The quest for a better way to learn and teach programming, in particular object-oriented programming, is a challenge that continues to intrigue computer science educators. Even after decades of research in learning to program, educators still search for the optimal instructional approach that will solve the `learning to program effectively' problem among introductory programming students. The aim of this study was to gain insight into, and to suggest possible explanations for, the "qualitatively different ways" in which students experience learning to program using an object-oriented programming language, and to recommend teaching and learning strategies as a result of the outcomes of the research. In order to achieve these aims, a combination of phenomenographic research methods and elements of activity theory have been employed to gain an in depth understanding of pre- and in-service teachers' learning experiences. The categories of description for the phenomenon, learning to program and the influence of the learning context have been analysed and described in detail. It is argued that understanding learning to program using Java, in order to teach programming involves more than understanding learning to program as it is normally taught in university programming courses. In addition to object-oriented concepts such as message passing, inheritance, polymorphism, delegation and overriding, it entails understanding how learning to program is reflected in the goals of instruction and in different instructional practices. Knowledge of learning to program must also be linked to knowledge of students' thinking, so that teachers have conceptions of typical trajectories of student learning, and can use this knowledge to recognize landmarks of understanding in individuals. The findings suggest relationships among students' affective appraisals of the value of learning to program, their conceptions of learning to program, their approaches to learning it, their evaluations of their performance in tests and examinations and outcomes of their actions. The relationships emerged from student descriptions of their actions and the way in which different aspects of their learning and outcomes related to one another were qualitatively described and in some cases, quantified. In particular, the tensions between prior programming knowledge of a procedural language and current learning of an object-oriented language have emerged in the study. This has implications for teaching, as this study was set against the backdrop of the change in programming language in high schools, from a procedural to an object-oriented language. / Mathematical Sciences / PhD (Maths, Science and Technology Education)

The Diploma thesis concerns with an issue of school attendance postponement. The theoretical part focuses on the issue of school maturity and readiness and analyses the period of child transition from a kindergarten to a primary school and the relatively high percentage of school attendance postponement. The practical part was carried out in form of a survey with three groups of respondents - parents, kindergarten teachers and primary school teachers. The aim of this part was to assess the position of parental public toward the school attendance postponement and possible children's preparation for future entry into the compulsory education. In case of the pedagogical public the central theme was a comparison of the kindergarten and primary school teachers' positions on the identical topic associated with a comparison of the most common reasons given in connection with school attendance postponement. This part was completed with a child case report of two preschool children for who the issue of granting the school attendance postponement was very current. The research carried out suggests that all groups of respondents agree with the compulsory school attendance postponement but only under the assumption that this postponement is justified. Otherwise, their positions were not as unambiguous. The...

Bibliography: leaves 268-317 / The challenge of accessing affordable healthcare services in the developing countries prompted the promotion of community-based health insurance (CBHI) as an effective alternative. CBHI has been implemented in many countries of the South over the last three decades for the purpose of improving access and attaining universal health coverage. However, the sudden stoppage of a CBHI programme in rural Nigeria raised a lot of concerns about the suitability of the health financing scheme. Thus, this thesis examines the stoppage of the CBHI programme in rural Kwara, Nigeria. Premised on the health policy triangle as a conceptual framework, mixed methods approach was adopted for data collection. This involved 12 focus group discussions, 22 in-depth interviews, 32 key informant interviews and 1,583 questionaires. The study participants were community members, community leaders, healthcare providers, policymakers, international partner, health maintenance organisation officials and a researcher. Findings revealed that transnational actors relied on various resources (e.g. fund and ‘expertise’) and formed alliances with local actors to drive the introduction of the programme. As such, the design and implementation of the policy were dominated by international actors. Despite the sustainability challenges faced by the programme, the study found that it benefitted some of the enrolled community members. Though, even at the subsidised amount, enrolment premium was still a challenge for many. The main reasons for the stoppage of the programme are a paucity of fund and poor management. The stoppage of the programme, however, signified a point of reversal in the relative achievements recorded by the CBHI scheme because community members have deserted the healthcare facilities due to high costs of care. In view of these, the thesis notes that short-term policies often lead to temporary outcomes and suggests the need to repurpose the role of the state by introducing a long-term comprehensive healthcare policy – based on the reality of the nation – to provide equitable healthcare services for the citizenry irrespective of their capacity to pay. / Sociology / D. Phil. (Sociology)

Literature indicates that inclusion of deaf children in mainstream schools is a complex process and that it has eluded many deaf practitioners and education systems for a very long time. New research is, however, pointing to the potential for sign bilingual education as a viable strategy for improving inclusivity of deaf children in mainstream settings. The purpose of the current study was, therefore, to interrogate how sign bilingual education was used as a strategy for inclusion of deaf children in Zimbabwe. The study was premised on Cummins Linguistic Interdependence theory and adopted the mixed methods paradigm which is informed by the philosophy of pragmatism. The sequential explanatory design was utilized and participants were selected using random sampling for the quantitative phase and purposive sampling for the qualitative phase. Questionnaires, face-to-face and focus group interviews (FGIs) were used to elicit data from participants. These data were presented on SPSS generated graphs and analysed using frequency counts, percentages and inferential statistics based on the analysis of Spearman’s Rank Order Correlation Coefficient at 5% level of significance (p=0.005). Consequently, qualitative data were presented as summaries and direct quotes and analysed using thematic and content analyses. The results revealed that the conception, hence the practice of sign bilingual was limited and had challenges, but that it had the greatest potential benefits for inclusion of deaf children in mainstream schools in Zimbabwe. On these bases, the study recommended training of teachers and parents as well as staff development of the teachers and school administrators. The study also recommended adoption of best practices such as early exposure, co-teaching, co-enrolment, multi-stakeholder participation, turning special schools into resource centers for sign bilingual education and inclusion and embracing ICT. A further recommendation pointed to review of policy in line with best practices. Ultimately, the study proposed a framework for sign bilingual education as a strategy for inclusion of deaf children in mainstream schools in Zimbabwe. / Inclusive Education / Ph. D. (Inclusive Education)

Rationalisation and redeployment of educators in South Africa negatively affects teaching and learning in schools. The purpose of this study was to explore the experiences of educators and stakeholders on rationalisation and redeployment as a policy. The study was conducted in schools of the Mopani district in Limpopo Province. Limpopo schools experience redeployment every year as the learner enrolment fluctuates. This increase or decrease of learner enrolment causes compulsory transfer of educators from the school with low enrolment to the school with greater enrolment. A legal framework, social justice and transformational leadership theory underpinned this study. The study used a qualitative research framework and methodology located within the constructivist paradigm to explore the experiences of educators and stakeholders on rationalisation and redeployment as a policy. This qualitative study employed a case study design, the case being redeployment of educators. Principals, educators, secretaries of school governing bodies, union members and circuit managers were selected as stakeholders to participate in the study. Semi-structured, face-to-face interviews were conducted with principals, secretaries of governing bodies, union members and circuit managers. Two focus groups with educators, who were once redeployed, were used, one from a primary school and the other from a secondary school. Observations and document analysis were also used in this study for triangulation. Data were coded and analysed through qualitative content analysis. The study found that rationalisation and redeployment affect the morale of educators It was also revealed that principals use the process for their personal advancement. Again, rationalisation and redeployment hinder the school performance as it takes place in the middle of the year. This study recommended that rationalisation and redeployment be done once within a three-year cycle. It was also recommended that redeployed educators should be counselled to boost their low morale. / Educational Management and Leadership / Ph. D. (Education Leadership and Management)