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Classroom duties in schools as an aspect of educators' commitment in the Zeerust disctrict

- Mekgwe, Kelebogile Johanna

  • Authors: Mekgwe, Kelebogile Johanna
  • Date: 2014-04-15
  • Subjects: Commitment (Psychology) , Teacher effectiveness - South Africa - Zeerust , Classroom management - South Africa - Zeerust , Teaching - South Africa - Zeerust
  • Type: Thesis
  • Identifier: uj:10660 , http://hdl.handle.net/10210/10178
  • Description: M.Ed. (Educational Psychology) , This investigation is part of a group project that was conducted by a research team of the Department of Educational Sciences of the Rand Afrikaans University. The focus of this study is classroom teaching duties and educator commitment. Teaching is only successful if it leads to effective learning. In order to be successful in their teaching teachers need skills, knowledge and techniques that can be used simultaneously so that they can achieve predetermined aims and objectives. There can be no doubt that teaching is a complex task, and in order to accomplish this demanding task successfully, teacher's need to focus on different aspects in the learning teaching situation, like classroom management, classroom discipline, preparation of their lessons and the others. The research was based on assumption that for prospective and serving teachers to teach effectively and be committed to the teaching profession. In order to understand this problem in its total context, a study of the literature on classroom teaching duties and educator commitment was done.
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Die juridiese faset van dissipline

- Robbertse, Johannes Hendrik

  • Authors: Robbertse, Johannes Hendrik
  • Date: 2014-07-29
  • Subjects: Discipline of children , School management and organization - Law and legislation - South Africa , Educational law and legislation - South Africa
  • Type: Thesis
  • Identifier: uj:11919 , http://hdl.handle.net/10210/11647
  • Description: M.Ed. , The purpose of this study was to determine the educator's perception on the importance of the juridical facet of discipline. It also aimed to inform readers what the rights and duties of parents, teachers and children as far as discipline is concerned. The study is presented as follows: * Chapter 1 : Introduction * Chapter 2 '* Chapter 3 * Chapter 4 * Chapter 5 FINDINGS A study of literature on the juridical facet of discipline. The research plan. The assimilation and interpretation of the empirical data. Summary, conclusion and recommendations. * More woman than men had facet plays an important discipline. the opinion that the juridical part in the application of * Afrikaans mother tongue speakers valued the juridical facet higher than English mother tongue speakers. * More teachers than parents were of the opinion that the juridical facet plays an important role in the application of discipline. * Involvement of educationists either at primary- or secondary schools didn't influence their perception on the importance of the juridical facet. * The age of an educationist did have an influence on his view of the juridical facet of discipline. * Flat tenants regarded the juridical facet of discipline far more important than home residents did. * Christian educationists regarded the facet more important than non-Christians. * The mari tal status of educationists didn't have an influence discipline. on their perception of the juridical facet of * As far as income was concerned it became clear that the lower the income group the more important the juridical facet of discipline was regarded. CONCLUSION Ignorance of the law proves in many cases to be a problem in the application of discipline. Teachers and parents must therefore be thorougly informed about their roles in the juridical facet of discipline and must realize that they are partners in the disciplining of the child (Bondesio, 1989: 107) • It thus became evident that the juridical facet of discipline is regarded as highly important by most educationist
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Die onderwyser se verantwoordelikheid ten opsigte van leerlinge se kognitiewe ontwikkeling

- Roodt, Louise Johanna

  • Authors: Roodt, Louise Johanna
  • Date: 2014-03-26
  • Subjects: Educational psychology , Cognition , Teacher-student relationships - South Africa
  • Type: Thesis
  • Identifier: uj:4496 , http://hdl.handle.net/10210/9835
  • Description: M.Ed. (Educational Psychology) , A research team from the Department of Educational Sciences at the Rand Afrikaans University has recently engaged in a group project to evaluate the responsibilities of the teacher towards a number of aspects. The aim of the study was to determine how important teachers regard some of their responsibilities. Each member of the team did research on a specific aspect of the responsibilities in teaching. This script focuses on the responsibility of the teacher regarding the cognitive development of pupils. The following aspects of cognitive development were evaluated * development of language; * developing memorization skills; * intensifying pupils' observation; * coming to logical conclusions; * creative problem solving; * comprehension of Symbols; * developing pupils' skills regarding figures. The responsibility of the teacher regarding the pupils' cognitive development is described by means of * a literature study, which confirms the importance and relevancy of these aspects discussed and questioned, as well as * an empirical study, based on a questionnaire which was submitted to respondents. Teachers from different levels and school in the Johannesburg region were asked to complete the questionnaire which consisted of 98 questions.
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Die vroeë evaluering van en hulpverlening aan potensieël leergestremde sub A-leerlinge

- Cloete, Gideon Stephanus

  • Authors: Cloete, Gideon Stephanus
  • Date: 2014-06-11
  • Subjects: Learning disabled children - Education , Learning disabilities - Testing
  • Type: Thesis
  • Identifier: uj:11509 , http://hdl.handle.net/10210/11204
  • Description: M.Ed. (Educational Psychology) , In every classroom there are probably pupils with learning problems. If these children can be identified before they fail and appropriate assistance can be provided at that stage, learning failure can be prevented or curbed. This study was undertaken against the background of growing dissatisfaction with the current systems of remedial provision to a relatively limited number of pupils after learning problems have manifested and the prognostic outcome seems accordingly bleak, A study of the literature was undertaken to gain a perspective on the nature and extent of the current practices of identification, evaluation and remedial assistance as well as the sensibility of the implementation of a more preventive child guidance practice. Although prevention is the obvious answer in the fight against learning problems, a study of the relevant literature revealed that the accent within the field still lies on remediation after the manifestation of learning problems and scholastic underachievement - and not prevention. Intensive and time-consuming evaluation, diagnosis and subsequent categorization (according to certain definitions of so-called "remedial pupils"), deprive many pupils with learning problems of assistance. This is still to a great extent the reigning policy of the education departments in Southern Africa. Less than 5% of all pupils receive remedial help outside the regular classroom in addition to the work done in class. In the literature important changes are predicted in the remedial approach to learning problems. A pragmatic swing can be expected as more and more . experts in Southern Africa and abroad voice the opinion that it seems sensible to determine in general what a pupil can and cannot do, and then to try and stimulate what he cannot do by means of a specifically devised program. After a study of the literature to determine the sensibility of a more preventive approach to learning problems on a wider basis, a short test battery and a support program were compiled.
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Fasiliteite en toerusting as determinant van onderwysstandaarde

- Van de Merwe, Hedwig Leonore

Geborgenheid as faset van dissipline

- Du Plessis, Yvonne Cecilia

  • Authors: Du Plessis, Yvonne Cecilia
  • Date: 2014-03-10
  • Subjects: Discipline of children , Teacher-student relationships , Security (Psychology)
  • Type: Thesis
  • Identifier: uj:4237 , http://hdl.handle.net/10210/9596
  • Description: M.Ed. (Educational Psychology) , In this investigation an attempt was made to ascertain how important every facet of discipline is when considering disciplinary action against children. A particular aim with this study was to ascertain if the educator creates a feeling of security with the disciplinary process, so that disciplining children takes place correctly, fairly and as tensionfree as possible, for both educator and child. From a study of the literature on this subject, it became clear that discipline is essential in the educational process. There are many ideas about and styles of discipline. In all of these, the child's longing for safety, security and meaningfulness about himself and the world he lives in, must be considered. Deeply aware of his responsibility for the the educator can give the young person the for child-in-education security he longs that order child must be child must be is riqht and Security will give the child peace of mind at home and at school. This will determine whether the child is willing to venture and explore. The child cannot explore the world around him without the educator's complete acceptance, trust and authority. Security can be created in the classroom by accepting the child for what he is, by giving him love and by creating a safe, secure space in the classroom, so that the child can discover and work meaningfully. The premise in maintaining order should be progresses to discipline - in other words, the led to self-discipline and self-control. The helped to develop the ability to discern what what is wrong. Then only, education taken place. Is discipline present and has The child must have disciplinary experience in security and safety. In the empirical investigation, the following independent variables were tested gender, language, qualifications, occupation, age, residence, religion, marital status, size of family and financial income.
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Godsdienssin as faset van volwassenheid

- Swart, Christa

  • Authors: Swart, Christa
  • Date: 2014-07-31
  • Subjects: Religious thought - Research - South Africa , Adulthood - South Africa
  • Type: Thesis
  • Identifier: uj:11949 , http://hdl.handle.net/10210/11676
  • Description: M.A. (Educational Psychology) , A research team from the Department of Educational Sciences of the Rand Afrikaans University has recently engaged in a project to evaluate the concept "Adulthood". The aim with this project is to formulate guide-lines (directions) which could be used in the education of all children in South Africa. Each member of the team has done research on a specific facet of adulthood. This scription focuses on religiousity as a facet of adulthood with the purpose of determining whether or not religiousity is essential for adulthood in a new South Africa. Politicians, businessmen and teacher trainers were amongst the respondents asked to complete the questionnaire. The respondents were chosen to be as representative as possible of all groups and decision makers in South Africa. The results of the empirical research show that in general a reasonably high premium is placed on religiousity as a facet of adulthood. Based on this fact one can recommend that the inclusion of religiousity in the curriculum of most schools in a new South Africa, should seriously be considered. The following specific findings have been made: - No significant differences have been found in the judging of religiousity as a facet of adulthood between men and women, married people and those with different marital statuses, lecturers at colleges and universities and between people of different age groups, family sizes and income groups. The above mentioned groups all consider religiousity as a necessity for adulthood. - However, significant differences have been detected in the views of the following: religious groups, language groups, trade groups, qualification groups and residential area groups. Groups of the Christian religion are positive about religiousity being a part of adulthood; other-believers are not as positive and unbelievers are entirely negative. Afrikaans-speaking people feel much stronger about religiousity than English-speaking people and other languagegroups; the latter still being more positive than English-speaking people. People with mere standerd 10 certificates or even lower scholastic qualifications consider religiousity more important than better qualified people do. People living in rural areas are more positive towards religiousity as a facet of adulthood than suburban people and urban people. It is thus quite clear that the positive and negative attitudes towards religiousity of different groups, should be given attention before the practical implementation of religious education in schools can be considered. To conclude: it is necessary to state that aspects such as devotion towards a religion, obtaining direction and goals from it, seeking knowledge about it and finding peace in it are aspects which must be emphasised.
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Invitational education and self-concept improvement in learners with learning difficulties

- Vorster, Hendrik Jacobus

Konflikhantering in die spesiale skool

- Kok, Linda

  • Authors: Kok, Linda
  • Date: 2014-07-28
  • Subjects: Special education-Psychological aspects , Special education-Administration , Conflict management
  • Type: Thesis
  • Identifier: uj:11914 , http://hdl.handle.net/10210/11642
  • Description: M.Ed. (Educational Management) , In this study, conflict as a management task is placed in the context OT special education and more specifically in the context of the special school. Special education makes provision Tor pupils who have an intellectual disability. They repeatedly find that they have an intellectual shortcoming and a handicap in this area. These pupils are usually pupils with a contrasting lifestyle and experience. a different emotional life and different social adjustment. In spite of their intellectual shortcomings, the intellectually retarded pupils are persons who are able, and who should shoulder responsibility. Such responsibilities must not be hampered by conflict; therefore provision must be made for the handling of conflict in the special school where these pupils are educated. This study endeavours to identity the areas that have such conflict potential. Problems experienced with regard to the pupil the parent the teacher and the principal were investigated and guidelines are proposed which can serve as an aid in the handling of conflict to ensure that intellectually retarded pupils develop their Tull potential in the unfolding of their personalities. Adequate educational management is OT great value For pupils in special schools in order to limit conflict to the minimum. The situation necessitates the management of conflict by means of a team effort initiated by the principal. The principal should be able to inspire and motivate his staff in order to cultivate a positive attitude amongst them. A positive and harmonious relationship between the principal and his staff will lead to an open and healthy educational climate with stimulating working conditions. Such a positive attitude will be transferred by the teacher to the pupil and this will eventually determine the Quality of the education and teaching.
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Learners achieving without adult support at home

- Shilubana, Mmamajoro Sylvia

  • Authors: Shilubana, Mmamajoro Sylvia
  • Date: 2014-03-17
  • Subjects: Academic achievement - South Africa , Motivation in education - South Africa , Education - Parent participation - South Africa
  • Type: Thesis
  • Identifier: uj:4367 , http://hdl.handle.net/10210/9717
  • Description: M.Ed. (Educational Psychology) , The Constitution of South Africa and its Bill of Rights places a lot of emphasis and importance on the Rights of children. This is further emphasized by the UN Convention on the Rights of the Child, which states that every child has the inherent right to life, and the State shall ensure, to the maximum, child survival and development. Beside the State, the parents also have the primary responsibility for a child's upbringing (UN Convention, 1998). The South African constitution is regarded as one of the best in the world. The process was consultative and the constitution is the supreme law of the country. Among other things, the constitution ensures that all citizens are equally entitled to the rights, privileges and benefits of citizenship. This includes the children who are protected by the Bill of Rights. The Bill of Rights enshrines the rights of all people in our country and affirms the democratic values of human dignity, equality, and freedom (Act 108 of 1996: chapter 2).
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Leerlingkwaliteite as determinant van onderwysstandaarde.

- Labuschagne, Stephanus Frederik

  • Authors: Labuschagne, Stephanus Frederik
  • Date: 2014-06-11
  • Subjects: Ability in children - South Africa , Competency-based education - South Africa , Schools - Standards - South Africa - Evaluation.
  • Type: Thesis
  • Identifier: uj:11508 , http://hdl.handle.net/10210/11203
  • Description: M.Ed. (Educational Psychology) , The main purpose of this study is to determine whether pupil quality influences educational standards. The development and growth of pupils are the result of hereditary and environmental factors. Environmental factors inter alia include the school's and teacher's involvement with pupils. The role that the school plays in the life of the pupil, is very important for his development. The school is the pupil's living place in which he becomes involved with his peer group. The pupil has to learn to socialise and to respect authority. Knowledge becomes unlocked through the pupil as well as for him. The school is the preparatory phase for his adult life. The qualities that the pupil obtains during his school years, largely determine the career that he will follow, his social status, his economic welfare and his self-concept. The empirical component of the investigation was based on the implementation of a questionnaire. Concerning validity and reliability, a principal component analysis (P.C.A.) was followed by a principal factor analysis (P.F.A.) in the first order analysis. This was followed by a second order P.C.A. and P.F.A. The variables resulting from this factor analysis procedure were then subjected to an item analysis. The identified variables, i.e, sex differences, educational qualifications, occupation, primary and secondary schools, school models, permanent place of residence, religion, marital status, children and income, were used to investigate the importance of pupil qualities and educational standards. The most important findings are: The majority of respondents regards pupil quality as a very important determinant which can influence educational standards. Great emphasis should be placed on reading in primary schools. Pupils with specific reading problems should receive continuing formal reading tuition in the secondary schools. Rationalisation within the teaching profession should not have an effect on support classes and remedial education. As far as achievement oriented education is concerned, care should be taken to ensure that pupils with problems and needs receive the necessary attention. The primary aim should be child centred education.
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Medemenslikheid as faset van volwassenheid

- Venter, Elizabeth

Milieu as determinant van onderwysstandaarde

- Rust, Hugo Amos

Onderwysers se selfpersepsies

- Van der Merwe, Martinus Petrus

  • Authors: Van der Merwe, Martinus Petrus
  • Date: 2014-06-11
  • Subjects: Teachers - Self-rating of , Self-perception
  • Type: Thesis
  • Identifier: uj:11497 , http://hdl.handle.net/10210/11193
  • Description: M.Ed. (Educational Psychology) , The purpose of this study is to determine what teachers' beliefs are concerning their profession: their tasks and behavior: their beliefs about themselves as educators: whether these beliefs enhance effective teaching: and how to ensure that teachers' beliefs about themselves are positive. If teachers make a difference in the classroom, it is essential to explore the perceptions teachers believe to be true about themselves. Although very little research has been done to determine what teachers believe about themselves, current research has indicated beyond doubt that teachers' beliefs and perceptions can no longer be regarded as of minor importance and has found that the teacher's beliefs about himself and his students, are the most important factors which determine the success of a teaching program. The point of departure is the Perceptual tradition and Self-concept theory. This tradition operates on the premise that all behavior is a function of the individual's perceived world. Each person has a unique system of perceptions about self and this self-concept: causes behavior and is selective as far as the assimilation of other perceptions is concerned. This tradition maintains that each person is a conscious agent who considers, constructs, interprets and then acts. Research was undertaken to investigate the beliefs that teachers hold true about themselves in respect of certain characteristics of the effective teacher as described in earlier research. The database is a conversion of the Invitational Teaching Survey (ITS) and was used to study aspects of this phenomenon. The data involved was analyzed by means of Chi-square, a cluster analysis and a factor analysis.
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Opvoeding tot menseregte : die dienste van die staat en die verpligting van die indiwidu teenoor die staat

- Stellenberg, Glen Elvis

Opvoeding tot menseregte : die regte van die kind

- Venter, Elizabeth Jacoba

Opvoeding tot menseregte : groeps- en gesinsregte

- Lotz, Miranda

  • Authors: Lotz, Miranda
  • Date: 2014-06-10
  • Subjects: Human rights-Study and teaching , Human rights-South Africa , Human rights-Social aspects
  • Type: Thesis
  • Identifier: uj:11447 , http://hdl.handle.net/10210/11143
  • Description: M.Ed. (Educational Psychology) , Human rights are currently the focal point of discussion. It is an actuality which' gains prominence as the complexity of society increases. This study will focus on the rights of the individual in relation to the other members of the group and the family. The family is seen as a bond of community in which the individual is anchored. The problems which are therefore addressed in this dissertation, are: Are children sufficiently informed about the rights of the individual in his group and his family? Are there any aspects with regard to the rights of the individual in his group or family about which children have almost no knowledge? The aim of this study was to ascertain to what extent the rights of the individual in the group are communicated to the child by the school, and to determine which educational gaps exists in this respect. The nature of this study is exploratory and descriptive. Exploratory studies have as their aim the exploration of a relatively unknown area. In this project the rights of the individual in his group and family are examined; also whether, and to what extent, these rights are communicated to the child - it is a relatively unknown area in educational studies which is explored. The ways in which the research in this study was by undertaken and carried out, includes amongst others a study of the literature which contains the relevant and, where possible the youngest views of experts on the appropriate area of research. It will form the frame of reference for the empirical study which will follow. The empirical component of the investigation was based on the implementation of a questionnaire. The variables were subjected to an item analysis. The independent variables, ie., sex; character; age; language; language of instruction; religion; news value; experience in teaching; qualification; professional skill and guardianship, were used to investigate the importance of the rights of the individual in relation to the other members of the group and the family.
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Opvoeding tot menseregte : materiële middele en eiendom

- Olsen, Vincent Gilroy

  • Authors: Olsen, Vincent Gilroy
  • Date: 2014-05-08
  • Subjects: Human rights - South Africa , Human rights - Study and teaching - Economic aspects , Human rights - Study and teaching
  • Type: Thesis
  • Identifier: uj:10942 , http://hdl.handle.net/10210/10515
  • Description: M.Ed. (Educational Psychology) , Social structures in educational contexts are changing drastically and consequently teachers and children are facing new demands in their relationships with other people. Human rights education is a much wider concept than the study of legal and constitutional texts and mechanisms. Human rights should permeate the whole of school life - the ethos and organization of the school as well as the content of the curriculum. Schools should show respect and consideration for all their members encourage solidarity and promote dialogue. They should also provide young people with opportunities for meaningful participation in the running of their school. This study forms part of a research project initiated by the Department of Educational Sciences of the Rand Afrikaans University. It sets out to determine to what extent schools have pointed out to children, by the time they reach std. 10 certain aspects of property and economic rights as aspects of human rights. The aim of this particular study was to determine what aspects of human rights, that pertain to property and economic rights have already been taught at school. A literature study revealed important factors such as a democratic environment respect for others, tolerance for divergent views, a participative and just community accepting responsibility, discipline, personal dignity, privacy, mutual respect and freedom of expression, as well as the mastering of intellectual and social skills. These factors are all relevant to encouraging a human rights culture in SouthAfrica. findings of the above mentioned Following the identification of the above mentioned factors, a questionnaire was compiled to establish to what extent schools have pointed out to children, by the time they reach std 10, certain aspects of property and economic rights as aspects of human rights. Teachers and matric pupils were approached to respond to the questionnaire. Hypotheses on gender, language, age, language of tuition, religion, how many times they read a newspaper, listen to news on the radio and watch news on television, teaching experience, educational qualifications, subject fields and guardians of pupils were tested. Significance was tested on the 1% and 5% level. The most important investigation are as follows: * The high averages obtained in some of the items on property and economic rights indicate that these aspects of human rights are regarded as being statistically significant. * Significant differences of opinion were found between men and women, language groups, age groups, of tuition, religious groups, news on television, experience and subject groups. to exist language teaching between relgious * No significant differences of opinion were found respondents at different age groups, men and women, groups (pupils), news in newspapers, news on the radio, teacher qualifications and guardians of pupils. It is concluded that property and economic rights as a facet of human rights education is very important for the education of children in our modern society. It is recommended that a guidance programme in human rights education should be developed to equip educators with the necessary knowledge, skills and attitudes regarding human rights education for the child.
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Opvoeding tot menseregte : verantwoordelike burgerskap en politieke regte

- Van den Heever, Ebbilina Elizabeth

  • Authors: Van den Heever, Ebbilina Elizabeth
  • Date: 2014-09-03
  • Subjects: Human rights - Study and teaching , Citizenship - South Africa , Political rights - South Africa
  • Type: Thesis
  • Identifier: uj:12216 , http://hdl.handle.net/10210/11984
  • Description: M.Ed. , The purpose of this study is to determine whether the question of human rights education has been attended to by schools, and particularly then the following aspects: citizens' rights and political rights. In this study the researcher endeavoured to shed some light on the uncertainty surrounding the education of human rights, in particular citizens' and political rights. The answers to the following questions had to be determined: * why is it important for children to know about these aspects of human rights I why would it seem to be a priority? * are pupils presently being informed about the above mentioned aspects of human rights? * if the answer to the above mentioned question is yes, it leads to the following: to what extend are they being informed? * if it should appear that there are indeed shortcomings in the education programmes in this regard, how severe are they? * what levels of research remains after the completion of this particular study? The literature study involves theoretical descriptions of certain concepts, such as: human rights, the development of a declaration of human rights, the importance of this issue, the legal position of a bill of rights as stipulated in the constitution of a country; the implications of the absence of a bill of rights in the constitutional law of a country. Furthermore certain facets of citizens' and political rights were prominent in this research study: the right to vote; the right to obtain a passport; the right to be allowed back in the country after overseas visits; the right not te be banned; the right not to be intimidated and the right to free participation in the activities of any political party. Validity of the empirical component of the investigation were ascertained by presenting the content thereof to experts in the field, for their approval. Multi-variate Analyses (MANOVA and HOTELLING T-SQUARE) as well as Single variate Analyses (ANOVA, Student T-test, Scheffe test) were used in the statistical analyses of the data. Hypotheses on gender, professional capacity, age, home and tutor language mediums~ religious stance, frequency of obtaining media news through television, newspaper and radio, teachers' experience, subject involvement, and pupil's dependancy position were set. THE MOST IMPORTANT FINDINGS: * at present there exists a definite gap in education programmes as far as human rights' issues are concerned; * specific respondents, grouped according to biographical data, (especially such as difference in home language, age, religion and years of experience) indicate only a slight difference in perceptions regarding pupils' knowledge of the facets of citizens' and political rights, * pupils are well informed about certain facets of the above mentioned rights, but quite poorly informed about some very important facets.
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Participation and co-responsibility as democratic principles in relation to the school

- Rambiyana, Nthambeleni Gerson

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