'n Eenvormige dissiplinestelsel vir skole in die Bitou 10-streek
- Authors: Freislich, Maria Francina
- Date: 2010
- Subjects: School discipline -- South Africa , School boards -- South Africa
- Language: Afrikaans
- Type: Thesis , Masters , MEd
- Identifier: vital:9506 , http://hdl.handle.net/10948/1236 , School discipline -- South Africa , School boards -- South Africa
- Description: Discipline in the government schools in South Africa has deteriorated during the past fifteen years. There are many different reasons for that. The aim of this study was to develop a uniform programme of discipline which can be used for application in all ten schools in the Bitou area. To reach this aim, the following procedures were followed: • A study has been done regarding the supporting role of the Bitou 10 foundation in the designing and management of a uniform discipline program. • A summary of the disciplinary problems in government schools has been given with possible reasons why discipline has deteriorated. • A study has also been made of various programs of discipline which have been used in various countries in the past. Certain aspects of those programmes have been used in this study to compile an effective programme of discipline for all the schools in the Bitou area. • Criteria for a positive discipline program have been put together. This study has been done in the Plettenberg Bay area. This area has ten schools which include primary- and high schools, single medium- and double medium schools, multi-cultural and mono-cultural schools and also some schools which have hostels. This study showed that not all schools in the Bitou area follow the same disciplinary programme. This study also makes recommendations on the possible implementing of such a uniform system of discipline. This study does not only show what the role is of the principal and teachers responsible for discipline, but also indicates the role and task of the parents and the community. Research on the application of discipline can never end because new ideas and methods will always be found to create an ideal programme in order to make the process more effective.
- Full Text:
- Date Issued: 2010
- Authors: Freislich, Maria Francina
- Date: 2010
- Subjects: School discipline -- South Africa , School boards -- South Africa
- Language: Afrikaans
- Type: Thesis , Masters , MEd
- Identifier: vital:9506 , http://hdl.handle.net/10948/1236 , School discipline -- South Africa , School boards -- South Africa
- Description: Discipline in the government schools in South Africa has deteriorated during the past fifteen years. There are many different reasons for that. The aim of this study was to develop a uniform programme of discipline which can be used for application in all ten schools in the Bitou area. To reach this aim, the following procedures were followed: • A study has been done regarding the supporting role of the Bitou 10 foundation in the designing and management of a uniform discipline program. • A summary of the disciplinary problems in government schools has been given with possible reasons why discipline has deteriorated. • A study has also been made of various programs of discipline which have been used in various countries in the past. Certain aspects of those programmes have been used in this study to compile an effective programme of discipline for all the schools in the Bitou area. • Criteria for a positive discipline program have been put together. This study has been done in the Plettenberg Bay area. This area has ten schools which include primary- and high schools, single medium- and double medium schools, multi-cultural and mono-cultural schools and also some schools which have hostels. This study showed that not all schools in the Bitou area follow the same disciplinary programme. This study also makes recommendations on the possible implementing of such a uniform system of discipline. This study does not only show what the role is of the principal and teachers responsible for discipline, but also indicates the role and task of the parents and the community. Research on the application of discipline can never end because new ideas and methods will always be found to create an ideal programme in order to make the process more effective.
- Full Text:
- Date Issued: 2010
Exploring the use of interactive teaching and learning strategies in HIV and AIDS education
- Authors: May, Melissa
- Date: 2010
- Subjects: AIDS (Disease) -- South Africa -- Prevention , AIDS (Disease) -- Study and teaching -- South Africa , Education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9480 , http://hdl.handle.net/10948/1510 , AIDS (Disease) -- South Africa -- Prevention , AIDS (Disease) -- Study and teaching -- South Africa , Education -- South Africa
- Description: Schools play a major role in shaping the attitudes, opinions and behaviour of young people and so are ideal environments for teaching the social, as well as biological aspects of HIV and AIDS. However, literature indicates that learners are displaying “AIDS fatigue” and may be resistant to teaching around HIV and AIDS. In order to enhance learner engagement and learning, there is therefore a need for teachers to employ interactive teaching and learning strategies that are interactive, inexpensive and fun. This dissertation outlines the research design of an investigation into how such strategies can be used in HIV and AIDS prevention education. An action research design was made use of in this study and the manner in which several teachers presented HIV and AIDS education to his/her learners was initially observed. In addition, qualitative interviews were used to determine the teachers‟ need for development in this regard. Based on the findings of the problem identification step, teachers were introduced to active teaching and learning strategies and supported to implement them. Evaluation and refinement of the strategies, developmental workshops and training followed, which in turn lead to recommendations and the formulation of guidelines to influence teacher education with regard to HIV and AIDS prevention education.
- Full Text:
- Date Issued: 2010
- Authors: May, Melissa
- Date: 2010
- Subjects: AIDS (Disease) -- South Africa -- Prevention , AIDS (Disease) -- Study and teaching -- South Africa , Education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9480 , http://hdl.handle.net/10948/1510 , AIDS (Disease) -- South Africa -- Prevention , AIDS (Disease) -- Study and teaching -- South Africa , Education -- South Africa
- Description: Schools play a major role in shaping the attitudes, opinions and behaviour of young people and so are ideal environments for teaching the social, as well as biological aspects of HIV and AIDS. However, literature indicates that learners are displaying “AIDS fatigue” and may be resistant to teaching around HIV and AIDS. In order to enhance learner engagement and learning, there is therefore a need for teachers to employ interactive teaching and learning strategies that are interactive, inexpensive and fun. This dissertation outlines the research design of an investigation into how such strategies can be used in HIV and AIDS prevention education. An action research design was made use of in this study and the manner in which several teachers presented HIV and AIDS education to his/her learners was initially observed. In addition, qualitative interviews were used to determine the teachers‟ need for development in this regard. Based on the findings of the problem identification step, teachers were introduced to active teaching and learning strategies and supported to implement them. Evaluation and refinement of the strategies, developmental workshops and training followed, which in turn lead to recommendations and the formulation of guidelines to influence teacher education with regard to HIV and AIDS prevention education.
- Full Text:
- Date Issued: 2010
How can educators in the intermediate phase be empowered to cope with the demands they face in an inclusive classroom situation?
- Authors: Bosman, Ysanne Bosman
- Date: 2010
- Subjects: Learning disabilities , Children with disabilities -- Education (Elementary) , Inclusive education , Teachers of problem children , Classroom management , Special education teachers -- Training of , Teachers -- Uganda
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9507 , http://hdl.handle.net/10948/1234 , Learning disabilities , Children with disabilities -- Education (Elementary) , Inclusive education , Teachers of problem children , Classroom management , Special education teachers -- Training of , Teachers -- Uganda
- Description: The rationale of my research was to make sure that all learners are treated as equals in the education afforded to them. The researcher noticed that not all educators in mainstream schools facing learners experiencing learning problems could deal with the Curriculum and that many had difficulty in coping in an inclusive classrooms setting. Furthermore, the researcher noticed that many educators percieve that they did not have the knowledge and skills to identify and support learners experiencing learning problems. Consequently, the educators felt that they could not effectively help these learners in their learning progress. While the educators struggle to cope, learners ended up having to repeat a grade or being promoted to the next grade without having attained the neccesary skills yet. The researcher set out to research what the available literature stated about how educators could be empowered to cope with teaching learners experiencing learning problems in an inclusive classroom situation. For this research study, a qualitative approach was followed, as it best matched the type of interactive investigation considered necessary. Due to time, financial and resources constraints, purpose sampling was used as the most effective method of yielding data. The qualitative approach embraced a multi-perspective approach, in terms of which methods of data collection were used, such as collection questionnaires, conducting interviews and using observations. The researcher trusts that her understanding as presented in the research findings and the recommendations made will benefit not only herself, but will empower all educators coping with the stress of teaching learners experiencing learning problems and improving their skills and self-esteem in the educational environment.
- Full Text:
- Date Issued: 2010
- Authors: Bosman, Ysanne Bosman
- Date: 2010
- Subjects: Learning disabilities , Children with disabilities -- Education (Elementary) , Inclusive education , Teachers of problem children , Classroom management , Special education teachers -- Training of , Teachers -- Uganda
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9507 , http://hdl.handle.net/10948/1234 , Learning disabilities , Children with disabilities -- Education (Elementary) , Inclusive education , Teachers of problem children , Classroom management , Special education teachers -- Training of , Teachers -- Uganda
- Description: The rationale of my research was to make sure that all learners are treated as equals in the education afforded to them. The researcher noticed that not all educators in mainstream schools facing learners experiencing learning problems could deal with the Curriculum and that many had difficulty in coping in an inclusive classrooms setting. Furthermore, the researcher noticed that many educators percieve that they did not have the knowledge and skills to identify and support learners experiencing learning problems. Consequently, the educators felt that they could not effectively help these learners in their learning progress. While the educators struggle to cope, learners ended up having to repeat a grade or being promoted to the next grade without having attained the neccesary skills yet. The researcher set out to research what the available literature stated about how educators could be empowered to cope with teaching learners experiencing learning problems in an inclusive classroom situation. For this research study, a qualitative approach was followed, as it best matched the type of interactive investigation considered necessary. Due to time, financial and resources constraints, purpose sampling was used as the most effective method of yielding data. The qualitative approach embraced a multi-perspective approach, in terms of which methods of data collection were used, such as collection questionnaires, conducting interviews and using observations. The researcher trusts that her understanding as presented in the research findings and the recommendations made will benefit not only herself, but will empower all educators coping with the stress of teaching learners experiencing learning problems and improving their skills and self-esteem in the educational environment.
- Full Text:
- Date Issued: 2010
The promotion of scientific literacy within a museum context
- Authors: Daniels, Nicolette Deidré
- Date: 2010
- Subjects: Museums -- Educational aspects , Science -- Study and teaching (Primary) -- South Africa , Scientific literature -- Study and teaching , Science museums -- Educational aspects , Museums and schools -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9502 , http://hdl.handle.net/10948/1343 , Museums -- Educational aspects , Science -- Study and teaching (Primary) -- South Africa , Scientific literature -- Study and teaching , Science museums -- Educational aspects , Museums and schools -- South Africa
- Description: Currently South African museums are faced with the challenge of evaluating and transforming their roles and functions as a response to changing national educational needs. The purpose of this study was to investigate whether aspects of the integrated strategies approach to promoting scientific literacy can be successfully employed in a museum context. The approach was used as part of the education programmes at the Port Elizabeth Museum School (Bayworld) and mixed methods were used to gather qualitative and quantitative data on the teachers’ ability to adopt the strategy. Data were also generated on the teachers’ perceptions of teaching and learning, possible activities which supported the approach, and aspects of the strategy which the learners adopted most readily. The findings suggest that active engagement in the process resulted in effective adoption of the strategy by the teachers, improved attitudes towards science learning by both the teachers and children who participated in the process, and improved scientific literacy in both.
- Full Text:
- Date Issued: 2010
- Authors: Daniels, Nicolette Deidré
- Date: 2010
- Subjects: Museums -- Educational aspects , Science -- Study and teaching (Primary) -- South Africa , Scientific literature -- Study and teaching , Science museums -- Educational aspects , Museums and schools -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9502 , http://hdl.handle.net/10948/1343 , Museums -- Educational aspects , Science -- Study and teaching (Primary) -- South Africa , Scientific literature -- Study and teaching , Science museums -- Educational aspects , Museums and schools -- South Africa
- Description: Currently South African museums are faced with the challenge of evaluating and transforming their roles and functions as a response to changing national educational needs. The purpose of this study was to investigate whether aspects of the integrated strategies approach to promoting scientific literacy can be successfully employed in a museum context. The approach was used as part of the education programmes at the Port Elizabeth Museum School (Bayworld) and mixed methods were used to gather qualitative and quantitative data on the teachers’ ability to adopt the strategy. Data were also generated on the teachers’ perceptions of teaching and learning, possible activities which supported the approach, and aspects of the strategy which the learners adopted most readily. The findings suggest that active engagement in the process resulted in effective adoption of the strategy by the teachers, improved attitudes towards science learning by both the teachers and children who participated in the process, and improved scientific literacy in both.
- Full Text:
- Date Issued: 2010
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