Department of Educational Psychology
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Browsing Department of Educational Psychology by browse.metadata.advisor "Daniels, Doria"
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- ItemAt risk youth: the experiences of adolescent boys with absent fathers(Stellenbosch : University of Stellenbosch, 2010-03) Sylvester, Frederick James; Daniels, Doria; University of Stellenbosch. Faculty of Education. Dept. of Educational Psychology.ENGLISH ABSTRACT: The single-parent, female-headed household is a global phenomenon. In a patriarchal society such as South Africa, the absence of a father figure in the family place mothers in the unenviable position of having to play a double role, namely that of mother as well as the head of the family. The role of absent fathers in the at-riskness of adolescent boys is under researched in South Africa. The aim of this study was to explore and describe the perceptions and experiences of ten adolescent boys who are growing up in father absent homes. The participants were from a low socio-economic area of the Western Cape, and high school pupils who were purposively selected from Grades 8, 9 and 10. A qualitative research methodology was used and data were collected by means of semi-structured interviews, a focus group discussion and the construction of collages. The findings showed that adolescent boys face many challenges in their development when they grow up without a strong male role model. These ten adolescents seemed to struggle with discipline issues at school as well as at home. They are at a vulnerable age, and at risk of making decisions that would be devastating to their futures.
- ItemEducation interrupted: experiences of teenage mothers returning as adult students(Stellenbosch : Stellenbosch University, 2023-12) Baird, Cathryne; Daniels, Doria; Stellenbosch University. Faculty of Education. Dept. of Educational Psychology.ENGLISH ABSTRACT: Women represent more than half of the world’s population and, as such, their education is paramount to societal development worldwide. High pregnancy rates among South African school learners persist, with over 136,000 births recorded in 2020 among girls aged 10 to 19. A third of these young mothers do not resume their education after pregnancy and birth. This study sought to explore the lived experiences of teenage mothers whose education was disrupted by pregnancy and subsequently resumed and continued as adult students. This qualitative research is grounded in a social constructivist approach and uncovers the narratives of five South African cis female women enrolled in the Adult Education and Training (AET) programme as second-chance adult students. Purposive sampling was employed for participant selection and the data collection methods included individual narrative interviews, a planned focus group session, and an autobiographical mapping tool. The narratives uncovered the complexities of their educational trajectories and introduced themes that included contextual education, teenage pregnancy, educational continuity, and their envisioned future. The data were analysed through open coding and revealed the intricate dynamics embedded in the experiences of teenage mothers’ exit from formal schooling, and their re-entry into the education system as second-chance adult learners. These women encounter persistent systemic and societal barriers as they balance multiple roles and responsibilities while navigating adult education. This study advocates for an educational landscape that empowers these women to attain their educational aspirations despite the challenges they face.
- ItemEducators' understanding of their roles at a school of skills(Stellenbosch : University of Stellenbosch, 2009-03) Eksteen, Truter; Daniels, Doria; University of Stellenbosch. Faculty of Education. Dept. of Educational Psychology.The site for the study is a Western Cape school for industry that became a school of skills in 1999. According to the S.A. National Association for Specialised Education (SANASE) (2001:1), a school of skills, also referred to as a special school, caters for intellectually mildly disabled learners (IMD learners) who are characterised by their poor scholastic abilities in reading, writing and arithmetic skills, low self-esteem, poor self-concept, lack of motivation to study and their inability to cope with academically orientated work. These would be learners who were previously in mainstream schools but whose learning difficulties resulted in their being placed at special schools. These learners pose particular challenges to their school environments, and teachers who work with such special needs learners require specialised training to equip them for their tasks. Teachers at schools of skills, however, generally have no additional training. This study had as focus teachers' understanding of their roles at a school of skills. This study uses an ecosystemic approach within an interpretive research framework to obtain in-depth data on teachers' understanding of the learners' learning needs and the concomitant challenges to classroom learning and their teaching. It also explored teachers' interpretations of their professional positioning amidst the demands posed by an outcomes-based curriculum. The study found that, despite ongoing in-service training initiatives, teachers insist that they need learner-specific guidance as they were incapable of providing suitable learning to their learners. They believe that their learners will need life-long learning support. Such beliefs create barriers to successful learning and can also marginalize learners, preventing them from being part of the mainstream of community life. The study found that the successful implementation of inclusive classroom learning is left largely to teachers' personal initiative. Although some teachers achieved positive results, the majority of teachers at the site failed to provide successful learning. It seems that learning success at schools of skill is dependent on positive teacher expectations of learners learning.
- ItemDie emosionele welstand van hoerskool opvoeders in die Helderberg-Area(Stellenbosch : Stellenbosch University, 2008-03) Strauss, Elmien; Daniels, Doria; Stellenbosch University. Faculty of Education. Dept. of Educational Psychology.During the previous political dispensation, the educators in the Western Cape were captured in a process of ideological influencing. This crisis became evident in the 1976 and 1985 uproars. Although the educators attempted to act in the best interest of the learners, they were in many cases blamed by the ruling government as being liberalists. The subsequent experience of fear and anxiety endangered the emotional well-being of many educators. The election of the first democratic government in 1994 held promises of a better work environment for educators. Far-reaching transformations in education policies and the implementation of new curricula presented educators with new challenges. Disciplinary problems, multicultural classrooms, teaching in a language other than the home language, and the inclusive handling of various external as well as internal barriers to learning, became stressors that educators in the Western Cape were subjected to. The aim of this study was to investigate the influence of stressors on the emotional wellbeing of educators in high schools in the Western Cape. I aimed to determine how educators in high schools perceived their own emotional well-being. Furthermore, I explored possible reasons for this and how their emotional well-being had influenced other dimensions of their wellness. I finally focused on educators’ recommendations to improve their emotional well-being. A qualitative research design, which was guided by an interpretive paradigm, was employed. During data analysis I operated in a critical paradigm. The data was collected by means of a literature review, interviews, reflective diaries, observations, documentation and artefacts. The research findings indicated that educators generally are experiencing low levels of emotional well-being. In extreme cases it is associated with emotional illnesses such as depression and burnout. It seems as if the low levels of emotional well-being experienced by educators have a negative influence on their social and physical wellbeing. Possible reasons that can explain the low levels indicate the impact of various role players, namely the type of school, an additional work load, the head master, the school management team, colleagues, learners, parents, the Western Cape Education Department, and educators’ families and friends. In spite of the experienced low levels educators were still at times committed to their occupation. Recommendations on improving emotional well-being were associated with factors in the workplace itself.
- ItemEnhancing a sense of self in a group of socially marginalised adolescent boys through participatory action research(Stellenbosch : Stellenbosch University, 2014-04) Damons, Lynne Nesta; Daniels, Doria; Stellenbosch University. Faculty of Education. Dept. of Educational Psychology.ENGLISH ABSTRACT: This dissertation sought to understand the experience of six participants as members of a cluster group of socially marginalised youth in a farmworker community. Through a collaborative process, the study sought to reframe the perceptions around the behavioural outcomes of membership to such an outcast group. Theories of empowerment through active participation underpinned the whole study. The study was qualitative in nature and used a Participatory Action research methodology which created the space for creative exploration with enabling methodologies such as the Youth Engagement Cycle and Activity Theory. Data were collected through focus group- and semi-structured interviews; participant observation and participant generated artefacts. Six adolescent males who were part of an already established cluster group of socially marginalised youth at a school were purposively selected into the study. The analysis of data was an ongoing and iterative process informed by the theories that underpinned the study and through content analysis of emerging themes. The study revealed that the cluster group was not formed with delinquent intent. Instead, it was created as a space that allowed its members to feel a sense of belonging, security and being valued. However, the group dynamic caused individual self-efficacy to become so enmeshed with collective agency that if left unchecked, it had the potential to propel its members along a trajectory to delinquency. The dissertation recommends understanding cluster groups as unique heterogeneous entities that show insight and empathy into the challenges their cohorts experience. Recognising that this elevates the peer group's influence above that of adults the study recommends a collaborative, well-structured and strategic intervention that allows individuals to experience success and self-influence in attaining mastery within the group dynamic.
- ItemDie ervarings van hoërskoolleerders met liggaamlike gestremdhede(Stellenbosch : University of Stellenbosch, 2010-12) Erasmus, Stephanus Johannes Frederick; Daniels, Doria; University of Stellenbosch. Faculty of Education. Department of Educational Psychology.AFRIKAANSE OPSOMMING: Hierdie studie was onderneem om insig te bekom oor hoёrskool leerders met 'n liggaamlike gestremdheid se ervaringe. Kwalitatiewe navorsing is gedoen ten einde begrip en insig te ontwikkel omtrent die kernaspekte ter bevordering van effektiewe insluiting van adolessente met 'n liggaamlike gestremdheid tot die hoofstroomskool. Die narratiewe ondersoek as ontwerp was gepas juis omdat so 'n ontwerp kreatiewe ruimte laat vir die deelnemers om die betekenis wat hulle aan hul lewenservarings heg, te verwoord. Die deelnemers is die geleentheid gebied om in hul eie woorde en op hul eie manier hul storie te vertel van hoe hulle met 'n gestremdheid hoёrskool ervaar. Die primêre metodes van ondersoek was semi-gestruktureerde onderhoude, een fokusgroeponderhoud en die skep van kollages. Die deelnemers is huidiglik in die adolessensie fase wat hulle op dieselfde emosionele en fisieke ontwikkelingsvlak as hul portuur plaas. Die verskil word gemanifesteer in hoe die adolessente met liggaamlike gestremdhede hulself sien en hoe die reaksies van hulle portuurgroep oor hulle gestremdhede hulle selfbeeld beïnvloed. Beter insig in die realiteit van hul ervarings, hulle gevoelens en uitdagings kan beter ondersteuning aan dié adolessente moontlik maak. Die proses van data-analise het vyf temas opgelewer, naamlik: skoolkeuse, sosiale lewe, ondersteuning, reaksies op gestremdhede en uitdagings. Die kernaspekte hieraan verbonde berus hoofsaaklik op die houdings en sieninge van die hele skoolgemeenskap, die aanspreek van die uitdagings, die benutting van spesifieke onderwys- en onderrigstrategieё ter bevordering van insluiting en die erkenning van die waarde wat die insluiting van adolessente met liggaamlike gestremdhede tot hoofstroom-onderwys toevoeg. Die bevindinge dui daarop dat, alhoewel die reaksies op hul gestremdheid meesal negatief is, word die adolessente deur die positiwiteit van 'n minderheid aangemoedig om uitdagings te oorbrug. Negatiewe ervarings sluit in strukturele uitdagings, gevoelens van hartseer, eensaamheid, uitsluiting, verwerping, frustrasie, onvergenoegheid, angstigheid en geїrriteerdheid. Positiewe ervarings sluit in vaardighede, bekwaamheid, talente, interafhanklikheid, volhoubare ondersteuning en vriendskappe sowel as geleenthede vir interaksie met hulle portuurgroep, veral die van die teenoorgestelde geslag. Die studie het ook leemtes uitgewys in terme van die onvermoё van die onderwysowerheid om hulle insluiting in die hoofstroom te fasiliteer by wyse van infrastruktuur sowel as bewusmakingsveldtogte en die daarstelling van programme om adolessente met 'n liggaamlike gestremdheid te ondersteun.
- ItemDie ervarings van pleegouers met kinders met fetale alkohol spektrum-versteuring(Stellenbosch : Stellenbosch University, 2014-12) Michaels, Lluwellyn Ashley; Daniels, Doria; Stellenbosch University. Faculty of Education. Dept. of Educational Psychology.ENGLISH ABSTRACT: This study was undertaken to explore the challenges that foster parents experience when a child with Fetal Alcohol Spectrum Disorder (FASD) is placed in their care. Given the intensive care and various support needs, the question is whether foster parents are equipped to care for these children. This is an exploratory study that also explores the current service delivery relationship between foster parents and social workers. This study posed two research questions, namely what the challenges are that foster parents of children with FAS face and what their experiences with social support are. The sample population for the qualitative case study was two foster parents with children with FAS. Data was gathered through semi-structured interviews. The following themes were identified in the study: initiation as foster carers, motives for foster care, recruitment and training of foster care parents and services to foster parents. The findings of the study suggest that, in addition to financial support, foster parents express the need for emotional support, training on how to foster children with FAS as well as knowledge about the disability.
- ItemEvery scar tells a story : the meaning of adolescent self-injury(Stellenbosch : Stellenbosch University, 2013-03) Ridgway, Melissa Joy; Daniels, Doria; Perold, Mariechen; Stellenbosch University. Faculty of Education. Dept. of Educational Psychology.ENGLISH ABSTRACT: In recent years there has been an expanse in the literature that is drawing attention to selfinjury and research studies indicate that self-injurious behaviour is prevalent in the age group of thirteen to fifteen years. Although it remains unclear, whether the increased focus on self-injury is due to a greater amount of adolescents who engage in self-injury, or whether it is due to more young people identifying themselves as self-injurers, it has now become an integral component of adolescent behaviour that teachers, parents and other significant role players have to be knowledgeable about, as the likelihood that they will encounter self-injury amongst a young adolescent population is on the increase. As research studies in this arena have been mostly of a quantitative nature and have focused predominately on psychiatric populations, there was a gap in the research to contribute to the limited qualitatively generated knowledge base on self-injury. In this study, a narrative inquiry design was used to make sense of the stories of self-injury that the participants told. Four adolescent girls between the ages of fourteen and seventeen years with no history of mental illness and who were not receiving psychiatric or psychological intervention or showed significant levels of anxiety or depressive symptoms, were selected for the study. Two interviews were conducted with each girl using the fish bowl game and the memory box making to explore their stories of self-injury. The findings of this study suggest that cutting behaviour has purpose in the lives of the girls who participated in this study. Apart from having meaning in their lives, cutting behaviour also served to fulfill various functions, depending on the kind of problem and feelings that would be experienced in that moment. These functions ranged from providing relief, to being a form of punishment, to being a temptation, to becoming a comforting habit and a way to feel alive again.
- ItemAn exploration of male identity construction amongst primary school boys(Stellenbosch : Stellenbosch University, 2014-12) Benjamin, Gaynor; Daniels, Doria; Stellenbosch University. Faculty of Education. Dept. of Educational Psychology.ENGLISH ABSTRACT: The social construction of masculinity is a complex process, one which cannot be divorced from the immediate environment and culture of boys. The aim of this study was to understand the construction of male identity in young primary school boys, who grew up in a context where few positive male role models might be, and where society might play a bigger role in shaping their identities. I focused on boys between the ages of ten and thirteen. The participants were from a poor socio-economic coloured community in the Western Cape and were purposively selected. A qualitative research methodology was used and data was selected by means of semi-structured interviews, focus-group interviews, collages and photographs. The findings showed that the type of masculinity these boys aspire to is admirable. However, they are caught within a context where there is a lack of physical space, an absence of facilities, a high unemployment rate and are surrounded by community disorganisation. The boys are confronted with many male examples in their community who are not providing for their families, and they see substances such as alcohol and drugs being abused daily by adult members of their community. Despite a constant presence of a mother, there is a lack of meaningful relationships with their fathers. They cannot easily identify positive role models within their community and do not have the ability to search for such traits in others. The themes arising from the data presented a contrast between the experiences of the participants and the kind of men they seek to be. There are very few men in their community who could help them to achieve their ideals and who could provide them with guidance or support. In the absence of suitable male role models to emulate, these boys are likely to comply with a model of masculinity that demonstrates dominance and power through violence and abuse.
- ItemAn exploration of the educational engagement practices of first generation disadvantaged students at a university(Stellenbosch : Stellenbosch University, 2016-10-31) Norodien-Fataar, Najwa; Daniels, Doria; Stellenbosch University. Faculty of Education. Dept. of Educational PsychologyENGLISH ABSTRACT : This dissertation focuses on the educational engagement practices of first generation disadvantaged students at a higher education institution. It responds to the question: How do disadvantaged students use their resources to navigate the university and optimise their education? The starting assumption of this dissertation is that research in higher education lacks a comprehensive account of the resources and cultural capital that disadvantaged students bring with them to university study. This is based on the view that disadvantaged students possess valuable resources and assets that are not recognised by higher education institutions. The dissertation is presented in the form of three articles and an Introduction and Conclusion chapter, which serve as its wraparound chapters. The Introduction chapter gives an account of the conceptual underpinnings of the dissertation as well as the rationale and aims for the study. The Conclusion chapter provides an analysis of the main conceptual arguments of the dissertation in response to the main research question. It includes a summary of the intellectual contribution of the research study on which the dissertation is based. Methodologically, the three articles are based on a qualitative study on selected students at one university in Cape Town. The first article focused on the pre-university pathways of disadvantaged students for gaining entry into university study. The second article discussed the ways in which the students engaged with the institutional spaces of the university to establish their educational engagements. The third article concentrated on how the students engaged in their learning at the university. The theoretical framework for the study was informed by Bourdieu’s theory of practice and the associated concepts of field, hysteresis, capital and habitus. Based on the three articles, I offer the view that the selected disadvantaged students developed a particular ‘logic of educational engagement practice’ which placed them in a position to construct a pathway for successful engagement at the university. I conclude the dissertation by arguing that the students in this study developed mediating capacity to engage in their university education and that they went on to establish horizontal field-based engagement practices that enabled them accumulate the capital necessary to engage with the university’s formal educational processes. Finally, I present the argument that the students worked out how to achieve success in their studies via embodied learning practices that were key to the formation of a successful learning habitus at the university.
- ItemAn exploration of the female adolescent learner-educator interaction within the youth care centre(Stellenbosch : Stellenbosch University, 2008-03) Van Tonder, Rene; Adams, Q. A.; Daniels, Doria; Stellenbosch University. Faculty of Education. Dept. of Educational Psychology.ENGLISH ABSTRACT: The study aims to explore and describe the Youth Care learner's relational interaction with her educators in order to establish what could enhance this relationship with her educators. The specific focus is on the female Youth Care learners' experiences of this relationship and how they impact on the learners' sense of well-being within a particular Youth Care Centre. The participants for this study consisted of eight female learners from the Youth Care Centre. The research methods which were used are semi-structured interviews with each participant. I also conducted focus groups with educators which resulted in confirmation of data. The analysis of the interview guides' data provided themes which are discussed according to certain categories that emerged in the data produced during the interviews. The study shows that various factors such as lack of empathy, trust, respect and understanding impact on the educator-learner relationship within a Youth Care Centre. These factors directly impact on Youth Care learners' well-being. The study shows that the presence of these factors could be used to decrease the number of Youth Care learners who have sad or hopeless feelings. The Youth Care learners also made suggestions on how this relationship with their educators could be enhanced. Thus, it can be concluded that Youth Care educators who possess superior competency in the different realms of emotional skills have many advantages that lead to mutually satisfying and responsible interpersonal relationships. This research therefore calls for a greater focus on the development of the emotional skills of Youth Care educators, which could lead to better interactions with their learners. I conclude by suggesting that further studies be conducted to assess the emotional skills of Youth Care educators and to determine in which realm they need improvement.
- ItemExploring intergenerational parent educational support in the South African Sephardi Jewish Immigrant Community(Stellenbosch : Stellenbosch University, 2023-03) Faull, Kelly Rosemary; Daniels, Doria; Stellenbosch University. Faculty of Education. Dept. of Educational Psychology.ENGLISH ABSTRACT: Parental involvement is a predictor of academic success. Research shows that nuances within the nature and quality of the involvement, as well as a consistent school-parent relationship, are particularly meaningful in this regard. It can be difficult for refugee parents to support the education of their children due to circumstantial limitations including, but not limited to; inadequate education of parents, insufficient funding for school fees, multiple jobs with little time available to interact with their child’s education, and language barriers. This study explored how forced immigration across generations shaped educated parents’ decisions about education for their children. The research was qualitative and conducted in the constructivist paradigm. The design for this study was based on narrative inquiry, which offered participants the opportunity to tell their stories, to have a voice and provide meaningful details of their personal experiences. Participants were selected purposively. The study was delimited to three generations of a Jewish family who fled from the Democratic Republic of the Congo to Zimbabwe in the 1960s before finally settling in South Africa. Data were collected by means of semi-structured interviews, focus group interviews, and photographs. The data were analysed by means of open coding and axial coding, which revealed the following dominant themes: history, determination to succeed, and the evolution of parental involvement. Forced immigration affected the educational decisions that the parents involved in this study made for their children across three generations. The data revealed that education had always been a priority in this family, even during exceptionally desperate times. Parents always ensured that their children went to school and received an education. Gradually, academic expectations have evolved to allow for more equal education opportunities for women and greater scope in terms of academic choice and achievement. That evolution appears to have been paired with more involvement of parents in the education and support of their children and their happiness overall.
- ItemExploring parental involvement in the educational support of their child with learning difficulties in a low income community(Stellenbosch : Stellenbosch University, 2017-12) Adele, Pool; Daniels, Doria; Stellenbosch University. Faculty of Education. Dept. of Educational Psychology.ENGLISH ABSTRACT : There is substantial evidence to suggest that parents’ involvement in the education of their children can make a significant difference in the educational attainment of those children. Given that parental involvement promises to be advantages to all learners, those with learning difficulties often require a greater degree of parental involvement and support than their peers without learning difficulties. However, studies have also indicated that parental involvement in the education of their children still appears to be limited. This can be attributed to various factors, one of them being the socio-economic status of the parents. The study’s focus is on active parent involvement in the education of their children who have learning difficulties in a low socio-economic school. In order to do this, the research made use of a basic qualitative research design that is embedded within the interpretive paradigm. Six sets of parents with children enrolled in the learning support programme at the school were interviewed. The sample was purposively drawn and the interviews were conducted in the learning support classroom of the school. The bio-ecological model of Bronfenbrenner, as well as Bourdieu’s model of cultural and social capital, was used as theoretical framework for the study. Thematic content analysis was used to analyse the data from which four essential themes emerged. The themes were (1) parents’ awareness and knowledge of their child’s experience of their learning difficulties, (2) the nature of parental involvement in their child’s learning, (3) the parent-teacher relationship, and (4) parental resources. These themes suggest that parents have knowledge about and are attentive to their child’s learning difficulty. The parents in the study were keen to seek additional professional help despite their financial constraints, and showed a vast amount of compassion and commitment to their child. The data analysis also alluded to the fact that parents experience involvement to have both barriers and advantages, especially when there is access to resources such as the expertise of various therapists. However, the compassion and empathy these parents had for their children’s educational challenges was enlightening. In spite of their financial obstacles, the parents were positive and viewed their child’s future optimistically. They were actively involved in their child’s academic and social education. The parents also worked hard at establishing a relationship with their child’s school and encouraged teachers to involve them.
- ItemExploring role modelling for adolescent boys within the context of the single mother household(Stellenbosch : Stellenbosch University, 2019-12) Coetsee, Gideon Frederick; Daniels, Doria; Stellenbosch University. Faculty of Education. Educational Psychology.ENGLISH SUMMARY : Growing up, we are all influenced and guided by significant adults in the decisions we make and in our understanding of the world. This study explored the role model phenomenon for boys growing up in female-headed households. The primary aims were to understand who adolescent boys see as their role models and what their motivations were for choosing these individuals. The participants were Grade 7 boys between the ages of thirteen and fifteen. The participants were purposefully selected from a working class community where all were attending the same primary school. The chosen community is a low socio-economic coloured community situated in the Western Cape Province of South Africa. A qualitative case study design was used and the methods of data collection were semi-structured individual interviews, a focus group interview, and individual collages made by the participants. The findings indicated that all of the participants could identify role models. However, few of these role models lived in the home or came from the community. The role models these boys choose were not always people that they knew personally. Through television, the Internet and social media these boys are constantly exposed to international sports stars and entertainers who they admire for their skills and financial wealth. An important finding is the discrepancy between the attributes that their chosen role models have, and the perceived attributes that the boys identify that role models should have in real life. It is the latter that they aspire to for themselves. The most agreed upon attributes of a role model included caring for others and animals, protecting and providing for your family, making other people proud, as well as having good manners and being respectful to others. The study’s findings highlight the limited opportunities and exposure to positive role models in their community. This has implications for the role that educational psychologists, teachers, parents and community leaders can play to create opportunities and facilitate events where positive role models are inserted into the life worlds of the children of the community. A role model program in the school where older children model positive behaviour to younger children could be used to provide a role model for younger children and create an opportunity to teach older children about being a role model themselves. Through the local and national media, national athletes could also promote positive behaviour through messages directed at adolescents.
- ItemExploring the use of visual aids as tool to understanding subject specific terminology in life sciences(Stellenbosch : Stellenbosch University, 2018-12) King, Carly; Daniels, Doria; Stellenbosch University. Faculty of Education. Dept. of Educational Psychology.ENGLISH ABSTRACT : In many South African schools the language needs of an increasingly diverse and multilingual learner population presents one of the greatest challenges to teaching and learning. This challenge stems from learners being taught in languages in which they are not necessarily conversant. In a subject such as Life Sciences, the already challenging situation of trying to master basic language skills is further complicated by specialist scientific vocabulary. The identified research problem was that Grade 10 learners who are taught in a language other than their mother tongue are disadvantaged by their inability to master the terminology and basic concepts in the Life Sciences curriculum. I argued that second language students’ comprehension could be improved with the use of visual materials during lessons. A programme was implemented for a purposively selected group of Grade 10 learners using a participatory action research design. Visual aids were utilised as a tool to facilitate students’ understanding of Life Sciences. Over a period of four weeks the group of Grade 10 learners taking Life Sciences and being taught in a language other than their mother tongue, took part in the programme after school. The teaching strategy introduced a variety of visual tools to facilitate comprehension during experiments and demonstrations. The aim with the visual stimulation and activities was to encourage student-centered learning. In addition, this was done to bridge the language barrier and to enable students to access information in a practical way. The findings show that communication among learners improved through peer mediation where students helped one another to make appropriate connections. The group work subsequently stimulated interaction and provided opportunities for conversation and mediation among peers. Students took charge of their own learning, which gave them a greater sense of independence and allowed them to construct their own knowledge based on their experiences. This in turn led to improved cognition, as learners began to develop a better understanding of the subject matter, which ultimately allowed them to build more comprehensive cognitive structures and enhanced their retention of information.
- ItemFinding an educational niche for our son with PDD : an auto-ethnography(Stellenbosch : Stellenbosch University, 2012-12) Hanekom, Pauline Wilna; Daniels, Doria; Stellenbosch University. Faculty of Education. Dept. of Educational Psychology.ENGLISH ABSTRACT: At birth every human being is at the starting point of many different journeys: journeys of discovery and change, and journeys of mental and physical growth. Most children follow a similar path of physical and mental growth to adulthood, achieving predetermined milestones at approximately the same age. But what happens to a child who cannot follow this path, a child born without a map? How do the diagnosis and subsequent educational journey of the child affect the parents of that child, parents who find themselves disabled by their experiences of parenthood and life? This study is an autoethnography. It was undertaken to reflect on the physical and emotional journey two parents experienced in finding an educational niche for their son who was diagnosed with Pervasive Developmental Delay – Not Otherwise Specified (PDD-NOS), an Autism Spectrum Disorder. In an attempt to engage and involve the non-academic audience, while at the same time addressing the analytical needs of the researcher audience, evocative autoethnographic co-constructed narratives were combined with analytic autoethnography. Not only did I aim to fill in some of the gaps in researcher knowledge about South African parents’ experiences in finding educational support for their children with pervasive developmental delays, but I also wanted to provide knowledge, hope and encouragement to other parents, especially those parents who are at the start of a journey leading to a brighter future for their child with special needs.
- ItemHigh school learners’ experiences of learning about HIV and AIDS(Stellenbosch : Stellenbosch University, 2020-12) Tyilo, Phelicia Nonzukiso; Carolissen, Ronelle; Daniels, Doria; Stellenbosch University. Faculty of Education. Educational Psychology.ENGLISH SUMMARY : The silence around learners’ voices and perspectives and their process of learning about the human immunodeficiency virus (HIV) and acquired immunodeficiency syndrome (AIDS) motivated this study. Significant research has been conducted into HIV and AIDS education. This includes research on school-based programmes to support learners, preparing teachers to implement Life Orientation, learners’ views of HIV and AIDS and their well-being, how school children perceive gender influence, and how orphaned learners experience care and support in the context of HIV and AIDS. Despite the studies being conducted to access learners’ voices, little is said about experiences of learners when learning about HIV and AIDS in formal and informal contexts. This study, therefore, created a platform where learners in Grade 10 could share their experiences of learning about HIV and AIDS both in schools and in informal contexts. Social learning theory and ecological systems theory were the main theories that guided the study because they both emphasise the mutual influence of the individual and environment in the learning process. The study adopted an interpretive paradigm within which a qualitative research methodology was used. Since the study explored learners’ experiences, case study design was chosen to explore the phenomenon under investigation. Research participants were selected through purposive sampling to ensure that selected participants were knowledgeable about the phenomenon under study. In this case, Grade 10 learners from two selected schools were chosen for the study. Data was collected through classroom observation, focus group interviews and semi-structured interviews. I used multiple data collection methods for methodological triangulation to ensure that the study would be trustworthy and credible. The study shows that when learners learn about HIV and AIDS, there are knowledge-generation sites from formal and informal contexts that influence their learning. The formal curriculum influences the learners when learning about HIV and AIDS both positively and negatively. Some learners still face challenges when learning about HIV and AIDS as teachers and parents are not willing to talk to them openly about HIV and AIDS. Some learners also indicated that when they had an ‘older teacher’ teaching them about HIV and AIDS, they were uncomfortable, and this affected their participation in class. Despite the challenges they experienced, learners also indicated that they had The silence around learners’ voices and perspectives and their process of learning about the human immunodeficiency virus (HIV) and acquired immunodeficiency syndrome (AIDS) motivated this study. Significant research has been conducted into HIV and AIDS education. This includes research on school-based programmes to support learners, preparing teachers to implement Life Orientation, learners’ views of HIV and AIDS and their well-being, how school children perceive gender influence, and how orphaned learners experience care and support in the context of HIV and AIDS. Despite the studies being conducted to access learners’ voices, little is said about experiences of learners when learning about HIV and AIDS in formal and informal contexts. This study, therefore, created a platform where learners in Grade 10 could share their experiences of learning about HIV and AIDS both in schools and in informal contexts. Social learning theory and ecological systems theory were the main theories that guided the study because they both emphasise the mutual influence of the individual and environment in the learning process. The study adopted an interpretive paradigm within which a qualitative research methodology was used. Since the study explored learners’ experiences, case study design was chosen to explore the phenomenon under investigation. Research participants were selected through purposive sampling to ensure that selected participants were knowledgeable about the phenomenon under study. In this case, Grade 10 learners from two selected schools were chosen for the study. Data was collected through classroom observation, focus group interviews and semi-structured interviews. I used multiple data collection methods for methodological triangulation to ensure that the study would be trustworthy and credible. The study shows that when learners learn about HIV and AIDS, there are knowledge-generation sites from formal and informal contexts that influence their learning. The formal curriculum influences the learners when learning about HIV and AIDS both positively and negatively. Some learners still face challenges when learning about HIV and AIDS as teachers and parents are not willing to talk to them openly about HIV and AIDS. Some learners also indicated that when they had an ‘older teacher’ teaching them about HIV and AIDS, they were uncomfortable, and this affected their participation in class. Despite the challenges they experienced, learners also indicated that they had positive experiences. Some learners indicated the positive influence that the community has through non-governmental organisations facilitating reproductive health workshops for young people. The role that parents and family members play in some families has been commendable in enhancing learners’ learning of HIV and AIDS. Furthermore, in some instances where parents are silent about HIV and AIDS, learners found teachers and peer-facilitated sessions to be the reliable sources in their learning about HIV and AIDS. The findings of this study suggest that when learners learn about HIV and AIDS, messages that are conveyed have to be diversified to deepen learners’ knowledge about HIV and AIDS. The collaboration between school, community centres and other stakeholders is encouraged through awareness workshops that empower young people both in schools and informal contexts. In-service and pre-service teacher education should also advocate that Life Orientation teachers adopt participatory teaching methods, especially in the context of HIV and AIDS education.
- ItemInsluit of opsluit? Opvoedkundige ondersteuning in Wes-Kaapse jeugsorgsentrums(Stellenbosch : University of Stellenbosch, 2009-12) Fredericks, Duwatt Florus Tersius; Daniels, Doria; University of Stellenbosch. Faculty of Education. Dept. of Educational Psychology.AFRIKAANSE OPSOMMING: Hierdie studie is gedoen om die opvoedkundige ondersteuning wat leerders in spesiale jeugsorgsentrums in die Wes-Kaap ontvang te ondersoek, deur gebruik te maak van ’n kwalitatiewenavorsingsontwerp en binne ’n interpretatiewe paradigma te werk. Hierdie studie het ook die belewenisse van manlike jeugoortreders ten opsigte van hul opvoedkundige ervaring binne die rehabilitasiekonteks ondersoek. Die populasie vir die studie was oortreders in ’n spesiale jeugsorgsentrum – ’n onderwysinrigting waartoe jeugdiges deur die hof gevonnis word indien hulle herhaaldelik by misdaad betrokke is. Die navorsing het uitgelig dat die jeugoortreders in die studiepopulasie ’n lang geskiedenis van aanhouding het; dat hulle voorheen in ’n inrigting van die Departement van Maatskaplike Ontwikkeling, ’n gevangenis van die Departement Korrektiewe Dienste en ’n spesiale jeugsentrum van die Departement van Onderwys aangehou is. Die betekenisvolheid hiervan is dat dit toon hoe gefragmenteer dienste aan jeugdige oortreders gelewer word. Daar was baie onderbrekings in die deelnemers se opvoedkundige pad, asook verwydering van die gesins- en gemeenskapslewe. Verder wil dit voorkom of geen departement aanspreeklikheid aanvaar het vir die rehabilitasie van die jeugdiges nie, aangesien hulle heen en weer tussen die inrigtings van die verskillende departemente geskuif is. Daar moet beter samewerking en skakeling wees tussen alle departemente wat betrokke is by jeugoortreders en die implimentering van programme moet effektief gemonitor en gereeld geëvalueer word. Programme moet gereeld hersien en konstant aangepas word om sodoende die lewensvatbaarheid van die programme en inrigtings te bepaal. Jeugdiges in jeugsentrums is nie ’n homogene groep nie en kom uit verskillende agtergronde met diverse opvoedingsbehoeftes waarin voorsien moet word. Die jeugdiges het ook hul opvoedkundige behoeftes verwoord en dit het beroepsvaardighede, sosiale en morele ontwikkeling ingesluit. Verder is die redes ondersoek waarom die jeugdiges aanhoudend betrokke bly by misdaad. Hulle het aangevoer dat dit as gevolg van portuurdruk, dwelms en armoede is. Die jeugdiges het ook voorstelle van alternatiewe programme en ondersteuning gemaak. Volgens hulle moet dit insluiting in die gemeenskap, positiewe vryetydsbesteding, erkenning deur ander en weerbaarheid behels.
- Item'n Leerder met fetale alkohol sindroom in hoofstroomonderwys : die rol van die opvoedkundige sielkundige(Stellenbosch : Stellenbosch University, 2006-04) Visagie, Gert; Daniels, Doria; Perold, M.; Stellenbosch University. Faculty of Education. Dept. of Educational Psychology.ENGLISH ABSTRACT: The research in this qualitative study focuses on the role of the Educational Psychologist in facilitating inclusion of a learner with Fetal Alcohol Syndrome (FAS). The international movement towards inclusive education, with emphasis on the inclusion of all learners irrespective of their special needs in mainstream schools, gained momentum in the South African context with the announcement of Education White Paper 6, Special Needs Education: Building an Inclusive Education and Training system. More learners with FAS are accommodated in mainstream schools and research has indicated that most cases of FAS in the world prevailed in the Western Cape. FAS is one of the leading causes of mental retardation and the challenges which the inclusion of learners with FAS pose to those who have to facilitate inclusive education, has urged this study. The study seeks to explore the role of the Educational Psychologist in the process of facilitating inclusion of a learner with FAS. An eco-systemic approach underpins the study. A single learner with FAS within the context of the family and education system was chosen by means of purposive sampling as the focus of a qualitative, case study. The eco-systemic approach makes it possible to explore special needs in terms of intrinsic factors (within the learner) and extrinsic factors (within the system) in order to address the needs of the system. Semistructured interviews were held with respondents from different levels of the eco-system in which the learner functions. A review of personal records and field notes were used to gather information related to the education and learning process. The data were analysed using aspects of content analyses. Four themes emerged: support to the learner, support to the school, support to the parents and support to the school community. The findings indicated that the inclusion of learners with FAS predicts a change and an expansion in the role of the educational psychologist. Early identification, early intervention and a multi-functional team approach seem to improve the long-term prognoses of learners with FAS. The facilitation of inclusive education for learners with FAS poses a challenge to the educational psychologist to render individual support, but also to provide support in a holistic systemic manner, focusing on those who work and live with the individual learners. The learning, behaviour and developmental barriers which learners with FAS may experience were highlighted with the hope to guide those who work with these learners. Several positive and negative factors were indicated and recommendations were made.
- ItemManaging family life and tertiary studies: exploring the educational experiences of Muslim, non-traditional women students(Stellenbosch : Stellenbosch University, 2022-12) Saloojee, Melanie Fiona; Daniels, Doria; Stellenbosch University. Faculty of Education. Dept. of Educational Psychology.ENGLISH ABSTRACT: Globally there have been notable increases in the number of non-traditional mature married women students returning to higher education studies. This study explores the educational experiences of four non-traditional women students of the Islamic faith who are navigating family life and graduate studies. They are older than 35 years, married, in full-time employment, and have dependent children. These part-time graduate students are enrolled at prestigious South African Universities. The primary research question that guided the study, was: What are the educational experiences of married Muslim women graduate students? Secondary questions that I derived from the primary question were the following: • What are the societal expectations of Muslim women? • What challenges do culture and religion pose to their navigation of education? • What support structures do the participants use to navigate higher education? An interpretive, qualitative research, multi-case study design combined with narrative inquiry was chosen to capture the lived stories of these participants. This design highlighted similarities as well as unique differences in their stories, attesting to the multiple realities that exist when knowledge is gathered. Social constructivism and an additional lens of third-wave feminism (intersectionality) was also utilised in the interpretation. Data were collected by conducting individual in-depth interviews, a focus group discussion (where artefacts in the form of visuals were presented by the participants), and documents (reflective journal entries). The rich data highlighted that the participants’ return to graduate studies was fraught with challenges. They navigated their studies alongside competing roles of family caregiver and career woman, amidst enmeshed cultural and religious gender role expectations. These expectations were taken on and they over-extended themselves, which resulted in limited time for their studies and extreme exhaustion. The findings suggested that cultural and religious practices deeply rooted in patriarchy were passed down through their generations, thus limiting women from defining their own gender identities. The data also showed how all these women (except one) were socialised to be the sole bearers of the responsibilities of cooking, cleaning and childcare. One of the participants demonstrated that it is possible to re-define these role prescriptions through discussion, as she negotiated role-sharing with her partner. Her navigation of family life, work and studies seemed easier. The participants expressed gratitude for the support received from extended and immediate family, their supervisors and lecturers, and they also employed their own strategies of support and self-care.