Thesis (Ph. D.)--University of Missouri-Columbia, 2007. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on October 16, 2007) Vita. Includes bibliographical references.

Thesis (M.A.)--University of Canterbury, 2005. / Typescript (photocopy). Includes bibliographical references (leaves 94-106).

Thesis (Ph. D.) University of Missouri-Columbia, 2006. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on August 9, 2007) Vita. Includes bibliographical references.

Thesis (Ph.D.)--RAND Graduate School, 2007. / Includes bibliographical references.

Thesis (M.A.)--Wheaton College Graduate School, 2007. / Abstract. Includes bibliographical references (leaves 93-94).

Thesis (MTech (Education))--Cape Peninsula University of Technology, 2007 / Daar kan nie van leerders (wat geleer is wat om te leer, hoe om dit te leer, wanneer en waar om dit te leer) verwag word om skielik verantwoordelikheid vir hulle eie leer in ons moderne informasie-era te aanvaar nie. Die probleem is dat die leerders nie blootgestel of die geleentheid gebied word om hulle eie leer te bestuur nie. Daarom moet onderrigmateriaal verseker dat die leerders blootgestel word aan die geleentheid om hulle eie leer te bestuur. Deur die gebruik van bestaande onderrigmateriaal, wat nie selfgerigte leer (SGL) koester me, kan leerders geforseer word om afbanklike leerders te bly en nie te ontwikkel tot lewenslange en selfgerigte leerders (leerders wat bevoeg is om op hulle eie te kan leer) nie. Verder veroorsaak die gebruik van bestaande onderrigmateriaal deur opvoeders dat die unieke behoeftes van die leerders in 'n klas nie in ag geneem word nie en dat opvoedergerigte leer in plaas van selfgerigte leer bevorder en aangemoedig word. Die rede hiervoor is dat opvoeders, weens 'n gebrek aan kennis van SGL, nie van beter weet nie. Die betroubaarheid van selfgerigte leer word versterk wanneer die opvoeders en die skeppers van onderrigmateriaal 'n deeglike begrip en kennis van die SGL-proses het. Die primere doel van hierdie navorsing is om kriteria te ontwikkel, wat as 'n riglyn kan dien om onderrigmateriaal wat SGL koester te ontwikkel- dus materiaal wat rigting aan die leerders gee om hulle eie leer te bestuur. Die kriteria is gevorm na aanleiding van 'n literatuurstudie van bestaande navorsing oor SGL en kundiges se evaluering van die kriteria. Na aanleiding van die kundiges se kommentaar is onderrigmateriaal, wat SGL koester, ontwikkel en weer aan die kundiges vir evaluering voorgele.

M.Tech. (Education) / Students of human anatomy at the University of Johannesburg (UJ), seem unable to appreciate the relevance of human anatomy as a basic science and the role it will play in their future clinical practice. They complain about the 'massive volume' of learning material, the need to memorise copious amounts of factual information, the insufficient time allocation for the learning content, and the difficulty of the subject. These complaints led the teachers to take corrective measures, however with limited success. It was therefore decided to undertake this study to investigate the learning approaches students adopt and the possible influence that learner motivation and teaching approaches may have on them, as it seemed that the learners' lack of appreciation may be related to the way they approach their studying of anatomy. The main research question that directed the study was "What is/are the possible relationship(s) between student motivation, teaching approaches and learning approaches of the second-year Anatomy Chiropractic and Homoeopathy students and teachers?" In answering the research question my objectives were to explore the students' and teachers' perceptions about their learning and teaching respectively. In order to reach the objectives, a qualitative research approach was adopted for the study as I wanted to explore the lived experiences of participants and gain information rich data of the naturally occurring situation. I purposively chose seven learners and three teachers as the sample to be interviewed. Data was collected by individual interviews about the views students and teachers had about their learning approaches and teaching approaches, respectively. In addition, I asked students about their motivation towards their studies. The data was analysed using qualitative content analysis and was coded and categorised to develop themes from the transcribed interviews. Some of the findings revealed that student learning approaches were informed by memorisation, searching for meaning of learning material, assessment, time, task requirement and workload in Anatomy. A further finding of the study was that students were motivated by ambition, application of knowledge, passing assessments and workload in the Anatomy course. Students were found to be lacking motivation towards their studies. It was further established that the leaching approaches for Anatomy were focused on assisting students and encouraging meaningful learning. Finally, I found that intrinsic motivation led students 10 adopt a deep learning approach while extrinsic motivation led them to surface learning approach when studying Anatomy.

M.Ed. (Educational Management) / The use of visual media as a means of achieving educational aims in the school is of great importance. This study focuses on the role the head of department has to play in motivating the staff under his supervision and to provide goal orientation. The primary focus is on teacher motivation. The findings generally support the contention that the departmental head must be a motivated educational manager, able to guide teachers to apply visual media effectively and creatively. He must provide incentives .so that teachers will find enjoyment in working as a team; this enjoyment must be transmitted to students. The participative system of educational administration by in-service training of junior teachers should be applied. A healthy climate should be created among senior and junior teachers, to ensure that junior teachers benefit from their senior colleagues' vast experience in the use of media. Visual media should be applied effectively to the full benefit of all pupils in the school. It must stimulate their creativity and provide an environment conducive to active participation in their personal development. Most teachers still spend most of their time preparing and delivering classroombased face-to-face lessons. All the indications are that electronic communication systems will not supplant existing visual media, but will complement them. New species of instructional methods and media are being developed, but the previously existing species have not become extinct. The teacher in the class has two distinctive roles in visual media application...

D.Ed. / Adolescents who achieve inadequately in mathematics often experience that the different aids available to assist them on their road to recovery are not sufficient. Most adolescents do not know how to bring about desired change. They are not aware what their problem areas are and how it should be addressed. Due to growing numbers in the classrooms in formal teaching, the teacher cannot assist the student individually on an ongoing basis. Factors within the student and his circumstances may also prevent him from benefiting from assistance. Furthermore, most adolescents in the senior secondary phase, who want to study further, are pressurized by educational bodies for higher marks. Therefore, limited time also becomes an issue. Although several studies have been carried out to investigate this matter and create models, the majority of practical programmes lacked depth and a holistic approach.

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