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D.Cur. (Professional Nursing Science ) / The nursing practice needs critical thinkers because of diverse and rapidly changing developments and desired outcomes in health care. These developments are based on health and informational changes, organisational and cultural change sin nursing education, changes in the scope o fpractice, and increasing patient acuity and the movement of patient care from acute care facility to community selling have increased demands for nurses to think critically, evaluate and quickly choose patient strategy. a need for effective clinical decision making and a need for clinical judgement (Sedlack, 1997:11). Old standards of simply being able to score well on standardized test of basic skills, though still appropriate. cannot be the sole means by which we judge the academic success or failure students. The implication of SAQA Act (/995) and the Education White Paper(1997) on transformation of higher education bring with them challenges for reaching and assessment of tertiary education graduates. The white paper stressed the importance of the development of the ability to think independently and with innovation. The South African Nursing Council (SANe, 1984:3) states explicitly in the philosophy about nursing education, that the development of critical analytically thinking is imperative. Therefore it is imperative for nurse educators to use specific assessment strategies that will assess if students have acquired critical thinking skills. The purpose of this study is to explore and describe strategies to assess critical thinking in a four year program leading to registration as a nurse (General, Psychiatry and Community) and Midwifery in South Africa)

RESEARCH PROJECTS: 1 RESEARCH PROJECT ONE: A literature review: Constructivism: An alternate approach to teaching and learning. Abstract The constructivist perspectives on learning have helped enhance science educators' understanding of how students make sense of their lived experiences. Constructivism purports to be a transformation of the traditional curriculum. As such this article starts with a brief overview of behaviorism: the scientific approach to education. The main tenets underlying constructivism, how constructivism guides educators to change their classroom practice, and the implications to science teaching have been reviewed. 2 RESEARCH PROJECT TWO (Empirical study): Being Constructive: College students' learning of work and heat as aspects of the energy concept based a constructivist approach. Abstract This study is an extension of a literature review on constructivism as an alternate teaching and learning approach discussed in research project one. It is an empirical study concerning the use of a learning module based on a constructivist approach to develop pre-service student teachers' understanding of work and heat as aspects of the energy concept. The data consisted mainly of transcripts of students' interviews, written responses to questionnaires designed in the form of a worksheet, and comments from non-participant observers and students. The results seem to suggest that a carefully designed learning module based on a constructivist teaching and learning approach may be a valuable tool in developing pre-service student teachers' understanding of work and heat. 3 RESEARCH PROJECT THREE (Empirical study): A College in transition: A case study of the readiness of a college in the Eastern Cape province to implement Outcomes-Based Education in an Education Development centre. Abstract Curriculum 2005 premised on Outcomes-Based Education is the new curriculum framework for South Africa. It signifies a paradigm shift in education from the traditional 'telling-listening' relationship between the teacher and the learner to one that emphasises leamer-centred approach to the teaching process. Teachers, though recognized as crucial to the educational transformation process in the country have also being identified as ill-equipped to meet the challenges posed by Outcomes-Based Education. This study starts with a brief overview of the South African curriculum and the main tenets underlying Outcomes-Based Education. The institutional conditions and whether the lecturers at a college in the Eastern Cape province perceive the need for a change in their classroom practice were also investigated. Bearing in mind the need for further research to validate the findings of this study, positive indicators that emerged from the study suggest the readiness of the college to implement Outcomes-Based Education at the proposed Education Development Centre.

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Historically, education in the United States has been tailored to fulfill the needs of White students. As the Latina/o population increases in the United States, we must prepare teachers and school administrators to provide opportunities for an equal education for minority students of all races, cultural backgrounds, or ethnicities. School leadership plays an important role in the effectiveness of educational access for minority students. Leaders must review and modify their practices to ensure that minority students have the opportunity to be productive citizens in our society. The purpose of this research was to evaluate the characteristics of effective high school Leaders of Color and White leaders for Latina/o students in secondary schools and to provide recommendations for further investigation. This study revealed findings related to culturally responsive school leadership for Latina/o student success, with leaders of Color and White allies reporting different perspectives on equity leadership.

It is the objective of this paper to present the facts concerning the current status of Canadian women in science, to review the theories which have been put forth to explain gender disparities in science participation, to outline the findings of research in the area of gender and science, and to suggest ways in which science teachers could respond to these research findings. / 79 p. ; 28 cm.

Thesis (MPhil (General Linguistics))--University of STellenbosch, 2010. / ENGLISH ABSTRACT: The gap which exists between the academic culture represented by lecturers and the nonacademic- culture represented by students at a residential university is even greater at a distance learning institution (DLI). At a DLI, lecturers and students are faced with a number of challenges. Firstly, the majority of distance learning students are older than the average residential student and have added responsibilities related to their families and jobs. Secondly, they come from a wider variety of cultural, educational and socio-economic backgrounds than residential first-years. Finally, the majority of these students have a relatively low proficiency in their second language (L2) English, which is usually their third or fourth language rather than their second language, and which is the language of instruction at South African DLIs. At a DLI, there is little or no face-to-face contact between lecturers and students, and teaching takes place primarily by means of printed study material, specifically study guides. Study guides substitute for the lectures and other contact periods that residential students receive. In addition, study guides have to facilitate the student in the world of a new and sometimes intimidating culture, namely the (tertiary) academic culture. However, many students may have trouble understanding the type of language used in study material (essentially, academic language), sometimes because lecturers do not understand the challenges faced by DLI students and/or because they write in a formal, academic style, which is often not easily accessible to first-year students. This could pose a barrier for learning, as well as for the transition of the student from the non-academic culture to the academic culture. The aim of the study reported in this thesis was to identify the linguistic criteria which a successful study guide for L2 speakers of English should adhere to. These criteria were extracted from literature on effective writing/teaching in general, then discussed in terms of their relevance for the specific purpose of writing effective study guides, and finally applied to critically evaluate the language used in three DLI study guides. The thesis ends with some concluding remarks, a discussion of the implications of the findings of the research, and some recommendations for further research. / AFRIKAANSE OPSOMMING: Die gaping tussen die akademiese kultuur wat verteenwoordig word deur dosente en die nieakademiese kultuur wat verteenwoordig word deur studente by 'n residensiële universiteit is selfs groter by 'n afstandsonderriginstelling (AOI). By 'n AOI kom studente en dosente voor 'n aantal uitdagings te staan. Eerstens is die oorgrote meerderheid afstandsonderrigstudente ouer as die gemiddelde student aan 'n residensiële universiteit en het hulle bykomende verantwoordelikhede met betrekking tot hul gesinne en werkplekke. Tweedens kom hulle uit 'n wyer verskeidenheid van kulturele, opvoedkundige en sosio-ekonomiese agtergronde as eerstejaarstudente van residensiële universiteite. Ten laaste is die meerderheid van hierdie studente se taalvaardigheid in hulle tweedetaal (T2) Engels relatief laag. In die meeste gevalle is Engels hulle derde of vierde taal eerder as hul tweede taal, terwyl dit ook die taal van onderrig is by Suid-Afrikaanse AOIs. By 'n AOI is daar geen of min persoonlike kontak tussen dosente en studente, en onderrig vind meestal plaas deur middel van gedrukte studiemateriaal, veral studiegidse. Studiegidse dien as plaasvervanger vir die voorlesings en ander kontaksessies wat 'n student by 'n residensiële universiteit ontvang. Ook moet studiegidse die student voorthelp in die wêreld van die nuwe en soms intimiderende kultuur, die (tersiêre) akademiese kultuur. Tog sukkel baie studente om die tipe taal (akademiese taal) wat in die studiemateriaal gebruik word te verstaan, wat soms veroorsaak word deur dosente wat nie 'n goeie begrip het van die uitdagings wat AOI-studente in die gesig moet staar nie, en/of omdat hulle in 'n formele, akademiese styl skryf wat nie maklik toeganklik vir eerstejaarstudente is nie. Dit kan 'n struikelblok vir leer wees, sowel as vir die oorgang van die student vanaf die nie-akademiese kultuur na die akademiese kultuur. Die doel van die studie waaroor daar verslag gelewer word in hierdie tesis was om die linguistiese kriteria te identifiseer waaraan 'n suksesvolle studiegids vir T2 sprekers van Engels moet voldoen. Hierdie kriteria is afgelei uit die literatuur oor effektiewe skryf/onderrig oor die algemeen, en vervolgens bespreek in terme van hulle relevansie vir die spesifieke doel van die skryf van effektiewe studiegidse. Laastens is hierdie kriteria gebruik om die taalgebruik in drie AOIstudiegidse krities te evalueer. Die tesis word afgesluit met enkele slotopmerkings, 'n bespreking van die implikasies van die bevindinge van die navorsing, en enkele aanbevelings vir verdere navorsing.

The study was undertaken as the first cycle of an action research project. It presents a case study that explores the potential of the combined use of self-, peer-, and tutor-driven assessment in enhancing students’ learning in a professionally orientated postgraduate media management course. The study also explores how such a process can contribute to students developing the skills and dispositions required by autonomous learners and professionals. In approaching these questions the study draws directly on students’ own accounts of their experiences and contrasts these accounts with the growing body of literature on participative assessment in higher education that has emerged over the past decade. The study begins by exploring how action research can aid in the development of valuable insights into educational practice. It draws on educational theorists’ use of Habermas’s (1971, 1972 and 1974 in Grundy, 1987: 8) theory of knowledge constitutive interests in developing a conceptual framework against which assessment practice can be understood and argues against instrumental approaches to assessment. Set against a background of outcomes-based education, the study presents an argument for privileging the role of assessment in promoting learning above its other function. It contends that this function is undermined if students are excluded from direct involvement in assessment practice. Informed by research into participative assessment, the study presents a thick description of a particular approach used during the action research cycle and explores how students experienced this process. The findings of the study support theories favouring the involvement of students in their own assessment and suggest that such processes can contribute to meeting students’ present and future learning needs.

Thesis (PhD)--Stellenbosch University, 2002. / ENGLISH ABSTRACT: The purpose of this study is to establish a theoretical and practical framework for supervision to social work students at training institutions that are based on the outcomes of developmental social work in South Africa, as contained in the White Paper for Welfare (1997). The motivation for this study is the contribution that it can make to the reality that the paradigm shift of the developmental perspective on supervision to students contains. This research was done based on an extensive literature study, which focused on the conceptualisation of supervision to social work students from a social developmental perspective. The systemic nature of supervision to students was examined, after which the models for supervision to students were analysed. The functions of supervision by means of the management, educational and support functions are also broadly defined. The empirical investigation of the study dealt with the current state of supervision to social work students at training institutions in South Africa. From the empirical investigation a social developmental perspective was developed, which indicates that supervision to social work students in South Africa can be defined as a process of education, support and management so as to develop students' competencies according to the outcomes of the training institution's field practice education programme, so that students can integrate the theory and practice of social work. Supervision also involves interactive guidance, based on educational needs, academic development and empowerment of students. The abovementioned perspective was evaluated by supervisors of students at tratrung institutions in South Africa, the majority of whom supported the perspective. From the social developmental perspective that was formulated, conclusions and recommendations were made that can serve as a framework for supervision of social work students. The framework for situation-relevant supervision, which is accounted for eco-systemically, is based on a competency model and is empowering in its nature. This is the contribution that this study makes to field practice education to social work students. / AFRIKAANSE OPSOMMING: Die doel van hierdie studie is om 'n teoretiese en praktiese raamwerk daar te stel vir supervisie van maatskaplikewerkstudente by opleidingsinstansies wat op die uitkomste van ontwikkelingsgerigte maatskaplike werk in Suid-Afrika, soos vervat in die Witskrif vir Welsyn (1997), gebaseer is. Hierdie studie is gemotiveer deur die bydrae wat dit kan Iewer tot die realiteit wat die paradigmaskuif van die ontwikkelingsgerigte perspektief in maatskaplike werk vir supervisie van studente inhou. Die ondersoek is gedoen aan die hand van 'n uitgebreide literatuurstudie, wat op die konseptualisering van supervisie aan maatskaplikewerkstudente vanuit 'n maatskaplike ontwikkelingsgerigte perspektief gefokus het. Die sistemiese aard van supervisie aan studente is ondersoek, waarna die aard van die modelle vir supervisie aan studente ontleed is. Die funksies van supervisie deur middel van die bestuurs-, onderrig- en ondersteuningsfunksie word ook breedvoerig omskryf. Die empiriese ondersoek van die studie het oor die huidige stand van supervisie aan maatskaplikewerkstudente by opleidingsinstansies in Suid-Afrika gehandel. Vanuit die empiriese ondersoek is 'n maatskaplike ontwikkelingsgerigte perspektief ontwerp wat daarop dui dat supervisie aan maatskaplikewerkstudente in Suid-Afrika omskryf kan word as 'n proses van onderrig, ondersteuning en bestuur om studente se bekwaamhede volgens die uitkomste van die opleidingsinstansie se praktykonderrigprogram te ontwikkel, sodat studente die teorie en praktyk van maatskaplike werk kan integreer. Supervisie behels ook interaktiewe Ieiding, gebaseer op onderrigbehoeftes, akademiese ontwikkeling en bemagtiging van studente. Die bogenoemde perspektief is deur supervisors van studente by opleidingsinstansies in Suid-Afrika oorwegend ondersteunend geevalueer. Vanuit die maatskaplike ontwikkelingsgerigte perspektief wat geformuleer is, is gevolgtrekkings en aanbevelings gemaak, wat as raamwerk vir supervisie van maatskaplikewerkstudente kan dien. Die raamwerk vir situasie-relevante supervisie, wat ekosistemies verantwoord word, gegrond is op 'n kompetensiemodel en bemagtigend van aard is, is dus die bydrae wat hierdie studie tot praktykonderrig aan maatskaplikewerkstudente bied.

published_or_final_version / abstract / toc / Education / Master / Master of Education