Graduation - 2023 - March (Open Access)

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Browsing Graduation - 2023 - March (Open Access) by Title

Now showing 1 - 9 of 9
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    Acute kinematic differences between barefoot and minimalist sandal running in male trail runners
    (2022-12-01) Alexander, Justin Harry; Venter, Prof Ranel; de Waal, Simon
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    A Cognitive Semantic Analysis of the Uses of Toledoth in the Hebrew Bible with Special Reference to its Translation in the Book of Genesis
    (2023-02-27) Payton, George; Payton, George; Wendland, Ernst; Van der Merwe, Christo; Van der Merwe, Christo
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    EXPLORING THE VIEWS AND PERCEPTIONS OF CYBERSECURITY AMONG SOUTH AFRICAN MILITARY OFFICERS
    (2023-02-20) Bester, Kyle John; Dr. (Col) Nel, Michelle; Professor Vreÿ, Francois
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    INCENTIVISING WHISTLEBLOWING TO COMBAT CORRUPTION AND IMPROVE GOVERNANCE: A SOUTH AFRICAN PERSPECTIVE
    (2023-02-24) Gilchrist Mushwana, Mushwana; Prof. Minka Woermann, Woermann
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    Putting choral music to work in the e’Bosch Schools Choir Festival: a descriptive case study
    (Stellenbosch : Stellenbosch University, 2022-04) Reynolds, Brent; Muller, Danell; Stellenbosch University. Faculty of Arts & Social Sciences. Dept. of Music.
    ENGLISH ABSTRACT: The e’Bosch Schools Choir Festival (e’BSCF) is one of the flagship projects of the e’Bosch Heritage Project (e’Bosch). As one of the biggest inter-school gatherings of school children in the greater Stellenbosch municipal area, the e’BSCF seeks to achieve the objectives of e’Bosch through the implementation of a school choir festival. In doing so, choral music is used to serve a purpose beyond its intrinsic aesthetic value and gets ‘put to work’ to the positive transformation of individual and community lives. This study sought to describe how choral music is put to work in the e’BSCF. As the first academic study of the e’BSCF, the study was designed as a qualitative descriptive case study and data was collected by means of semi-structured interviews, a questionnaire, and document analysis. The study took place in three research phases. The first was to understand what it means to put the arts to work in the context of community music, a praxial philosophy of music education, and artistic citizenship. By considering relevant literature in these three fields, a conceptual framework was formed which was used as a set of a priori codes to organise and analyse the data collected. The second phase sought to provide a comprehensive description of the e’BSCF. The third phase explored the relationships between the conceptual framework and the data collected. By inductive reasoning, the initial conceptual framework was adapted and expanded to effectively describe how choral music is put to work in the e’BSCF. Findings suggest that the e’BSCF plays an important role in e’Bosch achieving its objectives. A particular challenge for the e’BSCF is getting as many schools as possible, from all cultural backgrounds, to participate. The e’BSCF is uniquely positioned as it does not have a competitive nature and as such can focus entirely on the process of putting choral music to work instead of a focus on perfecting the musical product. This study opens the door to many possibilities for further research and takes one step in closing the gap between community music research and community music practice.
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    STORIES OF MOTHERS EXPOSED TO BIOPSYCHOSOCIAL FASD SERVICES IN THE LANGEBERG MUNICIPAL AREA
    (2023-02-27) Maria Magdalena de Vries; Dr I. Slabbert
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    Utilising Choice Theory and Reciprocal Teaching to promote the teaching of reading comprehension in the Intermediate Phase (Grades 4 to 6)
    (Stellenbosch - Stellenbosch University, 2023-03) Messina, Mitchell; Le Cordeur, Michael; Robey, Patricia
    In South Africa, learners’ standard of reading in the Intermediate Phase (Grades 4 to 6) is cause for considerable concern. The 2016-PIRLS findings have provided overwhelming evidence that South African Grade 4 learners struggle with reading comprehension (Pretorius & Klapwijk, 2016). In addition, key findings of the same study showed that 78% of Grade 4 learners in South Africa do not have basic reading skills by the end of the Grade 4 school year. Therefore, the reading comprehension standard in the Intermediate Phase (Grades 4 to 6) of South Africa is in dire need of reconsideration. This study investigated how Choice Theory, as an explanation of human behaviour, can provide a foundation to enhance the teaching of Reciprocal Teaching reading comprehension strategies. The study highlighted that Choice Theory in education provides an intrinsic model of teaching that could be utilised to promote the explicit teaching of the four reading comprehension strategies of Reciprocal Teaching. This study was a real effort to shift the focus from the learners to the teachers who have not been trained effectively to teach Reciprocal Teaching reading comprehension strategies explicitly. The study was based on the theoretical framework of Social Constructivism, Choice Theory, and Reciprocal Teaching as underpinning theories for the development of the teaching of reading comprehension. A qualitative research approach was adopted to make sense of participants’ experience of Choice Theory and Reciprocal Teaching. For the purpose of this qualitative research, a single-case study was chosen as the research design to obtain in-depth information from the participants. Data were collected through classroom observations, semi-structured interviews, focus group meetings and reflective journals of teachers. The data from the observations and interviews were used triangulated to confirm or disconfirm findings and helped to control or correct the subjective bias of the individual. The researcher used ATLAS.ti, a CAQDAS software programme, to manage and manipulate the data.
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