The purpose of this research is to indicate that art education can also make a particular contribution to the social forming and development of the child to which Sociology can add knowledge in education. To achieve this (aim) it is shown how art education has developed historically from the rational stage of the teaching of drawing up to the modern concept of creative expression by the child in the primary school. Conjoined with this modern concept the Calvinistic/Christian's philosophy of life and education with particular emphasis on the purpose, view of the child, the content, the method, the discipline; evaluation and organisation of art education as fundamental foundation of art education are given in outline. Particular emphasis is laid on the social forming, i.e. growth and development stages of the child in art education to which the family group must also contribute by means of co-operation and interaction with the school. The views of various researchers and those of the writer-about art education in the Western world are utilised to Indicate what the excellencies of art education are or should be. Unfortunately this is not the case in all the primary schools in Transvaal. These shortcomings are revealed with directives for the effective realisation of art education within the framework of the general education and teaching in the school. Recommendations are made among other things with the view to effective organisation and administration of art centres at all primary schools in Transvaal, the utilisation of facilities and stock by the teacher, the importance of talent, the academical and professional training of teachers for this task and vocation which is still mainly the Cinderella in the present construction. That this subject is done justice to by some schools in Transvaal is proved by the high quality of child art held at the art exhibition at the Republic festival in which primary schools in Transvaal took part. / Thesis (MA)--PU vir CHO

AIM OF THE STUDY - The general aim of the study is to design a selection test battery that can be used to screen students for the diploma courses in Management practice and Personnel management before the enrolment at the Witwatersrand Technikon. The specific aims are twofold: namely theoretical and empirical. The theoretical aim is firstly to give some perspective as far as the use of psychometric tests in the selection procedure, and secondly to give an overview of those factors that affect academic performance. The empirical aim consists of three objectives: To determine which factors are significantly related to academic performance of first year students for the Management practice and the Personnel management courses, respectively. To determine those factors that reflect a significant difference between the successful and unsuccessful students in both diploma courses. To develop a profile of the successful and unsuccessful groups' test performances for selection purposes. METHOD OF INVESTIGATION - A study of the relevant literature was undertaken concerning the role of psychometric tests in the selection procedure, as well as the effect of different cognitive and non-cognitive factors on academic performance. As a result of the limited number of first year students in these two courses, the total first year student group was involved in this study. The psychometric tests used in this study are the 19 Field Interest Inventory, the Structured Objective Rorschach test (SORT), The Survey of Study Habits and Attitudes (SSHA), the 16 Personality factor questionnaire {16PF), the subtest Mental Alertness of the Intermediate Battery and the Academic Achievement Battery. RESULTS OF THE MULTIPLE REGRESSION ANALYSIS - The test that shows the highest correlation with academic performance for both groups is the 16PF. In the case of the Management practice group, the correlation is 0,62 and for the Personnel management group, the correlation is 0,77. The Management practice group also reflected correlations between academic performance and previous performance (r=0,48) and between academic performance and interest (r=0,63). On the other hand, correlations were also found between academic performance and the SSHA ( r=O, 5 9) and between academic performance and mental alertness (r=0,42) concerning the Personnel management group. The 16PF therefore showed the highest correlation with academic performance for both groups. As a result of these findings and the relatively small population group used in this study it was decided, for the remainder of the investigation to combine the two groups. The new combined group was then subdivided into a successful and an unsuccessful group. RESULTS OF THE PROFILE ANALYSIS - The successful group obtained average scores which were higher than those of the unsuccessful group on eight factors of the 16PF. These eight factors are: A(Sociality), B (Intelligence), E(Dominance), F(Carefreeness), H (Social venturesomeness), L(Suspiciousness), N(Astuteness) and Ql(Radicalism). Of these eight factors, the differences for the last three are very insignificant. The unsuccessful group obtained higher average scores on the remaining eight factors but once again these differences are insignificant. RESULTS OF THE t-TEST - Significant differences were found between the successful and unsuccessful groups with regard to factors A(Sociality), B(Intelligence) and F(Carefreeness) on the 0,01-level while significant differences on the 0,05-level were obtained on factors E(Dominance) and Q3(Self-control). These results can be summarised as follows: * The successful group• is definitely more social, in other words more outgoing, carefree and more participative than the unsuccessful group. * The successful group has a greater mental ability than the unsuccessful group, is more independent and shows more enthusiasm. * The unsuccessful group shows a greater degree of self-control than the successful group with the result that they experience more anxiety in the process. According to this study, personality factors seem to play a more significant role than any other factors as measured in this particular case. Biographical data should also be considered in a study like this as this might possibly lead to other factors that influence academic performance. / Skripsie (MA)--PU vir CHO, 1987

Thesis (MEd)--PU vir CHO

Proefskrif--PU vir CHO

Information from symposiums regarding guidance, as well as information from interviews with school guidance personnel, students and other persona concerned, revealed gaps concerning the present school guidance systems. In this connection the public and private sector can play an important role by revealing the necessary information about the career world to the guidance personnel. The aim of this investigation serves a double purpose. In the first instance to investigate the liaison between the school guidance personnel of the Transvaal Education Department's secondary schools and the public and private sector from the point of view of the literature. Secondly an empirical determination of the nature of the connection between career guidance personnel of the Afrikaans medium secondary schools in Transvaal and the public and private sector, as well as to determine what the attitude of school guidance personnel are towards liaison with the public and private sector. For the purpose of this study, public sector can be defined as the sector where government has partial or total control, whereas in the private sector the government has no direct control. Personal visits to guidance personnel at secondary schools in Transvaal and the questionnaire method were both considered to obtain the necessary information for this study. After thorough consideration, the decision fell upon the questionnaire method. Questionnaires were therefore sent to all Afrikaans medium secondary schools in Transvaal. RECOMMENDATIONS: The following are recommended, bearing the findings of the study in mind: 1. RENEWED INTRODUCTION OF THE COMMITTEE FOR COORDINATION OF CAREER INFORMATION AND CAREER GUIDANCE. The following recommendations about the function of the above mentioned committee can be made: 1.1 the private sector must be accommodated in this committee, 1.2 this committee must be actively involved in a promotion campaign. 2. RESTRUCTURING OF THE EDUCATION POLICY BY THE TRANSVAAL EDUCATION DEPARTMENT. This study revealed that a number of school guidance personnel did not liaise with the public and private sector due to the Transvaal Education Department's policy. The following are recommended: 2.1 the Education Department's policy about outsiders must be clearly formulated and published to all persons involved, 2.2 free admission by representatives of the public and private sector to schools, 2.3 visiting of career displays and information days by pupils during school hours, 2.4 partnership between the Transvaal Education Department and the public and private sector to be emphasized to the pupils and to improve contact between the Education Department and the public and private sector. 3. INVOLVEMENT OF THE PUBLIC AND PRIVATE SECTOR. Liaison is the result of the initiative from the schools while they experience shortages of funds, time limits, transport problems and long distances. It is therefore recommended that the public and private sector will visit schools on their own initiative. FINAL REMARKS: There is a definite need for liaison between school guidance personnel and the public and private sector. This study emphasizes the results of the HRC's Study Committee: Guidance (1981) and as such the findings of this study are closely related with the findings and recommendations of the HRC's Study Committee. The quality of school guidance will be improved by liaison and this will improve the pupils' ability to make responsible career choices. It is therefore of the utmost importance for all partners in the school guidance programme to work closely together and to liaise more effectively. / Thesis (MEd)--PU vir CHO, 1991

Proefskrif--PU vir CHO

Thesis (MA)--Potchefstroomse Universiteit vir Christelike Hoer Onderwys, 1971

The purpose of this research is to indicate that art education can also make a particular contribution to the social forming and development of the child to which Sociology can add knowledge in education. To achieve this (aim) it is shown how art education has developed historically from the rational stage of the teaching of drawing up to the modern concept of creative expression by the child in the primary school. Conjoined with this modern concept the Calvinistic/Christian's philosophy of life and education with particular emphasis on the purpose, view of the child, the content, the method, the discipline; evaluation and organisation of art education as fundamental foundation of art education are given in outline. Particular emphasis is laid on the social forming, i.e. growth and development stages of the child in art education to which the family group must also contribute by means of co-operation and interaction with the school. The views of various researchers and those of the writer-about art education in the Western world are utilised to Indicate what the excellencies of art education are or should be. Unfortunately this is not the case in all the primary schools in Transvaal. These shortcomings are revealed with directives for the effective realisation of art education within the framework of the general education and teaching in the school. Recommendations are made among other things with the view to effective organisation and administration of art centres at all primary schools in Transvaal, the utilisation of facilities and stock by the teacher, the importance of talent, the academical and professional training of teachers for this task and vocation which is still mainly the Cinderella in the present construction. That this subject is done justice to by some schools in Transvaal is proved by the high quality of child art held at the art exhibition at the Republic festival in which primary schools in Transvaal took part. / Thesis (MA)--PU vir CHO

Die studie het deel van die Flourishing Learning Youth (FLY)-vennootskap tussen ? plattelandse skool en die Sentrum vir Veerkragtigheidstudies, Universiteit van Pretoria, gevorm. Die doel was om tot veerkragtigheidsteorie in ? Suid-Afrikaanse konteks by te dra deur jongmense se uitdrukkings van beskikbare beskermende hulpbronne, soos dit in bestaande opvoedkundige sielkundige intervensiedata vergestalt is, te beskryf. Die nie-eksperimentele, sekondêre data-analise studie is gedoen uit ? kwalitatiewe raamwerk en met fenomenologie as metateoretiese paradigma. Databronne van jongmense (n=48: manlike=26; vroulik=22) is doelgerig, uit ? twee-jaar datastel, vir deduktiewe analise aan die hand van a-priori kategorieë (individuele beskermende hulpbronne, verhoudings as beskermende hulpbron, skool as beskermende hulpbron en gemeenskapshulpbronne), geselekteer. “Persoonlikheid” is deur beide seuns en meisies in die plattelandse konteks uitgelig. Meisies het veral die volgende as relevante beskermende hulpbronne uitgewys: Individuele beskermende hulpbronne (kognitiewe bekwaamhede, sosio-emosionele bekwaamhede, normatiewe bekwaamhede, liggaamlike bekwaamhede, vaardighede en belangstellings), verhoudings (verhoudings met familie), skool (infrastruktuur by skool, onderwysers, skool as plek van opvoeding), en gemeenskap (dienste en infrastruktuur, ontspanning en sosiokulturele aktiwiteite en sosio-ekonomiese hulpbronne). Daarteen is drome en aspirasies, verhoudings (portuurgroep en betekenisvolle ander) en gemeenskap as plek van waarde gereeld deur seuns aangedui. Opvoedkundige sielkundige groepsgebaseerde aktiwiteite het dit vir jongmense in ? plattelandse skool moontlik gemaak om beskermende hulpbronne aan te dui wat vir verskillende jongmense oor die twee jaar standvastig vertoon het. / Dissertation (MEd)--University of Pretoria, 2017. / Educational Psychology / MEd / Unrestricted

Bibliography / Thesis (MEdPsych (Educational Psychology))--University of Stellenbosch, 2010. / AFRIKAANSE OPSOMMING: Hierdie studie was onderneem om insig te bekom oor hoёrskool leerders met 'n liggaamlike gestremdheid se ervaringe. Kwalitatiewe navorsing is gedoen ten einde begrip en insig te ontwikkel omtrent die kernaspekte ter bevordering van effektiewe insluiting van adolessente met 'n liggaamlike gestremdheid tot die hoofstroomskool. Die narratiewe ondersoek as ontwerp was gepas juis omdat so 'n ontwerp kreatiewe ruimte laat vir die deelnemers om die betekenis wat hulle aan hul lewenservarings heg, te verwoord. Die deelnemers is die geleentheid gebied om in hul eie woorde en op hul eie manier hul storie te vertel van hoe hulle met 'n gestremdheid hoёrskool ervaar. Die primêre metodes van ondersoek was semi-gestruktureerde onderhoude, een fokusgroeponderhoud en die skep van kollages. Die deelnemers is huidiglik in die adolessensie fase wat hulle op dieselfde emosionele en fisieke ontwikkelingsvlak as hul portuur plaas. Die verskil word gemanifesteer in hoe die adolessente met liggaamlike gestremdhede hulself sien en hoe die reaksies van hulle portuurgroep oor hulle gestremdhede hulle selfbeeld beïnvloed. Beter insig in die realiteit van hul ervarings, hulle gevoelens en uitdagings kan beter ondersteuning aan dié adolessente moontlik maak. Die proses van data-analise het vyf temas opgelewer, naamlik: skoolkeuse, sosiale lewe, ondersteuning, reaksies op gestremdhede en uitdagings. Die kernaspekte hieraan verbonde berus hoofsaaklik op die houdings en sieninge van die hele skoolgemeenskap, die aanspreek van die uitdagings, die benutting van spesifieke onderwys- en onderrigstrategieё ter bevordering van insluiting en die erkenning van die waarde wat die insluiting van adolessente met liggaamlike gestremdhede tot hoofstroom-onderwys toevoeg. Die bevindinge dui daarop dat, alhoewel die reaksies op hul gestremdheid meesal negatief is, word die adolessente deur die positiwiteit van 'n minderheid aangemoedig om uitdagings te oorbrug. Negatiewe ervarings sluit in strukturele uitdagings, gevoelens van hartseer, eensaamheid, uitsluiting, verwerping, frustrasie, onvergenoegheid, angstigheid en geїrriteerdheid. Positiewe ervarings sluit in vaardighede, bekwaamheid, talente, interafhanklikheid, volhoubare ondersteuning en vriendskappe sowel as geleenthede vir interaksie met hulle portuurgroep, veral die van die teenoorgestelde geslag. Die studie het ook leemtes uitgewys in terme van die onvermoё van die onderwysowerheid om hulle insluiting in die hoofstroom te fasiliteer by wyse van infrastruktuur sowel as bewusmakingsveldtogte en die daarstelling van programme om adolessente met 'n liggaamlike gestremdheid te ondersteun. / ENGLISH ABSTRACT: This study was undertaken to acquire insight into the experiences of high school learners with a physical disability. Qualitative research methods were used to develop understanding and insight with regard to core aspects which promotes effective inclusion of adolescents with a physical disability into mainstream. The narrative approach as research design was appropriate especially as this research design allows the participants greater creativity to express in words the meaning of their lived experiences. The participants were offered the opportunity to tell their stories in their own words and in their own way of how they experience high school with a disability. The primary methods of research were semi-structured interviews, one focus group interview and the creation of collages. The participants are currently in the phase of adolescence which places them on the same level of emotional and physical development as their peers. The difference manifests itself in the way that adolescents with a physical disability see themselves and how the reactions of their peers towards their disabilities influence their self-image. Enhanced insight into the reality of the experiences, feelings and challenges of adolescents with disabilities can lead to improved support. The process of data analysis has yielded five themes, namely: school selection, social life, support, reactions towards disabilities and challenges. Important aspects related to these themes are based mainly on the attitudes and views of the whole school community; the way in which challenges are addressed; the utilization of specific education and teaching strategies to improve inclusion and the acknowledgement of the value of inclusion that adolescents with physical disabilities add to mainstream education. The findings indicated that, although the reactions towards their disability are mostly negative, these adolescents are being driven to overcome their challenges through the positivity of a minority. Negative experiences include: structural challenges, feelings of sadness, loneliness, exclusion, rejection, frustration, not being good enough, anxiety and irritability. Positive experiences include: skills, competencies, talents, interdependency, sustainable support and friendships, as well as opportunities for interaction with their peers especially those of the opposite sex. The study also indicated shortcomings in terms of the inability of the education authority to facilitate their inclusion into mainstream with regard to infrastructure, as well as awareness campaigns and the introduction of programmes to support adolescents with a physical disability.