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Die identifisering van rugbytalent by seuns in die senior sekondêre skoolfase / Eugene HareHare, Eugene January 1997 (has links)
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
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Die identifisering van rugbytalent by seuns in die senior sekondêre skoolfase / Eugene HareHare, Eugene January 1997 (has links)
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
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The Colonial Era in the Gambian Secondary School History TeachingPedersen, Josefine January 2007 (has links)
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.
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The Colonial Era in the Gambian Secondary School History TeachingPedersen, Josefine January 2007 (has links)
<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>
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Crime and school violence in Botswana secondary education the case of Moeding Senior Secondary School /Matsoga, Joseph Thoko. January 2003 (has links)
Thesis (Ph.D.)--Ohio University, August, 2003. / Title from PDF t.p. Includes bibliographical references (leaves 215-227)
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The formalization and realization level in Namibian schools : An investigation of two countryside schoolsHerdin, Fanny, Nilsson, Helena January 2009 (has links)
<p>The aim of this thesis is to find out if there is a gap between the formalization level and the realization level in the Namibian school system. Moreover, our aim is to figure out how we, as visiting teaching students, interpret the relationship between steering documents and the teaching in the classroom. In turn, the aim was used to formulate three different research questions: What can we experience while observing in the class room/at school? What do the interviewed teachers express concerning our asked questions? What are the main differences between the two latest steering documents?</p><p>The reason why we decided to do a study about the school system in Namibia is because it is a young country, it was proclaimed independent in 1990. Therefore we think it is interesting to study how the school system and its political steering documents have developed over the years.</p><p>Our theoretical framework includes the concept of curriculum, reconceptualism and cultural issues. Our focal point has been on the following three perspectives, democracy, gender and learner centred education.</p><p>The method we used in this study is triangulation, in this case analyzing political steering documents, interviewing teachers and other people connected to the school and finally class room observations. The attitudes to the three above mentioned perspectives vary amongst the interviewed personnel This study as come to the conclusion that there is a gap between the formalization level and realization level.</p>
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The formalization and realization level in Namibian schools : An investigation of two countryside schoolsHerdin, Fanny, Nilsson, Helena January 2009 (has links)
The aim of this thesis is to find out if there is a gap between the formalization level and the realization level in the Namibian school system. Moreover, our aim is to figure out how we, as visiting teaching students, interpret the relationship between steering documents and the teaching in the classroom. In turn, the aim was used to formulate three different research questions: What can we experience while observing in the class room/at school? What do the interviewed teachers express concerning our asked questions? What are the main differences between the two latest steering documents? The reason why we decided to do a study about the school system in Namibia is because it is a young country, it was proclaimed independent in 1990. Therefore we think it is interesting to study how the school system and its political steering documents have developed over the years. Our theoretical framework includes the concept of curriculum, reconceptualism and cultural issues. Our focal point has been on the following three perspectives, democracy, gender and learner centred education. The method we used in this study is triangulation, in this case analyzing political steering documents, interviewing teachers and other people connected to the school and finally class room observations. The attitudes to the three above mentioned perspectives vary amongst the interviewed personnel This study as come to the conclusion that there is a gap between the formalization level and realization level.
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A survey of Butterworth senior secondary school teachers' views on the relationship between teacher involvement in decision-making and morale / Teacher involvement in decision-making boosts school teachers' morale / Analysis of Vuli-Valley Senior Secondary School (Butterworth, 1998)Nongwe, Tozamile Johnson January 2000 (has links)
Tbe purpose of this survey was to investigate Butterworth Senior Secondary School teachers' views on the relationship between teacher involvement in decision-making and morale. Out of four Butterworth Senior Secondary Schools with a population of about eigbhy six teachers, thirty teachers were willing participants in the research study. The teachers come from a homogeneous background (Xhosa-speaking). Questionnaires were administered to tbe sample subjects (population). The results (responses) of these teacbers (respondents) were then analyzed. After the analysis of their results, it became clear that there is a relationship between teacher involvement in decision-making and morale. Thus, the findings did not support the null hypothesis which stated that Butterworth Senior Secondary Scbool teachers see no relationship between their involvement in decision-making and morale.
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The role of public libraries in enhancing information literacy skills (ILS) of senior secondary school students in the Central District in BotswanaDube, Sibongakonke 01 1900 (has links)
Modern day society is characterised by the availability of technology and the abundance of information in all formats that require all individuals using it to poses information literacy skills (ILS).ILS enable people the ability to locate, analyse, evaluate access and retrieve the desired information to satisfy a need. Research on IL in academic and school libraries has gained momentum in the field of Information Science where as little has been documented concerning public libraries and IL. This therefore calls for more research on IL in public libraries. Public libraries serve a wide and diverse community of which students are a part. In instances where school libraries are either non-existent or not developed, students seek assistance from the public library within their community. This study sought to investigate the role of public libraries in enhancing the ILS of senior secondary school students in the Central District in Botswana. The fact that school libraries in Botswana are underdeveloped to produce competent and confident students equipped with ILS that could be used in the work environment and continuous lifelong learning, motivated the study. A concern that there exists a gap in research concerning public libraries and IL within the Botswana context necessitated this study.
The study used a survey research design where both quantitative and qualitative research approaches were adopted. This involved the collection and analysis of quantitative and qualitative data. The purpose of a mixed methods approach was based on the idea that qualitative results could assist in explaining and interpreting the findings of a quantitative study. Data collection involved three sets of closed ended questionnaires and observations in all schools and public libraries. The population of the study consisted of public librarians, teacher librarians and students. Quantitative data were analysed using the Statistical Packages for Social Sciences (SPSS) to generate statistics.
The findings of the study revealed that the public libraries in the Central District in Botswana are above average in terms of materials and use. It brought to light that senior secondary school students use the public libraries for school purposes and get assistance when they seek for it. Public librarians do not have special classes aimed at enhancing the ILS of students. The public libraries offer IL in the form of computer training, they do this as, and when students register, just like the other members of the community. The library’s contribution to enhancement of the students’ ILS, (study skills, reading skills and use of reference works) is somewhat limited. Limited resources, lack of reading culture, low budgets, and lack of support from government negatively challenge the full potential impact of IL enhancement. / Information Science / M. Inf. Sc.
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Measuring Knowledge in Computer Network Vocational Training by Monitoring Learning Style Preferences of StudentsHariyanto, Didik, Köhler, Thomas 27 March 2018 (has links) (PDF)
Learning style preferences play a significant role during the learning and teaching process. Therefore, a multitude of researchers have developed different models to accommodate students’ various learning styles. Those models share the same goal of trying to classify a particular students’ learning style and to provide an overview of better teaching strategies for educators. This paper presents a research study based on a survey that investigates the learning style preferences of computer network vocational senior secondary school students in Yogyakarta Province, Indonesia. This survey uses the Index of Learning Styles (ILS) questionnaire developed by Felder and Solomon. In total, 162 data sets from five different schools in five different areas were collected in order to represent the Yogyakarta Province. The findings from the study show that students participating in computer network vocational training preferred active (82.66%), sensing (67.66%), visual (83.83%), and sequential (52.44%) learning styles. Students most strongly prefer visual and least favor verbal (16.17%). Identifying learning styles can benefit teachers as they customize teaching methods and can maximize the learning and teaching process.
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