M. Ed. / We live in an era of technology where people strive for technological precision and higher standards of living. We can describe this as the information era where it is no longer possible to expect from learners to memorise all given information. Apart from that, we live in a multi-cultural society which leads to unique considerations that have to be accommodated. We are faced with a variety of problems such as economic instability, corruption and crime. An allover result of such conditions could cumulate in problems with discipline. The school is only one of the entities in the total process of learning and current changes in the educational system focus on the responsibility to enrich the child with life-long learning habits. Learning opportunities outside schools are encouraged to enhance self-development and learning. This study aims to explore and describe the life-world of the classical principal dancer in order to gain an understanding of what it takes to become a top performer. The qualities that support educational development and self-development will be outlined. An explorative, descriptive, contextual and qualitative study was carried out with the view to obtain insight and understanding with regard to the classical principal dancer's life-world, what it takes to perform and to reach the top. The research is conceptulised and focuses on principal dancers of the South African Ballet Theatre and the Cape Town City Ballet. The phenomenological interviewing method was used as well as the taking of field notes. The interviews were audio taped and then transcribed. The researcher made use of Tesh's method to process the data. Guba's model was applied to ensure trustworthiness of the research.

Text in Afrikaans / Summaries in English and Afrikaans / Narratiewe navors:ing is gedoen om vas te stel watter rol geloof speel in die aanneemgesin. Onderhoudvoering met aanneemouers het die kernfaktor in die funksionering van die gesin as die aanvaarding of verwerping van die verskil tussen gesinne wat deur aanneming saamgestel is en gesinne wat deur geboorte saamgestel is, uitgewys. V erwerping strem verhoudinge binne die gesin, maak die gesin kwesbaar vir stres en vervreemding tussen ouer en kind. Aanvaarding, aan die antler kant, beteken dat die ouer die behoefte van sy kind om met sy natuurlike ouers in aanrak:ing te kom, erken. So 'n houding bring 'n verbetering in die ouer-kindverhouding mee en gevolglik ook in die vennoe om ontwikkelingskrisisse te hanteer. Geloofkan 'n rol speel om an.gs en selftwyfel by die aanneemouers as gevolg van die onnatuurlike samestelling van die gesin te besweer, sodat hulle die verskil aanvaar en sodoende 'n gesonder perspektief op gesinwees ontwikkel. / Narrative research was done in order to establish the role of faith in the adoptive family. In interviews with adoptive parents it was found that the crucial factor in the functioning of the family is the acceptance or rejection of the differences between families created by adoption and those created by childbirth. Rejection hampers relationships within the family and renders it vulnerable to stress and enstrangement between parent and child. Acceptance on the other hand means that the parent recognises the need of the child to connect with his birth parents. This latter attitude results in improved relationships between parent and child and in more effectiveness in coping with developmental crises. Faith can play a role to cl.ispell the anxciety and self-doubt of adoptive parents resulting from the unnatural constitution of their family, accept the differences and in that way may contribute to a healthier perspective on the family. / Philosophy, Practical & Systematic Theology / M.Th.(Pastoral Theraphy)

Text in Afrikaans / Summaries in English and Afrikaans / Narratiewe navors:ing is gedoen om vas te stel watter rol geloof speel in die aanneemgesin. Onderhoudvoering met aanneemouers het die kernfaktor in die funksionering van die gesin as die aanvaarding of verwerping van die verskil tussen gesinne wat deur aanneming saamgestel is en gesinne wat deur geboorte saamgestel is, uitgewys. V erwerping strem verhoudinge binne die gesin, maak die gesin kwesbaar vir stres en vervreemding tussen ouer en kind. Aanvaarding, aan die antler kant, beteken dat die ouer die behoefte van sy kind om met sy natuurlike ouers in aanrak:ing te kom, erken. So 'n houding bring 'n verbetering in die ouer-kindverhouding mee en gevolglik ook in die vennoe om ontwikkelingskrisisse te hanteer. Geloofkan 'n rol speel om an.gs en selftwyfel by die aanneemouers as gevolg van die onnatuurlike samestelling van die gesin te besweer, sodat hulle die verskil aanvaar en sodoende 'n gesonder perspektief op gesinwees ontwikkel. / Narrative research was done in order to establish the role of faith in the adoptive family. In interviews with adoptive parents it was found that the crucial factor in the functioning of the family is the acceptance or rejection of the differences between families created by adoption and those created by childbirth. Rejection hampers relationships within the family and renders it vulnerable to stress and enstrangement between parent and child. Acceptance on the other hand means that the parent recognises the need of the child to connect with his birth parents. This latter attitude results in improved relationships between parent and child and in more effectiveness in coping with developmental crises. Faith can play a role to cl.ispell the anxciety and self-doubt of adoptive parents resulting from the unnatural constitution of their family, accept the differences and in that way may contribute to a healthier perspective on the family. / Philosophy, Practical and Systematic Theology / M.Th.(Pastoral Theraphy)

Managing teaching and learning in multi-graded classrooms in Thabo Mofutsanyana Education District, Free State is a study undertaken to determine how teachers manage teaching and learning in multi-grade classrooms. A qualitative research design has been used. Literature review explored the origins of multi-grade teaching, its advantages and disadvantages, teaching and learning in multi-grade classrooms, the use of resources, difficulties faced by teachers teaching in multi-grade classrooms and overcoming these difficulties. Data revealed that teachers struggle to manage teaching and learning in multi-grade classrooms because they use curriculum policy documents which are meant for mono-grade classrooms. Teachers are overloaded with work. Peer tutoring, self-directed learning and cooperative learning help teachers to manage teaching and learning. Based on the findings, recommendations were made to the teachers, PED and DBE. The findings and recommendations will help the teachers in managing teaching and learning in multi-grade classrooms. / Curriculum and Instructional Studies / M. Ed. (Didactics)

This research project examined the psychometric properties of the adult learner self-directedness scale (ALSDS). The study assessed the construct validity and reliability of the scale as a measure of adult learner self-directedness for diverse groups of adult learners in the South African open, distance and e-learning higher education (ODeLHE) context. The study also assessed whether the factorial structure of the ALSDS was equivalent for adult learners across gender, race and age groups. Furthermore, the study assessed whether the various socio-demographic groups differed significantly on the sub-scale dimensions of the ALSDS; and explored whether a range of socio-biographical factors predicted adult learner self-directedness. This doctoral study has extended the student’s initial exploratory master’s study on the development and factorial structure of the ALSDS that involved a stratified random sample (N = 1 102) of ODeLHE adult learners. The secondary data set involved a random subsample of n = 747 of the original master’s sample data set. Exploratory structural equation modelling (ESEM), exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) revealed a three-factor solution for the ALSDS, with 15 items loading onto the three factors. The results provided evidence of the construct (convergent and discriminant) validity and internal consistency reliability of the three-factor ALSDS, including the construct equivalence of the scale’s factorial structure across the gender, race and age groups. Significant differences between age, race and gender groups were observed regarding the scale sub-dimensions. The study advances theory on adult learner self-directedness in ODeLHE contexts and contributed evidence of the validity and reliability of a shortened version of the ALSDS as a useful measure of adult learner self-directedness. Psychometric shortcomings to be addressed in future research were also directedness. Psychometric shortcomings to be addressed in future research were also highlighted. Practically, the study highlighted assessing adult learners’ success orientation in ODeLHE, active academic activity and strategic utilisation of resources as aspects of enhancing their self-directedness. Support practices should be considered for especially females, black Africans and younger learner cohorts. ODeLHE practices should also consider learners’ mark for English, gender, access to library, number of modules and who students support financially as factors influencing learners’ level of self-directedness. / Abstract/summary in English, Afrikaans and isiZulu / Die navorsingsprojek het die psigometriese eienskappe van die selfgerigtheidskaal vir die volwasse leerder (ALSDS) ondersoek. Die studie het die konstruk-geldigheid en -betroubaarheid van die skaal geassesseer as 'n maatstaf van selfgerigtheid by volwasse leerders vir diverse groepe van volwasse leerders in die Suid-Afrikaanse ope, afstands- en e-leer-hoëronderwyskonteks (ODeLHE). Die studie het ook geassesseer of die fakulteitstruktuur van die ALSDS gelykstaande was vir volwasse leerders oor geslags-, rasse- en ouderdomsgroepe heen. Verder het die studie geassesseer of die verskeie sosiodemografiese groepe beduidend verskil het op die subskaal-dimensies van die ALSDS en ondersoek of 'n reeks sosiobiografiese faktore selfgerigtheid by volwasse leerders voorspel het. Hierdie doktorale studie het uitgebrei op die student se aanvanklike verkennende meesterstudie oor die ontwikkeling en fakulteitstruktuur van die ALSDS wat 'n gestratifiseerde ewekansige steekproef van ODeLHE-volwasse leerders behels het (N = 1 102). Die sekondêre datastel het 'n ewekansige substeekproef behels van n = 747 van die oorspronklike meestersteekproef-datastel. Verkennende strukturele vergelykingsmodellering, verkennende faktorontleding en bekragtigende faktorontleding het 'n driefaktor-oplossing vir die ALSDS onthul, met 15 items wat op die drie faktore gelaai is. Die resultate verskaf bewyse van die konstruk (konvergerende en diskriminerende) geldigheid en interne konsekwentheid en betroubaarheid van die driefaktor-ALSDS, insluitende die konstruk-ekwivalensie van die skaal se fakulteitstruktuur oor die geslags, rasse- en ouderdomsgroepe heen. Beduidende verskille tussen ouderdoms-, rasse- en geslagsgroepe is waargeneem rakende die skaalsubdimensies. Die studie bevorder teorie oor selfgerigtheid by volwasse leerders in ODeLHE-kontekste en dra bewyse van die geldigheid en betroubaarheid van 'n verkorte weergawe van die ALSDS as 'n nuttige maatstaf van selfgerigtheid by volwasse leerders. Psigometriese tekortkomings wat in toekomstige navorsing hanteer kan word, is ook beklemtoon. Prakties gesproke beklemtoon die studie die assessering van volwasse leerders se sukses-oriëntering in ODeLHE, aktiewe akademiese aktiwiteit en strategiese gebruik van hulpbronne as aspekte om hul selfgerigtheid te bevorder. Ondersteuningspraktyke moet oorweeg word vir veral vroue, swart Afrikaners en jonger leerderkohorte. ODeLHE-praktyke moet ook leerders se punt vir Engels, geslag, toegang tot 'n biblioteek, aantal modules en wie studente finansieel ondersteun, oorweeg as faktore wat leerders se vlak van selfgerigtheid beïnvloed. / Le projekthi yocwaningo, ihlola ama-psychometric properties of the adult learner self-directedness scale (ALSDS). Ucwaningo luhlola i-construct validity nokuthembeka kwe-scale njengendlela yokukala i-adult self-directedness kumaqembu ehlukene abafundi abadala kwisimo semfundo evulekile lapho abantu abafunda bekude esibizwa nge-South African open, distance and e-learning higher education (ODeLHE). Ucwaningo lubuye lwahlola nokuthi ngabe isimo ngamaqiniso e-ALSDS siyalingana yini kubafundi abadala kumaqembu obubili, bezinhlanga ezehlukene ngokwebala kanye nabantu beminyaka ehlukene. Kanti futhi okunye, ucwaningo, luhlola ukuthi ngabe amaqembu emikhakha ehlukene ngokwe-sociodemographic ehlukene kakhulu maqondana nama-dimention e-ALSDS acutshungulwayo ukuthi ngabe ama-range emibandela yama-sociodemographic abonelela noma aqagela inqubo ye-adult leaner self-directedness. Lolu cwaningo lweziqu ze-doctoral study lubheke nocwaningo lokuqala lwabafundi be-masters ngentuthuko yesakhiwo se-factoral structure ye-ALSDS ebandakanye amasampuli akhethwe nje ngaphandle kokukhetha noma ukubeka imibandela ethize, okwaziwa nge-stratified random sample ye (N = 1 102) yabafundi abadala be-ODeLHE. Isethi ye-data yesekondari yona ibandakanya i-random subsample of n = 747 yesethi ye-data yabafundi bokuqala be-masters. I-Exploratory structural equation modelling, i-exploratory factor analysis kanye ne-confirmatory factor analysis eziveze izixazululo ezintathu ngama-ALSDS kuma-ayithemu angu 15 afakelwe kuma-factor amathathu. Imiphumela iveza ubufakazi be-construct (i-convergent and discriminant) validity kanye ne-internal consistency reliability yama-factor amathathu e-ALSDS abandakanya i- ix construct equivalence ye-scale's factorial structure, ukunqamuleza kumaqembu ngobulili, izinhlanga ezehlukene ngokwebala kanye neminyaka yobudala ehlukene. Umehluko osemqoka phakathi kweminyaka yobudala, izinhlanga ezehlukene ngokwebala kanye namaqembu eminyaka ehlukene uye wabonakaka maqondana ne-scale sub-dimensions. Ucwaningo luqhubela phambili ithiyori kwizimo zabafundi zokuziqhuba ngokufunda ezibizwa i-adult learner self-directedness kwi-ODeLHE, kanti futhi ithela esivivaneni kwi-reliability ye-version efinyeziwe ye-ALSDS njengesikali esiwusizo kwi-adult learner self-directedness. Okuyizihibe nge-psychometric okufanele kubhekwane nakho ngocwaningo lwangekusasa, kuye kwavezwa kwagqanyiswa. Ngokubonakala ngendlela ebambekayo, ucwaningo lugqamise ukuhlolwa kwempumelelo yabafundi abadala kwi-ODeLHE, umsebenzi omatasatasa we-akhademiki kanye nokusetshenziswa ngendlela yamasu abambekayo kwemithombo njengengxenye yokuthuthukisa i-self-directedness. Izinkambiso zokusekela kumele zibonelelwe, ikakhulukazi kwabesimame, abamnyama bama-Afrika kanye nabafundi abasebasha. Izinkambiso ze-ODeLHE kumele zibonelele namamaki abafundi olimi lwesiNgisi (i-English), ubulili, ukufinyelela emalayibhrari, inani lama-module kanye nokuthi ngabe abafundi bondla obani ngokwezimali njengemibandela enomthelela kwinqubo yokuthi abafundi bakwazi ukuziqhubela phambili ngokwenqubo ye-self-directedness. / Business Management / D.Com. (Business Management)

Managing teaching and learning in multi-graded classrooms in Thabo Mofutsanyana Education District, Free State is a study undertaken to determine how teachers manage teaching and learning in multi-grade classrooms. A qualitative research design has been used. Literature review explored the origins of multi-grade teaching, its advantages and disadvantages, teaching and learning in multi-grade classrooms, the use of resources, difficulties faced by teachers teaching in multi-grade classrooms and overcoming these difficulties. Data revealed that teachers struggle to manage teaching and learning in multi-grade classrooms because they use curriculum policy documents which are meant for mono-grade classrooms. Teachers are overloaded with work. Peer tutoring, self-directed learning and cooperative learning help teachers to manage teaching and learning. Based on the findings, recommendations were made to the teachers, PED and DBE. The findings and recommendations will help the teachers in managing teaching and learning in multi-grade classrooms. / Curriculum and Instructional Studies / M. Ed. (Didactics)