Ruksana Osman

Bio: Ruksana Osman is an academic researcher from University of the Witwatersrand. The author has contributed to research in topics: Higher education & Teacher education. The author has an hindex of 13, co-authored 47 publications receiving 662 citations.

Massification in higher education: large classes and student learning

Abstract: In introducing the special issue on Large Class Pedagogy: Opportunities and Challenges of Massification the present editorial takes stock of the emerging literature on this subject. We seek to contribute to the massificaiton debate by considering one result of it: large class teaching in higher education. Here we look to large classes as a problem in promoting student learning, quality education, and consequently as a challenge to socio-economic development. That said, whilst large classes do pose very specific challenges, they also hold promise and opportunities for innovation in support of student learning. Here we consider the contributions to this special issue from a cross section of disciplines and higher education environments.

Codeswitching Among Multilingual Learners in Primary Schools in South Africa: An Exploratory Study.

Abstract: Codeswitching is an important interactional resource in South Africa's multilingual and multicultural society. This article discusses the incidence of codeswitching in primary schools and examines the speakers' motivations for employing codeswitching. The data is drawn from conversations in both formal (classroom) and informal (playground) situations and the discussion is informed by current theoretical frameworks in codeswitching research. The implications of codeswitching for education in South Africa are considered.

Positives and Negatives: Reconceptualising Gender Attributes within the Context of the Sex role Identity and Well-Being Literature: An Examination within the South African Context

Abstract: Orientation: There is a lack of research examining both positive and negative sex-based traits and sex role identities. Previous research has predominantly focused on positive sex role identities and their relationship to various outcome variables. Findings for such research have not always been consistent. It has been argued that research that only examines positive identities is methodologically flawed and that the inconsistent findings in such research may be attributable to the fact that the research conducted has not examined the extent to which individuals may have adopted negative sex role identities. Motivation for the study: With few exceptions, sex role identity (SRI) has been measured exclusively in terms of positive characteristics only. There is a dearth of research investigating both positive and negative sex role identities, particularly within the South African context. Research purpose: The purpose of this research was to explore the extent to which individuals adopt both positive and negative sex-based traits and sex role identities. A theoretical argument is made for examining positive and negative gender attributes followed by a discussion of seven empirical studies, which demonstrate that significant proportions of samples are adopting negative sex role identities. Research design, approach and method: This research was conducted using a cross-sectional design and a convenience sampling method across seven different samples. A total of 3462 employees participated in this research. A revised version of the Extended Personal Attribute Questionnaire (EPAQ-R) and a demographic survey were used to collect the data. Main findings: Across all seven samples, a significant proportion of the respondents adopted negative sex role identities. These findings suggest that there is a need to measure both positive and negative identities in research on SRI. The proportion of respondents across the seven samples that adopted negative identities ranged from 44% to 49% whilst 46% to 54% indicated the adoption of positive identities. Practical/managerial implications: This research is important as it highlights that investigations of SRI must assess both positive and negative sex role identities. Negative SRIs may have implications for critical individual and organisational outcomes. Furthermore, measures that assess both positive and negative identities may have implications for organisational processes, such as recruitment, selection and training, learning and development. Contribution/value-add: The findings of this research contribute to the South African body of literature investigating sex role identities. The present study’s finding of a high proportion of individuals endorsing negative identities has implications for future research. Future research needs to explore the relationship between both positive and negative identities and a wide variety of individual and organisational well-being indicators. Keywords: Sex role identity; positive sex role identity; negative sex role identity

Service learning in teacher education : an institutional model for an emerging practice : research in higher education

Abstract: Interest in service learning is growing at a time of curriculum change in teacher education and institutional change in higher education in South Africa. This raises the question "What models are available to guide institutions to develop service learning?" This article outlines Pollack's typology of institutional responses to service learning in the United States of America (USA). It then reviews two case studies of service learning piloted in the Wits College of Education in 2001. The article concludes that Pollack's "professional school" model is appropriate to promote service learning in the college. Combining "school experience" with service learning is a viable way to prepare students for the professional demands laid down in national policy in teacher education.

将“Cooperative Learning”融入课堂——浅谈英语素质教育

Abstract: 1. Interaction. The interactions learners have with each other build interpersonal skills, such as listening, politely interrupting, expressing ideas, raising questions, disagreeing, paraphrasing, negotiating, and asking for help. 2. Interdependence. Learners must depend on one another to accomplish a common objective. Each group member has specific tasks to complete, and successful completion of each member’s tasks results in attaining the overall group objective.

Learning To Teach In Higher Education

Abstract: Thank you for reading learning to teach in higher education. As you may know, people have look numerous times for their favorite books like this learning to teach in higher education, but end up in infectious downloads. Rather than enjoying a good book with a cup of tea in the afternoon, instead they cope with some infectious bugs inside their laptop. learning to teach in higher education is available in our digital library an online access to it is set as public so you can get it instantly. Our book servers spans in multiple countries, allowing you to get the most less latency time to download any of our books like this one. Kindly say, the learning to teach in higher education is universally compatible with any devices to read.