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'n Eenvormige dissiplinestelsel vir skole in die Bitou 10-streek

- Freislich, Maria Francina

Authors: Freislich, Maria Francina
Date: 2010
Subjects: School discipline -- South Africa , School boards -- South Africa
Language: Afrikaans
Type: Thesis , Masters , MEd
Identifier: vital:9506 , http://hdl.handle.net/10948/1236 , School discipline -- South Africa , School boards -- South Africa
Description: Discipline in the government schools in South Africa has deteriorated during the past fifteen years. There are many different reasons for that. The aim of this study was to develop a uniform programme of discipline which can be used for application in all ten schools in the Bitou area. To reach this aim, the following procedures were followed: • A study has been done regarding the supporting role of the Bitou 10 foundation in the designing and management of a uniform discipline program. • A summary of the disciplinary problems in government schools has been given with possible reasons why discipline has deteriorated. • A study has also been made of various programs of discipline which have been used in various countries in the past. Certain aspects of those programmes have been used in this study to compile an effective programme of discipline for all the schools in the Bitou area. • Criteria for a positive discipline program have been put together. This study has been done in the Plettenberg Bay area. This area has ten schools which include primary- and high schools, single medium- and double medium schools, multi-cultural and mono-cultural schools and also some schools which have hostels. This study showed that not all schools in the Bitou area follow the same disciplinary programme. This study also makes recommendations on the possible implementing of such a uniform system of discipline. This study does not only show what the role is of the principal and teachers responsible for discipline, but also indicates the role and task of the parents and the community. Research on the application of discipline can never end because new ideas and methods will always be found to create an ideal programme in order to make the process more effective.
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Date Issued: 2010

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A value-based approach to promoting excellence in mathematics education

- Austin, Pamela Winifred

Authors: Austin, Pamela Winifred
Date: 2010
Subjects: Mathematics -- Study and teaching -- South Africa , Inquiry-based learning -- South Africa , Active learning -- South Africa , Effective teaching -- South Africa , Self-efficacy
Language: English
Type: Thesis , Doctoral , DPhil
Identifier: vital:9482 , http://hdl.handle.net/10948/1656 , Mathematics -- Study and teaching -- South Africa , Inquiry-based learning -- South Africa , Active learning -- South Africa , Effective teaching -- South Africa , Self-efficacy
Description: This research study has emerged as a result of my concern regarding the apparent low self-efficacy amongst initial teacher education students in my mathematics education classes. It also reflects a reported renewed interest in values, and the promotion of excellence in education. The effects of a values-based approach to mathematics education towards improving students’ self-efficacy and promoting excellence have been investigated, grounded within my ontology of excellence in mathematics education, which incorporates the values of respect, fairness, accountability, honesty and compassion. An inquiry-based teaching and learning approach formed the framework within which the study took place. Notions of ‘new scholarship’, premised on the view that teaching is about engagement in participatory learning, and the development of communities of creative students, provided the theoretical framework. Both quantitative and qualitative data gathering methods were used. Data-collection tools included affective-disposition statements, interviews, journal entries, as well as a video recording of a mathematics education lesson. The quantitative and qualitative data generated suggest improved levels of self-efficacy amongst the students who participated in the study. The data also suggest that a valuesbased approach to teaching can be used as an effective approach by mathematics teachers – and mathematics teacher educators – for the purpose of promoting the pursuit of excellence. As teacher education worldwide is currently characterised by a lack of vitality in teacher preparation (Grossman, 2008), the findings of this study should provide insights for teacher educators, teachers and policy makers who wish to promote mathematics self-efficacy, excellence and facilitate enhanced vitality within the teaching profession.
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Date Issued: 2010

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An intergrated learning programme for the Knysna Montessori school

- Nel, Andri

Authors: Nel, Andri
Date: 2010
Subjects: Education -- South Africa Curricula , Competency-based education -- South Africa , Education, Primary -- South Africa
Language: English
Type: Thesis , Doctoral , DEd
Identifier: vital:9443 , http://hdl.handle.net/10948/1142 , Education -- South Africa Curricula , Competency-based education -- South Africa , Education, Primary -- South Africa
Description: In line with Montessori methodology, the Knysna Montessori School runs its programmes in an integrated and holistic manner. Learning programmes are based on a blend of various Montessori learning programmes and the Revised National Curriculum Statement (RNCS). Classes are divided into three year-age groupings; and integrated learning programmes are in place within the pre-school, (including grade R), the grade 1 to 3 class, and the grade 4 to 6 class. However, the grade 7 to 9 Montessori class has been running in a more traditional and less integrated manner since its inception in 2004. That has motivated the undertaking of this study. The main aim of this qualitative study has been to determine how to best arrange the RNCS according to Montessori principles, that is to say, in a holistic and integrated manner, with the intention of presenting a learning programme for the grade 7 to 9 class. This aim was based on a constructivist philosophical foundation and addressed in conjunction with interpretivism and critical theory. The grounded theory research paradigm was followed. In this paradigm research findings are grounded in the data gathering and the analysis. Three methods of data collection were applied, namely a literature review, interviews and document analysis. A literature review was conducted to gain a better overview and understanding of the RNCS and Outcomes-Based Education (OBE). Furthermore, through the literature review, an in-depth understanding of the Montessori method of education, adolescent development and integrated and holistic education have been achieved. Interviews were conducted with staff from the Knysna Montessori School, with the purpose of gathering information on the Knysna Montessori School and its current application to the RNCS, from pre-school to grade 6. An availability and purposive sampling method was applied, in order to determine which staff members to interview. Finally, document analysis was done. The learning areas for the senior phase (grades 7 to 9) of the General Education and Training Band (GET) of the RNCS were coded and analysed in order to discover emergent themes within the RNCS and how these link with the Montessori curriculum arrangement for this age group. It became apparent that Montessori classrooms, both prior to and for the senior phase, are divided into three areas, namely language, mathematics and cultural studies. Based on this knowledge, as well as the documentary analysis, an integrated learning programme, grounded in the data analysis, was designed. It was found that the RNCS matches well with Montessori’s curriculum arrangement. Thus, this learning programme is in line with Montessori’s curriculum arrangement for the senior phase of the GET band. Such a curriculum arrangement integrates the learning outcomes and assessment standards from arts and culture, economic and management sciences, life orientation, natural sciences, social sciences and technology into different studies. These are globally referred to as cultural studies. However, specific attention was also given to moral education, self-expression through music, art and drama, entrepreneurship, career education and sport. The conclusion was reached that an integrated learning programme, based on Montessori principles and in line with the RNCS requirement, is possible for the Knysna Montessori School.
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Date Issued: 2010

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An investigation into factors contributing towards teenage pregnancy in secondary schools: a case study in the Elliotdale sub-district

- Konkco, Eunice Xoliswa

Authors: Konkco, Eunice Xoliswa
Date: 2010
Language: English
Type: Thesis , Masters , M Ed
Identifier: vital:16206 , http://hdl.handle.net/10353/d1016151
Description: The focus for this study was to determine the factors that contribute towards teenage pregnancy in the Elliotdale sub-district in secondary schools, in the Eastern Cape. The researcher used the qualitative approach to obtain data from a sample of 8 pregnant learners, two departmental officials, four principals, four school governing body members, and four educators in this research. Interviews were conducted to gain first hand information regarding factors that are contributing towards teenage pregnancy in four secondary schools in Elliotdale, a rural area of the Eastern Cape. The theoretical construct framing this study is grounded in the theories of Bandura and Bronfenbrenner who shape an understanding of social cognitive theory and ecological systems theory. In the study poverty was a contributory factor as a result of unemployment. Ignorance, as well as the attitude of the learners towards moral values, were the major concerns and findings noted by the respondents in this study. The study revealed that the Elliotdale district officials are determined to find ways of eliminating the rate of teenage pregnancy in secondary schools; however, the approach by the district towards the implementation of the existing programmes is not effective. The school principals are unaware of the current policies on preventative measures regarding teenage pregnancy in schools.
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Date Issued: 2010

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An investigation into factors that influence parental involvement in the development of their children's literacy in the secondary school level: a case study of a combined school in the Eastern Cape

- Adam, Ndileka Primrose

Authors: Adam, Ndileka Primrose
Date: 2010
Subjects: Education -- Parent participation -- South Africa -- Eastern Cape Province , Literacy -- South Africa -- Eastern Cape Province , Education, Secondary -- Parent participation -- South Africa -- Eastern Cape Province , Reading (Secondary) -- South Africa -- Eastern Cape Province , Reading -- Parent participation -- South Africa -- Eastern Cape Province , Reading -- Ability testing -- South Africa -- Eastern Cape Province
Language: English
Type: Thesis , Masters , M Ed
Identifier: vital:16158 , http://hdl.handle.net/10353/229 , Education -- Parent participation -- South Africa -- Eastern Cape Province , Literacy -- South Africa -- Eastern Cape Province , Education, Secondary -- Parent participation -- South Africa -- Eastern Cape Province , Reading (Secondary) -- South Africa -- Eastern Cape Province , Reading -- Parent participation -- South Africa -- Eastern Cape Province , Reading -- Ability testing -- South Africa -- Eastern Cape Province
Description: The main purpose of this research was to investigate the factors that influence parental involvement in the development of their children's literacy in the senior phase. The concept of parental involvement has been perceived as one of the corneThe main purpose of this research was to investigate the factors that influence parental involvement in the development of their children's literacy in the senior phase. The concept of parental involvement has been perceived as one of the cornerstones that contribute positively to the effectiveness of the education that children receive. In the South African case, it is embodied in the legislation and is expected to permeate the education process at all levels. Many scholars perceive parental involvement as enhancing the development of children's literacy. As an interpretive orientated study, this research had an interest in understanding the subjective experiences and general factors that influence parental involvement in the development of their children's literacy in the secondary school level. In line with the protocols of the case study, this study used a combination of methods namely structured interviews, semi-structured interviews, focus groups and document analysis in collecting data. The findings of the study revealed different opinions on parental involvement. While some parents appreciate the importance of their involvement, there were, however, some parents who perceive it as a responsibility of educators. Despite these views, there were positive contributions that have been brought about by parental involvement in the development of their children's literacy. The study has also revealed that there are factors that influence parental involvement in the development of their children's literacy in the senior phase such as parents' lack of understanding of their roles, absence of guiding documents, lack of unity among stakeholders, age and qualifications. The intent of this research was to investigate factors that influence parental involvement in the development of their children's literacy in the secondary school level and to give some recommendations on how these can best be addressed.rstones that contribute positively to the effectiveness of the education that children receive. In the South African case, it is embodied in the legislation and is expected to permeate the education process at all levels. Many scholars perceive parental involvement as enhancing the development of children's literacy. As an interpretive orientated study, this research had an interest in understanding the subjective experiences and general factors that influence parental involvement in the development of their children's literacy in the secondary school level. In line with the protocols of the case study, this study used a combination of methods namely structured interviews, semi-structured interviews, focus groups and document analysis in collecting data. The findings of the study revealed different opinions on parental involvement. While some parents appreciate the importance of their involvement, there were, however, some parents who perceive it as a responsibility of educators. Despite these views, there were positive contributions that have been brought about by parental involvement in the development of their children's literacy. The study has also revealed that there are factors that influence parental involvement in the development of their children's literacy in the senior phase such as parents' lack of understanding of their roles, absence of guiding documents, lack of unity among stakeholders, age and qualifications. The intent of this research was to investigate factors that influence parental involvement in the development of their children's literacy in the secondary school level and to give some recommendations on how these can best be addressed.
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Date Issued: 2010

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