This study sets out to answer the call for explicit instruction in critical thinking for ELL. Using action research and qualitative methodology, I examine the effect of implementing the cognitive apprenticeship paradigm with ELL studying in a mainstream secondary English class using the American curriculum. I center instruction on authentic texts and scaffold critical literacy and thinking tasks for instructional interventions. The data generated by the study includes written responses and reflections by the participants. This data is analyzed using research into cognitive theory and critical thinking pedagogy. The results support the cognitive apprenticehip model as one means for improving the higher literacy of ELL, regardless of level and background. The findings of this study contribute to the discussion of how to bridge the achievement gap between ELL and their native speaking peers and provide an avenue to advance their academic success. / English Studies / M.A. (with specialisation in TESOL (Teaching English to Speakers of other languages))

Summaries in Afrikaans and English / This thesis is a conceptual exploration of the concept "critical thinking" and is chiefly aimed at everyone involved in education in the new South Africa. The investigation is contextualised by critically examining certain motives for such an investigation and by assessing the importance of encouraging people to think critically. The focus is first on the relationship between the concepts "critical thinking", "thinking" and "rationality". Then follows a thorough analysis of the concept "critical thinking". Preconditions for the use of the concept are identified. The last part of the thesis deals with the relationship between critical thinking, learning and critical thinking can level. teaching, and a discussion on how be improved and promoted at school / Hierdie verhandeling is ·'n konseptuele verkenning van die begrip "kritiese denke" en is veral gerig aan almal wat by die opvoeding in die nuwe Suid- Afrika betrokke is. Die verkenning word gekontekstualiseer deur sekere motiewe vir so 'n ondersoek krities te bespreek en die belangrikheid daarvan om mense aan te moedig om krities te dink te bepaal. Daar word vervolgens eers gekonsentreer op die verhouding tussen die begrippe "kritiese denke", "denke" en "rasionaliteit". Daarna volg n grondige bespreking van die beg rip "kritiese denke". Voorwaardes vir die gebruik van die begrip word nagegaan. Die laaste gedeelte van die verhandeling handel oar die verhouding tussen kritiese denke, leer en onderrig en daar word beredeneer hoe kritiese denke op skoolvlak verbeter en bevorder kan word. / Philosophy, Practical & Ststematic Theology / M.A. (Wysbegeerte)

The general purpose of this study was to determine the relationship between cognitive styles and personality types in order to gain insight into the placement of leaders within the context of current and future organisational demands. The study was conducted among 123 managers within the information technology environment of a South African financial institution. Data was collected by means of the Cognitive Process Profile (CPP) and the Myers-Briggs Type Indicator (MBTI). Supporting evidence, although not sufficient, indicates a probable relationship between cognitive styles and personality types. The assumption can therefore be made that the relationship between cognitive styles and personality types will be more pronounced among a more geographically distributed sample group which includes sufficient diverse respondents regarding the different cognitive styles and personality types. / Industrial and Organisational Psychology / MCOM (Industrial Psychology)

<p>The aim of this study was to investigate the use of the &quot / Stories for thinking&quot / learning materials in one intermediate phase classroom in the Western Cape. The &quot / Stories for thinking&quot / project resulted from the Western Cape Education Department project, Cognition in Curriculum 2005. This project explored the potential role the cognitive education movement could play in accomplishing the goals of the Curriculum, especially the critical outcomes. The aim of the project was to investigate a range of strategies primary school educators could use to develop cognitive abilities.</p>

Through the evolution of digital media technology, social networks and more recently Web 3.0 (e.g. Cloud-based) technologies, culture and memory is being transformed, both in relation to how memories are represented, and how they may be engaged with or re-accessed. As digital technology alters ways in which knowledge is produced, stored, connected and shared, new terrains, tools and artefacts are formed; new cultural practices alter the ways in which we remember and the ways in which memory is processed, destabilising traditional “historically encoded social habits: religion, authority, morality, traditional values, or political ideology” (Diamantaki 2013). This doctoral project consists of two parts exploring questions of memory in contemporary time. The practice work submitted develops various imaginaries and investigates how to enable mnemonic practices so that works function as memory palaces where bodies and ‘collective' and ‘networked memories' (Hoskins, 2010) can be realised. The work, briefly summarised, includes communal activities in public spaces (a series of workshops and heritage day events, Rendezvous, centrally social activities organised between Fabrica and various charitable organisations in Brighton). It includes a series of installation works, as a transitional process of memory between body, object, an investigation of ubiquitous technology, are investigated – iremembr (2009-15); Rendezvous (2010-15); Untitled#21 (2012). And it leads to the development of an installation piece, 200.104.200.2 (2013-15), that seeks to offer or extend the possibilities of the act of remembering, of memory, as a post-Internet experience; a complex temporal, social, spatial and material, overlapping and merging human and silicon memory. In this, the written component of the combined and larger project, questions concerning memory and digital technology, and how to explore them, are taken up in theoretical terms, and the works I have produced returned to and explored in these contexts. A central project here has been to locate new forms of qualities of ‘digital' memory in a memory map or topology that builds on adapts, and develops other models. Aspects of zones of memory are explored centrally in each of the later thesis chapters each of which also takes up a particular aspect of my practice. The intention – and the contribution to the development of critical thinking around the digital – particularly critical thinking that comes through digital media art practice, is to question how digital technology intervenes in the process of memory; how the concept of digital memory is being thought about; leading me to investigate what does this new digital terrain do as it overlaps and re-writes to some extent the older ones? How does it change ‘how memory happens'.

published_or_final_version / Linguistics / Master / Master of Arts in Applied Linguistics

<p>The aim of this study was to investigate the use of the &quot / Stories for thinking&quot / learning materials in one intermediate phase classroom in the Western Cape. The &quot / Stories for thinking&quot / project resulted from the Western Cape Education Department project, Cognition in Curriculum 2005. This project explored the potential role the cognitive education movement could play in accomplishing the goals of the Curriculum, especially the critical outcomes. The aim of the project was to investigate a range of strategies primary school educators could use to develop cognitive abilities.</p>

No description available.

Summaries in Afrikaans and English / This thesis is a conceptual exploration of the concept "critical thinking" and is chiefly aimed at everyone involved in education in the new South Africa. The investigation is contextualised by critically examining certain motives for such an investigation and by assessing the importance of encouraging people to think critically. The focus is first on the relationship between the concepts "critical thinking", "thinking" and "rationality". Then follows a thorough analysis of the concept "critical thinking". Preconditions for the use of the concept are identified. The last part of the thesis deals with the relationship between critical thinking, learning and critical thinking can level. teaching, and a discussion on how be improved and promoted at school / Hierdie verhandeling is ·'n konseptuele verkenning van die begrip "kritiese denke" en is veral gerig aan almal wat by die opvoeding in die nuwe Suid- Afrika betrokke is. Die verkenning word gekontekstualiseer deur sekere motiewe vir so 'n ondersoek krities te bespreek en die belangrikheid daarvan om mense aan te moedig om krities te dink te bepaal. Daar word vervolgens eers gekonsentreer op die verhouding tussen die begrippe "kritiese denke", "denke" en "rasionaliteit". Daarna volg n grondige bespreking van die beg rip "kritiese denke". Voorwaardes vir die gebruik van die begrip word nagegaan. Die laaste gedeelte van die verhandeling handel oar die verhouding tussen kritiese denke, leer en onderrig en daar word beredeneer hoe kritiese denke op skoolvlak verbeter en bevorder kan word. / Philosophy, Practical and Ststematic Theology / M.A. (Wysbegeerte)

The general purpose of this study was to determine the relationship between cognitive styles and personality types in order to gain insight into the placement of leaders within the context of current and future organisational demands. The study was conducted among 123 managers within the information technology environment of a South African financial institution. Data was collected by means of the Cognitive Process Profile (CPP) and the Myers-Briggs Type Indicator (MBTI). Supporting evidence, although not sufficient, indicates a probable relationship between cognitive styles and personality types. The assumption can therefore be made that the relationship between cognitive styles and personality types will be more pronounced among a more geographically distributed sample group which includes sufficient diverse respondents regarding the different cognitive styles and personality types. / Industrial and Organisational Psychology / MCOM (Industrial Psychology)