Exploring the possibility of integrating traditional music and dance into the design and delivery of lessons on the concepts of echo and waves in the grade 10 Physical Science sound topic
- Authors: Liveve, Angelius Kanyanga
- Date: 2017
- Subjects: Student-centered learning Namibia , Culturally relevant pedagogy Namibia , Science Study and teaching (Secondary) Namibia , Dance in education Namibia , Music in education Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/13356 , vital:21826
- Description: Before Namibian independence in 1990, teaching was mostly characterized by teacher-centred pedagogies in which teachers were perceived as the main sources of knowledge. This resulted in learners being passive recipients of such unquestioned knowledge. After independence and to address this, a new educational system was introduced which promoted learner-centred education (LCE) pedagogy. Despite these grand ideals, educational changes in sub-Saharan Africa form a complex issue involving tensions between policy formulation and implementation. This presents Namibian teachers with some challenges in enacting LCE pedagogies. One of these challenges is to find ways to motivate learners and to assist their learning by finding relevant and interesting connections between subject topics and their own experiences and everyday culture outside the classroom. An inability to enact the new curriculum results in learners performing poorly in subjects such as Physical Science. Against this backdrop, this study sought to explore whether or not the integration of traditional music and dance into the design and delivery of lessons on the concepts of echo and waves could influence grade 10 Physical Science learners’ sense making and dispositions towards science. This study was underpinned by an interpretive paradigm. It was informed and guided by the socio-cultural theory as my theoretical framework. The study was carried out with a grade 10 Physical Science class consisting of 30 learners at Lyambombla Combined School (pseudonym) in the Kavango West Region in the northern part of Namibia. Data were generated through diagnostic and summative tests, interviews and lesson observations incorporating traditional music and dance. The findings of the study showed that learners’ sense making and dispositions toward science were positively influenced through traditional music and dance. The study thus recommends the incorporation of indigenous ways of knowing in order to enhance meaning making in science classrooms.
- Full Text:
- Date Issued: 2017
- Authors: Liveve, Angelius Kanyanga
- Date: 2017
- Subjects: Student-centered learning Namibia , Culturally relevant pedagogy Namibia , Science Study and teaching (Secondary) Namibia , Dance in education Namibia , Music in education Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/13356 , vital:21826
- Description: Before Namibian independence in 1990, teaching was mostly characterized by teacher-centred pedagogies in which teachers were perceived as the main sources of knowledge. This resulted in learners being passive recipients of such unquestioned knowledge. After independence and to address this, a new educational system was introduced which promoted learner-centred education (LCE) pedagogy. Despite these grand ideals, educational changes in sub-Saharan Africa form a complex issue involving tensions between policy formulation and implementation. This presents Namibian teachers with some challenges in enacting LCE pedagogies. One of these challenges is to find ways to motivate learners and to assist their learning by finding relevant and interesting connections between subject topics and their own experiences and everyday culture outside the classroom. An inability to enact the new curriculum results in learners performing poorly in subjects such as Physical Science. Against this backdrop, this study sought to explore whether or not the integration of traditional music and dance into the design and delivery of lessons on the concepts of echo and waves could influence grade 10 Physical Science learners’ sense making and dispositions towards science. This study was underpinned by an interpretive paradigm. It was informed and guided by the socio-cultural theory as my theoretical framework. The study was carried out with a grade 10 Physical Science class consisting of 30 learners at Lyambombla Combined School (pseudonym) in the Kavango West Region in the northern part of Namibia. Data were generated through diagnostic and summative tests, interviews and lesson observations incorporating traditional music and dance. The findings of the study showed that learners’ sense making and dispositions toward science were positively influenced through traditional music and dance. The study thus recommends the incorporation of indigenous ways of knowing in order to enhance meaning making in science classrooms.
- Full Text:
- Date Issued: 2017
Exploring the relationship between course pedagogy and learning in workplaces: the case of the National Diploma in Environmental Education Training and Development Practice
- Authors: Misser, Shanu
- Date: 2017
- Subjects: National Diploma in Environmental Education Training and Development Practice , Environmental education -- South Africa , Occupational training -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/8104 , vital:21354
- Description: This case study research provides insights on course pedagogy in the National Diploma in Environmental Education Training and Development Practice as registered with the South African Qualifications Authority. The study draws its findings from interviews, observations, and document analysis of course materials and workshop processes. The two case studies of employees working in a municipal and a provincial context in South Africa provide rich insights into workplace practices and its implications for pedagogical approaches in work-integrated courses. The role of scaffolding, reflexivity and situated learning in creating learning experiences that learners have a reason to value emerge as significant approaches to be considered in pedagogy for work-integrated courses. Critical open-ended questions supported by course material design, dialogue, participation in cooperative learning situation underpinned by reading and the use of case studies and real situated experiences emerge as important pedagogical approaches enabling scaffolding and reflexivity to support a “critical mode of being”. The significant role of pedagogical approaches in maintaining relevance to workplace practices are seen as important in developing capabilities of participants to value what they do on courses. Linked to the insights gained from this study three important recommendations are made. The first recommendation suggests that a pedagogical approach, which involves learner-practitioners and workplace representatives in the curriculum design, would help to maintain relevance of the assignments to the workplace. The second recommendation suggests creative and innovative pedagogical approaches to capture workplace practices in real authentic and meaningful situations for assessment. The third recommendation suggests that pedagogies used in workplace courses need to consider social-ecological sustainability competencies that transgress job tasks across occupations which foster appreciation and imagination of new possibilities in the work learner-practitioners engage in.
- Full Text:
- Date Issued: 2017
- Authors: Misser, Shanu
- Date: 2017
- Subjects: National Diploma in Environmental Education Training and Development Practice , Environmental education -- South Africa , Occupational training -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/8104 , vital:21354
- Description: This case study research provides insights on course pedagogy in the National Diploma in Environmental Education Training and Development Practice as registered with the South African Qualifications Authority. The study draws its findings from interviews, observations, and document analysis of course materials and workshop processes. The two case studies of employees working in a municipal and a provincial context in South Africa provide rich insights into workplace practices and its implications for pedagogical approaches in work-integrated courses. The role of scaffolding, reflexivity and situated learning in creating learning experiences that learners have a reason to value emerge as significant approaches to be considered in pedagogy for work-integrated courses. Critical open-ended questions supported by course material design, dialogue, participation in cooperative learning situation underpinned by reading and the use of case studies and real situated experiences emerge as important pedagogical approaches enabling scaffolding and reflexivity to support a “critical mode of being”. The significant role of pedagogical approaches in maintaining relevance to workplace practices are seen as important in developing capabilities of participants to value what they do on courses. Linked to the insights gained from this study three important recommendations are made. The first recommendation suggests that a pedagogical approach, which involves learner-practitioners and workplace representatives in the curriculum design, would help to maintain relevance of the assignments to the workplace. The second recommendation suggests creative and innovative pedagogical approaches to capture workplace practices in real authentic and meaningful situations for assessment. The third recommendation suggests that pedagogies used in workplace courses need to consider social-ecological sustainability competencies that transgress job tasks across occupations which foster appreciation and imagination of new possibilities in the work learner-practitioners engage in.
- Full Text:
- Date Issued: 2017
Exploring the use of participatory visual methods in teaching sexuality education within the HIV and AIDS education programme in selected Kenyan secondary schools
- Yego, Lily Jerotich, Opata, Violet, Sathorar, Heloise
- Authors: Yego, Lily Jerotich , Opata, Violet , Sathorar, Heloise
- Date: 2017
- Subjects: Sex instruction -- Kenya , Teaching -- Aids and devices AIDS (Disease) -- Study and teaching (Secondary) -- Kenya Sex instruction for children
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/13414 , vital:27183
- Description: The HIV and AIDS prevalence in Kenya is still high and remains a major health concern despite the Kenyan government’s initiatives to create awareness about the epidemic through inclusion of the HIV and AIDS programme in schools. This is because the provision of sexuality, HIV and AIDS education in schools is not effective. Teachers face various challenges in the effective delivery of the subject due to their discomfort related to these sensitive topics. Therefore, learners are left inadequately supported by the teachers. With an immense variety of conflicting information about sexuality availed to young people through the social media and also through their peers, young people are left at risk of exploring their sexualities with inadequate and wrong information, thus exposing them to HIV infections. Since schools have been identified as ideal sites for the effective delivery of sexuality, HIV and AIDS education, teachers are expected to teach the learners using a variety of pedagogical strategies in order to achieve efficacy in the delivery of this subject, hence the need to explore teaching styles that could provide a safe space for the effective delivery of sexuality, HIV and AIDS education. This study sought to explore teachers’ experiences of using participatory visual methods in teaching sexuality education within the HIV and AIDS education programme in selected Kenyan secondary schools, in order to understand how such methods could affect the teaching of Sexuality education. This study employed a phenomenological research design, interpretivist paradigm and a participatory methodology. Memory accounts, reflective journals and focus group discussions were used for data generation with nine secondary school teachers, from three purposively selected schools in Kenya. Vygotsky’s socio-cultural theory underpinned the study. The findings revealed that teachers are uncomfortable teaching sexuality education because of fear of leading learners astray, fear of victimization and sexualization, and fear of misleading and hurting learners because of lack of knowledge. This resulted in teachers feeling guilty due to ineffective delivery of Sexuality education. The findings also revealed that participatory visual methods were effective for use by the teachers and the learners in the classroom to navigate issues around sexuality, HIV and AIDS. This was because they are learner-centred, thus making learners producers of knowledge while at the same time encouraging optimism in teaching and learning. This study thus recommends pre-service teacher training on participatory methods of teaching. Educational institutions should also arrange for workshops to train in-service teachers on comprehensive sexuality, HIV and AIDS education and how to tackle it in their classrooms. Moreover, curriculum developers should make sexuality, HIV and AIDS education a compulsory subject to give it equal status with other examinable subjects, for it to be taken seriously. It is only through concerted efforts from everyone that Kenya can reach its target of Zero new HIV infections.
- Full Text:
- Date Issued: 2017
- Authors: Yego, Lily Jerotich , Opata, Violet , Sathorar, Heloise
- Date: 2017
- Subjects: Sex instruction -- Kenya , Teaching -- Aids and devices AIDS (Disease) -- Study and teaching (Secondary) -- Kenya Sex instruction for children
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/13414 , vital:27183
- Description: The HIV and AIDS prevalence in Kenya is still high and remains a major health concern despite the Kenyan government’s initiatives to create awareness about the epidemic through inclusion of the HIV and AIDS programme in schools. This is because the provision of sexuality, HIV and AIDS education in schools is not effective. Teachers face various challenges in the effective delivery of the subject due to their discomfort related to these sensitive topics. Therefore, learners are left inadequately supported by the teachers. With an immense variety of conflicting information about sexuality availed to young people through the social media and also through their peers, young people are left at risk of exploring their sexualities with inadequate and wrong information, thus exposing them to HIV infections. Since schools have been identified as ideal sites for the effective delivery of sexuality, HIV and AIDS education, teachers are expected to teach the learners using a variety of pedagogical strategies in order to achieve efficacy in the delivery of this subject, hence the need to explore teaching styles that could provide a safe space for the effective delivery of sexuality, HIV and AIDS education. This study sought to explore teachers’ experiences of using participatory visual methods in teaching sexuality education within the HIV and AIDS education programme in selected Kenyan secondary schools, in order to understand how such methods could affect the teaching of Sexuality education. This study employed a phenomenological research design, interpretivist paradigm and a participatory methodology. Memory accounts, reflective journals and focus group discussions were used for data generation with nine secondary school teachers, from three purposively selected schools in Kenya. Vygotsky’s socio-cultural theory underpinned the study. The findings revealed that teachers are uncomfortable teaching sexuality education because of fear of leading learners astray, fear of victimization and sexualization, and fear of misleading and hurting learners because of lack of knowledge. This resulted in teachers feeling guilty due to ineffective delivery of Sexuality education. The findings also revealed that participatory visual methods were effective for use by the teachers and the learners in the classroom to navigate issues around sexuality, HIV and AIDS. This was because they are learner-centred, thus making learners producers of knowledge while at the same time encouraging optimism in teaching and learning. This study thus recommends pre-service teacher training on participatory methods of teaching. Educational institutions should also arrange for workshops to train in-service teachers on comprehensive sexuality, HIV and AIDS education and how to tackle it in their classrooms. Moreover, curriculum developers should make sexuality, HIV and AIDS education a compulsory subject to give it equal status with other examinable subjects, for it to be taken seriously. It is only through concerted efforts from everyone that Kenya can reach its target of Zero new HIV infections.
- Full Text:
- Date Issued: 2017
Home activities promoting mathematical skills in foundation phase : a case study of grandmother-headed households
- Authors: Hlungulu, Nolukholo Faith
- Date: 2017
- Subjects: Home and school -- South Africa -- Case studies Education -- Parent participation -- South Africa -- Case studies Education, Elementary -- South Africa -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/4926 , vital:28796
- Description: Recent factors identified as contributory to poor mathematics performance in South Africa include lack of parental involvement coupled by the divorce of mathematics education to children’s everyday lives. This exploratory study, therefore focused on home activities grandmothers engage their Grade 2 grandchildren that may promote mathematical skills of Foundation Phase learners. This study followed a qualitative, interpretive and case study research design, to explore home activities grandmothers engage their Grade 2 grandchildren that may promote mathematical skills of Foundation Phase learners. A small scale study of six grandmothers and three Grade 2 teachers were sampled through purposive and snowball sampling. In line with the protocol of the case study, semi-structured individual face to face interviews and shadowing were used to collect data. One striking feature of the main findings was the diversity mathematics applications home activities contained. These include physical, financial and fun playful home activities. Data also revealed that these home activities could reinforce numbers and what numbers mean; reinforce shape recognition and spatial relationships; complement matching, classification and sorting and reinforce measuring and time. This implies that curriculum must incorporate children’s social capital. Both teachers and grandmothers acknowledged that children’s mathematics education is complex and an effective partnership between grandmothers and teachers is needed if children are to be competent in mathematics.
- Full Text:
- Date Issued: 2017
- Authors: Hlungulu, Nolukholo Faith
- Date: 2017
- Subjects: Home and school -- South Africa -- Case studies Education -- Parent participation -- South Africa -- Case studies Education, Elementary -- South Africa -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/4926 , vital:28796
- Description: Recent factors identified as contributory to poor mathematics performance in South Africa include lack of parental involvement coupled by the divorce of mathematics education to children’s everyday lives. This exploratory study, therefore focused on home activities grandmothers engage their Grade 2 grandchildren that may promote mathematical skills of Foundation Phase learners. This study followed a qualitative, interpretive and case study research design, to explore home activities grandmothers engage their Grade 2 grandchildren that may promote mathematical skills of Foundation Phase learners. A small scale study of six grandmothers and three Grade 2 teachers were sampled through purposive and snowball sampling. In line with the protocol of the case study, semi-structured individual face to face interviews and shadowing were used to collect data. One striking feature of the main findings was the diversity mathematics applications home activities contained. These include physical, financial and fun playful home activities. Data also revealed that these home activities could reinforce numbers and what numbers mean; reinforce shape recognition and spatial relationships; complement matching, classification and sorting and reinforce measuring and time. This implies that curriculum must incorporate children’s social capital. Both teachers and grandmothers acknowledged that children’s mathematics education is complex and an effective partnership between grandmothers and teachers is needed if children are to be competent in mathematics.
- Full Text:
- Date Issued: 2017
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
Implementing the annual national assessment at an ordinary public primary school in the Eastern Cape: a case study analysis
- Authors: Lascelles, Philippa Anne
- Date: 2017
- Subjects: Educational tests and measurements -- South Africa , Educational tests and measurements -- South Africa -- Case studies , Education, Elementary -- South Africa , Elementary schools -- South Africa -- Makhanda
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/7713 , vital:21288
- Description: This empirical study describes in rich detail five teachers’ perceptions of the Annual National Assessment [ANA] at one level of the school system (Grade Three of the Foundation Phase [FP]) at an ordinary public primary school in an urban area of the Eastern Cape. Secondly, the study described the process of preparing for, implementing and assessing the 2014 ANA at the selected school. In order to generate insights for a deep understanding of how teachers perceive, prepare for and implement the ANA, the challenges that arise, and how the ANA is impacting on curriculum and pedagogy, an interpretive qualitative research approach and case study method were adopted. The researcher, a participant observer operating from an insider position, used ethnographic techniques to describe, document and analyse teachers’ perceptions and experiences of implementing the 2014 ANA tests in a specific context (one school) and at one level of the school system (Grade 3). Data gathered through observations, semi-structured interviews and document analysis were coded and analysed in order to identify emerging themes. These are compared to trends and developments in contemporary literature on educational assessment. The findings revealed that while the teachers were compliant and efficient in their implementation and administration of the ANA, they have a narrow perception of the ANA as a summative assessment serving systemic purposes. There was little, if any, evidence of them using the ANA for the formative assessment purposes intended by policy. As a result, opportunities for using the ANA to enhance teaching and learning were lost. The study illuminated the roles and responsibilities of the teachers, the school management team and Eastern Cape [EC] Department of Education [DoE] in the ANA preparation and implementation process, and the need for strengthening the support provided by the EC DoE. Although context specific, the study sheds light on how Grade 3 teachers in an ordinary public school perceive and implement the ANA. The insights afforded and lessons that can be learned from this case study may be relevant to other Foundation Phase school contexts.
- Full Text:
- Date Issued: 2017
- Authors: Lascelles, Philippa Anne
- Date: 2017
- Subjects: Educational tests and measurements -- South Africa , Educational tests and measurements -- South Africa -- Case studies , Education, Elementary -- South Africa , Elementary schools -- South Africa -- Makhanda
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/7713 , vital:21288
- Description: This empirical study describes in rich detail five teachers’ perceptions of the Annual National Assessment [ANA] at one level of the school system (Grade Three of the Foundation Phase [FP]) at an ordinary public primary school in an urban area of the Eastern Cape. Secondly, the study described the process of preparing for, implementing and assessing the 2014 ANA at the selected school. In order to generate insights for a deep understanding of how teachers perceive, prepare for and implement the ANA, the challenges that arise, and how the ANA is impacting on curriculum and pedagogy, an interpretive qualitative research approach and case study method were adopted. The researcher, a participant observer operating from an insider position, used ethnographic techniques to describe, document and analyse teachers’ perceptions and experiences of implementing the 2014 ANA tests in a specific context (one school) and at one level of the school system (Grade 3). Data gathered through observations, semi-structured interviews and document analysis were coded and analysed in order to identify emerging themes. These are compared to trends and developments in contemporary literature on educational assessment. The findings revealed that while the teachers were compliant and efficient in their implementation and administration of the ANA, they have a narrow perception of the ANA as a summative assessment serving systemic purposes. There was little, if any, evidence of them using the ANA for the formative assessment purposes intended by policy. As a result, opportunities for using the ANA to enhance teaching and learning were lost. The study illuminated the roles and responsibilities of the teachers, the school management team and Eastern Cape [EC] Department of Education [DoE] in the ANA preparation and implementation process, and the need for strengthening the support provided by the EC DoE. Although context specific, the study sheds light on how Grade 3 teachers in an ordinary public school perceive and implement the ANA. The insights afforded and lessons that can be learned from this case study may be relevant to other Foundation Phase school contexts.
- Full Text:
- Date Issued: 2017
Indigenous knowledge in the school curriculum: teacher educator perceptions of place and position
- Ronoh, Janet Chepchirchir, Siebenhuner, Bernd
- Authors: Ronoh, Janet Chepchirchir , Siebenhuner, Bernd
- Date: 2017
- Subjects: Education -- Curricula -- Africa , Curriculum planning -- Africa Curriculum change -- Africa Ethnoscience -- Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/19971 , vital:29015
- Description: Post-colonial school curricula in Africa, which are mostly dominated by western values, knowledge and pedagogies at the expense of indigenous knowledge (IK) and epistemologies, remain a major area of concern in education. After decades of debate on the relevance of IK and its suitability for integration in school curricula, there appears to be a shift in paradigm towards recognising indigenous ways of knowing and transforming curricula towards using inclusive, contextual and practical content and pedagogies that reflect the changing needs of African society. Despite specific provisions in the South African and Kenyan constitutions and education policy documents, the development and implementation of IK integrated curricula remains a major concern. Teacher educators are important stakeholders in terms of the integration of IK and, as such, this qualitative study, which is framed within an interpretivist philosophical view and draws on a case study methodology, explores teacher educators‘ perceptions of value, place and position of IK in the school curriculum. The samples, which were drawn from two African universities, one in South Africa and one in Kenya, comprised ten purposively selected teacher educators from local indigenous communities in each university. Data were generated via a semi-structured questionnaire, a modified focus group discussion (Imbizo/Baraza) process, and individual semi-structured interviews. The data generated were analysed thematically and revealed that the participating teacher educators have shared conceptual understandings of indigenous knowledge and advocate for more inclusive appropriation and integration of indigenous languages, agriculture, herbal medicine, technological and scientific indigenous knowledge items that they feel are still marginalised in the school curriculum of their respective countries. An inclusive education approach was proposed in which both modern knowledge and IK are intertwined in the curriculum in order to serve the current needs of indigenous cultures and society in general.
- Full Text:
- Date Issued: 2017
- Authors: Ronoh, Janet Chepchirchir , Siebenhuner, Bernd
- Date: 2017
- Subjects: Education -- Curricula -- Africa , Curriculum planning -- Africa Curriculum change -- Africa Ethnoscience -- Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/19971 , vital:29015
- Description: Post-colonial school curricula in Africa, which are mostly dominated by western values, knowledge and pedagogies at the expense of indigenous knowledge (IK) and epistemologies, remain a major area of concern in education. After decades of debate on the relevance of IK and its suitability for integration in school curricula, there appears to be a shift in paradigm towards recognising indigenous ways of knowing and transforming curricula towards using inclusive, contextual and practical content and pedagogies that reflect the changing needs of African society. Despite specific provisions in the South African and Kenyan constitutions and education policy documents, the development and implementation of IK integrated curricula remains a major concern. Teacher educators are important stakeholders in terms of the integration of IK and, as such, this qualitative study, which is framed within an interpretivist philosophical view and draws on a case study methodology, explores teacher educators‘ perceptions of value, place and position of IK in the school curriculum. The samples, which were drawn from two African universities, one in South Africa and one in Kenya, comprised ten purposively selected teacher educators from local indigenous communities in each university. Data were generated via a semi-structured questionnaire, a modified focus group discussion (Imbizo/Baraza) process, and individual semi-structured interviews. The data generated were analysed thematically and revealed that the participating teacher educators have shared conceptual understandings of indigenous knowledge and advocate for more inclusive appropriation and integration of indigenous languages, agriculture, herbal medicine, technological and scientific indigenous knowledge items that they feel are still marginalised in the school curriculum of their respective countries. An inclusive education approach was proposed in which both modern knowledge and IK are intertwined in the curriculum in order to serve the current needs of indigenous cultures and society in general.
- Full Text:
- Date Issued: 2017
Integrating local indigenous knowledge in the teaching of water conservation by senior primary school Natural Science teachers: a Namibian case study
- Authors: Visagie, Ronald Arnold
- Date: 2017
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/6907 , vital:21199
- Description: The conservation of biodiversity to meet the needs and aspirations of present and future generations is a cornerstone for sustainable development. In response to this, one of the aims of Basic Education in Namibia is to develop an environmentally friendly society which has a concern for the conservation of water. Thus, the National Curriculum of Basic Education [NCBE], 2010, p. 8) expects Grade 6 Natural Science learners to be competent in using simple scientific models, methods and skills to make scientific sense of the natural environment; and most importantly for the learners to relate the implications of this scientific understanding to their personal and social health and the sustainable use of all natural resources for future generations. Additionally, teachers are encouraged to make innovative use of various knowledge systems including indigenous knowledge. However, there is no mention of how teachers should make use of local indigenous knowledge (IK) when teaching the topic on water conservation in particular. It is against this backdrop that in this study I sought to understand how two Grade 6 Natural Science teachers use local indigenous knowledge in their classrooms to teach the topic of water conservation. This interpretive case study was carried out in collaboration with a rural community in the Erongo region. Data were collected in three stages. The first stage was the gathering of information through document analysis to strengthen my context. Documents such as the National Curriculum, Science Curriculum, Syllabi, Grade 6 Natural Science textbooks and SATs results were analysed to gain some insight and understanding of the issue before conducting interviews. In the second phase of this study I conducted semi-structured interviews with the Topnaar community members and two teachers. This was followed by classroom observations. Additionally, I used stimulated recall interviews (SRI) to provide clarity on how teachers use prior knowledge and mediate learning when teaching the topic water conservation using indigenous knowledge. The study is informed by Vygotsky’s (1978) socio-cultural theory in conjunction with Shulman’s (1986) pedagogical content knowledge (PCK). Since a classroom is a social unit where interactions occur between teachers and learners, and learners and learners, these theories provided a useful lens for observing lessons and analysing teachers’ content knowledge and how they mediate learning using local indigenous knowledge. A thematic approach to data analysis was adopted and qualitative data were analysed inductively. The findings of the study revealed that the indigenous knowledge amongst the Topnaars are governed by the ideals of Ubuntu. Findings also revealed that proper planning is needed to incorporate IK into science lessons as it may clear up misconceptions that may arise from indigenous knowledge. The study recommends that teachers and curriculum planners should explore different indigenous practices that are linked to the topics in the curriculum or syllabus to enhance learning and teaching in their science classrooms. It also recommends that curriculum developers, with the help of subject advisors, teachers and community members, should start planning on how indigenous knowledge can best be integrated into science textbooks as it has become a hindrance for the teachers to incorporate it.
- Full Text:
- Date Issued: 2017
- Authors: Visagie, Ronald Arnold
- Date: 2017
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/6907 , vital:21199
- Description: The conservation of biodiversity to meet the needs and aspirations of present and future generations is a cornerstone for sustainable development. In response to this, one of the aims of Basic Education in Namibia is to develop an environmentally friendly society which has a concern for the conservation of water. Thus, the National Curriculum of Basic Education [NCBE], 2010, p. 8) expects Grade 6 Natural Science learners to be competent in using simple scientific models, methods and skills to make scientific sense of the natural environment; and most importantly for the learners to relate the implications of this scientific understanding to their personal and social health and the sustainable use of all natural resources for future generations. Additionally, teachers are encouraged to make innovative use of various knowledge systems including indigenous knowledge. However, there is no mention of how teachers should make use of local indigenous knowledge (IK) when teaching the topic on water conservation in particular. It is against this backdrop that in this study I sought to understand how two Grade 6 Natural Science teachers use local indigenous knowledge in their classrooms to teach the topic of water conservation. This interpretive case study was carried out in collaboration with a rural community in the Erongo region. Data were collected in three stages. The first stage was the gathering of information through document analysis to strengthen my context. Documents such as the National Curriculum, Science Curriculum, Syllabi, Grade 6 Natural Science textbooks and SATs results were analysed to gain some insight and understanding of the issue before conducting interviews. In the second phase of this study I conducted semi-structured interviews with the Topnaar community members and two teachers. This was followed by classroom observations. Additionally, I used stimulated recall interviews (SRI) to provide clarity on how teachers use prior knowledge and mediate learning when teaching the topic water conservation using indigenous knowledge. The study is informed by Vygotsky’s (1978) socio-cultural theory in conjunction with Shulman’s (1986) pedagogical content knowledge (PCK). Since a classroom is a social unit where interactions occur between teachers and learners, and learners and learners, these theories provided a useful lens for observing lessons and analysing teachers’ content knowledge and how they mediate learning using local indigenous knowledge. A thematic approach to data analysis was adopted and qualitative data were analysed inductively. The findings of the study revealed that the indigenous knowledge amongst the Topnaars are governed by the ideals of Ubuntu. Findings also revealed that proper planning is needed to incorporate IK into science lessons as it may clear up misconceptions that may arise from indigenous knowledge. The study recommends that teachers and curriculum planners should explore different indigenous practices that are linked to the topics in the curriculum or syllabus to enhance learning and teaching in their science classrooms. It also recommends that curriculum developers, with the help of subject advisors, teachers and community members, should start planning on how indigenous knowledge can best be integrated into science textbooks as it has become a hindrance for the teachers to incorporate it.
- Full Text:
- Date Issued: 2017
Intergenerational learning and environmental care: a case of a fishing community next to Africa’s first marine protected area
- Authors: Cloete, Cindy-Lee
- Date: 2017
- Subjects: Tsitsikamma Marine Protected Area (South Africa) , Covie (South Africa) , Intergenerational relations -- South Africa -- Covie , Intergenerational communication -- South Africa -- Covie , Fishing villages -- South Africa -- Covie , Sustainable fisheries -- South Africa -- Covie , Environmental education -- South Africa -- Covie
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/7598 , vital:21277
- Description: This study explored the relationship between intergenerational learning and environmental care in the small fishing community of Covie, located next to the Tsitsikamma Marine Protected Area (TMPA) on the south-eastern coast of South Africa. Since Covie’s establishment as a woodcutter settlement in 1883, the community has depended on the marine and coastal environment such that their communal identity and basic means of subsistence are closely tied to their traditional fishing practices. Since its proclamation in 1964, the TMPA has undergone numerous policy changes, most notably the complete closure of the TMPA to fishing in 2001. Against this backdrop, the study sought to understand how intergenerational learning about fishing practices are mediated in Covie and the ways in which such learning processes constitute a sense of place and belonging for the Covie fishers, and to develop a sense of care for the natural environment. The study included 12 Covie community members of different generations and genders so as to be representative of the community (approximately 86 members). The research was informed by qualitative data generated through a focus group discussion with eight Covie community members, a mirror workshop with the same eight community members, eight semi-structured interviews, and five naturalistic observations of fishing practices. Data generation and analysis was informed by Etienne Wenger’s theory of Communities of Practice which was complemented by theoretical perspectives on intergenerational learning and attachment to place. This study found that the Covie fishers indeed operate as a community of practice who depend significantly on intergenerational learning processes to transfer knowledge, skills and values about fishing practices to younger generations. The 2001 policy changes that denied the Covie fishers access to their traditional fishing sites were shown to reduce the participation in fishing of a range of community members (in particular children and women), which in turn influenced forms of intergenerational learning about fishing. The youth’s reduced participation especially was linked to more protracted and fragmented processes of learning about fishing and Covie’s code of fishing conduct, including its underpinning sense of environmental care. Finally, this study argues that the affective and socio-material connections to their natural surroundings have shaped the Covie community’s sense of care and responsibility toward the environment.
- Full Text:
- Date Issued: 2017
- Authors: Cloete, Cindy-Lee
- Date: 2017
- Subjects: Tsitsikamma Marine Protected Area (South Africa) , Covie (South Africa) , Intergenerational relations -- South Africa -- Covie , Intergenerational communication -- South Africa -- Covie , Fishing villages -- South Africa -- Covie , Sustainable fisheries -- South Africa -- Covie , Environmental education -- South Africa -- Covie
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/7598 , vital:21277
- Description: This study explored the relationship between intergenerational learning and environmental care in the small fishing community of Covie, located next to the Tsitsikamma Marine Protected Area (TMPA) on the south-eastern coast of South Africa. Since Covie’s establishment as a woodcutter settlement in 1883, the community has depended on the marine and coastal environment such that their communal identity and basic means of subsistence are closely tied to their traditional fishing practices. Since its proclamation in 1964, the TMPA has undergone numerous policy changes, most notably the complete closure of the TMPA to fishing in 2001. Against this backdrop, the study sought to understand how intergenerational learning about fishing practices are mediated in Covie and the ways in which such learning processes constitute a sense of place and belonging for the Covie fishers, and to develop a sense of care for the natural environment. The study included 12 Covie community members of different generations and genders so as to be representative of the community (approximately 86 members). The research was informed by qualitative data generated through a focus group discussion with eight Covie community members, a mirror workshop with the same eight community members, eight semi-structured interviews, and five naturalistic observations of fishing practices. Data generation and analysis was informed by Etienne Wenger’s theory of Communities of Practice which was complemented by theoretical perspectives on intergenerational learning and attachment to place. This study found that the Covie fishers indeed operate as a community of practice who depend significantly on intergenerational learning processes to transfer knowledge, skills and values about fishing practices to younger generations. The 2001 policy changes that denied the Covie fishers access to their traditional fishing sites were shown to reduce the participation in fishing of a range of community members (in particular children and women), which in turn influenced forms of intergenerational learning about fishing. The youth’s reduced participation especially was linked to more protracted and fragmented processes of learning about fishing and Covie’s code of fishing conduct, including its underpinning sense of environmental care. Finally, this study argues that the affective and socio-material connections to their natural surroundings have shaped the Covie community’s sense of care and responsibility toward the environment.
- Full Text:
- Date Issued: 2017
Investigating how Grade 10 Physical Science teachers help learners to make sense of concepts of electromagnetism using easily accessible materials in under-resourced schools
- Authors: Samuel, Paulo
- Date: 2017
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/8143 , vital:21359
- Description: This study sought to explore teachers’ perceptions and experiences of using easily accessible materials and how they might collaboratively develop learning and teaching support materials using easily accessible materials. The study explored three aspects. Firstly, the views, experiences and factors which influence grade 10 Physical Science teachers’ perceptions and experiences of teaching the topic of electromagnetism. Secondly, to find out what teachers can do to improve teaching and learning of electromagnetism in grade 10 Physical Science using easily accessible materials. Thirdly, to look at what enables or constrains grade 10 Physical Science teachers in under-resourced schools when dealing with electromagnetism, from using easily accessible materials. A qualitative method approach was adopted, underpinned by an interpretive paradigm but using some quantitative methods as well. Within the interpretive paradigm a case study approach was used. The study was carried out in Swakopmund and Gobabis education circuits of the Erongo and Omaheke Regions respectively. Data were collected using questionnaires, lesson observations and stimulated-recall interviews. The data obtained were validated in two ways, firstly, by triangulation from different data gathering techniques, and secondly, validation was done by member checking of the transcripts. To make meaning from the data generated, Vygotsky’s (1978) socio-cultural theory was used as a lens to analyse the data. The quantitative data generated were presented in figures, tables; whereas the qualitative data were coded inductively into descriptive texts to make meaning. It was found that teachers’s perceptions and experiences are that the topic of electromagnetism is quite challenging. Teachers reported that their learners find it difficult to comprehend phenomena associated with electromagnetism, thus making it difficult for their learners to grasp concepts associated with it. Lack of resources to do practical activities in the topic of electromagnetism was found to be a major contributing factor to teaching and learning of this topic. The use of easily accessible materials among teachers was found to be very limited. Easily accessible locally sourced materials were found to have the potential to enable grade 10 Physical Science teachers to help learners to make sense of concepts of electromagnetism in under-resourced schools. In light of the above findings, the study recommends that science teachers should make use of easily accessible materials which can minimise their dependence on standard laboratory equipment which is unaffordable anyway by most schools.
- Full Text:
- Date Issued: 2017
- Authors: Samuel, Paulo
- Date: 2017
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/8143 , vital:21359
- Description: This study sought to explore teachers’ perceptions and experiences of using easily accessible materials and how they might collaboratively develop learning and teaching support materials using easily accessible materials. The study explored three aspects. Firstly, the views, experiences and factors which influence grade 10 Physical Science teachers’ perceptions and experiences of teaching the topic of electromagnetism. Secondly, to find out what teachers can do to improve teaching and learning of electromagnetism in grade 10 Physical Science using easily accessible materials. Thirdly, to look at what enables or constrains grade 10 Physical Science teachers in under-resourced schools when dealing with electromagnetism, from using easily accessible materials. A qualitative method approach was adopted, underpinned by an interpretive paradigm but using some quantitative methods as well. Within the interpretive paradigm a case study approach was used. The study was carried out in Swakopmund and Gobabis education circuits of the Erongo and Omaheke Regions respectively. Data were collected using questionnaires, lesson observations and stimulated-recall interviews. The data obtained were validated in two ways, firstly, by triangulation from different data gathering techniques, and secondly, validation was done by member checking of the transcripts. To make meaning from the data generated, Vygotsky’s (1978) socio-cultural theory was used as a lens to analyse the data. The quantitative data generated were presented in figures, tables; whereas the qualitative data were coded inductively into descriptive texts to make meaning. It was found that teachers’s perceptions and experiences are that the topic of electromagnetism is quite challenging. Teachers reported that their learners find it difficult to comprehend phenomena associated with electromagnetism, thus making it difficult for their learners to grasp concepts associated with it. Lack of resources to do practical activities in the topic of electromagnetism was found to be a major contributing factor to teaching and learning of this topic. The use of easily accessible materials among teachers was found to be very limited. Easily accessible locally sourced materials were found to have the potential to enable grade 10 Physical Science teachers to help learners to make sense of concepts of electromagnetism in under-resourced schools. In light of the above findings, the study recommends that science teachers should make use of easily accessible materials which can minimise their dependence on standard laboratory equipment which is unaffordable anyway by most schools.
- Full Text:
- Date Issued: 2017
Investigating teachers’ pedagogic practices of argumentative essay: a qualitative case study of two Grade 11 classrooms in the Oshikoto Region, Namibia
- Authors: Kanyama, Victoria Magano
- Date: 2017
- Subjects: Persuasion (Rhetoric) -- Study and teaching (Secondary) -- Namibia , English language -- Rhetoric -- Study and teaching (Secondary) -- Namibia , English language -- Writing -- Study and teaching (Secondary) -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/8132 , vital:21358
- Description: Argumentative writing in Namibian schools has been a challenge over the years as Grade 11-12 English Second Language (ESL) learners perform poorly when compared to other writing that is stipulated in the curriculum. In most instances learners do not satisfy the structural and rhetorical features of this genre. English teachers are, therefore, expected to ensure that argumentative writing is adequately developed in order for the learners’ writing to be up to the required standard. Studies carried out in Namibia by Nghikembua (2013) and Nyathi (2009) indicated that learners perform poorly in writing. The examiners’ reports of 2011-2014 pointed to lack of teachers’ guidance as one of the factors contributing to poor performance. It was for this reason that this study aimed to investigate teachers’ pedagogic approaches when teaching argumentative essay both on Higher and Ordinary Level in Oshikoto region, Namibia. An interpretive qualitative case study was used in order to gain an in-depth understanding of the teachers’ pedagogic approaches and how it affects their learners’ argumentative essay writing. The theoretical framework was informed by the Genre theorist, Gibbons (2002), who focuses on the Curriculum Cycle and Hyland’s (1990) model. Two Grade 11 English teachers were purposefully and conveniently sampled. One of the teachers is from a government school while the other from a private school. Data were collected from interviews, videoed writing lessons (3 per teacher), and learners’ written essays. Data analysis revealed that both teachers have a sound understanding about argumentative writing, but their classroom practices did not sufficiently assist the learners to grasp the argumentative writing conventions. Their classroom practices were not adaptive enough when giving feedback to the learners, and they did not adhere to the four steps of Gibbons’ (2002) Curriculum Cycle. Also, the process to writing (brainstorming, drafting, and revising) was also not incorporated into their teaching. These meant that the Namibian curriculum specifications are not met which deprives the learners of the needed practice scaffolding and explicit teaching into competent independent writers. A recommendation of this study is that there is a need for the teachers to be exposed to a mixed process/genre approach as advocated by the Namibian curriculum.
- Full Text:
- Date Issued: 2017
- Authors: Kanyama, Victoria Magano
- Date: 2017
- Subjects: Persuasion (Rhetoric) -- Study and teaching (Secondary) -- Namibia , English language -- Rhetoric -- Study and teaching (Secondary) -- Namibia , English language -- Writing -- Study and teaching (Secondary) -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/8132 , vital:21358
- Description: Argumentative writing in Namibian schools has been a challenge over the years as Grade 11-12 English Second Language (ESL) learners perform poorly when compared to other writing that is stipulated in the curriculum. In most instances learners do not satisfy the structural and rhetorical features of this genre. English teachers are, therefore, expected to ensure that argumentative writing is adequately developed in order for the learners’ writing to be up to the required standard. Studies carried out in Namibia by Nghikembua (2013) and Nyathi (2009) indicated that learners perform poorly in writing. The examiners’ reports of 2011-2014 pointed to lack of teachers’ guidance as one of the factors contributing to poor performance. It was for this reason that this study aimed to investigate teachers’ pedagogic approaches when teaching argumentative essay both on Higher and Ordinary Level in Oshikoto region, Namibia. An interpretive qualitative case study was used in order to gain an in-depth understanding of the teachers’ pedagogic approaches and how it affects their learners’ argumentative essay writing. The theoretical framework was informed by the Genre theorist, Gibbons (2002), who focuses on the Curriculum Cycle and Hyland’s (1990) model. Two Grade 11 English teachers were purposefully and conveniently sampled. One of the teachers is from a government school while the other from a private school. Data were collected from interviews, videoed writing lessons (3 per teacher), and learners’ written essays. Data analysis revealed that both teachers have a sound understanding about argumentative writing, but their classroom practices did not sufficiently assist the learners to grasp the argumentative writing conventions. Their classroom practices were not adaptive enough when giving feedback to the learners, and they did not adhere to the four steps of Gibbons’ (2002) Curriculum Cycle. Also, the process to writing (brainstorming, drafting, and revising) was also not incorporated into their teaching. These meant that the Namibian curriculum specifications are not met which deprives the learners of the needed practice scaffolding and explicit teaching into competent independent writers. A recommendation of this study is that there is a need for the teachers to be exposed to a mixed process/genre approach as advocated by the Namibian curriculum.
- Full Text:
- Date Issued: 2017
Investigating the interplay between Grade 9 learners’ home visual literacy and their development of school visual literacy in English First Additional language classrooms
- Authors: Mnyanda, Lutho
- Date: 2017
- Subjects: Visual literacy , Digital literacy , Action theory , Culturally relevant pedagogy , English language -- Study and teaching -- Foreign speakers -- Case studies , English language -- Study and teaching -- Foreign speakers -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/50191 , vital:25966
- Description: Visual literacy is one of the critical aspects that English First Additional Language teachers and learners battle with. The focus of this investigation was on developing learners’ performance in visual literacy and helping teachers improve teaching practice. This thesis reports on efforts in developing critical visual literacy in two Grade 9 classrooms; a rural and a township school in the King William’s Town District in the Eastern Cape. The research spread over four week, spending two weeks at each school as an ethnographic researcher, being assimilated to the culture of the each school. In understanding the kind of visual knowledge that these learners brought from home between the rural-urban divide, the learners displayed an interest in visual literacy, used the necessary language and appeared to design certain visual materials around the school. Data was collected in the form of questionnaires that learners filled, informal Facebook conversation screenshots, as well as the researcher’s field notes. Learner focus group discussions were conducted, tape recorded and transcribed. Two lessons each were observed with the two teachers, and these were recorded and transcribed. A camera was used to take shots in the classroom to show the interaction between the teachers and the learners. Also, semi-structured interviews were held with each teacher and these were recorded and transcribed. The data revealed that there were no major differences between rural and urban school learners. However, the research has provided a valuable insight into the mismatch between home visual literacy practices and school visual literacy teaching. The learners’ digital visual literacy practices were far ahead than those of the teachers who are not able to capitalise on these visual skills; the cultural capital that learners bring to school. Learners also displayed a low reading culture but the medium for reading has shifted considerably and learners developed communication skills through digital technology. Teacher agency in the classroom revealed that teachers need to first engage with the cognitive functions of the visual images that they teach by the prevalence of low level questions that they ask. Moreover, there is a place for translanguaging in visual literacy lessons. These indicate important areas for teacher development to promote the emergence of transformative agency.
- Full Text:
- Date Issued: 2017
- Authors: Mnyanda, Lutho
- Date: 2017
- Subjects: Visual literacy , Digital literacy , Action theory , Culturally relevant pedagogy , English language -- Study and teaching -- Foreign speakers -- Case studies , English language -- Study and teaching -- Foreign speakers -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/50191 , vital:25966
- Description: Visual literacy is one of the critical aspects that English First Additional Language teachers and learners battle with. The focus of this investigation was on developing learners’ performance in visual literacy and helping teachers improve teaching practice. This thesis reports on efforts in developing critical visual literacy in two Grade 9 classrooms; a rural and a township school in the King William’s Town District in the Eastern Cape. The research spread over four week, spending two weeks at each school as an ethnographic researcher, being assimilated to the culture of the each school. In understanding the kind of visual knowledge that these learners brought from home between the rural-urban divide, the learners displayed an interest in visual literacy, used the necessary language and appeared to design certain visual materials around the school. Data was collected in the form of questionnaires that learners filled, informal Facebook conversation screenshots, as well as the researcher’s field notes. Learner focus group discussions were conducted, tape recorded and transcribed. Two lessons each were observed with the two teachers, and these were recorded and transcribed. A camera was used to take shots in the classroom to show the interaction between the teachers and the learners. Also, semi-structured interviews were held with each teacher and these were recorded and transcribed. The data revealed that there were no major differences between rural and urban school learners. However, the research has provided a valuable insight into the mismatch between home visual literacy practices and school visual literacy teaching. The learners’ digital visual literacy practices were far ahead than those of the teachers who are not able to capitalise on these visual skills; the cultural capital that learners bring to school. Learners also displayed a low reading culture but the medium for reading has shifted considerably and learners developed communication skills through digital technology. Teacher agency in the classroom revealed that teachers need to first engage with the cognitive functions of the visual images that they teach by the prevalence of low level questions that they ask. Moreover, there is a place for translanguaging in visual literacy lessons. These indicate important areas for teacher development to promote the emergence of transformative agency.
- Full Text:
- Date Issued: 2017
Investigating the use of models to develop Grade 8 learners’ conceptual understanding of and procedural fluency with fractions
- Authors: Albin, Simon
- Date: 2017
- Subjects: Fractions -- Study and teaching (Secondary) -- Namibia , Mathematics -- Study and teaching (Secondary) -- Namibia , Information visualization , Visual learning -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/36288 , vital:24537
- Description: Both my teaching experience and literature of this research study strongly suggested that fractions are difficult to teach and learn across the globe generally, and Namibia in particular. One of the identified contributing factors was teaching fractions by focusing on procedures and not the conceptual understanding. Therefore, this research project developed and implemented an intervention in order to experiment and suggest an alternative teaching approach of fractions using models. The purpose of this research was to: “Investigate the use of models to develop Grade 8 learners’ conceptual understanding of and procedural fluency with fractions”. This investigation had three areas of focus. Firstly, the study investigated the nature of learners’ conceptual understanding of and procedural fluency with fractions before the teaching intervention, by means of administering a pre-test and pre-interview and analysing learners’ responses. Secondly, the study investigated the changes in learners’ conceptual understanding of and procedural fluency with fractions after the teaching intervention, by means of administering a post-test, post-interviews and recall interviews, and analysing learners’ responses. Thirdly, this study investigated the possible influence of the teaching intervention on the changes in learners’ conceptual understanding of and procedural fluency with fractions by analysing the lesson videos and learners’ worksheets, and describe their critical interaction. This study was conducted at a multicultural urban secondary school located in the Oshikoto Region, Namibia. The sample consisted of 12 Grade 8 mathematics learners whose age ranged from 13-16 years old. A purposive sampling method was employed to select both the research site and participants. This research is framed as a case study, and is grounded within the interpretive paradigm and qualitative research. This research revealed that these learners displayed conceptual and procedural difficulties in their engagement with fraction models and fraction symbols, before the teaching intervention. Conceptually, the study found that these learners read fractions using inappropriate names; and learners did not identify the whole unit in the models and therefore identified fractions represented by the fraction models using different forms of inappropriate fraction symbols. Procedurally, the study found that these learners compared and ordered fractions inappropriately using the sizes of the numerators and denominators separately; and learners used the lowest common denominator method inappropriately for adding fractions with different denominators. The research also suggested conceptual and procedural changes in learners’ conceptual understanding of and procedural fluency with fractions and that the intervention seemed to help learners to engage better with fraction models and fraction symbols. Conceptually, the findings suggested that the intervention using area models and number lines, seemed to help these learners to read fractions using appropriate names; to identify the whole unit in the fraction models and to develop a sense of the size of fractions in relation to one whole unit. Procedurally, the learners compared and ordered fractions appropriately using either equal fraction bars, equal number lines, benchmarking or rules for comparing and ordering fractions with the same numerator or denominator; and learners used equal fraction bars to visually represent the lowest common denominator method and to recognise that only equally sized units can be counted together. This research identified four factors as possible influences of the teaching intervention. These factors are namely: identifying both fraction symbols and appropriate fraction names to see fractions as relational numbers; prompting to partition whole units of the fraction models and graphically illustrating fraction symbols to identify the whole unit in the fraction models and to develop a sense of the size of fractions in relation to one whole unit; graphically illustrating fraction symbols using the models to use equal fraction bars and number lines, benchmarking and rules for comparing; and graphically illustrating fraction denominations using equal fraction bars to recognise that only equally sized units can be counted together. This research strongly suggests that the effective use of models has the potential to develop learners’ conceptual understanding of and procedural fluency with fractions in a number of ways.
- Full Text:
- Date Issued: 2017
- Authors: Albin, Simon
- Date: 2017
- Subjects: Fractions -- Study and teaching (Secondary) -- Namibia , Mathematics -- Study and teaching (Secondary) -- Namibia , Information visualization , Visual learning -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/36288 , vital:24537
- Description: Both my teaching experience and literature of this research study strongly suggested that fractions are difficult to teach and learn across the globe generally, and Namibia in particular. One of the identified contributing factors was teaching fractions by focusing on procedures and not the conceptual understanding. Therefore, this research project developed and implemented an intervention in order to experiment and suggest an alternative teaching approach of fractions using models. The purpose of this research was to: “Investigate the use of models to develop Grade 8 learners’ conceptual understanding of and procedural fluency with fractions”. This investigation had three areas of focus. Firstly, the study investigated the nature of learners’ conceptual understanding of and procedural fluency with fractions before the teaching intervention, by means of administering a pre-test and pre-interview and analysing learners’ responses. Secondly, the study investigated the changes in learners’ conceptual understanding of and procedural fluency with fractions after the teaching intervention, by means of administering a post-test, post-interviews and recall interviews, and analysing learners’ responses. Thirdly, this study investigated the possible influence of the teaching intervention on the changes in learners’ conceptual understanding of and procedural fluency with fractions by analysing the lesson videos and learners’ worksheets, and describe their critical interaction. This study was conducted at a multicultural urban secondary school located in the Oshikoto Region, Namibia. The sample consisted of 12 Grade 8 mathematics learners whose age ranged from 13-16 years old. A purposive sampling method was employed to select both the research site and participants. This research is framed as a case study, and is grounded within the interpretive paradigm and qualitative research. This research revealed that these learners displayed conceptual and procedural difficulties in their engagement with fraction models and fraction symbols, before the teaching intervention. Conceptually, the study found that these learners read fractions using inappropriate names; and learners did not identify the whole unit in the models and therefore identified fractions represented by the fraction models using different forms of inappropriate fraction symbols. Procedurally, the study found that these learners compared and ordered fractions inappropriately using the sizes of the numerators and denominators separately; and learners used the lowest common denominator method inappropriately for adding fractions with different denominators. The research also suggested conceptual and procedural changes in learners’ conceptual understanding of and procedural fluency with fractions and that the intervention seemed to help learners to engage better with fraction models and fraction symbols. Conceptually, the findings suggested that the intervention using area models and number lines, seemed to help these learners to read fractions using appropriate names; to identify the whole unit in the fraction models and to develop a sense of the size of fractions in relation to one whole unit. Procedurally, the learners compared and ordered fractions appropriately using either equal fraction bars, equal number lines, benchmarking or rules for comparing and ordering fractions with the same numerator or denominator; and learners used equal fraction bars to visually represent the lowest common denominator method and to recognise that only equally sized units can be counted together. This research identified four factors as possible influences of the teaching intervention. These factors are namely: identifying both fraction symbols and appropriate fraction names to see fractions as relational numbers; prompting to partition whole units of the fraction models and graphically illustrating fraction symbols to identify the whole unit in the fraction models and to develop a sense of the size of fractions in relation to one whole unit; graphically illustrating fraction symbols using the models to use equal fraction bars and number lines, benchmarking and rules for comparing; and graphically illustrating fraction denominations using equal fraction bars to recognise that only equally sized units can be counted together. This research strongly suggests that the effective use of models has the potential to develop learners’ conceptual understanding of and procedural fluency with fractions in a number of ways.
- Full Text:
- Date Issued: 2017
Kikuyu male teachers’ constructions of manhood in Nyandarua county, Kenya: implications for HIV and AIDS education
- Authors: Karanja, Ann Waithera
- Date: 2017
- Subjects: Teachers -- Kenya -- Attitudes , HIV (Viruses) -- Study and teaching -- Kenya AIDS (Disease) -- Study and teaching -- Kenya Kikuyu (African people) -- Study and teaching -- Kenya Men in education -- Kenya
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/17702 , vital:28438
- Description: The HIV and AIDS epidemic continues to ravage communities worldwide and is a major crisis particularly in Kenya, the fourth highly affected country in the world in terms of the number of people living with HIV. There is therefore an urgent need in Kenya to reduce HIV infections and educational systems have been identified as best placed to do so. In spite of having HIV and AIDS educational interventions, youths in Kenya still remain at the highest risk of HIV infection. There is therefore a need for more effective educational programmes that address socio-cultural beliefs and practices to be realized. It is also critical to understand how gender identities particularly, masculinity constructions play out in teachers’ identity formations and classroom dynamics. This study was conducted in Nyandarua County, Kenya and explores the implications of Kikuyu male rural secondary school teachers’ constructions of manhood on their teaching of sexuality education within the HIV and AIDS education curriculum. This qualitative study was framed within the constructivist paradigm and draws on a phenomenological design. Eighteen Kikuyu male teachers from six different schools were purposively selected. The data was generated by use of drawings, memory work and focus group discussion, and was analysed using thematic analysis. Ethical measures were adhered to and trustworthiness was ensured throughout the study. The Cultural Historical Activity Theory (CHAT) was used as the methodological and analytical tool for this study. The results of the study revealed that the constructions of masculinity amongst the Kikuyu male rural secondary school teachers involved in the study were deeply embedded into the Kikuyu socio-cultural beliefs and practices. This then influenced how they mediate their masculinities and experience themselves as men, as sexual beings and as teachers. The study also revealed that the teachers bring to the classroom internalised masculinity constructions acquired through interaction with the socio-cultural context. This in turn influences what is taught in HIV and AIDS education classes, and how it is taught. The study concludes that socio-cultural gender formations do shape the assertiveness and the self-efficacy of teachers in teaching about sexuality and HIV and AIDS. This suggests that HIV and AIDS intervention programmes should pay attention to socio-cultural beliefs and practices and be locally, culturally and contextually situated. This also calls for effective and sustainable teacher training, for teachers to be able to reflect upon their own attitudes, feelings, beliefs, experiences and behaviours and teach in ways that contribute to the fight against HIV transmission.
- Full Text:
- Date Issued: 2017
- Authors: Karanja, Ann Waithera
- Date: 2017
- Subjects: Teachers -- Kenya -- Attitudes , HIV (Viruses) -- Study and teaching -- Kenya AIDS (Disease) -- Study and teaching -- Kenya Kikuyu (African people) -- Study and teaching -- Kenya Men in education -- Kenya
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/17702 , vital:28438
- Description: The HIV and AIDS epidemic continues to ravage communities worldwide and is a major crisis particularly in Kenya, the fourth highly affected country in the world in terms of the number of people living with HIV. There is therefore an urgent need in Kenya to reduce HIV infections and educational systems have been identified as best placed to do so. In spite of having HIV and AIDS educational interventions, youths in Kenya still remain at the highest risk of HIV infection. There is therefore a need for more effective educational programmes that address socio-cultural beliefs and practices to be realized. It is also critical to understand how gender identities particularly, masculinity constructions play out in teachers’ identity formations and classroom dynamics. This study was conducted in Nyandarua County, Kenya and explores the implications of Kikuyu male rural secondary school teachers’ constructions of manhood on their teaching of sexuality education within the HIV and AIDS education curriculum. This qualitative study was framed within the constructivist paradigm and draws on a phenomenological design. Eighteen Kikuyu male teachers from six different schools were purposively selected. The data was generated by use of drawings, memory work and focus group discussion, and was analysed using thematic analysis. Ethical measures were adhered to and trustworthiness was ensured throughout the study. The Cultural Historical Activity Theory (CHAT) was used as the methodological and analytical tool for this study. The results of the study revealed that the constructions of masculinity amongst the Kikuyu male rural secondary school teachers involved in the study were deeply embedded into the Kikuyu socio-cultural beliefs and practices. This then influenced how they mediate their masculinities and experience themselves as men, as sexual beings and as teachers. The study also revealed that the teachers bring to the classroom internalised masculinity constructions acquired through interaction with the socio-cultural context. This in turn influences what is taught in HIV and AIDS education classes, and how it is taught. The study concludes that socio-cultural gender formations do shape the assertiveness and the self-efficacy of teachers in teaching about sexuality and HIV and AIDS. This suggests that HIV and AIDS intervention programmes should pay attention to socio-cultural beliefs and practices and be locally, culturally and contextually situated. This also calls for effective and sustainable teacher training, for teachers to be able to reflect upon their own attitudes, feelings, beliefs, experiences and behaviours and teach in ways that contribute to the fight against HIV transmission.
- Full Text:
- Date Issued: 2017
Knowledge and knower structures in relation to reproductive and sexual health in school curricula of Kenya and South Africa
- Authors: Chemwor, Ezekiel Kiplimo
- Date: 2017
- Subjects: Curriculum planning -- Kenya , Curriculum planning -- South Africa Education -- Study and teaching Reproductive health -- Study and teaching -- Kenya Reproductive health -- Study and teaching -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/14884 , vital:27893
- Description: This study investigates the Reproductive and Sexual Health (RSH) knowledge as recontextualised in the school curricula of Kenya and South Africa. It sets to provide a holistic view of RSH by bringing to the fore the underlying principles structuring the legitimation of RSH knowledge and knowing in both curricula. More importantly, it provides a deeper understanding of what RSH concepts have to be known and what kind of ideal learner is being projected in the two curricula. The study sets out to answer the following two research questions: How is knowledge related to RSH legitimated in the South African and Kenyan school curricula? How are knowers related to RSH legitimated in the South African and Kenyan school curricula? Being located in the Official Recontextualisation Field of Bernstein’s pedagogic device, this study uses Bernstein’s knowledge structure approach and Legitimation Code Theory: Specialisation as theoretical framework. LCT: Specialisation codes provided a means of developing external languages of description or translation devices to build a requisite analytical framework for revealing the knowledge-knower structures legitimated in the two curricula. The study employs a multi-site case study research design with RSH knowledge and knowers in school curriculum being the case, and Kenya and South Africa as the two sites in the case study. The purpose of looking at the curricula from both countries was not specifically to compare the contents of the curricula documents, but rather to enable broader consideration of the ways in which they position RSH knowledge. The study found that RSH, as an interdisciplinary concept, is faced by a tension in its knowledge-knower structure across the curriculum levels. The biological component of the RSH concepts, has a hierarchical knowledge structure with a knowledge code that exhibited a purist insight as well as a horizontal knower structure that embodied a trained gaze, while the psychological component has a horizontal knowledge structure with a hierarchical knower structure that embodied a cultivated gaze.
- Full Text:
- Date Issued: 2017
- Authors: Chemwor, Ezekiel Kiplimo
- Date: 2017
- Subjects: Curriculum planning -- Kenya , Curriculum planning -- South Africa Education -- Study and teaching Reproductive health -- Study and teaching -- Kenya Reproductive health -- Study and teaching -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/14884 , vital:27893
- Description: This study investigates the Reproductive and Sexual Health (RSH) knowledge as recontextualised in the school curricula of Kenya and South Africa. It sets to provide a holistic view of RSH by bringing to the fore the underlying principles structuring the legitimation of RSH knowledge and knowing in both curricula. More importantly, it provides a deeper understanding of what RSH concepts have to be known and what kind of ideal learner is being projected in the two curricula. The study sets out to answer the following two research questions: How is knowledge related to RSH legitimated in the South African and Kenyan school curricula? How are knowers related to RSH legitimated in the South African and Kenyan school curricula? Being located in the Official Recontextualisation Field of Bernstein’s pedagogic device, this study uses Bernstein’s knowledge structure approach and Legitimation Code Theory: Specialisation as theoretical framework. LCT: Specialisation codes provided a means of developing external languages of description or translation devices to build a requisite analytical framework for revealing the knowledge-knower structures legitimated in the two curricula. The study employs a multi-site case study research design with RSH knowledge and knowers in school curriculum being the case, and Kenya and South Africa as the two sites in the case study. The purpose of looking at the curricula from both countries was not specifically to compare the contents of the curricula documents, but rather to enable broader consideration of the ways in which they position RSH knowledge. The study found that RSH, as an interdisciplinary concept, is faced by a tension in its knowledge-knower structure across the curriculum levels. The biological component of the RSH concepts, has a hierarchical knowledge structure with a knowledge code that exhibited a purist insight as well as a horizontal knower structure that embodied a trained gaze, while the psychological component has a horizontal knowledge structure with a hierarchical knower structure that embodied a cultivated gaze.
- Full Text:
- Date Issued: 2017
Language and literacy development for a Grade 10 English first additional language classroom: a reading to learn case study
- Authors: Mataka, Tawanda Wallace
- Date: 2017
- Subjects: English language -- Study and teching (Secondary) -- South Africa Reading -- Study and teching (Secondary) -- South Africa Literacy -- Study and teching (Secondary) -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/249 , vital:19941
- Description: The problem of poor reading skills is a serious one in South Africa, with negative implications for learners’ educational achievement. The failure of learners to read at age- and grade-appropriate levels presents a major challenge to the teaching of reading in South African schools. It is against this background that this study aimed at ascertaining the positive impact of the Reading to Learn methodology in improving the literacy levels of learners in a Grade 10 English First Additional Language classroom in a township school. Reading ability levels were established via a passage extracted from a Grade Platinum English First Additional Learner’s book. Pronunciation and word recognition formed the basis of the reading assessment. Reading translates into writing, so the learners were also assessed in comprehension and creative writing. The results indicated that the learners’ reading abilities were weak, the methodology used to teach reading led to research findings that caused the study to yield findings that suggest that RtL may be the solution to reading problems in the classroom. In addition the study revealed that the ability to read corresponds with cognitive development. The study therefore calls for the adoption of RtL to assist in alleviating reading problems in the classroom.
- Full Text:
- Date Issued: 2017
- Authors: Mataka, Tawanda Wallace
- Date: 2017
- Subjects: English language -- Study and teching (Secondary) -- South Africa Reading -- Study and teching (Secondary) -- South Africa Literacy -- Study and teching (Secondary) -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/249 , vital:19941
- Description: The problem of poor reading skills is a serious one in South Africa, with negative implications for learners’ educational achievement. The failure of learners to read at age- and grade-appropriate levels presents a major challenge to the teaching of reading in South African schools. It is against this background that this study aimed at ascertaining the positive impact of the Reading to Learn methodology in improving the literacy levels of learners in a Grade 10 English First Additional Language classroom in a township school. Reading ability levels were established via a passage extracted from a Grade Platinum English First Additional Learner’s book. Pronunciation and word recognition formed the basis of the reading assessment. Reading translates into writing, so the learners were also assessed in comprehension and creative writing. The results indicated that the learners’ reading abilities were weak, the methodology used to teach reading led to research findings that caused the study to yield findings that suggest that RtL may be the solution to reading problems in the classroom. In addition the study revealed that the ability to read corresponds with cognitive development. The study therefore calls for the adoption of RtL to assist in alleviating reading problems in the classroom.
- Full Text:
- Date Issued: 2017
Leadership development in a Representative Council of Learners (RCL) in a secondary school in the Eastern Cape
- Authors: Strydom, Monica Petro
- Date: 2017
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/43054 , vital:25261
- Description: The purpose of this study was to answer two main research questions: How is leadership promoted on a Representative Council of Learners (RCL) and What leadership roles do learners on the council play in schools? Recent research suggests that although the democratisation of school governance has given all stakeholders a voice in how schools are being governed, it seems that learner voice is still largely silenced. Literature on this issue paints an uninspiring picture of learner under-involvement and marginalisation. In seeking underlying causes for this, this study is informed by notions of leadership for social justice. The study investigated the RCL at a public, fee-paying school in the Makana district of the Eastern Cape. By observing the daily functioning of the council, engaging with the learner leaders as well as teachers, parents and other role players, I developed a better understanding of the challenges the RCL faced as well as factors which promoted their role as learner leaders. This aided in answering the first key research question of how the RCL promotes leadership development. To answer the second key question, I needed to consider the perceptions of stakeholders concerned and how they saw the operation of the RCL. This study is situated in the interpretive research tradition and uses critical realism as its under-labourer. To support this study and to answer some of the aims of this research, Leontiev’s second generation Cultural Historical Activity Theory was used. Data were collected through semi-structured interviews, questionnaires an observation and document analysis. Data analysis took the form of identifying themes which emerged from the data. These formed the basis of my discussion and I was thus able to address the main research questions. Data revealed that learner leaders in schools are mainly managers and not really leaders; that learners are still very much marginalised as leaders and that they subsequently do not have a lot of say when it comes to how their schools are governed. It further emerged that despite formal legislation and guidelines which are in place to allow for the democratic rights of learners’ opinions to be heard in schools, historical and cultural forces account for parents and other role players’reluctance to allow learners to have too much of a say. I trust that the findings from this research will strengthen learner leadership structures in schools and perhaps provide guidelines on how learner leadership could be developed and managed.
- Full Text:
- Date Issued: 2017
- Authors: Strydom, Monica Petro
- Date: 2017
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/43054 , vital:25261
- Description: The purpose of this study was to answer two main research questions: How is leadership promoted on a Representative Council of Learners (RCL) and What leadership roles do learners on the council play in schools? Recent research suggests that although the democratisation of school governance has given all stakeholders a voice in how schools are being governed, it seems that learner voice is still largely silenced. Literature on this issue paints an uninspiring picture of learner under-involvement and marginalisation. In seeking underlying causes for this, this study is informed by notions of leadership for social justice. The study investigated the RCL at a public, fee-paying school in the Makana district of the Eastern Cape. By observing the daily functioning of the council, engaging with the learner leaders as well as teachers, parents and other role players, I developed a better understanding of the challenges the RCL faced as well as factors which promoted their role as learner leaders. This aided in answering the first key research question of how the RCL promotes leadership development. To answer the second key question, I needed to consider the perceptions of stakeholders concerned and how they saw the operation of the RCL. This study is situated in the interpretive research tradition and uses critical realism as its under-labourer. To support this study and to answer some of the aims of this research, Leontiev’s second generation Cultural Historical Activity Theory was used. Data were collected through semi-structured interviews, questionnaires an observation and document analysis. Data analysis took the form of identifying themes which emerged from the data. These formed the basis of my discussion and I was thus able to address the main research questions. Data revealed that learner leaders in schools are mainly managers and not really leaders; that learners are still very much marginalised as leaders and that they subsequently do not have a lot of say when it comes to how their schools are governed. It further emerged that despite formal legislation and guidelines which are in place to allow for the democratic rights of learners’ opinions to be heard in schools, historical and cultural forces account for parents and other role players’reluctance to allow learners to have too much of a say. I trust that the findings from this research will strengthen learner leadership structures in schools and perhaps provide guidelines on how learner leadership could be developed and managed.
- Full Text:
- Date Issued: 2017
Observing and evaluating creative mathematical reasoning through selected VITALmaths video clips and collaborative argumentation
- Authors: Kellen, Matthew Earl
- Date: 2017
- Subjects: Mathematics Study and teaching (Secondary) South Africa Grahamstown , Mathematics Study and teaching (Secondary) Audio-visual aids , Reasoning , Mathematical ability
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/6107 , vital:21032
- Description: Creative mathematical reasoning is a definition that the NCS policies allude to when they indicate the necessity for students to, “identify and solve problems and make decisions using critical and creative thinking.”(NCS, 2011: 9). Silver (1997) and Lithner (2008) focus on creativity of reasoning in terms of the flexibility, fluency and novelty in which one approaches a mathematical problem. Learners who can creatively select appropriate strategies that are mathematically founded, and justify their answers use creative mathematical reasoning. This research uses Visual Technology for the Autonomous Learning of Mathematics (VITALmaths) video clips that pose mathematics problems to stimulate articulated reasoning among small multi-age, multi-ability Grade 9 peer groups. Using VITALmaths clips that pose visual and open-ended task, set the stage for collaborative argumentation between peers. This study observes creative mathematical reasoning in two ways: Firstly by observing the interaction between peers in the process of arriving at an answer, and secondly by examining the end product of the peer group’s justification of their solution. (Ball & Bass, 2003) Six grade 8 and 9 learners from no-fee public schools in the township of Grahamstown, South Africa were selected for this case study. Participants were a mixed ability, mixed gendered, sample group from an after-school programme which focused on creating a space for autonomous learning. The six participants were split into two groups and audio and video recorded as they solved selected VITALmaths tasks and presented their evidence and solutions to the tasks. Audio and video recordings and written work were used to translate, transcribe, and code participant interactions according to a framework adapted from Krummheuer (2007) and Lithner (2008) and Silver (1997) and Toulmin (1954). This constituted the analysis of the process of creative mathematical reasoning. Group presentations of evidence and solutions to the VITALmaths tasks, were used in conjunction with an evaluation framework adapted from Lithner (2008) and Campos (2010). This was the product analysis of creative mathematical reasoning. This research found that there was significant evidence of creative mathematical reasoning in the process and product evaluation of group interactions and solutions. Process analysis showed that participants were very active, engaged, and creative in their participation, but struggled to integrate and implement ideas cohesively. Product analysis similarly showed that depth and concentration of strategies implemented are key to correct and exhaustive mathematically grounded solutions.
- Full Text:
- Date Issued: 2017
- Authors: Kellen, Matthew Earl
- Date: 2017
- Subjects: Mathematics Study and teaching (Secondary) South Africa Grahamstown , Mathematics Study and teaching (Secondary) Audio-visual aids , Reasoning , Mathematical ability
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/6107 , vital:21032
- Description: Creative mathematical reasoning is a definition that the NCS policies allude to when they indicate the necessity for students to, “identify and solve problems and make decisions using critical and creative thinking.”(NCS, 2011: 9). Silver (1997) and Lithner (2008) focus on creativity of reasoning in terms of the flexibility, fluency and novelty in which one approaches a mathematical problem. Learners who can creatively select appropriate strategies that are mathematically founded, and justify their answers use creative mathematical reasoning. This research uses Visual Technology for the Autonomous Learning of Mathematics (VITALmaths) video clips that pose mathematics problems to stimulate articulated reasoning among small multi-age, multi-ability Grade 9 peer groups. Using VITALmaths clips that pose visual and open-ended task, set the stage for collaborative argumentation between peers. This study observes creative mathematical reasoning in two ways: Firstly by observing the interaction between peers in the process of arriving at an answer, and secondly by examining the end product of the peer group’s justification of their solution. (Ball & Bass, 2003) Six grade 8 and 9 learners from no-fee public schools in the township of Grahamstown, South Africa were selected for this case study. Participants were a mixed ability, mixed gendered, sample group from an after-school programme which focused on creating a space for autonomous learning. The six participants were split into two groups and audio and video recorded as they solved selected VITALmaths tasks and presented their evidence and solutions to the tasks. Audio and video recordings and written work were used to translate, transcribe, and code participant interactions according to a framework adapted from Krummheuer (2007) and Lithner (2008) and Silver (1997) and Toulmin (1954). This constituted the analysis of the process of creative mathematical reasoning. Group presentations of evidence and solutions to the VITALmaths tasks, were used in conjunction with an evaluation framework adapted from Lithner (2008) and Campos (2010). This was the product analysis of creative mathematical reasoning. This research found that there was significant evidence of creative mathematical reasoning in the process and product evaluation of group interactions and solutions. Process analysis showed that participants were very active, engaged, and creative in their participation, but struggled to integrate and implement ideas cohesively. Product analysis similarly showed that depth and concentration of strategies implemented are key to correct and exhaustive mathematically grounded solutions.
- Full Text:
- Date Issued: 2017
Perceptions of male teachers on under-representation of female teachers in high school management positions in the Queenstown Education District
- Authors: Nyikanyika, Khaya
- Date: 2017
- Subjects: Women school administrators -- South Africa -- Eastern Cape Women teachers -- South Africa -- Eastern Cape School management and organization -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/5036 , vital:29018
- Description: The purpose of this study was to find out the perceptions of male teachers on the under-representation of female teachers in high school management position in the Queenstown Education District and to find the barriers that cause this perception to determine the possible solutions for these problems. To carry out this study descriptive method was employed. Participants of the study were 60 male teachers, selected by using stratified random sampling techniques. The data were collected by using questionnaire and interview. Both qualitative and quantitative data analysis methods were employed in order to turn up at the results. The findings of the study revealed that, despite the male teachers perceptions on the under-representation of female school managers in high school management positon has been changing, but not as expected still they believe that female teachers are reluctant to accept responsibilities of school management positions Some of the challenges which could hinder female teachers representation in high school management positions were for instance; pressure of home responsibilities, men dominance of management position, political appointment, unclear promotion procedures or informal recruitment selection and discrimination.
- Full Text:
- Date Issued: 2017
- Authors: Nyikanyika, Khaya
- Date: 2017
- Subjects: Women school administrators -- South Africa -- Eastern Cape Women teachers -- South Africa -- Eastern Cape School management and organization -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/5036 , vital:29018
- Description: The purpose of this study was to find out the perceptions of male teachers on the under-representation of female teachers in high school management position in the Queenstown Education District and to find the barriers that cause this perception to determine the possible solutions for these problems. To carry out this study descriptive method was employed. Participants of the study were 60 male teachers, selected by using stratified random sampling techniques. The data were collected by using questionnaire and interview. Both qualitative and quantitative data analysis methods were employed in order to turn up at the results. The findings of the study revealed that, despite the male teachers perceptions on the under-representation of female school managers in high school management positon has been changing, but not as expected still they believe that female teachers are reluctant to accept responsibilities of school management positions Some of the challenges which could hinder female teachers representation in high school management positions were for instance; pressure of home responsibilities, men dominance of management position, political appointment, unclear promotion procedures or informal recruitment selection and discrimination.
- Full Text:
- Date Issued: 2017
Perceptions of school stakeholders towards the use of English as a language of learning and teaching (LoLT) in grade 9 Social Sciences
- Authors: Soya, Nongesiba
- Date: 2017
- Subjects: English language -- Study and teaching English language -- Usage
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/6447 , vital:29720
- Description: The dawn of democracy in South Africa led to the development of Language in Education Policy (LiEP) as one of the pieces of legislations that promote languages in schools where parents, learners, who have come of age may choose a language for instruction. LiEP, together with the Constitution of South Africa, promote equal value of all eleven official languages spoken in this country. The promotion of language policies clearly shows that language is the bedrock of the academic development of every child. Unfortunately, Spaull, Van der Berg, Wills, Gustafsson and Kotzè (2016) found that South African Foundation Phase learners lack the most basic skill needed for academic achievement, reading for meaning. Spaull et.al (2016) findings show that language problems start during the early years of schooling. This study aimed at finding out the perceptions of school stakeholders about the use of English as LoLT in Grade 9 Social Sciences, and it is located in the Interpretivist Paradigm. In this study, stakeholders are learners because they are central to learning, parents, as they have the responsibility of choosing LoLT for their children and assist them in their schooling career. Lastly, teachers are stakeholders because of their critical role of imparting knowledge and skills during classroom interaction. The researcher uses a Qualitative approach to identify data-collecting tools suitable for this research, and chooses semi-structured interviews and observations. Semi-structured interviews are flexible and allow deeper probing during the interview. The sample consists of nine Grade 9 learners, three teachers of Grade 9 Social Sciences and six parents from the School Governing Body (SGB). The aim of conducting observations was to find out the language used by learners and teachers during classroom interaction. This study found out that most participants prefer learning Social Sciences in English than in isiXhosa. They are aware of the challenges experienced in the classroom when learning in English but they still choose it. From the sample used, participants clearly indicate that learning in English causes some barriers in the learning and teaching process. However, it also became clear that the benefits associated with learning in English make it difficult to put it at the same level as other languages and participants do not link mother tongue to career opportunities. It is also evident that English will enjoy its hegemony until such time that all stakeholders in Education view the mother tongue as a foundation for learning other languages and as a resource as well so that they can use it in the classroom to understand the content. Policy developers must look deeply into the question of LoLT so that learners receive instruction in a language that will assist them in improved academic performance. Teachers must be equipped with adequate skills to assist learners in developing reading and comprehension skills in the classroom. There is a dire need to develop the culture of reading in rural school learners; and teachers must expose learners to a variety of English reading material.
- Full Text:
- Date Issued: 2017
- Authors: Soya, Nongesiba
- Date: 2017
- Subjects: English language -- Study and teaching English language -- Usage
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/6447 , vital:29720
- Description: The dawn of democracy in South Africa led to the development of Language in Education Policy (LiEP) as one of the pieces of legislations that promote languages in schools where parents, learners, who have come of age may choose a language for instruction. LiEP, together with the Constitution of South Africa, promote equal value of all eleven official languages spoken in this country. The promotion of language policies clearly shows that language is the bedrock of the academic development of every child. Unfortunately, Spaull, Van der Berg, Wills, Gustafsson and Kotzè (2016) found that South African Foundation Phase learners lack the most basic skill needed for academic achievement, reading for meaning. Spaull et.al (2016) findings show that language problems start during the early years of schooling. This study aimed at finding out the perceptions of school stakeholders about the use of English as LoLT in Grade 9 Social Sciences, and it is located in the Interpretivist Paradigm. In this study, stakeholders are learners because they are central to learning, parents, as they have the responsibility of choosing LoLT for their children and assist them in their schooling career. Lastly, teachers are stakeholders because of their critical role of imparting knowledge and skills during classroom interaction. The researcher uses a Qualitative approach to identify data-collecting tools suitable for this research, and chooses semi-structured interviews and observations. Semi-structured interviews are flexible and allow deeper probing during the interview. The sample consists of nine Grade 9 learners, three teachers of Grade 9 Social Sciences and six parents from the School Governing Body (SGB). The aim of conducting observations was to find out the language used by learners and teachers during classroom interaction. This study found out that most participants prefer learning Social Sciences in English than in isiXhosa. They are aware of the challenges experienced in the classroom when learning in English but they still choose it. From the sample used, participants clearly indicate that learning in English causes some barriers in the learning and teaching process. However, it also became clear that the benefits associated with learning in English make it difficult to put it at the same level as other languages and participants do not link mother tongue to career opportunities. It is also evident that English will enjoy its hegemony until such time that all stakeholders in Education view the mother tongue as a foundation for learning other languages and as a resource as well so that they can use it in the classroom to understand the content. Policy developers must look deeply into the question of LoLT so that learners receive instruction in a language that will assist them in improved academic performance. Teachers must be equipped with adequate skills to assist learners in developing reading and comprehension skills in the classroom. There is a dire need to develop the culture of reading in rural school learners; and teachers must expose learners to a variety of English reading material.
- Full Text:
- Date Issued: 2017