M.Ed. (Media Studies) / Since the use of media could contribute greatly to the solving of many problems in the teaching situation in South Africa, knowledge of all aspects of media use in education has become essential. Schools have a responsibility to provide serving teachers with training in this respect. An attempt is made to - define· in-service t r a i n i nq r discuss critically two in-service training models currently in practice, i.e. course-based in-service training and school centred in-service trainingj and - create a strategy and make recommendations to be implemented by the media committee when planning in-service training for teachers in the meaningful use of media. A school centred in-service training model has the greater potential for the training of teachers in media use. With this as a point of departure, a strategy is created and recommendations are made for planning a programme for in-service training of teachers in media use. The media committee will need to adapt the general approach outlined in this study to the circumstances and/or requirements of a particular school. In-service training for teachers in the use of media should be a team effort, and the school management should be made thoroughly aware of the importance of such in-service training. Without a clear policy, it is unlikely that this strategy will be applied in any meaningful way. For it to be successful, the media committee (under leadership of the headmaster), the media teacher and the teachers should all be involved in the various phases of planning and implementation of such o. in-service training. Media teachers in particular should be fully trained in the field of Educational Media Science, the nature and extent of adult education and principles of planning, organisation, gu i dance and con tro I .. Empirical research may be necessary later to support this study; such research, however, lies presently beyond the scope of this dissertation. There is also a clear need for research into the implementation of a scientifically accountable core curriculum for the in-service training of teachers in media use. This need extends to the training of all teachers in media use in a multi-cultural milieu.

M.Ed. (Sociology of Education) / The study aims to investigate the educators' perceptions of the implementation of the Life Orientation learning area in schools. The investigation arose from the fact that Life Orientation is a new learning area introduced in the Foundation and Senior Phase as part of Curriculum 2005. The aim of this learning area is to empower learners in a holistic manner to live meaningful lives in a society that demands rapid transformation. However, the implementation of the outcomes-based approach as expressed in Curriculum 2005 in general, and in particular in the newly developed Life Orientation learning area, has proved to be complex and resulted in negativity on the side of teachers. The question addressed in this study is: What are educators' perceptions of and experiences of the implementation of the Life Orientation learning area in their schools? The aim for this study is to provide curriculum developers and educational teacher trainers with a clearer picture of the facilitation of the Life Orientation learning area. »:> The research method used included literature review of the nature and aims of the Life Orientation learning area within the framework of Curriculum 2005. An empirical investigation of teacher's perceptions of the Life Orientation learning area and its implementation was performed using both the qualitative and the quantitative approaches. Respondents were selected from a purposeful sample of schools representing former Model C schools, informal settlement schools as well as township schools. The following findings from the investigation deserve mention: • • The majority of educators emphasised the need to improve the quality of training in the Life Orientation learning area. The training facilitators need to be equipped with the knowledge and skills, as well as relevant resources and teaching aids to provide effective training for educators. Most educators enjoyed teaching Life Orientation as they realised that it focussed on real life issues, coping skills as well as learner development in various aspects (physical, emotional, social, spiritual and intellectual). The aim or purpose of teaching Life Orientation is to provide learners with useful skills to cope with useful skills to cope with life and its challenges, as well as to mould them to adulthood...

This research is based on the hypothesis that response-based approaches to teaching literature and an outcomes-based system of education (OBE) are conceptually incompatible. This thesis claims that reader response involves processes that cannot be accommodated pedagogically within a system based on pre-determined outcomes. Furthermore, the kind of assessment prescribed by OBE is inappropriate to the nature of reader response. The hypothesis is based on three main premises. The first is that each reader brings a highly individual and complex set of personal schemata to the reading of imaginative texts, and these schemata have a decisive influence on the nature of a reader’s response. This means that response during imaginative engagements with literary texts tends to be idiosyncratic, and therefore largely unpredictable. Because of this, it would be inappropriate for a teacher, working within an OBE system, to try to teach towards pre-selected outcomes and to attempt to ensure that these outcomes, based on responses to literary texts, are in fact achieved. The second premise is that readers’ imaginative engagements with literary texts are essentially hidden events, which even the individual reader cannot fully bring to the surface and articulate. Because they are complex, and to some extent inaccessible, it would be inappropriate to assess the processes of response in the form of tangible evidence that a particular kind of response has taken place, or an outcome achieved. The third premise is that responses need time to grow and develop and do not merely happen quickly and cleanly. Consequently, aesthetic response, already a complex and inaccessible process, has no clearly distinguishable beginnings or endings. It would therefore be inappropriate to try to pinpoint the exact nature and parameters of a particular response or fragment it into a discrete unit of competence or knowledge. A two-dimensional problem emerges. The first is a conceptual one: whether there is an inherent tension between encouraging response to imaginative literature on the one hand, and accepting the rationale for OBE, on the other. The second dimension of the problem is empirical: whether teachers of literature experience any tension of either a conceptual or a practical nature when following response based approaches within the OBE system of Curriculum 2005, and if so, what they do in order to cope. In exploring the conceptual problem, the argument of this thesis is supported by reception theory and reader response criticism. The former provides key theoretical principles and insights that illuminate the nature of aesthetic reading, while the latter describes and analyses the nature, extent and manifestations of response in educational contexts, underpinned by both reception theory and empirical research. Together they offer evidence that personal response is determined by a complex range of processes, and is the core activity in reading for aesthetic purposes. This thesis also examines the conceptual basis and the structure of OBE as interpreted in both Curriculum 2005 and the revised National Curriculum Statement. The purpose of this is to establish the extent to which the philosophy and modus operandi of these curricula are rooted in notions of competence, and the requirement that learners give tangible demonstrations of pre-determined outcomes being achieved. If it is found that the curricula do lean heavily on pre-determined outcomes in regard to competencies that must be demonstrated, it may be concluded that 1) reader response activities are incompatible with OBE in a South African context, and 2) the potential exists for such incompatibility to create obstacles to creative and effective literature teaching. This can lead to difficulties for the teacher, who will then have to adopt acceptable strategies to cope with the situation. These strategies may ultimately be to the detriment of the pupils, particularly if the teacher seeks a compromise between genuine response and the kinds of activities that would yield precise, palpable measures of attainment that can be easily demonstrated. Exploring the empirical dimension of the problem involves investigating the responses of both teachers and teacher trainers to the experience of promoting response-based literature teaching and learning in an OBE environment. In order firstly investigated whether the practitioners do encourage reading response as a core activity in reading for aesthetic purposes. The extent to which practitioners have a sound grasp of the conceptual issues relevant to this research is also investigated. Insight into such issues depends on teachers and teacher trainers understanding the nature of reader response, on the one hand, and the rationale and structures of the relevant OBE curricula, on the other. Whether, and to what extent, practitioners experience tensions through their awareness of conceptual incompatibilities is also investigated. It should be borne in mind that practitioners work in real contexts in which a variety of complex factors play a role in determining how they respond to pressures from the environment. It cannot therefore be expected that teachers and others involved in delivering the curriculum will be able to reflect on purely conceptual issues without being influenced to an extent by more practical or logistical considerations. However, this study argues that the extent to which they are able to identify the relevant factors that affect the conceptual underpinnings of their practice will determine the degree to which their responses support the argument of this thesis. Together, the empirical and the theoretical findings offer qualitative evidence that should illuminate the nature and extent of the problem.

The print literacy competencies of many South African teachers and the learners they teach are inadequate. Evidence from local and international evaluations and research attests to this. Based on the understanding that a teacher, whose literacy level is less than adequate, is in a weak position to teach others how to read and write, the imperative to systematically address the issue of poor teacher and learner literacy levels, provided the impetus for a careful investigation of the methodology and theory of the Learning to Read: Reading to Learn pedagogy. Originally developed in Australia and applied in primary, secondary and tertiary contexts, this literacy pedagogy was described as a means of rapidly improving the literacy competence of all learners, across all subject areas. Using an approach located within the tradition of interpretative educational theory, the meaning of the theory and practice of the Learning to Read: Reading to Learn pedagogy was explored. As a result of the enquiry undertaken, it was found that the Learning to Read: Reading to Learn approach provides a practical means of enhancing epistemological access. Access of this nature is a precondition for success of learning in schools and in tertiary education. The LR:RL pedagogy provides a carefully structured means of holding literacy at the centre of learning. The sequence of practical steps theoretically rooted in three powerful – but usually separate realms of discourse, is a central contribution of the pedagogy to field of literacy development. Intersecting three discrete disciplines, represented by Bernstein’s model of education as pedagogic discourse, Vygotsky’s model of learning as a social process and Halliday’s model of language as text in social context gives rise to a unique literacy pedagogy. The theory that emerges from use, in a range of situations, over many years, and the carefully sequenced practice, together offer a sound means of addressing the challenges of literacy and learning prevalent in the South African context. iii This thesis argues for a reading based theory of teaching as a means of meeting the challenges of literacy and learning head on. The capacity to learn independently from written text is critical for progress within the schooling and tertiary systems. The Learning to Read: Reading to Learn pedagogy provides a means of realizing such a theory of teaching. Simultaneously teaching print literacy, while teaching the content of curricula, is proposed as a way of bringing about effective learning. Within the context of teacher education, the pedagogical content knowledge (PCK) of many teachers is acknowledged to be inadequate. However, there is a key dimension missing for the construct of PCK to be truly useful for South African teachers. Print literacy is as an essential determinant of the knowledge of teachers. The construct of PCK can thus supplemented by foregrounding reading and writing as essential elements of this category of teacher knowledge. Thus the content of the teacher education curriculum is taught as the reading and writing competence of teachers is developed. Similarly, within the school context, the Learning to Read: Reading to Learn pedagogy can be used to teach required content and teach the requisite high level reading and writing skills needed by all learners to progress successfully through the schooling system.

The researcher observed that some nursing students lacked the necessary knowledge and confidence in the clinical practice areas whilst accompanying students. The researcher was therefore of the opinion that the aforementioned gaps needed to be addressed to ensure that students developed more confidence in their clinical decision making skills. The researcher was of the opinion that the nurse educators would be the ideal persons to identify the information required by undergraduate nursing students at the point of care for clinical decision-making, because they are the primary teachers of nursing students and are the experts with regard to the content needed for clinical decision making at the point of care in the clinical areas. The aim of the study was therefore to explore and describe the perceptions of nurse educators regarding the information required by the undergraduate nursing students for clinical decision making at the point of care. A qualitative, explorative, descriptive and contextual research design was used to conduct this research. The study was conducted among the nurse educators who are employed by Nelson Mandela Metropolitan University, lecturing and accompanying students for at least 12 months. In-depth interviewing was conducted to obtain the data. The data analysis was done using Tesch’s method to make sense out of the text and data. Strategies to ensure trustworthiness and a high ethical standard were implemented throughout the study. Three themes with eight sub-themes emerged, namely, the importance of students having sound basic knowledge of theory and practical skills before entering the practical field, students to have available, accessible and up to date information at the point of care and importance of mentorship when students are seeking information. Recommendations were made pertaining to areas of nursing practice, education and research.

The research explores the relationship between language and education, and motivates for the intellectualisation of African languages, isiXhosa in particular, and for their use in education. The main rationale behind this is that access to, and success in education can largely be realised if that education is mediated in one’s first language. The thesis discusses works of prominent scholars who have written on the subject - relating cognitive abilities and achievement in education to language in which that education is offered. The lack of terminology in new domains in African languages as barrier to mother tongue education is laid bare by looking specifically at the history of intellectualisation of isiXhosa, from the missionaries in the 1820s up to the new endeavours as recently as 2008. Terminologies that were developed during the Bantu Education era, where development of isiXhosa and other indigenous African languages was accelerated in order to respond to the demands of moedertaal-onderwys (mother tongue education) are surveyed, and the process of their development analysed. Three main terminology lists developed during this period are analysed against terminology development principles, approaches and methods that are seen as a measure to ensure quality terminology development. The efforts of the development of isiXhosa during the post-apartheid South Africa, especially the government-driven initiatives, are also critiqued even though these are not as effective and as extensive, especially in education. The result of this analysis is that African languages and isiXhosa in particular, can be used in scientific disciplines and at the highest levels of education. Its grammar is advanced, and its lexicon is extensive such that new concepts that need to be named can be named, using appropriate term creation strategies. There are also technological tools such as WordSmith tools that can be used that can advance its development, ensuring that the concept represented in the newly-created term is precise, concise and appropriate in terms of its discipline. Therefore it is argued that, in the interim, terminologies should be developed, in various subjects, to support learning, which at this stage is mediated in English, for those students who have other languages as mother tongue. Those terminologies that have been developed in the various historical periods should be collated, revised and brought into the classrooms. The thesis argues that real intellectualisation of isiXhosa and other African languages rests on the use of these languages in classrooms and lecture halls, and in the value that all role players place on these languages.

Submitted in full compliance with the requirements for a Master’s degree in Technology: Dental Technology, Durban University of Technology, Durban, South Africa, 2017. / Post-apartheid restructuring of the South African Higher Education system has brought about significant changes. Institutions of Higher Learning have implemented minor and major changes in their objectives, delivery of knowledge, functions, accreditations and overall outcomes (Du Pre 2006, Reddy 2006, Department of Education 1997). One of the more significant transitions within South Africa’s Higher Education landscape has been the conversion of technikons into universities of technology (UoTs) (Powell & McKenna 2006). This thesis investigates the discourses of academics within a university of technology, exploring their responses to and constructions of institutional shifts. The study has an ontological focus in that it is interested in the ‘being’ of Dental Technology academics. It is interested in the discursive constructions not only of themselves as academics, but also of their work in this changed institutional context. By conducting interviews with the Dental Technology academics lecturing in universities of technology in South Africa, it was the intention to explore these academics’ discourses on institutional shifts. Adopting discourse analysis as the primary method of data analysis enabled the exploration of how academics constructed the notion of academic identity, how they discursively constructed students and knowledge, as well as other core issues related to their work. / M

M.Ed. / Traditionally schools for learning disabled pupils taught the language arts within a behaviouristic model where language was broken down into its component parts and sub-skills, which were then taught in a stepwise, sequential manner from the most simplistic towards the whole complex language. In the 1980's there was a grassroots, teacher-initiated movement away from this reductionist orientation towards the teaching of language in a meaningful, integrated manner. A variety of teaching methods developed which were consistent with this new whole language approach. The whole language approach became an inherent part of teachers, encompassing all aspects of a classroom and thus it was referred to as the whole language philosophy. This research focused on the process of a teacher changing from the behaviouristic approach towards the whole language philosophy. Although the research focused on one teacher, it had broader implications for the process of whole language implementation in all schools for learning disabled children. This process of a teacher changing towards the whole language philosophy was explored within the theoretical framework of a model described by Watson. The model presented three dimensions of philosophy formation. The dimensions were practice, theory, and beliefs which were inter-related and constantly evolving as the teacher's philosophy formed. The methodological format used to achieve the research aim was a qualitative single case study. The qualitative design allowed for the process of teacher change to unfold without constraints. It accommodated the explorative, flexible nature of the research and allowed for rich, interpretative descriptions of the process. The research was limited to a single case since the scope of the research allowed for only one teacher to be purposefully selected and educated. The researcher introduced the teacher to the whole language approach by providing suitable reading material, by building a trusting relationship with her, and consulting with her on the practical implementation in her classroom. Simultaneously with the researcher facilitating the change process in the teacher, the researcher collected data from various sources - interviews, documents and journal field notes. Data analysis was done using the content analysis procedure of open coding where manageable units of data were subjected to pre-determined criteria in order to code them into themes. The themes were then clustered into regularly occurring patterns for consolidation and interpretations were then made which led to the research conclusions. The findings of the study supported Watson's three dimensional model. Whole language philosophy formation began with the implementation of borrowed practices, which resulted in successful experiences and prompted the activation of a quest for the underlying theory. Theory activation led to the examination of previously held beliefs which altered with time towards the whole language philosophy. Added to this model, this study indicated that a teacher's whole language philosophy formation is a dynamic process. The process was facilitated by an agent of change and contextualised within the educational system where it required a supportive environment in order to develop. These findings suggested that the agent of change be added to Watson's model as the fourth dimension and that the entire process be contextualised within the educational system.

M.A. / South Africa's new political dispensation has brought language issues to the fore. The focus of this study is language attitudes and languages usage both within and outside the school environment, in the greater Johannesburg area. In order to achieve the task a 'triangulation approach' was adopted. This approach embraced theoretical principles, indepth interviews with ten leading figures in education in Gauteng and interviews with primary pupils', parents' and teachers' using appropriate questionnaires. The objectives of the study were threefold, firstly to provide a linguistic description of pupils, parents and teachers choice of languages in different situations. Secondly, to describe and explain the ambivalent, polyvalent language attitudes of some of the respondents. Lastly, to make recommendations for language teaching from the data. The findings of the study highlighted the need for the development of suitable bilingual programmes in schools and underscored the educational difficulties experienced by English second language students.

M.Cur. (Professional Nursing) / The purpose of this study is to describe the guidelines for creating a cultural sensitive learning context. In present- day South Africa the learning accompanist is faced with the challenge to create a didactic situation which accommodates the cultural diversity of students. In the dynamic interactive relationship between the learning accompanist and the student, the student has the right to be treated with respect and human dignity. This right can only be respected if the learning accompaniment takes place from a cultural- sensitive perspective. The paradigmatic perspective that guides this research is described by means of metatheoretlcal, theoretical and methodological assumptions. The Nursing Theory for the Whole Person was used as meta- theoretical assumption. the theoretical assumptions were set from the Nursing Theory for the Whole Person. the U Model vir begeleide selfstudie .. (Klopper 1994) and Chrisman's (1991) .. Cultural Sensitive Nursing Care u. The methodological assumptions of the study are based on Botes" research model (1992) implying a functional approach to practice of science. The experience of the learning accompanists and students in a multicultural learning context was explored and supported by literature. From this data statements were generated indiVidually for phase I and phase II of the research. Eight statements were generated from each phase. In chapter four the conceptual framework is described from concepts of phases I and II and relevant national and international literature. With the description of the conceptual framework main concepts and related concepts were determined analytically. A total of nineteen statements were generated from the main and related concepts. A total of thirty five statements were generated from phases I and II and the conceptual framework. The guidelines for creating a cultural- sensitive didactic situation were inferred by means of deductive and inductive reasoning from these statements. The guidelines focus on the actions a learning accompanist should carry out within a multicultural didactic situation in order to carry create a cultural- sensitive didactic situation. The unique contribution of this research arises from the description of a multicultural didactic situation of nursing within the constructivist learning perspective.