Department of Educational Psychology
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Browsing Department of Educational Psychology by browse.metadata.advisor "Conradie, Karlien"
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- ItemDie bewustheid, houding en rapporteringspraktyke van grondslagfase-onderwysers rakende kindermishandeling(Stellenbosch : Stellenbosch University, 2018-12) Punt, Yvette; Conradie, Karlien; Stellenbosch University. Faculty of Education. Educational Psychology.ENGLISH SUMMARY : Child abuse is a serious, widespread social problem in South Africa, with one in every three children exposed to sexual and physical abuse before the age of 18 (USB Optimus Stigting, 2016). It not only has an immediate effect on the perpetrator, victim, families, and the community, but the prolonged impact of emotional and psychological scars can also influence the abused child during his or her whole life. Foundation-phase teachers find themselves in an ideal position to identify and report child abuse because of the large amount of time spent with children. Because of this reality, teachers play a vital role in identifying and reporting child abuse to protect and support children. Furthermore, a legal obligation rests on teachers to report child abuse if they suspect it. Therefore, the purpose of this study was to determine foundation-phase teachers' awareness, attitudes, and reporting practices regarding child abuse. The study is embedded in the social context perspective that considers both the bio-ecological model and social-constructionism. The approaches provided insight into the teachers' different experiences, multiple realities, and different social contexts in which they move around. The bio-ecological approach also provided insight into the various factors that affect an educator's identification and reporting practices. To achieve the objectives of the study, an interpretivist-constructivist qualitative research approach was followed. A multiple case study involving two different schools was used to approach the research questions. Three teachers per school were identified by means of purposive sampling and approached to participate voluntarily in the study. Data were generated by means of in-depth, semi-structured individual and focus group interviews that provided colourful qualitative descriptions. In addition, thematic analysis was used to group the participants' responses in different themes by means of coding. The research findings indicate that the teachers have the highest regard for their professional responsibility to protect children and thus identify and report child abuse. However, this study found that several factors prevent teachers from identifying and reporting child abuse. Although teachers have positive experiences with regard to their support structures, they seem to lack knowledge and training, together with potential challenges that could affect their attitude. These challenges prevent them from effectively fulfilling their role in dealing with abuse and include contextual and cultural beliefs, time limits and administrative aspects, their fear of the consequences of identification and reporting, as well as mistrust in the national protection and justice system. The results of the study also indicate that teachers have different needs with regard to identifying and reporting child abuse. Consequently, meaningful recommendations were made based on the findings from the study. Recommendations have been made especially regarding training, resources, and prevention strategies.
- ItemThe career constructions of and influences on career choices of adolescents in a low-income school(Stellenbosch : Stellenbosch University, 2016-12-01) Blomerus, Liesl; Carolissen, Ronelle; Conradie, Karlien; Stellenbosch University. Faculty of Education. Dept. of Educational PsychologyENGLISH ABSTRACT : In a multi-cultural society such as South Africa, the implementation of career psychology has been challenging as most of our approaches to career counselling have been derived from a westernised perspective. These approaches are based on the notion that people have a choice with regard to the career pathway they want to pursue. However, this is not true for the majority of South Africans, and therefore these approaches are not applicable to them. It is evident that the development of indigenous approaches to career psychology is necessary to serve the needs of the majority. The primary objective of this research was to gain an in-depth understanding of the Construct of career and the influences on career choices of adolescents attending a low-income school. The aim was also to contribute to the literature that is needed to develop more indigenous approaches. The study used an interpretive paradigm and the research design was a collective case study. The research was conducted at a high school in a small, historically coloured, Afrikaans-speaking community and the sample consisted of eleven grade nine learners. Data collection involved a systems-based activity, a photovoice activity, a focus group and individual interviews. The data were analysed using the constant comparative method. The research findings indicated that the participants’ understanding of the construct of career was linear, future-oriented and demonstrative of limited insight. Furthermore, the participants showed a lack of career maturity that can be attributed to the fact that South Africa still tends to follow westernised approaches. Influences in the social system, such as parents, siblings, teachers and the media, were identified as both positive and negative influences. Finally, issues of social justice and inequality were identified due to the influence that the participants’ low socio-economic status had on their career choices.
- ItemDigital technology in the classroom: reflective practice informing primary school teachers' pedagogies(Stellenbosch : Stellenbosch University, 2023-12) Saunders, Tamryn; Conradie, Karlien; Stellenbosch University. Faculty of Education. Dept. of Educational Psychology.ENGLISH ABSTRACT: The arrival of the Fourth Industrial Revolution has ignited a transformative era, characterised by the rapid integration of advanced technologies into various spheres of human existence. In the realm of education, this technological revolution has paved the way for innovative approaches to teaching and learning, prompting an increased utilisation of digital technology within the classroom environment. As traditional educational paradigms evolve to embrace the digital age, educators find themselves navigating a dynamic landscape where pedagogical practices are filled with the potentialities of technology. Grounded in the interpretive paradigm, this qualitative research used a single exploratory case study to delve into the reflective practices and pedagogical strategies used by primary school educators as they navigated the ever-evolving landscape of education in the digital era. Furthermore, in the hopes of exploring their reflective practices, the study aims to glean insights into the dynamic interplay between technology, pedagogy, and the frameworks that shape educators' instructional decisions. These frameworks include constructivist teaching and learning theories, and various models of incorporating digital technology into the classroom. The researcher made use of purposive sampling to recruit six primary school teachers from two independent schools in the Western Cape. These teachers made use of and had access to digital technology in their classrooms. Data was generated through semi-structured interviews and teachers' reflective journals. Thematic analysis was used to reveal the themes and narratives from these sources. Through this process, the educators demonstrated adeptness in leveraging digital tools, aligned with their pedagogical ideals. Challenges, including distractions to learning and the negative impacts of using digital media, underscored the need for careful integration. Amidst these, gamification and project-based learning stood out, fostering engagement and critical thinking. This delicate interplay between technology and pedagogy emphasised the need for reflective practices when incorporating digital technology into education. Navigating the technology-pedagogy interface demands nuanced understanding and purposeful application. This research contributes to the discourse on digital technology's role in education, advocating a harmonious synthesis of innovation and pedagogical intent.
- ItemAn exploration of the identity formation of adolescents growing up in bicultural households in South Africa(Stellenbosch : Stellenbosch University, 2020-03) Brassell, Jamie Miriam; Conradie, Karlien; Stellenbosch University. Faculty of Education. Educational Psychology.ENGLISH ABSTRACT : This study explored the identity formation process of adolescents being raised in bicultural households in the South African context. A bicultural household can be defined as a family in which one parent belongs to a specific cultural group, while the other parent belongs to another. In this way, the children grow up with exposure to two sets of cultural norms, practices, values and characteristics. It is believed that the culture with which an individual identifies plays an important role in how the individual views him- or herself and the world (Erikson, 1974). This study aimed to explore how being raised in two cultures can affect the adolescent’s personal identity development. Various theoretical perspectives were applied to understand the process of identity formation in adolescence. Both Erik Erikson’s stages of psychosocial development and James Marcia’s identity status theory describe adolescence as a challenging period in which individuals explore various identity domains to make decisions regarding who they are. Sameroff’s transactional model of development emphasises the importance of parent-child interactions, which is viewed as a reciprocal relationship in which parent and child shape each other during the identity development process. According to social constructionism, individuals create and attach their own meaning to these interactions and thus develop views of themselves and others. As this study aimed to explore the meaning attached to the experiences of the participants, a qualitative, interpretivist approach was used. The participants were selected by means of purposive sampling and asked to volunteer if they wished to participate. Data were collected through a process of individual interviews, questionnaires, photo elicitation, and field notes. The data were then analysed through a narrative approach, to explore the meaning in the participants’ personal stories. The research findings indicate that bicultural adolescents experience various challenges during their identity-formation years; however, there are also some advantages. It was also found that various factors contribute to participants’ stronger identification with a particular cultural group. The participants shared their experiences of how being raised with two sets of cultural norms had influenced the development of their characteristics and values. Furthermore, the findings indicate the extent to which bicultural adolescents feel the need to adapt their behaviour in the presence of family members from each culture.
- ItemExploring sexuality education in government high schools(Stellenbosch : Stellenbosch Universit, 2020-03) Rudolph, Donovan Oscar; Conradie, Karlien; Stellenbosch University. Faculty of Education. Educational Psychology.ENGLISH ABSTRACT : Talking about sex oriented topics, including sexuality is still, to this day regarded as taboo within some cultures and groups and could therefore be uncomfortable for certain learners and teachers when confronted with the sexuality education curriculum. The lesson may therefore often not be presented free from inherent judgment and prejudices and as such healthy discussions around the topic cannot take place. The research goals and objectives of this study attempted to evaluate and shed some light on Life Orientation teachers’ own beliefs, experience and attitudes concerning the topic of sexuality education, based on their own cultural upbringing. This provided an understanding on how cultural practices could have had a significant influence on the presentation of the topic. The research question therefore was: How does the cultural and value system of the Life Orientation teacher influence the presentation of sex oriented topics? This study has adopted a qualitative approach, rooted within an interpretive paradigm. Data was gathered and analysed from semi structured interviews, observations and field notes. The participants were Grade 10 to 12 Life Orientation teachers in the areas of Mitchells Plain and Khayelitsha. The findings revealed and justified previous research findings stating that embedded cultural and value systems do have an influence on the practice of teaching. Although the participants in this study acknowledged that they moved away from a conservative mind set, their cultural upbringing still influenced their approach to teaching sex oriented topics. Openly displayed discomfort while teaching, shying away from answering certain questions and struggling with verbalising some concepts were some of the indicators of teachers’ uncertainty towards teaching sex and sexuality oriented topics. This study also makes recommendations that would attempt to improve the personal development of teachers. In the bigger scheme it would be regarded as a positive step towards the optimal education of learners free from prejudice or judgment.
- ItemExploring the phenomenon of ephemeral social media stories amongst adolescents(Stellenbosch : Stellenbosch University, 2023-03) Radmore, Aletta Sophia (Alé); Conradie, Karlien; Stellenbosch University. Faculty of Education. Dept. of Educational Psychology.ENGLISH ABSTRACT: This study explored the role of social media stories, and the ephemeral nature thereof, in adolescent development. Social media stories are a relatively new phenomenon in the social media world, originating on different social media platforms like Instagram and Snapchat from 2015 onwards. Various studies have explored the role or effect of social media on adolescent development. However, the existing research does not address this new feature on social media, self-destructing social media stories, and the resultant role it plays in the developmental phase of adolescence. Adolescents are faced with various opportunities and vulnerabilities in this critical phase of their development. In this study, the experiences of adolescents in social media stories with the opportunities and vulnerabilities pertinent in this developmental phase were explored and compared. The developmental theories of adolescence based on developmental domains (physical, social, emotional, cognitive and neuro-developmental) were applied as a theoretical lens for the study. This study aimed to extend the research on social media stories by attempting to gain a greater understanding of the adolescents’ experience of the phenomenon through a developmental lens. A qualitative, interpretive approach was followed to understand adolescents' experiences while using social media stories. Purposive sampling in the form of a three-tiered sampling process was used to identify the most suitable research participants. Multiple data-collection methods were intertwined with the sampling process, including electronic questionnaires, a diary entry, semi-structured narrative interviews, field notes, and a thorough literature review. A dual approach of analysis involving thematic analysis and narrative analysis was utilised to analyse the data. Thematic analysis was applied to all the research questions. Furthermore, the study involved narrative analysis in the form of ‘re-storying’ the positive and negative experiences with social media stories that the adolescent participants had had. A combined narrative was employed to deepen insight into the phenomenon of their experiences, and to allow readers to make their own assumptions. The role of social media stories in this study was explored by considering the adolescents’ use of social media stories, analysing their positive and negative experiences with the feature, investigating its relevance to the domains of adolescent development, and identifying potential support structures for their engagement with social media stories. Positive experiences were mostly related to the social domain and negative experiences to the cognitive and emotional domains. The potential permanence of impermanence is highlighted by considering the less ephemeral role the phenomena could play in adolescent development by means of negative internal experiences or positive external experiences.
- ItemFormatiewe assesseringspraktyke gedurende Covid-19 afstandsonderrig: laerskool wiskunde-onderwysers se ervarings(Stellenbosch : Stellenbosch University, 2023-12) Deetlefs, Pauline; Conradie, Karlien; Stellenbosch University. Faculty of Education. Dept. of Educational Psychology.
- ItemHomework : tedious tradition or enterprising learning endeavour(Stellenbosch : Stellenbosch University, 2020-03) Nyback, Monique; Conradie, Karlien; Stellenbosch University. Faculty of Education. Educational Psychology.ENGLISH ABSTRACT : During the last decade there has been increasing interest in and debate about the topic of homework and the many challenges associated with this traditional educational practice. The focus of this research is to explore the relevance of homework to the learning process of high school learners in the 21st century. The concept of learning in the 21st century also comes under scrutiny as does the kind of homework required to foster a love of learning among adolescents in today’s world. The interpretivist paradigm was used in this study, the defining assumptions of which are that individuals construct their social world by means of their subjective experiences. Hence, it is the subjective knowledge and experience of homework by the participants that constitute the basis of this research and the findings. The study was conducted as a qualitative study with a multiple phenomenological case study research design. Data collection was performed by means of semi-structured interviews and the data was analysed thematically. Findings of this study indicated that whilst homework was still regarded to be a relevant educational practice, the current practice was in dire need of review, particularly with regard to the nature of homework assignments given to learners and the need for 21st century skills to be fostered in this process. Parent and learner stress were found to be significant factors in causing personal physical and emotional ill health in addition to the disruption of family life. Recommendations for homework reform included more time for students to complete homework tasks with the benefit of teacher facilitation, increased collaboration amongst subject teachers when assigning homework tasks and mindfulness on the part of teachers when designing homework.
- ItemOuers se belewing van hul kind met 'n ernstige spraakgestremdheid(Stellenbosch : Stellenbosch University, 2022-04) Rocchi, Jacomien; Conradie, Karlien; Stellenbosch University. Faculty of Education. Dept of Educational Psychology.AFRIKAANSE OPSOMMING: Kommunikasie is vir die meeste kinders moeiteloos en doeltreffend, maar vir diegene met ʼn ernstige spraakgestremdheid is dit egter ʼn heel ander ondervinding. Alhoewel daar talle studies beskikbaar is oor die redes waarom ouers ondersteuning benodig asook hul ervaring van intervensiedienste, blyk studies wat die ervaring of belewing van hierdie gestremdheid vanuit ʼn ouer se perspektief toelig, beperk te wees. Hierdie studie fokus vervolgens nie net op die toestand van ʼn ernstige spraakgestremdheid nie, maar bied insig oor die familiekonteks, persoonlike en omgewingsfaktore en die unieke uitdagings wat die ouers van hierdie kinders in die gesig staar. Die studie word gerig deur die primêre navorsingsvraag, ‘Hoe beleef ouers dit om ʼn kind met ʼn ernstige spraakgestremdheid groot te maak?’ en verder toegelig deur die sekondêre navorsingsvraag, ‘Hoe beïnvloed ʼn ernstige spraakgestremdheid ʼn kind se aktiwiteite en deelname binne ʼn veelvlakkige sisteem van sosiale verhoudings?’ Vanuit ʼn interpretivistiese paradigma is daar in hierdie kwalitatiewe studie gebruik gemaak van ʼn transendentale fenomenologiese ontwerp. Ses deelnemers is doelgerig met behulp van tussengangers gekies om aan die studie deel te neem en die data is aan die hand van semi-gestruktureerde, individuele onderhoude, waarneming en joernale van beskrywende woordlyste ingesamel. Voortspruitend uit die transendentale fenomenologiese ontwerp, is daar gebruik gemaak van die sistematiese prosedure wat deur Moustakas (1994) beskryf word om data te organiseer en te ontvou. Hierdie ontwerp en metode het op ʼn beskrywing van die essensie van die deelnemers se belewing eerder as die interpretasie daarvan gefokus. Die hoofdoel van hierdie studie was dus om data in te samel om die gedeelde kenmerke van die ouers se belewing van die besonderse uitdaging te beskryf. Deur hierdie studie kon die navorser vasstel dat ʼn ernstige spraakgestremdheid basies al ʼn kind se aktiwiteits- en deelnamedomeine beïnvloed en dat ʼn kind se disposisie een van die belangrikste faktore is wat ʼn rol speel in hoe ouers die uitdaging beleef. Wat verder uitgestaan het is die ontoereikendheid van openbare hoofstroomskole om hierdie kinders te akkommodeer en die ontoeganklikheid van spesiale onderrig. Alhoewel vroeë intervensie noodsaaklik is vir hierdie kinders om hul volle potensiaal te bereik, is daar bevind dat die verantwoordelikheid daarvoor op die ouers se skouers rus wat tot gevolg het dat kinders wie se ouers dit nie kan bekostig nie, agtergelaat word.