Philosophiae Doctor - PhD / This study set out to investigate the conditions under which urban issues triggered grassroots mobilization in Metropolitan Cape Town, South Africa between 1976 and 1986. It sought to understand the form taken by such collective behavior and tried to discover the relations of power that inform urban social movements, locally, regionally and nationally. I did not only observe neighborhood social life, but neighborhood-based protests. Through a close observation of social practices in different neighborhoods I have managed to document the influence of urban social movements on the dominant relations of power in Cape Town. In this regard, I have demonstrated that through the organizational strategies and mobilizational tactics of neighborhood associations, political institutions in Black townships have been turned upside down; social relationships in some neighborhoods have been dramatically challenged and reviewed, and perhaps most significantly the legacy of constructed cultural silence amongst the oppressed and exploited has been significantly eroded from unconscious acquiescence to the status quo to a conscious disobedience to the dominant relations of power politically, economically and ideologically. It is in the mobilizational moments of resistance and organizational strategies of city-wide neighborhood networks in the form of urban social movements that there emerge, through conscious struggle, the organic potential and conjunctural possibilities for the construction and propagation of counterhegemonic social relations in the arena of conflict and contestation where the State, since 1976 is finding it increasingly difficult to elicit the consent of the governed. Thus, it is in this historically-informed context that urban social movements are first and foremost an expression of an organized attempt by the people at the grassroots level to transform the dominant Apartheid practices at all levels of society.

Anestesisjuksköterskan är den första personen som patienter träffar under det preoperativa mötet. Därför har hon ansvaret för det preoperativa vårdprocessen och mötet samt har skyldighet att bjuda in patienter till samtal. Oro är förekommande fenomen som patienter känner inför anestesi och operation. Flera studier har påvisat att majoriteten av patienter som ska genomgå anestesi och operation upplever oro och det preoperativa oro orsakar postoperativa komplikationer samt framtida konsekvenser för patienter. Därför är det angeläget att anestesisjuksköterskor känner till strategier som lindrar patienters oro. Syftet med studien är att belysa anestesisjuksköterskors strategier i det preoperativa mötet för att lindra patienters oro inför generell och regional anestesi. En litteraturstudie där kvalitativa studier har granskats används för att svara på studiens forskningsfråga. Studiens resultat mynnande ut i 2 huvudkategorier: Kommunikation och anestesisjuksköterskans möte med patienten. Med hjälp av kommunikation såg anestesisjuksköterskan till att ge tillräcklig information till patienter för att patienten ska känna sig väl förbered. Därmed ökades patienters kunskaper om anestesi och operation vilket reducerar patienters preoperativa oro. Genom anestesisjuksköterskans möte med patienten identifierades tecken på oro vilket även gav bekräftelse på patienters känslor. Därigenom förmedlade anestesisjuksköterskan trygghet till patienten genom sin närvaro och använde olika vårdande handlingar för att reducera patienters oro. Att använda olika strategier har en verksam effekt på patienters välbefinnande och fysiologiska funktioner.

Owners of small businesses who fail to implement adequate employee motivation and retention strategies may experience lost profit and high employee turnover. The purpose of this multiple case study was to explore the managerial strategies that owners of small businesses owners used to motivate and retain sales associates to increase profits. The population for the study included owners of 4 businesses in Texas who successfully implemented employee motivation and retention strategies. Data were collected from semistructured interviews with business owners and from artifacts such as company websites and social media pages. Transformational leadership theory guided the study. Data were analyzed using Yin’s 5 steps of data analysis including compiling data, disassembling data, reassembling data, interpreting data, and drawing conclusions. Three themes emerged from the data analysis: provide financial incentives, increase job satisfaction, and enhance job training. The findings of this study might contribute to positive social change by providing owners of small businesses with strategies to retain employees, which may build customer loyalty and increase business performance and longevity. Business leaders may benefit from these findings by strengthening relationships with employees and improving the overall performance of the organization. The results of this study could also contribute to positive social change by helping other small business owners implementing motivation and retention strategies, which might enhance business sustainability. Business sustainability supports both local and state economies and fosters an optimum distribution of resources in the community.

The problem in a suburban school district in a northwestern state is that fewer socioeconomic disadvantaged and minority students are graduating high school and attending post-secondary education than their White and economic middle-class counterparts. The disparity continues to expand the achievement gap between minorities and Whites within the education system and continues a cycle of poverty for the poorest and minority students. Bandura’s self-efficacy theory guided the study. The purpose of this bounded qualitative exploratory case study was to explore the advancement via individual determination (AVID) instructional strategies high school graduates used in their transition to post-secondary education. The research questions addressed which instructional strategies the AVID graduates learned and how they used the strategies in post-secondary education. The participants were 13 AVID high school graduates from a suburban northwestern school district who entered post-secondary education in 2014–2018. Data collected through one-on-one interviews were analyzed thematically using descriptive and axial coding to allow themes to emerge using the constructs of the framework. AVID students suggested that focused notetaking, collaboration, and self-regulatory behaviors assisted them in their academic success. Based on the findings, a 3-day professional development was created for high school teachers to design content area lessons featuring student collaborative groups, self-reflection, and notetaking strategies. This endeavor may contribute to positive social change when administrators provide teachers with grouping, social emotional, and instructional strategies for AVID enrollees, which may result in increased AVID graduates and post-secondary students.

博士(学術) / 甲第636号 / 186 p. / Hitotsubashi University(一橋大学)

Las estrategias de aprendizaje de la lectoescritura en chino han sido estudiadas con anterioridad (Shen, 2005); sin embargo, se ha investigado poco sobre estas estrategias aplicadas en un contexto latinoamericano de educación superior. Este trabajo estudia las estrategias de aprendizaje que emplean los universitarios para mejorar su aprendizaje del idioma chino. El presente estudio identificó las estrategias enfocadas en la lectoescritura y obtuvo la valoración de los estudiantes en torno a estas. Los instrumentos empleados fueron encuestas y un grupo focal, los cuales se aplicaron a un total de 18 estudiantes de diferentes niveles de chino. Los resultados del estudio indican cuáles fueron las estrategias más usadas entre los estudiantes y, además, este propone una categorización de estas estrategias cognitivas, metacognitivas, input-based y output-based. Asimismo, el estudio muestra una noción de efectividad que tienen los estudiantes respecto a las estrategias que utilizan. / Learning strategies for Chinese literacy have been previously studied (Shen, 2005). However, very little research exists regarding the application of these strategies in a Latin American context of higher education. This research studies the learning strategies that university students use for improving their Chinese learning. The present study identified learning strategies focused on Chinese literacy and got students’ assessment on them. Surveys and a focus group were the tools used in this research and were applied to a total of 18 students at different instances of Chinese learning. The results of this study point out the most used strategies among students and, moreover, suggest a classification for the strategies (cognitive, metacognitive, input-based and output-based). Besides, this study shows a notion of effectivity that only these students have towards the strategies they prefer. / Trabajo de investigación

No abstract available. / Dissertation (LLM)--University of Pretoria, 2013. / gm2014 / Centre for Human Rights / unrestricted

The purpose of the study was to investigate teachers? perceptions and experiences of the management of learner absenteeism in rural primary schools in the Kavango region of Namibia. This study was conducted in the Kavango region of Namibia where absenteeism has been identified as a problem in achieving quality education. A further purpose of the study was to gain some insight into the management challenges faced by teachers and the strategies they use to reduce learner absenteeism in their classes. The main research question was: How do teachers in rural primary school in the Kavango region of Namibia manage learner absenteeism? This exploratory study was conducted within an interpretive, qualitative paradigm. The researcher used semi-structured interviews to generate data and the findings of the study showed that learner absenteeism is a problem in the rural primary schools in the Kavango region of Namibia. Factors that contribute to learners absenteeism were identified and categorized as family (domestic work); individual (lack of motivation, especially over-aged learners); environmental (changing seasons, such as cold, rain and harvesting); and socio-economic (hunger). The study also found that there is little parental participation in dealing with learner absenteeism because of the lack of teacher-parent relationships; a lack of value for education; and a lack of learner support. Furthermore, the study showed that some the classroom management challenges faced by the teachers in terms of learner absenteeism include the need to repeat lessons for absent learners; a lack of learner motivation; and other individual learner problems. Some of the strategies teachers use to reduce learner absenteeism emerged from findings of the study, including providing a school feeding scheme; presenting certificates and awards to learners for regular attendance; and establishing positive relationship strategies. It was also found that teachers apply an ethic of care in terms of modelling, dialogue, practice and confirmation in order to reduce learner absenteeism in the classroom. The ethic of care was evident in initiatives, like teachers making home visits to assess the domestic situations of learners and giving motivational talks to learners, encouraging them to care for other learners by using prefects to the encourage learners. / Dissertation (MEd)--University of Pretoria, 2016. / Education Management and Policy Studies / MEd / Unrestricted

The aim of this study was to describe ways in which Grade 1 teachers use creative teaching practice in Mathematics. An interpretivistic approach was used with qualitative research principles guiding the research process. The research design was a case study design. Three primary school teachers at an Afrikaans private school were purposefully selected. A multi-method approach to data gathering was taken. Firstly, the Curriculum and Assessment Policy Statement (Foundation Phase): Mathematics was analysed to determine the guidelines of the Department of Basic Education regarding creative teaching practice in Mathematics. Secondly, the three participants each made a visual representation (poster) of their understanding of creative teaching practice in Mathematics, where after each participant's poster was discussed with her. Thirdly, a total of five Mathematics lessons were observed and one semi-structured interview was conducted with each participant. Fourthly, personal opinions, reflective thoughts and impressions of the research study were noted in the researcher's research journal. Results were derived from inductive thematic analysis of the documented data. After member checking, four themes were identified. Firstly, some fundamental principles for the use of creative teaching practice in Mathematics were deducted, which included sensitivity for learner differences, the use and development of learners' current knowledge, active learner participation in lessons, interest and joy in Mathematics lessons, and the inclusion of the life world of the learners in the Mathematics lessons. Secondly, the participants suggested possible implementation strategies for creative teaching practice in Mathematics, namely the implementation of problem solving skills, concrete experiences and resources, group learning and social interaction. Thirdly, some teacher qualities that promote creative teaching practice in Mathematics were indicated, namely teachers as specialist subject experts in Mathematics, motivators of learners, creators of a positive learning and teaching environment, interpreters and designers of learning programmes and material, and adaptability. The fourth theme emphasized the challenges regarding the use of creative teaching practice in Mathematics where environmental factors were indicated. Based on the findings the conclusion can be made that domain relevant skills, skills regarding creativity, intrinsic task motivation and the social environment are components that can be incorporated to promote the successful use of creative teaching practice in Mathematics. / Die doel van hierdie studie was om te beskryf op welke wyses Graad 1-onderwysers kreatiewe onderrig in Wiskunde gebruik. Die studie is vanuit 'n interpretivistiese benadering onderneem met kwalitatiewe navorsingsbeginsels wat die navorsingsproses onderlê het. 'n Gevalstudie-ontwerp is as navorsingsontwerp gebruik. Drie laerskoolonderwysers, verbonde aan 'n Afrikaanse privaatskool, is deur 'n gerieflikheidseleksie geselekteer. Data is deur 'n multi-metodiese benadering versamel. Eerstens is die Curriculum and Assessment Policy Statement (Foundation Phase): Mathematics ge-analiseer, om sodoende die Department van Basiese Onderwys se riglyne betreffende kreatiewe onderrigpraktyk in Wiskunde te identifiseer. Tweedens het die drie deelnemers elk 'n visuele voorstelling (plakkaat) gemaak wat hul begrip aangaande kreatiewe onderrigpraktyk in Wiskunde uitbeeld, waarna elke deelnemer se plakkaat met haar bespreek is. Derdens is vyf Wiskunde-lesse in totaal waargeneem en een semi-gestruktureerde onderhoud met elke deelnemer gevoer. Vierdens is persoonlike opinies, reflektiewe gedagtes en indrukke van die navorsingstudie aangeteken in die navorser se navorsingsjoernaal. Induktiewe tematiese analise van die gedokumenteerde data het gedien as basis vir die resultate. Deelnemerkontrole is uitgevoer en vier temas is geïdentifiseer. Eerstens is van die fundamentele beginsels vir die gebruik in kreatiese onderrigpraktyk in Wiskunde afgelei, wat insluit sensitiwiteit vir leerderverskille, die gebruik en ontwikkeling van leerders se bestaande kennis, aktiewe leerderbetrokkenheid by lesaanbieding, interessantheid en genotvolheid van Wiskunde-lesse, en die insluiting van leerders se leefwêreld by Wiskunde-lesse. Tweedens het die deelnemers moontlike implementeringstrategieë vir kreatiewe onderrigpraktyk in Wiskunde aangedui, naamlik die implementering van probleemoplossingsvaardighede, konkrete ervaringe en hulpbronne, groepsleer en sosiale interaksie. Derdens is sommige onderwyserkwaliteite ter bevordering van kreatiewe onderrigpraktyk in Wiskunde aangedui, naamlik onderwysers as spesialis vakkenners in Wiskunde, leerder-motiveerders, skeppers van 'n positiewe leer- en onderrigomgewing, interpreteerders en ontwerpers van leerprogramme en -materiaal, en aanpasbaarheid. Die vierdie tema het die uitdagings rondom die gebruik van kreatiewe onderrigpraktyk in Wiskunde beklemtoon, waar onder andere omgewingsfaktore aangedui is. Op grond van die bevindinge kan die gevolgtrekking gemaak word dat domein-relevante vaardighede, kreatiwiteitsvaardighede, intrinsieke taakmotivering en die sosiale omgewing komponente van die samestellende teorie van kreatiwiteit (Amabile, 2012) is, wat ingesluit kan word om die suksesvolle gebruik van kreatiewe onderrigpraktyk in Wiskunde te bevorder. / Dissertation (MEd)--University of Pretoria, 2016. / Educational Psychology / MEd / Unrestricted

In South Africa, the Department of Education (DOE) via its South African Qualifications Authority (SAQA) mandates lecturers particularly at higher education level to deliver students that should be able to think critically and solve problems by the end of their undergraduate journey at any Higher Education Institution (HEI), whether public or private. HEIs have each taken their own approach on how to develop these competencies in their undergraduate students. This qualitative inductive case study focuses on understanding how eleven lecturers teaching at a private HEI in Midrand South Africa facilitate Active Learning in their classes, how they measure the success of Active Learning strategies and the support they have available to them by using semi-structured interviews and class observation data. Some of the findings highlight that these lecturers know exactly what Active Learning is even though most have never been officially trained. Six groups of different Active Learning strategies were identified including different questioning techniques, engagement via reading, engagement via writing, hands-on activities, use of technology and interaction with peers. Even though lecturers believed in Active Learning, evidence substantiating the effectiveness of their teaching methodology was mostly subjective. It was also found that lecturers had more support requirements than current support available and that the majority of current support was in the form of the immediate lecturer community. / Thesis (PhD)--University of Pretoria, 2017. / Science, Mathematics and Technology Education / PhD / Unrestricted