Health communication for antimicrobial resistance and stewardship in the Makana Local Municipality, South Africa
- Authors: Sharma, Samridhi
- Date: 2023-10-13
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/431531 , vital:72783
- Description: Access restricted. Expected release date 2025. , Thesis (PhD) -- Faculty of Pharmacy, Pharmacy, 2023
- Full Text:
- Date Issued: 2023-10-13
- Authors: Sharma, Samridhi
- Date: 2023-10-13
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/431531 , vital:72783
- Description: Access restricted. Expected release date 2025. , Thesis (PhD) -- Faculty of Pharmacy, Pharmacy, 2023
- Full Text:
- Date Issued: 2023-10-13
Exploring the value of an educational partnership within a multilingual pre-school setting
- Authors: Maritz, Anneliese
- Date: 2022-10-04
- Subjects: Early childhood education Parent participation South Africa Eastern Cape , Early childhood teachers Training of , Home and school South Africa Eastern Cape , Parent-teacher relationships South Africa Eastern Cape , Communication and education South Africa Eastern Cape
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/327111 , vital:61082 , DOI 10.21504/10962/327111
- Description: This modest research project was situated in a multilingual Early Childhood Development (ECD) setting in the Eastern Cape (EC) province of South Africa. In the context of high levels of poverty and unemployment in the EC, issues such as under-funding, the nature of the training of practitioners, translating the importance of learning through play into practice, difficulties dealing with diverse cultural practices and the use of multiple languages, all impact ECD provision. Research has shown that parental involvement and creating parent-school partnerships can assist children to progress at school. The overall objectives of this project were to explore how a team in an ECD centre might communicate more effectively with parents and how early stimulation practices in home and school might benefit the child’s development. The theoretical framework draws upon Vygotsky’s (1978) socio-cultural historical theory, Bernstein’s (1971) elaborated and restricted language codes and Bourdieu’s (1977) concepts of social reproduction. A research project in the Netherlands Thuis in School, used an education partnership approach (Iliás et al., 2019). They developed a manual that was adapted for our local context by drawing from the theories mentioned, and to counter the dominant approaches where parenting programs have often been offered from a deficit, narrow perspective. Action Research guided the interventionist approach to workshop sessions, to enable mutual capacity-building of parents and practitioners. To ensure informed consent, participants’ first languages were used. High risk factors related to photographs and videos of participating parents and minor children were successfully addressed. Pre- and post-interviews and workshop data were analysed using template analysis, within a constructivist paradigm. Findings include vignettes to introduce the contexts and parents' ideas prior to the sessions. Then, sessions are summarised as action cycles, with key participants' responses. Finally, post-session evaluations highlight the topics the parents found most meaningful; and parents’ and practitioner accounts of changes in practices. This research illustrates ways that educational partnership elements can influence practice and policy, to improve home and school environments for the benefit of children. , Thesis (PhD) -- Faculty of Humanities, Psychology, 2022
- Full Text:
- Date Issued: 2022-10-04
- Authors: Maritz, Anneliese
- Date: 2022-10-04
- Subjects: Early childhood education Parent participation South Africa Eastern Cape , Early childhood teachers Training of , Home and school South Africa Eastern Cape , Parent-teacher relationships South Africa Eastern Cape , Communication and education South Africa Eastern Cape
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/327111 , vital:61082 , DOI 10.21504/10962/327111
- Description: This modest research project was situated in a multilingual Early Childhood Development (ECD) setting in the Eastern Cape (EC) province of South Africa. In the context of high levels of poverty and unemployment in the EC, issues such as under-funding, the nature of the training of practitioners, translating the importance of learning through play into practice, difficulties dealing with diverse cultural practices and the use of multiple languages, all impact ECD provision. Research has shown that parental involvement and creating parent-school partnerships can assist children to progress at school. The overall objectives of this project were to explore how a team in an ECD centre might communicate more effectively with parents and how early stimulation practices in home and school might benefit the child’s development. The theoretical framework draws upon Vygotsky’s (1978) socio-cultural historical theory, Bernstein’s (1971) elaborated and restricted language codes and Bourdieu’s (1977) concepts of social reproduction. A research project in the Netherlands Thuis in School, used an education partnership approach (Iliás et al., 2019). They developed a manual that was adapted for our local context by drawing from the theories mentioned, and to counter the dominant approaches where parenting programs have often been offered from a deficit, narrow perspective. Action Research guided the interventionist approach to workshop sessions, to enable mutual capacity-building of parents and practitioners. To ensure informed consent, participants’ first languages were used. High risk factors related to photographs and videos of participating parents and minor children were successfully addressed. Pre- and post-interviews and workshop data were analysed using template analysis, within a constructivist paradigm. Findings include vignettes to introduce the contexts and parents' ideas prior to the sessions. Then, sessions are summarised as action cycles, with key participants' responses. Finally, post-session evaluations highlight the topics the parents found most meaningful; and parents’ and practitioner accounts of changes in practices. This research illustrates ways that educational partnership elements can influence practice and policy, to improve home and school environments for the benefit of children. , Thesis (PhD) -- Faculty of Humanities, Psychology, 2022
- Full Text:
- Date Issued: 2022-10-04
Examining trainee teacher preparation for inclusive education in Zimbambwe
- Authors: Chikwaka, Miriam
- Date: 2021-06
- Subjects: Inclusive education , Teaching , Education--Zimbabwe--History
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/20046 , vital:45091
- Description: The research examined trainee teachers’ preparation for inclusive education in two teacher training colleges in Zimbabwe. Concerns are being raised that teacher preparation programmes are not adequately preparing trainee teachers for a holistic practice-based inclusive education. There is no agreement on the meaning of the concept of inclusive education. While some teacher educators resort to the traditional special needs education, others have adopted a paradigm shift to holistic inclusive education. The teacher education curriculum has not been aligned to teacher preparation for inclusive education. Trainee teachers go for teaching practice up to certification as qualified teachers without having acquired the skills and competencies for handling classrooms of learners with diverse educational needs. The study adopted pragmatism as the research paradigm, mixed-methods approach and QUAN-QUAL sequential explanatory triangulation of research designs; data collection instruments, data analysis and presentation of results were adopted. The researcher used stratified random sampling for quantitative data collection; and purposive, convenience, and snowball sampling for qualitative data collection. The total sample size was 210 trainee teachers and 20 teacher educators. Research instruments pilot-tested semi-structured questionnaires, semi-structured interviews, and documentary analysis. The internal consistency and validity of the instruments was checked using Cronbach’s alpha test and coefficients above 0.8 were obtained showing that the instruments were reliable and trustworthy. The results were that trainee teachers were inadequately prepared for inclusive educational practice. Teacher educators do not have the adequate subject and pedagogical content knowledge to prepare trainee teachers for inclusive education. Both teacher educators and their trainee teachers do not understand holistic practice-based inclusive education. The challenges in preparing trainee teachers for inclusive education include ignorance of inclusive education legislation, non-inclusive teacher education curriculum, and teacher educators’ lack of inclusive teacher preparation competencies, and shortage of financial and inclusive education material resources. Strategies to improve the quality of teacher preparation for inclusive education practices include policy and teacher education curriculum reforms, teacher educator empowerment, funding, and infrastructure development. The success of inclusive education largely depends on the collaboration between intellectuals, academia industry, governments and the community at large. The keywords are teacher preparation, inclusive education, teacher educator, and trainee teacher. , Thesis (PhD) -- Faculty of Education, 2021
- Full Text:
- Date Issued: 2021-06
- Authors: Chikwaka, Miriam
- Date: 2021-06
- Subjects: Inclusive education , Teaching , Education--Zimbabwe--History
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/20046 , vital:45091
- Description: The research examined trainee teachers’ preparation for inclusive education in two teacher training colleges in Zimbabwe. Concerns are being raised that teacher preparation programmes are not adequately preparing trainee teachers for a holistic practice-based inclusive education. There is no agreement on the meaning of the concept of inclusive education. While some teacher educators resort to the traditional special needs education, others have adopted a paradigm shift to holistic inclusive education. The teacher education curriculum has not been aligned to teacher preparation for inclusive education. Trainee teachers go for teaching practice up to certification as qualified teachers without having acquired the skills and competencies for handling classrooms of learners with diverse educational needs. The study adopted pragmatism as the research paradigm, mixed-methods approach and QUAN-QUAL sequential explanatory triangulation of research designs; data collection instruments, data analysis and presentation of results were adopted. The researcher used stratified random sampling for quantitative data collection; and purposive, convenience, and snowball sampling for qualitative data collection. The total sample size was 210 trainee teachers and 20 teacher educators. Research instruments pilot-tested semi-structured questionnaires, semi-structured interviews, and documentary analysis. The internal consistency and validity of the instruments was checked using Cronbach’s alpha test and coefficients above 0.8 were obtained showing that the instruments were reliable and trustworthy. The results were that trainee teachers were inadequately prepared for inclusive educational practice. Teacher educators do not have the adequate subject and pedagogical content knowledge to prepare trainee teachers for inclusive education. Both teacher educators and their trainee teachers do not understand holistic practice-based inclusive education. The challenges in preparing trainee teachers for inclusive education include ignorance of inclusive education legislation, non-inclusive teacher education curriculum, and teacher educators’ lack of inclusive teacher preparation competencies, and shortage of financial and inclusive education material resources. Strategies to improve the quality of teacher preparation for inclusive education practices include policy and teacher education curriculum reforms, teacher educator empowerment, funding, and infrastructure development. The success of inclusive education largely depends on the collaboration between intellectuals, academia industry, governments and the community at large. The keywords are teacher preparation, inclusive education, teacher educator, and trainee teacher. , Thesis (PhD) -- Faculty of Education, 2021
- Full Text:
- Date Issued: 2021-06
Mediating teaching and learning in Foundation Phase Grade 3 Life Skills classrooms: role and use of learning and teaching support materials :
- Nqabeni, Pelokazi, Cishe, E.N
- Authors: Nqabeni, Pelokazi , Cishe, E.N
- Date: 2017-04
- Subjects: Mthatha (South Africa) Maps , Eastern Cape (South Africa) Maps , South Africa
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/11260/9302 , vital:73337
- Description: The study explored the role and use of learning and teaching support materials (LTSMs) to mediate teaching and learning in Life Skills Grade 3 classrooms of Dutywa District, in the province of the Eastern Cape, South Africa. It was prompted by a deep concern about the role and use of LTSMs to mediate teaching and learning in the Foundation Phase. While studies have been carried out on LTSMs in Foundation Phase, few studies have looked at the role and use of LTSMs to mediate teaching and learning in Life Skills Grade 3 classrooms. The study used a qualitative approach and is a multiple-case study of three purposively sampled schools from the rural areas. Teachers who participated in the study were Grade 3 teachers from the three schools. A pilot study was conducted in three schools with Foundation Phase, which were not used for the main study, for the purpose of validity and reliability. In this study, Cultural Historical Activity Theory (CHAT) was used as a framework to understand that actions are mediated by a complex network of socio-historical activities. I drew on the second generation of the activity theory, which has roots in Leontiev’s work on the Cultural Historical Activity Theory (CHAT), which provided both explanatory and analytical tools. I collected data using documents including journal entries, individual semi-structured interviews, and structured observations. The interviews were voice recorded with participant’s permission in order to present verbatim statements. In structured observations, I observed the role and use of LTSMs to mediate teaching and learning in Life Skills Grade 3 classrooms in the three selected schools. Content analysis guided the data analysis through themes derived from the subsidiary questions and coded for easy referencing. Data reporting took the form of thick description and verbatim quotations in line with the qualitative approach of the study. The study’s findings revealed non-availability of learning and teaching support materials in Life Skills subject. This suggests that intervention is needed by the Department of Education such as providing LTSMs which are essential in order to address the problem of not being used to mediate teaching and learning in classrooms. Language used in the role and use of learning and teaching support materials to mediate teaching and learning, lack of professional development, the effect of the non-examinable nature of Life Skills, and shortage and overcrowded classrooms were some of the aspects affecting the role and use of LTSMs to mediate teaching and learning in Life Skills Grade 3 classrooms. Based on the study findings, then I recommend that further research be conducted on strategies that could be employed to improve the role and use of LTSMs to mediate teaching and learning in Life Skills Grade 3 classrooms in a way that benefits learners. The Departmental officials including subject advisors, principals, teachers and learners should work together to improve the role and use of LTSMs to mediate teaching and learning in classrooms for quality education and to improve results in Foundation Phase. A model is proposed as the new knowledge for the existing literature on the role and use of LTSMs to mediate teaching and learning in classroom based on the theoretical framework and findings of this study. , Thesis (Phd) -- Faculty of Education, 2017
- Full Text:
- Date Issued: 2017-04
- Authors: Nqabeni, Pelokazi , Cishe, E.N
- Date: 2017-04
- Subjects: Mthatha (South Africa) Maps , Eastern Cape (South Africa) Maps , South Africa
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/11260/9302 , vital:73337
- Description: The study explored the role and use of learning and teaching support materials (LTSMs) to mediate teaching and learning in Life Skills Grade 3 classrooms of Dutywa District, in the province of the Eastern Cape, South Africa. It was prompted by a deep concern about the role and use of LTSMs to mediate teaching and learning in the Foundation Phase. While studies have been carried out on LTSMs in Foundation Phase, few studies have looked at the role and use of LTSMs to mediate teaching and learning in Life Skills Grade 3 classrooms. The study used a qualitative approach and is a multiple-case study of three purposively sampled schools from the rural areas. Teachers who participated in the study were Grade 3 teachers from the three schools. A pilot study was conducted in three schools with Foundation Phase, which were not used for the main study, for the purpose of validity and reliability. In this study, Cultural Historical Activity Theory (CHAT) was used as a framework to understand that actions are mediated by a complex network of socio-historical activities. I drew on the second generation of the activity theory, which has roots in Leontiev’s work on the Cultural Historical Activity Theory (CHAT), which provided both explanatory and analytical tools. I collected data using documents including journal entries, individual semi-structured interviews, and structured observations. The interviews were voice recorded with participant’s permission in order to present verbatim statements. In structured observations, I observed the role and use of LTSMs to mediate teaching and learning in Life Skills Grade 3 classrooms in the three selected schools. Content analysis guided the data analysis through themes derived from the subsidiary questions and coded for easy referencing. Data reporting took the form of thick description and verbatim quotations in line with the qualitative approach of the study. The study’s findings revealed non-availability of learning and teaching support materials in Life Skills subject. This suggests that intervention is needed by the Department of Education such as providing LTSMs which are essential in order to address the problem of not being used to mediate teaching and learning in classrooms. Language used in the role and use of learning and teaching support materials to mediate teaching and learning, lack of professional development, the effect of the non-examinable nature of Life Skills, and shortage and overcrowded classrooms were some of the aspects affecting the role and use of LTSMs to mediate teaching and learning in Life Skills Grade 3 classrooms. Based on the study findings, then I recommend that further research be conducted on strategies that could be employed to improve the role and use of LTSMs to mediate teaching and learning in Life Skills Grade 3 classrooms in a way that benefits learners. The Departmental officials including subject advisors, principals, teachers and learners should work together to improve the role and use of LTSMs to mediate teaching and learning in classrooms for quality education and to improve results in Foundation Phase. A model is proposed as the new knowledge for the existing literature on the role and use of LTSMs to mediate teaching and learning in classroom based on the theoretical framework and findings of this study. , Thesis (Phd) -- Faculty of Education, 2017
- Full Text:
- Date Issued: 2017-04
Towards a semiotic approach to dramatic texts for the purposes of staging as expounded in the analysis of an early Pinter play: The Dumb Waiter
- Authors: Thomas, Jeswinne Mary
- Date: 1999
- Subjects: Uncatalogued
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/193203 , vital:45309
- Description: The aim of this thesis is to promote the dramatological approach, as opposed to a literary critical one, for the analysis of dramatic texts for the purposes of staging. The reason for such a promotion is that the dramatological approach upholds the integrity of the text in interpretation for the performance text by its detailed and semiotic analysis. The focus of such an approach is on the analysis of discourse, that is a micro-proairetic approach (illuminating the extralinguistic action and interaction gained from speech events and deixis), rather than a macro-proairetic approach (that is, plot and story-line) which a literary critical approach would take into consideration. In Chapter one the focus is on the justification for the dramatological approach as well as a review of prominent literary criticism to the playwright’s work (used as an example of dramatic text in this thesis). Rather than the promotion of ordinary literary theory in relation to the need for a performance methodology, explanation for their negation is offered here. Chapter two focuses on the actual methodology of the dramatological approach. In section one of this chapter, we find that basic to dramatological methodology is the linguistic function appropriate to the dramatic: that is the semantic, rhetorical and pragmatic principles of dramatic dialogue. In addition, we find that it is a formal and systematic approach which imposes restrictions on dualisms thereby upholding the integrity of the text. Moreover, that it focuses on the “performative-deictic” character (that is extralinguistic, kinesic and indexical orientations) of the dramatic text - analysis of which is crucial for the purposes of staging. In this way, the analysis of the interpersonal, interactional and contextual areas of dramatic texts is promoted. Thus section one offers an overview of the analytical criteria appropriate to such investigation in order to illuminate dramatic discourse. Section two offers a guide to the application of the methodology, utilizing an extraction of text. Central to the application is the formation of a preliminary analytical ‘grid’ from the range of criteria discussed in section one; that is, how these may be put together. A micro-segmentation of text is utilized to illustrate the application of the methodology. Chapter three offers an application of the methodology to a whole text, that is The Dumb Waiter. The results and benefits for the theatre practitioner of such application are directly illustrated in the deictic (that is section one) and proairetic (that is section two) segmentations of the text since what the text and discourse signify is illustrated in a detailed manner as opposed to paraphrase. That is, the interpersonal, contextual and interactional levels of the drama are defined. From this, typologies of discourse, character and interrelationships are drawn, as well as a creation of the dramatic world (that is section three) constructed as a result of the discourse, interrelationships and dramatic action. Finally the Conclusion offers an evaluation of the dramatological approach by applying it to a practical situation for the theatre practitioner (that is, director or actor). , Thesis (MA) -- Faculty of Humanities, Drama, 1999
- Full Text:
- Date Issued: 1999
- Authors: Thomas, Jeswinne Mary
- Date: 1999
- Subjects: Uncatalogued
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/193203 , vital:45309
- Description: The aim of this thesis is to promote the dramatological approach, as opposed to a literary critical one, for the analysis of dramatic texts for the purposes of staging. The reason for such a promotion is that the dramatological approach upholds the integrity of the text in interpretation for the performance text by its detailed and semiotic analysis. The focus of such an approach is on the analysis of discourse, that is a micro-proairetic approach (illuminating the extralinguistic action and interaction gained from speech events and deixis), rather than a macro-proairetic approach (that is, plot and story-line) which a literary critical approach would take into consideration. In Chapter one the focus is on the justification for the dramatological approach as well as a review of prominent literary criticism to the playwright’s work (used as an example of dramatic text in this thesis). Rather than the promotion of ordinary literary theory in relation to the need for a performance methodology, explanation for their negation is offered here. Chapter two focuses on the actual methodology of the dramatological approach. In section one of this chapter, we find that basic to dramatological methodology is the linguistic function appropriate to the dramatic: that is the semantic, rhetorical and pragmatic principles of dramatic dialogue. In addition, we find that it is a formal and systematic approach which imposes restrictions on dualisms thereby upholding the integrity of the text. Moreover, that it focuses on the “performative-deictic” character (that is extralinguistic, kinesic and indexical orientations) of the dramatic text - analysis of which is crucial for the purposes of staging. In this way, the analysis of the interpersonal, interactional and contextual areas of dramatic texts is promoted. Thus section one offers an overview of the analytical criteria appropriate to such investigation in order to illuminate dramatic discourse. Section two offers a guide to the application of the methodology, utilizing an extraction of text. Central to the application is the formation of a preliminary analytical ‘grid’ from the range of criteria discussed in section one; that is, how these may be put together. A micro-segmentation of text is utilized to illustrate the application of the methodology. Chapter three offers an application of the methodology to a whole text, that is The Dumb Waiter. The results and benefits for the theatre practitioner of such application are directly illustrated in the deictic (that is section one) and proairetic (that is section two) segmentations of the text since what the text and discourse signify is illustrated in a detailed manner as opposed to paraphrase. That is, the interpersonal, contextual and interactional levels of the drama are defined. From this, typologies of discourse, character and interrelationships are drawn, as well as a creation of the dramatic world (that is section three) constructed as a result of the discourse, interrelationships and dramatic action. Finally the Conclusion offers an evaluation of the dramatological approach by applying it to a practical situation for the theatre practitioner (that is, director or actor). , Thesis (MA) -- Faculty of Humanities, Drama, 1999
- Full Text:
- Date Issued: 1999
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