The present project is part of a larger research programme focussed on the analysis of change; one aspect being educational transformation and in particular an emphasis on the explication of the contentless processes (eg. logical operations, reasoning styles, analysis and synthesis) which underlie both learning and teaching at university level. The present project is aimed at an analysis of the teaching-learning dialectic in mathematics courses. This analysis has two major focal points, that is, making explicit the often tacit and mostly inadequate and/or inappropriate rules for engaging in mathematical tasks which the under-prepared learner brings to the teaching-learning situation, and secondly the teaching strategies which may enable these learners to overcome their past (erroneous) knowledge and skills towards the development of effecient, autonomous mathematical problem-solving strategies. In order to remedy inadequate and inappropriate past learning and/or teaching, the present project presents a set of mediational strategies and regulative cues which function both for the benefit of the teacher and the learner in a problematic teaching-learning situation and on the meta and epistemic cognitive levels of information processing. Furthermore, these mediational strategies and regulative cues fall on a kind of interface between contentless processes and the particular content of the teaching-learning dialectic of mathematics in particular, as well as between the ideal components of any instructional process and the particular needs and demands of under-prepared learners engaged in mathematical tasks. / Thesis (M.Ed.) - University of Natal, Durban, 1988.

The aim of this study was to investigate the relationship of certain demographic and personality factors to the experience of burnout in teachers. A number of other studies recommended the investigation of these variables as possible factors influencing burnout. Using a sample of 141 teachers from both Private and State schools in the Pietermaritzburg area, certain variables were investigated. The demographic factors included age, gender, marital status, number of children, class size, and type of school. The personality factors included five factors of Neuroticism, Extraversion, Conscientiousness, Openness to Experience and Agreeableness, as measured on the Neo-Five Factor Inventory. Burnout was measured by the Maslach Burnout Inventory. A Correlation Matrix was used to determine the relationship of the demographic and personality factors to the dimensions of burnout. A Stepwise Multiple Regression Analysis was done to determine which factors related best to the dimensions of burnout. Results indicated that certain aspects of personality and demographic variables such as Neuroticism, Extraversion, age, marital status, number of children, type of school, and class size were significantly related to the components of burnout. The research findings indicated that younger teachers are more prone to burnout than older teachers; that single teachers experience more stress and burnout than married teachers; and that having children acts as a buffer against stress and burnout. Male and females did not appear to differ in their experience of burnout. Of the personality variables explored, people scoring high on Neuroticism and low on Extraversion were found to be prone to burnout. / Thesis (M.Ed.)-University of Natal, Pietermaritzburg, 1997.

The purpose of this study was to further explore single case data related to the construct of math anxiety, as it applies to women. A triple mode analysis was used to identify critical variables and to establish patterns of synchrony, desynchrony and partial synchrony. A total of six women participated in two math tasks. While performing these two tasks, high threat and low threat, heart rate, self-reported anxiety and motoric performance were monitored. Data were collected before and after each specific task. Data were also collected at pre-selected points during the task performance. This continuous time series and interval data were utilized to provide clarification of the math anxiety construct, as it applies to women.Using visual inspection, there was not enough variance in the physical and motoric data to warrant a deferential determination of synchrony or desynchrony. The subjects responded differently than hypothesized. The heart rate measure varied only slightly over task and time. Self-reported anxiety, SUDS and STAI, was above average. The WAIS digit symbol results were sometimes opposite the hypotheses. Cognition, self-report and the standardized measure of state anxiety emerged as the dominant factors in assigning the construct of math anxiety. These are consistent with the findings of Hackett and Betz (1989) whose research theorized the existence of a model for math self-efficacy. / Department of Counseling Psychology and Guidance Services

M.A. / To what extent can and does the left hemisphere and the right hemisphere become involved in the teaching of Afrikaans as a first language in the secondary school? According to the Transvaal Education Department syllabus it must be irrevocably accepted that most of the teaching of Afrikaans as a first language is presented by the left hemisphere. Latent abilities to understand in the present day scholar can only be developed to their full potential if the right hemisphere of the brain is stimulated and is allowed full extension. As a result of the fact that the right hemisphere is specialized for holistic processing its capacity can be increased by tasks which develop positive emotional images and activities. By way of introduction the origin of left and right hemispheric studies is given. Joseph Bogen feels that the community overvalues the domination of the left hemisphere to the detriment of the right hemisphere. A few theories and methods dealing with the laterality of thought have been closely examined and the working of a few principles of Suggestopedia are briefly discussed...

M.Ed. (Curriculum Studies) / The problem of rural student-teachers' conceptions of Language and of learning is the focus of this stud)'. Aspects of the problem were encountered during the researcher's experience at a rural college for ten years, The researcher observed that certain students were unable to express themselves adequately in English. their language for learning. They also reflected an inadequacy in learning on n formal level. The researcher presumed that language and their conceptions of language and of learning could possibly contribute to these phenomena. The problem was investigated by constructing a research design which included a literature review comprising of second language learning with emphasis on English for black rural students. The review also consisted of an overview of theory on language across the curriculum and learning as conceptual change, Subsequent to this review a field investigation was conducted in which eighty students' conceptions of language and learning were analysed from data collected through personal sketches and complemented by observation. The findings indicate that the students' conceptions of learning were naive and their conceptions of language were focused on communication. There also seemed to be some link between their conceptions of language and their conceptions of learning. The research was concluded with suggestions pertaining to practice and policy. It was suggested that lecturers should not only concentrate on the methodology of language across the curriculum in order to ensure a cognitive change in the students' conceptions of language and of learning. but that the naive sketches that were used as research method of the study could be implemented as diagnostic aid for educators in PRESET.

This project promotes an interdisciplinary approach to classroom instruction as an alternative to sequential instruction typically practiced in public schools. Specifically targeted are thematic, interdisciplinary teaching strategies.

"This paper is an account of a project which began primarily as an attempt to set up an activity program that would result in a high degree of accuracy in computational operations. It soon became evident that the activity was serving as an instrument for removing emotional blocks and relieving frustrations. A pleasant atmosphere of cooperative interprise took the place of classroom discipline, and the teacher found herself no longer a 'party to,' but a partner in a learning situation. The program has completed its fourth year. It has been revised, adapted, and added to, when the situation indicated a need. The classes taking part in the most recently revised activities are the ones whose performances are described in this paper"--Introduction. / "August, 1949." / Typescript. / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Arts under Plan II." / Advisor: W. Edwards, Professor Directing Paper. / Includes bibliographical references (leaves 42-44).

The problem of this study was to determine the relationship between the effectiveness of student teachers as measured by student ratings and situation-specific anxiety toward the act of teaching. Data for the study were obtained by the use of the Teacher Anxiety Scale and the Student Evaluation of Teaching Scale. The statistical evidence does not justify a conclusion that there is a relationship between the effectiveness of student teachers as measured by student ratings and situation-specific anxiety of student teachers toward the act of teaching. The statistical evidence does not support the conclusion that pupil ratings of student teachers are significantly affected by the student teacher's level of anxiety, sex, or teaching level. Furthermore, there is no statistical evidence given by the study that there is a significant difference in situation-specific anxiety among student teacher groups (Elementary or Secondary) according to sex or level of student teaching.

No description available.

Bandura’s (1978) self-efficacy theory provided the conceptual basis for two math-anxiety interventions: cognitive restructuring (CR) and modified progressive relaxation (MPR). These two palliative techniques were chosen since considerable evidence exists which indicates that both intrapsychic and symptom-directed methods are effective as therapeutic interventions for a wide range of stress-related problems. In addition to the treatment variable, there were two other independent variables: level of achievement in mathematics (SAT), and level of participation in mathematics (remedial, intermediate, or advanced). The sample consisted of sixty—two female subjects enrolled in a small private liberal arts college for women. Four research questions were investigated (1) When administered over a six-week treatment period, are CR and MPR equally effective in reducing mathematics anxiety among female college students? (2) Are any combinations of treatment and level of achievement in mathematics characterized by lower levels of anxiety than other combinations? (3) Are any combinations of treatment and level of participation in mathematics characterized by lower levels of anxiety than other combinations? (4) To what extent do physiological indicators of mathematics anxiety and paper-and-pencil assessments measure the same construct? Data were collected in two stages. The first stage occurred at the end of a six-week treatment period, at which time Sandman’s (1973) Mathematics Attitude Inventory (MAI) and an electromyograph (EMG) were used to obtain self-report and physiological measures of mathematics anxiety, respectively. The second stage occurred eight weeks later, at which time the MAI was re-administered. Inferential methods revealed that: (1) when mathematics anxiety was measured with Sandman’s MAI, for both the immediate and delayed posttests, the difference between the mean levels of self-reported anxiety for CR and MPR subjects was not statistically discernible; (2) when anxiety was operationally defined as skeletal muscle tension and measured with an electromyograph, CR led to significantly greater reductions in anxiety than MPR (F=2.81, p=.036); (3) there was no interaction between type of intervention and level of achievement in mathematics; (4) when anxiety was operationally defined as skeletal muscle tension and measured with an electromyograph, a statistically discernible (F=3.925, p=.O27) synergistic effect was detected between type of intervention and level of participation in mathematics, indicating that CR is superior to MPR for subjects at advanced levels of participation in mathematics; (5) there was insufficient evidence to indicate that a linear relationship exists between paper-and-pencil (MAI) and physiological (EMG) measures of mathematics anxiety, implying that the two instruments may be tapping different dimensions of the mathematics anxiety construct. / Ed. D.