Life stories of academic achievers in informal settlements in Gauteng.
- Authors: Evangelides, Beverly
- Date: 2008-08-15T07:54:28Z
- Subjects: academic achievement , high school students , Gauteng (South Africa)
- Type: Thesis
- Identifier: uj:7835 , http://hdl.handle.net/10210/872
- Description: Hierdie kwalitatiewe studie beskryf en eksploreer die lewensverhale van die preseteerders wie hulle Finale Matrikulasie Eksamen behaal het, ten spyte van hopelose armoedige toestande in haglike en minder bevoorregde omstandighede in `n informele woonbuurt in Gauteng, Suid Afrika. Motiveeringsfaktore, wat hulle gedetermineerdheid beïnvloed het, om ten alle koste te slaag, en hulle vasberadenheid om hulle natuurlike erfenis te oorskry, is verder ondersoek. Teen hierdie agtergrond, sal die verstandelike gesondheid van toekomstige presteerders aangemoedig word, om sodoende die jeug van vandag aan te spoor om wel sukses te bereik ten spyte van hulle agtergrond. Hierdie studie sal ook in die plaaslike gemeenskap die bewusthied inskerp en ter selfder tyd die wêreld gemeenskap inlig dat daar hoop bestaan om sukses te bereik, ten spyte van die verskeidenheid uitdagings wat voorlê. Mandela onderskraag ook die gedagte dat ons hoop en drome ons werklikheid kan word (dit is die inskrywing op die steen wat onthul is op die Nelson Mandela standbeeld op 31 Maart 2004.) Hierdie navorsingsontwerp het in-diepte fenomonologiese onderhoude met presteerders tussen negentien en drie-en-twintig jaar oud, wat `n sekondêre skool bywoon in `n informele woonbuurt, behels. Beide die eksploratiewe en beskrywende ontwerpe is toegepas om die betekenisse te ontdek en om waarlik al die kompleksiteite omtrent die bly en leef in `n informele woonbuurt te begin verstaan en dat die mense tog `n mate van sukses bereik in hierdie omstandighede. Die tydelike intree in die leefwêrelde van die presteerders was `n leersame ondervinding wat bevestig het dat ten spyte van die daaglikse uitdagings van armoede en die veelvoudige-generasie verhoudinge waarmee hulle te doen het, sal hulle prestasies hulle tog toelaat om hierdie beperkinge to oorkom. Hulle ewige hoop en buigbaarheid sal hulle bystaan om sodanig hulle omgewings invloede te ontduik. Hierdie presteerders sal mik daarna om hulle jonger broers en susters aan te moedig deur positiewe rolmodelle te wees en deur werk te kry. Hulle sal deur hulle prestasies die geld hê om te help met die opvoeding van broers en susters en sodoende die siklus van armoede en sukkel breek. Die bevindinge van die studie wys verder dat die presteerders geestelik gegroei het deur na die Here te draai deur gebed en geloof in hulle vermoë om sukses te bereik in die toekoms. Hulle word ook aangemoedig om vordering te maak en hulle doelwitte is heel realisties. Die onderskraging wat hulle van hulle skool en familie kry beteken vir hulle baie en soos wat hulle besef dat hulle nie alleen is nie en ook daardeur is dit vir hulle bevestig dat daar hoop is om wel ten spyte van die uitdagings, suksesvol te wees. , Prof. C.P.H. Myburgh
- Full Text:
- Authors: Evangelides, Beverly
- Date: 2008-08-15T07:54:28Z
- Subjects: academic achievement , high school students , Gauteng (South Africa)
- Type: Thesis
- Identifier: uj:7835 , http://hdl.handle.net/10210/872
- Description: Hierdie kwalitatiewe studie beskryf en eksploreer die lewensverhale van die preseteerders wie hulle Finale Matrikulasie Eksamen behaal het, ten spyte van hopelose armoedige toestande in haglike en minder bevoorregde omstandighede in `n informele woonbuurt in Gauteng, Suid Afrika. Motiveeringsfaktore, wat hulle gedetermineerdheid beïnvloed het, om ten alle koste te slaag, en hulle vasberadenheid om hulle natuurlike erfenis te oorskry, is verder ondersoek. Teen hierdie agtergrond, sal die verstandelike gesondheid van toekomstige presteerders aangemoedig word, om sodoende die jeug van vandag aan te spoor om wel sukses te bereik ten spyte van hulle agtergrond. Hierdie studie sal ook in die plaaslike gemeenskap die bewusthied inskerp en ter selfder tyd die wêreld gemeenskap inlig dat daar hoop bestaan om sukses te bereik, ten spyte van die verskeidenheid uitdagings wat voorlê. Mandela onderskraag ook die gedagte dat ons hoop en drome ons werklikheid kan word (dit is die inskrywing op die steen wat onthul is op die Nelson Mandela standbeeld op 31 Maart 2004.) Hierdie navorsingsontwerp het in-diepte fenomonologiese onderhoude met presteerders tussen negentien en drie-en-twintig jaar oud, wat `n sekondêre skool bywoon in `n informele woonbuurt, behels. Beide die eksploratiewe en beskrywende ontwerpe is toegepas om die betekenisse te ontdek en om waarlik al die kompleksiteite omtrent die bly en leef in `n informele woonbuurt te begin verstaan en dat die mense tog `n mate van sukses bereik in hierdie omstandighede. Die tydelike intree in die leefwêrelde van die presteerders was `n leersame ondervinding wat bevestig het dat ten spyte van die daaglikse uitdagings van armoede en die veelvoudige-generasie verhoudinge waarmee hulle te doen het, sal hulle prestasies hulle tog toelaat om hierdie beperkinge to oorkom. Hulle ewige hoop en buigbaarheid sal hulle bystaan om sodanig hulle omgewings invloede te ontduik. Hierdie presteerders sal mik daarna om hulle jonger broers en susters aan te moedig deur positiewe rolmodelle te wees en deur werk te kry. Hulle sal deur hulle prestasies die geld hê om te help met die opvoeding van broers en susters en sodoende die siklus van armoede en sukkel breek. Die bevindinge van die studie wys verder dat die presteerders geestelik gegroei het deur na die Here te draai deur gebed en geloof in hulle vermoë om sukses te bereik in die toekoms. Hulle word ook aangemoedig om vordering te maak en hulle doelwitte is heel realisties. Die onderskraging wat hulle van hulle skool en familie kry beteken vir hulle baie en soos wat hulle besef dat hulle nie alleen is nie en ook daardeur is dit vir hulle bevestig dat daar hoop is om wel ten spyte van die uitdagings, suksesvol te wees. , Prof. C.P.H. Myburgh
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Experiences of limited English proficient grade eight learners in transition from township primary to English medium secondary schools.
- Authors: Ntanjana, Rocksenatus Maud
- Date: 2008-10-27T06:33:05Z
- Subjects: Gauteng (South Africa) , adjustment (psychology) in adolescence , student adjustment , high school students , language and education
- Type: Thesis
- Identifier: uj:13115 , http://hdl.handle.net/10210/1308
- Description: D.Ed. , Apartheid and underdevelopment have shaped the educational system in South Africa. Previously South African public schools have been segregated according to race and separate education systems had been instituted for the four main population groups since the early foundations of educations. Racially mixed schools were prohibited. With the transformation of South Africa to a democratic country, where the African National Congress came to power in 1994, many changes took place. One of these was fundamental changes to the educational system with the admittance of learners of all races to previously racially segregated schools. Many parents from townships welcomed the opportunity to have their children attend schools in urban areas to expose them to education that they perceive to be of a higher standard than that in township schools. This movement of learners from all ethnic groups to English medium schools has necessitated some changes in these schools to accommodate the unique characteristics of learners from diverse cultural, linguistic and socio-economic backgrounds. It is important to note that these learners bring to the classroom languages and cultures previously underrepresented. Learners who come from different cultural or linguistic backgrounds are often seen as environmentally deprived simply because of their “being different” from the dominant culture. These learners begin their schooling with certain lags that may be due to the fact that they have a limited understanding of the language of instruction. These communication difficulties are exacerbated when the learner is confronted with a foreign culture that may cause anxiety and frustration as well as insecurity. This, in turn, becomes the educator’s problem, because learning is impeded under such circumstances. Grade eight learners in transition from township schools may also have added difficulties on account of their required adjustment to changes linked to their developmental phase, namely adolescence. The aim of this study was to explore and describe the experiences of LEP grade eight learners in transition from township schools to English multicultural schools in order to develop an intervention programme for educators and educational psychologists with regard of support for these learners. The research was conducted from the qualitative paradigm. It included a literature review, individual and focus group interviews with learner, their educators and their parents, essays by LEP learners and observation of these learners. A purposive sample of ten learners from each six English medium secondary schools in Gauteng was selected. Data analysis was deductive. Categories of meaning included the following: scholastic performance, emotional factors, behavioural factors, sociological factors, cultural factors, environmental factors, educator attitudes and, finally, transition and adjustment. The three groups of respondents agreed to a large extent on the experiences of LEP learners. An intervention programme, based on the findings of the study, was developed for educators and educational psychologists to render support for LEP learners in order to facilitate their learning and adjustment in multicultural schools. The principal areas of the programme aimed at providing and inclusive, inviting educational approach that will enable learners to feel included and valued in the school, while improving their learning and adjustment. , Prof. J. Pillay
- Full Text:
- Authors: Ntanjana, Rocksenatus Maud
- Date: 2008-10-27T06:33:05Z
- Subjects: Gauteng (South Africa) , adjustment (psychology) in adolescence , student adjustment , high school students , language and education
- Type: Thesis
- Identifier: uj:13115 , http://hdl.handle.net/10210/1308
- Description: D.Ed. , Apartheid and underdevelopment have shaped the educational system in South Africa. Previously South African public schools have been segregated according to race and separate education systems had been instituted for the four main population groups since the early foundations of educations. Racially mixed schools were prohibited. With the transformation of South Africa to a democratic country, where the African National Congress came to power in 1994, many changes took place. One of these was fundamental changes to the educational system with the admittance of learners of all races to previously racially segregated schools. Many parents from townships welcomed the opportunity to have their children attend schools in urban areas to expose them to education that they perceive to be of a higher standard than that in township schools. This movement of learners from all ethnic groups to English medium schools has necessitated some changes in these schools to accommodate the unique characteristics of learners from diverse cultural, linguistic and socio-economic backgrounds. It is important to note that these learners bring to the classroom languages and cultures previously underrepresented. Learners who come from different cultural or linguistic backgrounds are often seen as environmentally deprived simply because of their “being different” from the dominant culture. These learners begin their schooling with certain lags that may be due to the fact that they have a limited understanding of the language of instruction. These communication difficulties are exacerbated when the learner is confronted with a foreign culture that may cause anxiety and frustration as well as insecurity. This, in turn, becomes the educator’s problem, because learning is impeded under such circumstances. Grade eight learners in transition from township schools may also have added difficulties on account of their required adjustment to changes linked to their developmental phase, namely adolescence. The aim of this study was to explore and describe the experiences of LEP grade eight learners in transition from township schools to English multicultural schools in order to develop an intervention programme for educators and educational psychologists with regard of support for these learners. The research was conducted from the qualitative paradigm. It included a literature review, individual and focus group interviews with learner, their educators and their parents, essays by LEP learners and observation of these learners. A purposive sample of ten learners from each six English medium secondary schools in Gauteng was selected. Data analysis was deductive. Categories of meaning included the following: scholastic performance, emotional factors, behavioural factors, sociological factors, cultural factors, environmental factors, educator attitudes and, finally, transition and adjustment. The three groups of respondents agreed to a large extent on the experiences of LEP learners. An intervention programme, based on the findings of the study, was developed for educators and educational psychologists to render support for LEP learners in order to facilitate their learning and adjustment in multicultural schools. The principal areas of the programme aimed at providing and inclusive, inviting educational approach that will enable learners to feel included and valued in the school, while improving their learning and adjustment. , Prof. J. Pillay
- Full Text:
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