Masters Degrees (Educational Psychology)
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- ItemAdolescent identity experiences of historically disadvantaged scholarship recipients attending independent South African high schools(Stellenbosch : Stellenbosch University, 2012-03) Simpson, Abigail; Carolissen, Ronelle; Stellenbosch University. Faculty of Education. Dept. of Educational Psychology.ENGLISH ABSTRACT: Little is known about the experiences that previously disadvantaged bursary and scholarship learners have in independent South African schools. Many scholarship and bursary recipients are from homes that fall into the low to middle income groups and they find themselves surrounded by boys and girls who are from high income, affluent homes. The aim of this study is to gain an understanding of the experiences that scholarship learners have within independent school environments and to find out what the opportunities and challenges are that they may face. Bronfenbrenner‟s bioecological model was used as theoretical framework as it incorporates a number of different interconnected systems that will influence the participant's lives and their experiences. These microsystems included parents, school, peers and the individual. This study's research methodology is a phenomenological approach which is embedded within the interpretative paradigm. Purposeful sampling was used to select eight learners from four different independent schools in the Western Cape. Two semi-structured interviews were conducted within two months of each other, with each of the participants. Phenomenological data analysis was conducted to analyse the information provided in the interviews. The research findings indicated that previously disadvantaged scholarship learners face a great deal of pressure in the form of high expectations being placed on them, both academically and behaviourally. Racial stereotyping was found to be prevalent with regards to assumptions made about learner's academic abilities and financial backgrounds. Challenges related to cultural difference and financial challenges were also noted.
- ItemThe adolescent's experience of parental discipline(Stellenbosch : Stellenbosch University, 2004-12) Visser, Juanita; Smit, A. G.; Stellenbosch University. Faculty of Education. Dept. of Educational Psychology.ENGLISH ABSTRACT: Adolescents are often perceived as moody, rebellious, disinterested in school and inclined to risky behaviours such as premature sex, drug-taking and alcohol abuse. As a result of the 'storm and stress' period that they are associated with, parents appear to lose touch with their adolescents, and fail to maintain the close bonds that they took for granted while their children were young. In attempts to control their adolescents' behaviour, parents seem to drive their teenagers further away from them. The conclusion is reached that adolescents experience parental discipline in a way that either creates a sense of belonging to the family unit, or causes them to become distant and defiant of parental authority. A qualitative approach is used to establish what adolescents experience as positive and what they experience as negative regarding their parents' disciplinary styles. The study is undertaken in a private school in a suburb of Cape Town. The study revealed the following: • A democratic parenting style creates a sense of worthiness in the adolescent. In this atmosphere adolescents feel nurtured and respected and therefore grow into well-balanced young adults. • Parents should take note of their adolescents' emotional experiences and attune their disciplinary approach in order to obtain their children's willing co-operation to be guided towards adulthood by their parents. • Most teenagers do appreciate and respect their parents.
- ItemAdolescents in special schools' perceptions of their learning disabilities(Stellenbosch : Stellenbosch University, 2012-03) Kuffner, Bianca; Collair, Lynette; Stellenbosch University. Faculty of Education. Dept.of Educational Psychology.ENGLISH ABSTRACT: Completing formal education with a specific learning disability presents many challenges to the individuals concerned. For learners in special education, negative perceptions of learning disabilities and/or inaccurate and unrealistic perceptions, could result in poor outcomes in adult life, as well as feelings of frustration, helplessness and hopelessness during their transition from school to post-school environments. Such individuals need to form accurate perceptions of their own learning disabilities to ensure that they can and will advocate for themselves and will be willing and able to seek out the appropriate support needed to experience success in all spheres of life. The aim of this study was to conduct an in-depth exploration of the subjective perceptions of adolescents in special education regarding their own learning disabilities since accessing this knowledge is an important first step toward developing and providing positive and empowering interventions and support for learners in special education. The researcher aligned herself with the constructivist/interpretive paradigm and the research methodology used can be described as a basic qualitative research design. Seven participants from one special school were selected through purposive sampling. The researcher used individual semi-structured interviews and focus group interviews as well as personal documents in the form of learners' personal files to obtain data. The process of analysis employed can be described as thematic content analysis. The findings of this study suggest that adolescents are aware of the individual challenges posed by completing school with a learning disability, although this was experienced in a less debilitating sense as a result of the supportive special school context. They were aware of some of the coping strategies that needed to be implemented in order to cope with their current academic workload, but were not always aware that these would need to be extended to life after school. Generally, they were also not aware that they would need to advocate for themselves and seek out support in post-school settings. The perceptions formed of their learning disabilities were influenced by early experiences of their first awareness of their struggles with learning, their experiences of assessment and placement in a special school, the perceptions others had of their learning disabilities, as well as their experiences as learners in a special school. The most important recommendation based on the findings of this study is that learners in the special school environment need to be provided with more explicit counselling regarding the specific nature of their learning disabilities. They need to be made aware of support strategies and resources that they would be able to use in post-school environments, as well as the process of obtaining access to such resources.
- ItemAdolescents’ experiences of drumming as an activity to support their learning(Stellenbosch : Stellenbosch University, 2016-03) Coetzee, Elthea; Perold, M.; Stellenbosch University. Faculty of Education. Dept. of Educational PsychologyENGLISH ABSTRACT : In young people who struggle with stress-related experiences that accompany academic evaluations and performance, reproducing music, for instance through drumming, can play a role in experiences of success, and thus contribute to a sense of self-efficacy. The stronger the perceived sense of self-efficacy, the higher the goal challenges individuals set for themselves, and the firmer their commitment to these. The aim of the research was to investigate the potential of djembe drumming to function as a learning support strategy, in the lives of adolescents. In order to do this research, the researcher made use of a qualitative research design that was embedded within the interpretive paradigm. A grade nine class was informed of the research, and invited to volunteer. Fourteen participants volunteered to participate in the study. The participants in this study were adolescents between the ages of 15 and 17 years, and mixed in terms of gender and ethnicity. The primary method of data collection was observations and an inductive process of qualitative thematic analysis was used to analyse the data. The results revealed positive responses in terms of adolescents’ experiences of drumming as a facilitator of learning support. The study revealed that participants demonstrated a comprehension of their own learning processes. Their experiences further illustrated their own awareness of having to concentrate and focus in order to participate successfully in the drumming group. Participants linked the drumming activity, to self-developed learning strategies, which they started implementing, such as studying with rhythm, and strengthening their memorizing abilities by connecting facts together in a story-form. These strategies imply the development of meta-cognition in the participants. The findings of this study can be used effectively in developing a therapeutic tool for inclusion in schools. Similar drumming programmes can be of a high value in the South African Education system, where serious imbalances in educational levels necessitate a need for tools that can be used in promoting and encouraging an inclusive education system.
- ItemAn assessment of the psychological needs and problems of standard six pupils(Stellenbosch : Stellenbosch University, 1993-12) Abrahamse, Petra; Cilliers, C. D.; Stellenbosch University. Faculty of Education. Dept. of Educational Psychology.ENGLISH ABSTRACT: The aim of this investigation was to determine the needs and problems of Standard six pupils in schools controlled by the Department of Education and Culture (Administration: House of Representatives) and the extent to which these are being addressed by existing educational structures. The investigatior: consists of two parts, a literature study and an empirical investigation. The literature study consists of an examination of South African and international research relevant to the investigation. An analysis of South African and international school guidance programmes aimed at meeting the needs and solving possible problems is included and an overview is given of the role that the school, both nationally and internationally, can, is and should be playing to meet these needs and help solve these problems. The empirical investigation examined standard six pupils' problems and needs concerning extra-mural activities, relationships with peers and older pupils, teachers and parents and personal adjustment. A questionnaire to determine these needs and problems was administered to a representative random sample of secondary school pupils in the Cape Peninsula. To determine what is being done to address these needs and problems, a second questionnaire was sent to the 58 dual-medium state controlled schools in thE~ Cape Peninsula for standard Six guidance teachers. A third questionnaire was sent to the Department of Education and culture (Administration: House of Representatives) to determine whether the Department agreed that the school guidance programme for Standard six pupils had been adequately applied by the school guidance teachers. Both South African and internati.onal research indicates that many adolescents experience adjustment problems on entering secondary school. Education authorities worldwide address these problems in various ways. In South l~frica, guidance and counselling services are available through elll the education departments, but their effectiveness and implementation need to be clarified because uniform control is not being exercised. The present research showed that most of the secondary schools in the survey do not have an orientation programme to assist pupils to bridge the gap between the primary and the secondary schools. Although this research does not offer conclusive evidence that Standard Six pupils are adversely affected by their present circumstances, the following needs were established: pupils • need to belong, supported by their opinion that extra-mural activities should be compulsory pupils' need for parent~; to be more lnvolved in school activities pupils' need for satisfactory relationships with teachers pupils' need for satisfactory peer relationships. Bas~~ on the~e findings, a number of recommendations have been made. These include: a sound orientation programme and the Careful selection of teachers who are sensitive to the needs of standard six 1Jupils an extra-mural programme where teachers and senior pupils can play a significant role to enhance the formation of constructive social groups and engender a sense of belonging a guidance programme incorporating group work and which teaches coping and problem-solving skills one non-racial education department with equal financing for all pupils and a uniform system of examination and certifica.tion the establishment of "mini-schools" or "middle schools" and the adoption of extended support for pupils to reduce adjustment problems.
- ItemThe attitude of educators towards assessment in schools where learners with barriers are included: a case study(Stellenbosch : University of Stellenbosch, 2009-03) Maluma, T. R.; Newmark, Rona; University of Stellenbosch. Faculty of Education. Dept. of Educational Psychology.Within the movement towards an inclusive society in South Africa, learners experiencing learning barriers are included in mainstream schools. With the inclusion of these learners, there seems to be a trend of learners repeating the same grade more than twice. There seems to be a problem with regard to assessment in classrooms where these learners are present, which could be related to teachers' skills and attitudes. This is a problem found in Venda, Limpopo Province in the Dzindi circuit. Learners experiencing learning barriers in this circuit are not assessed as prescribed by the assessment policy and the draft guideline for the implementation of inclusive education (second draft). The background of Venda rural communities has an influence on educators' attitudes towards assessment of these learners. This study investigates the attitudes of educators towards assessment of learners who have been enrolled in the three primary schools. The research was conducted at three primary schools in the Dzindi Circuit, Limpopo. A qualitative approach was used and the results of this study indicate that educators would prefer to assess non-disabled learners rather than learners with learning barriers. Educators feel that they are inadequately trained, and therefore do not possess the necessary knowledge and skills for assessing learners with barriers in their classroom. School-based in-service training should be introduced to prepare all qualified educators for this task. Specialized training should be introduced into every training program, aimed at training all prospective educators to manage the full range of barriers that they will encounter in their classrooms. The results also suggest that support teams should be in place and that the number of learners in mainstream classes be reduced so that better support can be provided.
- Itemn Bate-gebaseerde benadering tot gemeenskapsbetrokkenheid by leerders met leerhindernisse : die rol van die opvoedkundige sielkundige(Stellenbosch : Stellenbosch University, 2004-12) Botha, Lorinda; Newmark, R.; Stellenbosch University. Faculty of Education. Dept. of Educational Psychology.ENGLISH ABSTRACT: This study was undertaken to explore the asset-based approach to community involvement with learners with learning barriers. The extent to which the asset-based approach serves as an extension of the medical and ecosystemic models as well as the role of the educational psychologist was examined. Action-research was used in a qualitative research design that entailed a study of learners with learning barriers of the ELSEN-Unit at Parow Preparatory School. The utilization of the community's assets was directed at the stimulation and further development of the learners' identified assets. It was found that the collaborative relationship within the asset-based approach contributes to community involvement with learners with learning barriers. The study further showed that certain aspects of the medical and ecosystemic models are still utilized during the application of the asset-based approach. However, the latter approach serves as an extension of these existing models, as the focus is directed at the identification and mobilization of the learners' and the community's assets, rather than at their shortcomings and needs. The extension of the medical and ecosystemic models in the management of learners with learning barriers implies certain degree of role modification an expansion of the educational psychologist. The findings concerning the role of the educational psychologist within the asset-based approach is examined and discussed.
- Item'n Behoefte-analise rakend beroepsgerigte opleiding vir die adolessente leerder met verstandelike gestremdheid(Stellenbosch : Stellenbosch University, 2003-12) Lackay, Joaline Merle; Newmark, R.; Stellenbosch University. Faculty of Education. Dept. of Educational Psychology.ENGLISH ABSTRACT: There is a need for the adolescent with mental retardation to be trained to work in the open labour market. It is apparent in the literature that American laws are in place for these learners to access schools, colleges and universities. Vocational training is part of the curriculum in the various educational institutions. From the literature it became clear that parent involvement as well as community involvement are essential for the planning and implementation of a vocational programme. The aim of the study is to do a needs analysis about vocational training for the adolescent with mental retardation. The research undertaken here is a Qualitative Participatory Action Research study. It was approached from an eco-systemic perspective. The learner is central in this approach. The various role players involved in the other systems like the family, school and community will be part of the research process. The various systems are interdependent. This means that changes in the system will also result in changes within other systems. In the data production unstructured interviews, observations, fieldwork and documents were used. Data analysis was done using the Constant Comparative method. The results of the study show that there is a need for a vocational training programme. This programme can be developed in collaboration with the learner, parent, educator and employer. Continuous assessment is essential to support the learner from school to the work place.
- ItemDie beleweniswereld van transgender adolessente(Stellenbosch : Stellenbosch University, 2013-03) Saunders, Inez; Lewis, Andrew; Stellenbosch University. Faculty of Education. Dept. of Educational Psychology.ENGLISH ABSTRACT: A literature search done by the researcher has noted that there is little information available regarding transadolescents’ experience within the South African context. In a society that only acknowledges two genders, transgenderism remains invisible. The transgender minority group tends to be more neglected, misunderstood and stigmatized than their homosexual peers. Transadolescents, who are already in a challenging phase of development, are at risk for negative outcomes such as bullying, scholastic problems, social isolation and depression. The aim of this research is therefore to explore and describe the transadolescents’ subjective experience in their own words. To facilitate this process the research was positioned in the interpretative/constructionist paradigm, in terms of which it is based on the premise that subjective experiences are created during social interaction. Bronfenbrenner’s bio-ecological model was used as theoretical framework to illustrate the reciprocal interactions between the various micro- and macrosystems. The qualitative research approach was used to explicate the essence of the participants’ lived experience. Phenomenology was selected as the most appropriate research design. Semi-structured interviews were conducted with three transadolescents and thematic analysis was used to code and organise the data and to present it in the form of a narrative report. Five themes and associated categories were identified. It was found that the transadolescent experiences identity formation as particularly challenging and that there are individual differences between self-identities and gender expressions. The process of disclosure towards parents is accompanied by considerable anxiety and there are major differences in the disclosure practices that are followed. Parents’ reactions differ and can range from acceptance to eviction. Preference is given to friends who are also seen as being ‘different’ and it can be quite a relief to share their identity with friends regardless of their reactions. Even though South Africa has a policy of inclusive education, the reality is one of discrimination, bullying and isolation. Furthermore, medical services in South Africa are inadequate and transadolescents are exposed to discrimination and unsympathetic professionals. Consequently much must still be done to promote understanding of transadolescents, so that the different contexts in which they move can be better prepared to deliver effective and supportive services.
- ItemDie belewing van sosiale ondersteuningsisteme deur vyfjarige kleuters uit histories benadeelde gemeenskappe(Stellenbosch : Stellenbosch University, 2003-03) Heese, Margarete; Smit, G.; Stellenbosch University. Faculty of Education. Dept. of Educational Psychology.ENGLISH ABSTRACT: Preshool children from historically disadvantaged communities are often not stimulated or supported in their early childhood development. Therefore these children are often not school ready for formal education. In previous studies it is reported that the mother has an important role to play in the preschool development of her child. In a community where parents are struggling to survive, the question is if those parents are in a position to support their children. The purpose of this study is to ascertain how the preschool child perceives his social support systems. In a qualitative research design five year old children from a disadvantaged community on the West Coast took part in the study. Out of the study it appears that the preschool child visualizes one of their parents and in some cases a grandparent as their most important support system. The facts however are that the parents in this community due to a shortage of time, education and knowledge of how to stimulate their children, do not playa supporting role in their early childhood development. To support preschool children in this situation the parents as well as any other people involved should be made aware of their responsibilities in this regard. They should be equipped with the knowledge and competencies to enable them to support their preschool children. It is important that intervention strategies are directed not only at the parents but to all in whom the preschool children place their trust
- ItemBelewinge van eerste-generasie studente as beurshouers(Stellenbosch : Stellenbosch University, 2019-12) Walters, Miriam C.; Carolissen, Ronelle; Stellenbosch University. Faculty of Education. Educational Psychology.AFRIKAANSE OPSOMMING : Suid-Afrika het 'n tekort aan swart (swart en bruin) geoktrooieerde rekenmeesters. Die Thuthuka-projek, geïnisieer deur die Suid-Afrikaanse Instituut vir Geoktrooieerde Rekenmeesters (SAIGR), het ten doel om die aantal swart rekeningkundige studente te vermeerder. Die Thuthuka-projek behels befondsing, sowel as 'n omvattende ondersteuningsprogram, vir swart en bruin studente om B.Rek-Rekeningkunde (of die ekwivalent) aan 'n SAICA-geakkrediteerde universiteit te studeer. Hierdie studie is daarop gemik om die belewenisse en ook die uitdagings en geleenthede wat die kampuslewe van die Universiteit aan eerste-generasie, voorheen-benadeelde beursstudente stel en bied, te verstaan. Meer spesifiek, het ten doel om die belewenisse van die eerste-generasie Thuthuka beurshouers uit voorheenbenadeelde agtergronde, wat opleiding as geoktrooieerde rekenmeesters ontvang, te ondersoek. Die narratiewe gevallestudie en/of stories, in kombinasie met verskillende leerteorieë, word aangewend om data te versamel. Hierdie data word versamel deur middel van die gebruik van semi-gestruktureerde onderhoude as deel van 'n kwalitatiewe benadering. Beide verhalende gevallestudies en leerteorieë maak voorsiening vir die insluiting van kontekste soos agtergrondgeskiedenis, die dag-tot-dag realiteite en die sosio-ekonomiese omstandighede van hierdie studente. Hierdie studie is dus 'n verhalende gevallestudie, gefokus op die ervarings van agt eerstegenerasie Thutuka-beurshouers van die betrokke universiteit se Skool vir Rekeningkunde. Die studie maak dus onderskeidelik staat op elk van die betrokke teoretiese raamwerke en konsepte om die opvoedkundige en psigososiale ervarings van eerste- generasie studente in hoër onderwys te verken. Die bevindings van hierdie studie kan ander studente help om sekere struikelblokke te oorkom, om sukses te behaal en kan gevolglik bydra tot die transformasie van die geoktrooieerde rekenmeestersberoep. Dit kan ook help om akademiese en ondersteuningspersoneel meer sensitief te maak vir psigososiale en opvoedkundige faktore wat ‘n negatiewe impak op hierdie studente se akademiese vordering mag hê.
- 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.
- ItemA case study of a support unit for children with Asperger Syndrome in Wales(Stellenbosch : Stellenbosch University, 2006-04) Pienaar, Janine; Newmark, R.; Stellenbosch University. Faculty of Education. Dept. of Educational Psychology.ENGLISH ABSTRACT: This study emanates from my work as the specialist teacher for learners with Asperger Syndrome at a mainstream secondary school in Wales. The study will aim to explore the role of a specialist centre at the secondary school in Wales and its function in enhancing the quality of education and in the inclusion of learners with Asperger Syndrome into secondary mainstream education. When learners with Asperger Syndrome are placed in mainstream education, there should be some means whereby the mainstream education system can provide specialised provision for their needs by developing an effective learning environment for them. The aim of this study is to define what mainstream schools can do to facilitate the effective inclusion of learners with Asperger Syndrome and how these learners can benefit from specialist provision in a mainstream environment. The research question under investigation will therefore be: in what way can a specialist centre contribute towards the inclusion of learners with Asperger Syndrome into mainstream education? Various learners from the centre were observed and interviewed to determine the effect of the inclusion on their education. Educators, parents and professionals were interviewed informally to determine the effect they have on the inclusion process and the centre's function in the school. I reflect on a journey of coming closer to understanding the experiences that learners, parents, educators and professionals might have as they support learners with Asperger Syndrome in a mainstream secondary school. I believe that the findings of this qualitative study add credibility to the limited research on the way that a specialist centre can contribute towards successful inclusion of learners with Asperger Syndrome into a mainstream secondary school.
- ItemChallenges and support needs of mature postgraduate part-time students at a higher education institution(Stellenbosch : Stellenbosch University, 2011-12) Visser, Joy-Anne; Newmark, Rona; Stellenbosch University. Faculty of Education. Dept. of Educational Psychology.ENGLISH ABSTRACT: The researcher wished to ascertain what challenges mature, part-time, postgraduate Masters students faced. The research project focussed on the challenges faced by mature, part-time, postgraduate Masters students, in particular those challenges concerning their higher education institution. The interview schedule questions were based on the main challenging domains as revealed in the literature review. The researcher also gave the students the opportunity to voice any other challenges/support that was not covered in the interview schedule. The interview schedule was used at the face-to-face interviews and e-mailed to students that were unable to have interviews. The researcher used Qualitative Research Design so she could elicit verbal/written, descriptive accounts of students' experiences of challenges and support at their higher education institution. The focus points allowed the researcher to gather much information with regard to the support the students got in the challenging domains namely; Home, Family, Work, Colleagues, Social, Financial, Institution and any Other Challenges/Support. The mature, part-time, postgraduate Masters students felt they needed more support in various areas as well as from their institution of higher education. The researcher's aim is to bring the challenging domains and findings to the attention of those concerned with student support and recommend some support measures that could be adopted. Further research topics were also put forward.
- ItemChildren with autism disorder receiving applied behaviour analysis therapy : parents’ experiences(Stellenbosch : Stellenbosch University, 2012-12) Linden, Paola Maria; Collair, Lynette; Stellenbosch University. Faculty of Education. Dept. of Educational Psychology.ENGLISH ABSTRACT: The purpose of this study was to explore the experiences of parents who have a child previously diagnosed with autistic disorder who is following or has in the past followed an intensive Applied Behaviour Analysis programme. Parents willingly participated in this research study. The aim of this study was to explore parents' experiences and the various challenges they face. This study also focuses on support and coping strategies experienced by parents. Parents were also asked to provide ideas for support strategies, coping strategies and advice to other parents who may be embarking on a similar journey. A literature review was conducted in order to obtain perspective on research conducted in this field. I fulfilled the dual role of researcher and trainee educational psychologist. The interpretive paradigm was chosen as the framework for this study and the data was gathered by means of semi-structured interviews and written reflections. This research report describes a variety of experiences that parents underwent and the repercussions thereof. Suggestions were made and parents shared advice and support strategies to help other parents who have a child with autism who may decide to embark on an intensive ABA programme.
- ItemClassroom behaviour of children living in contexts of adversity(Stellenbosch : Stellenbosch University, 2012-03) Paterson, Celeste; Perold, Mariechen; Stellenbosch University. Faculty of Education. Dept. of Educational Psychology.ENGLISH ABSTRACT: Many communities in South Africa are exposed to continuous adversity in the form of poverty, malnutrition, violence, crime, overcrowding, neglect and oppression. Continuous exposure to adverse living conditions can have a negative impact on a child‟s development. Research was undertaken in an attempt to understand the classroom behaviour of children who live in conditions of continuous adversity, as well as the effect that the adversity may have on their academic performance, their emotional state and their interaction with peers in the classroom. A bio-ecological framework was employed to understand the interaction between the individual and the different systems that he or she forms part of. This study was undertaken within an interpretive paradigm and a qualitative methodology was used in gathering the data. Data was gathered through the use of observation, semi-structured interviews, checklists and review of documents. A constant comparative method of data analysis was used to analyse the data. Research findings indicated that most of the participants displayed inappropriate classroom behaviour which included poor academic performance, withdrawal types of behaviour and externalising disruptive behaviour such as aggression and poor social interaction with the teacher and their peers. These participants also presented with some physical symptoms and displayed emotional states such as anger, sadness and anxiety. It was also evident that the participants had been exposed to pervasive conditions of poverty and adverse life circumstances in their communities.
- ItemCollaboration in full-service schools : learning support teachers’ roles and practices(Stellenbosch : Stellenbosch University, 2020-12) De Ridder, Charine; Swart, Estelle; Stellenbosch University. Faculty of Education. Educational Psychology.ENGLISH SUMMARY : In South Africa, one of the key strategies for the implementation of inclusive education was adding an additional category of school, known as full-service schools. These schools are mainstream schools that function in such a way that they are responsive to the full range of learning needs of all learners. The purpose of full-service schools is not only to provide access to learners who are deemed as having moderate or even high levels of support needs, but also to ensure that the school they have access to can provide them with the needed support, through collaboration with government and community services. Fullservice schools were afforded learning support teachers along with the expectation that they would participate in intersectoral networks and collaborations while brokering partnerships through which various role players would have the opportunity to co-construct knowledge. The theoretical framework for the study was cultural-historical activity theory (CHAT). In this study, the object in terms of this theory was access and quality education for all learners through responsive pedagogies. The interpretation of such an object can vary extensively depending on the subjects’ interpretations, past and present relational power struggles within the particular system and the context. CHAT as an exploratory lens allows one to explore these relational struggles that underpin the goal-directed action. The learning support teacher as a member of the full-service school and the district can assume a crucial role as possible boundary broker, who can develop responsive practices to mediate between systems in order to negotiate new ways to ensure that objects reach education’s outcome of inclusion and education for all. This is known as boundary-crossing competence. This study aimed to develop narratives of learning support teachers’ trajectories of collaboration and relational agency and their role in developing inclusive pedagogies in fullservice schools. An interpretive case study design was used to provide in-depth descriptions and analysis of a bounded system comprised of four learning support teachers employed by the Western Cape Education Department and stationed at full-service schools. Participants were selected through non-probability sampling and data were collected through four individual semi-structured interviews, document analysis and field notes from observations. The data revealed that if learning support teachers are to be agents of change, who broker policy based on the specific context of the school in which they are placed, they need to have the voice, skills and membership to do so. Their success depends on their ability to broker partnerships, though relational agency, within a particular context. An individual, however, whether afforded membership or not, cannot bring about the level of change needed to make full-service schools functional. For deep-seated institutional change, school management and their values and attitudes towards the implementation of inclusive education need to be addressed.
- ItemA conceptual analysis of the provision of a private school in a Namibian town(Stellenbosch : Stellenbosch University, 2019-12) Nieuwoudt, Reyno; Van Wyk, Berte; Stellenbosch University. Faculty of Education. Education Policy Studies.ENGLISH SUMMARY : This study draws on the work done by Gadamer on hermeneutics. Gadamer’s hermeneutics mainly focuses on the understanding and interpretation of text. Using this as a platform for my study, I conducted a conceptual analysis of the provision of a private school in a Namibian town. This was done by analysing policies that influenced the position and development of the private school in its current form. The study of hermeneutics assisted me in developing an acute awareness of where the originator and the receiver of policy documentation stand in relation to the text of the policies. The town of Oranjemund is going through transformation in becoming a 'normalised' town. All town functions used to be owned and managed by Namdeb, which meant that the Mine not only focused on the mining operations, but also focussed on managing town amenities like the only school, the hospital, town library, town swimming pool and the recreational clubs. De Beers conducted mining operations along the north-western coast of South Africa for many years. In a similar situation as Oranjemund, as part of an attraction and retention strategy, amongst all the other incentives, schools were built in Kleinsee and Alexander Bay. These private schools were carbon copies of each other. Similar buildings, similar funding and even similar organisational structures. There was also a distant correlation with the De Beers School situated in Botswana. The schools in Kleinsee and Alexander Bay were handed over to the Ministry of Education in the Northern Cape. The impact on the schools was quite severe and no longer functioned as private schools. The attraction and retention of skilled labour was lost and the mines suffered losses in skilled labour. This while the mines in Kleinsee and Alexander Bay underwent serious reconstruction and changes in management and ownership due to production and economic challenges. The main aim of my research would be to do a conceptual analysis of the provision of a private school in Oranjemund. The research would indicate whether there is a place for a private school in this community if it depends only on the support of the parents or whether it needs major support from a major sponsor like Namdeb to be sustainable. Further to this study, policy research and the impact it has on society, especially in these remote areas, is something I investigated and described in my findings.
- ItemContent and trends in inclusion research in South African community educational psychology : a South African journal review(Stellenbosch : Stellenbosch University, 2021-03) Keet, Albertus Daniel; Carolissen, Ronelle; Stellenbosch University. Faculty of Education. Educational Psychology.ENGLISH SUMMARY : The content and trends in research are regarded as an important area of research as they can give an indication of the movement and content of a specific field. In this study, the content and trends in community educational psychology were explored through the lens of inclusion. A content analysis was conducted to explore the content and method trends in articles published in three prominent South African journals between 2013 and 2017. The current study was part of a larger study that investigated most recent published research on inclusion in educational contexts in a set of 15 selected well established English language South African and international educational psychology, education and psychology journals. The journals included in the total sample were Perspectives in Education, South African Journal of higher education, Journal of Education, Education as Change, Journal for Psychology in Africa, South African journal of psychology, Journal of special education, Educational research, British journal of educational studies, School psychology international, International journal of educational psychology, School psychology review, International journal of inclusive education, British journal of educational psychology, and the British journal of special education. In the current study the 3 journals selected were the South African Journal of Psychology, Journal of Education and Education as Change. The main reason for focusing on these journals are that they are well established South African education and psychology journals. A total of 11 of 469 articles met the criteria. No articles in the South African Journal of Psychology contained the keywords “inclusion” or “inclusive education”. The main trends that were identified were social justice and development. The social justice theme comprised the subthemes inclusion, exclusion, transformation, equity, diversity and inclusive education. Equity and diversity were identified as themes that were not prevalent in previous research. The development subtheme comprised teacher development, curriculum development, policy development and legislation. The focus on development, in particular curriculum and teacher development complemented previous research. Research design trend analysis found that qualitative methodologies and mixed methodologies were predominant. No articles used in this study contained quantitative methodology only. This trend is in line with previous research that has indicated that the focus is shifting from quantitative to qualitative and mixed methodological studies. Previous research has revealed the importance of mixed methodology based on the complexity and diversity of inclusive education research. The findings in this study show that the research focus in educational psychology is on policy development and social justice. Knowledge production is therefore focused on the creation and development of policies. It is, however, notable that such research focusses mainly on policy development and lacks policy evaluation in which the efficacy of these policies is considered. Limitations of this study included the small number of journals explored. An increase in the number of journals may lead to a wider base of information.