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You searched for +publisher:"University of Cape Town" +contributor:("Luckett, Kathy"). Showing records 1 – 7 of 7 total matches.

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University of Cape Town

1. Begbie, Ceclin Kirsty. Educational Decision making among Grade 9 learners in Cape Town.

Degree: Masters Degree, Sociology, 2018, University of Cape Town

 The need for higher skill levels in South Africa’s labour market warranted an investigation into why some learners from poor communities make the decision to… (more)

Subjects/Keywords: Educational decision making; educational outcomes; high school dropout; skill development

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

APA (6th Edition):

Begbie, C. K. (2018). Educational Decision making among Grade 9 learners in Cape Town. (Masters Thesis). University of Cape Town. Retrieved from http://hdl.handle.net/11427/29162

Chicago Manual of Style (16th Edition):

Begbie, Ceclin Kirsty. “Educational Decision making among Grade 9 learners in Cape Town.” 2018. Masters Thesis, University of Cape Town. Accessed August 25, 2019. http://hdl.handle.net/11427/29162.

MLA Handbook (7th Edition):

Begbie, Ceclin Kirsty. “Educational Decision making among Grade 9 learners in Cape Town.” 2018. Web. 25 Aug 2019.

Vancouver:

Begbie CK. Educational Decision making among Grade 9 learners in Cape Town. [Internet] [Masters thesis]. University of Cape Town; 2018. [cited 2019 Aug 25]. Available from: http://hdl.handle.net/11427/29162.

Council of Science Editors:

Begbie CK. Educational Decision making among Grade 9 learners in Cape Town. [Masters Thesis]. University of Cape Town; 2018. Available from: http://hdl.handle.net/11427/29162


University of Cape Town

2. Wolff, Karin. Integrating multidisciplinary engineering knowledge in a final year technical university diploma programme : an analysis of student praxis.

Degree: Image, School of Education, 2011, University of Cape Town

 In order to determine two distinct engineering qualification levels for an existing University of Technology (UoT) programme, empirical evidence based on the current diploma is… (more)

Subjects/Keywords: Higher Education Studies

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APA (6th Edition):

Wolff, K. (2011). Integrating multidisciplinary engineering knowledge in a final year technical university diploma programme : an analysis of student praxis. (Thesis). University of Cape Town. Retrieved from http://hdl.handle.net/11427/10781

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):

Wolff, Karin. “Integrating multidisciplinary engineering knowledge in a final year technical university diploma programme : an analysis of student praxis.” 2011. Thesis, University of Cape Town. Accessed August 25, 2019. http://hdl.handle.net/11427/10781.

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

MLA Handbook (7th Edition):

Wolff, Karin. “Integrating multidisciplinary engineering knowledge in a final year technical university diploma programme : an analysis of student praxis.” 2011. Web. 25 Aug 2019.

Vancouver:

Wolff K. Integrating multidisciplinary engineering knowledge in a final year technical university diploma programme : an analysis of student praxis. [Internet] [Thesis]. University of Cape Town; 2011. [cited 2019 Aug 25]. Available from: http://hdl.handle.net/11427/10781.

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

Council of Science Editors:

Wolff K. Integrating multidisciplinary engineering knowledge in a final year technical university diploma programme : an analysis of student praxis. [Thesis]. University of Cape Town; 2011. Available from: http://hdl.handle.net/11427/10781

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


University of Cape Town

3. Meinert, Leigh. A study of academic resilience amongst first generation university students in South Africa.

Degree: Image, School of Education, 2013, University of Cape Town

 This study adopts a sociological approach to the issue of academic resilience amongst first generation university students in a developing world context. As suggested in… (more)

Subjects/Keywords: Education

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

APA (6th Edition):

Meinert, L. (2013). A study of academic resilience amongst first generation university students in South Africa. (Thesis). University of Cape Town. Retrieved from http://hdl.handle.net/11427/14003

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):

Meinert, Leigh. “A study of academic resilience amongst first generation university students in South Africa.” 2013. Thesis, University of Cape Town. Accessed August 25, 2019. http://hdl.handle.net/11427/14003.

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

MLA Handbook (7th Edition):

Meinert, Leigh. “A study of academic resilience amongst first generation university students in South Africa.” 2013. Web. 25 Aug 2019.

Vancouver:

Meinert L. A study of academic resilience amongst first generation university students in South Africa. [Internet] [Thesis]. University of Cape Town; 2013. [cited 2019 Aug 25]. Available from: http://hdl.handle.net/11427/14003.

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

Council of Science Editors:

Meinert L. A study of academic resilience amongst first generation university students in South Africa. [Thesis]. University of Cape Town; 2013. Available from: http://hdl.handle.net/11427/14003

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


University of Cape Town

4. Mokou, Goitsione. By which tools?: A critical comparative analysis of pedagogic discourse for the creative arts in formal and informal classrooms in a working class post-apartheid context.

Degree: Image, School of Education, 2017, University of Cape Town

 This research study was motivated by a research project which observed differences in achievement levels within the creative arts classroom between working class schools and… (more)

Subjects/Keywords: Curriculum Studies

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

APA (6th Edition):

Mokou, G. (2017). By which tools?: A critical comparative analysis of pedagogic discourse for the creative arts in formal and informal classrooms in a working class post-apartheid context. (Thesis). University of Cape Town. Retrieved from http://hdl.handle.net/11427/25460

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):

Mokou, Goitsione. “By which tools?: A critical comparative analysis of pedagogic discourse for the creative arts in formal and informal classrooms in a working class post-apartheid context.” 2017. Thesis, University of Cape Town. Accessed August 25, 2019. http://hdl.handle.net/11427/25460.

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

MLA Handbook (7th Edition):

Mokou, Goitsione. “By which tools?: A critical comparative analysis of pedagogic discourse for the creative arts in formal and informal classrooms in a working class post-apartheid context.” 2017. Web. 25 Aug 2019.

Vancouver:

Mokou G. By which tools?: A critical comparative analysis of pedagogic discourse for the creative arts in formal and informal classrooms in a working class post-apartheid context. [Internet] [Thesis]. University of Cape Town; 2017. [cited 2019 Aug 25]. Available from: http://hdl.handle.net/11427/25460.

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

Council of Science Editors:

Mokou G. By which tools?: A critical comparative analysis of pedagogic discourse for the creative arts in formal and informal classrooms in a working class post-apartheid context. [Thesis]. University of Cape Town; 2017. Available from: http://hdl.handle.net/11427/25460

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


University of Cape Town

5. Kotta, Linda Thokozile. Structural conditioning and mediation by student agency : a case study of success in chemical engineerng design.

Degree: Image, Chemical Engineering, 2011, University of Cape Town

The study, informed by Bhaskar’s realist philosophy for social science, seeks to provide an explanation for the differential success rates in a final year chemical engineering design course. Advisors/Committee Members: Case, Jenni (advisor), Luckett, Kathy (advisor).

Subjects/Keywords: Chemical Engineering

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APA (6th Edition):

Kotta, L. T. (2011). Structural conditioning and mediation by student agency : a case study of success in chemical engineerng design. (Thesis). University of Cape Town. Retrieved from http://hdl.handle.net/11427/11475

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):

Kotta, Linda Thokozile. “Structural conditioning and mediation by student agency : a case study of success in chemical engineerng design.” 2011. Thesis, University of Cape Town. Accessed August 25, 2019. http://hdl.handle.net/11427/11475.

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

MLA Handbook (7th Edition):

Kotta, Linda Thokozile. “Structural conditioning and mediation by student agency : a case study of success in chemical engineerng design.” 2011. Web. 25 Aug 2019.

Vancouver:

Kotta LT. Structural conditioning and mediation by student agency : a case study of success in chemical engineerng design. [Internet] [Thesis]. University of Cape Town; 2011. [cited 2019 Aug 25]. Available from: http://hdl.handle.net/11427/11475.

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

Council of Science Editors:

Kotta LT. Structural conditioning and mediation by student agency : a case study of success in chemical engineerng design. [Thesis]. University of Cape Town; 2011. Available from: http://hdl.handle.net/11427/11475

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


University of Cape Town

6. Cox, Glenda. Explaining the relations between culture, structure and agency in lecturers' contribution and non-contribution to Open Educational Resources in a higher education institution.

Degree: Image, School of Education, 2016, University of Cape Town

 Despite the existence of many successful initiatives to promote the sharing and use of Open Educational Resources (OER), sharing and use of OER is not… (more)

Subjects/Keywords: Open Educational Resources

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APA (6th Edition):

Cox, G. (2016). Explaining the relations between culture, structure and agency in lecturers' contribution and non-contribution to Open Educational Resources in a higher education institution. (Thesis). University of Cape Town. Retrieved from http://hdl.handle.net/11427/20300

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):

Cox, Glenda. “Explaining the relations between culture, structure and agency in lecturers' contribution and non-contribution to Open Educational Resources in a higher education institution.” 2016. Thesis, University of Cape Town. Accessed August 25, 2019. http://hdl.handle.net/11427/20300.

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

MLA Handbook (7th Edition):

Cox, Glenda. “Explaining the relations between culture, structure and agency in lecturers' contribution and non-contribution to Open Educational Resources in a higher education institution.” 2016. Web. 25 Aug 2019.

Vancouver:

Cox G. Explaining the relations between culture, structure and agency in lecturers' contribution and non-contribution to Open Educational Resources in a higher education institution. [Internet] [Thesis]. University of Cape Town; 2016. [cited 2019 Aug 25]. Available from: http://hdl.handle.net/11427/20300.

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

Council of Science Editors:

Cox G. Explaining the relations between culture, structure and agency in lecturers' contribution and non-contribution to Open Educational Resources in a higher education institution. [Thesis]. University of Cape Town; 2016. Available from: http://hdl.handle.net/11427/20300

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


University of Cape Town

7. Adebulehin, Aderinsola Michelle. Examining Institutional Practices and their effects on Student Success.

Degree: Master of Social Science, Social Development, 2017, University of Cape Town

 Given South Africa’s racialized history of access to education, redress efforts targeted at achieving equity in access to universities for students from across racial backgrounds… (more)

Subjects/Keywords: Global Studies

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

APA (6th Edition):

Adebulehin, A. M. (2017). Examining Institutional Practices and their effects on Student Success. (Masters Thesis). University of Cape Town. Retrieved from http://hdl.handle.net/11427/30186

Chicago Manual of Style (16th Edition):

Adebulehin, Aderinsola Michelle. “Examining Institutional Practices and their effects on Student Success.” 2017. Masters Thesis, University of Cape Town. Accessed August 25, 2019. http://hdl.handle.net/11427/30186.

MLA Handbook (7th Edition):

Adebulehin, Aderinsola Michelle. “Examining Institutional Practices and their effects on Student Success.” 2017. Web. 25 Aug 2019.

Vancouver:

Adebulehin AM. Examining Institutional Practices and their effects on Student Success. [Internet] [Masters thesis]. University of Cape Town; 2017. [cited 2019 Aug 25]. Available from: http://hdl.handle.net/11427/30186.

Council of Science Editors:

Adebulehin AM. Examining Institutional Practices and their effects on Student Success. [Masters Thesis]. University of Cape Town; 2017. Available from: http://hdl.handle.net/11427/30186

.