Abstracts in English, Afrikaans and Zulu / In this study, social exclusion in an independent, faith-based girl’s school in South Africa was investigated. Bullying is widely recognised as being unacceptable and is addressed by many schools in the form of anti-bullying policies. However, on ongoing basis, girls are being socially excluded from relationships and because this behaviour is often so subtle, it is neither recognised as a form of bullying nor is it being addressed within schools. Theologians argue that educational institutions ought to evaluate the ethical dimension of knowledge construction and that a focus on moral norms, values and virtues need to be a fundamental part of such communities, so that the well-being of its members is fostered. Unless problems such as social exclusion are understood from a theological-ethical perspective, it is unlikely that there will be a permanent change in girls’ behaviour. Changing societies that accommodate bullying requires changes in perspectives, attitudes and behaviour, and schools can make a significant contribution in providing a community in which every child feels accepted and is afforded dignity. This study offers a theoretical-ethical perspective of social exclusion and draws on insights from the fields of theological ethics, sociology, psychology and anthropology. The reasons why girls are socially excluded, the girls’ and the school’s systemic patterns of behaviour and what educators can do to develop an inclusive community are identified. To determine to what extent the theory was supported, alumnae were asked to complete the questionnaires and be interviewed. Some staff members also completed questionnaires and agreed to be interviewed. The findings of the empirical research indicated that the theoretical research was largely supported. Some interesting observations emerged from the questionnaires and interviews that expanded the understanding of social exclusion. One important finding was that the girls who are being excluded from social relationships feel that they are to blame and that they somehow deserve to be excluded. They experience strong feelings of shame as well as loss of self-esteem. This prevents them from discussing or reporting the problem and therefore the structures that are in place for such reporting are not effective. Another important finding was that there is a disconnection between the girls and the staff regarding the effectiveness of current interventions. Therefore, based on the theoretical research and the findings of the empirical data, this dissertation makes recommendations for establishing a community that promotes the well-being and dignity of all. / In hierdie studie is ondersoek ingestel na sosiale uitsluiting in ’n onafhanklike, geloofsgebaseerde meisieskool in Suid-Afrika. Treitering word wyd as onaanvaarbaar erken en word deur baie skole in die vorm van anti-treiterbeleide aangeroer. Dit is egter so dat baie meisies voortdurend op sosiale vlak uit verhoudings gesluit word en omdat hierdie gedrag so subtiel is, word dit nie as ’n vorm van treitering erken nie en dit word ook nie in skole aangespreek nie. Teoloё voer aan dat opvoedkundige instellings die etiese dimensie van kenniskonstruksie behoort te evalueer en dat ’n fokus op morele norme, waardes en deugde noodwendig ’n fundamentele deel van sodanige gemeenskappe behoort te wees sodat die welsyn van gemeenskapslede bevorder kan word. Tensy probleme soos sosiale uitsluiting vanuit ’n teologies-etiese perspektief hanteer gaan word, is dit onwaarskynlik dat daar enige permanente verandering in die meisies se gedrag sal wees. Om samelewings wat treitering akkommodeer te verander, vereis verandering in perspektiewe, houdings en gedrag en skole kan ’n aansienlike bydrae lewer om ’n gemeenskap te vestig waarin elke kind aanvaarding en waardigheid ervaar. Hierdie studie bied ’n teoreties-etiese perspektief ten opsigte van sosiale uitsluiting en steun op insigte uit velde soos sosiologie, sielkunde en antropologie. Die studie identifiseer redes waarom meisies sosiaal uitgesluit word, die meisies sowel as die skool se sistemiese gedragspatrone, en wat opvoeders kan doen om ’n inklusiewe gemeenskap te ontwikkel. Om te bepaal tot watter mate die teorie ondersteun word, is oudleerders gevra om vraelyste te voltooi en om aan onderhoude deel te neem. Sommige personeellede het ook vraelyste voltooi en tot onderhoude ingestem. Die bevindinge van die empiriese navorsing het getoon dat die teoretiese navorsing grotendeels ondersteun word. ’n Paar interessante waarnemings het uit die vraelyste en onderhoude geblyk. Hierdie waarnemings het die verstaan van sosiale uitsluiting heelwat verbreed. Een belangrike bevinding is dat meisies wat van sosiale verhoudings uitgesluit word, voel dat hulle die blaam daarvoor moet dra en dat hulle om een of ander rede verdien om uitgesluit te word. Hulle ervaar sterk gevoelens van skaamte sowel as verlies aan selfwaarde. Dit weerhou hulle daarvan om die probleem te bespreek of te rapporteer en daarom is sodanige rapporteringstrukture nie doeltreffend nie. ’n Ander belangrike bevinding is dat daar nie ’n uniforme begrip is tussen die meisies en die personeel ten opsigte van die doeltreffendheid van huidige intervensies nie. Daarom, gebaseer op die teoretiese navorsing en die bevindinge van die empiriese data, maak hierdie dissertasie aanbevelings ten opsigte van die skep van ’n gemeenskap wat die welstand en waardigheid van almal bevorder. / Kwesi sifundo kuphandwe ngokubukulwa kwisikolo samantombazana esizimeleyo nesisekelwe elukholweni eMzantsi Afrika. Ububhovubhovu buthathwa jikelele njengento engamkelekanga kwaye kuyaliwa nabo kwizikolo ezininzi ngokusebenzisa imigaqo nkqubo yokulwa ububhovubhovu. Noxa kunjalo, kuyaqhubeka ukubukulwa kwamantombazana kubudlelwane obuthile. Ngenxa yokuba lo mkhwa usenzeka mayana kakhulu, awuqondwa njengobubhovubhovu kwaye akukho nto yenziwayo ezikolweni. Iingcali zakwaLizwi zithi amaziko emfundo kufuneka ayivavanye inkalo yolwazi lwesimilo esinyulu, agxininise kwiinqobo zokuziphatha, nezexabiso lobuntu ekufuneka zibe yinxalenye esisiseko kwabahlala kula maziko, ukwenzela ukuba baphatheke kakuhle bonke abahlala apho. Ukuba iingxaki ezifana nokubukulwa aziqondwa ngokwenkalo yezokholo nobunyulu, mhlawumbi akungekhe kubekho umahluko ekuziphatheni kwamantombazana. Ukuguqula uluntu olwamkela ububhovubhovu kufuna ukutshintshwa kweembono, izimvo nokuziphatha kwaye ke izikolo zingafaka igxalaba kakhulu ekumiseleni imiphakathi apho wonke umntwana eziva amkelekile, aphatheke ngesidima. Esi sifundo siveza inkalo yokucinga esekelwe kwingcingane yobunyulu yokubukulwa, kwaye ithabathela kwizimvo zezifundo zobunyulu bezokholo, ezentlalo, ezobume bomphefumlo nengqondo, nezeengcambu zoluntu nezizwe. Izizathu zokubukulwa kwamantombazana ekuhlaleni, imigaqo nkqubo yezikolo nokunokwenziwa ziititshala ekuphuhliseni imiphakathi edibanisayo yimiba echongiweyo. Ukuze kubonwe ukuba ingaba le ngcingane inenkxaso engakanani na, kwacelwa abafundi bakudala beli ziko ukuba baphendule uluhlu lwemibuzo, bavume nokudlana indlebe nabaphandi. Bakhona nabanye abasebenzi beziko abaluphendulayo uluhlu lwemibuzo, bavuma nokudlana indlebe nabaphandi. Okwafunyaniswayo kuphando olusekelwe kubungqina babonisa ukuba ngokwenene, ingcingane yophando yayinenkxaso kakhulu. Kwavela amanqaku anomdla kwiimpendulo zemibuzo nodliwano ndlebe, kwaye oko kwalwandisa ulwazi malunga nokubukulwa eluntwini lwendawo. Okunye okubalulekileyo phakathi kwezinto ezafunyaniswayo yaba kukuba amantombazana abukulwayo kubudlelwane nabanye babeziva ngathi banetyala, kwaye bafanele ukubukulwa. La mantombazana ayeziva engathi asehlazweni kwaye ayengazixabisanga. Le nto yenza ukuba angayixeli le mpatho, angafuni nokuba kuxoxwe ngayo. Ngoko ke imiqathango ebekelwe ukuxela lo mkhwa ayisebenzi. Kwaphinda kwafunyaniswa ukuba kukho ukungadibani phakathi kwamantombazana nabasebenzi malunga nempumelelo yemiqathango yokuwakhusela. Ngoko ke, ngokukhokelwa luphando lwengcingane nobungqina obufunyaniswe kuphando, le ngxelo yophando inika iingcebiso zokuseka umphakathi okhuthaza ukuphatheka kakuhle nangesidima komntu wonke. / Philosophy, Practical and Systematic Theology / M. Th. (Theological Ethics)

Text in Afrikaans / Due to the radical reform in mathematics education worldwide, the mathematics curriculum underwent dramatic changes in order to meet the new objectives in mathematics. This has placed a huge responsibility on curriculum compilers and the authors of mathematics textbooks and mathematics teachers to enhance the cognitive development of learners. This study takes the view that: What happens in the class is what you get. Based on the above statement, the foundation of mathematics teaching, namely the mathematics curriculum, the mathematics textbook and the teacher’s instruction in the teaching venue were scrutinised. During a diagnostic examination of teachers’ interpretation, knowledge and application of the mathematics curriculum and the content of mathematics textbooks on the East Rand, the following problems regarding mathematics teaching emerged: The most important finding of TIMMS is that the differences in performance in mathematics between different countries can be linked to the way teachers interpret and present the content of mathematics. Research has revealed that the interaction of teachers with curriculum content follow a dynamic and constructive application instead of direct application based on the mathematics curriculum. Teachers often change the prescriptions and order of content in the mathematics curriculum to suit their teaching style, knowledge and previous experience. Consequently, align application of mathematical concepts and skills does not take place and this creates a gap in learners’ cognitive development. It also leaves a gap in the application of the Type 5 cognitive development tasks in mathematics which enable a verifying deductive application of concepts. The action research created a structure which could meet this need. Authors of mathematics textbooks present their own vision, interpretation and style in mathematics textbooks, which influences the order of mathematics content and concepts. The result is that mathematics content and concepts are at times not aligned with representations in the mathematics curriculum and objectives are therefore not reached. The different interpretations of mathematics textbooks by teachers differ greatly and these differences place great pressure on teachers to decide how the mathematics textbook will be used in the teaching venue. In this study a mathematics textbook profile and a task analysis were formulated in the cause of action research which will enable teachers to make a professional analysis which they can use. Because a variety of mathematics textbooks are selected for use in schools, teachers assume that these approved mathematics textbooks focus on the curriculum. They therefore slavishly follow the mathematics textbooks without consulting the mathematics curriculum. Shortcomings in mathematics textbooks and teachers’ own interpretation of mathematics content leave a big gap in their own alignment of mathematics teaching. To satisfy this need, an assessment profile and an methodology for alignment are provided to enable teachers to monitor the curriculum alignment presentation of concepts and skills. / As gevolg van die radikale hervorming in wiskunde-onderrig wêreldwyd het die wiskundekurrikulum dramatiese veranderings ondergaan ten einde die nuwe doelstellings in wiskunde te bereik. Dit het enorme verantwoordelikheid geplaas op kurrikulumsamestellers en outeurs van wiskundehandboeke en wiskunde-onderwysers om die kognitiewe ontwikkeling van leerders te bevorder. In hierdie studie is van die volgende standpunt uitgegaan: What happens in the class is what you get. Derhalwe is die fondasie van wiskunde-onderrig, naamlik die wiskundekurrikulum, wiskundehandboek en die onderwyser se instruksies in die klaskamer ondersoek. In `n diagnostiese ontleding van onderwysers se interpretasie, kennis en toepassing van die wiskundekurrikulum en die wiskundehandboekinhoude aan die Oos-Rand het die volgende probleme in verband met wiskunde-onderrig na vore gekom: Die belangrikste bevinding van TIMMS is dat die verskille in wiskundeprestasie tussen lande verband hou met die wyse waarop onderwysers die wiskudekurrikuluminhoude interpreteer en aanbied. Navorsing toon dat die interaksie van onderwysers met kurrikulummateriaal op ʼn dinamiese en konstruktiewe toepassing geskied in plaas van direkte toepassing vanuit die wiskundekurrikulum. Onderwysers verander dikwels die wiskundekurrikulum se voorskrifte en volgorde van inhoude om by hulle onderrigstyl, kennis en vorige ervarings te pas. Die gevolg is dat geen inlyntoepassing van wiskundebegrippe en vaardighede plaasvind nie en dit laat ʼn leemte in leerders se kognitiewe ontwikkeling. Verder laat dit ʼn leemte in die toepassing van die 5-tipe kognitiewe ontwikkelingstake in wiskunde wat ʼn verifiërend deduktiewe toepassing van begrippe bewerkstellig. In die aksienavorsing is ʼn struktuur geskep wat in hierdie behoefte voorsien. Outeurs van wiskundehandboeke het ʼn eie visie, interpretasie en styl wat hulle in wiskundehandboeke aanbied. Dit het ʼn invloed op die volgorde van wiskunde-inhoude en begrippe en gevolglik is wiskunde-inhoude en -begrippe soms nie inlyn geplaas met voorstellings van die wiskundekurrikulum nie, en word doelstellings nie bereik nie. Onderwysers se verskillende interpretasies van wiskundehandboekinhoude verskil radikaal van mekaar en plaas gevolglik groot druk op onderwysers om ʼn keuse te maak wat betref die gebruik van ʼn wiskundehandboek vir gebruik in die klaskamer. In die studie is ʼn wiskundehandboekprofiel en ʼn taakontleding tydens aksienavorsing geformuleer wat onderwysers in staat sal stel om ʼn professionele ontleding te maak vir gebruik. As gevolg van die verskeidenheid wiskundehandboeke wat gekeur word vir gebruik in skole neem onderwysers aan dat hierdie gekeurde wiskundehandboeke op die kurrikulum gerig is. Gevolglik word wiskundehandboeke slaafs nagevolg sonder om die wiskundekurrikulum te raadpleeg. Tekortkominge in wiskundehandboeke en die eie interpretasie van wiskundeinhoude deur onderwysers laat ʼn groot leemte in hul eie inlynwiskunde-onderrig. Om te voorsien in hierdie behoefte is ʼn assesseringsprofiel en ʼn inlynmetodiek saamgestel om onderwysers in staat te stel om die inlynaanbieding van begrippe en vaardighede te monitor. / Curriculum and Instructional Studies / D. Ed. (Didaktiek)

This study is environmental in nature, occurring within a series of nested frameworks, namely school role players, sustainable development and greening schools. From a South African context, the day-to-day operations of the school activities and programmes are not solely the principal’s responsibility. It is a shared responsibility among every person involved in an educational school context. The principal has the overall responsibility of leading and professionally managing the school through the school management team (SMT) and is accountable to the employer, which is the provincial Head of the Department of Education. The principal is also accountable to the community through the school governing body (SGB), which consists of elected representatives from the school community. This study was guided by these research questions: (1) What is the nature of the knowledge of the role players in the Tshwane North District schools about greening the school? (2) How do the contextual factors in the Tshwane North District schools shape the greening of the school? The SMT and SGB are key role players and gatekeepers at the school level. They were purposefully and conveniently sampled at three Tshwane North District (TND) primary schools in Gauteng Province of South Africa according to their locations (rural, township, urban). They participated in focus group interviews, observations and document analysis. The study, qualitative in nature, explored strengths, weaknesses, opportunities and threats in greening the school for sustainable development. The two role players might not be knowledgeable about green and sustainable development, however given the opportunity to explore their knowledge, provided insight about greening schools and how to possibly change to more sustainable practices. Data collected was subjected to thematic content analysis. The results revealed that schools’ funds are swiftly depleted on resources such as water, energy, transportation, paper, stationary, maintenance and equipment, to name but a few. The results also revealed limited green culture across institutions, due to little knowledge of greening and sustainability practices by school role players. This was attributed to a lack of policy framework by schools which was exacerbated by a lack of capacity building from expertise in greening schools for sustainable development. / Hierdie studie is omgewings van aard wat plaasvind binne 'n reeks nes raamwerke, naamlik skoolrolspelers, volhoubare ontwikkeling en vergroening van skole. Uit 'n Suid-Afrikaanse konteks is die dag-tot-dag-bedrywighede van die skoolaktiwiteite en -programme nie net die skoolhoof se verantwoordelikheid nie. Dit is 'n gedeelde verantwoordelikheid onder elke persoon wat in 'n opvoedkundige skoolverband betrokke is.Die skoolhoof het die oorhoofse verantwoordelikheid om die skool deur die skoolbestuurspan (SUT) te lei en professioneel te bestuur en is verantwoordbaar teenoor die werkgewer, wat die provinsiale hoof van die departement van onderwys is.Die skoolhoof is ook deur die skoolbeheerliggaam (SGB) aan die gemeenskap verantwoordbaar, wat uit verkose verteenwoordigers uit die skoolgemeenskap bestaan.Die SMT en SGB is sleutelrolspelers en hekwagters op skoolvlak.Hulle is volgens hul plekke (landelike, township, stedelike) doelgerigte en gerieflik by drie Tshwane-Noord-distrikskole (TND) in Gautengprovinsie van Suid-Afrika gemonster.Hulle het deelgeneem aan fokusgroeponderhoude, waarnemings en dokumentanalise.Die studie, kwalitatiewe van aard wat daarop gemik is om sterk punte, swakhede, geleenthede en bedreigings te ondersoek om die skool vir volhoubare ontwikkeling te verging Die twee rolspelers is dalk nie kundig oor groen en volhoubare ontwikkeling nie, maar gegewe die geleentheid om hul kennis te ondersoek, het hulle 'n insig gegee oor groen skole en moontlik verandering aan volhoubare gedrag.Data wat ingesamel is, is aan tematiese inhoudsanalise onderwerp. Die bevindinge het aan die lig gebring dat skole se fondse vinnig uitgeput is op hulpbronne soos water, energie, vervoer, papier, stilstaande, instandhouding en toerusting om maar net 'n paar te noem.Die bevindinge het ook min kennis van vergroenings- en volhoubaarheidspraktyke deur skoolrolspelers geopenbaar.Dit is toegeskryf deur 'n gebrek aan beleidsraamwerke deur skole wat vererger is deur 'n gebrek aan kapasiteitsbou van kundigheid in die vergroening van skole vir volhoubare ontwikkeling. / Thutong ena ke ea tikoloho e hlahang ka hara letoto la meralo, e leng, ba nkang karolo ea sekolo, ntshwetsopele ea nako e telele le likolo tse tala.Ho tsoa maemong a Afrika Boroa, tshebetso ea letsatsi le letsatsi ea mesebetsi ea sekolo le mananeo ha se feela boikarabello ba mosuoe-hlooho.Ke boikarabello bo arolelanoeng hara motho e mong le e mong ea amehang molemong oa sekolo sa thuto.Hlooho ea sekolo e na le boikarabello ka kakaretso ba ho etella pele le ho tsamaisa sekolo ka sehlopha sa botsamaisi ba sekolo (SMT) mme o ikarabella ho mohiri, e leng Hlooho ea profinse ea Lefapha la Thuto.Hlooho ea sekolo e boetse e ikarabella ho sechaba ka sehlopha se busang sa sekolo (SGB), se nang le baemeli ba khethiloeng ba tsoang sechabeng sa sekolo.SMT le SGB ke karolo ea bohlokoa le balebeli ba liheke boemong ba sekolo.Li ile tsa etsoa sampole ka morero le ka mokhoa o bonolo likolong tse tharo tsa mathomo tsa Tshwane North (TND) tse Profinseng ea Gauteng ea Afrika Boroa ho latela libaka tsa bona (mahaeng, metse-literopong, le toropong).Maloko a SMT le SGB ba nkile karolo lipuisanong tsa sehlopha se tsepamisitseng maikutlo, maikutlo le tlhahlobo ea litokomane.Boithuto bona, bo nang le boleng ba tlhaho bo ikemiselitse ho lekola matla, bofokoli, menyetla le litšokelo ho silafatsa sekolo bakeng sa ntshetsopele e tsitsitseng. Baetsi ba karolo ba babeli ba kanna ba se be le tsebo mabapi le ntshetsopele ea botala le bo tsitsitseng, empa ba fuoe monyetla oa ho lekola tsebo ea bona, ba fane ka leseli mabapi le likolo tse talafatsang mme mohlomong li fetohela mekhoeng e tsitsitseng.Boitsebiso bo bokelletsoeng bo ile ba hlahlojoa ka litaba tsa bona, mme liphuputso li senotse hore lichelete tsa likolo li felloa kapele ho lisebelisoa tse kang metsi, motlakase, lipalangoang, pampiri, tse emeng, tlhokomelo le lisebelisoa ho bolela tse maloa feela.Liphuputso li boetse li senotse tsebo e nyane ea tshebetso ea tikoloho le botsitso ke bankakarolo ba sekolo.Sena se bakiloe ke ho haelloa ke moralo oa leano ke likolo tse ileng tsa mpefatsoa ke khaello ea matlafatso ho tsoa boitseaning ba likolo tsa botala bakeng sa ntshetsopele e tsitsitseng / Environmental Sciences / D.Litt. Phil (Environmental education)

Abstract in Afrikaans and English / This study was initiated when the researcher became aware of the problem that learners from low socio-economic environments tend to experience barriers to learning in numeracy and literacy. These barriers were identified in a class of Grade 1 learners through extensive literature study, after which the development, teaching and learning of numeracy and literacy in grade 1 were investigated. The researcher then developed intervention programmes for literacy and numeracy, each running for a period of six weeks, in order to overcome learners’ difficulties in these learning areas. Each programme was subdivided into three shorter programmes of two weeks each, which addressed different aspects of literacy and numeracy. Each sub-programme was supplemented by a schedule of daily activities in order to reinforce learning. Learners’ competence in literacy and numeracy was assessed before starting the programme and re-assessed at the end, using the same tests they had done at the beginning. Learners’ marks in both sets of tests were compared, which demonstrated their progress or non-progress after having participated in the intervention programmes. / Inleidend tot die studie word ‘n uiteensetting gegee van hoe die navorser bewus geword het van die navorsingsprobleem, wat as volg gestel word: Die navorser is bewus daarvan dat leerders uit ‘n lae sosio-ekonomiese milieu gewoonlik struikelblokke in leeraktiwiteite in gesyferdheid en geletterdheid ervaar. Deur literatuurstudie is die struikelblokke wat graad 1-leerders in geletterdheid en gesyferdheid ondervind, geïdentifiseer. Vervolgens is die ontwikkeling, onderrig en leer van geletterdheid en gesyferdheid volledig uiteengesit en intervensieprogramme in geletterdheid en gesyferdheid saamgestel om leerders se struikelblokke tydens leeraktiwiteite te bowe te kom. Drie intervensieprogramme in geletterdheid en drie in gesyferdheid is saamgestel, wat elk vir twee weke gevolg is. Volledige skedules van daaglikse aktiwiteite wat by elke program uitgevoer is, is ook ingesluit. Leerders se bedrewenheid in geletterdheid en gesyferdheid is geassesseer voor daar met die programme begin is. Na afloop van die intervensieprogramme het leerders weer dieselfde toetse afgelê waardeur hulle vordering of nie-vordering bepaal kon word. Verskeie tabelle is saamgestel wat leerders se vordering aantoon. / Educational Studies / M. Ed. (Sielkundige Opvoedkunde)

Text in Afrikaans, abstract in English and Afrikaans / Due to the radical reform in mathematics education worldwide, the mathematics curriculum underwent dramatic changes in order to meet the new objectives in mathematics. This has placed a huge responsibility on curriculum compilers and the authors of mathematics textbooks and mathematics teachers to enhance the cognitive development of learners. This study takes the view that: What happens in the class is what you get. Based on the above statement, the foundation of mathematics teaching, namely the mathematics curriculum, the mathematics textbook and the teacher’s instruction in the teaching venue were scrutinised. During a diagnostic examination of teachers’ interpretation, knowledge and application of the mathematics curriculum and the content of mathematics textbooks on the East Rand, the following problems regarding mathematics teaching emerged: The most important finding of TIMMS is that the differences in performance in mathematics between different countries can be linked to the way teachers interpret and present the content of mathematics. Research has revealed that the interaction of teachers with curriculum content follow a dynamic and constructive application instead of direct application based on the mathematics curriculum. Teachers often change the prescriptions and order of content in the mathematics curriculum to suit their teaching style, knowledge and previous experience. Consequently, align application of mathematical concepts and skills does not take place and this creates a gap in learners’ cognitive development. It also leaves a gap in the application of the Type 5 cognitive development tasks in mathematics which enable a verifying deductive application of concepts. The action research created a structure which could meet this need. Authors of mathematics textbooks present their own vision, interpretation and style in mathematics textbooks, which influences the order of mathematics content and concepts. The result is that mathematics content and concepts are at times not aligned with representations in the mathematics curriculum and objectives are therefore not reached. The different interpretations of mathematics textbooks by teachers differ greatly and these differences place great pressure on teachers to decide how the mathematics textbook will be used in the teaching venue. In this study a mathematics textbook profile and a task analysis were formulated in the cause of action research which will enable teachers to make a professional analysis which they can use. Because a variety of mathematics textbooks are selected for use in schools, teachers assume that these approved mathematics textbooks focus on the curriculum. They therefore slavishly follow the mathematics textbooks without consulting the mathematics curriculum. Shortcomings in mathematics textbooks and teachers’ own interpretation of mathematics content leave a big gap in their own alignment of mathematics teaching. To satisfy this need, an assessment profile and an methodology for alignment are provided to enable teachers to monitor the curriculum alignment presentation of concepts and skills. / As gevolg van die radikale hervorming in wiskunde-onderrig wêreldwyd het die wiskundekurrikulum dramatiese veranderings ondergaan ten einde die nuwe doelstellings in wiskunde te bereik. Dit het enorme verantwoordelikheid geplaas op kurrikulumsamestellers en outeurs van wiskundehandboeke en wiskunde-onderwysers om die kognitiewe ontwikkeling van leerders te bevorder. In hierdie studie is van die volgende standpunt uitgegaan: What happens in the class is what you get. Derhalwe is die fondasie van wiskunde-onderrig, naamlik die wiskundekurrikulum, wiskundehandboek en die onderwyser se instruksies in die klaskamer ondersoek. In `n diagnostiese ontleding van onderwysers se interpretasie, kennis en toepassing van die wiskundekurrikulum en die wiskundehandboekinhoude aan die Oos-Rand het die volgende probleme in verband met wiskunde-onderrig na vore gekom: Die belangrikste bevinding van TIMMS is dat die verskille in wiskundeprestasie tussen lande verband hou met die wyse waarop onderwysers die wiskudekurrikuluminhoude interpreteer en aanbied. Navorsing toon dat die interaksie van onderwysers met kurrikulummateriaal op ʼn dinamiese en konstruktiewe toepassing geskied in plaas van direkte toepassing vanuit die wiskundekurrikulum. Onderwysers verander dikwels die wiskundekurrikulum se voorskrifte en volgorde van inhoude om by hulle onderrigstyl, kennis en vorige ervarings te pas. Die gevolg is dat geen inlyntoepassing van wiskundebegrippe en vaardighede plaasvind nie en dit laat ʼn leemte in leerders se kognitiewe ontwikkeling. Verder laat dit ʼn leemte in die toepassing van die 5-tipe kognitiewe ontwikkelingstake in wiskunde wat ʼn verifiërend deduktiewe toepassing van begrippe bewerkstellig. In die aksienavorsing is ʼn struktuur geskep wat in hierdie behoefte voorsien. Outeurs van wiskundehandboeke het ʼn eie visie, interpretasie en styl wat hulle in wiskundehandboeke aanbied. Dit het ʼn invloed op die volgorde van wiskunde-inhoude en begrippe en gevolglik is wiskunde-inhoude en -begrippe soms nie inlyn geplaas met voorstellings van die wiskundekurrikulum nie, en word doelstellings nie bereik nie. Onderwysers se verskillende interpretasies van wiskundehandboekinhoude verskil radikaal van mekaar en plaas gevolglik groot druk op onderwysers om ʼn keuse te maak wat betref die gebruik van ʼn wiskundehandboek vir gebruik in die klaskamer. In die studie is ʼn wiskundehandboekprofiel en ʼn taakontleding tydens aksienavorsing geformuleer wat onderwysers in staat sal stel om ʼn professionele ontleding te maak vir gebruik. As gevolg van die verskeidenheid wiskundehandboeke wat gekeur word vir gebruik in skole neem onderwysers aan dat hierdie gekeurde wiskundehandboeke op die kurrikulum gerig is. Gevolglik word wiskundehandboeke slaafs nagevolg sonder om die wiskundekurrikulum te raadpleeg. Tekortkominge in wiskundehandboeke en die eie interpretasie van wiskundeinhoude deur onderwysers laat ʼn groot leemte in hul eie inlynwiskunde-onderrig. Om te voorsien in hierdie behoefte is ʼn assesseringsprofiel en ʼn inlynmetodiek saamgestel om onderwysers in staat te stel om die inlynaanbieding van begrippe en vaardighede te monitor. / Curriculum and Instructional Studies / D. Ed. (Didaktiek)

During August 2008 commissioners, senior tax administrators and policy makers from 28 African countries attended the International Conference on Taxation, State Building and Capacity Development in Africa. The objective of the conference had been to investigate how African countries can improve their resource mobilization, thereby decreasing Africa’s reliance on foreign aid, improving the fiscal independence of African countries and improving the living conditions of their citizens. It was identified during the conference that African countries can improve their resource mobilization through an improvement of their existing taxation structures. An improvement in existing taxation structures could in turn be achieved through improved sharing of information between African tax authorities on their tax structures currently in place, as well as the habits of their respective taxpayers. In order to facilitate the improved sharing of information, as well as to better equip African Tax Administrations for the task at hand, the African Tax Administration Forum (ATAF) was formed. The aim of this research is to determine whether any progress has been made regarding tax administration reform by African countries following the Conference on Taxation, State Building and Capacity Development in Africa, during the period 2008 to 2012. This has been determined by evaluating the structures of the ATAF and the activities implemented by the ATAF during the period 2008 to 2012 to meet its initial strategic objectives. Secondly, African countries that were previously members of SADC, and have since become members of the ATAF as well, were evaluated in order to determine whether the countries in question have implemented tax administration and governance reforms during the period 2008 to 2012, which have led to an improvement in the tax administration and governance structures of the countries in question. Furthermore, an evaluation was performed as to whether the improvements have led to an improvement in the fiscal independence and humanitarian conditions of the countries in question, during the period 2008 to 2012. The conclusion arrived at reveals that the ATAF has implemented several activities during the period 2008 to 2012, to meet its initial strategic objectives. Furthermore, all the analysed African countries have improved their tax administration structures during the period 2008 to 2012. Unfortunately, not all the countries analysed have been able to improve their governance structures during the period 2008 to 2012 as well. However, where a country has been able to improve both its tax administration and governance structures during the period 2008 to 2012, its fiscal independence and humanitarian conditions have also improved during the period 2008 to 2012. / MCom (South African and International Taxation), North-West University, Potchefstroom Campus, 2014

The introduction of the private vehicle in urban communities (towns and cities) resulted in numerous urban problems experienced in the developed and developing world. These include, inter alia, economic inefficiency due to traffic congestion; a high mortality rate relevant to vehicle users and non-vehicle users; air & noise pollution and overall poor quality of life for residents. As part of the literature review, it was found that the level of urban problems experienced will intensify and worsen, if sustainable transportation systems were not introduced in urban areas. These predictions were made based on the following three factors: * The increase of the world population – It was predicated that the world population will increase by 2.3 people billion between 2011 and 2050. The total world population is therefore expected to be 9.3 billion in 2050. * The urbanisation rate experienced – It was predicated that the entire world population growth, along with an additional 300 million people, will be absorbed by urban areas between 2011 and 2050. Urban communities will therefore accommodate 6.2 billion people, or 67% of the world population, in 2050. * The level and growth in private vehicle ownership – The developed world consists of a high level of vehicles per 1 000 residents (655 in 2010), but experienced a decline in growth of 0,8% between 2005 and 2010. Contrary to the developed world, the developing world had a low level of vehicle ownership per 1 000 residents (128 in 2010), but experienced an increase of 21.9% between 2005 and 2010. Apart from the above data, the literature review introduced planning theories and international as well as national policies. The three planning theories that were researched each revealed ten principles of sustainable alternative transportation measures for an unsustainable private vehicle orientated urban area. These sustainable measures were used to introduce the option of a sustainable non-motorised transportation system to the demarcated study area. The three planning theories researched were: * The Smart growth theory * New urbanism, and * Pedestrian mall developments. International and national policies were scrutinised to obtain a point-of-view on how different countries, cities, spheres of government and type of documentation addressed non-motorised transportation developments. The examination of the policies also provided insight on how South African spheres of government were addressing non-motorised transportation in South African urban communities, if at all. The international policies include the “Share the road” document compiled by the United Nations in 2010; Mount Rainier Town Centre Urban Renewal Plan (2005) (USA) and Ottawa’s Transport Master Plan (2008) (Canada). The South African policies included the National Non-motorised Transportation Policy (2008); National Transport Master Plan (2011); Northern Cape Provincial Spatial Development Framework (2012) and //Khara Hais Spatial Development Framework (2012) (local municipality). Following the literature review, is an empirical study consisting of 2 sections. Firstly, a pilot study, which consists of international and local examples, was researched. These examples were identified as they consist of vehicle-free areas within the central business district. The success of the vehicle-free developments was measured and the information utilised to guide recommendations for the demarcated study area within the town of Upington (case study). Pilot study examples include Copenhagen, Denmark; Ghent, Belgium; Santa Monica, USA and Cape Town, South Africa. Secondly, a case study was analysed. A study area within the South African town of Upington, Northern Cape Province was demarcated. The status quo of relevant aspects, including but not limited to; the climate, coverage, parking, road hierarchy and transport modes were obtained and analysed. This analysis was conducted in order to establish a) if the study area experienced urban transport related problems and b) if the implementation of a non-motorised transport system will be more sustainable for the general public of Upington, as opposed to the current private-vehicle dependable system. Inputs from Town Planners were also obtained in order to obtain a multi-dimensional point-of-view. In the conclusion of the researched study it was found that a) the planning theories have been successfully implemented in the examples of the pilot studies and therefore these principles could apply to the demarcated study area in Upington. b) International policies addressed non-motorisation developments more comprehensively than the South African policies. Shortages especially existed at the provincial and local spheres of government where implementation should take place. c) Through the analysis of the case study it become evident that the demarcated study area within Upington was burdened by private vehicle orientated transport problems. However, the analysis also indicated that the study area has the potential to make a successful transition from being dependable on unsustainable private vehicles to sustainable non-motorised transportation. Finally, tailor-made recommendations (based on information derived from planning theories, policies, pilot study and case study) were made for the study area situated within Upington. These recommendations include the phased development of a pedestrian-only area, the development of parking garages (outside the pedestrian area), which are linked to the pedestrian-only area and the development of a public transportation system by means of busses. / MArt et Scien (Urban and Regional Planning), North-West University, Potchefstroom Campus, 2014

School science education prepares learners to study science at a higher level, prepares them to follow a career in science and to become scientific literate citizens. It is the responsibility of the educator to ensure the learners’ conceptual framework is developed to the extent that secures success at higher level studies. The purpose of this study was to test the effectiveness of conceptual change teaching strategies on the conceptual development of grade 11 learners on Newton’s second law of motion. The two strategies employed were the cognitive conflict strategy and the development of ideas strategy. A sequential explanatory mixed-method research design was used during this study. The qualitative data were used to elucidate the quantitative findings. The quantitative research consisted of a quasi-experimental design consisting of a single-group pre-test–post-test method. During the qualitative part of the research a phenomenological research approach was utilised to gain a better understanding of participants’ learning experiences during the intervention. The quantitative research made use of an adapted version of the Force Concept Inventory (FCI). The data collected from the pre-test were used to inform the intervention. The intervention was videotaped and the video analysis or qualitative data analysis was done. After the intervention the post-test was written by the learners. Hake’s average normalised learning gain <g> from pre- to post-scores was analysed to establish the effectiveness of the intervention. The two sets of results (quantitative and qualitative) were integrated. Information from the qualitative data analysis was used to support and explain the quantitative data. The quantitative results indicate that there was an improvement in the students’ force conception from their initial alternative conceptions, such as that of an internal force. Especially the learners’ understanding of contact forces and Newton’s first law of motion yielded significant improvement. The qualitative data revealed that the understanding of Newton’s second law of motion by the learners who partook in this study did improve, since the learners immediately recognised the mistakes made when confronted with the anchor concept. The cognitive conflict teaching strategy was effective in establishing the anchor concept of force which proved to be useful as bridging concept in the development of ideas teaching strategy. The data from both datasets revealed that the cognitive conflict teaching strategy for the initial part of the intervention was effective. It was evident that for development of the idea teaching strategy the two data sets revealed mixed results. Recommendations were made for future research and implementation of conceptual development teaching strategies. / MEd (Natural Sciences Education), North-West University, Potchefstroom Campus, 2014

Metacognition is commonly understood in the context of the learners and not their teachers. Extant literature focusing on how Mathematics teachers apply their metacognitive skills in the classroom, clearly distinguishes between teaching with metacognition (TwM) referring to teachers thinking about their own thinking and teaching for metacognition (TfM) which refers to teachers creating opportunities for learners to reflect on their thinking. However, in both of these cases, thinking requires a language, in particular appropriate mathematical language to communicate the thinking by both teacher and learners in the Mathematics classroom. In this qualitative study, which forms part of a bigger project within SANPAD (South Africa Netherlands Research Programme on Alternatives in Development), the metacognitive skills and mathematical language used by Mathematics teachers who teach at two township schools were interrogated using the design-based research approach with lesson study. Data collection instruments included individual interviews and a trigonometric assessment task. Lessons were also observed and video-taped to be viewed and discussed during focus group discussions in which the teachers, together with five Mathematics lecturers, participated. The merging of the design-based research approach with lesson study brought about teacher-lecturer collaboration, referred to in this study as the Mathematics Educators’ Reflective Inquiry (ME’RI) group, and enabled the design of a hypothetical teaching and learning trajectory (HTLT) for the teaching of trigonometric functions. A metacognitive performance profile for the two grade 10 teachers was also developed. The Framework for Analysing Mathematics Teaching for the Advancement of Metacognition (FAMTAM) from Ader (2013) and the Teacher Metacognitive Framework (TMF) from Artzt and Armour-Thomas (2002) were adjusted and merged to develop a new framework, the Metacognitive Teaching for Metacognition Framework (MTMF) to analyse the metacognitive skills used by mathematics teachers TwM as well as TfM. Without oversimplifying the magnitude of these concepts, the findings suggest a simple mathematical equation: metacognitive skills + enhanced mathematical language = conceptualization skills. The findings also suggest that both TwM and TfM are required for effective mathematics instruction. Lastly the findings suggest that the ME’RI group holds promise to enhance the use of the metacognitive skills and mathematical language of Mathematics teachers in Mathematics classrooms. / PhD (Mathematics Education), North-West University, Potchefstroom Campus, 2014

The ongoing debate about the capacity of distance learning (DL) to assist in the development of teaching skills and to improve teaching practice is the focus of many inquiries in the field of teacher education. The practice-based nature of Foundation Phase teaching poses unique challenges for professional development of teachers through DL programmes. In order to address inadequacies identified in the literature and previous research, a practical component was designed and included in the revised version of the Advanced Certificate: Education - Foundation Phase, as part of a bursary project. In 2011 the Northern Cape Department of Education (NCDoE) enrolled 50 practising Foundation Phase teachers for this distance learning programme as the first of three cohorts in the bursary project. A learning portfolio and audio-visual resources, designed according to principles derived from previous research and related literature, formed part of this practical component. The aim was to support teacher applied competence through developing pedagogical content knowledge, self-directedness, and a professional attitude, and through guiding the application of new knowledge and skills in practice. The completed portfolios further served as an instrument for the assessment of teacher performance with regard to applied competence. The purpose of this study was to evaluate the value of the practical component of the revised Foundation Phase ACE programme delivered by the NWU via distance learning with specific focus on the way this component facilitates the development of applied competence and the way the portfolio provides for the assessment of professional classroom competencies of practising Foundation Phase teachers. The study further aimed to put forward a model for the development of applied practice based on the findings of the study. In order to attain the aims of the study, the literature was explored to firstly determine the elements which contribute to applied competence in effective teacher professional development programmes. The literature was further explored to determine what the body of scholarship indicates with respect to programme design features that support applied competence in DL programmes for teacher professional development. An implementation evaluation study was then conducted on the programme by collecting data from 50 Foundation Phase teachers as the first of three cohorts enrolled for the bursary project. Data were primarily collected through multiple qualitative methods including a focus-group interview, individual interviews, written expectations as well as open ended questions of questionnaires. Descriptive data were also collected through semi-structured questionnaires. Qualitative data were analysed through content analysis to determine the theoretical and conceptual implications of the profile and teaching context of the Northern Cape Foundation Phase teacher enrolled for the DL Foundation Phase ACE programme, the expectations of these teachers regarding the way the practical component would support their applied competence in their contexts, and the teachers’ experiences of the way the programme component supported the development of their applied competence. The study further determined the extent to which the learning portfolios interrogate the elements of applied competence. Quantitative data collected through semi-structured questionnaires were statistically analysed and served to support the interpretation of qualitative data. The investigation was approached from a constructivist paradigm; an approach that falls under an interpretivist philosophical orientation. Although quantitative methods were used to gather descriptive statistical data in support of the qualitative data, the study is grounded in qualitative research methodology where the concern is with the formative evaluation of the DL programme component The findings strongly confirm the value of such a practical component as part of a DL programme to support the elements of applied competence. However, the way the programme accommodates teacher profiles and teaching contexts will greatly influence the sustainability of the programme outcomes in practice. The findings further show that the portfolio as instrument for the assessment of applied competence requires careful planning and should provide strong guidance in the reflective process to support sustained outcomes of the programme in practice. A suggested model for a DL programme for the professional development of Foundation Phase teachers is based on the findings of the study. / PhD (Curriculum Development Innovation and Evaluation), North-West University, Potchefstroom Campus, 2015