subject:( Tegnologie verrykte Leer)

1. Esterhuizen, Hendrik Daniel. The integration of learning technologies in open distance learning at the North-West University / Hendrik Daniel (Hennie) Esterhuizen .

Degree: 2012, North-West University

URL: http://hdl.handle.net/10394/8736

► North-West University in South Africa is committed to expanding use of learning technologies for contact and distance education students by augmenting the existing NWU teaching… (more)

▼ North-West University in South Africa is committed to expanding use of learning technologies for contact and distance education students by augmenting the existing NWU teaching and learning policy with an e-learning policy. The School of Continuing Teacher Education at North-West University is currently training about 24 000 in-service teacher students through Open Distance Learning. Only a few students submit assignments in typed format and seldom electronically. Students rarely use electronic technologies to augment their learning, and the SCTE employs few to support students. This does not comply with the South African Government’s policy on e-Education that demands information and communication technology mastery in teacher training. The aim of this research was integration of learning technologies in open distance learning at SCTE NWU through recommendations compiled in a sociologically transformative emergent implementation framework. The researcher followed a concurrent mixed-method sociologically transformative approach, focussing on the use of technology for social empowerment to cross the digital divide, through a theoretical lens of ICT for development. The lived experience in the natural setting of distance education students, lecturers, and involved stakeholders was used as initial data collection, informed by a continuous literature study of emergent learning technology use. Purposeful sampling was used during participant selection. The role of the researcher was that of participant observer, interviewer, and human instrument, from a position of methodological pragmatism as a method of inquiry. Using a design-based research approach, the thesis addresses the main research question through five research papers; each addressing one of the sub-questions as design-based research cycles, while collectively addressing the research problem to address the main research question. Nonstandardised measuring instruments were developed based on themes identified from literature and the analysis of qualitative data. Significant barriers to population-wide ICT adoption exist. Strong intentions of perseverance in attaining functional computer literacy are evident. Support and enablement are required to promote trust to attempt using computers, necessary to obtain self-confidence through accomplishment. In this way perseverance to attain functional computer literacy may be cultivated. The study presents a model for intention to use, confidence, trust and perseverance in attaining computer literacy competence with statistically significant standardised regression weights. In terms of affective responses of students during computer literacy training, a twodimensional model for computer literacy learning emotions is presented. Perceptions during professional development produced a model for faculty development towards socially transformative learning technology integration for open distance learning. The researcher also presents a people-technology interaction in teaching and learning…

Subjects/Keywords: Computer literacy; e-Learning; Faculty training; Higher Education; Interactive white boards; Learning technology integration; Open Distance Learning; Student support; Teacher training; Technology adoption; Technology Enhanced Learning (TEL); Technophilia; Technophobia; Akademici opleiding; e-Leer; Hoër Onderwys; Interaktiewe witborde; Leertegnologie integrasie; Liefde vir tegnologie; Onderwysersopleiding; Oop afstandsleer; Rekenaargeletterdheid; Studenteondersteuning; Tegnologieaanvaarding; Tegnologie-verrykte Leer; Tegnologievrees

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APA (6^th Edition):

Esterhuizen, H. D. (2012). The integration of learning technologies in open distance learning at the North-West University / Hendrik Daniel (Hennie) Esterhuizen . (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/8736

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

Chicago Manual of Style (16^th Edition):

Esterhuizen, Hendrik Daniel. “The integration of learning technologies in open distance learning at the North-West University / Hendrik Daniel (Hennie) Esterhuizen .” 2012. Thesis, North-West University. Accessed February 27, 2021. http://hdl.handle.net/10394/8736.

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

MLA Handbook (7^th Edition):

Esterhuizen, Hendrik Daniel. “The integration of learning technologies in open distance learning at the North-West University / Hendrik Daniel (Hennie) Esterhuizen .” 2012. Web. 27 Feb 2021.

Vancouver:

Esterhuizen HD. The integration of learning technologies in open distance learning at the North-West University / Hendrik Daniel (Hennie) Esterhuizen . [Internet] [Thesis]. North-West University; 2012. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/10394/8736.

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

Council of Science Editors:

Esterhuizen HD. The integration of learning technologies in open distance learning at the North-West University / Hendrik Daniel (Hennie) Esterhuizen . [Thesis]. North-West University; 2012. Available from: http://hdl.handle.net/10394/8736

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

2. Beukes, Susan Cecilia. Screening for misconceptions and assessing these by using metacognition in a mathematics course for N2 engineering students at a Northern Cape FET college / Susan Cecilia Beukes .

Degree: 2015, North-West University

URL: http://hdl.handle.net/10394/14724

► This study investigated misconceptions in Algebra of students enrolled for a N2 Engineering certificate at a Further Education and Training College. The study aimed to… (more)

▼ This study investigated misconceptions in Algebra of students enrolled for a N2 Engineering certificate at a Further Education and Training College. The study aimed to investigate these students’ misconceptions relating to Algebra which prohibited them to successfully complete their artisanship. The purpose of the research was to determine (i) the nature of these misconceptions, and (ii) the value of screencasts as a technology-enhanced learning (TEL) tool to improve instruction. The research gap that the researcher addressed related to the Mathematics misconceptions that the N2 students had, and whether these misconceptions could be adequately addressed by screencasts. The study method used was a case study design and methodology while simultaneously collecting quantitative and qualitative data. The findings encompassed the determining of main Mathematics misconceptions, producing screencasts, and assessing the screencasts with the intended target group. The study followed a four-phase strategy of testing, interviewing and analysing, and reflection based on qualitative and quantitative research strategies. During the quantitative research the research participants completed a biographical questionnaire, as well as a customised diagnostic Algebra test. The study sample comprised two groups from different trimesters at a rural FET college in the Northern Cape in Kathu, South Africa. The total population of full-time N2 Engineering students related to 113 participants. The diagnostic test comprised twelve questions from the three main Algebra concepts relating to: (i) exponents, (ii) equations, and (iii) factorisation. The same customised diagnostic test confirmed the misconceptions within the same group. Six questions from the customised diagnostic test identified the central misconceptions. The researcher consequently designed, developed, implemented and evaluated screencasts with the intended student population according to the design principles identified during the study. The six questions formed the basis of a second diagnostic test, which was used in phase three with interviews of ten research participants as part of phase 4 of the evaluation of the screencasts. At the end of the second trimester students were ask to complete a questionnaire regarding their use and perceptions of the screencasts—23 participants completed this voluntary questionnaire. At the end of the trimester ten participants were asked to explain their method of calculations during a walk-through evaluation while answering Algebra problems. The results indicated a number of misconception categories: (i) The main reason for misconceptions relating to equations was the participants’ inadequate understandings of the basic concepts of multiply methods used in equations; (ii) Index laws seemed to be the biggest misconception where participants demonstrated insufficient understanding of the laws; and (iii) The participants did not comprehend the basic concepts of factorisation—they could not identify which method to…

Subjects/Keywords: Misconceptions; Mathematics; Case study research; Metacognition strategies; Screencast; Student profile; Algebra; Blended learning; Technology-enhanced learning; Wanopvattings; Wiskunde; Gevalle studie navorsings; Metakognisie; Screencast (skermsteun); Studenteprofiel; Gemengde leer; Tegnologie-ondersteunde leer

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APA (6^th Edition):

Beukes, S. C. (2015). Screening for misconceptions and assessing these by using metacognition in a mathematics course for N2 engineering students at a Northern Cape FET college / Susan Cecilia Beukes . (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/14724

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

Chicago Manual of Style (16^th Edition):

Beukes, Susan Cecilia. “Screening for misconceptions and assessing these by using metacognition in a mathematics course for N2 engineering students at a Northern Cape FET college / Susan Cecilia Beukes .” 2015. Thesis, North-West University. Accessed February 27, 2021. http://hdl.handle.net/10394/14724.

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

MLA Handbook (7^th Edition):

Beukes, Susan Cecilia. “Screening for misconceptions and assessing these by using metacognition in a mathematics course for N2 engineering students at a Northern Cape FET college / Susan Cecilia Beukes .” 2015. Web. 27 Feb 2021.

Vancouver:

Beukes SC. Screening for misconceptions and assessing these by using metacognition in a mathematics course for N2 engineering students at a Northern Cape FET college / Susan Cecilia Beukes . [Internet] [Thesis]. North-West University; 2015. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/10394/14724.

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

Council of Science Editors:

Beukes SC. Screening for misconceptions and assessing these by using metacognition in a mathematics course for N2 engineering students at a Northern Cape FET college / Susan Cecilia Beukes . [Thesis]. North-West University; 2015. Available from: http://hdl.handle.net/10394/14724

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

University of South Africa

3. Ithindi, Elina Tangeni. The use of Moodle as an e-learning tool for English language teaching and learning in Namibia .

Degree: 2019, University of South Africa

URL: http://hdl.handle.net/10500/26221

► The research investigated the use of Moodle in three tertiary level English language programmes at an institution of higher learning in Namibia, using a qualitative… (more)

▼ The research investigated the use of Moodle in three tertiary level English language programmes at an institution of higher learning in Namibia, using a qualitative approach. As the use of technology in education has become imperative, it was also mandatory for academics at the research site to incorporate technology into their teaching and learning. It aimed to investigate how Moodle was used to enhance English language teaching and learning, emanating from the need of similar studies in the field and at the research site. Also, the research aimed to uncover the successes and challenges that the lecturers and students experienced in the process of using Moodle. The research adopted a case study design with three embedded sub-units: three English language courses. Six lecturers and 15 students participated in the study. Data were collected through interviews, observation and document analysis and were analysed thematically. The research revealed how the lecturers and students involved in the three English language service courses were enthusiastic about using Moodle and a few successes were notable, but they were also challenged in different ways. Four of the lecturers considered themselves to be beginners as they had only recently started to use Moodle extensively, while the other two considered themselves average users of the system. The study revealed more challenges than successes. Minimal use of Moodle in the fundamental and intermediate English language courses, minimal use of the embedded Moodle communication tools, and limited knowledge and skills in using the system emerged as some of the key challenges. Although the institution had training mechanisms in place, both lecturer and student participants pleaded for more staff training opportunities to enable them to use the tools that were found to be underutilised: the blogs, chat and discussion forums. Drawing on the findings of the study, the guidelines for effective use of Moodle are suggested.; Die navorsing het die gebruik van Moodle in drie Engels-taalprogramme op tersiêre vlak by ’n instelling van hoër onderrig in Namibië aan die hand van ’n kwalitatiewe benadering ondersoek. Aangesien die gebruik van tegnologie in onderwys noodsaaklik geword het, het dit ook vir akademici wat navorsing doen verpligtend geword om tegnologie by hulle onderrig en leer te inkorporeer. Dit het ten doel gehad om ondersoek in te stel na hoe Moodle gebruik word om taalonderrig en -leer: Engels, te verbeter, wat voortvloei uit die behoefte van soortgelyke studies in die veld en navorsingsterrein. Die navorsing was ook daarop gemik om die suksesse en uitdagings bloot te lê wat die dosente en studente ervaar wanneer hulle Moodle gebruik. Die navorsing het ’n gevallestudie-ontwerp met drie ingebedde subeenhede, drie Engels-taalkursusse, gebruik. Ses dosente en 15 studente het aan die studie deelgeneem. Data is deur middel van onderhoude en dokumentontleding ingesamel en is daarna tematies ontleed. Die navorsing het getoon dat die dosente en studente betrokke by die drie… Advisors/Committee Members: Van den Berg, Geesje (advisor).

Subjects/Keywords: Application of technology; Augmented learning; Challenges; Constructivism; E-learning; English as a second language; Learning management systems; Moodle; Moodle tools; Successes; Toepassing van tegnologie; Aanvullende leer; Uitdagings; Konstruktivisme; E-leer; Engels as ’n tweede taal; Moodle-hulpmiddels; Suksesse; Ukusetjenziswa kwethekinoloji; Ukufunda okugcwaliselelwako/okusekelwako; Lintjhijilo; Ihlelo lekhonstrakthivizimu; Ihlelo lokufunda nge-inthanedi; IsiNgisi njengelimi lesibili; i-Moodle; Amathulusi we-Moodle; Limpumelelo

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

APA (6^th Edition):

Ithindi, E. T. (2019). The use of Moodle as an e-learning tool for English language teaching and learning in Namibia . (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/26221

Chicago Manual of Style (16^th Edition):

Ithindi, Elina Tangeni. “The use of Moodle as an e-learning tool for English language teaching and learning in Namibia .” 2019. Doctoral Dissertation, University of South Africa. Accessed February 27, 2021. http://hdl.handle.net/10500/26221.

MLA Handbook (7^th Edition):

Ithindi, Elina Tangeni. “The use of Moodle as an e-learning tool for English language teaching and learning in Namibia .” 2019. Web. 27 Feb 2021.

Vancouver:

Ithindi ET. The use of Moodle as an e-learning tool for English language teaching and learning in Namibia . [Internet] [Doctoral dissertation]. University of South Africa; 2019. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/10500/26221.

Council of Science Editors:

Ithindi ET. The use of Moodle as an e-learning tool for English language teaching and learning in Namibia . [Doctoral Dissertation]. University of South Africa; 2019. Available from: http://hdl.handle.net/10500/26221

University of South Africa

4. Pyle, Sandra Joanne. The instructional leadership role of the principal in independent schools : towards 21st century classrooms .

Degree: 2017, University of South Africa

URL: http://hdl.handle.net/10500/22726

► Students no longer respond to content-driven, teacher-centred learning. Literature reveals that changes in methodology and pedagogy of teachers needs to take place in order to… (more)

▼ Students no longer respond to content-driven, teacher-centred learning. Literature reveals that changes in methodology and pedagogy of teachers needs to take place in order to keep education relevant and engaging. Classrooms where critical thinking, communication, creativity and collaboration are embraced are required in schools. The environment where these components are present can be referred to as 21st century classrooms. Establishing these locales require a leader who is able to create the vision for the changes that need to take place. One who will fashion a learning environment where teachers feel secure and have the confidence through teacher development to embark on and embrace a new arrangement in their classroom. The principal needs to embrace his/her instructional role in establishing these 21st century classrooms. This research project investigated precisely what the instructional role of the principal necessitates in aiding teachers to establish 21st century classrooms. A qualitative research design, embedded in the constructivist paradigm in the form of a hermeneutic study was chosen as research method. Using semi-structured interviews, the researcher attempted to find out how the principal of each school visited, viewed 21st century classrooms, as well as what skills and knowledge he/she required as the instructional leader in leading teachers to establish 21st century classrooms. The researcher used purposeful sampling to select the participants who would have the greatest insight into establishing 21st century classrooms at their school. Trustworthiness was ensured in the collection and interpretation of data. The researcher transcribed the collected data and it was later analysed. Once analysed, the data was interpreted and arranged under the research sub-questions. The findings established that each participant is quite knowledgeable concerning the attributes and characteristics of a 21st century classroom. Many of the principals played a strong instructional role in their school and displayed many of the characteristics and skills necessary to create an environment where teachers could competently bring 21st century skills and knowledge into their classrooms. In most of the schools visited, 21st century classrooms are well on their way to being established. It is evident that the theory of 21st century classrooms is far more prevalent in some of the schools visited than the practical application thereof. In some of the schools visited a whole philosophy of learning, which encases all the 21st century attributes has been implemented. Each school could be placed on a continuum, with no one school being at the same space in their journey to implement 21st century skills and knowledge into their teachers’ pedagogy.; Leerders reageer nie meer op inhoudgedrewe en/of onderwysgesentreerde onderrig nie. Literatuur toon dat veranderinge in onderwysmetodiek en pedagogie moet plaasvind ten einde onderwys relevant en interessant te hou. Klaskamers waarin kritiese denke, kommunikasie, kreatiwiteit en… Advisors/Committee Members: Botha, R. J. (Nico) (advisor).

Subjects/Keywords: 21st century classrooms; Instructional leadership; Independent schools; Student-centred learning; Individualised instruction; Collaborative learning; Change leadership; Technology as a learning tool; Critical thinking environments; Project based curriculum; Role of the teacher; 21ste eeu klaskamers; Instruktiewe rol; Studentgesentreerde leer; Individuele opdrag; Samewerkende leer; Verandering leierskap; Tegnologie as 'n hulpmiddel; Kritiese denke omgewings; Projek kurrikulum; Die rol van die onderwyser

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

APA (6^th Edition):

Pyle, S. J. (2017). The instructional leadership role of the principal in independent schools : towards 21st century classrooms . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/22726

Chicago Manual of Style (16^th Edition):

Pyle, Sandra Joanne. “The instructional leadership role of the principal in independent schools : towards 21st century classrooms .” 2017. Masters Thesis, University of South Africa. Accessed February 27, 2021. http://hdl.handle.net/10500/22726.

MLA Handbook (7^th Edition):

Pyle, Sandra Joanne. “The instructional leadership role of the principal in independent schools : towards 21st century classrooms .” 2017. Web. 27 Feb 2021.

Vancouver:

Pyle SJ. The instructional leadership role of the principal in independent schools : towards 21st century classrooms . [Internet] [Masters thesis]. University of South Africa; 2017. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/10500/22726.

Council of Science Editors:

Pyle SJ. The instructional leadership role of the principal in independent schools : towards 21st century classrooms . [Masters Thesis]. University of South Africa; 2017. Available from: http://hdl.handle.net/10500/22726

North-West University

5. Olivier, Vanessa. Managing mobile learning in a higher education environment / Olivier V.

Degree: 2011, North-West University

URL: http://hdl.handle.net/10394/7297

► The aim of this study is to conduct a thorough theoretical study on mobile learning (mlearning) in order to achieve the primary objective of the… (more)

▼ The aim of this study is to conduct a thorough theoretical study on mobile learning (mlearning) in order to achieve the primary objective of the study which is to develop a general framework to implement and manage mobile technologies in a higher education environment. The focus of the literature study was to research the state of mobile technologies and their relevance to teaching and learning. The literature study investigate the implications of mobile technologies for students, lecturers and thus for the institution and provided an overview of frameworks found in literature with the emphasis on the management of m–learning within the higher education institution. M–learning is part of a new mobile conception of society, with the mobility of the technologies impacting on the mobility of the students, the lecturers and ultimately on the mobility of higher education. Literature suggests that, while m–learning is proving to be innovative, the factors that most strongly impact on the ultimate success or failure of mlearning will depend on human factors, the balancing of technological ideals and pedagogical imperatives, and the successful management of the interface between human educational systems and technology systems. The proposed general framework focuses on addressing key issues related to m–learning from the perspective of the student, the lecturer and thus the institution. In order to remain competitive higher education needs to be diligent in maintaining the complex technology infrastructure that supports a thriving mobile culture that will meet and exceed the expectations of both lecturers and students. The empirical research conducted had as objectives to investigate the mobile technology assets of respondents with regard to the hardware and the software that they own, the mobile technology actions of respondents in regard to what they do with the mobile technology that they own and to investigate the respondent's attitude towards mobile technologies. A survey was designed and distributed to a sampling of the academic staff and students of the North–West University (NWU) in South Africa, specifically the Potchefstroom Campus. There is ample proof from the empirical study that there is a gap with regard to the level of accessibility, usage, and attitude with regards to the different interest groups in the higher education environment. Higher education institutions should invest in investigating these gaps further and in leveraging off the benefits of the effective management of these technologies to improve teaching and learning. The final chapter concludes with a summary of the secondary objectives researched in the literature (Chapter two) and empirical research (Chapter three) chapters in order to support recommendations towards the primary objective of this study. The rapid pace of adoption and advancement of mobile technologies creates opportunities for new and innovative services provided through such mobile devices. Higher education finds itself in the early innings…

Subjects/Keywords: Mobile learning; Mobile technologies; Management of m-learning; Mobile conception of society; Mobility of the technologies; Mobility of the students; Mobility of the lecturers; Mobility of higher education; Educational management systems; Technology systems; Competitive advantage; Technology infrastructure; Mobile culture; Student expectations; Lecturer expectation; Mobile technology assets; Mobile technology actions; Attitude towards mobile technologies; Mobile Internet; Web of connectivity; Increase capacity; Quality teaching; Quality learning; Effectiveness; Productivity; Educational content deliver; Mobiele leer; Mobiele tegnologieë; Die bestuur van m-leer; Mobiele konsep van die samelewing; Die mobiliteit van tegnologie; Die mobiliteit van studente; Mobiliteit van dosente; Mobiliteit van hoër onderwys; Akademiese bestuurstelsels; Mededingende voordeel; Tegnologie-infrastruktuur; Mobiele kultuur; Verwagtinge van die student; Verwagtinge van die dosent; Mobiele tegnologie bates; Mobiele tegnologie aksies; Houding teenoor mobiele tegnologieë; Mobiele internet; Kapasiteit te verhoog; Kwaliteit van onderrig; Gehalte van leer; Doeltreffendheid; Produktiwiteit; Akademiese inhoud aflewering

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

APA (6^th Edition):

Olivier, V. (2011). Managing mobile learning in a higher education environment / Olivier V. (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/7297

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

Chicago Manual of Style (16^th Edition):

Olivier, Vanessa. “Managing mobile learning in a higher education environment / Olivier V. ” 2011. Thesis, North-West University. Accessed February 27, 2021. http://hdl.handle.net/10394/7297.

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

MLA Handbook (7^th Edition):

Olivier, Vanessa. “Managing mobile learning in a higher education environment / Olivier V. ” 2011. Web. 27 Feb 2021.

Vancouver:

Olivier V. Managing mobile learning in a higher education environment / Olivier V. [Internet] [Thesis]. North-West University; 2011. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/10394/7297.

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

Council of Science Editors:

Olivier V. Managing mobile learning in a higher education environment / Olivier V. [Thesis]. North-West University; 2011. Available from: http://hdl.handle.net/10394/7297

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

North-West University

6. Benadé, Gerhardus Petrus. Riglyne vir die opleiding van effektiewe tegnologie-onderwysers in die verdere onderwys- en opleidingsband / G.P. Benadé.

Degree: 2010, North-West University

URL: http://hdl.handle.net/10394/4275

► With the implementation of Curriculum 2005 (C2005) in South Africa profound changes were also made to technical education. For example, the name technical education made… (more)

▼ With the implementation of Curriculum 2005 (C2005) in South Africa profound changes were also made to technical education. For example, the name technical education made way for the name technology education, the senior secondary phase was replaced with the Further Education and Training band (FET), the syllabuses made way for curricula and all technical subjects were restructured, reduced and re-curriculated to four new subjects. These four new subjects are defined in the New Curriculum Statement (NCS) documents and should be taught according to the Outcomes-Based Education (OBE) principles. This study was undertaken to determine the nature of technology education in the phase, what competencies these teachers should have and what the perceptions of final year students in this phase are, regarding their vocational competencies. The above named objectives were aimed at contributing guidelines with the purpose of improving the training of FET technology teachers. In order to answer the above named questions a literature review, a qualitative and a quantitative study was undertaken. The literature revealed that technology teaching in the FET phase in South Africa has to do with education that focuses on the teaching of technological knowledge, skills, attitudes and values. The technology education in this phase focuses on electrical, mechanical, civil and design fields, with emphasis on problem solutions and the achievement of four well-defined outcomes. The implementation of FET technology in South Africa follows the international trend to place all training with a technical or technology bias under the banner of technology education because teaching only knowledge and skills were no longer sufficient. Because South Africa is still a developing country, there are unique and distinctive problems facing the effective teaching of technology. In order to train teachers effectively for the new curriculum the opinions of practicing school 'principals and experienced teachers in FET technology should be asked to determine what is expected from these novice teachers in practise. A qualitative study revealed that principals and other senior staff members of technical schools (FET) have certain expectations with regard to the competencies and capabilities of their technology teachers. These requirements, for example, includes professional competencies, general, teaching and practical skills and abilities such as subject knowledge and didactical knowledge. In a qualitative study, in which 20 of the final year FET technology students participated, it was found that according to them, they are, to a great extent, equipped for their task as teachers. With few exceptions, the students felt that they were well-equipped in terms of professional, general, teaching and practical skills as they were properly guided in subject and didactic knowledge. As for the training of technical teachers in the FET phase, it was found that the training to a large extent meets the demands of education and the needs of schools, but that there are…

Subjects/Keywords: Onderwyser; Leerder; Onderrig; Tegnologie; Effektief; Opleiding; Tegnies en tegnologie; onderrig

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

APA (6^th Edition):

Benadé, G. P. (2010). Riglyne vir die opleiding van effektiewe tegnologie-onderwysers in die verdere onderwys- en opleidingsband / G.P. Benadé. (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/4275

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

Chicago Manual of Style (16^th Edition):

Benadé, Gerhardus Petrus. “Riglyne vir die opleiding van effektiewe tegnologie-onderwysers in die verdere onderwys- en opleidingsband / G.P. Benadé. ” 2010. Thesis, North-West University. Accessed February 27, 2021. http://hdl.handle.net/10394/4275.

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

MLA Handbook (7^th Edition):

Benadé, Gerhardus Petrus. “Riglyne vir die opleiding van effektiewe tegnologie-onderwysers in die verdere onderwys- en opleidingsband / G.P. Benadé. ” 2010. Web. 27 Feb 2021.

Vancouver:

Benadé GP. Riglyne vir die opleiding van effektiewe tegnologie-onderwysers in die verdere onderwys- en opleidingsband / G.P. Benadé. [Internet] [Thesis]. North-West University; 2010. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/10394/4275.

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

Council of Science Editors:

Benadé GP. Riglyne vir die opleiding van effektiewe tegnologie-onderwysers in die verdere onderwys- en opleidingsband / G.P. Benadé. [Thesis]. North-West University; 2010. Available from: http://hdl.handle.net/10394/4275

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

7. Beukes, Christiaan. Misconceptions regarding direct-current resistive theory in an engineering course for N2 students at a Northern Cape FET college / Christiaan Beukes .

Degree: 2014, North-West University

URL: http://hdl.handle.net/10394/10955

► The aim of this study is to ascertain what misconceptions N2 students have about DC resistive circuits and how screencasts could effect on the rectification… (more)

▼ The aim of this study is to ascertain what misconceptions N2 students have about DC resistive circuits and how screencasts could effect on the rectification of these misconceptions. This study was conducted at the Kathu Campus of the Northern Cape Rural Further Education and Training College in the town Kathu in the arid Northern Cape. The empirical part of this study was conducted during the first six months of 2013. A design-based research (DBR) method consisting of four phases was used. DBR function is to design and develop interventions such as a procedure, new teachinglearning strategies, and in the case of this study a technology-enhanced learning (TEL) tool (screencast) with the purpose of solving a versatile didactic problem and to acquire information about the interventions of the TEL tool (screencast) on the learning of a student. In the first and second phase of DBR quantitative data for this research were gathered with the Determining and Interpreting Resistive Electric circuits Concepts Test (DIRECT) in order to determine the four most common misconceptions. The DIRECT test was conducted in the first trimester to find the misconceptions; the test was conducted in the second trimester also to confirm the misconceptions. Further quantitative data were collected from a demographic questionnaire. The qualitative data were collected by individual interviews in the fourth phase of the research project. Phase three of this study was the development of screencasts in the four most prominent misconceptions in DC resistive circuits of the students. The respondents of this study were non-randomly chosen and comprised of two groups, one in the first trimester of the year and one in the second trimester of the year, which enrolled for the N2 Electrical or Millwright courses. The respondents were predominant male and representing the three main cultural groups in the Northern Cape namely: Black, Coloured and White. The four misconceptions on DC resistive circuits that were identified were: (i) understanding of concepts, (ii) understanding of short circuit, (iii) battery as a constant current source, and (iv) rule application error. Screencasts clarifying the four misconceptions were developed and distributed to the respondents. On the foundation of the results of this research, it can be concluded that the students have several misconceptions around direct current resistive direct current circuits and that the use of TEL like screencasts can be used to solve some of these misconceptions. Screencasts could supplement education when they were incorporated into the tutoring and learning for supporting student understanding. The results of this research could lead to the further development and refinement of screencasts on DC resistive circuits and also useable guidelines in creating innovative screencasts on DC resistive circuits.

Subjects/Keywords: Industrial Electronics; DIRECT test; Misconceptions; Screencasts; Design-based research; Direct current resistive circuits; FET College; Conceptual-theoretical framework; Coaching; Scaffolding; Industriële Elektronika; DIRECT toets; Wanopvattings; Ontwerpgebaseerde navorsing; Resistiewe stroombane; VOO Kollege; Konseptuele-teoretiese raamwerk; Pedagogiese ondersteuning; Tegnologie-ondersteunde leer

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

APA (6^th Edition):

Beukes, C. (2014). Misconceptions regarding direct-current resistive theory in an engineering course for N2 students at a Northern Cape FET college / Christiaan Beukes . (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/10955

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

Chicago Manual of Style (16^th Edition):

Beukes, Christiaan. “Misconceptions regarding direct-current resistive theory in an engineering course for N2 students at a Northern Cape FET college / Christiaan Beukes .” 2014. Thesis, North-West University. Accessed February 27, 2021. http://hdl.handle.net/10394/10955.

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

MLA Handbook (7^th Edition):

Beukes, Christiaan. “Misconceptions regarding direct-current resistive theory in an engineering course for N2 students at a Northern Cape FET college / Christiaan Beukes .” 2014. Web. 27 Feb 2021.

Vancouver:

Beukes C. Misconceptions regarding direct-current resistive theory in an engineering course for N2 students at a Northern Cape FET college / Christiaan Beukes . [Internet] [Thesis]. North-West University; 2014. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/10394/10955.

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

Council of Science Editors:

Beukes C. Misconceptions regarding direct-current resistive theory in an engineering course for N2 students at a Northern Cape FET college / Christiaan Beukes . [Thesis]. North-West University; 2014. Available from: http://hdl.handle.net/10394/10955

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

University of Pretoria

8. [No author]. Energy efficiency savings allowance in South Africa : an international comparison .

Degree: 2012, University of Pretoria

URL: http://upetd.up.ac.za/thesis/available/etd-03062012-113449/

► New and proposed tax relief sections have been added to the Income Tax Act no 58 of 1962 over the past few years and this… (more)

▼ New and proposed tax relief sections have been added to the Income Tax Act no 58 of 1962 over the past few years and this is an indication that the South African (SA) Government acknowledges that there is considerable investment required, by both SA taxpayers and the SA Government, to go “green” and to save energy. The National Treasury proposed the introduction of section 12L to the Income Tax Act No 58 of 1962 (the Act) in the 2009 Taxation Laws Amendment Act. This will provide an incentive for taxpayers to benefit from energy savings by incurring capital expenditure with the purpose of reducing energy consumption. The idea with the proposed section 12L is that the more energy one saves, the less tax one pays. However, the proposed introduction of section 12L has led to uncertainty as to the process to be followed by a taxpayer, in order to qualify for the allowance. There will be a discussion on whether this notional allowance will be in addition to the allowances and deductions based on actual expenditure incurred in the investment of new green technologies. The objective during the current study is to examine how government should formulate SA legislation in terms of section 12L of the Act to stimulate investment in the conversion of old technologies to new “green” technology. The challenges of improved energy savings will be addressed in the SA context, and compared to similar legislation in China and the United Kingdom (UK). This comparison will identify the gaps, alternatives and possible improvements to the proposed SA section 12L. AFRIKAANS : Nuwe en voorgestelde wetsartikels vir die vermindering van belasting is gedurende die laaste paar jaar ingedien. Dit is ’n aanduiding dat die Suid-Afrikaanse (SA) Regering erken dat aansienlike belegging benodig word om “groen” te raak en om krag te bespaar. Die Nasionale Tesourie het die indiening van artikel 12L in die Inkomste belasting Wet Nr. 58 van 1962 (Die Wet) in die 2009 Belasting Wysigingswet voorgestel. Dit sal as aansporing dien vir belastingbetalers om voordeel te trek uit energiebesparing deur om kapitaaluitgawes wat lei tot die vermindering van kragverbruik aan te gaan. Die idée agter die voorgestelde artikel 12L is dat hoe meer energie ’n mens spaar, hoe minder belasting jy hoef te betaal. Die voorgestelde indiening van wetsartikel 12L lei egter tot onsekerheid oor die proses wat die belatingbetaler moet volg om vir die toelaag te kwalifiseer. Die bespreking sal insluit of hierdie voorgestelde toelaag bykomend sal wees tot die toelae en aftrekkings wat gegrond is op werklike uitgawes wat aangegaan is tydens belegging in die nuwe groen tegnologie. Die doelwit met hierdie studie is om ondersoek in te stel in hoe die regering die SA wetgewing in terme van artikel 12L van die belastingwet moet formuleer om sodoende belegging in die omskakeling van die ou tegnologie na die nuwe “groen” tegnologie te stimuleer. Die uitdaging van energie besparing sal in die SA konteks aangespreek word en vergelyk word met soortgelyke wetgewing in die Verenigde Koningkryk… Advisors/Committee Members: Ms H Du Preez (advisor), Mr K Homeier (advisor).

Subjects/Keywords: Green; Efficient; Energy; Allowance; Technology; Toelaag; Energie; Doeltreffendheid; Groen; Tegnologie; UCTD

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

APA (6^th Edition):

author], [. (2012). Energy efficiency savings allowance in South Africa : an international comparison . (Masters Thesis). University of Pretoria. Retrieved from http://upetd.up.ac.za/thesis/available/etd-03062012-113449/

Chicago Manual of Style (16^th Edition):

author], [No. “Energy efficiency savings allowance in South Africa : an international comparison .” 2012. Masters Thesis, University of Pretoria. Accessed February 27, 2021. http://upetd.up.ac.za/thesis/available/etd-03062012-113449/.

MLA Handbook (7^th Edition):

author], [No. “Energy efficiency savings allowance in South Africa : an international comparison .” 2012. Web. 27 Feb 2021.

Vancouver:

author] [. Energy efficiency savings allowance in South Africa : an international comparison . [Internet] [Masters thesis]. University of Pretoria; 2012. [cited 2021 Feb 27]. Available from: http://upetd.up.ac.za/thesis/available/etd-03062012-113449/.

Council of Science Editors:

author] [. Energy efficiency savings allowance in South Africa : an international comparison . [Masters Thesis]. University of Pretoria; 2012. Available from: http://upetd.up.ac.za/thesis/available/etd-03062012-113449/

University of Pretoria

9. Du Toit, Emile Francois. Energy efficiency savings allowance in South Africa : an international comparison.

Degree: Taxation, 2012, University of Pretoria

URL: http://hdl.handle.net/2263/22983

► New and proposed tax relief sections have been added to the Income Tax Act no 58 of 1962 over the past few years and this… (more)

▼ New and proposed tax relief sections have been added to the Income Tax Act no 58 of 1962 over the past few years and this is an indication that the South African (SA) Government acknowledges that there is considerable investment required, by both SA taxpayers and the SA Government, to go “green” and to save energy. The National Treasury proposed the introduction of section 12L to the Income Tax Act No 58 of 1962 (the Act) in the 2009 Taxation Laws Amendment Act. This will provide an incentive for taxpayers to benefit from energy savings by incurring capital expenditure with the purpose of reducing energy consumption. The idea with the proposed section 12L is that the more energy one saves, the less tax one pays. However, the proposed introduction of section 12L has led to uncertainty as to the process to be followed by a taxpayer, in order to qualify for the allowance. There will be a discussion on whether this notional allowance will be in addition to the allowances and deductions based on actual expenditure incurred in the investment of new green technologies. The objective during the current study is to examine how government should formulate SA legislation in terms of section 12L of the Act to stimulate investment in the conversion of old technologies to new “green” technology. The challenges of improved energy savings will be addressed in the SA context, and compared to similar legislation in China and the United Kingdom (UK). This comparison will identify the gaps, alternatives and possible improvements to the proposed SA section 12L. AFRIKAANS : Nuwe en voorgestelde wetsartikels vir die vermindering van belasting is gedurende die laaste paar jaar ingedien. Dit is ’n aanduiding dat die Suid-Afrikaanse (SA) Regering erken dat aansienlike belegging benodig word om “groen” te raak en om krag te bespaar. Die Nasionale Tesourie het die indiening van artikel 12L in die Inkomste belasting Wet Nr. 58 van 1962 (Die Wet) in die 2009 Belasting Wysigingswet voorgestel. Dit sal as aansporing dien vir belastingbetalers om voordeel te trek uit energiebesparing deur om kapitaaluitgawes wat lei tot die vermindering van kragverbruik aan te gaan. Die idée agter die voorgestelde artikel 12L is dat hoe meer energie ’n mens spaar, hoe minder belasting jy hoef te betaal. Die voorgestelde indiening van wetsartikel 12L lei egter tot onsekerheid oor die proses wat die belatingbetaler moet volg om vir die toelaag te kwalifiseer. Die bespreking sal insluit of hierdie voorgestelde toelaag bykomend sal wees tot die toelae en aftrekkings wat gegrond is op werklike uitgawes wat aangegaan is tydens belegging in die nuwe groen tegnologie. Die doelwit met hierdie studie is om ondersoek in te stel in hoe die regering die SA wetgewing in terme van artikel 12L van die belastingwet moet formuleer om sodoende belegging in die omskakeling van die ou tegnologie na die nuwe “groen” tegnologie te stimuleer. Die uitdaging van energie besparing sal in die SA konteks aangespreek word en vergelyk word met soortgelyke wetgewing in die Verenigde Koningkryk… Advisors/Committee Members: Ms H Du Preez (advisor), Mr K Homeier (advisor).

Subjects/Keywords: Green; Efficient; Energy; Allowance; Technology; Toelaag; Energie; Doeltreffendheid; Groen; Tegnologie; UCTD

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

APA (6^th Edition):

Du Toit, E. (2012). Energy efficiency savings allowance in South Africa : an international comparison. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/22983

Chicago Manual of Style (16^th Edition):

Du Toit, Emile. “Energy efficiency savings allowance in South Africa : an international comparison.” 2012. Masters Thesis, University of Pretoria. Accessed February 27, 2021. http://hdl.handle.net/2263/22983.

MLA Handbook (7^th Edition):

Du Toit, Emile. “Energy efficiency savings allowance in South Africa : an international comparison.” 2012. Web. 27 Feb 2021.

Vancouver:

Du Toit E. Energy efficiency savings allowance in South Africa : an international comparison. [Internet] [Masters thesis]. University of Pretoria; 2012. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/2263/22983.

Council of Science Editors:

Du Toit E. Energy efficiency savings allowance in South Africa : an international comparison. [Masters Thesis]. University of Pretoria; 2012. Available from: http://hdl.handle.net/2263/22983

North-West University

10. Van der Lith, Sarita. Die invloed van koöperatiewe leer as onderrigstrategie op die houding van Graad 8-wiskundeleerders teenoor probleemoplossing en op hul prestasie in wiskunde / Sarita van der Lith .

Degree: 2014, North-West University

URL: http://hdl.handle.net/10394/15630

► Die navorsing is onderneem om die invloed van koöperatiewe leer as „n onderrigstrategie op Graad 8 wiskundeleerders se houding teenoor probleemoplossing en hul prestasie in… (more)

▼ Die navorsing is onderneem om die invloed van koöperatiewe leer as „n onderrigstrategie op Graad 8 wiskundeleerders se houding teenoor probleemoplossing en hul prestasie in wiskunde te bepaal. Die doelstellings van die empiriese ondersoek was: - om die houding van Graad 8 leerders teenoor wiskunde en teenoor probleemoplossing in wiskunde te ondersoek; - om die invloed van koöperatiewe leer as onderrigstrategie op die houding van graad 8 wiskunde-leerders teenoor wiskunde en teenoor probleemoplossing in wiskunde te ondersoek; en - om die invloed van koöperatiewe leer as onderrigstrategie op die prestasie van Graad 8 leerders in wiskunde te ondersoek. Deur middel van „n literatuurstudie as onderrig-leerraamwerk, is die aard van skoolwiskunde; benaderings ten opsigte van die leer van skoolwiskunde, naamlik die behavioristiese-, die kognitiewe- en die konstruktiwistiese leerbenaderings; die rol van probleemoplossing in die onderrig en leer van skoolwiskunde; asook die houding van leerders teenoor wiskunde en teenoor probleemoplossing in wiskunde, bespreek. Na aanleiding van die gebruik van direkte- en indirekte onderrigstrategieë, is die volgende elemente van koöperatiewe leer (indirekte onderrigstrategie) beklemtoon: individuele verantwoordelikheid, interpersoonlike sosiale vaardighede, positiewe persoonlike interaksie, groepvordering en positiewe interafhanklikheid. Koöperatiewe leermetodes en die implementering van koöperatiewe leer in die wiskundeklaskamer is vervolgens bespreek, asook leerders se houding teenoor koöperatiewe leer. Vir die empiriese ondersoek is „n opeenvolgende verklarende gekombineerde navorsingsmetode-ontwerp gebruik, wat bestaan het uit die insameling en ontleding van kwantitatiewe- en kwalitatiewe data in opeenvolgende fases. „n Voor-eksperimentele evaluering (voortoets) is gedoen om die eksperimentele en kontrolegroepe te vergelyk ten opsigte van hul houding teenoor wiskunde en teenoor probleemoplossing in wiskunde deur die gebruik van „n aangepaste houdingsvraelys (ATMI), asook ten opsigte van leerders se wiskundeprestasie. Die intervensie (koöperatiewe leer as onderrigstrategie) is vervolgens vir „n tydperk van sestien weke op die eksperimentele groep toegepas. Die aangepaste houdingsvraelys (ATMI) is ook tydens „n na-eksperimentele evaluering (natoets) vir beide (kontrole- en eksperimentele) groepe gebruik, asook vir die vergelyking van genoemde groepe se wiskundeprestasie. Die kwalitatiewe ondersoek is uitgevoer deur individuele gestruktureerde taakgebaseerde onderhoude met geselekteerde deelnemers van die eksperimentele groep te voer. Inligting oor leerders se houding en ervaring ten opsigte van probleemoplossing in wiskunde, hul houding teenoor koöperatiewe leer, asook hul probleemoplossingsvaardighede, is met behulp van die onderhoude bekom. Uit die resultate van die empiriese navorsing is bevind dat koöperatiewe leer as onderrigstrategie geen beduidende invloed op Graad 8 leerders se houding teenoor wiskunde en teenoor probleemoplossing in wiskunde gehad het nie. Die gebruik van…

Subjects/Keywords: Seniorfase wiskunde; Houding teenoor wiskunde; Houding teenoor probleemoplossing; Probleemoplossing in wiskunde; Onderrig en leer van wiskunde; Leer en onderrig deur middel van probleemoplossing; Probleemoplossingsmodelle; Onderrigstrategieë; Koöperatiewe leer; Prestasie in wiskunde

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

APA (6^th Edition):

Van der Lith, S. (2014). Die invloed van koöperatiewe leer as onderrigstrategie op die houding van Graad 8-wiskundeleerders teenoor probleemoplossing en op hul prestasie in wiskunde / Sarita van der Lith . (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/15630

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

Chicago Manual of Style (16^th Edition):

Van der Lith, Sarita. “Die invloed van koöperatiewe leer as onderrigstrategie op die houding van Graad 8-wiskundeleerders teenoor probleemoplossing en op hul prestasie in wiskunde / Sarita van der Lith .” 2014. Thesis, North-West University. Accessed February 27, 2021. http://hdl.handle.net/10394/15630.

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

MLA Handbook (7^th Edition):

Van der Lith, Sarita. “Die invloed van koöperatiewe leer as onderrigstrategie op die houding van Graad 8-wiskundeleerders teenoor probleemoplossing en op hul prestasie in wiskunde / Sarita van der Lith .” 2014. Web. 27 Feb 2021.

Vancouver:

Van der Lith S. Die invloed van koöperatiewe leer as onderrigstrategie op die houding van Graad 8-wiskundeleerders teenoor probleemoplossing en op hul prestasie in wiskunde / Sarita van der Lith . [Internet] [Thesis]. North-West University; 2014. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/10394/15630.

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

Council of Science Editors:

Van der Lith S. Die invloed van koöperatiewe leer as onderrigstrategie op die houding van Graad 8-wiskundeleerders teenoor probleemoplossing en op hul prestasie in wiskunde / Sarita van der Lith . [Thesis]. North-West University; 2014. Available from: http://hdl.handle.net/10394/15630

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

North-West University

11. Steyn, Hennie J. Tegniese onderwys op sekondêre skoolvlak vir Blankes in Suid-Afrika tot 1974 / Hennie J. Steyn .

Degree: 1977, North-West University

URL: http://hdl.handle.net/10394/9384

► This study is aimed at indicating the development of technical education at secondary level from 1925 to 1974. Attention is paid to the development of… (more)

▼ This study is aimed at indicating the development of technical education at secondary level from 1925 to 1974. Attention is paid to the development of technical education as it is presented at full-time day-schools. For the purpose of this research, technical education is defined as: a preparatory study towards an apprenticeship or a further study in technology, while the value of general-formative education is continually stressed. Chapter 2 deals with the control and judicial foundations of technical education. This aspect is treated in three sub-sections namely: * technical education under provincial control before 1925: * technical education under control of the Union Department of Education and the Department of Education, Arts and Science (1925-1967) and * technical education, once more the responsibility of the provincial departments of education (1968-1974). Chapter 3 shows the composition of the curricula for technical schools during 1925-1974 and how it was adapted periodically to continually changing industrial circumstances. In an effort to provide educated technically trained manpower, pupils are educated in the more general scientific principles which are fundamental to each trade. The emphasis, however. did not only fall on the technological training. Since 1925 generally-formative education had already been offered at technical schools. Chapter 4 deals with the entrance requirements for, as well as the number of pupils in technical high schools. This chapter also tries to explain the manner in which pupils are affected by stipulations concerning compulsory education. chapter 5 deals with the financial implications concerning technical education. The financial burden has been the major factor which impeded the realistic development of technical education. It was also one of the most important factors which determined the place of technical schools in the South African school system. Attention is paid in Chapter 6 to the training of teachers for the technical schools and the training of personnel for the workshops at technical schools is stressed, as this kind of education is peculiar to the technical schools. Chapter 7 gives a short summary of the entire study.

Subjects/Keywords: Tegnologie - Studie en onderrig - Suid-Afrika

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

APA (6^th Edition):

Steyn, H. J. (1977). Tegniese onderwys op sekondêre skoolvlak vir Blankes in Suid-Afrika tot 1974 / Hennie J. Steyn . (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/9384

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

Chicago Manual of Style (16^th Edition):

Steyn, Hennie J. “Tegniese onderwys op sekondêre skoolvlak vir Blankes in Suid-Afrika tot 1974 / Hennie J. Steyn .” 1977. Thesis, North-West University. Accessed February 27, 2021. http://hdl.handle.net/10394/9384.

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

MLA Handbook (7^th Edition):

Steyn, Hennie J. “Tegniese onderwys op sekondêre skoolvlak vir Blankes in Suid-Afrika tot 1974 / Hennie J. Steyn .” 1977. Web. 27 Feb 2021.

Vancouver:

Steyn HJ. Tegniese onderwys op sekondêre skoolvlak vir Blankes in Suid-Afrika tot 1974 / Hennie J. Steyn . [Internet] [Thesis]. North-West University; 1977. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/10394/9384.

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

Council of Science Editors:

Steyn HJ. Tegniese onderwys op sekondêre skoolvlak vir Blankes in Suid-Afrika tot 1974 / Hennie J. Steyn . [Thesis]. North-West University; 1977. Available from: http://hdl.handle.net/10394/9384

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

Open Universiteit Nederland

12. Van der Laan, Monique. Job Crafting.: De Relatie tussen Organisational Career-Management (OCM), Leer- en Prestatie-Doeloriëntatie van Docenten in het Voorgezet Onderwijs in Nederland en Job Crafting.

Degree: Master, Welten Institute, 2020, Open Universiteit Nederland

URL: http://hdl.handle.net/1820/79fc14db-c0f1-46e8-b7a5-d0d1a1f3ca12

► Door de veranderende maatschappij en de daarbij behorende (technologische) vernieuwingen is het noodzakelijk dat docenten zich blijven professionaliseren (Diepstraten & Evers, 2012). Hoge werkdruk, te… (more)

▼ Door de veranderende maatschappij en de daarbij behorende (technologische) vernieuwingen is het noodzakelijk dat docenten zich blijven professionaliseren (Diepstraten & Evers, 2012). Hoge werkdruk, te weinig zeggenschap over de invulling van het beroep en beperkte handelingsruimte staat hun professionalisering in de weg (Onderwijsraad, 2016). Omdat de verantwoordelijkheid voor de loopbaan steeds meer naar werknemers is verschoven (Hall & Moss, 1998) wordt van de docenten ook meer initiatief verwacht. Er zijn meerdere mogelijkheden om dit eigen initiatief van docenten succesvol vorm te geven. In deze thesis komen drie mogelijkheden aan de orde: Job Crafting (JC): een vorm van horizontale loopbaanontwikkeling, waarbij docenten de baan op eigen initiatief vormen naar eigen interesses of mogelijkheden (Tims, Bakker, & Derks, 2013). Organisational Career-Management (OCM): dit verwijst naar activiteiten van organisaties om de initiatieven van werknemers ruimte te bieden (De Vos, Dewettinck, & Buyens, 2009). De Leer- en Prestatie-doeloriëntatie die de relatie tussen een OCM activiteiten en JC medieert (Yperen, Blaga, & Postmes, 2014). Het onderzoekdoel is om inzicht te verwerven in hoeverre OCM activiteiten en de Doeloriëntatie van docenten van invloed zijn op JC. Doeloriëntatie wordt daarbij opgevat als een interveniërende variabele tussen OCM activiteiten en JC. Surveydata werden verkregen van 301 docenten uit 19 voortgezet onderwijsscholen. De data is geanalyseerd met SPSS 24. Ten eerste laten de resultaten van dit onderzoek zien dat OCM activiteiten directe invloed uitoefenen op twee van de vier subschalen van Job Crafting van docenten. Dit zijn de subschalen Uitdagende taken en Feedback, sociale steun en coaching. OCM activiteiten hebben geen invloed op Autonomie en Belemmerende taken. Ten tweede kan er uit de regressieanalyse worden opgemaakt dat OCM activiteiten geen invloed uitoefenen op de Doeloriëntatie van docenten. Beide variabelen verklaren een ander deel van Job Crafting. De docenten geven in de gehouden informele gesprekken ook aan dat OCM activiteiten invloed hebben op JC en de Doeloriëntatie. En ten derde oefent de Doeloriëntatie van docenten directe invloed uit op drie van de vier subschalen van Job Crafting. Dit zijn de subschalen Autonomie, Uitdagende taken en Feedback, sociale steun en coaching. Er wordt door Doeloriëntatie geen invloed uitgeoefend op Belemmerende taken. Doeloriëntatie moet, naast OCM activiteiten, beschouwd worden als een belangrijke factor die de succesvolle implementatie van vernieuwingen in het onderwijs kan bevorderen. Tot slot blijkt de in veel literatuur genoemde, interveniërende rol van Doeloriëntatie tussen OCM activiteiten en JC niet te kunnen worden aangetoond.

Subjects/Keywords: Loopbaanontwikkeling; Organisational Career-Management; Leer- en Prestatie-doeloriëntatie en Job Crafting

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APA (6^th Edition):

Van der Laan, M. (2020). Job Crafting.: De Relatie tussen Organisational Career-Management (OCM), Leer- en Prestatie-Doeloriëntatie van Docenten in het Voorgezet Onderwijs in Nederland en Job Crafting. (Masters Thesis). Open Universiteit Nederland. Retrieved from http://hdl.handle.net/1820/79fc14db-c0f1-46e8-b7a5-d0d1a1f3ca12

Chicago Manual of Style (16^th Edition):

Van der Laan, Monique. “Job Crafting.: De Relatie tussen Organisational Career-Management (OCM), Leer- en Prestatie-Doeloriëntatie van Docenten in het Voorgezet Onderwijs in Nederland en Job Crafting.” 2020. Masters Thesis, Open Universiteit Nederland. Accessed February 27, 2021. http://hdl.handle.net/1820/79fc14db-c0f1-46e8-b7a5-d0d1a1f3ca12.

MLA Handbook (7^th Edition):

Van der Laan, Monique. “Job Crafting.: De Relatie tussen Organisational Career-Management (OCM), Leer- en Prestatie-Doeloriëntatie van Docenten in het Voorgezet Onderwijs in Nederland en Job Crafting.” 2020. Web. 27 Feb 2021.

Vancouver:

Van der Laan M. Job Crafting.: De Relatie tussen Organisational Career-Management (OCM), Leer- en Prestatie-Doeloriëntatie van Docenten in het Voorgezet Onderwijs in Nederland en Job Crafting. [Internet] [Masters thesis]. Open Universiteit Nederland; 2020. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/1820/79fc14db-c0f1-46e8-b7a5-d0d1a1f3ca12.

Council of Science Editors:

Van der Laan M. Job Crafting.: De Relatie tussen Organisational Career-Management (OCM), Leer- en Prestatie-Doeloriëntatie van Docenten in het Voorgezet Onderwijs in Nederland en Job Crafting. [Masters Thesis]. Open Universiteit Nederland; 2020. Available from: http://hdl.handle.net/1820/79fc14db-c0f1-46e8-b7a5-d0d1a1f3ca12

University of Pretoria

13. Du Plessis, Jeanette. Die departementshoof se rol as begeleier van grondslagfase onderwysers.

Degree: MEd, Education Management and Policy Studies, 2014, University of Pretoria

URL: http://hdl.handle.net/2263/45875

► Ooreenkomstig een van die beginsels wat in die onderwys in die vooruitsig gestel word, naamlik dat onderwysers lewenslange leerders is, behoort onderwysers hulself voordurend professioneel… (more)

▼ Ooreenkomstig een van die beginsels wat in die onderwys in die vooruitsig gestel word, naamlik dat onderwysers lewenslange leerders is, behoort onderwysers hulself voordurend professioneel te ontwikkel, sodat die onderwys kan getuig van kwaliteit onderrig en leer. Die Suid-Afrikaanse onderwysstelsel moet aan die diversiteit van behoeftes van leerders voldoen en vra dus ‘n kreatiewe oplossing vir onderrig en leer. Hierdie studie handel oor die rol van die departementshoof as begeleier van grondslagfase onderwysers. Navorsing verwys na ’coaching’ en kan dus direk vertaal word met 'afrigting.' Vir die doeleindes van hierdie studie hou ’coaching’ egter meer verband met begeleiding en sal dié term as vertaling dien. Navorsing in die veld van begeleiding in die onderwyssektor in Suid-Afrika blyk egter onbekend te wees. Daar blyk 'n behoefte aan bewysgebaseerde navorsing oor alternatiewe strategieë soos begeleiding te wees. Die doel van hierdie studie is om te bepaal in hoe 'n mate departementshoofde van die grondslagfase binne die wetgewing en die regsraamwerk die onderwysers kan begelei binne die beperkte tyd tot hul beskikking. Die leerteoretiese beginsels van die andragogie, wat ook elemente van die kognitiewe leerteorie bevat, is vir die doeleindes van die studie as vertrekpunt gebruik. 'n Kwalitatiewe interpretivistiese benadering is gevolg ten einde die departementshoofde en bereidwillige onderwysers van vyf privaatskole se ervarings van begeleiding te kon bepaal. Semi-gestruktureerde onderhoude is met die deelnemers gevoer. Die studie het bevind dat die departementshoofde sowel as onderwysers deurlopende begeleiding nodig ag. Die deelnemende skole pas begeleiding meestal informeel toe, sonder ‘n begeleidingsmodel. Die departementshoofde se bestuur en onderrigleierskap is ondersoek en die studie het bevind dat onderwysers ‘n groot behoefte aan monitering en kontrole van hul departementshoofde verwag. Ewekniebegeleiding word weinig toegepas en is nog ‘n onbekende strategie vir die departementshoofde. Begeleiding as deurlopende strategie vir professionele ontwikkeling word verkies bo eendagwerkwinkels, aangesien begeleiding in die skool se spesifieke behoeftes kan voorsien. Die departementshoof as onderrigleier leef die visie van die skool voor, hoofsaaklik deur gedeelde waardes. Die meeste departementshoofde maak gebruik van refleksietegnieke vir begeleiding, maar verlang meer opleiding hierin. In hierdie studie is bevind dat die grootste voordeel van begeleiding daarin lê dat dit probleemoplossende denke stimuleer en nuwe onderrigmetodes aanleer. Begeleiding het bepaalde uitdagings en ewekniebegeleiding word veral deur sommige onderwysers as intimiderend en evaluerend beskou. Die studie het ook bevind dat departementshoofde beperkte tyd vir begeleiding het. Die studie maak laastens die nodige aanbevelings vir begeleiding na aanleiding van die literatuur en bevindinge van die studie. Advisors/Committee Members: Joubert, Hendrika J. (Rika) (advisor).

Subjects/Keywords: UCTD; Begeleiding; Professionele ontwikkeling; Kognitiewe ontwikkeling; Gedeelde waardes; Selfgerigte leer

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

APA (6^th Edition):

Du Plessis, J. (2014). Die departementshoof se rol as begeleier van grondslagfase onderwysers. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/45875

Chicago Manual of Style (16^th Edition):

Du Plessis, Jeanette. “Die departementshoof se rol as begeleier van grondslagfase onderwysers.” 2014. Masters Thesis, University of Pretoria. Accessed February 27, 2021. http://hdl.handle.net/2263/45875.

MLA Handbook (7^th Edition):

Du Plessis, Jeanette. “Die departementshoof se rol as begeleier van grondslagfase onderwysers.” 2014. Web. 27 Feb 2021.

Vancouver:

Du Plessis J. Die departementshoof se rol as begeleier van grondslagfase onderwysers. [Internet] [Masters thesis]. University of Pretoria; 2014. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/2263/45875.

Council of Science Editors:

Du Plessis J. Die departementshoof se rol as begeleier van grondslagfase onderwysers. [Masters Thesis]. University of Pretoria; 2014. Available from: http://hdl.handle.net/2263/45875

North-West University

14. Van Aswegen, Jacobus Coenraad. The use and effectiveness of systems development methodologies in developing electronic learning systems / Jacobus Coenraad van Aswegen .

Degree: 2014, North-West University

URL: http://hdl.handle.net/10394/12054

► The main focus of this study is to determine if systems development methodologies are being utilised in the development of electronic learning systems in South… (more)

▼ The main focus of this study is to determine if systems development methodologies are being utilised in the development of electronic learning systems in South Africa and if these methodologies are being applied effectively. Essentially this study can be viewed as exploratory research, utilising a conceptual research model to investigate the relationships between the constructs and measurements. Electronic learning, or e-learning, is being employed to educate millions of learners, students and employees around the world and it is a critical component of modern educational systems. E-learning systems, or learning management systems, as it is known in the field, sit at the heart of these educational systems and are used to systematically deliver on-line content and facilitate the learning experience around that content. There is still much confusion and misconceptions surrounding e-learning and learning management systems abound. This study will try and clarify some of these misconceptions. In e-learning systems, the effective use of information systems is especially relevant as it is used to educate the minds of the future. To ensure that e-learning systems of outstanding quality are being developed, it is therefore crucial that systems development methodologies are being used as they can have a significant impact on the development process. There is a dearth of empirical research available on the use and effectiveness of systems development methodologies in South Africa. This study aims, amongst other things to make a contribution to the availability of empirical results. By empirically evaluating the conceptual research model, utilising a survey as the main research method and statistically analysing the dataset, meaningful results were obtained. This study gave some insights into how learning management system procurement and development is being done in South Africa and revealed that the use of open-source systems currently exceeds the use of proprietary systems. The results of the research showed that systems development methodologies (e.g. Object-Oriented Analysis and Rapid Application Development) are being used effectively in the development of e-learning systems. Strong relationships exist between many of the systems development methodology factors identified (e.g. performance expectancy and the perceived support of the methodology) and the quality and productivity of the development process. This in turn has a strong influence on the impact systems development methodologies have on the quality of learning management systems.

Subjects/Keywords: Electronic learning; E-learning; Learning management systems; Systems development methodologies; Effective; Empirical; Exploratory; Survey; South Africa; Elektroniese leer; E-leer; Onderrigleerbestuurstelsels; Effektiwiteit; Empiriese; Verkennende navorsing; Stelselontwikkelingsmetodologieë; Opname; Suid-Afrika

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

APA (6^th Edition):

Van Aswegen, J. C. (2014). The use and effectiveness of systems development methodologies in developing electronic learning systems / Jacobus Coenraad van Aswegen . (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/12054

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

Chicago Manual of Style (16^th Edition):

Van Aswegen, Jacobus Coenraad. “The use and effectiveness of systems development methodologies in developing electronic learning systems / Jacobus Coenraad van Aswegen .” 2014. Thesis, North-West University. Accessed February 27, 2021. http://hdl.handle.net/10394/12054.

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

MLA Handbook (7^th Edition):

Van Aswegen, Jacobus Coenraad. “The use and effectiveness of systems development methodologies in developing electronic learning systems / Jacobus Coenraad van Aswegen .” 2014. Web. 27 Feb 2021.

Vancouver:

Van Aswegen JC. The use and effectiveness of systems development methodologies in developing electronic learning systems / Jacobus Coenraad van Aswegen . [Internet] [Thesis]. North-West University; 2014. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/10394/12054.

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

Council of Science Editors:

Van Aswegen JC. The use and effectiveness of systems development methodologies in developing electronic learning systems / Jacobus Coenraad van Aswegen . [Thesis]. North-West University; 2014. Available from: http://hdl.handle.net/10394/12054

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

North-West University

15. Griebenow, Annick. Enkele tegnieke vir die ontwikkeling en benutting van etiketteringhulpbronne vir hulpbronskaars tale / A.C. Griebenow .

Degree: 2015, North-West University

URL: http://hdl.handle.net/10394/15969

► Because the development of resources in any language is an expensive process, many languages, including the indigenous languages of South Africa, can be classified as… (more)

Subjects/Keywords: Hulpbronskaars taal; Masjienleer; Gedeeltelik-gekontroleerde leer; Strukturele leer; Mensetaaltegnologie; Kombinasie-woordsoortetiketteerder; Natuurliketaalverwerking; Resource-scarce language; Machine learning; Semi-supervised learning; Structural learning; Human language technology; Combination tagger; Natural language processing

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

APA (6^th Edition):

Griebenow, A. (2015). Enkele tegnieke vir die ontwikkeling en benutting van etiketteringhulpbronne vir hulpbronskaars tale / A.C. Griebenow . (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/15969

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

Chicago Manual of Style (16^th Edition):

Griebenow, Annick. “Enkele tegnieke vir die ontwikkeling en benutting van etiketteringhulpbronne vir hulpbronskaars tale / A.C. Griebenow .” 2015. Thesis, North-West University. Accessed February 27, 2021. http://hdl.handle.net/10394/15969.

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

MLA Handbook (7^th Edition):

Griebenow, Annick. “Enkele tegnieke vir die ontwikkeling en benutting van etiketteringhulpbronne vir hulpbronskaars tale / A.C. Griebenow .” 2015. Web. 27 Feb 2021.

Vancouver:

Griebenow A. Enkele tegnieke vir die ontwikkeling en benutting van etiketteringhulpbronne vir hulpbronskaars tale / A.C. Griebenow . [Internet] [Thesis]. North-West University; 2015. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/10394/15969.

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

Council of Science Editors:

Griebenow A. Enkele tegnieke vir die ontwikkeling en benutting van etiketteringhulpbronne vir hulpbronskaars tale / A.C. Griebenow . [Thesis]. North-West University; 2015. Available from: http://hdl.handle.net/10394/15969

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

North-West University

16. Lubbe, Anitia. Cooperative base groups in Higher Education : the impact on Life Sciences students' self-directed learning readiness / Anitia Lubbe .

Degree: 2015, North-West University

URL: http://hdl.handle.net/10394/16306

► Although the need for and importance of self-directed learning are well documented, studies reporting on the influence of teaching–learning strategies, fostering self-directed learning skills, are… (more)

Subjects/Keywords: Self-directed learning; Cooperative learning; Cooperative base groups; First-year students; Cooperative base group perception; Selfgerigte leer; Koöperatiewe leer; Koöperatiewe basisgroepe; Eerstejaarstudente; Persepsie van koöperatiewe basisgroep

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

APA (6^th Edition):

Lubbe, A. (2015). Cooperative base groups in Higher Education : the impact on Life Sciences students' self-directed learning readiness / Anitia Lubbe . (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/16306

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

Chicago Manual of Style (16^th Edition):

Lubbe, Anitia. “Cooperative base groups in Higher Education : the impact on Life Sciences students' self-directed learning readiness / Anitia Lubbe .” 2015. Thesis, North-West University. Accessed February 27, 2021. http://hdl.handle.net/10394/16306.

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

MLA Handbook (7^th Edition):

Lubbe, Anitia. “Cooperative base groups in Higher Education : the impact on Life Sciences students' self-directed learning readiness / Anitia Lubbe .” 2015. Web. 27 Feb 2021.

Vancouver:

Lubbe A. Cooperative base groups in Higher Education : the impact on Life Sciences students' self-directed learning readiness / Anitia Lubbe . [Internet] [Thesis]. North-West University; 2015. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/10394/16306.

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

Council of Science Editors:

Lubbe A. Cooperative base groups in Higher Education : the impact on Life Sciences students' self-directed learning readiness / Anitia Lubbe . [Thesis]. North-West University; 2015. Available from: http://hdl.handle.net/10394/16306

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

Universidad Andrés Bello

17. Ramos Quiroga, Sindy. Estrategias didácticas efectivas utilizadas antes de leer para mejorar la comprensión lectora en estudiantes de cuarto año básico del liceo Gabriela Mistral de Melipilla .

Degree: 2015, Universidad Andrés Bello

URL: http://repositorio.unab.cl/xmlui/handle/ria/3453

► La investigación tiene como propósito evaluar estrategias metodológicas utilizadas antes de leer, tales como: la elaboración de preguntas previas y formulación de hipótesis, que favorecen… (more)

▼ La investigación tiene como propósito evaluar estrategias metodológicas utilizadas antes de leer, tales como: la elaboración de preguntas previas y formulación de hipótesis, que favorecen la comprensión lectora en estudiantes de cuarto año básico del Liceo Municipal Gabriela Mistral de la comuna de Melipilla. Consiste en una investigación cualitativa, basada en el enfoque de investigación acción que busca comprender la realidad dentro de un contexto ante un determinado fenómeno, de carácter descriptivo, donde se analizarán los diversos aspectos o componentes. Para ello se recogerá información a partir de la observación a participantes, cuya muestra es por conveniencia y variación máxima. Dicha muestra se dividirá en tres niveles: adecuado, elemental e insuficiente, según estándares de aprendizaje SIMCE, seleccionando a un estudiante por cada nivel. Dicha muestra no pretende ser estadísticamente representativa, sino que tiene como finalidad analizar los efectos o consecuencias del uso de estrategias antes de la lectura. Con esto se pretende apoyar el quehacer educativo de los docentes de Lenguaje y Comunicación, para que sean poseedores de un amplio conocimiento de las estrategias metodológicas abordadas antes de leer, y junto con ello desarrollar la habilidad de comprensión lectora en los estudiantes y así mejorar los resultados en la evaluación nacional estandarizada SIMCE.; The research aims to evaluate methodological strategies used before reading, such as developing and formulating hypotheses previous questions, that promote reading comprehension in the fourth year of primary school students of Liceo Municipal Gabriela Mistral, in Melipilla. It consists of a qualitative research, based on action research approach that seeks to understand the reality within a given context, where various aspects or components are analyzed. The information will be collected from the observation to participants, whose sample is for convenience and maximum variation. This sample was divided into three levels: adequate, basic and insufficient as learning standards SIMCE selecting a student for each level. This sample is not intended to be statistically representative, it is to analyze the effects or consequences of the use of reading strategies before. The objective is intended to support the educational work of teachers of Language and Communication, to be possessing extensive knowledge of the methodological strategies addressed before reading, and to develop the skill of reading comprehension in students and thus improve results in standardized national assessment SIMCE. Advisors/Committee Members: Salomón Gebhard, José (advisor).

Subjects/Keywords: Comprensión de Lectura; Antes de leer; Estrategias efectivas; Chile; Comuna de Melipilla; Región metropolitana

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

APA (6^th Edition):

Ramos Quiroga, S. (2015). Estrategias didácticas efectivas utilizadas antes de leer para mejorar la comprensión lectora en estudiantes de cuarto año básico del liceo Gabriela Mistral de Melipilla . (Thesis). Universidad Andrés Bello. Retrieved from http://repositorio.unab.cl/xmlui/handle/ria/3453

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

Chicago Manual of Style (16^th Edition):

Ramos Quiroga, Sindy. “Estrategias didácticas efectivas utilizadas antes de leer para mejorar la comprensión lectora en estudiantes de cuarto año básico del liceo Gabriela Mistral de Melipilla .” 2015. Thesis, Universidad Andrés Bello. Accessed February 27, 2021. http://repositorio.unab.cl/xmlui/handle/ria/3453.

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

MLA Handbook (7^th Edition):

Ramos Quiroga, Sindy. “Estrategias didácticas efectivas utilizadas antes de leer para mejorar la comprensión lectora en estudiantes de cuarto año básico del liceo Gabriela Mistral de Melipilla .” 2015. Web. 27 Feb 2021.

Vancouver:

Ramos Quiroga S. Estrategias didácticas efectivas utilizadas antes de leer para mejorar la comprensión lectora en estudiantes de cuarto año básico del liceo Gabriela Mistral de Melipilla . [Internet] [Thesis]. Universidad Andrés Bello; 2015. [cited 2021 Feb 27]. Available from: http://repositorio.unab.cl/xmlui/handle/ria/3453.

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

Council of Science Editors:

Ramos Quiroga S. Estrategias didácticas efectivas utilizadas antes de leer para mejorar la comprensión lectora en estudiantes de cuarto año básico del liceo Gabriela Mistral de Melipilla . [Thesis]. Universidad Andrés Bello; 2015. Available from: http://repositorio.unab.cl/xmlui/handle/ria/3453

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

University of Pretoria

18. [No author]. Die ontwikkeling van 'n psigometriese instrument om die leerbenadering van volwassenes te bepaal (Afrikaans) .

Degree: 2007, University of Pretoria

URL: http://upetd.up.ac.za/thesis/available/etd-01192007-162401/

► The effectiveness with which people learn in modem organizations is increasingly emphasized in today's information and knowledge driven economy. The effectiveness of learning and the… (more)

▼ The effectiveness with which people learn in modem organizations is increasingly emphasized in today's information and knowledge driven economy. The effectiveness of learning and the increase of expertise in a rapidly and dramatically changing economic, political and social environment is regarded as being extremely important for the success and survival of organizations. The way an individual views the process of learning influences the learner's approach to a learning opportunity and the effectiveness of the learning process concerned. An individual's awareness of his/her own learning approach and opportunities for critical and realistic reflection on his/her own behaviour is important for the development of effective learning. Opportunities for critical and realistic reflection on his/her own learning behaviour promotes a learner's ability to handle new and complex situations. The need for a reliable and valid measure for learning approaches as a means to facilitate critical and realistic reflection by a learner must be emphasized in this regard. Related to this is the need for a systems model which promotes a holistic approach to the interpretation of learning approaches and the facilitation of effective learning within organizations. The primary aim of the study was to develop a questionnaire with acceptable psychometric properties which could be used to determine the learning approaches of adults. The secondary aim of the study was to develop a systems model which indicates the relationship between learning approaches, macro- and micro-learning environment factors, personal factors and learning outcomes for organizations. A literature analysis was undertaken to develop a systems model (secondary aim) which could serve as a theoretical framework for the development of a learning approaches questionnaire. Different approaches as described in existing literature were identified, delimited and defined. The factors which influence individuals' learning approaches were investigated. A systems model of learning was developed on the basis of the literature study. This model is used to indicate the relations between learning approaches, learning environment factors, personal factors and learning outcomes. A clear and identifiable input component, a process component and an outcomes component which are interdependent and interact with one another, were identified on the basis of the literature. The study concluded that a systems model of learning provides a useful holistic framework to assist the understanding, interpretation and influencing of learning approaches and the factors which influence learning approaches. The empirical part of the study focuses on the development of a learning approaches questionnaire for adults. The learning approaches questionnaire (LAQ) which was developed consists of two sections, a learning approaches in terms of the learning content section (LAQc) and a learning approaches in terms of social orientation section (LAQs). The LAQc section consists of a deep, surface and achievement learning… Advisors/Committee Members: Prof J S Basson (advisor).

Subjects/Keywords: Volwasse onderwys sielkundige aspekte; Leer; Learning; Volwasse leer; Adult education psychological aspects; Adult learning; Learning psychology of; Sielkunde van leer; UCTD

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

APA (6^th Edition):

author], [. (2007). Die ontwikkeling van 'n psigometriese instrument om die leerbenadering van volwassenes te bepaal (Afrikaans) . (Doctoral Dissertation). University of Pretoria. Retrieved from http://upetd.up.ac.za/thesis/available/etd-01192007-162401/

Chicago Manual of Style (16^th Edition):

author], [No. “Die ontwikkeling van 'n psigometriese instrument om die leerbenadering van volwassenes te bepaal (Afrikaans) .” 2007. Doctoral Dissertation, University of Pretoria. Accessed February 27, 2021. http://upetd.up.ac.za/thesis/available/etd-01192007-162401/.

MLA Handbook (7^th Edition):

author], [No. “Die ontwikkeling van 'n psigometriese instrument om die leerbenadering van volwassenes te bepaal (Afrikaans) .” 2007. Web. 27 Feb 2021.

Vancouver:

author] [. Die ontwikkeling van 'n psigometriese instrument om die leerbenadering van volwassenes te bepaal (Afrikaans) . [Internet] [Doctoral dissertation]. University of Pretoria; 2007. [cited 2021 Feb 27]. Available from: http://upetd.up.ac.za/thesis/available/etd-01192007-162401/.

Council of Science Editors:

author] [. Die ontwikkeling van 'n psigometriese instrument om die leerbenadering van volwassenes te bepaal (Afrikaans) . [Doctoral Dissertation]. University of Pretoria; 2007. Available from: http://upetd.up.ac.za/thesis/available/etd-01192007-162401/

University of Pretoria

19. Schaap, Pieter. Die ontwikkeling van 'n psigometriese instrument om die leerbenadering van volwassenes te bepaal (Afrikaans).

Degree: Human Resource Management, 2007, University of Pretoria

URL: http://hdl.handle.net/2263/24110

► The effectiveness with which people learn in modem organizations is increasingly emphasized in today's information and knowledge driven economy. The effectiveness of learning and the… (more)

▼ The effectiveness with which people learn in modem organizations is increasingly emphasized in today's information and knowledge driven economy. The effectiveness of learning and the increase of expertise in a rapidly and dramatically changing economic, political and social environment is regarded as being extremely important for the success and survival of organizations. The way an individual views the process of learning influences the learner's approach to a learning opportunity and the effectiveness of the learning process concerned. An individual's awareness of his/her own learning approach and opportunities for critical and realistic reflection on his/her own behaviour is important for the development of effective learning. Opportunities for critical and realistic reflection on his/her own learning behaviour promotes a learner's ability to handle new and complex situations. The need for a reliable and valid measure for learning approaches as a means to facilitate critical and realistic reflection by a learner must be emphasized in this regard. Related to this is the need for a systems model which promotes a holistic approach to the interpretation of learning approaches and the facilitation of effective learning within organizations. The primary aim of the study was to develop a questionnaire with acceptable psychometric properties which could be used to determine the learning approaches of adults. The secondary aim of the study was to develop a systems model which indicates the relationship between learning approaches, macro- and micro-learning environment factors, personal factors and learning outcomes for organizations. A literature analysis was undertaken to develop a systems model (secondary aim) which could serve as a theoretical framework for the development of a learning approaches questionnaire. Different approaches as described in existing literature were identified, delimited and defined. The factors which influence individuals' learning approaches were investigated. A systems model of learning was developed on the basis of the literature study. This model is used to indicate the relations between learning approaches, learning environment factors, personal factors and learning outcomes. A clear and identifiable input component, a process component and an outcomes component which are interdependent and interact with one another, were identified on the basis of the literature. The study concluded that a systems model of learning provides a useful holistic framework to assist the understanding, interpretation and influencing of learning approaches and the factors which influence learning approaches. The empirical part of the study focuses on the development of a learning approaches questionnaire for adults. The learning approaches questionnaire (LAQ) which was developed consists of two sections, a learning approaches in terms of the learning content section (LAQc) and a learning approaches in terms of social orientation section (LAQs). The LAQc section consists of a deep, surface and achievement learning… Advisors/Committee Members: Prof J S Basson (advisor).

Subjects/Keywords: Volwasse onderwys sielkundige aspekte; Leer; Learning; Volwasse leer; Adult education psychological aspects; Adult learning; Learning psychology of; Sielkunde van leer; UCTD

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

APA (6^th Edition):

Schaap, P. (2007). Die ontwikkeling van 'n psigometriese instrument om die leerbenadering van volwassenes te bepaal (Afrikaans). (Doctoral Dissertation). University of Pretoria. Retrieved from http://hdl.handle.net/2263/24110

Chicago Manual of Style (16^th Edition):

Schaap, Pieter. “Die ontwikkeling van 'n psigometriese instrument om die leerbenadering van volwassenes te bepaal (Afrikaans).” 2007. Doctoral Dissertation, University of Pretoria. Accessed February 27, 2021. http://hdl.handle.net/2263/24110.

MLA Handbook (7^th Edition):

Schaap, Pieter. “Die ontwikkeling van 'n psigometriese instrument om die leerbenadering van volwassenes te bepaal (Afrikaans).” 2007. Web. 27 Feb 2021.

Vancouver:

Schaap P. Die ontwikkeling van 'n psigometriese instrument om die leerbenadering van volwassenes te bepaal (Afrikaans). [Internet] [Doctoral dissertation]. University of Pretoria; 2007. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/2263/24110.

Council of Science Editors:

Schaap P. Die ontwikkeling van 'n psigometriese instrument om die leerbenadering van volwassenes te bepaal (Afrikaans). [Doctoral Dissertation]. University of Pretoria; 2007. Available from: http://hdl.handle.net/2263/24110

North-West University

20. Meyer, Ignatius. Quantifying the telecommunication opportunity at the base of the pyramid in South Africa : a retail perspective / Ignatius Meyer .

Degree: 2014, North-West University

URL: http://hdl.handle.net/10394/12250

► This study focuses on the telecommunication industry, specifically the mobile phone market at the base of the pyramid (BOP). A supply vs. demand stance is… (more)

▼ This study focuses on the telecommunication industry, specifically the mobile phone market at the base of the pyramid (BOP). A supply vs. demand stance is taken whereby demographic data offer insight into the demand while the location of telecommunication retail stores constitutes supply. The study furthermore makes extensive use of a GIS (geographical information system) which offers deeper insight into data and different applications thereof. Given the extensive nature of the data used in assessing the national market, a dashboard was developed as part of this research to ease data interpretation. The online map (GIS) and dashboard form an integral part of this report. Literature supports the targeting of the BOP as a viable market given the high volume of people in this market segment. Unconventional methods are, however, required to sustainably cater to this market. The development of multiple channels to target potential consumers has resulted in a dilution of the market in the retail environment. The retail channel however remains important in any company’s strategy to target the BOP. Telecommunication companies can not only benefit from the BOP but also offer benefits to the BOP. The World Bank has reported figures that show a 0.8% increase in GDP for every 10% increase in mobile penetration. Different sources identify the BOP by different income ranges. It became evident, however, that internationally the average applied to identify the BOP is households earning less than USD 3,000 (ZAR 31,440 at an exchange rate of R10.48 / USD) per annum. Although somewhat higher than the international average, the available data dictated that South Africa’s BOP be identified as households earning less than R38,200 per annum for the purposes of this research. Data indicate that 89% of households in South Africa have a mobile phone. By comparing the ownership of existing household goods this research found that of the 11% of households not owning a mobile phone, 6% would be willing to adopt a mobile phone. A tiered approach is followed in assessing the telecommunication opportunity for mobile phones in the BOP. The first tier assesses the entire market (all households in South Africa) at a municipal level. By including the total market, the opportunity in the BOP is put into perspective. The result was that the total BOP market offers a potential market of R563 million per month through 13.7 simcards. At the other end of the economic pyramid, the ROP offers a market of R2416 million per month through 14.6 million simcards. Thus, even though the BOP offers 48% of the total volume in the market, the value is only 19% of the total market. From a coverage perspective, 42% of BOP households are not covered by a telecom retailer whilst only 27% of the ROP households are not covered. A market of R247 million (through 5.8 million simcards) has been estimated in the BOP opposed to a R379 million market (through 5.8 million simcards) in the ROP. The second tier makes use of a case study to determine the viability of targeting the…

Subjects/Keywords: Geo-demographics; Retail; BOP; Mobile Phone; Technology adoption; Location Analytics; GIS; Retail Strategy; Geo-demografie; Kleinhandel; Selfoon; Tegnologie-aanvaarding; Plekontleding; Kleinhandelstrategie

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APA (6^th Edition):

Meyer, I. (2014). Quantifying the telecommunication opportunity at the base of the pyramid in South Africa : a retail perspective / Ignatius Meyer . (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/12250

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

Chicago Manual of Style (16^th Edition):

Meyer, Ignatius. “Quantifying the telecommunication opportunity at the base of the pyramid in South Africa : a retail perspective / Ignatius Meyer .” 2014. Thesis, North-West University. Accessed February 27, 2021. http://hdl.handle.net/10394/12250.

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

MLA Handbook (7^th Edition):

Meyer, Ignatius. “Quantifying the telecommunication opportunity at the base of the pyramid in South Africa : a retail perspective / Ignatius Meyer .” 2014. Web. 27 Feb 2021.

Vancouver:

Meyer I. Quantifying the telecommunication opportunity at the base of the pyramid in South Africa : a retail perspective / Ignatius Meyer . [Internet] [Thesis]. North-West University; 2014. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/10394/12250.

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

Council of Science Editors:

Meyer I. Quantifying the telecommunication opportunity at the base of the pyramid in South Africa : a retail perspective / Ignatius Meyer . [Thesis]. North-West University; 2014. Available from: http://hdl.handle.net/10394/12250

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

North-West University

21. Grobler, Anne Frederica. Pharmaceutical applications of PheroidTM technology / Anne F. Grobler .

Degree: 2009, North-West University

URL: http://hdl.handle.net/10394/6701

► For a drug to have a therapeutic effect, it has to reach its site of action in sufficient quantities. The Pheroid drug delivery system enhances… (more)

▼ For a drug to have a therapeutic effect, it has to reach its site of action in sufficient quantities. The Pheroid drug delivery system enhances the absorption of drugs in various pharmacological categories and is the focus of this study. A number of patents are registered in various countries to protect its application. Pheroid technology is trademarked, but may for ease of reading, be called Pheroid(s) only. The Pheroid itself is composed of an organic carbon backbone composed of unsaturated fatty acids with some side-chain interactions that result in self-emulsifying characteristics. The resulting vesicles and nano-sponges can entrap hydrophilic, hydrophobic or amphiphilic compounds for biomedical and agricultural application and can be manipulated as to loading ability, mechanical resistance, permeability, size and solubility. Pheroid was investigated for its potential use in the areas of vaccines, peptide drugs, topical products and cosmeceuticals, antimicrobial treatments and agriculture. In all of these areas, the Pheroid has indeed shown applicability: the results showed improved uptake and/or efficacy of the entrapped chemical or biological compounds after administration by a number of administration routes. For oral administration, a precursor format, the pro-Pheroid, was used, wherein the vesicles and/or sponges are formed post-administration. Proof of concept studies on the in vivo absorption and bioavailability, as well as studies on in vitro efficacy of Pheroid-based formulations were carried out for antimicrobials, such as tuberculosis drugs, antimalarials and antiretrovirals. In all cases, the in vitro efficacy of the active compounds was increased, compared to well-known standard drug treatments. In a phase I bio-equivalence study, a Pheroid-containing combination formulation was compared against the comparative market leader. The results demonstrated that the bioavailability of the active compounds in the Pheroid was at least as good but mostly significantly better than that of the comparative medication. In addition, the incidence of side-effects was decreased in the case of the Pheroid formulations. Furthermore, in vitro results indicate that drug resistance can at least partially be negated. Pheroid technology may also be capable of protecting labile drugs such as peptides against degradation and increasing efficacy so that lower dosages can be administered less frequently and with fewer side effects. Based on in vitro and in vivo results, a number of products are currently in development. The application of Pheroid technology is potentially limitless and includes such areas as TB, malaria, cancer, AIDS, gene delivery, vaccines, patented medicines and generics and agriculture.

Subjects/Keywords: Delivery system; PheroidTM technology; Cosmetics; Anti-infective; Vaccines; Peptides; Plants; Afleweringsisteem; PheroidTM tegnologie; Kosmetika; Anti-infektief; Entstowwe; Peptiede; Plante

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

APA (6^th Edition):

Grobler, A. F. (2009). Pharmaceutical applications of PheroidTM technology / Anne F. Grobler . (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/6701

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

Chicago Manual of Style (16^th Edition):

Grobler, Anne Frederica. “Pharmaceutical applications of PheroidTM technology / Anne F. Grobler .” 2009. Thesis, North-West University. Accessed February 27, 2021. http://hdl.handle.net/10394/6701.

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

MLA Handbook (7^th Edition):

Grobler, Anne Frederica. “Pharmaceutical applications of PheroidTM technology / Anne F. Grobler .” 2009. Web. 27 Feb 2021.

Vancouver:

Grobler AF. Pharmaceutical applications of PheroidTM technology / Anne F. Grobler . [Internet] [Thesis]. North-West University; 2009. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/10394/6701.

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

Council of Science Editors:

Grobler AF. Pharmaceutical applications of PheroidTM technology / Anne F. Grobler . [Thesis]. North-West University; 2009. Available from: http://hdl.handle.net/10394/6701

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

North-West University

22. Helena (nee Slabbert), Chrizaan. Formulation, characterization and cellular toxicity of lipid based drug delivery systems for mefloquin / Chrizaan Helena (nee Slabbert) .

Degree: 2011, North-West University

URL: http://hdl.handle.net/10394/8433

► Malaria affects millions of people annually especially in third world countries. Increase in resistance and limited research being conducted adds to the global burden of… (more)

▼ Malaria affects millions of people annually especially in third world countries. Increase in resistance and limited research being conducted adds to the global burden of malaria. Mefloquine, known for unwanted adverse reactions and neurotoxicity, is highly lipophilic and is still used as treatment and prophylaxis. Lipid drug delivery systems are commonly used to increase solubility and efficacy and decrease toxicity. The most generally used lipid drug delivery system is liposomes. The lipid bilayer structure varying in size from 25 nm to 100 μm can entrap both hydrophilic and lipophilic compounds. Similar in structure and size to liposomes, Pheroid™ technology consist of natural fatty acids and is also able to entrap lipophilic and hydrophilic compounds. The aim of this study was to formulate liposomes and Pheroid™ vesicles loaded with mefloquine and evaluate the physiochemical characteristic of the formulations followed by efficacy and toxicity studies. Pheroid™ vesicles and liposomes with and without mefloquine were evaluated in size, morphology, pH and entrapment efficacy during three month accelerated stability testing. Optimization of size determination by flow cytometry lead to accurate determination of size for both Pheroid™ vesicles and liposomes. During the three months stability testing, Pheroid™ vesicles showed a small change in size from 3.07 ± 0.01 μm to approximately 3 μm for all three temperatures. Confocal laser scanning microscopic evaluation of the liposomes showed structures uniform in spherical shape and size. No difference in size or structure between the Pheroid™ vesicles with and without mefloquine were obtained. Significant increase (p=0.027) in size from 6.46 ± 0.01 μm to above 10 μm was observed for liposomes at all the temperatures. Clearly formed lipid bilayer structures were observed on micrographs. With the addition of mefloquine to the liposome formulation, a decrease in the amount of bilayer structures and an increase in oil droplets were found. Entrapment efficacy was determined by firstly separating the entrapped drug from the unentrapped drug utilizing a Sephadex®G50 mini column. This was followed by spectrophotometric evaluation by UV-spectrophotometry at 283 nm. Initial entrapment efficacy of both Pheroid™ vesicles and liposomes was above 60%. An increase in entrapment efficacy was observed for Pheroid™ vesicles. The addition of mefloquine to already formulated Pheroid™ vesicles illustrated entrapment efficacy of 60.14 ± 5.59% after 14 days. Formulations loaded with mefloquine resulted in lower pH values as well as a decrease in pH over time. Optimization of efficacy studies utilizing propidium iodide was necessary due to the similarity in size and shape of the drug delivery systems to erythrocytes. A gating strategy was successfully implemented for the determination of the percentage parasitemia. Efficacy testing of mefloquine loaded in Pheroid™ vesicles and liposomes showed a 186% and 207% decrease in parasitemia levels compared to the control of mefloquine. Toxicity studies…

Subjects/Keywords: Pheroid™ Technology; Liposomes; Mefloquine; Efficacy; Neurotoxicity; Haemolysis; ROS analysis; Pheroid™ tegnologie; Liposome; Meflokien; Effektiwiteit; Neurotoksisiteit; Hemolise; RSS analise

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

APA (6^th Edition):

Helena (nee Slabbert), C. (2011). Formulation, characterization and cellular toxicity of lipid based drug delivery systems for mefloquin / Chrizaan Helena (nee Slabbert) . (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/8433

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

Chicago Manual of Style (16^th Edition):

Helena (nee Slabbert), Chrizaan. “Formulation, characterization and cellular toxicity of lipid based drug delivery systems for mefloquin / Chrizaan Helena (nee Slabbert) .” 2011. Thesis, North-West University. Accessed February 27, 2021. http://hdl.handle.net/10394/8433.

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

MLA Handbook (7^th Edition):

Helena (nee Slabbert), Chrizaan. “Formulation, characterization and cellular toxicity of lipid based drug delivery systems for mefloquin / Chrizaan Helena (nee Slabbert) .” 2011. Web. 27 Feb 2021.

Vancouver:

Helena (nee Slabbert) C. Formulation, characterization and cellular toxicity of lipid based drug delivery systems for mefloquin / Chrizaan Helena (nee Slabbert) . [Internet] [Thesis]. North-West University; 2011. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/10394/8433.

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

Council of Science Editors:

Helena (nee Slabbert) C. Formulation, characterization and cellular toxicity of lipid based drug delivery systems for mefloquin / Chrizaan Helena (nee Slabbert) . [Thesis]. North-West University; 2011. Available from: http://hdl.handle.net/10394/8433

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

North-West University

23. Slabbert-Redpath, Jacqueline. A critical reflection on the curriculum praxis of classroom assessment within a higher education context / Jacqueline Slabbert-Redpath .

Degree: 2014, North-West University

URL: http://hdl.handle.net/10394/11980

► In terms of assessment practices, in all facets of education there is a strong focus on assessment at the end of learning. New trends in… (more)

Subjects/Keywords: Curriculum; Praxis; Critical theory; Self-reflection; Action; Classroom assessment; Assessment for learning; Assessment of learning; Assessment as learning; Higher Education context; Participatory action research and critical discourse analysis; Kurrikulum; Praksis; Kritiese teorie; Self-refleksie; Aksie; Klaskamerassessering; Assessering van leer; Assessering vir leer; Assessering as leer; Hoër onderwys konteks; Deelnemende aksie navorsing en kritiese diskoers analise

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

APA (6^th Edition):

Slabbert-Redpath, J. (2014). A critical reflection on the curriculum praxis of classroom assessment within a higher education context / Jacqueline Slabbert-Redpath . (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/11980

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

Chicago Manual of Style (16^th Edition):

Slabbert-Redpath, Jacqueline. “A critical reflection on the curriculum praxis of classroom assessment within a higher education context / Jacqueline Slabbert-Redpath .” 2014. Thesis, North-West University. Accessed February 27, 2021. http://hdl.handle.net/10394/11980.

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

MLA Handbook (7^th Edition):

Slabbert-Redpath, Jacqueline. “A critical reflection on the curriculum praxis of classroom assessment within a higher education context / Jacqueline Slabbert-Redpath .” 2014. Web. 27 Feb 2021.

Vancouver:

Slabbert-Redpath J. A critical reflection on the curriculum praxis of classroom assessment within a higher education context / Jacqueline Slabbert-Redpath . [Internet] [Thesis]. North-West University; 2014. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/10394/11980.

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

Council of Science Editors:

Slabbert-Redpath J. A critical reflection on the curriculum praxis of classroom assessment within a higher education context / Jacqueline Slabbert-Redpath . [Thesis]. North-West University; 2014. Available from: http://hdl.handle.net/10394/11980

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

24. Flávia Zuberman. Tenho um problema: não gosto de ler! A formação do leitor literário construção compartilhada do prazer de ler.

Degree: 2005, Universidade Federal do Rio Grande do Norte

URL: http://bdtd.bczm.ufrn.br/tedesimplificado//tde_busca/arquivo.php?codArquivo=221

► Esta dissertação é resultante de uma pesquisa de caráter qualitativo e etnometodológico, desenvolvida entre agosto de 2003 e junho de 2004, numa escola estadual, de… (more)

▼ Esta dissertação é resultante de uma pesquisa de caráter qualitativo e etnometodológico, desenvolvida entre agosto de 2003 e junho de 2004, numa escola estadual, de ensino fundamental, situada em Natal RN (Brasil). O objetivo da pesquisa foi investigar a recepção da leitura de literatura por parte de uma professora que revelou não gostar de ler nem se considerar leitora de literatura. Procurou-se investigar a mediação que possibilitasse a essa professora tornar-se leitora, compreender quais são os aspectos que influem na relação entre o leitor em formação e a leitura de literatura, e verificar como esse processo repercute na prática docente da professora, sujeito da pesquisa. Os procedimentos da pesquisa foram aplicados com flexibilidade, objetivando atender ao processo de formação leitora da professora. Os principais instrumentos utilizados foram duas entrevistas semi-estruturadas com a professora e notas de campo, as quais adquiriram o formato de um diário de pesquisa. Na primeira etapa, foram realizadas trinta sessões de leitura, objetivando possibilitar o acercamento da professora a diferentes textos literários. Na segunda etapa da pesquisa, foram realizados três encontros de planejamento com a professora e cinco aulas de leitura com a sua turma. A análise focaliza a recepção da leitura literária por parte da professora, abordando diferentes aspectos: a história da professora a respeito da sua relação com a leitura; a identificação, o contrato ficcional e a relação texto-vida; as previsões e suas verificações; a mediação e os andaimes oferecidos para inserir a professora na cultura da leitura. Focaliza-se também a relação entre o papel de leitora e o papel de mediadora de leitores, exercidos pela professora. Os fundamentos teóricos baseiam-se, principalmente, em Coulon (1995a, 1995b), Vigotsky (1989, 1991, 2003), Graves e Graves (1995), Smith (1991), Jauss (2002), Iser (1996, 1999) e Amarilha (1996, 2001). Como resultados desse estudo, destacam-se o interesse da professora pelas histórias lidas, o seu engajamento mediante os processos de identificação com alguns personagens e o relacionamento estabelecido entre os textos e sua história de vida, processos esses que denotam avanços significativos na sua relação com a leitura de literatura. A mediação teve um papel central na consecução daqueles avanços. Vale ressalvar que a relação texto-vida foi estabelecida pela professora ainda com certa ingenuidade, o que a impediu de vivenciar o ficcional como uma atividade lúdica. Considera-se necessário um contato mais profícuo e regular da professora com textos de ficção, para que consiga se distanciar do cotidiano e adquirir autonomia e consciência transformadora que lhe permitirão ir e voltar da realidade para a ficção, enriquecendo-se, sem confundi-las. A consecução desse contato profícuo e regular com textos de ficção não depende apenas de uma atitude individual e pessoal da professora, mas sim do contexto institucional e social em que ela está inserida. Assim sendo, a segunda etapa do trabalho de campo demonstrou que a… Advisors/Committee Members: Denise Maria de Carvalho Lopes, Marly Amarilha, Eliana Lúcia Madureira Yunes.

Subjects/Keywords: Leitura de literatura; Mediação; Recepção; Prazer de ler; EDUCACAO; Lectura de literatura; Mediación; Recepción; Formación; Placer de leer; Formação

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

APA (6^th Edition):

Zuberman, F. (2005). Tenho um problema: não gosto de ler! A formação do leitor literário construção compartilhada do prazer de ler. (Thesis). Universidade Federal do Rio Grande do Norte. Retrieved from http://bdtd.bczm.ufrn.br/tedesimplificado//tde_busca/arquivo.php?codArquivo=221

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

Chicago Manual of Style (16^th Edition):

Zuberman, Flávia. “Tenho um problema: não gosto de ler! A formação do leitor literário construção compartilhada do prazer de ler.” 2005. Thesis, Universidade Federal do Rio Grande do Norte. Accessed February 27, 2021. http://bdtd.bczm.ufrn.br/tedesimplificado//tde_busca/arquivo.php?codArquivo=221.

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

MLA Handbook (7^th Edition):

Zuberman, Flávia. “Tenho um problema: não gosto de ler! A formação do leitor literário construção compartilhada do prazer de ler.” 2005. Web. 27 Feb 2021.

Vancouver:

Zuberman F. Tenho um problema: não gosto de ler! A formação do leitor literário construção compartilhada do prazer de ler. [Internet] [Thesis]. Universidade Federal do Rio Grande do Norte; 2005. [cited 2021 Feb 27]. Available from: http://bdtd.bczm.ufrn.br/tedesimplificado//tde_busca/arquivo.php?codArquivo=221.

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

Council of Science Editors:

Zuberman F. Tenho um problema: não gosto de ler! A formação do leitor literário construção compartilhada do prazer de ler. [Thesis]. Universidade Federal do Rio Grande do Norte; 2005. Available from: http://bdtd.bczm.ufrn.br/tedesimplificado//tde_busca/arquivo.php?codArquivo=221

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

North-West University

25. Botha, Nestene. Measuring student perceptions about the use of a computer programme as a teaching aid in auditing / Nestene Botha .

Degree: 2014, North-West University

URL: http://hdl.handle.net/10394/12235

► Auditing, as a subset of the accounting discipline, is an inherently difficult subject to learn and teach. There have been various challenges, problems and criticisms… (more)

Subjects/Keywords: Eksperimentele leer; Inligtingstegnologie; Rekeningkundige onderwys; Opvoedkundige speletjie; Ouditkunde onderwys; Accounting education; Auditing education; Educational game; Experiential learning; Information technology

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

APA (6^th Edition):

Botha, N. (2014). Measuring student perceptions about the use of a computer programme as a teaching aid in auditing / Nestene Botha . (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/12235

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

Chicago Manual of Style (16^th Edition):

Botha, Nestene. “Measuring student perceptions about the use of a computer programme as a teaching aid in auditing / Nestene Botha .” 2014. Thesis, North-West University. Accessed February 27, 2021. http://hdl.handle.net/10394/12235.

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

MLA Handbook (7^th Edition):

Botha, Nestene. “Measuring student perceptions about the use of a computer programme as a teaching aid in auditing / Nestene Botha .” 2014. Web. 27 Feb 2021.

Vancouver:

Botha N. Measuring student perceptions about the use of a computer programme as a teaching aid in auditing / Nestene Botha . [Internet] [Thesis]. North-West University; 2014. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/10394/12235.

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

Council of Science Editors:

Botha N. Measuring student perceptions about the use of a computer programme as a teaching aid in auditing / Nestene Botha . [Thesis]. North-West University; 2014. Available from: http://hdl.handle.net/10394/12235

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

North-West University

26. Redelinghuys, Johan. Management guidelines for the implementation of m-learning in an open distance learning model / Johan Redelinghuys.

Degree: 2012, North-West University

URL: http://hdl.handle.net/10394/9200

► Various modern communication technologies are available to higher education institutions involved in distance education to explore and implement for the effective provision of distance education… (more)

▼ Various modern communication technologies are available to higher education institutions involved in distance education to explore and implement for the effective provision of distance education programmes. The purpose of this study was to investigate the role of m- learning as part of distance education and to develop guidelines for the management of m- learning in an open distance learning model. The aims of this study are thus to determine the role of m-learning in open distance education, identifying challenges to implement m- learning as part of an open distance learning model and finally to develop generic management guidelines to implement m-learning as part of open distance education. Quantitative research was undertaken using a survey questionnaire to acquire data for this research. The study population included students enrolled for distance education programmes at the NWU and accredited facilitators/lecturers employed by the NWU at tuition centres throughout SA facilitating distance education programmes. A total of 350 questionnaires (100 facilitators/lecturers questionnaire and 250 questionnaires for students) was sent out to all tuition centres to collect data for this research. Two different questionnaires were developed to suit the needs of each group. A total of 80.5% of completed questionnaires was returned. The literature study of this research included concept clarifications of distance education and m-learning. The need for effective management and organizational structures for the delivery of distance education programmes utilising m-learning were investigated to gain an understanding of the complexities associated with an open distance education modus. The information from the literature study and the empirical section of this research contributed to the development of generic guidelines to implement m-learning as part of an open distance education modus. In addition, aspects having an influence on the effective delivery of distance education programmes, were part of the questionnaires sent to respondents. These aspects included accessibility to resources utilising mobile devices, flexibility of programme delivery, affordability of programmes, interactivity between all role players in distance education and aspects that could influence anywhere and anytime learning. Furthermore, the different modes of delivering distance education programmes were explained. Challenges and barriers possibly having an influence in the delivery of distance education programmes through m-learning were included in the questionnaires sent out to respondents. Advantages and disadvantages as well as the needs regarding the use of cell phones in the delivery of programmes were identified in order to understand the role of m-learning and identifying relevant management guidelines for the implementation of m-learning. Evidently, a response from the questionnaires was that the quality of teaching and learning according to the perceptions of m-learning amongst both groups were of more importance to students than with…

Subjects/Keywords: Education; Distance education; M-learning; Affordability; Accessibility; Interactivity; Flexibility; Communication; Management; Onderwys; Afstandsonderrig; M-leer; Bekostigbaarheid; Toeganklikheid; Interaktiwiteit; Buigsaamheid; Kommunikasie; Bestuur

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

APA (6^th Edition):

Redelinghuys, J. (2012). Management guidelines for the implementation of m-learning in an open distance learning model / Johan Redelinghuys. (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/9200

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

Chicago Manual of Style (16^th Edition):

Redelinghuys, Johan. “Management guidelines for the implementation of m-learning in an open distance learning model / Johan Redelinghuys. ” 2012. Thesis, North-West University. Accessed February 27, 2021. http://hdl.handle.net/10394/9200.

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

MLA Handbook (7^th Edition):

Redelinghuys, Johan. “Management guidelines for the implementation of m-learning in an open distance learning model / Johan Redelinghuys. ” 2012. Web. 27 Feb 2021.

Vancouver:

Redelinghuys J. Management guidelines for the implementation of m-learning in an open distance learning model / Johan Redelinghuys. [Internet] [Thesis]. North-West University; 2012. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/10394/9200.

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

Council of Science Editors:

Redelinghuys J. Management guidelines for the implementation of m-learning in an open distance learning model / Johan Redelinghuys. [Thesis]. North-West University; 2012. Available from: http://hdl.handle.net/10394/9200

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

North-West University

27. Breed, Elizabeth Alice. 'n Metakognitiewe onderrigleerstrategie vir paarprogrammeerders ter verbetering van kennisproduktiwiteit / Elizabeth Alice Breed .

Degree: 2010, North-West University

URL: http://hdl.handle.net/10394/4367

► Metacognition in collaborative learning settings is an emerging topic in research on metacognition. This study focused on the development of metacognitive skills during pair programming… (more)

▼ Metacognition in collaborative learning settings is an emerging topic in research on metacognition. This study focused on the development of metacognitive skills during pair programming in order to enhance knowledge productivity. Pair programming entails collaboration between two programmers, each fulfilling a specific role during the execution of the programming task, and has recently been used in educational contexts as a teaching and learning strategy to improve learning in computer programming (DeClue, 2003:49; Preston, 2006b:16). In this study the outcomes of collaborative learning during pair programming are referred to as knowledge productivity, which is measured against the criteria of enhanced knowledge construction, enhanced problem-solving skills, conceptual changes in individual perspectives, commitment to work with the other member of the pair, and application of the results of the learning process (Tillema & Van der Westhuizen, 2006:51,55). To investigate the influence of a metacognitive teaching and learning approach to pair programming on knowledge productivity, a repeated-measures experiment with a control group was conducted among a number of Grade 11 learners who had been implementing pair programming in the learning of Information Technology at secondary school level. At the beginning of the study both groups completed two questionnaires, one on metacognition and the other on knowledge productivity. At the same stage, a number of randomly selected participants from each group were interviewed on the same two topics, using a semi-structured interview approach. This procedure was repeated three months later, without any intervention. During the intervention phase, the experimental group implemented a set of self-directed metacognitive questions that they had to answer while doing a pair programming task. These self-directed metacognitive questions form part of a metacognitive teaching and learning strategy suggested by the researcher. The members of the experimental group also kept a journal to describe how the self-directed questions directed their thinking during the execution of the pair programming task. At the end of the experimental period, the mo questionnaires on metacognition and knowledge productivity were completed by both groups again, supported by the interviews of the same selected participants. The results derived from the empirical study showed that the knowledge productivity of learners programming in pairs can be enhanced by implementing a metacognitive teaching and learning strategy. The metacognitive teaching and learning strategy implemented during this study was then adapted to make it suitable for use by teachers and learners during pair programming.

Subjects/Keywords: Metacognition; Collaborative learningkende leer; Pair programming; Knowledge productivity; Computer programming; Problem solving; Metacognitive teaching and learning strategy

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

APA (6^th Edition):

Breed, E. A. (2010). 'n Metakognitiewe onderrigleerstrategie vir paarprogrammeerders ter verbetering van kennisproduktiwiteit / Elizabeth Alice Breed . (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/4367

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

Chicago Manual of Style (16^th Edition):

Breed, Elizabeth Alice. “'n Metakognitiewe onderrigleerstrategie vir paarprogrammeerders ter verbetering van kennisproduktiwiteit / Elizabeth Alice Breed .” 2010. Thesis, North-West University. Accessed February 27, 2021. http://hdl.handle.net/10394/4367.

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

MLA Handbook (7^th Edition):

Breed, Elizabeth Alice. “'n Metakognitiewe onderrigleerstrategie vir paarprogrammeerders ter verbetering van kennisproduktiwiteit / Elizabeth Alice Breed .” 2010. Web. 27 Feb 2021.

Vancouver:

Breed EA. 'n Metakognitiewe onderrigleerstrategie vir paarprogrammeerders ter verbetering van kennisproduktiwiteit / Elizabeth Alice Breed . [Internet] [Thesis]. North-West University; 2010. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/10394/4367.

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

Council of Science Editors:

Breed EA. 'n Metakognitiewe onderrigleerstrategie vir paarprogrammeerders ter verbetering van kennisproduktiwiteit / Elizabeth Alice Breed . [Thesis]. North-West University; 2010. Available from: http://hdl.handle.net/10394/4367

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

North-West University

28. Van Aardt, Christoffel Carolus. An investigation of the usage and success of blended e–learning material for computer networking students / by Christoffel van Aardt .

Degree: 2010, North-West University

URL: http://hdl.handle.net/10394/4480

► Students enrolled for the Network Systems III module at the Vaal University of Technology are experiencing problems with passing this module. Many of them fail… (more)

▼ Students enrolled for the Network Systems III module at the Vaal University of Technology are experiencing problems with passing this module. Many of them fail due to the fact that they do not understand the subnet masking part of it. In an attempt to increase the students' pass rate, this study will make additional study material available to them, complying with their learning style preferences. This material will be available as elearning material on the Internet. The usage and success of elearning material implies a holistic approach towards learning styles. Learning styles consist of different interrelated learning elements. This study will make use of an action research approach comprising four phases. In the first phase, different learning styles are diagnosed by means of a literature study. The information obtained is applied to compile an interpretive questionnaire for completion by students. This questionnaire will enable the researcher to do an empirical study with regard to their learning preferences. The data obtained from the questionnaires will be analysed and information obtained will be applied to make additional module related elearning material available on the Internet. During the second phase, results obtained from the empirical investigation will be used to develop elearning material on subnetting, while also addressing the identified learning styles of participants. The elearning material is provided on the Moodle learning management system, enabling students to use it according to their own preferences. In the third phase, the success of the intervention on the elearning material is investigated. In this phase, the activities of students using the elearning material are analysed and tests and examination results processed to determine whether there is any correlation between time spent on elearning material and these results. The usage of elearning material is tested by means of an interpretive questionnaire to the students. The last part of the action research approach deals with the question of whether the research was conducted successfully. A second iteration of the process proved the results to be satisfactory. The elearning material was positively received by students participating in the research, while a growing interest in this material was noticed from the last semester in 2007 to the first semester in 2008.

Subjects/Keywords: Learning styles; Action research; E-learning; Intervention; Empirical; Interpretive; Leerstyle; Aksienavorsing; E-leer; Intervensie; Empiries; Interpretief

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

APA (6^th Edition):

Van Aardt, C. C. (2010). An investigation of the usage and success of blended e–learning material for computer networking students / by Christoffel van Aardt . (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/4480

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

Chicago Manual of Style (16^th Edition):

Van Aardt, Christoffel Carolus. “An investigation of the usage and success of blended e–learning material for computer networking students / by Christoffel van Aardt .” 2010. Thesis, North-West University. Accessed February 27, 2021. http://hdl.handle.net/10394/4480.

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

MLA Handbook (7^th Edition):

Van Aardt, Christoffel Carolus. “An investigation of the usage and success of blended e–learning material for computer networking students / by Christoffel van Aardt .” 2010. Web. 27 Feb 2021.

Vancouver:

Van Aardt CC. An investigation of the usage and success of blended e–learning material for computer networking students / by Christoffel van Aardt . [Internet] [Thesis]. North-West University; 2010. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/10394/4480.

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

Council of Science Editors:

Van Aardt CC. An investigation of the usage and success of blended e–learning material for computer networking students / by Christoffel van Aardt . [Thesis]. North-West University; 2010. Available from: http://hdl.handle.net/10394/4480

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

North-West University

29. Baloyi, Tinyiko Sophie. Nurse educators' perceptions of the implementation of recognition of prior learning in nursing colleges in Limpopo Province / Tinyiko Sophie Baloyi .

Degree: 2014, North-West University

URL: http://hdl.handle.net/10394/11006

► Recognition of prior learning, better known as RPL, was introduced to training institutions in South Africa after the fall of Apartheid. The objective of RPL… (more)

▼ Recognition of prior learning, better known as RPL, was introduced to training institutions in South Africa after the fall of Apartheid. The objective of RPL was to redress inequalities brought about by Apartheid when disadvantaged groups had less access to training opportunities. RPL was introduced with a combination of associated training and education initiatives such as the National Qualification Framework and the South African Qualifications Authority, all directed for a similar purpose. The South African Nursing Council agreed with the principles of RPL and published a policy document aimed to guide nurse educators to enhance RPL implementation in South African nursing education institutions. Despite the support from accessible legislative and regulatory documentation, RPL is implemented insufficiently in nursing education institutions. The lack of RPL implementation was also identified by the researcher in the Limpopo College of Nursing. This College of Nursing can be described as a symbol of post-Apartheid re-integration whereby nursing colleges centralised into one administrative management office with campuses, satellite campuses and over 120 nurse educators. The research question asked was what are nurse educators’ perceptions of the implementation of RPL in nursing colleges in Limpopo Province? The aim was to support nurse educators to enhance the implementation of RPL in nursing colleges in Limpopo Province. A qualitative, phenomenological, explorative, descriptive and contextual research design was followed. Seven (n=7) individual, in-depth, unstructured interviews were conducted with nurse educators employed at the X Campus and Y Satellite Campus of the Limpopo College of Nursing. Transcribed interviews were analysed and resulted in three main themes and nine sub-themes. Firstly, the participants voiced their agreement that RPL should be implemented and identified specific benefits and challenges thereof. Secondly, there should be a RPL assessment package that should be open and transparent, be able to assess academic performance against college standards and should minimise inequalities. The third main theme was the need for enhanced awareness of RPL implementation in nursing colleges. Nurse educators lack knowledge about RPL and should therefore be more awareness thereof. In addition RPL should be promoted as a beneficial mechanism to the learning process. These results were discussed with a literature integration and in the majority of results literature confirmed these findings. Conclusion statements were formulated from the research results and served as the basis for the formulation of recommendations to support nurse educators with the implementation of RPL in nursing colleges in Limpopo Province. The recommendations were directed to firstly the policy makers in nursing education; secondly to the nursing education institutions and thirdly to the nurse educators. Areas for further research were listed. Strategies to enhance trustworthiness and the adherence of ethical considerations were…

Subjects/Keywords: Nurse educators; Perceptions; Recognition of prior learning (RPL); Nursing colleges; Verpleegdosente; Persepsies; Erkenning van vorige leer (EVL); Verplegingskolleges

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

APA (6^th Edition):

Baloyi, T. S. (2014). Nurse educators' perceptions of the implementation of recognition of prior learning in nursing colleges in Limpopo Province / Tinyiko Sophie Baloyi . (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/11006

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

Chicago Manual of Style (16^th Edition):

Baloyi, Tinyiko Sophie. “Nurse educators' perceptions of the implementation of recognition of prior learning in nursing colleges in Limpopo Province / Tinyiko Sophie Baloyi .” 2014. Thesis, North-West University. Accessed February 27, 2021. http://hdl.handle.net/10394/11006.

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

MLA Handbook (7^th Edition):

Baloyi, Tinyiko Sophie. “Nurse educators' perceptions of the implementation of recognition of prior learning in nursing colleges in Limpopo Province / Tinyiko Sophie Baloyi .” 2014. Web. 27 Feb 2021.

Vancouver:

Baloyi TS. Nurse educators' perceptions of the implementation of recognition of prior learning in nursing colleges in Limpopo Province / Tinyiko Sophie Baloyi . [Internet] [Thesis]. North-West University; 2014. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/10394/11006.

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

Council of Science Editors:

Baloyi TS. Nurse educators' perceptions of the implementation of recognition of prior learning in nursing colleges in Limpopo Province / Tinyiko Sophie Baloyi . [Thesis]. North-West University; 2014. Available from: http://hdl.handle.net/10394/11006

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

University of Groningen

30. Ebeling, Rudolf Albert. Die Familiennamen des ostfriesischen Kreises Leer: sprachliche und geographisch-statistische Untersuchungen zum Namenbestand um 1940.

Degree: Faculteit der Letteren, 2008, University of Groningen

URL: https://www.rug.nl/research/portal/en/publications/die-familiennamen-des-ostfriesischen-kreises-leer(8cfdf91a-bef0-4b5c-b6f4-6602b49396b5).html ; urn:nbn:nl:ui:11-dbi/486e736e4d08f ; 8cfdf91a-bef0-4b5c-b6f4-6602b49396b5 ; 11370/8cfdf91a-bef0-4b5c-b6f4-6602b49396b5 ; urn:nbn:nl:ui:11-dbi/486e736e4d08f ; https://www.rug.nl/research/portal/en/publications/die-familiennamen-des-ostfriesischen-kreises-leer(8cfdf91a-bef0-4b5c-b6f4-6602b49396b5).html

► In deze studie wordt het in 1979 gepubliceerde familienanenregister van de Oostfriese 'Kreis’ Leer ( R. A. Ebeling: Familiennamen im Landkreis Leer um 1940) naamkundig… (more)

Subjects/Keywords: Proefschriften (vorm); Familienamen; 1940-1945; 1940; Leer (Landkreis)

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APA (6^th Edition):

Ebeling, R. A. (2008). Die Familiennamen des ostfriesischen Kreises Leer: sprachliche und geographisch-statistische Untersuchungen zum Namenbestand um 1940. (Doctoral Dissertation). University of Groningen. Retrieved from https://www.rug.nl/research/portal/en/publications/die-familiennamen-des-ostfriesischen-kreises-leer(8cfdf91a-bef0-4b5c-b6f4-6602b49396b5).html ; urn:nbn:nl:ui:11-dbi/486e736e4d08f ; 8cfdf91a-bef0-4b5c-b6f4-6602b49396b5 ; 11370/8cfdf91a-bef0-4b5c-b6f4-6602b49396b5 ; urn:nbn:nl:ui:11-dbi/486e736e4d08f ; https://www.rug.nl/research/portal/en/publications/die-familiennamen-des-ostfriesischen-kreises-leer(8cfdf91a-bef0-4b5c-b6f4-6602b49396b5).html

Chicago Manual of Style (16^th Edition):

Ebeling, Rudolf Albert. “Die Familiennamen des ostfriesischen Kreises Leer: sprachliche und geographisch-statistische Untersuchungen zum Namenbestand um 1940.” 2008. Doctoral Dissertation, University of Groningen. Accessed February 27, 2021. https://www.rug.nl/research/portal/en/publications/die-familiennamen-des-ostfriesischen-kreises-leer(8cfdf91a-bef0-4b5c-b6f4-6602b49396b5).html ; urn:nbn:nl:ui:11-dbi/486e736e4d08f ; 8cfdf91a-bef0-4b5c-b6f4-6602b49396b5 ; 11370/8cfdf91a-bef0-4b5c-b6f4-6602b49396b5 ; urn:nbn:nl:ui:11-dbi/486e736e4d08f ; https://www.rug.nl/research/portal/en/publications/die-familiennamen-des-ostfriesischen-kreises-leer(8cfdf91a-bef0-4b5c-b6f4-6602b49396b5).html.

MLA Handbook (7^th Edition):

Ebeling, Rudolf Albert. “Die Familiennamen des ostfriesischen Kreises Leer: sprachliche und geographisch-statistische Untersuchungen zum Namenbestand um 1940.” 2008. Web. 27 Feb 2021.

Vancouver:

Ebeling RA. Die Familiennamen des ostfriesischen Kreises Leer: sprachliche und geographisch-statistische Untersuchungen zum Namenbestand um 1940. [Internet] [Doctoral dissertation]. University of Groningen; 2008. [cited 2021 Feb 27]. Available from: https://www.rug.nl/research/portal/en/publications/die-familiennamen-des-ostfriesischen-kreises-leer(8cfdf91a-bef0-4b5c-b6f4-6602b49396b5).html ; urn:nbn:nl:ui:11-dbi/486e736e4d08f ; 8cfdf91a-bef0-4b5c-b6f4-6602b49396b5 ; 11370/8cfdf91a-bef0-4b5c-b6f4-6602b49396b5 ; urn:nbn:nl:ui:11-dbi/486e736e4d08f ; https://www.rug.nl/research/portal/en/publications/die-familiennamen-des-ostfriesischen-kreises-leer(8cfdf91a-bef0-4b5c-b6f4-6602b49396b5).html.

Council of Science Editors:

Ebeling RA. Die Familiennamen des ostfriesischen Kreises Leer: sprachliche und geographisch-statistische Untersuchungen zum Namenbestand um 1940. [Doctoral Dissertation]. University of Groningen; 2008. Available from: https://www.rug.nl/research/portal/en/publications/die-familiennamen-des-ostfriesischen-kreises-leer(8cfdf91a-bef0-4b5c-b6f4-6602b49396b5).html ; urn:nbn:nl:ui:11-dbi/486e736e4d08f ; 8cfdf91a-bef0-4b5c-b6f4-6602b49396b5 ; 11370/8cfdf91a-bef0-4b5c-b6f4-6602b49396b5 ; urn:nbn:nl:ui:11-dbi/486e736e4d08f ; https://www.rug.nl/research/portal/en/publications/die-familiennamen-des-ostfriesischen-kreises-leer(8cfdf91a-bef0-4b5c-b6f4-6602b49396b5).html

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