Denna studie undersöker hur lärare i fritidshem arbetar med lek som ett grundläggande pedagogiskt verktyg i fritidshemmets undervisning för att uppfylla de riktlinjer och mål som anges i fritidshemmets läroplan (Läroplanen för förskoleklass, grundskolan och fritidshem 22 kap. 4, 2022 [Lgr 22, 2022]). Genom en kvalitativ studie intervjuades lärare i fritidshem om deras metoder för att planera och genomföra lekbaserad undervisning enligt Skolverkets riktlinjer (Lgr 22, 2022) och vilka hinder de möter i den vardagliga praktiken. Resultatet av studien visar att trots flera försök från Skolverket att skapa tydligare riktlinjer i fritidshemmets läroplan, finns det fortfarande ett behov av ytterligare förtydliganden.  Resultaten betonar också hur viktigt det är att lärarna har kompetensen att tolka läroplanen och anpassa sin undervisning så att den fungerar i praktiken och samtidigt uppfyller läroplansmålen. Genom en djupare insikt i dessa resultat kan förståelsen för kollegialt lärande, fortbildning och utveckling av lekbaserad undervisning i fritidshemmets undervisning förbättras. / This study examines how after-school care teachers use play as a fundamental pedagogical tool in after-school teaching to meet the guidelines and goals outlined in the after-school curriculum (Curriculum for the Preschool Class, Compulsory School, and After-School Center, Chapter 22, Section 4, 2022 [Lgr 22, 2022]). Through a qualitative study, after-school care teachers were interviewed about their methods for planning and implementing play-based teaching according to the guidelines of the Swedish National Agency for Education (Lgr 22, 2022) and the obstacles they face in everyday practice. The study's results show that despite several attempts by the Swedish National Agency for Education to create clearer guidelines in the after-school curriculum, there is still a need for further clarification. The results also emphasize the importance of teachers having the competence to interpret the curriculum and adapt their teaching so that it works in practice while also meeting curriculum goals. A deeper insight into these results can enhance the understanding of collegial learning, professional development, and the advancement of play-based teaching in after-school education.

The study aimed at investigating the role played by ABET programmes in the development of rural black women in the Omusati Region. The study was to determine whether the ABET programmes that are provided in the area are offering relevant education that helps the women of the area in their development. The research findings indicated that the ABET programmes offered are not providing the relevant skills needed to develop the women participants. The programmes that are offered concentrate on literacy and numeracy, and it seem not to be very effective in making a difference to the women's lives. Women needs skills that can help them generate income to improve their living conditions. The study, in summary, established that the programmes offered by the ABET centres would be more effective if skills training is included to uplift and improve the lives of the participants on a social, economical as well as educational level. / Agriculture, Animal Health and Human Ecology / M. Tech. (Human Resource Development)

Constructivist teaching strategies are undeniably accepted as effective in achieving the desired educational goals of constructing knowledge through active and creative inquiry. Inasmuch as teachers would love to adopt these strategies in their teaching, mathematics teachers find themselves in a situation where they are forced not to use them. This study investigated the factors that impacted on the selection and adoption of constructivist teaching strategies in selected Gauteng’s urban schools. Four (4) public schools and sixteen (16) mathematics teachers participated in the study. The parallel mixed methods design was employed in the study to produce both quantitative and qualitative data. The data were therefore analysed both quantitatively and qualitatively. It was found that the participating mathematics teachers had an understanding of constructivist theories of teaching and that they perceived their classroom environments to be constructivist in character. The study also found that the adoption of constructivist teaching strategies was hindered by teachers’ lack of skills and competencies to handle a curriculum that they felt was handed down to them without their full involvement at all the stages of its development. Learners’ family backgrounds were also identified as a major social factor that impacted negatively against selection of constructivist strategies. Based on these findings, recommendations were made on how constructivist views can be realised in the teaching of mathematics in South African schools. / Mathematics Education / M. Ed. (Mathematics Education)

The primary aim ·of this investigation was to determine the influence of English second language instruction and English proficiency on the performance of Zulu children at Indian schools. A study into first and second language acquisition was undertaken, including the theories of second language acquisition. The empirical investigation entailed the collection of data through questionnaires. The null hypotheses were then tested using the chi-square test. The research results show that the academic performance of Black children at Indian schools is influenced by English second language instruction and English proficiency.. It is also evident that early exposure to the English language has a tremendous influence on their performance. Black children transferred from a mother tongue medium school to an English medium school, during the junior primary phase, are found to be at a disadvantage compared to their English-speaking peers due to limited proficiency in the language of instruction. / Psychology of Education / M.Ed. (Psychology of Education)

Summaries in Afrikaans and English / Die verwerwing van lees- en skryfvaardighede is van wesenlike belang vir die optimale verwerkliking van die mens se potensiele moontlikhede. 'n Ondersoek na veranderende opvattinge oar die aanvangsonderrig van lees en skryf is in die Jig daarvan van belang. Faktore wat aanleiding gegee het tot veranderende opvattinge oar die aanvangsonderrig van lees en skryf kan kortliks saamgevat word as: die ontwikkeling van 'n fonetiese alfabet, veranderende opvattinge oar effektiewe lees- en skryfonderrigmetodes, asook politieke, ekonomiese en samelewingsveranderinge. Hierdie faktore het tot die verbesondering van die Sumeriese, antieke Griekse, antieke Romeinse, Nederlandse, Engelse en Suid-Arikaanse opvoedingspraktyke bygedra. Verskeie onderrigmetodes, onder meer die alfabetmetode, klankmetode, globale metode, gekombineerde metode en eklektiese metode is deur eeue heen in hierdie formele opvoedingspraktyke gebruik vir die aanvangsonderrig van lees en skryf. Effektiewe aanvangslees- en skryfonderrig bepaal of die leerder sy taalvaardighede kan benut om 'n positiewe bydrae tot die samelewing te lewer. / The acquisition of reading and writing skills is of cardinal importance for the optimum realization of man's potential. Research into the changing perspectives which have led to the development of beginning-teaching of reading and writing is therefore of great importance. The following factors have led to changing perspectives: the development of an alphabet, changing perspectives on the effective teaching of reading and writing as well as political, economic and societal changes. These factors contributed to the specific development of the Sumerian, ancient Greek, ancient Roman, Dutch, English and South African education practices. Various teaching methods inter alia the alphabet, phonic, global, combined and eclectic methods have been used in the aforementioned education practices for the beginning-teaching of reading and writing. Effective beginning teaching of reading and writing determines whether the learner will be able to utilize his language skills in order to make a positive contribution to society. / Educational Studies / M. Ed. (Historiese Opvoedkunde)

Text in Afrikaans / An increase in information accompanied by scientific and technological development necessitates the re-evaluation of the present Biology Curriculum, as the curriculum does not meet the demands of the community. An analysis of the above-mentioned problem reveals the structure and principles of Biology as a subject and the bio-ethic factors which to a larger extend influence man's values as technology and information change. By means of a literature study and personal interviews the development and design of a lifescience curriculum for Biology is formulated. Within this, several aspects concerning the teaching of a lifescience Biology Curriculum will be discussed. Important methods and strategies required for the successful teaching of Biology include a process approach, a constructivism approach, demonstration, discovery, reflective and metalearning, practical work, discussions and co-operative learning methods. The successful teaching of Biology, however, goes hand in hand with effective preservice and inservice training of Biology teachers. / lnformasievermeerdering gepaardgaande met wetenskaplike en tegnologiese ontwikkeling noodsaak 'n herevaluering van die huidige Biologiekurrikulum aangesien die kurrikulum nie voldoen aan die eise en behoeftes van die gemeenskap nie. Ter ontleding van bogenoemde probleem, word die struktuur en grondslae van Biologie as vak en die bio-etiese faktore wat toenemend die mens se waardedimensie beinvloed, namate die tegnologie en inligting verander, bespreek. Deur middel van 'n literatuurstudie en persoonlike onderhoude word die ontwikkeling en ontwerp van 'n Lewenskunde Biologiekurrikulum uiteengesit. Hieruit sal verskeie aspekte rakende die onderrig van 'n Lewenskunde Biologiekurrikulum bespreek word. Belangrike metodes en strategiee wat vir suksesvolle Biologie-onderrig benodig word, sluit die prosesbenadering, 'n konstruktivistiese benadering, demonstrasie-, ontdekkende -, reflektiewe - en metaleer, praktiese werk, besprekings- en kooperatiewe leermetodes in. Die sukses van Biologie-onderrig gaan egter hand-aan-hand met effektiewe voordiens- en indiensopleiding van Biologie-onderwysers. / Curriculum and Instructional Studies / M. Ed. (Didaktiek)

The study investigated the perceptions of student nurses and supervisors with regard to the block system used in the general nurse diploma programme in Zimbabwe. Their perceptions were elicited so that the researcher could identify the positive and negative aspects of the blook system which respectively promote and inhibit or obstruct the teaching and learning of student nurses. The study was conducted at the Harare, Parirenyatwa, Mpilo and United Bulawayo Schools of Nursing and in Mashonaland East province. A cross·sectional descriptive survey research design was used to obtain accurate information about the block system. Data was collected from nurse teachers, clinical teachers and sisters in charge of wards/units by means of structured interviews and from community health nurses and student nurses by means of self-administered questionnaires. The following positive aspects of study blocks were identified: the availability of time for student nurses to acquire knowledge, skills and attitudes without fear of hurting patients, the availability and willingness of nurse teachers to teach, the attendance of study blocks as groups and straight off duties. During clinical area placements, the integration of theory and practice took place, and there were opportunities for student nurses to apply the knowledge and skills they learnt during study blocks and to work as members of health teams. The negative aspects of the study blocks that were identified included too much theory content taught in each study block, inadequate demonstrations, a shortage of nurse teachers, no periods for individual study, a theory-practice gap and the too-frequent use of the formal lecture teaching method. The negative aspects of the clinical area placements included the inadequate teaching/supervision of student nurses, excessive night duties for student nurses, a shortage of qualified staff: clinical allocation of student nurses not based on study block content, inadequate clinical teaching by nurse teachers, and unplanned clinical teaching. Most clinical teaching was performed by peers and the most junior professional nurses. / Health Studies / D.Litt. et Phil. (Advanced Nursing Sciences)

Thesis (MPhil)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: The lack of theory-practice integration has a long-standing history in nursing education due to many factors and causes. It is continuously indicated in research studies that there is no easy or perfect solution. The causes for this theory-practice gap seem to be in the theoretical and/or clinical environment. In literature teaching methods are identified as one of the most important causes of the theory-practice gap. In view of the informal feedback received from nurse educators and nursing managers it was necessary to investigate the lack of theory-practice integration. The aim of the study was thus to explore in which respects current teaching methods utilised by nurse educators at a higher education institution comply or do not comply with teaching methods suggested in literature as essential for theory-practice integration. An exploratory descriptive research design was used to investigate the nature of the teaching methods utilised by nurse educators facilitating theoretical learning. Questionnaires were sent to nurse educators and student nurses registered for the Diploma in General Nursing Science programme. The questionnaire that mainly consisted of closed questions was used to collect and analyse the data. The data were generated at four learning sites of a higher education institution. The validity of the results was verified by an observer in the field for which a structured checklist was used. Results indicated that a wide spectrum of teaching methods were utilised by the nurse educators and that the student nurses had limited internet access at the learning centres. Eight (8) teaching methods, complying with teaching methods identified by literature as essential to enhance theorypractice integration, were used. However, it was evident that formal lectures were overused. It raises concerns as this method does not comply with teaching methods essential to enhance theory-practice integration. In fact, it limits the students’ ability to develop critical thinking and is seen as one of the possible causes of the theory-practice gap. Feedback relating to the teaching aids used showed that the data projector with PowerPoint slides, whiteboard and textbooks were the three teaching aids used most frequently. According to literature, the overuse of textbooks is generally viewed as the starting point of the theory-practice gap. The results of this study imply that an increased awareness and training of nurse educators regarding their teaching methods may increase their teaching and facilitation skills. It seems to be the nurse educator’s responsibility to ensure that teaching methods are used that are essential to enhance theory-practice integration and it is the responsibility of management at any higher educational institution to ensure that the necessary educational and information technology resources are available. It is recommended that further studies be conducted to determine whether nurse educators do indeed apply the teaching methods effectively to narrow the theory-practice gap. / AFRIKAANSE OPSOMMING: Die gebrek aan teorie-praktyk integrasie in verpleegkunde het ‘n lang gekiedenis in verpleegonderwys as gevolg van verskeie faktore en oorsake. Navorsing toon deurgaans dat daar nie ‘n maklike of perfekte oplossing vir hierdie probleem is nie. Die oorsake vir die teorie-praktyk gaping kan teoretiese en/of klinies van aard wees. Onderrigmetodes word deur navorsing as een van die belangrikste oorsake vir die teorie-praktyk gaping aangedui. Die informele terugvoer van dosente en verpleegdiensbestuurders het getoon dat teorie- en praktyk integrasie nie voldoende is nie. Dit was dus noodsaaklik om die onderrigmetodes van dosente in verpleegkunde te ondersoek. Die doel van die studie was om te bepaal tot watter mate die huidige onderrigmetodes van die dosente wat verbonde is aan ‘n hoër onderrig instelling voldoen of nie voldoen nie aan onderrigmetodes wat in literatuur aangedui word as essensieël vir die bevordering van teorie-praktyk integrasie. In hierdie studie is beskrywende en ondersoekende navorsingsmetodes gebruik om die onderrigmetodes van die dosente in verpleegkunde te ondersoek. Vraelyste is uitgestuur na dosente en student-verpleegkundiges wat besig is met die Diploma in Algemene Verpleegkunde. Die vraelys, wat hoofsaaklik geslote vrae bevat het, is gebruik om die nodige data te versamel en te analiseer. Die data is by vier van die hoër onderrig instellings se leersentrums versamel. Die geldigheid van die resultate is geverifieër deur ‘n waarnermer in die veld wat ‘n gestruktureerde kontrolelys vir hierdie doel gebruik het. Die resultate het getoon dat ‘n wye spektrum van onderrigmetodes deur die dosente in verpleegkunde gebruik is en dat die student verpleegkundiges beperkte internet toegang by die leersentrums het. Van die literatuur geïdentifiseerde onderrigmetodes wat as essensieël vir die bevordering van teorie-praktyk integrasie is, het die dosente agt (8) metodes gebruik. Dit was duidelik dat formele lesings grootliks oorbenut is. Dit is kommerwekkend aangesien die lesingmetode nie voldoen aan die onderrigmetodes wat essensieël is vir die bevordering van teorie-praktyk integrasie nie. Inteendeel, die metode beperk studente se vermoë om kritiese denke te ontwikkel en word beskou as een van die moontlike oorsake vir die teorie-praktyk gaping. Die resultate het verder getoon dat die meeste onderrighulpmiddels wat gebruik is, is die data-projektor met PowerPoint skyfies, die witbord en handboeke. Die oorbenutting van handboeke word algemeen in literatuur beskou as die beginpunt van die teorie-praktyk gaping. Die studieresultate impliseer dat ‘n toenemende bewusmaking en opleiding van die dosente in verpleegkunde ten opsigte van hul onderrigmetodes moontlik onderrig- en fasiliteringsvaardighede kan bevorder. Dit blyk dat dit individuele dosente se verantwoordelikheid is om te verseker dat die essensiële onderrigmetodes vir die bevordering van teorie-praktyk integrasie gebruik word en dit is die bestuur van enige hoër onderrig instelling se verantwoordelikheid om te verseker dat die nodige opvoedkundige- en informasietegnologie beskikbaar is. Dit word aanbeveel dat verdere studies gedoen word om vas te stel of dosente in verpleegkunde onderrigmetodes effektief aanwend ten einde die teorie-praktyk gaping te verklein.

一國如在教育上過度強調以學業為導向，就會出現具有雙刃劍角色的補習現象通常會，一方面幫助學生在學術能力測驗中取得高成就，另一方面限制了學生的創造性發展。部分學生因為在普通學校中無法取得足夠的知識和技能，故而轉向補習班為測驗做準備。尤其在英語科目成為主要考核科目之後，補習班的項目也因此更加多元。本研究旨在關注台灣補習教育何以在1990年代教改之後，依然擴張的現況，補習班如何從日常學習的補充角色，轉向台灣中學生教育中的必要部分。研究者針對補習班英語教學方法進行探討，透過對補習班經營者、教師和補習學生進行深度訪談，來瞭解他們的相關經驗。研究結果發現，補習班經營者意透多元與另類等途徑，聘請英語教師，來提升教學的創意。至於教師的訪談發現，英語教師通過嘗試新的教學方法來幫助學生在學業方面取得更好的成績，但是這種方式存在一定的局限性。本研究印一步發現補習班教師包括來自英語國家的和非英語國家，即使某些補習班老師並未取得教師資格證書，但在學生看來比一般學校的英語任課老師更加優秀。值得注意的是，大多數學生認為補習班的教學方法與一般學校相差無幾，但是學生滿意度明顯高於主流學校英語教師。本研究進一步確認補習班因商業利益等考量，許多訊息備受保密，使得研究者難以獲得一套完整的教學方法和學生經驗。 / In an academically oriented nation, there is a realization that attending a cram school can be double-edged, as they often offer great outcomes in students’ academic achievements especially with their test scores but they can also limit students’ creative development. Unable to obtain sufficient knowledge and skills for tests in mainstream schools, students have commonly turned to cram schools for examination preparation. Educational reforms enforcing English as a main examination subject greatly diversified the possibilities for tutoring and in fact helped cram schools’ diversification. The study focuses on the phenomenon of the influx of cram schools, and how it’s no longer a supplement, but instead a necessity of a secondary student’s education in Taiwan. This study starts with investigating the cram school phenomenon, as well as to discuss the teaching methods used in English classes. Finally, data has been collected through in-depth interviews among cram school owners, teachers and former attendees to look at their experience in cram school . The results of the study shows that the cram school owners approved the necessity to enhance creative teaching through alternative methods so as hiring teachers with supplementary talents. The teacher interviews revealed that trying new approaches to teaching have helped students achieve better outcomes academically, but sometimes only to a certain extent that is why cram schools can be double-edged. The paradox of this study is the cram school teachers’ qualifications for both native and English speakers. In fact, even though they may not have any teaching qualifications, cram school teachers are described by students as being better teachers compared to the ones in regular school. Significantly, the study discovered that a majority of students find cram school teaching methods in general so as the overall experience to be more satisfactory than with mainstream school The study finally showed that gaining information about cram schooling can be difficult as there is some secrecy surrounding it. This prevented the researcher from gaining a complete picture of cram school teaching methods and students’ experience.

<p style="text-align: justify;">U radu se, primenom feminističke književne kritike, analiziraju rodni stereotipi u svih četrnaest romana iz lektire za drugi ciklus obrazovanja. Pokazuje se da su rodni stereotipi prisutni u različitim aspektima ovih romana, kao &scaron;to su zastupljenost i konstrukcija likova, sadržaj i način oblikovanja priče. Takođe, predstavljaju se metodički modeli nastavnih interpretacija ovih romana, koji uvažavaju rodnu perspektivu. Primena ovih modela omogućava da učenice i učenici prepoznaju rodne stereotipe, razumeju njihovu funkciju i zauzmu kritički odnos prema njima.</p> / <p style="text-align: justify;">The dissertation analyzes gender stereotypes by applying feminist literary criticism in all fourteen novels included in the second cycle of the primary education curriculum. It is indicated that gender stereotypes are present in various aspects of the novels, such as characters&rsquo; presence and construction, content and method of creating stories. Furthermore, the methodical models of educational interpretations of these novels, which respect the gender perspective, are also presented. The application of these models allows pupils to recognize gender stereotypes, understand their function and take a critical attitude towards them.</p>