Sport forms an integral part of our everyday living and .has a big influence on the lives of young developing children. Participation in sport has become part of early childhood. Therefore it is of utmost importance that talent identification must start at a very early age. Due to a lack of scientific research in rugby, progress according to talent identification, has developed slightly. Very few scientific methods of identification among young rugby players could be found in literature. The aim of this study is to identify specific rugby skills, physical, motor, anthropometric and psychological variables that could be used to determine talent for 16 year-old adolescence. A test· battery of 24 rugby skills, physical and motor abilities and 14 anthropometrical tests were administered. A sport psychological performance inventory was also conducted. The top three rugby teams in the under sixteen league in the Northwest Province were used in the test as well as 41 non-rugby players. The results of these three teams were used as a criteria for rugby talent among sixteen year-old boys. In order to find the best predictors of talent, stepwise discriminant analyses (SAS Discrim procedure) were conducted on the data to find the subset of best "discriminators" among all predictors which indicated· variables that are able to identify talent at this age. Results, indicated that predictions between talented and less talented rugby players were possible and that these predictions can be useful to coaches to determine talented and less talented rugby players at sixteen years of age. / Thesis (MEd (Voorligting))--PU vir CHO, 1997

Sport forms an integral part of our everyday living and .has a big influence on the lives of young developing children. Participation in sport has become part of early childhood. Therefore it is of utmost importance that talent identification must start at a very early age. Due to a lack of scientific research in rugby, progress according to talent identification, has developed slightly. Very few scientific methods of identification among young rugby players could be found in literature. The aim of this study is to identify specific rugby skills, physical, motor, anthropometric and psychological variables that could be used to determine talent for 16 year-old adolescence. A test· battery of 24 rugby skills, physical and motor abilities and 14 anthropometrical tests were administered. A sport psychological performance inventory was also conducted. The top three rugby teams in the under sixteen league in the Northwest Province were used in the test as well as 41 non-rugby players. The results of these three teams were used as a criteria for rugby talent among sixteen year-old boys. In order to find the best predictors of talent, stepwise discriminant analyses (SAS Discrim procedure) were conducted on the data to find the subset of best "discriminators" among all predictors which indicated· variables that are able to identify talent at this age. Results, indicated that predictions between talented and less talented rugby players were possible and that these predictions can be useful to coaches to determine talented and less talented rugby players at sixteen years of age. / Thesis (MEd (Voorligting))--PU vir CHO, 1997

This investigation was prompted by a personal concern about what I perceived to be unacceptable practices and outcomes in senior secondary schooling in the Australian Capital Territory. For me, an unacceptable practice and/or outcome is one which could be said to contribute to social control by dominant elites. Liberation, in the sense of the acquisition of personal autonomy based on reason, and equality, in the sense of parity of esteem or the right of people to develop differently but within the parameters of concern for others, are the goals I seek in relation to education and schooling. They are goals which are ascribed to by many teachers, and which partially underpin the major reports which prompted and continue to influence supposedly reformist or progressive moves in secondary schooling in the Australian Capital Territory in the 1970's. However, an examination of the framework of these reports suggest that they concealed - non too deeply - contradictions and invalid assumptions which wider examination shows to be common also to what we can call the dominant or liberal educational framework. This framework of ideas, beliefs, assumptions, values and practices, has come under strong attack in recent years by those educationists, sociologists, historians and philosophers whom we can call Marxian. That is, those people who seek to understand and transform their world within a consciousness largely informed by those theories and insights which were first given major prominance by Karl Marx. It is a consciousness which I share. In my investigation of schooling, and of my part in it, as a teacher, I have come to the point where I think that the beliefs, assumptions, and practices associated with the dominant educational ideology do contribute to the formation of a distorted consciousness; that is, people in schools do not perceive that they are oppressed, and that public schooling does not work in what I consider to be the interests of most people. I believe, therefore, that radical change is needed. If we assume that the capitalist mode of production and, consequently, its concomitant set of social relations, are likely to persist in Australia, we can also assume that radical change will be very difficult, and a long term goal. However, I believe that teachers can play a significant role in the development of a more liberating and egalitarian form of schooling for all children. First, teachers have to develop a more critical view of the schooling process and in this way enable themselves to move beyond the limits set up by the traditional and dominant, liberal ideological framework. They have to develop a pedagogy based on the concept of consciousness-raising or critical thinking. This study represents the efforts of one teacher to do just that.

The aim of this thesis is to study and analyse how the manifestation of the British colonial era is presented and interpreted in Gambian secondary school history teaching. The sources used in this study are the history syllabus, history textbooks and a few teachers. The research questions are: To what extent is the colonial era projected in the history teaching, if so, why is so much emphasis focused on the colonial times? What attitudes do the people have regarding the colonial era and the British; what is positive and what is negative with the strong focus on the colonial times? The reason why I have chosen to study the colonial era and its magnitude and impact in the history teaching in the Gambia, is that this is an unexplored subject and I found it interesting to focus on this subject and put it in relation to such a small country as the Gambia. The reasons mentioned above is what it makes it interesting to study how the colonial era is viewed in the history teaching in the Gambia and how teachers handle this subject. How do they handle this period of history in a former colony? In this study I have used the qualitative method. My empirical material has been collected through history schoolbook analysis, interviews with three teachers and participated classroom observations in the history subject. My theoretical framework includes concepts like learning procedure, learning dilemmas and attitudes about colonialism, which are described and discussed. The colonial era is frequently emphasised in the history teaching in the Gambia, almost all the history teaching consist of this subject area. Furthermore, the attitude towards this era and the British colonisers varies among interviewed teachers. One conclusion is that it is important to convey both a positive and a negative view about this matter.

<p>The aim of this thesis is to study and analyse how the manifestation of the British colonial era is presented and interpreted in Gambian secondary school history teaching. The sources used in this study are the history syllabus, history textbooks and a few teachers. The research questions are: To what extent is the colonial era projected in the history teaching, if so, why is so much emphasis focused on the colonial times? What attitudes do the people have regarding the colonial era and the British; what is positive and what is negative with the strong focus on the colonial times?</p><p>The reason why I have chosen to study the colonial era and its magnitude and impact in the history teaching in the Gambia, is that this is an unexplored subject and I found it interesting to focus on this subject and put it in relation to such a small country as the Gambia. The reasons mentioned above is what it makes it interesting to study how the colonial era is viewed in the history teaching in the Gambia and how teachers handle this subject. How do they handle this period of history in a former colony?</p><p>In this study I have used the qualitative method. My empirical material has been collected through history schoolbook analysis, interviews with three teachers and participated classroom observations in the history subject. My theoretical framework includes concepts like learning procedure, learning dilemmas and attitudes about colonialism, which are described and discussed.</p><p>The colonial era is frequently emphasised in the history teaching in the Gambia, almost all the history teaching consist of this subject area. Furthermore, the attitude towards this era and the British colonisers varies among interviewed teachers. One conclusion is that it is important to convey both a positive and a negative view about this matter.</p>

Thesis (Ph.D.)--Ohio University, August, 2003. / Title from PDF t.p. Includes bibliographical references (leaves 215-227)

Thesis (Ph.D. (Education)) --University of the North, 1988 / Refer to the document

Abstract not available

This thesis presents a set of models of enrolment behaviour in senior secondary science courses in New South Wales (Australia) schools. The models have been developed out of concerns about declining enrolments and continued sex differences in enrolments in these courses. They use the framework of the Science enrolment Model (SEM), a framework which uses an expectancy/value approach to examine the relationships between the various influences and their combined effect on enrolment behaviour. The SEM was constructed by fitting the factors which have been shown to influence enrolment behaviour in the sciences to the structure of the General Model of Academic Choice, a model of achievement related behaviour developed by Eccles and colleagues. Models were constructed for enrolment behaviour in three specialist science courses; Biology, Chemistry and Physics and two non-specialist science courses; General Science and Science for Life. These five courses account for 97 percent of enrolments in senior secondary science in New South Wales. Measures of enrolment intentions were predicted by, measures of interest, perceived career value, TER value (value as a means gaining university entrance) and a combined measure of self-concept and performance expectations. These constructs were, in turn, predicted by measures of perceptions of parent and teacher attitudes, perceptions of past performance, attributions for past performance and personality measures. The enrolment models explained between 60% and 70% of the variance in enrolment intentions in the specialist science subjects. 'Career value' was found to be a major influence on enrolment behaviour in all five subjects. The expectancy and value variables explained approximately 80 percent of the sex difference in enrolment intentions in the specialist science subjects. Career considerations accounted for between 30 percent and 50 percent of this difference / Doctor of Philosophy (PhD)

This study focuses on the writing of senior students in the subject English at an ACT secondary college. Several features of the ACT education system are relevant. There is a high retention rate, so the sample is a broad one. The curriculum is school based, as is assessment. There are separate courses for those seeking tertiary entrance (TE) and those seeking to complete their education at Year 12 (Accredited). The theoretical basis of the study is provided by the work of a number of linguists with an interest in school language, in particular Graham Little. 255 samples of writing have been analysed, taking account of the function and forms of language. The function, or meaning, has been analysed in terms of content, abstraction, purpose and audience. The writing in the Accredited course is evenly distributed between the human and material worlds, three quarters is informational and one quarter Imaginative. The level of abstraction shows a predominance of reporting and generalising. Writing in the TE course is 60% concerned with the human world and reaches higher levels of abstraction such as speculation and hypothesising. The audience is academic. Compared with earlier findings, this study shows more human content and higher levels of abstraction. Language functions through selective use of forms. The aspects of form analysed are vocabulary, abstraction of noun phrase, sentence length and sentence sequencing. Figures produced were largely consistent with earlier studies; however the TE group shows higher syllable counts, greater abstraction of noun phrase and longer sentences than the Accredited group. Creative writing brings the groups closest together. Handwriting, spelling and punctuation are examined. Handwriting is always legible, spelling close to 98% correct and 84% of full stops are correctly used. A small number of scripts produce most of the errors in both spelling and punctuation. The achievement of students as revealed by this study of writing is consistent with earlier studies although the students represented here demonstrate higher levels of abstraction. The curriculum contains more human content and is commendably comprehensive, although there is less poetic and expressive writing than might be expected. This form of language analysis is recommended for its concentration on the language actually produced in class, the insights it provides for teachers and the information it provides for meaningful public discussion of education.