Developing Teaching & Learning Programmes: EDT 312
- Authors: Kganedi, R A , Sao, Y
- Date: 2011-07
- Subjects: Education
- Language: English
- Type: Examination paper
- Identifier: vital:17307 , http://hdl.handle.net/10353/d1010152
- Description: Supplementary examination on Developing Teaching & Learning Programmes: EDT 312, July 2011.
- Full Text: false
- Date Issued: 2011-07
- Authors: Kganedi, R A , Sao, Y
- Date: 2011-07
- Subjects: Education
- Language: English
- Type: Examination paper
- Identifier: vital:17307 , http://hdl.handle.net/10353/d1010152
- Description: Supplementary examination on Developing Teaching & Learning Programmes: EDT 312, July 2011.
- Full Text: false
- Date Issued: 2011-07
Educational Studies: ECA 413
- Authors: Caga, N P , Tyilo, P N
- Date: 2011-07
- Subjects: Education
- Language: English
- Type: Examination paper
- Identifier: vital:17306 , http://hdl.handle.net/10353/d1010151
- Description: Supplementary examination on Educational Studies: ECA 413, July 2011.
- Full Text: false
- Date Issued: 2011-07
- Authors: Caga, N P , Tyilo, P N
- Date: 2011-07
- Subjects: Education
- Language: English
- Type: Examination paper
- Identifier: vital:17306 , http://hdl.handle.net/10353/d1010151
- Description: Supplementary examination on Educational Studies: ECA 413, July 2011.
- Full Text: false
- Date Issued: 2011-07
Accounting Method (PGCE & BED Programme): MAC 411
- Authors: Luggya, S. K , Sathorar, H
- Date: 2011-06
- Subjects: Accounting -- Methodology
- Language: English
- Type: Examination paper
- Identifier: vital:17421 , http://hdl.handle.net/10353/d1009790
- Description: Accounting Method (PGCE & BED Programme): MAC 411 June 2011.
- Full Text: false
- Date Issued: 2011-06
- Authors: Luggya, S. K , Sathorar, H
- Date: 2011-06
- Subjects: Accounting -- Methodology
- Language: English
- Type: Examination paper
- Identifier: vital:17421 , http://hdl.handle.net/10353/d1009790
- Description: Accounting Method (PGCE & BED Programme): MAC 411 June 2011.
- Full Text: false
- Date Issued: 2011-06
Business Economics Method: MBE 411
- Authors: Luggya, S K , Sathorar, H
- Date: 2011-06
- Subjects: Education
- Language: English
- Type: Examination paper
- Identifier: vital:17316 , http://hdl.handle.net/10353/d1010163
- Description: Examination on Business Economics Method: MBE411, June 2011.
- Full Text: false
- Date Issued: 2011-06
- Authors: Luggya, S K , Sathorar, H
- Date: 2011-06
- Subjects: Education
- Language: English
- Type: Examination paper
- Identifier: vital:17316 , http://hdl.handle.net/10353/d1010163
- Description: Examination on Business Economics Method: MBE411, June 2011.
- Full Text: false
- Date Issued: 2011-06
Business Economics Method: MBE 412
- Authors: Luggya, S K , Sathorar, H
- Date: 2011-06
- Subjects: Education
- Language: English
- Type: Examination paper
- Identifier: vital:17317 , http://hdl.handle.net/10353/d1010164
- Description: Examination on Business Economics Method: MBE 412, June 2011.
- Full Text: false
- Date Issued: 2011-06
- Authors: Luggya, S K , Sathorar, H
- Date: 2011-06
- Subjects: Education
- Language: English
- Type: Examination paper
- Identifier: vital:17317 , http://hdl.handle.net/10353/d1010164
- Description: Examination on Business Economics Method: MBE 412, June 2011.
- Full Text: false
- Date Issued: 2011-06
Developing Teaching & Learning Programmes: EDT 312
- Authors: Kganedi, R A , Sao, Y
- Date: 2011-06
- Subjects: Education
- Language: English
- Type: Examination paper
- Identifier: vital:17314 , http://hdl.handle.net/10353/d1010160
- Description: Examination on Developing Teaching & Learning Programmes: EDT 312, June 2011.
- Full Text: false
- Date Issued: 2011-06
- Authors: Kganedi, R A , Sao, Y
- Date: 2011-06
- Subjects: Education
- Language: English
- Type: Examination paper
- Identifier: vital:17314 , http://hdl.handle.net/10353/d1010160
- Description: Examination on Developing Teaching & Learning Programmes: EDT 312, June 2011.
- Full Text: false
- Date Issued: 2011-06
Education Module: EMS 312
- Authors: Luggya, S K , Caga, N
- Date: 2011-06
- Subjects: Education
- Language: English
- Type: Examination paper
- Identifier: vital:17315 , http://hdl.handle.net/10353/d1010161
- Description: Examination on Education Module: EMS 312, June 2011.
- Full Text: false
- Date Issued: 2011-06
- Authors: Luggya, S K , Caga, N
- Date: 2011-06
- Subjects: Education
- Language: English
- Type: Examination paper
- Identifier: vital:17315 , http://hdl.handle.net/10353/d1010161
- Description: Examination on Education Module: EMS 312, June 2011.
- Full Text: false
- Date Issued: 2011-06
Educational Law & Constitution for Educators: EDB 416
- Authors: Macanda, M A A , Joubert, R
- Date: 2011-06
- Subjects: Education
- Language: English
- Type: Examination paper
- Identifier: vital:17312 , http://hdl.handle.net/10353/d1010158
- Description: Examination on Educational Law & Constitution for Educators: EDB 416 June 2011.
- Full Text: false
- Date Issued: 2011-06
- Authors: Macanda, M A A , Joubert, R
- Date: 2011-06
- Subjects: Education
- Language: English
- Type: Examination paper
- Identifier: vital:17312 , http://hdl.handle.net/10353/d1010158
- Description: Examination on Educational Law & Constitution for Educators: EDB 416 June 2011.
- Full Text: false
- Date Issued: 2011-06
Educational Studies 1A: ECA 411
- Authors: Madubedube, M J , Cishe, E N
- Date: 2011-06
- Subjects: Education
- Language: English
- Type: Examination paper
- Identifier: vital:17310 , http://hdl.handle.net/10353/d1010156
- Description: Examination on Educational Studies 1A: ECA 411, June 2011.
- Full Text: false
- Date Issued: 2011-06
- Authors: Madubedube, M J , Cishe, E N
- Date: 2011-06
- Subjects: Education
- Language: English
- Type: Examination paper
- Identifier: vital:17310 , http://hdl.handle.net/10353/d1010156
- Description: Examination on Educational Studies 1A: ECA 411, June 2011.
- Full Text: false
- Date Issued: 2011-06
Educational Studies: ECA 415
- Caga, N, Vye, Z, Litshani, N F
- Authors: Caga, N , Vye, Z , Litshani, N F
- Date: 2011-06
- Subjects: Education
- Language: English
- Type: Examination paper
- Identifier: vital:17311 , http://hdl.handle.net/10353/d1010157
- Description: Examination on Educational Studies: ECA 415, June 2011.
- Full Text: false
- Date Issued: 2011-06
- Authors: Caga, N , Vye, Z , Litshani, N F
- Date: 2011-06
- Subjects: Education
- Language: English
- Type: Examination paper
- Identifier: vital:17311 , http://hdl.handle.net/10353/d1010157
- Description: Examination on Educational Studies: ECA 415, June 2011.
- Full Text: false
- Date Issued: 2011-06
IT Method: MCT 411
- Authors: Xazela, M W , Cetywayo, N
- Date: 2011-06
- Subjects: Education
- Language: English
- Type: Examination paper
- Identifier: vital:17318 , http://hdl.handle.net/10353/d1010165
- Description: Examination on IT Method: MCT 411, June 2011.
- Full Text: false
- Date Issued: 2011-06
- Authors: Xazela, M W , Cetywayo, N
- Date: 2011-06
- Subjects: Education
- Language: English
- Type: Examination paper
- Identifier: vital:17318 , http://hdl.handle.net/10353/d1010165
- Description: Examination on IT Method: MCT 411, June 2011.
- Full Text: false
- Date Issued: 2011-06
IT Method: MCT 412
- Authors: Xazela, M W , Cetywayo, N
- Date: 2011-06
- Subjects: Education
- Language: English
- Type: Examination paper
- Identifier: vital:17319 , http://hdl.handle.net/10353/d1010166
- Description: Examination on IT Method: MCT 412, June 2011.
- Full Text: false
- Date Issued: 2011-06
- Authors: Xazela, M W , Cetywayo, N
- Date: 2011-06
- Subjects: Education
- Language: English
- Type: Examination paper
- Identifier: vital:17319 , http://hdl.handle.net/10353/d1010166
- Description: Examination on IT Method: MCT 412, June 2011.
- Full Text: false
- Date Issued: 2011-06
Life Orientation Method: MGE 411
- Authors: Tyilo, P N , Gutta, S
- Date: 2011-06
- Subjects: Education
- Language: English
- Type: Examination paper
- Identifier: vital:17320 , http://hdl.handle.net/10353/d1010167
- Description: Examination on Life Orientation Method: MGE 411, June 2011.
- Full Text: false
- Date Issued: 2011-06
- Authors: Tyilo, P N , Gutta, S
- Date: 2011-06
- Subjects: Education
- Language: English
- Type: Examination paper
- Identifier: vital:17320 , http://hdl.handle.net/10353/d1010167
- Description: Examination on Life Orientation Method: MGE 411, June 2011.
- Full Text: false
- Date Issued: 2011-06
Life Orientation Method: MGE 412
- Authors: Tyilo, P N , Gutta, S
- Date: 2011-06
- Subjects: Education
- Language: English
- Type: Examination paper
- Identifier: vital:17321 , http://hdl.handle.net/10353/d1010169
- Description: Examination on Life Orientation Method: MGE 412, June 2011.
- Full Text: false
- Date Issued: 2011-06
- Authors: Tyilo, P N , Gutta, S
- Date: 2011-06
- Subjects: Education
- Language: English
- Type: Examination paper
- Identifier: vital:17321 , http://hdl.handle.net/10353/d1010169
- Description: Examination on Life Orientation Method: MGE 412, June 2011.
- Full Text: false
- Date Issued: 2011-06
Life Skills for Educators: EDF 312
- Authors: Tyilo, P N
- Date: 2011-06
- Subjects: Education
- Language: English
- Type: Examination paper
- Identifier: vital:17313 , http://hdl.handle.net/10353/d1010159
- Description: Examination on Life Skills for Educators: EDF 312, June 2011.
- Full Text: false
- Date Issued: 2011-06
- Authors: Tyilo, P N
- Date: 2011-06
- Subjects: Education
- Language: English
- Type: Examination paper
- Identifier: vital:17313 , http://hdl.handle.net/10353/d1010159
- Description: Examination on Life Skills for Educators: EDF 312, June 2011.
- Full Text: false
- Date Issued: 2011-06
Music Method: MSM 411
- Authors: Caga, N , Blankson, V
- Date: 2011-06
- Subjects: Education
- Language: English
- Type: Examination paper
- Identifier: vital:17322 , http://hdl.handle.net/10353/d1010170
- Description: Examination on Music Method: MSM 411, June 2011.
- Full Text: false
- Date Issued: 2011-06
- Authors: Caga, N , Blankson, V
- Date: 2011-06
- Subjects: Education
- Language: English
- Type: Examination paper
- Identifier: vital:17322 , http://hdl.handle.net/10353/d1010170
- Description: Examination on Music Method: MSM 411, June 2011.
- Full Text: false
- Date Issued: 2011-06
A case study of the implementation of science process skills for grades 4 to 7 learners in natural sciences in a South African primary school
- Authors: Ambross, Johannes Nikolaas
- Date: 2011
- Subjects: Science -- Study and teaching (Primary) , Science -- Study and teaching -- South Africa -- Port Elizabeth -- Evaluation , Education -- Evaluation
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9501 , http://hdl.handle.net/10948/1411 , Science -- Study and teaching (Primary) , Science -- Study and teaching -- South Africa -- Port Elizabeth -- Evaluation , Education -- Evaluation
- Description: With the publication of the National Curriculum Statement (2002) (NCS) the use and development of science process skills have become a critical part of the teaching and learning of the Natural Sciences in South Africa. This study sought to evaluate the implementation and development of these basic skills by four grade 4-7 educators at classroom level at a primary school in the northern areas of Port Elizabeth. Qualitative data for this evaluation were collected through educator interviews, classroom observation as well as a focus-group interview. Quantitative data were gathered by means of a Science Process Skills Observation Scale and through examining the learners' assessment activities. An Assessment Activity Science Process Skill Rating-Scale was used to evaluate assessment activities. Data generated from this study were carefully analysed and on the basis of their interpretation it was concluded that the implementation and development of science process skills were strongly influenced by the educators' understanding of these basic concepts, the belief held by each educator about their role and how their learners learn, the presence of quality support and effective training programmes as well continuous professional development.
- Full Text:
- Date Issued: 2011
- Authors: Ambross, Johannes Nikolaas
- Date: 2011
- Subjects: Science -- Study and teaching (Primary) , Science -- Study and teaching -- South Africa -- Port Elizabeth -- Evaluation , Education -- Evaluation
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9501 , http://hdl.handle.net/10948/1411 , Science -- Study and teaching (Primary) , Science -- Study and teaching -- South Africa -- Port Elizabeth -- Evaluation , Education -- Evaluation
- Description: With the publication of the National Curriculum Statement (2002) (NCS) the use and development of science process skills have become a critical part of the teaching and learning of the Natural Sciences in South Africa. This study sought to evaluate the implementation and development of these basic skills by four grade 4-7 educators at classroom level at a primary school in the northern areas of Port Elizabeth. Qualitative data for this evaluation were collected through educator interviews, classroom observation as well as a focus-group interview. Quantitative data were gathered by means of a Science Process Skills Observation Scale and through examining the learners' assessment activities. An Assessment Activity Science Process Skill Rating-Scale was used to evaluate assessment activities. Data generated from this study were carefully analysed and on the basis of their interpretation it was concluded that the implementation and development of science process skills were strongly influenced by the educators' understanding of these basic concepts, the belief held by each educator about their role and how their learners learn, the presence of quality support and effective training programmes as well continuous professional development.
- Full Text:
- Date Issued: 2011
A self-reflection of my interactions, communication and relationship structures in the classroom
- Authors: Rensburg, Cheryl Dawn
- Date: 2011
- Subjects: Interaction analysis in education , Teacher-student relationships , Classroom environment
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9560 , http://hdl.handle.net/10948/d1012587 , Interaction analysis in education , Teacher-student relationships , Classroom environment
- Description: Good communication and maintaining effective relationships within a school community are essential for achieving high academic standards. The aim of effective communication between teachers and learners is to elicit and ensure behaviour that will enhance the learning process. It is therefore important that teachers relate to learners in a sensitive manner when they communicate their knowledge (Bingham and Sidorkin 2004, 5). Sotto (2007, 96) further contends that teachers‟ communication styles reveal their core attitude towards learning and that the success of their teaching will be partially determined by how effectively they communicate. Many schools are experiencing disciplinary problems, low teacher and learner expectations, a breakdown of the social order, and a high incidence of academic failure. Bingham and Sidorkin (2004, 5) explain the above-mentioned problems as symptoms of a breakdown in communication between educators and learners. Once relationships in a school have been jeopardised, it becomes increasingly difficult to achieve high academic standards. It is therefore essential that educators create meaningful interactions in an environment in which all individuals can develop to their full potential. The National Education Policy Act No. 27 of 1996 (Education Labour Relations Council 2003, A- 4) advocates the enhancement of quality education and innovation through systematic research and development. The principles contained therein are directed towards enabling the education system to contribute to the full development of each learner, respecting each learner‟s right to freedom of thought, opinion and expression within a culture of respect for teaching and learning. The establishment and strengthening of relationships in a school will contribute to improved academic achievement.
- Full Text:
- Date Issued: 2011
- Authors: Rensburg, Cheryl Dawn
- Date: 2011
- Subjects: Interaction analysis in education , Teacher-student relationships , Classroom environment
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9560 , http://hdl.handle.net/10948/d1012587 , Interaction analysis in education , Teacher-student relationships , Classroom environment
- Description: Good communication and maintaining effective relationships within a school community are essential for achieving high academic standards. The aim of effective communication between teachers and learners is to elicit and ensure behaviour that will enhance the learning process. It is therefore important that teachers relate to learners in a sensitive manner when they communicate their knowledge (Bingham and Sidorkin 2004, 5). Sotto (2007, 96) further contends that teachers‟ communication styles reveal their core attitude towards learning and that the success of their teaching will be partially determined by how effectively they communicate. Many schools are experiencing disciplinary problems, low teacher and learner expectations, a breakdown of the social order, and a high incidence of academic failure. Bingham and Sidorkin (2004, 5) explain the above-mentioned problems as symptoms of a breakdown in communication between educators and learners. Once relationships in a school have been jeopardised, it becomes increasingly difficult to achieve high academic standards. It is therefore essential that educators create meaningful interactions in an environment in which all individuals can develop to their full potential. The National Education Policy Act No. 27 of 1996 (Education Labour Relations Council 2003, A- 4) advocates the enhancement of quality education and innovation through systematic research and development. The principles contained therein are directed towards enabling the education system to contribute to the full development of each learner, respecting each learner‟s right to freedom of thought, opinion and expression within a culture of respect for teaching and learning. The establishment and strengthening of relationships in a school will contribute to improved academic achievement.
- Full Text:
- Date Issued: 2011
A study of mathematics instructional practices in foundation phase grade three classrooms in East London
- Authors: Williams, Beverley Diana
- Date: 2011
- Subjects: Mathematics--Study and teaching (Primary) http://id.loc.gov/authorities/subjects/sh85082164 , Mathematics--Study and teaching (Elementary) http://id.loc.gov/authorities/subjects/sh85082163
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/19585 , vital:43146
- Description: This study describes the instructional practices of grade three teachers in their attempt to facilitate mathematical learning. The teachers’ practices are described in relation to the requirements of the revised National Curriculum Statement. In order to demarcate the field of investigation, the researcher provides an overview of the historical background of the study and draws attention to the knowledge interest of the investigation. The problem, the research questions, the assumptions of the study, the significance of the study, the rationale and the delimitation of the study are all set out in this chapter. A list of the major terms used in the study is also given. In concluding the chapter and outline of the issues discussed in each of the five chapters is given. , Thesis (MEd) -- University of Fort Hare, 2011
- Full Text:
- Date Issued: 2011
- Authors: Williams, Beverley Diana
- Date: 2011
- Subjects: Mathematics--Study and teaching (Primary) http://id.loc.gov/authorities/subjects/sh85082164 , Mathematics--Study and teaching (Elementary) http://id.loc.gov/authorities/subjects/sh85082163
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/19585 , vital:43146
- Description: This study describes the instructional practices of grade three teachers in their attempt to facilitate mathematical learning. The teachers’ practices are described in relation to the requirements of the revised National Curriculum Statement. In order to demarcate the field of investigation, the researcher provides an overview of the historical background of the study and draws attention to the knowledge interest of the investigation. The problem, the research questions, the assumptions of the study, the significance of the study, the rationale and the delimitation of the study are all set out in this chapter. A list of the major terms used in the study is also given. In concluding the chapter and outline of the issues discussed in each of the five chapters is given. , Thesis (MEd) -- University of Fort Hare, 2011
- Full Text:
- Date Issued: 2011
A study of the implementation and management of workforce diversity among teachers at secondary schools in the Mthatha Education District
- Authors: Mohammed, Issah
- Date: 2011
- Subjects: Workplace management -- Teachers -- Education (Secondary)
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18463 , http://hdl.handle.net/11260/d1008259
- Description: The purpose of this study was to investigate the implementation and management of workforce diversity among teachers at secondary schools in the Mthatha Education District with reference to national and international teachers. The literature reflects issues and theories concerning the implementation and management of workforce diversity in secondary schools. The study also shows the benefits of managing teacher diversity and the challenges in the implementation and management of workforce diversity among teachers in secondary schools. The population of the study comprised of all teachers in the fifty- six public secondary schools in the Mthatha Education District and the sample comprised of five principals, five deputy principals, five heads of departments and five international teachers on whom the case study was base to examine their views about the awareness, implementation and management of teacher diversity in the education system. This sample was drawn from five public senior secondary schools. The selection of the sample was done through the use of a purposive sampling technique. The sampling technique was used because it is not all public secondary schools in the Mthatha Education District where international teachers are found. This, therefore, allowed the researcher to select only those secondary schools at which international teachers were found. The researcher developed an open- ended interview schedule for the face-to-face in-depth interviews on the implementation and management of workforce diversity among teachers at secondary schools in the Mthatha Education District. Themes were drawn from the responses of the participants and analysed. The findings revealed that Principals, deputy principals, school management teams and teachers at all levels lacked the skills and knowledge in designing, implementing and managing teacher diversity policies in secondary schools. The findings revealed that local teachers were resistant and took a xenophobic stance towards the employment and promotions of International teachers in secondary schools. Lastly, Affirmative Action and Employment Equity Acts favour the local teachers and discriminate against the international teachers. Recommendations are made concerning the lack of awareness, skills and knowledge in designing and implementation of teacher diversity policies in secondary schools. Recommendations are also made concerning the Affirmative Action and Employment Equity Acts that influence the non recruitment and selection of international teachers.
- Full Text:
- Date Issued: 2011
- Authors: Mohammed, Issah
- Date: 2011
- Subjects: Workplace management -- Teachers -- Education (Secondary)
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18463 , http://hdl.handle.net/11260/d1008259
- Description: The purpose of this study was to investigate the implementation and management of workforce diversity among teachers at secondary schools in the Mthatha Education District with reference to national and international teachers. The literature reflects issues and theories concerning the implementation and management of workforce diversity in secondary schools. The study also shows the benefits of managing teacher diversity and the challenges in the implementation and management of workforce diversity among teachers in secondary schools. The population of the study comprised of all teachers in the fifty- six public secondary schools in the Mthatha Education District and the sample comprised of five principals, five deputy principals, five heads of departments and five international teachers on whom the case study was base to examine their views about the awareness, implementation and management of teacher diversity in the education system. This sample was drawn from five public senior secondary schools. The selection of the sample was done through the use of a purposive sampling technique. The sampling technique was used because it is not all public secondary schools in the Mthatha Education District where international teachers are found. This, therefore, allowed the researcher to select only those secondary schools at which international teachers were found. The researcher developed an open- ended interview schedule for the face-to-face in-depth interviews on the implementation and management of workforce diversity among teachers at secondary schools in the Mthatha Education District. Themes were drawn from the responses of the participants and analysed. The findings revealed that Principals, deputy principals, school management teams and teachers at all levels lacked the skills and knowledge in designing, implementing and managing teacher diversity policies in secondary schools. The findings revealed that local teachers were resistant and took a xenophobic stance towards the employment and promotions of International teachers in secondary schools. Lastly, Affirmative Action and Employment Equity Acts favour the local teachers and discriminate against the international teachers. Recommendations are made concerning the lack of awareness, skills and knowledge in designing and implementation of teacher diversity policies in secondary schools. Recommendations are also made concerning the Affirmative Action and Employment Equity Acts that influence the non recruitment and selection of international teachers.
- Full Text:
- Date Issued: 2011