Thesis (M.A) -- University of Limpopo, 2008 / Refer to document

Diss.--Fakultät für Sozialwissenschaft--Bochum--Ruhr-Universität.

Induction for teacher development is important for quality teaching and learning to take place in schools. The process of induction should be well-structured so that it is not mistaken as just an orientation to school procedures; it should be well-planned and implemented for the purposes of professional development and support (Rolley, 2001). The main aim of this study was to investigate beginner educators’ experiences of the induction process for professional development in the Bochum East Circuit of Limpopo Province. The assumption was that if schools are held accountable for learner performance, then support measures in terms of induction should be provided to newly appointed educators. Poor performance or educator turnover can sometimes be ascribed to inadequate interventions or the design of educator induction programmes. Although educators may have received the best training at university or training college, they still need to adjust to the realities of classrooms. To achieve the aim of the study, a qualitative research approach was followed to collect data through semi-structured interviews. The study is ensconced in the Educator Development Theory which acknowledges that educator preparation is rarely sufficient to provide all the knowledge and skills necessary for successful teaching. A great deal of knowledge and many skills are, mostly, acquired while on the job and principals should, therefore, adequately induct newly appointed educators. Four beginner educators and two principals from average performing primary schools were purposively sampled in the Bochum East Circuit of the Limpopo Province. A thematic analysis was carried out to generate themes that addressed the problem of the study. The findings from participant responses revealed differences in an understanding of the induction process. Support from the principal, HoDs and fellow colleagues were considered to be part of induction. Recommendations include that educators should be given continuous professional development through standardised induction programmes which could be adjusted to the needs of the school. / Educational Leadership and Management / M. Ed. (Education Management)

Dissertation--Universität Kiel. / Bibliogr. p. 421-447.

Zugl.: Hildesheim, Univ., Diss., 2006

Zugl.: Hildesheim, Univ., Diss., 2006

Universiẗat, Diss.--Würzburg, 1998.

The formation of plastic strains in non-cohesive soils due to large number of loading cycles is a phenomenon of great importance in geotechnical and civil engineering. It constitutes a considerable cause for failures and deformations in various types of engineering applications including pavements. Strain accumulation due to cyclic loading has been studied for years through different models. This thesis reviews various models and focuses on the Bochum model through which, the most contributing soil and traffic parameters on permanent strains formation in pavement subgrades can be figured out. This represents the base for studying the serviceability of increasing the gross weights of vehicles that affect the behavior and size of cyclic loading. This was discussed through investigating the efficacy of increasing the number of vehicle axles and through increasing the vehicle gross weight while keeping the number of axles to check their impacts at the levels of strain formation in soil and consequently on its deformation. The results showed a considerable difference in settlements after changing the axle configurations of vehicles through increasing its number of axles. The work is expected to open a new area of scientific research in pavement designs seeking for ideal configurations of vehicle axles and to provide an advanced approach for studying soil deformations due to higher cyclic loadings.