An exploration into how Grade 3 Foundation Phase teachers implement differentiated instructional practices in their mathematics classrooms
- Authors: Jack, Nomzamo Bridget
- Date: 2023-10-13
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/424057 , vital:72120
- Description: Today’s teaching space is more diverse than before. As a result, differentiated instruction is considered helpful in supporting learner diversity. This teaching approach considers socio-cultural, multiple intelligences, and learning styles also termed learning preferences of learners. It is against this view that I wanted to investigate the implementation of differentiated instruction teaching practices in the Foundation Phase. This study explored differentiated teaching strategies and procedures in mathematics teaching, and I observed four Grade 3 teachers. The theoretical framework underlying this study was the theory of practice architectures. This study is located within an interpretivist paradigm within which I employed a case study research design. The collection of the data sets was through observations and semi-structured interviews. For an analysis of observations, I used a deductive approach. On the other hand, for the semi-structured interviews, I use an inductive approach to discover patterns and themes that I applied during the data analysis process. The validation process was done by giving interview transcripts and a summary of discussions to respondents to verify their responses and check for any misinterpretations. Rich data sets were analysed concerning the research questions, which were as follows: What are the current differentiated instruction teaching practices used by Grade 3 Mathematics teachers? How can the teachers’ differentiated instruction teaching practices be understood in terms of doings, sayings and relatings? How are differentiated instruction teaching practices made visible through the lens of the Theory of Practice Architecture? The findings from the study revealed that the use of learners’ everyday language influences their understanding of mathematics terminology. The study discovered that learners were more comfortable using English to make sense of mathematics terms instead of using isiXhosa, the Language of Learning and Teaching in the Foundation Phase. Additionally, linking learning to learners’ everyday English language enabled them to learn mathematics terms in a relaxed and non-threatening situation, while isiXhosa seemed to constrain learning. Further, the findings revealed that teachers were unclear about differentiated instruction. That was evident when they did not know the elements of differentiated instruction. Thus, the study recommends that teachers need to be supported through workshops to enable them to enact differentiated instruction in their teaching. , Thesis (MEd) -- Faculty of Education, Secondary and Post-School Education, 2023
- Full Text:
- Date Issued: 2023-10-13
- Authors: Jack, Nomzamo Bridget
- Date: 2023-10-13
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/424057 , vital:72120
- Description: Today’s teaching space is more diverse than before. As a result, differentiated instruction is considered helpful in supporting learner diversity. This teaching approach considers socio-cultural, multiple intelligences, and learning styles also termed learning preferences of learners. It is against this view that I wanted to investigate the implementation of differentiated instruction teaching practices in the Foundation Phase. This study explored differentiated teaching strategies and procedures in mathematics teaching, and I observed four Grade 3 teachers. The theoretical framework underlying this study was the theory of practice architectures. This study is located within an interpretivist paradigm within which I employed a case study research design. The collection of the data sets was through observations and semi-structured interviews. For an analysis of observations, I used a deductive approach. On the other hand, for the semi-structured interviews, I use an inductive approach to discover patterns and themes that I applied during the data analysis process. The validation process was done by giving interview transcripts and a summary of discussions to respondents to verify their responses and check for any misinterpretations. Rich data sets were analysed concerning the research questions, which were as follows: What are the current differentiated instruction teaching practices used by Grade 3 Mathematics teachers? How can the teachers’ differentiated instruction teaching practices be understood in terms of doings, sayings and relatings? How are differentiated instruction teaching practices made visible through the lens of the Theory of Practice Architecture? The findings from the study revealed that the use of learners’ everyday language influences their understanding of mathematics terminology. The study discovered that learners were more comfortable using English to make sense of mathematics terms instead of using isiXhosa, the Language of Learning and Teaching in the Foundation Phase. Additionally, linking learning to learners’ everyday English language enabled them to learn mathematics terms in a relaxed and non-threatening situation, while isiXhosa seemed to constrain learning. Further, the findings revealed that teachers were unclear about differentiated instruction. That was evident when they did not know the elements of differentiated instruction. Thus, the study recommends that teachers need to be supported through workshops to enable them to enact differentiated instruction in their teaching. , Thesis (MEd) -- Faculty of Education, Secondary and Post-School Education, 2023
- Full Text:
- Date Issued: 2023-10-13
Biochemical and genetic analysis of the Mycobacterium smegmatis CnoX Chaperedoxin
- Authors: Watkins, Ariana Heloise Jo
- Date: 2023-03-29
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/422403 , vital:71939
- Description: Mycobacterium (M.) tuberculosis (Mtb) encounters numerous physical and chemical stresses associated with host immunity during infection. These include exposure to reactive oxygen, chlorine and nitrogen species, low pH, hypoxia, nutrient starvation, and metal toxicity. Cellular proteins are particularly susceptible to damage by these stresses, and the ability to prevent their irreversible damage is consequently crucial for bacterial growth and survival. Mtb employs a network of proteins that includes chaperones, disaggregases, and proteases to maintain the integrity of its proteome. The chaperedoxin, CnoX, is a recently identified stress-inducible chaperone that combines redox and holdase activities to prevent the over-oxidation and aggregation of proteins in E. coli and other proteobacterial species. In this study, we identified orthologs of the E. coli CnoX (EcCnoX) in Mtb and M. smegmatis (Msm). Bioinformatics analysis of the Mtb and Msm CnoX orthologs (MtCnoX and MsCnoX, respectively) revealed that they possess similar domains, domain architectures and predicted tertiary structures as previously characterised CnoX enzymes, i.e. an N-terminal thioredoxin (Trx) domain fused to a C-terminal TPR-motif containing domain. The EcCnoX, MsCnoX, and MtCnoX enzymes were expressed as recombinant, His-tagged proteins in E. coli and purified to near homogeneity. Biochemical analysis of the recombinant CnoX enzymes revealed that the MsCnoX and MtCnoX both lack thiol-disulphide oxidoreductase (thioredoxin) activity, as evidenced by their inability to catalyse the reduction of the disulphide bonds of insulin in vitro. Both mycobacterial CnoX enzymes displayed activity as chaperones (holdases) during thermal aggregation assays of the model substrate, malate dehydrogenase (MDH). In contrast to previously reported findings for EcCnoX, the holdase activity of the mycobacterial CnoX enzymes was constitutive and did not require exposure to hypochlorous acid (HOCl) for activation. To establish the physiological role of CnoX in Msm, cnoX knockdown (KD) and knockout (KO) mutants were generated using CRISPRi-mediated gene silencing or homologous recombination, respectively. Consistent with previous findings, CnoX activity was not essential for the growth of Msm under conventional growth conditions. Reducing or eliminating CnoX activity in the Msm KD or KO mutants, respectively, did not confer increased sensitivity to HOCl as has been observed for an E. coli cnoX mutant. Reduced CnoX activity in Msm did, however, confer sensitivity to the superoxide generator, plumbagin, and front-line antitubercular drugs rifampicin and isoniazid. The combination of biochemical and physiological data presented suggests that MsCnoX may function as a holdase for substrates following proteotoxic damage induced by certain types of oxidants, a line of investigation that will be pursued in future studies. , Thesis (MSc) -- Faculty of Science, Biochemistry and Microbiology, 2023
- Full Text:
- Date Issued: 2023-03-29
- Authors: Watkins, Ariana Heloise Jo
- Date: 2023-03-29
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/422403 , vital:71939
- Description: Mycobacterium (M.) tuberculosis (Mtb) encounters numerous physical and chemical stresses associated with host immunity during infection. These include exposure to reactive oxygen, chlorine and nitrogen species, low pH, hypoxia, nutrient starvation, and metal toxicity. Cellular proteins are particularly susceptible to damage by these stresses, and the ability to prevent their irreversible damage is consequently crucial for bacterial growth and survival. Mtb employs a network of proteins that includes chaperones, disaggregases, and proteases to maintain the integrity of its proteome. The chaperedoxin, CnoX, is a recently identified stress-inducible chaperone that combines redox and holdase activities to prevent the over-oxidation and aggregation of proteins in E. coli and other proteobacterial species. In this study, we identified orthologs of the E. coli CnoX (EcCnoX) in Mtb and M. smegmatis (Msm). Bioinformatics analysis of the Mtb and Msm CnoX orthologs (MtCnoX and MsCnoX, respectively) revealed that they possess similar domains, domain architectures and predicted tertiary structures as previously characterised CnoX enzymes, i.e. an N-terminal thioredoxin (Trx) domain fused to a C-terminal TPR-motif containing domain. The EcCnoX, MsCnoX, and MtCnoX enzymes were expressed as recombinant, His-tagged proteins in E. coli and purified to near homogeneity. Biochemical analysis of the recombinant CnoX enzymes revealed that the MsCnoX and MtCnoX both lack thiol-disulphide oxidoreductase (thioredoxin) activity, as evidenced by their inability to catalyse the reduction of the disulphide bonds of insulin in vitro. Both mycobacterial CnoX enzymes displayed activity as chaperones (holdases) during thermal aggregation assays of the model substrate, malate dehydrogenase (MDH). In contrast to previously reported findings for EcCnoX, the holdase activity of the mycobacterial CnoX enzymes was constitutive and did not require exposure to hypochlorous acid (HOCl) for activation. To establish the physiological role of CnoX in Msm, cnoX knockdown (KD) and knockout (KO) mutants were generated using CRISPRi-mediated gene silencing or homologous recombination, respectively. Consistent with previous findings, CnoX activity was not essential for the growth of Msm under conventional growth conditions. Reducing or eliminating CnoX activity in the Msm KD or KO mutants, respectively, did not confer increased sensitivity to HOCl as has been observed for an E. coli cnoX mutant. Reduced CnoX activity in Msm did, however, confer sensitivity to the superoxide generator, plumbagin, and front-line antitubercular drugs rifampicin and isoniazid. The combination of biochemical and physiological data presented suggests that MsCnoX may function as a holdase for substrates following proteotoxic damage induced by certain types of oxidants, a line of investigation that will be pursued in future studies. , Thesis (MSc) -- Faculty of Science, Biochemistry and Microbiology, 2023
- Full Text:
- Date Issued: 2023-03-29
Exploring primary school mathematics teachers use of gamification in formative assessment: a case study
- Authors: Simelane, Thando
- Date: 2022-10-14
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/405412 , vital:70169
- Description: Technology integration has gained much influence with the emergence of technological tools in educational areas. The vast resources and opportunities that technologies and the Internet have brought new approaches, strategies, and tools to assess learners' performance in many subject areas. Teachers have many computer/mobile device applications and learning management systems. Most teachers are trying new ways of integrating technology into the mathematics classroom to increase the quality of teaching and learning. Thus, this study explored how primary school mathematics teachers use Kahoot as a formative assessment tool. The study adopted an exploratory case study underpinned by the interpretive paradigm. It was conducted in a primary school in the Shiselweni Region in Swaziland. The participants were ten mathematics teachers teaching different grades at the school. Data was generated using observations, workshops, structured questionnaires, journal reflections and focus group interviews. The theoretical and analytical framework that underpinned this study was a combination of Davis' (1989) Technology Acceptance Model (TAM) and Mishra & Koehler's (2006) Technological Pedagogical Content Knowledge (TPACK) framework. The study results showed that the perceptions and attitudes of primary school mathematics teachers towards using Kahoot generally appear to be positive. The study also revealed that all the participants found Kahoot helpful and perceived it as easy to use. The study found that the provision of technical support for teachers; and financial support for schools to implement technology use in the classroom were enabling factors for using Kahoot as a formative assessment technology. Constraining factors were lack of high-speed internet connectivity; and lack of basic technological knowledge for using Kahoot in formative assessment. The study concluded that Kahoot increases learner motivation, engagement, attention, enjoyment, and knowledge retention. This study recommended the integration of Kahoot gamification into the mathematics curriculum.The study recommends that there is a need for schools to initiate the presence of technologies in mathematics classrooms and encourage teachers to integrate technologies assessment and teaching. The study suggest future research to explore use of Kahoot as a formative assessment technology in resource-constrained schooling contexts using multiple cases. , Thesis (MEd) -- Faculty of Education, Education, 2022
- Full Text:
- Date Issued: 2022-10-14
- Authors: Simelane, Thando
- Date: 2022-10-14
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/405412 , vital:70169
- Description: Technology integration has gained much influence with the emergence of technological tools in educational areas. The vast resources and opportunities that technologies and the Internet have brought new approaches, strategies, and tools to assess learners' performance in many subject areas. Teachers have many computer/mobile device applications and learning management systems. Most teachers are trying new ways of integrating technology into the mathematics classroom to increase the quality of teaching and learning. Thus, this study explored how primary school mathematics teachers use Kahoot as a formative assessment tool. The study adopted an exploratory case study underpinned by the interpretive paradigm. It was conducted in a primary school in the Shiselweni Region in Swaziland. The participants were ten mathematics teachers teaching different grades at the school. Data was generated using observations, workshops, structured questionnaires, journal reflections and focus group interviews. The theoretical and analytical framework that underpinned this study was a combination of Davis' (1989) Technology Acceptance Model (TAM) and Mishra & Koehler's (2006) Technological Pedagogical Content Knowledge (TPACK) framework. The study results showed that the perceptions and attitudes of primary school mathematics teachers towards using Kahoot generally appear to be positive. The study also revealed that all the participants found Kahoot helpful and perceived it as easy to use. The study found that the provision of technical support for teachers; and financial support for schools to implement technology use in the classroom were enabling factors for using Kahoot as a formative assessment technology. Constraining factors were lack of high-speed internet connectivity; and lack of basic technological knowledge for using Kahoot in formative assessment. The study concluded that Kahoot increases learner motivation, engagement, attention, enjoyment, and knowledge retention. This study recommended the integration of Kahoot gamification into the mathematics curriculum.The study recommends that there is a need for schools to initiate the presence of technologies in mathematics classrooms and encourage teachers to integrate technologies assessment and teaching. The study suggest future research to explore use of Kahoot as a formative assessment technology in resource-constrained schooling contexts using multiple cases. , Thesis (MEd) -- Faculty of Education, Education, 2022
- Full Text:
- Date Issued: 2022-10-14
A case study on responsible leadership in a renewable energy organisation in the Eastern Cape
- Authors: Mdingi, Chulumanco
- Date: 2022-06
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/419101 , vital:71616
- Description: This research was a case study of responsible leadership in a renewable energy organisation in the Eastern Cape. The study aimed to understand and describe how a renewable energy organisation applies responsible leadership to build trust. The four objectives of the study were namely to: (1) describe how the organisation interacts with its stakeholders to build trust; (2) understand how the members of the organisation demonstrate the characteristics of responsible leadership; (3) understand how different stakeholders perceive and experience the interaction of the company with established stakeholders; (4) make recommendations that a renewable energy organisation can exercise the characteristics of responsible leadership to develop its stakeholder engagement framework. In the study the stakeholder theory was applied as the theoretical framework, and the theory encourages organisations to determine the "power, legitimacy, and urgency" of stakeholders with whom they interact. A qualitative approach was used in this study. The data collection method was semi-structured interviews for all 12 participants. Data were analysed through a deductive thematic approach to identify, analyse and report patterns or themes within the data collected. The study showed that the wind farm unintentionally applies some components of responsible leadership among its stakeholders. Openness, transparency, and communication are critical actions that this organisation undertakes to cultivate trust among both its internal and external stakeholders. External stakeholders experience this organisation differently. There are mixed feelings regarding how the wind farm conducts its stakeholder engagement activities, particularly relating to landowners and government institutions. A stakeholder engagement framework is imperative if an organisation is to maintain cordial relations with its stakeholders. , Thesis (MBA) -- Faculty of Commerce, Rhodes Business School, 2023
- Full Text:
- Date Issued: 2022-06
- Authors: Mdingi, Chulumanco
- Date: 2022-06
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/419101 , vital:71616
- Description: This research was a case study of responsible leadership in a renewable energy organisation in the Eastern Cape. The study aimed to understand and describe how a renewable energy organisation applies responsible leadership to build trust. The four objectives of the study were namely to: (1) describe how the organisation interacts with its stakeholders to build trust; (2) understand how the members of the organisation demonstrate the characteristics of responsible leadership; (3) understand how different stakeholders perceive and experience the interaction of the company with established stakeholders; (4) make recommendations that a renewable energy organisation can exercise the characteristics of responsible leadership to develop its stakeholder engagement framework. In the study the stakeholder theory was applied as the theoretical framework, and the theory encourages organisations to determine the "power, legitimacy, and urgency" of stakeholders with whom they interact. A qualitative approach was used in this study. The data collection method was semi-structured interviews for all 12 participants. Data were analysed through a deductive thematic approach to identify, analyse and report patterns or themes within the data collected. The study showed that the wind farm unintentionally applies some components of responsible leadership among its stakeholders. Openness, transparency, and communication are critical actions that this organisation undertakes to cultivate trust among both its internal and external stakeholders. External stakeholders experience this organisation differently. There are mixed feelings regarding how the wind farm conducts its stakeholder engagement activities, particularly relating to landowners and government institutions. A stakeholder engagement framework is imperative if an organisation is to maintain cordial relations with its stakeholders. , Thesis (MBA) -- Faculty of Commerce, Rhodes Business School, 2023
- Full Text:
- Date Issued: 2022-06
- «
- ‹
- 1
- ›
- »