Sense of belonging and social cohesion in a desegregated former House of Delegates School

Tabane, Ramodungoane; Human-Vogel, Salomé

doi:10.15700/saje.v30n3a366

Cited by 21 publications

(13 citation statements)

References 15 publications

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“…More especially, it offers insights useful to teachers about providing an atmosphere of commonality for adolescents through effective classroom management strategies. In addition, it must be emphasized that the adolescent sense of school belonging is attained through supportive and integrative interpersonal relationships that transcend the set social boundaries, cultures or tradition; and that adolescents as individuals contribute to the well-being of that society, group, and community-especially by reducing prejudice in the present global era that engenders centrifugal forces capable of dislocating traditional bonds, fragmenting societies, and reinforcing conflict and division (Green, Preston, & Sabates, 2010;Tabane & Human-Vogel, 2010). Therefore, we propose that teachers should uphold an integrated manner in their classes and schools, in order to overcome the challenges of globalization, which include increasing social pluralism and lifestyle diversity.…”

Section: Discussionmentioning

confidence: 99%

School Belonging of Adolescents: The Role of Teacher–Student Relationships, Peer Relationships and Family Involvement

2017

EDUC SCI-THEOR PRACT

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Section: Discussionmentioning

confidence: 99%

School Belonging of Adolescents: The Role of Teacher–Student Relationships, Peer Relationships and Family Involvement

2017

EDUC SCI-THEOR PRACT

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“…In their study, Levett-Jones and Lathlean ( 2008 :107) found that ‘students felt more empowered and enabled to capitalise on the available learning opportunities when they felt they had a legitimate place in the nursing team’; conversely, if not accepted, they can find it difficult to learn. Individuals’ perceptions about their participation and level of acceptance in the group influence their sense of belonging (Tabane & Human-Vogel 2010 :493). This sense of acceptance must be fostered, as learners who feel ostracised by those in authority may present with low self-esteem and unhappiness.…”

Section: Discussionmentioning

confidence: 99%

“…If the PEN (learners) feel that they are not part of the collective, their functioning may not be optimal, resulting in a diminished learning process (Baumeister et al . 2002 ; Tabane & Human-Vogel 2010 :504). According to Chesser-Smyth ( 2005 :320), the morale of students can be boosted if they are welcomed, respected and valued and, as a result, they become more eager to learn.…”

Section: Discussionmentioning

confidence: 99%

“…When students realise that they are not part of the collective, they may present with low self-esteem and unhappiness, which may result in a diminished learning process (Baumeister, Twenge & Nuss 2002 :817). It is thus important to inculcate a sense of belonging that produces happy group members, because students who feel ostracised by their peers or those in authority will not function optimally (Tabane & Human-Vogel 2010 :504).…”

Section: Introductionmentioning

confidence: 99%

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Facilitative and obstructive factors in the clinical learning environment: Experiences of pupil enrolled nurses

Lekalakala-Mokgele

Caka

2015

curationis

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BackgroundThe clinical learning environment is a complex social entity that influences student learning outcomes in the clinical setting. Students can experience the clinical learning environment as being both facilitative and obstructive to their learning. The clinical environment may be a source of stress, creating feelings of fear and anxiety which in turn affect the students' responses to learning. Equally, the environment can enhance learning if experienced positively.ObjectivesThis study described pupil enrolled nurses' experiences of facilitative and obstructive factors in military and public health clinical learning settings.MethodUsing a qualitative, contextual, exploratory descriptive design, three focus group interviews were conducted until data saturation was reached amongst pupil enrolled nurses in a military School of Nursing.ResultsData analysed provided evidence that acceptance by clinical staff and affordance of self-directed learning facilitated learning. Students felt safe to practise when they were supported by the clinical staff. They felt a sense of belonging when the staff showed an interest in and welcomed them. Learning was obstructed when students were met with condescending comments. Wearing of a military uniform in the public hospital and horizontal violence obstructed learning in the clinical learning environment.ConclusionStudents cannot have effective clinical preparation if the environment is not conducive to and supportive of clinical learning, The study shows that military nursing students experience unique challenges as they are trained in two professions that are hierarchical in nature. The students experienced both facilitating and obstructing factors to their learning during their clinical practice. Clinical staff should be made aware of factors which can impact on students’ learning. Policies need to be developed for supporting students in the clinical learning environment.

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“…IQA is essentially a qualitative method in which quantitative data are used in combination with qualitative data in a systematic process, the outcome of which is a systems diagram or mind-map representing the group view of the phenomenon being studied. IQA favours a social constructivist approach to data collection and analysis (Tabane and Human-Vogel 2010). IQA minimizes the power relations and biases traditionally associated with qualitative data analysis as, following IQA protocols, the participants' voice is privileged over that of the researcher.…”

Section: Methodsmentioning

confidence: 99%

Effects of a writing-to-learn tutorial programme in a higher education setting: An interactive qualitative study

Bargate

2015

Africa Education Review

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Many higher education students embark on a study of accounting under the misconception that accounting requires a high level of proficiency in manipulating data and being good with numbers, while believing that linguistic competence, especially as it relates to writing, is of less importance. This article reports on a study that examined 15 managerial accounting and financial management (MAFM) students' experiences of an 18-week writing intensive tutorial programme, based on writing-to-learn principles. Interactive qualitative analysis (IQA) informed the research design and data analysis. Following IQA protocols, nine affinities (themes) were generated. An account of how students' experiences of a specific affinity, namely, written tasks, influenced their understanding of MAFM concepts is presented. The findings suggest that introducing writing-to-learn assignments contributed positively to students' learning and understanding of MAFM concepts. This finding has implications for higher education pedagogy especially as it relates to the teaching of the accounting discipline.

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Sense of belonging and social cohesion in a desegregated former House of Delegates School

Cited by 21 publications

References 15 publications

School Belonging of Adolescents: The Role of Teacher–Student Relationships, Peer Relationships and Family Involvement

School Belonging of Adolescents: The Role of Teacher–Student Relationships, Peer Relationships and Family Involvement

Facilitative and obstructive factors in the clinical learning environment: Experiences of pupil enrolled nurses

Effects of a writing-to-learn tutorial programme in a higher education setting: An interactive qualitative study

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