Utilising the participatory action learning and action research approach in developing school improvement plans in community schools
- Authors: Rangana, Noluvo
- Date: 2023-04
- Subjects: Active learning , Action research , School improvement programs, Community schools
- Language: English
- Type: Master's theses , Thesis
- Identifier: http://hdl.handle.net/10948/64021 , vital:73640
- Description: This study sought to determine how Participatory Action Learning and Action Research (PALAR) can be used to develop school improvement plans in community schools. The study looks at the Centre for the Community Schools whose objective is to collaboratively develop alternative approaches to school improvement that are relevant and responsive to the realities of under-served community schools. CCS used a PALAR approach in their engagements with multiple stakeholders to develop school improvements, and this study sought to investigate the experience of those multiple stakeholders. Those multiple stakeholders are participants in this study and together we formed an Action Learning Set (ALS). The lessons we learned from their perceptions of the PALAR approach, and the contextual factors that must be considered when using PALAR, led us to draft guidelines that support the use of PALAR when developing school improvement plans in community schools. A literature review was conducted on the main concepts of this study starting on a historical perspective of schools in Europe, the United States of America, and South Africa. This historical perspective gave an international point of view on the thinking of schooling internationally. This international account on the history of schooling was followed by a South African explanation on our history of schooling, looking at education in the apartheid era and education post-apartheid era. This was important in understanding how the concept of school improvement plans came about in South Africa. The literature review also highlighted the importance of school improvement plans and shed light on what a community school is, and what it is not. The study made use of PALAR as a methodology and is located in the Critical paradigm. The research approach was a Critical Participatory Action Research approach, and the study was framed with a combination of the critical pedagogy and the Cultural-Historical Activity Theory. The study made use of Participatory Visual Methods as tools to generate data , in particular, drawings, collages and cellphilms. To analyse the data, we used a thematic analysis and the nominal group technique. The findings of the study reveal that the PALAR approach is an empowering approach that acknowledges diversity and fosters meaningful relationships. The findings also showed that this approach is time consuming, messy and lacks structure. Further to this, the findings of this study suggest that language, coherency, and culture are important factors to consider when making use of the PALAR approach. This study used an African calabash to present a framework on how the PALAR approach can be applied in the African context. Finally, the study proposes guidelines that can be used to develop school improvement plans in community schools and how those guidelines can be used in the African context using the acronym SERV (Situatedness, Empowerment, Roles, and Vulnerability). , Thesis (PhD) -- Faculty of Education, School of Initial Teacher Education, 2023
- Full Text:
- Date Issued: 2023-04
- Authors: Rangana, Noluvo
- Date: 2023-04
- Subjects: Active learning , Action research , School improvement programs, Community schools
- Language: English
- Type: Master's theses , Thesis
- Identifier: http://hdl.handle.net/10948/64021 , vital:73640
- Description: This study sought to determine how Participatory Action Learning and Action Research (PALAR) can be used to develop school improvement plans in community schools. The study looks at the Centre for the Community Schools whose objective is to collaboratively develop alternative approaches to school improvement that are relevant and responsive to the realities of under-served community schools. CCS used a PALAR approach in their engagements with multiple stakeholders to develop school improvements, and this study sought to investigate the experience of those multiple stakeholders. Those multiple stakeholders are participants in this study and together we formed an Action Learning Set (ALS). The lessons we learned from their perceptions of the PALAR approach, and the contextual factors that must be considered when using PALAR, led us to draft guidelines that support the use of PALAR when developing school improvement plans in community schools. A literature review was conducted on the main concepts of this study starting on a historical perspective of schools in Europe, the United States of America, and South Africa. This historical perspective gave an international point of view on the thinking of schooling internationally. This international account on the history of schooling was followed by a South African explanation on our history of schooling, looking at education in the apartheid era and education post-apartheid era. This was important in understanding how the concept of school improvement plans came about in South Africa. The literature review also highlighted the importance of school improvement plans and shed light on what a community school is, and what it is not. The study made use of PALAR as a methodology and is located in the Critical paradigm. The research approach was a Critical Participatory Action Research approach, and the study was framed with a combination of the critical pedagogy and the Cultural-Historical Activity Theory. The study made use of Participatory Visual Methods as tools to generate data , in particular, drawings, collages and cellphilms. To analyse the data, we used a thematic analysis and the nominal group technique. The findings of the study reveal that the PALAR approach is an empowering approach that acknowledges diversity and fosters meaningful relationships. The findings also showed that this approach is time consuming, messy and lacks structure. Further to this, the findings of this study suggest that language, coherency, and culture are important factors to consider when making use of the PALAR approach. This study used an African calabash to present a framework on how the PALAR approach can be applied in the African context. Finally, the study proposes guidelines that can be used to develop school improvement plans in community schools and how those guidelines can be used in the African context using the acronym SERV (Situatedness, Empowerment, Roles, and Vulnerability). , Thesis (PhD) -- Faculty of Education, School of Initial Teacher Education, 2023
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- Date Issued: 2023-04
Exploring the influence of marine science camps on learners’ motivation and dispositions towards scientific inquiry
- Authors: Hambaze, Nozipiwo
- Date: 2020
- Subjects: Science projects , Marine sciences -- Study and teaching -- South Africa -- Case studies , Active learning , Science camps -- South Africa -- Case studies , Experiential learning , Science -- Study and teaching -- South Africa -- Case studies , Motivation in education -- South Africa -- Case studies
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/163626 , vital:41062
- Description: For a number of years, it has been observed that learners’ motivation towards science has decreased , especially when th ey get to higher grades in secondary school. Strengthening learners’ motivation has become a very important area for educators to understand and reflect on. Many studies suggest that inquiry - based learning activities can provide a conducive learning enviro nment and build up learners ’ abilities and motivation to learn science beyond the classroom. It is against this backdrop that t his interventionist study s ought to investigate the influence of marine science camps on learners’ motivation towards scientific inquiry. The study was informed by Vygotsky ’s social constructivist theory and Wenger ’s community of practice theory. The participants were 21 grade 10 science learners from seven high schools in the Eastern Cape in South Africa. In order to answer the research questions , data w ere collected through the use of Student Motivation T owards Science Learning (SMTSL) questionnaires prior and post science camp, learner reflection journals and focus group interviews. Excel was used to analyse quantitative data w hereas an inductive - deductive thematic approach was used to analyse the qualitative data.The findin gs of the study revealed that through active participation learners’ dispositions shifted and became more positive after the scientific inquiry activity experience at the marine science camp. Furthermore , the findings of the study revealed that as a result of the marine science camp experiences learners were highly motivated to develop their own marine related science projects for the science fairs. Science fairs bear the testimony as one learner did not only co nduct a marine related project for a science fair but was awarded a gold medal at a regional science fair and a silver medal the national fair. The same lea r ne r was awarded an opportunity to present his project in other international fair. Notably also, l earners displayed increase science motivation as a result of participating at the marine science camp. iv This study thus recommends that i n order to enhance scie ntific inquiry among science learners, efforts in developing out - of - school programs not only by th e department of education but also other stakeholders such as universities are needed to inspire and motivate more learners in sciences. Additionally , pure sc ience faculties and social science s should work closely with each other to promote science.
- Full Text:
- Date Issued: 2020
- Authors: Hambaze, Nozipiwo
- Date: 2020
- Subjects: Science projects , Marine sciences -- Study and teaching -- South Africa -- Case studies , Active learning , Science camps -- South Africa -- Case studies , Experiential learning , Science -- Study and teaching -- South Africa -- Case studies , Motivation in education -- South Africa -- Case studies
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/163626 , vital:41062
- Description: For a number of years, it has been observed that learners’ motivation towards science has decreased , especially when th ey get to higher grades in secondary school. Strengthening learners’ motivation has become a very important area for educators to understand and reflect on. Many studies suggest that inquiry - based learning activities can provide a conducive learning enviro nment and build up learners ’ abilities and motivation to learn science beyond the classroom. It is against this backdrop that t his interventionist study s ought to investigate the influence of marine science camps on learners’ motivation towards scientific inquiry. The study was informed by Vygotsky ’s social constructivist theory and Wenger ’s community of practice theory. The participants were 21 grade 10 science learners from seven high schools in the Eastern Cape in South Africa. In order to answer the research questions , data w ere collected through the use of Student Motivation T owards Science Learning (SMTSL) questionnaires prior and post science camp, learner reflection journals and focus group interviews. Excel was used to analyse quantitative data w hereas an inductive - deductive thematic approach was used to analyse the qualitative data.The findin gs of the study revealed that through active participation learners’ dispositions shifted and became more positive after the scientific inquiry activity experience at the marine science camp. Furthermore , the findings of the study revealed that as a result of the marine science camp experiences learners were highly motivated to develop their own marine related science projects for the science fairs. Science fairs bear the testimony as one learner did not only co nduct a marine related project for a science fair but was awarded a gold medal at a regional science fair and a silver medal the national fair. The same lea r ne r was awarded an opportunity to present his project in other international fair. Notably also, l earners displayed increase science motivation as a result of participating at the marine science camp. iv This study thus recommends that i n order to enhance scie ntific inquiry among science learners, efforts in developing out - of - school programs not only by th e department of education but also other stakeholders such as universities are needed to inspire and motivate more learners in sciences. Additionally , pure sc ience faculties and social science s should work closely with each other to promote science.
- Full Text:
- Date Issued: 2020
Facilitating alumni support for a low-resourced high school using a participatory action research approach
- Authors: Rensburg, Cheryl Dawn
- Date: 2017
- Subjects: Action research in education , Active learning
- Language: English
- Type: Thesis , Doctoral , DEd
- Identifier: http://hdl.handle.net/10948/14167 , vital:27438
- Description: South African public schools in disadvantaged areas are experiencing serious levels of under resourcing which negatively impact the educational experiences of learners. Attempts to lessen such negative impact include involving alumni who know the school‟s context, history and ethos. Unfortunately, the concept of alumni support in terms of mentoring and motivating learners is not the norm in many under resourced schools. This research focuses on fostering partnerships with alumni using participatory action research (PAR), because it is holistic, relationally driven and inclusive. Embedded in complexity theory that views the school community as a nonlinear system of different interacting parts functioning to improve the school context, the research follows actionreflection cycles of a group of ten past pupils and five educators from various backgrounds, levels of education and expertise collaborating with and mobilizing other alumni. Data were generated using drawings, photo voice and interviews. Thematic data analysis was used to build patterns and form categories. The following themes emerged namely, the importance of establishing a collective vision for sustained alumni engagement for alumni‟s personal and professional aspirations to serve the vision of the school, the importance of creating an alumni culture that reinforces the concept of „paying it forward‟. Lastly, establishing a sustainable alumni association through sustained actions and interactions and by creating an organisation of excellence The newly developed alumni structure as a „resource fountain‟ generating and cascading energy around the school emerged as an anchor for sustainability. The cascaded energy evolved into a structured „Alumni Week‟ providing ongoing motivation for current learners to sustain alumni engagement.
- Full Text:
- Date Issued: 2017
- Authors: Rensburg, Cheryl Dawn
- Date: 2017
- Subjects: Action research in education , Active learning
- Language: English
- Type: Thesis , Doctoral , DEd
- Identifier: http://hdl.handle.net/10948/14167 , vital:27438
- Description: South African public schools in disadvantaged areas are experiencing serious levels of under resourcing which negatively impact the educational experiences of learners. Attempts to lessen such negative impact include involving alumni who know the school‟s context, history and ethos. Unfortunately, the concept of alumni support in terms of mentoring and motivating learners is not the norm in many under resourced schools. This research focuses on fostering partnerships with alumni using participatory action research (PAR), because it is holistic, relationally driven and inclusive. Embedded in complexity theory that views the school community as a nonlinear system of different interacting parts functioning to improve the school context, the research follows actionreflection cycles of a group of ten past pupils and five educators from various backgrounds, levels of education and expertise collaborating with and mobilizing other alumni. Data were generated using drawings, photo voice and interviews. Thematic data analysis was used to build patterns and form categories. The following themes emerged namely, the importance of establishing a collective vision for sustained alumni engagement for alumni‟s personal and professional aspirations to serve the vision of the school, the importance of creating an alumni culture that reinforces the concept of „paying it forward‟. Lastly, establishing a sustainable alumni association through sustained actions and interactions and by creating an organisation of excellence The newly developed alumni structure as a „resource fountain‟ generating and cascading energy around the school emerged as an anchor for sustainability. The cascaded energy evolved into a structured „Alumni Week‟ providing ongoing motivation for current learners to sustain alumni engagement.
- Full Text:
- Date Issued: 2017
Investigating how problem solving skills can be developed using a collaborative learning environment
- Authors: Sonne, Anita
- Date: 2014
- Subjects: Mathematics -- Study and teaching (Elementary) -- South Africa , Social learning , Active learning , Problem solving in children , Educational equalization -- Research -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1977 , http://hdl.handle.net/10962/d1013017
- Description: This thesis examines whether problem solving strategies develop and improve through working in a collaborative environment and, if so, how. The study explored the way peer-topeer discussions which are focussed on finding solutions to mathematical problems might shape learners' attitudes and participation in mathematical problem solving. I use the Vygotskian (1978) socio-cultural perspective where the process of learning takes place within the Zone of Proximal Development (ZPD). Polya's problem solving heuristics (Polya, 1973) and Kilpatrick's "Instructional Triangle" (Kilpatrick, Swafford & Findell, 2001) provided the analytical framework for the study. Seven grade 7 learners from a Ex-Model C school, volunteered to participate in the study. The data gathering process involved an initial problem solving assessment, a written questionnaire, observations and video recordings of the seven learners during a series of after school problem solving sessions and post intervention learner interviews. The study showed that group discussion can have a positive impact on learners' problem solving in several respects: My key findings point to: Mathematical communication does play a role in development of problem solving strategies. A more knowledgeable other, with regards to Vygotsky's (1978) ZPD and Kilpatrick et al's (2001) instructional triangle is a critical factor in the development of problem solving strategies. All five strands of Kilpatrick et al., (2001), strands for mathematical proficiency are required for correct solutions to be calculated. At times Polya's (1973) steps for problem solving move at a rapid pace and are difficult to notice. These steps develop at different speeds for different people.
- Full Text:
- Date Issued: 2014
Investigating how problem solving skills can be developed using a collaborative learning environment
- Authors: Sonne, Anita
- Date: 2014
- Subjects: Mathematics -- Study and teaching (Elementary) -- South Africa , Social learning , Active learning , Problem solving in children , Educational equalization -- Research -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1977 , http://hdl.handle.net/10962/d1013017
- Description: This thesis examines whether problem solving strategies develop and improve through working in a collaborative environment and, if so, how. The study explored the way peer-topeer discussions which are focussed on finding solutions to mathematical problems might shape learners' attitudes and participation in mathematical problem solving. I use the Vygotskian (1978) socio-cultural perspective where the process of learning takes place within the Zone of Proximal Development (ZPD). Polya's problem solving heuristics (Polya, 1973) and Kilpatrick's "Instructional Triangle" (Kilpatrick, Swafford & Findell, 2001) provided the analytical framework for the study. Seven grade 7 learners from a Ex-Model C school, volunteered to participate in the study. The data gathering process involved an initial problem solving assessment, a written questionnaire, observations and video recordings of the seven learners during a series of after school problem solving sessions and post intervention learner interviews. The study showed that group discussion can have a positive impact on learners' problem solving in several respects: My key findings point to: Mathematical communication does play a role in development of problem solving strategies. A more knowledgeable other, with regards to Vygotsky's (1978) ZPD and Kilpatrick et al's (2001) instructional triangle is a critical factor in the development of problem solving strategies. All five strands of Kilpatrick et al., (2001), strands for mathematical proficiency are required for correct solutions to be calculated. At times Polya's (1973) steps for problem solving move at a rapid pace and are difficult to notice. These steps develop at different speeds for different people.
- Full Text:
- Date Issued: 2014
An action learning based reflection on participative drama as a tool for transformation of identity in the spirals programme
- Authors: Edlmann, Tessa Margaret
- Date: 2007
- Subjects: Spirals Trust (South Africa) , Drama in education -- South Africa -- Grahamstown , Participatory theater -- South Africa -- Grahamstown , Active learning
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2159 , http://hdl.handle.net/10962/d1008202
- Description: This thesis is a reflection on both the conceptual frameworks and the personal narratives that have shaped the development of the Spirals Programme. The Programme is a participatory drama and creative arts based initiative established in 2000 in Grahamstown, South Africa, to explore issues of identity in the emerging democratic context of South African society - and support both personal and contextual processes of transformation. Working within a poststructuralist and social constructionist paradigm, Spirals works with groups and communities to facilitate and enable experiential links between the drama based and performative nature of identity construction - and the possibilities for transformation and healing provided by participative drama methodologies. The structure of the thesis follows the principles of the Freirian based Action Learning praxis within which Spirals works. It begins with an account of the contextual dynamics and events that gave rise to the development of the Programme, followed by a reflection on the conceptual frameworks regarding both identity construction and participative drama methodologies that informed Spirals' development. These paradigms are then analysed in relation to the articulated experiences of three workshop participants using critical discourse analysis. The thesis concludes with an assessment of the issues emerging from this analysis - the aspects of the Programme that need to be strengthened and sustained, those that need to be changed and possible new strategies that could be developed. , Also known as: Edlmann, Theresa
- Full Text:
- Date Issued: 2007
- Authors: Edlmann, Tessa Margaret
- Date: 2007
- Subjects: Spirals Trust (South Africa) , Drama in education -- South Africa -- Grahamstown , Participatory theater -- South Africa -- Grahamstown , Active learning
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2159 , http://hdl.handle.net/10962/d1008202
- Description: This thesis is a reflection on both the conceptual frameworks and the personal narratives that have shaped the development of the Spirals Programme. The Programme is a participatory drama and creative arts based initiative established in 2000 in Grahamstown, South Africa, to explore issues of identity in the emerging democratic context of South African society - and support both personal and contextual processes of transformation. Working within a poststructuralist and social constructionist paradigm, Spirals works with groups and communities to facilitate and enable experiential links between the drama based and performative nature of identity construction - and the possibilities for transformation and healing provided by participative drama methodologies. The structure of the thesis follows the principles of the Freirian based Action Learning praxis within which Spirals works. It begins with an account of the contextual dynamics and events that gave rise to the development of the Programme, followed by a reflection on the conceptual frameworks regarding both identity construction and participative drama methodologies that informed Spirals' development. These paradigms are then analysed in relation to the articulated experiences of three workshop participants using critical discourse analysis. The thesis concludes with an assessment of the issues emerging from this analysis - the aspects of the Programme that need to be strengthened and sustained, those that need to be changed and possible new strategies that could be developed. , Also known as: Edlmann, Theresa
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- Date Issued: 2007
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