According to Goldstuck (2008), there were 4.6 million Internet users in South Africa for 2008 year-end. This corresponds to a penetration rate of 10.5% based on an estimated South Africa population of 43.8 million (.internetworldstats.). Given this popularity, this qualitative case study has analysed the design of Web-Based Teaching and Learning (WBTL) environments designed by Educational Technology facilitators in South African higher education institutions. The conceptual and theoretical framework for this study presents Activity Theory (AT) as a theoretical framework together with constructivist learning. It also presents the different qualities and skills utilised for WBTL facilitators. AT involves three levels in a form of a hierarchy. The three levels are “the uppermost level of activity is driven by an object-related motive (or objective) [activity level]; the middle level of individual or group action is driven by a goal [action level]; and the bottom level of automatic operations is driven by the conditions and tools of action at hand [automatic operation]” (Engestrom, Miettenin & Punamaki, 1999) Constructivism is used as a theory of inquiry. The strength of constructivism was found to be in the five basic themes identified by Mahoney (2005), six elements of constructivism discovered by Gognon and Collay (1999), levels of interaction identified by Anderson and Elloumi (2004) and components of effective Web learning and characteristics of projects or tasks. The main components of effective Web learning are student preparation, student activities, student interaction and student transfer. While working with the Web in teaching and learning this study proposed the concept of considering The Tree Three Rings Theory (TTTRT) to be used as a solution for the practice. TTTRT works with the three schools of thought (behaviourism, cognitivism and constructivism). The three rings are: (1) the use of search engines in teaching and learning (easiest ring), (2) use of Learning Management System in teaching and learning (LMS) (easier ring) and (3) designing the Web for learning (programming) (the most challenging ring). The analysis of Web for learning was done by incorporating the theoretical frameworks and theories of learning; the facilitators’ frames of reference; objects; tools; rules; community; division of labour; levels of operation; and the pedagogical issues. It can be concluded that South Africa has a special need for Web-Based Teaching and Learning (WBTL) or Web learning to take the formal education to those citizens that cannot attend full-time classes. / Thesis (Ph.D.)-University of KwaZulu-Natal, Durban, 2009.

The present government places tremendous faith in academic performance as a crucial tool for transforming the country's society. However, academic performance in the majority of historically disadvantaged schools is poor. What this means is that these schools are hardly in a position to contribute to this hoped for transformation. This is despite the numerous policies generated by the government in an effort to improve the performance. Underpinning this study was a view that this is because the policies do not address issues that are foundational for academic performance. One such issue, as indicated by widespread findings, is school culture, and associated leadership. In response to this view, an examination was in this study conducted on the relationship between academic performance, school culture and school leadership in two historically disadvantaged African township secondary schools (HDATSS). The purpose was to develop better understanding of school cultures that have the potential of enabling good academic performance in HDATSS, and, in the process, develop better understanding of leadership associated with the formation of such school cultures. The examination was conducted by means of ethnography. The advantage of ethnography for this study was that the methodology results in micro/thick descriptions more likely to inform practice than is the case with thin descriptions provided by other methodologies. Findings were that school cultures that are most likely to enable good academic performance in HDATSS are those that are predominantly communal in nature, but also incorporate societal features. Of particular advantage about communality for the schools' academic performance are common, consensual understandings in relation to the schools' academic goals and behavioural norms. Of advantage about the societal incorporation, on the other hand, is societal capacity to compensate for communality's failure to negotiate common understandings in organizations that are as complex, ever-changing and multifaceted as are HDATSS. It was further found that for such school cultures to be enabling for HDATSS they need to creatively supplement historical deprivations and reflect the cultural backgrounds of the schools' populations. A style of leadership that was found to be associated with the formation of such school cultures is that which emerges organically and is therefore diffused, serving and diversified. / Theses (Ph.D.)-University of Kwazulu-Natal, 2005.

This study assessed and described the self-concept of adolescents with physically disabilities in inclusive secondary schools, in Lagos state, Nigeria. Both quantitative and qualitative research methods were employed to generate information and to answer the critical questions posed for this study. The choice of methodological triangulation was based on the complex nature of self-concept and the philosophical perception of "self", especially as it relates to the Nigerian cultural society. The instruments used to collect data, were the Self-Concept Scale (SCS), which measured the respondents' self-concept from the perspective of others' judgement of them and the Student Problem Inventory (SPI), which measured the respondents' self-concept from the perspective of their own judgements of themselves. Academic Achievement (ACA) obtained from the students academic records was used to determine the relationship between academic achievement and self-concept. Semi-Structured Interviews and Observations were used to obtain complementary data, and to further assess the elements of the self-concept, which were not assessed on SCS and SPI. The purpose of interview was also to allow the physically disabled to tell their stories which expressed the development of their self-concept overtime. Results of the study revealed that the physically disabled description of their self-concept is low or negative. It was found that many factors influenced their negative self-concept, which includes the attitudes of the society towards the disabled, their socio-economic status, their schooling condition and above all the way in which they internalised these actions and reactions from their environment. Results also revealed no gender differences in self-concept. Statistically significant relationship was however found between academic achievement and the self-concept. A statistically significant relationship was also found between respondents' personal problems and their academic achievement. Respondents with positive perception of school had high self-concept and those with negative perception of school had low or negative self-concept. It was suggested that researchers should create more interest in the study of physically disabled students, particularly those in inclusive secondary schools and more concern should be shown to the investigation of other factors that could affect the behaviour of this group of disabled. It was also recommended that the Lagos state government should become more concerned and serious about the education of the physically disabled in Lagos state. It is apparent that with proper policy decisions, the disabled students' condition could improve and their self-concept enhanced. This would result to positive adjustment and consequently fully functioning individuals that are ready to contribute positively to nation building. / Thesis (Ph.D.) - University of Durban-Westville, 2003.

No abstract available. / Thesis (Ph.D.)-University of Natal, Durban, 2002.

In this study, I conduct a genealogical analysis of intersubjective assessment practices. With the help of Foucault (1926-1984) as well as other writers who provide genealogical insights, I set out to examine the effects of productive power within the realm of intersubjective assessment practice. My key concern, guided by Foucault, was to investigate the forms of power, trace its pathways and explore the discourses involved. The study was carried out in a high school located within a city suburb. The key participants were three teachers within the learning areas of Maths, Languages (English Home Language) and Arts and Culture and their respective learners. Data was reduced from video transcripts, observations, and documents. Taking on the genealogical role of “specific intellectual” (Foucault, 1984), I attempted to “disturb” the truth of intersubjective assessment by standing up against the current of new ideas in assessment. I aimed to challenge the things that came across as natural or unquestionable about intersubjective assessment. As part of this project, I tell two stories. In the first, I show through a look into the limitations of the past “objective” view of assessment, how the present “intersubjective” view has been conceptualised. I portray this move from the “objective” to the “intersubjective” view as a story of victory- which I go on to challenge through genealogical analysis. In the other story, I provide a perspective of actual practices of intersubjective assessment. My aim is to show that both stories are tied up in power, substantiating this study’s decision to explore the phenomenon of intersubjective assessment via a genealogical approach. This genealogical analysis revealed a complexity of struggles on the part of teachers and learners in their intersubjective assessment practices. The sense was conveyed that the actual complexity of intersubjective assessment is back-grounded in the many petty and detailed practices in and around it. Some of these include, the conflicting subjectivities on ii the part of both teachers and learners; the impact of the school’s order mark system on intersubjective assessment; the impact of oppositional discourses in existence beneath the surface of schooling life; the panoptic hold those in power have over individual bodies, and the extent to which normalizing practices, both from sources external and internal to the school, impact on intersubjective assessment practices. A pervasive discourse revealed by the analysis was that of “composed performances” of intersubjective assessment. The study found that overt and covert forms of Accountability within the context of the study constructed teachers and learners as compliant subjects rather than autonomous and critically questioning individuals. This study demonstrates that Foucault’s (1926-1984) theories, methods and the model constructed for this study are respectively relevant, valuable and effective when investigating power in intersubjective assessment. Foucault’s suggestions for genealogical inquiry have enabled a perspective of “different things” that exist within the notion of intersubjective assessment. It has revealed points of “fragility”, possibilities for resistance and openings for change within the practice of intersubjective assessment. / Thesis (Ph.D.) - University of KwaZulu-Natal, Pietermaritzburg, 2009.

This study was designed to investigate the extent to which the biology teachers and student teachers are aware and understand biology-related problems that affect the African communities in the Natal north-coastal region. The basis of the research is modelled on the premise that because biology-related problems such as health, shortage of food and water resources, population explosion, pollution are prevalent in South Africa, biology teachers may well be teaching about ways of coping with these problems. In essence the aims of the study are to: (1) Identify the most important biology-related social problems that impinge on life in the African community, the extent to which they are understood, and the sources of information used by teachers and student-teachers to obtain information about biosocial issues. (2) Establish whether biosocial issues form a constituent part of the current biology curriculum at senior secondary school level, and to identify important biology-related issues that should be included in the biology curriculum. The procedure used surveys from two separate sample populations practising biology teachers (N=99) and student teachers (N=93 who were at final year of their Secondary Teachers Diploma. Data were computer-analyzed using frequencies and percentages, ranking and cross tabulations. The study is broadly structured around nine chapters. The first chapter gives an overall orientation to the study and further elucidation of methodology is in Chapter 5. Chapter 2 specifically treats the impact of African education on biology education in South Africa. Chapters 3 and 4 discuss the conceptual sources and relationships which exist between science, technology, society and the relevance of biology education in the African communities of South Africa. Chapters 6, 7 and 8 deal with empirical data in the form of field survey responses, analysis and interpretation. The overall summary of the study, its implications and conclusions are presented in Chapter 9. The major conclusions of the study are: First, that biology teachers and student-teachers identified the most important biology-related problems in the north-coastal region of Natal as food and water resources, health and diseases, energy resources and nature conservation. Secondly, that whereas most teachers and student-teachers indicated that they were knowledgeable about these problems, the nature of their understanding was mostly a narrow and factual view of the concepts which neglected the social perspective. Thirdly, both teachers and student-teachers rely heavily on the schools and textbooks as sources of information. However evidence from an analysis of biology syllabuses used in secondary schools indicates that there is over-emphasis of factual knowledge and little reference to the application of that knowledge to life situations. As a result, textbooks which are closely modelled along the dictates of syllabuses, have little or no worthwhile information on biosocial issues. Fourthly, that to make the biology curriculum relevant to the needs and interest of the African community, biosocial issues that were identified as important should be incorporated in the biology curriculum. The study has important implications for the goals of biology education, the selection of biology content offered in schools, and the involvement of teachers in curriculum development. In the north coastal region of Natal, biology education does not contribute to better understanding of one's environment that could lead to the solution of problems and improving the quality of life in the community. Involvement of teachers in the selection of biology content which is viewed as important for fulfilling community needs and interests should be considered because teachers know and can articulate the aspirations of their local communities. / Thesis (Ph.D.)-University of Durban-Westville, 1993.

In this investigation it is assumed that Indians, who constitute a minority group in this country, are definitely confronted with more complex problems than their White counterparts and furthermore, that their problems are at least as complex of those experienced by Blacks in South Africa. Apart from his race, the Indian in South Africa also differs from his White and Black fellow-citizens in respect of his culture, traditions, customs and sometimes even of his language. This fact means that the TAT tests, which were adapted for Blacks in South Africa, cannot be applied without further ado to the Indian population group. The point of departure in this investigation is to develop a projective technique, similar to that of the TAT-Z, that can be adjusted to suit Indians and to deal with the problems experienced as a result of the new cultural demands that are imposed on this group. A further aim is to determine, by means of a newly constructed picture personality test, the degree of acculturation that still appears to be present among Indian South Africans, as well as to identify some personality characteristics. The latter can be used as a guideline in the choice of an occupation or job. Since Indian women are entering the labour market to an increasing extent, it was considered desirable to involve them in the test programme as well. With this aim in mind, 213 men and 195 women who are representative of the Indian population, were tested with the newly constructed Picture Personality Test for Indian South Africans (PPT-ISA). For the purposes of this experiment, the two survey groups were divided into five biographical variables, viz marital status, age, religion, qualifications and socio-economic status. A frequency distribution of positive, negative and ambivalent responses of all respondents, to all the constructs was determined, according to which the findings were analysed with the aid of various statistical techniques. The investigation reveals, in particular, that older people, as opposed to younger ones of both sexes, perform better in the test. It was also found that married people have a greater sense of duty and responsibility than unmarried persons; that an Indian woman's religion has a considerable influence on her response to certain constructs, whereas this phenomenon is not found in the case of Indian men. A factor analysis which was carried out indicates that three identifiable factors could be found, viz: ? *Men:- Factor I - Attitude towards authority, Factor II - Self-concept, Factor III - Self-assertiveness, ? *Women:- Factor I - Self-concept, Factor II - Submissiveness, Factor III - Attitude towards authority. It was furthermore shown that most constructs possess specificity, with the result that justifiable conclusions can be drawn from constructs. Construct validity investigations that were carried out indicate that the measuring instrument possesses a considerable degree of validity. A rater reliability investigation also revealed that high reliability coefficients were obtained, which implies that the test can be used with confidence. It would therefore appear that the PPT-ISA is a useful instrument that can be applied in the selection and placement of persons applying for vacancies in the labour market. / Thesis (Ph.D.)-University of Durban-Westville, 1980.

The focus of this research is Service-Learning. The research aims to construct a Service- Learning theory that is grounded in South African practice. The dynamic and challenging early decades of South Africa’s new democracy constitute the context into which Service- Learning has been introduced into Higher Education in the country. The potential of Service- Learning to make a meaningful contribution to the development of Higher Education, particularly in relation to its multiple roles in African society, is recognised. There is concern, however, that lack of adequate theorisation means that Service-Learning is poorly understood and that its practice and impact are erratic. I undertake the study from an underlying paradigm of constructivism, adopting a qualitative approach and employing Grounded Theory methods. Aligning with Charmaz’ (2006) “constructivist stance” on Grounded Theory, and conscious of the need to be informed by as wide a variety of experiences and voices as possible, I access a range of formal and informal documentation that cover Service-Learning activities at module/ project, institutional and national levels. The activities include the promotion of Service-Learning in all sectors of society, its implementation in a variety of disciplines and communities, policy and research initiatives and scholarly publications from South African authors. Coding and memo writing yield the major concepts on which I construct the theory, namely, Context, Identity, Development, Curriculum, Power and Engagement. Centered on the core concept of Engagement, the theoretical framework comprises four Discourses, namely Service-Learning as Scholarly Engagement, Service-Learning as Benevolent Engagement, Service-Learning as Democratic Engagement and Service-Learning as Professional Engagement. The Discourses each have a primary focus, i.e. knowledge, service, social justice and resource development respectively. The Discourses framework has implications for the definition, practice and evaluation of Service-Learning. In addition, the framework offers conceptual tools for the understanding of engagement in contexts other than Service-Learning. By their nature, the Discourses may be split, merged or elaborated as new knowledge and practice come to light. / Thesis (Ph.D.)-University of KwaZulu-Natal, Durban, 2010.

This is a report of investigations carried out into three aspects of the problem of maladjustment among Indian primary school children. For the sake of convenience and clarity, the dissertation is divided into the following parts, each investigating a different aspect of the topic: (a) A study of the Incidence of Maladjustment among Indian Primary School Children. (b) A Study of the Attitudes of Indian Teachers to Behaviour Problems of Children. (c) An In-depth Comparative Study of Sub-samples of Well-adjusted and Maladjusted Indian Primary School Children in respect of Selected Aspects of their Home Environment. The research was carried out in the form of three projects corresponding to the title order given above and referred to in this report as Projects One, Two, and Three, respectively. All three projects are linked together by the common theme of "maladjustment". / Thesis (Ph.D.)-University of Durban-Westville, 1978.

Cooperative learning (CL) research has gone through a series of phases representing different orientations of research. This inquiry uses action-research as a way of implementing cooperative learning in a pre-service science course. Cooperative learning was regarded as an innovation in the context of this inquiry. The evidence of the inquiry was in the form of texts from sources including classroom observation, student reflective notes, the research diary and interviews, among others. The qualitative analysis involved the writing of descriptive-interpretive reports which were used in a process of data reduction to formulate analytic theme reports. Propositions were developed from these reports. Some recommendations emanated from these propositions. / Thesis (Ph.D.) - University of Durban-Westville, 1997.