Dissertation submitted in compliance with the requirements for the Master's Degree in Technology: Education at Technikon Natal, 1999. / TOPIC: An investigation of the role of practical laboratory work in bridging programmes forchemical technicians in technikons in South Africa, with particular reference to Mangosuthu Technikon. This research considers the role of introductory practical laboratory work, in a bridging course, in the success or otherwise of vocationally orientated students at technikons in South Africa. Mangosuthu Technikon, on which the study focuses, provides mainlyfor students whose educational background has ill-prepared them for the demands of tertiary studies. Besides the disadvantage of studying through the medium of English, students in the Engineering Schools are further hampered in their studies by having inadequate practical skills for laboratory work. The need to redress the problem of access to tertiary education has resulted in the introduction and continued use of bridging courses for educationally disadvantaged students. Since the secondary education system does not appear to be improving substantially, it would appear that the bridging courses will remain a necessity for some time. InitiallyMangosuthu Technikon offered a school/discipline bridging programme (Pre- Technican Course) for aspirant Engineering students, which allowed disadvantaged applicants a second chance to access tertiary education. It was an intensive six months' course, comprising experiential learning in the integrated components of Mathematics, Communication, Physics and Chemistry. The latter two subjects incorporated a substantial practical component. In the interests of rationalisation, a general Access Course replaced the former course in 1994. The emphasis became largely focussed on theoretical rather than practical work. After initial research indicated that the role of practical laboratorywork inthe trainingof chemicaltechniciansintechnikonsin South Africawas of consequence, a practically orientated bridging course was reintroduced in 1995. This dissertation shows that an educationally disadvantaged student who aspires to becoming a chemical technician requires an holistic education, at the Mangosuthu Technikon bridging course level, which incorporates relevant theoretical and practical components, in order to procure, and succeed in, tertiary education. Such practical work is a prerequisite for aspirant chemical technicians ifthey are to satisfy the needs of tertiary programmes and the demands of their future employers. Findings throughout the dissertation show that practical work is of consequence. Technikon and Industry representatives confirm their commitment to the inclusion of practical work in bridging courses. The implementation and administration of practical bridging courses also play important roles in ensuring that disadvantaged students gain access to tertiary education. This study evaluates Mangosuthu Technikon's original Pre-Technician Course, its 1994 general Access Course and its subsequent Pre-Technician Courses, and finds that Pre-Technician Course (1989/1990) students performed well and that the majority of them were able to access tertiary education and cope with its demands reasonably well. The Access Course (1994) students, by comparison, performed dismally. Years subsequent to 1994 have seen an improvement in the pass rates, but not to the levelofl989/1990. The study, thus, concludes that practically orientated bridging courses impact significantly on successful performance in formal courses for technicians. / M

M.Ed. (Adult Education) / This study focused on tutors’ roles in the formation of learning communities during an educational excursion (EE) and explored how tutors enable the transfer of the social and academic cohesion formed during the EE to the formal university environment. This research inquiry is a subsection of a larger NRF, Thuthuka research project. The general focus of the larger study is the investigation of the EE as a precursor to the development of learning communities at the University of Johannesburg (UJ). Higher education in South Africa and worldwide is being tasked with improving student retention, especially in the first year of study, as this is when the highest attrition takes place. One of the initiatives that had good success rates in other countries is the introduction of First Year Experience (FYE) programmes that address first year students’ academic and social transition into the formal learning environment. This study focuses on the Education Faculty at the UJ and the EE that forms part of their FYE programme. Tutors as more senior peers accompany staff on a directed intervention namely, a three day field trip, aimed at accelerating first year students’ enculturation into university life. The tutors’ roles in the formation of learning communities fall within the fields of teacher education and development and higher and adult education. Within the field of tutoring, the roles the tutors play in the formation of learning communities during an EE is relatively unexplored, especially from the viewpoint of the tutors and staff who accompany the students on the excursion in a higher education context. This study used a generic qualitative research design and employed qualitative methods of data collection (interviews) with academic staff, support staff, a facilitator and students as peer tutors. Qualitative content analysis and specifically the constant comparative method were utilised. The study found that tutors facilitated the development of social cohesion during the EE between students, students and staff and tutors and staff. The tutors played an important role in promoting learning by scaffolding student interaction during activities, and by aiding interaction through facilitating activities in small groups since they are closer to the student experience. The social and academic cohesion was transferred to the formal learning environment by scaffolding students’ learning, linking theory and practise and supporting students socially. Tutors’ experiences with students’ struggles during the EE allow them to support students more effectively at university

Thesis (Ph. D.)--University of Missouri-Columbia, 2000. / Typescript. Vita. Includes bibliographical references (leaves 159-169). Also available on the Internet.

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Thesis (Ph. D.)--Illinois State University, 1981. / Title from title page screen, viewed March 17, 2005. Dissertation Committee: John R. McCarthy (chair), John Brickell, Vivian Jackson, Rod Riegle, Mary Zey-Ferrell. Includes bibliographical references (leaves 126-130) and abstract. Also available in print.

Thesis (Ph.D.)--University of Iowa, 2009. / Thesis supervisor: Ellen Lewin. Includes bibliographical references (leaves 213-234).

Thesis (Ph. D.)--University of Missouri-Columbia, 2000. / Vita. Includes bibliographical references (leaves 159-169). Also available on the Internet.

Thesis (Ph. D.)--Illinois State University, 1992. / Title from title page screen, viewed January 19, 2006. Dissertation Committee: John R. McCarthy (chair), Maria E. Canabal, Janice G. Neuleib, Sally B. Pancrazio, Barbara K. Wallace. Includes bibliographical references (leaves 149-157) and abstract. Also available in print.

Thesis (Ed. D.)--Illinois State University, 1987. / Title from title page screen, viewed August 26, 2005. Dissertation Committee: Edward R. Hines, John L. Brickell (co-chairs), Mary Ann Lynn, Franklin G. Matsler, Oliver J. Williams. Includes bibliographical references (leaves 157-164) and abstract. Also available in print.