teachers’ experiences in the formative first years of teaching after completing a formal pre-service program in order to observe their continual learning in-service. Though much attention has been given to formal mentoring and induction programs for BSTs, little is known about the ways these teachers choose to continue learning to teach science. Especially little is known about how technology can facilitate their continued learning. In this phenomenographic study, I followed a group of BSTs to describe their experiences and conceptions of their learning choices and agency during the induction period, which I define as the first through third year of teaching. By investigating induction, the period of rapid learning that occurs during the first years of teaching science full-time, I captured the experiences BSTs have that are unique to this time. Both qualitative and quantitative data were collected from surveys, observations, journal reflections, and interviews. The data indicate that BSTs’ learning needs are tied to a desire for professional connection to other educators, juxtaposed with a perception that they must be self-reliant in their work. BSTs learn primarily from their specific student population, through trial and error, and the extent and manner of these learnings depend on time, logistics, and the school context in which they work. Finally, BSTs demonstrate that technology plays a primarily pedagogical role in their classrooms, but promising themes emerged about ways in which they learn from and use technology to deprivatize teaching in order to meet their desire for professional connection.

This phenomenological study examines Saudi students’ perceptions of writing difficulties in U.S. universities as they have experiencing EFL and ESL contexts. The reason for focusing on Saudi students as participants is to limit linguistic, educational, cultural, and social factors that may affect the findings. The participants are seven Saudi graduate students at Southern Illinois University Carbondale (SIUC). Interview is used as a research instrument to provide a space for each participant to recall as many memories and perceptions as possible in order to manifest comprehensive presentations of their experiences in the Saudi and U.S. contexts. The two research goals are: (1) exploring the similarities and differences between the two contexts based on the participants’ perceptions; and (2) identifying potential effects of these similarities and differences on the participants’ writing during graduate studies in the U.S. Participants’ perceptions focus on the differences between the Saudi and U.S. contexts, rather than similarities, and their comparisons of the two contexts are discussed based on eight key factors: student’s role, students’ expectations, teacher’s role, relationship with instructors, writing process, feedback and grading, off-campus social life, and educational policies. The potential effects of these differences on Saudi students’ writing in the U.S. context are classified into three domains: educational procedures and academic standards; pedagogies; and writing processes. I conclude this study by offering recommendations for U.S. professors and instructors who may teach Saudi students and future Saudi students who plan to come to the U.S. universities.

The problem of the orientation of new teachers in a school system is of vital importance to the teaching profession. Many of the difficulties which arise in trying to adjust to a new job situation may be alleviated if they are identified as problems and are worked on as such. Some of the things troubling new teachers are in the areas of professional security, acceptance by the entire faculty, and social adjustments in the community. / Typescript. / "July, 1951." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Education." / Advisor: H. A. Curtis, Professor Directing Paper. / Includes bibliographical references (leaves 31-32).

Background First year experience (FYE) programmes are standard offerings across a number of higher education institutions (HEIs), both locally and internationally. The increase in FYE programmes has been due to the fact that many first-year university students struggle with the academic and social transition from high school to university (Anderson, Wason, & Southall, 2016; Briggs, Clark, & Hall, 2012). The Discover Commerce (DC) Programme is a FYE programme that was first implemented at the University of Cape Town (UCT) in 2019. The DC Programme targets all first-year students enrolled in any degree programme offered by the Faculty of Commerce. The overarching aims of the programme are: (a) to equip students with the requisite knowledge and skills to successfully transition from high school to university and thrive academically within this higher education environment, and (b) to provide students with a strong foundation for success at university and in their careers post university. The programme includes an online learning component, face-to-face group work sessions and peer mentoring. Evaluation Focus The main objectives of this evaluation were to determine: (a) whether or not the DC Programme had been designed in a way to achieve its intended outcomes, (b) to clarify whether the personal, academic and social needs of first-year students were correctly identified by the stakeholders who designed the DC Programme, and c) to use the DC's reconstructed programme theory and logic produced in the theory evaluation to inform the development of a Monitoring and Evaluation (M&E) framework. As such, a theory evaluation and needs assessment were conducted. An M&E framework was also developed for the programme. The following questions were addressed: 1. What are the assumptions that underlie the DC Programme? 2. Is there evidence that the DC Programme's activities, outcomes and causal linkages are plausible? 3. What elements of the DC Programme theory could be modified to maximise the intended outcomes? 4. What are the personal, academic and social needs of first-year university students in a South African context? 5. What indicators, implementation and outcome measures need to be incorporated into the M&E framework for the DC Programme? Methodology The evaluator used Donaldson's (2007) five-step process for developing and assessing the programme theory. An initial programme theory was developed for the programme by engaging a purposive sample of three programme stakeholders in a structured discussion session (evaluation question 1). A plausibility assessment of the initial programme theory was conducted through an extensive literature review to address evaluation question 2. Based on the plausibility assessment findings, the evaluator was then able to make recommendations on how the programme theory could be reconstructed to improve the likelihood that the DC Programme will achieve its intended outcomes. A needs assessment was conducted by qualitatively analysing the data from a sample of 60 reflective assignments completed by first-year Commerce students who participated in the DC Programme. This needs assessment was conducted to shed light on whether the programme had correctly identified the needs and challenges of its target population. The evaluator used a modified five-stage process developed by Markiewicz and Patrick (2016) to outline the M&E framework. The evaluator used the reconstructed DC Programme theory and logic produced in the theory evaluation to inform the development of the evaluation questions, indicators, and targets for the framework (evaluation question 5). Key Evaluation Findings from the Theory Evaluation and Needs Assessment The final output of the theory evaluation was a critically reconstructed programme theory of the DC Programme (evaluation question 1). The evaluation found that the activities, outcomes and causal linkages of the programme theory were plausible (evaluation question 2). However, the literature suggests that the success of these types of programmes is dependent on the programme incorporating best practices and several design considerations. These include: a) appropriate staff recruitment, training and support; b) content and grading of assessments; c) structure and dosage of the programme; and d) quality of programme staff-student relationship (evaluation question 3). • The literature review findings indicated that the DC Programme did incorporate some of the design requirements for an effective FYE programme. For instance, content offered in the programme was aligned to best practice literature which includes problem-solving activities, collaborative group work and a reflective assignment. • In terms of the structure and dosage of the programme, the DC Programme has small class sizes for the face-to-face component and runs for a full academic year, which is in accordance with best practice literature for effective FYE programmes. • There are, however, various areas of improvement for the design of the DC Programme. According to best practice literature, students should receive written feedback on assessments and these assessments should be letter-graded to ensure that expectations for students are set at appropriately high levels. The group sessions and major assessments in the DC Programme are not letter-graded and students do not receive written feedback on tasks or assessments. • In terms of appropriate staff and recruitment, literature review findings indicate that the face-to-face component in FYE programmes are most effective when taught by academic staff. The DC Programme does not meet this design requirement as it uses third-year undergraduate students to facilitate the group sessions of the programme. • Literature review findings emphasise that ongoing professional development opportunities for FYE programme staff is a best practice for FYE programmes. In the case of the DC Programme, although programme staff undergo training before being recruited onto the programme, the programme does not have ongoing professional development opportunities for programme staff. Several key themes emerged from the needs assessment which related to the personal, academic and social needs of first-year university students (evaluation question 4). • Students reported various academic challenges and successes experienced during the first-year of university. The DC Programme has addressed these academic challenges in the programme through the online modules that provide structured academic guidance and support. • Students were also positive about the exposure to different disciplines and courses during the first-year of university. This need has been addressed by the programme as the face-to-face component of the course exposes students to different Commerce disciplines in the various group case study projects. • In addition, students reflected on their personal growth during the year. The DC Programme considered the need for students to reflect on their overall experience of university through the reflective assignment. • The needs assessment findings, however, indicated that not all of the needs of first-year university students were adequately addressed by the programme. For instance, students placed importance on social engagement with their peers. Although the DC Programme incorporates group work which is meant to facilitate student engagement, this group work is academic-focused and may not provide students with sufficient opportunities for social interaction. • Students also reported experiencing mental health challenges due to academic demands and other external factors experienced during the first-year of university. Although the DC Programme does include online modules that contain stress management strategies, it does not include specific initiatives to support students who experience mental health challenges. Recommendations The evaluation findings informed the key recommendations in this dissertation which include the following: • It is recommended that the DC Programme uses a letter-grading system for the tasks that have to be completed as part of the programme and award a final grade on completion of the course. Grading rubrics could be designed for major assignments (e.g. the reflective assignment) to help students understand what the expectations are for each assignment. These grading rubrics may also guide the instructor or the marker on how to give constructive written feedback. • It is recommended that the DC Programme appoints faculty staff to facilitate the face-to-face group discussions (if resources permit). Peer mentors could still be involved in a support capacity (i.e. to assist faculty staff during the sessions and with grading of assignments). • The DC Programme should consider providing structured professional development opportunities to programme staff. This is an essential component of successful FYE programmes. These structured development opportunities could take the form of check-in meetings before and after each of the face-to-face group sessions. These meetings could serve as a platform to share insights, strategise on how to tackle common or unique challenges encountered and develop new facilitation skills. • To increase the opportunities for social interaction and foster a sense of community amongst the groups, it is recommended that students are given an opportunity to engage and connect meaningfully with peers on a social level. Small-group social gatherings could be arranged at different points during the academic year. • It is recommended that the DC Programme strengthens its linkages with the UCT Wellness Service, and provide structured in-person guidance on how to access this service. Peer mentors could be involved in the referral and information dissemination process.

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Since the mid-1970s, researchers in student development theory, research, and practice have examined the experiences of first-year university students with the aim of improving quality of educational life and student motivation to stay in school (Greenfield et al., 2013). First-year students are viewed as vulnerable to attrition as most leavers depart during or immediately following year one (van der Zanden et al., 2018). This is the first doctoral study to explore first-year experience with university Dance majors.The purpose of this study is to illuminate first-year experience in a postsecondary Dance setting through students’ first-person accounts. Research methodology was guided by the applied phenomenology of education scholar and philosopher Max van Manen (1990/2014) and involved my direct participation and observation in two Dance classrooms along with in-depth interviewing of six self-selected students over the entire academic year. Data gathered through these procedures were analyzed for collective and individual meanings. Students’ first-person perspectives are presented in four chapters representing four macro-categories of student experience found in the data: curriculum, faculty, peers, and individual practice. Findings are then discussed in relation to extant literature in student development in higher education, combining sociological, behavioral, and epistemological perspectives from the foundational theories of Vincent Tinto (1975/1993), Alexander Astin (1984/1999), and William G. Perry, Jr. (1968/1999). Students’ first-person experiential accounts extend concepts from these theories, as well as offering insights unique to dance education. From their lived experiences in university Dance, first-year students shared the educational experiences that were significant and meaningful to their learning and growth. These include the affective, cognitive, somatic, and social meanings they made from their experiences of curriculum, faculty, peers, and self. Within a web of academic and social supports, personal self-reflection, and individual meaning-making, first-year students deepened their understandings of their dance practices and of themselves as dance artists and learners. / Dance