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The study of learning has been a central focus of psychology and neuroscience since their inception. Cognitive neuroscience’s traditional approach to understanding learn-ing has been to decompose it into discrete cognitive processes with separable and localized underlying neural systems. While this focus on modular cognitive functions for individual brain areas has led to considerable progress, there is increasing evidence that much of learn-ing behavior relies on overlapping cognitive and neural systems, which may be harder to disentangle than previously envisioned. This is not surprising, as the processes underlying learning must involve widespread integration of information from sensory, affective, and motor sources. The standard tools of cognitive neuroscience limit our ability to describe processes that rely on widespread coordination of brain activity. To understand learning, it will be necessary to characterize dynamic co-activation at the circuit level. In this dissertation, I present three studies that seek to describe the roles of distrib-uted brain networks in learning. I begin by giving an overview of our current understand-ing of multiple forms of learning, describing the neural and computational mechanisms thought to underlie incremental feedback-based learning and flexible episodic memory. I will focus in particular on the difficulties in separating these processes at the cognitive level and in localizing them to individual regions at the neural level. I will then describe recent findings that have begun to characterize the brain’s large-scale network structure, emphasiz-ing the potential roles that distributed networks could play in understanding learning and cognition more generally. I will end the introduction by reviewing current attempts to char-acterize the dynamics of large-scale brain networks, which will be essential for providing a mechanistic link to learning behavior. Chapter 2 is a study demonstrating that intrinsic connectivity between the hippo-campus and the ventromedial prefrontal cortex, as well as between these regions and dis-tributed brain networks, is related to individual differences in the transfer of learning on a sensory preconditioning task. The hippocampus and ventromedial prefrontal cortex have both been shown to be involved in this type of learning, and this study represents an early attempt to link connectivity between individual regions and broader networks to learning processes. Chapter 3 is a study that takes advantage of recent developments in mathematical modeling of temporal networks to demonstrate a relationship between large-scale network dynamics and reinforcement learning within individuals. This study shows that the flexibil-ity of network connectivity in the striatum is related to learning performance over time, as well as to individual differences in parameters estimated from computational models of re-inforcement learning. Notably, connectivity between the striatum and visual as well as or-bitofrontal regions increased over the course of the task, which is consistent with an inte-grative role for the region in learning value-based associations. Network flexibility in a dis-tinct set of regions is associated with episodic memory for object images presented during the learning task. Chapter 4 examines the role of dopamine, a neurotransmitter strongly linked to val-ue updating in reinforcement learning, in the dynamic network changes occurring during learning. Patients with Parkinson’s disease, who experience a loss of dopaminergic neu-rons in the substantia nigra, performed a reversal-learning task while undergoing functional magnetic resonance imaging. Patients were scanned on and off of a dopamine precursor medication (levodopa) in a within-subject design in order to examine the impact of dopa-mine on brain network dynamics during learning. The reversal provided an experimental manipulation of dynamic connectivity, and patients on medication showed greater modula-tion of striatal-cortical connectivity. Similar results were found in a number of regions re-ceiving midbrain projections including the prefrontal cortex and medial temporal lobe. This study indicates that dopamine inputs from the midbrain modulate large-scale network dy-namics during learning, providing a direct link between reinforcement learning theories of value updating and network neuroscience accounts of dynamic connectivity. Together, these results indicate that large-scale networks play a critical role in multi-ple forms of learning behavior. Each highlights the potential importance of understanding dynamic routing and integration of information across large-scale circuits for our concep-tion of learning and other cognitive processes. Understanding the when, where, and how of this information flow in the brain may provide an alternative or compliment to traditional theories of distinct learning systems. These studies also illustrate challenges in integrating this perspective with established theories in cognitive neuroscience. Chapter 5 will situate the studies in a broader discussion of how brain activity relates to cognition in general, while pointing out current roadblocks and potential ways forward for a cognitive network neuroscience of learning.

This thesis inquires narratively into the practice of scholarship of teaching and learning (SoTL) and teachers’ personal practical knowing process in a self-initiated community of university teachers in China. Following a conception by Boyer (1990) that research should be incorporated into teaching as the scholarship of teaching and learning (SoTL), Huber & Hutchings (2005) theorize SoTL in a four-core-practice framework of a linear process of individual expression for research and publication. However, not much attention has been given to the important dynamics of collaborative learning. Adopting a social theory of learning and Wenger’s “communities of practice” (1998, 2002), this thesis extends the framework by Huber & Hutchings to investigate the integrated form of individual and collaborative SoTL practice. “Personal practical knowledge” by Connelly, Clandinin & He (1997) is considered in the light of Palmer’s “community of truth” (1998), which is aimed at developing an integrated perspective for understanding teachers’ evolving personal practical knowledge in the SoTL community. This study involves four university academics who are ready to cultivate a SoTL community. They become learning associates for one another, as they went beyond merely sharing concerns and practices about teaching to reach collaborative inquiry into their perceived problems. In response to new circumstances, the SoTL community evolves from an initial grouping of four to increased membership in the formal structure of the system. Narrative inquiry is adopted as the basis for research methodology. Data are collected via ethnographic observation of community meetings, writing correspondence and documentation. The study is naturalistic, collaborative and developmental by nature, enacted within Clandinin & Connelly’s narrative inquiry space along three dimensions (2000). The richness of the narrative experiences and the salient details of the community learning are organized into four narrative profiles, and each carries consistently three progressive steps, followed by the summary of narrative analysis, and concluded with an overview. From teachers’ lived experience in the SoTL community, the adapted framework by Huber & Hutchings is validated, showing that (1) inquiry evidence is multiplied through sharing dynamics; (2) teaching problems are re-defined from diverse resources through collaborative inquiry; (3) changes in teaching as a SoTL initiative are experimented; and (4) learning relationship is woven for further development in the community of inquiry. The study extends understanding of “personal practical knowledge” (Connelly, Clandinin, & He 1997) from moral and intellectual dimensions to shed light on the development of teachers’ personal practical knowledge in the SoTL community. Morally engaged, teachers not only fasten their commitment to teaching improvement, but also become aware of ethical dilemmas with readiness to tackle them. On a moral ground, teachers are empowered to make intellectual progress. They are capable of cultivating an authentic, critical, moral self to withstand the external pressure. They acquire growing competence to address the complexities of teaching and learning, from which to harvest context-specific knowledge. In conclusion, the study presents an alternative paradigm of SoTL for teachers to strengthen their capacity and learn together for professional development. / published_or_final_version / Education / Doctoral / Doctor of Philosophy

Bidirectional Naming (BiN) is the reliable demonstration of incidentally learned word-object relations as both a listener and speaker. In Experiment I, a pilot study, I tested the effects of the establishment of BiN on the rate of learning new math and reading operants under baseline Standard Learn Unit (SLU) and Instructional Demonstration Learn Unit (IDLU) conditions. I conducted a combined multiple probe and counterbalanced ABAB/BABA reversal design across participant dyads, for which each participant’s rate of acquisition was compared under the IDLU and SLU conditions before and after the acquisition of BiN. Four participants diagnosed with developmental delays were selected for the study due to the assessed absence of both the listener and speaker components of the BiN capability. Intensive Tact Instruction (ITI) and Multiple Exemplar Instruction (MEI) were used to establish BiN. After the acquisition of BiN, all four participants demonstrated accelerated rates of learning reading and math objectives when provided the opportunity to observe a model (via IDLU instruction) prior to an instructional session, indicating a functional relation between the acquisition of BiN and the acceleration of learning via teacher-modeled instruction. In Experiment II, a demonstration study, 5 preschool students with a disability were selected following BiN probe trials and were grouped according to their BiN repertoires. A combined ABAB/BABA reversal design across learning objectives and BiN level was used to compare the rate of learning new speaker (i.e., tact) and listener (i.e., point-to) tasks across SLU and IDLU conditions. Results replicated previous findings wherein students with BiN in repertoire learned at an accelerated rate when provided IDLU instruction as compared to SLU instruction; further, participants with only the listener component of Naming (Unidirectional Naming; UniN) displayed accelerated learning under IDLU conditions for listener tasks, but not for speaker tasks. Results across both Experiments I and II indicate that students’ acquisition of the BiN capability (joint stimulus control across speaking and listening) is an essential verbal developmental capability for learning through the observation of a model in a standard classroom instructional setting. In Experiment III, a group correlational design was used to analyze the relation between students’ BiN scores and performance during the Boehm Test of Basic Concepts 3rd Edition – Preschool Version (BTBC3-P) (Boehm, 2001). Results demonstrated that a significant positive correlation exists between BiN and BTBC3-P assessment scores (p (42) = .341, p = .027). These data indicate that a student’s degree of BiN is a potential predictor of success on measures of basic concept knowledge, adding to findings from Experiments I and II that BiN is functionally related to learning at an accelerated rate and via observation.

Chan Wai Yu. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1994. / Includes bibliographical references (leaves 99-110). / Acknowledgements --- p.ii / Abstract --- p.iii / Table of Contents --- p.v / List of Tables --- p.viii / List of Figures --- p.ix / Chapter Chapter I --- INTRODUCTION / Chapter 1 --- Background to the study --- p.1 / Chapter 2 --- Purpose of the study --- p.3 / Chapter 3 --- Limitations of the study --- p.4 / Chapter 4 --- Significance of the study --- p.5 / Chapter Chapter II --- REVIEW OF RELATED LITERATURE / Chapter 1 --- Definitions of problem and major approaches in problem- solving research --- p.6 / Chapter 2 --- Information-processing theory of problem solving --- p.8 / Chapter 3 --- Cognitive theories and the acquisition of procedural knowledge in problem solving --- p.11 / Chapter (i) --- Anderson's ACT* theory --- p.12 / Chapter (ii) --- Schneider and Detweler's model --- p.16 / Chapter (iii) --- Research in skill acqusition --- p.23 / Chapter 4 --- Cognitive theories and transfer of problem-solving performance --- p.29 / Chapter (i) --- Transfer and Anderson's ACT* theory --- p.30 / Chapter (ii) --- Other studies and explanation about transfer --- p.32 / Chapter (iii) --- Research in transfer --- p.34 / Chapter 5 --- Research in genetic problem-solving --- p.38 / Chapter 6 --- Brief summary of literature review --- p.40 / Chapter Chapter III --- RESEARCH DESIGN / Chapter 1 --- Definition --- p.42 / Chapter 2 --- Hypotheses --- p.44 / Chapter 3 --- Sampling --- p.44 / Chapter 4 --- Subjects --- p.45 / Chapter 5 --- Materials --- p.45 / Chapter 6 --- Procedure / Chapter (i) --- Pilot studies --- p.47 / Chapter (ii) --- The main study --- p.48 / Chapter 7 --- Data analysis / Chapter (i) --- The practice schedule experiment --- p.55 / Chapter (ii) --- The protocol --- p.57 / Chapter Chapter IV --- ANALYSIS AND RESULT / Chapter 1 --- Statistically analysis of tests scores / Chapter (i) --- Reliability --- p.59 / Chapter (ii) --- Comparison of the problem solving test scores between the two groups --- p.61 / Chapter (iii) --- "Effects of treatment groups, test types and time conditions on the performance" --- p.65 / Chapter 2 --- Analysis of the protocols / Chapter (i) --- Problem-solving procedures --- p.72 / Chapter (ii) --- Problem-solving performance --- p.77 / Chapter 3 --- Discussion --- p.87 / Chapter (i) --- Acquisition --- p.87 / Chapter (ii) --- Retention --- p.89 / Chapter (iii) --- Transfer --- p.90 / Chapter (vi) --- General discussion --- p.93 / Chapter Chapter V --- CONCLUSIONS AND SUGGESTION FOR FURTHER INVESTIGATIONS / Chapter 1 --- Conclusions --- p.95 / Chapter 2 --- Suggestion for further investigations --- p.97 / Bibliography --- p.99 / Appendix A The power law --- p.111 / Appendix B Figure8 --- p.112 / Appendix C Supplimentary note --- p.113 / Appendix D Pretest --- p.114 / Appendix E Practice schedule exercises --- p.115 / Appendix F Posttests --- p.125 / Appendix G Problems in the second protocol interview --- p.133 / Appendix H Transcripts of the protocols --- p.134

The current study investigates basic, relational concept development, as measured by the Boehm Test of Basic Concepts 3rd Edition – Preschool Version (BTBC3-P), in 51 preschool aged children (Mage = 49.26 months; SD = 8.53 months) with and without Autism Spectrum Disorder (ASD) attending the same Comprehensive Application of Behavior Analysis to Schooling (CABAS©) preschool. Relational concepts represent spatial, dimensional, temporal, quantitative, and class relationships between objects or people (i.e., above and behind). They predict academic achievement in grades two and three and are essential for following directions, making comparisons, sequencing, and classifying—the foundational skills for more complex problem solving (Boehm, 2013; Steinbauer & Heller, 1978). Relational concepts are difficult to learn, represent less tangible and stable relationships, and are often acquired incidentally (Boehm, 2001). Research in Applied Behavior Analysis (ABA) has found that incidental learning generally does not occur until a child masters the naming capability (Greer & Longano, 2010). Naming is a phenomenon that involves a circular understanding whereby a child can see a nonverbal term (i.e., a picture or a word), name that term, hear themselves naming the term, and then select the appropriate representation of that term without direct instruction (Horne & Lowe 1996). Naming is the mechanism through which success in traditional classroom settings is possible, such that once a child has attained the naming capability, that child can learn through observation or by asking questions if he/she sees or hears something novel (i.e., “What is pesto?” Greer & Longano, 2010; Greer & Speckman, 2009). Considering the widespread use of ABA to help children with ASD develop language, this study investigated relational concept acquisition using an ABA (i.e., Verbal Behavior Development Theory [VBDT]) framework. Overall, preschool children with ASD knew significantly fewer total concepts, quantitative concepts, and spatial concepts than their typically developing (TD) counterparts. In addition, the more VBD cusps and capabilities a child attained, the more concepts he/she correctly identified (R2 VBD= .054 with diagnosis held constant). Further, regardless of diagnosis and student progression of VBD, naming was a significant predictor of total concepts known (R2 naming = .114), as well as of concepts known not covered in the C-PIRK© curriculum (R2 naming = .099) used at the preschool. The latter finding supports previous studies that identify naming as a prerequisite to incidental learning. A secondary aim of this dissertation investigated the actions of the examiner required to keep children motivated and on task by creating an Assessor’s Tactic Checklist that lists a number of behavioral techniques to build motivation and increase assessment validity. Overall, diagnosis and naming were related to the number of assessor’s tactics used, with those children with ASD and children without naming requiring significantly more types of tactics than those without (approximately two more types for ASD and two and a half more types for those without naming). Implications for future studies include exploring the rate of concept learning pre and post naming acquisition as well as working to uncover the mechanisms through which naming affects concept acquisition. There is also an identified need for continued exploration into the usefulness of an Assessor’s Tactic Checklist. Strengths and weaknesses of the study are also addressed.

Collaborative action was undertaken in response to the continued criticisms of formal coach education. It is strongly felt that we can no longer merely criticise what is not happening in terms of coach learning, but a key requirement now is to demonstrate other options. In the UK up to 80% of coaches are volunteers who reach out to around eight million people involved in sport. This valuable workforce is largely forgotten and the bureaucratic structures which oversee formal coach education are merely concerned with quotas and income generation. A fundamental problem with formal coach education is the way in which learning is decontextualized and a knowledge deficit remains. Coaching is multifarious and complex and we need to consider better ways in terms of how we prepare people for this. The Coach Learning and Development (CLAD) programme was devised and implemented in October 2013 to May 2014 at a community rugby club in Wiltshire. Over this 8 month period a range of strategies for coach learning were integrated into CLAD to evidence methods which benefitted the transition of knowledge(s). The theoretical endeavours of Basil Bernstein are introduced to SCR for the first time, particularly the ‘pedagogical device’ to understand, theorise and develop insight into the type of educational contexts that can better support the learning of volunteer coaches. Findings suggest that CLAD as collaborative action learning was successful in transforming coaches to engage with more positive and contemporary forms of coaching pedagogy. Namely ‘game based pedagogies’ argued to be theoretically underpinned by the ‘constraints based approach’. Empirical insights are given in the hope that this can spur further methodological enquiries that move beyond the mere criticism of coach education. SCR needs research endeavours that shift beyond the ‘bricolage’ where knowledge is transferred into the real world to influence real change. Therefore, the findings also draw on the pivotal features of CLAD to not only support more value laden research commitments, but to inform policy developments and practice that can re-configure more successful outcomes for coach education and coaches.

Seit 2012 haben die wirtschaftswissenschaftlichen Institute der Universität Leipzig und der Technischen Universität Dresden mehrere Prototypen einer innovativen komplexen Online-Lehr-Lernumgebung entwickelt und getestet (Achtenhagen & John, 1992, Schlicht et al. 2017, S. 46). Der jüngste Prototyp wurde von 2017 bis 2021 in einem Blended-Research-Based-Learning (RBL)-Kurs zu Forschungsmethoden für Bachelor-Studierende an der Universität Leipzig getestet. Die zentrale Forschungsfrage lautete: Wie lernen Erstsemester der Wirtschaftswissenschaften mit dem Blended-RBL-Kurs zu Forschungsmethoden? Die zentrale Herausforderung bestand darin, die Studierenden auf systematische Weise an wissenschaftliches Denken heranzuführen (Sektion Berufs- und Wirtschaftspädagogik, 2014, S. 6; Schlicht et al., 2017, S. 43). Darüber hinaus war weitere Forschung zum besseren Verständnis des Lernprozesses mit dem Blended-RBL-Kurs erforderlich (Dziuban et al. 2018; Klauser, 1998; Reinmann, 2016, 2011; Schlicht, 2021, Schlicht et al., 2017, S. 48). Ein quantitatives Design wurde verwendet, um die Lernergebnisse des Blended-RBL-Kurses zu analysieren (Isaac & Michael, 1995). In Anlehnung an die Definitionen für quasi-experimentelle Designs von Campbell und Stanley (1966) wurde ein Ein-Gruppen-Pretest-Posttest-Design durchgeführt. Interessanterweise zeigen die Ergebnisse einen vollständigen Mediationseffekt (Hayes, 2013) der intrinsischen Motivation zwischen der Akzeptanz und den Kenntnissen und Fähigkeiten. Die Akzeptanz ist signifikant und positiv mit der intrinsischen Motivation verbunden, der indirekte Effekt a ist mit 0,89 hoch. Der indirekte Effekt der intrinsischen Motivation auf Wissen und Fähigkeiten ist positiv signifikant und sein Wert b ist 0,43 und der direkte Effekt der Akzeptanz auf Wissen und Fähigkeiten c' ist 0,374. Der Gesamteffekt der Akzeptanz auf Kenntnisse und Fähigkeiten hat einen standardisierten Koeffizienten von 0,3644, was bedeutet, dass für jede Einheit, die wir die Zeichensetzung in der Akzeptanzskala verbessern können, eine Verbesserung um 0,3644 in der Skala der Kenntnisse und Fähigkeiten durch den indirekten Effekt der intrinsischen Motivation, der 0,3904 beträgt, erwartet wird. Obwohl die Motivation am Ende des Kurses abnahm, zeigt diese Studie, dass durch die Verbesserung der Akzeptanz erwartet wird, dass wir sowohl die Lernergebnisse, die intrinsische Motivation als auch die Kenntnisse und Fähigkeiten steigern können.:Contents List of Abbreviations V List of Tables VII List of Figures IX List of Equations XII 1 Introduction to Researching Blended Research-Based Learning in Business Higher Education 13 1.1 General Context for Innovative Blended Research-Based Learning Offers in Higher Education During Pandemic Times 13 1.2 Blended Research-Based Learning Background at Leipzig University 16 1.3 Problems in Researching Blended Learning in Business Higher Education 18 1.3.1 Research Gaps in Online and Blended Learning for Business Higher Education 18 1.3.2 Research Gap in Blended RBL for Business Higher Education 20 1.3.3 Evaluating a Blended RBL Course at Leipzig University 22 1.4 Purpose of the Study 24 1.5 Significance of the Study 24 1.6 Research Questions 26 1.7 Organization of the Study 27 2 Model Generation for the Influence of the Acceptance on the Learning Process for Blended Research-Based Learning 30 2.1 Understanding the Learning Concept and its Implications for PBL and RBL Environments 30 2.2 Blended Learning More Than a Sort of Online Learning 32 2.2.1 Three Approaches to Blended Learning Models 36 2.2.2 Pedagogical Aspects of Designing Blended Learning for Higher Education 39 2.2.3 Complex Teaching-Learning Environments in Business Higher Education 41 2.3 Problem-Based Learning in Connection to Research-Based Learning 43 2.4 Research-Based Learning Fosters Academic Thinking by Using the Three Basic Dimensions of Teaching that Promote Learning 46 2.4.1 Research-Based Learning at the Beginning of Studies 50 2.4.2 Research-Based Learning and Blended Delivery 54 2.5 Evaluation Aspects for Blended Research-Based Learning in Business Higher Education 56 2.6 Understanding Good Teaching in Higher Education 62 2.7 Knowledge and Skills Acquisition – Cognitive Facets in the Learning Process for Blended Research-Based Learning Environments 64 2.8 Motivation Facet in the Blended Research-Based Learning Process for Business Higher Education 68 2.9 Acceptance of Blended Learning Offers in Higher Education 73 2.10 Control Variables for the Blended RBL Study 80 2.11 Proposed Conceptual Model for the Relationship Between Acceptance, Motivation, and Knowledge and Skills in Blended Research-Based Learning 82 3 Longitudinal Research Design of the Learning Process and Acceptance within the Blended RBL Course at Leipzig University 88 3.1 General Settings of the Blended RBL Course on Research Methods 88 3.1.1 Blended RBL Course Description 89 3.1.2 Portrayal of the Complex Learning Environment and the Blended RBL Course on Research Methods 91 3.2 Implementing a Quasi-Experimental Design for Understanding the Learning Process and Acceptance Within the Blended RBL Course 95 3.3 General Description of the Sample and Participants 96 3.4 Learning Process and Acceptance Instrumentation 96 3.5 Instrument Validity and Reliability 98 3.5.1 Factor analysis for Motivation, Knowledge and Skills, and Acceptance 98 3.5.2 Normality Assumption for Motivation, Knowledge and Skills, and Acceptance 99 3.5.3 Extraction and Rotation Methods Selection for EFA 103 3.5.4 Bidimensional Scale for Motivation and Unidimensional Scales for Knowledge and Skills and Acceptance 103 3.5.5 Reliability Estimates for Motivation, Knowledge and Skills, and Acceptance 105 3.6 Data Collection Procedures and Analysis 107 4 Significant Gains on the Learning Process and High Acceptance of the Blended RBL Course at Leipzig University 109 4.1 Overview of the Evaluation Analysis at Leipzig University 109 4.2 Sample Descriptive Statistics 109 4.3 Knowledge and Skills on Research Methods Increased After Attending the Blended RBL Course 110 4.4 Motivation Levels Remain Stable During the Blended RBL Course 113 4.5 The Blended RBL Course on Research Methods Achieved High Acceptance Among Business Education Students 119 4.6 Evidence of Associations Between Motivation, Knowledge and Skills, and Acceptance 121 4.7 Intrinsic Motivation and Acceptance as Good Predictors for Knowledge and Skills Acquisition 125 4.8 Total Mediation Effect of Intrinsic Motivation Between Acceptance and Knowledge and Skills 131 5 Discussion and Conclusion 137 5.1 Discussion of the Findings 137 5.2 Limitations 145 5.3 Implications for Practice 146 5.4 Recommendations for Future Research 148 References 151 Appendix A 194 Pre-test and Post-test Questionnaires in German and English 194 Appendix B 198 Histograms and Q-Q Plots by Item 198 Histograms and Q-Q Plots by Variable 212 Appendix C 214 Student’s Semester by Intrinsic Motivation 214 Appendix D 216 Nonparametric Correlations Between the Study’s Variables 216 Declaration of academic integrity according to § 8 par. 2 (1.) 218 Declaration of academic integrity according to § 8 par. 2 (2.) 219

The South African government has shown enormous commitment to the achievement of “Education for All” (EFA) through its policies premised on the right to basic education for all which is enshrined in the constitution. Central to the South African constitution, is a fundamental right of all citizens to basic education, equity, redress, and the improvement of quality of schooling. Further, pro-poor funding policies such as school fee exemptions, social grants and, most recently, the designation of 60% of all schools as ‘no fee’ schools, have made it possible for even the poorest learners to attend school. This has affirmed South Africa’s commitment to the achievement of the Millennium Development Goals (MDGs) by 2015. In light of Notwithstanding the progress made in South Africa in universalising education, there are concerns regarding learner access to quality education, especially in poor provinces such as the Eastern Cape where this study is situated. Thus, the purpose of this study is to further understanding of the interface between learners’ agency and access to education in two township public high schools in Makana District in the Eastern Cape Province. In doing so, the research addresses the current under-representation in the literature of the voices of learners about their experiences of access to education. Drawing on Margaret Archer’s social realist approach to the relationship between structure and agency, the study explores learner agency with the aim of understanding how learners exercise their agency as they struggle to negotiate and overcome difficult and challenging circumstances in order to access education. The data collection was carried out during the academic year 2011, using a qualitative case study approach. Multiple methods of data collection were used. First, data was collected through questionnaires administered to learners. This questionnaire asked for basic information about the schools (for example, subjects, resources and teachers ), parents ( their education, employment, qualification etc.) and learners’ aspirations (their role model; where they see themselves in 5 years; which university they would like to attend; and what they would like to become in future). Secondly, observation method was used to collect data that would inform an assessment of the school’s structure and cultural practices and the impact these have on learners’ access to education. The focus here was also on classroom interaction between learners and teachers, as well as classroom participation, participation in extra-mural activities and voluntary activities, and interaction with peers and others in a variety of school settings. Thirdly, interviews with learners, educators, principals, and parents were used to provide insight about how participants construct their social worlds. In this study the primary data was collected through semi-structured individual and focus group interview. And finally, document analysis was used to analyse the attendance and performance of learners on attendance registers. Findings from this research have enabled new themes and areas for reflection about learner agency to emerge. These themes reflect current and ongoing constraints and enablements towards learners’ educational experiences. In particular, themes such as the following have surfaced: learners changing their lives; the desire to succeed; shaping the future; the value of education; family pride; aspirations and careers. This study addressed these developments by examining agency as temporally located reflexive deliberations of learners upon their future goals and present social environment. This allowed for the identification of individuals’ future goals in relation to access to education and the strategies that they intend to pursue to achieve them, in relation to their personal and social contexts. The findings show the choices and decisions learners are prepared to make and the strategies they use as they engage with socio-cultural environments. Archer’s nuanced approach to agency and structure offers tools to help make sense of learners’ equally nuanced way of engaging with various social structures and making considered decisions about their social environment. Key findings of this research suggest that despite the constraining social structures in their homes, communities and schools, learners make decisions and choices that enable them to navigate social contexts to their advantage. Put differently, for learners, social structures provided the impetus for the projects they created, and to this extent enabled rather than constrained their courses of action.

The effect of anxiety on motor learning during a balance relevant task was investigated. Twenty participants (mean age 22.0 ± 2.7 years) were randomly divided into groups that completed the task whilst standing directly on the platform or on 9cm high pedestals, thus constructing Non-Anxious (NA) or Anxious (A) environments. Participants trained for 36 trials in a continuous, pseudo-random oscillating balance task consisting of pseudo-random amplitude translation at 0.5Hz for 45 seconds each on Day 1 and returned for Retention and Transfer tests on Day 2. Motor performance was impaired by training in an anxious environment and this effect persisted across retesting in both non-anxious and anxious environments. Anxiety also tended to further impair transfer of motor performance improvements to a non-anxious environment. These findings have implications for the success of balance training programs in patients who are anxious or afraid of falling. / ix, 103 leaves : ill. ; 29 cm