M.A. / Please refer to full text to view abstract

M.Ed. (Subject Didactics) / Knowledge and understanding of computers and those skills essential for using a computer are legitimate goals of education. It is not questionable that computer literacy is the most important skill for any work-seeker to posses. It is thus essential for school-Ieavers to be equipped with computer skills. If school-going children are really going to benefit from the new computer technology, then there must be teachers who are comfortable with facilitating the learning of children. In order to facilitate the development of teachers in order to use computers to enhance learning, teacher-training support needs to be increasingly diversified. We need to find methods of empowering the limited number of formally and semi formally trained teaching resources with the ability to impart computer knowledge and skills to the widest population of both teachers and students. Computer usage in education within existing subjects will be characterised by the incidental nature of its application by individual teachers. Since the aim is to integrate computers in existing subjects, in the context of the revised curriculum, it has to be noted that to achieve this aim, further growth in the usage of computers in education is needed. The intention of this study is to provide guidelines designed to help teachers in schools use computers as well as to expose the need for the inclusion of teachers with exper~ise in software development teams. What has triggered the researcher to conduct this study is the fact that she has noted the following: inadequate emphasis has been placed on implementation of computers in the classroom, effective the training of teachers for the use of computers in the classroom is generally lacking, and the need for the inclusion of teachers with subject expertise in software development. The findings of this study indicate that for computers to be implemented in schools, there should be pressure on the requirements for efficiency, effectiveness and quality performance of staff to carry out the innovation. This suggests that there is need for sufficient and appropriate teacher training and provision of ongoing support to teachers.

M.Tech. (Architectural Technology) / Curricular changes in architectural studies are necessary to allow for the incorporation of newer concepts and ideas which will equip graduates with the skills required for contemporary professional practice. This study was carried out to investigate the incorporation of sustainable building (SB) knowledge into the undergraduate curricula of Departments of Architecture at Universities of Technology in South Africa. The study rationale, current status of sustainable building teaching to diploma students, levels of awareness and training in sustainability as well as obstacles to the incorporation of SB into teaching curricula were investigated. A sample size of 8 architecture lecturers and 17 architecture students from three universities of technology, at third year and BTech levels were surveyed using a questionnaire. The third year and BTech classes were chosen for this survey because the researcher assumed that they have more knowledge about curricular structure and content than the junior classes (first and second year). Results showed that architecture departments in all the universities investigated currently teach sustainable building concepts (theory, design and technology) and that there appears to be a fair awareness of sustainability and green building practices among the lecturers and students. However, curricula in these universities were either inadequate or poorly conceptualised. General comments from respondents indicated that much more needs to be done to improve the teaching and learning of SB in the universities surveyed. The study showed that students are not adequately exposed to regular and affordable sustainability-related workshops, seminars, symposiums, excursions and field trips, possibly because of cost implications as these tend to be generally expensive. The findings also revealed among others, that the level of study at which SB is formally introduced to students, the number of lecturers involved, as well as the number of lecture hours for teaching SB, all varied considerably between the institutions. A benchmark exercise with the University of Maryland (UMD) in the USA revealed that structural and conceptual changes have to be made in the curricula and behavioural adjustments among students and lecturers in South African Universities of Technology are necessary to measure up with global trends.

M.A. (Applied Linguistics) / To account for the characteristic linguistic needs of second language students, psycholinguistic theories of second language acquisition are taken into account. Sociolinguistic factors such as possible future language policies regarding English in the South African context, and societal attitudes towards English are also considered. An overview of the more significant approaches and methods in second language teaching is followed by a brief survey of undergraduate ESL courses in South Africa and other third world countries ...

D.Ed. ( Educational Psychology) / The purpose of this study, and the planned contribution to research, is to design and develop a training module with the purpose of filling an existing gap in the field of the education of M.Ed. (Educational Psychology) students. Programme development has been applied in order to design and develop the training module in a formative and summative manner. The research paradigm of the study is of a qualitative nature. Qualitative research and the results thereof are expressed in words rather than in numbers. Methods of data collection that were used include questionnaires, observation and interviews. The data-analysis techniques of Miles and Huberman (1994) were used including data reduction, data display and conclusions. Interviews were transcribed and data-analysis was done by catagorising data into semantic units, presenting the results in the form of dendrograms. Questionnaires were integrated as a method of triangulation. A five-point scale was used to gauge students' perception of the training module. Sufficient provision was made for qualitative remarks by students. The framework for development of Thomas (1984), Rothman (1980) and Nel (1992), as well as the curricular requirements according to Kroger (1980) and Knowles (1984), was used in the development of this training programme.. This comprised. four phases, namely an analysis of the situation, followed by the design, development and evaluation of the course. The phases ran as follows: The analysis phase During the analysis phase, the current situation was analyzed regarding the training problem and the state of existing programmes. It was found that a need for training in bibliotherapy exists among educational psychologists. Educational psychologists receive no meaningful or adequate training with regard to bibliotherapy at any South African university ...

D.Ed. (Science Curriculum) / The main problem investigated in this research is the identification of cognitive skills required for the present day labour market which should be included in technikon instructional programs. The aim of this research 'is to identify those cognitive skills which are relevant to the work/labour milieu of the technikon, and to describe the importance of these skills in the context of the teaching program ...

D.Ed. (Educational Psychology) / This study investigates the first year of education and training of students enrolled for. the M.Ed. degree in Educational Psychology with the view to describing and also explaining pertinent problems and processes of professional development, especially with regard to reflective practitioning and the role of experiential learning. The rationale for the investigation was involved from major policy documents which addresses the issue of knowledge and the novice practitioner in the dynamic and challenging milieu of reconstruction and development in South African education. The report of the study commences with a theory framework in which reflective practitioning, experiential learning and professional development are explicated. An important distinction in the literature review is the two main emphases in professional training, namely the normative professional curriculum and the dialectic professional curriculum. Both the theory of reflective practitioning and experiential learning are viewed as exponents of the dialectic curriculum in which contemporary theory of constructivism as view of learning is embedded. In this view a reflective practitioner is considered a lifelong self evaluative learner. In conjunction with the perspective of reflection in practice, experiential learning is viewed as potential knowledge. Rounding off the literature review, various models of reflective practitioning are included emphasising the role of the facilitator as guide and as leader. The theory framework is complemented by a chapter on the design of the field study, substantiating the choice of the format and methods of data collection and analyses with views from the body of knowledge on qualitative research. The field investigation is reported in the ensuing chapters presenting examples of data collection and analyses procedures.

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The purpose of this research was to determine the level of nutrition knowledge of students in four-year hospitality programs; their attitudes toward nutrition in general (general attitudes); and their attitudes toward its role in commercial foodservice (restaurant attitudes). Correlations between knowledge and attitudes and differences based on gender, age, college classification, and completion of a college nutrition course were also examined. Hospitality management majors in baccalaureate programs at three Texas universities completed 454 usable questionnaires. Although knowledge was not extensive, general and restaurant attitudes were positive. Knowledge was influenced by all factors except gender. General attitudes were influenced by gender, age, and classification. Only gender influenced restaurant attitudes. Knowledge was positively correlated with favorable attitudes.

Philosophiae Doctor - PhD / This thesis was a critical analysis of students academic second language writing at Sokoine University of Agriculture. Student writing in English as a second language in higher education has excited much interest in the English as a Second Language writing research and discussion in Tanzania. The interest was motivated by frequent criticisms from examiners regarding students literacy performance in the English as a Second Language writing in the post primary and higher education where the language of instruction is English as is configured in the Tanzanian language policy. / South Africa