The paradigm shift in teaching from the teacher-centred approach to the learner-centred approach in recent years has impacted on the way teachers go about their duties in the classroom. This paradigm shift necessitated this research with the aim of investigating how the Student Teams Achievement Division (STAD) technique can be used as a cooperative learning technique to teach EFAL in Kwazulu-Natal. The purpose of this study was to design a framework for the implementation of STAD as a cooperative teaching strategy for EFAL teachers by gleaning literature on teaching and learning, cooperative learning and STAD in chapters two to four of this study. Empirical research, by way of a survey and focus group discussions were also conducted in four out of the twelve districts in the Kwazulu-Natal Province to help solidify the framework designed in this study. In striving to get in-depth insight into this study, the post-positivist-constructivist paradigm, which calls for the mixed methods research design was employed for the collection and analysis of data. Specifically, the Likert scale survey questionnaire and focus group discussions were used to collect data, through the sequential mixed methods design for the quantitative and qualitative phases of this study respectively, from a sample of 220 respondents and twelve participants. The findings of this research indicated that the time spent in training teachers towards the implementation of the STAD technique was not adequate. That notwithstanding, it was indicative that teachers make efforts to implement the strategy in their teaching and the results proved to be very positive as the technique continues to help improve upon learners’ performances and builds in them qualities such as critical thinking skills, good discussion skills and positive collaborative learning. In the nutshell, the literature study, the findings of the empirical research and the recommendation of this study forms the basis for designing the framework for the implementation of STAD as a teaching strategy for EFAL teachers. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)

Στην παρούσα Ειδική Ερευνητική Εργασία ερευνώνται οι οπτικές ιδιότητες των νανοκρυσταλλικών κβαντικών τελειών CuInS2/ZnS, γνωστές ως CIS/ZnS QDs, τόσο με τη χρήση φασματοσκοπίας σταθερής κατάστασης όσο και με τη χρήση φασματοσκοπίας χρονικής ανάλυσης με την τεχνική Time Correlated Single Photon Counting. Ειδικότερα, διερευνώνται οι μηχανισμοί που εμπλέκονται στη διαδικασία της εκπομπής φωτός, η επίδραση που έχει η πολικότητα του διαλύτη και η συγκέντρωση των κβαντικών τελειών, όταν είναι διαλυμένες εντός διαλύματος, καθώς και η αλληλεπίδραση μεταξύ των κβαντικών τελειών όταν είναι εναποτιθέμενες σε υμένια, είτε με την τεχνική drop-casting είτε με spin-coating. Τόσο η αύξηση της συγκέντρωσης των κβαντικών τελειών όσο και η αύξηση της πολικότητας του διαλύτη προκάλεσε τη μετατόπιση του εξιτονικού ώμου και του μήκους κύματος μέγιστης εκπομπής προς το ερυθρό, στα φάσματα σταθερής κατάστασης. Επίσης η μετατόπιση της φωτοφωταύγειας των CIS/ZnS QDs προς το ερυθρό ήταν μεγαλύτερη στα υμένια που είχαν παρασκευασθεί με την τεχνική drop-casting από τα υμένια με το ίδιο υπόστρωμα που είχαν παρασκευασθεί με την τεχνική spin-coating. Με χρήση φασματοσκοπίας χρονικής ανάλυσης, ανιχνεύθηκε η ύπαρξη τριών μηχανισμών στα διαλύματα με χρόνους ζωής 1-3, 20-40 και 200-300 ns, ενώ στα υμένια προστέθηκε ένας επιπλέον μηχανισμός με χρόνο ζωής από μερικές εκατοντάδες ps έως 4 ns. Ο χαρακτήρας της αποδιέγερσης των QDs στα υμένια κυμαίνεται μεταξύ διεκθετικού και τετραεκθετικού ανάλογα με το δείγμα και το μήκος κύματος ανίχνευσης. Το περίεργο χαρακτηριστικό του νέου μηχανισμού που ανιχνεύθηκε στα υμένια είναι ότι γίνεται πιο γρήγορος και πιο αποδοτικός καθώς το μήκος κύματος ανίχνευσης αυξάνει. Ένας παρόμοιος μηχανισμός δεν έχει αναφερθεί σε άλλες εργασίες με CIS/ZnS QDs, ενώ έχει αναφερθεί σε παλιότερες εργασίες με PbS QDs τόσο σε διαλύματα όσο και σε στερεά υμένια. Η μετατόπιση των πυκνών υμενίων προς το ερυθρό σε σχέση με τα αραιά αποτελεί ένδειξη της ύπαρξης μεταφοράς ενέργειας μεταξύ QDs διαφορετικών μεγεθών. / In this Master Thesis, the optical properties of CuInS2/ZnS nanocrystal quantum dots are investigated. For this purpose both steady state and time resolved spectroscopy, specifically the Time Correlated Single Photon Counting technique, were used. The photoluminescence properties of CuInS2/ZnS quantum dots, commonly known as CIS/ZnS QDs, either dissolved in solutions of different concentrations and solvent polarities or deposited on films made by spin-coating or drop-casting are studied. Either in the absorption and the photoluminescence steady state spectra, a red-shift both in the excitonic transition and the wavelength of the maximum intensity was observed as the concentration of the CIS/ZnS QDs or the polarity of the solvent increased. In films, a red-shifted photoluminescence spectrum is observed for films made by drop-casting compared to those prepared by spin-coating, having the same substrate material. By using time-resolved photoluminescence spectroscopy a three-exponential decay was observed in solutions, with time constants 1-3, 20-40 and 200-300 ns, while decays in films, apart from the three mechanisms also observed in solutions, also exhibit a fast decay component with a lifetime varying from some hundreds of ps until 4 ns. The attitude of the decay in films varies from two-exponential to four-exponential and it depends on the samples and the detection wavelength. The strange characteristic of the new mechanism which was detected in films is that its lifetime becomes shorter and its pre-exponential factor increases with the detection wavelength. To the best of our knowledge, such a faster decay as the emission wavelength increases has never been reported for CIS/ZnS QDs, but it has been reported for PbS QDs either diluted in solution or deposited in polymeric matrices. The time resolved photoluminescence spectra in the drop-casted films experience a larger transient red-shift than the spin-coated ones, indicative of a possible energy transfer among adjacent QDs with different diameters.

A critical evaluation of the National Curriculum Statement (NCS) was undertaken to uncover strategies for infusing values across the curricula – values that may facilitate the development of spiritual intelligence (SQ) in adolescents. A literature study was conducted to determine whether SQ may be harnessed to cultivate values within an educational context. In addition, moral and spiritual development in adolescence was explored and a case made for values-education. An empirical investigation was undertaken using both a qualitative research design and semi-structured interviews. A purposive sample was used comprising 14 education specialists, principals and Life Orientation teachers from six secondary schools in Gauteng and Mpumalanga provinces. The most important finding was the fact that values-education in the NCS was problematic. The conclusion was thus drawn that teachers should be trained to incorporate values within curriculum activities − values that could engender SQ and, thus, address the moral dilemmas in our schools. / Psychology of Education / M. Ed. (Psychology of Education)

Over the last decade, power systems have evolved dramatically around the world, owing to higher demand, stringent requirements on quality and environmental concerns that are becoming increasingly critical. With the introduction of new technologies like large-scale renewable energy, wide-area measurement based on phasor measurement units (PMUs) and consumer interaction in the distribution system, the power grid today has become more potent than ever before. Most of the defining features of the smart grid today rest on the integration of advanced communication capabilities into the grid. While communication infrastructure has become a key enabler for the smart grid, it also introduces new and complex control challenges that must be addressed. As we increasingly rely on information transmitted to distant areas over communication networks, it becomes imperative to model the effects of the communication system on the stability of the power grid. Several approaches exist in control theory to study such systems, widely referred to as Networked Control Systems (NCS). Networked control theory provides mathematical tools for system stability analysis and control in the presence of communication delays, packet dropouts and disordering due to transmission of sensor and actuator signals via a limited communication network. In this thesis, a networked control framework for smart grids with integrated commu-nication infrastructure (ICT) is developed. In particular, a networked control systems perspective is developed for two scenarios - wide-area monitoring control, and coordinated control of distributed generation sources. The effects of communication delays and packet dropouts on power system stability are modeled in detail. In the wide-area monitoring control problem, system state measurements are trans-mitted from remote locations through a communication network. The system is modeled as an NCS and a control design approach is presented to damp inter-area oscillations arising from various power system disturbances in the presence of communication constraints. In the coordinated control scenario, a power system with geographically dispersed sources is modeled as an NCS. A networked controller is designed to stabilize the system in the presence of small signal disturbances when system measurements are subject to communication delays and packet dropouts. A realistic output feedback networked control scheme that only uses voltage measurements from PMUs is also developed for practical implementation. The networked controllers designed in this thesis are validated against controllers designed by standard methods, by simulation on standard test systems. The networked controllers are found to enhance power system stability and load transfer capability even in the presence of severe packet dropouts and delays. Several extensions and theoretical problems motivated by this thesis are also proposed.

The study focuses on challenges in the development of learner-centred and process-oriented teaching and learning in the learning areas, natural science (NS) and mathematics in South African schools. The aim of NS is to develop scientifically literate learners. The three Learning Outcomes (LOs) and the accompanying Assessment Standards (ASs) should enable learners to understand the science products or system of ideas such as underlying theories and principles. The LOs point out the learner’s abilities to use the sciences products or system of ideas. Educators encounter challenges in the application of the LOs and ASs in teaching and learning activities. Against this background, a mixed method study was conducted in selected schools in the Tshwane South District in Gauteng. Data were gathered by document analysis, focus groups and a questionnaire to gauge how the educators are applying the LOs and ASs. Findings indicated that lessons plans were inadequate and educators were not familiar with curriculum documents. / Science and Technology Education / M. Ed. (Natural Sciences Education)

This study sought to explore the pedagogical practices of teachers in science classrooms. In this study, pedagogical practices are taken as interactions between teachers, learners and learning tasks which aim to promote and facilitate learning of their learners The study adopted an exploratory sequential mixed-methods design to collect both quantitative and qualitative data from the senior phase (i.e. grades 7-9) Science teachers. The teachers were purposively selected; two from rural schools and two from urban schools in the Limpopo Province of South Africa. Data on teachers’ pedagogical practices were collected using survey questionnaire, focus group interview and lesson observation. The main research question for the study is “what are teachers’ pedagogical practices when teaching science?” This overriding research question was addressed by exploring the specific research questions: 1) how do science teachers teach their lessons? And 2) what informs teachers’ pedagogical practice when teaching science? The null hypothesis for this study was “there is no significant difference between teachers’ qualification and their pedagogical practice when teaching science” while the alternative hypothesis was “there is significant difference between teachers’ qualification and their pedagogical practice when teaching science”. The quantitative data collected by means of structured questionnaires was analysed using a computer package (i.e. SPSS version 22) while the qualitative data collected by means of focus group interviews and lesson observation was analysed using content and thematic analysis. The findings from the study revealed that teachers in the study incorporate in varying degrees learner – centred; and teacher- centred pedagogies in their science lessons. Whilst majority of the teachers in the study expressed a behaviouristic view of learning, which indicates a predisposition to teacher – centred pedagogy in the classroom; however, other pedagogical practices indicated by the teachers and observed in the science lessons are consistent with constructivist or learner – centred pedagogy which suggests strategies that may be used to provide a meaningful learning experience in science. The study further found that there is a significant association between the educational qualification and their pedagogical practice when teaching science in the visited schools; therefore the alternative hypothesis is accepted and the null hypothesis is rejected. Based on the findings of the study, the following recommendations are made: i. In service training on subject content knowledge for natural science teachers, especially those without science qualifications so that they can grapple with the subject content knowledge. ii. Science workshops to be organized from time to time to train teachers on effective teaching practices in the classroom. iii. Outsourcing or involving more than one teacher in the teaching of natural science in schools. iv. Equipping of schools with science laboratories so that teachers can carry out science experiments with learners. v. The schools must ensure that only teachers with science qualifications are assigned to teach natural sciences in the senior phase. / Curriculum and Instructional Studies / Ph. D. (Education (Curriculum Studies))

La tesis se enmarca en el estudio de las arquitecturas inteligentes de control distribuido y de los sistemas de comunicaciones empleados, más concretamente el trabajo se centra en la optimización del sistema de control por medio de la evaluación del rendimiento en el middleware a través de los parámetros de calidad de servicio y de la optimización del control empleando políticas de calidad de servicio. El principal objetivo de este trabajo ha sido estudiar, diseñar, desarrollar y evaluar una arquitectura de control distribuido, basándose en el estándar de comunicaciones Data-Distribution Service for Real-Time Systems (DDS) propuesto por la organización Object Management Group (OMG). Como aportación principal de la tesis se propone el diseño de una arquitectura distribuida de control inteligente que de soporte a la QoS, tanto en la medición por medio de los parámetros, como en la gestión por medio de las políticas de QoS. Las políticas deben permitir la variación de las características de la comunicación en función de los requisitos de control, expresados estos últimos por medio de los parámetros de QoC. A la arquitectura desarrollada se le ha llamado FSACtrl. Para determinar los requisitos de la arquitectura FSACtrl, se han estudiado las revisiones de los autores más relevantes acerca de las características más destacadas de las arquitecturas distribuidas de sistemas de control. A partir de estas características se han diseñado los elementos de la arquitectura FSACtrl. Los elementos que dan soporte a las comunicaciones se han basado en los del estándar DDS de la OMG, mientras que los elementos de control se han basado en el estándar Sensor Web Enablement (SWE) del Open Geospatial Consortium (OGC). Para la validación de la arquitectura se ha implementado un entorno de diseño y simulación del control. / Poza Luján, JL. (2012). Propuesta de arquitectura distribuida de control inteligente basada en políticas de calidad de servicio [Tesis doctoral]. Editorial Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/14674

The National Curriculum Statement (NCS) heralds the beginning of a new curriculum for Grades 10 to 12 in South Africa. Underpinned by the South African Constitution, and based on the tenets of Outcomes-based Education, the NCS seeks to provide contextually-relevant education for all South African learners, so that they are able to embrace inevitable change. Although the NCS highlights the importance of assessment, an analysis of the English Home Language (EHL) NCS reveals tensions between policy and practice. This study attempts to contextualise the role of relevant assessment for the 21st century. It then proceeds to engage in a historical evaluation of assessment within the NSC in terms of how assessment was conducted in the former Natal Education Department, a liberal education department within former apartheid South Africa. The conclusions drawn from the evaluation are used to provide recommendations to relieve the tensions identified within the EHL NSC. / Educational Studies / M.Ed.

The National Curriculum Statement (NCS) heralds the beginning of a new curriculum for Grades 10 to 12 in South Africa. Underpinned by the South African Constitution, and based on the tenets of Outcomes-based Education, the NCS seeks to provide contextually-relevant education for all South African learners, so that they are able to embrace inevitable change. Although the NCS highlights the importance of assessment, an analysis of the English Home Language (EHL) NCS reveals tensions between policy and practice. This study attempts to contextualise the role of relevant assessment for the 21st century. It then proceeds to engage in a historical evaluation of assessment within the NSC in terms of how assessment was conducted in the former Natal Education Department, a liberal education department within former apartheid South Africa. The conclusions drawn from the evaluation are used to provide recommendations to relieve the tensions identified within the EHL NSC. / Educational Studies / M.Ed.

Many learners failed at school and were often causing over identification of learners with a mild intellectual disability. A national intervention, the Foundations for Learning was regarded as a national curriculum adaptation that addressed many learning needs. The aim of the study was to investigate the responsiveness of the Foundations for Learning in meeting the mathematics educational needs of Foundation Phase learners with a mild intellectual disability who lived in a disadvantaged village in Mpumalanga Province. A survey involving 39 teachers was conducted in the village and data was collected using a questionnaire. The main findings were that the national curriculum adaptation was significantly responsive and promoted mathematics achievement of some of the learners with a mild intellectual disability. The recommendations included that teacher informal identification of learners with a mild intellectual disability needed to be followed by formal assessment by psychologists and support from the District Based Support Team. / Inclusive Education / M. Ed. (Inclusive Education)