A curriculum framework for undergraduate coastal and marine tourism university programmes
- Authors: Jonas, Lynn Cindy
- Date: 2019
- Subjects: Education, Higher -- Curricula , Tourism -- Study and teaching (Higher) Marine ecotourism Ecotourism -- Study and teaching (Higher) Tourism -- Environmental aspects
- Language: English
- Type: Thesis , Doctoral , DEd
- Identifier: http://hdl.handle.net/10948/40006 , vital:35646
- Description: The ocean economy has gained increasing economic significance over the past several years. Marine tourism as an economic activity has increased tremendously over the past several years. Not only does marine tourism and leisure have the ability to create employment, but there are numerous entrepreneurial opportunities in the industry. The importance of the coastal and marine tourism sector is evident and research in this sector abounds however, the issue of marine tourism education has been neglected as an area of research. A need therefore exists for the creation of ocean economy related qualifications and programmes and this study developed a curriculum framework for undergraduate coastal and marine tourism university programmes around which future Coastal and Marine Tourism (CMT) programmes could be created. The research objectives were to firstly determine the coastal and marine tourism stakeholders and role players’ perceptions and expectations of undergraduate coastal and marine tourism education and graduate competencies. The second objective was to ascertain the statutory and policy matters that shape university programmes and finally to incorporate the UNESCO-IBE curriculum framework into undergraduate coastal and marine tourism university programmes. This study fit within the pragmatic paradigm and a mixed methods research approach was utilised with a multiphase design. The data collection process was divided into three phases with Phase One collecting qualitative data through content analysis, Phase Two collecting quantitative data through a survey with questionnaire as research instrument and Phase Three collecting qualitative data through a semi-structured interview with an interview schedule as research instrument. Phase One included document analysis in order to determine the subsectors of the CMT industry, statutory and policy documents to determine programme development regulations as well as collected information regarding the socio-economic environment of the country. Phase Two collected data from industry operators and Phase Three collected data from educators and industry association representatives. The study identified four sub-sectors of the CMT industry namely Conservation Areas, Coastal and Marine Adventure Activities, Land-based Marine Tourism Attractions and Marine Resources and Recreation. All three phases of data collection were utilised to develop these four sub-sectors. The pertinent findings of Phase One indicate that the socio-economic environment in which the CMT programme would be developed is one with a slow economic growth rate, low numeracy and literacy levels with high numbers of unemployed graduates. Language policies are critical in order to accommodate English second language speakers. Furthermore, there are low levels of academics with doctoral degrees with targets to improve the status quo. Phase Two data collection notes that industry operators would prefer a programme that has strong practical and vocational focus with matters such as excursions, work-based learning and alternative teaching methods being important. These findings are supported during Phase Three data collection with educators and industry association representatives placing stronger focus on practical presentation of content and engagement with industry through site visits and demonstration of activities to students. Based on the findings in all three phases, a schematic of the CMT curriculum framework is developed and presented. Recommendations are made for the implementation of the CMT curriculum framework in order to identify omissions and to include the student voice. Stronger linkages should also be forged between industry and academia in order to facilitate the CMT programme. Further research could also test and implement the four identified sub-sectors in order to determine its suitability.
- Full Text:
- Date Issued: 2019
- Authors: Jonas, Lynn Cindy
- Date: 2019
- Subjects: Education, Higher -- Curricula , Tourism -- Study and teaching (Higher) Marine ecotourism Ecotourism -- Study and teaching (Higher) Tourism -- Environmental aspects
- Language: English
- Type: Thesis , Doctoral , DEd
- Identifier: http://hdl.handle.net/10948/40006 , vital:35646
- Description: The ocean economy has gained increasing economic significance over the past several years. Marine tourism as an economic activity has increased tremendously over the past several years. Not only does marine tourism and leisure have the ability to create employment, but there are numerous entrepreneurial opportunities in the industry. The importance of the coastal and marine tourism sector is evident and research in this sector abounds however, the issue of marine tourism education has been neglected as an area of research. A need therefore exists for the creation of ocean economy related qualifications and programmes and this study developed a curriculum framework for undergraduate coastal and marine tourism university programmes around which future Coastal and Marine Tourism (CMT) programmes could be created. The research objectives were to firstly determine the coastal and marine tourism stakeholders and role players’ perceptions and expectations of undergraduate coastal and marine tourism education and graduate competencies. The second objective was to ascertain the statutory and policy matters that shape university programmes and finally to incorporate the UNESCO-IBE curriculum framework into undergraduate coastal and marine tourism university programmes. This study fit within the pragmatic paradigm and a mixed methods research approach was utilised with a multiphase design. The data collection process was divided into three phases with Phase One collecting qualitative data through content analysis, Phase Two collecting quantitative data through a survey with questionnaire as research instrument and Phase Three collecting qualitative data through a semi-structured interview with an interview schedule as research instrument. Phase One included document analysis in order to determine the subsectors of the CMT industry, statutory and policy documents to determine programme development regulations as well as collected information regarding the socio-economic environment of the country. Phase Two collected data from industry operators and Phase Three collected data from educators and industry association representatives. The study identified four sub-sectors of the CMT industry namely Conservation Areas, Coastal and Marine Adventure Activities, Land-based Marine Tourism Attractions and Marine Resources and Recreation. All three phases of data collection were utilised to develop these four sub-sectors. The pertinent findings of Phase One indicate that the socio-economic environment in which the CMT programme would be developed is one with a slow economic growth rate, low numeracy and literacy levels with high numbers of unemployed graduates. Language policies are critical in order to accommodate English second language speakers. Furthermore, there are low levels of academics with doctoral degrees with targets to improve the status quo. Phase Two data collection notes that industry operators would prefer a programme that has strong practical and vocational focus with matters such as excursions, work-based learning and alternative teaching methods being important. These findings are supported during Phase Three data collection with educators and industry association representatives placing stronger focus on practical presentation of content and engagement with industry through site visits and demonstration of activities to students. Based on the findings in all three phases, a schematic of the CMT curriculum framework is developed and presented. Recommendations are made for the implementation of the CMT curriculum framework in order to identify omissions and to include the student voice. Stronger linkages should also be forged between industry and academia in order to facilitate the CMT programme. Further research could also test and implement the four identified sub-sectors in order to determine its suitability.
- Full Text:
- Date Issued: 2019
An experimental study of self-regulated learning with mildly gifted learners in grade 3 mathematics
- Authors: Allers, Amanda Lynette
- Date: 2019
- Subjects: Gifted children -- Education , Motivation in education Academic achievement Mathematics -- Study and teaching (Primary)
- Language: English
- Type: Thesis , Doctoral , DEd
- Identifier: http://hdl.handle.net/10948/42074 , vital:36623
- Description: The study investigated whether self-regulated learning (SRL) strategies can be used successfully by Grade 3 mildly gifted learners (MGLs), in order to master an enriched advanced level mathematics curriculum. In accordance with internationally and nationally accepted principles, learners of diverse abilities should be given equal opportunities to achieve their full learning potential. The stark reality is that rigid application of the national curriculum currently used in South African primary schools, limits this ideal. MGLs possess skills that enable them to study at an increased level, a quicker pace and with an advanced degree of independence. The study employed the true experimental research. Sixty-four learners participated in the Mathematics Enrichment Programme. Purposive sampling was used to identify and select these learners. Subsequent to SRL pre-tests, simple random sampling was used to determine the experimental and control groups. The experimental group used problem-solving and 21st Century technology to develop SRL strategies. Direct teaching strategies were used for the control group. Learners were administered pre-tests, diagnostic problem-solving assessments, and post-tests relating to problem-solving and SRL. Chi-square tests and inferential t-tests were employed to draw comparisons within and between the groups regarding SRL and problem-solving scores. Univariate ANCOVAs were conducted to determine the post-test differences. Furthermore, Cronbach alpha was used to measure reliability of summated scores relating to SRL and problem-solving. The empirical results suggest that MGLs in Grade 3 are indeed capable of self-regulating their learning. This enhanced learners’ self-determination, self-confidence, self-motivation, self-independence, and self-empowerment in relation to their tasks. The empirical results suggest a significant constructive addition to the present standard curriculum for MGLs in the mainstream of education. The self-regulatory model for Foundation Phase MGLs which evolved from this study can be successfully employed to balance the diversity challenges in an inclusive education system. The findings of this study can have significant implications for future teacher training and education of MGLs in primary schools.
- Full Text:
- Date Issued: 2019
- Authors: Allers, Amanda Lynette
- Date: 2019
- Subjects: Gifted children -- Education , Motivation in education Academic achievement Mathematics -- Study and teaching (Primary)
- Language: English
- Type: Thesis , Doctoral , DEd
- Identifier: http://hdl.handle.net/10948/42074 , vital:36623
- Description: The study investigated whether self-regulated learning (SRL) strategies can be used successfully by Grade 3 mildly gifted learners (MGLs), in order to master an enriched advanced level mathematics curriculum. In accordance with internationally and nationally accepted principles, learners of diverse abilities should be given equal opportunities to achieve their full learning potential. The stark reality is that rigid application of the national curriculum currently used in South African primary schools, limits this ideal. MGLs possess skills that enable them to study at an increased level, a quicker pace and with an advanced degree of independence. The study employed the true experimental research. Sixty-four learners participated in the Mathematics Enrichment Programme. Purposive sampling was used to identify and select these learners. Subsequent to SRL pre-tests, simple random sampling was used to determine the experimental and control groups. The experimental group used problem-solving and 21st Century technology to develop SRL strategies. Direct teaching strategies were used for the control group. Learners were administered pre-tests, diagnostic problem-solving assessments, and post-tests relating to problem-solving and SRL. Chi-square tests and inferential t-tests were employed to draw comparisons within and between the groups regarding SRL and problem-solving scores. Univariate ANCOVAs were conducted to determine the post-test differences. Furthermore, Cronbach alpha was used to measure reliability of summated scores relating to SRL and problem-solving. The empirical results suggest that MGLs in Grade 3 are indeed capable of self-regulating their learning. This enhanced learners’ self-determination, self-confidence, self-motivation, self-independence, and self-empowerment in relation to their tasks. The empirical results suggest a significant constructive addition to the present standard curriculum for MGLs in the mainstream of education. The self-regulatory model for Foundation Phase MGLs which evolved from this study can be successfully employed to balance the diversity challenges in an inclusive education system. The findings of this study can have significant implications for future teacher training and education of MGLs in primary schools.
- Full Text:
- Date Issued: 2019
An investigation ofthe effectiveness of using analogies to develop a robust understanding of direct current (DC) electric circuits in first-year university students
- Authors: Bacela, Mpathi Collin
- Date: 2019
- Subjects: Physics -- Study and teaching
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/42443 , vital:36657
- Description: The effectiveness of using a teaching strategy, based on analogies for direct current electric circuits, to attempt to address first-year underprepared university students was investigated. The study consisted of 53 participants drawn from the Faculty of Health Sciences at Nelson Mandela University. A quantitative research design was adopted using the “Determining and Interpreting Resistive Electric Circuits Concepts Test” (DIRECT) version 1.2 as a research instrument. The DIRECT is a 29-item multiple-choice test with only one correct answer in each question. The DIRECT was modified to further probe students’ confidence levels in their answers. The instrument served as a pre-test prior to the start of the formal lessons on direct current electric circuits. At the end of a five-week treatment period, the same instrument was administered to all participants as a post-test. The statistical analysis and interpretation of the preand post-test data were conducted using Software Package for Social Sciences (SPSS) version 23 and STATISTICA version 12. In answering the main research question (How can a misconception-based module, using analogies,positively influence(or not)academically under-prepared first-year non-major Physics students’ conceptual understanding of direct current(DC)electricalcircuits?)and sub-questions thereof, the students’ mean scores between the pre-and posttest were calculate and compared using t-test at a significant level of 0.05. The results revealed a statistically significant difference between the preand post-test mean scores. The pre-test mean score was 22.24 with a standard deviation of 8.07. The post-test mean score was 38.68 with a standard deviation of 13.93. The mean score difference between the post-test and pre-test was 16.44 with a standard deviation of 13.82 at p-value less than 0.05. The results from the pre-test suggest that students held very strong alternative conceptions on direct current electric circuits. The post-test results also revealed that some alternative conceptions were still held onto after the intervention. There wasno statistical significant difference found between the students’ correct answers and their confidence levels. The quantitative analysis of the results suggested that there is a positive change between the post-testmean score and pre-test mean score and this change is statistically significant (p < 0.05). The results showed sufficient evidence to conclude that analogies-based teaching strategy was a vieffective means of reducing the number of alternative conceptions the students held about direct current electric circuits. The study recommended the need to ascertain out what the students felt about the improvement of their understanding of direct current electric circuits concepts. The study suggested a qualitative research methodology as an area for future research.
- Full Text:
- Date Issued: 2019
- Authors: Bacela, Mpathi Collin
- Date: 2019
- Subjects: Physics -- Study and teaching
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/42443 , vital:36657
- Description: The effectiveness of using a teaching strategy, based on analogies for direct current electric circuits, to attempt to address first-year underprepared university students was investigated. The study consisted of 53 participants drawn from the Faculty of Health Sciences at Nelson Mandela University. A quantitative research design was adopted using the “Determining and Interpreting Resistive Electric Circuits Concepts Test” (DIRECT) version 1.2 as a research instrument. The DIRECT is a 29-item multiple-choice test with only one correct answer in each question. The DIRECT was modified to further probe students’ confidence levels in their answers. The instrument served as a pre-test prior to the start of the formal lessons on direct current electric circuits. At the end of a five-week treatment period, the same instrument was administered to all participants as a post-test. The statistical analysis and interpretation of the preand post-test data were conducted using Software Package for Social Sciences (SPSS) version 23 and STATISTICA version 12. In answering the main research question (How can a misconception-based module, using analogies,positively influence(or not)academically under-prepared first-year non-major Physics students’ conceptual understanding of direct current(DC)electricalcircuits?)and sub-questions thereof, the students’ mean scores between the pre-and posttest were calculate and compared using t-test at a significant level of 0.05. The results revealed a statistically significant difference between the preand post-test mean scores. The pre-test mean score was 22.24 with a standard deviation of 8.07. The post-test mean score was 38.68 with a standard deviation of 13.93. The mean score difference between the post-test and pre-test was 16.44 with a standard deviation of 13.82 at p-value less than 0.05. The results from the pre-test suggest that students held very strong alternative conceptions on direct current electric circuits. The post-test results also revealed that some alternative conceptions were still held onto after the intervention. There wasno statistical significant difference found between the students’ correct answers and their confidence levels. The quantitative analysis of the results suggested that there is a positive change between the post-testmean score and pre-test mean score and this change is statistically significant (p < 0.05). The results showed sufficient evidence to conclude that analogies-based teaching strategy was a vieffective means of reducing the number of alternative conceptions the students held about direct current electric circuits. The study recommended the need to ascertain out what the students felt about the improvement of their understanding of direct current electric circuits concepts. The study suggested a qualitative research methodology as an area for future research.
- Full Text:
- Date Issued: 2019
Concept cartoons as a formative assessment instrument in physics – a case study
- Nwaigwe, Chinelo Georgina Candy
- Authors: Nwaigwe, Chinelo Georgina Candy
- Date: 2019
- Subjects: Comic books, strips, etc., in education , Science -- Study and teaching Educational evaluation Educational toys
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/42759 , vital:36689
- Description: Studies have shown that the practice of formative assessment is a challenge for many teachers in South Africa. Teachers are either entrenched in their old habits and methods of assessment, or they have not been adequately trained and supported to apply formative assessment in the instructional process. The aim of this research was to explore Physical Sciences teachers’ perceptions of formative assessment and the usefulness of Concept Cartoons as a formative assessment instrument to assist teachers in their practice of formative assessment. The perceptions of eight Grade 11 Physical Sciences teachers on formative assessment were sought before and after an intervention. During the intervention, the teachers were trained to use Concept Cartoons as a formative assessment instrument. The teachers’ perceptions were also sought after an implementation phase where they implemented Concept Cartoons as a formative assessment instrument in their own classrooms. The teachers were purposefully selected from six schools in the Port Elizabeth area. A qualitative case study approach, informed by a constructivist perspective, was applied in this study. Data were collected through open-ended questionnaires, semi-structured interviews, and the participants’ post-implementation written reflections. These data were analysed and presented in both narrative and tabular formats, supported by verbatim quotes from the participants. The conclusion that can be drawn from this study is that the use of Concept Cartoons as a formative assessment instrument had a substantially positive influence on the Physical Sciences teachers’ understanding and practice of formative assessment. The data also suggest that Concept Cartoons supported both learner- and teacher learning, thus functioning as an Educative Curriculum Material (ECM). Another finding in this study was that a relatively short intervention (i.e. a workshop) could make a difference in teachers’ learning and professional development. Support, however, is needed, particularly in the form of teaching resources or materials, so as to ensure the translation of knowledge into practice. Though the findings are presented within the context of the six sampled schools, and focussed on Grade 11, further research may determine these findings to be informative for other institutions within similar settings.
- Full Text:
- Date Issued: 2019
- Authors: Nwaigwe, Chinelo Georgina Candy
- Date: 2019
- Subjects: Comic books, strips, etc., in education , Science -- Study and teaching Educational evaluation Educational toys
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/42759 , vital:36689
- Description: Studies have shown that the practice of formative assessment is a challenge for many teachers in South Africa. Teachers are either entrenched in their old habits and methods of assessment, or they have not been adequately trained and supported to apply formative assessment in the instructional process. The aim of this research was to explore Physical Sciences teachers’ perceptions of formative assessment and the usefulness of Concept Cartoons as a formative assessment instrument to assist teachers in their practice of formative assessment. The perceptions of eight Grade 11 Physical Sciences teachers on formative assessment were sought before and after an intervention. During the intervention, the teachers were trained to use Concept Cartoons as a formative assessment instrument. The teachers’ perceptions were also sought after an implementation phase where they implemented Concept Cartoons as a formative assessment instrument in their own classrooms. The teachers were purposefully selected from six schools in the Port Elizabeth area. A qualitative case study approach, informed by a constructivist perspective, was applied in this study. Data were collected through open-ended questionnaires, semi-structured interviews, and the participants’ post-implementation written reflections. These data were analysed and presented in both narrative and tabular formats, supported by verbatim quotes from the participants. The conclusion that can be drawn from this study is that the use of Concept Cartoons as a formative assessment instrument had a substantially positive influence on the Physical Sciences teachers’ understanding and practice of formative assessment. The data also suggest that Concept Cartoons supported both learner- and teacher learning, thus functioning as an Educative Curriculum Material (ECM). Another finding in this study was that a relatively short intervention (i.e. a workshop) could make a difference in teachers’ learning and professional development. Support, however, is needed, particularly in the form of teaching resources or materials, so as to ensure the translation of knowledge into practice. Though the findings are presented within the context of the six sampled schools, and focussed on Grade 11, further research may determine these findings to be informative for other institutions within similar settings.
- Full Text:
- Date Issued: 2019
Effects of Isixhosa and English versions of GeoGebra on geometry achievement
- Authors: Matsha, Vuyani Hodecius
- Date: 2019
- Subjects: Mathematics -- Study and teaching , Mathematics Multicultural education -- South Africa -- Eastern Cape Academic achievement Language and languages
- Language: English
- Type: Thesis , Doctoral , DEd
- Identifier: http://hdl.handle.net/10948/41032 , vital:36284
- Description: The purpose of this study was to investigate the effects of using GeoGebra in different linguistic situations, namely isiXhosa and English, in township schools in Port Elizabeth. The objectives were to design an isiXhosa version of GeoGebra and investigate whether or not using it in first and second languages would offer any different results with regard to achievement in, and visuospatial ability of, geometry. Learners and teachers’ perceptions of the GeoGebra software were investigated within the framework of these variables. A pre-post-test, mixed method, concurrent, embedded triangulation research design was used with qualitative aspects playing a more prominent role than the quantitative data. Data collection strategies included baseline assessment to determine teachers’ perceptions of their ability to work with GeoGebra, focus group interviews with learners, semi-structured interviews with teachers, classroom observation and learners’ geometry tests. The study used Vygotsky’s socio-cultural model as a philosophical framework, while the explanatory framework of this study was situated within Baddeley’s revised model of working memory. The translation of GeoGebra from English to isiXhosa proved to be successful in terms of user responses and the fact that it is the first official African language of this dynamic software to be published, offered and made available online. Pre-post geometry testing revealed that for all the groups, the section on riders displayed the largest mean increase. Performance on the riders, which were aligned to the Curriculum Assessment Policy Statement (CAPS) grade 10 examination papers, can be viewed as an indicator of visuospatial ability. Importantly, the mean scores of the learners using the isiXhosa version of GeoGebra improved more in terms of practical significance (effect size = 0,78 for Riders) than the improvement in scores of learners who used the English version (Effect size = 0,61 for Riders). The total effect sizes of the isiXhosa and English groups were 0,69 and 0,36 respectively. This finding seems to resonate with the findings that language proficiency is an indicator of mathematical achievement. This is so in spite of the small size of the sample because the main purpose of the study was to obtain a brief impression (snapshot) of the situation regarding language issues involved when learning mathematics via the software GeoGebra.
- Full Text:
- Date Issued: 2019
- Authors: Matsha, Vuyani Hodecius
- Date: 2019
- Subjects: Mathematics -- Study and teaching , Mathematics Multicultural education -- South Africa -- Eastern Cape Academic achievement Language and languages
- Language: English
- Type: Thesis , Doctoral , DEd
- Identifier: http://hdl.handle.net/10948/41032 , vital:36284
- Description: The purpose of this study was to investigate the effects of using GeoGebra in different linguistic situations, namely isiXhosa and English, in township schools in Port Elizabeth. The objectives were to design an isiXhosa version of GeoGebra and investigate whether or not using it in first and second languages would offer any different results with regard to achievement in, and visuospatial ability of, geometry. Learners and teachers’ perceptions of the GeoGebra software were investigated within the framework of these variables. A pre-post-test, mixed method, concurrent, embedded triangulation research design was used with qualitative aspects playing a more prominent role than the quantitative data. Data collection strategies included baseline assessment to determine teachers’ perceptions of their ability to work with GeoGebra, focus group interviews with learners, semi-structured interviews with teachers, classroom observation and learners’ geometry tests. The study used Vygotsky’s socio-cultural model as a philosophical framework, while the explanatory framework of this study was situated within Baddeley’s revised model of working memory. The translation of GeoGebra from English to isiXhosa proved to be successful in terms of user responses and the fact that it is the first official African language of this dynamic software to be published, offered and made available online. Pre-post geometry testing revealed that for all the groups, the section on riders displayed the largest mean increase. Performance on the riders, which were aligned to the Curriculum Assessment Policy Statement (CAPS) grade 10 examination papers, can be viewed as an indicator of visuospatial ability. Importantly, the mean scores of the learners using the isiXhosa version of GeoGebra improved more in terms of practical significance (effect size = 0,78 for Riders) than the improvement in scores of learners who used the English version (Effect size = 0,61 for Riders). The total effect sizes of the isiXhosa and English groups were 0,69 and 0,36 respectively. This finding seems to resonate with the findings that language proficiency is an indicator of mathematical achievement. This is so in spite of the small size of the sample because the main purpose of the study was to obtain a brief impression (snapshot) of the situation regarding language issues involved when learning mathematics via the software GeoGebra.
- Full Text:
- Date Issued: 2019
Exploring a dialogic approach to writing for English second language learners
- Authors: Domingo, Jamiellah
- Date: 2019
- Subjects: Dialogism (Literary analysis) , Creative writing -- Study and teaching Thought and thinking -- Study and teaching Language and languages -- Study and teaching
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/39534 , vital:35288
- Description: In South Africa, most of our children learn in a language other than their home language. Language and Literacy is thus a major concern for many of them who are trying to make meaning of literature. This study was part of a continuing community dialogic engagement project, between the university and a rural high school in Paterson, a rural settlement in the Eastern Cape. The selected school – ‘Sandhill High’ has English as the Language of Teaching and Learning (LOLT) but has predominantly isiXhosa- and a smaller number of Afrikaans home language learners. The aim of this research was to explore how English second language learners, in a rural high school engage with and experience a dialogic approach to writing as a social practice. This was firstly done by, investigating in which ways dialogic writing might encourage participation in literacy as a social practice. Secondly, exploring in which ways the choices of language might engage learners in responding to text. A qualitative, participatory case study was used to interpret the phenomena. To adequately address the research questions, this study was underpinned by Bakhtin’s theory on Dialogism, viewed through the lens of a third space. As this study was about writing, theories of literacies and second language writing were also reviewed. Dialogic journals offer reflective spaces for learners to record their thinking and because reading and writing complement each other, both need ongoing practice. The data was gathered using the dialogic journals and focus group discussions. Data was analysed in a process of thematic narrative analysis. Participation was voluntary and 16, grade 10 learners of the school participated in the study. The significance of this study was that it enabled learners to engage with texts using their choice of language to participate in dialogic journal writing as a social practice.
- Full Text:
- Date Issued: 2019
- Authors: Domingo, Jamiellah
- Date: 2019
- Subjects: Dialogism (Literary analysis) , Creative writing -- Study and teaching Thought and thinking -- Study and teaching Language and languages -- Study and teaching
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/39534 , vital:35288
- Description: In South Africa, most of our children learn in a language other than their home language. Language and Literacy is thus a major concern for many of them who are trying to make meaning of literature. This study was part of a continuing community dialogic engagement project, between the university and a rural high school in Paterson, a rural settlement in the Eastern Cape. The selected school – ‘Sandhill High’ has English as the Language of Teaching and Learning (LOLT) but has predominantly isiXhosa- and a smaller number of Afrikaans home language learners. The aim of this research was to explore how English second language learners, in a rural high school engage with and experience a dialogic approach to writing as a social practice. This was firstly done by, investigating in which ways dialogic writing might encourage participation in literacy as a social practice. Secondly, exploring in which ways the choices of language might engage learners in responding to text. A qualitative, participatory case study was used to interpret the phenomena. To adequately address the research questions, this study was underpinned by Bakhtin’s theory on Dialogism, viewed through the lens of a third space. As this study was about writing, theories of literacies and second language writing were also reviewed. Dialogic journals offer reflective spaces for learners to record their thinking and because reading and writing complement each other, both need ongoing practice. The data was gathered using the dialogic journals and focus group discussions. Data was analysed in a process of thematic narrative analysis. Participation was voluntary and 16, grade 10 learners of the school participated in the study. The significance of this study was that it enabled learners to engage with texts using their choice of language to participate in dialogic journal writing as a social practice.
- Full Text:
- Date Issued: 2019
Exploring emotional intelligence perceptions of school leaders in relation to social justice: a case study
- Authors: Bese, Samuel
- Date: 2019
- Subjects: Educational leadership
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10948/36529 , vital:33963
- Description: The aim of this study was to explore school leaders’ perceptions of intrapersonal and interpersonal emotional intelligence (EI) in relation to social justice aspects, such as equity, access and inclusive participation in the Libode Educational District of Eastern Cape Province. This district, like many other rural districts in South Africa, has to face critical leadership issues, which have an influence on how school leaders could enact social justice practices in schools (DoE, 2012). This qualitative study employed twelve in-depth interview research participants, which included 6 purposively selected principals and 6 deputy principals. Data collection and content analysis also included the following: 6 focus group interviews with head of departments (HODs) and school governing bodies (SGBs); document analysis of the minutes of school meetings; and Department of Education (DoE) memorandums. The key findings that emerged through the descriptive, exploratory, social interpretive perspectives used in this study revealed the relevance of: • school leaders’ perceptions of intrapersonal EI in enhancing social justice practices with regard to equity, access, and inclusive participation; and • school leaders’ perceptions of interpersonal EI in enhancing social justice practices with regard to equity, access, and inclusive participation. The research participants’ perceptions of EI promoted deeper understanding of how school leaders could engage in social justice in relation to school leadership, teamwork, building bonds, developing others, becoming change agents, and managing conflicts in their schools. The study also captured that EI leaders can greatly manage their emotions to enhance their abilities to identify and control their destructive impulses as well as understanding and handling others’ emotions. It would be commendable for school leaders to have a deeper understanding of how their emotions could enhance social justice in their schools.
- Full Text:
- Date Issued: 2019
- Authors: Bese, Samuel
- Date: 2019
- Subjects: Educational leadership
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10948/36529 , vital:33963
- Description: The aim of this study was to explore school leaders’ perceptions of intrapersonal and interpersonal emotional intelligence (EI) in relation to social justice aspects, such as equity, access and inclusive participation in the Libode Educational District of Eastern Cape Province. This district, like many other rural districts in South Africa, has to face critical leadership issues, which have an influence on how school leaders could enact social justice practices in schools (DoE, 2012). This qualitative study employed twelve in-depth interview research participants, which included 6 purposively selected principals and 6 deputy principals. Data collection and content analysis also included the following: 6 focus group interviews with head of departments (HODs) and school governing bodies (SGBs); document analysis of the minutes of school meetings; and Department of Education (DoE) memorandums. The key findings that emerged through the descriptive, exploratory, social interpretive perspectives used in this study revealed the relevance of: • school leaders’ perceptions of intrapersonal EI in enhancing social justice practices with regard to equity, access, and inclusive participation; and • school leaders’ perceptions of interpersonal EI in enhancing social justice practices with regard to equity, access, and inclusive participation. The research participants’ perceptions of EI promoted deeper understanding of how school leaders could engage in social justice in relation to school leadership, teamwork, building bonds, developing others, becoming change agents, and managing conflicts in their schools. The study also captured that EI leaders can greatly manage their emotions to enhance their abilities to identify and control their destructive impulses as well as understanding and handling others’ emotions. It would be commendable for school leaders to have a deeper understanding of how their emotions could enhance social justice in their schools.
- Full Text:
- Date Issued: 2019
Perceptions on the efficacy of equine assisted play therapy™ in addressing low self-esteem of young bullied children
- Authors: Van Loggerenberg, Monique
- Date: 2019
- Subjects: Animals -- Therapeutic use , Play therapy Bullying Self-esteem -- South Africa Educational psychology -- South Africa
- Language: English
- Type: Thesis , Doctoral , DEd
- Identifier: http://hdl.handle.net/10948/44179 , vital:37126
- Description: During the past decade, a surge of research emerged regarding the human-animal bond and how interactions with animals could be beneficial to both humans and animals on emotional, cognitive and biological levels. However, amongst others, a gap in literature on the experiences and perceptions of participants involved in animal assisted therapy programmes remain. This research focused on a specific population (bully victims presenting with low self-esteem in the middle childhood phase), also reflecting the perceptions of parties not directly involved in therapy, such as parents and teachers. This research adhered to strict ethical standards in accordance to NMU’s Ethical guidelines as well as in accordance to guidelines provided by the International Institute of Animal Assisted Play Therapy™. The welfare of both the horse and humans involved in this study was deemed equally important. Based upon the Gestalt therapy theory, the therapees were given the opportunity to explore alternatives, be creative and reveal specific therapeutic elements needing attention during each session. The focus was on building a therapeutic relationship in which the therapees could trust themselves, the therapist and horse to find the answers they needed and obtain the necessary skills to overcome feelings of helplessness when being bullied. Therapees presenting with low self-esteem results in specific vulnerability as it can be both the cause of being bullied or lead to being bullied. During the Equine Assisted Play Therapy™ (EAPT™) sessions the disempowered victim was allowed the opportunity to succeed in being assertive. Such children in therapy were given the opportunity to take centre-stage without being made fun of, whilst being encouraged to try out new behaviour and experience personal change. This study highlighted the perceptions of parents and teachers and the lived experiences of bully-victims. Exploring the efficacy of a relatively new therapeutic method, EAPT™ in addressing the low self-esteem levels and subsequent behaviour in the children who participated in this form of therapy, showed promising results in increasing self-esteem levels and positive behavioural changes in therapees.
- Full Text:
- Date Issued: 2019
- Authors: Van Loggerenberg, Monique
- Date: 2019
- Subjects: Animals -- Therapeutic use , Play therapy Bullying Self-esteem -- South Africa Educational psychology -- South Africa
- Language: English
- Type: Thesis , Doctoral , DEd
- Identifier: http://hdl.handle.net/10948/44179 , vital:37126
- Description: During the past decade, a surge of research emerged regarding the human-animal bond and how interactions with animals could be beneficial to both humans and animals on emotional, cognitive and biological levels. However, amongst others, a gap in literature on the experiences and perceptions of participants involved in animal assisted therapy programmes remain. This research focused on a specific population (bully victims presenting with low self-esteem in the middle childhood phase), also reflecting the perceptions of parties not directly involved in therapy, such as parents and teachers. This research adhered to strict ethical standards in accordance to NMU’s Ethical guidelines as well as in accordance to guidelines provided by the International Institute of Animal Assisted Play Therapy™. The welfare of both the horse and humans involved in this study was deemed equally important. Based upon the Gestalt therapy theory, the therapees were given the opportunity to explore alternatives, be creative and reveal specific therapeutic elements needing attention during each session. The focus was on building a therapeutic relationship in which the therapees could trust themselves, the therapist and horse to find the answers they needed and obtain the necessary skills to overcome feelings of helplessness when being bullied. Therapees presenting with low self-esteem results in specific vulnerability as it can be both the cause of being bullied or lead to being bullied. During the Equine Assisted Play Therapy™ (EAPT™) sessions the disempowered victim was allowed the opportunity to succeed in being assertive. Such children in therapy were given the opportunity to take centre-stage without being made fun of, whilst being encouraged to try out new behaviour and experience personal change. This study highlighted the perceptions of parents and teachers and the lived experiences of bully-victims. Exploring the efficacy of a relatively new therapeutic method, EAPT™ in addressing the low self-esteem levels and subsequent behaviour in the children who participated in this form of therapy, showed promising results in increasing self-esteem levels and positive behavioural changes in therapees.
- Full Text:
- Date Issued: 2019
Pre-natal maternal stress and its potential correlation to attention deficit hyperactivity disorder (ADHD): An exploration into the potential correlation between the prevalence of chronic stress among a sample of Eastern Cape (South African) women during pregnancy and the diagnosis of Attention Deficit Hyperactivity Disorder (ADHD) in their children by the time they are of school-going age
- Authors: Mukheibir, Adrienne Jayne
- Date: 2019
- Subjects: Attention-deficit hyperactivity disorder , Learning, Psychology of Adaptability (Psychology) Developmental psychology
- Language: English
- Type: Thesis , Doctoral , DEd
- Identifier: http://hdl.handle.net/10948/42353 , vital:36648
- Description: This study is an exploration into the potential correlation between the prevalence of chronic stress during pregnancy among a sample of Eastern Cape (South African) mothers and a diagnosis of Attention Deficit Hyperactivity Disorder (ADHD) in their school-going children. The theoretical framework on which this study is based is Barker’s Developmental Origins of Health and Disease (DOHaD) model. This model proposes that in utero development is influenced by the intrauterine milieu provided by the mother, where even a slight deviation to this environment during critical periods of development can lead to alterations in structure, physiology and metabolism in the child via fetal programming, which, depending on the cause, timing, duration and intensity of the stress, can cause pervasive, long-lasting consequences to disease and health later in life. This particular study examines existing literature regarding the phenomenon of how prenatal maternal stress (PNMS), as the adverse in utero influence, exerts a long-lasting negative effect on fetal development in the form of ADHD in childhood, and compares these findings to the circumstances surrounding a sample of 60 mothers whose school-going children have been diagnosed with ADHD. A mixed methods approach was used in this study, incorporating firstly a quantitative strand of Eastern Cape mothers where the prevalence and range of chronic stress during gestation was explored. From this sample, a qualitative sample was selected to provide more in-depth information regarding their stressful pregnancies. The flipside of the DOHaD model is that because of fetal developmental plasticity, positive in utero influences can undo the harmful effects caused by over-exposure to stress hormones, thereby enhancing fetal development. Unfortunately, this study highlighted how few mothers were aware of the positive influence a relaxation intervention programme could have on reducing stress which could alter the trajectory of their child’s development. The significant role that a genetic predisposition towards ADHD plays is not being debated. However, this study has provided much needed insight about PNMS as a negative influence on gestational development that could lead to the onset of, or exacerbation of ADHD traits.
- Full Text:
- Date Issued: 2019
- Authors: Mukheibir, Adrienne Jayne
- Date: 2019
- Subjects: Attention-deficit hyperactivity disorder , Learning, Psychology of Adaptability (Psychology) Developmental psychology
- Language: English
- Type: Thesis , Doctoral , DEd
- Identifier: http://hdl.handle.net/10948/42353 , vital:36648
- Description: This study is an exploration into the potential correlation between the prevalence of chronic stress during pregnancy among a sample of Eastern Cape (South African) mothers and a diagnosis of Attention Deficit Hyperactivity Disorder (ADHD) in their school-going children. The theoretical framework on which this study is based is Barker’s Developmental Origins of Health and Disease (DOHaD) model. This model proposes that in utero development is influenced by the intrauterine milieu provided by the mother, where even a slight deviation to this environment during critical periods of development can lead to alterations in structure, physiology and metabolism in the child via fetal programming, which, depending on the cause, timing, duration and intensity of the stress, can cause pervasive, long-lasting consequences to disease and health later in life. This particular study examines existing literature regarding the phenomenon of how prenatal maternal stress (PNMS), as the adverse in utero influence, exerts a long-lasting negative effect on fetal development in the form of ADHD in childhood, and compares these findings to the circumstances surrounding a sample of 60 mothers whose school-going children have been diagnosed with ADHD. A mixed methods approach was used in this study, incorporating firstly a quantitative strand of Eastern Cape mothers where the prevalence and range of chronic stress during gestation was explored. From this sample, a qualitative sample was selected to provide more in-depth information regarding their stressful pregnancies. The flipside of the DOHaD model is that because of fetal developmental plasticity, positive in utero influences can undo the harmful effects caused by over-exposure to stress hormones, thereby enhancing fetal development. Unfortunately, this study highlighted how few mothers were aware of the positive influence a relaxation intervention programme could have on reducing stress which could alter the trajectory of their child’s development. The significant role that a genetic predisposition towards ADHD plays is not being debated. However, this study has provided much needed insight about PNMS as a negative influence on gestational development that could lead to the onset of, or exacerbation of ADHD traits.
- Full Text:
- Date Issued: 2019
Strategies schools in a low-socio-economic are used to maintain discipline
- Authors: Manuel, Bianca Winestine
- Date: 2019
- Subjects: Corporal punishment -- Port Elizabeth
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/44550 , vital:38143
- Description: The purpose of this study was to investigate the strategies schools use to maintain discipline in a low socio-economic area. Poor discipline in public schools has become a major concern following the abolition of corporal punishment by the National Department of Education. The educational authorities left educators in schools with no constructive alternatives to maintain discipline and alternative strategies had to be found and implemented. Data were collected be means of semi-structured interviews, from principals, educators and school governing body (SGB) members. Three neighbouring high schools in the Northern Areas of Port Elizabeth in the Nelson Mandela Bay District of Education were used. A qualitative research approach was employed in the study. The findings supported the literature that was consulted in that there is a wide range of causes of disciplinary problems in schools. According to the findings, there is a lack of effective strategies to maintain discipline in schools but Bronfenbrenner’s ecological systems theory is in line with the perceptions of the respondents in this study. This study opened a door for further research into effective strategies that are in line with the changing teaching environment in low socio-economic areas. The government should come on board to create an environment to promote the good life for educators and learners. The final outcome of this study focused on strategies that principals, educators and SGB members can use to maintain discipline in low socio-economic areas. These strategies can create an environment that is conducive for teaching and learning, especially in schools situated in low socio-economic areas. These include consistency, parental involvement, detention, suspension and the home environment and socio-economic circumstances. Learners must be disciplined and parents must be involved in the maintenance of discipline in schools situated in low socio-economic areas.
- Full Text:
- Date Issued: 2019
- Authors: Manuel, Bianca Winestine
- Date: 2019
- Subjects: Corporal punishment -- Port Elizabeth
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/44550 , vital:38143
- Description: The purpose of this study was to investigate the strategies schools use to maintain discipline in a low socio-economic area. Poor discipline in public schools has become a major concern following the abolition of corporal punishment by the National Department of Education. The educational authorities left educators in schools with no constructive alternatives to maintain discipline and alternative strategies had to be found and implemented. Data were collected be means of semi-structured interviews, from principals, educators and school governing body (SGB) members. Three neighbouring high schools in the Northern Areas of Port Elizabeth in the Nelson Mandela Bay District of Education were used. A qualitative research approach was employed in the study. The findings supported the literature that was consulted in that there is a wide range of causes of disciplinary problems in schools. According to the findings, there is a lack of effective strategies to maintain discipline in schools but Bronfenbrenner’s ecological systems theory is in line with the perceptions of the respondents in this study. This study opened a door for further research into effective strategies that are in line with the changing teaching environment in low socio-economic areas. The government should come on board to create an environment to promote the good life for educators and learners. The final outcome of this study focused on strategies that principals, educators and SGB members can use to maintain discipline in low socio-economic areas. These strategies can create an environment that is conducive for teaching and learning, especially in schools situated in low socio-economic areas. These include consistency, parental involvement, detention, suspension and the home environment and socio-economic circumstances. Learners must be disciplined and parents must be involved in the maintenance of discipline in schools situated in low socio-economic areas.
- Full Text:
- Date Issued: 2019
Strategies schools in a low-socio-economic area use to maintain discipline
- Authors: Manuel, Bianca Winestine
- Date: 2019
- Subjects: School discipline
- Language: English
- Type: Thesis , Masters , Med
- Identifier: http://hdl.handle.net/10948/44512 , vital:38069
- Description: The purpose of this study was to investigate the strategies schools use to maintain discipline in a low socio-economic area. Poor discipline in public schools has become a major concern following the abolition of corporal punishment by the National Department of Education. The educational authorities left educators in schools with no constructive alternatives to maintain discipline and alternative strategies had to be found and implemented. Data were collected be means of semi-structured interviews, from principals, educators and school governing body (SGB) members. Three neighbouring high schools in the Northern Areas of Port Elizabeth in the Nelson Mandela Bay District of Education were used. A qualitative research approach was employed in the study. The findings supported the literature that was consulted in that there is a wide range of causes of disciplinary problems in schools. According to the findings, there is a lack of effective strategies to maintain discipline in schools but Bronfenbrenner’s ecological systems theory is in line with the perceptions of the respondents in this study. Study opened a door for further research into effective strategies that are in line with the changing teaching environment in low socio-economic areas. The government should come on board to create an environment to promote the good life for educators and learners. The final outcome of this study focused on strategies that principals, educators and SGB members can use to maintain discipline in low socio-economic areas. These strategies can create an environment that is conducive for teaching and learning, especially in schools situated in low socio-economic areas. These include consistency, parental involvement, detention, suspension and the home environment and socio-economic circumstances. Learners must be disciplined and parents must be involved in the maintenance of discipline in schools situated in low socio-economic areas.
- Full Text:
- Date Issued: 2019
- Authors: Manuel, Bianca Winestine
- Date: 2019
- Subjects: School discipline
- Language: English
- Type: Thesis , Masters , Med
- Identifier: http://hdl.handle.net/10948/44512 , vital:38069
- Description: The purpose of this study was to investigate the strategies schools use to maintain discipline in a low socio-economic area. Poor discipline in public schools has become a major concern following the abolition of corporal punishment by the National Department of Education. The educational authorities left educators in schools with no constructive alternatives to maintain discipline and alternative strategies had to be found and implemented. Data were collected be means of semi-structured interviews, from principals, educators and school governing body (SGB) members. Three neighbouring high schools in the Northern Areas of Port Elizabeth in the Nelson Mandela Bay District of Education were used. A qualitative research approach was employed in the study. The findings supported the literature that was consulted in that there is a wide range of causes of disciplinary problems in schools. According to the findings, there is a lack of effective strategies to maintain discipline in schools but Bronfenbrenner’s ecological systems theory is in line with the perceptions of the respondents in this study. Study opened a door for further research into effective strategies that are in line with the changing teaching environment in low socio-economic areas. The government should come on board to create an environment to promote the good life for educators and learners. The final outcome of this study focused on strategies that principals, educators and SGB members can use to maintain discipline in low socio-economic areas. These strategies can create an environment that is conducive for teaching and learning, especially in schools situated in low socio-economic areas. These include consistency, parental involvement, detention, suspension and the home environment and socio-economic circumstances. Learners must be disciplined and parents must be involved in the maintenance of discipline in schools situated in low socio-economic areas.
- Full Text:
- Date Issued: 2019
Student teachers’ perceptions of their school mentors’ interpersonal collegial leadership competencies to develop their work-integrated learning knowledge and skills
- Authors: Mahomed, Carmel Claire
- Date: 2019
- Subjects: Educational leadership , Mentoring in education -- South Africa Student teachers -- South Africa
- Language: English
- Type: Thesis , Doctoral , DEd
- Identifier: http://hdl.handle.net/10948/42548 , vital:36667
- Description: Mentoring is indispensable for the adjustment of student teachers to the demands of the school work-integrated learning environment. Despite the benefits of mentoring to student teachers, a challenge is the inconsistency of the mentoring programmes within and across schools. An additional challenge is the predominance of bureaucratic models of mentoring, which have the potential of perpetuating a hierarchical approach to mentoring if student teachers use mentor teachers who depend on bureaucratic models of mentoring as role models. Therefore, to ensure that student teachers are exposed to a cross-pollination of expertise from all teachers in the schools, this study proposes a collegial approach to mentoring to determine the impact of the collegial competencies of the mentor teachers on the student teachers’ acquisition of work-integrated learning. A case study in a higher education institution was conducted to obtain data regarding the perceptions of two hundred and forty-one student teachers of their mentor teachers’ interpersonal competencies. The student teachers in this study were all in the final year of their initial teacher education qualification. The respondents comprised student teachers from the Foundation Phase, Intermediate Phase, Further Education and Training and Postgraduate Certificate in Education. Data were gathered using a structured questionnaire. The focus in the questionnaire was on the competencies: interpersonal collegial leadership, communication, empathy, trust, content knowledge and pedagogical content knowledge. The findings revealed that the student teachers’ perceptions of their mentor teachers’ competencies relating to their internal collegial leadership, proficiency in communication, capacity for empathy and ability to establish trust were positive. The mentor teacher competencies of interpersonal collegial leadership, communication, empathy and trust revealed emotional intelligence competencies in their relationships with the student teachers. The findings also revealed that the student teachers' perceptions of their mentor teachers’ competencies relating to content knowledge and pedagogical content knowledge were positive. The mentor teachers’ content knowledge and pedagogical content knowledge revealed their competencies associated with their cognitive skills (IQ) in the school work-integrated environment. The findings also indicated that, in terms of their interpersonal collegial leadership, the mentor teachers were not inclined to harness the expertise of their colleagues to ensure that there was a collegial approach to mentoring among all the teachers in a school. This might be a reason for the inability of some mentor teachers to shift their paradigms from bureaucratic approaches to mentoring to collegial approaches. The adoption of collegial approaches to mentoring with a focus on competencies associated with both EI and IQ has the potential to impact markedly on the enhancement of the professional development of student teachers.
- Full Text:
- Date Issued: 2019
- Authors: Mahomed, Carmel Claire
- Date: 2019
- Subjects: Educational leadership , Mentoring in education -- South Africa Student teachers -- South Africa
- Language: English
- Type: Thesis , Doctoral , DEd
- Identifier: http://hdl.handle.net/10948/42548 , vital:36667
- Description: Mentoring is indispensable for the adjustment of student teachers to the demands of the school work-integrated learning environment. Despite the benefits of mentoring to student teachers, a challenge is the inconsistency of the mentoring programmes within and across schools. An additional challenge is the predominance of bureaucratic models of mentoring, which have the potential of perpetuating a hierarchical approach to mentoring if student teachers use mentor teachers who depend on bureaucratic models of mentoring as role models. Therefore, to ensure that student teachers are exposed to a cross-pollination of expertise from all teachers in the schools, this study proposes a collegial approach to mentoring to determine the impact of the collegial competencies of the mentor teachers on the student teachers’ acquisition of work-integrated learning. A case study in a higher education institution was conducted to obtain data regarding the perceptions of two hundred and forty-one student teachers of their mentor teachers’ interpersonal competencies. The student teachers in this study were all in the final year of their initial teacher education qualification. The respondents comprised student teachers from the Foundation Phase, Intermediate Phase, Further Education and Training and Postgraduate Certificate in Education. Data were gathered using a structured questionnaire. The focus in the questionnaire was on the competencies: interpersonal collegial leadership, communication, empathy, trust, content knowledge and pedagogical content knowledge. The findings revealed that the student teachers’ perceptions of their mentor teachers’ competencies relating to their internal collegial leadership, proficiency in communication, capacity for empathy and ability to establish trust were positive. The mentor teacher competencies of interpersonal collegial leadership, communication, empathy and trust revealed emotional intelligence competencies in their relationships with the student teachers. The findings also revealed that the student teachers' perceptions of their mentor teachers’ competencies relating to content knowledge and pedagogical content knowledge were positive. The mentor teachers’ content knowledge and pedagogical content knowledge revealed their competencies associated with their cognitive skills (IQ) in the school work-integrated environment. The findings also indicated that, in terms of their interpersonal collegial leadership, the mentor teachers were not inclined to harness the expertise of their colleagues to ensure that there was a collegial approach to mentoring among all the teachers in a school. This might be a reason for the inability of some mentor teachers to shift their paradigms from bureaucratic approaches to mentoring to collegial approaches. The adoption of collegial approaches to mentoring with a focus on competencies associated with both EI and IQ has the potential to impact markedly on the enhancement of the professional development of student teachers.
- Full Text:
- Date Issued: 2019
Teachers’use of curriculum materials in Grade 3 Mathematics: A Case Study
- Authors: Whale, Susan Gaye
- Date: 2019
- Subjects: Mathematics -- Study and teaching (Primary) -- South Africa , Education -- curriculum innovation
- Language: English
- Type: Thesis , Doctoral , PHD
- Identifier: http://hdl.handle.net/10948/45591 , vital:38916
- Description: The study examines four curriculum documents with regards to curriculum facets, further interrogated through indicators for certain facets in order to ascertain whether the documents could be considered to be educative. Comparison is made with selected resources internationally. Observed episodes in four mathematics classes are interrogated with regards to teacher facets and concomitant indicators, to assess whether the tenets proposed in the written curriculum are translated into practice in the classrooms. The four Grade 3 teachers are interviewed about their views on the curriculum, their views on teaching and their views on their own agency in teaching mathematics. The teachers’ complete selected examples from a Mathematics Knowledge for Training (MKT) questionnaire and are engaged in conversations about iii their beliefs about mathematics and their confidence in both doing and teaching mathematics. The study identifies that the current CAPS curriculum documents focus on mathematical content almost exclusively and give minimal guidance concerning pedagogical content knowledge. The agency of teachers is not addressed. The study suggests a three-dimensional model of curriculum design that encompasses new educative curriculum materials; guidance on innovative teacher practices and direction towards new beliefs in teachers which could build agency and confidence. The concern that this study uncovers is that although the school and teachers were specifically chosen to minimise linguistic and social detractors, the intended curriculum does not appear to have been universally translated into
- Full Text:
- Date Issued: 2019
- Authors: Whale, Susan Gaye
- Date: 2019
- Subjects: Mathematics -- Study and teaching (Primary) -- South Africa , Education -- curriculum innovation
- Language: English
- Type: Thesis , Doctoral , PHD
- Identifier: http://hdl.handle.net/10948/45591 , vital:38916
- Description: The study examines four curriculum documents with regards to curriculum facets, further interrogated through indicators for certain facets in order to ascertain whether the documents could be considered to be educative. Comparison is made with selected resources internationally. Observed episodes in four mathematics classes are interrogated with regards to teacher facets and concomitant indicators, to assess whether the tenets proposed in the written curriculum are translated into practice in the classrooms. The four Grade 3 teachers are interviewed about their views on the curriculum, their views on teaching and their views on their own agency in teaching mathematics. The teachers’ complete selected examples from a Mathematics Knowledge for Training (MKT) questionnaire and are engaged in conversations about iii their beliefs about mathematics and their confidence in both doing and teaching mathematics. The study identifies that the current CAPS curriculum documents focus on mathematical content almost exclusively and give minimal guidance concerning pedagogical content knowledge. The agency of teachers is not addressed. The study suggests a three-dimensional model of curriculum design that encompasses new educative curriculum materials; guidance on innovative teacher practices and direction towards new beliefs in teachers which could build agency and confidence. The concern that this study uncovers is that although the school and teachers were specifically chosen to minimise linguistic and social detractors, the intended curriculum does not appear to have been universally translated into
- Full Text:
- Date Issued: 2019
Teaching NCS (CAPS) FET mathematics: a comparison between an offline techno-blended Model and a traditional approach
- Authors: Munemo, Noname
- Date: 2019
- Subjects: Mathematics -- Study and teaching (Secondary) , Mathematics -- Study and teaching (Higher) -- South Africa Blended learning Educational innovations
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/41614 , vital:36545
- Description: This research is a comparative research study that compares the way learning has taken place when selected mathematics topics were taught to two groups of Grade 11 Mathematics learners. An offline Techno-Blended Teaching and Learning Model was used for one group, while the other group was taught without the integration of technology. The cognitive and affective impact of the use of technology when an offline Techno-Blended T&L Model was followed, was compared to a corresponding impact of an approach where no technology was integrated during the teaching of the topics. The research study involved teachers and selected learners in the Mathematics classes from four different high schools selected from two urban districts in the Eastern Cape Province in South Africa. The curriculum topics that the research focused on were Euclidean Geometry and Trigonometry.
- Full Text:
- Date Issued: 2019
- Authors: Munemo, Noname
- Date: 2019
- Subjects: Mathematics -- Study and teaching (Secondary) , Mathematics -- Study and teaching (Higher) -- South Africa Blended learning Educational innovations
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/41614 , vital:36545
- Description: This research is a comparative research study that compares the way learning has taken place when selected mathematics topics were taught to two groups of Grade 11 Mathematics learners. An offline Techno-Blended Teaching and Learning Model was used for one group, while the other group was taught without the integration of technology. The cognitive and affective impact of the use of technology when an offline Techno-Blended T&L Model was followed, was compared to a corresponding impact of an approach where no technology was integrated during the teaching of the topics. The research study involved teachers and selected learners in the Mathematics classes from four different high schools selected from two urban districts in the Eastern Cape Province in South Africa. The curriculum topics that the research focused on were Euclidean Geometry and Trigonometry.
- Full Text:
- Date Issued: 2019
The art of science: utilising artistic methods to assist in the learning of natural sciences and technology in the intermediate phase
- Authors: Deyzel, Jenilyn
- Date: 2019
- Subjects: Science -- Study and teaching (Primary) -- South Africa , Science -- Study and teaching (Elementary) Educational toys
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/39502 , vital:35279
- Description: This explorative case-study investigates the educational opportunities associated with an Art-infused pedagogy, according to the perceptions of ten Natural Sciences and Technology (NST) teachers. To examine the possible learning benefits of incorporating artistic activities into the teaching of NST, an Educative Curriculum Material (ECM) was designed that focused on teacher learning and the application of skills in real-life educational practice (Krajcik & Delen, 2017). Results suggest that the ECM, known as the Art-education intervention, facilitated an understanding of the learning potential of an Art-based pedagogy, provided practical ways of applying artistic methods in the classroom and illustrated how Art and NST could be taught together. Thus, the ECM supported the participant’s pedagogical design capacity. As a qualitative and interpretive study, emphasis is placed on the unique perspective of each participant while addressing similarities between cases (Creswell & Poth, 2018). Pre-and post-intervention interviews were conducted, recorded and analysed. Data were gathered systematically through the use of semi-structured interview questions and a questionnaire that required participant involvement through drawing and critical reflection. The case-based themes generated through analysis of data, represent shared ideas raised by the participants themselves. Results suggest that an Art-infused pedagogy can provide children with the opportunity to develop observation and critical thinking capabilities, including the advancement of spatial reasoning skills, problem solving abilities and metacognition. The participants reported an increased level of engagement from the children in their respective classes, where ‘doing’ aided the learning process. Added to this, the use of artistic terminology and open-ended questioning facilitated vocabulary enhancement. Time and resource constraints were identified as potential concerns when implementing an Art-infused pedagogy, as was a teacher’s perception of his/her own artistic abilities. Previous artistic experience had little influence on a teacher’s ability to teach in an integrated manner, suggesting that with effective training, artistic activities could be utilised by any NST teacher to promote learning in NST.
- Full Text:
- Date Issued: 2019
- Authors: Deyzel, Jenilyn
- Date: 2019
- Subjects: Science -- Study and teaching (Primary) -- South Africa , Science -- Study and teaching (Elementary) Educational toys
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/39502 , vital:35279
- Description: This explorative case-study investigates the educational opportunities associated with an Art-infused pedagogy, according to the perceptions of ten Natural Sciences and Technology (NST) teachers. To examine the possible learning benefits of incorporating artistic activities into the teaching of NST, an Educative Curriculum Material (ECM) was designed that focused on teacher learning and the application of skills in real-life educational practice (Krajcik & Delen, 2017). Results suggest that the ECM, known as the Art-education intervention, facilitated an understanding of the learning potential of an Art-based pedagogy, provided practical ways of applying artistic methods in the classroom and illustrated how Art and NST could be taught together. Thus, the ECM supported the participant’s pedagogical design capacity. As a qualitative and interpretive study, emphasis is placed on the unique perspective of each participant while addressing similarities between cases (Creswell & Poth, 2018). Pre-and post-intervention interviews were conducted, recorded and analysed. Data were gathered systematically through the use of semi-structured interview questions and a questionnaire that required participant involvement through drawing and critical reflection. The case-based themes generated through analysis of data, represent shared ideas raised by the participants themselves. Results suggest that an Art-infused pedagogy can provide children with the opportunity to develop observation and critical thinking capabilities, including the advancement of spatial reasoning skills, problem solving abilities and metacognition. The participants reported an increased level of engagement from the children in their respective classes, where ‘doing’ aided the learning process. Added to this, the use of artistic terminology and open-ended questioning facilitated vocabulary enhancement. Time and resource constraints were identified as potential concerns when implementing an Art-infused pedagogy, as was a teacher’s perception of his/her own artistic abilities. Previous artistic experience had little influence on a teacher’s ability to teach in an integrated manner, suggesting that with effective training, artistic activities could be utilised by any NST teacher to promote learning in NST.
- Full Text:
- Date Issued: 2019
The integration of graduate attributes into the curriculum at undergraduate level: a case of Central University of Technology, Free State
- Authors: Sibuqashe, Mziwakhe Ramos
- Date: 2019
- Subjects: Universities and colleges -- Curricula -- South Africa -- Free State , Education, Higher -- Curricula -- South Africa -- Free State Education, Higher -- South Africa -- Aims and objectives College teaching -- South Africa
- Language: English
- Type: Thesis , Doctoral , DEd
- Identifier: http://hdl.handle.net/10948/43490 , vital:36897
- Description: Universities across the world have always endeavoured to develop quality graduates who are competitive throughout the world. In attempt to develop these students, universities have introduced generic skills or graduate attributes that should be taught along with disciplinary skills. Central University of Technology, Free State (CUT) is one of the universities that has developed the generic skills for their students. This study is aimed at determining the extent to which these graduate attributes are integrated into the undergraduate curriculum. For the higher education system to provide quality graduates, curriculum development teaching and assessment practices should be of high quality as well. Teaching and assessment practices should be such that students are encouraged to produce their own knowledge. This can be achieved if teaching and assessment activities are constructively aligned to each other. By aligning assessment and teaching activities constructively students are encouraged to engage in deep learning and thus the quality of students improves. Qualitative research was conducted using CUT as the case. Interviews were conducted with Heads of Department, lecturers and students across eight departments in four faculties. Previous examination papers, the student assessment manuals and study guides were analysed to determine the extent to which graduate attributes were integrated into curriculum The findings of this study indicated that academics treat graduate attributes as outcomes that are disengaged from the course specific outcomes. It was also discovered that academics perceived the integration of graduate attributes as just another added responsibility on top of their overloaded job. This thesis concludes by making recommendations regarding methods of addressing the concerns of academics and students to enhance seamless integration of graduate attributes into the curriculum.
- Full Text:
- Date Issued: 2019
- Authors: Sibuqashe, Mziwakhe Ramos
- Date: 2019
- Subjects: Universities and colleges -- Curricula -- South Africa -- Free State , Education, Higher -- Curricula -- South Africa -- Free State Education, Higher -- South Africa -- Aims and objectives College teaching -- South Africa
- Language: English
- Type: Thesis , Doctoral , DEd
- Identifier: http://hdl.handle.net/10948/43490 , vital:36897
- Description: Universities across the world have always endeavoured to develop quality graduates who are competitive throughout the world. In attempt to develop these students, universities have introduced generic skills or graduate attributes that should be taught along with disciplinary skills. Central University of Technology, Free State (CUT) is one of the universities that has developed the generic skills for their students. This study is aimed at determining the extent to which these graduate attributes are integrated into the undergraduate curriculum. For the higher education system to provide quality graduates, curriculum development teaching and assessment practices should be of high quality as well. Teaching and assessment practices should be such that students are encouraged to produce their own knowledge. This can be achieved if teaching and assessment activities are constructively aligned to each other. By aligning assessment and teaching activities constructively students are encouraged to engage in deep learning and thus the quality of students improves. Qualitative research was conducted using CUT as the case. Interviews were conducted with Heads of Department, lecturers and students across eight departments in four faculties. Previous examination papers, the student assessment manuals and study guides were analysed to determine the extent to which graduate attributes were integrated into curriculum The findings of this study indicated that academics treat graduate attributes as outcomes that are disengaged from the course specific outcomes. It was also discovered that academics perceived the integration of graduate attributes as just another added responsibility on top of their overloaded job. This thesis concludes by making recommendations regarding methods of addressing the concerns of academics and students to enhance seamless integration of graduate attributes into the curriculum.
- Full Text:
- Date Issued: 2019
The potential for concept cartoons to assist natural sciences teachers with developing scientific jargon for primary school learners
- Authors: Abrahams, Warda
- Date: 2019
- Subjects: Science--Study and teaching
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/40219 , vital:35984
- Description: The study was undertaken to investigate whether a teaching tool Concept Cartoons may assist Intermediate Phase (IP) Natural Sciences teachers with the development and understanding of scientific jargon, when implemented in Natural Sciences investigations. As a novice Natural Sciences teacher it was important to find a teaching tool which would assist second language learners with scientific concepts, particularly focusing on science investigations. The focal aim was to search for a fun, captivating, educational resource that would cater for these learners’ barriers to science learning. This research falls within a constructivist worldview, and the research method employed was a case study. Data were collected through qualitative approach, via semi-structured interviews. A total of nine participating Intermediate Phase Natural Sciences teachers from the Port Elizabeth Northern Areas schools contributed towards the findings of this study. This study was an investigation undertaken to see whether a different teaching approach may encourage change. The findings of this study suggested that Concept Cartoons used in Natural Sciences investigations created an educational effect towards the learners understanding of science concepts. Intermediate Phase learners were introduced to Concept Cartoons to assist with their understanding of science terminology during practical investigations. The results of this investigation suggested that Concept Cartoons assisted English second-language learners with scientific jargon and served as an educative curriculum material for Intermediate Phase teachers. Furthermore Grade 4 findings suggested English home-language speakers struggled with scientific language, compared to their second-language peers who achieved greater results due to the amount of effort and determination they dedicated to translating these concepts. Further studies suggested this maybe because science terminology does not form part of their everyday vocabulary, therefore experiencing difficulty with scien1. Concept Cartoons: teachers and scientific investigations 2. Concept Cartoons: design, characters and speech bubbles 3. Concept Cartoons: enabling scientific talk 4. Concept Cartoons: scientific jargon 5. Concept Cartoons: scientific jargon and ESL learners 6. Concept Cartoons: teacher learning. This study, which aimed at introducing Concept Cartoons as an educative curriculum tool in Natural Sciences investigations, is expected to fill an important gap in literature surrounding teaching science jargon to English second-language learners.
- Full Text:
- Date Issued: 2019
- Authors: Abrahams, Warda
- Date: 2019
- Subjects: Science--Study and teaching
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/40219 , vital:35984
- Description: The study was undertaken to investigate whether a teaching tool Concept Cartoons may assist Intermediate Phase (IP) Natural Sciences teachers with the development and understanding of scientific jargon, when implemented in Natural Sciences investigations. As a novice Natural Sciences teacher it was important to find a teaching tool which would assist second language learners with scientific concepts, particularly focusing on science investigations. The focal aim was to search for a fun, captivating, educational resource that would cater for these learners’ barriers to science learning. This research falls within a constructivist worldview, and the research method employed was a case study. Data were collected through qualitative approach, via semi-structured interviews. A total of nine participating Intermediate Phase Natural Sciences teachers from the Port Elizabeth Northern Areas schools contributed towards the findings of this study. This study was an investigation undertaken to see whether a different teaching approach may encourage change. The findings of this study suggested that Concept Cartoons used in Natural Sciences investigations created an educational effect towards the learners understanding of science concepts. Intermediate Phase learners were introduced to Concept Cartoons to assist with their understanding of science terminology during practical investigations. The results of this investigation suggested that Concept Cartoons assisted English second-language learners with scientific jargon and served as an educative curriculum material for Intermediate Phase teachers. Furthermore Grade 4 findings suggested English home-language speakers struggled with scientific language, compared to their second-language peers who achieved greater results due to the amount of effort and determination they dedicated to translating these concepts. Further studies suggested this maybe because science terminology does not form part of their everyday vocabulary, therefore experiencing difficulty with scien1. Concept Cartoons: teachers and scientific investigations 2. Concept Cartoons: design, characters and speech bubbles 3. Concept Cartoons: enabling scientific talk 4. Concept Cartoons: scientific jargon 5. Concept Cartoons: scientific jargon and ESL learners 6. Concept Cartoons: teacher learning. This study, which aimed at introducing Concept Cartoons as an educative curriculum tool in Natural Sciences investigations, is expected to fill an important gap in literature surrounding teaching science jargon to English second-language learners.
- Full Text:
- Date Issued: 2019
Using a reading club to help grade 4 boys, in the kingdom of Saudi Arabia, to position themselves as readers
- Authors: Jansen, Lincoln Lee
- Date: 2019
- Subjects: Boys -- Books and reading -- Saudi Arabia , Reading -- Sex differences -- Saudi Arabia Book clubs (Discussion groups) -- Saudi Arabia Group reading -- Saudi Arabia Reading (Elementary) -- Saudi Arabia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/42285 , vital:36642
- Description: Widespread research exists about the challenges of getting boys to read and the gap in reading performance between boys and girls. Using a case study design within a qualitative approach, this study investigated whether engagement in a reading club could help boys in the Kingdom of Saudi Arabia to position themselves as readers. The literature review examined factors that hindered or advanced reading and the reading development of boys, particular in the Arab-Muslim context. Two theoretical frameworks underpin this study: Social Learning Theory which allowed for reading engagement of a social nature and Third Space Theory which enabled this engagement bringing together the in and out of school literacy practices. Grade 4 students at a school in Saudi Arabia were invited to partake in a 45 minute after-school reading club for 12 consecutive weeks. Participatory Visual Methodologies and a Reflective journal were used to generate data. Participants were asked to make drawings to express how they felt about reading in different languages and drawings to express how they felt about reading English books in a reading club. Drawings accompanied by verbal feedback along with the reflective journal notes were analysed using thematic analysis. Results from this study showed that a reading club serving as a socially supportive space does help boys in the Kingdom of Saudi Arabia to position themselves as readers.
- Full Text:
- Date Issued: 2019
- Authors: Jansen, Lincoln Lee
- Date: 2019
- Subjects: Boys -- Books and reading -- Saudi Arabia , Reading -- Sex differences -- Saudi Arabia Book clubs (Discussion groups) -- Saudi Arabia Group reading -- Saudi Arabia Reading (Elementary) -- Saudi Arabia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/42285 , vital:36642
- Description: Widespread research exists about the challenges of getting boys to read and the gap in reading performance between boys and girls. Using a case study design within a qualitative approach, this study investigated whether engagement in a reading club could help boys in the Kingdom of Saudi Arabia to position themselves as readers. The literature review examined factors that hindered or advanced reading and the reading development of boys, particular in the Arab-Muslim context. Two theoretical frameworks underpin this study: Social Learning Theory which allowed for reading engagement of a social nature and Third Space Theory which enabled this engagement bringing together the in and out of school literacy practices. Grade 4 students at a school in Saudi Arabia were invited to partake in a 45 minute after-school reading club for 12 consecutive weeks. Participatory Visual Methodologies and a Reflective journal were used to generate data. Participants were asked to make drawings to express how they felt about reading in different languages and drawings to express how they felt about reading English books in a reading club. Drawings accompanied by verbal feedback along with the reflective journal notes were analysed using thematic analysis. Results from this study showed that a reading club serving as a socially supportive space does help boys in the Kingdom of Saudi Arabia to position themselves as readers.
- Full Text:
- Date Issued: 2019
Women teachers leading change against intimate partner violence at a state university in Zimbabwe
- Authors: Matope, Nogget
- Date: 2019
- Subjects: Women teachers -- Zimbabwe , Sex discrimination in education -- Zimbabwe Women college students -- Crimes against -- Zimbabwe Campus violence -- Zimbabwe Rape in universities and colleges -- Zimbabwe
- Language: English
- Type: Thesis , Doctoral , DEd
- Identifier: http://hdl.handle.net/10948/41021 , vital:36283
- Description: This study responded to the following research question: How can participatory and visual methodology enable women teachers to lead change against intimate partner violence at a state university in Zimbabwe? The study was qualitative and informed by the critical paradigm and employed visual participatory research methodology (PVM). The participants in this study were six women teachers from a state university who were selected by means of snowballing. The visual methods of data generation that were employed were memory accounts, drawings, participatory videos and focus group discussions. Memory accounts expressed the participants’ experiences and understanding of IPV as they made meaning of their lived realities. Data generated from the drawings depicted the participants’ positioning and the way in which they were positioned in intimate relationships. The participatory video was used to express the participants’ understanding of IPV and the critical steps that can be taken to address the issue. The findings indicated that the participants understand IPV as a complex issue and they can engage in and explore issues that affect them. The participants’ voices can initiate change by breaking down barriers as they address the issue. The participants also indicated that students’ voices should be heard in the drafting of policies to include issues that affect them directly. The findings suggest that engagement with women, listening to one another, being listened to and working collaboratively to offer solutions to problems as agents of change, empowers the women. The findings have implications for the university community in that they show that the women teachers are actors who are aware of IPV and can participate and inform intervention programs. The participants can lead change through their work as educators as they continue to share with the community. This could enhance knowledge co-production. I conclude by arguing that using PVM provided a safe space for the women to talk about their lived realities of IPV with a wider audience and propose solutions to a phenomenon that has always been taboo; thus leading change towards an IPV free society.
- Full Text:
- Date Issued: 2019
- Authors: Matope, Nogget
- Date: 2019
- Subjects: Women teachers -- Zimbabwe , Sex discrimination in education -- Zimbabwe Women college students -- Crimes against -- Zimbabwe Campus violence -- Zimbabwe Rape in universities and colleges -- Zimbabwe
- Language: English
- Type: Thesis , Doctoral , DEd
- Identifier: http://hdl.handle.net/10948/41021 , vital:36283
- Description: This study responded to the following research question: How can participatory and visual methodology enable women teachers to lead change against intimate partner violence at a state university in Zimbabwe? The study was qualitative and informed by the critical paradigm and employed visual participatory research methodology (PVM). The participants in this study were six women teachers from a state university who were selected by means of snowballing. The visual methods of data generation that were employed were memory accounts, drawings, participatory videos and focus group discussions. Memory accounts expressed the participants’ experiences and understanding of IPV as they made meaning of their lived realities. Data generated from the drawings depicted the participants’ positioning and the way in which they were positioned in intimate relationships. The participatory video was used to express the participants’ understanding of IPV and the critical steps that can be taken to address the issue. The findings indicated that the participants understand IPV as a complex issue and they can engage in and explore issues that affect them. The participants’ voices can initiate change by breaking down barriers as they address the issue. The participants also indicated that students’ voices should be heard in the drafting of policies to include issues that affect them directly. The findings suggest that engagement with women, listening to one another, being listened to and working collaboratively to offer solutions to problems as agents of change, empowers the women. The findings have implications for the university community in that they show that the women teachers are actors who are aware of IPV and can participate and inform intervention programs. The participants can lead change through their work as educators as they continue to share with the community. This could enhance knowledge co-production. I conclude by arguing that using PVM provided a safe space for the women to talk about their lived realities of IPV with a wider audience and propose solutions to a phenomenon that has always been taboo; thus leading change towards an IPV free society.
- Full Text:
- Date Issued: 2019
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