21 research outputs found
Six Bricks®
No full textThe Six Bricks® initiative is a teaching and learning method that encourages focused engagement in the classroom by all learners, from the foundation phase to adulthood. By using six simple, colourful DUPLO® bricks, an element of play is introduced into a situation that inevitably leads to all individuals focusing and interacting. This is one of the major contributions to all teaching and learning disciplines and promotes the audience to learn with enjoyment, enthusiasm and concentration. Along with this, communication is promoted, sparking unimaginable creativity and creation. This book provides the reader with an alternative focus to the original educational application of the Six Bricks® activities. This Six Bricks® initiative focuses on the therapeutic application and processes in communities, schools and within individuals themselves. As each author has had an intimate connection with Six Bricks® initiative, they are all more than qualified to provide their autoethnographic reflections on this initiative, which holds so much promise and excitement for learning and teaching. Therefore, each author’s contributions were original and personalised, providing a new field in the avenues of research in the South African context, as South Africa does not have – as yet – much research on this topic. The methodology used in this qualitative research study was primarily from each author’s perspective; thus, their self-reflection and anecdotal personal experiences form the core of these chapters. Therefore, this autoethnographic is a self-reflective form of writing which involves self-observation and reflective investigation in the context of ethnographic fieldwork and writing
Self-perceived leadership development of peer tutors in undergraduate health care studies at a university in South Africa
No full textDissertation (MNurs)--University of Pretoria, 2021.Introduction:
Peer tutors are often seen by peer students as leaders. The role of peers in the development, learning, transition and success of fellow students is widely documented in literature on education and leadership. In spite thereof, minimal research has been done on the development of health care students’ teaching and leadership abilities through involvement in tutor training programmes. The researcher believes that leadership skills of peer tutors develop through enhancing learning experiences of tutees and by introducing them to the leadership model of Kouzes and Posner - The Five Practices of Exemplary Leaders.
Aim:
The aim of this study was to describe the self-perceived leadership development of peer tutors in undergraduate health care studies during participation in the tutor training programme of a particular university.
Methodology:
A triangulation mixed method design was used to collect complementary quantitative and qualitative data with equal contribution. The study sample consisted of the tutors appointed for a specific academic year at a selected university, to tutor theoretical modules as well as practical skills. Data collection was done by means of a structured self-report instrument completed in the beginning and end of the tutoring programme, an unstructured focus group and narrative descriptions by the tutors.
Findings:
The data provided an answer to the question; what are the peer tutors’ perceptions of their own leadership development during participation in the tutor training programme in undergraduate health care studies at a university, by describing the self-perception of their leadership abilities. Although the Leadership Practices Inventor - Self results showed a difference, but not always a statistical significant increase in their leadership abilities, when combined with the results from the qualitative data, the study showed that the participants exhibited great growth in their leadership abilities with regards to The Five Practices of Exemplary Leaders: Model the Way, Inspire a Shared Vision, Challenge the Process, Enable Others to Act and Encourage the Heart.
Key terms: leadership, leadership development, peer tutors, tutor training programmeNursing ScienceMNursUnrestricte
A Grade 1 pre-handwriting programme to promote inclusive practices in the classroom
No full textDEd (Special Needs Education), North-West University, Potchefstroom CampusThe South African Curriculum and Policy Statement (CAPS) document requires a pre-writing programme to be implemented before embarking on formal instruction of handwriting in Grade 1. Yet, an official pre-handwriting programme is not prescribed. Therefore, this study aimed to answer the question of what a South African-relevant pre-handwriting programme looks like that would speak to the handwriting development of Grade 1 learners within an inclusive setting. The researcher set out to compile and implement a pre-handwriting programme according to the needs of six schools in the sub-rural area of Mankweng, Limpopo Province. Factors that influence handwriting include psychomotor skills (such as laterality, directionality, and fine motor skills), affective skills (such as body image) and cognitive skills (such as visual discrimination and midline crossing). Handwriting difficulties is a universal phenomenon, yet handwriting instruction is important even in the digitised era of the 21st century. These factors were addressed in the pre-handwriting programme in an informal way that makes it possible for every learner to succeed. Data were generated by means of questionnaires, classroom observations, focus group discussions, field notes and photographic evidence. The results of this study show that a pre-handwriting programme can fill the void in the CAPS document and that Grade 1 learners in an inclusive setting can benefit from a six-week pre-handwriting programme. This pre-handwriting programme was compiled using inexpensive, everyday materials and fun activities that encourage full participation. Each section of the programme ended with an assessment criterion. These assessments can assist teachers with their decision to either support or refer learners experiencing difficulties in handwriting to occupational therapists (OTs).Doctora
Creating awareness of Inclusive Citizenship Education to address gangsterism in a community
No full textMSc (Educational Psychology), North-West University, Potchefstroom CampusGangsterism is considered a major issue in the South African context. Various studies have been done to address this phenomenon in the Cape Flats; however, no studies have been done in small rural areas regarding this phenomenon. It is thus essential to provide a platform for the people from this community and give them an opportunity to express their views and opinions regarding the phenomenon. This study is focussed on this and highlights the influences that gangsterism has on the individual, the family and the community. Furthermore, this study explores a solution to this problem by posing the question, “How can inclusive citizenship education in the classroom address gangsterism in the community?” Therefore, in understanding how a rural community experiences gangsterism, by obtaining insight into various community members’ personal experiences, the researcher was enabled to formulate recommendations as to how inclusive citizenship education could be psycho-educationally used in the classroom to possibly address this scourge in our society. Therefore, this study will be of great value in conceptualising an inclusive educational citizenship element, which can be used in the inclusive classroom. Furthermore, this study will also contribute to our knowledge and help us to gain understanding of gangsterism in smaller communities, which can be used to reduce the crime rates and protect the youth as well as the general community. Through a qualitative, explorative, interpretive descriptive and contextual design, the researcher recruited various professional community members to participate. Data was collected by means of semi-structured, individual interviews, conducted at the local community centre. The interviews were digitally voice-recorded and transcribed for data analysis. After a thematic analysis was performed, a consensus discussion was held with supervisors. Field notes were kept, and observations noted, all of which contributed to rich in-depth data.Master
The development of a photo therapy tool for educational psychologists within the South African context
No full textThe study reports on the development of a photo therapy tool for educational psychologists within the South African context. A literature study explores the nature, advantages, characteristics and the application of photo therapy with clients in a therapeutic setting. The developmental intervention research design guided the practical development of an electronic photo therapy tool that can be applied by educational psychologists in a therapy setting with clients. The empirical research is qualitative in nature, as the effectiveness of the newly developed photo therapy tool is evaluated by emerging adults and educational psychologists as an intervention strategy.
In order to accomplish this purpose, emerging adults, as well as educational psychologists shared their perceptions of the newly developed photo therapy tool. Thus the usefulness of the photo therapy tool was investigated as an intervention approach. Qualitative data generation techniques, focus group interviews and photographs were utilised.
The research results show that the newly developed electronic photo therapy tool has the potential, as a modern therapeutic tool, to be used by educational psychologists as an intervention strategy. The developmental intervention research design is a continuous process, and as the life world is forever changing, improvements to the photo therapy tool can always be added according to new suggestions and ideas.
The findings allow theorisation about the significance of the photo therapy tool. The study further determines that there is definite potential in the electronically created photo therapy tool, as both the young adults and the educational psychologists perceived the photo therapy tool as a possible and valuable tool in the therapeutic intervention process.D. Ed. (Educational Psychology)Psychology of Educatio
Grade 1 teachers' experiences of learners' pre-handwriting challenges
No full textMEd (Special needs education), North-West University, Potchefstroom CampusIn the current curriculum of the South African Department of Education's Curriculum Assessment Policy Statements (CAPS), handwriting is a prescribed activity in the subject Home Language. The policy document states that, before teaching handwriting to Grade 1 learners, a pre-writing programme should be followed. Although the guidelines are provided in the CAPS document for time allocation of handwriting instruction, an actual pre-writing programme does not exist. It is left to the discretion of the teachers in the Foundation Phase of a learner's school career. Should early childhood teachers have insufficient training and pedagogical knowledge, they would not be able to deliver quality teaching. According to the 2011 UNESCO report, only 50% of pre-primary school teachers are qualified and 80% of primary school teachers are qualified. This study implemented a qualitative approach, as it would allow for optimal data collection. Data were collected during focus group discussions. The teachers provided evidence from the written work of ten learners who had been identified by eight Grade 1 teachers as experiencing challenges with pre-handwriting skills. With a vast amount of young learners experiencing pre-handwriting challenges and not having access to occupational therapy services, it is essential that teachers are made aware of the skills needed for handwriting, as identified in this research project, to enable them to assist the struggling learners in their care. This research has shown that in order to successfully acquire handwriting, the following skills are necessary: fine motor skills, problem solving skills, proper pencil grip, the right writing tools, visual memory, correct letter formation, midline crossing ability, and a sufficient sense of direction and space; all of which can be enhanced through intensified training of teachers for Grade R. Furthermore, proper exercises to correct low muscle tone and ensure reversals are necessary, while the proper seating position can be ensured by having the correct furniture size. These areas of concern can now be used to compile a pre-handwriting programme in order to fill the gap in the CAPS policy document.Master
Thyenula fidelis : Wesolowska & Haddad 2009
No full textThyenula fidelis Wesołowska & Haddad, 2009 Thyenula fidelis: Wesołowska & Haddad 2009: 90, figs 196–199. Wesołowska & Haddad (2009) described both sexes. Material examined: SOUTH AFRICA: Eastern Cape: 1♀ Kei Mouth, 32°41'S 28°22'E, coastal dune forest, 6.xii.2005, C. Haddad (NMBA). KwaZuluNatal: 1♂ Gilboa Plantation, Karkloof Midlands, 29°18'S 30°04'E, pitfall traps, grassland, 26.iii.2009, J. Pryke (NCA, 2010/5775); 1♂ Midlands, Boston, Good Hope Plantation, 29°39'S 29°58'E, sweepnetting, indigenous forest, 23.ii.2009, J. Pryke (NCA, 2010/5660); 1♀ Ophathe Game Reserve, 28°25.344'S 31°23.957'E, 897 m, montane grassland, sifting leaf-litter, 4.x.2008, C. Haddad (NCA, 2008/3914); 2♂ 2♀ Pietermaritzburg, 29°37'S 30°23'E, in humid forest, town bush, 18.iv.1976, A. Russell-Smith (BMNH); 1♂ 2♀ same locality, 15.ix.1976, ground layer, A. Russell-Smith (BMNH); 7♂ Vryheid, Ngome State Forest, 27°46'S 31°27'E, pitfall traps, ecotone pine, 1.xii.1992, M. van der Merwe (NCA, 97/563); 1♂ same data (NCA, 97/562). Limpopo: 1♀ Bela-Bela / Warmbaths, Klein Kariba Holiday Resort, 24°17'S 28°06'E, sweep-netting grass, 22.xi.1996, J. Leeming (NCA, 97/583). Distribution: Species known only from the type locality (Ndumo Game Reserve), recorded from several additional localities in KwaZulu-Natal, and also from the Eastern Cape and Limpopo Provinces for the first time (Fig. 155). Habitat and biology: A ground-dwelling species known from subtropical forest and savanna habitats.Published as part of Wesołowska, Wanda & Haddad, Charles R., 2013, New data on the jumping spiders of South Africa (Araneae: Salticidae), pp. 177 in African Invertebrates 54 (1) on page 22
Self-perceived leadership development of peer tutors in inter-professional undergraduate healthcare studies
No full textIntroduction - Peer tutors are used as teaching partners in undergraduate program at the University of Pretoria to transfer knowledge and practical skills to students from various healthcare disciplines. Peer tutors are therefore placed in leadership positions and their role in the development, learning, and success of fellow students is widely documented in literature on education and leadership. In spite thereof, minimal research has been done on the development of leadership abilities through involvement in tutor training program and little is known about their development as leaders. The assumption of this study was that leadership skills of peer tutors can be developed by introducing them to the transformational leadership model of Kouzes and Posner - “The five practices of exemplary leadersâ€.
Purpose - The aim of this study was to describe the self-perceived leadership development of peer tutors in undergraduate healthcare studies during participation in a tutor training program.
Methods - A triangulation mixed method design was used to collect complementary quantitative and qualitative data with equal contribution. The study sample (total sampling) consisted of 12 tutors appointed for the academic year. The tutors attended orientation on the content of their respective modules, a tutoring and a leadership workshop. Data collection was done by means of structured self-report instruments completed in the beginning and end of the program, a narrative description of their experiences halfway through the academic year and an unstructured focus group at the end of their tutoring responsibilities.
Results - The tutors described their self-perceived leadership development during involvement in the tutoring program as a period of personal growth and gaining of leadership skills, as well as seeing the value of breaking down professional silos.
Conclusion - An increased focus on leadership development in addition to the focus on their knowledge and skills, lead to better tutoring abilities and skills outcomes of tutees from different professions, as well as improved academic program output and eventually improved collaboration to benefit patients and communities.
Implications - This study is expected to serve as the basis for a follow-up study to determine the impact of leadership development of peer tutors on the clinical knowledge and skills retention in peer undergraduate health care students, as well as the effect on health outcomes of patients in clinical practice
A quality improvement initiative to create a positive environment for sensory developmental care in a neonatal intensive care unit
No full textBackground - The project was a response to the lack of sensory friendly interventions in the author\u27s clinical facility. After audit review, the staff was found lacking in knowledge and practices. Based on the audit review, literature and expert opinions, components were developed to use in training for quality improvement.
Purpose - Creating a culture of sensory developmental care for prematurely born infants through an interprofessional quality improvement initiative in a neonatal intensive care unit.
Methods - Awareness opportunities were created for the interprofessional healthcare team on a monthly basis. A range of topics was identified and advocated for through training sessions, in-the-moment training, posters and communication file, focusing on a specific sense each month.
Results - Non-compliance was due to lack of knowledge or understanding of the sensory development of prematurely born infants, but the NICU staff were eager to support researched practices. Difficulty was found to encourage temporary staff members. Overall, after baseline assessment was repeated, an improvement was noted, but further training and motivation was still required. A high turnover in management created difficulties in establishing sustained support. This delayed full implementation of the initiative. It was thus difficult to determine probabilities of sustained development of the project, but continued practice of initiatives and follow-up are expected to achieve sustained practice of sensory developmental care of the infants.
Conclusions Sensory developmental care of prematurely born infants improved post education and awareness creation. For future endeavors staff will be involved in the management of initiatives in order to boost accountability. Compliance with policies need to be improved. Posters on the specific topics contribute vastly to display important points of policies and care. Inter-professional teamwork is important to enhance quality care.
Implications - The initiative will continue, attempting to distribute the initiative throughout the hospital group\u27s neonatal facilities in South Africa. It is expected to improve outcomes for neonates and their families
<b>What is it worth: The perceived value of a demolished Modernist Structure - Bloemfontein</b>
No full textThe linked data set and statistical analysis report were created for a paper focused on the demolition in 2013 of a modernist chapel belonging to the Church of Jesus Christ of the Latter-day Saints in Bloemfontein. Even though the building was demolished a decade ago, it remains significant as an architectural example, an example of the use of structural concrete and an example of the lack of protection offered to modernist structures.</p
