Teachers’ perception of the integration of environmental education into grade 12 curriculum in East London Education District
- Authors: Damoah, Benjamin
- Date: 2019
- Subjects: Environmental education
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/16528 , vital:40728
- Description: The study focuses on teachers’ perception of the integration of environmental education into grade 12 curriculum in East London education district. This study is based on empirical research. The theoretical framework of the study is based on Opportunity to Learn (OTL). The concept of OTL was formulated by international Association of Achievements (McDonnell, 1995).OTL is multiplicity of factors that create the conditions for teaching and learning, such as curricula, learning materials, facilities, teachers and instructional experiences. The research study is supported by national and international literatures based on environmental education and integration of environmental education as a component in the school curriculum, and policy documents. The study adopted qualitative research approach, using phenomenological method and interpretivism paradigm respectively. The empirical data was collected from one high school in Mdantsane Township in East London education district. The study sample consisted of 6 high school teachers. Data was collected through semi- structured interviews. According to the findings of the research, grade 12 teachers expressed disparities in their perceptions of environmental education as an integrated component into their subjects. Most of the subject teachers focused on the aspect of knowledge acquisition. According to South African education system, environmental education (EE) has been integrated into all subjects. Although there is environmental education in the GET and FET phase curriculum respectively, however it is not integrated evenly in all subjects. Some subjects like Life sciences, geography have more environmental content than other subjects. Teachers suggested that the approach adopted to integrate environmental education into the school curriculum was not favourable because teachers claimed that what is to be taught as environmental education in the various subjects is not indicated explicitly in the CAPS document. The CAPS document prescribes EE integration into all subjects which makes the teaching of EE a collective responsibility. The main actors of EE integration implementation are themselves a constraint to the success of the integration. The teacher is confronted with many challenges in the process of environmental education integration. This includes lack of teaching and learning resources, time and large class size. The role of teachers in the implementation of environmental education in developing an environmentally literate citizenry is of great significance. The responsibility of the government in ii developing a curriculum with clear goals and content, developing teachers’ capacity in the teaching of environmental education and provision of teaching and learning materials needs to be taken seriously by the government in educational plans and programs. Topics for future research on the integration of EE into grade 12 curriculums were suggested in order to improve on teaching and learning of environmental education
- Full Text:
- Date Issued: 2019
- Authors: Damoah, Benjamin
- Date: 2019
- Subjects: Environmental education
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/16528 , vital:40728
- Description: The study focuses on teachers’ perception of the integration of environmental education into grade 12 curriculum in East London education district. This study is based on empirical research. The theoretical framework of the study is based on Opportunity to Learn (OTL). The concept of OTL was formulated by international Association of Achievements (McDonnell, 1995).OTL is multiplicity of factors that create the conditions for teaching and learning, such as curricula, learning materials, facilities, teachers and instructional experiences. The research study is supported by national and international literatures based on environmental education and integration of environmental education as a component in the school curriculum, and policy documents. The study adopted qualitative research approach, using phenomenological method and interpretivism paradigm respectively. The empirical data was collected from one high school in Mdantsane Township in East London education district. The study sample consisted of 6 high school teachers. Data was collected through semi- structured interviews. According to the findings of the research, grade 12 teachers expressed disparities in their perceptions of environmental education as an integrated component into their subjects. Most of the subject teachers focused on the aspect of knowledge acquisition. According to South African education system, environmental education (EE) has been integrated into all subjects. Although there is environmental education in the GET and FET phase curriculum respectively, however it is not integrated evenly in all subjects. Some subjects like Life sciences, geography have more environmental content than other subjects. Teachers suggested that the approach adopted to integrate environmental education into the school curriculum was not favourable because teachers claimed that what is to be taught as environmental education in the various subjects is not indicated explicitly in the CAPS document. The CAPS document prescribes EE integration into all subjects which makes the teaching of EE a collective responsibility. The main actors of EE integration implementation are themselves a constraint to the success of the integration. The teacher is confronted with many challenges in the process of environmental education integration. This includes lack of teaching and learning resources, time and large class size. The role of teachers in the implementation of environmental education in developing an environmentally literate citizenry is of great significance. The responsibility of the government in ii developing a curriculum with clear goals and content, developing teachers’ capacity in the teaching of environmental education and provision of teaching and learning materials needs to be taken seriously by the government in educational plans and programs. Topics for future research on the integration of EE into grade 12 curriculums were suggested in order to improve on teaching and learning of environmental education
- Full Text:
- Date Issued: 2019
Navigating the pathways to opening a new, effective community school : a case study in the Nelson Mandela Metropolitan Municipality of South Africa
- Authors: Damons, Bruce Peter
- Date: 2012
- Subjects: Community schools -- South Africa -- Port Elizabeth , Educational leadership -- South Africa -- Port Elizabeth , Teachers -- Recruiting -- South Africa -- Port Elizabeth , Teachers -- Training of -- South Africa -- Port Elizabeth
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9578 , http://hdl.handle.net/10948/d1019857
- Description: The provision of low cost housing has become one of the current South African government‟s top priorities. With the establishment of these new housing developments comes the need for accompanying social infrastructure. This includes the provisioning of schools, police stations, clinics and sports fields. In this study, I attempted to identify and explore the key basic elements that needed to be present when opening a new community school in one of these low income housing developments. The study gives voice to what key stakeholders thought these elements should be. The stakeholders were the teachers and community volunteers, which included parents of the learners. They actively participated in this study through the methodology of participatory action learning and action research (PALAR). The participants identified strong, compassionate and visionary leadership as an essential element that need to be present when opening up a new school. The study further shows that this leadership must have some knowledge of effective management systems in order to support the establishment of a new school. The findings also show that leadership and the effective implementation of these management systems rely heavily on the support of a variety of internal and external stakeholders, especially when support was lacking from the Department of Basic Education. The study further shows that the roles of the various stakeholders should be clearly defined and managed, so as to avoid tensions that might arise by having a large number of people involved in a confined space like a school. Teachers and community volunteers emerged as the key stakeholders who contributed to the effective functioning of the new school. Their continued involvement in the school requires on-going professional development and support.
- Full Text:
- Date Issued: 2012
- Authors: Damons, Bruce Peter
- Date: 2012
- Subjects: Community schools -- South Africa -- Port Elizabeth , Educational leadership -- South Africa -- Port Elizabeth , Teachers -- Recruiting -- South Africa -- Port Elizabeth , Teachers -- Training of -- South Africa -- Port Elizabeth
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9578 , http://hdl.handle.net/10948/d1019857
- Description: The provision of low cost housing has become one of the current South African government‟s top priorities. With the establishment of these new housing developments comes the need for accompanying social infrastructure. This includes the provisioning of schools, police stations, clinics and sports fields. In this study, I attempted to identify and explore the key basic elements that needed to be present when opening a new community school in one of these low income housing developments. The study gives voice to what key stakeholders thought these elements should be. The stakeholders were the teachers and community volunteers, which included parents of the learners. They actively participated in this study through the methodology of participatory action learning and action research (PALAR). The participants identified strong, compassionate and visionary leadership as an essential element that need to be present when opening up a new school. The study further shows that this leadership must have some knowledge of effective management systems in order to support the establishment of a new school. The findings also show that leadership and the effective implementation of these management systems rely heavily on the support of a variety of internal and external stakeholders, especially when support was lacking from the Department of Basic Education. The study further shows that the roles of the various stakeholders should be clearly defined and managed, so as to avoid tensions that might arise by having a large number of people involved in a confined space like a school. Teachers and community volunteers emerged as the key stakeholders who contributed to the effective functioning of the new school. Their continued involvement in the school requires on-going professional development and support.
- Full Text:
- Date Issued: 2012
An analysis of teacher's skills in the identification of learners with behavioural and emotional problems
- Authors: Damons, Thirza
- Date: 2013
- Subjects: Teachers -- Training of , Interaction analysis in education , Observation (Educational method)
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9451 , http://hdl.handle.net/10948/d1012183 , Teachers -- Training of , Interaction analysis in education , Observation (Educational method)
- Description: This study aimed to explore teachers‟ abilities to identify learners with behavioural and emotional problems, to examine the strategies that they implement to address the challenges and their measure of success in addressing these. This study was qualitative in nature and semi-structured interviews were conducted with 10 volunteer teachers located in the northern areas of Port Elizabeth and an additional 50 teachers completed open ended questionnaires. The learning areas taught by the teachers varied. Descriptive and content analysis procedures were utilized to analyze the findings. The findings indicated that teachers lack the skills and knowledge to assist learners with behavioural and emotional problems. The teachers tended to view their roles as imparting knowledge rather than tending to the mental health of learners so they did not adopt approaches to assist the learners with their behavioural and emotional challenges. This was in spite of the fact that the learners' psychological and physical well-being impacted their academic achievement.
- Full Text:
- Date Issued: 2013
- Authors: Damons, Thirza
- Date: 2013
- Subjects: Teachers -- Training of , Interaction analysis in education , Observation (Educational method)
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9451 , http://hdl.handle.net/10948/d1012183 , Teachers -- Training of , Interaction analysis in education , Observation (Educational method)
- Description: This study aimed to explore teachers‟ abilities to identify learners with behavioural and emotional problems, to examine the strategies that they implement to address the challenges and their measure of success in addressing these. This study was qualitative in nature and semi-structured interviews were conducted with 10 volunteer teachers located in the northern areas of Port Elizabeth and an additional 50 teachers completed open ended questionnaires. The learning areas taught by the teachers varied. Descriptive and content analysis procedures were utilized to analyze the findings. The findings indicated that teachers lack the skills and knowledge to assist learners with behavioural and emotional problems. The teachers tended to view their roles as imparting knowledge rather than tending to the mental health of learners so they did not adopt approaches to assist the learners with their behavioural and emotional challenges. This was in spite of the fact that the learners' psychological and physical well-being impacted their academic achievement.
- Full Text:
- Date Issued: 2013
Views of HIV and AIDS amongst rural secondary school youth: an exploratory study
- Daniels, Brendon Mara Laurence
- Authors: Daniels, Brendon Mara Laurence
- Date: 2015
- Subjects: Sexually transmitted diseases -- Study and teaching Communicable diseases -- Prevention High school students
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/11460 , vital:26928
- Description: The HIV and AIDS epidemic continues to affect communities worldwide particularly so in South Africa. Youth, also the so-called Coloured youth, continue to remain at risk of infection, in spite of having been exposed to information about HIV and AIDS. This study explores the views of Coloured secondary school youth in a rural town in the Eastern Cape, on HIV and AIDS. Fifteen secondary school learners, both boys and girls, from Grades 10 to 12 were purposively selected. This qualitative study, framed within an interpretivist paradigm, draws on a phenomenological methodology. The data was generated from using drawing and focus group interviews and analysed using thematic analysis. The research adhered to ethical principles and trustworthiness was ensured. Constructivism and Bronfenbrenner’s bio-ecological systems theory were used to frame the study and to make meaning of the findings. In response to the primary research question, What views do Coloured youth attending a secondary school in a rural town have of HIV and AIDS?, five themes emerged, namely: individuals spread HIV, impoverished family life increases youth vulnerability to HIV, youth under pressure from peers knowingly engage in risky behaviour, misconceptions fuel the epidemic, and HIV and AIDS “captures the community in its net”. Drawing on the findings and in response to the secondary research question, What guidelines can be developed to assist educators to facilitate learners taking action against the spread of HIV and AIDS?, several guidelines were developed. They suggest that teachers should use participatory pedagogies to engage secondary school learners when teaching HIV and AIDS, build self-esteem in their learners, assist learners in dealing with peer pressure, engage learners in erasing misconceptions, and enable learners to break free from being “caught in the net” of HIV and AIDS. Collectively these guidelines could enable learners to take action in protecting themselves and their community against the spread of the HI virus. The study concludes that the views that Coloured secondary school learners from a rural town have about HIV and AIDS show their awareness of the realities of the epidemic affecting the individual, the family, the school and their community. They have constructed their views of HIV and AIDS in a way which shows their understanding of the complexities of the epidemic.
- Full Text:
- Date Issued: 2015
- Authors: Daniels, Brendon Mara Laurence
- Date: 2015
- Subjects: Sexually transmitted diseases -- Study and teaching Communicable diseases -- Prevention High school students
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/11460 , vital:26928
- Description: The HIV and AIDS epidemic continues to affect communities worldwide particularly so in South Africa. Youth, also the so-called Coloured youth, continue to remain at risk of infection, in spite of having been exposed to information about HIV and AIDS. This study explores the views of Coloured secondary school youth in a rural town in the Eastern Cape, on HIV and AIDS. Fifteen secondary school learners, both boys and girls, from Grades 10 to 12 were purposively selected. This qualitative study, framed within an interpretivist paradigm, draws on a phenomenological methodology. The data was generated from using drawing and focus group interviews and analysed using thematic analysis. The research adhered to ethical principles and trustworthiness was ensured. Constructivism and Bronfenbrenner’s bio-ecological systems theory were used to frame the study and to make meaning of the findings. In response to the primary research question, What views do Coloured youth attending a secondary school in a rural town have of HIV and AIDS?, five themes emerged, namely: individuals spread HIV, impoverished family life increases youth vulnerability to HIV, youth under pressure from peers knowingly engage in risky behaviour, misconceptions fuel the epidemic, and HIV and AIDS “captures the community in its net”. Drawing on the findings and in response to the secondary research question, What guidelines can be developed to assist educators to facilitate learners taking action against the spread of HIV and AIDS?, several guidelines were developed. They suggest that teachers should use participatory pedagogies to engage secondary school learners when teaching HIV and AIDS, build self-esteem in their learners, assist learners in dealing with peer pressure, engage learners in erasing misconceptions, and enable learners to break free from being “caught in the net” of HIV and AIDS. Collectively these guidelines could enable learners to take action in protecting themselves and their community against the spread of the HI virus. The study concludes that the views that Coloured secondary school learners from a rural town have about HIV and AIDS show their awareness of the realities of the epidemic affecting the individual, the family, the school and their community. They have constructed their views of HIV and AIDS in a way which shows their understanding of the complexities of the epidemic.
- Full Text:
- Date Issued: 2015
The promotion of scientific literacy within a museum context
- Authors: Daniels, Nicolette Deidré
- Date: 2010
- Subjects: Museums -- Educational aspects , Science -- Study and teaching (Primary) -- South Africa , Scientific literature -- Study and teaching , Science museums -- Educational aspects , Museums and schools -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9502 , http://hdl.handle.net/10948/1343 , Museums -- Educational aspects , Science -- Study and teaching (Primary) -- South Africa , Scientific literature -- Study and teaching , Science museums -- Educational aspects , Museums and schools -- South Africa
- Description: Currently South African museums are faced with the challenge of evaluating and transforming their roles and functions as a response to changing national educational needs. The purpose of this study was to investigate whether aspects of the integrated strategies approach to promoting scientific literacy can be successfully employed in a museum context. The approach was used as part of the education programmes at the Port Elizabeth Museum School (Bayworld) and mixed methods were used to gather qualitative and quantitative data on the teachers’ ability to adopt the strategy. Data were also generated on the teachers’ perceptions of teaching and learning, possible activities which supported the approach, and aspects of the strategy which the learners adopted most readily. The findings suggest that active engagement in the process resulted in effective adoption of the strategy by the teachers, improved attitudes towards science learning by both the teachers and children who participated in the process, and improved scientific literacy in both.
- Full Text:
- Date Issued: 2010
- Authors: Daniels, Nicolette Deidré
- Date: 2010
- Subjects: Museums -- Educational aspects , Science -- Study and teaching (Primary) -- South Africa , Scientific literature -- Study and teaching , Science museums -- Educational aspects , Museums and schools -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9502 , http://hdl.handle.net/10948/1343 , Museums -- Educational aspects , Science -- Study and teaching (Primary) -- South Africa , Scientific literature -- Study and teaching , Science museums -- Educational aspects , Museums and schools -- South Africa
- Description: Currently South African museums are faced with the challenge of evaluating and transforming their roles and functions as a response to changing national educational needs. The purpose of this study was to investigate whether aspects of the integrated strategies approach to promoting scientific literacy can be successfully employed in a museum context. The approach was used as part of the education programmes at the Port Elizabeth Museum School (Bayworld) and mixed methods were used to gather qualitative and quantitative data on the teachers’ ability to adopt the strategy. Data were also generated on the teachers’ perceptions of teaching and learning, possible activities which supported the approach, and aspects of the strategy which the learners adopted most readily. The findings suggest that active engagement in the process resulted in effective adoption of the strategy by the teachers, improved attitudes towards science learning by both the teachers and children who participated in the process, and improved scientific literacy in both.
- Full Text:
- Date Issued: 2010
Research portfolio
- Authors: Daphney, Robert
- Date: 2001
- Subjects: Teachers colleges -- South Africa -- Eastern Cape Competency-based education -- South Africa -- Eastern Cape Geography -- Curricula Geography -- Fieldwork -- Study and teaching Geography -- Study and teaching
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1828 , http://hdl.handle.net/10962/d1003714
- Description: This portfolio of work represents three research projects on issues related to teacher education. The research was undertaken at Dr. W.B. Rubusana College of Education over a period of three years. The first project is a situational analysis that attempts to determine whether the college is capable of meeting the challenges placed on it by the evolving South African Educational System. The key finding is that the college is not ready to embark on the changes required by the Ministry of Education chiefly because its educators and learners are seemingly not ready to embrace change. The second project is a case study that attempts to determine whether a group of 12 Senior Primary students at the college are able to interpret photographs of the local environment and as such provide evidence of their ability to be environmental educators through the medium of geography. The findings indicate that they are only able to read the photographs at a very superficial level. Their poor communication skills and their disadvantaged backgrounds seem to prevent them from achieving the level of thinking required for them to be effective environmental educators. The third project describes, analyses and evaluates a fieldwork study done with a class of Senior Primary students at the college. While the students did not achieve the necessary progression from 'look and see' to 'enquiry based' fieldwork the project was valuable in that it was an educative experience for both teacher and learner and provides evidence of the value of action research and reflective teaching.
- Full Text:
- Date Issued: 2001
- Authors: Daphney, Robert
- Date: 2001
- Subjects: Teachers colleges -- South Africa -- Eastern Cape Competency-based education -- South Africa -- Eastern Cape Geography -- Curricula Geography -- Fieldwork -- Study and teaching Geography -- Study and teaching
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1828 , http://hdl.handle.net/10962/d1003714
- Description: This portfolio of work represents three research projects on issues related to teacher education. The research was undertaken at Dr. W.B. Rubusana College of Education over a period of three years. The first project is a situational analysis that attempts to determine whether the college is capable of meeting the challenges placed on it by the evolving South African Educational System. The key finding is that the college is not ready to embark on the changes required by the Ministry of Education chiefly because its educators and learners are seemingly not ready to embrace change. The second project is a case study that attempts to determine whether a group of 12 Senior Primary students at the college are able to interpret photographs of the local environment and as such provide evidence of their ability to be environmental educators through the medium of geography. The findings indicate that they are only able to read the photographs at a very superficial level. Their poor communication skills and their disadvantaged backgrounds seem to prevent them from achieving the level of thinking required for them to be effective environmental educators. The third project describes, analyses and evaluates a fieldwork study done with a class of Senior Primary students at the college. While the students did not achieve the necessary progression from 'look and see' to 'enquiry based' fieldwork the project was valuable in that it was an educative experience for both teacher and learner and provides evidence of the value of action research and reflective teaching.
- Full Text:
- Date Issued: 2001
The potential of a stratified ontology for developing materials in community-based coastal marine environmental education processes
- Authors: Davies, Siân May
- Date: 2009
- Subjects: Ontology Critical realism Environmental education -- South Africa -- Eastern Cape Sustainable development -- South Africa -- Eastern Cape Community-based conservation -- South Africa -- Eastern Cape Marine resources development -- South Africa -- Eastern Cape Marine ecology -- Study and teaching -- South Africa -- Eastern Cape Teaching -- Aids and devices -- South Africa Poor -- Education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1708 , http://hdl.handle.net/10962/d1003591
- Description: This study set out to explore the possibilities that the Critical Realist concept of a stratified ontology might have for environmental learning and materials development processes. This involved processes of ongoing contextual profiling; the use of picture-based resources and storytelling to support the engagement with the marine harvesting contexts of the villages of Hamburg and Ngqinisa, in the former Ciskei. At the heart of the study was the process of uncovering the empirical, the actual and the real in the context of a community of coastal marine harvesters whose lives and livelihoods are affected by poverty and a history of inequality, and more recently by issues such as HIV/AIDS. Their stories of existing practice changed as we engaged with picture-based narratives, gaining depth and focus in relation to sustainability issues. The learning processes associated with and emerging out of the research processes were enhanced through abductive use of metaphors and graphic illustrations, and through intra- and inter community exchanges, again using picture based narratives. As the study unfolded, the development of environmental education materials receded. Focus turned to how conceptual abstraction processes (of abduction (metaphor) and retroduction) and the stratified ontological framework allowed for learning across epistemological divides.
- Full Text:
- Date Issued: 2009
- Authors: Davies, Siân May
- Date: 2009
- Subjects: Ontology Critical realism Environmental education -- South Africa -- Eastern Cape Sustainable development -- South Africa -- Eastern Cape Community-based conservation -- South Africa -- Eastern Cape Marine resources development -- South Africa -- Eastern Cape Marine ecology -- Study and teaching -- South Africa -- Eastern Cape Teaching -- Aids and devices -- South Africa Poor -- Education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1708 , http://hdl.handle.net/10962/d1003591
- Description: This study set out to explore the possibilities that the Critical Realist concept of a stratified ontology might have for environmental learning and materials development processes. This involved processes of ongoing contextual profiling; the use of picture-based resources and storytelling to support the engagement with the marine harvesting contexts of the villages of Hamburg and Ngqinisa, in the former Ciskei. At the heart of the study was the process of uncovering the empirical, the actual and the real in the context of a community of coastal marine harvesters whose lives and livelihoods are affected by poverty and a history of inequality, and more recently by issues such as HIV/AIDS. Their stories of existing practice changed as we engaged with picture-based narratives, gaining depth and focus in relation to sustainability issues. The learning processes associated with and emerging out of the research processes were enhanced through abductive use of metaphors and graphic illustrations, and through intra- and inter community exchanges, again using picture based narratives. As the study unfolded, the development of environmental education materials receded. Focus turned to how conceptual abstraction processes (of abduction (metaphor) and retroduction) and the stratified ontological framework allowed for learning across epistemological divides.
- Full Text:
- Date Issued: 2009
Implementation of visual arts education in one technical and vocational education and training college in the Eastern Cape : the voices of lecturers and students
- Authors: Dayimani, Mbulelo
- Date: 2017
- Subjects: Curriculum planning Vocational education
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/12744 , vital:39318
- Description: It can be observed that students actively participate in the learning process of education in our country, and the curriculum gives expression to the knowledge, skills and values worth learning in South African schools and institutions. However, Technical and Vocational Education Training (TVET) Colleges still continue using traditional learning methods, in which the teacher is in the centre, devoid of artistic culture, and practical work. These implementation methods and techniques have been identified as less motivating for students especially for those with no background in Visual Arts (VA) in high school. The aim of this study therefore was to investigate the views of students and lecturers on the implementation of Visual Arts Education (VAE) in the TVET Colleges in the Eastern Cape. This study was premised from a qualitative research approach and therefore interpretivist paradigm was relevant in assisting the researcher making sense of the data gathered. Face-to-face interviews were used to collect the data from five lecturers and fifteen students in N4 level. The interviews were tape-recorded. The research showed that Visual Arts Education can be an engine that drives creativity and innovation in schools, higher Education institution and all tertiary level settings. It is also reasoned that the visual arts, as with other creative arts disciplines, will not become important and necessary engines for change in education without a determination to critically review its implementation starting with how VAE policies are used in the TVET Colleges. It also emerged from the study that the policies that are available for VAE in the College relate to syllabus as well as assessment and enrolment procedures. The syllabus was found by the lecturers to be inappropriate and less motivating for the students. Also the assessment procedure was revealed to be done according to both practical and theoretical components based on task, test, and practical moderation. However, the practical component was based on seventy five percent and the theory on twenty five percent thereby disadvantaging learners who do not have the theoretical background of the VAE. The study therefore recommends that policies that are used in TVET Colleges for VAE need to be revised, re-applied and implemented so as to cater for the needs of lecturers and students pursuing a career in Visual Arts or VAE.
- Full Text:
- Date Issued: 2017
- Authors: Dayimani, Mbulelo
- Date: 2017
- Subjects: Curriculum planning Vocational education
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/12744 , vital:39318
- Description: It can be observed that students actively participate in the learning process of education in our country, and the curriculum gives expression to the knowledge, skills and values worth learning in South African schools and institutions. However, Technical and Vocational Education Training (TVET) Colleges still continue using traditional learning methods, in which the teacher is in the centre, devoid of artistic culture, and practical work. These implementation methods and techniques have been identified as less motivating for students especially for those with no background in Visual Arts (VA) in high school. The aim of this study therefore was to investigate the views of students and lecturers on the implementation of Visual Arts Education (VAE) in the TVET Colleges in the Eastern Cape. This study was premised from a qualitative research approach and therefore interpretivist paradigm was relevant in assisting the researcher making sense of the data gathered. Face-to-face interviews were used to collect the data from five lecturers and fifteen students in N4 level. The interviews were tape-recorded. The research showed that Visual Arts Education can be an engine that drives creativity and innovation in schools, higher Education institution and all tertiary level settings. It is also reasoned that the visual arts, as with other creative arts disciplines, will not become important and necessary engines for change in education without a determination to critically review its implementation starting with how VAE policies are used in the TVET Colleges. It also emerged from the study that the policies that are available for VAE in the College relate to syllabus as well as assessment and enrolment procedures. The syllabus was found by the lecturers to be inappropriate and less motivating for the students. Also the assessment procedure was revealed to be done according to both practical and theoretical components based on task, test, and practical moderation. However, the practical component was based on seventy five percent and the theory on twenty five percent thereby disadvantaging learners who do not have the theoretical background of the VAE. The study therefore recommends that policies that are used in TVET Colleges for VAE need to be revised, re-applied and implemented so as to cater for the needs of lecturers and students pursuing a career in Visual Arts or VAE.
- Full Text:
- Date Issued: 2017
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
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
Turning the lens on the adolescent suicide
- Authors: De Monk, Ingrid Venessia
- Date: 2014
- Subjects: Teenagers -- Suicidal behavior South Africa -- Port Elizabeth , School children -- Mental health services -- South Africa -- Port Elizabeth
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9582 , http://hdl.handle.net/10948/d1020791
- Description: In South Africa, suicidal behaviour in the younger generations has become rapidly part of a major public health problem. It is a well-known fact that adolescence is a critical period of progression in a teenager’s development which makes them more susceptible and vulnerable to suicide. Statistics have shown that there has been an increase in suicide among adolescents within the last decade (Schlebusch, 2005). The main aim of this research study is to explore the perceptions of adolescents regarding the factors that contribute to adolescent suicide. This study reviews literature concerning various risks factors for adolescent suicidality. It also described major social and psychological theories of suicide and the extent to which these studies support the importance to adolescent suicide. In the literature review theories of Bronfenbrenner’s Ecological Systems Theory, Durkheim’s sociological theory of suicide, Freud’s psychological perspective and Baumeister’s Escape Theory were discussed. A qualitative research design will be used by using visual participatory methodology techniques namely photo voice and reflective writing. A sample of 12 grade 11 learners, male and female, was purposely selected to participate in the research study. The focus of the study is to investigate the risk factors underlying adolescent suicidal behaviour in schools in the Northern Areas of Port Elizabeth, as well as to explore the stressors experienced by adolescents that could contribute to them having a higher suicide risk. Another focus point will be to look at prevention strategies as an antipode for suicidal behaviour. The main findings that emerged from the data analysis include contributing factors namely: socio-economic factors, personal factors, psychological factors and educational and school-related factors. The main prevention strategy themes emerged from findings derived from the data and include: parental involvement, religion, professional help and support groups and confiding in someone that you trust.
- Full Text:
- Date Issued: 2014
- Authors: De Monk, Ingrid Venessia
- Date: 2014
- Subjects: Teenagers -- Suicidal behavior South Africa -- Port Elizabeth , School children -- Mental health services -- South Africa -- Port Elizabeth
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9582 , http://hdl.handle.net/10948/d1020791
- Description: In South Africa, suicidal behaviour in the younger generations has become rapidly part of a major public health problem. It is a well-known fact that adolescence is a critical period of progression in a teenager’s development which makes them more susceptible and vulnerable to suicide. Statistics have shown that there has been an increase in suicide among adolescents within the last decade (Schlebusch, 2005). The main aim of this research study is to explore the perceptions of adolescents regarding the factors that contribute to adolescent suicide. This study reviews literature concerning various risks factors for adolescent suicidality. It also described major social and psychological theories of suicide and the extent to which these studies support the importance to adolescent suicide. In the literature review theories of Bronfenbrenner’s Ecological Systems Theory, Durkheim’s sociological theory of suicide, Freud’s psychological perspective and Baumeister’s Escape Theory were discussed. A qualitative research design will be used by using visual participatory methodology techniques namely photo voice and reflective writing. A sample of 12 grade 11 learners, male and female, was purposely selected to participate in the research study. The focus of the study is to investigate the risk factors underlying adolescent suicidal behaviour in schools in the Northern Areas of Port Elizabeth, as well as to explore the stressors experienced by adolescents that could contribute to them having a higher suicide risk. Another focus point will be to look at prevention strategies as an antipode for suicidal behaviour. The main findings that emerged from the data analysis include contributing factors namely: socio-economic factors, personal factors, psychological factors and educational and school-related factors. The main prevention strategy themes emerged from findings derived from the data and include: parental involvement, religion, professional help and support groups and confiding in someone that you trust.
- Full Text:
- Date Issued: 2014
Policy and practice of inclusive education for mainstream secondary teachers supporting learners with physical disabilities in the Lower Shire, Malawi
- Authors: De Souza, Ben
- Date: 2021
- Subjects: Children with disabilities -- Education (Secondary) -- Malawi , Children with disabilities -- Education -- Government policy -- Malawi , Children with disabilities -- Legal status, laws, etc. -- Malawi , Inclusive education -- Malawi , Teachers -- Training of -- Malawi , High School teachers -- Malawi -- Attitudes
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/171254 , vital:42038
- Description: The Government of Malawi and its education partners are currently implementing the National Education Policy (2016) and the National Strategy on Inclusive Education (2017-2021). My study explored how mainstream secondary teachers interpret policies and strategies, and transition to the practice of supporting learners with physical disabilities. Previous studies revealed policy-to-practice disparities in the Malawian inclusive secondary education but did not proffer teacher-oriented strategies that can mitigate the disparities and enhance inclusive education. My study argued that effective strategies that could lessen policy-to-practice mismatches and advance inclusive education primarily rest with mainstream teachers, as they mediate policy and practice. This study drew on Clough and Corbett’s disability studies critique and Urie Bronfenbrenner’s bioecological systems perspective to form theoretical and analytical frameworks for understanding the problem and discussing the findings. The study generated primary data from the Lower Shire districts of Chikwawa and Nsanje in Malawi. Thirty-three teachers, randomly selected from four schools, responded to questionnaires. In-depth, face to face interviews were conducted with purposely selected teachers from the same four schools. The study also generated secondary data from a review of policy documents. The findings showed that policy directives are shifting inclusive education from social perspectives to political perspectives, whereby mainstream teachers regard national policies and strategies as political responses to demands for inclusion. The findings further showed that teachers’ practices are moving away from the provision of special needs to the promotion of inclusive needs, whereby inclusive education benefits all learners. The study found that some teachers are resisting inclusive education, and would like learners with physical disabilities to return to special schools, thus controverting policy directives. As a way forward, this study recommended that future policy formulation and implementation in the Malawian mainstream secondary education should consider the bioecological systems approach, whereby policymakers systematically interact with the mainstream secondary teachers to improve their perspectives, competencies and practices on inclusive education.
- Full Text:
- Date Issued: 2021
- Authors: De Souza, Ben
- Date: 2021
- Subjects: Children with disabilities -- Education (Secondary) -- Malawi , Children with disabilities -- Education -- Government policy -- Malawi , Children with disabilities -- Legal status, laws, etc. -- Malawi , Inclusive education -- Malawi , Teachers -- Training of -- Malawi , High School teachers -- Malawi -- Attitudes
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/171254 , vital:42038
- Description: The Government of Malawi and its education partners are currently implementing the National Education Policy (2016) and the National Strategy on Inclusive Education (2017-2021). My study explored how mainstream secondary teachers interpret policies and strategies, and transition to the practice of supporting learners with physical disabilities. Previous studies revealed policy-to-practice disparities in the Malawian inclusive secondary education but did not proffer teacher-oriented strategies that can mitigate the disparities and enhance inclusive education. My study argued that effective strategies that could lessen policy-to-practice mismatches and advance inclusive education primarily rest with mainstream teachers, as they mediate policy and practice. This study drew on Clough and Corbett’s disability studies critique and Urie Bronfenbrenner’s bioecological systems perspective to form theoretical and analytical frameworks for understanding the problem and discussing the findings. The study generated primary data from the Lower Shire districts of Chikwawa and Nsanje in Malawi. Thirty-three teachers, randomly selected from four schools, responded to questionnaires. In-depth, face to face interviews were conducted with purposely selected teachers from the same four schools. The study also generated secondary data from a review of policy documents. The findings showed that policy directives are shifting inclusive education from social perspectives to political perspectives, whereby mainstream teachers regard national policies and strategies as political responses to demands for inclusion. The findings further showed that teachers’ practices are moving away from the provision of special needs to the promotion of inclusive needs, whereby inclusive education benefits all learners. The study found that some teachers are resisting inclusive education, and would like learners with physical disabilities to return to special schools, thus controverting policy directives. As a way forward, this study recommended that future policy formulation and implementation in the Malawian mainstream secondary education should consider the bioecological systems approach, whereby policymakers systematically interact with the mainstream secondary teachers to improve their perspectives, competencies and practices on inclusive education.
- Full Text:
- Date Issued: 2021
Syllabus differentiation in mathematics in Ciskei : the reality as against intention
- Deliwe, Mawonga Christopher Columbus
- Authors: Deliwe, Mawonga Christopher Columbus
- Date: 1989
- Subjects: Mathematics -- Study and teaching (Secondary) -- South Africa -- Ciskei
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1370 , http://hdl.handle.net/10962/d1001436
- Description: The topic of this half-thesis was conceived after the author had noted with interest, that an alarmingly high number of pupils in the Mdantsane Central District of the Ciskei were registering for Higher Grade (HG) mathematics for their final (Standard 10) year. What mattered most was that the failure rate was abnormally high. As a teacher of the subject for 14 years as at the end of 1988, the author had seen very weak pupils passing through his hands who had nevertheless insisted on registering for the examination in HG mathematics. A look through the Human Sciences Research Council (HSRC) Report of 1971 which recommended the syllabus differentiation, revealed that the intention of the relevant HSRC Committee was to offer a subject at a level in accordance with a pupil's interest, aptitude and ability. In a survey undertaken by the author, samples of teachers, pupils and parents indeed confirmed the existence of a very high number of HG candidates, as suspected. The survey also revealed an aversion to the standard grade (SG) course by some pupils, teachers and even principals. A desire for university education was shown to be in the minds of most pupil respondents. Well sourced registration statistics clearly showed that the Department of Education and Training (DET) in the Republic of South Africa and the Department of Education in the Ciskei had by far the greatest proportion of pupils on the HG in mathematics in comparison with the other race groups.Standard 10 (Std 10) results for two years taken separately confirmed the author's suspicion that aptitude and/or ability were not taken into consideration by most pupils, in the choice of grade. The results were not good at all. In most cases the uninformed pupil was acting alone in taking the important decision, perhaps with only peer group pressure to contend with. Three independent opinions suggested that there was probably a general feeling that Black education was already inferior, even without the syllabus differentiation hence the reluctance to register for the SG option. Furthermore, the investigation indicated that there was no adequate provision for technical education for Blacks in either the RSA or Ciskei which would provide the alternative to a university career for a pupiL Amongst other things, a mild form of pupil screening and a well structured careers guidance programme are suggested in the concluding chapters
- Full Text:
- Date Issued: 1989
- Authors: Deliwe, Mawonga Christopher Columbus
- Date: 1989
- Subjects: Mathematics -- Study and teaching (Secondary) -- South Africa -- Ciskei
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1370 , http://hdl.handle.net/10962/d1001436
- Description: The topic of this half-thesis was conceived after the author had noted with interest, that an alarmingly high number of pupils in the Mdantsane Central District of the Ciskei were registering for Higher Grade (HG) mathematics for their final (Standard 10) year. What mattered most was that the failure rate was abnormally high. As a teacher of the subject for 14 years as at the end of 1988, the author had seen very weak pupils passing through his hands who had nevertheless insisted on registering for the examination in HG mathematics. A look through the Human Sciences Research Council (HSRC) Report of 1971 which recommended the syllabus differentiation, revealed that the intention of the relevant HSRC Committee was to offer a subject at a level in accordance with a pupil's interest, aptitude and ability. In a survey undertaken by the author, samples of teachers, pupils and parents indeed confirmed the existence of a very high number of HG candidates, as suspected. The survey also revealed an aversion to the standard grade (SG) course by some pupils, teachers and even principals. A desire for university education was shown to be in the minds of most pupil respondents. Well sourced registration statistics clearly showed that the Department of Education and Training (DET) in the Republic of South Africa and the Department of Education in the Ciskei had by far the greatest proportion of pupils on the HG in mathematics in comparison with the other race groups.Standard 10 (Std 10) results for two years taken separately confirmed the author's suspicion that aptitude and/or ability were not taken into consideration by most pupils, in the choice of grade. The results were not good at all. In most cases the uninformed pupil was acting alone in taking the important decision, perhaps with only peer group pressure to contend with. Three independent opinions suggested that there was probably a general feeling that Black education was already inferior, even without the syllabus differentiation hence the reluctance to register for the SG option. Furthermore, the investigation indicated that there was no adequate provision for technical education for Blacks in either the RSA or Ciskei which would provide the alternative to a university career for a pupiL Amongst other things, a mild form of pupil screening and a well structured careers guidance programme are suggested in the concluding chapters
- Full Text:
- Date Issued: 1989
A preliminary investigation into the effectiveness of the N.E.D. careers education programme in promoting career maturity in high school pupils
- Authors: Delport, Juan Phillippe
- Date: 1987
- Subjects: Career education -- South Africa -- KwaZulu-Natal Vocational guidance -- South Africa -- KwaZulu-Natal
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1911 , http://hdl.handle.net/10962/d1007080
- Description: A developmental paradigm was adopted as a theoretical base from which the effectiveness of the Natal Education Department Career Education lesson-guide in promoting career maturity amongst high school pupils was investigated. It was argued that careers education embodies a distinctive approach to careers work. This approach is described. South African Careers Guidance practices are evaluated in terms of fit, and are compared to American and British ones. To investigate the outcomes of the NED lesson guide, 160 predominantly white, male and female pupils in Standards 6 - 10 were randanly divided into control and experimental grotps and underwent a six session classroom based careers education programme. In addition to the NED material,alternative materials (CRIC - Std. 7 and CRAC - Std. 9) were used on a second experimental group in two standards. The Career Maturity Inventory Attitude Scale was used to measure the outcomes. Analysis of variance and t-tests for the difference between means were used to analyse the data. The results were significant only in Standard 8. For all the other standards with all the materials, they were insignificant. Reasons for and implications of these findings are discussed.
- Full Text:
- Date Issued: 1987
- Authors: Delport, Juan Phillippe
- Date: 1987
- Subjects: Career education -- South Africa -- KwaZulu-Natal Vocational guidance -- South Africa -- KwaZulu-Natal
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1911 , http://hdl.handle.net/10962/d1007080
- Description: A developmental paradigm was adopted as a theoretical base from which the effectiveness of the Natal Education Department Career Education lesson-guide in promoting career maturity amongst high school pupils was investigated. It was argued that careers education embodies a distinctive approach to careers work. This approach is described. South African Careers Guidance practices are evaluated in terms of fit, and are compared to American and British ones. To investigate the outcomes of the NED lesson guide, 160 predominantly white, male and female pupils in Standards 6 - 10 were randanly divided into control and experimental grotps and underwent a six session classroom based careers education programme. In addition to the NED material,alternative materials (CRIC - Std. 7 and CRAC - Std. 9) were used on a second experimental group in two standards. The Career Maturity Inventory Attitude Scale was used to measure the outcomes. Analysis of variance and t-tests for the difference between means were used to analyse the data. The results were significant only in Standard 8. For all the other standards with all the materials, they were insignificant. Reasons for and implications of these findings are discussed.
- Full Text:
- Date Issued: 1987
An investigation into how Grade 7 Natural Science teachers mediate learning through code-switching from English to Silozi in the Zambezi region of Namibia : a case study
- Authors: Denuga, Hildred Malilo
- Date: 2015
- Subjects: Science -- Study and teaching (Elementary) -- Namibia -- Case studies , Code switching (Linguistics) , Language and education
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2026 , http://hdl.handle.net/10962/d1017337
- Description: The Namibian government’s language policy for schools has opted for English as the official language of education. But the use of English in Namibian schools has nevertheless presented certain challenges. Although the Ministry of Education has chosen English as the language of instruction from upper primary (Grade 4) up to the tertiary level, it has been found that English proficiency is poor among both learners and teachers. It is against this backdrop that this study sought to investigate how Grade 7 Natural Science teachers mediate learning through code-switching from English to Silozi in the Zambezi Region of Namibia. The study explored Natural Science teachers’ perceptions and experiences of code-switching, how they and their learners make sense of concepts in science classes when code-switching is applied, and lastly, how code-switching from English to Silozi enables or constrains learning in Natural Science classes. The main question is: How do Grade 7 Natural Science teachers mediate learning through code-switching from English to Silozi? A qualitative case study underpinned by an interpretive paradigm was carried out at Zebra School (pseudonym) in the Zambezi Region of Namibia with two participant teachers. My unit of analysis was mediation of learning through code-switching, and data were obtained from lesson observations, questionnaires, interviews and document analysis. A variety of data gathering technique was employed for triangulation purposes to enhance the validity and trustworthiness of the data. During the data analysis process, data were grouped into common themes and subsequently organized into analytical statements in relation to the research questions. It was found that code-switching was widely employed in Grade 7 Natural Science classes in the Zambezi Region. It was also found that teachers code-switch to help learners understand the subject content, to explain concepts, to emphasize points and to include learners’ participation in the subject. The findings also revealed that some few teachers were against code-switching because examinations are written in English and the language policy does not recommend code-switching. Notwithstanding this, since the majority of teachers do code-switch to support their learners’ understanding in science classes, I recommend that education curriculum planners should include code-switching in the curriculum guidelines, and that the practice should be officially acknowledged as a legitimate strategy for teachers.
- Full Text:
- Date Issued: 2015
- Authors: Denuga, Hildred Malilo
- Date: 2015
- Subjects: Science -- Study and teaching (Elementary) -- Namibia -- Case studies , Code switching (Linguistics) , Language and education
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2026 , http://hdl.handle.net/10962/d1017337
- Description: The Namibian government’s language policy for schools has opted for English as the official language of education. But the use of English in Namibian schools has nevertheless presented certain challenges. Although the Ministry of Education has chosen English as the language of instruction from upper primary (Grade 4) up to the tertiary level, it has been found that English proficiency is poor among both learners and teachers. It is against this backdrop that this study sought to investigate how Grade 7 Natural Science teachers mediate learning through code-switching from English to Silozi in the Zambezi Region of Namibia. The study explored Natural Science teachers’ perceptions and experiences of code-switching, how they and their learners make sense of concepts in science classes when code-switching is applied, and lastly, how code-switching from English to Silozi enables or constrains learning in Natural Science classes. The main question is: How do Grade 7 Natural Science teachers mediate learning through code-switching from English to Silozi? A qualitative case study underpinned by an interpretive paradigm was carried out at Zebra School (pseudonym) in the Zambezi Region of Namibia with two participant teachers. My unit of analysis was mediation of learning through code-switching, and data were obtained from lesson observations, questionnaires, interviews and document analysis. A variety of data gathering technique was employed for triangulation purposes to enhance the validity and trustworthiness of the data. During the data analysis process, data were grouped into common themes and subsequently organized into analytical statements in relation to the research questions. It was found that code-switching was widely employed in Grade 7 Natural Science classes in the Zambezi Region. It was also found that teachers code-switch to help learners understand the subject content, to explain concepts, to emphasize points and to include learners’ participation in the subject. The findings also revealed that some few teachers were against code-switching because examinations are written in English and the language policy does not recommend code-switching. Notwithstanding this, since the majority of teachers do code-switch to support their learners’ understanding in science classes, I recommend that education curriculum planners should include code-switching in the curriculum guidelines, and that the practice should be officially acknowledged as a legitimate strategy for teachers.
- Full Text:
- Date Issued: 2015
Towards monitoring that makes sense : action research design of a planning, learning and accountability system for a sustainable agriculture programme in Eastern Indonesia
- Authors: Deprez, Stefan Gert Marie
- Date: 2011
- Subjects: Agricultural development projects -- Indonesia Agricultural administration -- Monitoring -- Indonesia Action research -- Case studies Action research in education
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1801 , http://hdl.handle.net/10962/d1003686
- Description: This study is an account of an action research process to develop a planning, learning and accountability (PLA) system for the sustainable agriculture chain development programme of VECO (Vredeseilanden Country Office) Indonesia. Many monitoring and evaluation (M&E) processes in development programmes are largely carried out to provide information for funding agencies, to meet external accountability requirements and for symbolic protection. This study generates insights into an integrated, learning-oriented monitoring practice which fosters reflective practice, provides feedback to programme stakeholders about performance, progress and results achieved, facilitates improved accountability, and generates information and knowledge useful for the programme stakeholders to take decisions for improved action. It is argued that M&E systems have the potential, if developed well, to serve as a framework or ‘carrier’ for organisational and institutional learning – an essential requirement to respond to the complex nature of development processes. Outcome mapping is presented as a possible approach to be used as the basis for such a M&E system. This study was underpinned by a socially critical orientation to development (programmes) and by an action research method to guide the PLA system design process. The design process was organized around seven steps - which in themselves were a result of the action research process – including specific steps to ensure a learning-oriented M&E system. Based on the agreed purposes and intended uses of the monitoring and learning process, the resulting PLA system is focused around the organizational spaces and rhythms of VECO Indonesia which are central to sharing, debate, learning and decision-making. In this way, the PLA system becomes integral to the thinking and doing of the organization. It is built on the premise that monitoring does not end with gathering data; it also needs to include a process of understanding and deciding how data can best be used and analysed to strengthen concerted action and facilitate decision-making. It highlights the importance of sense-making – interpreting information to make it usable for action. Furthermore, it incorporates an approach to assess and consciously plan for the creation of the necessary organisational conditions to implement and maintain a learning-oriented M&E system. The study is completed by critical reflection on the relevance of VECO’s new PLA system for planning, learning and accountability, combined with the use of a future scenario technique to generate recommendations and identify critical future directions. Further exploration of ‘intelligent’ information-seeking methods and processes is called for; and a practice which moves beyond intra-organisational monitoring – focusing on VECO’s own monitoring needs – towards a monitoring process that facilitates change based on the viewpoints of, and in collaboration with local actors, i.e., institutional monitoring and learning, is recommended. VECO is encouraged to continue developing a mindset and practice whereby the programme team and partners have the ability to leave the safe zone of pre-determined outcomes and actions, and to make sense of the world as they engage in action.
- Full Text:
- Date Issued: 2011
- Authors: Deprez, Stefan Gert Marie
- Date: 2011
- Subjects: Agricultural development projects -- Indonesia Agricultural administration -- Monitoring -- Indonesia Action research -- Case studies Action research in education
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1801 , http://hdl.handle.net/10962/d1003686
- Description: This study is an account of an action research process to develop a planning, learning and accountability (PLA) system for the sustainable agriculture chain development programme of VECO (Vredeseilanden Country Office) Indonesia. Many monitoring and evaluation (M&E) processes in development programmes are largely carried out to provide information for funding agencies, to meet external accountability requirements and for symbolic protection. This study generates insights into an integrated, learning-oriented monitoring practice which fosters reflective practice, provides feedback to programme stakeholders about performance, progress and results achieved, facilitates improved accountability, and generates information and knowledge useful for the programme stakeholders to take decisions for improved action. It is argued that M&E systems have the potential, if developed well, to serve as a framework or ‘carrier’ for organisational and institutional learning – an essential requirement to respond to the complex nature of development processes. Outcome mapping is presented as a possible approach to be used as the basis for such a M&E system. This study was underpinned by a socially critical orientation to development (programmes) and by an action research method to guide the PLA system design process. The design process was organized around seven steps - which in themselves were a result of the action research process – including specific steps to ensure a learning-oriented M&E system. Based on the agreed purposes and intended uses of the monitoring and learning process, the resulting PLA system is focused around the organizational spaces and rhythms of VECO Indonesia which are central to sharing, debate, learning and decision-making. In this way, the PLA system becomes integral to the thinking and doing of the organization. It is built on the premise that monitoring does not end with gathering data; it also needs to include a process of understanding and deciding how data can best be used and analysed to strengthen concerted action and facilitate decision-making. It highlights the importance of sense-making – interpreting information to make it usable for action. Furthermore, it incorporates an approach to assess and consciously plan for the creation of the necessary organisational conditions to implement and maintain a learning-oriented M&E system. The study is completed by critical reflection on the relevance of VECO’s new PLA system for planning, learning and accountability, combined with the use of a future scenario technique to generate recommendations and identify critical future directions. Further exploration of ‘intelligent’ information-seeking methods and processes is called for; and a practice which moves beyond intra-organisational monitoring – focusing on VECO’s own monitoring needs – towards a monitoring process that facilitates change based on the viewpoints of, and in collaboration with local actors, i.e., institutional monitoring and learning, is recommended. VECO is encouraged to continue developing a mindset and practice whereby the programme team and partners have the ability to leave the safe zone of pre-determined outcomes and actions, and to make sense of the world as they engage in action.
- Full Text:
- Date Issued: 2011
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
The art of science: utilising artistic methods to assist in the learning of natural sciences and technology in the intermediate phase
- Authors: Deyzel, Jenilyn
- Date: 2019
- Subjects: Science -- Study and teaching (Primary) -- South Africa , Science -- Study and teaching (Elementary) Educational toys
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/39502 , vital:35279
- Description: This explorative case-study investigates the educational opportunities associated with an Art-infused pedagogy, according to the perceptions of ten Natural Sciences and Technology (NST) teachers. To examine the possible learning benefits of incorporating artistic activities into the teaching of NST, an Educative Curriculum Material (ECM) was designed that focused on teacher learning and the application of skills in real-life educational practice (Krajcik & Delen, 2017). Results suggest that the ECM, known as the Art-education intervention, facilitated an understanding of the learning potential of an Art-based pedagogy, provided practical ways of applying artistic methods in the classroom and illustrated how Art and NST could be taught together. Thus, the ECM supported the participant’s pedagogical design capacity. As a qualitative and interpretive study, emphasis is placed on the unique perspective of each participant while addressing similarities between cases (Creswell & Poth, 2018). Pre-and post-intervention interviews were conducted, recorded and analysed. Data were gathered systematically through the use of semi-structured interview questions and a questionnaire that required participant involvement through drawing and critical reflection. The case-based themes generated through analysis of data, represent shared ideas raised by the participants themselves. Results suggest that an Art-infused pedagogy can provide children with the opportunity to develop observation and critical thinking capabilities, including the advancement of spatial reasoning skills, problem solving abilities and metacognition. The participants reported an increased level of engagement from the children in their respective classes, where ‘doing’ aided the learning process. Added to this, the use of artistic terminology and open-ended questioning facilitated vocabulary enhancement. Time and resource constraints were identified as potential concerns when implementing an Art-infused pedagogy, as was a teacher’s perception of his/her own artistic abilities. Previous artistic experience had little influence on a teacher’s ability to teach in an integrated manner, suggesting that with effective training, artistic activities could be utilised by any NST teacher to promote learning in NST.
- Full Text:
- Date Issued: 2019
- Authors: Deyzel, Jenilyn
- Date: 2019
- Subjects: Science -- Study and teaching (Primary) -- South Africa , Science -- Study and teaching (Elementary) Educational toys
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/39502 , vital:35279
- Description: This explorative case-study investigates the educational opportunities associated with an Art-infused pedagogy, according to the perceptions of ten Natural Sciences and Technology (NST) teachers. To examine the possible learning benefits of incorporating artistic activities into the teaching of NST, an Educative Curriculum Material (ECM) was designed that focused on teacher learning and the application of skills in real-life educational practice (Krajcik & Delen, 2017). Results suggest that the ECM, known as the Art-education intervention, facilitated an understanding of the learning potential of an Art-based pedagogy, provided practical ways of applying artistic methods in the classroom and illustrated how Art and NST could be taught together. Thus, the ECM supported the participant’s pedagogical design capacity. As a qualitative and interpretive study, emphasis is placed on the unique perspective of each participant while addressing similarities between cases (Creswell & Poth, 2018). Pre-and post-intervention interviews were conducted, recorded and analysed. Data were gathered systematically through the use of semi-structured interview questions and a questionnaire that required participant involvement through drawing and critical reflection. The case-based themes generated through analysis of data, represent shared ideas raised by the participants themselves. Results suggest that an Art-infused pedagogy can provide children with the opportunity to develop observation and critical thinking capabilities, including the advancement of spatial reasoning skills, problem solving abilities and metacognition. The participants reported an increased level of engagement from the children in their respective classes, where ‘doing’ aided the learning process. Added to this, the use of artistic terminology and open-ended questioning facilitated vocabulary enhancement. Time and resource constraints were identified as potential concerns when implementing an Art-infused pedagogy, as was a teacher’s perception of his/her own artistic abilities. Previous artistic experience had little influence on a teacher’s ability to teach in an integrated manner, suggesting that with effective training, artistic activities could be utilised by any NST teacher to promote learning in NST.
- Full Text:
- Date Issued: 2019
Improving the reading abililties of grade 9 learners: a classroom-based inquiry: how do I facilitate improvement in the reading abilities of my Grade 9 learners?
- Authors: Didloft, Virginia Charmaine
- Date: 2008
- Subjects: Reading disability -- South Africa , Reading -- Ability testing -- South Africa , Reading -- Remedial teaching -- South Africa -- Aids and devices
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9553 , http://hdl.handle.net/10948/942 , Reading disability -- South Africa , Reading -- Ability testing -- South Africa , Reading -- Remedial teaching -- South Africa -- Aids and devices
- Description: This thesis is a narrative account of how I have transformed my learning and teaching strategies for Grade 9 learners, generating my own living theory of teaching within a social context with the aim of enabling my learners to construct their own knowledge. My value-embedded practice is reflected in the values I attach to equality, inclusivity, social justice and basic human rights. These embodied values are also a reflection of my commitment to my Christian values which encompass my entire existence and have become the living standards by which I judge the quality of my research. My classroom-based action research methodology is a living transformational process which heralds a change for a more just practice and the inclusion and recognition of the individual. My findings about my learners’ and my own learning offer new conceptualisations about the capacity of my learners to learn in their own unique ways and according to their own potential. I am claiming that the significance of my research is grounded in my ability to demonstrate how I can unleash the untapped potential of learners failing to attain the desired outcomes. I show them how to learn confidently and successfully within a social context using prior knowledge, scaffolding and motivation as teaching and learning tools. This has potential inspiration for new forms of practice and theory in aiming to improve learners’ potential. A significant feature of my account is how my Christian values have been translated into my critical epistemological standards of judgement, and the development of a living theory of practice that enables me to account for educational influences in my learners’ and my own learning.
- Full Text:
- Date Issued: 2008
- Authors: Didloft, Virginia Charmaine
- Date: 2008
- Subjects: Reading disability -- South Africa , Reading -- Ability testing -- South Africa , Reading -- Remedial teaching -- South Africa -- Aids and devices
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9553 , http://hdl.handle.net/10948/942 , Reading disability -- South Africa , Reading -- Ability testing -- South Africa , Reading -- Remedial teaching -- South Africa -- Aids and devices
- Description: This thesis is a narrative account of how I have transformed my learning and teaching strategies for Grade 9 learners, generating my own living theory of teaching within a social context with the aim of enabling my learners to construct their own knowledge. My value-embedded practice is reflected in the values I attach to equality, inclusivity, social justice and basic human rights. These embodied values are also a reflection of my commitment to my Christian values which encompass my entire existence and have become the living standards by which I judge the quality of my research. My classroom-based action research methodology is a living transformational process which heralds a change for a more just practice and the inclusion and recognition of the individual. My findings about my learners’ and my own learning offer new conceptualisations about the capacity of my learners to learn in their own unique ways and according to their own potential. I am claiming that the significance of my research is grounded in my ability to demonstrate how I can unleash the untapped potential of learners failing to attain the desired outcomes. I show them how to learn confidently and successfully within a social context using prior knowledge, scaffolding and motivation as teaching and learning tools. This has potential inspiration for new forms of practice and theory in aiming to improve learners’ potential. A significant feature of my account is how my Christian values have been translated into my critical epistemological standards of judgement, and the development of a living theory of practice that enables me to account for educational influences in my learners’ and my own learning.
- Full Text:
- Date Issued: 2008
Enhancing the critical reading skills of student teachers in Namibia : An action research project
- Authors: Dikuwa, Alexander
- Date: 2012
- Subjects: Reading (Higher education) Critical thinking , Teachers -- Training of -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1912 , http://hdl.handle.net/10962/d1007162
- Description: This thesis reports on a responsive action research case study undertaken to teach student teachers to read critically. I undertook this research to gain a basic knowledge about critical reading as well as to form a knowledge base that would enable me to teach it effectively. First, I gave students a diagnostic assessment activity, analyzed the result and established the students’ ability to read a text critically. After I had established the students’ strengths, weaknesses, and the requirements to move students from their existing critical reading competency to an improved one, I reviewed the literature to provide me with a theory of teaching critical reading. The lessons were then planned and taught. The lessons; focus group interviews; researcher’s diary; students’ reflections and non-participant observer comments formed the data of the study. The data were analyzed using the framework of “what went well”, “what did not go well” and “what needs to be improved if the lessons were to be repeated”. The main purpose was to address the goals of the research, which were to find effective ways of teaching critical reading, appropriate critical reading materials, and to identify any pedagogic shortcomings. The 30 students who took part in this research were third-year students studying English Second language and Mother tongue pedagogies to become specialists in the teaching of both at Junior Secondary level (grades 8 – 10). The study was guided by constructivist theory, which underpins learner-centred education, which continues to inform and shape the development of curricula in Namibia.
- Full Text:
- Date Issued: 2012
- Authors: Dikuwa, Alexander
- Date: 2012
- Subjects: Reading (Higher education) Critical thinking , Teachers -- Training of -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1912 , http://hdl.handle.net/10962/d1007162
- Description: This thesis reports on a responsive action research case study undertaken to teach student teachers to read critically. I undertook this research to gain a basic knowledge about critical reading as well as to form a knowledge base that would enable me to teach it effectively. First, I gave students a diagnostic assessment activity, analyzed the result and established the students’ ability to read a text critically. After I had established the students’ strengths, weaknesses, and the requirements to move students from their existing critical reading competency to an improved one, I reviewed the literature to provide me with a theory of teaching critical reading. The lessons were then planned and taught. The lessons; focus group interviews; researcher’s diary; students’ reflections and non-participant observer comments formed the data of the study. The data were analyzed using the framework of “what went well”, “what did not go well” and “what needs to be improved if the lessons were to be repeated”. The main purpose was to address the goals of the research, which were to find effective ways of teaching critical reading, appropriate critical reading materials, and to identify any pedagogic shortcomings. The 30 students who took part in this research were third-year students studying English Second language and Mother tongue pedagogies to become specialists in the teaching of both at Junior Secondary level (grades 8 – 10). The study was guided by constructivist theory, which underpins learner-centred education, which continues to inform and shape the development of curricula in Namibia.
- Full Text:
- Date Issued: 2012