Spelling suggestions: "subject:"aocial skills -- study anda teaching."" "subject:"aocial skills -- study ando teaching.""
41 |
Knowledge and skills required by supervisors in order to provide effective supervision for child and youth care workers in South AfricaMichael, Jacqueline Cecilia 09 September 2013 (has links)
Many child and youth care organisations in South Africa struggle to implement adequate supervision structures for their child and youth care workers. If supervisors in this field had adequate knowledge and skills, they could enable child and youth care workers to grow and develop competently and provide more professional services to troubled young people in South Africa, This qualitative research sought to identify what knowledge and skills supervisors need in child and youth care settings in South Africa to provide effective supervision to workers. This research confirmed that there are specific skills and knowledge required by supervisors in child and youth care settings in South Africa and while there is an awareness of these in some settings, they are not being fully utilised in organised supervision structures. / Social Work / M.Tech. (Child and Youth Care)
|
42 |
Students' perception on personal and social education implementing in a Hong Kong secondary schoolHui, Siu-king, Regina., 許小琼. January 1997 (has links)
published_or_final_version / Education / Master / Master of Education
|
43 |
An evaluation of the "Life Skills Train the Trainer Programme"Baloyi, Lydia Tsakane 11 1900 (has links)
Summaries in English and Afrikaans / Life skills are coping skills taught to learners, with the purpose of developing self-reliant and confident people with skills, to cope with important life's challenges in times of change.
Where life skill education initiatives are being set up, much time and resources are channelled into training teachers, promoting, disseminating and implementing life skill education. For life skill education to be effective and continue to be relevant, research
needs to be undertaken as an integral part of the whole process.
This study focuses on the 'Life Skills Train the Trainer Programme'. The aim being to evaluate the success of this programme in empowering teachers to teach life skills. It was found that although life skill education has been found to be an important area in
every learner's life, there are obstacles that may affect an effective implementation of life skill education in schools. These obstacles need to be attended to. / ewensvaardighede word aan leerlinge onderrig met die doe! om selfstandigheid en selfversekerdheid te ontwikkel, sodat hulle in staat is om lewenseise te midde van veranderende tye te kan hanteer
Wanneer lewensvaardighede-onderrig gelnisieer word, word baie tyd en hulpbronne gekanaliseer in die opleiding van onderwysers, asook in die promovering, verspreiding en implementering van sodanige onderwys. Vir lewensvaardighede-onderrig om effektief te
wees en relevant te bly, moet navorsing 'n integrale dee! van die hele prose vorm.
Hierdie studie is gerig op die "Life Skills Train the Trainer Programme". Die doe! was om
vas te stel tot watter mate hierdie program bydra tot die bemagtiging van onderwysers in
die onderrig van lewensvaardighede.
Die bevinding was dat alhoewel erkenning gegee word aan die belangrikheid van lewensvaardighede-onderrig, daar tog struikelblokke is wat effektiewe implementering in
skole kan belemmer Hierdie struikelblokke moet aangespreek word. / Educational Studies / M.Ed.
|
44 |
The role of the Life Orientation curriculum in the development of social and emotional skills in learners to curb violence in schoolsGelderbloem, Garth Preston 11 1900 (has links)
Violence is common-place in South African schools and managing learner aggression is central to learners’ academic performance and holistic development. There is empirical evidence that suggests that the school curriculum is an essential vehicle for driving the process of creating social and emotional competent individuals, capable of social cohesion and tolerance.
This evaluation research aims to evaluate whether the CAPS Life Orientation curriculum is adequately addressing social and emotional competence in learners in order to reduce violence in schools. A comprehensive literature review was conducted which revealed that Social and Emotional Learning programs are highly effective in addressing issues of violence and social problems in schools along with producing a positive school climate with high learner academic achievements.
Data collected from the Life Orientation Curriculum documents, Grades R-12, and the elite electronic interview, revealed that the Life Orientation curriculum covers most of the essential elements necessary to make an impact on the development of learners’ social and emotional skills, but may lack the necessary knowledgeable teachers to facilitate such an important study area. Furthermore, not enough time and resources are allocated to Social and Emotional learning. Based on these results, recommendations are made through a ‘framework to advance social and emotional learning in schools model’ for the CAPS Life Orientation curriculum Grades R-12. / Curriculum and Instructional Studies / M. Ed. (Curriculum Studies)
|
45 |
Forum theatre as performative pedagogy in the teaching and learning of life orientation in primary schools in South AfricaBettman, Maria Catharina 28 October 2020 (has links)
The South African school curriculum recognises the vital importance of life skills acquisition
through the learning area, Life Orientation (referred to in the primary school as Life Skills). The
Curriculum Assessment Policy Statement (CAPS) Life Skills (Creative Arts) for the
Intermediate Phase promotes drama-based instruction in life skills learning. The curriculum
links to Forum Theatre techniques which are aimed at the learner’s holistic development
through, among others, social game playing, improvised role-play and devising and performing
a problem play which includes audience participation mediated by a ‘Joker,’ a facilitator role
usually filled by an experienced and trained teacher. Children learn about the self, their peers
and society through reality-based exploration and the conflicts that arise due to socialisation
and power-based problems. Cognitive behavioural, existential and experiential learning
theories and the theatrical theory and practice of Augusto Boal, who invented Forum Theatre
as part of the Theatre of the Oppressed, formed the framework for this performative case study
inquiry conducted in a South African primary school. A researcher-designed Forum Theatre
intervention was implemented by the Grade 6 (Creative Arts) teacher with four Grade 6 classes
over eight weeks in Life Skills (Creative Arts) classes, culminating in Forum Theatre
performances by the four classes, respectively. Data were gathered through classroom
observation in which the researcher assumed the role of observer-participant, conducted
individual and focus group interviews with Grade 6 teachers, did interviews with Grade 6
learners, took video recordings of learners’ classroom activities, recorded the Forum Theatre
performances, and collected the learners’ written reflections. The findings indicated: the
process adjustments required to facilitate Forum Theatre activities in a primary school setting;
effectiveness of experiential learning of life skills through game-playing and discovery;
performative pedagogy fostered life skill acquisition; performative pedagogy harnessed nonverbal,
embodied learning to build social insight; and describes the teacher experience in
implementing a Forum Theatre intervention. Recommendations for practice include teacher
training for experiential, explorative, and performance-based teaching in line with the CAPS
document, which provides for a range of performative teaching and learning activities to
promote effective life skills acquisition in primary school learners. / Educational Studies / Ph. D. (Education)
|
46 |
Knowledge and skills required by supervisors in order to provide effective supervision for child and youth care workers in South AfricaMichael, Jacqueline Cecilia 11 1900 (has links)
Many child and youth care organisations in South Africa struggle to implement adequate supervision structures for their child and youth care workers. If supervisors in this field had adequate knowledge and skills, they could enable child and youth care workers to grow and develop competently and provide more professional services to troubled young people in South Africa, This qualitative research sought to identify what knowledge and skills supervisors need in child and youth care settings in South Africa to provide effective supervision to workers. This research confirmed that there are specific skills and knowledge required by supervisors in child and youth care settings in South Africa and while there is an awareness of these in some settings, they are not being fully utilised in organised supervision structures. / Social Work / M.Tech. (Child and Youth Care)
|
47 |
The influence of the social composition of a learner group on the results of cooperative learning tasksRamsay, Helen 31 December 2002 (has links)
The dynamics of the social interaction within the cooperative learning
group are accepted and considered to be one of the aspects that will influence the individual learner's feelings regarding the
group activity. The impact of the groupings on the quality and quantity
of the observable learning within the class is considered. For this study
the cooperative learning groupings were manipulated, considering
aspects of the learner's social relationships uncovered with the use of a
social questionnaire, which the learners completed. These details were
summarised by means of a sociometric table and a sociogram.
This study approaches the topic from two main perspectives. Primarily
observation and naive sketches, from the learners, formed the source of
the data and provided the initial perspective on the area of study. From
the viewpoint provided in this information specific grouping paramaters were applied to later groups of learners, and a survey conducted. / Educational Studies / M. Ed. (Socio-Education)
|
48 |
Evaluering van die effektiwiteit van die vaardigheidsprogram soos aangebied deur maatskaplike werkers in 'n gevangenisDu Toit, Helena Gloudina 10 1900 (has links)
Summaries in Engish and Afrikaans / The goal of this research is to evaluate whether a personal and
social skills program can effectively be implemented by social
workers in a prison. A control- and experimental group were used in a quasiexperimental design. The respondents were twenty-four white,
male, sentenced prisoners in Pretoria Central Prison. The Heimler scale for social functioning and the Hudson-scale for family relations are the standard questionnaires, which were utilised to measure results during the pre-testing and post-testing phase. All twenty-four respondents completed the scales during the pre- and post-testing phase. The Wilcoxon t-test and Mann-Whitney U-test were used for
statistical purposes. A computer was used to process data. Both measurement scales confirmed positive results. The independent variable, that is, the personal and social skills program had an effect in the desired direction on respondents in the experimental group. The Hudson-scale for interpersonal relationships, however, showed more dramatic results. The results for the control group, showed noticeable decline in both social functioning of the respondents as well as experience of family relationships. / Die doel van hierdie navorsing is om te bepaal of maatskaplike werkers in 'n gevangenis 'n persoonlike en sosiale vaardigheidsprogram effektief kan implementeer. 'n Kontrole- en eksperimentele groep was benut in die uitvoering van 'n kwasi-eksperimentele ontwerp. Die proefpersone was vier-entwintig Blanke, manlike gevangenes te Pretoria-Sentraal Gevangenis. Die Heimler-skaal vir maatskaplike funksionering en die Hudsonskaal vir gesinsverhoudinge was die gestandardiseerde vraelyste, wat gebruik is om die resultate tydens voor- en na-toetsing. Die meetinstrumente is deur al vier-en-twintig respondente voltooi. Die Wilcoxon t-toets en Mann-Whitney U-toets is benut vir statistiese doeleindes. 'n Rekenaar is gebruik om data te verwerk.
Beide metingskale het positiewe resultate getoon. Die onafhanklike veranderlike, die persoonlike- en sosialevaardigheidsprogram, het 'n effek in die gewenste rigtings gehad op die proefpersone in die ksperimentele groep, hoewel die Hudson-skaal vir gesinsverhoudinge, meer dramatiese resultate getoon het. Die resultate van die proefpersone in die kontrole groep, het merkbare agteruitgang getoon op beide skale. / Social Sciences / M.A. (Social Work)
|
49 |
Evaluering van die effektiwiteit van die vaardigheidsprogram soos aangebied deur maatskaplike werkers in 'n gevangenisDu Toit, Helena Gloudina 10 1900 (has links)
Summaries in Engish and Afrikaans / The goal of this research is to evaluate whether a personal and
social skills program can effectively be implemented by social
workers in a prison. A control- and experimental group were used in a quasiexperimental design. The respondents were twenty-four white,
male, sentenced prisoners in Pretoria Central Prison. The Heimler scale for social functioning and the Hudson-scale for family relations are the standard questionnaires, which were utilised to measure results during the pre-testing and post-testing phase. All twenty-four respondents completed the scales during the pre- and post-testing phase. The Wilcoxon t-test and Mann-Whitney U-test were used for
statistical purposes. A computer was used to process data. Both measurement scales confirmed positive results. The independent variable, that is, the personal and social skills program had an effect in the desired direction on respondents in the experimental group. The Hudson-scale for interpersonal relationships, however, showed more dramatic results. The results for the control group, showed noticeable decline in both social functioning of the respondents as well as experience of family relationships. / Die doel van hierdie navorsing is om te bepaal of maatskaplike werkers in 'n gevangenis 'n persoonlike en sosiale vaardigheidsprogram effektief kan implementeer. 'n Kontrole- en eksperimentele groep was benut in die uitvoering van 'n kwasi-eksperimentele ontwerp. Die proefpersone was vier-entwintig Blanke, manlike gevangenes te Pretoria-Sentraal Gevangenis. Die Heimler-skaal vir maatskaplike funksionering en die Hudsonskaal vir gesinsverhoudinge was die gestandardiseerde vraelyste, wat gebruik is om die resultate tydens voor- en na-toetsing. Die meetinstrumente is deur al vier-en-twintig respondente voltooi. Die Wilcoxon t-toets en Mann-Whitney U-toets is benut vir statistiese doeleindes. 'n Rekenaar is gebruik om data te verwerk.
Beide metingskale het positiewe resultate getoon. Die onafhanklike veranderlike, die persoonlike- en sosialevaardigheidsprogram, het 'n effek in die gewenste rigtings gehad op die proefpersone in die ksperimentele groep, hoewel die Hudson-skaal vir gesinsverhoudinge, meer dramatiese resultate getoon het. Die resultate van die proefpersone in die kontrole groep, het merkbare agteruitgang getoon op beide skale. / Social Sciences / M.A. (Social Work)
|
50 |
The effect of orphanhood on the psychosocial development of pre-primary and primary school learnersMoime, Winnifred Motsei 01 1900 (has links)
D.Ed. (Psychology of Education) / Although the human immuno-deficiency virus (HIV) and acquired immuno-deficiency syndrome (AIDS) is still very much a silent issue in South Africa, the AIDS pandemic has become a public problem which is threatening to a significant proportion of the population of South Africa (Heartbeat 2002:1; Kaseke and Gumbo 2001:53). HIV infections are on the rise and people are dying every day of AIDS related diseases (Msomi, 2000:8). Thus, the overall aim of this research was to determine how the HIV/AIDS orphans’/vulnerable children’ psychosocial status is affected by the HIV/AIDS disease.
The study was conducted in the Bojanala Region of the North West Province. A purposeful sampling was used because four (4) schools were suggested by the Department of Social Services in the Rustenburg Area due to their high populace with HIV/AIDS orphans. The other four (4) schools were suggested by the Auxiliary Services Division in the Bojanala Region of Education.
The literature revealed that failure on part of the parent, guardian and/or teachers to meet the psychological needs of the child at a certain stage in his/her development may result in personality disorders, which can become a potential danger and a source of unhappiness to the individual him/herself (cf. 2.5). Furthermore, it was evident from the literature that chronic parental illness may have a traumatic effect on young children because both parents may neglect a child (cf. 4.2). The literature also revealed that children should not be viewed as passive recipients of assistance, but as active participants who play a key role in the development of responses to the HIV/AIDS pandemic. Receiving quality services is a right and a need not only of AIDS orphans, but also of all children (cf. 4.6).
From the quantitative data analysis, the following findings emerged, that HIV/AIDS orphans/vulnerable children are optimistic about their future. Children do not blame themselves for their parents’ death.
Arising from this research certain conclusions were drawn, recommendations were made and areas for possible future research were suggested. / Teacher Education
|
Page generated in 0.0876 seconds