Exploring selected high school teachers’ perceptions regarding the democratisation of knowledge in the South African schooling context
- Authors: Munga, Zarina Mohamed
- Date: 2020
- Subjects: Democratization -- South Africa -- Port Elizabeth High school teachers -- South Africa -- Port Elizabeth
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/49374 , vital:41699
- Description: The democratisation of knowledge in the schooling context includes the empowering of learners. Education/schools may be regarded as the key to obtaining equal, relevant and non-discriminatory knowledge. Thus, teachers play a vital role in ensuring that the democratisation of knowledge is encouraged in the classroom context. However, knowledge is not always accessible and equal to all individuals in society. A key policy challenge currently in South African schools is whether learners have meaningful access to education and whether effective teaching and learning is occurring in the classroom. Against this background, the purpose of this study was to create an awareness of the benefits as well as to investigate the challenges of the democratisation of knowledge. Furthermore, it aims to explore how teachers’ teaching can be enhanced in order to ensure that the democratisation of knowledge is effective in the classroom. A qualitative research approach was used to collect data from three selected public high schools in the Port Elizabeth area. This study was underpinned by a critical pedagogy theory guided by thought leaders such as Paulo Freire and John Dewey who were exponents of the democratisation of knowledge in education. The research findings indicate that curriculum demands, inadequate resources, a lack of guidance from the Department of Basic Education, socio-economic issues and a negative learner mindset hinder the democratisation of knowledge. In contrast, learner engagement, reconceptualising the curriculum, relevant resources, a supportive principal and school environment, teacher wellness, parental involvement and community connectedness support the democratisation of knowledge.
- Full Text:
- Date Issued: 2020
- Authors: Munga, Zarina Mohamed
- Date: 2020
- Subjects: Democratization -- South Africa -- Port Elizabeth High school teachers -- South Africa -- Port Elizabeth
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/49374 , vital:41699
- Description: The democratisation of knowledge in the schooling context includes the empowering of learners. Education/schools may be regarded as the key to obtaining equal, relevant and non-discriminatory knowledge. Thus, teachers play a vital role in ensuring that the democratisation of knowledge is encouraged in the classroom context. However, knowledge is not always accessible and equal to all individuals in society. A key policy challenge currently in South African schools is whether learners have meaningful access to education and whether effective teaching and learning is occurring in the classroom. Against this background, the purpose of this study was to create an awareness of the benefits as well as to investigate the challenges of the democratisation of knowledge. Furthermore, it aims to explore how teachers’ teaching can be enhanced in order to ensure that the democratisation of knowledge is effective in the classroom. A qualitative research approach was used to collect data from three selected public high schools in the Port Elizabeth area. This study was underpinned by a critical pedagogy theory guided by thought leaders such as Paulo Freire and John Dewey who were exponents of the democratisation of knowledge in education. The research findings indicate that curriculum demands, inadequate resources, a lack of guidance from the Department of Basic Education, socio-economic issues and a negative learner mindset hinder the democratisation of knowledge. In contrast, learner engagement, reconceptualising the curriculum, relevant resources, a supportive principal and school environment, teacher wellness, parental involvement and community connectedness support the democratisation of knowledge.
- Full Text:
- Date Issued: 2020
A teacher collective as a professional development approach to promote foundation phase mathematics teaching
- Authors: Hlam, Thandiwe Lillian
- Date: 2017
- Subjects: Mathematics -- Study and teaching (Elementary) -- South Africa Teachers -- Development -- South Africa , Teachers -- Education (Primary) -- South Africa Early childhood education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/15071 , vital:28119
- Description: This qualitative study is a response to a request for help from a group of Grade 3 (year 3) teachers who were disheartened with the poor performance of their learners in Mathematics. In an attempt to address their challenge, they resolved to form a Teacher Collective (TC) amongst themselves. Their main objective was to support each other in their development of Mathematical Knowledge for Teaching (MKT). The participants, being frustrated by what they perceived as an inefficient and unhelpful cluster approach to professional development used by the Department of Basic Education initiated their own teacher collective strategy. I was approached by this TC to assist them in developing a strategy to make this TC suit the needs of the participants. A Lesson Study (LS) approach was used as an alternative Teacher Professional Development strategy within the TC. In studies conducted by Ono and Ferreira (2010) and Jita and Mokhele (2014), a LS approach is regarded as an essential tool desirable for enhancement of teacher collaboration and participant’s MKT. However, both studies reported on challenges related to contextual issues. Those contextual issues revealed themselves as similar to the challenges that threatened to weaken the collaborative structure initiated by the participants in this current study. To overcome these challenges, participants felt a need for some sort of adaptation for a LS approach to work in their context. In the application of the revised adapted version of a LS approach, participants experienced a Teacher Collective (TC) in action using real and useful experiences (Ono & Ferreira, 2010). The aim of this study was to examine the effects of a Teacher Collective for improving participating teachers’ pedagogical and disciplinary content knowledge in Foundation Phase (FP) Mathematics. As this study targeted a small group of teachers, it adopted a case-study methodology. The participants were five Grade 3 teachers purposefully self-selected from two Port Elizabeth township schools. Semi-structured interviews were used to determine participating teachers’ perceptions of a Teacher Collective as a Teacher Professional Development strategy necessary to promote Mathematical Knowledge for Teaching. Descriptive methodologies which concern inter alia practices that prevail, relationships that exists, point of views that were held, processes that are going on and effects that are felt by participants were used (Creswell, 2013). The following major findings emerged from the data analysis: For the TC to be a successful alternative TPD, it requires that: (1) Teachers must regard themselves as being responsible for the own professional growth and own the TPD programme. (2) Participants of the TC must adopt flexible strategies to allow for active participation of the participants in building meaning for themselves. (4) A TPD strategy should be sensitive to contextual issues and be addressed accordingly. (5) A TPD programme should seek to improve classroom instruction but this must be based on the needs of the participants. It is primarily the following structural features that affected teacher learning within the TC: (a) the form of the activity (joint lesson planning, observed lesson presentation, post lesson feedback, etc.), (b) collective participation of teachers within and across the schools and (c) the duration of the activity. In this study the LS approach worked well as it sought to address the needs of the participants.
- Full Text:
- Date Issued: 2017
- Authors: Hlam, Thandiwe Lillian
- Date: 2017
- Subjects: Mathematics -- Study and teaching (Elementary) -- South Africa Teachers -- Development -- South Africa , Teachers -- Education (Primary) -- South Africa Early childhood education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/15071 , vital:28119
- Description: This qualitative study is a response to a request for help from a group of Grade 3 (year 3) teachers who were disheartened with the poor performance of their learners in Mathematics. In an attempt to address their challenge, they resolved to form a Teacher Collective (TC) amongst themselves. Their main objective was to support each other in their development of Mathematical Knowledge for Teaching (MKT). The participants, being frustrated by what they perceived as an inefficient and unhelpful cluster approach to professional development used by the Department of Basic Education initiated their own teacher collective strategy. I was approached by this TC to assist them in developing a strategy to make this TC suit the needs of the participants. A Lesson Study (LS) approach was used as an alternative Teacher Professional Development strategy within the TC. In studies conducted by Ono and Ferreira (2010) and Jita and Mokhele (2014), a LS approach is regarded as an essential tool desirable for enhancement of teacher collaboration and participant’s MKT. However, both studies reported on challenges related to contextual issues. Those contextual issues revealed themselves as similar to the challenges that threatened to weaken the collaborative structure initiated by the participants in this current study. To overcome these challenges, participants felt a need for some sort of adaptation for a LS approach to work in their context. In the application of the revised adapted version of a LS approach, participants experienced a Teacher Collective (TC) in action using real and useful experiences (Ono & Ferreira, 2010). The aim of this study was to examine the effects of a Teacher Collective for improving participating teachers’ pedagogical and disciplinary content knowledge in Foundation Phase (FP) Mathematics. As this study targeted a small group of teachers, it adopted a case-study methodology. The participants were five Grade 3 teachers purposefully self-selected from two Port Elizabeth township schools. Semi-structured interviews were used to determine participating teachers’ perceptions of a Teacher Collective as a Teacher Professional Development strategy necessary to promote Mathematical Knowledge for Teaching. Descriptive methodologies which concern inter alia practices that prevail, relationships that exists, point of views that were held, processes that are going on and effects that are felt by participants were used (Creswell, 2013). The following major findings emerged from the data analysis: For the TC to be a successful alternative TPD, it requires that: (1) Teachers must regard themselves as being responsible for the own professional growth and own the TPD programme. (2) Participants of the TC must adopt flexible strategies to allow for active participation of the participants in building meaning for themselves. (4) A TPD strategy should be sensitive to contextual issues and be addressed accordingly. (5) A TPD programme should seek to improve classroom instruction but this must be based on the needs of the participants. It is primarily the following structural features that affected teacher learning within the TC: (a) the form of the activity (joint lesson planning, observed lesson presentation, post lesson feedback, etc.), (b) collective participation of teachers within and across the schools and (c) the duration of the activity. In this study the LS approach worked well as it sought to address the needs of the participants.
- Full Text:
- Date Issued: 2017
An exploration of the processes that encourage HIV and AIDS affected Basotho female adolescent resilience in Sedibeng West in the Vaal Triangle area of the Gauteng Province
- Authors: De Lange, Une
- Date: 2017
- Subjects: Resilience (Personality trait) in adolescence -- South Africa -- Gauteng Teenage girls -- South Africa -- Gauteng
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/22220 , vital:29875
- Description: This study aimed to explore processes encouraging resilience in HIV and AIDS affected Basotho female adolescents in Sedibeng West in the Vaal Triangle area of the Gauteng province; and to identify guidelines to help these individuals to get through their adversities in constructive ways. By using purposive sampling (a non-probability sampling method), 61 high risk, high resilient HIV and AIDS affected Basotho female adolescents in Sedibeng West were identified to participate in the research An extensive literature review revealed the following gaps with regard to the topic of this study: • Shortage of literature regarding the effects that HIV and AIDS have on Basotho female adolescents and how these adolescents cope with these challenges; • Lack of focus on resilience of specific cultural adolescent groups; • Lack of focus on processes that encourage resilience in adolescents; • Need for qualitative studies of resilience and visual qualitative studies in particular. Consequently, a qualitative, visual phenomenological study was done where data was collected by a multi-dimensional data gathering method consisting of open-ended questionnaires, drawings and semi-structured interviews. The findings revealed that HIV and AIDS affected all participants in a substantial way. The following three main processes encourage resilience in Basotho female adolescents: Benefitting from constructive bonds; Making meaning; and Acting constructively. Furthermore, Spiritual beings and Mothers were primarily identified as figures of strength and support during adolescents’ adversity. Based on the findings, the researcher recommends that: • The Department of Education include all aspects concerning HIV and AIDS, as well as aspects concerning Religion and Spirituality in the Life Skills curriculum without making any preference of religion; • a mother figure should be established in every child’s life at a very young age, preferably as early as birth; • young people be taught skills and strategies to build interpersonal relationships and attachment bonds to significant others; • families and schools empower individuals with skills to find meaning in adversity • parents and family members model constructive regulation of behaviour to adolescents.
- Full Text:
- Date Issued: 2017
- Authors: De Lange, Une
- Date: 2017
- Subjects: Resilience (Personality trait) in adolescence -- South Africa -- Gauteng Teenage girls -- South Africa -- Gauteng
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/22220 , vital:29875
- Description: This study aimed to explore processes encouraging resilience in HIV and AIDS affected Basotho female adolescents in Sedibeng West in the Vaal Triangle area of the Gauteng province; and to identify guidelines to help these individuals to get through their adversities in constructive ways. By using purposive sampling (a non-probability sampling method), 61 high risk, high resilient HIV and AIDS affected Basotho female adolescents in Sedibeng West were identified to participate in the research An extensive literature review revealed the following gaps with regard to the topic of this study: • Shortage of literature regarding the effects that HIV and AIDS have on Basotho female adolescents and how these adolescents cope with these challenges; • Lack of focus on resilience of specific cultural adolescent groups; • Lack of focus on processes that encourage resilience in adolescents; • Need for qualitative studies of resilience and visual qualitative studies in particular. Consequently, a qualitative, visual phenomenological study was done where data was collected by a multi-dimensional data gathering method consisting of open-ended questionnaires, drawings and semi-structured interviews. The findings revealed that HIV and AIDS affected all participants in a substantial way. The following three main processes encourage resilience in Basotho female adolescents: Benefitting from constructive bonds; Making meaning; and Acting constructively. Furthermore, Spiritual beings and Mothers were primarily identified as figures of strength and support during adolescents’ adversity. Based on the findings, the researcher recommends that: • The Department of Education include all aspects concerning HIV and AIDS, as well as aspects concerning Religion and Spirituality in the Life Skills curriculum without making any preference of religion; • a mother figure should be established in every child’s life at a very young age, preferably as early as birth; • young people be taught skills and strategies to build interpersonal relationships and attachment bonds to significant others; • families and schools empower individuals with skills to find meaning in adversity • parents and family members model constructive regulation of behaviour to adolescents.
- Full Text:
- Date Issued: 2017
Pre-service teachers’ experiences of lecturers’ approaches to dealing with diversity in university classrooms
- Authors: Pieterse, Carl
- Date: 2017
- Subjects: Teacher-student relationships -- South Africa Teachers college graduates -- South Africa , Teachers -- Training of -- South Africa Multicultural education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/14499 , vital:27665
- Description: This study explores pre-service student teachers’ experiences of lecturers’ approaches to dealing with diversity in university classrooms. It includes student insights into the strategies that lecturers employ as they manage the complexities of diversity in university classrooms. The research is located in the realm of diversity education and diversity pedagogy and is contextualized against the backdrop of the historical and socio-political climate in South Africa. The challenging consequences of the desegregation of educational institutions in a post-apartheid South Africa has resulted in the advent of diverse and heterogeneous student populations which both challenge and de-marginalise educational practices bringing into focus the need for a humanizing and culturally relevant pedagogy. This, to counter the hegemonic dangers of perpetuating the status quo by further entrenching deep-seated racism disguised as integration. Using qualitative data generated by pre-service student teachers, the results suggest that lecturers fail to embrace diversity to its fullest. The findings illuminate the disparity between policy and practice in a forward-thinking faculty and lecturers’ lack of pedagogical knowledge and skills, which inhibit them from embodying the principles of diversity education. The lecturers’ approaches to dealing with diversity in practice indicate that they are stuck in the quagmire of assimilationist, colour-blind, contributionist and business-as-usual strategies which militate against culturally responsive pedagogy thereby marginalizing learners.
- Full Text:
- Date Issued: 2017
- Authors: Pieterse, Carl
- Date: 2017
- Subjects: Teacher-student relationships -- South Africa Teachers college graduates -- South Africa , Teachers -- Training of -- South Africa Multicultural education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/14499 , vital:27665
- Description: This study explores pre-service student teachers’ experiences of lecturers’ approaches to dealing with diversity in university classrooms. It includes student insights into the strategies that lecturers employ as they manage the complexities of diversity in university classrooms. The research is located in the realm of diversity education and diversity pedagogy and is contextualized against the backdrop of the historical and socio-political climate in South Africa. The challenging consequences of the desegregation of educational institutions in a post-apartheid South Africa has resulted in the advent of diverse and heterogeneous student populations which both challenge and de-marginalise educational practices bringing into focus the need for a humanizing and culturally relevant pedagogy. This, to counter the hegemonic dangers of perpetuating the status quo by further entrenching deep-seated racism disguised as integration. Using qualitative data generated by pre-service student teachers, the results suggest that lecturers fail to embrace diversity to its fullest. The findings illuminate the disparity between policy and practice in a forward-thinking faculty and lecturers’ lack of pedagogical knowledge and skills, which inhibit them from embodying the principles of diversity education. The lecturers’ approaches to dealing with diversity in practice indicate that they are stuck in the quagmire of assimilationist, colour-blind, contributionist and business-as-usual strategies which militate against culturally responsive pedagogy thereby marginalizing learners.
- Full Text:
- Date Issued: 2017
Sexuality, HIV and AIDS education in Oshikoto region, Namibia: exploring young people’s voices
- Authors: Uugwanga, Iyaloo Tulonga
- Date: 2017
- Subjects: AIDS (Disease) -- Namibia -- Prevention , Sex instruction -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/13403 , vital:27182
- Description: The HIV and AIDS epidemic remains a major health concern among the Namibian population despite interventions to mitigate it. The creation of awareness about the epidemic through school curricula is one of the government’s interventions. However, the provision of Sexuality, HIV and AIDS education in schools today is based on adult ideas of what they feel is right for young people to learn. This leave learners vulnerable and inadequately supported regarding possible questions they may have in this context. With vast amount and variety of conflicting information available to young people regarding their sexuality; and how their sexuality can and should be expressed, some of this information leads them to engage in risky behaviours that exposes them to HIV infection. Hence the need to involve young people in the development of the curriculum, to meet their educational needs in context of sexuality, HIV and AIDS. In this study, evidence for including learners in the construction of educational content regarding sexuality education is sought. This qualitative study used a phenomenological research design, interpretive paradigm and a participatory arts-based research methodology. Drawings, Vignettes (Agony Aunt) and follow-up focus group discussions were used to generate data with junior and senior learners, aged 15-24, from two secondary schools situated in the Oshikoto region of Namibia. Bronfenbrenner’s ecological system theory and Vygotsky’s sociocultural theory underpinned and decipher the findings of this study. The findings revealed that the school curriculum has informed learners on Sexuality, HIV and AIDS matters. The data generated about what they want to learn revealed that there is a need for more information on matters of sexuality, HIV and AIDS, which are not provided by the current education system. The data also revealed that the information that young people are exposed to is mostly associated with myths and misconceptions. This study thus recommends that a more comprehensive sexuality education, which takes into account learners’ needs, be provided in order for them to be guided appropriately on issues concerning their sexuality in the context of HIV and AIDS, so that we can move towards as HIV free world.
- Full Text:
- Date Issued: 2017
- Authors: Uugwanga, Iyaloo Tulonga
- Date: 2017
- Subjects: AIDS (Disease) -- Namibia -- Prevention , Sex instruction -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/13403 , vital:27182
- Description: The HIV and AIDS epidemic remains a major health concern among the Namibian population despite interventions to mitigate it. The creation of awareness about the epidemic through school curricula is one of the government’s interventions. However, the provision of Sexuality, HIV and AIDS education in schools today is based on adult ideas of what they feel is right for young people to learn. This leave learners vulnerable and inadequately supported regarding possible questions they may have in this context. With vast amount and variety of conflicting information available to young people regarding their sexuality; and how their sexuality can and should be expressed, some of this information leads them to engage in risky behaviours that exposes them to HIV infection. Hence the need to involve young people in the development of the curriculum, to meet their educational needs in context of sexuality, HIV and AIDS. In this study, evidence for including learners in the construction of educational content regarding sexuality education is sought. This qualitative study used a phenomenological research design, interpretive paradigm and a participatory arts-based research methodology. Drawings, Vignettes (Agony Aunt) and follow-up focus group discussions were used to generate data with junior and senior learners, aged 15-24, from two secondary schools situated in the Oshikoto region of Namibia. Bronfenbrenner’s ecological system theory and Vygotsky’s sociocultural theory underpinned and decipher the findings of this study. The findings revealed that the school curriculum has informed learners on Sexuality, HIV and AIDS matters. The data generated about what they want to learn revealed that there is a need for more information on matters of sexuality, HIV and AIDS, which are not provided by the current education system. The data also revealed that the information that young people are exposed to is mostly associated with myths and misconceptions. This study thus recommends that a more comprehensive sexuality education, which takes into account learners’ needs, be provided in order for them to be guided appropriately on issues concerning their sexuality in the context of HIV and AIDS, so that we can move towards as HIV free world.
- Full Text:
- Date Issued: 2017
The academic and social integration of first-year students into higher education: a systematic review
- Authors: Knipp, Shereene Natacha
- Date: 2017
- Subjects: Academic achievement -- South Africa -- Eastern Cape , Education, Higher -- South Africa -- Eastern Cape , College attendance -- South Africa -- Eastern Cape , College dropouts -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/17978 , vital:28550
- Description: Success rates remain a critical challenge in higher education. National and international data continue to suggest that the majority of students entering higher education withdraw before graduation. There is a strong indication in the literature that a student’s integration into the academic and social systems of higher education plays a critical role in student retention, persistence and success. In addition, research data demonstrates that student success is strongly influenced by the experiences students encounter in their first year of study. Established interventions have not helped to stem the tide of dropout rates. The primary aim of the study was therefore to investigate the academic and social integration of first-year students into the higher education system. The specific objectives were to explore the factors that contribute to academic and social integration, as well as the outcomes of academic and social integration in the first year of study. The study is grounded in Tinto’s theory of student integration, which holds at its centre, the constructs of academic and social integration. Tinto’s model proposes that academic and social integration are instrumental to students’ persistence in higher education. The methodology employed for the study is a systematic review, in an attempt to sum up the best available research in response to the research question. It involved identifying, selecting, appraising and synthesising all quality research relevant to the academic and social integration of first-year higher education students. Several themes emerged from the systematic review. The main factors found to be contributing to academic integration were: interaction with academic staff, classroom and curriculum centrality, preparatory education, self-efficacy, interaction with peers, academic engagement, motivation and issues related to first-generation higher education students. Those for social integration were: interaction with peers, sense of belonging and identity, interaction with staff, involvement and accommodation issues. The main outcomes for both academic and social integration were found to be student retention, persistence and academic success. The findings are consistent with past research on academic and social integration. Based on the emergent themes, recommendations were made with the aim of improving success rates in higher education. The results of the study could be of particular value in the South African higher education context by offering insights into the global and local trends with regard to academic and social integration. The findings could hopefully offer possible responses to current critical student success challenges experienced in South African higher education, especially in the light of the call by the #FeesMustFall movement for free and decolonised education.
- Full Text:
- Date Issued: 2017
- Authors: Knipp, Shereene Natacha
- Date: 2017
- Subjects: Academic achievement -- South Africa -- Eastern Cape , Education, Higher -- South Africa -- Eastern Cape , College attendance -- South Africa -- Eastern Cape , College dropouts -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/17978 , vital:28550
- Description: Success rates remain a critical challenge in higher education. National and international data continue to suggest that the majority of students entering higher education withdraw before graduation. There is a strong indication in the literature that a student’s integration into the academic and social systems of higher education plays a critical role in student retention, persistence and success. In addition, research data demonstrates that student success is strongly influenced by the experiences students encounter in their first year of study. Established interventions have not helped to stem the tide of dropout rates. The primary aim of the study was therefore to investigate the academic and social integration of first-year students into the higher education system. The specific objectives were to explore the factors that contribute to academic and social integration, as well as the outcomes of academic and social integration in the first year of study. The study is grounded in Tinto’s theory of student integration, which holds at its centre, the constructs of academic and social integration. Tinto’s model proposes that academic and social integration are instrumental to students’ persistence in higher education. The methodology employed for the study is a systematic review, in an attempt to sum up the best available research in response to the research question. It involved identifying, selecting, appraising and synthesising all quality research relevant to the academic and social integration of first-year higher education students. Several themes emerged from the systematic review. The main factors found to be contributing to academic integration were: interaction with academic staff, classroom and curriculum centrality, preparatory education, self-efficacy, interaction with peers, academic engagement, motivation and issues related to first-generation higher education students. Those for social integration were: interaction with peers, sense of belonging and identity, interaction with staff, involvement and accommodation issues. The main outcomes for both academic and social integration were found to be student retention, persistence and academic success. The findings are consistent with past research on academic and social integration. Based on the emergent themes, recommendations were made with the aim of improving success rates in higher education. The results of the study could be of particular value in the South African higher education context by offering insights into the global and local trends with regard to academic and social integration. The findings could hopefully offer possible responses to current critical student success challenges experienced in South African higher education, especially in the light of the call by the #FeesMustFall movement for free and decolonised education.
- 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
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
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
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
Auditory processing problems within the inclusive foundation phase classroom: an exploration of teachers' experiences
- Authors: Deysel, Sanet
- Date: 2016
- Subjects: Inclusive education , Early childhood special education , Early childhood teachers
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/6834 , vital:21152
- Description: The Salamanca Statement (UNESCO, 1994) called upon all governments to implement inclusive education, ensuring that all learners with barriers to learning are included in the educational system. South Africa as a cosignatory to this global call responded with the implementation of the South African Education White Paper 6 (Department of Education, 2001) where the principles and foundations towards inclusive education were stipulated. It was expected of teachers to be able to accommodate learners with barriers to learning in their classrooms (Dednam, 2009, p. 371), although Ntombela and Green (2013, p. 2) state that teachers are not equipped to work with learners with specific disabilities. Learners present with various barriers to learning and these barriers pose problems and challenges in the classroom. One of these problems in the classroom is learners presenting with Auditory Processing Disorder. This qualitative study employed phenomenology as the research design. Through the use of memory work, drawings and focus group discussions as data production tools, the five Foundation Phase teachers’ experiences regarding learners presenting with Auditory Processing Disorder in the inclusive classroom, were explored. Bronfenbrenner’s ecological model was used to make meaning of the findings of the study. The findings of the study indicate that teachers are torn between the expectations of global and national policies regarding inclusive education and the management and support of learners presenting with Auditory Processing Disorder in their classrooms. Various challenges and problems arise with the inclusion of learners presenting with Auditory Processing Disorder in the classroom. The findings of the study were used to formulate guidelines to support Foundation Phase teachers working with learners presenting with auditory processing problems as well as policy suggestions for the Department of Basic Education. The Department of Basic Education should revise the implementation of CAPS to include the necessary adaptations for learners presenting with Auditory Processing Disorder; and also provide teacher assistants in Foundation Phase classrooms to enable the full inclusion of all learners.
- Full Text:
- Date Issued: 2016
- Authors: Deysel, Sanet
- Date: 2016
- Subjects: Inclusive education , Early childhood special education , Early childhood teachers
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/6834 , vital:21152
- Description: The Salamanca Statement (UNESCO, 1994) called upon all governments to implement inclusive education, ensuring that all learners with barriers to learning are included in the educational system. South Africa as a cosignatory to this global call responded with the implementation of the South African Education White Paper 6 (Department of Education, 2001) where the principles and foundations towards inclusive education were stipulated. It was expected of teachers to be able to accommodate learners with barriers to learning in their classrooms (Dednam, 2009, p. 371), although Ntombela and Green (2013, p. 2) state that teachers are not equipped to work with learners with specific disabilities. Learners present with various barriers to learning and these barriers pose problems and challenges in the classroom. One of these problems in the classroom is learners presenting with Auditory Processing Disorder. This qualitative study employed phenomenology as the research design. Through the use of memory work, drawings and focus group discussions as data production tools, the five Foundation Phase teachers’ experiences regarding learners presenting with Auditory Processing Disorder in the inclusive classroom, were explored. Bronfenbrenner’s ecological model was used to make meaning of the findings of the study. The findings of the study indicate that teachers are torn between the expectations of global and national policies regarding inclusive education and the management and support of learners presenting with Auditory Processing Disorder in their classrooms. Various challenges and problems arise with the inclusion of learners presenting with Auditory Processing Disorder in the classroom. The findings of the study were used to formulate guidelines to support Foundation Phase teachers working with learners presenting with auditory processing problems as well as policy suggestions for the Department of Basic Education. The Department of Basic Education should revise the implementation of CAPS to include the necessary adaptations for learners presenting with Auditory Processing Disorder; and also provide teacher assistants in Foundation Phase classrooms to enable the full inclusion of all learners.
- Full Text:
- Date Issued: 2016
Exploring fathers’ reading involvement in a grade 4 classroom
- Authors: Nel, Chantel Eve
- Date: 2016
- Subjects: Reading (Elementary) -- South Africa Reading -- Remedial teaching Effective teaching
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/12505 , vital:27077
- Description: The state of education in South Africa is of nationwide concern and primary school learners are at serious risk of not learning to read. The lack of parental involvement in children's reading development is one of the main barriers to quality education. Mothers are customarily the parent who is most often involved in the reading development of children but there has been an increased interest in asserting more about how fathers are taking on the reading tasks of children. The focus of the study is on the involvement of fathers in the reading development of their children and aims to determine the fathers’ perceptions regarding their roles in the reading development of their children, the barriers that hinder their involvement as well as the benefits of their involvement. The literature review was done using Bronfenbrenner’s ecological systems theory as theoretical framework. A qualitative research design was employed using phenomenology as a research strategy. The research is underpinned by the interpretive paradigm and involved the fathers of grade 4 learners at a primary school in the Northern Areas of Port Elizabeth, South Africa. Data was collected from these fathers by means of questionnaires, group and semi-structured interviews and narratives. The main findings that emerged from the study revealed that fathers’ lack of support in reading development was embedded in the fact that they perceived their role as provider who underestimated their individual contribution. They acknowledged their participation in uncoordinated reading efforts whilst engagement with teacher and policy document were also findings that emerged from this study.
- Full Text:
- Date Issued: 2016
- Authors: Nel, Chantel Eve
- Date: 2016
- Subjects: Reading (Elementary) -- South Africa Reading -- Remedial teaching Effective teaching
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/12505 , vital:27077
- Description: The state of education in South Africa is of nationwide concern and primary school learners are at serious risk of not learning to read. The lack of parental involvement in children's reading development is one of the main barriers to quality education. Mothers are customarily the parent who is most often involved in the reading development of children but there has been an increased interest in asserting more about how fathers are taking on the reading tasks of children. The focus of the study is on the involvement of fathers in the reading development of their children and aims to determine the fathers’ perceptions regarding their roles in the reading development of their children, the barriers that hinder their involvement as well as the benefits of their involvement. The literature review was done using Bronfenbrenner’s ecological systems theory as theoretical framework. A qualitative research design was employed using phenomenology as a research strategy. The research is underpinned by the interpretive paradigm and involved the fathers of grade 4 learners at a primary school in the Northern Areas of Port Elizabeth, South Africa. Data was collected from these fathers by means of questionnaires, group and semi-structured interviews and narratives. The main findings that emerged from the study revealed that fathers’ lack of support in reading development was embedded in the fact that they perceived their role as provider who underestimated their individual contribution. They acknowledged their participation in uncoordinated reading efforts whilst engagement with teacher and policy document were also findings that emerged from this study.
- Full Text:
- Date Issued: 2016
Introducing and intervention programme for grade 2 Afrikaans home language learners with reading, comprehension and phonics barriers
- De Jager, Marina, Geldenhuys, Johanna
- Authors: De Jager, Marina , Geldenhuys, Johanna
- Date: 2016
- Subjects: Holistic education -- South Africa , Inclusive education -- South Africa , Remedial teaching -- South Africa , Language and education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/6801 , vital:21143
- Description: This research study was aimed at the Grade 2 Afrikaans Home Language learners who encounter reading, comprehension and phonics barriers in an inclusive classroom. The Grade 2 Curriculum and Assessment Policy Statement (CAPS) Home Language curriculum and pass requirements that the learners have to master in the mainstream, was a major concern. Consequently, seventy per cent of the Grade 2 Afrikaans learners have already failed Grade 1 or 2; and some seemed to be borderline cases; as their pace of development was so slow. The intervention programme was implemented intensively outside normal school hours, through qualitative and quantitative data collection, known as the multi-method. The research approaches were conducted through action research and case-study research. Bronfenbrenner’s model indicated that intrinsic and extrinsic factors cannot be disregarded in the learner’s holistic development; therefore, parent involvement was vital during the research study. As the Individual Learner Support Team (ILST) coordinator at the research school, I have experienced the despair and perplexity of the teachers, when dealing with teaching challenges; but also, that of the learners, who face barriers to learning. A sample of six learners was identified; and one parent in each household was active during the study. The parent’s responses varied from limited to worthy feedback throughout the intervention programme. The learners’ responses were observed during the intervention programme, the classroom situation; and their perceptions during the semi-structured interviews were recorded. The intervention programme links with the Screening, Identification, Assessment and Support of SIAS process; and it involved the assistance of a remedial expert by applying remedial education, without psychometric tests. The findings revealed that the learner must be intrinsically motivated to co-operate fully. And this relates to both intrinsic and extrinsic influences. Recommendations are offered to the various stakeholders, who are directly or indirectly engaged in the learner’s scholastic development, to ensure corrective and supportive measures, which are conducive to learning.
- Full Text:
- Date Issued: 2016
- Authors: De Jager, Marina , Geldenhuys, Johanna
- Date: 2016
- Subjects: Holistic education -- South Africa , Inclusive education -- South Africa , Remedial teaching -- South Africa , Language and education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/6801 , vital:21143
- Description: This research study was aimed at the Grade 2 Afrikaans Home Language learners who encounter reading, comprehension and phonics barriers in an inclusive classroom. The Grade 2 Curriculum and Assessment Policy Statement (CAPS) Home Language curriculum and pass requirements that the learners have to master in the mainstream, was a major concern. Consequently, seventy per cent of the Grade 2 Afrikaans learners have already failed Grade 1 or 2; and some seemed to be borderline cases; as their pace of development was so slow. The intervention programme was implemented intensively outside normal school hours, through qualitative and quantitative data collection, known as the multi-method. The research approaches were conducted through action research and case-study research. Bronfenbrenner’s model indicated that intrinsic and extrinsic factors cannot be disregarded in the learner’s holistic development; therefore, parent involvement was vital during the research study. As the Individual Learner Support Team (ILST) coordinator at the research school, I have experienced the despair and perplexity of the teachers, when dealing with teaching challenges; but also, that of the learners, who face barriers to learning. A sample of six learners was identified; and one parent in each household was active during the study. The parent’s responses varied from limited to worthy feedback throughout the intervention programme. The learners’ responses were observed during the intervention programme, the classroom situation; and their perceptions during the semi-structured interviews were recorded. The intervention programme links with the Screening, Identification, Assessment and Support of SIAS process; and it involved the assistance of a remedial expert by applying remedial education, without psychometric tests. The findings revealed that the learner must be intrinsically motivated to co-operate fully. And this relates to both intrinsic and extrinsic influences. Recommendations are offered to the various stakeholders, who are directly or indirectly engaged in the learner’s scholastic development, to ensure corrective and supportive measures, which are conducive to learning.
- Full Text:
- Date Issued: 2016
Investigating the relationship between mathematical knowledge for teaching and self-efficacy of pre-service mathematical literacy teachers
- Van Zyl, Nicola Stephanie, Van Zyl, Marinda
- Authors: Van Zyl, Nicola Stephanie , Van Zyl, Marinda
- Date: 2016
- Subjects: Mathematics teachers -- South Africa Mathematics -- Study and teaching -- South Africa
- Language: English
- Type: Thesis , Doctoral , MEd
- Identifier: http://hdl.handle.net/10948/10849 , vital:26829
- Description: Although a good understanding of mathematical content knowledge is essential for effective mathematics teaching, this might not be enough. Mathematical knowledge for teaching (MKT) requires a kind of depth and detail special to teaching, and involves mathematical reasoning as well as thinking from a learners’ perspective. Educational outcomes are also influenced by teachers’ self-efficacy beliefs regarding their ability to teach effectively. This study was an investigation into the relationship between pre-service teachers’ mathematical knowledge for teaching (MKT) and their mathematical self-efficacy with regard to MKT. Participants in the study were 137 BEd (FET) students at Nelson Mandela Metropolitan University, specializing in Mathematical Literacy as teaching subject. The quantitative data used for the study were gathered using a questionnaire on MKT for the topics number concepts and operations. This questionnaire was designed by Deborah Ball’s Michigan research team, to which I added a question on self-efficacy for every item. An analysis of the data gathered from the questionnaire reveals interesting and disturbing trends. The results suggest that, in more than 80% of the cases, respondents were either completely sure their answer was correct, or tended to think their answer was correct, indicating high levels of self-efficacy. Since only about 40% of answers were in reality correct, this indicates that participants believed their answer to be correct, although their interpretation of the mathematical knowledge for teaching involved was incorrect. Hence: they don’t know that they don’t know! The results of this study suggest that there is a need for educators of teachers to help improve prospective mathematical literacy teachers’ mathematical knowledge for teaching. Pre-service teachers should be taught to use cognitive skills that will raise the likelihood of improved learner understanding. For this, robust understanding of the fundamental mathematics involved is needed, as well as high levels of self-efficacy with regard to the teaching of mathematics.
- Full Text:
- Date Issued: 2016
- Authors: Van Zyl, Nicola Stephanie , Van Zyl, Marinda
- Date: 2016
- Subjects: Mathematics teachers -- South Africa Mathematics -- Study and teaching -- South Africa
- Language: English
- Type: Thesis , Doctoral , MEd
- Identifier: http://hdl.handle.net/10948/10849 , vital:26829
- Description: Although a good understanding of mathematical content knowledge is essential for effective mathematics teaching, this might not be enough. Mathematical knowledge for teaching (MKT) requires a kind of depth and detail special to teaching, and involves mathematical reasoning as well as thinking from a learners’ perspective. Educational outcomes are also influenced by teachers’ self-efficacy beliefs regarding their ability to teach effectively. This study was an investigation into the relationship between pre-service teachers’ mathematical knowledge for teaching (MKT) and their mathematical self-efficacy with regard to MKT. Participants in the study were 137 BEd (FET) students at Nelson Mandela Metropolitan University, specializing in Mathematical Literacy as teaching subject. The quantitative data used for the study were gathered using a questionnaire on MKT for the topics number concepts and operations. This questionnaire was designed by Deborah Ball’s Michigan research team, to which I added a question on self-efficacy for every item. An analysis of the data gathered from the questionnaire reveals interesting and disturbing trends. The results suggest that, in more than 80% of the cases, respondents were either completely sure their answer was correct, or tended to think their answer was correct, indicating high levels of self-efficacy. Since only about 40% of answers were in reality correct, this indicates that participants believed their answer to be correct, although their interpretation of the mathematical knowledge for teaching involved was incorrect. Hence: they don’t know that they don’t know! The results of this study suggest that there is a need for educators of teachers to help improve prospective mathematical literacy teachers’ mathematical knowledge for teaching. Pre-service teachers should be taught to use cognitive skills that will raise the likelihood of improved learner understanding. For this, robust understanding of the fundamental mathematics involved is needed, as well as high levels of self-efficacy with regard to the teaching of mathematics.
- Full Text:
- Date Issued: 2016
Teachers' perceptions whether school management teams contribute towards teacher leadership in primary schools
- Authors: Jacobs, Elfean Randall
- Date: 2016
- Subjects: School management teams , School management and organization -- South Africa , Educational leadership -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/6823 , vital:21149
- Description: Teachers in South African schools are one of the most valuable role players in the execution and implementation of curricular and co-curricular activities. They perform almost every formal and informal task in their daily work to ensure the effectiveness of our schools. Teacher leadership, a relatively new leadership in South African education, which is embedded in a distributed leadership theory, places the emphasis of leadership not only on the principal and the school management team (SMT) but can be located to a wide range of people who work effectively to improve the organisation. The purpose of this study was to determine Post Level (PL) 1 teachers' perceptions of whether the SMT contributes towards teacher leadership in the school. In this case study, through purposive sampling, the researcher made use of one school in a case where a total of 19 teachers participated in the study. The researcher used one instrument to collect data on the PL 1 teachers' perceptions. A set of questionnaires was distributed to elicit responses from PL 1 teachers and the result was analysed by means of themes. Evidence revealed that teachers are not aware of the existence of the new model of teacher leadership. However, findings also revealed that some teachers are ready to perform as leaders. These findings can influence leadership practices, collaboration, improvements in the school, motivation, and job satisfaction, as well as learner performance.
- Full Text: false
- Date Issued: 2016
- Authors: Jacobs, Elfean Randall
- Date: 2016
- Subjects: School management teams , School management and organization -- South Africa , Educational leadership -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/6823 , vital:21149
- Description: Teachers in South African schools are one of the most valuable role players in the execution and implementation of curricular and co-curricular activities. They perform almost every formal and informal task in their daily work to ensure the effectiveness of our schools. Teacher leadership, a relatively new leadership in South African education, which is embedded in a distributed leadership theory, places the emphasis of leadership not only on the principal and the school management team (SMT) but can be located to a wide range of people who work effectively to improve the organisation. The purpose of this study was to determine Post Level (PL) 1 teachers' perceptions of whether the SMT contributes towards teacher leadership in the school. In this case study, through purposive sampling, the researcher made use of one school in a case where a total of 19 teachers participated in the study. The researcher used one instrument to collect data on the PL 1 teachers' perceptions. A set of questionnaires was distributed to elicit responses from PL 1 teachers and the result was analysed by means of themes. Evidence revealed that teachers are not aware of the existence of the new model of teacher leadership. However, findings also revealed that some teachers are ready to perform as leaders. These findings can influence leadership practices, collaboration, improvements in the school, motivation, and job satisfaction, as well as learner performance.
- Full Text: false
- Date Issued: 2016
The effectiveness of brain-compatible blended learning material in the teaching of programming logic
- Van Niekerk, Johannes Frederick, Webb, Paul
- Authors: Van Niekerk, Johannes Frederick , Webb, Paul
- Date: 2016
- Subjects: Blended learning -- South Africa , Learning, Psychology of , Computer-assisted instruction
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/45344 , vital:38572
- Description: Blended learning is an educational approach which integrates seemingly distinct educational approaches such as face-to-face and online experiences. In a blended learning environment, the classroom lectures can, for example, be augmented with learning material opened in a variety of technologically delivered formats. Brain-compatible learning is an approach to education which stems from a combination of neuroscience and educational psychology. Brain compatible learning is not a formalised education approach or recipe for teachers', instead it provides a `set of principles and a base of knowledge and skills upon which we can make better decisions about the learning process. While the electiveness of education based on brain-compatible learning principles have been proven in a classroom environment, very little knowledge exists regarding its use in an e-learning environment. The purpose of this research was to determine whether an e-learning intervention which was designed according to brain-compatible learning principles would have an elect on student motivation to learn and on student achievement in the subject Technical programming 1. An e-learning based educational intervention which incorporated several brain-compatible learning principles was designed and administered as a controlled experiment intervention. The impact of the research experiment was measured both qualitatively using an purpose-designed instrument and quantitatively through an analysis of the formal assessments for this subject. The findings of this study, namely that brain-compatible learning principles can be used in an e-learning environment and that e-learning material which adheres to brain-compatible education principles have a positive elect on Technical Programming 1 students' achievement and motivation to learn, appear to be meaningful contributions to the current debate on blended learning.
- Full Text:
- Date Issued: 2016
The effectiveness of brain-compatible blended learning material in the teaching of programming logic
- Authors: Van Niekerk, Johannes Frederick , Webb, Paul
- Date: 2016
- Subjects: Blended learning -- South Africa , Learning, Psychology of , Computer-assisted instruction
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/45344 , vital:38572
- Description: Blended learning is an educational approach which integrates seemingly distinct educational approaches such as face-to-face and online experiences. In a blended learning environment, the classroom lectures can, for example, be augmented with learning material opened in a variety of technologically delivered formats. Brain-compatible learning is an approach to education which stems from a combination of neuroscience and educational psychology. Brain compatible learning is not a formalised education approach or recipe for teachers', instead it provides a `set of principles and a base of knowledge and skills upon which we can make better decisions about the learning process. While the electiveness of education based on brain-compatible learning principles have been proven in a classroom environment, very little knowledge exists regarding its use in an e-learning environment. The purpose of this research was to determine whether an e-learning intervention which was designed according to brain-compatible learning principles would have an elect on student motivation to learn and on student achievement in the subject Technical programming 1. An e-learning based educational intervention which incorporated several brain-compatible learning principles was designed and administered as a controlled experiment intervention. The impact of the research experiment was measured both qualitatively using an purpose-designed instrument and quantitatively through an analysis of the formal assessments for this subject. The findings of this study, namely that brain-compatible learning principles can be used in an e-learning environment and that e-learning material which adheres to brain-compatible education principles have a positive elect on Technical Programming 1 students' achievement and motivation to learn, appear to be meaningful contributions to the current debate on blended learning.
- Full Text:
- Date Issued: 2016
The role of the head of department in maintaining the motivation of English first additional langauge teachers teaching in educationally deprived communities
- Authors: Nombewu, Sakhiwo Bridget
- Date: 2016
- Subjects: English language -- Study and teaching -- South Africa Motivation in education -- South Africa Second language acquisition
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/11887 , vital:27001
- Description: The purpose of the study was twofold. The first purpose was to determine the role of the Head of Department in maintaining the motivation of English first additional language teachers in deprived communities. The role of the Head of Department will depend on factors that motivate and demotivate EFAL teachers and the influence of demographic factors on the motivators and demotivators reported by the participants. The second purpose was to establish the expectations that EFAL teachers have of their Heads of Departments in order to gain an understanding of the role that the Head of Departments can play in the motivation of the EFAL teachers teaching in schools situated in educationally deprived communities. This study not only aimed at presenting the findings but to also develop recommendations that can be formulated for the Head of Departments of English first additional language department of high schools situated in educationally deprived communities with regard to supporting the motivation of teachers. To this end, a literature study was undertaken on relevant theories and on the results of previous research on the issue. The research design was a mix-methods design. The questionnaire for collecting both qualitative and quantitative data was designed in line with instruments used in similar research studies on English FAL teacher motivation by Bennell and Akyempong (2007), Kassagby, et al. (2001) and Yau (2010). The questionnaire was administered to EFAL teachers teaching at high schools located in educationally deprived communities in the Nelson Mandela Metropole where isiXhosa is the home language of the learners and English is the medium of instruction. It was discovered that the main factors influencing teachers in the context of EFAL teaching in educationally deprived communities include the culture of teaching and learning of the school, the teacher’s interaction with learners, colleagues and the recognition and feedback associated with supervision of curriculum implementation. It was found that demotivated learners, unsupportive colleagues and unprofessional or unethical practices by the Head of Department to be the most demotivating factors.
- Full Text:
- Date Issued: 2016
- Authors: Nombewu, Sakhiwo Bridget
- Date: 2016
- Subjects: English language -- Study and teaching -- South Africa Motivation in education -- South Africa Second language acquisition
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/11887 , vital:27001
- Description: The purpose of the study was twofold. The first purpose was to determine the role of the Head of Department in maintaining the motivation of English first additional language teachers in deprived communities. The role of the Head of Department will depend on factors that motivate and demotivate EFAL teachers and the influence of demographic factors on the motivators and demotivators reported by the participants. The second purpose was to establish the expectations that EFAL teachers have of their Heads of Departments in order to gain an understanding of the role that the Head of Departments can play in the motivation of the EFAL teachers teaching in schools situated in educationally deprived communities. This study not only aimed at presenting the findings but to also develop recommendations that can be formulated for the Head of Departments of English first additional language department of high schools situated in educationally deprived communities with regard to supporting the motivation of teachers. To this end, a literature study was undertaken on relevant theories and on the results of previous research on the issue. The research design was a mix-methods design. The questionnaire for collecting both qualitative and quantitative data was designed in line with instruments used in similar research studies on English FAL teacher motivation by Bennell and Akyempong (2007), Kassagby, et al. (2001) and Yau (2010). The questionnaire was administered to EFAL teachers teaching at high schools located in educationally deprived communities in the Nelson Mandela Metropole where isiXhosa is the home language of the learners and English is the medium of instruction. It was discovered that the main factors influencing teachers in the context of EFAL teaching in educationally deprived communities include the culture of teaching and learning of the school, the teacher’s interaction with learners, colleagues and the recognition and feedback associated with supervision of curriculum implementation. It was found that demotivated learners, unsupportive colleagues and unprofessional or unethical practices by the Head of Department to be the most demotivating factors.
- Full Text:
- Date Issued: 2016
A case study: the role of a positive school climate in the enhancement of parental and community involvement at a primary school in Port Elizabeth
- Authors: Cloete, Jacqueline
- Date: 2015
- Subjects: Education -- Parent participation , Community and school , Home and school
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/8735 , vital:26425
- Description: This study examines the phenomenon of parental and community involvement in a primary school and the benefits thereof to the learners, teachers and community members. The aim of this study is to investigate how a positive school climate can improve the involvement of parents and community members in a school’s activities. The research attempted to determine what the role of a positive school climate is; the strategies schools could apply to enhance parental and community involvement, the possible benefits of involvement and reasons for non-involvement of parents and community members in school activities. The theoretical frameworks of Urie Bronfenbrenner’s ecological model and Joyce Epstein’s overlapping spheres of influence were used in the study. A case study was used as the qualitative research methodology. The data for the research was gathered from a purposive sample of teachers, community volunteer workers, parents and the principal. Semi-structured interview schedules and pre-designed questionnaires including open and closed questions, were used to collect data. The data was analysed inductively by using a descriptive open coding method to identify emerging themes. The findings of the research suggest that a positive school climate to improve parent and community involvement can be created by applying the strategies of effective communication, good working relationships, creating opportunities for involvement, ensuring a healthy and safe environment, formulating a school policy for parent and community involvement, creating a friendly and welcoming atmosphere as well as upholding an ethos of good moral values. The study found that parent and community involvement in a school’s activities offers various benefits to all stakeholders.
- Full Text:
- Date Issued: 2015
- Authors: Cloete, Jacqueline
- Date: 2015
- Subjects: Education -- Parent participation , Community and school , Home and school
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/8735 , vital:26425
- Description: This study examines the phenomenon of parental and community involvement in a primary school and the benefits thereof to the learners, teachers and community members. The aim of this study is to investigate how a positive school climate can improve the involvement of parents and community members in a school’s activities. The research attempted to determine what the role of a positive school climate is; the strategies schools could apply to enhance parental and community involvement, the possible benefits of involvement and reasons for non-involvement of parents and community members in school activities. The theoretical frameworks of Urie Bronfenbrenner’s ecological model and Joyce Epstein’s overlapping spheres of influence were used in the study. A case study was used as the qualitative research methodology. The data for the research was gathered from a purposive sample of teachers, community volunteer workers, parents and the principal. Semi-structured interview schedules and pre-designed questionnaires including open and closed questions, were used to collect data. The data was analysed inductively by using a descriptive open coding method to identify emerging themes. The findings of the research suggest that a positive school climate to improve parent and community involvement can be created by applying the strategies of effective communication, good working relationships, creating opportunities for involvement, ensuring a healthy and safe environment, formulating a school policy for parent and community involvement, creating a friendly and welcoming atmosphere as well as upholding an ethos of good moral values. The study found that parent and community involvement in a school’s activities offers various benefits to all stakeholders.
- Full Text:
- Date Issued: 2015