An investigation into the organisational culture at an academically successful secondary school in Namibia
- Authors: Awarab, Erwin Ronald
- Date: 2010
- Subjects: Corporate culture -- Namibia -- Case studies Organizational behavior -- Namibia -- Case studies School management and organization -- Namibia -- Case studies Educational leadership -- Namibia -- Case studies Education, Secondary -- Namibia -- Case studies Educational change -- Namibia -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1612 , http://hdl.handle.net/10962/d1003494
- Description: The appreciation by leadership of the culture of an organisation plays an important role in the success of that organisation. Leadership and organisation culture are an inextricable part of the life of an organisation. The shared assumptions and beliefs of the individual within an organisation shape its culture. My study investigates the aspects of school culture and, further, looks at its link to the success of an organisation, and at the leadership style that influences such an organisation. My research, conducted in the interpretive paradigm, is a case study which was carried out at a public secondary school in the capital city of Windhoek, in Namibia. Since the school was built during South African rule, it was intended mainly for white children. Since independence, it has undergone transformation and is currently integrated, accommodating learners from different cultural backgrounds. It is a successful school, with a good reputation for its discipline and academic excellence. I chose this school deliberately, for those reasons. My findings are that there are aspects of culture which maintain its creation and perpetuate the existence of a particular culture at the school. This school’s culture is embedded within the Christian faith, and there are deliberate rituals and ceremonies put in place to enhance the creation and maintenance of the values that inform its culture, and the school leadership, management, teachers and student council members have a central role in this regard. My study shows that the creation, understanding and appreciation of beliefs and values of the individual within the organisation enable the consequent creation of the shared vision and values that ultimately lead to the foundation and maintenance of a strong culture.
- Full Text:
- Date Issued: 2010
- Authors: Awarab, Erwin Ronald
- Date: 2010
- Subjects: Corporate culture -- Namibia -- Case studies Organizational behavior -- Namibia -- Case studies School management and organization -- Namibia -- Case studies Educational leadership -- Namibia -- Case studies Education, Secondary -- Namibia -- Case studies Educational change -- Namibia -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1612 , http://hdl.handle.net/10962/d1003494
- Description: The appreciation by leadership of the culture of an organisation plays an important role in the success of that organisation. Leadership and organisation culture are an inextricable part of the life of an organisation. The shared assumptions and beliefs of the individual within an organisation shape its culture. My study investigates the aspects of school culture and, further, looks at its link to the success of an organisation, and at the leadership style that influences such an organisation. My research, conducted in the interpretive paradigm, is a case study which was carried out at a public secondary school in the capital city of Windhoek, in Namibia. Since the school was built during South African rule, it was intended mainly for white children. Since independence, it has undergone transformation and is currently integrated, accommodating learners from different cultural backgrounds. It is a successful school, with a good reputation for its discipline and academic excellence. I chose this school deliberately, for those reasons. My findings are that there are aspects of culture which maintain its creation and perpetuate the existence of a particular culture at the school. This school’s culture is embedded within the Christian faith, and there are deliberate rituals and ceremonies put in place to enhance the creation and maintenance of the values that inform its culture, and the school leadership, management, teachers and student council members have a central role in this regard. My study shows that the creation, understanding and appreciation of beliefs and values of the individual within the organisation enable the consequent creation of the shared vision and values that ultimately lead to the foundation and maintenance of a strong culture.
- Full Text:
- Date Issued: 2010
Investigating the nature of grade six after school mathematics club learners’ shifts in mathematical number sense and procedural fluency
- Authors: Baart, Noluntu Via
- Date: 2019
- Subjects: Mathematics -- Study and teaching (Elementary) -- South Africa , Mathematics -- Study and teaching (Elementary) -- South Africa -- Case studies , Numeracy -- South Africa
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/96825 , vital:31326
- Description: A wide range of research locally points to intermediate phase learners having extremely weak basic number sense resulting in the dominance of inefficient strategies for calculations with the four operations, irrespective of the number range. The grade six Annual National Assessments (ANA) diagnostic reports for 2012 to 2014 also point to errors and misconceptions that tend to dominate learners’ computations in the four basic operations; such errors are often attributed to the use of either tallies or incorrectly applied mathematical procedures. Having the above context in mind and following informal conversations with teachers in the Uitenhage Education District, five teachers expressed an interest in running the afterschool mathematics clubs based on the South African Numeracy Chair (SANC) project model. The SANC project team ran workshops in April, May and June 2016 with nine teachers (five as facilitators and four others as co-facilitators in five different club sites) in which teachers were provided with key resources for use in their clubs. Fifteen club sessions ran in each club with grade six learners across the 2nd and 3rd terms. These clubs form the empirical field for this research, which aims to investigate the nature of learners’ evolving number sense, procedural fluency and teachers’ experiences of working with learners in the club space. The unit of analysis in this study is both the shifts evident in learners’ number sense and procedural fluency as a result of participating in the clubs and the teacher’s experiences of working with learners in those clubs as club facilitators. A social constructivist perspective of learning guides this study. Especially Vygotsky’s (1978) notion that cognitive development stems from social interactions and guided learning within the Zone of Proximal Development (ZPD) of children, guided by more knowledgeable others. Furthermore, Kilpatrick et al.’s (2001) strands of mathematical proficiency provide the conceptual frame with a particular focus on procedural fluency and number sense. A mixed method approach to data collection was used. Quantitative data has been drawn from learner’s scores on pre- and post- assessments on four basic operations. Visual progression spectra have been adopted from the Pushing for Progression (PfP) Programme which is an intervention Programme developed by the SANC project for club facilitators. They provide explanations of learner progression trajectories and how to analyse learner methods. Qualitative narratives were drawn from learner progression data, as well as teacher post club questionnaires and one-to-one teacher interviews. The findings of this research suggest that learner workings when used in conjunction with visual progression spectra can provide important clues to researchers and teachers. This in turn contributes to an understanding of where learners are in their mathematical learning and gives ideas for how to support learners to progress using more flexible methods of calculation, particularly for poor performing learners. Included, is the discussion of the effectiveness of the club space to enable such shifts and improve learner flexibility, fluency and performance as displayed in learner methods and scores of the pre- and post- assessments. The teachers’ observations about the relaxed atmosphere in the club space, small sized groups, learning through play with co-members may have enabled the shifts in procedural fluency and number sense in club learners. Additionally, implications of the study are discussed, and tentative recommendations are made for the DBE to consider.
- Full Text:
- Date Issued: 2019
- Authors: Baart, Noluntu Via
- Date: 2019
- Subjects: Mathematics -- Study and teaching (Elementary) -- South Africa , Mathematics -- Study and teaching (Elementary) -- South Africa -- Case studies , Numeracy -- South Africa
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/96825 , vital:31326
- Description: A wide range of research locally points to intermediate phase learners having extremely weak basic number sense resulting in the dominance of inefficient strategies for calculations with the four operations, irrespective of the number range. The grade six Annual National Assessments (ANA) diagnostic reports for 2012 to 2014 also point to errors and misconceptions that tend to dominate learners’ computations in the four basic operations; such errors are often attributed to the use of either tallies or incorrectly applied mathematical procedures. Having the above context in mind and following informal conversations with teachers in the Uitenhage Education District, five teachers expressed an interest in running the afterschool mathematics clubs based on the South African Numeracy Chair (SANC) project model. The SANC project team ran workshops in April, May and June 2016 with nine teachers (five as facilitators and four others as co-facilitators in five different club sites) in which teachers were provided with key resources for use in their clubs. Fifteen club sessions ran in each club with grade six learners across the 2nd and 3rd terms. These clubs form the empirical field for this research, which aims to investigate the nature of learners’ evolving number sense, procedural fluency and teachers’ experiences of working with learners in the club space. The unit of analysis in this study is both the shifts evident in learners’ number sense and procedural fluency as a result of participating in the clubs and the teacher’s experiences of working with learners in those clubs as club facilitators. A social constructivist perspective of learning guides this study. Especially Vygotsky’s (1978) notion that cognitive development stems from social interactions and guided learning within the Zone of Proximal Development (ZPD) of children, guided by more knowledgeable others. Furthermore, Kilpatrick et al.’s (2001) strands of mathematical proficiency provide the conceptual frame with a particular focus on procedural fluency and number sense. A mixed method approach to data collection was used. Quantitative data has been drawn from learner’s scores on pre- and post- assessments on four basic operations. Visual progression spectra have been adopted from the Pushing for Progression (PfP) Programme which is an intervention Programme developed by the SANC project for club facilitators. They provide explanations of learner progression trajectories and how to analyse learner methods. Qualitative narratives were drawn from learner progression data, as well as teacher post club questionnaires and one-to-one teacher interviews. The findings of this research suggest that learner workings when used in conjunction with visual progression spectra can provide important clues to researchers and teachers. This in turn contributes to an understanding of where learners are in their mathematical learning and gives ideas for how to support learners to progress using more flexible methods of calculation, particularly for poor performing learners. Included, is the discussion of the effectiveness of the club space to enable such shifts and improve learner flexibility, fluency and performance as displayed in learner methods and scores of the pre- and post- assessments. The teachers’ observations about the relaxed atmosphere in the club space, small sized groups, learning through play with co-members may have enabled the shifts in procedural fluency and number sense in club learners. Additionally, implications of the study are discussed, and tentative recommendations are made for the DBE to consider.
- Full Text:
- Date Issued: 2019
Perspectives of Post Graduate Certificate in Education (PGCE) students on the effectiveness of school based mentoring
- Authors: Baartman, Nomakhaya
- Date: 2016
- Subjects: Mentoring in education -- South Africa -- Eastern Cape Teachers -- In-service training -- South Africa -- Eastern Cape Student teachers -- Supervision of -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/5641 , vital:29354
- Description: Effective mentoring is essential for the development of student-teachers. A sequential explanatory mixed method study was conducted in order to analyse the perspectives of Post Graduate Certificate of Education (PGCE) students on the effectiveness of school based mentoring. Thirty-six (36) PGCE students from a higher education institution in the Eastern Cape participated in this study. Firstly, quantitative questionnaires were used to gather data from all the participants followed by qualitative semi–structured interviews from a purposive sample of five (5) participants in order to enrich the study. This study analysed PGCE students’ perspectives of mentor teacher practices. In doing so the study evoked Hudson and Peards’ Five Factor Mentoring Model. This model includes Personal Attributes, Systems Requirements, Pedagogical Knowledge, Modelling and Feedback. From the findings, PGCE students reported that Teaching Practice (TP) is a stressful period full of anxieties, excitement and fears, hence they need to be guided and supported by knowledgeable and specialist teachers (mentors). Mentors play a significant role in supporting and guiding student-teachers during TP. From the analysis of PGCE students’ perspectives, the research suggested that those who were supported and guided by their mentors experienced positive mentoring during TP. Those who experienced negative mentoring reported limited time for mentoring and unavailability of the mentors as the causes. They further expressed that they wished mentors were understanding, good models who treated them as teacher candidates not as students and gave them constructive feedback. Finally, they indicated that the partnership between host schools and the university needs to be improved.
- Full Text:
- Date Issued: 2016
- Authors: Baartman, Nomakhaya
- Date: 2016
- Subjects: Mentoring in education -- South Africa -- Eastern Cape Teachers -- In-service training -- South Africa -- Eastern Cape Student teachers -- Supervision of -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/5641 , vital:29354
- Description: Effective mentoring is essential for the development of student-teachers. A sequential explanatory mixed method study was conducted in order to analyse the perspectives of Post Graduate Certificate of Education (PGCE) students on the effectiveness of school based mentoring. Thirty-six (36) PGCE students from a higher education institution in the Eastern Cape participated in this study. Firstly, quantitative questionnaires were used to gather data from all the participants followed by qualitative semi–structured interviews from a purposive sample of five (5) participants in order to enrich the study. This study analysed PGCE students’ perspectives of mentor teacher practices. In doing so the study evoked Hudson and Peards’ Five Factor Mentoring Model. This model includes Personal Attributes, Systems Requirements, Pedagogical Knowledge, Modelling and Feedback. From the findings, PGCE students reported that Teaching Practice (TP) is a stressful period full of anxieties, excitement and fears, hence they need to be guided and supported by knowledgeable and specialist teachers (mentors). Mentors play a significant role in supporting and guiding student-teachers during TP. From the analysis of PGCE students’ perspectives, the research suggested that those who were supported and guided by their mentors experienced positive mentoring during TP. Those who experienced negative mentoring reported limited time for mentoring and unavailability of the mentors as the causes. They further expressed that they wished mentors were understanding, good models who treated them as teacher candidates not as students and gave them constructive feedback. Finally, they indicated that the partnership between host schools and the university needs to be improved.
- Full Text:
- Date Issued: 2016
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
The role of the teachers' centre in the professional development and in-service training of teachers with specific reference to the East London Teachers' Centre
- Authors: Badenhorst, John Henry
- Date: 1992
- Subjects: Teachers -- In-service training -- South Africa , Education -- South Africa -- East London , Professional education -- South Africa , Educational change -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1755 , http://hdl.handle.net/10962/d1003639 , Teachers -- In-service training -- South Africa , Education -- South Africa -- East London , Professional education -- South Africa , Educational change -- South Africa
- Description: Teachers' Centres are one of the means whereby teachers needs for in-service education and training (Inset) can be met. The professional basis of Teachers' Centres as providers of in-service education and training derives from the need of teachers to develop professionally throughout their careers. Aspects which need to be considered are the need for professional growth and the professional nature of teaching. The effective provision of in-service training requires a knowledge of effective in-service training practise and the barriers that could be encountered in presenting it. Central to any Inset for teachers would be the teachers' needs for such activity. Following on a general statement of teachers needs for Inset the role of the Teachers' Centre in meeting these needs will be examined. Teachers' Centres have specific advantages in meeting certain areas of need for Inset by teachers. A knowledge of the professional activities of teachers activity and methods of establishing the needs for Inset of teachers should promote the effective provision of these programmes. The teacher as an adult learner is important to effective Teachers' Centre operation and the nature of adult learning and variables which affect it will determine the Teachers' Centre reaction in providing Inset. Subject study group activity is very important in Teachers' Centres in the Cape Province and the principles involved in their operation together with practical considerations regarding their operation are important in the provision of Inset. The practical application of theory is illustrated by examples from the East London Teachers' Centre with an emphasis on organisation and the creation of a climate within the Centre for the existence of study groups. The presentation methods used in these study group activities are important and will vary according to the needs of the study group. The selection of methods together with the organisation of presentations and practical methods used in presentation will have an important effect on how they operate. Teachers' Centres have a role to play in promoting change and innovation in schools. The theories of promoting innovation and the roles of the change agent are important. Practical examples from the East London Teachers' Centre are provided. This research, thus, provides a theoretical study of the role of Teachers' Centres in meeting some of the inset needs of teachers as well as practical examples of such activities.
- Full Text:
- Date Issued: 1992
- Authors: Badenhorst, John Henry
- Date: 1992
- Subjects: Teachers -- In-service training -- South Africa , Education -- South Africa -- East London , Professional education -- South Africa , Educational change -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1755 , http://hdl.handle.net/10962/d1003639 , Teachers -- In-service training -- South Africa , Education -- South Africa -- East London , Professional education -- South Africa , Educational change -- South Africa
- Description: Teachers' Centres are one of the means whereby teachers needs for in-service education and training (Inset) can be met. The professional basis of Teachers' Centres as providers of in-service education and training derives from the need of teachers to develop professionally throughout their careers. Aspects which need to be considered are the need for professional growth and the professional nature of teaching. The effective provision of in-service training requires a knowledge of effective in-service training practise and the barriers that could be encountered in presenting it. Central to any Inset for teachers would be the teachers' needs for such activity. Following on a general statement of teachers needs for Inset the role of the Teachers' Centre in meeting these needs will be examined. Teachers' Centres have specific advantages in meeting certain areas of need for Inset by teachers. A knowledge of the professional activities of teachers activity and methods of establishing the needs for Inset of teachers should promote the effective provision of these programmes. The teacher as an adult learner is important to effective Teachers' Centre operation and the nature of adult learning and variables which affect it will determine the Teachers' Centre reaction in providing Inset. Subject study group activity is very important in Teachers' Centres in the Cape Province and the principles involved in their operation together with practical considerations regarding their operation are important in the provision of Inset. The practical application of theory is illustrated by examples from the East London Teachers' Centre with an emphasis on organisation and the creation of a climate within the Centre for the existence of study groups. The presentation methods used in these study group activities are important and will vary according to the needs of the study group. The selection of methods together with the organisation of presentations and practical methods used in presentation will have an important effect on how they operate. Teachers' Centres have a role to play in promoting change and innovation in schools. The theories of promoting innovation and the roles of the change agent are important. Practical examples from the East London Teachers' Centre are provided. This research, thus, provides a theoretical study of the role of Teachers' Centres in meeting some of the inset needs of teachers as well as practical examples of such activities.
- Full Text:
- Date Issued: 1992
Communication strategies in management: a case study of interpersonal manager-staff communication at a South African university
- Authors: Balarin, Megan Georgina
- Date: 2006
- Subjects: Communication in management -- South Africa Interpersonal communication -- South Africa Communication -- Education College personnel management -- South Africa Universities and colleges -- South Africa Education, Higher -- South Africa -- Management
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1452 , http://hdl.handle.net/10962/d1003333
- Description: Communication is a central feature of human life. The ability to talk is the very feature that distinguishes us from our primate ancestors. Knowing how to use language effectively gives the bearers of this knowledge power over their environment and an upper hand in their dealings with others. Thus, understanding the importance of communication in management is an essential tool for managers who wish to build and develop their organisations and their staff within these organisations. This thesis takes a case study view of manager-staff communication at a South African university. In this study managers and staff members contribute their feelings on current communication practices at this organisation through an online questionnaire and in-depth interviews. In an interpretive paradigm this thesis answers three central questions: 1) what role do managers and staff think communication plays in their working relationships, 2) what do they perceive to be effective and ineffective communication strategies and 3) What strategies can they suggest to enhance effective communication? Through in-depth qualitative research and numerical data analysis this thesis discovers central themes that pertain to the effective flow of communication in this organisation. These themes include: motivation and praise, the role of listening, building relationships, respect, acknowledging others’ languages and cultures, building teams, communicating frequently and using email and technology effectively, as well as keeping notes of meetings and discussions. Challenges to effective communication include not having enough time, suffering from stress, and the challenges of physical space and distance. By paying attention to basic human principles, such as the fact that acknowledging people for a job well done encourages them to perform well in future, this thesis relates the general concepts of communication and management theory to the specific realities and individual, personal experiences of manager-staff communication. In this way it sheds a beam of light on management communication practices and points the way towards an ideal where managers and staff members use communication as a tool of empowerment and understanding.
- Full Text:
- Date Issued: 2006
- Authors: Balarin, Megan Georgina
- Date: 2006
- Subjects: Communication in management -- South Africa Interpersonal communication -- South Africa Communication -- Education College personnel management -- South Africa Universities and colleges -- South Africa Education, Higher -- South Africa -- Management
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1452 , http://hdl.handle.net/10962/d1003333
- Description: Communication is a central feature of human life. The ability to talk is the very feature that distinguishes us from our primate ancestors. Knowing how to use language effectively gives the bearers of this knowledge power over their environment and an upper hand in their dealings with others. Thus, understanding the importance of communication in management is an essential tool for managers who wish to build and develop their organisations and their staff within these organisations. This thesis takes a case study view of manager-staff communication at a South African university. In this study managers and staff members contribute their feelings on current communication practices at this organisation through an online questionnaire and in-depth interviews. In an interpretive paradigm this thesis answers three central questions: 1) what role do managers and staff think communication plays in their working relationships, 2) what do they perceive to be effective and ineffective communication strategies and 3) What strategies can they suggest to enhance effective communication? Through in-depth qualitative research and numerical data analysis this thesis discovers central themes that pertain to the effective flow of communication in this organisation. These themes include: motivation and praise, the role of listening, building relationships, respect, acknowledging others’ languages and cultures, building teams, communicating frequently and using email and technology effectively, as well as keeping notes of meetings and discussions. Challenges to effective communication include not having enough time, suffering from stress, and the challenges of physical space and distance. By paying attention to basic human principles, such as the fact that acknowledging people for a job well done encourages them to perform well in future, this thesis relates the general concepts of communication and management theory to the specific realities and individual, personal experiences of manager-staff communication. In this way it sheds a beam of light on management communication practices and points the way towards an ideal where managers and staff members use communication as a tool of empowerment and understanding.
- Full Text:
- Date Issued: 2006
Peer-group leadership in schools
- Authors: Bandey, Michael John
- Date: 1972
- Subjects: Leadership School discipline -- South Africa -- Cape of Good Hope School management and organization -- South Africa -- Cape of Good Hope Personality assessment of youth -- South Africa -- Cape of Good Hope
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1927 , http://hdl.handle.net/10962/d1007588
- Description: For a number of years I have wondered why many of the prefects of some of the Grahamstown Schools have not become leaders in the particular sphere into which they chose to go after school. More than one head prefect that I have known has appeared to fade into anonymity after apparently leading his peers at school. I wondered if this was perhaps because at school he was not really a leader but simply an efficient policeman. Conversely, people who were not prefects at school often appeared as leaders in their chosen post-school careers. It seemed as if for some reason the prefect system at the schools concerned did not appreciably aid many pupils to develop their leadership potential or the selection procedures were inefficient. On investigating further I became more and. more interested in this topic until eventually, on discovering that the Rhodes University Education Department had a set of leadership scores, (calculated from a personality test) I undertook this investigation.
- Full Text:
- Date Issued: 1972
- Authors: Bandey, Michael John
- Date: 1972
- Subjects: Leadership School discipline -- South Africa -- Cape of Good Hope School management and organization -- South Africa -- Cape of Good Hope Personality assessment of youth -- South Africa -- Cape of Good Hope
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1927 , http://hdl.handle.net/10962/d1007588
- Description: For a number of years I have wondered why many of the prefects of some of the Grahamstown Schools have not become leaders in the particular sphere into which they chose to go after school. More than one head prefect that I have known has appeared to fade into anonymity after apparently leading his peers at school. I wondered if this was perhaps because at school he was not really a leader but simply an efficient policeman. Conversely, people who were not prefects at school often appeared as leaders in their chosen post-school careers. It seemed as if for some reason the prefect system at the schools concerned did not appreciably aid many pupils to develop their leadership potential or the selection procedures were inefficient. On investigating further I became more and. more interested in this topic until eventually, on discovering that the Rhodes University Education Department had a set of leadership scores, (calculated from a personality test) I undertook this investigation.
- Full Text:
- Date Issued: 1972
An exploration of the way in which values and valuing processes might strengthen social learning in water stewardship practices in South Africa
- Authors: Barnes, Garth
- Date: 2014
- Subjects: Integrated water development -- South Africa -- Case studies , Water conservation -- South Africa -- Case studies , Water-supply -- Moral and ethical aspects -- South Africa , Environmental education -- South Africa , Social learning -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1975 , http://hdl.handle.net/10962/d1012940
- Description: This qualitative study, focussing on the way in which values and valuing processes might strengthen social learning in water stewardship practices in South Africa, is located within the broader global narrative that describes the scale of human impact on our Earth systems and that is setting humanity on a trajectory that threatens to place us beyond the safe operating spaces called planetary boundaries. For humanity to live within planetary boundaries – one of which is global freshwater use –will take a new way of relating to the environment called Earth stewardship, which calls for a new ethic of responsibility towards Earth systems. It is at the local level of stewardship within a global approach to water resources management called integrated water resources management that this qualitative study is contextually bound. Two case studies, located in the catchment management forums (CMFs) of the Upper Vaal catchment of Gauteng, South Africa, are used in an exploration of the way in which values and valuing processes might strengthen social learning in water stewardship practices in South Africa. The meta-theory of critical realism is used to help explore this relationship between values, practice and social learning. The study uses document analysis, interviews and observation of selected water stewardship practices to identify held and assigned values, and valuing processes and their influence on social learning, and the framing and de-framing processes that occur in social learning oriented towards water stewardship practices. The study differentiates between held and assigned values and identifies a strong altruistic-held values tendency that characterises forum participants who practice water stewardship in the two case study sites. Most water stewardship practice, identified in the case study sites, manifests as compliance activities in the public – or forum – space, while private-sphere environmentalism is mostly left to the confines of the individual’s private household. Lastly, the CMFs seem to have the potential to provide a space for social learning that is not yet maximised. Drawing from these key findings, the study’s major recommendation is that forums that facilitate learning, either using the current CMF structure or creating new opportunities, need to be provided as a conduit for social learning and reflexivity to make the existing boundaries between private and public forms of water stewardship more porous. This social learning may expand social practice and thus strengthen social change processes that expand water stewardship practices.
- Full Text:
- Date Issued: 2014
- Authors: Barnes, Garth
- Date: 2014
- Subjects: Integrated water development -- South Africa -- Case studies , Water conservation -- South Africa -- Case studies , Water-supply -- Moral and ethical aspects -- South Africa , Environmental education -- South Africa , Social learning -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1975 , http://hdl.handle.net/10962/d1012940
- Description: This qualitative study, focussing on the way in which values and valuing processes might strengthen social learning in water stewardship practices in South Africa, is located within the broader global narrative that describes the scale of human impact on our Earth systems and that is setting humanity on a trajectory that threatens to place us beyond the safe operating spaces called planetary boundaries. For humanity to live within planetary boundaries – one of which is global freshwater use –will take a new way of relating to the environment called Earth stewardship, which calls for a new ethic of responsibility towards Earth systems. It is at the local level of stewardship within a global approach to water resources management called integrated water resources management that this qualitative study is contextually bound. Two case studies, located in the catchment management forums (CMFs) of the Upper Vaal catchment of Gauteng, South Africa, are used in an exploration of the way in which values and valuing processes might strengthen social learning in water stewardship practices in South Africa. The meta-theory of critical realism is used to help explore this relationship between values, practice and social learning. The study uses document analysis, interviews and observation of selected water stewardship practices to identify held and assigned values, and valuing processes and their influence on social learning, and the framing and de-framing processes that occur in social learning oriented towards water stewardship practices. The study differentiates between held and assigned values and identifies a strong altruistic-held values tendency that characterises forum participants who practice water stewardship in the two case study sites. Most water stewardship practice, identified in the case study sites, manifests as compliance activities in the public – or forum – space, while private-sphere environmentalism is mostly left to the confines of the individual’s private household. Lastly, the CMFs seem to have the potential to provide a space for social learning that is not yet maximised. Drawing from these key findings, the study’s major recommendation is that forums that facilitate learning, either using the current CMF structure or creating new opportunities, need to be provided as a conduit for social learning and reflexivity to make the existing boundaries between private and public forms of water stewardship more porous. This social learning may expand social practice and thus strengthen social change processes that expand water stewardship practices.
- Full Text:
- Date Issued: 2014
The role of teacher cognition in the integration of technology into English teaching: a case study
- Authors: Baron, Elizabeth Mary
- Date: 2011
- Subjects: English teachers -- Effect of technological innovations on English teachers -- Psychology English teachers -- Attitudes Language and languages -- Study and teaching -- Computer-assisted instruction Educational technology Computer-assisted instruction
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1753 , http://hdl.handle.net/10962/d1003637
- Description: Technology, in one or more of its various forms, is now a part of everyday life for most South African citizens. Many schools are equipped with various forms of technology, at great cost to sponsors, schools, parents or the government. However, this technology is not always exploited and full use is not made of it. As access is not the issue, other factors needed to be considered: in this case, teachers’ beliefs, attitudes and knowledge. This thesis explores the cognitive factors which affect the acceptance and use of technology. Teacher cognition and the factors which influence teacher cognition were examined. Following Borg, teacher cognition is defined as “the unobservable cognitive dimension of teaching – what teachers know, believe and think” (Borg, 2003, p. 81). Teacher cognition determines whether or not a teacher will use technology, if the external barrier of access is removed. In order to study the various aspect of teacher cognition, a case study was performed, which studied 6 teachers at 4 schools. All the schools in this study had some level of access to technology. Following Borg, initial experiences with the educational system (i.e. the teacher’s experience as a learner), teacher training, the context the teacher worked in (as well as social factors and private use) and classroom experience were all examined in order to discover the factors which most affect technology acceptance in teaching. The findings show that having easy access to well-maintained and functioning technology cannot be underestimated. In the study, support from other teachers, particularly those in leadership roles, led to an increase in technology use. This support needed to be explicit; general support did not seem to be effective. These findings suggest that technology integration needs to happen at a ‘whole school’ level.
- Full Text:
- Date Issued: 2011
- Authors: Baron, Elizabeth Mary
- Date: 2011
- Subjects: English teachers -- Effect of technological innovations on English teachers -- Psychology English teachers -- Attitudes Language and languages -- Study and teaching -- Computer-assisted instruction Educational technology Computer-assisted instruction
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1753 , http://hdl.handle.net/10962/d1003637
- Description: Technology, in one or more of its various forms, is now a part of everyday life for most South African citizens. Many schools are equipped with various forms of technology, at great cost to sponsors, schools, parents or the government. However, this technology is not always exploited and full use is not made of it. As access is not the issue, other factors needed to be considered: in this case, teachers’ beliefs, attitudes and knowledge. This thesis explores the cognitive factors which affect the acceptance and use of technology. Teacher cognition and the factors which influence teacher cognition were examined. Following Borg, teacher cognition is defined as “the unobservable cognitive dimension of teaching – what teachers know, believe and think” (Borg, 2003, p. 81). Teacher cognition determines whether or not a teacher will use technology, if the external barrier of access is removed. In order to study the various aspect of teacher cognition, a case study was performed, which studied 6 teachers at 4 schools. All the schools in this study had some level of access to technology. Following Borg, initial experiences with the educational system (i.e. the teacher’s experience as a learner), teacher training, the context the teacher worked in (as well as social factors and private use) and classroom experience were all examined in order to discover the factors which most affect technology acceptance in teaching. The findings show that having easy access to well-maintained and functioning technology cannot be underestimated. In the study, support from other teachers, particularly those in leadership roles, led to an increase in technology use. This support needed to be explicit; general support did not seem to be effective. These findings suggest that technology integration needs to happen at a ‘whole school’ level.
- Full Text:
- Date Issued: 2011
A study of the role of nature conservation law enforcement officers as facilitators of environmental education
- Authors: Barrett, Janice Anne
- Date: 1992
- Subjects: Environmental education Nature conservation
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1783 , http://hdl.handle.net/10962/d1003668
- Description: This study explores the potential roles of a sample of 18 nature conservation law enforcement officers, as facilitators of environmental education. More specifically it examines their attitudes towards their dual duties of enforcing laws and providing extension services. Attitudes were examined by means of qualitative data analysis from semi-structured interviews. Officers' environmental attitudes, as well the relative emphasis placed on law enforcement and extension, and their own perspectives of working with communities, are explored. The historical and cultural context of officers' work, as well as worldviews and personality traits are also discussed. Certain recommendations regarding officers' roles as facilitors of environmental education are made.
- Full Text:
- Date Issued: 1992
- Authors: Barrett, Janice Anne
- Date: 1992
- Subjects: Environmental education Nature conservation
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1783 , http://hdl.handle.net/10962/d1003668
- Description: This study explores the potential roles of a sample of 18 nature conservation law enforcement officers, as facilitators of environmental education. More specifically it examines their attitudes towards their dual duties of enforcing laws and providing extension services. Attitudes were examined by means of qualitative data analysis from semi-structured interviews. Officers' environmental attitudes, as well the relative emphasis placed on law enforcement and extension, and their own perspectives of working with communities, are explored. The historical and cultural context of officers' work, as well as worldviews and personality traits are also discussed. Certain recommendations regarding officers' roles as facilitors of environmental education are made.
- Full Text:
- Date Issued: 1992
Establishing a transformative institutional culture at a comprehensive South African university: the role of the arts
- Authors: Barry, Michael Peter
- Date: 2013
- Subjects: Multicultural education -- South Africa , Education -- Social aspects -- South Africa , Educational change , Cultural pluralism
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9561 , http://hdl.handle.net/10948/d1013069
- Description: Universities in South Africa have emerged from an exceptionally fragmented and divided past and are responding to this by reconceptualising and restructuring their institutional governance structures. This is been done through the introduction of policies and strategies aimed at transforming institutional landscapes and creating environments that are conducive to meeting the demands and pressures of a transformed SA. Previous studies have indicated that there is a need for institutional transformation and change at newly merged universities in SA. However, very little is known about the possible role the arts could play in institutional change and transformation processes and what Badat refers to, when referencing the process of institutional transformation, as “the dissolution of existing social relations and institutions, policies and practices, and their re-creation and consolidation into something substantially new” (2009:456). The goal of this research study is to explore the views, opinions and perceptions of key stakeholders and decision-makers at a comprehensive South African university, in this case, Nelson Mandela Metropolitan University (NMMU), in order to gain their insights into the role the arts could play in creating and consolidating a transformative institutional culture at a merged university in SA. The data was obtained from semi-structured interviews with 16 key decision-makers and stakeholders at NMMU. Based on the thematic data analysis, the responses from these key stakeholders indicate that there is wide support for the arts to play a role in the establishment of a transformative institutional culture and it appears that not only should the arts play a role, they should play a central role.
- Full Text:
- Date Issued: 2013
- Authors: Barry, Michael Peter
- Date: 2013
- Subjects: Multicultural education -- South Africa , Education -- Social aspects -- South Africa , Educational change , Cultural pluralism
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9561 , http://hdl.handle.net/10948/d1013069
- Description: Universities in South Africa have emerged from an exceptionally fragmented and divided past and are responding to this by reconceptualising and restructuring their institutional governance structures. This is been done through the introduction of policies and strategies aimed at transforming institutional landscapes and creating environments that are conducive to meeting the demands and pressures of a transformed SA. Previous studies have indicated that there is a need for institutional transformation and change at newly merged universities in SA. However, very little is known about the possible role the arts could play in institutional change and transformation processes and what Badat refers to, when referencing the process of institutional transformation, as “the dissolution of existing social relations and institutions, policies and practices, and their re-creation and consolidation into something substantially new” (2009:456). The goal of this research study is to explore the views, opinions and perceptions of key stakeholders and decision-makers at a comprehensive South African university, in this case, Nelson Mandela Metropolitan University (NMMU), in order to gain their insights into the role the arts could play in creating and consolidating a transformative institutional culture at a merged university in SA. The data was obtained from semi-structured interviews with 16 key decision-makers and stakeholders at NMMU. Based on the thematic data analysis, the responses from these key stakeholders indicate that there is wide support for the arts to play a role in the establishment of a transformative institutional culture and it appears that not only should the arts play a role, they should play a central role.
- Full Text:
- Date Issued: 2013
Perspectives of teachers on the problem of child sexual abuse in a squatter camp
- Authors: Bashman, Lindelwa Edna
- Date: 2008
- Subjects: Child sexual abuse -- South Africa -- Port Elizabeth , Sexually abused children -- South Africa -- Port Elizabeth
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9537 , http://hdl.handle.net/10948/684 , Child sexual abuse -- South Africa -- Port Elizabeth , Sexually abused children -- South Africa -- Port Elizabeth
- Description: Child sexual abuse is a worldwide phenomenon that takes a major toll in squatter camps in South Africa. The conditions under which the squatters live promote and aggravate the abuse. Sadly, the victims hit hardest by the abuse are the children. The negative effects caused by the abuse lead to problems in the educational tasks of these children. This study proposes that teachers can play a significant role in assisting them to overcome their problem. The aim of this study was to: • investigate the perceptions of teachers of the problem of the sexual abuse of children coming from squatter camps; • empower teachers with strategies that will help to alleviate the problem; and • formulate some recommendations on dealing with the situation in the classroom. The literature was reviewed with the aim of substantiating a compact theoretical basis for the study. Various aspects were discussed, such as • the different definitions of child sexual abuse; • short- and long-term effects of the abuse; and • contributory factors of child sexual abuse. This study followed a qualitative design, which is interpretive, naturalistic, descriptive, holistic and exploratory in nature. The participants, chosen purposefully for this study, were ten teachers, teaching children coming from a squatter camp in the Motherwell Township of Nelson Mandela Bay. Themes that emerged from the transcripts of the interviews were: • Sexual abuse has a negative effect on children and causes them to develop problems. • Teachers can play a significant role in assisting learners who are sexually abused. • There are various reasons why sexual abuse is prevalent in squatter camps. The recommendations made are based on the findings of this study and propose to empower teachers so that they will be able to make a difference in the lives of their abused learners.
- Full Text:
- Date Issued: 2008
- Authors: Bashman, Lindelwa Edna
- Date: 2008
- Subjects: Child sexual abuse -- South Africa -- Port Elizabeth , Sexually abused children -- South Africa -- Port Elizabeth
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9537 , http://hdl.handle.net/10948/684 , Child sexual abuse -- South Africa -- Port Elizabeth , Sexually abused children -- South Africa -- Port Elizabeth
- Description: Child sexual abuse is a worldwide phenomenon that takes a major toll in squatter camps in South Africa. The conditions under which the squatters live promote and aggravate the abuse. Sadly, the victims hit hardest by the abuse are the children. The negative effects caused by the abuse lead to problems in the educational tasks of these children. This study proposes that teachers can play a significant role in assisting them to overcome their problem. The aim of this study was to: • investigate the perceptions of teachers of the problem of the sexual abuse of children coming from squatter camps; • empower teachers with strategies that will help to alleviate the problem; and • formulate some recommendations on dealing with the situation in the classroom. The literature was reviewed with the aim of substantiating a compact theoretical basis for the study. Various aspects were discussed, such as • the different definitions of child sexual abuse; • short- and long-term effects of the abuse; and • contributory factors of child sexual abuse. This study followed a qualitative design, which is interpretive, naturalistic, descriptive, holistic and exploratory in nature. The participants, chosen purposefully for this study, were ten teachers, teaching children coming from a squatter camp in the Motherwell Township of Nelson Mandela Bay. Themes that emerged from the transcripts of the interviews were: • Sexual abuse has a negative effect on children and causes them to develop problems. • Teachers can play a significant role in assisting learners who are sexually abused. • There are various reasons why sexual abuse is prevalent in squatter camps. The recommendations made are based on the findings of this study and propose to empower teachers so that they will be able to make a difference in the lives of their abused learners.
- Full Text:
- Date Issued: 2008
The integration of mapwork and environmental issues using local context in FET Geography: an investigation of current pedagogic practices to inform professional development
- Authors: Batyi, Kekeletso Rejoyce
- Date: 2012
- Subjects: Geography -- South Africa -- Grahamstown -- Study and teaching (Secondary) Maps -- Study and teaching (Secondary) -- South Africa -- Grahamstown Environmental education -- Study and teaching (Secondary) -- South Africa -- Grahamstown Teachers -- Training of -- South Africa -- Grahamstown
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1580 , http://hdl.handle.net/10962/d1003462
- Description: This is an interpretative case study of four Grahamstown Education District Further Education and Training (FET) schools. The study sets out to investigate how Geography teachers integrate mapwork and environmental issues using local context, with the intention of providing insights for future professional development. Data for this study were generated using qualitative methods such as document analysis, semi-structured interviews and lesson observations. Interviews were conducted with geography teachers, the subject advisor and a workshop facilitator. The evidence generated in the study revealed that contrary to the integrative design of the curriculum, there is a superficial integration of mapwork and environmental issues as well as a cursory reference to and use of local context. This was noted in both professional development support workshops and classroom practice. The study finds that efforts to improve performance in geography need to pay closer attention to curriculum policy that calls for an integration and localization of knowledge and skills for coherence and relevance. It also notes that there is a need for a focus on real-world problem solving in social, economic, cultural and physical environments through the use of inquiry-based local fieldwork. Local investigations provide an integrative space for content and skills as well as being an important point of reference from which learners can compare and contrast issues in other places such as provincial, national, continental, and global locations. A professional development programme that emphasizes integration and contextualization alongside the current focus on basic skills training is proposed to improve what teachers are delivering in the classroom and to support enquiry-based fieldwork and research to strengthen a place-based relevance in local, national and international contexts. Finally an exemplar for professional development is briefly developed for the topic of soil erosion.
- Full Text:
- Date Issued: 2012
- Authors: Batyi, Kekeletso Rejoyce
- Date: 2012
- Subjects: Geography -- South Africa -- Grahamstown -- Study and teaching (Secondary) Maps -- Study and teaching (Secondary) -- South Africa -- Grahamstown Environmental education -- Study and teaching (Secondary) -- South Africa -- Grahamstown Teachers -- Training of -- South Africa -- Grahamstown
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1580 , http://hdl.handle.net/10962/d1003462
- Description: This is an interpretative case study of four Grahamstown Education District Further Education and Training (FET) schools. The study sets out to investigate how Geography teachers integrate mapwork and environmental issues using local context, with the intention of providing insights for future professional development. Data for this study were generated using qualitative methods such as document analysis, semi-structured interviews and lesson observations. Interviews were conducted with geography teachers, the subject advisor and a workshop facilitator. The evidence generated in the study revealed that contrary to the integrative design of the curriculum, there is a superficial integration of mapwork and environmental issues as well as a cursory reference to and use of local context. This was noted in both professional development support workshops and classroom practice. The study finds that efforts to improve performance in geography need to pay closer attention to curriculum policy that calls for an integration and localization of knowledge and skills for coherence and relevance. It also notes that there is a need for a focus on real-world problem solving in social, economic, cultural and physical environments through the use of inquiry-based local fieldwork. Local investigations provide an integrative space for content and skills as well as being an important point of reference from which learners can compare and contrast issues in other places such as provincial, national, continental, and global locations. A professional development programme that emphasizes integration and contextualization alongside the current focus on basic skills training is proposed to improve what teachers are delivering in the classroom and to support enquiry-based fieldwork and research to strengthen a place-based relevance in local, national and international contexts. Finally an exemplar for professional development is briefly developed for the topic of soil erosion.
- Full Text:
- Date Issued: 2012
Educational computing in secondary schools of the Cape Education Department: a research survey to assess computing facility acquisition and its utilization
- Authors: Bean, Pat
- Date: 1992
- Subjects: Education, Secondary -- South Africa -- Data processing Education, Secondary -- South Africa -- Computer network resources Computer-assisted instruction -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1505 , http://hdl.handle.net/10962/d1003387
- Description: Secondary schools under the jurisdiction of the Cape Education Department (CED) have, over the past 10 years, been acquiring computer equipment without a national policy on educational computing in South Africa, and within only broad parameters provided by their department. The aim of this study was to determine the present status of educational computing in these schools. A literature survey on educational computing was undertaken and a number of international and local 'computers-in-schools' initiatives were elucidated. A field survey, involving all CED secondary schools (239), was initiated by sending questionnaires to principals of these schools - a return rate of 89% was achieved. The results of the research revealed that most CED secondary schools have already acquired computer facilities. The role of pressure groups such as teachers, parents, business sector etc together with other factors that might have influenced schools in acquiring their computer facilities was also investigated. The investigation also revealed where and how these facilities are being utilised: most schools use their computers for administrative functions, with the computer-as-a-tool for teachers and pupils also fast gaining ground. Computer-assisted learning activities, where the computer is integrated with subject curricula, are however still limited. The extent of both teachers' formal training in educational computing and their familiarity with different software applications were also determined. Schools were also required to indicate the areas where they experience problems in getting teachers and pupils more involved in 'computers-in-education' activities. The present educational computing position in secondary schools of the CED will have to serve as a foundation for the department's CISR Project embarked upon in 1991.
- Full Text:
- Date Issued: 1992
- Authors: Bean, Pat
- Date: 1992
- Subjects: Education, Secondary -- South Africa -- Data processing Education, Secondary -- South Africa -- Computer network resources Computer-assisted instruction -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1505 , http://hdl.handle.net/10962/d1003387
- Description: Secondary schools under the jurisdiction of the Cape Education Department (CED) have, over the past 10 years, been acquiring computer equipment without a national policy on educational computing in South Africa, and within only broad parameters provided by their department. The aim of this study was to determine the present status of educational computing in these schools. A literature survey on educational computing was undertaken and a number of international and local 'computers-in-schools' initiatives were elucidated. A field survey, involving all CED secondary schools (239), was initiated by sending questionnaires to principals of these schools - a return rate of 89% was achieved. The results of the research revealed that most CED secondary schools have already acquired computer facilities. The role of pressure groups such as teachers, parents, business sector etc together with other factors that might have influenced schools in acquiring their computer facilities was also investigated. The investigation also revealed where and how these facilities are being utilised: most schools use their computers for administrative functions, with the computer-as-a-tool for teachers and pupils also fast gaining ground. Computer-assisted learning activities, where the computer is integrated with subject curricula, are however still limited. The extent of both teachers' formal training in educational computing and their familiarity with different software applications were also determined. Schools were also required to indicate the areas where they experience problems in getting teachers and pupils more involved in 'computers-in-education' activities. The present educational computing position in secondary schools of the CED will have to serve as a foundation for the department's CISR Project embarked upon in 1991.
- Full Text:
- Date Issued: 1992
An investigation into the influence of an inset programme on teacher cognitions
- Authors: Bell, David Ian
- Date: 1995
- Subjects: Teachers -- In-service training -- South Africa Teachers -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1608 , http://hdl.handle.net/10962/d1003490
- Description: This study was based upon a concern about the quality of education in South Africa and a concern about the quality of NGO and other INSET interventions. Many organisations purport to address the issues of education, most of them doing so from the very comfortable position of the moral high ground (the position adopted where the political - correctness of the intervention outweighs the quality and impact) rather than from the position of having the capacity to deliver a quality service (a position from which they can effect genuine educational transformation toward quality education for all). With the rapid social, political and educational changes taking place at present, it is necessary for most organisations to assess their positions in respect of their ability to effect quality changes within the broad educational terrain. This study is an attempt to investigate the influence of one particular programme, that of the Centre for Cognitive Development, as it effects changes in teacher cognitions. It is argued that teachers are the catalysts for and agents of educational and social change and that these changes require the thinking and beliefs of individual teachers which inform their practices and behaviours, both personally and as professionals, to be addressed. These beliefs need to be critically reflected upon by the teachers themselves and through this process of reflection, teachers need to be empowered to take responsibility for the quality of teaching and learning. This concern was addressed by selecting a sample of teachers from within one such INSET intervention and through the use of a questionnaire, investigating whether teachers cognitions had changed, as a result of the INSET programme. It was hypothesised that changes in teacher cognitions would occur as a result of the INSET programme and that these cognitive or gestalt shifts could be categorised as Attributional shifts, Efficacy shifts, shifts in teachers perceived Locus of Control (Control Beliefs) and changes in general Pedagogic Beliefs. The statistical analysis of the data indicated varying degrees and trends of significant change. However, the complexity of the social context of teaching and the impact of this on teacher beliefs and cognitions, especially those of teachers who have been most affected (disempowered) by social and personal oppression, cannot be under-estimated and even minor shifts reflected in this investigation should be seen as positive changes none-the-less.
- Full Text:
- Date Issued: 1995
- Authors: Bell, David Ian
- Date: 1995
- Subjects: Teachers -- In-service training -- South Africa Teachers -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1608 , http://hdl.handle.net/10962/d1003490
- Description: This study was based upon a concern about the quality of education in South Africa and a concern about the quality of NGO and other INSET interventions. Many organisations purport to address the issues of education, most of them doing so from the very comfortable position of the moral high ground (the position adopted where the political - correctness of the intervention outweighs the quality and impact) rather than from the position of having the capacity to deliver a quality service (a position from which they can effect genuine educational transformation toward quality education for all). With the rapid social, political and educational changes taking place at present, it is necessary for most organisations to assess their positions in respect of their ability to effect quality changes within the broad educational terrain. This study is an attempt to investigate the influence of one particular programme, that of the Centre for Cognitive Development, as it effects changes in teacher cognitions. It is argued that teachers are the catalysts for and agents of educational and social change and that these changes require the thinking and beliefs of individual teachers which inform their practices and behaviours, both personally and as professionals, to be addressed. These beliefs need to be critically reflected upon by the teachers themselves and through this process of reflection, teachers need to be empowered to take responsibility for the quality of teaching and learning. This concern was addressed by selecting a sample of teachers from within one such INSET intervention and through the use of a questionnaire, investigating whether teachers cognitions had changed, as a result of the INSET programme. It was hypothesised that changes in teacher cognitions would occur as a result of the INSET programme and that these cognitive or gestalt shifts could be categorised as Attributional shifts, Efficacy shifts, shifts in teachers perceived Locus of Control (Control Beliefs) and changes in general Pedagogic Beliefs. The statistical analysis of the data indicated varying degrees and trends of significant change. However, the complexity of the social context of teaching and the impact of this on teacher beliefs and cognitions, especially those of teachers who have been most affected (disempowered) by social and personal oppression, cannot be under-estimated and even minor shifts reflected in this investigation should be seen as positive changes none-the-less.
- Full Text:
- Date Issued: 1995
Excavating the 'critique' : an investigation into disjunctions between the espoused and the practiced within a Fine Art studio practice curriculum
- Authors: Belluigi, Dina Zoe
- Date: 2008
- Subjects: Art -- Study and teaching (Higher) Postmodernism and education Universities and colleges -- Philosophy Universities and colleges -- Curricula Education, Higher -- Political aspects Creative thinking -- Study and teaching Discourse analysis -- Methodology Critical pedagogy
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1531 , http://hdl.handle.net/10962/d1003413
- Description: This report presents the findings of a case study excavating the event of the ‘Critique’ (crit), the formative assessment method within a Fine Art Studio Practice curriculum. Arguments informed by critical postmodernism, education theories and contemporary art criticism are utilised to construct a dialectic of higher education, contemporary art and fine art studio practice. An emphasis is placed on the importance of agency, expressed through intentionality and critical thinking, with a recognition of the relationship between ‘the self’ and ‘the other’. Using critical discourse analysis, the disjunctions between the espoused and practiced curriculum are explored. The researcher analyses how the assessment practices of the case studied are influenced by unexamined agentic factors, such as inter-departmental relations, lecturers’ assumptions and prior learning, and structural determinants, such as the medium-specific Bachelor of Fine Art degree structure and prevailing artistic traditions. The research findings indicate that these are underpinned by tensions between two orientations, the espoused curriculum’s discourse-interest informed by critical theory, and the theory-in-use. The latter is shown to have unexamined modernist leanings towards formalism and a master-apprentice relationship between lecturer and students, which encourages reproduction rather than critical, creative thinking. The dominant discourses in the case studied construct a negative dialectic of the artist-student that can be seen to deny student agency and authorial responsibility. Findings suggest that students experience this as alienating, to the extent that to preserve their sense of self, they adopted surface and strategic approaches to learning. An argument is made for lecturers’ critically reflexive engagement with their teaching practice, and thereby to model ethical relationships between ‘self’ and ‘other’ during ‘crits’. In addition, emphasis is placed on how assessment practices should be more aligned with the espoused curriculum, so that the importance of a reflexive relationship between form and content, process and product, intentionality and interpretation is acknowledged.
- Full Text:
- Date Issued: 2008
- Authors: Belluigi, Dina Zoe
- Date: 2008
- Subjects: Art -- Study and teaching (Higher) Postmodernism and education Universities and colleges -- Philosophy Universities and colleges -- Curricula Education, Higher -- Political aspects Creative thinking -- Study and teaching Discourse analysis -- Methodology Critical pedagogy
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1531 , http://hdl.handle.net/10962/d1003413
- Description: This report presents the findings of a case study excavating the event of the ‘Critique’ (crit), the formative assessment method within a Fine Art Studio Practice curriculum. Arguments informed by critical postmodernism, education theories and contemporary art criticism are utilised to construct a dialectic of higher education, contemporary art and fine art studio practice. An emphasis is placed on the importance of agency, expressed through intentionality and critical thinking, with a recognition of the relationship between ‘the self’ and ‘the other’. Using critical discourse analysis, the disjunctions between the espoused and practiced curriculum are explored. The researcher analyses how the assessment practices of the case studied are influenced by unexamined agentic factors, such as inter-departmental relations, lecturers’ assumptions and prior learning, and structural determinants, such as the medium-specific Bachelor of Fine Art degree structure and prevailing artistic traditions. The research findings indicate that these are underpinned by tensions between two orientations, the espoused curriculum’s discourse-interest informed by critical theory, and the theory-in-use. The latter is shown to have unexamined modernist leanings towards formalism and a master-apprentice relationship between lecturer and students, which encourages reproduction rather than critical, creative thinking. The dominant discourses in the case studied construct a negative dialectic of the artist-student that can be seen to deny student agency and authorial responsibility. Findings suggest that students experience this as alienating, to the extent that to preserve their sense of self, they adopted surface and strategic approaches to learning. An argument is made for lecturers’ critically reflexive engagement with their teaching practice, and thereby to model ethical relationships between ‘self’ and ‘other’ during ‘crits’. In addition, emphasis is placed on how assessment practices should be more aligned with the espoused curriculum, so that the importance of a reflexive relationship between form and content, process and product, intentionality and interpretation is acknowledged.
- Full Text:
- Date Issued: 2008
Grade 12 learners' perceptions of the effect of urban agriculture on life satisfaction in Duncan Village
- Authors: Beni, Ntombomzi Octavia
- Date: 2016
- Subjects: Urban agriculture -- South Africa -- Eastern Cape Agricultural education
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/17861 , vital:41461
- Description: The importance of agricultural sciences in the school curriculum all over the world cannot be over-emphasized. It includes an alternative source of fresh produce, improved life satisfaction and a way to preserve cultural identity and traditions. This research study seeks to investigate the perception of Grade 12 learners on the effects of urban agriculture on life satisfaction in Duncan Village. The study adopts a descriptive survey design to elicit information from the respondents on their perceptions on the effects of urban agriculture on life satisfaction. A validated structured questionnaire whose reliability co-efficient is 0.81 was used to collect information. The simple random sampling technique was used to select 78 (seventy-eight) Grade 12 learners. The study reveals among others some components of life satisfaction as a result of urban agriculture. These components are; nutrition, self-employment, food security and poverty eradication and they have positive effects on life satisfaction of the respondents. The study recommends that the South Africa Government should make agriculture education as a compulsory subject for grade 10 and 11 learners in rural areas. This will enable them to develop entrepreneurial skills and self-reliance mentality before they finish their secondary school careers. Similarly, the practical components of this subject should constitute 50percent if not more from the overall marks. Realisation of this idea will alleviate, to some extent burden of unemployment and food scarcity as school leavers will be able to implement right away agricultural skills already acquired.
- Full Text:
- Date Issued: 2016
- Authors: Beni, Ntombomzi Octavia
- Date: 2016
- Subjects: Urban agriculture -- South Africa -- Eastern Cape Agricultural education
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/17861 , vital:41461
- Description: The importance of agricultural sciences in the school curriculum all over the world cannot be over-emphasized. It includes an alternative source of fresh produce, improved life satisfaction and a way to preserve cultural identity and traditions. This research study seeks to investigate the perception of Grade 12 learners on the effects of urban agriculture on life satisfaction in Duncan Village. The study adopts a descriptive survey design to elicit information from the respondents on their perceptions on the effects of urban agriculture on life satisfaction. A validated structured questionnaire whose reliability co-efficient is 0.81 was used to collect information. The simple random sampling technique was used to select 78 (seventy-eight) Grade 12 learners. The study reveals among others some components of life satisfaction as a result of urban agriculture. These components are; nutrition, self-employment, food security and poverty eradication and they have positive effects on life satisfaction of the respondents. The study recommends that the South Africa Government should make agriculture education as a compulsory subject for grade 10 and 11 learners in rural areas. This will enable them to develop entrepreneurial skills and self-reliance mentality before they finish their secondary school careers. Similarly, the practical components of this subject should constitute 50percent if not more from the overall marks. Realisation of this idea will alleviate, to some extent burden of unemployment and food scarcity as school leavers will be able to implement right away agricultural skills already acquired.
- Full Text:
- Date Issued: 2016
A classroom-based investigation into the potential of a computer-mediated criterion-referenced test as an evaluation instrument for the assessment of primary end user spreadsheet skills
- Authors: Benn, Kenneth Robert Andrew
- Date: 1994
- Subjects: Education -- Data processing Electronic spreadsheets Criterion-referenced tests Educational tests and measurements
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1447 , http://hdl.handle.net/10962/d1003328
- Description: The demand for innovative end users of information technology is increasing along with the proliferation of computer equipment within the workplace. This has resulted in increasing demands being made upon educational institutions responsible for the education of computer end users. The demands placed upon the teachers are particularly high. Large class groups and limited physical resources make the task especially difficult. One of the most time consuming, yet important, tasks is that of student evaluation. To effectively assess the practical work of information technology students requires intensive study of the storage media upon which the students'efforts have been saved. The purpose of this study was to assess the suitability of criterion-referenced testing techniques applied to the evaluation of end user computing students. Objective questions were administered to the students using Question Mark, a computer-managed test delivery system which enabled quick and efficient management of scoring and data manipulation for empirical analysis. The study was limited to the classroom situation and the assessment of primary spreadsheet skills. In order to operate within these boundaries, empirical techniques were used which enabled the timeous analysis of the students' test results. The findings of this study proved to be encouraging. Computer-mediated criterion-referenced testing techniques were found to be sufficiently reliable for classroom practice when used to assess primary spreadsheet skills. The validation of the assessment technique proved to be problematic because of the constraints imposed by normal classroom practice as well as the lack of an established methodology for evaluating spreadsheet skills. However, sufficient evidence was obtained to warrant further research aimed at assessing the use of computer-mediated criterion-referenced tests to evaluate information technology end user learning in situations beyond the boundaries of the classroom, such as a national certification examination.
- Full Text:
- Date Issued: 1994
- Authors: Benn, Kenneth Robert Andrew
- Date: 1994
- Subjects: Education -- Data processing Electronic spreadsheets Criterion-referenced tests Educational tests and measurements
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1447 , http://hdl.handle.net/10962/d1003328
- Description: The demand for innovative end users of information technology is increasing along with the proliferation of computer equipment within the workplace. This has resulted in increasing demands being made upon educational institutions responsible for the education of computer end users. The demands placed upon the teachers are particularly high. Large class groups and limited physical resources make the task especially difficult. One of the most time consuming, yet important, tasks is that of student evaluation. To effectively assess the practical work of information technology students requires intensive study of the storage media upon which the students'efforts have been saved. The purpose of this study was to assess the suitability of criterion-referenced testing techniques applied to the evaluation of end user computing students. Objective questions were administered to the students using Question Mark, a computer-managed test delivery system which enabled quick and efficient management of scoring and data manipulation for empirical analysis. The study was limited to the classroom situation and the assessment of primary spreadsheet skills. In order to operate within these boundaries, empirical techniques were used which enabled the timeous analysis of the students' test results. The findings of this study proved to be encouraging. Computer-mediated criterion-referenced testing techniques were found to be sufficiently reliable for classroom practice when used to assess primary spreadsheet skills. The validation of the assessment technique proved to be problematic because of the constraints imposed by normal classroom practice as well as the lack of an established methodology for evaluating spreadsheet skills. However, sufficient evidence was obtained to warrant further research aimed at assessing the use of computer-mediated criterion-referenced tests to evaluate information technology end user learning in situations beyond the boundaries of the classroom, such as a national certification examination.
- Full Text:
- Date Issued: 1994
Self-concept as a measure of success in the military environment
- Authors: Besener, Paul Robert
- Date: 1987
- Subjects: Self-perception , Control , Recruits , Soldiers , Military , National service , South Africa , Pupils , Learners , Guidance , School curriculum
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: vital:1363 , http://hdl.handle.net/10962/d1001429
- Description: This piece of research is an attempt to evaluate the relationship between military 'success' and the psychological preparedness of recruits in terms of their self-concepts and locus of control orientations. The new recruit is forced to adapt to the military environment which will, in turn, attempt to change him into an effective soldier. It was noticed by the researcher, who was involved in military training at the time, that a number of recruits, even some with seemingly limited potential, coped well, while others who seemed to have the ability failed to cope adequately. Recruits completed questionnaires which provided the researcher with biographical data and background information. In addition, the Bledsoe Self-Concept Scale and the Nowicki and Strickland Locus of Control Scale were used in order to determine their self-concepts and locus of control orientations respectively, prior to the beginning of national service. Detailed unstructured interviews were also conducted with a sample of military personnel, to provide another basis for gathering data and for clarifying some of the issues involved. Briefly, the chief conclusion of this researcher is that a significant majority of 'successful' recruits in the military environment have a positive self-concept and an internal locus of control. On the basis of the above finding, it is suggested that there is a need to guide pupils about certain aspects of military life before they begin their National Service. There would seem to be a need for this guidance to be incorporated into the school curriculum, together with such practical aspects as cadets, shooting, etc. There is a shortage of this kind of research on the military situation in South Africa, and it is suggested that numerous issues in this field need to be researched for the benefit of future conscripts and the military alike.
- Full Text:
- Date Issued: 1987
- Authors: Besener, Paul Robert
- Date: 1987
- Subjects: Self-perception , Control , Recruits , Soldiers , Military , National service , South Africa , Pupils , Learners , Guidance , School curriculum
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: vital:1363 , http://hdl.handle.net/10962/d1001429
- Description: This piece of research is an attempt to evaluate the relationship between military 'success' and the psychological preparedness of recruits in terms of their self-concepts and locus of control orientations. The new recruit is forced to adapt to the military environment which will, in turn, attempt to change him into an effective soldier. It was noticed by the researcher, who was involved in military training at the time, that a number of recruits, even some with seemingly limited potential, coped well, while others who seemed to have the ability failed to cope adequately. Recruits completed questionnaires which provided the researcher with biographical data and background information. In addition, the Bledsoe Self-Concept Scale and the Nowicki and Strickland Locus of Control Scale were used in order to determine their self-concepts and locus of control orientations respectively, prior to the beginning of national service. Detailed unstructured interviews were also conducted with a sample of military personnel, to provide another basis for gathering data and for clarifying some of the issues involved. Briefly, the chief conclusion of this researcher is that a significant majority of 'successful' recruits in the military environment have a positive self-concept and an internal locus of control. On the basis of the above finding, it is suggested that there is a need to guide pupils about certain aspects of military life before they begin their National Service. There would seem to be a need for this guidance to be incorporated into the school curriculum, together with such practical aspects as cadets, shooting, etc. There is a shortage of this kind of research on the military situation in South Africa, and it is suggested that numerous issues in this field need to be researched for the benefit of future conscripts and the military alike.
- Full Text:
- Date Issued: 1987
Selecting educational computer software and evaluating its use, with special reference to biology education
- Authors: Beyers, Ronald Noel
- Date: 1992
- Subjects: Biology -- Study and teaching -- Computer programs Education -- Data processing Biology -- Computer-assisted instruction
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1764 , http://hdl.handle.net/10962/d1003649
- Description: In the field of Biology there is a reasonable amount of software available for educational use but in the researcher's experience there are few teachers who take the computer into the classroom/laboratory, Teachers will make use of video machines and tape recorders quite happily, but a computer is a piece of apparatus which they are not prepared to use in the classroom/laboratory. This thesis is an attempt to devise an educational package, consisting of a Selection Form and an Evaluation Form, which can be used by teachers to select and evaluate educational software in the field of Biology. The forms were designed specifically for teachers to use in preparation of a computer lesson. The evaluation package also provides the teacher with a means of identifying whether the lesson has achieved its objectives or not. The teacher may also be provided with feedback about the lesson. The data is gathered by means of a questionnaire which the pupils complete. It would appear that teachers are uncertain as regards the purchase of software for their subject from the many catalogues that are available. The evaluation package implemented in this research can be regarded as the beginnings of a data base for the accumulation of information to assist teachers with details on which software to select. Evidence is provided in this thesis for the practical application of the Selection and Evaluation Forms, using Biology software.
- Full Text:
- Date Issued: 1992
- Authors: Beyers, Ronald Noel
- Date: 1992
- Subjects: Biology -- Study and teaching -- Computer programs Education -- Data processing Biology -- Computer-assisted instruction
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1764 , http://hdl.handle.net/10962/d1003649
- Description: In the field of Biology there is a reasonable amount of software available for educational use but in the researcher's experience there are few teachers who take the computer into the classroom/laboratory, Teachers will make use of video machines and tape recorders quite happily, but a computer is a piece of apparatus which they are not prepared to use in the classroom/laboratory. This thesis is an attempt to devise an educational package, consisting of a Selection Form and an Evaluation Form, which can be used by teachers to select and evaluate educational software in the field of Biology. The forms were designed specifically for teachers to use in preparation of a computer lesson. The evaluation package also provides the teacher with a means of identifying whether the lesson has achieved its objectives or not. The teacher may also be provided with feedback about the lesson. The data is gathered by means of a questionnaire which the pupils complete. It would appear that teachers are uncertain as regards the purchase of software for their subject from the many catalogues that are available. The evaluation package implemented in this research can be regarded as the beginnings of a data base for the accumulation of information to assist teachers with details on which software to select. Evidence is provided in this thesis for the practical application of the Selection and Evaluation Forms, using Biology software.
- Full Text:
- Date Issued: 1992