M.Ed. (Education) / This study is an analysis of Grade 9 Natural Sciences textbooks for their representation of the nature of science. The textbooks analysed are CAPS compliant and approved by the Department of Basic Education. Like any other modern education system in a democratic dispensation, the South African education system has undergone several curricular changes post- independence (1994). These changes have been due to, but not limited by, factors pertaining to political and economic reforms. Curricular revisions have spanned a period of almost 20 years, commencing with Curriculum 2005 (C2005) to the current revised Curriculum and Assessment Policy Statements (CAPS). Science curriculum documents subscribe to the tenets of the nature of science (Lederman, 2007). Bell (2008) suggests that science is best defined by its characteristics, otherwise known as the tenets of NOS. Eleven key aspects of NOS that are intricately related to the basic tenets of science derived by Lederman (2007) form the analytical framework used in this study. The aspects are: Empirical; Inferential; Creative; Theory-driven; Tentative; Myth of the scientific method; Scientific theories; Scientific laws; Social dimensions of science; Social and cultural embeddedness of science and Science vs. pseudoscience. These aspects further formed a detailed scoring rubric to record the extent to which NOS is represented in the units of analysis, which comprise complete paragraphs, activities, worked examples, figures with captions, tables with captions, charts with captions, and marginal comments of the sampled topics ...

M.Ed.

M.Ed. / In the light of the foregoing postulation of the problems and issues to be addressed, the present research study was aimed at determining the problems of Grade 1 and 2 facilitators with respect to Curriculum 2005, with a view to developing guidelines which the educational psychologist could follow in support of teachers' efforts to implement and apply Curriculum 2005. The study had as its point of reference an ecosystemic theoretical framework in terms of which the aim, nature and origin of the outcomes-based approach to teaching and learning, as well as the advancement thereof in Western countries, were discussed. In addition, the researcher took a closer look at how the said system impacted on the facilitator's role in the foundation phase, as well as at the paradigm shift with respect to facilitator resistance. The results of the study indicated that facilitators deemed the in-service training, advising, support and guidance of the Department to be bewildering, incongruent and akin to information overload. The majority of facilitators concurred, however, that extensive retraining and experimental practice with respect to the implementation and application of Curriculum 2005 could possibly solve a myriad of problems regarding the implementation of this curriculum. In addition, facilitators seemed to feel a clamant need for continued support and advice from the Department, as well as from the school in its capacity of a system. The future perspective hinged upon both positive and negative sentiments, however. Negative perceptions involved the failure of Curriculum 2005, whilst positive experiences, on the other hand, centred around the suitability of the model for learners' social and cognitive development and their chances of success, since they experience the implementation as a process. In spite of in-service training and the provision of documentation on the new system of education and learning, facilitators still exhibit an alarming ignorance of the philosophy and concepts underpinning OBE — ignorance that could only be explained in terms of the inadequate in-service training offered to facilitators and their lack of motivation as far as self-development is concerned. Recommendations for policy makers are also incorporated in the guidelines

This research was based on the question of how Foundation Phase teachers in the schools received the new curriculum for implementation. Current developments in introducing the new curriculum in South Africa have led to the hope that it would be received eagerly and become well implemented by its utilisers. The common trend of thinking was that if South Africa receives a new system of education, it will obviously be in keeping with changes cherished by its population that voted for such changes. However, these changes in education did not come as expected. In this research paper, the researcher made the case that receiving the new curriculum for implementation by teachers is a risk-taking exercise, especially at the entry level of the school, i.e. the Foundation Phase. He also problematised the notion of receiving a new curriculum by interrogating the ways or methods of implementation, the degree of knowledge and skills of teachers and their concomitant perceptions and attitudes towards the implementation of the new curriculum. In presenting this argument, the researcher firstly discussed the different perspectives of and the ‘rationale’ for introducing a new curriculum in the country, which in this case happens to be South Africa. Secondly, he highlighted the role of competent, receptive and enthusiastic Foundation Phase teachers in dealing with the new curriculum. And thirdly, alluded to the challenges facing South African schools in implementing the new curriculum, and made a claim that the present implementation in the country is making a mess out of education. The aims were to examine the manner in which the new curriculum was presented to teachers at entry level into the school(s), which in this case would be the Outcomes-Based Education curriculum in the Foundation Phase. The problems that were associated with the introduction of the new curriculum were investigated; the level of teachers’ participation in the implementation of the new curriculum was looked into; and the findings of the research provided a set of conclusions and recommendations for the Department of Education, Curriculum Specialists and teachers, that will hopefully enlighten them on this burning issue in the Foundation Phase. For this study a qualitative approach was used, and the methods applied included observation of the targeted population while engaging with its work, which happened to be the implementation of Curriculum 2005/the Revised New Curriculum Statement; and interviews with the Foundation Phase teachers in township settings. The researcher believes that through these interviews the respondents have unveiled many unmentioned and well kept secrets of teachers who are teaching in the Foundation Phase. Teaching is a proud profession, and it is not so easy for experienced teachers to acknowledge that they are struggling with the implementation of the new curriculum in their classrooms. And when the teachers are well qualified to teach on top of their long experience in the Foundation Phase, so much the more the feelings of inferiority and incompetence as far as the new curriculum and OBE and all the new assessment requirements are concerned. This study also broke the silence of the teachers’ frustrations and discomfort surrounding the attendance of in-service training opportunities and workshops. It should encourage the authorities to take heed of these remarks of the teachers, as this can easily and painlessly be rectified to serve the loyal teachers as best and fast as they can. One of the strongest pleas that were made concerns the upkeep and sustenance of the school’s physical facilities and playgrounds. The neatness and even aesthetic countenance of the classrooms have an enormous role to play in the general education of learners, and to this the SGBs and SMTs must seriously and hastily attend. The parents can also play an important role in this regard. As far as the limitations go, there are a few, namely the contextual factors, financial constraints and time factors. Nevertheless, the findings of this study can for sure be generalised and made applicable to Foundation Phase teachers’ problems in other regions, circuits and even provinces, as the results from the teachers came over very strongly, resounding the same difficulties that teachers all over are experiencing. / Dr. M.C. van Loggerenberg

O objetivo do estudo foianalisar os processos de ensino-aprendizagem e o desenvolvimento de competências para o trabalho em serviços especializados odontológicos do Estágio Curricular Supervisionado II da Faculdade de Odontologia da UFRGS. Trata-se de um estudo de caso do tipo único e holístico que integrou análises quantitativas e qualitativas. Participaram da pesquisa 246 estagiários de um total de 329que realizaram o estágio entre os anos de 2013 a 2016. Os dados do estudo foram produzidos através de um questionário respondido de forma online e anônima. Foram disponibilizadas 26 perguntas fechadas (respostas numa escala do tipo likert em 6 escores) articuladas a possibilidades de respostas abertas. Compõem o questionário cinco blocos temáticos e organizados em duas grandes categorias de análise: Avaliação estrutural e pedagógica da experiência do estágio(identificação sóciodemográfica, campos de estágio, atividade de educação a distância e dinâmicas pedagógicas) e do Desenvolvimento de competências profissionais (desenvolvimento de ingredientes do agir em competência - protocolos, inserção na realidade, motivação para o trabalho, valores técnicos e trabalho em equipe). As respostas quantitativas foram exportadas para o Programa Statistical Package for the Social Sciences – SPSS para Windows, versão 16.0 e submetidos à análise descritiva. Para a análise das variáveis quantitativas na comparação entre as categorias nos diferentes semestres foi utilizado o teste qui-quadrado e quando necessário o test Z para comparação de proporções com ajuste de Bonferroni. Para a análise de comparação entre as médias foi utilizado o teste de análise de variância (ANOVA).Os dados qualitativos foram analisados buscando encontrar não apenas o conteúdo textual, mas seu sentido histórico e social. Os resultados demonstram que a experiência de estágio analisada está proporcionando aprendizagens significativas sobre o funcionamento da rede de atenção especializada em saúde bucal e o agir em competência de futuros cirurgiões-dentistas. Oportuniza o debate de valores e normas e o exercício de readaptações dos protocolos. Nas dinâmicas do estágio ocorrem oportunidades de estabelecimento de relações entre teoria e prática no cotidiano profissional dos serviços. A motivação para o trabalho foi um dos itens bem avaliado do agir em competência, enquanto que o trabalho em equipe apresentou respostas nos escores mais baixos da escala likert. Os estágios no campo de gestão e as atividades de educação à distância tiveram maior número de opiniões insatisfatórias devido ao seu caráter pedagógico inovador. / The objective of this study was to analyze the teaching-learning processes and the development of competencies for specialized dental services work of the Supervised Curricular Stage II of the School of Dentistry of UFRGS. It is an unique and holistic case study that integrated quantitative and qualitative analyzes. Two-hundred and forty six interns participated in the survey from a total of 329 who completed the internship between 2013 and 2016. The data used in the analyzes was captured through an anonymous online questionnaire. Twenty-six closed-ended questions (responses on a 6-point likert-type scale) were made available with the possibility of also being filled as open-ended answers. The questionnaire consists of five thematic blocks and organized into two broad categories of analysis: Structural and pedagogical evaluation of the internship experience (sociodemographic identification, area of study, distance learning activity and pedagogical dynamics) and the development of professional skills of acting in competence(protocols, hands-on experience, work-related motivation, technical values and teamwork). The quantitative responses were exported to the Statistical Package for the Social Sciences - SPSS for Windows, version 16.0 and subjected to descriptive analysis. For the analysis of the quantitative variables in the comparison between the categories in the different semesters the chi-square test was used and, when needed, the Z test to compare proportions with Bonferroni adjustment was used. The analysis of variance (ANOVA) was used to compare means. The qualitative data were analyzed to evaluate not only the textual content, but its historical and social sense. The results demonstrate that internship experience is providing significant learning about the functioning of the network of specialized attention in oral health and of acting in competence of future surgeons-dentists. It encourages the debate of values, norms and readaptations of the protocols. In the amplitude of the questions about the dynamics of the stage can be affirmed that it occurs mainly by the opportunities of establishing relationships between theory and practice in the work routine. Work-related motivation was one of the most well rated items of acting in competence, while teamworkpresented responses at the lowest scores on the likert scale. Internships in the field of management and distance education activities had the highest number of unsatisfactory opinionsdue to their innovative pedagogical character.

O desenvolvimento motor é organizado a partir do inicio da concepção, seguindo os princípios do domínio motor, afetivo-social e cognitivo, que vão se diferenciando gradativamente. O resultado da interação de todos esses fatores após o nascimento é expresso pelo comportamento motor, indicando sua importância no desenvolvimento do ser humano. O objetivo deste estudo foi obter evidências da validade de constructo e da consistência interna da Bateria Psicomotora para crianças em fase do ensino escolar fundamental numa amostra brasileira. A amostra foi composta por 100 participantes, de ambos os gêneros, idade entre 8 a 12 anos, sendo GI como grupo referência, com 50 sujeitos, ambos os sexos, matriculados no ensino regular, e GII, como grupo comparativo, composto por 50 participantes com diagnóstico de fissura labiopalatina, sem síndrome e alteração neurológica. No processo de validação do instrumento, houve ajustes quanto aos vernáculos do português brasileiro, referentes às traduções idiomáticas e semânticas, assim como nos enunciados instrucionais das provas do instrumento. Na comparação entre GI e GII, encontrou-se diferença estatisticamente significante na praxia global, com escores abaixo da média esperada. No entanto, ambos os grupos tiveram performances satisfatórias quanto à tonicidade, equilíbrio, lateralidade, noção e estruturação. Este estudo descreveu aspectos do processo de realização da validade de constructo e consistência interna, procedimentos considerados por pesquisadores e profissionais da área de saúde, preocupados em utilizarem medidas e instrumentos confiáveis e apropriados para determinada população. / The motor development is organized from the beginning of the conception, having followed the principles of motor, affective-social and cognitive the domain, that gradual go if differentiating. The result of the interaction of all these factors after the birth is express for the motor behavior, indicating its importance in the development of the human being. The objective of this study was to get evidences of the validity of construct and the internal consistency of the Psychomotor Battery for children in phase of basic pertaining to school education in a Brazilian sample. The sample was composed for 100 participants, of both the sorts, age enters 8 12 years, being GI as group reference, with 50 citizens, both the sex, registered regular education, and GII, as comparative, composed group for 50 participants with diagnosis of cleft palate fiction, without syndrome and neurological alteration. In the process of validation of the instrument, it had adjustments how much to the vernaculars of the Brazilian Portuguese, referring to the idiomatic and semantic translations, as well as in the instructional statements of the tests of the instrument. In the comparison between GI and GII, significant difference in the gross praxis met statistical, with props up below of the waited average. However, both the groups had had satisfactory performances how much to the equilibrium, lateralization, body perception, gross and fine praxis, tonus and time-space orientation. This study it described aspects of the process of accomplishment of the validity of construct and internal consistency, procedures considered for researchers and professionals of the health area, worried in using measured and trustworthy and appropriate instruments for determined population.

文剑冰. / 论文(哲学博士)--香港中文大学, 2003. / 参考文献 (p. 138-147). / 中英文摘要. / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Mode of access: World Wide Web. / Wen Jianbing. / Zhong Ying wen zhai yao. / Lun wen (zhe xue bo shi)--Xianggang Zhong wen da xue, 2003. / Can kao wen xian (p. 138-147).

Historically, vocational subjects have been a part of the Australian school curricula for 200 years. In early school curriculum the vocational aspect was considered to be related to the acquisition of manual skills such as domestic science or woodwork, rather than careers. From the 1950s to mid 1980s, vocational education, focused specifically on career and job training, was the responsibility of the technical colleges, which had been established to develop these skills. The concept of high schools targeting identified skills for the future work force, and hence becoming involved in the vocational skill development of youth, developed in the mid 1980s in Australia. Industry influence on governments to make educational decisions based on economic initiatives has increased over this time.Major growth has occurred in Vocational Education and Training (VET) in schools, with student participation rates in vocational education trebling in the past six (6) years (House of Representatives Standing Committee on Education and Training, 2004). This increase is predicted to continue as VET qualifications and the process of accreditation is improved and becomes increasingly user-friendly (Polesel, 2004). The focus on vocational education and industry needs is recognised as an economic necessity for Australia. Schools and teachers, however, need to balance the demands of industry and government with the holistic educational needs of the youth they are entrusted to teach.The school curriculum currently offers a broad range of subject choices that provide for diverse student needs. However the rapid growth of vocational education in schools has impeded effective reflective practices of current vocational programs. Vocational education is experiencing a boom due to the increasing popularity of vocational subjects. The planning and implementation of the diverse subject offerings at school level is often a response to immediate needs rather than in-depth analysis and evaluation. For this reason, it is timely for a critical analysis of the current Hospitality programs in schools to ensure currency and relevancy of content and implementation.The project was localised to one school to enable an extensive and thorough analysis of the Hospitality program. Marymount College is a co-educational Catholic College of approximately 1050 students. Located in the Gold Coast suburb of Burleigh, Marymount College offers a wide range of VET subjects ranging across the five (5) industry areas of Information Technology, Business, Marine Science, Industrial Skills and Hospitality & Tourism.The aim of the analysis will be to suggest what measures need to be implemented in the programs at Marymount College, Gold Coast, Burleigh, Australia, to ensure best practice in Hospitality vocational education. These measures can be constructively applied to other Queensland schools currently delivering vocational education and Hospitality, or to those schools considering introducing subjects associated with Hospitality.

This thesis emerged from the author’s quest to increase her personal and professional effectiveness, to become more congruent, and to be a better person in the world. The thesis discusses how to move from Argyris and Schon’s behavioural model 1 (seeking answers externally, blaming others, avoiding responsibility, controlling behaviour and the belief that there is one right way) to model 2 (seeking answers from within, accepting responsibility, living in a state of flow, surprise and emergent possibilities, looking at the world in multiple ways and collaborating with others). Drawing from her own experiences and interactions with others, the author explores issues such as how people learn the qualities that enable them to be better people; what experiences have enabled people to move toward model 2; what happens when a group, especially within an organisation, moves toward model 2 and how does this happen; and how can conditions be created to enable individuals or groups to move toward model 2. / Master of Science (Hons)

This study investigates the uniqueness and importance of the Australian National Competency Committee (ANCI) competencies to nurses and other health professionals. Very few Australian studies (Battersby, 1994; Hearn, Smith, Southerly & Close, 1995) have addressed this issue. Although there is widespread confusion of the term "competency", professional bodies regard competency standards as a process for supporting the integrity and control of their respective professions. The problem is that there is confusion across the health professions about competencies and their agenda. ANCI suggest that the nursing competencies reflect unique characteristics of nursing as well as those common with other professions. However, competencies that are unique to nursing have not been identified. ANCI have also not identified how competencies can enhance the development of nursing as a profession. The identification of differences in perceptions of uniqueness and importance of the ANCI competencies within nursing and across health professional groups may contribute to the debate on what is needed to achieve competence and those factors that may influence nursing autonomy, education, and future professional development. This study is important to assist in the identification of nursing as a profession in its own right. It will assist the arguments for and against economic reform in professional education courses and transfer of skills and competence across professions. This study compares the perceptions of nurses, physiotherapists, speech pathologists, and occupational therapists about the uniqueness and importance of the ANCI competencies to their professions. Participants completed a questionnaire that listed the ANCI competencies. They were asked to rate each competency first on uniqueness to their profession, and second, on importance to their profession. Two surveys were conducted; one in 1997 and the second in 2000. Surveys examined any change in perception over time by different cohort groups. The study takes a quantitative approach to data collection and analysis. Inferential analysis determined statistically significant differences and similarities of the four participating health professional groups. The differences are examined in relation to the characteristics that define a profession and implications for nursing are examined in relation to research, autonomy, and patient advocacy within an evidence-based practice framework. Eight hundred and thirty-one of questionnaires distributed were used in this study. The results showed that nursing emerged as significantly different to the other three health professions on perception of uniqueness of the competencies. Nineteen of the sixty-five competencies were perceived by nurses to be more unique to the nursing profession. This perception of uniqueness was found across all the four domains of the ANCI competencies. Although ANCI (2000) claimed that the competencies reflect the unique characteristics of nursing these characteristics have not previously been identified. This finding provides some support for the claim made by ANCI by identifying those competencies nurses perceive as more unique. The study findings showed also that the four participating health professions rated the ANCI competencies as important. However, there was a significant difference between nurses and the other three professional groups on the ratings of importance of the competencies of professional and ethical practice. The study found that nurses rated the competencies of this domain as more important than the other three professions rated these competencies. The findings indicate that the rank orders of importance of the competencies are different across the four professions. This reflects and indicates the different priorities and work roles of each of the four professional groups. It is interesting as well as being of concern to nursing that the participating nurses ranked research and management of care as being the least important of all of the competencies. This finding may help to explain why nursing research has been slow to develop in spite of changes to nursing education. Nurses have a subordinate past and are often described as doers rather than thinkers. It appears that this may not have changed. Current practice also reflects a dependency on other health professions such as the medical profession (Adamson & Harris, 1996). Finally, the study found that there was no change in nurses' perceptions of uniqueness over time. However, there was a slight increase in the nurses' ratings of importance of Critical Thinking and Analysis. There were no statistical significant differences for age, gender, year of graduation, state of residence, and employment status. The discussion chapter commences with an outline of the perceived importance of the competencies across the different health professions. Discussion compares the findings and methods of two important Australian studies of competencies (Battersby, 1994; Hearn et al. 1995, 1996) to this study. Discussion examines professionalism and identifies areas where nursing's perceptions of the competencies meet the criteria of a profession and where the four health professions have similar and different perspectives and qualities. Six characteristics of a profession that are discussed in relation to the perceptions of the ANCI competencies are: high intellectual functioning, special body of knowledge, responsibility and accountability, code of ethics, autonomy, and collegiality. The third part of the discussion highlights the implications of this studies' findings in relation to ANCI competencies as an evaluation tool, the empowerment of nurses, generic courses, scope of nursing, professional development, and curriculum development. The thesis concludes by arguing that 1) The ANCI competencies have the potential to increase the professionalism of nursing; 2) Nurses value accountability and responsibility, the code of ethics, and collegiality; 3) Nurses appear uncomfortable with the concept of autonomy; 4) Nurses undervalue high intellectual functioning and the importance of a body of knowledge; and 5) Perceptions are influenced by the context of competencies. The final chapter highlights a number of recommendations for nursing practice that include the need for further investigation of the uniqueness of the ANCI competencies. It is argued that there is a need for a number of changes to the ANCI competency list as well as a greater emphasis on research and management of care and support for discipline specific courses.It is apparent from the findings of this study that nursing education and clinical practice would benefit from the placement of more emphasis on the importance of research. Furthermore, nurses need to take better responsibility for pursing opportunities and funding for research and practice management. It is concluded that nursing research will increase the body of knowledge for the profession and will also increase professional autonomy with an outcome of better client care. Nurses need encouragement from administrators and educators to value management of care and the nursing process, as this will also encourage independence and quality of care provision. It is argued that commonalities in the perception of uniqueness and importance of competencies are not grounds for politicians to suggest the implementation of generic health professional courses. The commonality of the competencies being important to all four professions can be attributed to the complex nature of nursing practice, which captures aspects of other health professional roles and many of the competencies contribute to the characteristics that define a profession. There are differences in the rankings that can be attributed to the nature of knowledge, context, and priorities of the different professions. Each profession has its own governing body that ensures its members obtain an acceptable standard of professional competence and education. It has, and always will be, the responsibility of the profession to shape the service it provides (Pyne, 1998). This study highlights nurses' perceptions of competencies. The recognition of these perceptions could be used to guide nursing's strive toward autonomy, professional development, and recognition as a profession in its own right.