This study aimed at determining whether participating in an environmental education programme (GLOBE) was positively reflected in participants' environmental perceptions, attitudes and level of environmentally responsible behaviour. An ecologically homogeneous sample consisting of 40 Grade 8 GLOBE participants and 40 non-GLOBE participants was selected. Pearson correlation coefficients, multiple regression analyses and t-tests were employed to compare the research groups. Results showed that GLOBE participants were more positive in their attitudes and actions toward the environment than non-GLOBE participants. GLOBE participants were however not environmentally more perceptive than non-GLOBE participants. Analysing responses of the GLOBE participants in terms of gender and place of residency was fruitless as the sample was too small to yield meaningful results. It was recommended that a more controlled and extended replication of this study, paying specific attention to initial motivations for participation/non-participation in the GLOBE programme, be considered. / Psychology / M.A.

This study aimed at determining whether participating in an environmental education programme (GLOBE) was positively reflected in participants' environmental perceptions, attitudes and level of environmentally responsible behaviour. An ecologically homogeneous sample consisting of 40 Grade 8 GLOBE participants and 40 non-GLOBE participants was selected. Pearson correlation coefficients, multiple regression analyses and t-tests were employed to compare the research groups. Results showed that GLOBE participants were more positive in their attitudes and actions toward the environment than non-GLOBE participants. GLOBE participants were however not environmentally more perceptive than non-GLOBE participants. Analysing responses of the GLOBE participants in terms of gender and place of residency was fruitless as the sample was too small to yield meaningful results. It was recommended that a more controlled and extended replication of this study, paying specific attention to initial motivations for participation/non-participation in the GLOBE programme, be considered. / Psychology / M.A.

Thesis (MA)--Stellenbosch University, 2005. / ENGLISH ABSTRACT: Acknowledgement of the right to equal work opportunities for people with disabilities is widely supported in South Africa. Several policy documents and laws have been published since July 1993 and provide clear guidelines regarding equal opportunities for people with disabilities. A state subsidy scheme for protective workshops was introduced for the first time on 1 April 1997 (Operational Manual for Protective Workshops, 2001: 1). The purpose of this subsidy scheme was to provide work opportunities for people who cannot enter the sheltered or open labour market due to the effect of their disabilities on their daily functioning. In March 2001, the Department of Social Development and Poverty Alleviation in the Western Cape introduced a draft document, Operational Manual for Protective Workshops. The aim of the manual focused on the development of the worker role and economic empowerment of people with disabilities who work in protective workshops. Due to ignorance, fear and stereotyping, persons with intellectual impairment are being unfairly discriminated against in society and at the workplace. With reasonable accommodation, persons with intellectual impairment are able to demonstrate their work ability and contribute equally in the workplace. Persons with intellectual impairment contribute to the economy and society by means of their service in protective workshops. The aim of the study was to investigate whether the structured activity programme implemented in a protective workshop in the Western Cape brought a change to the level of cognitive functioning of workers with intellectual impairment as assessed by the Allen Cognitive Level Screen (ACLS), with the purpose of making recommendations regarding the sustainability and extension of the structured activity programme. Pre- and post-tests of the workers' cognitive functioning were done to determine whether the implemented structured activity programme had an effect on the cognitive functioning level of the workers. The ACLS was used as measurement instrument and a hypothesis was stated: HO - There is no change in the level of cognitive functioning of the workers after participation in a structured activity programme. H1 - There is a change in the level of cognitive functioning of the workers after participation in a structured activity programme. The Functional Information Processing Model (FIPM) was used as a frame of reference in the development of the structured activity programme for the occupational group. The structured activity programme was implemented and after one year and six months a post-test was done on the workers in the occupational group. The null hypothesis was accepted as p=O.28.A 95% confidence interval was indicated. The post-test indicated that there was no significant change in the cognitive levels of the workers in the occupational group after implementation of a structured activity programme. This could have resulted from the study sample being too small. Although the change was not statistically significant. it indicated that learning did occur on an Allen Cognitive Level (ACL) 3. It is recommended that the study to be replicated at other protective workshops that may provide a bigger sample to confirm the amount of learning that takes place. / AFRIKAANSE OPSOMMING: Erkenning van persone met gestremdhede se gelyke reg tot indiensneming word sterk in Suid-Afrika ondersteun. Verskeie beleidsdokumente en werkstukke is sedert Julie 1993 gepubliseer wat duidelike riglyne aangaande hierdie standpunt stel. 'n Staatsubsidieskema vir beskermde werkwinkels is vanaf 1 April 1997 vir die eerste keer beskikbaar gestel (Operational Manual for Protective Workshops, 2001: 1). Die doel van hierdie skema is om werksgeleenthede te verskaf aan persone wat as gevolg van hul graad van gestremdheid nie die beskutte arbeids- of ope arbeidsmark kan betree nie. In Maart 2001 het die Departement van Sosiale Dienste, Wes-Kaap, 'n voorlopige dokument, Operational Manual for Protective Workshops, bekendgestel, wat fokus op die ontwikkeling van werksvaardighede en die ekonomiese bemagtiging van persone met gestremdhede in beskermde werkwinkels. Weens onkunde, vrees en stereotipering word daar onregverdig gediskrimineer teen persone met intellektuele gestremdheid in die samelewing, asook in die werksplek. lndien persone met intellektuele gestremdheid billik geakkommodeer word, sal hulle hul werkvermoëns demonstreer en sal hulle 'n gelyke bydrae kan lewer in die werksplek. Persone met intellektuele gestremdheid lewer 'n bydrae tot die ekonomie en die samelewing deur hul diens in beskermde werkwinkels. Die doel van die studie was om ondersoek in te stelof die gestruktureerde aktiwiteitsprogram, soos aangebied in 'n beskermde werkswinkel in die Wes-Kaap, 'n verandering in die kognitiewe funksioneringsvlakke van werkers met intellektuele gestremdheid, soos bepaal deur die Allen Cognitive Level Screen (ACLS), teweeggebring het ten einde aanbevelings te maak oor die uitbreiding en volhoubaarheid van die program. Voor- en na-toetse van die werkers se kognitiewe funksioneringsvlakke is gedoen om te bepaal of die gestruktureerde aktiwiteitsprogram enige verskil in hul kognitiewe funksionering gemaak het. Die Allen Cognitive Level Screen- (ACLS-)toets is as 'n meetinstrument gebruik en 'n hipotese is gestel: HO - Daar is geen verandering in die werkers se kognitiewe funksioneringsvlak na deelname aan 'n gestruktureerde aktiwiteitsprogram nie. H1 - Daar is 'n verandering in die werkers se kognitiewe funksioneringsvlak na deelname aan 'n gestruktureerde aktiwiteitsprogram. Die Functional Information Processing Model (FIPM) is gebruik as 'n verwysingsraamwerk vir die ontwikkeling van die gestruktureerde aktiwiteitsprogram. Die gestruktureerde aktiwiteitsprogram is geïmplementeer en 'n na-toets is na 'n jaar en ses maande op die werkers in die gestruktureerde aktiwiteitsprogram gedoen. Die nulhipotese is aanvaar aangesien p=O.28. 'n Sekerheidsinterval van 95% is aangetoon. Die na-toets het getoon dat daar geen statisties beduidende verskil was in die verandering van die kognitiewe vlakke van die werkers in die aktiwiteitsgroep na implementering van 'n gestruktureerde aktiwiteitsprogram nie. Die resultaat kan die gevolg wees van 'n te klein steekproef. Alhoewel die verandering in kognitiewe vlak nie statisties beduidend was nie, het daar tog 'n mate van leer op 'n Allen Cognitive Level (ACL) 3 by die werkers plaasgevind. Dit word voorgestel dat hierdie studie herhaal word by ander beskermde werkswinkels wat 'n groter steekproef kan lewer om die mate van leer wat plaasvind, te bevestig.

Thesis (MEd)--University of Stellenbosch, 2003. / ENGLISH ABSTRACT: AN INVESTIGATION INTO THE POTENTIAL OF THE TRACPROGRAMME IN ADDRESSING THE NEEDS OF DIFFERENT STAKEHOLDERS IN PHYSICAL SCIENCE EDUCATION For South Africa to be competitive at international level, it is important to deliver learners that will meet the standards set by industry and tertiary institutions. Most of the current South African schoolleavers do not meet these needs. Learners, educators, education departments, tertiary institutions and industry are jointly responsible for the outcomes of the education process. However, each of these role players has specific needs regarding scientific knowledge and skills of learners. An integrated, interactive educational approach is therefore necessary to address the needs of all of these role players successfully. This study specifically focuses on identifying both the needs of the role players in physical science education in the Western Cape and how TRAC SA, a national, non-governmental organisation, can assist in addressing these needs, with the help of computer based technology. The following role players were included in this study: tertiary institutions, industry, education department, educators and learners. Information on the needs of these role players was mainly collected through interviews and questionnaires, while workshops were held to determine the needs of learners and educators. It is significant that the information derived from the empirical study (questionnaires and interviews) is in many ways in agreement with the literature findings. One of the most important conclusions of the empirical study is that the different role players have distinctive, as well as corresponding needs regarding the preparation of learners at school level. The industry expects learners to be sufficiently equipped with the necessary skills to facilitate integration into the workplace. Tertiary institutions emphasise the need for theoretical as well as practical basis of the science subject content. Learners expressed the need for extracurricular programmes, focusing on simplifying difficult concepts. Educators identified the need for adapting the syllabus and for regular refresher courses. The Department of Education needs funds for pilot education programmes, and also puts in a plea for the more structured involvement of tertiary institutions and non-governmental organisations as well as the support oftheir education initiatives, such as outcomes-based education. Data collected shows that there is a significant gap between the current state of identified skills of learners and of what is deemed important by the other role players. In addressing the needs identified, the contribution of non-governmental organisations (with specific reference to TRAC SA), the OBE approach as well as input from tertiary institutions and the industry are emphasised. The TRAC-programme focuses on the understanding of basic and complicated physical science concepts by using computer-supported experiments and worksheets. To enhance the development of skills at school level, the education approach as a whole will have to be revised, with the co-operation of all relevant role players. For an education system to be effective, mutual communication between the different role players is imperative. / AFRIKAANSE OPSOMMING: Vir Suid-Afrika om op internasionale vlak mededingend te wees, is dit belangrik dat die Suid- Afrikaanse onderwysstelsel bekwame leerders aan die industrie en tersiêre inrigtings lewer. Die meeste leerders wat tans die formele Suid-Afrikaanse skoolopleidingsprogram voltooi, voldoen volgens kenners egter nie aan die standaarde wat dié genoemde inrigtings aan hulle stel nie. Leerders, onderwysers, die onderwysdepartement, tersiêre inrigtings en industrie is gesamentlik verantwoordelik vir die uitkomste van die onderwys. Elkeen van hierdie rolspelers het egter spesifieke behoeftes ten opsigte van wetenskaplike kennis en vaardighede van leerders. 'n Geïntegreerde, interaktiewe onderwysbenadering is dus nodig om elkeen van hierdie rolspelers se behoeftes suksesvol aan te spreek. Hierdie studie fokus spesifiek daarop om beide die behoeftes van die rolspelers in die Wes- Kaap ten opsigte van natuur- en skeikunde-onderwys, te identifiseer, en hoe TRAe SA, 'n nie-regeringsonderwysorganisasie wat van rekenaargesteunde aktiwiteite gebruik maak, aangewend kan word om hierdie behoeftes aan te spreek. Die verskillende rolspelers wat by die studie betrek is, sluit in die tersiêre inrigtings, industrie, onderwysdepartement, onderwysers en leerders. Inligting aangaande rolspelerbehoeftes is hoofsaaklik versamel deur onderhoude en vraelyste, terwyl werkswinkels ook gebruik is om vas te stel wat leerders en onderwysers se behoeftes is. Dit is opmerklik dat die inligting verkry uit die empiriese studie (vraelyste en onderhoude) in 'n groot mate ooreenstem met literatuurbevindinge. Een van die belangrikste gevolgtrekkings uit die empiriese studie is dat die verskillende rolspelers eiesoortige asook ooreenstemmende behoeftes ten opsigte van die voorbereiding van leerders op skoolvlak het. Die industrie verwag dat leerders voldoende met die nodige vaardighede toegerus sal wees om integrasie binne die werksfeer te vergemaklik. Tersiêre inrigtings beklemtoon die verkryging van die teoretiese sowel as praktiese grondslag van die wetenskapvakinhoud. Leerders verlang ondersteuning van ekstra-kurrikulêre programme wat fokus op vereenvoudiging van moeilike konsepte. 'n Vakkurrikulumaanpassing asook gereelde opknappingskursusse is deur onderwysers as belangrike behoeftes geïdentifiseer. Die onderwysdepartement benodig fondse om opleidingsprogramme te loods en pleit ook vir meer georganiseerde betrokkenheid van tersiêre inrigtings en nie-regeringsonderwysorganisasies. Verder verwag die onderwysdepartement dat hulonderwysstrategieë soos uitkomsgebaseerde onderwys ondersteun word. Die data toon ook verder aan dat daar In wesenlike gapmg tussen die verwagting van rolspelers ten opsigte van bepaalde vaardighede en die werklike stand van vaardighede by die leerders bestaan. As deel van die studie word voorstelle bespreek om die geïdentifiseerde behoeftes aan te spreek. Klem word gelê op die bydrae van nie-regeringsonderwysorganisasies (met spesifieke verwysing na TRAC SA), die UGO-benadering, asook die insette van tersiêre inrigtings en industrie tot die aanspreek van geïdentifiseerde behoeftes. Die TRAC-program fokus onder meer op die vereenvoudiging van basiese en moeilike natuurwetenskapbegrippe deur gebruik te maak van rekenaargesteunde eksperimente, aan die hand van werkkaarte. Om die ontwikkeling van vaardighede op skoolvlak te bevorder, sal die hele onderwysbenadering met die samewerking van alle relevante rolspelers hersien moet word. In dié verband is wedersydse kommunikasie tussen die verskillende rolspelers onontbeerlik.

This investigation studied the impact of male student involvement in selected school activities upon grade-point averages, rates of attendance and college entrance examination scores. The main purpose of this study was to provide data for state officials, school administrators, and school boards as they seek to make decisions concerning the activities program and its place in the educational system. The specific purpose was to determine if involvement in selected school activities had any relationship to the variables grade-point average, attendance, and scores on college entrance examinations. The study was carried out in four large Texas high schools with a total student population of 6,456. Male participants in seven major school activities were randomly selected. This process produced a total sample of 280 male students representing participation in seven activities in four high schools. Each activity was represented by a sample of forty male students. The conclusions were drawn that (1) there is a positive relationship between participation in the activities program by male students and attendance rate, grade-point average, and scores on the Scholastic Aptitude Test and (2) there was no negative relationship between participation in the activities program and the participants' ability to receive a high school education.

Before the main study commenced, empirical work was conducted to establish and validate the Chinese version of the Satisfaction with the Nursing Home Instrument (SNHI-C), which was an instrument used to measure resident satisfaction in the main study. Testing was conducted on a cluster sample of 330 residents from 16 elderly residential care homes in Hong Kong. Findings demonstrated that the SNHI-C had good content validity with an index of .93. It also demonstrated high construct validity by having significant correlation with depression (r = -.42, p < .001), the physical component of health-related quality of life (r = .16, p < .05), the mental component of health-related quality of life (r = .41, p < .001), and global quality of care (r = .49, p < .001). The SNHI-C also demonstrated satisfactory internal consistency and good stability by having a Cronbach's alpha of .79 and intra-class correlation coefficient of .94, respectively. / Current study adds new knowledge to the psychosocial health benefits of Tai Chi for the residents living in elderly residential care homes. Findings were discussed in relation to previous research findings and in the context of elderly residential care setting. The present study has the strength of evaluating the health benefit of Tai Chi using a more stringent research design, in comparing with the previous studies. Limitations of this study included the use of convenience sampling, without random assigning participants into groups, and inadequacy in quantifying Tai Chi learning. The implications of the findings support incorporating Tai Chi training in routine elderly residential care. Based on the study experience, recommendations for a successful implementation of a Tai Chi program were provided. Future research is advised to further explore the most beneficial mode of a Tai Chi program particularly for the elderly residential care home residents. Evaluation of its effect over a longer period of time and using various approaches are also suggested for obtaining a more comprehensive picture of the health benefit of Tai Chi. Finally, it is also worthwhile to investigate the experience of practicing Tai Chi through a qualitative approach to complement present findings. / Like many areas in the world, Hong Kong is facing an aging population. To accommodate the increasing elderly population, particularly those who are frail and have limited family support, elderly residential care homes are growing in size and number. Despite of the escalating demand, it has been documented repeatedly that the nature of residential living can predispose the residents to a number of psychosocial challenges. Study findings highlight consistently that residents are prone to experience lowered self-esteem, poor social support, and poor health-related quality of life. Providing psychosocial support to the residents is an important dimension in elderly residential care. It is because older residents, despite of their deteriorating physical functions that cannot be cured, can still have the potential to live with optimum psychosocial well-being. Even though a number of interventions have been considered in the past to address the residents' psychosocial needs, evaluation on the effectiveness of these interventions is inconclusive. There is still a paucity of evidence suggesting a promising intervention that can promote psychosocial health for the residents. Given the general consensus that exercise is beneficial for the psychosocial health, and considering that the characteristics of Tai Chi are particularly suitable for the elderly population, Tai Chi is considered as a possible means to promote psychosocial health for the residents. This study aimed to examine the psychosocial effects of a Tai Chi program on the residents of the elderly residential care homes. / The main study adopted a non-equivalent pretest-posttest control group design to examine the psychosocial effect of Tai Chi on residents of elderly residential care homes. Residents were recruited from six elderly residential care homes in Hong Kong by convenience sampling. The experimental group (n = 66) joined a 26-week Tai Chi program three times per week with each session lasted for one hour. The control group (n = 73) continued their daily activities as usual. Outcome variables encompassing state self-esteem, the physical component of health-related quality of life, the mental component of health-related quality of life, social support network, and social support satisfaction were assessed at baseline, the 13th and 26th week of the intervention period. Doubly multivariate analysis of covariance was performed to examine the effect of the Tai Chi program. / With the confounding effect of resident satisfaction controlled, findings demonstrated that participants in the experimental group experienced greater improvement in the psychological composite outcome of state self-esteem, the physical component of health-related quality of life, and the mental component of health-related quality of life (p < .05). No significant changes were detected in any of the three individual psychological outcome variables. Non-significant result was also found regarding the social effect of Tai Chi program on the participants. / Lee Yin King. / "May 2006." / Advisers: Diana Lee; Jean Woo. / Source: Dissertation Abstracts International, Volume: 68-03, Section: B, page: 1558. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2006. / Includes bibliographical references (p. 249-269). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in English and Chinese. / School code: 1307.

Library storytime programs provide opportunities for preschool children to develop readiness skills in early literacy that are linked in research to later success in learning to read and write. Children with disabilities that do not demonstrate school readiness skills upon entry to kindergarten are often placed in self-contained special education settings where opportunities to learn to read and write are diminished. English Language Learners (ELL) who have disabilities face additional challenges in benefiting from the models of language that are optimal for learning literacy when placed in self-contained settings. Despite the critical role that storytime programs play in equalizing the opportunities for children to learn early literacy skills, librarians report having few children with disabilities in their programs, and those that do attend experience difficulty participating due to sensory, behavioral, motor and communication challenges. Librarians in public libraries report minimal training in how to support children with disabilities and their families in meaningful participation in preschool storytime sessions. This study explored the impact of professional development, utilizing the principles of Universal Design for Learning (UDL) to increase the accessibility of early literacy content associated with foundational skills in reading and writing during preschool storytime. This mixed methods study incorporated elements of both descriptive and quasi-experimental design, and is one of the first conducted in a public library to measure pre and post data on how librarians plan and implement storytime before and after professional development. Parents' experiences attending preschool storytime were also collected and analyzed in order to inform future policies and practices in the public library.

The Virtual Chemical Vapor Deposition (CVD) Process Development Project provides the context for the two areas of the research presented in this dissertation. The first area, generally referred to as feedback in this dissertation, focuses on student learning and the interactions of students and instructors that take place in the project, specifically focused on characterizing feedback and determining the influence of feedback as student teams progress towards completing the project. The characteristics of feedback found in this project are presented within a situative perspective using the analytical framework of episodes. The characteristics include: a list and categorization of episode themes, the structure and flow of episodes during the coaching session, the sub-structure present within individual episodes, and the types of feedback present. This dissertation shows how these characteristics frame participation in a community of practice and can be used as tools to scaffold instructor feedback in project-based learning. Episodes analysis is also used to investigate how feedback on professional skills can help to enculturate students into a community of practice and influence their fluency with professional skills and engagement in more technical activities. The second area examines the spread of this innovative project from its home institution to other institutions. In this area an analysis of the spread of the Virtual CVD Process Development Project in the high school setting is presented. The project was found to provide versatility for instructors and afford student learning in the areas of motivation, cognition, and epistemological beliefs. These two areas inform each other. As the project is assessed at different institutions, it is continually improved and the sensitivity of different aspects of the project is explored, e.g., the aspects of the project that are crucial to maintain effectiveness are identified. One of these aspects is the feedback that takes place in the project. As the project is further examined at the home institution in depth, more can be learned about the best ways it can be delivered. This information informs scaffolding that then can be provided to faculty at other institutions such that they can attend to crucial aspects of the project in the most efficient, effective manner, improving not only the probability of successful adaptation, but also the likelihood that the project will further diffuse to other institutions. / Graduation date: 2013

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education