The study deals with young people with visual impairment and their choices of upper secondary school, what is behind and how they are affected by other aspects and other people around them. It also describes how these students experience the career counseling they received for the election. This has been the purpose of the study and was examined through qualitative method and interviews with five young people aged 15 to 21 years with severe visual impairment or blindness. The results and conclusion is that these young people are greatly affected by their parents in choice of upper secondary school and that the school’s attitude to the pupil has a major impact on whether the pupil chooses the school. Most students report that they are satisfied with the career counselling they received in elementary school, but it also occur shortcomings. The basis of the work was Careership theory thanks to its concepts about turning points and routines, mainly in young people's lives such as the transition from elementary to upper secondary school.

The purpose of this study was, amongst others, to determine the guidance needs of the standard ten pupils in the Potchefstroom area and to determine whether the interim core syllabus introduced in schools in 1995, provided in the guidance needs of the secondary school pupils. These aims were achieved by firstly conducting a literature study on the historical development of school guidance in the United States of America, Japan, Britain and in South Africa. The practice and status of guidance in South Africa were also discussed. Secondly, a questionnaire based on the interim core syllabus was devised and given to a sample of Standard ten pupils from the Potchefstroom area for completion. The literature study indicated that school guidance programmes introduced to the various education departments were not the same and did not adequately deal with the diversity of issues they needed to address nor had they kept abreast of current changes and developments relevant to the South African context. The empirical investigation indicated that the guidance needs of different population groups differed. The study also revealed that black pupils faced unique problems that could be ascribed to the education system's failure to provide enough guidance support for schools. White pupils were satisfied with the syllabus, while the Black, Coloured and Indian pupils did not agree with certain aspects of the interim core syllabus. The conclusions derived from both the theoretical and practical parts, that is, the literature study and the empirical investigations, provided the guidelines for educators to design a well-structured guidance programme that would be relevant to the needs and experience of all learners. This study recommends that further research should be undertaken in other provinces especially where there are reasonable numbers of Indians and Coloured pupils. Additionally, the study recommends an effective guidance programme that should have clear, well-articulated goals that are achievable, measurable and be tailored to suit the pupils' needs. / Thesis (MEd (Voorligting))--PU vir CHO, 1997

A school classroom is a complex, dynamic social system. As the formal and informal norms and rules of classroom behaviour evolve, a stable socio-psychological climate is created. Teachers frequently speak of a classroom's climate, atmosphere, tone or ambience and consider it to be both important in its own right and influential on student learning. Classroom climate is considered a useful criterion variable for evaluating the instructional and learning process. It helps educators to understand the social, emotional and psychological dimensions in classroom life. Over the past two decades, researchers have produced numerous studies attesting to the importance of classroom climate in mediating cognitive and affective outcomes. The three common approaches to studying classroom environment involve systematic observation, case studies and assessing student and teacher perceptions. Perceptual measures were used in this study. Although important educational climate work has been undertaken by researchers interested in a variety of school subject areas, very little research has been done on the classroom climate of physical education classes. The ultimate aim of the study was to derive knowledge of and insight into the classroom climate in physical education classes. To realise this goal the following aims were set for this study: To conceptualise and identify the determinants that decide classroom climate enhancement in general and specifically PE-classes by means of a literature study. To measure the reliability and validity of a suitable instrument to measure the classroom climate in PE-classes. To determine the classroom climate by means of the suitable measuring instrument. To achieve the first aim of the study an empirical literature survey was conducted where classroom climate was conceptualised and specific determinants were identified which could influence classroom climate in general and the classroom climate in PE-classes specifically. To achieve the second aim, a pilot study was conducted to determine the reliability and validity of an adjusted form of the CES (CES-PE) and the ML-LO to be used in PE classes. Reliability and validity of the CES-PE and ML-LO to be used in PE settings, were proved. To achieve the third aim of the study a questionnaire study was conducted on 1178 pupils and 22 teachers in 11 schools of the Northwest and Gauteng provinces. The pupils included in the study ranged from standards 6 to 9. The results of the empirical research were as follows: The classroom climate experienced in PE-classes was regarded as being very positive. The PE teacher perceived the classroom climate in a more positive light than the pupils. There were no major differences between boys and girls of the classroom climate experienced. There were no major differences between the different standards of the classroom climate experienced. Some determinants that could influence classroom climate in PE-classes were measured with the ML-LO. Results thereof were that the pupils regarded the PE-teacher, PE-uniform, the status of PE, the use of PE in the school programme and the availability of PE-apparatus positively. There were some negative aspects, the main one being that there was not sufficient time to undress and dress and for hygiene care after PE-classes. The PE-teachers completed an additional questionnaire (MO-LO) to gather their views on certain aspects in PE classes. Two main findings came to light: firstly that PE-teachers regard themselves as being well equipped to teach PE at school and, secondly, that the main goal of the PE-teacher is to make PE-classes enjoyable and thereby foster a positive attitude towards physical activities and sport in the pupils. The following recommendation resulting from this research was considered to be the most important: There is a vast necessity for further research to be done in the RSA with regard to the creation of a positive classroom climate in secondary schools, especially in light of the new education policies. This aspect can be addressed by including courses in classroom climate at tertiary education centres. / Proefskrif (PhD (Menslike Bewegingskunde))--PU vir CHO, 1995

South African schools are quickly, and progressively, becoming arenas for violent behaviour. These days, schools are no longer considered safe and protected environments where children can go to learn, develop, enjoy themselves, and feel secure. Rather, schools are being defined as unsafe and dangerous settings for teaching and learning, plagued by various forms of school violence (Van Jaarsveld, 2008). According to De Wet (2003), the causes of school violence are numerous and exceptional to each violent incident. Research indicates that most perpetrators of school violence are in the adolescent stage of development (O‟Toole, 2000). Adolescence as a transition stage implies severe changes on both an anatomical and a psychological level, presenting psycho-social adjustment demands that could be too much for certain adolescents and end in dysfunctional adaptive behaviour such as aggression (Louw & Louw, 2007; Sigelman & Rider, 2006). According to Meece and Daniels (2008), there seems to be no single cause for aggression and it is seen as an interaction of the adolescent’s own characteristics, family environment, culture, peer relations and community. The purpose of this study was to investigate whether intra- and inter-psychological factors such as self related well-being, coping self-efficacy, general health and inter-personal relations contribute to manifested anger/hostility/aggression of learners in secondary schools. A quantitative research design of the cross sectional survey type was used to reach the aims of this study. The population included grade nine learners of four secondary schools who fitted the selection criteria. The size of the research group was N=512, which included male (N=217) and female (N=295), African (N=311) and White (N=201) adolescent learners. Quantitative data collection was done by means of the Personal, Home, Social and Formal Relations Questionnaire (PHSF) of Fouché and Grobbelaar (1971), the Coping Self-Efficacy Scale (CSE) of Chesney, Neilands, Chambers, Taylor, and Folkman (2006), the General Health Questionnaire (GHQ-12) of Goldberg and Hillier (1979) and the Aggression Questionnaire (AQ) of Buss and Perry (1992). A biographical questionnaire was also included to collect the participants‟ socio-demographic information. The empirical research was described and results reported in two manuscripts intended for publication. Descriptive statistics, reliability and validity of the measuring instruments used, correlations among the operationalized constructs, significance of differences on the scales for subgroups and regression analyses to identify predictors of aggression and moderating variables, were calculated. The results of the study indicated that although means and standard deviations correspond to those reported in literature for the same scales, the participants in this study manifested only moderate levels of the phenomena measured. The reliability and validity of the measuring instruments were mostly acceptable, with a few exceptions. Correlational results indicated that psychological factors have significantly negative relationships with aspects of aggressive behaviour, suggesting that the more psychological wellness and adjustment youth experience, the less they will experience or express aggressive behaviour. Significance of differences on several of the variables investigated was found between the gender and racial sub-groups with moderate to large practical effect. Furthermore, aspects of personal and social adjustment and of coping self-efficacy and mental health, significantly predicted features of aggression in youth who participated. Intra- and inter-personal aspects of psychological adjustment significantly moderated the strength of the relationships between coping self-efficacy and aggression as well as general mental health and aggression. These findings were theoretically expected and could be explained by means of research findings reported in literature and relevant theories. Conclusions and recommendations were discussed. / Thesis (MA (Psychology))--North-West University, Vaal Triangle Campus, 2013

The purpose of this study was, amongst others, to determine the guidance needs of the standard ten pupils in the Potchefstroom area and to determine whether the interim core syllabus introduced in schools in 1995, provided in the guidance needs of the secondary school pupils. These aims were achieved by firstly conducting a literature study on the historical development of school guidance in the United States of America, Japan, Britain and in South Africa. The practice and status of guidance in South Africa were also discussed. Secondly, a questionnaire based on the interim core syllabus was devised and given to a sample of Standard ten pupils from the Potchefstroom area for completion. The literature study indicated that school guidance programmes introduced to the various education departments were not the same and did not adequately deal with the diversity of issues they needed to address nor had they kept abreast of current changes and developments relevant to the South African context. The empirical investigation indicated that the guidance needs of different population groups differed. The study also revealed that black pupils faced unique problems that could be ascribed to the education system's failure to provide enough guidance support for schools. White pupils were satisfied with the syllabus, while the Black, Coloured and Indian pupils did not agree with certain aspects of the interim core syllabus. The conclusions derived from both the theoretical and practical parts, that is, the literature study and the empirical investigations, provided the guidelines for educators to design a well-structured guidance programme that would be relevant to the needs and experience of all learners. This study recommends that further research should be undertaken in other provinces especially where there are reasonable numbers of Indians and Coloured pupils. Additionally, the study recommends an effective guidance programme that should have clear, well-articulated goals that are achievable, measurable and be tailored to suit the pupils' needs. / Thesis (MEd (Voorligting))--PU vir CHO, 1997

A school classroom is a complex, dynamic social system. As the formal and informal norms and rules of classroom behaviour evolve, a stable socio-psychological climate is created. Teachers frequently speak of a classroom's climate, atmosphere, tone or ambience and consider it to be both important in its own right and influential on student learning. Classroom climate is considered a useful criterion variable for evaluating the instructional and learning process. It helps educators to understand the social, emotional and psychological dimensions in classroom life. Over the past two decades, researchers have produced numerous studies attesting to the importance of classroom climate in mediating cognitive and affective outcomes. The three common approaches to studying classroom environment involve systematic observation, case studies and assessing student and teacher perceptions. Perceptual measures were used in this study. Although important educational climate work has been undertaken by researchers interested in a variety of school subject areas, very little research has been done on the classroom climate of physical education classes. The ultimate aim of the study was to derive knowledge of and insight into the classroom climate in physical education classes. To realise this goal the following aims were set for this study: To conceptualise and identify the determinants that decide classroom climate enhancement in general and specifically PE-classes by means of a literature study. To measure the reliability and validity of a suitable instrument to measure the classroom climate in PE-classes. To determine the classroom climate by means of the suitable measuring instrument. To achieve the first aim of the study an empirical literature survey was conducted where classroom climate was conceptualised and specific determinants were identified which could influence classroom climate in general and the classroom climate in PE-classes specifically. To achieve the second aim, a pilot study was conducted to determine the reliability and validity of an adjusted form of the CES (CES-PE) and the ML-LO to be used in PE classes. Reliability and validity of the CES-PE and ML-LO to be used in PE settings, were proved. To achieve the third aim of the study a questionnaire study was conducted on 1178 pupils and 22 teachers in 11 schools of the Northwest and Gauteng provinces. The pupils included in the study ranged from standards 6 to 9. The results of the empirical research were as follows: The classroom climate experienced in PE-classes was regarded as being very positive. The PE teacher perceived the classroom climate in a more positive light than the pupils. There were no major differences between boys and girls of the classroom climate experienced. There were no major differences between the different standards of the classroom climate experienced. Some determinants that could influence classroom climate in PE-classes were measured with the ML-LO. Results thereof were that the pupils regarded the PE-teacher, PE-uniform, the status of PE, the use of PE in the school programme and the availability of PE-apparatus positively. There were some negative aspects, the main one being that there was not sufficient time to undress and dress and for hygiene care after PE-classes. The PE-teachers completed an additional questionnaire (MO-LO) to gather their views on certain aspects in PE classes. Two main findings came to light: firstly that PE-teachers regard themselves as being well equipped to teach PE at school and, secondly, that the main goal of the PE-teacher is to make PE-classes enjoyable and thereby foster a positive attitude towards physical activities and sport in the pupils. The following recommendation resulting from this research was considered to be the most important: There is a vast necessity for further research to be done in the RSA with regard to the creation of a positive classroom climate in secondary schools, especially in light of the new education policies. This aspect can be addressed by including courses in classroom climate at tertiary education centres. / Proefskrif (PhD (Menslike Bewegingskunde))--PU vir CHO, 1995

Det finns en problematik i övergången för svenska studenter mellan gymnasiet och högskolan. En faktor i den problematiken är att bevis och bevisföring hanteras på olika sätt på de olika utbildningsnivåerna. Dessutom är forskning kring hur läroböcker hanterar bevis och bevisföring begränsad. I denna studie undersöks två vanliga läroböcker på gymnasiet med avseende på bevis och bevisföring. Utifrån de i ämnesplanen befintliga ämnesområdena granskas teoriavsnitten i läroböckerna med fokus på bevis och bevisföring. Dessutom undersöks bevisföringsuppgifter med utgångspunkt i G. Stylianides (2009) ramverk. Resultaten visar att läroböckerna är inkonsekventa i sitt hanterande av bevis och att bevis ofta osynliggörs i teoriavsnitten. Ett annat resultat är att den matematiska strukturen är svår att följa. Läroböckerna innehåller 6,7 % respektive 13,7 % bevisföringsuppgifter och vi har funnit 19 olika typer av bevisföringsuppgifter varav två typer är väldigt dominerande. Vi argumenterar att didaktiskt värdefulla syften kan uppnås genom att synliggöra bevis bättre i läroböcker. / There exists a problem in Swedish students’ transition between high school and college. One factor of this problem stems from the fact that proofs and proving are handled in different ways at these different levels of education. In addition, research on how textbooks deal with proofs and proving is limited. This study examines proofs and proving in two common math textbooks intended for upper secondary high school students in Sweden. Based on the contents of the curriculum, the theoretical sections in the textbooks are examined with an added focus on proofs and proving. Also, the textbooks’ tasks are examined with the help of a modified framework based on G. Stylianides (2009) framework. The results show that the textbooks are inconsistent in their handling of proofs and that proofs are often made invisible in the theoretical sections. Another result is that the mathematical structure is difficult to follow. The textbooks contain 6.7% and 13.7% proving tasks respectively and we have found 19 different types of proving tasks among which two types are very dominant. We argue that didactically valuable objectives can be achieved by making proofs more visible in textbooks.

It is known that the status with regard to teaching and learning of mathematics in South Africa is below norm. One of the reasons for this situation is the fact that many mathematics educators experience problems in assisting learners to invest effort voluntarily in task performance, as well as in strategic plans to maintain their learning intentions. Since learners' reasons for lack of maintenance of intentions and keeping onto learning agenda can not be addressed well if they are not understood, more research studies directed towards investigating these problems need to be done. It is for this reason that this study was aimed at investigating use of volitional strategies, study orientation in mathematics and learning context in relation to performance. The study was done on selected schools with consistent good performance in mathematics (matric pass rate > 80%) for past three to five years. Also included were schools with consistent low performance (matric pass rate < 30%) in the same period. Mathematics teachers of the affected schools were included. The results of the empirical survey reveal the presence of strong significant link between learner perceptions with regard to use of volitional strategies and study orientation. The positive study orientation and volitional strategy use increased learner attributive effect on performance. Furthermore in particular this study reveals strong negative correlation of emotional perseverance inhibition and emotional perseverance rumination and strong positive correlation between failure control and performance. In addition, this study unveiled significant difference between study milieu and learning context. There was moderate impact difference noticed in attitudes, anxiety, study-habits and information processing between schools. Deduction that a suitable learning context moderately to strongly affects aspects of study orientation was made. Learners at schools with high tests scores most favourably perceived the use of attentional distractibility, emotion control, emotional perseverance rumination, and stress reducing than at other schools. Therefore the deduction is made that learning context induced volitional strategy use, which impacted on learner achievement. These findings are similar to those made by other researchers on these topics worldwide. An important contribution made by this study is that it, in a South African context, sheds light both on the need for use of volitional strategies and also presents contextual differences that impact on study orientation in mathematics and ultimate learner performance. Hence the researcher is therefore persuaded that through training in the appropriate knowledge, skills and use of volitional strategies teachers may be able to create a more favourable learning context in their classes that enhances study orientation in general, particularly in mathematics. Therefore there is need to integrate affective issues in the mathematics curriculum / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2005.

Worldwide the teaching and learning of mathematics pose a great challenge to mathematics teachers as learners' performance in the subject leaves much to be desired. This is particularly the case in South Africa where there was a great disparity in the development of teachers in the past. Extensive research has shown that many teachers in South Africa are under-qualified, especially in the teaching of mathematics at secondary schools. Those who are regarded as well qualified for teaching mathematics at secondary schools still experience problems in teaching certain sections of the syllabus, for example geometry, which is not offered at tertiary institutions. It is for this reason that the researcher, together with colleagues at an experimental school, joined forces to share the teaching of mathematics in what they referred to as "collaborative teaching". This work therefore involves a case study, which resulted after three teachers successfully achieved good matric results on employing this approach between 1993 and 1996. The study is based on an experimental design where both quantitative and qualitative methods were used. The aim of the study was to measure the extent to which collaboration between teachers affects the learning of mathematics in Grades 12. Two schools, the experimental school and a control school were involved. Learners from the experimental school were taught according to a collaborative approach whereas learners at the control school were taught conventionally (one teacher teaching all sections alone). This happened over a period of six months in 2001. Learners who were taught collaboratively outperformed those who were taught conventionally especially in the most problematic areas of the syllabus, namely geometry and trigonometry. The teachers who were involved in this approach, that is, collaborators, loved it to the extent that one of them applied it in another school where it improved their Grade 12 results tremendously. Learners who were taught according to this approach greatly appreciated it and wished they had been taught the same way in other subjects. This approach did not, however, significantly influence learners in their problem solving and information processing skills. In addition, one of the most serious limitations of this approach is to find a substitute for a teacher who leaves the team. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2006.

In an ever-changing world, work and personal life are the main areas in which most employed adults spend their time. Today the essence of the relationship between work- and personal life is that these two domains overlap and interact. Consequently, an increasing number of employed adults are confronted with bigger demands in both their work and personal lives, and many of their daily hassles stem from job responsibilities that are incompatible with responsibilities in their personal lives. Educators' work has also become more intricate and demanding and may be one of the professions in which individuals find it difficult to combine their work and personal lives. The objective of this study was to determine how Setswana-speaking educators experienced their work-personal life interaction (WPLI), and more specifically to determine the significant domains, antecedents, consequences and strategies associated with WPLI for the participants. A non-probability purposive voluntary sample (N = 10) was taken of Setswana-speaking secondary school educators from the Potchefstroom and Klerksdorp areas in the North West Province. Data collection was done through a phenomenological method of semi-structured in-depth interviews. Data was analysed by the use of content analysis The results indicated that educators experienced factors in both their work and personal lives to be demanding. In addition, work demands led to various time constraints and strain. However, factors were identified that made the demands less overwhelming and it was also found that educators valued certain things (family, friends, leisure time, church and personal time) in their personal lives. Educators nevertheless employed certain strategies to cope with this interaction, which in turn led to numerous positive outcomes. Lastly, an interesting finding relating to this study was that educators felt a responsibility towards the children. Recommendations were made for the organisation and for future practice. / Thesis (M.Com. (Industrial Psychology))--North-West University, Potchefstroom Campus, 2007.