Thesis (MEd)--PU vir CHO, 1990

In Introduction the question Is asked whether the present system of pupil leadership does promote the training of pupil leaders. The purpose of the study has been to reflect on pupil leadership from the angle of the available literature and to Investigate the practice of pupils leadership in primary schools In the Transvaal by means of a structured questionnaire. The research was directed at Afrikaans and double-medium primary schools In the Transvaal. A random sample of 28,6% (145 from 506) schools was drawn. The most important conclusions reached from the study of literature and the empirical investigation are that primary schools in the Transvaal are moving away from the traditional prefect system, that the different-sized schools have their own specific kinds of problems In the appointment and training of pupil leaders, and that there is room for improvement In the process of identification and training of pupil leaders In primary schools in the Transvaal. It Is recommended that the identification and training of pupil leaders should be focused on penetratingly and brought to the notice of the responsible personnel by means of the orientation and regional courses. Attention will then have to be given to the various size-categories of schools, so that the needs of each size-category can be attended to and discussed. Teachers' Training Colleges and universities responsible for the training of teaching staff should equip future teachers better to be able to cope effectively with the development of future leaders. The last word has not been spoken with regard to the training of pupil leaders. The training of pupil leaders In the Republic ,of South Africa Is a topic that warrants serious research attention. / Thesis (M.Ed.)--Potchefstroom University for Christian Higher Education, 1989

This study is based upon the Christian practice of science, which implies, among other things, the usage of the transcendental empirical method of research. This means that the empirical data have been viewed and evaluated according to transcendental perspectives (Scripture perspectives). Leadership plays an important role in society - generally as well more particularly in the school as a social phenomenon. Pupil leadership is essential for the direction of the school on a specific course. The researcher's problem lies in the absence of a model according to which pupil leaders may be trained towards the successful fulfilment of their task as leaders. The objective of this research is therefore to create a model according to which pupil leaders may be trained adequately for their task as leaders in the Transvaal secondary schools. To ascertain what has already been undertaken on the study of leadership, and more particularly pupil leadership, a study of literature was undertaken. A number of training programmes were studied to ascertain what has already been accomplished in practice, regarding the training of youthful leaders. This was followed by empirical research: by means of a questionnaire concerning the position of pupil leadership at secondary schools the practice was examined. This questionnaire was completed by teachers as well as pupil leaders, the objective being the inclusion of the views of both teacher and pupil. The training model consists of the following components: * The Christian-National philosophy of life is the foundation for the training model. * The training objectives must be stated explicitly, as this will determine the learning content. * The right learning opportunities must be created for the pupil leaders so that the learning content may be unlocked. * The training programme must be evaluated so as to ascertain whether the objectives have been realised or not. * When the pupil leader has completed s course in pupil leadership according to the training model, he should possess the characteristics required for the successful fulfilment of his task. A number of important findings came to the fore: * The Bible supplies the Christian pupil leader with definite guidelines. The pupil leader must believe in God implicitly as this will influence his relationships regarding his followers as well as the goals set to them by the group. * The study of leadership theories and leadership styles indicates that the pupil leader must be aware of this, so as to lead his fellow-pupils towards goal attainment. * Pupil leadership is a distinctive leadership, as the pupil leader is a non-adult. * The pupil leader is part of a peer group whose values and norms must be respected. Nevertheless he must be able to make a definite stand, although this may get him into disfavour with his friends. * The guardian teacher must support the pupil leader and lead him towards the successful fulfilment of his task. It appeared from the study of training programmes that the pupil leader must have knowledge of the application of administrative duties. * One of the most important findings of the empirical research was that all respondents feel that there is room for improvement in the training of pupil leaders in the Transvaal secondary schools. Teachers are seen as the most suitable trainers of pupil leaders. In the training programme knowledge of the theory and practice of leadership is seen as the foundation for the training of pupil leaders. To conclude it may be stated that pupil leaders in the Transvaal secondary schools may be trained by means of a preconceived leadership programme. / Thesis (MEd)--PU vir CHO, 1985

Proefskrif--PU vir CHO

Every individual has his own interpretation of the facts and the aims envisaged in education. This interpretation is closely related to his own view of life and consequently it was considered necessary to state right at the beginning what the author's interpretation is of the term “education". It was furthermore, considered necessary to define the term “gifted”. In this study the child’s intelligence as well as his achievements in arithmetic were used as criteria in order to identify those gifted. After comparing the variation coefficients of school marks and the marks achieved in I.Q., tests, it was found that the distribution of school marks was much wider than the distribution of the I.Q.’s. This tendency was also discovered when the achievements in scholastic tests were compared with the I.Q.’s. In order to determine to which extent pupils performed according to their individual abilities, the sample was divided into different groups according to the I.Q.'s. The achievements of the different groups according to school marks as well as scholastic tests were compared with the field of expected performance. A number of important results were found. The following divisions were made: i. The group as a whole; ii. The sexes apart; iii. The standards apart; iv. The pupils grouped according to standard and age; v. Sample divided according to the number of schools attended by the pupils. In all these divisions it was found that the achievements of pupils with higher intellectual abilities were relatively weak in school marks as well as in scholastic tests. In contrast it was found that the achievements of pupils with lower intellectual abilities were relatively high. The pupils with average abilities usually performed on an average level. The study also proved that age as well as the number of schools attended by the pupils definitely influenced their achievements. The differences between the traditional approach and the new approach to the teaching of arithmetic were pointed out by using a number of examples. The expectation is that the new approach should bring the achievements of the more intelligent pupils in accordance with their abilities. Acceleration, enrichment and homogeneous groupings are possible procedures which may be used in order to bring the achievements of the more intelligent pupils in accordance with their abilities. The practical implementation of, as well as the advantages and disadvantages of these procedures were investigated in detail. It was ascertained in this study that all pupils, because of their individual differences, cannot be taught according to one method. It is, therefore suggested that differentiation or segregation according to abilities and achievements be adopted. / Proefskrif--PU vir CHO, 1969

Thesis (MEd)--PU vir CHO, 1990

In Introduction the question Is asked whether the present system of pupil leadership does promote the training of pupil leaders. The purpose of the study has been to reflect on pupil leadership from the angle of the available literature and to Investigate the practice of pupils leadership in primary schools In the Transvaal by means of a structured questionnaire. The research was directed at Afrikaans and double-medium primary schools In the Transvaal. A random sample of 28,6% (145 from 506) schools was drawn. The most important conclusions reached from the study of literature and the empirical investigation are that primary schools in the Transvaal are moving away from the traditional prefect system, that the different-sized schools have their own specific kinds of problems In the appointment and training of pupil leaders, and that there is room for improvement In the process of identification and training of pupil leaders In primary schools in the Transvaal. It Is recommended that the identification and training of pupil leaders should be focused on penetratingly and brought to the notice of the responsible personnel by means of the orientation and regional courses. Attention will then have to be given to the various size-categories of schools, so that the needs of each size-category can be attended to and discussed. Teachers' Training Colleges and universities responsible for the training of teaching staff should equip future teachers better to be able to cope effectively with the development of future leaders. The last word has not been spoken with regard to the training of pupil leaders. The training of pupil leaders In the Republic ,of South Africa Is a topic that warrants serious research attention. / Thesis (M.Ed.)--Potchefstroom University for Christian Higher Education, 1989

This study is based upon the Christian practice of science, which implies, among other things, the usage of the transcendental empirical method of research. This means that the empirical data have been viewed and evaluated according to transcendental perspectives (Scripture perspectives). Leadership plays an important role in society - generally as well more particularly in the school as a social phenomenon. Pupil leadership is essential for the direction of the school on a specific course. The researcher's problem lies in the absence of a model according to which pupil leaders may be trained towards the successful fulfilment of their task as leaders. The objective of this research is therefore to create a model according to which pupil leaders may be trained adequately for their task as leaders in the Transvaal secondary schools. To ascertain what has already been undertaken on the study of leadership, and more particularly pupil leadership, a study of literature was undertaken. A number of training programmes were studied to ascertain what has already been accomplished in practice, regarding the training of youthful leaders. This was followed by empirical research: by means of a questionnaire concerning the position of pupil leadership at secondary schools the practice was examined. This questionnaire was completed by teachers as well as pupil leaders, the objective being the inclusion of the views of both teacher and pupil. The training model consists of the following components: * The Christian-National philosophy of life is the foundation for the training model. * The training objectives must be stated explicitly, as this will determine the learning content. * The right learning opportunities must be created for the pupil leaders so that the learning content may be unlocked. * The training programme must be evaluated so as to ascertain whether the objectives have been realised or not. * When the pupil leader has completed s course in pupil leadership according to the training model, he should possess the characteristics required for the successful fulfilment of his task. A number of important findings came to the fore: * The Bible supplies the Christian pupil leader with definite guidelines. The pupil leader must believe in God implicitly as this will influence his relationships regarding his followers as well as the goals set to them by the group. * The study of leadership theories and leadership styles indicates that the pupil leader must be aware of this, so as to lead his fellow-pupils towards goal attainment. * Pupil leadership is a distinctive leadership, as the pupil leader is a non-adult. * The pupil leader is part of a peer group whose values and norms must be respected. Nevertheless he must be able to make a definite stand, although this may get him into disfavour with his friends. * The guardian teacher must support the pupil leader and lead him towards the successful fulfilment of his task. It appeared from the study of training programmes that the pupil leader must have knowledge of the application of administrative duties. * One of the most important findings of the empirical research was that all respondents feel that there is room for improvement in the training of pupil leaders in the Transvaal secondary schools. Teachers are seen as the most suitable trainers of pupil leaders. In the training programme knowledge of the theory and practice of leadership is seen as the foundation for the training of pupil leaders. To conclude it may be stated that pupil leaders in the Transvaal secondary schools may be trained by means of a preconceived leadership programme. / Thesis (MEd)--PU vir CHO, 1985

Proefskrif--PU vir CHO

Every individual has his own interpretation of the facts and the aims envisaged in education. This interpretation is closely related to his own view of life and consequently it was considered necessary to state right at the beginning what the author's interpretation is of the term “education". It was furthermore, considered necessary to define the term “gifted”. In this study the child’s intelligence as well as his achievements in arithmetic were used as criteria in order to identify those gifted. After comparing the variation coefficients of school marks and the marks achieved in I.Q., tests, it was found that the distribution of school marks was much wider than the distribution of the I.Q.’s. This tendency was also discovered when the achievements in scholastic tests were compared with the I.Q.’s. In order to determine to which extent pupils performed according to their individual abilities, the sample was divided into different groups according to the I.Q.'s. The achievements of the different groups according to school marks as well as scholastic tests were compared with the field of expected performance. A number of important results were found. The following divisions were made: i. The group as a whole; ii. The sexes apart; iii. The standards apart; iv. The pupils grouped according to standard and age; v. Sample divided according to the number of schools attended by the pupils. In all these divisions it was found that the achievements of pupils with higher intellectual abilities were relatively weak in school marks as well as in scholastic tests. In contrast it was found that the achievements of pupils with lower intellectual abilities were relatively high. The pupils with average abilities usually performed on an average level. The study also proved that age as well as the number of schools attended by the pupils definitely influenced their achievements. The differences between the traditional approach and the new approach to the teaching of arithmetic were pointed out by using a number of examples. The expectation is that the new approach should bring the achievements of the more intelligent pupils in accordance with their abilities. Acceleration, enrichment and homogeneous groupings are possible procedures which may be used in order to bring the achievements of the more intelligent pupils in accordance with their abilities. The practical implementation of, as well as the advantages and disadvantages of these procedures were investigated in detail. It was ascertained in this study that all pupils, because of their individual differences, cannot be taught according to one method. It is, therefore suggested that differentiation or segregation according to abilities and achievements be adopted. / Proefskrif--PU vir CHO, 1969