<p>This study explored the effects of a teacher development programme based on Philosophy for Children. One of the challenges facing education in South Africa is that the school curriculum has to promote the development of values, such as respect for life, equality, protection of freedom and the right to an opinion, through creative and critical thinking. The theorists, Jean Piaget and Lev Vygotsky inform our understanding of cognitive development with the important notions of active involvement, mediated learning and the development of thinking skills. Many programmes have been developed to assist learners in this regard. One such programme is Philosophy for Children. This study located Philosophy for Children and the locally developed material, Stories for thinking, in Vygotskian theory and explored its application within a South African context.</p>

In this study an attempt is made to describe and illuminate the current approaches to ESL writing in secondary schools in the Port Elizabeth-Despatch areas where Afrikaans is the first language of the pupils. Teacher and pupil Questionnaires were used as a means of data collection through which the approaches, practices and attitudes to the teaching of ESL writing in the secondary schools in the survey area could be reviewed and assessed. The teacher Questionnaire revealed that most respondents appeared to have a limited awareness or understanding of basic composing processes, especially the role of multiple drafting and teacher intervention in the form of interactive feedback. There is also evidence that there is a limited understanding of how these activities can be effectively implemented in a classroom situation. The pupil Questionnaire was used as a means to extend the understanding of teacher approaches to ESL writing as revealed in the teacher Questionnaire, to enable comparisons to be made and to evaluate the writing approaches currently practised in the ESL classroom. Many of the observations revealed in the teacher Questionnaire were echoed in the analysis of the pupil Questionnaire, especially the limited roles of planning and feedback, treatment of error, attitude to writing and the limited improvement in writing as pupils progress through the secondary school. The analysis also revealed that pupils were reluctant to expose, or share their work with audiences, were pre-occupied with error and viewed the teacher as grade-giver, grammarian and topic-provider. Topic selection was also revealed as a factor which influenced the pupils' negative or indifferent attitudes to writing. Although the process approach was considered a traditional approach to writing by 1986, the analysis and review of the Questionnaire data has revealed that a fair assessment of the state of ESL writing in the survey schools would place the current writing approaches in the traditional product- centred, form-dominated, teacher-centred mould. For this position to change, research pedagogy will need to become part of teacher training and the classroom so that there can be greater teacher awareness and understanding of composing processes and their implementation in the classroom. This is necessary, because research findings have revealed that a genuine orientation to a process approach and the application of composing stategies followed by good writers will result in improved writing progress and pupils having a more positive attitude to writing.

Although reading ability alone cannot guarantee academic success, it is highly likely that a lack of reading can function as a key barrier to academic achievement. There are many other factors that are part of the causality. Of these, socio-economic status, teaching methods, parental involvement and lack of exposure to LoLT are probably the most important. Classroom teaching for reading instruction needs to be considered as the critical factor in preventing reading problems and must be the central focus for change. As such, teachers’ acquisition of the teaching skills necessary to bring about the development of literate language competency are critical especially in South Africa where many assumptions have been largely unquestioned about how to teach reading and writing, which languages to use and what counts as high quality practice in classrooms (Banda, 2000). The main aim of the study was to investigate principally reading with the use of English first additional language (FAL) in South African Universities. The objectives included enabling students to successfully learn reading in order to promote their’ reading to such a level that they can continue reading to learn and not learning to read. The researcher was particularly interested in exploring broader trends in reading strategies, instructions and training for students with the intention of contributing possible strategies to address the training of students for their role as literacy instructors in English as well as in multilingual education in South Africa. Methodologically, the study is premised within the interpretivist paradigm based on a qualitative research method. It is a case study design. It is a longitudinal study that covered a total of four years, the duration for a B Ed degree. The population comprises all forth year English teaching methods class and ten lecturers in the programme. The data collection tools included documents, participant observation, journal entry, assessments and focus groups. Interviews were granted to a purposively selected number of students (9) based on their academic performance over the years. There were three weak, three medium and three strong students that were interviewed. A total of 10 teachers were randomly selected from the Faculty to get their input about students’ reading. The ages of the respondents ranged from 18-60. The study concluded that students prefer to be taught in English although most see it as a barrier to learning. The findings showed that language learning can be easier if it is considered as social practice with academic purpose. The researcher recommends that there is need for a reduction of administrative duties from the lecturers to create more time for consultation. She or he also see a need for tutorials which can help to expose learners even more to interaction in EFAL.

THESIS submitted in fulfilment of the degree DOCTOR OF EDUCATION in the Faculty of Education and Social Sciences Cape Peninsula University of Technology 2013 / The aim of this research is to present recommendations for knowledge and practice relations between Further Education and Training (FET) colleges and Civil Engineering (CE) workplaces, and to present a work-integrated learning (WIL) model that could assist with the preparation of CE students for the workplace. Recently, FET colleges have been under the spotlight in terms of student preparedness for the CE workplace. Many questions have been posed by students studying at FET colleges and by CE workplace supervisors in respect of whether the current CE curriculum adequately prepares students for the workplace, or whether the curriculum has become obsolete in terms of knowledge and practice relations. The CE industry is of the opinion that students are insufficiently prepared in terms of skills and knowledge. In the light of this uncertainty, I researched the learning taking place at FET colleges and CE workplaces. I examined similarities and differences in the learning environment of the students. The research provides a theoretical overview of Activity Theory (AT) and its principle of contradictions. The lens of AT and its contradictions provide a versatile tool to enquire into various aspects of WIL, taking into account individual and institutional perspectives, as well as changes over time. Activity Theory and its principle of contradictions provide insights into how transformation may occur within Activity Systems (ASs) in a CE context. The study was conducted over a number of years with participants from three ASs, namely, the classroom, workshop/college yard and workplace. During the research, this study proposed a conceptual framework, rooted in AT, and substantiated by empirical evidence, for describing and analysing the learning taking place in the FET college sector and within the CE workplace environment. The analysis focuses on the perceptions of learning taking place in the ASs. Results reveal a knowledge and practice divide, mediated by AS elements of mediating artefacts, object, subject, division of labour, community and rules. Through a particular focus on the contradictions of the elements of an AS which occur, the objective for this study was to determine ‘knowledge and practice relations’. The components of knowledge and practice are extremely isolated, and by bringing the argument and the empirical findings together, the findings propose:  Links between knowledge(‘the classroom’) and practice(‘the workplace’) The surfacing of the disconnect between knowledge and practice between the FET college sector and the CE workplace supports the idea of establishing links between these two sectors. This collaboration could be the turning point in better preparing students for the workplace.  Policy formulation and implementation The need for policy review to enhance the integration of knowledge and practice relations in the sector has become apparent. Colleges are expected to undergo a radical transformation and to make major contributions to policy. However, these institutions are new and fragile, and are based on historically weak predecessors. Much of the reform process is oblivious of the connections between college and workplace. The research has established that both CE industries and FET colleges should ensure that they increase their involvement with and participation in the provision of adequately preparing students for the workplace in the Western Cape Province.

Nurse educators are the custodians of nursing education and are faced with the task of providing quality nursing education in a way that inspires and enhances learning. The approach to teaching has moved away from the traditional teacher centre approach to a more student centred, active learning approach. Nurse educators are faced with many challenges, such as creating a learning environment that is conducive to a new and diverse generation of students who have different needs, learning styles and expectations. It is therefore important that the nurse educators strive to enhance the overall learning experience by incorporating teaching strategies that engage students as active participants in the learning process. This study followed a quantitative, descriptive, exploratory and contextual research design in order to determine the activities, educational resources and teaching strategies used to facilitate active learning in a private nursing education institution. The target population was comprised of student nurses registered at the private nursing education institution. The data was collected by means of a self-administered questionnaire from 721 participants at learning centres throughout the country. The statistician used Statistica Version 12 to obtain both a descriptive and a statistical summary of the data. Descriptive statistics were used to describe the common features of the data used and the findings were discussed and summarized in tables and graphs. The ethical principles of informed consent, confidentiality and anonymity, beneficence, non-maleficence, veracity and justice have been maintained throughout this study. This study was conducted in one private nursing education institution in South Africa and only focussed on student nurses. The findings were that the greater majority of the students were encouraged to actively participate in the classroom. Students voiced their preference regarding the activities and teaching strategies utilized. There is disparity and inequality regarding the availability of educational media, resources and facilities. A variety of teaching strategies were utilized in the classrooms of the private NEI, but the use of technology based teaching strategies was limited. Information obtained from nurse educators could provide clarity on their use of teaching strategies to facilitate active learning in the classroom or at least highlight gaps in their knowledge that could help to facilitate training for nurse educators. Based on the findings of the study, recommendations for nursing practice, research and nursing education were made. The main recommendations for nursing education include the continuation of active learning activities given by the nurse educators in the classroom. Nurse educators to take cognisance of the students’ preferences and justify their selection of teaching strategies. The private NEI should ensure the availability and accessibility of educational resources, multimedia and facilities that are essential in teaching students to become self-directed, independent practitioners. Opportunities should be made available for nurse educators to attend seminars or workshops on the use of technology-based teaching strategies and undergo training in the utilization of different strategies that can enhance active learning. This could be included as a mandatory module of the nurse educators’ continuous professional development.

In nursing education, experiential learning is an important part of the curriculum and accounts for almost half of the requirements for the nursing programmes. A positive relationship with and collaboration between the training institutions and clinical placement facilities are vital for student achievement. Nurse educators are also expected to involve themselves in clinical accompaniment to bridge the theory-practice gap. Student nurses placed in midwifery clinical learning environments experience difficulty in meeting their experiential learning outcomes and programme requirements. Due to the overcrowded clinical facilities, they compete for the limited learning opportunities and resources which make the integration of theory and practice difficult. Therefore, this leads to delay in the commencement of community service by some of the nursing students as they do not graduate because of not achieving midwifery clinical outcomes and programme requirements. The purpose of the study is to assess factors affecting experiential learning for midwifery students at the public college of nursing in the Eastern Cape and the main objectives of the study were to: • Identify the challenges affecting the quality of learning in the clinical learning environment. • Determine the nature of supervision for experiential learning of midwifery students. • Determine the role of a nurse educator in the experiential learning of student nurses in midwifery clinical learning environment. Methods and analysis A quantitative, descriptive survey was conducted by making use of the Clinical Learning Environment, Supervision and Nurse Teacher (CLES+T) evaluation scale. The CLES+T is a reliable and valid evaluation scale for the gathering of information on the clinical learning environment and supervision of student nurses. The CLES+T evaluation scale was completed by 115 student nurses within the selected sites. The CLES+T evaluation scale is subdivided into three main sections with additional sub-sections: (1) the learning environment (2) the supervisory relationship and (3) the role of the nurse teacher (lecturer).

M.A. (African Languages) / Problems regarding language requirements set by legislation, the law profession and academic institutions, are discussed. The main purpose of the study is to do a needs analysis of law students' needs, to communicate in Afrikaans, to make a conclusion ofneeds that have to be addressed and to lay down guidelines for a concept syllabus. The presumption is made that present Afrikaans courses for law students at universities, do not make provision for their specific needs. The implementation phases are discussed, with a special focus on the communicative needs ofthe target groups. The development of language for special purposes is discussed. Special attention is focussed on authentic materials, a frequency analysis and a special register. The importance of a needs analysis is stressed. The development of the functional notional approach and its advantages is discussed. Learner-centredness and learner needs are emphasized. A number of language syllabuses . ~. are mentioned and the conclusion is reached that grammar should form the basis of a syllabus, with notional, functional and situational specifications centering around it. A number of existing language courses for law students were studied. The lack of a communicative approach in many of these courses is pointed out. It is suggested that serious consideration must be given to a new approach towards existing courses in Afrikaans for law students and that a rationale be developed to determine communicative needs, contents of the course and the principles as set out in the functional-notional approach.

M.Ed. (Curriculum Studies) / This study deal s with the effective usage of media in communicative language teaching within the guidelines laid down by the TED, with regard to the aims of the teaching of Afrikaans as a second language. Firstly, the theoretic fundamentals of the communicative approach is discussed, along with the didactic implications thereof. Following this is a discussion of the role of media in the classroom-experience, with particular reference to language teaching. In addition, there is a discussion of opportunities and experiences conducive to the learning experience and the possible utilisation of video recordings and pictures therein. There is finally, a discussion and setting out of lessons with a view to integrating media - particularly video recordings and pictures in the teaching of communicative language.

This research study has emerged as a result of my concern regarding the apparent low self-efficacy amongst initial teacher education students in my mathematics education classes. It also reflects a reported renewed interest in values, and the promotion of excellence in education. The effects of a values-based approach to mathematics education towards improving students’ self-efficacy and promoting excellence have been investigated, grounded within my ontology of excellence in mathematics education, which incorporates the values of respect, fairness, accountability, honesty and compassion. An inquiry-based teaching and learning approach formed the framework within which the study took place. Notions of ‘new scholarship’, premised on the view that teaching is about engagement in participatory learning, and the development of communities of creative students, provided the theoretical framework. Both quantitative and qualitative data gathering methods were used. Data-collection tools included affective-disposition statements, interviews, journal entries, as well as a video recording of a mathematics education lesson. The quantitative and qualitative data generated suggest improved levels of self-efficacy amongst the students who participated in the study. The data also suggest that a valuesbased approach to teaching can be used as an effective approach by mathematics teachers – and mathematics teacher educators – for the purpose of promoting the pursuit of excellence. As teacher education worldwide is currently characterised by a lack of vitality in teacher preparation (Grossman, 2008), the findings of this study should provide insights for teacher educators, teachers and policy makers who wish to promote mathematics self-efficacy, excellence and facilitate enhanced vitality within the teaching profession.

In schools in the Amathole District and throughout the rest of South Africa efforts are being made to encourage learners to pursue the Science and Applied Science curriculum stream in Grades 10 to 12. The aim of this study was both to determine and to explore those factors which, according to grade 9 learners, would either attract them to or deter them from following the Science and Applied Science curriculum stream from Grade 10 onwards. The study also sought to ascertain the views of teachers regarding the issues raised by the learners. A sample comprising 346 learners and 3 teachers were involved in the study. Using both quantitative and qualitative methods within the context of a post-positivist paradigm and utilising questionnaires and interviews, the study found that, consistent with existing research, there are both intrinsic and extrinsic related factors which play a role in the intention of learners to consider pursuing the Science and Applied Science curriculum stream. The intrinsic factors include learners‟ enjoyment of practical work and love for the Science and Applied Science. Extrinsic factors include perception that jobs in the field of Science and Applied Science compensate well. However, it was the intrinsic factors that pushed the learners to have the intention to follow the Science and Applied Science curriculum stream. Sociological, economic and personal dynamics seem to account for these patterns in the results. By contrast, two key sets of factors deterred the learners from the Science and Applied Science curriculum stream. One relates to factors in their internal loci of control, and the other to factors in learners‟ external loci of control. The internal locus of control factors had a greater influence, which suggests, according to attribution theorists, that the learners were inclined to look within themselves for the reasons that deterred them from the Science and Applied Science curriculum stream. In addition, a cluster analysis was conducted to ascertain whether the demographic profiles of the learners played a role in respect of their intention to pursue the Science and Applied Science curriculum stream. This cluster analysis revealed that, in terms of gender, males were more inclined than females to follow the Science and Applied Science stream. However, it was also significant that peer influence played an important role in attracting males to the Science and Applied Science curriculum stream, whereas it was career interest factors that attracted the females. In terms of ethnic groups, Indians and blacks were more inclined than coloureds and whites to follow the Science and Applied Science stream with whites being the least attracted to this stream. Career choice dynamics provide some explanations for these outcomes. The key contribution of this study lies in the fact that the study has shown that practical work as a teaching strategy may result in greater learner participation in the Science and Applied Science curriculum stream. The study recommends that, in order to promote greater participation in the Science and Applied Science curriculum stream in schools, strategies related to teaching in terms of which both genders are taken into consideration should be implemented. Other recommendations were also made. Nevertheless, it must be borne in mind that the study is a case study and that it is, therefore, not possible to generalise the findings.