A dissertation submitted to the Faculty of Arts at the University of the Witwatersrand, Johannesburg, in partial fulfilment of the requirements of the degree of Master of Arts (Clinical Psychology). March 1993 / There are many AIDS prevention programmes which are being conducted in South Africa at present. This research examined one specific programme to assess whether it resulted in a change in attitudes (to AIDS, to homosexuality and to the sexuality of black people), using the information processing approach to attitude formation and change of Fishbein and Ajzen (1975). [Abbreviated abstract. Open document to view full version] / MT2016

A Research Project Submitted to the Faculty of Education, University of the Witwatersrand, Johannesburg, in Part Fulfilment of the Requirements for the Degree of Master of Education Johannesburg, 1986 / This investigation looks at the appearance of the high-risk student, and the compensatory education programmes which developed to try and help cope with this problem. It examines the issues and findings of almost three decades of American research into the matter, a, well as the more recent South African investigations. Factors affecting evaluations of education programmes, and which could contribute to the lack of concensus about the worth of these programmes, are discussed. Finally attention is focussed on the evaluation of a specific Zoology Academic Support Programme. The evaluation, based on Patton's paradigm of choices, includes both summative and formative aspects, It Is hoped >.ha^ e former will assist the reader to make an informed decision about the worth of this programme. The lat.er illuminate some of the issues affecting the program..,, s success, in the hope that a better understanding of these will allow for modifications to improve the effectiveness of this programme.

Thesis (M.Ed.)--University of the Witwatersrand, Faculty of Education, 1999. / The rationale for this study was to match the remedial needs of children with appropriate programmes. The aims were (1) To test the usefulness of screening instruments modelled on subtestr of the Naglieri-Das Cognitive Assessment System in identifying South African children with specific learning disabilities. (2) To study the effects of the PASS Remedial Programme (PREP) in addressing the needs of children with deficits in successive processing. (3) To study the effects of a programme based on Whole Language (WL) principles when used with children with reading problems due to extrinsic factors. Screening instruments were used to identify seven children with a successive processing deficit for the PREP experimental treatment group. Seven children who showed a general delay in beginning reading skills were selected for the WL experimental group. A PREP control group and a WL control group were also identified. Both treatment groups received twenty-four intervention sessions. When the PREP and WL experimental groups were compared, there were significant differences in gains in successive processing for the PREP group but gains in word reading skills were statistically the same for the two groups. This was an indication that the remedial programmes were suited to the needs of the children in the groups. General implications for specialised education programmes in South Africa and future directions for research on remediation are also presented.

Research report submitted to the Faculty of Science University of the Witwatersrand Johannesburg, in part completion for the Master of Science Degree, / Three case studies were conducted involving Andrew, Ferrial and Mary. A number of aspects relating to their experiences were explored and are described in this report. In addition to their personal accounts, their views about the nature of science, science teaching and learning were sought. The study also surveyed HDE students' knowledge of certain concepts related to chemical bonding and acids and bases. The case studies were observed during their teaching practice to establish how the aspects mentioned above relate to their practices in the classroom. Data was collected through intervews, journals, classroom observation both in their science methodology classes and during teaching practice and diagnostic tests. It was found that school backgrounds influenced Ferrial's and Mary's perceptions of the HDE programme. They both appreciated those aspects of the metholodologies that were directly linked to preparation for teaching, such as the mini lessons, test design, the practical work, and enriching their knowledge of science concepts through discussing science content. Both were very anxious about their competence in teaching science. They considered the assignment work excessive, irrelevant, and frustrating and were sometimes not sure what was expected. Ferrial felt .they were given too much work. Andrew, on the other hand did not seem to find any problems. He liked the practical approach followed in the classes and appreciated the suggestions made. His experiences were more of a personal nature and related to the fact that he was engaged in part time teaching. Their conceptions of science, teaching and learning were modified rather than changed during the year of study. They were not always successful in trying out their theories of teaching and learning and applying the suggestions made in the HDE courses because such moves were sometimes unacceptable to their students or cooperating teachers. In Andrew's situation implementation of suggestions were impeded by lack of appropriate facilities. It was also found from this study that student teachers had several erroneous ideas about chemical bonding and acids and bases irrespective of the depth of their chemical background. It was further found that discussing chemical bonding helped the students change some of their ideas to more acceptable ones. / Andrew Chakane 2018

Master of Arts in Applied Language and Literacy Education, University of Witwatersrand, 2017 / Recent studies maintain that the concept of a gender gap in literacy remains a large concern, as the gap between boys’ and girls’ reading literacy is reflected in studies conducted globally in which females consistently outperformed males. Therefore, this study discusses how perceptions about gender and reading practice are fabricated from a societal point of view. It presents the social cognitive theory of gender disparities in reading practices of grade 10 isiZulu First Additional language readers. Additionally, my study discusses how the readers with different language background and proficiency in isiZulu operate and respond when reading texts that are influenced by their own reading preferences. As a result, it identifies a variety of influences to be considered in gendered reading practices such as; the readers, the type of text, the activity, the language context, and the social and the cognitive aspects of reading practices. This qualitative research project investigated how six leaners of isiZulu First Additional grade 10 level, from various language backgrounds made meaning of informal texts over the course of four weeks. . Hence, I used a range of text types as a research tool in order to attend to this issue. To collect data, I therefore designed a series of questions through questionnaires, and observation schedule as means of authenticating the learners’ responses to institute the findings. Subsequently, by examining Barrett’s Taxonomy of reading comprehension, which focusses on cognitive and affective domains of reading, I conclude that reading is not only important for academic success, but also for negotiating our way through all aspects of life in an increasing bureaucratic society. Additionally, having background of reading literacy practices may grant chances of participation in the that society, as a result, those societal perceptions are likely to change if and when reading practices also grant chances to accommodate interests of the readers. Findings endorse that learners should be granted a chance of choosing texts that interest them so they can respond positively and accordingly, as, boys’ scores disagreed with previous research in a particular, comprehension component where they outscored the girls. / XL2018

The legacy of apartheid in South Africa has contributed to the increase of psychological problems and stressors, especially in disadvantaged communities (Ruane, 2006). Literature surrounding adversity points out that well-being and the realising of the highest human good can be improved and should be studied in this population group. Psychological well-being is not just exclusively for the privileged segment of society (Ryff & Singer, 2008). Psychological health has many benefits that can add to the positive functioning of the disadvantaged youth in South Africa. The aim of this study was to determine whether emotional intelligence (EI) training could bring about an increase in psychological well-being (PWB) and trait emotional intelligence (TEI) for disadvantaged youth in South Africa. The study made use of a true experimental, pre-test - post-test design within which the effect of emotional intelligence training on PWB was investigated. The Ryff’s Psychological Well- being scale (PWBS) was implemented to determine the PWB of the participants, while the Trait Emotional Intelligence Questionnaire – Short Form (TEIQue-SF) was utilised to investigate TEI. The sample consisted of youth that were part of the “bridge the gap” programme within Oasis [a local Non Government Organisation (NGO)]. The “bridge the gap” programme runs over a six month period with the aim to equip youth with life skills to make them more employable. The sample size consisted of 63 individuals, both male and female, ranging in age from 18 to 27, who were randomly assigned to the experimental (n=32) and control groups (n=31). All participants were literate and fell within the same socio-economic class. Results indicated that the PWB of the experimental group improved, but not to the extent that the researcher had anticipated. Furthermore, results showed no improvement in TEI. The relationship between PWB and TEI was also explored, and it was found that a strong relationship exists between these two constructs. The present study aimed to add to the body of knowledge that exists in promoting PWB for disadvantaged youth, and thus amplify the necessity for programmes that do so. The study concludes with a discussion of its limitations and suggestions for future research in this specific area.

A thesis submitted to the Faculty of Engineering and the Built Environment University of the Witwatersrand, Johannesburg in fulfilment of the requirements for the degree of Doctor of Philosophy Johannesburg 2015 / Transformation in South Africa encompasses sociopolitical change towards racial equity and national unity, supported by sustainable growth. True social justice would require that the physical access to higher education of previously disadvantaged students also be undergirded by epistemological access. Regrettably, performance‐driven and outcomes‐based pedagogies often support students inadequately, resulting in attrition and slow transformation in the architectural profession. Architectural design involves complex problem‐solving skills, learned through individual mentoring in studio contexts, and demands intensive, critical engagement. Motivated students with good spatial aptitude from either previously marginalised communities or authoritarian backgrounds often possess lower dominant language skills. Students arriving with lower social capital are underprepared for the personal, cultural and academic demands of the course. This combination creates a larger zone of proximal development (Vygotskiĭ et al., 1994), resulting in underperformance and higher failure rates. In South Africa poor results are increasingly exacerbated by disparities between school and university education (Scott et al., 2013) and potentially affected by unrecognised internalised oppression. As a lecturer at the School of Architecture and Planning at the University of the Witwatersrand, Johannesburg, I confronted the challenge of opening up opportunities for successful outcomes to all students by embedding additional teaching and support into the first year design course. Instructional core theory (City et al., 2009) postulates that learning is centred in the instructional task and is effectively improved only by simultaneous attention to teacher knowledge and skills, responsive course content and improving student engagement. iii Transformational teaching requires applying this triumvirate on social, academic and professional planes. In this study architectural instructional tasks were designed to simultaneously teach academic skills, broaden the cultural discourse and facilitate social cohesion. This promoted support and peer learning to facilitate academic success in a diverse studio, while promoting fundamental transformation. These dynamics are inseparable. This thesis describes the strategies employed in my first year design studio from 2009 to 2011, using various interventions. Over three action research cycles, design studio engagement, social cohesion and student learning outcomes improved. These theorised strategies are summarised as a model for similarly situated professional learning classes in diverse settings.

Environmental and sustainability issues prevail in modern society. Southern Africa, where this study is based, is one of the regions most at risk from intersecting issues of climate health risk, and poverty-related ills. Education has the potential to facilitate catalytic transformation of society through development of understandings of these intersecting environment and sustainability concerns, and to support engagements in more sustainable social practices oriented towards the common good. This requires a rethinking of education within a wider common good frame. It also has implications for how quality education is considered. However, little is said of how this could be done, especially in teacher education. The paper shares two cases of teacher educators’ change project experiences, as they emerged via professional development support and the mediatory processes applied in courses conducted by the Southern African Development Community Regional Environmental Education Programme (SADC REEP) aimed at enhancing professional capacity of teacher educators and other environmental educators for mainstreaming environment and sustainability education (ESE)1. These courses are framed using a change project approach, and involve teacher educators as main participants. In-depth data were generated from interviews with two teacher educators, their assignment write-ups, and observations of their teacher education practice. Realist social theory, particularly the principle of emergence, was used to trace the emergence of change in teacher education practice. Sociocultural learning theory was used to explain mediation of learning-oriented changes in teacher education practice. We illustrate how the change project model and approach contributed to mediating change in practice, showing emergent attributes of capacity for mainstreaming ESE and elements of a concept of quality education among course participants oriented towards the common good. In conclusion, we argue that ESE seems to be a sensitising construct for initiating and sustaining change for ESE in teacher education. In addition, the change project has proved to be a potential vehicle for mainstreaming the notion and practice of ESE into social systems and teacher education practices. We argue that reflexive ESE praxis provides a sensitising focus, initiating quality education with humanising properties necessary for the common good.

A research report submitted to the Faculty of Science, in partial fulfilment of the requirements for the degree of Master of Science, University of the Witwatersrand. Johannesburg, 22 August 2017. / Attainment in problem solving in mathematics is one of the cognitive levels that is used to guide the assessments in South Africa. Unfortunately, it is one of the levels in which most students do not perform well. This research investigates whether the approach taken in an intervention focused on discussing problem solving shows potential for improving individual learning outcomes? A pre-test and post-test on problem solving questions was administered to two Grade 8 classes from a private school in a Northern suburb of Johannesburg. The intervention 1 class wrote a pre-test and thereafter the class was taught how to deal with mathematical problems and later the class wrote a post-test. The intervention 2 class only wrote the pre-test and the post-test, with the usual kind of teaching. Not only did the intervention 1 class average improve by 10% from 38% on the pre-test to 48% on the post-test but also the class improved in terms of using models to solve problems. On the other hand, the intervention 2 class improved by 14% from 24% to 38%. However, while the intervention 2 class had an improvement in terms of using models to solve problems, the improvement was not substantial. The results also show that mathematical problem solving involving ratios remain a challenge for the grade 8 students in my school and that more work needs to be done to ensure success in mathematical problems involving ratios. Keywords: Problem-solving; intervention 2 class; intervention 1 class, cognitive levels / LG2018

Thesis (M.ED.) --University of Limpopo, 2009 / The study looks at the attitudes of students towards the use of their source languages at the Turfloop campus, University of Limpopo. The study is aimed at finding out the reasons why students have attitudes towards their source languages, whether these attitudes are negative or positive. More specifically, the research focuses on, among other things, the students‟ attitudes towards their mother tongue as compared to English and their options and beliefs about the use of importance of English is outlined. The survey methods used are questionnaire survey as well as follow-up interview, supplemented by on campus observation. The results are first analysed as a whole, and then split into different according to as set of background variables (gender, year of study, subject studied etc). This analysis indicates that, while English is recognised as the dominant language in South Africa and, more specifically, in the domain of education, some categories of respondents acknowledge the usefulness of their source languages. This is part of a growing set of surveys on the attitudes of university students towards the use of African languages in education, and can be fruitfully compared with similar research at other institutions. Moreover, the results of the present research can be used to inform future decisions regarding language policy in the University of Limpopo.