A case study to explore developing a community of practice to support emergent literacy in preschool children's play
- Authors: Martin, Tamarynd
- Date: 2018
- Subjects: Early childhood education , Children -- Language , Reading (Preschool) , Toddlers -- Books and reading
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/31841 , vital:31850
- Description: In South Africa at present, Literacy is a cause for rising concern, with reading and writing competency in primary school being at an all-time low. It is a widespread belief that part of the problem lies with the lack early childhood education. Only 37% of children under the age of five attend an early childhood development centre. Furthermore, South Africa has a shortage of educators, specifically within the domain of early childhood development. With more research being done in the area of literacy, more educators concur that emergent literacy forms the foundation of formal reading and writing later on. This study is a participatory case study, which reflects on the importance of literacy in the early years, showing the belief that pre-formal schooling, specifically emergent literacy, is directly linked to proficiency in reading and writing in formal schooling. This study also highlights how educators in early childhood development can be involved in ongoing reflective interventions through in-service training and communities of practice. This community of practice was developed as a series of focus groups, which met on a weekly basis to discuss and share thoughts, opinions and experiences surrounding emergent literacy in a preschool context. From multiple focus groups, I found that the participants became more confident in sharing their experiences and building upon each other’s ideas and thoughts. The focus groups, not only added to their understanding of emergent literacy, but enthused them and created more of an awareness in their day to day practices.
- Full Text:
- Date Issued: 2018
- Authors: Martin, Tamarynd
- Date: 2018
- Subjects: Early childhood education , Children -- Language , Reading (Preschool) , Toddlers -- Books and reading
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/31841 , vital:31850
- Description: In South Africa at present, Literacy is a cause for rising concern, with reading and writing competency in primary school being at an all-time low. It is a widespread belief that part of the problem lies with the lack early childhood education. Only 37% of children under the age of five attend an early childhood development centre. Furthermore, South Africa has a shortage of educators, specifically within the domain of early childhood development. With more research being done in the area of literacy, more educators concur that emergent literacy forms the foundation of formal reading and writing later on. This study is a participatory case study, which reflects on the importance of literacy in the early years, showing the belief that pre-formal schooling, specifically emergent literacy, is directly linked to proficiency in reading and writing in formal schooling. This study also highlights how educators in early childhood development can be involved in ongoing reflective interventions through in-service training and communities of practice. This community of practice was developed as a series of focus groups, which met on a weekly basis to discuss and share thoughts, opinions and experiences surrounding emergent literacy in a preschool context. From multiple focus groups, I found that the participants became more confident in sharing their experiences and building upon each other’s ideas and thoughts. The focus groups, not only added to their understanding of emergent literacy, but enthused them and created more of an awareness in their day to day practices.
- Full Text:
- Date Issued: 2018
Assessing grade 9 learners' attitude towards their academic performance in mathematics in Pinetown education district, KwaZulu-Natal
- Authors: Olorunfemi, Sunday Olayinka
- Date: 2018
- Subjects: Mathematics -- Study and teaching (Secondary) -- South Africa -- KwaZulu-Natal
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/8518 , vital:32859
- Description: The world education system is faced with many challenges. Learners’ performance in mathematics in particular is one of the main areas of concern. Over decades, Mathematics has become an indispensable tool in the march towards technological breakthrough. The use of Mathematics reveals how people deal with their various private, social, and civil lives. The indispensable implications of Mathematics in the society made it to become a compulsory subject in the primary and secondary education in most countries of the world. Nevertheless, despite its wide application of Mathematics in the society, there are still many learners particularly in secondary schools who struggle to achieve the best knowledge of Mathematics. As applicable to most countries of the world, the performance of learner in South Africa is not encouraging. For example, the performance of Grade 9 learners, Pinetown Education District in particular, is not improving. Attitude is one major factor identified among learners that gravely affects learner’s performance in Mathematics. The study adopted qualitative approach which is rooted in interpretive paradigm to frame and focus the study. Interpretive paradigm is consistent with the assumption that experience of the world is subjective and best understood in terms of individuals’ subjective meanings rather than the researcher’s objective definitions. The sample included 15 participants (which include three Mathematics educators and twelve Grade nine learners) selected purposefully across three secondary schools, with attitudes and performance as inclusion criteria. Data were obtained through classroom observations and semi-structured interviews conducted with the selected Mathematics educators and learners of the selected schools to obtain their views on the impact of the attitudes of Grade nine learners on their performances in the subject. The study found that the learners perceived difficulty in Mathematics because of the information that was passed to them through their parents or guardians, seniors and peers who have negative attitudes towards Mathematics; their previous performances at early grades; the nature of Mathematics itself; and that learners were not well prepared from primary schools. It was also indicated that many learners have negative attitude towards Mathematics whose behaviours in the classroom affected others who would have loved to enjoy Mathematics. The study also revealed that all stakeholders (the educators, school managements, policy makers and parents) have part to play in motivating the learners to engage more in Mathematics. Also the study found that qualified educators who will develop good and friendly classroom environment, employing a highly interactive teaching method and as well giving adequate homework and assignments to the learners are needed to teach Mathematics in secondary schools. The study revealed that learning resources are not made available to the learners. There study therefore potentially provides that, educators can help mould the learners with negative preset mind about Mathematics through their classroom behaviours. The study further provides that learning materials such as textbooks and other geometry tools be made available for the learners use at home. The study also, provides that consideration be given to Mathematics class in the morning hours. The study concluded by giving general recommendations for improving learners’ participation and attitudes towards learning Mathematics.
- Full Text:
- Date Issued: 2018
- Authors: Olorunfemi, Sunday Olayinka
- Date: 2018
- Subjects: Mathematics -- Study and teaching (Secondary) -- South Africa -- KwaZulu-Natal
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/8518 , vital:32859
- Description: The world education system is faced with many challenges. Learners’ performance in mathematics in particular is one of the main areas of concern. Over decades, Mathematics has become an indispensable tool in the march towards technological breakthrough. The use of Mathematics reveals how people deal with their various private, social, and civil lives. The indispensable implications of Mathematics in the society made it to become a compulsory subject in the primary and secondary education in most countries of the world. Nevertheless, despite its wide application of Mathematics in the society, there are still many learners particularly in secondary schools who struggle to achieve the best knowledge of Mathematics. As applicable to most countries of the world, the performance of learner in South Africa is not encouraging. For example, the performance of Grade 9 learners, Pinetown Education District in particular, is not improving. Attitude is one major factor identified among learners that gravely affects learner’s performance in Mathematics. The study adopted qualitative approach which is rooted in interpretive paradigm to frame and focus the study. Interpretive paradigm is consistent with the assumption that experience of the world is subjective and best understood in terms of individuals’ subjective meanings rather than the researcher’s objective definitions. The sample included 15 participants (which include three Mathematics educators and twelve Grade nine learners) selected purposefully across three secondary schools, with attitudes and performance as inclusion criteria. Data were obtained through classroom observations and semi-structured interviews conducted with the selected Mathematics educators and learners of the selected schools to obtain their views on the impact of the attitudes of Grade nine learners on their performances in the subject. The study found that the learners perceived difficulty in Mathematics because of the information that was passed to them through their parents or guardians, seniors and peers who have negative attitudes towards Mathematics; their previous performances at early grades; the nature of Mathematics itself; and that learners were not well prepared from primary schools. It was also indicated that many learners have negative attitude towards Mathematics whose behaviours in the classroom affected others who would have loved to enjoy Mathematics. The study also revealed that all stakeholders (the educators, school managements, policy makers and parents) have part to play in motivating the learners to engage more in Mathematics. Also the study found that qualified educators who will develop good and friendly classroom environment, employing a highly interactive teaching method and as well giving adequate homework and assignments to the learners are needed to teach Mathematics in secondary schools. The study revealed that learning resources are not made available to the learners. There study therefore potentially provides that, educators can help mould the learners with negative preset mind about Mathematics through their classroom behaviours. The study further provides that learning materials such as textbooks and other geometry tools be made available for the learners use at home. The study also, provides that consideration be given to Mathematics class in the morning hours. The study concluded by giving general recommendations for improving learners’ participation and attitudes towards learning Mathematics.
- Full Text:
- Date Issued: 2018
Assessing the perceptions of academic staff towards an academic staff development programme in a selected university in the Eastern Cape province
- Authors: Mankayi, Mandisa
- Date: 2018
- Subjects: College teachers -- In-service training -- South Africa -- Eastern Cape Education, Higher -- South Africa -- Eastern Cape Universities and colleges -- Employees -- Training of. -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/8530 , vital:32869
- Description: Institutions of higher education offer diverse staff development programmes to all staff members as a means of improving their educational quality and standards. The current study investigated using interviews, if whether the academic staff perceived staff development as a means of skills development; what factors motivated academic staff to attend the skills development programmes offered by their organisation; and which staff development programmes are perceived to be contributing much to academic skills development in a selected university in the Eastern Cape Province in South Africa. Utilising a purposive sampling technique, the number of academic staff interviewed was 15 from five faculties. A structured interview guide was used to solicit responses from the selected participants. Questions in the interview schedule ranged from issues pertaining to their registration on the skills development programme and how their personal skills have improved due to the programme. Upon completing the interview with an audio recorder, it was then transcribed and a thematic analysis method was used. It was found that participants were not satisfied with the academic skills development programmes offered by the university. While most respondents seemed to be aware of the skills programme, many were adamant to provide conclusive evidence on the impact of the programmes. The major disjoint among the participants rested on the performance tools used by the university to promote staff, which was mainly based on research output. This view meant that teaching and learning were not recognized as a tool that can be used to improve staff skills development, and as such, the perception was that there was bias in the education system in terms of rewarding employees who participate in certain programmes. The majority of the participants stated that they do apply what they learn to their teaching approaches, although they felt they were not rewarded by the education system as a whole. The major implication coming from this study is that the duality of the education system in South Africa makes it harder to achieve an equilibrium were both academic staffs practicing teaching and learning, and researchers are seen as equals.
- Full Text:
- Date Issued: 2018
- Authors: Mankayi, Mandisa
- Date: 2018
- Subjects: College teachers -- In-service training -- South Africa -- Eastern Cape Education, Higher -- South Africa -- Eastern Cape Universities and colleges -- Employees -- Training of. -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/8530 , vital:32869
- Description: Institutions of higher education offer diverse staff development programmes to all staff members as a means of improving their educational quality and standards. The current study investigated using interviews, if whether the academic staff perceived staff development as a means of skills development; what factors motivated academic staff to attend the skills development programmes offered by their organisation; and which staff development programmes are perceived to be contributing much to academic skills development in a selected university in the Eastern Cape Province in South Africa. Utilising a purposive sampling technique, the number of academic staff interviewed was 15 from five faculties. A structured interview guide was used to solicit responses from the selected participants. Questions in the interview schedule ranged from issues pertaining to their registration on the skills development programme and how their personal skills have improved due to the programme. Upon completing the interview with an audio recorder, it was then transcribed and a thematic analysis method was used. It was found that participants were not satisfied with the academic skills development programmes offered by the university. While most respondents seemed to be aware of the skills programme, many were adamant to provide conclusive evidence on the impact of the programmes. The major disjoint among the participants rested on the performance tools used by the university to promote staff, which was mainly based on research output. This view meant that teaching and learning were not recognized as a tool that can be used to improve staff skills development, and as such, the perception was that there was bias in the education system in terms of rewarding employees who participate in certain programmes. The majority of the participants stated that they do apply what they learn to their teaching approaches, although they felt they were not rewarded by the education system as a whole. The major implication coming from this study is that the duality of the education system in South Africa makes it harder to achieve an equilibrium were both academic staffs practicing teaching and learning, and researchers are seen as equals.
- Full Text:
- Date Issued: 2018
Exploring National Certificate Vocational (NCV) level two learners’ misconceptions in algebraic functions through integrating GeoGebra during teaching and learning
- Authors: Ngwabe, Abongile
- Date: 2018
- Subjects: Mathematics -- Study and teaching -- South Africa , Algebraic functions -- Study and teaching , Algebraic fields , Mathematical analysis -- Data processing
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/33671 , vital:32963
- Description: This study focuses on exploring NCV level two learners’ misconceptions in algebraic functions through integrating GeoGebra Dynamic Software during teaching and learning. The research investigates how the integration of GeoGebra during teaching and learning algebraic functions influenced learners’ misconceptions in algebraic functions. Vygotsky’s sociocultural view of learning underpinned the process of teaching and learning during the study. The research was carried out at the TVET College in Port Elizabeth. The data was collected by means of pre-test and post-test, focus group interviews, GeoGebra intervention and observations. Created GeoGebra applets and a worksheet was used during the integration process. The data collected was analyzed and used to answer the research questions of this study. Research findings showed that the integration of GeoGebra during teaching and learning enhanced learners’ conceptual understanding in algebraic functions. There was a significance increase in the number of learners who showed ability to interpret algebraic functions based concepts after the engagement with GeoGebra applets.
- Full Text:
- Date Issued: 2018
- Authors: Ngwabe, Abongile
- Date: 2018
- Subjects: Mathematics -- Study and teaching -- South Africa , Algebraic functions -- Study and teaching , Algebraic fields , Mathematical analysis -- Data processing
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/33671 , vital:32963
- Description: This study focuses on exploring NCV level two learners’ misconceptions in algebraic functions through integrating GeoGebra Dynamic Software during teaching and learning. The research investigates how the integration of GeoGebra during teaching and learning algebraic functions influenced learners’ misconceptions in algebraic functions. Vygotsky’s sociocultural view of learning underpinned the process of teaching and learning during the study. The research was carried out at the TVET College in Port Elizabeth. The data was collected by means of pre-test and post-test, focus group interviews, GeoGebra intervention and observations. Created GeoGebra applets and a worksheet was used during the integration process. The data collected was analyzed and used to answer the research questions of this study. Research findings showed that the integration of GeoGebra during teaching and learning enhanced learners’ conceptual understanding in algebraic functions. There was a significance increase in the number of learners who showed ability to interpret algebraic functions based concepts after the engagement with GeoGebra applets.
- Full Text:
- Date Issued: 2018
Exploring teachers’ attitudes to implementing blended learning: a case study
- Authors: Williams, Monique
- Date: 2018
- Subjects: Blended learning -- South Africa , Educational technology -- South Africa Education, Higher -- South Africa Internet in education
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/35829 , vital:33851
- Description: One of the many characteristics of the 21st century learner is that they are highly technologically skilled. This characteristic poses today’s teachers with many challenges in order to teach these learners and create optimal learning experiences. It is evident that teachers have their own preferred teaching methods which they believe work best and some teachers teach the way that they were taught at school in ways that have become part of their habitus. Blended learning is a teaching method that can promote effective learning experiences in the 21st century learning environment. This study focussed on teachers’ experiences with blended learning and their current ideas on how learners learn optimally and whether the practice of blended learning changed their ideas of learning. Furthermore, the study determined the teachers’ present technology acceptance and established teachers’ personal views regarding the challenges that teachers face to teach 21st century skills, what they think 21st century teaching is about and new insights on dealing with these challenges. Through experiencing blended learning teachers who made use of a textbook based teaching method made shifts not only to a blended approach, but also shifted their thinking away from what they prefer to what learners get out of the learning experience. Although challenges occur when using a blended teaching approach, their experiences with blended learning were mostly positive and they found learners to be more involved in the learning process. These outcomes created feelings of worthiness in the teachers since they create such positive learning opportunities for their learners. Although the teachers made shifts, some teachers continue to have a fear of technology since they had not received adequate training to incorporate technology into their teaching approaches. It is crucial for the DBE and schools to provide teachers with opportunities to improve their technological skills in order for teachers to create opportunities for blended learning experiences for the 21st century learner
- Full Text:
- Date Issued: 2018
- Authors: Williams, Monique
- Date: 2018
- Subjects: Blended learning -- South Africa , Educational technology -- South Africa Education, Higher -- South Africa Internet in education
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/35829 , vital:33851
- Description: One of the many characteristics of the 21st century learner is that they are highly technologically skilled. This characteristic poses today’s teachers with many challenges in order to teach these learners and create optimal learning experiences. It is evident that teachers have their own preferred teaching methods which they believe work best and some teachers teach the way that they were taught at school in ways that have become part of their habitus. Blended learning is a teaching method that can promote effective learning experiences in the 21st century learning environment. This study focussed on teachers’ experiences with blended learning and their current ideas on how learners learn optimally and whether the practice of blended learning changed their ideas of learning. Furthermore, the study determined the teachers’ present technology acceptance and established teachers’ personal views regarding the challenges that teachers face to teach 21st century skills, what they think 21st century teaching is about and new insights on dealing with these challenges. Through experiencing blended learning teachers who made use of a textbook based teaching method made shifts not only to a blended approach, but also shifted their thinking away from what they prefer to what learners get out of the learning experience. Although challenges occur when using a blended teaching approach, their experiences with blended learning were mostly positive and they found learners to be more involved in the learning process. These outcomes created feelings of worthiness in the teachers since they create such positive learning opportunities for their learners. Although the teachers made shifts, some teachers continue to have a fear of technology since they had not received adequate training to incorporate technology into their teaching approaches. It is crucial for the DBE and schools to provide teachers with opportunities to improve their technological skills in order for teachers to create opportunities for blended learning experiences for the 21st century learner
- Full Text:
- Date Issued: 2018
Innovative teaching strategies for empowering foundation phase teachers in an inclusive classroom
- Authors: Kusterer, Gail Lee
- Date: 2018
- Subjects: Inclusive education -- South Africa , Teachers -- Training of -- South Africa Classroom management -- South Africa Foundation phase
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/30951 , vital:31234
- Description: The introduction of Inclusive Education into South African schools has been fraught with difficulty and this, coupled with the poor matric pass rate, has become a cause for major concern. Many teachers are unprepared for the challenge of teaching learners with diverse learning needs. Innovative and creative teaching strategies need to be implemented in order to address the learning needs of all the learners so that all learners can achieve their maximum potential and exit school with the school leaving certificate they seek. Consequently, the aim of this research was to identify creative and innovative teaching strategies which could be implemented by teachers in order to address this diversity. Furthermore, it was hoped that such creative teaching strategies would encourage cognitive learning whereby the study material was fully comprehended and could be used by the learners in different contexts. Music and games were identified as innovative and creative ways in which learners could be encouraged to apply the study material to mock real-life scenarios without having to suffer the consequences of incorrect choices. Since all children love to sing and play, it was believed that the introduction of music and games into the classroom would put the fun back into learning. The study was a qualitative study, with Grade Three teachers, learners and their parents being the participants. The data was generated through the use of observations, a teacher journal, questionnaires and focus group interviews. The findings of this study indicated that the learners benefitted from the introduction of music and games into the classroom as they began to read, write and do calculations more effectively. Not only did their academic skills improve, but music and games had the incidental positive consequence of improving their behaviour. This meant that they were better able to comply with classroom rules and conducted their relationships with others in a more respectful and understanding manner. The study concludes with suggestions on strategies that can be implemented by teachers and parents in order to improve the learning and behaviour of the learners. An improvement in the overall academic achievement of the learners may result in an improvement in the matric pass rate in South Africa as a whole, as well as an improvement in tolerance for and understanding of our fellow man.
- Full Text:
- Date Issued: 2018
- Authors: Kusterer, Gail Lee
- Date: 2018
- Subjects: Inclusive education -- South Africa , Teachers -- Training of -- South Africa Classroom management -- South Africa Foundation phase
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/30951 , vital:31234
- Description: The introduction of Inclusive Education into South African schools has been fraught with difficulty and this, coupled with the poor matric pass rate, has become a cause for major concern. Many teachers are unprepared for the challenge of teaching learners with diverse learning needs. Innovative and creative teaching strategies need to be implemented in order to address the learning needs of all the learners so that all learners can achieve their maximum potential and exit school with the school leaving certificate they seek. Consequently, the aim of this research was to identify creative and innovative teaching strategies which could be implemented by teachers in order to address this diversity. Furthermore, it was hoped that such creative teaching strategies would encourage cognitive learning whereby the study material was fully comprehended and could be used by the learners in different contexts. Music and games were identified as innovative and creative ways in which learners could be encouraged to apply the study material to mock real-life scenarios without having to suffer the consequences of incorrect choices. Since all children love to sing and play, it was believed that the introduction of music and games into the classroom would put the fun back into learning. The study was a qualitative study, with Grade Three teachers, learners and their parents being the participants. The data was generated through the use of observations, a teacher journal, questionnaires and focus group interviews. The findings of this study indicated that the learners benefitted from the introduction of music and games into the classroom as they began to read, write and do calculations more effectively. Not only did their academic skills improve, but music and games had the incidental positive consequence of improving their behaviour. This meant that they were better able to comply with classroom rules and conducted their relationships with others in a more respectful and understanding manner. The study concludes with suggestions on strategies that can be implemented by teachers and parents in order to improve the learning and behaviour of the learners. An improvement in the overall academic achievement of the learners may result in an improvement in the matric pass rate in South Africa as a whole, as well as an improvement in tolerance for and understanding of our fellow man.
- Full Text:
- Date Issued: 2018
Parents’ perceptions about male teachers’ underpresentation in the foundation phase : a study in the East London Education District
- Authors: Kewuti, Nomfihlakalo
- Date: 2018
- Subjects: Male preschool teachers
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/15914 , vital:40563
- Description: Foundation Phase in many schools is dominated by females and there are no or few male teachers in these grades. Foundation Phase comprises both boys and girls and if girls need female teachers to teach them, so the boys also need male teachers. One of the reasons why males do not want to teach in the Foundation Phase is the gender stereotype that Foundation Phase is a woman’s job, which deprive young learners the benefits that they could enjoy by having male teachers in their early years. The objectives of this study were to establish the parents’ perceptions about male teachers’ underrepresentation in the Foundation Phase; to determine how parents and their children can benefit from being taught by male teachers in the FP; to ascertain what challenges parents perceive are experienced by male teachers in the FP and to ascertain how SGB parent component can attract male teachers for FP teaching in their schools. The study was conducted in the East London Education District from three primary schools in urban, semi-urban and rural school settings. The schools selected were those that have male teachers in the FP in Grade R, 1, 2 and 3. A purposeful sample of nine parents who have children in male teacher classes in the Foundation Phase were used; three parents from each school. Qualitative data were generated through semi-structured interviews and observations, using phenomenology design. Thematic analysis was conducted on the basis of the themes that emerged from the participants’ responses to the research questions. This study adopted an interpretive paradigm to get an understanding of parents’ perceptions about male teachers’ underrepresentation in the FP from parents who have children in the male teacher classes in the FP. The findings indicated that parents feel a need for male teachers in the FP to act as disciplinarians. They also noted that their children who are taught by male teachers have good behaviours. Benefits like gender equality, improvement in sports, confidence of learners in doing their work and grooming and balancing for higher levels. It has appeared that parents also understand that male teachers experience challenges of being unaccepted by the parents of learners and also by their female colleagues. These challenges stem from the fact that teaching in FP is associated with being nannies which is a female duty; males are associated with child abuse and are thought to be paedophiles and there a great lack of trust due to these associations pointed at them. Parents in their responses have shown that they are for the view that the SGB parent component should ensure that male teachers are employed in the FP by recommending them (male teachers) in the posts at Foundation Phase level and that it should be adopted in their schools.
- Full Text:
- Date Issued: 2018
- Authors: Kewuti, Nomfihlakalo
- Date: 2018
- Subjects: Male preschool teachers
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/15914 , vital:40563
- Description: Foundation Phase in many schools is dominated by females and there are no or few male teachers in these grades. Foundation Phase comprises both boys and girls and if girls need female teachers to teach them, so the boys also need male teachers. One of the reasons why males do not want to teach in the Foundation Phase is the gender stereotype that Foundation Phase is a woman’s job, which deprive young learners the benefits that they could enjoy by having male teachers in their early years. The objectives of this study were to establish the parents’ perceptions about male teachers’ underrepresentation in the Foundation Phase; to determine how parents and their children can benefit from being taught by male teachers in the FP; to ascertain what challenges parents perceive are experienced by male teachers in the FP and to ascertain how SGB parent component can attract male teachers for FP teaching in their schools. The study was conducted in the East London Education District from three primary schools in urban, semi-urban and rural school settings. The schools selected were those that have male teachers in the FP in Grade R, 1, 2 and 3. A purposeful sample of nine parents who have children in male teacher classes in the Foundation Phase were used; three parents from each school. Qualitative data were generated through semi-structured interviews and observations, using phenomenology design. Thematic analysis was conducted on the basis of the themes that emerged from the participants’ responses to the research questions. This study adopted an interpretive paradigm to get an understanding of parents’ perceptions about male teachers’ underrepresentation in the FP from parents who have children in the male teacher classes in the FP. The findings indicated that parents feel a need for male teachers in the FP to act as disciplinarians. They also noted that their children who are taught by male teachers have good behaviours. Benefits like gender equality, improvement in sports, confidence of learners in doing their work and grooming and balancing for higher levels. It has appeared that parents also understand that male teachers experience challenges of being unaccepted by the parents of learners and also by their female colleagues. These challenges stem from the fact that teaching in FP is associated with being nannies which is a female duty; males are associated with child abuse and are thought to be paedophiles and there a great lack of trust due to these associations pointed at them. Parents in their responses have shown that they are for the view that the SGB parent component should ensure that male teachers are employed in the FP by recommending them (male teachers) in the posts at Foundation Phase level and that it should be adopted in their schools.
- Full Text:
- Date Issued: 2018
Teachers' support of learners with attention deficit hyperactivity disorder (ADHD) in mainstream grade 10 classes: a case study
- Authors: Hendriks, Ivy Johleen
- Date: 2018
- Subjects: Attention-deficit-disordered children -- Education (Higher) , Hyperactive children -- Education (Higher)
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/9033 , vital:34184
- Description: Attention Deficit Hyperactivity Disorder (ADHD) affects between 5 – 7 percent of children in the United States and Europe, making it one of the most common child psychiatric diagnoses. ADHD currently affects approximately 3 – 5 percent of school-going children and adolescents in South Africa. Schools create multiple challenges for learners with ADHD who show classic symptoms of inattention, hyperactivity and impulsivity. These symptoms produce impairment across cognitive, behavioural and interpersonal domains of function. Symptoms frequently manifest in a school setting, thus teachers play a central role in reporting symptoms, advising parents to seek professional assessment and assisting children with ADHD to achieve academically and socially. In line with the Education White Paper 6 of 2001, teachers should not only support learners with ADHD, but need to help these learners to understand and accept themselves as learners. The Literature focus on teachers’ knowledge of the characteristic symptoms displayed by learners with ADHD; teachers’ role in identifying and referring learners with ADHD; challenges faced by teachers when teaching learners with ADHD as well as teaching strategies and classroom accommodations teachers employ to effectively support learners with ADHD. The research was undertaken as a qualitative case study with an interpretivist underpinning. Data was collected making use of open-ended questionnaires, semi structured interviews and an informal observation. Purposive sampling was used to identify 6 teachers from previously disadvantaged high schools, teaching either Mathematics or a Language. The findings of the study indicated that teachers in mainstream high schools do not possess adequate knowledge to identify and refer learners with ADHD. As assumed by the researcher, the teachers’ lack of knowledge leads to unsuitable teaching strategies and classroom accommodations. Their biggest challenge to effectively support learners with ADHD was a lack of support and knowledge.
- Full Text:
- Date Issued: 2018
- Authors: Hendriks, Ivy Johleen
- Date: 2018
- Subjects: Attention-deficit-disordered children -- Education (Higher) , Hyperactive children -- Education (Higher)
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/9033 , vital:34184
- Description: Attention Deficit Hyperactivity Disorder (ADHD) affects between 5 – 7 percent of children in the United States and Europe, making it one of the most common child psychiatric diagnoses. ADHD currently affects approximately 3 – 5 percent of school-going children and adolescents in South Africa. Schools create multiple challenges for learners with ADHD who show classic symptoms of inattention, hyperactivity and impulsivity. These symptoms produce impairment across cognitive, behavioural and interpersonal domains of function. Symptoms frequently manifest in a school setting, thus teachers play a central role in reporting symptoms, advising parents to seek professional assessment and assisting children with ADHD to achieve academically and socially. In line with the Education White Paper 6 of 2001, teachers should not only support learners with ADHD, but need to help these learners to understand and accept themselves as learners. The Literature focus on teachers’ knowledge of the characteristic symptoms displayed by learners with ADHD; teachers’ role in identifying and referring learners with ADHD; challenges faced by teachers when teaching learners with ADHD as well as teaching strategies and classroom accommodations teachers employ to effectively support learners with ADHD. The research was undertaken as a qualitative case study with an interpretivist underpinning. Data was collected making use of open-ended questionnaires, semi structured interviews and an informal observation. Purposive sampling was used to identify 6 teachers from previously disadvantaged high schools, teaching either Mathematics or a Language. The findings of the study indicated that teachers in mainstream high schools do not possess adequate knowledge to identify and refer learners with ADHD. As assumed by the researcher, the teachers’ lack of knowledge leads to unsuitable teaching strategies and classroom accommodations. Their biggest challenge to effectively support learners with ADHD was a lack of support and knowledge.
- Full Text:
- Date Issued: 2018
The nature of postgraduate student-supervisor relationship in the completion of doctoral studies in education: an exploration in two African universities
- Authors: Rugut, Cornelius Kipleting
- Date: 2018
- Subjects: Universities and colleges -- Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/17955 , vital:28545
- Description: Postgraduate supervision and particularly the student-supervisor relationship in doctoral studies has recently become a topic of great discussion in the academic arena. The relationship between the student and the supervisor is central to the successful completion of doctoral studies. Production of more PhDs in Africa is of great significance, seeing that there is a growing need for highly trained researchers to support the national social, economic and environmental goals of African countries. However, statistics show that the completion rate of doctoral studies in Africa is still very low. As such, the focus of this study was to explore the nature of the student-supervisor relationship in the completion of educational doctoral studies in two African universities, namely, Nelson Mandela University in South Africa and Moi University in Kenya. In order to answer the main research question: “What is the nature of the student-supervisor relationship as experienced by graduates who recently completed their educational doctoral studies in two African universities?” a qualitative approach was used, located within an interpretivist paradigm and positioned as an intrinsic interpretive case study. Convenient and purposive sampling was utilised to select participants who had recently completed their doctoral studies in education within the last five years. An individual semi-structured interview and drawings were used to generate the data with ten participants, five from each of the two Universities. The data was analysed thematically and the model for interpersonal supervisor behaviour of Mainhard, Roeland, Tarkwijk and Wubbels (2009), was used to make meaning of the findings. The findings were discussed under four areas, namely, expectations of the student-supervisor relationship, experiences of the student-supervisor relationship, negotiating the student-supervisor relationship and perceptions of the student-supervisor relationship in the successful completion of doctoral studies. These findings revealed that there were moments of cooperation or opposition, as well as instances of dominance or submission in the student-supervisor relationship. However, it appeared that negotiation was at the centre of the relationship, as it was evident that it strengthened the affiliation between the student and the supervisor and thus created a harmonious working relationship, while the lack of proper negotiation created discontent and opposition between the student and the supervisor. The conclusions from the findings were used to generate implications which could be helpful to university management in improving postgraduate supervision and in so doing, promote the success rate of doctoral studies in African universities.
- Full Text:
- Date Issued: 2018
- Authors: Rugut, Cornelius Kipleting
- Date: 2018
- Subjects: Universities and colleges -- Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/17955 , vital:28545
- Description: Postgraduate supervision and particularly the student-supervisor relationship in doctoral studies has recently become a topic of great discussion in the academic arena. The relationship between the student and the supervisor is central to the successful completion of doctoral studies. Production of more PhDs in Africa is of great significance, seeing that there is a growing need for highly trained researchers to support the national social, economic and environmental goals of African countries. However, statistics show that the completion rate of doctoral studies in Africa is still very low. As such, the focus of this study was to explore the nature of the student-supervisor relationship in the completion of educational doctoral studies in two African universities, namely, Nelson Mandela University in South Africa and Moi University in Kenya. In order to answer the main research question: “What is the nature of the student-supervisor relationship as experienced by graduates who recently completed their educational doctoral studies in two African universities?” a qualitative approach was used, located within an interpretivist paradigm and positioned as an intrinsic interpretive case study. Convenient and purposive sampling was utilised to select participants who had recently completed their doctoral studies in education within the last five years. An individual semi-structured interview and drawings were used to generate the data with ten participants, five from each of the two Universities. The data was analysed thematically and the model for interpersonal supervisor behaviour of Mainhard, Roeland, Tarkwijk and Wubbels (2009), was used to make meaning of the findings. The findings were discussed under four areas, namely, expectations of the student-supervisor relationship, experiences of the student-supervisor relationship, negotiating the student-supervisor relationship and perceptions of the student-supervisor relationship in the successful completion of doctoral studies. These findings revealed that there were moments of cooperation or opposition, as well as instances of dominance or submission in the student-supervisor relationship. However, it appeared that negotiation was at the centre of the relationship, as it was evident that it strengthened the affiliation between the student and the supervisor and thus created a harmonious working relationship, while the lack of proper negotiation created discontent and opposition between the student and the supervisor. The conclusions from the findings were used to generate implications which could be helpful to university management in improving postgraduate supervision and in so doing, promote the success rate of doctoral studies in African universities.
- Full Text:
- Date Issued: 2018
Understanding the contribution of third space theory in the Masikhulisane reading programme
- Authors: Janse van Rensburg, Monique
- Date: 2018
- Subjects: Literacy programs -- South Africa , Literacy -- Social aspects -- South Africa , Language arts -- South Africa , Reading promotion
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/18652 , vital:28699
- Description: The focus of this study is to understand the contribution third space theory makes to literacy practices in the Masikhulisane Reading Programme. The Masikhulisane Reading Programme is an in-school reading club involving reading stories for enjoyment. This study concentrated on the Grade Six participants in term three of the programme, where cross-age reading receives emphasis in service of cultivating reading for pleasure. An older (or more experienced) learner was paired with a younger (less competent) learner for the purpose of nurturing quality reading competencies and reading for enjoyment. The challenges of bilingual reading and developing reading practices without sufficient resources informed this study. The Masikhulisane Reading Programme seems to provide a solution to some of these challenges, offering reading material to learners and affording them agency in terms of their buddy system. Multiple data generation methods were used in order to gain a real understanding of what the Masikhulisane Reading Programme meant to the Grade Six learners, namely: observation of classroom practice, drawings with written and verbal descriptions, and two teacher interviews. The teachers corroborated what the learners said, supporting the idea that learners benefit from an abundance of opportunities to read, while taking ownership in their paired reading. The framework designed for data analysis provided a type of coding, and a way of recognising themes. The designed framework provided an overview and was applied to all the data as a means of drawing out patters to provide explanatory potential. One way to understanding this programme is through the, Third Space Theory, which recognises that in different spaces, participants can take up different positions, allowing for different ways of being. Each Grade Six learners became the teachers with one buddy, teaching and establishing a reading practice with their younger buddy. This gave them the chance to be responsible for developing a love for reading, which was empowering for both them and their buddy.
- Full Text:
- Date Issued: 2018
- Authors: Janse van Rensburg, Monique
- Date: 2018
- Subjects: Literacy programs -- South Africa , Literacy -- Social aspects -- South Africa , Language arts -- South Africa , Reading promotion
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/18652 , vital:28699
- Description: The focus of this study is to understand the contribution third space theory makes to literacy practices in the Masikhulisane Reading Programme. The Masikhulisane Reading Programme is an in-school reading club involving reading stories for enjoyment. This study concentrated on the Grade Six participants in term three of the programme, where cross-age reading receives emphasis in service of cultivating reading for pleasure. An older (or more experienced) learner was paired with a younger (less competent) learner for the purpose of nurturing quality reading competencies and reading for enjoyment. The challenges of bilingual reading and developing reading practices without sufficient resources informed this study. The Masikhulisane Reading Programme seems to provide a solution to some of these challenges, offering reading material to learners and affording them agency in terms of their buddy system. Multiple data generation methods were used in order to gain a real understanding of what the Masikhulisane Reading Programme meant to the Grade Six learners, namely: observation of classroom practice, drawings with written and verbal descriptions, and two teacher interviews. The teachers corroborated what the learners said, supporting the idea that learners benefit from an abundance of opportunities to read, while taking ownership in their paired reading. The framework designed for data analysis provided a type of coding, and a way of recognising themes. The designed framework provided an overview and was applied to all the data as a means of drawing out patters to provide explanatory potential. One way to understanding this programme is through the, Third Space Theory, which recognises that in different spaces, participants can take up different positions, allowing for different ways of being. Each Grade Six learners became the teachers with one buddy, teaching and establishing a reading practice with their younger buddy. This gave them the chance to be responsible for developing a love for reading, which was empowering for both them and their buddy.
- Full Text:
- Date Issued: 2018
- «
- ‹
- 1
- ›
- »