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Proefskrifte: 2011

AMERICA CG. The relevance, importance and applicability of sustainable development in Economic and Management Sciences education. PhD, 2011. 366 pp. Promotor: Prof LLL le Grange.

BRADFIELD GM. The development and validation of the growing disciples inventory as a curriculum-aligned self-assessment for Christian Education. PhD, 2011. 301 pp. Promotors: Prof CD Roux/Prof J Thayer.

FAKIER M. A deconstructive analysis of the National Plan for Higher Education Transformation in South Africa. PhD, 2011. Promotor: Prof Y Waghid.

FERGUSON R. Teacher development for religious and cultural diversity in citizenship education: a community of practice approach. PhD, 2011. 457 pp. Promotor: Prof CD Roux.

FOURIE SS. An evaluation of the effect of coaching on the empowerment of middle managers in the retail sector: a lifelong learning perspective. PhD, 2011. 220 pp. Promotor: Prof EM Bitzer.

HANSEN JK. The teaching of English in Grade 8 in an OBE approach. PhD, 2011. 266 pp. Promotors: Dr E Ridge/Prof L le Grange.

KLAPWIJK NM. Reading strategy instruction for grades 4-6: towards a framework for implementation. PhD, 2011. 326 pp. Promotors: Prof C van der Walt/Dr R Nathanson.

LACKAY JM. 'n Beroepsgerigte opleidingsprogram vir adolessente leerders met intellektuele gestremdheid. PhD, 2011. 271 pp. Promotor: Prof R Newmark.

McGHIE VF. Literacy as social practice: factors impacting on first year students' academic progress at a South African university. PhD, 2011. 292 pp. Promotor: Prof C van der Walt.

MOHAMMED N. Introducing an eco-justice ethic of Islam by way of environmental education: implications for Islamic education. PhD, 2011. 313 pp. Promotors: Prof LLL le Grange/Prof Y Waghid.

THOMAS BN. An analysis of tactical thinking in tennis. PhD, 2011. 216 pp. Promotor: Prof ES Bressan.

WELMAN KE. The value of graduated compression socks as a post-exercise recovery modality in long distance runners. PhD, 2011. 261 pp. Promotor: Prof E Terblanche.

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Proefskrifte: 2010

BEUKES CJ. A critical-hermeneutical inquiry of schools as learning organisations. PhD, 2010. 278 pp. Promotor: Dr B van Wyk.

BLEAZARD AV. Sexuality and intellectual disability: perspectives of young women with intellectual disability. PhD, 2010. 283 pp. Promotor: Prof R Newmark.

MAFUMO TN. Managing racial integration in South African public schools: in defence of democratic action. PhD, 2010. 225 pp. Promotor: Prof Y Waghid.

MASUKU E. School principals' experiences of the decentralisation policy in Zimbabwe. PhD, 2010. 250 pp. Promotor: Prof SJ Berkhout.

NAANDA RH. The integration of identified employability skills into the Namibian vocational education and training curriculum. PhD, 2010. 278 pp. Promotor/medepromotor: Prof CA Kapp/Prof CD Roux.

OSWALD MM. Teacher learning during the implementation of the Index for Inclusion in a primary school. PhD, 2010. 467 pp. Promotor: Prof P Engelbrecht.

RAMUKUMBA MM. The role of beliefs, conceptualisations and experiences of outcomes-based education on teaching practice. PhD, 2010. 273 pp. Promotor: Prof LLL le Grange.

RIDINGTON MT. A framework for the evaluation of an international graduate economic development programme for NGO leaders. PhD, 2010. 322 pp. Promotor: Prof CA Kapp.

SMITH-TOLKEN AR. Community engagement at a higher education institution: exploring a theoretical grounding for scholarly based service-related proecesses. PhD, 2010. 212 pp. Promotor/medepromotor: Prof EM Bitzer/Prof R Newmark.

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Proefskrifte: 2009

COE KL. The process of lesson study as a strategy for the development of teaching in primary schools: a case study in the Western Cape Province, South Africa. PhD, 2009. 319 pp. Promotor/medepromotor: Prof AE Carl/dr BL Frick.

MAMINZA PM. The role of the University of South Africa in the development of human resources in the rural communities of Mpumalanga Province. PhD, 2009. pp. Promotor: Prof CA Kapp.

NAIDOO D. Organisational culture and external quality assurance. PhD, 2009. 309 pp. Promotor: Prof CA Kapp.

PIENAAR AW. The validity and reliability of a biofeedback system during spinal segmental stabilisation in patients with low back pain. PhD (Sport Science), 2009. 245 pp. Promotor: Prof JG Barnard.

SLAMAT JA. Teachers, assessment and outcomes-based education: a philosophical inquiry. PhD, 2009. 200 pp. Promotor: Prof Y Waghid.

SMIT TC. The role of African literature in enhancing critical literacy in first generation entrants at the University of Namibia. PhD, 2009. 306 pp. Promotor: Prof C van der Walt.

STEFAN DC. Developing a framework for an undergaduate haematology curriculum in a faculty of health sciences. PhD, 2009. 170 pp. Promotor/medepromotor: Prof EM Bitzer/dr F Cilliers.

SUTHERLAND G. A curriculum framework for an introductory programme in the National Diploma (Engineering) at Vaal University of Technology. PhD, 2009. 262 pp. Promotor/mede-promotor: Prof EM Bitzer/Prof CA Kapp.

VAN DER MERWE M. The development of a conceptual framework for the capacity enhancement of development workers. PhD, 2009. 357 pp. Promotor/mede-promotor: Prof CA Kapp/Dr MC Dent.

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Proefskrifte: 2008

CLEOPHAS FJ. Physical education and physical culture in the Coloured community of the Western Cape, 1837-1966. PhD (Sportwetenskap), 2008. 295 pp. Promotor: Prof FJG van der Merwe.

DIVALA JJ. Is a liberal notion of university autonomy relevant to higher education in Africa? PhD, 2008. 227 pp. Promotor: Prof Y Waghid.

DREYER LM. An evaluation of a model for learning support in primary schools in the Westcoast-Winelands region. PhD, 2008. 298 pp. Promotor/mede-promotor: Proff P Engelbrecht/RE Swart.

JOHNS E. Investigating factors relevant to a multicultural HIV/Aids curriculum for Assemblies of God pastors in South Africa. PhD, 2008. 327 pp. Promotor: Prof CD Roux.

KROFF J. New insights into respiratory muscle function in an athlete population. PhD, 2008. 254 pp. Promotor: Prof E Terblanche.

MABOVULA NN. A philosophical exploration of democratic participation in school governance in selected South African schools in the Eastern Cape province. PhD, 2008. 267 pp. Promotor: Prof Y Waghid.

NKOSI AE. The role of the Further Education and Training Colleges in skills development in Mpumalanga Province as perceived by local industries. PhD, 2008. 224 pp. Promotor/mede-promotor: Proff CA Kapp/HC Marais.

SAUNDERS DE. The psycho-educational programme for cricket players using neuro-linguistic programming. PhD (Sportsielkunde), 2008. 359 pp. Promotor: Prof JR Potgieter.

SMIT I. 'n Opleidingsraamwerk gerig op gehalte aborsiesorg vir verpleegkundiges aan hoŽronderwysinstellings in die Wes-Kaap. PhD, 2008. 401 pp. Promotor/mede-promotors: Proff EM Bitzer/DW Steyn & dr ELD Boshoff.

UYS SM. The impact of an intervention programme on the decision-making speed and accuracy, declarative knowledge, and selected visual skills of U/20 rugby players. PhD, 2008. 227 pp. Promotor: Proff ES Bressan.

VENTER RE. A model for psychophysiological regeneration of elite team athletes. PhD, 2008. 337 pp. Promotor/mede-promotor: Proff JR Potgieter/JG Barnard.

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Proefskrifte: 2007

BEETS PAD. Assessering-vir-leer in Geografie-klasse in die Verdere-Onderwys- en Opleidingsbaan. PhD, 2007. 327 pp. Promotor: Prof LLL le Grange.

BOCK-JONATHAN BB. The effects of participation in movement programmes on the movement of competence, self-esteem and resiliency of adolescent girls. PhD, 2007. 153 pp. Promotor/medepromotor: Prof ES Bressan/prof R Newmark.

DE KLERK DR. An adapted rehabilitation programme for a cross section of South African chronic obstructive pulmonary disease patients. PhD, 2007. 357 pp. Promotor/medepromotor: Prof JG Barnard/prof JR Joubert.

DU PREEZ P. Dialogue as facilitation strategy: infusing the classroom with a culture of human rights. PhD, 2007. 445 pp. Promotor: Prof CD Roux.

ENGELBRECHT FDJ. A framework for the design and implementation of competency-based teacher education programmes at the University of Namibia. PhD, 2007. 457 pp. Promotor/medepromotor: Prof EM Bitzer/prof AE Carl.

FRICK BL. Integrating scholarship and continuing professional development in the natural sciences at a South African university. PhD, 2007. 350 pp. Promotor/medepromotor: Prof CA Kapp/prof EM Bitzer.

GALLOWAY GMM. Cultivating democratic citizenship education in schools: implications for educational leaders. PhD, 2007. 224 pp. Promotor: Prof Y Waghid.

JOUBERT F. OntwikkelingstrategieŽ vir die bemagtiging van jeugleiers: 'n ondersoek in enkele Suid-Kaapse skole. PhD, 2007. 258 pp. Promotor/medepromotor: Prof AE Carl/prof CA Kapp.

KUNKWENZU ED. Professional experiences of beginning secondary school Home Economics teachers in Malawi. PhD, 2007. 239 pp. Promotor: Prof CPS Reddy.

MALAN SB. The development of an integrated problem based learning (PBL) model in a post-matric programme at Stellenbosch University. PhD, 2007. 274 pp. Promotor/medepromotor: Prof P Engelbrecht/dr W Michaels.

NATHANSON RR. A school based-balanced approach to early reading instruction for English as additional language learners in grades one to four. PhD, 2007. 235 pp. Promotor/medepromotor: Dr E Ridge/dr H Menkveld.

NEL C. Die oorgang van skool na universiteit: 'n gevallestudie aan die Universiteit Stellenbosch. PhD, 2007. 352 pp. Promotor/medepromotor: Dr C Troskie-de Bruin/prof EM Bitzer.

VAN SCHALKWYK SC. Acquiring academic literacy: a case of first-year extended degree programme students at Stellenbosch University. PhD, 2007. 279 pp. Promotor/medepromotor: Prof EM Bitzer/prof C van der Walt.

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Proefskrifte: 2006

ADENDORFF SA. Investigating feedback as element of formative assessment in the teaching of senior phase mathematics. PhD, 2006. 336 pp. Promotor/medepromotor: Dr JH Smit/prof LLL le Grange.

AFRICA EK. Die invloed van 'n intervensieprogram op omkeerbare gesondheidsrisikofaktore by 'n geselekteerde groep adolessente dogters. PhD, 2006. 477 pp. Promotor/medepromotor: Dr KJ van Deventer/prof JG Barnard.

CRAFFORD S. A curriculum framework for consumer learning in a higher education institution. PhD, 2006. 252 pp. Promotor/medepromotor: Prof EM Bitzer/prof SM Welgemoed.

ESTERHUYSE AJ. Professional military education in the South African National Defence Force: the role of the Military Academy. PhD, 2006. Promotor: Prof CA Kapp.

KRUGER E. Die gebruik van humormateriaal in die onderrig van Afrikaans. PhD, 2006. 427 pp. Promotor/medepromotor: Dr H Menkveld/dr C Troskie-De Bruin.

MARTHINUS JM. Psychological effects of retirement on elite athletes. PhD, 2006. 235 pp. Promotor: Prof JR Potgieter.

MSENGANA NW. The significance of the concept 'Ubuntu' for educational management and leadership during democratic transformation in South Africa. PhD, 2006. 2002 pp. Promotor: Dr DJL Taylor.

PLAATJIE RM. A comparison of coping strategies amongst ethnically diverse football players. PhD, 2006. 362 pp. Promotor: Prof JR Potgieter.

VAN DER WALT S. 'n Studentgesentreerde opleidingsraamwerk vir kliniese verpleegpraktisyns in Noord-Kaapse plattelandse gemeenskappe. PhD, 2006. 349 pp. Promotor/medepromotor: Prof CA Kapp/prof EM Welmann.

VAN WYK C. The development of an education management information system from a sense-making perspective and the application of quantitative methods to analyse education data sets. PhD, 2006. 260 pp. Promotor/medepromotor: Prof S van der Berg/prof SJ Berkhout.

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Proefskrifte: 2005

ADAMS F. Critical theory and school governance: advancing an argument for democratic citizenship. PhD, 2005. 237 pp. Promotor: Prof Y Waghid.

BUTLER ME. The development, implementation, validation and evaluation of a continuing professional development learning programme for nurses working in Saudi Arabia. PhD, 2005. 346 pp. Promotor: Prof CA Kapp.

ESSACK S. The contribution of mentorship to personal and institutional development at the Westville campus of the University of Kwa-Zulu Natal. PhD, 2005. 364 pp. Promotor: Prof CA Kapp.

FERREIRA S. The preparation of athletes with cerebral palsy for elite competition. PhD (Sportwetenskap), 2005. 375 pp. Promotor/medepromotor: Prof ES Bressan/prof K Myburgh.

KOTZE CG. Demokratiese onderwys in Namibiese primÍre skole: vlak of diep? PhD, 2005. 228 pp. Promotor: Prof Y Waghid.

LOEBENSTEIN HN. Support for learners with intellectual disabilities in the transition to secondary schools. PhD, 2005. 228 pp. Promotor/medepromotor: Prof P Engelbrecht/prof R Newmark.

NAANDA RN. The development of an inclusive approach in early childhood education in Namibia. PhD, 2005. 371 pp. Promotor: Prof P Engelbrecht.

NKANDU EM. The development of a training programme for peer-learning educators in adolescent reproductive health in Zambia. PhD, 2005. 346 pp. Promotor/medepromotor: Prof CA Kapp/dr J Hugo.

NOBLE N. Intercultural understanding in global education communities: tracing intercultural education in a pre-service teacher training programme at the University of Stellenbosch. PhD, 2005. 322 pp. Promotor: Prof SJ Berkhout.

NOVEMBER IP. Outcomes-based education as a social practice: transformative or not? PhD, 2005. 233 pp. Promotor: Prof Y Waghid.

ZEALAND DD. A physical activity programme to support the development of Namibian youth in an at-risk context. PhD, 2005. 232 pp. Promotor/medepromotor: Prof E Bressan/prof R Newmark.

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Proefskrifte: 2004

ADAMS ND. A conceptual analysis of teacher education in South Africa in relation to the Norms and Standards for Educators. PhD, 2004. 242 pp. Promotor: Prof Y Waghid.

FERREIRA P. HIV/Aids education and the professional development of teachers: investigating the potential of an e-learning programme. PhD, 2004. 140 pp. Promotor/Mede-promotor: Prof DR Schreuder/Dr CPS Reddy.

GALYAM N. Teaching thinking skills in science to learners with special needs: an evaluation study. PhD, 2004. 351 pp. Promotor: Prof LLL le Grange.

GREEN WJ. Use of the TRAC PAC as a microcomputer-based laboratory (MBL) tool for addressing misconceptions in kinematics and kinematic graphs held by secondary school learners. PhD, 2004. 532 pp. Promotor: Dr AS Jordaan.

HUGO K. A model for talent identification and development in South African team sports. PhD, 2004. 135 pp. Promotor: Prof ES Bressan.

LOUW AJN. Staking van studie aan landbou-opleidingsinstellings in die Wes-Kaap: waarskynlike oorsake en strategieŽ vir studente-ondersteuning. PhD, 2004. 290 pp. Promotor/Mede-promotor: Prof EM Bitzer/Dr C Troskie-de Bruin.

M÷WES DL. An evaluation of student support services in open and distance learning at the University of Namibia. PhD, 2004. 276 pp. Promotor/Mede-promotor: Prof CA Kapp/Dr C Troskie-de Bruin.

VAN NIEKERK HJ. Enabling organisational knowledge through action learning: a philosophical study. PhD, 2004. 195 pp. Promotor: Prof Y Waghid.

VAN ZYL KC. The development and testing of a computer-aided instructional resource for the teaching of Physical Science. PhD, 2004. 320 pp. Promotor: Dr AS Jordaan.

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Proefskrifte: 2003

CAMPHER EJ. Educational change: A support programme for educators in an inclusive school setting. PhD, 2003. 300 pp. Promotor: Prof P Engelbrecht.

DE JAGER L. Die ondersteuning van leerders uit hoŽ risiko-gemeenskappe in primÍre skole. PhD, 2003. 387 pp. Promotor: Prof AG Smit.

HERMANSON CM. The evaluation of the outcome of a thinking skills programme for middle management in a financial services industry organisation. PhD, 2003. 370 pp. Promotor/Mede-promotor: Prof CA Kapp/Prof P Engelbrecht.

KIM YM. Didactic strategies for the use of lyrics in religious education. PhD, 2003. 300 pp. Promotor: Prof CD Roux.

LE CORDEUR MLA. Die bevordering van lees met behulp van media-onderrigstrategieŽ; vir Afrikaans (graad 7): 'n gevallestudie. PhD, 2003. 387 pp. Promotor/Mede-promotor: Dr H Menkveld/Dr E Ridge.

MERTS C. A generic transformational model for outcomes-based instructional design for MTR1 training in the Department of Defence. DEd, 2003. 310 pp. Promotor: Prof CA Kapp.

NAKASA S. Student academic underpreparedness at South African technikons. PhD, 2003. 482 pp. Promotor: Dr E Ridge.

PAULSEN M. Co-operative learning for learners with special educational needs. PhD, 2003. 410 pp. Promotor/Mede-promotor: Prof P Engelbrecht/Dr H Menkveld.

PEPLER A. Die ontwikkeling van 'n geletterdheidsprogram vir Graad R-leerders. PhD, 2003. 285 pp. Promotor/Mede-promotor: Dr H Menkveld/Dr J Anker.

PIETERSE JJ. Die effek van sportsielkundige opleiding op die prestasie van sportlui, met spesifieke verwysing na baanatlete. PhD, 2003. 407 pp. Promotor: Prof JR Potgieter.

RHODES BD. Waardes en waardeoriënterings in Uitkomsgebaseerde Onderwys: 'n Ondersoek van moontlikhede binne 'n diverse skoolomgewing. PhD, 2003. 189 pp. Promotor: Prof CD Roux.

ROGERS L. Die voorbereiding van onderwysers vir uitkomsgebaseerde onderwys binne die leerarea Sosiale Wetenskappe. PhD, 2003. 334 pp. Promotor: Prof AE Carl.

VAN WYK B. A conceptual analysis of transformation at three South African universities in relation to the National Plan for Higher Education. PhD, 2003. 235 pp. Promotor: Prof Y Waghid.

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Proefskrifte: 2002

BEYLEFELD AA. Die integrering en assessering van kritieke uitkomste in 'n leerprogram vir eerstejaar- geneeskundestudente. PhD, Universiteit van die Vrystaat, 2002. 320 pp. Eksterne promotor: Prof EM Bitzer.

Die doel van hierdie studie was om die integrering en assessering van kritieke uitkomste in die eerste jaar van die Program vir Professionele Geneeskunde wat tans aan die UVS Geneeskundefakulteit aangebied word, te verbeter. Die fokuspunt van die navorsing was Module MEA112, wat die ontwikkeling van algemene vaardighede as tema het, ten einde studente op alle vlakke van hul hoŽronderwysloopbane met lewenslangeleervaardighede toe te rus.

DE VILLIERS DB. Kurrikulumontwikkeling vir volhoubare sportbestuursopleiding in Suid-Afrika. PhD, 2002. 220 pp. Promotor/medepromotors: Prof EM Bitzer/prof AE Carl/dr JH Malan.

In Suid-Afrika bestaan die probleem van 'n ongesonde proliferasie van sportbestuursprogramme wat langdurige skade aan opleidingsinstellings, die sportbedryf en individue met verwagtinge van werk in diť bedryf kan veroorsaak. Die hoofdoel van hierdie studie was derhalwe om ondersoek in te stel na die onderwys- en opleidingsbehoeftes van sportbestuurders op verskillende vlakke. Hieruit is 'n kurrikulumraamwerk ontwerp wat poog om sportbestuursprogramme aan hoŽronderwysinstellings in Suid-Afrika op 'n meer volhoubare grondslag te plaas. In die uitvoering van die studie is onder meer gepoog om 'n internasionale en nasionale historiese perspektief oor sportbestuuropleiding daar te stel en resente teoretiese kurrikulummodelle en -riglyne in ag te neem.

ESTERHUIZEN MB. ‘n Geïntegreerde bevoegdheidsgebaseerde model vir die ontwikkeling van menslike hulpbronne in ‘n gesondheidsorganisasie: ‘n onderwys en opleidingsperspektief. PhD, 2002. 293 pp. Promotor: Prof CA Kapp.

Die algemene doelstelling van hierdie navorsingstudie was om deur ‘n uitgebreide literatuuroorsig ‘n geïntegreerde bevoegdheidsgebaseerde menslike hulpbronne-model te ontwikkel, om dit in die organisasie te implementeer en om die uitwerking wat dit op die personeel in die benuttingshersieningsentrum in die organisasie te meet. Die dimensies waarvolgens die uitwerking gemeet is, is die beskouings van die personeel in die organisasie en hulle werksprestasie.

Die volgende metodes is gebruik in die ontwikkeling en implementering van die geïntegreerde bevoegdheidsgebaseerde menslike hulpbronne-model: ‘n Ontleding van die werksprosesse en take is gedoen om die vloei van die werk deur die sentrum te bepaal. Daarna is die verskillende rolle geïdentifiseer. Terselfdertyd is ‘n ontleding van die organisasie se strategie gedoen om vas te stel watter uitwerking dit op die toekomstige werkprosesse en take sal hê. Nadat die ontledings voltooi is, is rolbeskrywings vir die geïdentifiseerde rolle opgestel. Die menslike hulpbronne-aktiwiteite is tydens die implementeringsproses deurgaans geëvalueer om te verseker dat dit aan die bepalings van die arbeidswette voldoen.

Die studie het daarin geslaag om ‘n geïntegreerde bevoegdheidsgebaseerde menslike hulpbronne-model daar te stel wat met gerustheid deur organisasies gebruik kan word om hul personeel te ontwikkel en wat dit dus vir organisasies moontlik maak om ‘n kompeterende voorsprong te behaal en te behou.

VAN DER WESTHUIZEN AJ. South African higher education institutions as learning organizations: a leadership process model. PhD, 2002. 420 pp. Promotor: Prof CA Kapp.

Geografiese ligging en grense is nie ‘n voorvereiste vir die druk en eise vir verandering en transformasie van die komplekse uitdagings wat hoër onderwys in die gesig staar nie. Institusionele leierskap sal moet aanpas om die volle potensiaal van instellings te verwesenlik. Leiers sal hulle selfbelang moet prysgee om sodoende aan die emosionele behoeftes van hul volgelinge te voldoen. Terselfdertyd sal ‘n radikale nuwe begrip gevind moet word van wat effektiwiteit werklik behels.

Die studie dui aan dat hoëronderwysinstellings beide die wil en die vermoë moet hê om by vinnige verandering aan te pas. Dit sal die leier(s) se verantwoordelikheid wees om werklikheid te definieer, en om die verlede, die hede en die toekoms te begryp. Om leiding te kan gee vereis om opnuut te kan fokus en nuut te kan dink oor, onder andere, fundamentele uitgangspunte, waarna gestrewe word en waarheen dit op pad is.

Die studie bestaan uit ‘n literatuuroorsig met betrekking tot drie studievelde: transformasie, leierskap en lerende organisasies, om sodoende patrone en ooreenkomste te kan vasstel om ‘n sistematiese uiteensetting en die ontwikkeling van ‘n model te kan gee.

Die model gee ‘n holistiese beskouing van hoe leierskap en die ontwikkeling van leierskap die “ruimte” bewerkstellig om lerende organisasies asook grenslose organisasies te skep.

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Proefskrifte: 2001

BOWMAN WE. The evaluation of an accreditation programme for quality improvement in private physiotherapy practice in South Africa. PhD, 2001. 221 pp. Promotor: Prof CA Kapp.

“Gehalte” het verskillende betekenisse vir verskillende mense. Selfs kenners op die gebied van gehalte stem nie saam dat daar een enkele definisie is nie. Juran se omvattende definisie is “gebruikswaarde”, terwyl Crosby gehalte in terme van produksie, naamlik “zero defek”, definieer. Volgens Deming is gehalte “’n nimmereindigende siklus van voortdurende verbetering”. Die een element wat almal gemeen het, is dat bestuur leierskap moet aanvaar en demonstreer indien gehalte behaal wil word.

Die doelstelling van die navorsing was om die PhysioFocus praktyk-akkreditasieprogram te evalueer en aanbevelings te maak vir ‘n leerprogram vir die akkreditasieprogram. Die doelstelling is gerealiseer deur ’n verkennende en beskrywende navorsingsontwerp vanuit ‘n kwalitatiewe orïentasie. Die evaluering van die PhysioFocus praktyk-akkreditasieprogram het deur middel van ‘n gevalideerde evalueringsinstrument geskied. Die groepsonderhoud het areas van die PhysioFocus praktyk-akkreditasieprogram wat remediëring benodig, geïdentifiseer. Aanbevelings het professionele-etiese aspekte, besigheidsbestuur en wetgewingsaspekte ingesluit. Die aanbevelings sal deur die PhysioFocus praktyk-akkrediteringskomitee geïmplementeer word.

Hierdie navorsing is uniek in dié sin dat dit die enigste akkreditasieprogram vir fisioterapie in Suid-Afrika is. Dit is ook die enigste fisioterapie-akkreditasieprogram wat in Suid-Afrika geëvalueer is.

GALANT FHM. Die effek van onderwystransformasie op die motivering en beroepsbelewing van onderwysers in die Wes-Kaapse Onderwysdepartement. PhD, 2001. Promotor/medepromotor: Dr CJ Ackermann/dr LP van Kradenburg.

Die ondersoek is gebaseer op die hipotese dat die proses van onderwystransformasie in die RSA 'n wesenlike invloed op onderwysers se motivering en beroepsbelewing kan hÍ. Teen die agtergrond van verskeie motiverings- en persoonlikheidsteorieŽ is onderwysers se motivering en beroepsbelewing in twee van die nege onderwysareas in die Wes-Kaap ondersoek. 'n Beduidende voorkoms van demotivering en negatiewe beroepsbelewing is by die onderwysers gevind. Die ondersoek het gelei tot verskeie voorstelle ter verbetering van toekomstige beplanning, bestuur en implementering van onderwysveranderinge, insluitend beter kommunikasie tussen die onderskeie onderwysbestuursvlakke en beter voorbereiding en opleiding van onderwysers vir die effektiewe hantering van verandering.

KLEYNSCHELDT RJ. Die vennootskapskonsep in skoolonderwys in die RSA. PhD, 2001. Promotor/medepromotor: Dr WS du Plessis/prof JC Steyn.

Die skool as primÍre opvoedingsinstansie is toenemend afhanklik van die bystand van vennote. Die medewerking van konvensionele opvoedingsvennote soos die ouer, die kerk en die staat, behoort in die toekoms verhoog te word. Terselfdertyd het dit nodig geword om nuwerwetse supplementÍre opvoedingsvennote te betrek om onderwysuitdagings te bekamp. Gesinsverbrokkeling as gevolg van maatskaplike misstande en veral die pandemiese MI-virus vereis onder meer dat die kind se behoefte aan geborgenheid op alternatiewe wyses ondervang word. Die studie identifiseer 'n aantal supplementÍre vennote. Elke vennoot behoort ooreenkomstig sy eie aard op sy eie unieke wyse tot die bevordering van die opvoeding by te dra.

LE GRANGE LLL. Pedagogical practices in a higher education context: case studies in environmental and science education. PhD, 2001. 280 pp. Promotor/medepromotor: Prof DR Schreuder/prof Y Waghid.

The study examines the implications of environmental educational issues for South African pedagogy. It critically reviews the socio-historical determinants of pedagogical practices in South African teacher education and investigates changing pedagogical practices by means of case studies in science/environmental education. Two concepts are extended: Pendlebury's (1998) notion of pedagogical space and Turnbull's idea of the social organisation of trust. In identifying the opportunities and possibilities in the creative tension between trust and distrust in collegial relations, the study invites transformation on the part of policy makers, teachers, academics and other educational professionals.

LYOKA PA. The identification of the distinguishing perceptual-motor characteristics of top level sports performers. PhD, 2001. 142 pp. Promotor: Dr ES Bressan.

Top-level sports performance is supported by extraordinary levels of physical development. However, other contributing factors to performance excellence have not been as well defined. This study examined performance in those sports that demand high levels of strategic thinking in a dynamic environment. Within these fast-paced distinguishing perceptual-motor characteristics of top-level performers were their superior visual search skills and the ability to anticipate, as well as aspects of their decision-making, including a comprehensive memory structure for their sport, knowledge of tactics, and speed of information processing. Engagement in deliberate practice over a period of years and early access to coaching, opportunities to compete and proper sport facilities were identified as contributing factors to the development of top-level performers.

MŲWES AD. The views of educators regarding inclusive education in Namibia. PhD, 2001. 369 pp. Promotor: Prof P Engelbrecht.

The move to greater inclusion of learners with special needs into regular classrooms is based on the social justice approach of equal educational opportunities for all learners within the same classroom. The efficacy of this approach relies heavily upon educators' views regarding inclusive education. Against this background this study investigated the views of educators regarding the implementation of inclusive education in Namibia. Results indicate that educators do not possess the necessary skills and knowledge to address diversity within their classrooms. Furthermore, there is an urgent need to develop and formulate a workable and manageable national policy on inclusion in cooperation with educators within Namibia.

MASANGO SJU. The development of a vocational interest measuring instrument in an adult educational setting. PhD, 2001. Promotor/medepromotor: Prof P Engelbrecht/dr J Meyer.

Research in the area of vocational interest measures in Africa is limited. In the face of the absence of measures tailored to the needs of Zimbabwe, this study is the first to explore the development and validation of an occupational measure that could be used as a tool to establish the extent of the relationship between the individual's vocational interests and the job requirements in the Zimbabwe Public Service. A vocational interest measure based on Holland's Self-directed Search and a model for predicting and classifying people into appropriate job sectors based on the scores obtained from the vocational interest measure within the Zimbabwe cultural context, were developed.

NEWMARK R. Inclusive education for learners with Down syndrome: the role of the educational psychologist. PhD, 2001. 400 pp. Promotor: Prof P Engelbrecht.

The period in which this study was conducted was marked by the development of policy on inclusive education in South Africa and explores the role the educational psychologist played over a period of two years in including a group of ten learners with Down Syndrome in regular schools. The results of this study emphasise the multiple roles the psychologist can play in the facilitation of inclusive education and have already had a major impact on the training of educational psychologists in South Africa. Futhermore the importance of the total acceptance and respect for dignity of every individual, regardless of how severely disabled he/she is, emerged as an important theme in the research.

REDDY CPS. Teacher responses to education policy reforms: Case studies of in-service processes in the Western Cape Province of South Africa. PhD, 2001. 232 pp. Promotor: Prof DR Schreuder.

This study explores primary teachers' experiences of and responses to recent policy changes. Data produced using case studies of in-service teacher education processes suggest that the implementation of change was problematic. Many teachers were confused and experienced doubt about their teaching competence. The overall response of these teachers to the proposed change ranged from open resistance to what was perceived as externally imposed change to compliance with and support for the initiatives taken.

ROBERTSON CK. Developing edutainment principles and practices for audio-visual representations of Biblical books. PhD, 2001. 322 pp. Promotor: Prof CD Roux.

Hierdie interdissiplinêre studie se hoofdoel was om riglyne daar te stel vir die skryf van 'n persoonlike weergawe (script treatment of personal picture) van Bybelse gebeure vir oudio-visuele gebruik. Die skryf van 'n persoonlike weergawe is die belangrikste vertrekpunt by die gebruik van oudio-visuele media, byvoorbeeld 'n film oor Bybelse inhoud. Die studie bewys dat oudio-visuele kommunikasie met kinders en volwassenes 'n opvoedkundige onderbou moet bevat sodat die historiese agtergrond van die verhaal verstaan kan word. Vermaak is ook 'n belangrike komponent (faset) wat altyd aan die kykers gebied moet word. Die opvoedkundige en vermaaklikheidaspekte word beskryf as edutainment. Die studie bewys dat edutainment 'n kritieke aspek van oudio-visuele media is, veral op die terrein van religie.

VAN BELKUM C. A process of quality improvement for oucomes-based critical care nursing education. PhD, 2001. 334 pp. Promotors: Prof CA Kapp en Dr TD van der Merwe.

‘n Weldeurdagte leerprogram dien as ‘n bloudruk vir kritiekesorgverpleging en rig beide die teorie en die kliniese praktyk. Die ontwerp van ‘n program vir kritiekesorgverpleging wat geïntegreerd, leerdergefokus en aanpasbaar is, help verpleegkundiges om die nodige bevoegdhede vir kritiese denke (kennis, tegniese vaardighede en houdings/waardes) te ontwikkel. Dit stel kritikesorgverpleegkundiges ook in staat om professioneel te groei en om kundigheid in kritiekesorgverpleging te ontwikkel. Uitkomsgebaseerde onderrig is die gonswoord in Suid-Afrika en het ‘n pardigmaskuif van inhoudgebaseerde na uitkomsgebaseerde onderrig genoodsaak.

In ‘n tyd waarin daar ‘n tekort aan verpleegsorg is, is ‘n goed-beplande, geïntegreerde en uitkomsgeoriënteerde kritiekesorgleerprogram noodsaaklik.

Die uitkoms van die navorsing is as ‘n proses van gehalteverbetering vir uitkomsgebaseerde kritiekesorgverpleegonderrig, wat gevalideerde standaarde insluit, geïdentifiseer.

Daar is in uitkomsgebaseerde kritiekesorgverpleegonderrig geen formele proses van gehalteverbetering vir uitkomsgebaseerde kritiekesorgonderrig is nie. Die uniekheid van die navorsing is geleë in die feit dat hier standaarde ontwikkel en aangebied is as deel van ‘n stelsel van gehalteverbetering vir uitkomsgebaseerde kritiekesorgverpleegonderrig. Hierdie standaarde kan tydens die ontwikkeling van die leerprogram die ontwikkelaar van die uitkomsgebaseerde kritiekesorg-verpleegonderrigprogram rig, en kan gebruik word om die gehalte van die huidige leerprogramme te beoordeel.

WAGHID Y. A conceptual analysis of a reflexive democratic praxis related to higher education transformation in South Africa. PhD, 2001. 274 pp. Promotor: Prof JC Steyn.

This dissertation demonstrates that education policy frameworks are not sufficient to transform higher education in South Africa. It is argued that reflexive democratic praxis may provide a better understanding of the higher education transformation process. Taking account of different modes of knowledge production, the candidate illustrates how reflexive democratic praxis can shape higher education activities such as teaching and learning through distance education, research, and community service. The study also critically examines the ways in which the Faculty of Education has engaged in these activities.

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Proefskrifte: 2000

ALBERTYN RM. Conceptualization and measurement of the empowerment of workers: an educational perspective. PhD, 2000. 488 pp. Promotor/medepromotor: Prof CA Kapp/prof CJ Groenewald.

Organisations increasingly invest in empowerment programmes to facilitate productivity and equity. The outcome of this study in adult education was the development, via an experimental design, of a standardised instrument to monitor the effect of an empowerment training programme. The instrument has been patented and will be used in future to assess the impact of empowerment training programmes in organisations. Organisasies belÍ toenemend in bemagtigingsprogramme ten einde produktiwiteit en billikheid te fasiliteer. Die uitkoms van hierdie navorsing in volwassene onderwys was die ontwikkeling, deur 'n eksperimentele ontwerp, van 'n gestandaardiseerde instrument om die uitwerking van 'n bemagtigingsopleidingsprogram te moniteer. Die instrument is gepatenteer en sal in die toekoms aangewend word om die uitwerking van bemagtigingsopleidingsprogramme in organisasies te assesseer.

JOHANNES D. Kritiese elemente in die opleiding van onderwysers ten opsigte van Opvoeding vir Vrede. PhD, 2000. 260 pp. Promotor: Prof AE Carl.

Binne die konteks van die Suid-Afrikaanse samelewing moet oplossings gevind word vir die geweldsprobleem wat tans hoogty vier binne die Suid-Afrikaanse konteks. Hierdie studie fokus op die identifisering van die kritiese elemente ten opsigte van Opvoeding vir Vrede met die doel op die ontwikkeling van 'n breŽ kurrikulumraamwerk vir onderwysersopleiding sodat oplossings reeds op skoolvlak geÔmplementeer kan word. Hierdie kritiese elemente van die voorgestelde kurrikulumraamwerk is verdraagsaamheid, rekonsiliasie, diversiteit, konflikhantering, menseregte, demokrasie, vrede, onderhandeling en samewerking. Die studie toon duidelik dat daar 'n sterk behoefte is aan die implementering van Opvoeding vir Vrede op skoolvlak en dat Uitkomsgebaseerde onderwys by uitstek geskik is daarvoor.

NDUNA JN. Environmental education for sustainable communities by adult educators in a black urban community. PhD, 2000. 211 pp. Promotor/medepromotor: Prof DR Schreuder/prof CA Kapp.

In hierdie studie ondersoek Joyce Nduna die noodsaaklike verband tussen funksionele en omgewingsgeletterdheid. In die opleidingsprogramme van haar volwasse leerders pas sy die onderrigbenaderings van opvoeding vir volhoubaarheid toe, en vind dat haar studente nie alleen die kwessie van ongeletterdheid onder hulle leerders aanspreek nie, maar dat hierdie leerders ook aktief betrokke raak by projekte om hulle onmiddelike omgewing te verbeter. In this study, Joyce Nduna investigated the essential relationship between functional and ecological literacy. In her training programmes with adult literacy educators, she applied the methods preferred by education for sustainability, and found that her students not only engaged with the issue of illiteracy among their learners, but that their learners also became actively involved in projects aimed at improving their environments.

PUNT HR. Kredietverwerwing deur leerders in die tegniese hoŽrskole met spesiale verwysing na uitkomsgebaseerde onderrig en akkreditering. PhD, 2000. 394 pp. Promotor/medepromotor: Prof CA Kapp/dr MJ Smit.

Die navorsing dui daarop dat indien tegniese skole akkreditering as opleidingsinstansies ontvang, die krediete wat leerders reeds in die tegniese skool verwerf het, deur tegniese kolleges en nywerheidsinstansies erken behoort te word. Binne die raamwerk van 'n uitkomsgebaseerde modulÍre onderrigbenadering hou dit groot voordeel vir die individuele leerders, die gemeenskap en die wÍreld van werk in. The research points out that should technical high schools be accredited as institutions of training, credits that learners achieved in the technical high school should be acknowledged by technical colleges and industrial institutions. Within the framework of an outcomes-based modular teaching approach it holds tremendous benefits for individual learners, the community and the world of work and emloyment.

VAN HEERDEN JC. The implementation of a model for the rehabilitation of sports injuries. PhD (Sport Sielkunde), 2000. 177 pp. Promotor: Prof JR Potgieter.

Efficient rehabilitation after injury is crucial for any sportsperson. Injury interventions commonly focus almost exclusively on physiological factors, excluding the psychological dimension. A psychological model of intervention was devised to include aspects such as self-concept, coping with resources, cognitions, reaction to injury, pain tolerance, treatment adherence and social support. A computer programme was developed to assist treatment providers with the rehabilitation of sport persons. This included, among others, adapted forms of existing psychological instruments and information sheets given to patients after each therapy session. The effectiveness of the programme was evident after evaluation by patients, physiotherapists and biokineticists.

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