The effect of using a six brick Duplo block guided play approach on pre-school learners’ visual perceptual abilities
- Authors: Jemutai, Sarah
- Date: 2017
- Subjects: Teaching -- Aids and devices , Early childhood education -- South Africa Early childhood education -- Kenya Education, Preschool -- South Africa Education, Preschool -- Kenya
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/17724 , vital:28442
- Description: This study investigated the possible effects that the use of guided play using the 6 Brick Duplo Block approach might have in terms of the development of aspects of visual perception in pre-literate 5-7year old children. An explanatory sequential mixed-method design was employed. Seventy-seven Grade R learners in two schools, one in the Republic of South Africa and the other in the Republic of Kenya, comprised the purposive convenience sample. Quantitative pre- and post-intervention data were generated using the Visual Perception Aspects Test (VPAT) and analysed using Excel functions to generate descriptive and inferential statistics. The pre-test mean score in the Kenyan school was statistically and practically significantly lower than the South African pre-test mean score. This difference was attributed to the amount and type of play that took place in the natural settings of these schools prior to the intervention and the nature and amount of play material available in each. The largest improvements from the pre- to post-tests occurred in the South African and Kenyan experimental groups and the difference between them dropped from the 99% level of confidence in the pre-test to the 95% level of confidence in the post-test. These findings suggest that using the 6 Brick Duplo Block approach may accelerate the development of aspects of visual discrimination in pre-literate 5-7-year-old children and that the approach may be most effective when used with children who have had little previous exposure to guided play at school. Qualitative data were obtained through open-ended classroom observations and semi-structured teacher interviews with the experimental group class teachers. Classroom observation revealed that the learners were enthusiastic about the guided play and the semi-structured interviews revealed that they realise the importance of using guided play for developing the visual skills necessary for reading, writing and numeracy. The overall findings of this study suggest that the development of aspects of visual perception were accelerated in the study sample of pre-literate Grade R learners when their teachers facilitated guided play using the 6 Brick Duplo Block approach. Recommendations are made that curriculum developers, early childhood advisors and teachers should be made aware of the potential of using guided play and reconsider the Piaget‟s stages of cognitive development to design appropriate instructional materials that promote learners‟ visual perceptual growth and development.
- Full Text:
- Date Issued: 2017
- Authors: Jemutai, Sarah
- Date: 2017
- Subjects: Teaching -- Aids and devices , Early childhood education -- South Africa Early childhood education -- Kenya Education, Preschool -- South Africa Education, Preschool -- Kenya
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/17724 , vital:28442
- Description: This study investigated the possible effects that the use of guided play using the 6 Brick Duplo Block approach might have in terms of the development of aspects of visual perception in pre-literate 5-7year old children. An explanatory sequential mixed-method design was employed. Seventy-seven Grade R learners in two schools, one in the Republic of South Africa and the other in the Republic of Kenya, comprised the purposive convenience sample. Quantitative pre- and post-intervention data were generated using the Visual Perception Aspects Test (VPAT) and analysed using Excel functions to generate descriptive and inferential statistics. The pre-test mean score in the Kenyan school was statistically and practically significantly lower than the South African pre-test mean score. This difference was attributed to the amount and type of play that took place in the natural settings of these schools prior to the intervention and the nature and amount of play material available in each. The largest improvements from the pre- to post-tests occurred in the South African and Kenyan experimental groups and the difference between them dropped from the 99% level of confidence in the pre-test to the 95% level of confidence in the post-test. These findings suggest that using the 6 Brick Duplo Block approach may accelerate the development of aspects of visual discrimination in pre-literate 5-7-year-old children and that the approach may be most effective when used with children who have had little previous exposure to guided play at school. Qualitative data were obtained through open-ended classroom observations and semi-structured teacher interviews with the experimental group class teachers. Classroom observation revealed that the learners were enthusiastic about the guided play and the semi-structured interviews revealed that they realise the importance of using guided play for developing the visual skills necessary for reading, writing and numeracy. The overall findings of this study suggest that the development of aspects of visual perception were accelerated in the study sample of pre-literate Grade R learners when their teachers facilitated guided play using the 6 Brick Duplo Block approach. Recommendations are made that curriculum developers, early childhood advisors and teachers should be made aware of the potential of using guided play and reconsider the Piaget‟s stages of cognitive development to design appropriate instructional materials that promote learners‟ visual perceptual growth and development.
- Full Text:
- Date Issued: 2017
The implementation of curriculum and assessment policy statement by economics grade twelve teachers and its influence on teaching methods in East London Education District, South Africa
- Authors: Rantsane, Twoboy Babini
- Date: 2017
- Subjects: Curriculum-based assessment -- South Africa -- Eastern Cape Curriculum planning -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/4970 , vital:28879
- Description: The introduction of the Economics CAPS policy ushered the introduction of the new principle of “active and critical learning” which implies fostering active learner participation in teaching and learning process. The revision of curriculum in 1997 and subsequent years has implications on how teachers teach. Since the introduction of Economics CAPS in Grade twelve in 2014, no study has been conducted to determine how teachers implement the curriculum. The aim of the study was to investigate the implementation of Curriculum and Assessment Policy Statement (CAPS) by Economics Grade twelve teachers and its influence on teaching methods in East London Education District. The theoretical framework of the study was Experiential Learning Theory (ELT), constructivism, and pragmatism. A mixed method which entails the combination of quantitative and qualitative research methods was used in this study. A sequential design was followed in the study where the first stage comprised of the administration of questionnaire as a component of quantitative method. The second stage focused on qualitative method which entailed the administration of the following data collection techniques: lesson observation, semi-structured interviews and document analysis. Purposeful random sampling where East London Education District was selected since it has the required categories of schools required for the research was used. All the 53 Grade 12 Economics schools served as the population for the study. Some of the participants did not return the questionnaire while others have phased out Economics. A total of 36 schools participated and two schools have 2 Grade 12 classes. A total of 38 teachers returned the questionnaires. A stratified random sampling of 8 teachers was done for the qualitative research. The schools or teachers were categorised as follows: one teacher from Ex - Model C schools, one from urban, one from rural and five teachers from township schools. The sample represented 22.2 % of schools offering Grade 12 economics in the East London Education District. Descriptive statistics and thematic analysis were used for quantitative and qualitative studies respectively. The study found out that economics teachers assert that they employ mixed methods when teaching, but classroom practice reveals that their teaching approach is predominately teacher - centred. While the CAPS policy propagates the adoption of “active and critical learning” practice indicates this principle is applied to a limited extent. Economics teachers should be developed in using active learning methods to ensure that the new principle find expression in the classroom. In respect of the training of teachers to implement CAPS curriculum, research reveals that short-term training workshops were conducted but Economics teachers have challenges in methodology and content. The recommendations to address the challenges entail: continuous professional development of Economics teachers on methodology; conduct content workshops and resourcing of schools.
- Full Text:
- Date Issued: 2017
- Authors: Rantsane, Twoboy Babini
- Date: 2017
- Subjects: Curriculum-based assessment -- South Africa -- Eastern Cape Curriculum planning -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/4970 , vital:28879
- Description: The introduction of the Economics CAPS policy ushered the introduction of the new principle of “active and critical learning” which implies fostering active learner participation in teaching and learning process. The revision of curriculum in 1997 and subsequent years has implications on how teachers teach. Since the introduction of Economics CAPS in Grade twelve in 2014, no study has been conducted to determine how teachers implement the curriculum. The aim of the study was to investigate the implementation of Curriculum and Assessment Policy Statement (CAPS) by Economics Grade twelve teachers and its influence on teaching methods in East London Education District. The theoretical framework of the study was Experiential Learning Theory (ELT), constructivism, and pragmatism. A mixed method which entails the combination of quantitative and qualitative research methods was used in this study. A sequential design was followed in the study where the first stage comprised of the administration of questionnaire as a component of quantitative method. The second stage focused on qualitative method which entailed the administration of the following data collection techniques: lesson observation, semi-structured interviews and document analysis. Purposeful random sampling where East London Education District was selected since it has the required categories of schools required for the research was used. All the 53 Grade 12 Economics schools served as the population for the study. Some of the participants did not return the questionnaire while others have phased out Economics. A total of 36 schools participated and two schools have 2 Grade 12 classes. A total of 38 teachers returned the questionnaires. A stratified random sampling of 8 teachers was done for the qualitative research. The schools or teachers were categorised as follows: one teacher from Ex - Model C schools, one from urban, one from rural and five teachers from township schools. The sample represented 22.2 % of schools offering Grade 12 economics in the East London Education District. Descriptive statistics and thematic analysis were used for quantitative and qualitative studies respectively. The study found out that economics teachers assert that they employ mixed methods when teaching, but classroom practice reveals that their teaching approach is predominately teacher - centred. While the CAPS policy propagates the adoption of “active and critical learning” practice indicates this principle is applied to a limited extent. Economics teachers should be developed in using active learning methods to ensure that the new principle find expression in the classroom. In respect of the training of teachers to implement CAPS curriculum, research reveals that short-term training workshops were conducted but Economics teachers have challenges in methodology and content. The recommendations to address the challenges entail: continuous professional development of Economics teachers on methodology; conduct content workshops and resourcing of schools.
- Full Text:
- Date Issued: 2017
The influence of peer harassment on the wellbeing of form three learners in Zimbabwean rural day secondary schools
- Authors: Shoko, Nothabo
- Date: 2017
- Subjects: Harassment in schools -- Zimbabwe Bullying in schools -- Zimbabwe , School discipline -- Zimbabwe Conduct disorders in children -- Education (Secondary) -- Zimbabwe
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: http://hdl.handle.net/10948/20330 , vital:29263
- Description: The aim of this study was to describe occurrences of peer harassment and the influences it has on Form Three learners in Zimbabwean rural day secondary schools. A review of studies conducted internationally indicated that peer harassment is prevalent and is stressful for most learners. Reports indicate that the negative impacts of peer harassment limit the educational achievements of the learners, and that learners need teacher and parental assistance to deal with peer harassment. In particular there appears to be a need for the creation of safe learning environments. This study was informed by an eclectic framework based on Erik Erikson's psychosocial theory, Bronfenbrenner's socio-ecological theory and Allardt's social welfare theory. These three theories point to the need for understanding that the social supports available to an individual determine how the individual perceives and responds to all his or her experiences. Investigations of the perceptions which individuals hold of their diverse lived experiences are best understood from a qualitative paradigm. Since the study intended to gain an understanding of the forms of peer harassment experienced by learners and how their individual experiences influenced their wellbeing, a phenomenological design was used. The sample was comprised of fifteen Form Three (grade 10) learners from three rural schools who volunteered to share their experiences of peer harassment. Data generated from semi-structured interviews with the individual participants were analyzed revealing emergent themes to answer the research questions. Findings revealed that the learners experienced various forms of peer harassment with physical peer harassment being the most prevalent. The data also revealed that peer harassment had both psychological and social influences on the well being of the learners which were primarily negative. Most learners felt that they were not getting adequate support from the adults (i.e., their teachers and the parents and guardians. The apparent reason for this lack of support from the adults was related to the community values which adults held about how learners were expected to deal with peer harassment. It was also evident that most learners chose to suffer silently, or hoped that God would intervene to assist them. Teachers were also not doing enough to assist the learners to stop peer harassment. Like the parents and guardians, most of the teachers did not perceive peer harassment as a serious problem in learners' lives so they did very little to assist victims who complained to them. Learners relied primarily on friends for support. The study concluded that peer harassment influenced the learners 'psychological and social well being negatively. It provided recommendations for schools, teachers, parents and the learners themselves. These stakeholders may collaborate to establish anti-harassment policies and to inform the design and implementation of anti-harassment policies in Zimbabwean rural schools. Recommendations are also provided for further studies aimed at identifying effective responses to the phenomenon of peer harassment.
- Full Text:
- Date Issued: 2017
- Authors: Shoko, Nothabo
- Date: 2017
- Subjects: Harassment in schools -- Zimbabwe Bullying in schools -- Zimbabwe , School discipline -- Zimbabwe Conduct disorders in children -- Education (Secondary) -- Zimbabwe
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: http://hdl.handle.net/10948/20330 , vital:29263
- Description: The aim of this study was to describe occurrences of peer harassment and the influences it has on Form Three learners in Zimbabwean rural day secondary schools. A review of studies conducted internationally indicated that peer harassment is prevalent and is stressful for most learners. Reports indicate that the negative impacts of peer harassment limit the educational achievements of the learners, and that learners need teacher and parental assistance to deal with peer harassment. In particular there appears to be a need for the creation of safe learning environments. This study was informed by an eclectic framework based on Erik Erikson's psychosocial theory, Bronfenbrenner's socio-ecological theory and Allardt's social welfare theory. These three theories point to the need for understanding that the social supports available to an individual determine how the individual perceives and responds to all his or her experiences. Investigations of the perceptions which individuals hold of their diverse lived experiences are best understood from a qualitative paradigm. Since the study intended to gain an understanding of the forms of peer harassment experienced by learners and how their individual experiences influenced their wellbeing, a phenomenological design was used. The sample was comprised of fifteen Form Three (grade 10) learners from three rural schools who volunteered to share their experiences of peer harassment. Data generated from semi-structured interviews with the individual participants were analyzed revealing emergent themes to answer the research questions. Findings revealed that the learners experienced various forms of peer harassment with physical peer harassment being the most prevalent. The data also revealed that peer harassment had both psychological and social influences on the well being of the learners which were primarily negative. Most learners felt that they were not getting adequate support from the adults (i.e., their teachers and the parents and guardians. The apparent reason for this lack of support from the adults was related to the community values which adults held about how learners were expected to deal with peer harassment. It was also evident that most learners chose to suffer silently, or hoped that God would intervene to assist them. Teachers were also not doing enough to assist the learners to stop peer harassment. Like the parents and guardians, most of the teachers did not perceive peer harassment as a serious problem in learners' lives so they did very little to assist victims who complained to them. Learners relied primarily on friends for support. The study concluded that peer harassment influenced the learners 'psychological and social well being negatively. It provided recommendations for schools, teachers, parents and the learners themselves. These stakeholders may collaborate to establish anti-harassment policies and to inform the design and implementation of anti-harassment policies in Zimbabwean rural schools. Recommendations are also provided for further studies aimed at identifying effective responses to the phenomenon of peer harassment.
- Full Text:
- Date Issued: 2017
The power of sound: reflections on an intervention programme to develop aspects of mindfulness
- Authors: Auerbach, Christina
- Date: 2017
- Subjects: Affective education -- South Africa , Education, Elementary -- Activity programs -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/15621 , vital:28277
- Description: The education of the majority of South African learners is in crisis. Eighty five percent of learners are not being educated to a level where they can become independent and productive members of society. In recent years, mindfulness has been recognised as a means of optimising effectiveness, learning ability and general well-being. The intention of this research study was therefore the development, presentation and evaluation of a learning programme that focused on developing listening skills through sound and rhythm with a view to improving the ability to focus attention and facilitate mindfulness. A literature review was also conducted, not only on the benefits and effect of sound and music, but also mindfulness itself, its importance and relevance. The research took place at an aftercare facility in an economically challenged area in the Western Cape of South Africa over a period of ten months. The approach adopted for this research study has been qualitative, multidisciplinary, interpretive and interventionist. Data was collected through field observations, interviewing and using visual participatory methodologies such as drawing and videos. In the course of the research, two major themes emerged namely intrapersonal transformation (including sub-themes of musical aptitude, active listening, focused attention, calmness and presence of mind) and interpersonal transformation (including sub-themes of teamwork and group accomplishment, awareness of others and service). It is my contention that the data from this intervention programme enable me to conclude that music activities provided opportunities for the children involved in this study to develop aspects of mindfulness. It is hoped that the research insights and findings, both from the literature survey and the intervention programme will help to advocate the core positioning of music and the arts, not only in the primary school curriculum, but also in teacher education programmes. I believe that the research study also indicates that further implementation of the intervention programme, would prove useful in developing an education curriculum that has mindfulness at its core as well as going some way towards clarifying a means by which musical sound can be utilised in a way that is meaningful to all South African children.
- Full Text:
- Date Issued: 2017
- Authors: Auerbach, Christina
- Date: 2017
- Subjects: Affective education -- South Africa , Education, Elementary -- Activity programs -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/15621 , vital:28277
- Description: The education of the majority of South African learners is in crisis. Eighty five percent of learners are not being educated to a level where they can become independent and productive members of society. In recent years, mindfulness has been recognised as a means of optimising effectiveness, learning ability and general well-being. The intention of this research study was therefore the development, presentation and evaluation of a learning programme that focused on developing listening skills through sound and rhythm with a view to improving the ability to focus attention and facilitate mindfulness. A literature review was also conducted, not only on the benefits and effect of sound and music, but also mindfulness itself, its importance and relevance. The research took place at an aftercare facility in an economically challenged area in the Western Cape of South Africa over a period of ten months. The approach adopted for this research study has been qualitative, multidisciplinary, interpretive and interventionist. Data was collected through field observations, interviewing and using visual participatory methodologies such as drawing and videos. In the course of the research, two major themes emerged namely intrapersonal transformation (including sub-themes of musical aptitude, active listening, focused attention, calmness and presence of mind) and interpersonal transformation (including sub-themes of teamwork and group accomplishment, awareness of others and service). It is my contention that the data from this intervention programme enable me to conclude that music activities provided opportunities for the children involved in this study to develop aspects of mindfulness. It is hoped that the research insights and findings, both from the literature survey and the intervention programme will help to advocate the core positioning of music and the arts, not only in the primary school curriculum, but also in teacher education programmes. I believe that the research study also indicates that further implementation of the intervention programme, would prove useful in developing an education curriculum that has mindfulness at its core as well as going some way towards clarifying a means by which musical sound can be utilised in a way that is meaningful to all South African children.
- Full Text:
- Date Issued: 2017
The role of principals as instructional leaders in two underperforming senior secondary schools in the King William's Town education district
- Authors: Sijako, Bantu
- Date: 2017
- Subjects: School principals -- South Africa -- Eastern Cape , School management and organization -- South Africa -- Eastern Cape Effective teaching -- South Africa -- Eastern Cape Educational leadership -- South Africa -- Eastern Cape Instructional systems
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: http://hdl.handle.net/10353/619 , vital:26474
- Description: School principals are expected to play a pivotal role in enhancing quality teaching and learning in their schools. As leaders of organisations called schools, where teaching and learning take place, they need to possess particular skills to enable them to effectively deliver on their responsibilities of supporting teaching and learning. This means that a school principal is at the centre of any change that must occur at school level. He/she is expected to create a positive learning space by providing a healthy climate for teaching and learning in the school. However, some secondary schools in the King William’s Town Education District are performing far below the national average when it comes to the Grade 12 results. For this reason, this study sought to explore the views of the school management team members in two such schools on the role of principals as instructional leaders. The case study was premised within the qualitative research approach and the interpretivist paradigm was used as an epistemological base to investigate the views of the school management teams on the role of principals as instructional leaders. Eight school management team members were selected from both schools and the data was collected by means of face-to-face semi-structured interviews and documentary analysis. The data showed that participants had divergent views on how principals play the instructional leadership role. It appeared that principals employed different strategies in supporting teaching and learning in their schools and the focus was on control rather than support. It also emerged from the data that there was a lack of professional support at all levels in the selected schools, and parents were not involved in their children’s academic work. The researcher concludes that there seemed to be no systemic and coherent support strategy focusing on teaching and learning, as there were divergent views on how principals perform their instructional leadership roles. The study therefore recommends that principals be trained on instructional leadership to give them a deeper insight into supporting curriculum implementation in their schools.
- Full Text:
- Date Issued: 2017
- Authors: Sijako, Bantu
- Date: 2017
- Subjects: School principals -- South Africa -- Eastern Cape , School management and organization -- South Africa -- Eastern Cape Effective teaching -- South Africa -- Eastern Cape Educational leadership -- South Africa -- Eastern Cape Instructional systems
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: http://hdl.handle.net/10353/619 , vital:26474
- Description: School principals are expected to play a pivotal role in enhancing quality teaching and learning in their schools. As leaders of organisations called schools, where teaching and learning take place, they need to possess particular skills to enable them to effectively deliver on their responsibilities of supporting teaching and learning. This means that a school principal is at the centre of any change that must occur at school level. He/she is expected to create a positive learning space by providing a healthy climate for teaching and learning in the school. However, some secondary schools in the King William’s Town Education District are performing far below the national average when it comes to the Grade 12 results. For this reason, this study sought to explore the views of the school management team members in two such schools on the role of principals as instructional leaders. The case study was premised within the qualitative research approach and the interpretivist paradigm was used as an epistemological base to investigate the views of the school management teams on the role of principals as instructional leaders. Eight school management team members were selected from both schools and the data was collected by means of face-to-face semi-structured interviews and documentary analysis. The data showed that participants had divergent views on how principals play the instructional leadership role. It appeared that principals employed different strategies in supporting teaching and learning in their schools and the focus was on control rather than support. It also emerged from the data that there was a lack of professional support at all levels in the selected schools, and parents were not involved in their children’s academic work. The researcher concludes that there seemed to be no systemic and coherent support strategy focusing on teaching and learning, as there were divergent views on how principals perform their instructional leadership roles. The study therefore recommends that principals be trained on instructional leadership to give them a deeper insight into supporting curriculum implementation in their schools.
- Full Text:
- Date Issued: 2017
The role of school-community partnerships in promoting learner discipline :|ba case of two primary schools in the Capricorn Education District
- Authors: Malatji, Makwalete Johanna
- Date: 2017
- Subjects: Community and schoo School discipline
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/8283 , vital:32170
- Description: The study investigated the role of school-community partnerships in promoting learners‟ discipline in the Capricorn District. The purpose of this study was to examine how schoolcommunity partnerships pan out to promote learner discipline in schools. This study used a qualitative research approach and was premised within the parameters of the interpretive paradigm. Through a case study design, data was collected from three primary schools in the Capricorn Education District. Participants were purposively selected from SMTs, SGBs and parents. Four SMTs, four SGBs and four parents participated in this study. The study found that there was no shared responsibility between the school and its stakeholders. Furthermore, it was found that there was no regular communication between the school and parents about disciplining of learners. Moreover, the study revealed that SMT members experienced challenges such as dealing with poor parental involvement, poor communication, poor infrastructure, lack of resources and drug abuse, and these had negative impact on learners‟ performance. The study provided insights into what role the school and community should play in promoting learner discipline. The study also found that the community‟s level of education in school activities also affected learner discipline. Community members were not aware of what was expected of them in a school since they understood a school as a building of educated people. Therefore, it became important for the school to make sure that community members receive information about how they could help with school activities and learner discipline. The study recommends that workshops should be conducted to educate communities about school-community partnerships to promote learner discipline. The study further recommends that the school should develop policies that could help both the school and the community on learner discipline. A policy could direct both the school and the community on the agreements they made to discipline learners.
- Full Text:
- Date Issued: 2017
- Authors: Malatji, Makwalete Johanna
- Date: 2017
- Subjects: Community and schoo School discipline
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/8283 , vital:32170
- Description: The study investigated the role of school-community partnerships in promoting learners‟ discipline in the Capricorn District. The purpose of this study was to examine how schoolcommunity partnerships pan out to promote learner discipline in schools. This study used a qualitative research approach and was premised within the parameters of the interpretive paradigm. Through a case study design, data was collected from three primary schools in the Capricorn Education District. Participants were purposively selected from SMTs, SGBs and parents. Four SMTs, four SGBs and four parents participated in this study. The study found that there was no shared responsibility between the school and its stakeholders. Furthermore, it was found that there was no regular communication between the school and parents about disciplining of learners. Moreover, the study revealed that SMT members experienced challenges such as dealing with poor parental involvement, poor communication, poor infrastructure, lack of resources and drug abuse, and these had negative impact on learners‟ performance. The study provided insights into what role the school and community should play in promoting learner discipline. The study also found that the community‟s level of education in school activities also affected learner discipline. Community members were not aware of what was expected of them in a school since they understood a school as a building of educated people. Therefore, it became important for the school to make sure that community members receive information about how they could help with school activities and learner discipline. The study recommends that workshops should be conducted to educate communities about school-community partnerships to promote learner discipline. The study further recommends that the school should develop policies that could help both the school and the community on learner discipline. A policy could direct both the school and the community on the agreements they made to discipline learners.
- Full Text:
- Date Issued: 2017
The teaching of english first additional language reading comprehension in selected rural secondary schools in the Ngcobo Education District
- Authors: Mshumi, Lizwi Chysostom
- Date: 2017
- Subjects: Reading (Secondary) -- South Africa -- Eastern Cape Language and languages -- Study and teaching -- South Africa -- Eastern Cape English language
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/9286 , vital:34318
- Description: Literacy in South Africa is in a state of crisis according to the studies conducted by Progress in International Literacy Study (PIRLS) of 2006 and SACMEC III, 2011. Yearly there is a public outcry over the low matric pass rate and furthermore the Eastern Cape is below the national benchmark of 60 percent. In the district in which this research was based, the matric pass rate was, in 2016, amongst the lowest five districts nationally. This study used the interactive theory of reading as the theoretical framework and is located in the interpretive paradigm. Qualitative approach was employed in the study with the intentions of finding out as much as possible on teachers‟ experiences with the teaching of reading comprehension in rural secondary schools. The study also applied a case study design. For this study two schools were purposively selected from the Ngcobo District. The data in this study were derived from transcribed interviews, lesson observations and field notes. The main findings of this study reflected the following challenges faced by rural secondary schools based on teaching reading comprehension: the absence of a culture of reading, lack of resources and poor socio-economic background of learners, lack of exposure to reading material, limited availability of time both at school and home, and large classes. It is recommended that the Department of Basic Education (DBE) intensifies teachers with ongoing teacher development in order that they acquire additional skills on how to teach reading. The building of classrooms is required as well as addressing the issue of provision of various resources such as infrastructure library facilities.
- Full Text:
- Date Issued: 2017
- Authors: Mshumi, Lizwi Chysostom
- Date: 2017
- Subjects: Reading (Secondary) -- South Africa -- Eastern Cape Language and languages -- Study and teaching -- South Africa -- Eastern Cape English language
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/9286 , vital:34318
- Description: Literacy in South Africa is in a state of crisis according to the studies conducted by Progress in International Literacy Study (PIRLS) of 2006 and SACMEC III, 2011. Yearly there is a public outcry over the low matric pass rate and furthermore the Eastern Cape is below the national benchmark of 60 percent. In the district in which this research was based, the matric pass rate was, in 2016, amongst the lowest five districts nationally. This study used the interactive theory of reading as the theoretical framework and is located in the interpretive paradigm. Qualitative approach was employed in the study with the intentions of finding out as much as possible on teachers‟ experiences with the teaching of reading comprehension in rural secondary schools. The study also applied a case study design. For this study two schools were purposively selected from the Ngcobo District. The data in this study were derived from transcribed interviews, lesson observations and field notes. The main findings of this study reflected the following challenges faced by rural secondary schools based on teaching reading comprehension: the absence of a culture of reading, lack of resources and poor socio-economic background of learners, lack of exposure to reading material, limited availability of time both at school and home, and large classes. It is recommended that the Department of Basic Education (DBE) intensifies teachers with ongoing teacher development in order that they acquire additional skills on how to teach reading. The building of classrooms is required as well as addressing the issue of provision of various resources such as infrastructure library facilities.
- Full Text:
- Date Issued: 2017
Traditional practices and girl education in rural Democratic Republic of Congo: exploring the voices of Luba girls
- Authors: Lubadi, Kyungu Lubaba
- Date: 2017
- Subjects: Girls -- Education -- Congo (Democratic Republic) Rural schools -- Congo (Democratic Republic) , Sex discrimination in education -- Congo (Democratic Republic)
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/18321 , vital:28619
- Description: Girl child education has been a challenge for many African countries due to the patriarchal gender order of communities. This is not different in the Democratic Republic of Congo where son preference is still rife. This study sought to explore how girls in rural Lubaland in DRC experience their schooling in relation to the traditional gendered practices. A qualitative approach to research was employed within an interpretive paradigm. Young school going girls were purposively selected from two rural schools in Malemba and Mwanza. A total of 18 girls became participants to the study. Data were generated through the use of drawings and focus group discussions to explore how the girls saw themselves as girls and students at home, on the way to school and at school. This was done in order to understand how they experience their schooling lives. The findings revealed several gendered challenges that the rural girls experience daily in terms of gaining access to and succeeding in schools. The challenge of son preference and gender role stereotyping created challenges for girls at home, while lack of facilities for girls’ sexual health and long distances to school created challenges for girls on the way to school. At school the girls experienced challenge of being unable to afford school fees and corporal punishment. If these challenges are to be eradicated, there is need for all stakeholders in education, including traditional leaders and communities to deconstruct the gendered dynamics that position women and girls as subordinate and not deserving of an education. This study has implications for educational planning in the Democratic Republic of Congo for girl children to get better access and success in their education. The findings also highlight the need for more concerted efforts to understand the experiences of schooling girls across DRC in order to influence teacher training and educational provisioning that is girl friendly.
- Full Text:
- Date Issued: 2017
- Authors: Lubadi, Kyungu Lubaba
- Date: 2017
- Subjects: Girls -- Education -- Congo (Democratic Republic) Rural schools -- Congo (Democratic Republic) , Sex discrimination in education -- Congo (Democratic Republic)
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/18321 , vital:28619
- Description: Girl child education has been a challenge for many African countries due to the patriarchal gender order of communities. This is not different in the Democratic Republic of Congo where son preference is still rife. This study sought to explore how girls in rural Lubaland in DRC experience their schooling in relation to the traditional gendered practices. A qualitative approach to research was employed within an interpretive paradigm. Young school going girls were purposively selected from two rural schools in Malemba and Mwanza. A total of 18 girls became participants to the study. Data were generated through the use of drawings and focus group discussions to explore how the girls saw themselves as girls and students at home, on the way to school and at school. This was done in order to understand how they experience their schooling lives. The findings revealed several gendered challenges that the rural girls experience daily in terms of gaining access to and succeeding in schools. The challenge of son preference and gender role stereotyping created challenges for girls at home, while lack of facilities for girls’ sexual health and long distances to school created challenges for girls on the way to school. At school the girls experienced challenge of being unable to afford school fees and corporal punishment. If these challenges are to be eradicated, there is need for all stakeholders in education, including traditional leaders and communities to deconstruct the gendered dynamics that position women and girls as subordinate and not deserving of an education. This study has implications for educational planning in the Democratic Republic of Congo for girl children to get better access and success in their education. The findings also highlight the need for more concerted efforts to understand the experiences of schooling girls across DRC in order to influence teacher training and educational provisioning that is girl friendly.
- Full Text:
- Date Issued: 2017
Using emotional intelligence interpersonal competency of empathy as a frame to combat xenophobia in schools: a case study
- Authors: Williams, Augustus
- Date: 2017
- Subjects: Teacher-student relationships , Emotional intelligence -- South Africa -- Students Education, Humanistic
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/13507 , vital:27214
- Description: The aim of this study was to explore how the perceptions of teachers on their emotional intelligence interpersonal competency of empathy that could be used as a frame to combat xenophobia in schools. The three objectives of this study was to explore and describe: teachers’ perceptions and experiences of xenophobic violence in schools in Port Elizabeth’s Northern Areas; teachers’ responses to xenophobic violence from the emotional intelligence interpersonal competency of empathy; and how emotional intelligence interpersonal competency of empathy could be used as a tool to combat xenophobia in schools. Foreign national learners in Port Elizabeth’s Northern Areas are subjected to xenophobic incidences by some teachers at these schools. This impacts negatively into these learners’ learning environment in these schools. It is behind this backdrop that this study sought to explore how the emotional intelligence interpersonal competency of empathy could be used by teachers as a frame to combat xenophobia in schools. The argument of this study therefore stems from the fact that teachers could use their EI interpersonal competency of empathy to combat xenophobia in their schools. Focus group and mini-focus group interviews was employed to get an explorative, descriptive and interpretive revelation, which was utilised to enhance validity and triangulation for this qualitative study.
- Full Text:
- Date Issued: 2017
- Authors: Williams, Augustus
- Date: 2017
- Subjects: Teacher-student relationships , Emotional intelligence -- South Africa -- Students Education, Humanistic
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/13507 , vital:27214
- Description: The aim of this study was to explore how the perceptions of teachers on their emotional intelligence interpersonal competency of empathy that could be used as a frame to combat xenophobia in schools. The three objectives of this study was to explore and describe: teachers’ perceptions and experiences of xenophobic violence in schools in Port Elizabeth’s Northern Areas; teachers’ responses to xenophobic violence from the emotional intelligence interpersonal competency of empathy; and how emotional intelligence interpersonal competency of empathy could be used as a tool to combat xenophobia in schools. Foreign national learners in Port Elizabeth’s Northern Areas are subjected to xenophobic incidences by some teachers at these schools. This impacts negatively into these learners’ learning environment in these schools. It is behind this backdrop that this study sought to explore how the emotional intelligence interpersonal competency of empathy could be used by teachers as a frame to combat xenophobia in schools. The argument of this study therefore stems from the fact that teachers could use their EI interpersonal competency of empathy to combat xenophobia in their schools. Focus group and mini-focus group interviews was employed to get an explorative, descriptive and interpretive revelation, which was utilised to enhance validity and triangulation for this qualitative study.
- Full Text:
- Date Issued: 2017
A framework for the inclusion of students with visual impairments: a case of a Zimbabwe state university
- Authors: Manyumwa, Ennie
- Date: 2016
- Subjects: Inclusive education -- Zimbabwe Students with disabilities -- Education (Higher) -- Zimbabwe
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10948/29805 , vital:30780
- Description: The aim of this study was to explore the experiences of students with visual impairments in a selected state university in Zimbabwe in order to develop a framework for their inclusion. The study was necessitated by the increased enrolment of students with visual impairments in universities worldwide in response to inclusion in education and the continuous search for the best placement model for students with disabilities. Studies conducted internationally show that students with visual impairments have unique learning needs which must be addressed if their inclusion in universities is to be successful. The study was informed by Bronfenbrenner’s ecological and Bandura’s agentic theories, both of which stress the bi-directional relationship between an individual and the environment. The transformative paradigm which guided this study, lays emphasis on the need to improve the social situation of individuals with disabilities in order to bring about a more equitable society. Since the study intended to gain an understanding of how students with visual impairments interpret their experiences within a selected state university in Zimbabwe which practices inclusion, the qualitative case study design was used. Purposeful sampling was also used in the selection of both the university studied and the participants. Data generation methods employed included the semi-structured interview, photo-voice, document analysis and observation. Data generated were analysed following emergent themes that were used to answer the research questions. Findings revealed that the university started enrolling students with visual impairments in 2004 and has since established a Disability Resource Centre which is equipped with assistive devices and is manned by caring staff. Findings revealed a glaring absence of a university policy on inclusion. The guiding principles used did not clearly articulate issues of inclusion. The students’ positive experiences resulted from single rooms allocated to them and the support received from friends and caring staff. Negative experiences emanated from bureaucratic admission procedures, challenges of adjusting to university life in the absence of orientation and mobility training, financial challenges, hostile social environment and the students’ perceptions of themselves. The students suggested that the university should assist them with fees and expressed their wish to be consulted on matters that concern them. They xviii also suggested close co-operation between the administration and the Disability Resource Centre. The conclusion reached was that although the university was sensitive to issues of inclusion, there were still some deficiencies in the system that were impacting negatively on the inclusion of students with visual impairments. The study recommended a framework which shows the different committees and support systems which can be formed at different levels to facilitate the development of a comprehensive policy on inclusion and expedite its implementation. The involvement of students with visual impairments in the different committees was also recommended. This would afford them the chance to exercise their agentic resources and be involved in matters which concern them, rather than rely on decisions made by sighted individuals who might not possess adequate knowledge of what visual impairment entails.
- Full Text:
- Date Issued: 2016
- Authors: Manyumwa, Ennie
- Date: 2016
- Subjects: Inclusive education -- Zimbabwe Students with disabilities -- Education (Higher) -- Zimbabwe
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10948/29805 , vital:30780
- Description: The aim of this study was to explore the experiences of students with visual impairments in a selected state university in Zimbabwe in order to develop a framework for their inclusion. The study was necessitated by the increased enrolment of students with visual impairments in universities worldwide in response to inclusion in education and the continuous search for the best placement model for students with disabilities. Studies conducted internationally show that students with visual impairments have unique learning needs which must be addressed if their inclusion in universities is to be successful. The study was informed by Bronfenbrenner’s ecological and Bandura’s agentic theories, both of which stress the bi-directional relationship between an individual and the environment. The transformative paradigm which guided this study, lays emphasis on the need to improve the social situation of individuals with disabilities in order to bring about a more equitable society. Since the study intended to gain an understanding of how students with visual impairments interpret their experiences within a selected state university in Zimbabwe which practices inclusion, the qualitative case study design was used. Purposeful sampling was also used in the selection of both the university studied and the participants. Data generation methods employed included the semi-structured interview, photo-voice, document analysis and observation. Data generated were analysed following emergent themes that were used to answer the research questions. Findings revealed that the university started enrolling students with visual impairments in 2004 and has since established a Disability Resource Centre which is equipped with assistive devices and is manned by caring staff. Findings revealed a glaring absence of a university policy on inclusion. The guiding principles used did not clearly articulate issues of inclusion. The students’ positive experiences resulted from single rooms allocated to them and the support received from friends and caring staff. Negative experiences emanated from bureaucratic admission procedures, challenges of adjusting to university life in the absence of orientation and mobility training, financial challenges, hostile social environment and the students’ perceptions of themselves. The students suggested that the university should assist them with fees and expressed their wish to be consulted on matters that concern them. They xviii also suggested close co-operation between the administration and the Disability Resource Centre. The conclusion reached was that although the university was sensitive to issues of inclusion, there were still some deficiencies in the system that were impacting negatively on the inclusion of students with visual impairments. The study recommended a framework which shows the different committees and support systems which can be formed at different levels to facilitate the development of a comprehensive policy on inclusion and expedite its implementation. The involvement of students with visual impairments in the different committees was also recommended. This would afford them the chance to exercise their agentic resources and be involved in matters which concern them, rather than rely on decisions made by sighted individuals who might not possess adequate knowledge of what visual impairment entails.
- Full Text:
- Date Issued: 2016
A positive behaviour intervention approach to discipline at a primary school in Port Elizabeth
- Authors: Matthews, Thomas
- Date: 2016
- Subjects: School discipline -- South Africa -- Port Elizabeth Behavior modification
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/11564 , vital:26938
- Description: Learner discipline has become a major concern in South African schools. A society of entitlement has been bred over the past 20 years. The school is an open system that influences its environment and is being influenced by it too. The most challenging concern, at least for teachers, is to create and to maintain a form of order and structure at schools. The troublesome situation has an impact on teachers as they have to spend more time addressing challenging behaviour instead of spending that time on teaching a set curriculum and syllabus. Unfortunately, teachers report feelings of being ill-prepared to deal effectively with the challenging behaviour of learners in schools. Hence it is imperative to consider strategies to foster school discipline to manage and modify challenging behaviour in schools. To date, most researches have shown a major paradigm shift from the punitive disciplinary measures of the past towards a rather preventive and more positive approach. It became inevitable that learner discipline should be correctional and educational – especially after the abolishment of corporal punishment in South African schools. An increase attention has started to concentrate on early identification and prevention of challenging behaviour and on strategies to resolve such behaviour at its earliest appearance. Some of the guiding determinants for this positive approach are vested in maintaining a safe, harmonious and orderly environment that is conducive to teaching and learning. The outcry is to promote and encourage discipline amongst learners. An approach that has been termed school-wide positive behaviour intervention and support seems to address most of the challenging behaviours. Through the use of document analysis, observation and group interviews school-wide positive behaviour intervention and support was embraced. The findings further revealed that through proper planning, implementation strategies, and in-service training positive behaviour approach can be implemented in schools as framework for school discipline in primary schools. School-wide positive behaviour intervention and support will contribute successfully in managing and modifying challenging behaviour, fostering discipline in schools, and to educate learners in the habit of accountability and responsibility for their actions without using punishment following specified rules. Doing so some of the critical and developmental outcomes of education in South Africa will be realized. Although research in this area is limited, there are encouraging signs that a coordinated adoption of validated practice could substantially reduce challenging behaviours and thereby enhance the social and emotional well-being of learners in today’s society.
- Full Text:
- Date Issued: 2016
- Authors: Matthews, Thomas
- Date: 2016
- Subjects: School discipline -- South Africa -- Port Elizabeth Behavior modification
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/11564 , vital:26938
- Description: Learner discipline has become a major concern in South African schools. A society of entitlement has been bred over the past 20 years. The school is an open system that influences its environment and is being influenced by it too. The most challenging concern, at least for teachers, is to create and to maintain a form of order and structure at schools. The troublesome situation has an impact on teachers as they have to spend more time addressing challenging behaviour instead of spending that time on teaching a set curriculum and syllabus. Unfortunately, teachers report feelings of being ill-prepared to deal effectively with the challenging behaviour of learners in schools. Hence it is imperative to consider strategies to foster school discipline to manage and modify challenging behaviour in schools. To date, most researches have shown a major paradigm shift from the punitive disciplinary measures of the past towards a rather preventive and more positive approach. It became inevitable that learner discipline should be correctional and educational – especially after the abolishment of corporal punishment in South African schools. An increase attention has started to concentrate on early identification and prevention of challenging behaviour and on strategies to resolve such behaviour at its earliest appearance. Some of the guiding determinants for this positive approach are vested in maintaining a safe, harmonious and orderly environment that is conducive to teaching and learning. The outcry is to promote and encourage discipline amongst learners. An approach that has been termed school-wide positive behaviour intervention and support seems to address most of the challenging behaviours. Through the use of document analysis, observation and group interviews school-wide positive behaviour intervention and support was embraced. The findings further revealed that through proper planning, implementation strategies, and in-service training positive behaviour approach can be implemented in schools as framework for school discipline in primary schools. School-wide positive behaviour intervention and support will contribute successfully in managing and modifying challenging behaviour, fostering discipline in schools, and to educate learners in the habit of accountability and responsibility for their actions without using punishment following specified rules. Doing so some of the critical and developmental outcomes of education in South Africa will be realized. Although research in this area is limited, there are encouraging signs that a coordinated adoption of validated practice could substantially reduce challenging behaviours and thereby enhance the social and emotional well-being of learners in today’s society.
- Full Text:
- Date Issued: 2016
A qualitative study: educator-targeted bullying by learners in a high school in Port Elizabeth
- Authors: Campher, Roelof Petrus
- Date: 2016
- Subjects: Bullying in schools -- South Africa -- Port Elizabeth , Educators -- Abuse of -- South Africa -- Port Elizabeth
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/4709 , vital:20655
- Description: This study explores the phenomenon of educator targeted-bullying (ETB) by learners as an educational problem in terms of the incidence, frequency, severity and the impact on effective teaching and learning in classrooms. Abuse or bullying in schools usually happens amongst learners or to learners targeted by educators. However, the phenomenon of educator abuse by learners is escalating, internationally as well as nationally, and is experienced by many educators, especially by those teaching in secondary schools. An extensive literature review on numerous research national and international studies reports on the fact that the bullying of educators in all its forms, including physical, verbal, emotional and cyber bullying, impacts negatively on the emotional and psychological well-being of educators who are also stressed by other work demands, resulting in ineffective teaching and learning experiences in schools. The over-arching purpose of this local study was to determine the impact of ETB by learners on the effectiveness of teaching and learning in classrooms. In addition, other aspects of ETB were examined, namely the types of bullying, its severity and frequency, and the emotional and psychological effects on educators’ general well-being as victims. The study was conducted in a private high school in the Nelson Mandela Metropolitan area, Eastern Cape, South Africa. A qualitative methodology was used and all the educators employed at this particular school took part in the study. Convenience sampling was thus applied in the selection of the participants and questionnaires and written narratives were used as data gathering instruments. Twelve educators completed questionnaires to gather information-rich qualitative data to investigate the abovementioned aspects of this study. Four educators wrote narratives on their experiences of ETB by learners in this school context. The results of this research provided valuable evidence that ETB by learners in this school has a distressing impact on the educators and their psychological well-being, impairing teaching quality and learning outcomes in classrooms and, ultimately, with adverse educational consequences for all learners. The theoretical framework for this study was based on the ecological systems theory of the developmental psychologist and theorist, Urie Bronfenbrenner. Bronfenbrenner (1979) suggested that the process of human development is shaped and moulded by a person’s v environment and all the people and institutions that play a role in that environment. In my view, this theory may explain to some extent why some children are moulded and shaped as bullies as a result of the child’s exposure to and interaction with his/her environment. The main findings of this study include the fact that ETB is a serious phenomenon that an increasing number of educators are exposed to. It also appears that the incidences are becoming more severe and involve serious physical threats and bodily harm. Educators are also exposed to ETB on a regular basis, with many educators being bullied on a daily basis. It is clear that verbal abuse is the most prominent form of ETB leading to emotional damage, feelings of incompetence and reduced motivation to teach with innovation and enthusiasm. This in turn leads to the very concerning fact that ETB negatively affects successful teaching and learning in classrooms, adding more problems to an already embattled education system. Participants also provided some guidelines to reduce and possibly prevent ETB by learners. In doing so, these data can hopefully be used in the formulation of anti-bullying programmes for educators, which can result in safer working environments and more effective teaching and learning for learners.
- Full Text:
- Date Issued: 2016
- Authors: Campher, Roelof Petrus
- Date: 2016
- Subjects: Bullying in schools -- South Africa -- Port Elizabeth , Educators -- Abuse of -- South Africa -- Port Elizabeth
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/4709 , vital:20655
- Description: This study explores the phenomenon of educator targeted-bullying (ETB) by learners as an educational problem in terms of the incidence, frequency, severity and the impact on effective teaching and learning in classrooms. Abuse or bullying in schools usually happens amongst learners or to learners targeted by educators. However, the phenomenon of educator abuse by learners is escalating, internationally as well as nationally, and is experienced by many educators, especially by those teaching in secondary schools. An extensive literature review on numerous research national and international studies reports on the fact that the bullying of educators in all its forms, including physical, verbal, emotional and cyber bullying, impacts negatively on the emotional and psychological well-being of educators who are also stressed by other work demands, resulting in ineffective teaching and learning experiences in schools. The over-arching purpose of this local study was to determine the impact of ETB by learners on the effectiveness of teaching and learning in classrooms. In addition, other aspects of ETB were examined, namely the types of bullying, its severity and frequency, and the emotional and psychological effects on educators’ general well-being as victims. The study was conducted in a private high school in the Nelson Mandela Metropolitan area, Eastern Cape, South Africa. A qualitative methodology was used and all the educators employed at this particular school took part in the study. Convenience sampling was thus applied in the selection of the participants and questionnaires and written narratives were used as data gathering instruments. Twelve educators completed questionnaires to gather information-rich qualitative data to investigate the abovementioned aspects of this study. Four educators wrote narratives on their experiences of ETB by learners in this school context. The results of this research provided valuable evidence that ETB by learners in this school has a distressing impact on the educators and their psychological well-being, impairing teaching quality and learning outcomes in classrooms and, ultimately, with adverse educational consequences for all learners. The theoretical framework for this study was based on the ecological systems theory of the developmental psychologist and theorist, Urie Bronfenbrenner. Bronfenbrenner (1979) suggested that the process of human development is shaped and moulded by a person’s v environment and all the people and institutions that play a role in that environment. In my view, this theory may explain to some extent why some children are moulded and shaped as bullies as a result of the child’s exposure to and interaction with his/her environment. The main findings of this study include the fact that ETB is a serious phenomenon that an increasing number of educators are exposed to. It also appears that the incidences are becoming more severe and involve serious physical threats and bodily harm. Educators are also exposed to ETB on a regular basis, with many educators being bullied on a daily basis. It is clear that verbal abuse is the most prominent form of ETB leading to emotional damage, feelings of incompetence and reduced motivation to teach with innovation and enthusiasm. This in turn leads to the very concerning fact that ETB negatively affects successful teaching and learning in classrooms, adding more problems to an already embattled education system. Participants also provided some guidelines to reduce and possibly prevent ETB by learners. In doing so, these data can hopefully be used in the formulation of anti-bullying programmes for educators, which can result in safer working environments and more effective teaching and learning for learners.
- Full Text:
- Date Issued: 2016
Addressing gender-based violence in the age of Aids: rural youth engaging peers through social media
- Authors: Geldenhuys, Martha Maria
- Date: 2016
- Subjects: AIDS (Disease) in adolescence -- South Africa -- KwaZulu-Natal -- Attitudes , Violence -- Sex differences , Digital storytelling , Social media -- South Africa -- KwaZulu-Natal
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10948/12469 , vital:27069
- Description: This study responds to the following research question: How might rural school youth engage peers using social media in a participatory cultures framework to contribute to addressing gender-based violence in their community? This question is supported by the following secondary questions: How do rural school youth understand gender-based violence in their community. how might rural school youth use social media within a participatory cultures framework to engage peers in addressing GBV How can rural school youth engage with their peers via social media to facilitate youth agency in a participatory cultures framework This qualitative study is positioned in a critical paradigm and employs a visual participatory research methodology to contribute to addressing gender-based violence in the age of HIV and AIDS. The participants in this study are five learners (3 boys and 2 girls) with five of their peers (3 boys and 2 girls) from a secondary school in rural Vulindlela in KwaZulu-Natal, purposively selected from Grade 9 classes. Digital storytelling was employed as the main visual method of data generation to express the participants’ understanding of, and solutions to, genderbased violence. The stories were used by the participants to engage their peers around the topic via social media and to enable them to reflect on their own agency. The study draws on Jenkins’ theory of participatory cultures as a heoretical framework. Thematic analysis was applied to make meaning of the findings. The findings show that rural school youth understand gender-based violence (GBV) as a complex problem. Youthful learners are able to competently apply social media to address GBV and engage their peers through social media – hifting the power to participate as agents of change.The findings have implications for youth, the school, and the community. The youth are seen as knowledgeable actors who should inform intervention programmes aimed at social change. Social media can offer an engaging environment for peer learning and support. For digital participation, the youth need to acquire digital skills at school which could be integrated throughout the curriculum, drawing on participatory cultures. In the community, youth as knowledge producers are competent in leading, guiding, and instructing community members using social media spaces as more people have access to inexpensive digital technology that allows them to participate in community intervention programmes aimed at social change. I conclude by arguing that youth can express lived realties on GBV and solutions to GBV through visual methods such as digital storytelling. Their engagement on social media such as Facebook can be viewed as intervention by assuming agency through a guided process of solving community problems collaboratively with peers through the process of participatory cultures. This democratic process strengthens agency for community benefit and highlights a new youth and peer culture where youth circulate new and self-made content aimed at social action through their continuous reflection – a shift in power as the voices and actions of youth are acknowledged.
- Full Text:
- Date Issued: 2016
Addressing gender-based violence in the age of Aids: rural youth engaging peers through social media
- Authors: Geldenhuys, Martha Maria
- Date: 2016
- Subjects: AIDS (Disease) in adolescence -- South Africa -- KwaZulu-Natal -- Attitudes , Violence -- Sex differences , Digital storytelling , Social media -- South Africa -- KwaZulu-Natal
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10948/12469 , vital:27069
- Description: This study responds to the following research question: How might rural school youth engage peers using social media in a participatory cultures framework to contribute to addressing gender-based violence in their community? This question is supported by the following secondary questions: How do rural school youth understand gender-based violence in their community. how might rural school youth use social media within a participatory cultures framework to engage peers in addressing GBV How can rural school youth engage with their peers via social media to facilitate youth agency in a participatory cultures framework This qualitative study is positioned in a critical paradigm and employs a visual participatory research methodology to contribute to addressing gender-based violence in the age of HIV and AIDS. The participants in this study are five learners (3 boys and 2 girls) with five of their peers (3 boys and 2 girls) from a secondary school in rural Vulindlela in KwaZulu-Natal, purposively selected from Grade 9 classes. Digital storytelling was employed as the main visual method of data generation to express the participants’ understanding of, and solutions to, genderbased violence. The stories were used by the participants to engage their peers around the topic via social media and to enable them to reflect on their own agency. The study draws on Jenkins’ theory of participatory cultures as a heoretical framework. Thematic analysis was applied to make meaning of the findings. The findings show that rural school youth understand gender-based violence (GBV) as a complex problem. Youthful learners are able to competently apply social media to address GBV and engage their peers through social media – hifting the power to participate as agents of change.The findings have implications for youth, the school, and the community. The youth are seen as knowledgeable actors who should inform intervention programmes aimed at social change. Social media can offer an engaging environment for peer learning and support. For digital participation, the youth need to acquire digital skills at school which could be integrated throughout the curriculum, drawing on participatory cultures. In the community, youth as knowledge producers are competent in leading, guiding, and instructing community members using social media spaces as more people have access to inexpensive digital technology that allows them to participate in community intervention programmes aimed at social change. I conclude by arguing that youth can express lived realties on GBV and solutions to GBV through visual methods such as digital storytelling. Their engagement on social media such as Facebook can be viewed as intervention by assuming agency through a guided process of solving community problems collaboratively with peers through the process of participatory cultures. This democratic process strengthens agency for community benefit and highlights a new youth and peer culture where youth circulate new and self-made content aimed at social action through their continuous reflection – a shift in power as the voices and actions of youth are acknowledged.
- Full Text:
- Date Issued: 2016
An assessment of the role of guidance and counselling in promoting learner discipline in secondary schools in the Oshikoto region of Namibia : a case study of learners with discipline problems
- Authors: Mbongo, Emelia Ndapandula
- Date: 2016
- Subjects: Educational counselling -- Namibia Counseling in secondary education -- Namibia School discipline -- Namibia School violence -- Namibia
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/2325 , vital:27753
- Description: The study assessed the role of guidance and counselling in promoting learner discipline in secondary schools in the Oshikoto region of Namibia. The study used the mixed methods approach, which resulted in providing qualitative and quantitative data to provide an understanding of the problem. The instruments for data collection were questionnaires for principals, teachers, teacher counsellors and learners, as well as one-on-one interviews with learners. Thirty-one (31) principals, ninety-eight (98) teachers, thirty-seven (37) teacher counsellors and four hundred and eighty-nine (489) learners participated in the study. Results from the questionnaires were analysed by using descriptive statistics in the form of frequencies and percentages. Data presentation took the form of tables and bar graphs. Qualitative data collected from interviews were transcribed and put into themes and categories. The study revealed that schools experienced a wide range of disciplinary problems. It was further revealed that learners are affected by issues emanating from the environment, namely, schools and societies which influence their behaviour negatively. The principals and teachers believe that exclusionary and punitive methods are effective in managing learner indiscipline, while teacher counsellors and learners were against the use of such methods. In addition, principals, teachers and teacher counsellors all have a major role to play in maintaining discipline in schools through guidance and counselling. Suggestions were thus made to strengthen the use of guidance and counselling in promoting learner discipline in secondary schools by: improving training for teacher counsellors/Life Skills teachers in guidance and counselling, sensitisation of school managers about the roles and responsibilities of teacher counsellors, including the role played by teacher counsellors in learner discipline, improved leadership from school principals, strengthening the co-ordination and communication among the school personnel, and by strengthening the referral system from teachers to teacher counsellors and from teacher counsellors to outside agencies. It was recommended that the use of guidance and counselling in promoting learner discipline would be strengthened if teacher counsellors’ training is improved, school principals are sensitised on the roles of teacher counsellors, including their role in learner discipline as well as improved co-ordination and communication among school personnel regarding learner discipline. The study further recommended that the referral system of learners experiencing problems from teachers to teacher counsellors and from teacher counsellors to outside agencies should be strengthened.
- Full Text:
- Date Issued: 2016
- Authors: Mbongo, Emelia Ndapandula
- Date: 2016
- Subjects: Educational counselling -- Namibia Counseling in secondary education -- Namibia School discipline -- Namibia School violence -- Namibia
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/2325 , vital:27753
- Description: The study assessed the role of guidance and counselling in promoting learner discipline in secondary schools in the Oshikoto region of Namibia. The study used the mixed methods approach, which resulted in providing qualitative and quantitative data to provide an understanding of the problem. The instruments for data collection were questionnaires for principals, teachers, teacher counsellors and learners, as well as one-on-one interviews with learners. Thirty-one (31) principals, ninety-eight (98) teachers, thirty-seven (37) teacher counsellors and four hundred and eighty-nine (489) learners participated in the study. Results from the questionnaires were analysed by using descriptive statistics in the form of frequencies and percentages. Data presentation took the form of tables and bar graphs. Qualitative data collected from interviews were transcribed and put into themes and categories. The study revealed that schools experienced a wide range of disciplinary problems. It was further revealed that learners are affected by issues emanating from the environment, namely, schools and societies which influence their behaviour negatively. The principals and teachers believe that exclusionary and punitive methods are effective in managing learner indiscipline, while teacher counsellors and learners were against the use of such methods. In addition, principals, teachers and teacher counsellors all have a major role to play in maintaining discipline in schools through guidance and counselling. Suggestions were thus made to strengthen the use of guidance and counselling in promoting learner discipline in secondary schools by: improving training for teacher counsellors/Life Skills teachers in guidance and counselling, sensitisation of school managers about the roles and responsibilities of teacher counsellors, including the role played by teacher counsellors in learner discipline, improved leadership from school principals, strengthening the co-ordination and communication among the school personnel, and by strengthening the referral system from teachers to teacher counsellors and from teacher counsellors to outside agencies. It was recommended that the use of guidance and counselling in promoting learner discipline would be strengthened if teacher counsellors’ training is improved, school principals are sensitised on the roles of teacher counsellors, including their role in learner discipline as well as improved co-ordination and communication among school personnel regarding learner discipline. The study further recommended that the referral system of learners experiencing problems from teachers to teacher counsellors and from teacher counsellors to outside agencies should be strengthened.
- Full Text:
- Date Issued: 2016
An assessment of the role of guidance and counselling in promoting learner discipline in secondary schools in the Oshikoto region of Namibia:a case study of learners with discipline problems
- Authors: Mbongo, Emelia Ndapandula
- Date: 2016
- Subjects: Educational counseling Counseling in secondary education -- Namibia School discipline -- Namibia
- Language: English
- Type: Thesis , Doctoral , Degree
- Identifier: http://hdl.handle.net/10353/5358 , vital:29215
- Description: The study assessed the role of guidance and counselling in promoting learner discipline in secondary schools in the Oshikoto region of Namibia. The study used the mixed methods approach, which resulted in providing qualitative and quantitative data to provide an understanding of the problem. The instruments for data collection were questionnaires for principals, teachers, teacher counsellors and learners, as well as one-on-one interviews with learners. Thirty-one (31) principals, ninety-eight (98) teachers, thirty-seven (37) teacher counsellors and four hundred and eighty-nine (489) learners participated in the study. Results from the questionnaires were analysed by using descriptive statistics in the form of frequencies and percentages. Data presentation took the form of tables and bar graphs. Qualitative data collected from interviews were transcribed and put into themes and categories. The study revealed that schools experienced a wide range of disciplinary problems. It was further revealed that learners are affected by issues emanating from the environment, namely, schools and societies which influence their behaviour negatively. The principals and teachers believe that exclusionary and punitive methods are effective in managing learner indiscipline, while teacher counsellors and learners were against the use of such methods. In addition, principals, teachers and teacher counsellors all have a major role to play in maintaining discipline in schools through guidance and counselling. Suggestions were thus made to strengthen the use of guidance and counselling in promoting learner discipline in secondary schools by: improving training for teacher counsellors/Life Skills teachers in guidance and counselling, sensitisation of school managers about the roles and responsibilities of teacher counsellors, including the role played by teacher counsellors in learner discipline, improved leadership from school principals, strengthening the co-ordination and communication among the school personnel, and by strengthening the referral system from teachers to teacher counsellors and from teacher counsellors to outside agencies. It was recommended that the use of guidance and counselling in promoting learner discipline would be strengthened if teacher counsellors’ training is improved, school principals are sensitised on the roles of teacher counsellors, including their role in learner discipline as well as improved co-ordination and communication among school personnel regarding learner discipline. The study further recommended that the referral system of learners experiencing problems from teachers to teacher counsellors and from teacher counsellors to outside agencies should be strengthened.
- Full Text:
- Date Issued: 2016
- Authors: Mbongo, Emelia Ndapandula
- Date: 2016
- Subjects: Educational counseling Counseling in secondary education -- Namibia School discipline -- Namibia
- Language: English
- Type: Thesis , Doctoral , Degree
- Identifier: http://hdl.handle.net/10353/5358 , vital:29215
- Description: The study assessed the role of guidance and counselling in promoting learner discipline in secondary schools in the Oshikoto region of Namibia. The study used the mixed methods approach, which resulted in providing qualitative and quantitative data to provide an understanding of the problem. The instruments for data collection were questionnaires for principals, teachers, teacher counsellors and learners, as well as one-on-one interviews with learners. Thirty-one (31) principals, ninety-eight (98) teachers, thirty-seven (37) teacher counsellors and four hundred and eighty-nine (489) learners participated in the study. Results from the questionnaires were analysed by using descriptive statistics in the form of frequencies and percentages. Data presentation took the form of tables and bar graphs. Qualitative data collected from interviews were transcribed and put into themes and categories. The study revealed that schools experienced a wide range of disciplinary problems. It was further revealed that learners are affected by issues emanating from the environment, namely, schools and societies which influence their behaviour negatively. The principals and teachers believe that exclusionary and punitive methods are effective in managing learner indiscipline, while teacher counsellors and learners were against the use of such methods. In addition, principals, teachers and teacher counsellors all have a major role to play in maintaining discipline in schools through guidance and counselling. Suggestions were thus made to strengthen the use of guidance and counselling in promoting learner discipline in secondary schools by: improving training for teacher counsellors/Life Skills teachers in guidance and counselling, sensitisation of school managers about the roles and responsibilities of teacher counsellors, including the role played by teacher counsellors in learner discipline, improved leadership from school principals, strengthening the co-ordination and communication among the school personnel, and by strengthening the referral system from teachers to teacher counsellors and from teacher counsellors to outside agencies. It was recommended that the use of guidance and counselling in promoting learner discipline would be strengthened if teacher counsellors’ training is improved, school principals are sensitised on the roles of teacher counsellors, including their role in learner discipline as well as improved co-ordination and communication among school personnel regarding learner discipline. The study further recommended that the referral system of learners experiencing problems from teachers to teacher counsellors and from teacher counsellors to outside agencies should be strengthened.
- Full Text:
- Date Issued: 2016
An exploration of financial conscientiousness among School Governing Bodies and School Management Teams and its impact on Boundary Spanning Management on selected Section 21 High Schools in the Eastern Cape Province
- Authors: Sifuba, Mpilo
- Date: 2016
- Subjects: Financial conscientiousness Finacial statements -- Standards -- School governing bodies and school management teams Charter Schools -- Finance -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Doctoral , D Ed
- Identifier: http://hdl.handle.net/11260/878 , vital:29940
- Description: The study investigated the underlying factors which induce the School Governing Bodies (SGBs) and School Management Teams (SMTs) to boundary cross into each other’s finance functional domain despite the fact that their responsibilities are demarcated in the South African Schools Act No. 84 of 1996. The study also intended to examine financial conscientiousness as a critical strategy, which was aimed at achieving the following: restricting the boundary spanning management among School Governing Bodies and School Management Teams, giving direction and strengthening the relationship between the two structures in section 21 high schools. Pragmatism was used as a paradigm for this study as it has been hailed as one of the best paradigms for justifying the use of mixed methods research. The researcher located the study within mixed methods research and employed the convergent parallel design characterised by collecting concurrently both qualitative and quantitative data. The study used a nonprobability sampling strategy – a purposive sampling technique. The study focused on 147 participants. The sample consisted of the following participant sub-groups: (a) 138 questionnaires participants (46 school principals, 46 SGB chairpersons and 46 school finance officers) sampled from 46 high schools, and (b) 9 face-to-face interviews participants (3 school principals, 3 SGB chairpersons) and purposively sampled from 3 different section 21 high schools located in rural, semi-urban and urban areas of the Butterworth District, and 3 Departmental Officials (The District Director, An Education Development Officer, and District National Norms and Standards for School funding coordinator) sampled from the Butterworth Education District. The study was guided by the following research question: What ideas of consciousness raising strategies could help alleviate the crossing over of boundaries between SGBs and SMTs on financial matters of the section 21 high schools? The financial conscientiousness conceptual framework for this study hinged on the conscious raising concept of Paulo Freire supported by philosophical ideas of theorists of school-based management concept, school-based participative partnership concept, school-based participative management concept and teamwork concept. These theories are expected to encourage the inclusive participation when finances are handled in section 21 high schools. The study used a survey questionnaire to collect quantitative dataset and interviews for the qualitative dataset to find answers to the research question and also to enhance the reliability and validity of the research findings. The quantitative data were presented in tables with frequencies and percentages as well as pie charts. Themes and Natural Meaning Units (NMUs) were used to analyse the qualitative data. The overall findings backed by the extant literature and research data indicated that there was lack of trust among SGBs and SMTs. Owing to this mistrust the day to day activities of the school were compromised. There were power struggles between SGBs and SMTs in schools for the control of school finances. There were corrupt practices by both SGBs and SMTs in the management of school finances. The findings also revealed lack of capacity building by the department of education. Furthermore, the SGBs parent component was characterised by high illiteracy level – a systemic weakness worsened by the manipulation perpetrated by both school governing bodies and school management teams during school finance management processes. Resulting from the data analysis, the study recommended the utilisation and application of Sifuba’s School Finance Management Awareness Model (SSFMA) as a new model that could be adopted and adapted by the Department of Education for the school finance management. This will create educational sound atmosphere and realities at school level – a model that is capable of inducing the participative and inclusive behaviour of the SGBs and SMTs when they perform their financial responsibilities
- Full Text:
- Date Issued: 2016
- Authors: Sifuba, Mpilo
- Date: 2016
- Subjects: Financial conscientiousness Finacial statements -- Standards -- School governing bodies and school management teams Charter Schools -- Finance -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Doctoral , D Ed
- Identifier: http://hdl.handle.net/11260/878 , vital:29940
- Description: The study investigated the underlying factors which induce the School Governing Bodies (SGBs) and School Management Teams (SMTs) to boundary cross into each other’s finance functional domain despite the fact that their responsibilities are demarcated in the South African Schools Act No. 84 of 1996. The study also intended to examine financial conscientiousness as a critical strategy, which was aimed at achieving the following: restricting the boundary spanning management among School Governing Bodies and School Management Teams, giving direction and strengthening the relationship between the two structures in section 21 high schools. Pragmatism was used as a paradigm for this study as it has been hailed as one of the best paradigms for justifying the use of mixed methods research. The researcher located the study within mixed methods research and employed the convergent parallel design characterised by collecting concurrently both qualitative and quantitative data. The study used a nonprobability sampling strategy – a purposive sampling technique. The study focused on 147 participants. The sample consisted of the following participant sub-groups: (a) 138 questionnaires participants (46 school principals, 46 SGB chairpersons and 46 school finance officers) sampled from 46 high schools, and (b) 9 face-to-face interviews participants (3 school principals, 3 SGB chairpersons) and purposively sampled from 3 different section 21 high schools located in rural, semi-urban and urban areas of the Butterworth District, and 3 Departmental Officials (The District Director, An Education Development Officer, and District National Norms and Standards for School funding coordinator) sampled from the Butterworth Education District. The study was guided by the following research question: What ideas of consciousness raising strategies could help alleviate the crossing over of boundaries between SGBs and SMTs on financial matters of the section 21 high schools? The financial conscientiousness conceptual framework for this study hinged on the conscious raising concept of Paulo Freire supported by philosophical ideas of theorists of school-based management concept, school-based participative partnership concept, school-based participative management concept and teamwork concept. These theories are expected to encourage the inclusive participation when finances are handled in section 21 high schools. The study used a survey questionnaire to collect quantitative dataset and interviews for the qualitative dataset to find answers to the research question and also to enhance the reliability and validity of the research findings. The quantitative data were presented in tables with frequencies and percentages as well as pie charts. Themes and Natural Meaning Units (NMUs) were used to analyse the qualitative data. The overall findings backed by the extant literature and research data indicated that there was lack of trust among SGBs and SMTs. Owing to this mistrust the day to day activities of the school were compromised. There were power struggles between SGBs and SMTs in schools for the control of school finances. There were corrupt practices by both SGBs and SMTs in the management of school finances. The findings also revealed lack of capacity building by the department of education. Furthermore, the SGBs parent component was characterised by high illiteracy level – a systemic weakness worsened by the manipulation perpetrated by both school governing bodies and school management teams during school finance management processes. Resulting from the data analysis, the study recommended the utilisation and application of Sifuba’s School Finance Management Awareness Model (SSFMA) as a new model that could be adopted and adapted by the Department of Education for the school finance management. This will create educational sound atmosphere and realities at school level – a model that is capable of inducing the participative and inclusive behaviour of the SGBs and SMTs when they perform their financial responsibilities
- Full Text:
- Date Issued: 2016
An exploratory investigation on the subsequent experiences of emotional, verbal and physical abuse by learners on the well- being of high school teachers in Port Elizabeth
- Authors: Ferreira, Xanthe Rune
- Date: 2016
- Subjects: High school teachers -- Abuse of -- South Africa -- Port Elizabeth Bullying in schools -- South Africa -- Port Elizabeth
- Language: English
- Type: Thesis , Masters , MEdu
- Identifier: http://hdl.handle.net/10948/12414 , vital:27064
- Description: The main aim of this study was to investigate and explore how the emotional, verbal and or physical abuse of teachers by learners could impact on the general well-being of high school teachers in the Port Elizabeth region.This study asked how does the emotional, verbal and or physical abuse of teachers by learners impact on the general well-being of teachers? It also set out to find out what types of abuse teachers experience the most, how frequently teachers are exposed to abuse by learners and if there are any solutions to teacher abuse that can be offered. A teacher should be seen as someone who imparts knowledge, a person that creates an atmosphere for learning, a facilitator. Teachers are there to teach, although this is sadly not the case in schools anymore. Teachers are being abused by their learners in the classrooms and very few incidents are ever reported as teachers fear the repercussions of perhaps being told that because a class is misbehaving that they lack the necessary skills to be proficient teachers. There is limited literature available on the topic especially with regards to teacher abuse by learners in South Africa as the main focus used to be how teachers could be abusive to the learners and not the learners being abusive towards their teachers. This situation as is in South Africa at the moment can be seen as a silent epidemic. This study made use of a pragmatic paradigm that included both quantitative and qualitative research and data collection methods and an explanatory design was used to display the findings.
- Full Text:
- Date Issued: 2016
- Authors: Ferreira, Xanthe Rune
- Date: 2016
- Subjects: High school teachers -- Abuse of -- South Africa -- Port Elizabeth Bullying in schools -- South Africa -- Port Elizabeth
- Language: English
- Type: Thesis , Masters , MEdu
- Identifier: http://hdl.handle.net/10948/12414 , vital:27064
- Description: The main aim of this study was to investigate and explore how the emotional, verbal and or physical abuse of teachers by learners could impact on the general well-being of high school teachers in the Port Elizabeth region.This study asked how does the emotional, verbal and or physical abuse of teachers by learners impact on the general well-being of teachers? It also set out to find out what types of abuse teachers experience the most, how frequently teachers are exposed to abuse by learners and if there are any solutions to teacher abuse that can be offered. A teacher should be seen as someone who imparts knowledge, a person that creates an atmosphere for learning, a facilitator. Teachers are there to teach, although this is sadly not the case in schools anymore. Teachers are being abused by their learners in the classrooms and very few incidents are ever reported as teachers fear the repercussions of perhaps being told that because a class is misbehaving that they lack the necessary skills to be proficient teachers. There is limited literature available on the topic especially with regards to teacher abuse by learners in South Africa as the main focus used to be how teachers could be abusive to the learners and not the learners being abusive towards their teachers. This situation as is in South Africa at the moment can be seen as a silent epidemic. This study made use of a pragmatic paradigm that included both quantitative and qualitative research and data collection methods and an explanatory design was used to display the findings.
- Full Text:
- Date Issued: 2016
An investigation into the promotion and development of awareness intergenerational transmission of prejudice in adolescents
- Authors: Vermaas, Shanna Maureen
- Date: 2016
- Subjects: Adolescence , Bibliotherapy for teenagers , Prejudices
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/7211 , vital:21302
- Description: South Africa is a country where those who were oppressed in the past are trying to live in a society with their former oppressors. The youth of today appear to be carrying the anger, fears and uncertainties of the past. This could be the result of intergenerational transmission of prejudice, whereby memories of experiences, fears, anger and levels of anxiety may be absorbed by the next generation. The purpose of this study was to develop and implement an intervention programme that could assist adolescent learners in making their own informed decisions, despite the influences of the intergenerational transmission of prejudice. This was achieved by combining three theories, namely the transgenerational theory, historical trauma and social learning theory, with the principles of bibliotherapy. The research conducted was based in the interpretive paradigm, with the study methodology being qualitative in nature. The research design implemented was a case study. Data generation was achieved by utilising a variety of methods, namely open-ended questions, small focus groups and reflection journals. Analysis of the data was accomplished by applying a thematic analysis approach. The sample for this study was selected from a local, government high school and the participants consisted of a group of Grade 10 learners, who all held leadership positions in the school. The purpose of this study was achieved by utilising the principles of bibliotherapy to inform a programme to develop awareness of intergenerational transmission of prejudice. This was then combined with the principles of bibliotherapy, with scenarios taken from the animated film, The Land Before Time, to further assist in creating awareness and a better understanding of the intergenerational transmission of knowledge. Finally, the programme was used to equip the participants with the tools needed, to transfer what they had learnt from the programme to decisions they would need to make in their daily lives. This study has shown that the principles of bibliotherapy can be used to promote and develop awareness of intergenerational transmission of prejudice in adolescent learners.
- Full Text:
- Date Issued: 2016
- Authors: Vermaas, Shanna Maureen
- Date: 2016
- Subjects: Adolescence , Bibliotherapy for teenagers , Prejudices
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/7211 , vital:21302
- Description: South Africa is a country where those who were oppressed in the past are trying to live in a society with their former oppressors. The youth of today appear to be carrying the anger, fears and uncertainties of the past. This could be the result of intergenerational transmission of prejudice, whereby memories of experiences, fears, anger and levels of anxiety may be absorbed by the next generation. The purpose of this study was to develop and implement an intervention programme that could assist adolescent learners in making their own informed decisions, despite the influences of the intergenerational transmission of prejudice. This was achieved by combining three theories, namely the transgenerational theory, historical trauma and social learning theory, with the principles of bibliotherapy. The research conducted was based in the interpretive paradigm, with the study methodology being qualitative in nature. The research design implemented was a case study. Data generation was achieved by utilising a variety of methods, namely open-ended questions, small focus groups and reflection journals. Analysis of the data was accomplished by applying a thematic analysis approach. The sample for this study was selected from a local, government high school and the participants consisted of a group of Grade 10 learners, who all held leadership positions in the school. The purpose of this study was achieved by utilising the principles of bibliotherapy to inform a programme to develop awareness of intergenerational transmission of prejudice. This was then combined with the principles of bibliotherapy, with scenarios taken from the animated film, The Land Before Time, to further assist in creating awareness and a better understanding of the intergenerational transmission of knowledge. Finally, the programme was used to equip the participants with the tools needed, to transfer what they had learnt from the programme to decisions they would need to make in their daily lives. This study has shown that the principles of bibliotherapy can be used to promote and develop awareness of intergenerational transmission of prejudice in adolescent learners.
- Full Text:
- Date Issued: 2016
An investigation of the teaching strategies employed by a selection of educators at an FET college to support at risk L2 tourism students
- Authors: Tsotso, Nosipho
- Date: 2016
- Subjects: Critical thinking -- Study and teaching , Vocational education -- Study and teaching
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/7225 , vital:21310
- Description: The South African education system is based on learner centred principles and encourages the development of critical thinking. This approach is reflected in the South African Qualifications Framework, which identifies critical thinking as a primary outcome of education. In the vocational Tourism programme, there is a link between the subject learning outcomes and critical crossfield outcomes. The role of the vocational college educator is central in facilitating the development of critical thinking skills of all learners. The purpose of this study was to investigate how the selected Tourism educators develop critical thinking skills of risk L2 students. I conducted the study in a selected FET College using a qualitative case study in order to gain deeper understanding of how the educators implement curriculum policy in their classrooms. This study used four data collection instruments to gain an in-depth understanding of the research topic. The findings of the study reveal that educators understand the value of teaching critical thinking. However, there is a gap between educators’ conceptual understanding of critical thinking and their instructional practice to develop critical thinking skills during classroom instruction. The findings also reveal that there are factors that hinder the development of at risk students’ critical thinking skills such as; limited English language proficiency, poor behaviour, and subject guidelines which do not provide educators with guidance on teaching critical thinking skills. The study recommends in-service training sessions that will support educators on how to teach critical thinking skills explicitly. This study also recommends the development of practical guidelines to enhance educators’ critical thinking teaching strategies. The findings of this research will assist me in improving the support that I provide to Tourism educators.
- Full Text:
- Date Issued: 2016
- Authors: Tsotso, Nosipho
- Date: 2016
- Subjects: Critical thinking -- Study and teaching , Vocational education -- Study and teaching
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/7225 , vital:21310
- Description: The South African education system is based on learner centred principles and encourages the development of critical thinking. This approach is reflected in the South African Qualifications Framework, which identifies critical thinking as a primary outcome of education. In the vocational Tourism programme, there is a link between the subject learning outcomes and critical crossfield outcomes. The role of the vocational college educator is central in facilitating the development of critical thinking skills of all learners. The purpose of this study was to investigate how the selected Tourism educators develop critical thinking skills of risk L2 students. I conducted the study in a selected FET College using a qualitative case study in order to gain deeper understanding of how the educators implement curriculum policy in their classrooms. This study used four data collection instruments to gain an in-depth understanding of the research topic. The findings of the study reveal that educators understand the value of teaching critical thinking. However, there is a gap between educators’ conceptual understanding of critical thinking and their instructional practice to develop critical thinking skills during classroom instruction. The findings also reveal that there are factors that hinder the development of at risk students’ critical thinking skills such as; limited English language proficiency, poor behaviour, and subject guidelines which do not provide educators with guidance on teaching critical thinking skills. The study recommends in-service training sessions that will support educators on how to teach critical thinking skills explicitly. This study also recommends the development of practical guidelines to enhance educators’ critical thinking teaching strategies. The findings of this research will assist me in improving the support that I provide to Tourism educators.
- Full Text:
- Date Issued: 2016
Assessment of the implementation of the National Certificate (Vocational) plant production modules
- Langa, Phakama Perry Macmillan
- Authors: Langa, Phakama Perry Macmillan
- Date: 2016
- Subjects: Curriculum planning Technical education -- Curricula Vocational education -- Curricula
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/2359 , vital:27778
- Description: From 2010, the South African vocational skills education is offered by the Department of Higher Education and Training (DHET) through the Technical Vocational Education and Training (TVET) colleges. TVET colleges need to be transformed in order to empower young learners with the skills required by the various sectors of the economy. The purpose of this study was to assess the implementation of the National Certificate (Vocational) Plant Production module in Training and Vocational Education and Training (TVET) Colleges. The sample for this study is concurrent triangulation whereby complementary methods of data sources were brought together to offset each other‘s weaknesses. The sample for this study consisted of participants from three TVET colleges: one deep rural, one semi-rural/semi-urban and one urban in terms of geographical location. A total of 18 participants were interviewed: 2 subject advisors engaged by the colleges, 1 lecturer from college A, 3 lecturers from college B, 2 lecturers from college C, 4 graduates from college B, 3 graduates from college C and 3 employers .Research design for this study has features of both a survey and a case study. The mixed-method approach was applied using document analysis, questionnaires and interviews for data collection. The researcher found out that there is a disparity between the Plant Production guidelines and their implementation and assessment. Among the main reasons for failure to implement the guidelines properly are poor or inadequate infrastructure for doing practical work, high rate of student absenteeism within the investigated categories, and the high drop-out rate at Levels 2–4. To minimize the challenges in offering the Plant Production module, the study recommends that since some colleges cannot afford purchasing large sizes of land to properly implement the Plant Production guidelines, the government and the DHET should link the Primary Agriculture training to the land reform program where students can be trained under the land reform program.
- Full Text:
- Date Issued: 2016
- Authors: Langa, Phakama Perry Macmillan
- Date: 2016
- Subjects: Curriculum planning Technical education -- Curricula Vocational education -- Curricula
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/2359 , vital:27778
- Description: From 2010, the South African vocational skills education is offered by the Department of Higher Education and Training (DHET) through the Technical Vocational Education and Training (TVET) colleges. TVET colleges need to be transformed in order to empower young learners with the skills required by the various sectors of the economy. The purpose of this study was to assess the implementation of the National Certificate (Vocational) Plant Production module in Training and Vocational Education and Training (TVET) Colleges. The sample for this study is concurrent triangulation whereby complementary methods of data sources were brought together to offset each other‘s weaknesses. The sample for this study consisted of participants from three TVET colleges: one deep rural, one semi-rural/semi-urban and one urban in terms of geographical location. A total of 18 participants were interviewed: 2 subject advisors engaged by the colleges, 1 lecturer from college A, 3 lecturers from college B, 2 lecturers from college C, 4 graduates from college B, 3 graduates from college C and 3 employers .Research design for this study has features of both a survey and a case study. The mixed-method approach was applied using document analysis, questionnaires and interviews for data collection. The researcher found out that there is a disparity between the Plant Production guidelines and their implementation and assessment. Among the main reasons for failure to implement the guidelines properly are poor or inadequate infrastructure for doing practical work, high rate of student absenteeism within the investigated categories, and the high drop-out rate at Levels 2–4. To minimize the challenges in offering the Plant Production module, the study recommends that since some colleges cannot afford purchasing large sizes of land to properly implement the Plant Production guidelines, the government and the DHET should link the Primary Agriculture training to the land reform program where students can be trained under the land reform program.
- Full Text:
- Date Issued: 2016