An investigation of teachers’ experiences of a Geoboard intervention programme in area and perimeter in selected Grade 9 classes: a case study
- Authors: Mkhwane, Fezeka Felicia
- Date: 2018
- Subjects: Mathematics -- Study and teaching (Secondary) -- South Africa , Teachers -- Training of -- South Africa , Manipulatives (Education) , Effective teaching , Area measurement , Perimeters (Geometry) , Problem solving -- Study and teaching , Geoboard Intervention Programme , RUMEP
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/61646 , vital:28045
- Description: The study was undertaken with three Grade 9 teachers at three selected schools which are part of RUMEP’s Collegial Cluster Schools’ programme that I coordinate. Collegial clusters are communities of teachers who aim at improving their practice by working on their own professional development. The purpose of this study was to investigate the selected Grade 9 teachers’ experiences of a Geoboard intervention programme. It also wanted to investigate the role that a Geoboard can play in the teaching and learning of area and perimeter of two-dimensional shapes. The research was a case-study within the interpretive paradigm. A variety of data collection techniques was used. These included baseline assessment tasks, observations during the intervention programme, post intervention assessment tasks and semistructured interviews with the participating teachers and a few learners from each participating school. The collected data was analysed using both the quantitative and qualitative methods. My research findings reveal that a Geoboard, as a manipulative, developed confidence in the participating teachers. In the interviews with teachers, it transpired that teachers’ skills in teaching area and perimeter of two-dimensional shapes had been sharpened. According to the interviews with learners, the use of a Geoboard led to better conceptual understanding of the area and perimeter, as learners no longer had to rely on formulae. Kilpatrick et al. (2001) refer to conceptual understanding as an integrated functional grasp of mathematical ideas. The post intervention assessment task showed a positive shift in learners’ performance. The average learner performance improved from 29% in the baseline assessment task to 61% in the post intervention assessment task. This shows that the use of a Geoboard led to meaningful learning of area and perimeter of two-dimensional shapes. The overall research findings reveal that the use of manipulatives has a positive impact in the teaching and learning of area and perimeter. Learners’ responses to the interview questions showed that there was better understanding of the two concepts, which enabled them to construct their own knowledge. They further said the Geoboard allowed them to be hands-on, which contributed to their active involvement in the lesson.
- Full Text:
- Date Issued: 2018
- Authors: Mkhwane, Fezeka Felicia
- Date: 2018
- Subjects: Mathematics -- Study and teaching (Secondary) -- South Africa , Teachers -- Training of -- South Africa , Manipulatives (Education) , Effective teaching , Area measurement , Perimeters (Geometry) , Problem solving -- Study and teaching , Geoboard Intervention Programme , RUMEP
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/61646 , vital:28045
- Description: The study was undertaken with three Grade 9 teachers at three selected schools which are part of RUMEP’s Collegial Cluster Schools’ programme that I coordinate. Collegial clusters are communities of teachers who aim at improving their practice by working on their own professional development. The purpose of this study was to investigate the selected Grade 9 teachers’ experiences of a Geoboard intervention programme. It also wanted to investigate the role that a Geoboard can play in the teaching and learning of area and perimeter of two-dimensional shapes. The research was a case-study within the interpretive paradigm. A variety of data collection techniques was used. These included baseline assessment tasks, observations during the intervention programme, post intervention assessment tasks and semistructured interviews with the participating teachers and a few learners from each participating school. The collected data was analysed using both the quantitative and qualitative methods. My research findings reveal that a Geoboard, as a manipulative, developed confidence in the participating teachers. In the interviews with teachers, it transpired that teachers’ skills in teaching area and perimeter of two-dimensional shapes had been sharpened. According to the interviews with learners, the use of a Geoboard led to better conceptual understanding of the area and perimeter, as learners no longer had to rely on formulae. Kilpatrick et al. (2001) refer to conceptual understanding as an integrated functional grasp of mathematical ideas. The post intervention assessment task showed a positive shift in learners’ performance. The average learner performance improved from 29% in the baseline assessment task to 61% in the post intervention assessment task. This shows that the use of a Geoboard led to meaningful learning of area and perimeter of two-dimensional shapes. The overall research findings reveal that the use of manipulatives has a positive impact in the teaching and learning of area and perimeter. Learners’ responses to the interview questions showed that there was better understanding of the two concepts, which enabled them to construct their own knowledge. They further said the Geoboard allowed them to be hands-on, which contributed to their active involvement in the lesson.
- Full Text:
- Date Issued: 2018
Beginner teachers’ leadership development opportunities: an interventionist case study in a rural combined school in the Ohangwena region, Namibia
- Authors: Ndakolonkoshi, Klaudia
- Date: 2018
- Subjects: School management and organization -- Namibia , Teacher participation in administration -- Namibia , Educational leadership -- Namibia , Teacher effectiveness -- Namibia
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/61603 , vital:28041
- Description: The emergence of distributed leadership theory encourages multiple involvement of individuals in leadership of the school, regardless of their leadership positions (Spillane, 2006). The manifestation of teacher leadership through distributed leadership theory grants opportunities to teachers to enact leadership roles. This study explored how the notion of teacher leadership is understood, the leadership roles existing for the beginner teachers, and the constraining and enabling factors to the practice of teacher leadership in a rural combined school in Ohangwena region, in Namibia. The study is a formative intervention adopting a case study approach located in a critical paradigm since it aimed to bring changes in the activity system of the beginner teachers. The data were collected from ten participants: four beginner teachers, four experienced teachers, the principal and the Head of Department. The data were generated using the following techniques: document analysis, interview, questionnaires, observation and Change Laboratory workshops. The data were analysed thematically using second generation of Cultural Historical Activity Theory (CHAT) and Grant’s (2006, 2008, 2010) Teacher Leadership Model. The findings revealed that there were different understandings of the concept of teacher leadership. It was viewed as participation, influence, motivation and mentoring. It was also revealed that beginner teachers practiced leadership roles across the four zones of Grant’s (2006, 2008, 2010) Teacher Leadership Model, but to various extents. A high participation was noted in zone one within the classroom and zone two in curricular and extra-curricular activities and minimal participation was reported in zone three within the whole school development and zone four beyond the school into the community. Teacher leadership in the case study school was constrained by several factors, including teachers’ reluctance to lead, cultural beliefs, top-down leadership structure and lack of experience. Due to the minimal participation of beginner teachers in zone three and four, the findings suggested that the school should foster a collaborative culture, establish induction and mentoring committees in the school and encourage beginner teachers to take up leadership roles by providing opportunities for them to lead through delegation. In a series of Change Laboratory workshops (CLW) the principal and the Head of Department took up the responsibility of providing leadership training to the teachers to enable them to assume leadership roles in the school. In addition, participants agreed to establish induction and mentoring committees in the school to provide guidance and assistance to teacher leaders.
- Full Text:
- Date Issued: 2018
- Authors: Ndakolonkoshi, Klaudia
- Date: 2018
- Subjects: School management and organization -- Namibia , Teacher participation in administration -- Namibia , Educational leadership -- Namibia , Teacher effectiveness -- Namibia
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/61603 , vital:28041
- Description: The emergence of distributed leadership theory encourages multiple involvement of individuals in leadership of the school, regardless of their leadership positions (Spillane, 2006). The manifestation of teacher leadership through distributed leadership theory grants opportunities to teachers to enact leadership roles. This study explored how the notion of teacher leadership is understood, the leadership roles existing for the beginner teachers, and the constraining and enabling factors to the practice of teacher leadership in a rural combined school in Ohangwena region, in Namibia. The study is a formative intervention adopting a case study approach located in a critical paradigm since it aimed to bring changes in the activity system of the beginner teachers. The data were collected from ten participants: four beginner teachers, four experienced teachers, the principal and the Head of Department. The data were generated using the following techniques: document analysis, interview, questionnaires, observation and Change Laboratory workshops. The data were analysed thematically using second generation of Cultural Historical Activity Theory (CHAT) and Grant’s (2006, 2008, 2010) Teacher Leadership Model. The findings revealed that there were different understandings of the concept of teacher leadership. It was viewed as participation, influence, motivation and mentoring. It was also revealed that beginner teachers practiced leadership roles across the four zones of Grant’s (2006, 2008, 2010) Teacher Leadership Model, but to various extents. A high participation was noted in zone one within the classroom and zone two in curricular and extra-curricular activities and minimal participation was reported in zone three within the whole school development and zone four beyond the school into the community. Teacher leadership in the case study school was constrained by several factors, including teachers’ reluctance to lead, cultural beliefs, top-down leadership structure and lack of experience. Due to the minimal participation of beginner teachers in zone three and four, the findings suggested that the school should foster a collaborative culture, establish induction and mentoring committees in the school and encourage beginner teachers to take up leadership roles by providing opportunities for them to lead through delegation. In a series of Change Laboratory workshops (CLW) the principal and the Head of Department took up the responsibility of providing leadership training to the teachers to enable them to assume leadership roles in the school. In addition, participants agreed to establish induction and mentoring committees in the school to provide guidance and assistance to teacher leaders.
- Full Text:
- Date Issued: 2018
A review of how teachers are using the renewable energy materials in their lessons
- Authors: Lambrechts, Therese
- Date: 2017
- Subjects: Renewable energy sources -- Study and teaching -- South Africa , Renewable energy sources -- Study and teaching -- South Africa -- South Africa , Curriculum evaluation -- South Africa , Environmental education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/13888 , vital:21864
- Description: Climate change and renewable energy have recently become part of the school curriculum in South Africa. Many teachers at the secondary school level thus have to teach topics with which they are not (necessarily) familiar. The Centre for Renewable and Sustainable Energy Studies at Stellenbosch University has established a schools' programme to provide materials to aid the educators in the teaching of renewable energy topics. A research-based set of Learning Teaching Support Material (LTSM) was developed for high school educators. The learning material includes a DVD, PowerPoint presentations, posters, a teacher's manual, and assignments that can be used in different subjects. This study reports and reviews how teachers are currently using the material. Teacher accounts of materials use and evidence of learning in students work were solicited using an appreciative inquiry review process. The data reflected the value being created through patterns of materials use. A Vygotskian based task sequencing framework of Anne Edwards was used to examine the patterns of use which support learning. The use of the task sequencing as an analytical lens allowed the review to probe how knowledge representation was the primary use by teachers. Here they introduced learners to key concepts and to broaden their knowledge on renewable energy. The activities served to scaffold a clear learning progression but the activities were not strongly enough orientated towards ESD as learner-led processes of enquiry and action. The outcomes of the study will be used to update and better align the materials with a need for teachers to strengthen important ESD outcomes in the current curriculum.
- Full Text:
- Date Issued: 2017
- Authors: Lambrechts, Therese
- Date: 2017
- Subjects: Renewable energy sources -- Study and teaching -- South Africa , Renewable energy sources -- Study and teaching -- South Africa -- South Africa , Curriculum evaluation -- South Africa , Environmental education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/13888 , vital:21864
- Description: Climate change and renewable energy have recently become part of the school curriculum in South Africa. Many teachers at the secondary school level thus have to teach topics with which they are not (necessarily) familiar. The Centre for Renewable and Sustainable Energy Studies at Stellenbosch University has established a schools' programme to provide materials to aid the educators in the teaching of renewable energy topics. A research-based set of Learning Teaching Support Material (LTSM) was developed for high school educators. The learning material includes a DVD, PowerPoint presentations, posters, a teacher's manual, and assignments that can be used in different subjects. This study reports and reviews how teachers are currently using the material. Teacher accounts of materials use and evidence of learning in students work were solicited using an appreciative inquiry review process. The data reflected the value being created through patterns of materials use. A Vygotskian based task sequencing framework of Anne Edwards was used to examine the patterns of use which support learning. The use of the task sequencing as an analytical lens allowed the review to probe how knowledge representation was the primary use by teachers. Here they introduced learners to key concepts and to broaden their knowledge on renewable energy. The activities served to scaffold a clear learning progression but the activities were not strongly enough orientated towards ESD as learner-led processes of enquiry and action. The outcomes of the study will be used to update and better align the materials with a need for teachers to strengthen important ESD outcomes in the current curriculum.
- Full Text:
- Date Issued: 2017
- «
- ‹
- 1
- ›
- »