An analysis of Grade 11 learners’ levels of understanding of functions in terms of APOS theory     

Tinoda Chimhande  Ana Naidoo  Gerrit Stols 《Africa Education Review》2017,14(3-4):1-19

This article reports on a study of six Grade 11 learners’ levels of understanding of concepts related to the function definition and representation. Task-based clinical interviews were used to elicit the learners’ interpretations and reasoning when working with these function-related concepts. Indicators for Action–Process–Object–Schema (APOS) theory conception levels were formulated and used to categorise learners’ written and interview responses into conception levels of understanding of the function concept. According to the South African Curriculum Assessment Policy Statement (CAPS) curriculum, Grade 11 learners are expected to be operating at the object and schema levels after instruction. however, the results indicated that learners were operating at the action and process levels as their understanding was characterised by vague definitions of function-related concepts and memorisation of procedures for translating between symbolic and graphical representations.  相似文献   

Repositioning Higher Education as a Global Commodity: Opportunities and challenges for future sociology of education work     

Rajani Naidoo 《British Journal of Sociology of Education》2003,24(2):249-259

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Theoretical underpinnings of a Student Mentoring Programme at an historically Black university in South Africa     

Ashraf Kagee  Tony Naidoo  Nazeem Mahatey 《International journal for the advancement of counseling》1996,19(3):249-258

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Avoidant coping as a mediator between self-reported sexual abuse and stress-related symptoms in adolescents     

Bal S  Van Oost P  De Bourdeaudhuij I  Crombez G 《Child abuse & neglect》2003,27(8):883-897

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Cognitive process development as measured by an adapted version of Wechsler's Similarities test     

Paulette Rozencwajg   《Learning and individual differences》2007,17(4):298-306

This paper studies the development of taxonomic processing as measured by an adapted version of the Wechsler Similarities subtest, which distinguishes between categorization of concrete and abstract words. Two factors — age and concreteness — are also tested by a recall task. The results show an age-related increase in taxonomic categorization, especially for abstract words; this change is more pronounced for the categorization task than for the recall task. The concreteness effect is also shown to be greater for categorization. A weak correlation between the recall of concrete and abstract words suggests that different processes are linked to dual coding of concrete words. However, the strong correlation between the categorization of concrete and abstract words testifies to a general factor in this task. Finally, age- and concreteness-related effects increase as the task gains in complexity. In conclusion, we discuss the role of immediate memory in cognitive functioning.  相似文献   

Capturing the Transformation and Dynamic Nature of an Elementary Teacher Candidate’s Identity Development as a Teacher of Science     

Kara Naidoo 《Research in Science Education》2017,47(6):1331-1355

This study examines the transformation and dynamic nature of one teacher candidate’s (Susan) identity as a learner and teacher of science throughout an innovative science methods course. The goal of this paper is to use theoretically derived themes grounded in cultural-historical activity theory (CHAT) and situated learning theory to determine the ways in which Susan’s identity as a learner and teacher of science was influenced by her experiences in the course, and to describe how she made meaning of her transformative process. The following are the three theoretical themes: (1) learning contributes to identity development, (2) identity development is a dialogical process that occurs between individuals, not within individuals, and (3) social practice leads to transformations and transformations lead to the creation of new social practices. Within each theme, specific experiences in the science methods course are identified that influenced Susan’s identity development as a teacher of science. Knowing how context and experiences influence identity development can inform design decisions concerning teacher education programs, courses, and experiences for candidates.  相似文献   

The role of social support in well-being and coping with self-reported stressful events in adolescents   总被引：3，自引：0，他引：3  

Bal S  Crombez G  Van Oost P  Debourdeaudhuij I 《Child abuse & neglect》2003,27(12):1377-1395

OBJECTIVE: This study investigated the role that social support plays in well-being and in coping after a stressful event in a group of non-clinical adolescents. Furthermore, this study aimed at replicating the finding that adolescents who reported sexual abuse reported more symptoms and less adequate coping strategies than adolescents who reported another type of stressful event or no stressful episode. METHOD: Eight hundred and twenty adolescents between 12 and 18 years of age filled out questionnaires assessing social support (Social Support Questionnaire, Sarason, Shearin, Pierce, & Sarason, 1987), trauma-related symptoms (Trauma Symptom Checklist for Children, Briere, 1996), behavior problems (Youth Self-Report, Achenbach, 1991), and coping (How I Cope Under Pressure Scale, Ayers, Sandler, West, & Roosa, 1996). RESULTS: 42% of the adolescents reported a stressful experience, and 4.4% reported sexual abuse. Sexually abused adolescents reported more stress-related symptoms and used more avoidance and fewer support-seeking coping strategies than the other adolescents. The main-effect hypothesis of social support was sustained, but social support did not moderate the relation between a stressful event and coping. Yet, a trend was found suggesting that high support from the family was associated with less avoidance coping and more support-seeking in adolescents who reported a non-sexually abusive, stressful event. CONCLUSIONS: Our findings show that a highly perceived availability of social support is directly associated with fewer trauma-related symptoms, especially in adolescents who are non-sexually abused. For adolescents who reported a sexual or another type of stressful event, social support did not play a different role in coping.  相似文献   

Supporting African refugees in Greater Western Sydney: a critical ethnography of after-school homework tutoring centres     

Loshini Naidoo 《Educational Research for Policy and Practice》2008,7(3):139-150

This paper discusses the Refugee Action Support Partnership Project between the University of Western Sydney, The Australian Literacy and Numeracy Foundation and the NSW-Department of Education and Training (DET). The critical ethnographic method is used to evaluate the after-school homework tutoring centres as a vehicle of literacy development and youth transitions. Given the nature of strife and unrest in the African Continent, refugee children may have been unable to attend school before coming to Australia, or obtained only interrupted schooling at best. Since parents are unfamiliar with the education system and because many do not speak English, they cannot help their children as they would wish to, and children may be left to deal with difficulties alone. The School of Education at UWS offers service learning programs like the after-school homework tutoring centres, to deliver effective and sustainable support to schools so that refugee students can feel safe and begin to learn.  相似文献   

A method to investigate agricultural information use by small‐scale Mauritian cattle keepers     

G. Naidoo  M.J. Rolls 《The Journal of Agricultural Education and Extension》2013,19(1):53-61

Summary

A study of whether, and how, small‐scale cattle keepers in a selected village in Mauritius were managing information was conducted with respondents in 59 households. A qualitative approach was followed using ethnography based on direct and participant observation, in‐depth semi‐structured interviews and grounded theory. Postulated structures of information were used as a starting point for data collection to identify the actual structures, and associated management practices. An ‘OPI’ approach to respondents was followed, involving an outside ('O'), periphery ('P') and inside (T) approach. These were a succession of interactions of increasing depth. Triangulation gave to the responses more validity and reliability. Recording of data was done after the interviews and away from the households. Content analysis of the data established patterns, concepts and categories of structures to show how the information was being managed. The outcomes included new findings about aspects of financial management by these small‐scale and part‐time cattle keepers, of use to extension programmes. The method is suggested as a structured, formal process to guide extension workers or consultants in their understanding of the situations in which they work.  相似文献   

Mixed-methods analysis of the applicability of the Career Adapt-Abilities Scale for isiXhosa-speaking South African township adolescents     

Albien  A. J.  Kidd  M.  Naidoo  A. V.  Maree  J. G. 《International Journal for Educational and Vocational Guidance》2020,20(1):1-29

International Journal for Educational and Vocational Guidance - In the present research study, key career adaptability constructs and the extent to which these constructs are relevant in a...  相似文献