Spring Graduation Ceremony Lentepromosieplegtigheid Moletlo wa Dialoga wa Seruthwana ¼º¼º Part 7 | Deel 7 | Karolo ya 7 Vision

To be a leading research-intensive university in Africa, recognised internationally for its quality, relevance and impact, and also for developing people, creating knowledge and making

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Mission

In pursuing recognition and excellence in its core functions of research, teaching and learning, and integrating engagement with society and communities into these, the

University of Pretoria will use quality, relevance, diversity and sustainability as its navigational markers.

Make today matter GROUPING

29 September 2020 | 10:00 Part 1 FACULTY OF ENGINEERING, BUILT ENVIRONMENT AND INFORMATION TECHNOLOGY School of Engineering All postgraduate and undergraduate fields of study

29 September 2020 | 15:00 Part 2 FACULTY OF ECONOMIC AND MANAGEMENT SCIENCES All postgraduate and undergraduate fields of study

GORDON INSTITUTE OF BUSINESS SCIENCE All postgraduate fields of study

30 September 2020 | 10:00 Part 3 FACULTY OF NATURAL AND AGRICULTURAL SCIENCES Departments: Agricultural Economics, Extension and Rural Development; Animal Sciences; Biochemistry, Genetics and Microbiology; Consumer and Food Sciences; Plant and Soil Sciences; Zoology and Entomology All postgraduate and undergraduate fields of study

30 September 2020 | 15:00 Part 4 FACULTY OF HUMANITIES All postgraduate and undergraduate fields of study

FACULTY OF VETERINARY SCIENCE All postgraduate and undergraduate fields of study

01 October 2020 | 10:00 Part 5

FACULTY OF NATURAL AND AGRICULTURAL SCIENCES Departments: Actuarial Science; Chemistry; Geography, Geoinformatics and Meteorology; Geology; Mathematics and Applied Mathematics; Physics; Statistics All postgraduate and undergraduate fields of study

1 01 October 2020 | 15:00 Part 6 FACULTY OF THEOLOGY AND RELIGION All postgraduate and undergraduate fields of study

FACULTY OF LAW All postgraduate and undergraduate fields of study

02 October 2020 | 10:00 Part 7 FACULTY OF EDUCATION All postgraduate and undergraduate fields of study Distance Education: BEdHons(Teacher Education and Professional Development)

02 October 2020 | 15:00 Part 8 FACULTY OF HEALTH SCIENCES All postgraduate and undergraduate fields of study

FACULTY OF ENGINEERING, BUILT ENVIRONMENT AND INFORMATION TECHNOLOGY School for the Built Environment; School of Information Technology and Graduate School of Technology Management All postgraduate and undergraduate fields of study

2 CHANCELLOR Prof LW Nkuhlu BCom(UFH) MBA(New York) CA(SA) DCom(hc)(UFS) DCom(hc)(US) DCom(hc)(UCT) DCom(hc)(UP) DAccSci(hc)(UNISA)

CHAIRPERSON OF COUNCIL Ms NT Mtoba BA(Arts) (University of and Swaziland) BA(Econ)(Hons)(UNISA) HDip Banking Law(RAU) BCompt(Hons)(UNISA) CA(SA) DCom(hc)(University of Limpopo)

VICE-CHANCELLOR AND PRINCIPAL AND CHAIRPERSON OF SENATE Prof T Kupe BA(Hons) MA(University of ) DPhil(University of Oslo, Norway) DHum(hc)(Michigan State University, United States of America)

PRESIDENT OF THE CONVOCATION Dr HH Köster BSc(Hons) MSc(UP) PhD(Kansas State University, United States of America)

VICE-PRINCIPALS Prof NTF Duncan BA(Hons)(UWC) MA(Paul Valéry University, France) DPhil(UWC) Prof NT Mosia BA(Hons) UED(University of the North) MA(Portland State University, United States of America) PhD(UP) Prof A Ströh BSc(Hons) MSc PhD(UP)

REGISTRAR Prof CMA Nicholson BProc LLB(Wits) LLM LLD(UNISA) PGDip(ADR) Attorney & Notary Public

EXECUTIVE DIRECTOR Prof C Koornhof BCom(Hons)(UP) MCom(Wits) DCom(UP) CA(SA)

CHIEF OPERATING OFFICER Mr SF Mthiyane BSc(UKZN) MBA(US) MSc(UCT)

ADVISOR TO THE UNIVERSITY EXECUTIVE Prof M Wingfield BSc(Hons)(Natal) MSc(Stellenbosch) PhD(University of Minnesota, United States of America) DSc(hc)(North Carolina State University, United States of America) DSc(hc)(University of British Columbia, Canada)

DEANS OF FACULTIES

HUMANITIES Prof V Reddy BA(Hons) HDE(Natal) MA(Wits) PhD(UKZN)

NATURAL AND AGRICULTURAL SCIENCES Prof BFN Erasmus BSc(Hons) PhD(UP)

LAW Prof E Schoeman BLC(UP) LLB LLD(UNISA)

THEOLOGY AND RELIGION Prof J Pillay MTh(UDW) PhD(UCT) DD (hc)(University of Debrecen, Hungary)

VETERINARY SCIENCE Prof V Naidoo BVMCh(Medunsa) MSc PhD(UP)

ECONOMIC AND MANAGEMENT SCIENCES Prof E Loots BCom(UOVS) BCom(Hons) MCom DCom(RAU)

EDUCATION Prof CT Sehoole BAPaed(University of the North) BEd MEd PhD(Wits)

HEALTH SCIENCES Prof C de Jager BSc BSc(Hons) MSc(UOVS) PhD(UP)

ENGINEERING, BUILT ENVIRONMENT AND Prof BTJ Maharaj PrEng MScEng(Natal) MSc(Operat.Telecom) INFORMATION TECHNOLOGY (Coventry, United Kingdom) PhD(UP)

DEAN: GORDON INSTITUTE OF BUSINESS SCIENCE Dr Morris Mthombeni B.Juris B.Proc (Unisa) L.L.B(Unisa) MBA(Manchester, United Kingdom) PhD(UP)

DEAN: MAMELODI CAMPUS Prof NA Ogude BSc(NUL) MSc(Nairobi) DTE(UNISA) PhD(Wits)

3 Faculty of Education

Deputy dean Prof S Human-Vogel BA BA(Hons)(UJ) BEd MEd PhD(UP)

HEADS OF DEPARTMENTS

Humanities Education Prof JM Wassermann BA BA(Hons) HED(NWU) FDE MA(UFS) MEd(RU) DPhil(UP)

Education Management and Policy Studies Prof CG Hartell (acting) OD(RCE) BA(UNISA) BEdHons MEd PhD(UP)

Educational Psychology Prof MR Mampane BA HED(Vista) BEd(UJ) MEd PhD(UP)

Early Childhood Education Prof AE Muthivhi BA Ed(Venda) BEd MEd PhD(Wits)

Science, Mathematics and Technology Education Prof P Callaghan BSc HED(Stellenbosch) FDE(SACTE) Dip Datametrics(UNISA) MTech(Technikon Pretoria) DEd(TUT)

UNIT FOR DISTANCE EDUCATION

Manager Dr MA Ooko BA(SUNY, New Paltz(United States of America) MA(Park University, Missouri, United States of America) PGCA(York St. John, United Kingdom) MEd(University of Nicosia, Cyprus) DEd(UNISA)

4 PROGRAMME | PART 7

FACULTY OF EDUCATION

Friday, 2 October 2020 | 10:00

Academic procession Constitution of the ceremony Chancellor | Vice-Chancellor and Principal | Vice-Principal

Moment of silence

Welcome

Address

Conferment of degrees and awarding of certificates

Singing of national anthem

Dissolution of the ceremony

Academic procession leaves the hall

NB (1) You are requested to stand when the academic procession enters the hall and also when it leaves at the conclusion of the proceedings. (2) * Next to name: Certificate or diploma with distinction: SRC Certificate of Merit. Degree with distinction: SRC Academic Honorary Colours and Certificate of Merit. (3) Specified field of study appears in parentheses. (4) You are requested to switch off your cellphone and to refrain from moving about in the hall to take photos or make video recordings while the ceremony is in session. (5) The words of the national anthem are printed on the inside back cover of the programme.

5

Faculty of Education

Doctor of Philosophy

Adewoye Segun Emmanuel (in Educational Psychology) Thesis : Bystander experiences of school bullying following a self -debasing cognitive distortion restructuring intervention Supervisor : Dr A du Plessis-de Beer Co-supervisor : Prof I Eloff External examiner : Prof I Rivers (University of Strathclyde, United Kingdom) External examiner : Dr L Jacobs (University of the Free State) External examiner : Dr CAG Jordaan (Nelson Mandela Metropolitan University)

Ayob Sameera (Educational Psychology) Thesis : The utilisation of translanguaging for learning and teaching in multilingual primary classrooms Supervisor : Prof MF Omidire External examiner : Prof HN Inyega (, ) External examiner : Prof MC Njoroge (United States International University Africa, Kenya) External examiner : Dr D Rodriguez (Fordham University, United States of America)

Chewachong Epse Akih Patience Meninkele (in Computer-integrated Education) Thesis : Developing 21st century competencies and character qualities using a constructionist teaching and learning approach Supervisor : Prof L van Ryneveld External examiner : Prof AS Blignaut (North-West University) External examiner : Prof JC Cronje (Cape Peninsula University of Technology) External examiner : Dr E Appiah (Kwame Nkrumah University of Science and Technology, )

Chiyota Namayuba (in Education Management, Law and Policy) Thesis : Implementation of a re-entry policy for teenage mothers in Zambian secondary schools Supervisor : Dr RN Marishane Co-supervisor : Dr TA Ogina External examiner : Prof FM Januário (Eduardo Mondlane University, ) External examiner : Prof E Mutekwe (North-West University) External examiner : Dr PJ Kalimasi (Mzumbe University, )

Hechter Janine Esther Thesis : The relationship between conceptual and procedural knowledge in calculus Supervisor : Prof GH Stols Co-supervisor : Dr C Combrinck External examiner : Prof DA Thomas (University of Providence, United States of America) External examiner : Prof CF Vermeulen (Cape Peninsula University of Technology) External examiner : Dr ML Webb (Nelson Mandela University)

Mahoso Thaddeus Thesis : Ecosystemic factors affecting Comprehensive Sexuality Education in early grades in Zimbabwean schools Supervisor : Dr T Venketsamy Co-supervisor : Dr M Finestone External examiner : Prof CIO Okeke (University of the Free State) External examiner : Prof MS Vos (University of Zululand) External examiner : Prof LA Wood (North-West University) External examiner : Dr GC Ugwu (University of , Nigeria)

6 Manganyana Collen Thesis : The influence of GeoGebra training on teachers and learners in rural geometry classrooms Supervisor : Dr LS van Putten Co-supervisor : Dr JN Mwambakana External examiner : Prof WWJ Mwakapenda (Tshwane University of Technology) External examiner : Dr JK Alex (Walter Sisulu University) External examiner : Dr P Malambo (University of , Zambia)

Manis Maesala (Educational Psychology) Thesis : Utilising participatory reflection and action to develop a postgraduate qualification in visual impairment studies Supervisor : Prof R Ferreira External examiner : Prof SR Tikkun (North Carolina Central University, United States of America) External examiner : Dr JV Fourie (University of Johannesburg) External examiner : Dr CM Mauki (University of , Tanzania)

Maree Nastassja (Learning Support, Guidance and Counselling) Thesis : The influence of group life-design-based counselling on grade 7 learners' academic self -construction Supervisor : Prof JG Maree External examiner : Prof R Evans (University of Northampton, United Kingdom) External examiner : Dr HH Herbst (Tshwane University of Technology) External examiner : Dr HS van den Berg (University of the Free State)

Nkuna Mzamani Eliah (Education Management, Law and Policy) Thesis : Principals' understanding of their readiness to implement the policy on the South African Standard for Principalship Supervisor : Dr MAU Mohlakwana External examiner : Prof TS Mashau (University of Venda) External examiner : Dr GL Kahangwa (University of Dar es Salaam, Tanzania) External examiner : Dr T Njobvu (, Zambia)

Robberts Anna Sophia Thesis : Design principles to create an enabling game-based learning environment for the development of 21st –century skills Supervisor : Prof L van Ryneveld External examiner : Prof AS Blignaut (North-West University) External examiner : Prof EA Sutinen (University of Turku, Finland) External examiner : Dr M Usart Rodriguez (Universitat Rovira i Virgili, Spain)

Saal Petronella Elize (Computer-integrated Education) Thesis : A cross-country comparison of the integration of educational technology in mathematics education Supervisor : Prof L van Ryneveld Co-supervisor : Prof MA Graham External examiner : Dr HB Hambrock (Concordia University Chicago, United States of America) External examiner : Dr A Roux (North-West University) External examiner : Dr MJ Sesemane (Tshwane University of Technology)

Smit Tanya (Curriculum and Instructional Design and Development) Thesis : Self-regulated professionalism: A Whole Brain® participatory action research design in a pre-service teacher mentoring context Supervisor : Prof PH du Toit External examiner : Prof A Dicker (University of South Africa) External examiner : Prof AJ Whitehead (University of Cumbria, United Kingdom) External examiner : Dr CRCA Tembe (Eduardo Mondlane University, Mozambique)

7

Tirado Taipe Carlos Alberto (in Adult and Community Education and Training) Thesis : Student teacher views on the role of the university Supervisor : Prof JM Wassermann External examiner : Prof P Ramrathan (University of KwaZulu-Natal) External examiner : Dr BB Moreeng (Sol Plaatje University) External examiner : Dr DK Sebbowa (Makerere University, )

Tumwine Baguma Deo (in Education Management, Law and Policy) Thesis : Challenges in implementing a South African curriculum in Supervisor : Prof C Herman Co-supervisor : Dr CLM Kombe External examiner : Dr MI Mulenga (University of Zambia, Zambia) External examiner : Dr LM Portnoi (California State University Long Beach, United States of America) External examiner : Dr FB Zulu (University of KwaZulu-Natal)

Master of Education

Abdul-Razak Nasreen Dissertation : Teachers'experiences of ICT use in Grade 5 mathematics classrooms Supervisor : Dr JJ Botha Co-supervisor : Dr K Moodley External examiner : Prof V Leendertz (North-West University) External examiner : Dr MM Phoshoko (University of South Africa)

Alexander Helena Petronella Dissertation : Investigating technology acceptance in public secondary schools in Pretoria Supervisor : Dr MA Mihai External examiner : Dr N Aghardien (University of the Witwatersrand) External examiner : Dr AR Molotsi (University of South Africa)

Bango Siduduzile Dissertation : An investigation into Grade 7 learners' knowledge of ratios Supervisor : Dr RD Sekao Co-supervisor : Prof JC Engelbrecht External examiner : Prof WWJ Mwakapenda (Tshwane University of Technology) External examiner : Dr DJ Laubscher (North-West University)

Chisale Paseka Blessing Dissertation : Institutional practices shaping art education student-teacher attitudes towards community engagement Supervisor : Dr R Steyn Co-supervisor : Miss D Human External examiner : Dr A Kearney (University of the Witwatersrand) External examiner : Dr G Westraadt (Two Oceans Graduate Institute)

Fourie Jennifer Susan Dissertation : Using drawings to understand the causes of anger in young children Supervisor : Dr MC Moen External examiner : Dr A Loubser (North-West University) External examiner : Dr CL Weber (University of South Africa)

Haarhoff Kayla Dissertation : Strengthening teacher support to learners experiencing dyscalculia in Grade 3 Supervisor : Dr T Venketsamy Co-supervisor : Miss N Swanepoel External examiner : Dr N Gcelu (University of the Free State) External examiner : Dr L Westaway (Rhodes University)

8

* Jacobs Mariaan Dissertation : Grade R student teacher experience of Work Integrated Learning Supervisor : Dr T Venketsamy External examiner : Dr ECA Kok (University of Zululand) External examiner : Dr GQT Thani (University of KwaZulu-Natal)

* Kubayi Moses Langutani Dissertation : Choosing Mathematics Education as a career: Narratives of three different cohorts Supervisor : Dr RD Sekao External examiner : Prof MF Machaba (University of South Africa) External examiner : Prof JP Makonye (University of the Witwatersrand)

Modise Penelope Mmasediba Dissertation : Linguistic challenges faced by Setswana-speaking Grade 7 learners when writing Science examinations in English. Supervisor : Dr MC Makgabo Co-supervisor : Dr P Kavai External examiner : Dr MW Maruma (University of Limpopo) External examiner : Dr RM Ramagoshi (African Languages)

* Mtumtum Cebisa Faith Dissertation : The implications of teachers’ understanding of learner errors in mathematics Supervisor : Dr RD Sekao Co-supervisor : Prof UI Ogbonnaya External examiner : Prof MD Mosimege (University of the Free State) External examiner : Dr MS Mosia (Sol Plaatje University)

Sehole Lorraine Mmabyalwa Dissertation : Mathematics difficulties experienced by National Certificate (Vocational) Level 2 students in the learning of functions Supervisor : Dr RD Sekao Co-supervisor : Ms LG Mokotjo External examiner : Dr RK Mahlobo (Vaal University of Technology) External examiner : Dr MM Phoshoko (University of South Africa)

Tebekana Jongiwe Dissertation : The implementation of Inclusive Education Policy in playrooms in the Eastern Cape Supervisor : Dr K Bipath External examiner : Prof NP Mudzielwana (University of Venda) External examiner : Dr HB Ebrahim (University of South Africa)

Van Putten Jessica Kate Dissertation : The influence of the mentor lecturer on pre-service professional teacher identity Supervisor : Dr LJ de Jager External examiner : Dr N Mpofu (Sol Plaatje University) External examiner : Mrs MC van Wyk (University of KwaZulu-Natal)

* Vollebregt Bronia Roxane Dissertation : The effect of training in equipment use on science teachers’ PCK of the wave concept Supervisor : Dr C Coetzee Co-supervisor : Prof E Gaigher External examiner : Prof J Kriek (University of South Africa) External examiner : Dr M Tsakeni (University of the Free State)

9

Zulu Pam Peggy Dissertation : Education and training experiences of Early Childhood Care practitioners in rural and urban settings Supervisor : Dr K Bipath Co-supervisor : Dr T Venketsamy External examiner : Prof MS Vos (University of Zululand) External examiner : Dr PJ Mzimela (University of KwaZulu-Natal)

Curriculum and Instructional Design and Development

Mahlangu Caroline Nelisiwe Dissertation : A Participatory Action Research approach to the professional development of veteran primary school mathematics teachers Supervisor : Prof PH du Toit External examiner : Dr A Hiralaal (Durban University of Technology) External examiner : Dr CRCA Tembe (Eduardo Mondlane University, Mozambique)

* Mlangeni Dorcus Sibongile Dissertation : Experiencing mathematics education as a black female – an autoethnography Supervisor : Mr FA Lewis Co-supervisor : Prof JM Wassermann External examiner : Dr JN Mampane (University of South Africa) External examiner : Dr TM Mthethwa (University of KwaZulu-Natal)

in Education Management, Law and Policy

Ajani Taiwo Azeez Dissertation : The impact of the management practices of principals on the school climate in public schools Supervisor : Dr SA Adeyemo External examiner : Dr SD Bayeni (University of KwaZulu-Natal) External examiner : Dr EO Ojo (University of the Witwatersrand)

Education Management, Law and Policy

Beyers René Dissertation : Professional discretion of educators in preventing negligence Supervisor : Dr A du Plessis Co-supervisor : Prof JL Beckmann External examiner : Dr P Mahabeer (University of KwaZulu-Natal) External examiner : Dr NT Mollo (North-West University)

Brahmbhatt Megha Dissertation : Support provided to Progressed Learners in the Intermediate and Senior Phase Supervisor : Dr N Sing Co-supervisor : Dr KS Adeyemo External examiner : Dr BM Akala (University of the Witwatersrand) External examiner : Dr AR Mhlongo (Tshwane University of Technology)

Dlengezele Agnes Nokwanda Dissertation : The role of mentor-teachers in supporting student-teachers Supervisor : Dr N Sing Co-supervisor : Dr KS Adeyemo External examiner : Dr RL Moloele (Sol Plaatje University) External examiner : Dr SR Naicker (University of Johannesburg)

10

Nemaston Avital Ronnieskja Dissertation : Novice teachers' experiences of support from Head of Departments in primary schools Supervisor : Dr TA Ogina External examiner : Dr IS Kapueja (University of Zululand) External examiner : Dr KL Thaba-Nkadimene (University of Limpopo)

Smit Nicolaas Andrias Johannes Dissertation : School-initiated type-2 activities in Continuous Professional Teacher Development Supervisor : Dr N Sing Co-supervisor : Dr KS Adeyemo External examiner : Prof F Maringe (University of the Witwatersrand) External examiner : Dr RL Moloele (Sol Plaatje University)

Van der Linde Engela Susanna Dissertation : The management of discipline of learners in special schools Supervisor : Prof C Herman External examiner : Prof TS Mashau (University of Venda) External examiner : Dr CAG Jordaan (Nelson Mandela Metropolitan University) External examiner : Dr JT Naidoo (University of KwaZulu-Natal)

in Educational Leadership

Magadze Tshililo Thomas

Educational Leadership

Göpper Janine Mamba Melusi Moses Monteiro Beatrice Fikile

in Educational Psychology

Reetsang Phetolo Tebo

Educational Psychology

Anthony Kirstin Joan * Conway Michè Cornelia Van der Merwe Adriana

in Learning Support, Guidance and Counselling

* Cronje Lindi-Anne Dissertation : Using information and communication technology to support Grade 6 learners with dyscalculia Supervisor : Prof R Ferreira Co-supervisor : Prof GH Stols External examiner : Prof A Dicker (University of South Africa) External examiner : Prof WWJ Mwakapenda (Tshwane University of Technology)

11 Learning Support, Guidance and Counselling

Dihangoane Clifford Kgabo Dissertation : The experiences of teachers and learners of being multilingual in resource constrained environments Supervisor : Prof MF Omidire External examiner : Prof MC Maphalala (University of Zululand) External examiner : Dr BN Ndlovu (University of KwaZulu-Natal)

Miya Paballo Dissertation : Stakeholders’ perceptions on how schools influence the career development of learners with intellectual disabilities Supervisor : Prof MF Omidire External examiner : Prof PB Mbele (University of Zululand) External examiner : Dr P Mweli (University of KwaZulu-Natal)

Molekoa Mmamokele Tryphosa Dissertation : Full service schools readiness in accommodating career construction of learners with visual impairment Supervisor : Mr LM Ubisi External co-supervisor : Dr MM Sefotho (University of Johannesburg) External examiner : Dr TJ Makhalemele (North-West University) External examiner : Ms AC Vorster (University of the Witwatersrand)

Bachelor of Education Honours Assessment and Quality Assurance in Education and Training

Seanego Ramasela Sophia

Computer-integrated Education

Ndala Nonkululeko

Education Management, Law and Policy

Khumalo Kgomotso Nduduzo Leyds Eleazar Shili Jacob Themba

Technology Education

Leseilane Kgobalala Petrus

Teacher Education and Professional Development

Ackermann Engela Elne Gazide Nkhensani Irene Attlee Justin Lloyd Gumede Lungile Caroline Baeta Marianthe Gumede Siphesihle Funeka Bapela Esther Hlakudi Mangakane Agnes Blignaut Rensia Kekana Mmabjala Jacqueline Buthelezi Ncediwe Sthembile Kgatla Seja Thomas Cele Primrose Lindiwe Kgole Matshediso Tintswalo Brenda De Klerk June Virginia Khabele Pelaelo Thomas Dubuzana Nonkululeko Queen Khanyile Gloria Teresa Thabile Fakazi Thandeka Jane Khatlake Khatlake Gasa Sifaniso Edgar Koka Ramasela Sophy

12 Kunene Tutu Paulina Molokomme Daphney Leah Ledwaba Dida Mashibenyana Moyo Sheron Leimela Ngoakoana Stephina Msimanga Lucky Israel Leriba Seima Athur Mthembu Khethukuthula Nonhlanhla Lubanyana Alphios Thabani Mtshali Nonhlahla Reginah Maake Matsie Lydia Charlotte Mtsweni Lindiwe Linah Mabuza Zanele Nchabeleng Tale Thomas Madidimalo Maokana Ndhlovu Qoshwase Elsie Mafumo Neltha * Ndlovu Sheillah Magagane Maria Masheshe Ndou Reason Magakwe Betty Ntombini Ngcobo Nontokozo Ncamsile Magale Kagisho Shawn Ngobese Busisiwe Esther Majozi Sabelo Phiwayinkosi Ngqulunga Sibusiso Makamu Tiyani Wilbert Nkosi Bongiwe Christabel Makgai Kgaogelo Sina Nkosi Nompumelelo Makgopa Tshegofatso Blessing Nonyane Tahleho Daniel * Makhanya Minenhle Charlotte Nthaba Meikie Athrelda Makhathini Nelisiwe Witness Nzula Mihloti Lorrain Makhura Sello Isaac Oats Mamoshe Paulina Makokga Mamaifo Gloria Ramabopa Mamorongwa Priscilla Malatjie Debogo Evelyn * Ramashia Bethany-Kaye Manaka Manape Aletta Ratabana Lesiba Thomas Manamela Mapula Rosina * Reynolds Joanne Manamela Mpho Gift Saboram Casseran Maphalala Binini Lisbeth Segalo Mantlhake Paulina Maqinana Nasipi Segoneco Macmillan Morena Marilele Thembi Sekatane Dimakatso Rinah Maswanganyi Sevha Elphus Seraki Michel Matladi Mantai Matebane Lenake Esther Shange Thabile Philile Mathibe Menaki Jeremia Sibiya Xolani Thulani Matji Diakeleng Enicca Sithole Khazamula Albert Mbizwa Thabo Sivuka Mfundo Mgomezulu Nomakhosi Stevens Priscila Christine Mkhari Humbulani Sandra Thwala Zodwa Zola Mlondo Faith Nolayiso Tshirundu Matodzi Alpheus Mohlape Makubu Onicah Tshungu Martha Morwaneng Mojapelo Mack Matshetshe Xulu Andile Xolile Mokoena Agnes Zungu Nkosingiphile Innocentia Zama Molefe Lerato Winnie

Teacher Education and Professional Development

Makola Yabe Daniel

Bachelor of Education in Early Childhood Development and Foundation Phase

Goodall Courtney Amber Oosthuizen Anelda

in Further Education and Training: General

Baloi Thapelo Justice Sithole Muzi Mawaye Charity Van Wyk Jac-Pierre Mazibuko Nonhlanhla Eunice Verwey Joni Sempe Lebohang

13 in Further Education and Training: Human Movement Science and Sport Management

Joubert Lyle Van Zyl Zyldia

Foundation Phase Teaching

Mmako Annah Makwena in Intermediate Phase

Gama Pretty Busisiwe in Senior Phase

Matlou Kgothatso

Senior Phase and Further Education and Training Teaching

Chauke Gomolemo Molele Thabiso Motsatsi Maluleka Maria Pertunia Moloi Lindokuhle Rose Malwandla Tlangelani Ishmael Nkomonde Nomvula Nester

Postgraduate Certificate in Education Further Education and Training Teaching

Vinjwa Ofentse

Higher Certificate Sports Science Education

Cook Devon Yorick Mohlonhlo Refilwe

14 Faculty of Education Citations

The degree Doctor of Philosophy Segun Emmanuel Adewoye

In his thesis, Bystander experiences of school bullying following a self -debasing cognitive distortion restructuring intervention, the promovendus makes a significant contribution to the body of knowledge, specifically pertaining to cognitive restructuring of thinking patterns of bullying bystanders. He used a qualitative descriptive-exploratory design to explore and describe ten bystanders' experiences of school bullying following a self-debasing cognitive distortion restructuring intervention. The data was collected and analysed in two stages. The findings of this study revealed that the (SDCDRI) succeeded in the modification of bystanders’ experiences of school bullying. Findings further indicated that challenging the validity of distortions in thinking patterns, led to an observable reduction in negative emotional and behavioural reactions to witnessing bullying. It is recommended that school counsellors and educational psychologists utilise this SDCDRI to support victims of bullying by equipping them with cognitive restructuring skills to root out the source of bias in their thought patterns.

The degree Doctor of Philosophy Sameera Ayob

In her thesis, The utilisation of translanguaging for learning and teaching in multilingual primary classrooms, the promovenda explored multilingual practices in the field of education to provide knowledge of the enablers and constraints for implementing translanguaging support strategies in multilingual primary schools. A qualitative mode of enquiry influenced by interpretive philosophy in conjunction with a conceptual framework predicated on Vygotsky’s Mediated Learning Experience and Kretzmann and McKnight’s Asset-based approach were employed in the study. Participants included 158 Grade 5 and Grade 6 learners from two schools and three English first additional language teachers, utilising a multiple case study approach. Findings suggest that the inclusion of first language through a translanguaging pedagogy mediated the process of learning and teaching, and provided guided support to accommodate academic development in multilingual classrooms. Translanguaging informed a better understanding, learners experienced positive emotions, and a change in attitude was evident in the teachers.

The degree Doctor of Philosophy Patience Meninkele Chewachong Epse Akih

In her thesis, Developing 21st century competencies and character qualities using a constructionist teaching and learning approach, the promovenda investigated how a constructionist learning environment can support the development of 21st century skills among postgraduate education students in a tertiary institution. New skills and competencies are required in the 21st century job market to equip individuals to face current and future challenges in their daily living and learning environment. This qualitative study investigated the development of 21st century skills among postgraduate Bachelor of Education Honours and Postgraduate Certificate in Higher Education (PGCHE) students enrolled at a tertiary institution by using a constructionist teaching and learning approach. The findings of the study indicate that a constructionist-learning environment shows great potential for the development of these graduates’ attributes. It also indicates the critical importance for higher education institutions, lecturers, curriculum developers and educational technologists alike to prioritise the development of 21st century skills.

15 The degree Doctor of Philosophy Namayuba Chiyota

In her thesis, Implementation of a re-entry policy for teenage mothers in Zambian secondary schools, the promovenda investigated how the re-entry policy for teenage mothers was implemented in Zambia’s secondary schools. In this qualitative case study, data was collected through semi-structured interviews, field notes and document analysis to understand the policy implementation process from the perspectives of the purposively selected Ministry of Education officials, head teachers, teachers, teenage mothers, learners and parents. The main finding of the study revealed that although the re-entry policy was intended to strengthen a comprehensive sexuality education and enhance teenage mothers’ completion of their secondary education, it was not sustainable. Various stakeholders implemented the policy in their own different ways because of the policy’s lack of clear implementation guidelines. The study recommends that the government should focus on the inclusive participation of all stakeholders in policy development and implementation.

The degree Doctor of Philosophy Janine Esther Hechter

In her thesis, The relationship between conceptual and procedural knowledge in calculus, the promovendus explored mathematical knowledge in calculus tasks. The research was conducted witin a post-positivist paradigm, using a mixed methods approach. The content analysis investigated conceptual and procedural knowledge relations within the solutions of 33 calculus items. The analysis included the number of procedural and conceptual steps needed to answer the item. The analysed items were included in a data collection instrument administered to first-year engineering students. A Rasch analysis was performed to measure item difficulty and person proficiency and describe the underlying cognitive construct between items. Findings indicated that item solutions drew on both procedural and conceptual components that cannot be separated. Solutions could follow more than one approach and analyses could differ, since what is conceptual for one student could be procedural for another. Furthermore, item difficulty does not only depend on the number of procedural and conceptual steps.

The degree Doctor of Philosophy Thaddeus Mahoso

In his thesis, Ecosystemic factors affecting Comprehensive Sexuality Education in early grades in Zimbabwean schools, the promovendus employed a qualitative approach located within the interpretivist paradigm. The research was designed as a case study with semi-structured interviews, document analysis and observation as data gathering instruments. The literature review covered Sub-Saharan Africa and European countries. It highlighted the need for CSE to protect children from abuse. Analysis of data took cognisance of the theoretical framework and literature. Themes and sub-themes emerged and highlighted the ecosystemic factors that militate against the provision of CSE in Zimbabwe. Strategies that could be applied to promote CSE in the early grades were highlighted. These include educating and creating an awareness of the importance of CSE in the school curriculum. This can be achieved through the training of teachers, parents and religious leaders, making them aware of the importance of CSE to minimise child abuse in Zimbabwe.

16 The degree Doctor of Philosophy Collen Manganyana

In his thesis, The influence of GeoGebra training on teachers and learners in rural geometry classrooms, the promovendus focused on how the implementation of GeoGebra by newly trained teachers influenced their classroom practice. The impact of this implementation on learner experience and achievement was also explored. Kirkpatrick’s training evaluation framework, focusing on the first three levels only, guided this study. Data were collected from four Grade 10 teachers and their classes comprising 165 learners using questionnaires, interviews for depth, classroom observations and pre- and post-tests. Results found that most participants had positive training experiences and preferred using GeoGebra. Findings also indicated that there was lack of training workshops that focused on technological innovations, particularly in GeoGebra. The teachers’ implementation of and enthusiasm about GeoGebra had a positive influence on learner achievement. The study concluded that GeoGebra can work effectively in rural schools where geometry is hardly taught.

The degree Doctor of Philosophy Maesala Manis

In her thesis, Utilising participatory reflection and action to develop a postgraduate qualification in visual impairment studies, the promovenda explored the possibility of developing a postgraduate qualification by following a Participatory Reflection and Action (PRA) approach. Data were generated through PRA- workshops, observation-as-context-of-interaction, interviews, field notes, a reflective journal, and audiovisual techniques. Seventeen schools, 252 teachers and 43 other stakeholders participated. The guiding conceptual framework is based on constructs of the bio-ecological systems theory, communities of practice theory and the social model of disability. Findings indicate that the implementation of PRA can provide access to participants’ knowledge and expertise while supporting their development and teaching practice. Based on the principles of collaboration and empowerment, this study demonstrates how PRA can be utilised for programme development, thereby providing an alternative to traditional approaches to programme development. Furthermore, the study adds to existing theory on inclusive education policy for learners with visual impairment.

The degree Doctor of Philosophy Nastassja Maree

In her thesis, The influence of group life design-based counselling on grade 7 learners' academic self – construction, the promovenda examined how academic self-construction may be enhanced through the collaboration processes of life-design-based counselling. The aim was to investigate whether life-design- based counselling of Grade 7 learners co-determined effective and improved academic self-construction. The research was conducted through a qualitative mode of inquiry with 12 participants. Life-design-based intervention strategies, together with qualitative, postmodern techniques, were used to gather data. Findings obtained from a qualitative perspective indicated that the intervention was successful in enhancing certain aspects of participants’ academic self-construction. Future research could assess the value of life- design-based counselling for enhancing the academic self-construction and early career development of young learners in group contexts. This study highlighted the quintessential career development that emerges during early childhood and the implications of schooling on future aspirations.

17 The degree Doctor of Philosophy Mzamani Eliah Nkuna

In his thesis, Principals' understanding of their readiness to implement the policy on the South African Standard for Principalship, the promovendus found that inability to measure readiness to implement school policies was blamed on principals’ poor success in policy implementation as revealed through various sources of information. The successful implementation of the policy could be dependent on various factors including principals’ intrinsic and extrinsic motivation, perceived benefits, environmental factors emanating from both the school and the Department of Basic Education, as well as principals’ capabilities that include their skills, actions, available resources and their experience of policy implementation. However, this qualitative study also revealed challenges that principals could encounter in the implementation of the policy. These challenges could result in the unsuccessful implementation of the PSSP. Lastly, the study described the perception of principals about the implementation of the PSSP. These include the value, honesty and their views about the implementation of the PSSP.

The degree Doctor of Philosophy Anna Sophia Robberts

In her thesis, Design principles to create an enabling game-based learning environment for the development of 21st –century skills, the promovenda focused on designing a learning environment that is conducive for transferring content knowledge while providing students with the opportunity to develop highly valued graduate attributes for coping in the workplace. These include the ability to communicate, collaborate, think critically and act creatively. In this qualitative design experiment, the promovenda explored how a reality game, such as The Amazing Race, can be adapted for academic purposes. She unpacked the design process and used the student voice to investigate the extent to which the characteristics and motivational value of a game can be preserved in a higher education learning environment. The study culminated in a number of valuable design principles that can be used to create a game-based learning environment in higher education in which the development of 21st century skills is promoted.

The degree Doctor of Philosophy Petronella Elize Saal

In her thesis, A cross-country comparison of the integration of educational technology in mathematics education, the promovenda used a mixed-method approach to compare the use of educational technology in mathematics education to learners’ mathematics achievement in South Africa and Germany. She analysed the questionnaire responses from learners, their parents, mathematics teachers and principals who participated in TIMSS 2015 and found that using computers in the mathematics classroom in South Africa correlated positively with learner achievement, while no significant relationship was found in Germany. Afterwards, she purposefully sampled principals and mathematics teachers from two primary schools per country to conduct semi-structured interviews. Findings showed that teachers from both countries could not optimally integrate educational technology in mathematics due to a lack of qualified information technology technicians and a lack of continuous professional development focusing on the use of educational technology.

18 The degree Doctor of Philosophy Tanya Smit

In her thesis, Self-regulated professionalism: A Whole Brain® participatory action research design in a pre- service teacher mentoring context, the promovenda together with 16 mentor and pre-service teachers as co-constructors, raised their voices with a view to transforming their self-regulated professionalism and making meaning of their practice in a scholary fashion. The data from two online exploratory baseline surveys conducted ten months prior to the commencement of the study served as the information base. Self-regulated professionalism was initiated using socio-constructivism as an epistemological grounding. Participatory action research was enriched by using the Whole Brain® Participatory Action Research design to contribute to our current understanding of what action research entails. The construct analysis process is original and an innovative alternative to thematic data analysis. The study contributes to the fields of action research and mentoring. One of the study outcomes is the development of the Comprehensive Whole Brain® Mentoring Model for the education context.

The degree Doctor of Philosophy Carlos Alberto Tirado Taipe

In his thesis, Student teacher views on the role of the university, the promovendus attempted to understand the views of a group of student teachers at the University of Pretoria on the role of the university, and how and why these views emerged. The social philosophy of higher education of Ronald Barnett was used as theoretical framework. Arts-informed methods such as drawings and photovoice, combined with in-depth individual interviews and field notes from observations, were research methods used for data construction. This study found that student teachers predominantly advocate an ontological role for the university that focusses on the development of students as persons, their social skills, cultural and racial tolerance, compassion and empathy, rather than a role that emphasises epistemological aspects such as teaching and learning, doing research or degree accreditation. The student teachers recognised the university-knowledge relationship but advocated for a new conceptualisation of this relationship.

The degree Doctor of Philosophy Baguma Deo Tumwine

In his thesis, Challenges in implementing a South African curriculum in Eswatini, the promovendus used the theoretical lens of policy borrowing by Phillips and Ochs to explore how stakeholders understood and experienced the transfer of a curriculum designed for South African schools to Eswatini. The qualitative case study used semi-structured interviews with 33 participants. This study identified the obstacles for such transfer as lack of contextual suitability, lack of training for educators, border immigration requirements and absence of a memorandum of understanding between the two countries. This study makes a contribution by identifying the need for a bilateral agreement and collaboration between the affected countries. Furthermore, neighbouring countries should devise a shared curriculum that takes into account all contextual factors and allows parents to choose a curriculum they deem fit for their children.

E&OE

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Nasionale lied | National anthem | Koša ya Setšhaba

Nkosi sikelel’ iAfrika

Maluphakanyisw’ uphondo lwayo,

Yizwa imithandazo yethu,

Nkosi sikelela, thina lusapho lwayo.

Morena boloka setjhaba sa heso,

O fedise dintwa le matshwenyeho,

O se boloke, O se boloke setjhaba sa heso,

Setjhaba sa South Afrika – South Afrika.

Uit die blou van onse hemel,

Uit die diepte van ons see,

Oor ons ewige gebergtes,

Waar die kranse antwoord gee,

Sounds the call to come together,

And united we shall stand,

Let us live and strive for freedom,

In South Africa our land. Director: Department of Enrolment and Student Administration | Direkteur: Departement Toelating en Studenteadministrasie | Molaodimogolo: Kgoro ya Ngwadišo le Taolo ya Baithuti

University of Pretoria | Universiteit van Pretoria | Yunibesithi ya Pretoria 3ULYDWH%DJ3ULYDDWVDN0RNRWODZD3RVR;+DWȴHOG6RXWK$IULFD6XLG$IULND$IULND%RUZD Tel +27 (0)12 420 4111, Fax/Faks/Fekse +27 (0)12 420 4555, www.up.ac.za/up-graduations