M.Cur. / The purpose of nursing, as a human clinical health science, is to give a comprehensive, purposeful service to mankind in totality. This service must be supported by sound theoretical background. In ~he nurse's training, theoretical knowledge must be integrated with the practical situation to encourage the development of the student as a professional person, to an experienced practitioner. For the purpose of this study, a descriptive contextual research was done to determine to what extent the present block system training program facilitates the integration of theory and practice to the first year student. Through relevant literature search and by using the Nursing for the Whole Person theory, the model for accompaniment and the curriculum development model, a conceptual framework was compiled.

This study examines the extent to which teachers in Senior Primary Schools who have obtained a professional qualification in Environmental Education, implement Environmental Education in their schools. It also explores factors which influence the implementation of Environmental Education at the Senior Primary School. Teachers who had qualified from Tlhabane and Hebron Colleges of Education were interviewed as were the principals of their schools and some of the lecturers who had taught them Environmental Education. The implementation of Environmental Education was addressed by means of comparing the teacher's responses with Primary Environmental Education Teacher Competencies as suggested by Glasgow and Robinson (1986) and Lahiry et al (1988). The information was deduced from the teachers responses from semi-structured interviews and were qualitatively analysed.

Many theories on the nature of science and the nature of learning have been proposed. In particular, two theoretical orientations have been identified as having a decisive impact on activities in the school science classroom, namely "Inductivism" and "Constructivism". Inductivism views observations as objective, facts as constants and knowledge as being obtained from a fixed external reality. The constructivist view sees all knowledge as "reality" reconstructed in the mind of the learner. Each view predisposes certain orientations towards the science curriculum and within it particularly to assessment. It is postulated that teachers' views on science will influence how they teach and assess it. An "inductivist" teacher is more likely to reward certain approved responses from learners whereas a "constructivist" teacher is more likely to attend to learners' unique observations as evidence of their thinking. In this study a questionnaire was developed in an attempt classify science teachers according to their views on the nature of science and learning, and during this process encourage them to reflect on these views. It is hoped that the instrument could measure any changes in teacher's views as a result of the teachers becoming more reflective practitioners over time. Research indicates that the majority of teachers have a predominantly inductivist view of science. The study confirmed the results of other researchers by showing that a majority of non-tertiary science educators could be classified as being strongly inductivist. However, the overall proportion of these teachers was not as high as expected. Of possible concern was the indication that the strongly constructivist group showed very strong inductivist tendencies when assessing written tests which involved pupils' responses to laboratory observations.

The purpose of this study is to investigate the role of physical manipulatives in the teaching and learning of measurement in Grade 8. The study focuses on how the use of physical manipulatives promotes learners' mathematical proficiency in relation to the five strands of Kilpatrick, Swafford and Findell (2001). The basis of the research is a case study in the interpretive paradigm involving 18 out of a cohort of 270 Grade 8 learners in the school where I teach. The data was collected using a range of methods including: (i) baseline assessment tasks, first piloted using 7 Grade 8 learners and then given to the target group; (ii) an intervention programme with intervention tasks; (iii) a post-intervention task; (iv) observations during the intervention; and (v) individual interviews. The results of the baseline assessment and the post-intervention tasks were analysed both quantitatively and qualitatively. My research findings indicate an overall improvement of the performance after learners engaged in using physical manipulatives. The average mark of the learners in the baseline assessment task was 23% and after the intervention programme the average mark was 31 %. The responses from the learners interviewed showed that they were motivated and that the use of physical manipulatives assisted them in understanding the concepts of measurement, in particular surface area and volume. The results of my study thus reveal that the use of physical manipulatives in teaching and learning mathematics has a positive role to play in learners' understanding of surface area and volume at the Grade 8 level. The fmdings of this case study support other research regarding the importance of using physical manipulatives in teaching and learning mathematics. They align with other findings that assert that manipulatives are essential mediating tools in the development of the conceptual and procedural understanding of mathematical concepts, clarifying and helping learners to visualize abstract mathematical concepts.

M.Cur. / The purpose of this research is to describe a model as framework for the nursing lecturer to utilize in the empowerment of the nursing education student as a reflective learning accompanist in nursing education. Because of the rapid changing political situation in the Republic of South Africa, unprecedented changes are occurring in education and health services. A greater degree of multi-cultural student numbers is experienced in classrooms at tertiary education institutions. Because of the increased accessibility to health services, these specific services are overcrowded by clients/patients. The overcrowding results in a shortage of trained nursing staff. More nursing students register at tertiary institutions, leading to a greater need for nursing education lecturers. These two aspects were identified as the most important causes of this specific research study in nursing education. It is assumed that the nursing lecturer, as reflective learning accompanist, empowers nursing education students to facilitate reflective thinking in their nursing students, by means of reflective learning accompaniment. This serves to improve nursing education, as well as the maintenance and improvement of nursing within a context of an increased need for health services. By means of more efficient education in the development of nursing education students, as reflective learning accompanists in nursing education, the increased demand for more comprehensive and more efficient health care services is addressed. In order to facilitate reflective thinking, the nursing lecturer must empower the developing nursing education student by means of reflective learning accompaniment in order to facilitate reflective thinking.

What might becoming a poet have to do with becoming a teacher? What might becoming a teacher have to do with becoming a poet? Is it possible to invite someone to become a teacher or a poet? What might such an invitation look like? What kinds of conditions are involved in "making poetry"? What might these conditions have to do with "making pedagogy"? Further, what might these conditions — of making poetry or pedagogy — have to do with "making research"? Based on a study of a six-week intensive language across the curriculum course involving a group of prospective Secondary School teachers, this dissertation explores the kinds of conditions that might create an interpretive location in which to entertain and address the above kinds of questions — of the making of poetry and pedagogy and research — i n all their relations. Moving backward and forward — between the lived particulars of a group of preservice teachers' writing practices in a workshop-styled setting, and the writing practice of a researcher/teacher educator/poet curious about the acts of learning and teaching, writing and researching — this work attempts to live well with the necessarily tangled relationships among literacy, aesthetic practice, and the ongoing production of subjectivity in teacher education and our educational researchings of teacher education. The value of writing practice, as this dissertation attempts to enact it, is not only in its offer of further practice — of writing to learn (about writing and teaching and researching) — but also in its offer of a location where we might become curious about the performative nature of learning itself. The dissertation seeks to show the ways that my own writing life, shaped as it is by the work of those who have brought hermeneutics, postmodernism, psychoanalytic theory, and the literary imagination to bear on teacher education, is deeply implicated with other writing lives, others who are always and already writing lives. The invitation to imagine the curious time of researching pedagogy, then, is part of an invitation to think differently about preservice teachers thinking differently about their time together in classrooms, engaged in acts of learning and teaching, writing and researching. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

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Active learning approaches have shown to improve student learning outcomes and improve the experience of students in the classroom. This article compares a Process Oriented Guided Inquiry Learning style approach to a more traditional teaching method in an undergraduate research methods course. Moving from a more traditional learning environment to a student-centered approach proved an enjoyable experience for the students and the instructor as well. The learning method forces students into an active role in the classroom and allows the instructor to be the facilitator of the learning experience. Students are able to explore course content and gain valuable group skills in the process.

While once almost indistinguishable, the systems of higher education in the United States and the United Kingdom have diverged during the past 200 years to the point where today there are few similarities. However, due to increasing globalization and the growing ubiquity of the internet, many contemporary issues in higher education are often faced by institutions across the globe. After detailing the historical role of scholarship and teaching in the two countries, this study concentrates on two aspects that have been extensively researched in recent years, namely the role of technology in the classroom and the balance that many modern day faculty must seek with regard to teaching and research. A new perspective on these issues is then explored by considering the perceptions of current and former exchange students from the United States and the United Kingdom. Data were collected by interviewing 12 students representing eight universities in the two countries, and an analysis was conducted according to established phenomenological principles. Four primary themes emerged as a result, which allowed me to seek commonalities and differences with the existing literature, and make suggestions for the direction of future research. The conclusions made center around how students want technology to be used by faculty in a moderated fashion, and a distinction is formed between the way in which faculty and institutions in the two countries use web-based technology. With regard to the teaching-research nexus, this study largely refutes the notion that contemporary faculty prioritize research to the detriment of undergraduate students, and posits that the two disciplines are integrated in the sense that they can positively affect each other.

Körperlich Handeln, bis Kunst entsteht. Was in der Aussage des Schülers Moris anklingt, soll mit der Fokussierung auf Ausdrucksformen von Körper und Leib in der Performancekunst im Zuge dieser Arbeit differenziert betrachtet werden. Der erzählende Einblick aus einer Unterrichtssequenz, in welcher sich Lernende der Jahrgangsstufe 12 mit Performancekunst zum Thema „Körper, Haut und Hülle“ auseinandersetzen, veranschaulicht somit eröffnend den Gegenstandsbereich der vorliegenden phänomenologisch orientierten Einzelfallstudie: sich bewegende, explorierende, aufeinander reagierende Lernende, die performativ agieren und mit Körper und Leib mehrsinnlich wahrnehmend-denkend in der Welt verankert sind. Performances verhandeln die flüchtigen, schwer greifbaren und sich in Veränderung befindenden Momente künstlerischer Gestaltung.