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Gedeelde ervaringe van orkeslede in die Con Amoré–orkes : ʼn fenomenologiese benadering / Leonora HumanHuman, Leonora January 2015 (has links)
Hierdie transendentale fenomenologiese studie beskryf die betekenis wat die Con Amoré-orkeslede uit hul gedeelde ervaringe put. Die orkes is gevestig by Hoërskool Drie Riviere in Vereeniging en bestaan uit een-en-dertig graad ses tot twaalf leerders woonagtig in die Vaaldriehoek. Die filosofiese wêreldbeskouing van hierdie skripsie is interpretivisties en die doel daarvan is om die gedeelde ervaringe van die orkeslede te beskryf, te verstaan en te interpreteer. Daar is ‟n deeglike literatuurstudie gedoen om die agtergrond van die studie te skets. Dit is ‟n kwalitatiewe studie waardeur data versamel is deur oop-einde onderhoude met die orkeslede te voer. Daarna is die getranskribreede onderhoude deur die navorser op die rekenaarprogram ATLAS.ti 7 ingevoer. Deur die aanhalings uit die onderhoude te kodeer en die kodes te kategoriseer het die volgende ses temas na vore gekom, naamlik omgee, betekenisvolheid, persoonlike ontwikkeling asook ontwikkeling van vaardighede, negatiewe ervaringe, dissipline en genot. Die implikasie van die studie is dat dirigente, orkesbestuurders en onderwysers wat jeugorkeste en ensembles afrig kan baat vind by die navorsing en dat dit kan bydra tot die sukses van die groep. My aanbevelings vir verdere studie is dat ‟n soortgelyke fenomenologiese studie gedoen kan word van die ervaringe van orkeslede in professionele orkeste, die ervaringe van musiekonderwysers wat musiek as vak vir grade tien tot twaalf aanbied, asook die ervaringe van leerders wat musiek as een van hul vakke neem. / MA(Musicology), North-West University, Potchefstroom Campus, 2015
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Gedeelde ervaringe van orkeslede in die Con Amoré–orkes : ʼn fenomenologiese benadering / Leonora HumanHuman, Leonora January 2015 (has links)
Hierdie transendentale fenomenologiese studie beskryf die betekenis wat die Con Amoré-orkeslede uit hul gedeelde ervaringe put. Die orkes is gevestig by Hoërskool Drie Riviere in Vereeniging en bestaan uit een-en-dertig graad ses tot twaalf leerders woonagtig in die Vaaldriehoek. Die filosofiese wêreldbeskouing van hierdie skripsie is interpretivisties en die doel daarvan is om die gedeelde ervaringe van die orkeslede te beskryf, te verstaan en te interpreteer. Daar is ‟n deeglike literatuurstudie gedoen om die agtergrond van die studie te skets. Dit is ‟n kwalitatiewe studie waardeur data versamel is deur oop-einde onderhoude met die orkeslede te voer. Daarna is die getranskribreede onderhoude deur die navorser op die rekenaarprogram ATLAS.ti 7 ingevoer. Deur die aanhalings uit die onderhoude te kodeer en die kodes te kategoriseer het die volgende ses temas na vore gekom, naamlik omgee, betekenisvolheid, persoonlike ontwikkeling asook ontwikkeling van vaardighede, negatiewe ervaringe, dissipline en genot. Die implikasie van die studie is dat dirigente, orkesbestuurders en onderwysers wat jeugorkeste en ensembles afrig kan baat vind by die navorsing en dat dit kan bydra tot die sukses van die groep. My aanbevelings vir verdere studie is dat ‟n soortgelyke fenomenologiese studie gedoen kan word van die ervaringe van orkeslede in professionele orkeste, die ervaringe van musiekonderwysers wat musiek as vak vir grade tien tot twaalf aanbied, asook die ervaringe van leerders wat musiek as een van hul vakke neem. / MA(Musicology), North-West University, Potchefstroom Campus, 2015
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Young adults' experiences of their relationships with familialy-related older people / Ursula NagelNagel, Ursula January 2014 (has links)
Intergenerational relationships can be defined as interactions between members of different generations. There are two different groups of intergenerational relationships, historical and familial. The familial relationship consists of members who are familially related, while historical generations can be viewed as a cohort, or a group of people who have experienced similar historical events, because they are the same age or have lived through the same historical period. Most research in South Africa has focused on intergenerational relationships among African families. Research into these families highlights the role of grandparents as people with wisdom, life experience and the educative relationship they have with their grandchildren. Grandchildren, on the other hand, have to take care of their grandparents and respect them as older people. Members of the different generations provide social support, despite the fact that they are not familially-related. The norms that guided the interactions between these two generations provide individuals with a sense of continuity and stability.
Social theories regarding intergenerational relationships are: the solidarity model, the solidarity and conflict model, and ambivalence. Current theories from the psychological perspective are: intergenerational intelligence and self-interactional group theory (SIGT). Little research has been conducted into intergenerational relationships among white familial generations in South Africa even though the phenomenon has been widely researched internationally. In order to establish the nature of the intergenerational relationship, young adults’ lived experiences of their relationships with older people was the focus of this research. This focus has been motivated by the fact that young adults and older people can benefit from effective intergenerational relationships; young adults provide a source of physical and emotional care for older people, where the older person in turn provide a source of affirmation and shared experience for young adults. This research is further motivated by the fact that it cannot be assumed that white generations in South Africa are necessarily following international trends.
The study was conducted at the North-West University, at Potchefstroom in South Africa. Psychology Honours students were purposively selected to participate because of their age group as young adults, and their knowledge of human behaviour. It was thought that their description of their relational experiences would be of particular interest. Nineteen young adults (eighteen women and one man) aged 21 to 30 formed part of the study. Ethical approval for the research was obtained from North-West University. The participants gave informed consent that their participation was voluntary, and that they had been made aware that they could withdraw from the study at any time for whatever reason without any negative consequences. They were provided with the materials of the Mmogo-method®, which consist of clay, straws and colourful beads, and were invited to make a visual representation of their relationship with a person older than 60 years. When all the participants had completed their visual presentations, the researcher asked what each had made and why they had made it. An informal group discussion was conducted after each participant had told the others what they had made. During the discussion participants shared their subjective view of their experiences of their relationship with older people. The researcher employed visual data analysis and discourse analysis to analyse the data. Different guidelines were applied to ensure the trustworthiness of the research process and the findings.
The results revealed that young adults experienced four types of relationships, which are presented as typologies. The two axes which describe the four types of relationships are: intimacy (physical and emotional) or distance and empathy or judgemental. The four types of intergenerational relationships that emerged from the combination of the different axes were: effective, normative-guided, ineffective, and double-bind. These findings can be used to develop programmes and interventions to promote intergenerational relationships. They also provide an opportunity for cross-cultural and international data to be compared with the four different relationship types. / MA (Clinical Psychology), North-West University, Potchefstroom Campus, 2014
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Young adults' experiences of their relationships with familialy-related older people / Ursula NagelNagel, Ursula January 2014 (has links)
Intergenerational relationships can be defined as interactions between members of different generations. There are two different groups of intergenerational relationships, historical and familial. The familial relationship consists of members who are familially related, while historical generations can be viewed as a cohort, or a group of people who have experienced similar historical events, because they are the same age or have lived through the same historical period. Most research in South Africa has focused on intergenerational relationships among African families. Research into these families highlights the role of grandparents as people with wisdom, life experience and the educative relationship they have with their grandchildren. Grandchildren, on the other hand, have to take care of their grandparents and respect them as older people. Members of the different generations provide social support, despite the fact that they are not familially-related. The norms that guided the interactions between these two generations provide individuals with a sense of continuity and stability.
Social theories regarding intergenerational relationships are: the solidarity model, the solidarity and conflict model, and ambivalence. Current theories from the psychological perspective are: intergenerational intelligence and self-interactional group theory (SIGT). Little research has been conducted into intergenerational relationships among white familial generations in South Africa even though the phenomenon has been widely researched internationally. In order to establish the nature of the intergenerational relationship, young adults’ lived experiences of their relationships with older people was the focus of this research. This focus has been motivated by the fact that young adults and older people can benefit from effective intergenerational relationships; young adults provide a source of physical and emotional care for older people, where the older person in turn provide a source of affirmation and shared experience for young adults. This research is further motivated by the fact that it cannot be assumed that white generations in South Africa are necessarily following international trends.
The study was conducted at the North-West University, at Potchefstroom in South Africa. Psychology Honours students were purposively selected to participate because of their age group as young adults, and their knowledge of human behaviour. It was thought that their description of their relational experiences would be of particular interest. Nineteen young adults (eighteen women and one man) aged 21 to 30 formed part of the study. Ethical approval for the research was obtained from North-West University. The participants gave informed consent that their participation was voluntary, and that they had been made aware that they could withdraw from the study at any time for whatever reason without any negative consequences. They were provided with the materials of the Mmogo-method®, which consist of clay, straws and colourful beads, and were invited to make a visual representation of their relationship with a person older than 60 years. When all the participants had completed their visual presentations, the researcher asked what each had made and why they had made it. An informal group discussion was conducted after each participant had told the others what they had made. During the discussion participants shared their subjective view of their experiences of their relationship with older people. The researcher employed visual data analysis and discourse analysis to analyse the data. Different guidelines were applied to ensure the trustworthiness of the research process and the findings.
The results revealed that young adults experienced four types of relationships, which are presented as typologies. The two axes which describe the four types of relationships are: intimacy (physical and emotional) or distance and empathy or judgemental. The four types of intergenerational relationships that emerged from the combination of the different axes were: effective, normative-guided, ineffective, and double-bind. These findings can be used to develop programmes and interventions to promote intergenerational relationships. They also provide an opportunity for cross-cultural and international data to be compared with the four different relationship types. / MA (Clinical Psychology), North-West University, Potchefstroom Campus, 2014
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Exploring the sense of belonging of Setswana–speaking older women in Ikageng who were forcibly relocated during apartheid / Kolobe P.C.Kolobe, Patricia Stockie January 2011 (has links)
The social displacement enforced by the South African Group Areas Act between
1954 and 1955 was understandably experienced as a destructive process with physical and
emotional consequences arising from various types of losses, separation and feelings of
helplessness. Although the forced removals affected all the people in the community - also in
later years and generations, it seems as if older people are affected the more as they still
remember the losses they experienced when they were removed from their homes and their
communities, when their heritage and their culture were displaced. The sense of belonging
being experienced by older people, who were subjected to these forceful removals, is
therefore unclear. In this study the sense of belonging is defined as the effective participation,
involvement, contribution and emersion of people when relating to their social, physical,
spiritual, emotional and cultural places. In this study older (aged 60 and above) Setswana
speaking residents of Ikageng, a community just outside Potchefstroom in the North West
Province, South Africa, who were also forcibly relocated from Kloppersville to Ikageng, 10
kilometers away from Kloppersville, were asked to identify places that are important to them
in Ikageng and to describe the meanings they attach to these places. In the research, no one
identified any places of importance in Ikageng, instead throughout the research they kept on
referring to their lives in Kloppersville, their former place of residence, the place where they
were forcibly removed from – giving purpose and direction to this study and leading to the
question: What are the experiences related to the sense of belonging of Setswana speaking older women who were forcibly relocated during Apartheid in South Africa? The older
persons’ experiences of their sense of belonging in the place where they were forcibly
relocated to must be understood in relation to the past.
A qualitative research approach was used and a narrative research design followed.
Two sets of data were gathered and are reported on in this article that focuses on the
narrations of 11 older Tswana people from the Day Care Centre for the Aged in Ikageng.
Narrative data collection and analysis, as well as a variety of qualitative research methods
and media, were used to collect data. These include: focus group discussions, the Mmogo–
MethodTM, videos, audio, photographs and observational notes. The thematic analysis of
textual data, narrative–oriented inquiry as well as visual data, established trustworthiness of
this research through crystallization.
By drawing on the deeper symbolic meaning derived through the use of the MmogomethodTM,
the study has revealed that the sense of belonging is a relational phenomenon that
cannot be understood in absence of the different relational environments. In an African
culture the relationship with the current environment resonates with the effects that historical
processes, structural abuses, discrimination, racism and devaluation had on individuals whose
lives have been uprooted. This study has shown that the older women have a micro–organic
relational sense of belonging to the place of relocation and not to the whole context and other
relational environments and that they revealed more sense of belonging towards the place
where they were relocated from. / Thesis (M.A. (Research Psychology))--North-West University, Potchefstroom Campus, 2012.
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Exploring the sense of belonging of Setswana–speaking older women in Ikageng who were forcibly relocated during apartheid / Kolobe P.C.Kolobe, Patricia Stockie January 2011 (has links)
The social displacement enforced by the South African Group Areas Act between
1954 and 1955 was understandably experienced as a destructive process with physical and
emotional consequences arising from various types of losses, separation and feelings of
helplessness. Although the forced removals affected all the people in the community - also in
later years and generations, it seems as if older people are affected the more as they still
remember the losses they experienced when they were removed from their homes and their
communities, when their heritage and their culture were displaced. The sense of belonging
being experienced by older people, who were subjected to these forceful removals, is
therefore unclear. In this study the sense of belonging is defined as the effective participation,
involvement, contribution and emersion of people when relating to their social, physical,
spiritual, emotional and cultural places. In this study older (aged 60 and above) Setswana
speaking residents of Ikageng, a community just outside Potchefstroom in the North West
Province, South Africa, who were also forcibly relocated from Kloppersville to Ikageng, 10
kilometers away from Kloppersville, were asked to identify places that are important to them
in Ikageng and to describe the meanings they attach to these places. In the research, no one
identified any places of importance in Ikageng, instead throughout the research they kept on
referring to their lives in Kloppersville, their former place of residence, the place where they
were forcibly removed from – giving purpose and direction to this study and leading to the
question: What are the experiences related to the sense of belonging of Setswana speaking older women who were forcibly relocated during Apartheid in South Africa? The older
persons’ experiences of their sense of belonging in the place where they were forcibly
relocated to must be understood in relation to the past.
A qualitative research approach was used and a narrative research design followed.
Two sets of data were gathered and are reported on in this article that focuses on the
narrations of 11 older Tswana people from the Day Care Centre for the Aged in Ikageng.
Narrative data collection and analysis, as well as a variety of qualitative research methods
and media, were used to collect data. These include: focus group discussions, the Mmogo–
MethodTM, videos, audio, photographs and observational notes. The thematic analysis of
textual data, narrative–oriented inquiry as well as visual data, established trustworthiness of
this research through crystallization.
By drawing on the deeper symbolic meaning derived through the use of the MmogomethodTM,
the study has revealed that the sense of belonging is a relational phenomenon that
cannot be understood in absence of the different relational environments. In an African
culture the relationship with the current environment resonates with the effects that historical
processes, structural abuses, discrimination, racism and devaluation had on individuals whose
lives have been uprooted. This study has shown that the older women have a micro–organic
relational sense of belonging to the place of relocation and not to the whole context and other
relational environments and that they revealed more sense of belonging towards the place
where they were relocated from. / Thesis (M.A. (Research Psychology))--North-West University, Potchefstroom Campus, 2012.
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Exploring the authenticity of the tourist experience in culture heritage tourism in South Africa / Milena IvanovicIvanovic, Milena January 2011 (has links)
The research question addressed by this dissertation is: How is the tourist experience
formed and what constitutes the authenticity of the tourist experience for two market
segments (motivated and not motivated by learning) of tourists visiting (political) cultural
heritage sites in South Africa. The study explores the correlation between three types of
authenticity, namely objective, constructed and existential on two independent tourist
samples, motivated and not motivated by learning.
This research was initiated for three reasons. The first reason forms part of the research
problem; South African cultural experiences received the lowest ratings from the
international tourists despite the fact that culture and heritage play a role in reimaging
South Africa from Big 5 destination into ‘It’s possible’ and ‘Leave ordinary behind’. It was
suspected that not all types of cultural heritage products justify such a low ratings,
especially not the political cultural heritage sites South Africa is famous for. The second
reason emerged from the academic literature on authenticity theories and calls from the
influential group of postmodernist scholars to declare the objective authenticity obsolete
and replace it with the existential authenticity. The argument that; the hyperreal nature of
the postmodern experience and its detachment from reality makes the authenticity of the
site redundant, seemed inapt for cultural heritage sites exclusively dependent on their
historical and authentic values. The third reason was the inability of the postmodern
paradigm to explain the new tourism phenomenon driven by the tourists search for selfdevelopment
through authentic experiences. The new emerging paradigm, transmodernity
seemed to offer better theoretical framework in explaining the omnivorouessness of
tourists’ consumption and the authentic nature of tourist experiences.
The correlational character of the research question required a descriptive correlational
design and quantitative methodology. The selected research instrument for primary data
collection is a self–administered questionnaire. The sampling strategy is a non–probability
sampling, and the sampling method is a convenience or accidental sample. The data was
collected from November 2010 to February 2011 at the Constitutional Hill National
Heritage Site in Johannesburg. The final sample (436) consists of 254 foreign and 182
domestic tourists.
The questionnaire was designed to identify the variables pertinent to each type of
authenticity of tourists experience and of the resultant tourist experience. The data
analysis provided very interesting results. Firstly, the results of crosstabulation proved that
more than half (56%) of the tourists expressed strong agreement that the Constitution Hill
provided them with authentic experience, hence a proof that political heritage sites are not
responsible for the overall low experiential ratings of the country’s culture and heritage.
Secondly, the results of the Spearman’s correlation coefficient proved that objective
authenticity as an independent variable have strong positive correlation with constructed
and existential authenticity hence a proof that objective authenticity cannot be declared
obsolete and replaced with existential authenticity. Finally, the results of the t–test proved
that motivation for learning and place of birth do not play an important role in how tourist
evaluate and experience the authenticity of the site pointing to the omnivorous nature of
tourist consumption. In line with the transmodern paradigm, motivation for learning plays a
critical role in triggering the transformative, authentic experience distinctive of the
existential authenticity. The results of the study also showed that 32% of tourists are in
fact the purposeful, New Age, transmodern Cultural Creatives. Proposed theoretical
model of authenticity of tourists experience presents a theoretical platform for future
research studies. / Thesis (M.A. (Tourism))--North-West University, Potchefstroom Campus, 2012.
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Exploring the authenticity of the tourist experience in culture heritage tourism in South Africa / Milena IvanovicIvanovic, Milena January 2011 (has links)
The research question addressed by this dissertation is: How is the tourist experience
formed and what constitutes the authenticity of the tourist experience for two market
segments (motivated and not motivated by learning) of tourists visiting (political) cultural
heritage sites in South Africa. The study explores the correlation between three types of
authenticity, namely objective, constructed and existential on two independent tourist
samples, motivated and not motivated by learning.
This research was initiated for three reasons. The first reason forms part of the research
problem; South African cultural experiences received the lowest ratings from the
international tourists despite the fact that culture and heritage play a role in reimaging
South Africa from Big 5 destination into ‘It’s possible’ and ‘Leave ordinary behind’. It was
suspected that not all types of cultural heritage products justify such a low ratings,
especially not the political cultural heritage sites South Africa is famous for. The second
reason emerged from the academic literature on authenticity theories and calls from the
influential group of postmodernist scholars to declare the objective authenticity obsolete
and replace it with the existential authenticity. The argument that; the hyperreal nature of
the postmodern experience and its detachment from reality makes the authenticity of the
site redundant, seemed inapt for cultural heritage sites exclusively dependent on their
historical and authentic values. The third reason was the inability of the postmodern
paradigm to explain the new tourism phenomenon driven by the tourists search for selfdevelopment
through authentic experiences. The new emerging paradigm, transmodernity
seemed to offer better theoretical framework in explaining the omnivorouessness of
tourists’ consumption and the authentic nature of tourist experiences.
The correlational character of the research question required a descriptive correlational
design and quantitative methodology. The selected research instrument for primary data
collection is a self–administered questionnaire. The sampling strategy is a non–probability
sampling, and the sampling method is a convenience or accidental sample. The data was
collected from November 2010 to February 2011 at the Constitutional Hill National
Heritage Site in Johannesburg. The final sample (436) consists of 254 foreign and 182
domestic tourists.
The questionnaire was designed to identify the variables pertinent to each type of
authenticity of tourists experience and of the resultant tourist experience. The data
analysis provided very interesting results. Firstly, the results of crosstabulation proved that
more than half (56%) of the tourists expressed strong agreement that the Constitution Hill
provided them with authentic experience, hence a proof that political heritage sites are not
responsible for the overall low experiential ratings of the country’s culture and heritage.
Secondly, the results of the Spearman’s correlation coefficient proved that objective
authenticity as an independent variable have strong positive correlation with constructed
and existential authenticity hence a proof that objective authenticity cannot be declared
obsolete and replaced with existential authenticity. Finally, the results of the t–test proved
that motivation for learning and place of birth do not play an important role in how tourist
evaluate and experience the authenticity of the site pointing to the omnivorous nature of
tourist consumption. In line with the transmodern paradigm, motivation for learning plays a
critical role in triggering the transformative, authentic experience distinctive of the
existential authenticity. The results of the study also showed that 32% of tourists are in
fact the purposeful, New Age, transmodern Cultural Creatives. Proposed theoretical
model of authenticity of tourists experience presents a theoretical platform for future
research studies. / Thesis (M.A. (Tourism))--North-West University, Potchefstroom Campus, 2012.
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Hantering van leerders met 'n negatiewe perspesie van skoolJosling, Santa 11 1900 (has links)
Afrikaans text / Met hierdie studie is beoog om leerders se persepsies van skool vas te stel en
om riglyne vir ouers daar te stel om leerders met negatiewe persepsies van
skool te hanteer. Daar is beoog om hierdie riglyne deur middel van praktiese
modelle en werksvelle te implementeer sodat ouers begrip vir kinders se
persepsies kan verkry en dat konflik opgelos kan word deur middel van positiewe
kommunikasie.
In die literatuurstudie word ondersoek ingestel na persepsievorming en die
oorsake vir die vorming van negatiewe persepsies van skool. ‘n Persepsie word
gevorm deurdat betekenis aan ‘n ervaring, op grond van die persoon se
verwysingsraamwerk gegee word. Interne- sowel as eksterne faktore speel ‘n rol
wanneer persepsies gevorm word. Eksterne faktore behels die verhouding met
rolspelers soos: die ouers, die skool en onderwysers, die portuurgroep en die
leerder se verhouding met homself. Interne faktore wat in hierdie studie
ondersoek is, behels: lokus van kontrole, motivering, emosionele probleme,
kognitiewe probleme en gedragsprobleme.Die navorsingsprobleem is verken met behulp van ‘n loodsondersoek as ‘n
voortoets en diagnostiese vraelys wat deur die navorsingsgroep van 50 leerders
voltooi is. Onderhoude is met vyf leerders gevoer oor hulle ervaringe en
behoeftes met betrekking tot hulle persepsies van skool.
Bevindinge dui aan dat ongeveer ‘n vyfde van die skool se leerders oor ‘n
negatiewe persepsie van skool beskik. In die vraelys is leerders se persepsies
ten opsigte van verskeie rolspelers vasgestel. Daar bestaan behoefte by
leerders dat ouers betrokke en ondersteunend sal wees en dat ouers begrip vir
hulle persepsies sal toon.
Deur middel van praktiese diagramme en werksvelle is begrip en positiewe
kommunikasie tussen ouer en kind bewerkstellig. In Hoofstuk 6 word praktiese
riglyne aan ouers gegee oor hoe om sy kind, met ‘n negatiewe persepsie van
skool, te hanteer. Op hierdie wyse is gepoog dat leerders positiewe ervaringe
sal geniet; ‘n positiewe verwysingsraamwerk sal vorm en sodoende positiewe
persepsies van skool sal vorm. ‘n Bydrae is ten opsigte van ouerleiding gelewer.
Ouers word toegerus om ‘n kind met negatiewe persepsies van skool met begrip
te hanteer. / The aim of this study was to determine learners’ perceptions of school and to
provide guidelines for parents to deal with negative perceptions of school. These
guidelines were implemented using practical models as well as work sheets.
These were specifically aimed at enhancing parents’ understanding of the
negative perceptions and resolving conflict through positive communication.
In the literary study, the constitution of perceptions as well as the causes of the
constitution of negative perceptions was investigated. A perception is established
when a person gives meaning to an experience based on that person’s frame of
reference. Internal and external factors play a part when perceptions are
constituted. External factors in this study entail the relationship with parents,
school and teachers, peer group and the learner's relationship with himself.
Internal factors referred to in this study are locus of control, motivation, emotional
problems, cognitive problems and behavioural problems.
vii
The research problem was explored using a pilot investigation as pre-test. A
diagnostic questionnaire was also completed by 50 learners. Five learners were
interviewed about their experiences and needs specifically in relation to their
perceptions of school.
Findings show that approximately one fifth of the learners of the school have
negative perceptions of school. In the questionnaire, the learners’ perceptions
with respect to a variety of role players were determined. There is a definite need
for parents to be involved and supportive. Learners also need them to show
understanding for their perceptions.
Positive communication and understanding between parents and learners were
established through practical diagrams and work sheets. In Chapter 6 practical
guidelines are given to equip parents to understand how to handle the child with
negative perceptions. The aim of this was to encourage learners to enjoy
positive experiences, to form a positive frame of reference and therefore develop
positive perceptions of school. A contribution towards parental guidance was
made. Parents are left equipped to deal with a child with negative perceptions of
school. / Educational Studies / D. Ed. (Sielkundige Opvoedkunde)
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Produktiewe onderwys aan akademies-begaafde leerders in die VOO-band van die Suid-Afrikaanse onderwysstelsel / Tina-Marie van Rheede van OudtshoornVan Rheede van Oudtshoorn, Tina-Marie January 2014 (has links)
The current mainstream classroom presents several challenges for teachers and principals.
Leaner diversity is seen as one of these challenges that teachers face. The Education White Paper 6 (South-Africa, 1996) recognizes all learner diversities, yet gifted-education is given minimal attention.
The purpose of this qualitative research is to create a clear picture about the perspectives of high-school teachers, principals and parents of academically-gifted learners. This study seeks to identify the participants’ views about the education of academically-gifted learners and identify possibly gaps in ways of how academically-gifted learners can be supported
productively.
The research found that there is currently a lack of adequate educational support to
academically-gifted learners. Research shows that there is a gap between official
educational policies and the classroom situation. Participants in the study admit that
academically-gifted learners are not effectively included in the mainstream classroom.
Participants believe that the lack of a national definition of academic-giftedness, the deficit to
appropriate training for teachers and the views of inclusive education puts strain on the
education of these learners.
Secondary school teachers and principals believe that the successful implementation of a
policy an appropriate education of academically-gifted learners can only be accomplished if
there is cooperation between all interested parties. Participants believe that both the parent
and the teachers of academically-gifted learners should work together to form a support
network for these learners.
The findings of the research confirm the need for appropriate productive education and
training to academically-gifted learners, so that all stakeholders can work together to help those learners develop. / MEd (Comparative Education), North-West University, Potchefstroom Campus, 2014
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