Managing bullying in primary schools in Johannesburg.
- Authors: Zeelie, Desmond Grant
- Date: 2009-02-27T07:13:09Z
- Subjects: bullying in schools , Johannesburg ( South Africa )
- Type: Thesis
- Identifier: uj:8194 , http://hdl.handle.net/10210/2198
- Description: M.Ed. , Afknouery (bullying) is ’n wêreldwye verskynsel en die gevolge raak die afknouer, sy slagoffer en die hele gemeenskap. Hierdie navorsingstudie toon dat afknouery ’n werklikheid en ’n algemene verskynsel ook in óns skole is. Die insette van die skoolhoofde en leerlinge van die Verre Noord Laerskole, van Johannesburg-Oos D9, is gebruik om die omvang van afknouery in hierdie skole te bepaal asook die effektiwiteit van bestaande voorkomende maatreëls. Daar is gefokus op die verskillende vorms van afknouery, die oorsake en gevolge daarvan, die omvang van die probleem en die karaktereienskappe van “bullebakke”en hulle slagoffers. Skole se gedragskodes is onder die soeklig geplaas en voorkomende maatreëls en maniere van ingryping is bespreek. ’n Kwalitatiewe navorsingsmetode is gevolg om ’n diepgaande insig te kry in die skoolhoofde en leerders se menings en ervarings aangaande bogenoemde aspekte. Fokusgroep onderhoude is gebruik om inligting te bekom en die volgende kategorieë is geidentifiseer: • Die omvang van afknouery • Die formulering en implementering van ’n beleid teen afknouery • Strategiese ingrypingsaksie Die bevindings van die navorsing het aan die lig gebring dat die omvang van afknouery in Johannesburg-Oos D9, Verre Noord Laerskole, ernstige afmetings aanneem. Beleidsformulering teen afknouery en die implementering van sulke maatreëls is gebrekkig en te min ondersteuning bestaan vir die ontwikkeling van sodanige maatreëls en/of strategiese ingrypingsprogramme om die probleem aan te spreek. Daar word dus aanbeveel dat hierdie saak dringend en ernstig aandag ontvang en dat skole betrokke raak by voorkomende beleidsvorming en ingrypaksies. Die bekamping van hierdie euwel het ’n noodsaaklikheid geword wat nie langer verontagsaam durf word nie. Om die bestaan van afknouery te ignoreer, is om dit goed te keur!
- Full Text:
- Authors: Zeelie, Desmond Grant
- Date: 2009-02-27T07:13:09Z
- Subjects: bullying in schools , Johannesburg ( South Africa )
- Type: Thesis
- Identifier: uj:8194 , http://hdl.handle.net/10210/2198
- Description: M.Ed. , Afknouery (bullying) is ’n wêreldwye verskynsel en die gevolge raak die afknouer, sy slagoffer en die hele gemeenskap. Hierdie navorsingstudie toon dat afknouery ’n werklikheid en ’n algemene verskynsel ook in óns skole is. Die insette van die skoolhoofde en leerlinge van die Verre Noord Laerskole, van Johannesburg-Oos D9, is gebruik om die omvang van afknouery in hierdie skole te bepaal asook die effektiwiteit van bestaande voorkomende maatreëls. Daar is gefokus op die verskillende vorms van afknouery, die oorsake en gevolge daarvan, die omvang van die probleem en die karaktereienskappe van “bullebakke”en hulle slagoffers. Skole se gedragskodes is onder die soeklig geplaas en voorkomende maatreëls en maniere van ingryping is bespreek. ’n Kwalitatiewe navorsingsmetode is gevolg om ’n diepgaande insig te kry in die skoolhoofde en leerders se menings en ervarings aangaande bogenoemde aspekte. Fokusgroep onderhoude is gebruik om inligting te bekom en die volgende kategorieë is geidentifiseer: • Die omvang van afknouery • Die formulering en implementering van ’n beleid teen afknouery • Strategiese ingrypingsaksie Die bevindings van die navorsing het aan die lig gebring dat die omvang van afknouery in Johannesburg-Oos D9, Verre Noord Laerskole, ernstige afmetings aanneem. Beleidsformulering teen afknouery en die implementering van sulke maatreëls is gebrekkig en te min ondersteuning bestaan vir die ontwikkeling van sodanige maatreëls en/of strategiese ingrypingsprogramme om die probleem aan te spreek. Daar word dus aanbeveel dat hierdie saak dringend en ernstig aandag ontvang en dat skole betrokke raak by voorkomende beleidsvorming en ingrypaksies. Die bekamping van hierdie euwel het ’n noodsaaklikheid geword wat nie langer verontagsaam durf word nie. Om die bestaan van afknouery te ignoreer, is om dit goed te keur!
- Full Text:
Self-regulation for learners in a master's course in computer-based education.
- Authors: Van Wyk, Michele Debora
- Date: 2009-02-11T08:50:28Z
- Subjects: Self-control , Motivation in education , Academic achievement , Higher education , Independent study , Master of arts degree , Johannesburg ( South Africa )
- Type: Thesis
- Identifier: uj:8128 , http://hdl.handle.net/10210/2103
- Description: M.Ed. , Selfregulering is sinoniem met akademiese sukses en onafhanklike leer. Selfgereguleerde leerders aanvaar verantwoordelikheid vir hul eie leer en vertoon ’n groter mate van dieper leer as leerders wat nie selfgereguleer is nie. Selfregulering word ook beskou as die blywendste en hoogs erkende uitkoms van leer. Opvoeders het ’n deurslaggewende rol om te speel in die voorbereiding van leerders om op hul eie te leer en in die voorsiening van ’n onderrigomgewing wat die gebruik van selfregulerende prosesse sal kweek. Ondersteuning wat in kursusse ingebou is, kan leerders se selfregulerende praktyke versterk en hulle help om onafhanklike leerders te word. Ongelukkig is selfregulering ’n moeilike onderriguitkoms om te behaal en baie leerders wat by hoëronderwysinstellings inskryf, beskik nie oor die nodige selfreguleringsvaardighede om die eise van hul studie te hanteer nie. Die literatuur het aangedui dat baie min studies uitgevoer is om te ontleed wat opvoeders doen om selfregulering in hul kursusse te ondersteun. Die doel van hierdie studie was om te bepaal in watter mate ondersteuning gebied word vir selfregulering in ’n meestersgraadkursus in rekenaargesteunde onderwys. Die studie het begin met ’n verkenning van die begrip “selfregulering”. Selfregulerende leerstrategieë en -prosesse wat met akademiese sukses en onafhanklike leer verband hou, is geïdentifiseer en vir die ontwikkeling van ’n waarnemingskedule gebruik. Hierdie waarnemingskedule is as die primêre instrument gebruik om die aanwesigheid of afwesigheid van ondersteuning vir selfregulering in die genoemde kursus te bepaal. Fokusgroep- en sleutelinformantonderhoude is gevoer om die leerders se persepsies van die kursus en hoe hierdie persepsies hul leer beïnvloed, te bepaal. Die onderhoude is as aanvullend by die gestruktureerde waarnemingskedule gebruik en is beskou as ’n waardevolle hulpmiddel om die bevindings van die waarnemingskedule te bevestig. Die bevindings van die studie toon duidelik waar ondersteuning vir selfregulering aanwesig is en waar dit steeds ontbreek. Die ingeboude ondersteuning in die kursus bied die leerders ruim geleentheid om die meeste selfregulerende leerstrategieë, maar nie almal nie, aktief te gebruik. Daar is verder vasgestel dat die leerders se verhoogde betrokkenheid by selfregulering oor die algemeen hul onafhanklikheid, akademiese prestasie en leeroordrag skyn te verbeter.
- Full Text:
- Authors: Van Wyk, Michele Debora
- Date: 2009-02-11T08:50:28Z
- Subjects: Self-control , Motivation in education , Academic achievement , Higher education , Independent study , Master of arts degree , Johannesburg ( South Africa )
- Type: Thesis
- Identifier: uj:8128 , http://hdl.handle.net/10210/2103
- Description: M.Ed. , Selfregulering is sinoniem met akademiese sukses en onafhanklike leer. Selfgereguleerde leerders aanvaar verantwoordelikheid vir hul eie leer en vertoon ’n groter mate van dieper leer as leerders wat nie selfgereguleer is nie. Selfregulering word ook beskou as die blywendste en hoogs erkende uitkoms van leer. Opvoeders het ’n deurslaggewende rol om te speel in die voorbereiding van leerders om op hul eie te leer en in die voorsiening van ’n onderrigomgewing wat die gebruik van selfregulerende prosesse sal kweek. Ondersteuning wat in kursusse ingebou is, kan leerders se selfregulerende praktyke versterk en hulle help om onafhanklike leerders te word. Ongelukkig is selfregulering ’n moeilike onderriguitkoms om te behaal en baie leerders wat by hoëronderwysinstellings inskryf, beskik nie oor die nodige selfreguleringsvaardighede om die eise van hul studie te hanteer nie. Die literatuur het aangedui dat baie min studies uitgevoer is om te ontleed wat opvoeders doen om selfregulering in hul kursusse te ondersteun. Die doel van hierdie studie was om te bepaal in watter mate ondersteuning gebied word vir selfregulering in ’n meestersgraadkursus in rekenaargesteunde onderwys. Die studie het begin met ’n verkenning van die begrip “selfregulering”. Selfregulerende leerstrategieë en -prosesse wat met akademiese sukses en onafhanklike leer verband hou, is geïdentifiseer en vir die ontwikkeling van ’n waarnemingskedule gebruik. Hierdie waarnemingskedule is as die primêre instrument gebruik om die aanwesigheid of afwesigheid van ondersteuning vir selfregulering in die genoemde kursus te bepaal. Fokusgroep- en sleutelinformantonderhoude is gevoer om die leerders se persepsies van die kursus en hoe hierdie persepsies hul leer beïnvloed, te bepaal. Die onderhoude is as aanvullend by die gestruktureerde waarnemingskedule gebruik en is beskou as ’n waardevolle hulpmiddel om die bevindings van die waarnemingskedule te bevestig. Die bevindings van die studie toon duidelik waar ondersteuning vir selfregulering aanwesig is en waar dit steeds ontbreek. Die ingeboude ondersteuning in die kursus bied die leerders ruim geleentheid om die meeste selfregulerende leerstrategieë, maar nie almal nie, aktief te gebruik. Daar is verder vasgestel dat die leerders se verhoogde betrokkenheid by selfregulering oor die algemeen hul onafhanklikheid, akademiese prestasie en leeroordrag skyn te verbeter.
- Full Text:
Organisation change for the City of Johannesburg emergency management service.
- Authors: Manyathi, Philpa Vicky
- Date: 2008-04-23T13:03:28Z
- Subjects: local government , City of Johannesburg emergency management services , Johannesburg ( South Africa ) , organizational change
- Type: Thesis
- Identifier: uj:8607 , http://hdl.handle.net/10210/290
- Description: Organizations are constantly faced with pressure to make changes. Forecast of changing customer expectation, information processing and communication, and competition force top management to evaluate their organization and consider major changes. Organizational change is a challenge that companies often take on but just as often fail in implementing. Emergency Management Services decided to take on such a challenge when the City of Johannesburg transformed. This was a challenge not only management faced, but all the employees of the Emergency Management Services. The transformation process for the City of Johannesburg began in 1997 and was driven by Political and Social Development. These developments have put emphasis and strain on the relationship between: Municipality, with the unwanted side effects on workers. Societies are getting increasingly intolerant towards poor levels of service delivery. The Emergency Management Services need for change was emphasized through management’s decision to improve on service delivery. The integration of all Johannesburg Metropolitan Local Councils EMS was a big step forward. The integration wasn’t just about growing the City size; JHB EMS also opened various doors for the City to become the World Class African City. When the organization decided to take on the challenge, management needed to review all aspects of the organization. These included culture, values and performance and reward system. The challenge facing the organization leaders today is to become “World Class” or perish. , Prof. S. Kruger
- Full Text:
- Authors: Manyathi, Philpa Vicky
- Date: 2008-04-23T13:03:28Z
- Subjects: local government , City of Johannesburg emergency management services , Johannesburg ( South Africa ) , organizational change
- Type: Thesis
- Identifier: uj:8607 , http://hdl.handle.net/10210/290
- Description: Organizations are constantly faced with pressure to make changes. Forecast of changing customer expectation, information processing and communication, and competition force top management to evaluate their organization and consider major changes. Organizational change is a challenge that companies often take on but just as often fail in implementing. Emergency Management Services decided to take on such a challenge when the City of Johannesburg transformed. This was a challenge not only management faced, but all the employees of the Emergency Management Services. The transformation process for the City of Johannesburg began in 1997 and was driven by Political and Social Development. These developments have put emphasis and strain on the relationship between: Municipality, with the unwanted side effects on workers. Societies are getting increasingly intolerant towards poor levels of service delivery. The Emergency Management Services need for change was emphasized through management’s decision to improve on service delivery. The integration of all Johannesburg Metropolitan Local Councils EMS was a big step forward. The integration wasn’t just about growing the City size; JHB EMS also opened various doors for the City to become the World Class African City. When the organization decided to take on the challenge, management needed to review all aspects of the organization. These included culture, values and performance and reward system. The challenge facing the organization leaders today is to become “World Class” or perish. , Prof. S. Kruger
- Full Text:
The role of the governing body in macro planning on LSEN public hospital schools.
- Authors: Lowane, Velaphi Elizabeth
- Date: 2008-08-26T09:15:11Z
- Subjects: school boards , parent participation in education , special education , curriculum planning , hospital schools , Johannesburg ( South Africa )
- Type: Thesis
- Identifier: uj:4092 , http://hdl.handle.net/10210/943
- Description: This study is an investigation on the role of the School Governing Body (SGB) in macro planning of LSEN Hospital Schools. The literature review revealed that much has not yet been done pertaining to the involvement of parents in macro planning at the school level. For this research, qualitative research was conducted on educators, principals and parents who are members of the SGB at Chris Hani Baragwanath Hospital School and Johannesburg Hospital School. The researcher used interviews, notes taking and observation to collect data. The findings disclosed that most of the SGB members had no knowledge about section 20 status as laid down by SASA. They are not aware of their rights and limitations due to lack of professional training. The stakeholders involved in these schools, when doing macro planning, are the internal stakeholders only (the principals and educators). Based on the findings of this study, recommendations and guidelines have been provided to improve the involvement of parents in the school macro planning and management. , Prof. J.R. Debeila
- Full Text:
- Authors: Lowane, Velaphi Elizabeth
- Date: 2008-08-26T09:15:11Z
- Subjects: school boards , parent participation in education , special education , curriculum planning , hospital schools , Johannesburg ( South Africa )
- Type: Thesis
- Identifier: uj:4092 , http://hdl.handle.net/10210/943
- Description: This study is an investigation on the role of the School Governing Body (SGB) in macro planning of LSEN Hospital Schools. The literature review revealed that much has not yet been done pertaining to the involvement of parents in macro planning at the school level. For this research, qualitative research was conducted on educators, principals and parents who are members of the SGB at Chris Hani Baragwanath Hospital School and Johannesburg Hospital School. The researcher used interviews, notes taking and observation to collect data. The findings disclosed that most of the SGB members had no knowledge about section 20 status as laid down by SASA. They are not aware of their rights and limitations due to lack of professional training. The stakeholders involved in these schools, when doing macro planning, are the internal stakeholders only (the principals and educators). Based on the findings of this study, recommendations and guidelines have been provided to improve the involvement of parents in the school macro planning and management. , Prof. J.R. Debeila
- Full Text:
A community education intervention for promoting and sustaining entrepreneurial behaviour in a women's group.
- Authors: Hlatshwayo, Gladys Sissy
- Date: 2008-08-21T12:48:50Z
- Subjects: community education , adult education of women , businesswomen , entrepreneurship , Johannesburg ( South Africa )
- Type: Thesis
- Identifier: uj:8036 , http://hdl.handle.net/10210/896
- Description: The focus of this research essay was to provide a rich description and an analysis of the role that a community education intervention played in initiating and supporting sustainable entrepreneurship among a group of women in the Daveyton community, Johannesburg, South Africa. The transformation of the education system in South Africa is crucial, given the legacy of apartheid, which has left a vast number of black people without decent education. It has thus become essential for the government to put into place policies aimed at maximising participation in Adult and Community Education programmes, particularly for those groups who were deprived of basic education, the majority of whom were black women. Most of these women are still unable to interact with the mainstream economy, whether as business-owners or employees. Without access to the outside market, they are confined to meagre wages in the townships, either as domestic workers or child-minders. A community education programme should provide such individuals with education associated with the joy of self-improvement and the development of the individual, factors that can make it possible for the establishment of sustainable livelihoods. This inquiry is premised on the view that community education is crucial in enabling disadvantaged groups to fully participate in programmes that enable them to take control of their lives and exploit the opportunities presented to them. This research study is grounded within an interpretive paradigm, using qualitative research methods, to seek, discover and understand the role played by a community education intervention for promoting and sustaining entrepreneurial behaviour in a women’s group. Data was collected via in-depth, semi-structured interviews and observation with six black women and two black males, from Daveyton township in the East Rand. I used the constant comparative method for data analysis, and in searching for recurring themes and patterns. The findings of this research have revealed that the group of black South African women from Daveyton township were able to sustain entrepreneurship through a community education intervention by Eskom Development Foundation. Firstly, the programme aided them to recognise and combine available resources among themselves. Secondly, the programme opened up avenues for the establishment and development of the enterprise ‘Leratong Bakery’. In addition, the women were also able to use skills that they acquired from the programme in order to conform to standard norms of business. Furthermore, they went through a process of critical awareness, which resulted in a ‘change of mindset’. This change in turn enhanced their creativity and resulted in the growth and sustenance of the business for the duration of this study. The study concludes with a few recommendations that can possibly be used by all stakeholders involved in formulating community education programme policy. , Mrs. N. F. Petersen
- Full Text:
- Authors: Hlatshwayo, Gladys Sissy
- Date: 2008-08-21T12:48:50Z
- Subjects: community education , adult education of women , businesswomen , entrepreneurship , Johannesburg ( South Africa )
- Type: Thesis
- Identifier: uj:8036 , http://hdl.handle.net/10210/896
- Description: The focus of this research essay was to provide a rich description and an analysis of the role that a community education intervention played in initiating and supporting sustainable entrepreneurship among a group of women in the Daveyton community, Johannesburg, South Africa. The transformation of the education system in South Africa is crucial, given the legacy of apartheid, which has left a vast number of black people without decent education. It has thus become essential for the government to put into place policies aimed at maximising participation in Adult and Community Education programmes, particularly for those groups who were deprived of basic education, the majority of whom were black women. Most of these women are still unable to interact with the mainstream economy, whether as business-owners or employees. Without access to the outside market, they are confined to meagre wages in the townships, either as domestic workers or child-minders. A community education programme should provide such individuals with education associated with the joy of self-improvement and the development of the individual, factors that can make it possible for the establishment of sustainable livelihoods. This inquiry is premised on the view that community education is crucial in enabling disadvantaged groups to fully participate in programmes that enable them to take control of their lives and exploit the opportunities presented to them. This research study is grounded within an interpretive paradigm, using qualitative research methods, to seek, discover and understand the role played by a community education intervention for promoting and sustaining entrepreneurial behaviour in a women’s group. Data was collected via in-depth, semi-structured interviews and observation with six black women and two black males, from Daveyton township in the East Rand. I used the constant comparative method for data analysis, and in searching for recurring themes and patterns. The findings of this research have revealed that the group of black South African women from Daveyton township were able to sustain entrepreneurship through a community education intervention by Eskom Development Foundation. Firstly, the programme aided them to recognise and combine available resources among themselves. Secondly, the programme opened up avenues for the establishment and development of the enterprise ‘Leratong Bakery’. In addition, the women were also able to use skills that they acquired from the programme in order to conform to standard norms of business. Furthermore, they went through a process of critical awareness, which resulted in a ‘change of mindset’. This change in turn enhanced their creativity and resulted in the growth and sustenance of the business for the duration of this study. The study concludes with a few recommendations that can possibly be used by all stakeholders involved in formulating community education programme policy. , Mrs. N. F. Petersen
- Full Text:
- «
- ‹
- 1
- ›
- »