Thesis (M. Ed.)--University of Hong Kong, 1998. / Includes bibliographical references (leaves 170-183).

Thesis (M. Ed.)--University of Hong Kong, 1993.

Thesis (M.Ed.)--University of Hong Kong, 1993. / Also available in print.

Thesis (M.Ed.)--University of Hong Kong, 1995. / Includes bibliographical references (leaf 87-95). Also available in print.

Thesis (M.Ed.)--University of Hong Kong, 1996. / Includes bibliographical references (leaves 87-89). Also available in print.

Thesis (M.Ed.)--University of Hong Kong, 1996. / Includes bibliographical references (leaves 72-75). Also available in print.

Thesis (M.Ed.)--University of Hong Kong, 1998. / Includes bibliographical references (leaves 170-183). Also available in print.

Objectives: the specific objectives of the study are identified as follows: 1) to determine the influence of impulsivity on alcohol abuse, (2) to determine the peer group influence on alcohol abuse, (3) To determine the interplay of gender on alcohol abuse and (4) to determine whether interaction between impulsivity, peer group influence and gender has any an effect on alcohol abuse. Method: data was collected from three hundred (300) student participants randomly selected. Age of participants ranged from 17-40 years with mean age of 21. The statistical analysis used was a three way analysis of variance. Results: Results revealed a significant main effect of impulsivity on alcohol abuse, F (35.696, p < 0.001) as well as gender, F (20.869, p < 0.001) but there was no significant effect of peer group influence on alcohol abuse. In addition, it was noted that the interaction between the three variables had no significant effect in predicting alcohol abuse. Recommendations: Universities should create educational programmes for students and this should be done preferably in the first quarter of the year while recognizing that there are transition issues related to entering universities and adaptation could be negatively at its peak especially during the first few months, which makes it a critical period for prevention and intervention activities. / Thesis (Soc.Sc.(Clinical Psychology) North-West University, Mafikeng Campus, 2014

M.Ed. / With transformation in higher education institutions in South Africa, writing centres were established in the early 1990s to cater for the diverse educational, social and cultural needs of students. Transformation and the call for teachers to become lifelong learners, has motivated many mature professionals to enter postgraduate study. The Faculty of Education’s Postgraduate Writing Support Centre at the University of Johannesburg was established in 2002 to offer writing support to such students. Through a multi-faceted case study, this paper explores the importance of collaborative conversations within a community of student writers in constructing knowledge. It seeks through the narrative of three different tutoring contexts, to understand the role of the peer tutor in facilitating these conversations with postgraduates in support of their writing. The findings of this study suggest to faculty that a tutor training programme needs to be developed to ensure effective and successful writing support, and in addition the postgraduate programme should be reviewed to incorporate support and continued supervision through all stages of study. / Mr. W.A. Janse van Rensburg

Peer-learning enhances the learning experience of students, but little research in this area has studied medical students developing their clinical physical examination skills. This thesis describes two peer-learning processes to aid this skill development: peer???learning from advanced beginners to novices (vertical); and peer-to-peer learning (horizontal). The hypothesis was that the process would be effective and acceptable to tutors and tutees. Vertical Peer Teaching: After a successful pilot scheme using junior doctors to tutor medical students, senior medical students were engaged as tutors as the junior doctors were too busy. Following instruction in tutoring and defining teaching topics, they taught a group of junior students. Evaluation of both groups was by summative clinical examination scores, by interviews and questionnaires. Scores were compared with non-participating control subjects. Tutors showed a significantly superior examination performance compared with the control group. Tutees showed a non-significant improvement. Tutors considered their skills had improved, with increased confidence in both performance and teaching, particularly in the communication and metacognitive domains. Tutees indicated the process to be very useful, with increased opportunity for feedback and questioning. There was little evidence of a reduction in the barriers between the years, perhaps because the student tutors were viewed in the traditional role of 'experts' . Horizontal Peer Teaching: Same-level dyads using a videotaped examination skill and script were assessed by summative examination and subjectively. These skills showed a significant improvement when compared to a control group. Despite this effect and many positive aspects reported, there were some concerns with the process. Students felt that a videotape and a peer instead of an ???expert??? was not as good as a traditional tutorial. In conclusion, the peer-learning was successful in several domains. Vertical peer-learning was accepted by both tutors and tutees, and horizontal-peer learning had a positive influence upon examination results. Vertical peer-learning appears to conform to students??? expectations of the inequality between beginners and tutors who are advanced beginners or experts, while horizontal peer-learning is more challenging, even though it is effective. The latter may need careful introduction for the process to be acceptable to students.