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You searched for +publisher:"Stellenbosch University" +contributor:("Swart, E."). Showing records 1 – 3 of 3 total matches.

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Stellenbosch University

1. Du Toit, Susan. Die ervaring van vier adolessente met kogliere inplantings.

Degree: MEdPsych, Educational Psychology, 2011, Stellenbosch University

ENGLISH ABSTRACT: Cochlear implantation is a surgical procedure, where an electronic device is implanted into the inner ear to give people, with severe to profound hearing loss, access to sound and the spoken word. In spite of a wealth of international research, local studies on cochlear implants, and more specifically research concerning the experience of adolescents with the device, are limited. Adolescence, as a development stage, is also a very difficult phase, which is marked as a crisis period in the developement process towards maturity, as well as a continued selfconsciousness and worry about how others perceive them. It may therefore be deduced that the use of the cochlear implants could cause this to be an intense experience during this developmental phase and that served as motivation to conduct my research specifically on adolescents. This generic qualitative study had a dual purpose: Firstly it endeavoured, through explorative and descriptive research, to determine the experience of adolescents with cochlear implants in school and also in other social circumstances. That sparked off a better understanding and insight, concerning the experience of adolescents with these devices. Secondly, the purpose of this study was to enquire into and describe the experience of adolescents with their support systems. This in turn lead to the identification of support systems, but also the lack of such systems in the personal-, social- and learning environment. An interpretative qualitative study was designed to explain the experience of adolescents with cochlear implants. The Bronfenbrenner Bioecological Model of human development was used as framework to discuss the complex experience of adolescents with cochlear implants. The Asset based approach, as well as Outcomes of well-being founded on the principles of Positive Psychology, was also used as theoretical and conceptual framework to explain existing assets, support systems and management strategies. Four adolescents with cochlear implants and their parents took part in the the study. In-depth data was generated through alternative methods of interviewing, which were adjusted according to the unique requirements of each participant as well as the level of their loss of hearing. Interactive activities, that targeted the interest of participants, were adapted to their language ability and visually interactive were also used. Interviews were constantly supported by thorough field notes. Raw data was then transcribed and processed by using the constant comparative method. The themes, that were constructed from these, seem to indicate that the experieces of these adolescents are unique and are influenced by several intrapersonal and external factors. The exploration of these factors revealed the following: • Adolescents with cochlear implants sometimes experience social exclusion at school as well as amongst their friends. • Various obstacles lead up to social exclusion: Firstly, adolescents with cochlear implants are not able to… Advisors/Committee Members: Swart, E., Stellenbosch University. Faculty of Education. Dept. of Educational Psychology..

Subjects/Keywords: Educational psychology; Dissertations  – Educational psychology; Deaf students - -Social networks  – Case studies; Educational Psychology

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Du Toit, S. (2011). Die ervaring van vier adolessente met kogliere inplantings. (Thesis). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/17998

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Du Toit, Susan. “Die ervaring van vier adolessente met kogliere inplantings.” 2011. Thesis, Stellenbosch University. Accessed October 20, 2019. http://hdl.handle.net/10019.1/17998.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Du Toit, Susan. “Die ervaring van vier adolessente met kogliere inplantings.” 2011. Web. 20 Oct 2019.

Vancouver:

Du Toit S. Die ervaring van vier adolessente met kogliere inplantings. [Internet] [Thesis]. Stellenbosch University; 2011. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/10019.1/17998.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Du Toit S. Die ervaring van vier adolessente met kogliere inplantings. [Thesis]. Stellenbosch University; 2011. Available from: http://hdl.handle.net/10019.1/17998

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Stellenbosch University

2. Louw, Karlien. Die selfkonsep van studente wat hakkel : 'n verkennende ondersoek.

Degree: 2010, Stellenbosch University

Thesis (MEdPsych (Educational Psychology)) – University of Stellenbosch, 2010.

Bibliography

AFRIKAANSE OPSOMMING: Die verskynsel van hakkel word omgewe deur persoonlike belewenisse wat bydra tot die vorming van die selfkonsep van iemand wat hakkel. Die toenemende soeke na die oorsake, "behandeling" en "genesing" van hakkel lei waarskynlik tot die onderbeklemtoning van die wyse waarop die persoon sin maak van sy of haar hakkel. Holistiese ondersteuning fokus egter nie slegs op die hantering van hakkel nie, maar ook op die positiewe integrasie van hakkel in iemand se selfkonsep – ongeag die pyn of hartseer wat daarmee geassosieer word. Om dit te kan doen, word kennis benodig van die wyse waarop die verskillende dimensies van die persoon se selfkonsep tot uitdrukking kom. Die doel van hierdie studie was tweeledig van aard. Eerstens het dit gepoog om die selfkonsep van studente wat hakkel te verken en te beskryf deur middel van hulle belewing daarvan ten opsigte van die verskillende dimensies van die selfkonsep. Dit het aanleiding gegee tot 'n ruimer begrip van die wyse waarop die selfkonsep van die betrokke studente manifesteer in verskillende verhoudings. Tweedens het die studie ten doel gehad om meer holistiese wyses van ondersteuning te identifiseer en wat gevolglik gelei het tot die identifisering van sodanige ondersteuning binne die terapeutiese sowel as die onderrig- en leeromgewings. Ten einde hakkel as 'n menslike hoedanigheid te verstaan en te verduidelik, word van 'n kwalitatiewe benadering tot navorsing gebruik gemaak. Dit word ondersteun deur gefundeerde teorie as gekose navorsingsontwerp wat die induktiewe wyse van datagenerering en -analise beklemtoon. Die metodes van navorsing ten opsigte van datagenerering sluit in individuele onderhoude en 'n fokusgroep. Data is geanaliseer deur gebruik te maak van die konstante vergelykende metode. Die verkenning van die studente se selfkonsep op hierdie wyse het uiteindelik tot die identifisering van enkele determinante ten opsigte van intra- en interpersoonlike funksionering aanleiding gegee. Die twee prosesse van heling en verwonding betrokke in die vorming van die studente se selfkonsep illustreer hoe verhoudings tot die ondersteuning of selfs stigmatisering en gevolglike uitsluiting van hierdie studente bydra. iv Die verkenning van die verskillende dimensies van die selfkonsep van studente wat hakkel het die volgende aan die lig gebring: Dat die selfkonsep dien as uitdrukking van die studente se verband met hakkel op die drie verskillende vlakke van sielkundige funksionering, naamlik die: - Kognitiewe vlak: vervreemding van die outentieke self, persoonlike waarhede, transendensie en kongruensie - Affektiewe vlak: psigiese verwonding - Konatiewe vlak: kompensasie, isolasie en projeksie Spesifieke terapeutiese benaderinge kan moontlik heling bevorder by die student wie se selfkonsep broos blyk te wees weens die verwonding wat soms met hakkel gepaard gaan. Dit kan waarskynlik as 'n voorafgaande raamwerk dien vir die ontwikkeling van 'n enkele, meer…

Advisors/Committee Members: Swart, E., University of Stellenbosch. Faculty of Education. Department of Educational Psychology..

Subjects/Keywords: Education; Dissertations  – Education; Self-esteem of adolescent stutterers; Stuttering in adolescence; Self-perception in adolescence; Opvoedkundige Sielkunde

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Louw, K. (2010). Die selfkonsep van studente wat hakkel : 'n verkennende ondersoek. (Thesis). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/5395

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Louw, Karlien. “Die selfkonsep van studente wat hakkel : 'n verkennende ondersoek.” 2010. Thesis, Stellenbosch University. Accessed October 20, 2019. http://hdl.handle.net/10019.1/5395.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Louw, Karlien. “Die selfkonsep van studente wat hakkel : 'n verkennende ondersoek.” 2010. Web. 20 Oct 2019.

Vancouver:

Louw K. Die selfkonsep van studente wat hakkel : 'n verkennende ondersoek. [Internet] [Thesis]. Stellenbosch University; 2010. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/10019.1/5395.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Louw K. Die selfkonsep van studente wat hakkel : 'n verkennende ondersoek. [Thesis]. Stellenbosch University; 2010. Available from: http://hdl.handle.net/10019.1/5395

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Stellenbosch University

3. Dreyer, Lorna M. An evaluation of a Learning Support Model in Primary Schools in the West Coast/Winelands Area.

Degree: Educational Psychology, 2008, Stellenbosch University

Thesis (PhD (Educational Psychology)) – Stellenbosch University, 2008.

Research indicates that the success of inclusive education lies within the provision of adequate support for learners who experience barriers to learning in mainstream schools as well as in the changing roles of teachers and support services staff. In South Africa, the provincial Western Cape Education Department (WCED) responded to the implementation of inclusive education by introducing a learning support model that was designed to systemically deal with barriers to learning in some primary schools in the province. The purpose of this study was to evaluate the learning support model that was introduced in some primary schools in the Western Cape with specific reference to schools within the West Coast/Winelands district. The evaluation was located in a comprehensive mixed methods research design, which focused on the evaluation of both process and outcomes of the learning support model. The evaluation was done sequentially in three phases: Phase one consisted of a comprehensive literature review. Phase two focused on both quantitative and qualitative data collection and analysis (through questionnaires containing both closed- and open-ended questions). The focus in Phase three was on follow up semi-structured focus group interviews. The participants were drawn from all primary schools situated within the boundaries of the West Coast/Winelands district and where the services of a learning support teacher (full-time or itinerant) were available. While learning support teachers were selected through purposive sampling, mainstream teachers were systematically selected. The four primary schools and learning support teachers that participated in the focus group interviews were systematically selected. Findings indicate that the current learning support model used in the West Coast/Winelands area does not provide effective learning support to all learners experiencing barriers to learning in mainstream primary schools. Constraints that contribute to this situation can be identified on all levels of the education system including the macro and micro systems. By mapping the findings from the data against the literature review, the researcher recommends that the provision of learning support should be addressed systemically from within a whole-school approach, taking into account local contextual factors impacting on the school. In conclusion a model for the improvement of learning support service delivery within a wholeschool approach is provided.

Advisors/Committee Members: Engelbrecht, P., Swart, E., Stellenbosch University. Faculty of Education. Dept. of Educational Psychology..

Subjects/Keywords: Education; Dissertations  – Education; Children with disabilities  – Education (Elementary)  – South Africa  – Western Cape; Special education  – South Africa  – Western Cape; Educational Psychology

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Dreyer, L. M. (2008). An evaluation of a Learning Support Model in Primary Schools in the West Coast/Winelands Area. (Thesis). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/1448

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Dreyer, Lorna M. “An evaluation of a Learning Support Model in Primary Schools in the West Coast/Winelands Area.” 2008. Thesis, Stellenbosch University. Accessed October 20, 2019. http://hdl.handle.net/10019.1/1448.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Dreyer, Lorna M. “An evaluation of a Learning Support Model in Primary Schools in the West Coast/Winelands Area.” 2008. Web. 20 Oct 2019.

Vancouver:

Dreyer LM. An evaluation of a Learning Support Model in Primary Schools in the West Coast/Winelands Area. [Internet] [Thesis]. Stellenbosch University; 2008. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/10019.1/1448.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Dreyer LM. An evaluation of a Learning Support Model in Primary Schools in the West Coast/Winelands Area. [Thesis]. Stellenbosch University; 2008. Available from: http://hdl.handle.net/10019.1/1448

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

.