ADAMS TB. A conceptual framework for leadership development in the South African Police Service (SAPS) based on transformative learning theory. 2011. 92 pp. MPhil Study Leader: Dr BL Frick.

ARENDSE FE. Implementing the new technology curriculum statement in the context of the knowledge economy. 2011. 112 pp. MEd Study Leader: Prof SJ Berkhout.

BARNES BA. Teachers’ perceptions and understandings of diversity and inclusive education: a case study. 2011. 172 pp. MEdPsych Study Leader: Prof E Swart.

BOUGARDT AD. Consequences of staffing provisioning of public primary schools in Cape Town. 2011. 94 pp. MEd Study Leader: Prof J Heystek.

CHAINDA AM. Third year students’ perception of the effect of ICT on learning at a teacher training college in Namibia. 2011. 123 pp. MPhil Study Leader: Prof EM Bitzer.

CHIROMA J. An evaluation of a Professional Development Programme in Environmental Education. 2011. 240 pp. MEd Study Leader: Prof C Reddy.

COETZEE SJ. Opvoeders se ervaring van aangepaste assessering in ‘n inklusiewe klaskamer. 2011. 210 pp. MEdPsych Study Leader: Ms L Collair.

COURTNEY-CLARKE MAE. An investigation into the number sense of primary pre-service teachers. 2011. 129 pp. MEd Study Leader: Dr H Wessels.

DE VILLIERS N. Optimal training loads for maximum power production in a ballistic and Olimpic style exercise for under-21 rugby players. 2011. 145 pp. M in Sport Science Study Leader: Dr RE Venter.

DU PLESSIS JE. The effect of barefoot training on speed, agility, power and balance in netball players. 2011. 122 pp. M in Sport Science Study Leader: Dr RE Venter.

DU TOIT S. Die ervaring van vier adolessente met kogleêre inplantings. 2011. 166 pp. MEdPsych Study Leader: Prof E Swart.

ENGELBRECHT L. Sport-specific video-based reactive agility training in Rugby union players. 2011. 158 pp. M in Sport Science Study Leader: Dr K Welman.

ERASMUS SJF. Die ervarings van hoërskoolleerders met liggaamlike gestremdhede. 2011. 115 pp. MEdPsych Study Leader: Prof D Daniels.

FABRICIUS JL. Comparison of aquatic and land plyometric training on power, speed and agility in adolescent rugby union players. 2011. 165 pp. M in Sport Science Study Leader: Dr RE Venter.

FILLIES H. Hoe gee studente by 'n hoërskool binne 'n werkersklas woonbuurt gestalte aan hul opvoedkundige aspirasies? 'n Gevallestudie van vyf Graad II studente. 2011. 164 pp. MEd Study Leader: Prof A Fataar.

FOUBISTER CA. Navigating their Way: African Migrant Youth and their experiences of schooling in Cape Town. 2011. 217 pp. MEd Study Leader: Dr A Badroodien.

JACOBSZ JM. Stakeholder's perspectives of an institutional quality audit: a case study. 2011. 206 pp. MPhil Study Leader: Prof EM Bitzer.

KIDD N. A leveled literacy intervention for learners with reading and writing problems. 2011. 278 pp. MEd Study Leader: Dr RR Nathanson.

KOEN MP. Exploring assessment for learning in one Higher Education classroom. 2011. 202 pp. MPhil Study Leader/Co Study Leader: Prof EM Bitzer/Prof PAD Beets.

KRUGER MM. Bullying in secondary schools: Teachers' perspectives and experiences. 2011. 204 pp. MEdPsych Study Leader: Prof E Swart.

LACKAY UG. Veerkragtigheid (resilience) by graad 12-presteerders van ‘n histories-benadeelde gemeenskap. 2011. 171 pp. MEd(Ond) Study Leader: Dr MM Oswald.

LE ROUX AR. Onderwysers se ervarings van die diverse voorskoolse agtergronde van graad een leerders. 2011. 147 pp. MEd Study Leader: Prof R Newmark.

MAART RD. Aligning assessment practices in a Prosthetic Dentistry curriculum. 2011. 99 pp. MPhil Study Leader: Prof EM Bitzer.

MALAN PE. Adolessente leefstylpatrone: 'n Opname in geselekteerde hoërskole van die Wes-Kaap Onderwysdepartement. 2011. 176 pp. M in Sport Science Study Leader: Dr KJ van Deventer.

MEGAW J. Teachers' experiences in an urban community where low income levels prevail. 2011. 190 pp. MEdPsych Study Leader: Ms M Perold.

MWINGIRA M. Teachers' understandings of girls inclusion in a Tanzanian secondary school. 2011. 91 pp. MEd(OO) Study Leader: Prof D Daniels.

ROBERTSON V. Homosexuality: the disclosure process during adolescence. 2011. 150 pp. MEdPsych Study Leader: Ms C Louw.

SHANYANANA RN. Education for democratic citizenship and cosmopolitanism: the case of the Republic of Namibia. 2011. 227 pp. MEd Study Leader: Prof Y Waghid.

SMITH-CHANDLER N. A narrative inquiry into the professional identities of indiviuals with disabilities in the work place. 2011. 201 pp. MEdPsych Study Leader: Prof E Swart.

STRYDOM VZ. The support needs of Life Orientation teachers in the Further Education and Training Band. 2011. 189 pp. MEdPsych Study Leader: Dr MM Oswald.

SWART M. Adapting instruction to meet the individual needs of foundation phase readers and writers. 2011. 166 pp. MEd Study Leader: Dr R Nathanson.

SWARTZ CB. Die kurrikulumkoördineerder as kurrikulumleier: ‘n gevallestudie. 2011. 127 pp. MEd Study Leader: Prof AE Carl.

VAN VELDEN G. The effects of a Visual Skills Training Programme on the Coincident Timing and Batting Performance of cricket players. 2011. 122 pp. M in Sport Science Study Leader: Prof ES Bressan.

VELDSMAN GC. ‘n Evaluasie van ‘n Geletterdheidsondersteuningsprogram vir die Intermediêre Fase. 2011. 159 pp. MEd(Ond) Study Leader/Co Study Leader: Ms MD Perold/Dr L Dreyer.

VISSER JA. Challenges and support needs of mature postgraduate part-time students at a Higher Education institution. 2011. 121 pp. MEd Study Leader: Prof R Newmark.

WAGHID F. Technology and professional development towards critical teaching and learning: a narrative account. 2011. 125 pp. MEd Study Leader: Prof C Reddy.

WATSON R. Die invloed van skoolkultuur op die rol-identifisering van onderwysers in 'n histories benadeelde skool in die Wes-Kaap? 2011. 142 pp. MEd Study Leader: Prof A Fataar.

BICCARD P. An investigation into the development of mathematical modelling competencies of Grade 7 learners. 2010. 251 pp. MEd Study Leader: Prof DCJ Wessels.

BIGGS C. A trans-disciplinary collaborative teams' facilitated understanding(s) of self-esteem development in the South African educational context(s). 2010. 428 pp. MEdPsych Study Leader: Prof E Swart.

BOER P. The functional fitness capacity of adults with Down Syndrome. 2010. 150 pp. MEd in Sport Science Study Leader: Prof E Terblanche.

BRINK M. The effects of backward locomotion training on the functional capacity of patients following knee injury. 2010. 126 pp. MEd in Sport Science Study Leader: Prof E Terblanche.

DE JAGER E. Studente se belewenis van 'n hulpgeroep vir 'n eerstejaarsmodule in Finansiële Rekeningkunde. 2010. 137 pp. MPhil Study Leader: Prof EM Bitzer.

DE WAAL HJ. Young adults' predisposition towards learning: case studies within a place of safety (Western Cape, South Africa). 2010. 119 pp. MPhil Study Leader: Dr BL Frick.

ENGELBRECHT WP. Analysis of entrances into the penalty area in soccer. 2010. 155 pp. MEd in Sport Science Study Leader: Prof ES Bressan.

ESSA I. Possible contributors to students' non-completion of the post graduate nursing diploma at Stellenbosch University. 2010. 133 pp. MPhil Study Leader: Prof EM Bitzer.

FERGUSON LA. The effects of an adapted physical activity programme on motor performance and behaviour of children on the Autistic Spectrum. 2010. 224 pp. M in Sport Science Study Leader: Ms CC Rossouw.

HENDRICKS MA. Assessering in die intermediêre fase in die leerarea Ekonomiese en Bestuurswetenskappe. 2010. 123 pp. MEd Study Leader/Co-study Leader: Dr PAD Beets/Ms C America.

KOEKEMOER MC. The effects of cold and neutral water immersion on the recovery of competitive cyclists after high intensity training. 2010. 152 pp. M in Sport Science Study Leader: Prof E Terblanche.

KOCH C. Sosiale aanpassing van studente met gestremdhede aan die Stellenbosch Universiteit. 2010. 161 pp. MEdPsych Study Leader: Prof E Swart.

KRUIZINGA A. An evaluation of Guided Reading in three primary schools in the Western Cape. 2010. 112 pp. MEd Study Leader: Dr RR Nathanson.

LAUBSCHER H. Die geskiedenis van die US-Dameshokkieklub: 1903-1992. 2010. 141 pp. MEd in Sport Science Study Leader: Prof FJG van der Merwe.

LE ROUX A. Die gebruik van ervaringsleerteorie om kreatiewe skryf in die intermediêre en senior fase te onderrig. 2010. 115 pp. MEd Study Leader/Co-Study Leader: Dr E Kruger/Mr RB Stanley.

LOUW K. Die selfkonsep van studente wat hakkel: 'n verkennende ondersoek. 2010. 157 pp. MEdPsych Study Leader: Prof E Swart.

LUPONDO Y. Understanding epilepsy in a historically black school in the Western Cape. 2010. 109 pp. MEdPsych Study Leader: Me L Collair.

MARKGRAAF C. A programme to improve gross motor and selected visual perception skills of children who show signs of developmental coordination disorder. 2010. 188 pp. MEd in Sport Science Study Leader: Prof ES Bressan.

MEYER E. Developing proportional reasoning in Mathematical Literacy students. 2010. 211 pp. MEd Study Leader/Co-Study Leader: Mr AI Olivier/Dr M Gierdien.

NGQELA S. Exploring learners' experiences of violence in a township high school. 2010. 129 pp. MEdPSych Study Leader: Dr A Lewis.

ONTONG K. Onderwysers se denkraamwerke aangaande volhoubare ontwikkeling. 2010. 307 pp. MEd Study Leader: Prof LLL le Grange.

PATERSON G. Visual-motor response times of sports performers. 2010. 127 pp. MEd in Sport Science Study Leader: Prof ES Bressan.

PENTZ CM. Alternative stories about a girl with autistic spectrum disorder. 2010. 113 pp. MEdPsych Study Leader: Prof R Newmark.

PIETERSE HM. Cosmopolitan Education and University Teaching and Learning. 2010. 85 pp. MEd Study Leader: Prof Y Waghid.

SASS J. Onderwysers se ervaring van die doel en die implementering van die Geïntegreerde Gehaltebestuurstelsel (GGBS). 2010. 96 pp. MEd Study Leader: Prof J Heystek.

SCOTT JL. The effect of a coordination training programme on the functional gross motor skills of children. 2010. 154 pp. MEd in Sport Science Study Leader: Prof ES Bressan.

SMIT M. Educational psychologists' views on the relevance of dynamic assessment for their practice. 2010. 212 pp. MEdPsych Study Leader: Me L Collair.

SYLVESTER FJ. At risk youth: the experiences of adolescent boys with absent fathers. 2010. 135 pp. MEdPsych Study Leader: Prof D Daniels.

TAYOB H. Understanding primary school teachers' knowledge and attitudes around HIV and AIDS in primary schools. 2010. 108 pp. MEdPsych Study Leader: Dr A Lewis.

VAN GRAAN M. Die rol van die leerondersteuner binne inklusiewe onderwys. 2010. 127 pp. MEdPsych Study Leader: Prof E Swart.

VAN PLETZEN D. The relationship between the Bunkie-test and selected biomotor abilities in elite level rugby players. 2010. 135 pp. MEd in Sport Science Study Leader: Dr RE Venter.

VAN VELDEN GD. The effects of a Visual Skills Training Programme on the Coincident Timing and Batting Performance of Cricket Players. 2010. 122 pp. MEd in Sport Science Study Leader: Prof ES Bressan.

ZULCH TM. Including Learners with visual impairments in a Namibian mainstream secondary school. 2010. 177 pp. MEdPsych Study Leader: Prof E Swart.

BOSMAN CC. Laat adolessente se indentiteitsonwikkelingsstatus na 'n gapingsjaar. 2009. 179 pp. MEdPsych Study Leader: Ms MD Perold.

CONANA CH. An evaluation of grade 9 learners' process skills and their scientific investigation ability. 2009. 90 pp. MEd Study Leader: Mr N Edwards.

DE JAGER E. Studente se belewenis van 'n addisionele hulpgroep in 'n eerstejaarsmodule in Finansiële Rekeningkunde. 2009. 127 pp. MEd Study Leader: Prof EM Bitzer.

DE VILLIERS JM. Sienings van laerskoolopvoeders en -skoolhoofde van leerders wat begaafd is. 2009. 237 pp. MEdPsych Study Leader: Ms MM Oswald.

ENGELBRECHT A. Die belewing van adolessente met aandagtekort/ hiperaktiwiteitsversteuring. 2009. 137 pp. MEdPsych Study Leader: Ms MD Perold.

ESTERHUYSE AM. The magnitude and duration of post exercise hypotension after land and water exercise. 2009. 211 pp. M in Sport Science Study Leader: Prof E Terblanche.

FREDERICKS D. Insluit of opsluit? Opvoedkundige ondersteuning in Wes-Kaapse Jeugsorgsentrums. 2009. 99 pp. MEd Study Leader: Prof D Daniels.

FROLICKS F. Die opvoeder as leermediator en die haalbaarheid van die nodige kompetensies soos omskryf in die Norme en Standaarde vir Opvoeders. 2009. 125 pp. MEd Study Leader: Dr B van Wyk.

GUGUSHE TS. Curriculum innovation among educators in South African dental schools: attitudes, beliefs and perceptions. 2009. 166 pp. MEd Study Leader: Prof EM Bitzer.

INGLIS GC. Exploring the dropout phenomenon in a secondary school situated in a high-risk community. 2009. 184 pp. MEdPsych Study Leader: Dr A Lewis.

RAMOVHA NM. Leadership and productive school culture at selected secondary school in Limpopo province. 2009. 88 pp. MPhil Study Leader: Dr B van Wyk.

RATHBONE I. Perceptual-motor development for children who display signs of attention deficit hyperactivity disorder (ADHD). 2009. 265 pp. M in Sport Science Study Leader/Co Study Leader: Prof E Bressan/Ms MD Perold.

RHODE JR. Tienermeisies se betrokkenheid by dwelmmisbruik: 'n Gender perspektief. 2009. 118 pp. MEdPsych Study Leader: Prof D Daniels.

SCHEEPERS P. Educators' knowledge of and attitude towards Fetal Alcohol Spectrum Disorder. 2009. 181 pp. MEd Study Leader: Ms MD Perold.

TERHOEVEN L. The role of the teacher support team in preventing early school dropout in a high school. 2009. 149 pp. MEd Study Leader: Ms L Collair.

THOBELA NR. The perceptions of principals and teachers of learners with HIV and AIDS. 2009. 170 pp. MEd Study Leader: Ms MM Oswald.

VAN DER VYVER A. 'n Sistemiese ondersoek na aanvanklike beroepskeuse van graad 12-leerders. 2009. 205 pp. MEdPsych Study Leader: Ms MM Oswald.

VAN HUYSSTEEN A. Exploring the emotion regulation characteristics of a child with ADHD. 2009. 187 pp. MEdPsych Study Leader/Co Study Leaders Ms C Louw/Prof R Newmark.

VAN NIEKERK E. Exercise preferences and expectations of young female students in a university environment. 2009. 265 pp. M in Sport Science Study Leader: Prof JG Barnard.

VERRIJDT A. Exploring adolescents' views of the impact of computer mediated communication on their lives. 2009. 123 pp. MEdPsych Study Leader/Co Study Leader: Mss C Louw/L Collair.

WABABA ZR. How scientific terms are taught and learnt at intermediate phase level. 2009. 170 pp. MEd Study Leader: Prof C van der Walt.

ANDREWS BS. Movement analysis of athletes with disabilities. 2008. 170 pp. M in Sport Science Study Leader: Prof ES Bressan.

APPOLIS J. Perceptions of staff on collegiality in promoting quality assurance at Helderberg College. 2008. 161 pp. MPhil Study Leader: Prof EM Bitzer.

ARCHER E. Using simulation in a Clinical Skills Centre to achieve procedural competency in a Critical Nursing programme. 2008. 125 pp. MPhil Study Leader: Prof EM Bitzer.

BARKHUIZEN D. Die voorkoms van depressiesimptome by graad tien leerders. 2008. 154 pp. MEdPsych Study Leader: Ms MD Perold.

DE BEER JC. Natuurwetenskaponderwysers se vakinhoudelike kennis en begrip van Aardwetenskappe. 2008. 304 pp. MEd Study Leader/Co-Study Leader: Dr MJ Smit/Dr PAD Beets.

DU PLESSIS J. The development of an English Learning Programme for tourism workers in Taiwan. 2008. 191 pp. MPhil Study Leader: Prof CA Kapp.

DU TOIT T. Ondersteuningsbehoeftes van moeders met kinders met kogleêre inplantings. 2008. 102 pp. MEdPsych Study Leader: Prof E Swart.

IIPUMBU RN. Exploring the potential of African Higher Education Institutions in assisting the New Economic Partnership for Africa's development (NEPAD) to effectively achieve its goals. 2008. 96 pp. MEd Study Leader: Prof Y Waghid.

LAUBSCHER T. Transformational Leadership in Higher Education: Challenges for leaders. 2008. 168 pp. MPhil Study Leader: Prof CA Kapp.

MALAN M. 'n Vyfjarige kind se gebruik van kunsmedia in terapie: 'n Refleksie. 2008. 144 pp. MEdPsych Study Leader: Prof R Newmark.

MCALLISTER JN. The employment experiences of an adult with Down Syndrome. 2008. 176 pp. MEdPsych Study Leader: Prof R Newmark.

OLIVIER AJ. Die effek van projektiewe narratiewe op kinders in kinderhuise se tekeninge van vrees. 2008. 124 pp. MEdPsych Study Leader: Ms MD Perold.

RAHIM F. Assessing the emergent literacy of grade two learners in terms of specific literacy skills in English. 2008. 134 pp. MEd Study Leader/Co-Study Leader: Prof C van der Walt/Dr RR Nathanson.

SAO LYT. Bariers to learning mathematics in rural secondary schools. 2008. 115 pp. MEd Study Leader/Co-Study Leader: Ms MD Perold/Ms JC Murray.

ANDREWS BS. The sprint analysis of athletes with intellectual impairments. 2007. 171 pp. M in Sport Science Study Leader/Co-Study Leader: Prof ES Bressan/VL Tolfrey.

BINDEMANN KE. The effects of compression garments on the recovery of long distance runners after prolonged exercise. 2007. 202 pp. M in Sport Science Study Leader: Prof E Terblanche.

BRAITHWAITE M. Teachers' perceptions and expectations of play therapy in a pre-primary school. 2007. 266 pp. MEdPsych Study Leader: Ms MD Perold.

BOSCH R. The perceptions of adolescents of an adventure-based education programme. 2007. 184 pp. MEdPsych Study Leader: Ms MM Oswald.

BREDEKAMP JM. Exploring the perspectives of bullying amongst Grade 5 girls. 2007. 120 pp. MEdPsych Study Leader: Prof E Swart.

CARSTEN C. Body composition and respiratory function of athletes participating in land-based and water-based activities. 2007. 122 pp. M in Sport Science Study Leader: Prof E Terblanche.

CARSTENS AL. The experiences of youth careworkers in a residential care facility. 2007. 96 pp. MEdPsych Study Leader: Ms L Collair.

DERBYSHIRE D. Physical factors influencing the throwing action in netball and cricket players. M in Sport Science, 2007. 151 pp. Study Leader: Ms R Venter.

DORFLING P. Uitkomsgebaseerde onderrig vir leerders met verstandelike gestremdhede. 2007. 361 pp. MEd Study Leader/Co-Study Leader: Prof P Engelbrecht/Dr M Theron.

GERSTNER L. Die invloed van pliometriese oefeninge op die prestasie van bergfietsryers. 2007. 150 pp. M in Sport Science Study Leader: Prof E Terblanche.

GREYLING ECP. Students with disabilities' experiences of support and barriers to their development at Stellenbosch University. 2007. 120 pp. MEdPsych Study Leader: Prof E Swart.

HUYS I. A history of "koshuisrugby" at Stellenbosch. 2007. 176 pp. M in Sport Science Study Leader: Prof FJG van der Merwe.

JARVIS J. The voice of the teachers in the context of religious freedom: a KwaZulu-Natal case study. MEd, 2007. 229 pp. Study Leader: Prof CD Roux.

JERVIS SJ. Exploring the experiences of the sibling of a child with an intellectual disability. 2007. 99 pp. MEdPsych Study Leader: Prof R Newmark

JOOSTE SM. A curriculum framework for continuing professional development in the cullinary arts. 2007. 304 pp. MEd Study Leader: Prof AE Carl.

LOUW E. The influence of a movement competence programme on the self-perception and resiliency of elderly woman. 2007. 157 pp. M in Sport Science Study Leader: Ms B Bock-Jonathan.

MOMBERG N. Teachers' attitudes towards working with students with special needs in mainstream classes in Egypt. 2007. 194 pp. MEd Study Leader: Prof P Engelbrecht.

MORRISON LM. The high school experience of a learner with Down Syndrome: a case study. 2007. 115 pp. MEdPsych Study Leader: Prof R Newmark.

MOSTERT IE. Research for the learning and teaching of Mathematics: an emergent design. 2007. 205 pp. MEd Study Leader/Co-Study Leader: Prof LLL Le Grange/Dr JH Smit.

ROWAN A. Teachers as curriculum developers: a case study of natural sciences teachers in a school district. 2007. 166 pp. MEd Study Leader: Prof CPS Reddy.

RYAN HE. Exploring the Asset-based Approach with a learner affected by disability and HIV/AIDS. 2007. 73 pp. MEdPsych Study Leader: Ms L Collair.

SHAWA LB. Can higher education policy frameworks engender quality higher education in Malawian Universities? 2007. 100 pp. MEd Study Leader: Prof Y Waghid.

SMIT HP. Motor competence in rugby and the self-confidence of boys. 2007. 120 pp. M in Sport Science Study Leader: Prof ES Bressan.

STRAUSS E. Die emosionele welstand van hoërskool onderwysers in die Helderberg area . 2007. 102 pp. MEdPsych Study Leader: Prof D Daniels.

VAN TONDER R. An exploration of the female adolescent learner-educator interaction within the youth care centre. 2007. 116 pp. MEdSpec Study Leader/Co-Study Leader: Mnr Q Adams/Prof D Daniels.

WAKELIN J. The influence of competition and cooperation on children's movement competence and self-esteem. 2007. 108 pp. M in Sport Science Study Leader: Prof ES Bressan.

WATSON ED. Morphological variables as possible risk factors for the drivers of rubber tyred gantry cranes at the port of Felixtowe, UK. 2007. 172 pp. M in Sport Science Study Leader: Prof JG Barnard.

WICOMB PZ. A life-skills programme addressing the self-concept of afrikaans-speaking youth offenders. 2007. 155 pp. MEd Study Leader: Prof CD Roux.

ADAMS WG. An analysis of the skills and tactics of wheelchair rugby. M in Sport Science, 2006. 145 pp. Study Leader: Prof ES Bressan.

ALLEN TF. Methods of coaching to improve decision-making in rugby. M in Sport Science, 2006. 111 pp. Study leader: Prof ES Bressan.

BASSON R. A comparison of policies and practices in assessment in a Further Education Institution. MPhil, 2006. 164 pp. Study Leader: Prof CA Kapp.

BERZACK AL. The development of a personal training programme based on the principles of flow. M in Sport Science, 2006. 116 pp. Study leader: Prof JR Potgieter.

BRUINTJIES DHJ. The application of sport psychology principles in the work place. M in Sport Science, 2006. 163 pp. Study Leader: Prof JR Potgieter.

CAMPBELL TJ. The experiences of mothers who raise children with Fetal Alchohol Syndrome: A collective case study. MEdPsych, 2006. 126 pp. Study Leader: Ms MD Perold.

COWAN CS. The prevalence of injuries in women's cricket and its relationship to training practices and physical conditioning. M in Sport Science, 2006. 115 pp. Study Leader: Prof E Terblanche.

DANIELS TB. Optimising the use of TRAC PAC's in Science Education in South African Schools. MEd, 2006. 349 pp. Study Leader: Dr AS Jordaan.

DHARSEY Z. Implementing a resource based INSET programme: A case study of Natural Science teachers. MEd, 2006. 106 pp. Study Leader: Dr CPS Reddy.

KLOPPER L. Using children's drawings to increase understanding of post traumatic stress disorder in middle childhood. MEdPsych, 2006. 127 pp. Study Leader: Prof D Daniels.

LIPPSTREU CE. The effect of a core strength training program on the core muscle strength and stability of canoeists. M in Sport Science, 2006. 145 pp. Study Leader: Prof E Terblanche.

LOUW C. General practitioners' familiarity, attitudes and practices with regard to Attention Hyperactivity Disorder in children and adults. MEdPsych, 2006. 171 pp. Study Leaders: Ms MM Oswald/Ms MD Perold.

MARAIS CJ. Kinders in 'n kinderhuis se ervaring van sosiale inklusie in hul plaaslike hoofstroomskool. MEd, 2006. 98 pp. Study Leader: Ms L Collair.

MELVILLE HR. Enabling environmental education in an environmental education centre: a narrative account of apportunities and constraints. MEd, 2006. 75 pp. Study Leader: Dr CPS Reddy.

MILSOM NM. The prevalence and nature of cricket injuries amongst schoolboys. M in Sport Science, 2006. 148 pp. Study Leader: Prof JG Barnard.

MITCHELL CM. Exploring the resilient attributes of youth in a high-risk community. MEdPsych, 2006. 154 pp. Study Leader: Mr Q Adams.

MUNRO M. The evaluation of a HIV peer education training programme. MEd, 2006. 290 pp. Study Leader: Ms MM Oswald.

NAIDOO J. An action research inquiry into outcomes-based education and training in an adult learning environment at the Forensic Science Laboratory. MPhil, 2006. 132 pp. Study Leader: Prof CA Kapp.

PETERSEN M. 'n Gevallestudie van die effek van die herverdeling van mag in die onderwys op die bemagtiging van vroue wat op skoolbeheerrade dien. MEd, 2006. 135 pp. Study leader: Prof SJ Berkhout.

SKOTA BA. The Quality of Life needs of Xhosa speaking learners with Down Syndrome: Two case studies. MEdPsych, 2006. 102 pp. Study Leader: Prof R Newmark.

SNYMAN PB. A Resource-based view of sustainable competitive advantage through leadership and learning in a corporate service environment: Pam Golding Properties: a case study. MPhil, 2006. 150 pp. Study Leader: Prof CA Kapp.

SPAMER CJ. Karakteropvoeding van risiko-leerders in die Wes-Kaap. MEd, 2006. 164 pp. Study Leader: Dr J de Klerk.

SWARTZ JA. Reconceptualising assessment practices in South African Schools: making an argument for critical action. MEd, 2006. 340 pp. Study Leader: Prof Y Waghid.

VAN WYK MF. Emotional-social competencies that enhance wellness in teachers: an exploratory study. MEdPsych, 2006. 126 pp. Study Leader: Ms L Collair.

VAN WYK ML. Die leerderportefeulje as 'n assesseringsinstrument in die Leerarea, Sosiale Wetenskappe in die Intermediêre Fase (Grade 4-6). MEd, 2006. 144 pp. Study Leader: Prof AE Carl.

WAHL S. Die lewensgehalte van versorgingspersoneel by 'n fasiliteit vir individue met intellektuele gestremdheid. MEdPsych, 2006. 139 pp. Study Leader: Prof R Newmark.

WAIT TH. The relationship between the use of language learning strategies and performance on a standardised English proficiency test. MEd, 2006. 138 pp. Study Leader: Dr E Ridge.

WEAKLEY D. Adults' experiences of resilience: overcoming adversity in a high risk community. MEdPsych, 2006. 114 pp. Study Leader: Mr Q Adams.

CHRISTIAANS DJ. Empowering teachers to implement the life orientation learning area in the senior phase of the general education and training band. MEd, 2005. 233 pp. Study Leader: Prof CD Roux.

DAMONS LN. Marching to a different beat: conversations about diversity with minority women students at a historically white university. MEd Psych, 2005. 121 pp. Study Leader: Prof D Daniels.

DAVIDS JM. Continuing professional development in nursing. MPhil, 2005. 147 pp. Study Leader: Prof CA Kapp.

DU PREEZ P. Facilitating human rights values across Outcomes-based Education and Waldorf Education Curricula. MEd, 2005. 203 pp. Study Leader: Prof CD Roux.

ERNSTZEN DV. Students' and clinical teachers' views on effective clinical education in physiotherapy at Stellenbosch University. MPhil, 2005. 161 pp. Study Leader: Prof CA Kapp.

FISHER GM. Drying up the bedwetting: retelling of a narrative journey. MEd Psych, 2005. 111 pp. Study Leader: Ms MD Perold.

FOURIE L. The development of physical performance profiles for top-level athletes. M in Sport Science, 2005. 143 pp. Study Leader: Prof E Terblanche.

HANEKOM A. Om tot beter verstaan van die leesproses te kom. MEd, 2005. 187 pp. Study Leaders: Prof R Newmark/Ms M Perold/Prof LLL le Grange.

HARVEY IJ. The impact of staff development interventions on teaching and learning at a South African Technikon. MPhil, 2005. 117 pp. Study Leaders: Prof CA Kapp/Dr C Troskie-de Bruin.

HERMANIS PJ. Die fasiliterende rol van die skoolbestuur in verband met die toetrede van immigrante kinders tot skole. MEd, 2005. 134 pp. Study Leader: Prof SJ Berkhout.

KANDUMBU M. Exploring education policy transformation in Namibia in terms of democratic change. MEd, 2005. 160 pp. Study Leader: Prof Y Waghid.

MABADE AS. The role of community education in supporting the school in dealing with community based problems. MPhil, 2005. 119 pp. Study Leader: Prof CA Kapp.

MARTHINUS M. Morele opvoeding aan leerders binne die konteks van plekke van veiligheid in die Wes Kaap. MEd, 2005. 84 pp. Study Leader: Dr J de Klerk.

OLIVIER M. Innovative strategies for the development of postural control in golf. M in Sport Science, 2005. 101 pp. Study Leader: Prof ES Bressan.

PETERSEN NT. Inkorporering van die omgewing in die wetenskapkurrikulum: 'n gevallestudie met 'n tros skole. MPhil, 2005. 117 pp. Study Leader: Prof CA Kapp.

PIENAAR J. A case study of a support unit for children with Asperger Syndrome in Wales. MEd, 2005. 223 pp. Study Leader: Prof R Newmark.

RASELABE MJ. Foundation phase educator's perception of curriculum 2005 in the Nzhelele West circuit. MPhil, 2005. 68 pp. Study Leader: Prof CA Kapp.

SAUNDERSON CP. Onderwysers se sienings van gedragsprobleme in die hoërskool. MEd, 2005. 143 pp. Study Leader: Ms M Oswald.

SCHOLTZ ZE. Exploring the development of a mentorship programme for teachers through a reflexive democratic practice. MEd, 2005. 87 pp. Study Leader: Prof Y Waghid.

SMUTS DA. Die rol van Landbou-opleiding op skoolvlak tydens onderwystransformasie. MPhil, 2005. 126 pp. Study Leader: Prof AE Carl.

TAYLOR WJ. An evaluation of Bergzicht Training Centre as a model for community learning centre. MPhil, 2005. 186 pp. Study Leader: Prof CA Kapp.

VAN DER MERWE J. A learning programme for nurses in the prevention of ventilator-associated infections in adult patients. MPhil, 2005. 294 pp. Study Leader: Prof CA Kapp.

VAN DYK AF. The effect of a perceptual-motor training programme on the temporal aspects of wheelchair racing. M in Sport Science, 2005. 113 pp. Study Leader: Prof ES Bressan.

VISAGIE G. 'n Leerder met fetale alkohol sindroom in hoofstroomonderwys: die rol van die Opvoedkundige Sielkundige. MEd Psych, 2005. 125 pp. Study Leaders: Prof D Daniels/Ms M Perold.

VOS SM. An application of the transtheoretical model to a case of sexual trauma in middle childhood. MEd Psych, 2005. 162 pp. Study Leader: Prof R Newmark.

WALTERS YE. Perceptual motor development programmes for children with learning problems. M in Sport Science, 2005. 111 pp. Study Leader: Prof ES Bressan.

WITBOOI MJS. Departmental leadership roles and responsibilities: a case study. MPhil, 2005. 229 pp. Study Leader: Prof CA Kapp.

ARNOLD AM. Die impak van die uitkomsgebaseerde onderwys-assesseringsbeleid op die werkslading van onderwysers. MEd, 2004. 97 pp. Study Leader: Prof SJ Berkhout.

AUGUSTYN NJ. The development of Talent Identification Protocols for disability in sport. M in Sport Science, 2004. 173 pp. Study Leader: Ms CC Rossouw.

BOTHA LME. 'n Bategebasseerde benadering tot die insluiting van leerders met spesiale onderwysbehoeftes: die rol van die opvoedkundige sielkundige. MEd Psych, 2004. 112 pp. Study Leader: Mr QNP Adams.

BRINK SJ. Jonathan's buddy system: exploring ways of being. MEd Psych, 2004. 94 pp. Study Leader: Ms M Perold.

BROWN JL. The influence of an exercise rehabilitation programme on the functional capacity of patients with chronic obstructive pulmonary disease. M in Sport Science, 2004. 148 pp. Study Leader: Prof JG Barnard.

BRUWER TF. Wanbegrippe ten opsigte van bewerkings met desimale breuke. MEd, 2004. 180 pp. Study Leader: Ms JC Murray.

CHIPEYA NLR. The implementation of self-directed learning in radiographic practice: a feasibility study. MPhil, 2004. 114 pp. Study Leader: Prof CA Kapp.

COETZEE CD. An explorative study of the training needs of investigating officers interviewing young victims of sexual abuse. MEd Psych, 2004. 102 pp. Study Leader: Prof R Newmark.

DANIELS RA. The impact of LSCI training on the way teachers respond to difficult behaviour in class. MEd Psych, 2004. 140 pp. Study Leader: Prof AG Smit.

DAVIDS CC. Sandplay therapy with a learner with intellectual disability. MEd Psych, 2004. 81 pp. Study Leader: Prof R Newmark.

DAVIS F. Stress- and coping skills of mainstream educators who have learners with physical disabilities in their classrooms. MEd, 2004. 146 pp. Study Leader: Prof P Engelbrecht.

DE HAAN AI. The effects of an exercise programme on the perseptual motor skills of children. M in Sport Science, 2004. 116 pp. Study Leader: Prof ES Bressan.

DE VILLIERS EF. A young woman's decision to stand up against overwhelming emotional distress: an integrative therapeutic approach. MEd Psych, 2004. 97 pp. Study Leader: Prof R Newmark.

DE VRIES C. Narratives of a family living with Immunodeficiency Virus (HIV)/Acquired Immunodeficiency Syndrome (AIDS). MEd Psych, 2004. 101 pp. Study Leader/Co-Study Leader: Prof R Newmark/Prof P Engelbrecht.

DE VRIES H. Professional development in environmental education: Case studies in the primary schools in the Western Cape province. MEd, 2004. 210 pp. Study Leader: Dr CPS Reddy.

DU TOIT L. The effect of a physical activity programme on selected psychological and physiological variables in high school girls. M in Sport Science, 2004. 120 pp. Study Leader: Ms R Venter.

ELLMAN B. The experiences of teachers in including learners with intellectual disabilities. MEd, 2004. 96 pp. Study Leader: Prof P Engelbrecht.

FOURIE SS. The effect of a focused ABET intervention on an illiterate farming community. MPhil, 2004. 137 pp. Study Leader: Prof CA Kapp.

FRANCE TSA. The role of health care workers in supporting individuals with intellectual disabilities. MEd Psych, 2004. 104 pp. Study Leader: Prof R Newmark.

KAKAZA SC. The experiences of Grade Twelve Learners who attended a Life Skills Programme run by ASSET at a Khayelitsha Centre. MEd Psych, 2004. 63 pp. Study Leader: Ms L Collair.

KLEYNHANS SE. An assessment of teachers' perceptions and knowledge of Attention Deficit/Hyperactivity Disorder. MEd Psych, 2004. 85 pp. Study Leader: Ms M Perold.

LE ROUX PM. Teachers' perceptions and experiences of staff relationships: a case study. MEd Psych, 2004. 156 pp. Study leader: Prof R Newmark.

LOUW RS. Evaluering van 'n taal- en luisterprogram in pre-primêre onderwys. MEd Psych 2004. 71 pp. Study Leader: Prof P Engelbrecht.

MATENTJIE T. The impact of the National Qualifications Framework on Higher Education with specific reference to access, teaching and learning: a case study. MPhil, 2004. 114 pp. Study Leader/Co-Study Leader: Dr C Trokie-De Bruin/Prof CA Kapp.

McCALLUM GH. Die implikasies van inklusiewe onderwys vir leerders wat verstandelik erg gestremd is. MEd, 2004. 165 pp. Study Leader: Prof P Engelbrecht.

MCLACHLAN B. Evaluation of an INSET programme for learning support assistants in the UK. MEd, 2004. 188 pp. Study Leader: Prof P Engelbrecht.

MOLTENO G. The incidence of learning difficulties in SA 13-year old learners who were low birth weight infants. MEd Psych, 2004. 171 pp. Study Leader: Prof P Engelbrecht.

NAKUSERA EP. Rethinking Higher Education Transformation in Terms of an African(a) Philosophy. MEd, 2004. 88 pp. Study Leader: Prof Y Waghid.

NAUDE KL. Semantic awareness of foundation-year and first-year physics learners at the University of Pretoria. MPhil, 2004. 141 pp. Study Leader: Prof CA Kapp.

NEL E. Tienermoeders se perspektiewe oor ondersteuning: Die stemme van ses tienermoeders uit 'n benadeelde gemeenskap. MEd Psych, 2004. 96 pp. Study Leader: Prof D Daniels.

NEWMAN TSM. The use of sandtray with teachers within the context of school development: a case study. MEd Psych, 2004. 89 pp. Study Leader/Co-Study Leader: Prof R Newmark/Ms M Perold.

NOVEMBER TS. The assessment of the impact of an HIV/AIDS training programme for adult learners. MPhil, 2004. 202 pp. Study Leader: Prof CA Kapp.

NTOMBELA MA. The challenges of whole school evaluation for school governing bodies in Hlabisa district, Kwazulu Natal Province. MPhil, 2004. 163 pp. Study Leader: Dr DJL Taylor.

POTJIRI ET. Free and compulsary primary education in Lesotho: democratic or not? MEd, 2004. 79 pp. Study Leader: Prof Y Waghid.

RETIEF FJ. The effect of a plyometric training programme on the speed and agility of rugby players. M in Sport Science, 2004. 156 pp. Study Leader: Ms R Venter.

SCOTT KC. A motor-skills integration programme: teachers' experiences. MEd Psych, 2004. 130 pp. Study Leader: Prof R Newmark.

SMUTS MF. Doing Hope in Living with HIV/AIDS. MEd Psych 2004. 118 pp. Study Leader: Prof R Newmark.

TEMANIE LF. The lived experiences of teachers in a particular multilingual environment. MPhil, 2004. 87 pp. Study Leader: Dr E Ridge.

THOMAS BN. Video analysis as a form of feedback to improve sport performance. M in Sport Science, 2004. 128 pp. Study Leader: Prof ES Bressan.

VAN DER MERWE M. Die insluiting van 'n leerder met Downsindroom in hoofstroomonderwys. MEd, 2004. 171 pp. Study Leader/Co-Study Leader: Ms M Oswald/Prof P Engelbrecht.

VISAGIE PM. Die identifisering van bates by 'n dogter met downsindroom. MEd Psych, 2004. 86 pp. Study Leader: Prof R Newmark.

VISSER J. The adolescent's experience of parental discipline. MEd, 2004. 78 pp. Study Leader: Prof AG Smit.

AFRICA EK. 'n Opname van die bewegingsontwikkelingskenmerke van Grondslagfase leerders in die Stellenbosch-omgewing. M in Sport Science, 2003. 180 pp. Study Leader: Dr KJ van Deventer.

APRIL LC. An action research project regarding the role of reflection in increasing teachers' effectiveness in the classroom. MEd Psych, 2003. 79 pp. Study Leader: Dr R Newmark.

BLEAZARD A. The experience of two children with intellectual disabilities: a case study. MEd Psych, 2003. 160 pp. Study Leader: Dr R Newmark.

BOTHA CE. The implementation of developmental play therapy with pre-schoolers in a primary school: a case study. MEd Psych, 2003. 119 pp. Study Leader: Dr R Newmark.

BOTHA MJ. Die rol van die bestuurspan van 'n skool in die vestiging van 'n gesonde leerkultuur. MEd, 2003. 68 pp. Study Leader: Dr DJL Taylor.

DANIELS FJ. The conceptualisation and application of service learning in higher education: a case study. MPhil (Higher Education), 2003. 128 pp. Study Leader: Prof CA Kapp.

ENFIELD LC. Sexual attitudes and behavioural patterns of early adolescents in an urban area in the Western Cape. MEd Psych, 2003. 87 pp. Study Leader: Dr C Ackermann.

GALLOWAY GMM. A conceptual analysis of visionary leadership and its implications for educational transformation in schools. MEd, 2003. 81 pp. Study Leader: Prof Y Waghid.

HAMILTON J. Promoting an inclusive environment: a case study of assessment in two rural schools. MEd Psych, 2003. 182 pp. Study Leader: Dr R Hall.

HEESE M. Die belewing van sosiale ondersteuningsisteme deur voorskoolse kinders uit histories benadeelde gemeenskappe. MEd, 2003. 136 pp. Study Leader: Prof AG Smit.

HORNE DT. Strategies and guidelines for educators to deal with behaviour problems. MEd, 2003. 402 pp. Study Leader: Prof AG Smit.

HOWES SM. "Tot Nut van het Algemeen' School CAPE TOWN 1804-1870: Case study of a Cape school's response to political and philosophical changes in the 19th century. MEd, 2003. 223 pp. Study Leader: Dr J de Klerk.

KING IA. Recultering of teachers in the restructuring of a democratic educational system in South Africa. MEd, 2003. 74 pp. Study Leader: Dr J de Klerk.

KOTZE CG. Leierskapontwikkeling van vroue in die onderwys in Namibië. MEd, 2003. 198 pp. Study Leader: Prof Y Waghid.

KUHNERT A. Assessment strategies in an inclusive classroom. MEd, 2003. 154 pp. Study Leader: Dr R Hall.

LACKEY JM. Beroepsgerigte opleiding vir die verstandelik gestremde adolessent: ‘n Behoefte-analise. MEd, 2003. 115 pp. Study Leader: Dr R Newmark.

LE ROUX AM. Nie-formele leerondersteuning in die grondslagfase. MEd, 2003. 270 pp. Study Leader: Prof P Engelbrecht.

MAKHAVHU TS. A support programme for teachers towards attitude change in inclusive education. MEd, 2003. 92 pp. Study Leader: Dr R Newmark.

MALAN A. Die belewing van ondersteuningsbehoeftes van ouers met ‘n kind met Downsindroom en Outistiese Spektrum-stoornis. MEd Psych, 2003. 187 pp. Study Leader: Dr R Newmark.

MCCALLUM GH. Die implikasies van inklusiewe onderwys vir leerders wat verstandelik erg gestremd is. MEd, 2003. Study Leader: Prof P Engelbrecht.

McMURRAY CA. The use of inclusive opportunities to promote positive attitudes towards inclusion in physical activities. M in Sport Science, 2003. 141 pp. Study Leader: Ms CC Rossouw.

MKENTANE MA. The role of school governing bodies in transforming education in South Africa: a case study of selected secondary schools in the Tsomo District of Eastern Cape Province. MEd, 2003. 134 pp. Study Leader: Dr DJL Taylor.

MOODLEY T. The relationship between moral reasoning and perceptions of family functioning during adolescence. MEd Psych, 2003. 120 pp. Study Leader: Dr C Ackermann.

NEKHUMBE JM. Educator's perceptions about the implementation of inclusive education. MEd, 2003. 85 pp. Study Leader: Dr R Newmark.

NGIDI BE. An assessment of the home management training needs of domestic workers in selected regions of the Ethewini municipal area. MPhil, 2003 163 pp. Study Leader: Prof CA Kapp.

NJAMELA DN. Learning assessment practices in the Education Department at the Eastern Cape Technikon: an evaluative case study. MPhil, 2003. 79 pp. Study Leader: Prof EM Bitzer.

PAPIER GR. The merging of technical colleges in the Eastern Cape - a management challenge. MEd, 2003. 112 pp. Study Leader: Prof S Berkhout.

PHILANDER CJ. Die potensiaal van die TRAC-program om verskillende rolspelers se behoeftes ten opsigte van Natuur- en Skeikunde-onderwys aan te spreek. MEd, 2003. 228 pp. Study Leader: Dr AS Jordaan.

PRINSLOO MME. Die (re)konstruksie van stories: van sindroom tot self. MEd Psych, 2003. 113 pp. Study Leader/Co-Study Leader: Dr R Newmark/Prof LLL le Grange.

RUTTER JL. The implementation of a whole language model approach with deaf learners in the secondary phase. MEd, 2003. 145 pp. Study Leader/Co-Study Leader: Ms W Rossouw/Dr R Hall.

SCHOUW DD. The effect of a wellness programme on the absenteeism of security officials at a nuclear plant. M in Sport Science, 2003. 113 pp. Study Leader: Prof JG Barnard.

SEDIBE GK. The influence of language on learner's understanding of ration proportion and simultaneous equations. MEd, 2003. 105 pp. Study Leader: Mnr AI Olivier.

VAN BLERCK DA. Can the experiences and beliefs of learning support units managers and their pupils in the London Borough of Hillingdon contribute to the verification of good learning support unit practice? MEd Psych, 2003. 148 pp. Study Leader: Dr R Newmark.

VAN WYK MM. The experiences of tutors during the implementation of an Applied Behaviour analysis Programme. MEd Psych, 2003. 132 pp. Study Leader: Dr R Newmark.

VEAREY SC. Eye movement desensitization and reprocessing: adolescent sexual assault survivor. MEd Psych, 2003. 100 pp. Study Leader: Dr R Newmark.

VERMEULEN KD. Educators experiences of their role in supporting children from divorced families: a phenomenological study. MEd Psych, 2003. 181 pp. Study Leader: Dr R Newmark.

ADAMS QNP. Die verband tussen adolessente se persepsies van gesinsfunksionering en hulle identiteitsontwikkeling. MEd Psych Study Leader: Dr CJ Ackermann.

BESTER J. The evaluation of a training programme for volunteer workers involved in a community development project. MPhil (Higher Education) Study Leader: Prof CA Kapp.

BOCK-JONATHAN BB. Determining the decision-making abilities of talented netball players. M in Sport Science. Study Leader: Ms R Venter.

SWARTS PA. Die stigting van 'n omgewingsopvoedingsklub vir 'n histories-agtergeblewene gemeenskap: 'n gevallestudie in die Roodewal-area (Worcester). MEd Study Leader: Prof LLL le Grange.

VAN SCHALKWYK SC. Generic learning outcomes in a technikon diploma programme: A critical analysis. MPhil (Higher Education) cum laude. Study Leader: Prof EM Bitzer.

WESTRAAD SF. An evaluation of the design and implementation of an outcomes-based education business studies bridging programme. MPhil (Higher Education) cum laude. Study Leader: Prof EM Bitzer.

ARENDSE AJ. Die vestiging van 'n leerkultuur in 'n kinderhuisskool. MEd, 2001. Study Leader: Prof NP Prinsloo.

Kinders word deur die hof na kinderhuise verwys en woon dan die skool wat gekoppel is aan die kinderhuis by. Sorgbehoewende kinders se huislike omstandighede word dikwels gekenmerk deur armoede, drank en dwelm misbruik ensovoorts. Hierdie omstandighede lei tot 'n versteurde opvoedingsomgewing waarin skool negatief beteken en beleef word. Die klimaat word met die leerders saam na die kinderhuisskool oorgedra en die vestiging van 'n gesonde leerkultuur skep besondere uitdagings vir die prinsipaal en bestuurspan. Aksies en programme om 'n gesonde leerkultuur te skep word in die studie ondersoek

CILLIERS FJ. An evaluation of the internal validity of specific learning outcomes in Phase II of a revised undergraduate medical curriculum. MPhil, 2001. 209 pp. Study Leader: Prof EM Bitzer.

This research entailed a formative evaluation of part of phase II of the revised undergraduate curriculum of the Faculty of Medicine at the US . The aims were to determine the degree of congruence between the specific outcomes formulated for phase II and the exit outcomes for the programme, and also to explore why the observed degree of congruence exists. There were concerns that the assessment of students based on the specific outcomes as presently formulated might not demonstrate development of students towards achievement of the exit outcomes. Recommendations were made concerning the confirmation of these findings and the development of strategies for a greater degree of congruence between the specific and exit outcomes in future.

CRONJÉ SE. An individualised performance appraisal system for academic staff at Peninsula Technikon. MPhil, 2001. Study Leader: Prof CA Kapp.

Higher education depends heavily on government funding, but is presently faced with a decrease in budget allocation for maintenance or improvement purposes. At the same time HE institutions are increasingly required to be accountable. Decisions with regard to promotion and salary increases are directly affected, which implies that performance appraisal of academic staff assumes increasing significance. The study addresses the need to introduce an individualised appraisal system for academic staff.

DE BRUYN TN. MEd (Specialised Education), 2001. Study Leader: Dr MM Hall. Uitkomsgebaseerde onderwys. 'n raamwerk vir die optimalisering van diverse leerders se kognitiewe potensiaal Uitkomsgebaseerde onderwys (UGO) as onderwysbenadering se teoretiese en filosofiese onderbou is van so 'n aard dat dit uiters geskik is vir die implementering van kognitiewe en inklusiewe onderwys. Verder vereis die praktyk dat opvoeders aan die hand van meta-teoretiese werkswyses verskillende leer-, denk- en onderrigstrategieë sal gebruik tot voordeel van die diverse leerder. Hiervoor word kollektiewe energie benodig om 'n opvoedkundige kultuur te skep wat verdraagsaam is teenoor diverse denke, houdings, waardes en praktyke. Hierdie kwalitatiewe studie behels die verkenning van literatuur en 'n ondersoek na die leefwêreld van die opvoeder, waaarna 'n konseptuele raamwerk gestruktureer is om die verband tussen UGO, Kurikkulum2005 en Kognitiewe onderwys toe te lig binne 'n inklusiewe raamwerk.

DE WET B. Die verband tussen identiteitsontwikkeling en persoonlikheidtipevoorkeure by adolessente in die Wes-Kaap. MEd, 2001. Study Leader: Dr CJ Ackermann.

An inclusive educational approach necessitates the consideration of individual differences and diversity. The relationship between identity development and personality type preference was consequently examined in consideration of gender, language and cultural differences. Significant interactions were found between identity development and two out of the four dimensions of personality type preference, namely the Sensing-Intuition and the Judgement-Perception dimension. No interaction, however, occurred with Extroversion-Introversion or with Thinking-Feeling.

FAKIER M. A philosophical study of the structural and conceptual trends underlying the development of Outcomes-based education. MEd, 2001. Study leader: Prof Y Waghid.

Part of the democratisation process of South African education involves the introduction of a system of outcomes-based education (OBE) in South African schools. Proponents of OBE claim that it constitutes a radical break from the previous apartheid education system. However, after doing an analysis and an interpretation of the White Paper on Education and Training (1996), it appears as if OBE with its "fixed" outcomes has a tendency to manipulate and control learners. The analysis shows that OBE stifles learners' critical, investigative, creative and problem-solving ability. The findings of the research suggest that OBE with its fixed outcomes cannot engender transformation on its own. Rational reflection, creativity and imagination need to be embedded in practices of teaching and learning. By doing this, OBE could offer transformative opportunities for school communities at large.

FERREIRA S. An instrument to assess the fitness of field athletes with physical disabilities. M in Sport Science, 2001. Study leader: Dr ES Bressan.

The purpose of this study was to determine the validity of a series of physical fitness tests for athletes with disabilities competing in sitting throwing events in athletics. All athletes competing in sitting throwing events during the South African National Championships April, 2001, were asked to take part in the research study. A total of 74 athletes in the classes F33, F34, F52, F53, F54, F55, F56, F57 and F58 took part in the research study. All the athletes completed the tests selected for their specific class. Their tests results and their performance in the events at the South African National Championships were correlated to determine the validity of the physical fitness tests. Results of the study revealed the following: Certain physical fitness components are more important than others for achieving good results in the sitting throwing events. Upper body power is the best predictor of performance in all the events and classes. Technique is as important a factor in good performance as is fitness. The biomechanical technique of South Africa's sitting throwers needs improvement. It can be concluded from this study that physical fitness, in particular upper body strength and power, plays a major role in performance of athletes with disabilities competing in sitting throwing events. Many of the athletes are currently top performers rely more on their physical fitness than on good technique to achieve success. If these athletes can combine physical fitness with good technique, much better performances will achieved and the world will need to take even more note of South Africa's athletes with disabilities.

GOEDHALS SC. The relationship between children's physical fitness and their development of motor coordination. M in Sport Science, 2001. Study leader: Dr ES Bressan.

The purpose of this study was to determine whether or not there was any significant improvement in the physical fitness and gross motor coordination of four and five year olds participating in a movement programme (FITKIDZ) designed by the author. The study also investigated the relationship between post-intervention results of physical fitness and gross motor coordination assessments. Results showed a statistically significant improvement in strength, Body Mass Index (BMI), hamstring flexibilty and trunk flexibility. Correlation matrices between the physical fitness components and gross motor development indicated that the strongest straight-line relationship existed between strength and gross motor coordination, r = 35.6%. The other relationships between the physical fitness components and gross motor coordination were not significant. It was concluded that the performance of gross motor skills improved, as did numerous components physical fitness of the subjects over the duration of the designed movement programme.

GOVENDER D. The creation of an environment conducive to adult distance learning at Technikon Southern Africa. MPhil, 2001. Study leader: Prof CA Kapp.

'n Interpretatiewe studie van die Programgroep: Polisiepraktyk van TSA is gedoen om vas te stel of daar 'n onderwysomgewing bestaan wat bevorderlik is vir afstandsleer, en om riglyne vir dié programgroep te ontwikkel. Daar is o.m. afgelei dat daar 'n behoefte aan indiensopleiding en ontwikkeling is en dat 'n meer persoonlike benadering tot afstandsleer noodsaaklik is. 'n Oop-leer-benadering moet gevolg word, toepaslike indiensopleiding vir opvoeders is nodig en die implikasies van volwasseneleer-beginsels moet in ag geneem word.

Distance education is increasingly regarded as a possible solution for some of the education problems of SA. Literature illustrates no concrete research regarding the creation of an environment conducive to adult distance learning institutions like TSA. The purpose of this research was to determine whether an environment conducive to adult distance learning does exist in the Police Practice programme at TSA and to develop a set of recommendations/criteria which could be positively utilised. Various conclusions were drawn and recommendations made.

GRINDLAY DU. The effects of a perceptual-motor training programme on the core stability of rugby players. M in Sport Science, 2001. Study leader: Dr ES Bressan.

The core stability of 17-18 year old rugby players (N=53) was assessed using Cook's Functional Movement Screen (Cook, 2000). Weaknesses were identified in the areas of hip, knee and ankle mobility and stability. Weaknesses in core stability have been associated with compensatory movements when performing sport skills. These compensatory often result in poor technique which can lead to microtrauma and eventual soft tissue injuries. A seven-week intervention programme using Swiss Ball training was designed and implemented with an experimental group (n= 15). The rugby players in the experimental group achieved significant improvements in hip, knee and ankle mobility as well as trunk stability in the saggital and transverse planes as a result of their participation in this programme, when compared to members of the control group (n=17). This research supports the introduction of core stability training into the pre-season conditioning activities of rugby players.

JANTJIES AB. Die effektiewe funksionering van beheerliggame: 'n gevallestudie in die Grabouw-area. MEd, 2001. Study Leader: Dr DJL Taylor.

Moontlik die belangrikste oorkopellende doelstelling van die huidige transformasie van die onderwysstelsel in Suid-Afrika is om demokrasie te bevorder. Om dit te bewerkstellig binne die skoolopset, beoog die relevante wetgewing, veral die Suid-Afrikaanse Skolewet (Wet nr. 84 van 1996) verteenwoordigende en deelnemende skoolbestuur deur die belanghebbende rolspelers op plaaslike vlak, deur middel van verkose skoolbeheerliggame (SBLs). Die probleem wat aanleiding gegee het tot die studie is die onbetrokkenheid van ouers by die skoolbeheer. Gebasseer op 'n gevallestudie, fokus die ondersoek veral op die herstel en bevordering van ouerbetrokkenheid in SBLs as 'n kardinale deel van die vestiging van effektiewe skoolbeheer en daardeur, die uitbreiding van demokrastiese waardes, strukture en gedrag.

KHUMALO KH. The effects of cooperative learning on student performance in English as a second language with specific reference to Madadeni College of Education. MPhil, 2001. Study leader: Prof CA Kapp.

Many students at Madadeni College of Education have a serious handicap as they are not proficient in English, the medium in which their studies are conducted. A sample of 60 student participants was drawn and the possibility of using cooperative teaching and learning as a possible technique in improving the situation was explored. Findings and recommendations were made regarding the implementation of active and participative learning..

LAMPEN CE. Die ontwikkeling van kinders se geometriesering van drie-dimensionele voorwerpe. MEd, cum laude, 2001. Study Leader: Ms JC Murray.

The study probed young children's conceptions of three-dimensional objects. The results indicated that primary school learners are not necessarily aware of the shapes and structural properties of three-dimensional containers and that their ability to represent (describe) the container through language, hand movements, and drawings does not guarantee this awareness. Furthermore, lack of ability to represent (describe) a container may not be ascribed to lack of knowledge of conventional representations, but rather to conceptual problems.

MASUKU E. The management of the culture of teaching and learning in selected secondary schools in Bulawayo. MEd, 2001. Study leader: Prof NP Prinsloo.

In order to create and manage a culture of teaching and learning in schools in Zimbabwe it is necessary to understand the influence of school culture and climate on the learning process. The role of management, with the emphasis on the management of change, in nurturing a positive culture of teaching and learning is emphasised. A qualitative study involving interviews with headmasters, teachers and students emphasised the role of visionary leadership and teacher empowerment in the management of schools.

RUSCHENIKO IHF. Perceptions of academic workload with particular reference to research: a cross-sectional survey of lecturing staff at the Port Elizabeth technikon. MPhil, 2001. 148pp. Study Leader: Prof EM Bitzer.

Hoër onderwys in SA is tans in 'n toestand van groot veranderlikheid. Hierdie ondersoek het gepoog om vas te stel wat die personeel aan die PE Technikon se akademiese werkslading is, met besondere verwysing na hul navorsingsfunksie. Daar word aangetoon dat hulle m b t die veranderings en druk veel gemeen het met hul eweknieë elders ter wêreld. Die meerderheid lektore ervaar navorsing positief. Op grond van die bevindings word aanbevelings gemaak en 'n verdere navorsingsrigting voorgestel.

Higher education is in a state of flux at present. Academic staff, and technikon lecturers in particular, are faced with great challenges. This study seeks to establish whether lecturers at the Port Elizabeth technikon feel adequately prepared for their research function. Findings indicate that lecturers generally feel adequately prepared, that more than one-third of the respondents do not support the institutional vision of becoming "the first choice technological university of SA", and that the institution undervalues teaching. Furthermore, staff carry excessive teaching loads. Recommendations are made on the basis of these findings.

TSHIFURA VW. The role of school governing bodies in rural areas in the Northern Province. MEd, 2001. Study leader: Dr DJL Taylor.

Historically, schools in rural areas have been characterised by underdevelopment. This study was motivated by the need to improve the effectiveness of such schools. The introduction of elected school governing bodies (SGBs) as part of the new democratic dispensation in South Africa is viewed as a potentially strategic step in fostering school development. The study therefore sets out to establish the possible role of SGBs, particularly in the light of relevant legislation such as the SA Constitution and the SA Schools Act (Act No. 84 of 1996). This policy framework is then used to shape questions for an empirical investigation into the actual functioning of SGBs in a sample of schools in Northern Province. The findings highlight problems of apathy, illiteracy and feelings of inferiority, especially among parents. The study concludes with proposals of strategies uniquely geared to the needs of rural communities.

UYS SM. The use of computerised games analysis to identify critical indicators of success in elite level netball. M in Sport Science, 2001. Study leader/Co-study leader: Ms RE Venter/Dr ES Bressan.

This study demonstrated the advantages of using computer-based games analysis as a tool in netball coaching. Expert coaches analysed game play from top-level internation netball matches in order to identify the reasons for success/failure during game play. A computer-based games analysis system was also applied to the same marches. The results of computer-based games analsyis was compared to the analysis provided by elite coaches in order to determine the validity of of the technology in providing relevant information. The positive correlation between the information generated by the technology and that generated by the coaches demonstrated that this technology has the capacity to identify critical indicators of success in elite level netball.

VAN DER MERWE E. Die rol en persoon van die fasiliteerder van 'n Christelike tienergespreksgroep. MEd, 2001. Study Leader: Dr CJ Ackermann.

In literature very specific requirements regarding the role and person of the facilitator of a teen discussion group are offered. The empirical investigation indicates, however, that not all of those requirements are equally relevant. According to members of discussion groups main facilitator qualities include insight into adolescent's needs, a warm and supportive personality, and positive role modeling. The investigation also shows that the facilitator plays a major role in the success of the discussion groups.

VENTER LP. Die gebruik van sielkundige intervensies onder junior tennisspelers. M in Sport Science, 2001. Study leader: Prof JR Potgieter.

VORSTER H. Die psigososiale ontwikkeling van leerders in die ACE (Accelerated Christian Education)-skool. MEd, 2001. Study Leader: Dr CJ Ackermann.

This study examined whether the ACE school system provides in the psychosocial developmental needs of learners. It was found that the system offers an acceptable alternative to parents who have a need for education of a Christian nature for their children. The individualised approach also enables learners to set individual learning objectives daily. The system, however, neither provides adequately for interpersonal communication and classroom socialisation, nor for learners with special educational needs. The nature of the system may also cause isolation from other views and belief systems.

ALIDZULWI TA. The role of parents in values education with specific reference to the situation in Venda (Northern Province). MEd, 2000. Study leader: Prof JC Steyn.

This study describes in general the poor quality of education in Venda. It touches on some disturbing factors such as the drop out rate; disciplinary problems; class boycotts and in general a lack of a culture of learning and teaching. The research reveals that the situation which is prevailing in schools in the Venda area can be improved by better relationship between the different role players: parents, teachers, learners, the education department, the local community, the churches etc. Of all the stakeholders the parent is regarded as the primary educator. This study focusses on values in education as an international issue, the role of educational values in the life of the child and the role of the parents, in the Venda area, in strengthening these values.

ENGELBRECHT JJ. Transformative and emancipatory challenges for facilitators of adult learning: a learning journey. MPhil (Lifelong Learning), 2000. Study leader: Prof CA Kapp.

Facilitators of adult learning are challenged to reflect critically on their own paradigms and practices when emancipatory and transformative paradigms towards lifelong learning are explored. Transformative learning occurs during revision and reflection. When it leads to transformed meaning perspectives, emancipatory learning takes place. The process of critical reflection is a key to adult learning. This study explores how facilitators can contribute towards uplifting the status of adult learning and become lifelong learners themselves. More relevant and alternative research approaches to adult learning as well as learning theory are examined. A constructivist, biographical and dialogical approach is followed. It invites facilitators to respond in a critical, dialogical and reflective manner to changing environments and practices. An integrated, holistic model for adult learning is developed and other facilitators of adult learning are challenged to provide leadership in their practice by developing alternative ways of engaging with the challenges of the new learning millenium.

ESSACK S. Towards academic staff development in the faculty of arts at the University of Durban-Westville. MPhil (Higher Education) cum laude, 2000. Study Leader: Prof CA Kapp.

A definite need for a staff development programme for academics in the Faculty of Arts at the University of Durban-Westville was identified by the researcher. An in-depth examination of the philosophies that underpin staff development practices was followed by a discussion on the goals of higher educationand the significance of staff development, especially in the South African context. The link between teaching and learning in higher education was established, taking into consideration the entire spectrum of staff development activities. The results of the survey done amongst students and lecturers in the Faculty of Arts led to the recommendations for the establishment of a staff development programme at the University.

FOURIE S. An investigation into the nature of mental toughness in sport. M in Sport Science, 2000. Study leader: Prof JR Potgieter.

This study investigated the components of mental toughness as reported by 131 expert coaches and 160 elite athletes from 31 sport codes. The written statements of coaches and athletes were analysed by means of an inductive content analysis. This resulted in the identification of 12 components of mental toughness. These are: motivation level, coping skills, confidence maintenance, cognitive skill, discipline and goal-directedness, competitiveness, possession of prerequisite physical and mental requirements, team unity, preparation skills, psychological hardiness, religious convictions and ethnics. The coaches regarded concentration as the most important characteristic, while the athletes regarded perseverance as most important. The coaches rated the effectiveness of coaches and sport psychologists in strengthening the characteristics of mental toughness more highly than athletes did.

GRUNDLING JG. The role of tutor development in a feasible learning system. MPhil: (Lifelong Learning) cum laude, 2000. Study leader: Prof CA Kapp.

The focal point of this study was tutor development within a flexible learning system. Three critical questions formed the basis of the study: What is the role of training and development in a tutor system? Do tutors have a need for continuing professional learning programmes? What should the criteria be to evaluate and monitor the development of tutors? A qualitative research approach was followed and the data was obtained by means of interviews and participation in observation sessions. One of the conclusions of the study was that several processes regarding the tutor system need revising. Based on the conclusions several recommendations were formulated.

HUGO K. M in Sport Science, 2000. Study leader: Dr ES Bressan. The purpose of this study was to investigate the influence of participation in six-week sport development programme on the sport skills and self-concept of 28 at-risk primary school children from a disadvantaged community. Results of this study revealed that at-risk children realised the following outcomes of participation in a sport skill development programme: Four of six components of motor achievement improved significantly. The self-concept of the children did not show a significant improvement. Three of six components of motor achievement showed a significant correlation with self-concept. Based on the results, it was concluded that participation in a sport skill development programme can to the motor development of at-risk primary school children, but it is not clear what, if any, contribution is made to their self-concept.

KUBHEKA KR. Staff Development needs for Teacher Education in the Northern Province with regard to the Implementation of the National Qualifications Framework. MPhil (Higher Education), 2000. Study leader: Prof CA Kapp.

The research set out to identify staff development needs of teacher educators in the Northern Province, in order to provide guidelines for staff development in the context of the NQF. New concepts and perspectives are needed to improve the dire state in which teacher education finds itself. Staff development is a strategy that can be used to implement the necessary changes. In this study factors that can support or hinder the implementation of the changes, as well as methods and strategies for staff development, are highlighted and examined. The questionnaires indicate that there is a clear lack of policies on how to equip staff with skills to implement change. The study concludes by listing identified needs and making recommendations as to how the implementation can be made more effective.

MAKUNGO NS. A multi-dimensional perspective on the culture of teaching and learning in schools in the Northern Province. MEd, 2000. Study leader: Prof JC Steyn.

Schools in the Northern Province are faced with a serious problem concerning the lack of a culture of teaching and learning. Through a literature study this study investigates learner's and teacher's problems in this regard as well as strategies to improve the situation. Historical, philosophical as well as political and psychological perspectives on learning and teaching are discussed. The researcher inveatigates factors contributing towards the declining of a culture of learning and teaching. The study concludes with recommendations and suggestions for the restoration and/or improvement of this culture.

MARAIS R. Physiological changes associated with lateral movement training on netball players. M in Sport Science, 2000. Study leader: Ms RE Venter.

MMINELE MM. The training of ABET Educators and Educators in training in the Northern Province. MPhil (Lifelong Learning), 2000. Study leader: Prof CA Kapp.

The proper training of Adult Basic Education and Training (ABET) educators-in-training could be significant in eradicating illiteracy in South Africa. It implies the real, effective and accredited training that would be recognised by the NQF. The research, undertaken in the Native Employment Bureau Offices (NEBO) District of the Northern Province, set out to establish whether the training programmes for ABET educators district are effective, and also whether the presenters of these programmes are suitable ABET educators. ABET activities in both developed and developing countries were studied and compared. An analysis of the data obtained through the research showed that the three ABET training programmes were producing different kinds of ABET educators with different status. It was recommended that the National ABET Directorate should integrate the three training methods and that one integrated ABET curriculum should be implemented.

MUDAU HB. Teacher appraisal in the Northern Province: a management perspective. MEd, 2000. Study leader: Dr LP van Kradenburg.

The candidate gives attention to the following aspects: historical background of teacher appraisal in South Africa; prevalent practises in teacher appraisal; requirements for an effective appraisal system; and the process of developing an appraisal system. The recommendations in the last chapter were applicable to schools and could be of great help to the process of evaluation of teachers.

ROUX CJ. The influence of recreation on the attitude of college students towards multiculturism. M in Sport Science, 2000. Study leader: Dr JH Malan.

The study investigated the effect of selected initiative and cultural activities during an intervention program on the self-concept of first year students at a multicultural tertiary institution. A self-concept scale based on the self-concept scale of Coopersmith (1967) and the Adolescent Sport Self-concept Scale of Very (1974) adapted by Paterson (1991) was administered during the various testing occasions of a pre-post-follow-up research design. Data were statistically analysed, where a t-test and a Duncan's multiple range test were applied to determine differences between the experimental group (n=127) and the control group (n= 30), as well as between the various testing occasions. There was a significantdifference (p<0.01) between the experimental and control group after the intervention programme. The findings of this study revealed a significant positive change(p<0.01) in the self-concept of the subjects.

SCHOLTZ M. A needs assessment survey for continuous professional education amongst diagnostic radiographers from the Free State Province. MPhil (Lifelong Learning) cum laude, 2000. Study leader: Prof CA Kapp.

Continuing Professional Education (CPE) is a method by means of which radiographers and other health care professionals can systematically maintain, improve and broaden their knowledge and skills. A needs assessment survey of Free State Province diagnostic radiographers was therefore undertaken. Adults, as consumers of CPE, were involved in the planning process. The results will help providers to plan activities responsibly. Data analyses showed that most of the radiographers experienced constraints such as limited working environments, staff shortages and a lack of back-up staff. New developments in radiography, management skills, computer skills and Ultrasound were identified as high level of need areas. It was recommended that flexible learning strategies with adequate support mechanisms must be developed and all stakeholders must share the responsibility of CPE.

SIKWARI MG. Parental involvement in rural schools in the Northern Province. MEd, 2000. Study leader: Dr J de Klerk.

The main contribution of this study is the qualitative investigation of parental involvement in three schools in the rural areas of the Northern Province. The major findings are that many parents are uninterested and negative towards the school, that there is a total separation between the school and the parents and there is a lack of implimentation of ideas on parental involvement by teachers.

STANDER GB. Die geskiedenis van Matie-krieket (1865-2000). MSc, 2000. Study leader: Dr FJG van der Merwe.

Cricket seems to be the sport practised the longest at Stellenbosch. An active sporting scene is synonymous with student life and Stellenbosch is no exeption. Besides rugby, athletics, boxing and men's hockey, none of the other sports have been fully researched and scientifically documented to date. The purpose of this study was to document the origin, formation and experiences of Matie cricket. The nucleus of this study therefore concerns the development of the Matie Cricket Club. The history of the club dates back to 1865, possibly the end of 1864, and an attempt has been made to reconstruct all gathered information as accurately and thoroughly as possible. The introductory section gives a broad outline of the history of Western Province cricket. This is followed by a history of the game in Stellenbosch, dealing with the origin and growth of the club during the 1800s, cricket before the First World War (1900-1913), cricket between and during the World wars (1914-1945), and cricket after the Second World War (1945-2000). The Matie Cricket Club also contributed to the success of the annual South African Universities' tournament. A brief history of the club since 1947 is outlined as well as their participation in the national club championships. The role of the Stellenbosch College Athletic Club during the early history of the cricket club is also briefly discussed, together with the various venues on which cricket was played over the years.

SURMON S. Concentric and eccentric reciptocal muscle groups, critical deficit and functional dynamic stability ratios of the hamstrings and quadriceps muscle groups. M in Sport Science, 2000. Study leader: Prof JH Blaauw.

VAN DER MERWE T. Repositioning of technical colleges within the transformation of education in South Africa. MEd cum laude, 2000. Study leader/Co-study leader: Dr WS du Plessis/Prof NP Prinsloo.

During the transformation taking place within a democratising new South Africa, technical colleges are challenged with changes which embrace all levels and areas of their existence. The nature and extent of the changes has left technical colleges at the centre of a tangle of confusion. The research emphasise the leadership role of the Departments of Education and the involvement of the business sector. Policy makers should guard against developing policy that would limit the focus of technical colleges and thus hamper the articulation of learners towards the provision of "seamless education".