Code of conduct for learners: A strategy for enhancing positive discipline in selected township schools in Durban, KwaZulu-Natal
- Zondo, Sindiswa Silindokuhle
- Authors: Zondo, Sindiswa Silindokuhle
- Date: 2022-03
- Subjects: School discipline
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/21711 , vital:51744
- Description: Dealing with misbehaving learners remains a significant challenge for teachers in South African schools. As the use of corporal punishment and other punitive measures to deal with misbehaving learners is now illegal, alternative positive disciplinary measures have been put in place. The prohibition of negative disciplinary measures has left teachers feeling powerless and frustrated, not knowing how to manage learner behaviour, despite the fact that they are the viable agents tasked with ensuring that positive disciplinary measures are implemented in schools. This study sought to examine how best a code of conduct for learners can be used to enhance positive discipline in schools. To that end, the study offers insights into how positive disciplinary measures may be used, in dealing with learner indiscipline. This is a qualitative study, underpinned by the interpretivist paradigm. The study employed a phenomenological design as a strategy for data collection, to examine how a code of conduct for learners can be used to enhance positive discipline in selected township schools. As this is a qualitative study concerned more with the depth than the breadth of information, the researcher deemed it necessary to focus on two schools, to obtain deep insight into the participants’ lived experiences. Two schools, in Pinetown in Durban, participated in the study. Interviews, observations and document reviews were used as data-collection instruments. In each school, interviews were conducted with the school principal, teacher representatives serving on the school governing board, disciplinary committee members, and members of the representative council for learners. Disciplinary hearings and disciplinary committee meetings were observed, and documents of relevance to the study were reviewed. The findings, as reported on here, revealed that the code of conduct is the most important strategy that schools can use to enhance positive discipline. Other strategies in enhancing positive discipline include the use of a research-based positive classroom management approach; positive reinforcement; integrating community support services; modelling good behaviour; parental involvement; preventive, supportive and corrective discipline; detention; communication (incorporating professionalism and cooperation); the creation of an environment conducive to teaching and learning; and the withdrawal or withholding of privileges. The findings further revealed that positive discipline is an alternative to negative disciplinary measures, such as corporal punishment in schools. Teachers are expected to comply with, and adhere to, disciplinary policies, and to assist learners in unlearning bad behaviours and developing the necessary life skills, values, and attitudes. The participants’ understanding of the use of a code of conduct for positive discipline successfully assisted them, as teachers, in dealing with misbehaving learners, and, in turn, in developing learners’ positive self-control and self-esteem, helping them to become responsible citizens, and courageous and respectful learners, not only in the school environment, but also as members of society at large. The research findings also revealed that many participants believed using a code of conduct (positive discipline) to enhance positive behaviour was a waste of time, and ineffective. As the findings indicate, learners were found to become impervious or immune to positive disciplinary measures put in place to assist them with behavioural problems. The findings also revealed that the ineffectiveness of such a code in enhancing positive discipline could be attributed to the fact that the teachers themselves were not, to a certain degree, fully trained with regard to positive disciplinary measures. A lack of parental support and teacher professionalism, the continued use of (the prohibited) corporal punishment, poor communication, a lack of stakeholder involvement in formulating codes of conduct, a lack of positive modelling and power struggles were found to impede the use of a code of conduct to enhance positive discipline in schools. Based on the research findings, the study recommends that schools ensure that there is a sufficiently detailed code of conduct to assist teachers in addressing learners’ bad behaviour. There should also be advocacy from the Department of Basic Education, for support programmes to be put in place to assist teachers with alternative ways of enhancing positive discipline in the classroom. Awareness of how teachers are to be upskilled as regards positive disciplinary strategies, active parental involvement, and increased support for teachers, are amongst the recommendations. Ultimately, the researcher concluded that the code of conduct was a strategy that schools can use to enhance positive discipline. To this end, teachers must adhere to that code (and other positive disciplinary measures), for positive discipline to flourish in schools. , Thesis (PhD) -- Faculty of Education, 2022
- Full Text:
- Date Issued: 2022-03
- Authors: Zondo, Sindiswa Silindokuhle
- Date: 2022-03
- Subjects: School discipline
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/21711 , vital:51744
- Description: Dealing with misbehaving learners remains a significant challenge for teachers in South African schools. As the use of corporal punishment and other punitive measures to deal with misbehaving learners is now illegal, alternative positive disciplinary measures have been put in place. The prohibition of negative disciplinary measures has left teachers feeling powerless and frustrated, not knowing how to manage learner behaviour, despite the fact that they are the viable agents tasked with ensuring that positive disciplinary measures are implemented in schools. This study sought to examine how best a code of conduct for learners can be used to enhance positive discipline in schools. To that end, the study offers insights into how positive disciplinary measures may be used, in dealing with learner indiscipline. This is a qualitative study, underpinned by the interpretivist paradigm. The study employed a phenomenological design as a strategy for data collection, to examine how a code of conduct for learners can be used to enhance positive discipline in selected township schools. As this is a qualitative study concerned more with the depth than the breadth of information, the researcher deemed it necessary to focus on two schools, to obtain deep insight into the participants’ lived experiences. Two schools, in Pinetown in Durban, participated in the study. Interviews, observations and document reviews were used as data-collection instruments. In each school, interviews were conducted with the school principal, teacher representatives serving on the school governing board, disciplinary committee members, and members of the representative council for learners. Disciplinary hearings and disciplinary committee meetings were observed, and documents of relevance to the study were reviewed. The findings, as reported on here, revealed that the code of conduct is the most important strategy that schools can use to enhance positive discipline. Other strategies in enhancing positive discipline include the use of a research-based positive classroom management approach; positive reinforcement; integrating community support services; modelling good behaviour; parental involvement; preventive, supportive and corrective discipline; detention; communication (incorporating professionalism and cooperation); the creation of an environment conducive to teaching and learning; and the withdrawal or withholding of privileges. The findings further revealed that positive discipline is an alternative to negative disciplinary measures, such as corporal punishment in schools. Teachers are expected to comply with, and adhere to, disciplinary policies, and to assist learners in unlearning bad behaviours and developing the necessary life skills, values, and attitudes. The participants’ understanding of the use of a code of conduct for positive discipline successfully assisted them, as teachers, in dealing with misbehaving learners, and, in turn, in developing learners’ positive self-control and self-esteem, helping them to become responsible citizens, and courageous and respectful learners, not only in the school environment, but also as members of society at large. The research findings also revealed that many participants believed using a code of conduct (positive discipline) to enhance positive behaviour was a waste of time, and ineffective. As the findings indicate, learners were found to become impervious or immune to positive disciplinary measures put in place to assist them with behavioural problems. The findings also revealed that the ineffectiveness of such a code in enhancing positive discipline could be attributed to the fact that the teachers themselves were not, to a certain degree, fully trained with regard to positive disciplinary measures. A lack of parental support and teacher professionalism, the continued use of (the prohibited) corporal punishment, poor communication, a lack of stakeholder involvement in formulating codes of conduct, a lack of positive modelling and power struggles were found to impede the use of a code of conduct to enhance positive discipline in schools. Based on the research findings, the study recommends that schools ensure that there is a sufficiently detailed code of conduct to assist teachers in addressing learners’ bad behaviour. There should also be advocacy from the Department of Basic Education, for support programmes to be put in place to assist teachers with alternative ways of enhancing positive discipline in the classroom. Awareness of how teachers are to be upskilled as regards positive disciplinary strategies, active parental involvement, and increased support for teachers, are amongst the recommendations. Ultimately, the researcher concluded that the code of conduct was a strategy that schools can use to enhance positive discipline. To this end, teachers must adhere to that code (and other positive disciplinary measures), for positive discipline to flourish in schools. , Thesis (PhD) -- Faculty of Education, 2022
- Full Text:
- Date Issued: 2022-03
Code of conduct for learners: A strategy for enhancing positive discipline in selected township schools in Durban, KwaZulu-Natal
- Zondo, Sindiswa Silindokuhle
- Authors: Zondo, Sindiswa Silindokuhle
- Date: 2022-03
- Subjects: School discipline
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/21736 , vital:51747
- Description: Ddeleting thos one delete 2 , Thesis (PhD) -- Faculty of Education, 2022
- Full Text: false
- Date Issued: 2022-03
- Authors: Zondo, Sindiswa Silindokuhle
- Date: 2022-03
- Subjects: School discipline
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/21736 , vital:51747
- Description: Ddeleting thos one delete 2 , Thesis (PhD) -- Faculty of Education, 2022
- Full Text: false
- Date Issued: 2022-03
Collegial leadership roles of teachers to manage curriculum reform in primary schools In Limpopo, South Africa
- Authors: Kgohlo, Piet Maphodisa
- Date: 2015-01
- Subjects: Limpompo (South Africa) , Eastern Cape (South Africa) , South Africa
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10948/53349 , vital:45143
- Description: The purpose of this study was to investigate the collegial leadership roles of teachers in managing the challenges of the implementation of the CAPS curriculum in primary schools in Limpopo. Four hundred and ninety-two teachers participated in this quantitative study. The findings of this study revealed that the majority of teachers in the intermediate phase of primary schooling in Limpopo lack competence in content subjects such as mathematics, NSTECH and English as the language of teaching and learning. The findings further revealed that the lack of facilities such as libraries, media centres and computers, teacher development and support and infrastructure such as classrooms contributed to teachers’ low competencies in the use of resources to manage the challenges of the implementation of CAPS. In addition, the findings revealed that the majority of teachers experienced high levels of tobephobia. Furthermore, the findings revealed that teachers showed symptoms of stress, anxiety, tension, unhappiness, depression, pessimism and uncertainty in managing the challenges of the implementation of CAPS. However, the findings also revealed that collegial teaming is a potent strategy that could be used to reinforce the in-service training that fails to equip teachers with the requisite knowledge and skills to face up to the challenges of managing the implementation of CAPS. This research explored a new area of managing curriculum change by making use of collegial teaming to develop teachers’ professional competencies. It makes a significant contribution to the existing body of knowledge of implementing curriculum reforms in disadvantaged schools. , Thesis (PhD) -- Faculty of Humanities, Primary School Education: Intermediate Phase, 2015.
- Full Text:
- Date Issued: 2015-01
- Authors: Kgohlo, Piet Maphodisa
- Date: 2015-01
- Subjects: Limpompo (South Africa) , Eastern Cape (South Africa) , South Africa
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10948/53349 , vital:45143
- Description: The purpose of this study was to investigate the collegial leadership roles of teachers in managing the challenges of the implementation of the CAPS curriculum in primary schools in Limpopo. Four hundred and ninety-two teachers participated in this quantitative study. The findings of this study revealed that the majority of teachers in the intermediate phase of primary schooling in Limpopo lack competence in content subjects such as mathematics, NSTECH and English as the language of teaching and learning. The findings further revealed that the lack of facilities such as libraries, media centres and computers, teacher development and support and infrastructure such as classrooms contributed to teachers’ low competencies in the use of resources to manage the challenges of the implementation of CAPS. In addition, the findings revealed that the majority of teachers experienced high levels of tobephobia. Furthermore, the findings revealed that teachers showed symptoms of stress, anxiety, tension, unhappiness, depression, pessimism and uncertainty in managing the challenges of the implementation of CAPS. However, the findings also revealed that collegial teaming is a potent strategy that could be used to reinforce the in-service training that fails to equip teachers with the requisite knowledge and skills to face up to the challenges of managing the implementation of CAPS. This research explored a new area of managing curriculum change by making use of collegial teaming to develop teachers’ professional competencies. It makes a significant contribution to the existing body of knowledge of implementing curriculum reforms in disadvantaged schools. , Thesis (PhD) -- Faculty of Humanities, Primary School Education: Intermediate Phase, 2015.
- Full Text:
- Date Issued: 2015-01
Community perceptions of Cannabis Sativa (dagga) in the Mzintlava location, Ingquza Hill Local Municipality, Eastern Cape Province
- Authors: Lum, Niba Rosemary
- Date: 2013
- Subjects: Cannabis sativa -- Eastern Cape -- South Africa
- Language: English
- Type: Thesis , Masters , MA (Anthropology)
- Identifier: http://hdl.handle.net/11260/226 , vital:26586
- Description: Nowadays young people and other members of the society often find themselves in many malpractices such as rape, suicide, murder dropping out of school and other harmful activities due to the use of cannabis sativa (dagga) which is on the rise. This study concentrated on the use of cannabis sativa (dagga) in Mzintlava, Ngquza Hill Local Municipality in the Eastern Cape Province of South Africa. Young people are actually the victims of the consequences of the use of dagga. Indications are that parents often ignore their children to use cannabis sativa until they can no longer stop them. Earlier researches on substance use in South Africa have always been descriptive. This resulted in sketchy understanding of factors that predisposed young children to the use and even abuse of dagga and the reasons why parents and the community underestimated the practice until the stage of addiction. Without this understanding, it will be difficult to introduce effective ways of abolishing dagga use among young children and other members of the community. Finding effective measures to prevent substance use has been difficult. Research is therefore needed in order to understand the basis of the problem. This study attempts to examine factors that make parents and the communities to leave children to taking substances until the stage where they can longer stop them. It will also lead to establishing factors that put young children or teenagers particularly at risk to the use of dagga.
- Full Text:
- Date Issued: 2013
- Authors: Lum, Niba Rosemary
- Date: 2013
- Subjects: Cannabis sativa -- Eastern Cape -- South Africa
- Language: English
- Type: Thesis , Masters , MA (Anthropology)
- Identifier: http://hdl.handle.net/11260/226 , vital:26586
- Description: Nowadays young people and other members of the society often find themselves in many malpractices such as rape, suicide, murder dropping out of school and other harmful activities due to the use of cannabis sativa (dagga) which is on the rise. This study concentrated on the use of cannabis sativa (dagga) in Mzintlava, Ngquza Hill Local Municipality in the Eastern Cape Province of South Africa. Young people are actually the victims of the consequences of the use of dagga. Indications are that parents often ignore their children to use cannabis sativa until they can no longer stop them. Earlier researches on substance use in South Africa have always been descriptive. This resulted in sketchy understanding of factors that predisposed young children to the use and even abuse of dagga and the reasons why parents and the community underestimated the practice until the stage of addiction. Without this understanding, it will be difficult to introduce effective ways of abolishing dagga use among young children and other members of the community. Finding effective measures to prevent substance use has been difficult. Research is therefore needed in order to understand the basis of the problem. This study attempts to examine factors that make parents and the communities to leave children to taking substances until the stage where they can longer stop them. It will also lead to establishing factors that put young children or teenagers particularly at risk to the use of dagga.
- Full Text:
- Date Issued: 2013
Concept cartoons as a formative assessment instrument in physics – a case study
- Nwaigwe, Chinelo Georgina Candy
- Authors: Nwaigwe, Chinelo Georgina Candy
- Date: 2019
- Subjects: Comic books, strips, etc., in education , Science -- Study and teaching Educational evaluation Educational toys
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/42759 , vital:36689
- Description: Studies have shown that the practice of formative assessment is a challenge for many teachers in South Africa. Teachers are either entrenched in their old habits and methods of assessment, or they have not been adequately trained and supported to apply formative assessment in the instructional process. The aim of this research was to explore Physical Sciences teachers’ perceptions of formative assessment and the usefulness of Concept Cartoons as a formative assessment instrument to assist teachers in their practice of formative assessment. The perceptions of eight Grade 11 Physical Sciences teachers on formative assessment were sought before and after an intervention. During the intervention, the teachers were trained to use Concept Cartoons as a formative assessment instrument. The teachers’ perceptions were also sought after an implementation phase where they implemented Concept Cartoons as a formative assessment instrument in their own classrooms. The teachers were purposefully selected from six schools in the Port Elizabeth area. A qualitative case study approach, informed by a constructivist perspective, was applied in this study. Data were collected through open-ended questionnaires, semi-structured interviews, and the participants’ post-implementation written reflections. These data were analysed and presented in both narrative and tabular formats, supported by verbatim quotes from the participants. The conclusion that can be drawn from this study is that the use of Concept Cartoons as a formative assessment instrument had a substantially positive influence on the Physical Sciences teachers’ understanding and practice of formative assessment. The data also suggest that Concept Cartoons supported both learner- and teacher learning, thus functioning as an Educative Curriculum Material (ECM). Another finding in this study was that a relatively short intervention (i.e. a workshop) could make a difference in teachers’ learning and professional development. Support, however, is needed, particularly in the form of teaching resources or materials, so as to ensure the translation of knowledge into practice. Though the findings are presented within the context of the six sampled schools, and focussed on Grade 11, further research may determine these findings to be informative for other institutions within similar settings.
- Full Text:
- Date Issued: 2019
- Authors: Nwaigwe, Chinelo Georgina Candy
- Date: 2019
- Subjects: Comic books, strips, etc., in education , Science -- Study and teaching Educational evaluation Educational toys
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/42759 , vital:36689
- Description: Studies have shown that the practice of formative assessment is a challenge for many teachers in South Africa. Teachers are either entrenched in their old habits and methods of assessment, or they have not been adequately trained and supported to apply formative assessment in the instructional process. The aim of this research was to explore Physical Sciences teachers’ perceptions of formative assessment and the usefulness of Concept Cartoons as a formative assessment instrument to assist teachers in their practice of formative assessment. The perceptions of eight Grade 11 Physical Sciences teachers on formative assessment were sought before and after an intervention. During the intervention, the teachers were trained to use Concept Cartoons as a formative assessment instrument. The teachers’ perceptions were also sought after an implementation phase where they implemented Concept Cartoons as a formative assessment instrument in their own classrooms. The teachers were purposefully selected from six schools in the Port Elizabeth area. A qualitative case study approach, informed by a constructivist perspective, was applied in this study. Data were collected through open-ended questionnaires, semi-structured interviews, and the participants’ post-implementation written reflections. These data were analysed and presented in both narrative and tabular formats, supported by verbatim quotes from the participants. The conclusion that can be drawn from this study is that the use of Concept Cartoons as a formative assessment instrument had a substantially positive influence on the Physical Sciences teachers’ understanding and practice of formative assessment. The data also suggest that Concept Cartoons supported both learner- and teacher learning, thus functioning as an Educative Curriculum Material (ECM). Another finding in this study was that a relatively short intervention (i.e. a workshop) could make a difference in teachers’ learning and professional development. Support, however, is needed, particularly in the form of teaching resources or materials, so as to ensure the translation of knowledge into practice. Though the findings are presented within the context of the six sampled schools, and focussed on Grade 11, further research may determine these findings to be informative for other institutions within similar settings.
- Full Text:
- Date Issued: 2019
Conceptions of academics concerning the nature and purpose of teaching portfolios in higher education
- Authors: Champion, Eunice Nomava
- Date: 2015
- Subjects: Portfolios in education , Lecture method in teaching , College teaching , College teachers
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9591 , http://hdl.handle.net/10948/d1021175
- Description: The purpose of this study was to explore the conceptions of academics at the NMMU concerning the nature and purpose of teaching portfolios in higher education. The study was guided by the following research question: What are the conceptions of academics concerning the nature and purpose of teaching portfolios in higher education? A case study, involving academics at the Nelson Mandela Metropolitan University (NMMU), was used to answer the research question. A sequential explanatory mixed-methods research design was employed to collect data from an electronic questionnaire consisting of Likert-scale type of responses and open-ended questions, followed by two focus group interviews with academics that had prior experience in the development of a teaching portfolio. Forty-five academics responded to the questionnaire sent to all the academics at the NMMU, providing a broad perspective on the conceptions of NMMU academics regarding the nature and purpose of teaching portfolios. The two focus group interviews were conducted with six and eight academics respectively who was purposively chosen for their prior experience with the development of teaching portfolios. The aim of the focus group interviews were to elaborate on the data generated by the questionnaire. The quantitative data gathered by the questionnaire was statistically analysed, generating descriptive statistics of the Likert type response statements. The transcripts of the focus group interviews were thematically analysed. The conceptual framework that initially guided the formulation of the sub-research questions was amended to include the themes that emerged from the thematic analysis of the data, namely: the portfolio development process, the uses of and purposes for developing teaching portfolios, the attitudes of academics towards teaching portfolios, and the benefits gained from the development of teaching portfolios. The findings of the study revealed that of the participants find work overload and additional responsibilities as major constraints and collaboration among peers as the most helpful factor in the development of a teaching portfolio. The findings further revealed that the majority of the participants identified items to be included in a teaching portfolio that would enable them to use the portfolio in the development of their teaching. A mixture of attitudes towards teaching portfolios was identified. Some academics (in particular those who have prior experience in the development of portfolios) displayed a positive attitude towards teaching portfolios, while participants reported a negative attitude towards teaching portfolios by most of their colleagues (mostly those who have not developed a portfolio yet). The negative attitudes do seem to overpower the positive attitudes towards teaching portfolios. The challenge to the NMMU would therefore be to get academics to make use of the initiatives provided by the NMMU to assist them with the teaching portfolio development process. Four recommendations that may serve as guidelines to assist in the successful implementation of teaching portfolios at the NMMU were made, based on the findings of the study. Although the results of this study cannot be generalized to other higher education institutions, they do provide insights in the conception of the academics regarding the nature and purpose of teaching portfolios at the NMMU that can be of benefit to other higher education institutions.
- Full Text:
- Date Issued: 2015
- Authors: Champion, Eunice Nomava
- Date: 2015
- Subjects: Portfolios in education , Lecture method in teaching , College teaching , College teachers
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9591 , http://hdl.handle.net/10948/d1021175
- Description: The purpose of this study was to explore the conceptions of academics at the NMMU concerning the nature and purpose of teaching portfolios in higher education. The study was guided by the following research question: What are the conceptions of academics concerning the nature and purpose of teaching portfolios in higher education? A case study, involving academics at the Nelson Mandela Metropolitan University (NMMU), was used to answer the research question. A sequential explanatory mixed-methods research design was employed to collect data from an electronic questionnaire consisting of Likert-scale type of responses and open-ended questions, followed by two focus group interviews with academics that had prior experience in the development of a teaching portfolio. Forty-five academics responded to the questionnaire sent to all the academics at the NMMU, providing a broad perspective on the conceptions of NMMU academics regarding the nature and purpose of teaching portfolios. The two focus group interviews were conducted with six and eight academics respectively who was purposively chosen for their prior experience with the development of teaching portfolios. The aim of the focus group interviews were to elaborate on the data generated by the questionnaire. The quantitative data gathered by the questionnaire was statistically analysed, generating descriptive statistics of the Likert type response statements. The transcripts of the focus group interviews were thematically analysed. The conceptual framework that initially guided the formulation of the sub-research questions was amended to include the themes that emerged from the thematic analysis of the data, namely: the portfolio development process, the uses of and purposes for developing teaching portfolios, the attitudes of academics towards teaching portfolios, and the benefits gained from the development of teaching portfolios. The findings of the study revealed that of the participants find work overload and additional responsibilities as major constraints and collaboration among peers as the most helpful factor in the development of a teaching portfolio. The findings further revealed that the majority of the participants identified items to be included in a teaching portfolio that would enable them to use the portfolio in the development of their teaching. A mixture of attitudes towards teaching portfolios was identified. Some academics (in particular those who have prior experience in the development of portfolios) displayed a positive attitude towards teaching portfolios, while participants reported a negative attitude towards teaching portfolios by most of their colleagues (mostly those who have not developed a portfolio yet). The negative attitudes do seem to overpower the positive attitudes towards teaching portfolios. The challenge to the NMMU would therefore be to get academics to make use of the initiatives provided by the NMMU to assist them with the teaching portfolio development process. Four recommendations that may serve as guidelines to assist in the successful implementation of teaching portfolios at the NMMU were made, based on the findings of the study. Although the results of this study cannot be generalized to other higher education institutions, they do provide insights in the conception of the academics regarding the nature and purpose of teaching portfolios at the NMMU that can be of benefit to other higher education institutions.
- Full Text:
- Date Issued: 2015
Content and language integrated learning (CLIL) as a language support strategy in a grade 8 natural sciences classroom
- Authors: Thorne, Rochelle
- Date: 2013
- Subjects: Language arts -- Correlation with content subjects , Science -- Study and teaching (Secondary)
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9466 , http://hdl.handle.net/10948/d1020903
- Description: Content and Language Integrated Learning (CLIL) is an innovative educational approach in which an additional language is used for the learning and teaching of both language and subject content. Content and Language Integrated Learning is not commonly used in South African classrooms, but its application internationally has been shown by empirical research to significantly improve overall language competence in the target language. Reports indicate increased learner motivation and support for the learning of the content subject. This study sought to consider whether CLIL intervention would improve both language and science skills amongst Grade 8 learners in a Natural Sciences classroom. The researcher used a concurrent embedded mixed method design, including both quantitative and qualitative methodologies to gather data. An experimental test design with English Home Language classes and Afrikaans Home Language classes was employed. Hypothesis Testing was used as a statistical analysis to compare the pre-test and post-test results in order to ascertain the impact of CLIL intervention. In addition, the poster-activity and an open-ended questionnaire was used to qualitatively ascertain the impact of CLIL on learner literacy skills. The results showed that CLIL intervention improved learner performance significantly when compared to learners who were not exposed to CLIL. In addition, CLIL lessons were perceived as effective and learners verified that the approach was beneficial to their learning process.
- Full Text:
- Date Issued: 2013
- Authors: Thorne, Rochelle
- Date: 2013
- Subjects: Language arts -- Correlation with content subjects , Science -- Study and teaching (Secondary)
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9466 , http://hdl.handle.net/10948/d1020903
- Description: Content and Language Integrated Learning (CLIL) is an innovative educational approach in which an additional language is used for the learning and teaching of both language and subject content. Content and Language Integrated Learning is not commonly used in South African classrooms, but its application internationally has been shown by empirical research to significantly improve overall language competence in the target language. Reports indicate increased learner motivation and support for the learning of the content subject. This study sought to consider whether CLIL intervention would improve both language and science skills amongst Grade 8 learners in a Natural Sciences classroom. The researcher used a concurrent embedded mixed method design, including both quantitative and qualitative methodologies to gather data. An experimental test design with English Home Language classes and Afrikaans Home Language classes was employed. Hypothesis Testing was used as a statistical analysis to compare the pre-test and post-test results in order to ascertain the impact of CLIL intervention. In addition, the poster-activity and an open-ended questionnaire was used to qualitatively ascertain the impact of CLIL on learner literacy skills. The results showed that CLIL intervention improved learner performance significantly when compared to learners who were not exposed to CLIL. In addition, CLIL lessons were perceived as effective and learners verified that the approach was beneficial to their learning process.
- Full Text:
- Date Issued: 2013
Contextual factors influencing the use of learner-centred approaches in the teaching of home economics : a case of two universities in Zimbabwe
- Authors: Motsi, Emily
- Date: 2017
- Subjects: Home economics -- Study and teaching (Higher) -- Zimbabwe Student-centered learning -- Zimbabwe
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/8463 , vital:32834
- Description: This study examined contextual factors influencing the use of learner-centred approaches in the teaching of Home Economics in two universities in Zimbabwe. The sample consisted of eight students and four lecturers who were purposively sampled. The study was anchored in the interpretivist paradigm and it adopted a qualitative approach and case-study design. Data collection instruments consisted of structured in-depth interviews, observations and documents. Interviews were conducted with students and lecturers at their respective universities with observations and document analysis inter-spaced in between. Data analysis consisted of a thematic approach where common themes were identified in participants’ responses and analysed and discussed accordingly, with data from observed and documented analysis being used to buttress/refute observations made from the interviews. A number of findings emanated from the study. Students had varied conceptions of learner-centred approaches. Some viewed learner-centred approaches as methods of teaching that were participatory, while others viewed them as learning situations in which learners were actively engaged and developed specific capabilities such as problem-solving. Lecturers conceptualised learner-centred approaches as methods that led to active learner participation with the lecturer playing more of a facilitative role. The study revealed that contextual factors such as time available in each course, flexibility of content, the use of teaching methods characterised by active learner participation, the use of constructive and interactive learning activities, had facilitative as well as inhibiting influences on the use of learner-centred approaches. Social factors such as cooperativeness within the peer group, lecturer availability for consultations, technical staff support as well as structural factors such as the availability of textbooks and e-resources, provision of materials and tools, and access to the internet had a facilitative influence on use of learner-centred approaches. The main inhibitive structural factors were the absence of purpose-built facilities and limited space that caused overcrowding. University administration support for integration of learner-centred approaches was fairly evident in the two universities. To sustain the use of learner-centred approaches, lecturers required support through professional development. The study recommended that universities have well-articulated commitments to use learner-centred approaches through a Teaching and Learning Policy. Home Economics course designers should consider contextual factors in course design and course delivery to ensure effective implementation of learner-centred approaches in the teaching of the subject. Seminars and workshops should be organised by the University Teaching and Learning Centres to enhance the teacher educators’ knowledge on interactive teaching methodologies and strategies for creating student-centred learning environments.
- Full Text:
- Date Issued: 2017
- Authors: Motsi, Emily
- Date: 2017
- Subjects: Home economics -- Study and teaching (Higher) -- Zimbabwe Student-centered learning -- Zimbabwe
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/8463 , vital:32834
- Description: This study examined contextual factors influencing the use of learner-centred approaches in the teaching of Home Economics in two universities in Zimbabwe. The sample consisted of eight students and four lecturers who were purposively sampled. The study was anchored in the interpretivist paradigm and it adopted a qualitative approach and case-study design. Data collection instruments consisted of structured in-depth interviews, observations and documents. Interviews were conducted with students and lecturers at their respective universities with observations and document analysis inter-spaced in between. Data analysis consisted of a thematic approach where common themes were identified in participants’ responses and analysed and discussed accordingly, with data from observed and documented analysis being used to buttress/refute observations made from the interviews. A number of findings emanated from the study. Students had varied conceptions of learner-centred approaches. Some viewed learner-centred approaches as methods of teaching that were participatory, while others viewed them as learning situations in which learners were actively engaged and developed specific capabilities such as problem-solving. Lecturers conceptualised learner-centred approaches as methods that led to active learner participation with the lecturer playing more of a facilitative role. The study revealed that contextual factors such as time available in each course, flexibility of content, the use of teaching methods characterised by active learner participation, the use of constructive and interactive learning activities, had facilitative as well as inhibiting influences on the use of learner-centred approaches. Social factors such as cooperativeness within the peer group, lecturer availability for consultations, technical staff support as well as structural factors such as the availability of textbooks and e-resources, provision of materials and tools, and access to the internet had a facilitative influence on use of learner-centred approaches. The main inhibitive structural factors were the absence of purpose-built facilities and limited space that caused overcrowding. University administration support for integration of learner-centred approaches was fairly evident in the two universities. To sustain the use of learner-centred approaches, lecturers required support through professional development. The study recommended that universities have well-articulated commitments to use learner-centred approaches through a Teaching and Learning Policy. Home Economics course designers should consider contextual factors in course design and course delivery to ensure effective implementation of learner-centred approaches in the teaching of the subject. Seminars and workshops should be organised by the University Teaching and Learning Centres to enhance the teacher educators’ knowledge on interactive teaching methodologies and strategies for creating student-centred learning environments.
- Full Text:
- Date Issued: 2017
Curriculum Design & Management: EDA 221
- Authors: Kganedi, R A , Sao, Y
- Date: 2010-06
- Subjects: Education -- Curriculum
- Language: English
- Type: Examination paper
- Identifier: vital:17303 , http://hdl.handle.net/10353/d1010148
- Description: Examination on Curriculum Design & Management: EDA 221, July 2010.
- Full Text: false
- Date Issued: 2010-06
- Authors: Kganedi, R A , Sao, Y
- Date: 2010-06
- Subjects: Education -- Curriculum
- Language: English
- Type: Examination paper
- Identifier: vital:17303 , http://hdl.handle.net/10353/d1010148
- Description: Examination on Curriculum Design & Management: EDA 221, July 2010.
- Full Text: false
- Date Issued: 2010-06
Curriculum Development 1: CUD 501
- Adendorff, M, Maxakato, P, Pillay, K
- Authors: Adendorff, M , Maxakato, P , Pillay, K
- Date: 2010-11
- Subjects: Education -- Curriculum
- Language: English
- Type: Examination paper
- Identifier: vital:17342 , http://hdl.handle.net/10353/d1010204
- Description: Examination on Curriculum Development 1: CUD 501, November 2010.
- Full Text: false
- Date Issued: 2010-11
- Authors: Adendorff, M , Maxakato, P , Pillay, K
- Date: 2010-11
- Subjects: Education -- Curriculum
- Language: English
- Type: Examination paper
- Identifier: vital:17342 , http://hdl.handle.net/10353/d1010204
- Description: Examination on Curriculum Development 1: CUD 501, November 2010.
- Full Text: false
- Date Issued: 2010-11
Curriculum Development 1: CUD 501
- Authors: Adendorff, M , Blignaut, S
- Date: 2009-11
- Subjects: Education -- Curriculum
- Language: English
- Type: Examination paper
- Identifier: vital:17324 , http://hdl.handle.net/10353/d1010172
- Description: Examination on Curriculum Development 1: CUD 501, November 2009.
- Full Text: false
- Date Issued: 2009-11
- Authors: Adendorff, M , Blignaut, S
- Date: 2009-11
- Subjects: Education -- Curriculum
- Language: English
- Type: Examination paper
- Identifier: vital:17324 , http://hdl.handle.net/10353/d1010172
- Description: Examination on Curriculum Development 1: CUD 501, November 2009.
- Full Text: false
- Date Issued: 2009-11
Curriculum Development 2: CUD 502
- Adendorff, M, Mafanya, Z, Blignaut, S
- Authors: Adendorff, M , Mafanya, Z , Blignaut, S
- Date: 2009-11
- Subjects: Education -- Curriculum
- Language: English
- Type: Examination paper
- Identifier: vital:17325 , http://hdl.handle.net/10353/d1010174
- Description: Examination on Curriculum Development 2: CUD 502, November 2009.
- Full Text: false
- Date Issued: 2009-11
- Authors: Adendorff, M , Mafanya, Z , Blignaut, S
- Date: 2009-11
- Subjects: Education -- Curriculum
- Language: English
- Type: Examination paper
- Identifier: vital:17325 , http://hdl.handle.net/10353/d1010174
- Description: Examination on Curriculum Development 2: CUD 502, November 2009.
- Full Text: false
- Date Issued: 2009-11
Democratic citizenship in mathematics teachers’ preparation in South African Universities
- Olawale, Babawande Emmanuel https://orcid.org/ 0000-0001-5265-1583
- Authors: Olawale, Babawande Emmanuel https://orcid.org/ 0000-0001-5265-1583
- Date: 2021-02
- Subjects: Citizenship -- Study and teaching , Authoritarianism , Mathematics -- Study and teaching
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/20079 , vital:45107
- Description: Promoting a clearer understanding of the role of schools in developing democratic dispositions among young citizens is a matter of importance across the world. This is because school is believed to be the best place where future free and democratic citizens can be prepared. Similarly, it is a place where young people are equipped with the necessary skills and knowledge that will assist them in deliberating democratically, developing a better understanding of political structures and economic and world history, and learning the relevant numeracy, literacy and critical thinking skills. Unfortunately, current teacher education programmes appear to represent potential stumbling blocks to schooling playing a greater role in educating the youth for democracy and democratic citizenship. This study explored two contradictory theoretical roles for mathematics teacher education programmes, in relation to power and control in education and society. The first is that, in reality, mathematics teacher education is essentially re-productive, in that its authoritarian relationship does not encourage confrontational discussion or critique, or challenge existing and dominant practices. The second is that, in a world where democracy is increasingly becoming a global phenomenon central to development, teacher education is (or should be) essentially democratic in nature. Thus, underpinned by the interpretivist paradigm, this study employed a qualitative research approach. It also utilised a case study design as a strategy for data collection, in order to explore how the mathematics teacher education programmes in South African universities prepare learners for democratic citizenship. As such, three universities in two provinces in South Africa participated in the study, and data were collected through interviews, observation and document reviews. At each institution, interviews were carried out with mathematics teacher educators and pre-service mathematics student teachers in their second to fourth year of study. Similarly, observations took place in different teaching sessions at each institution, and in different formats. Relevant documents were also reviewed for the study. The research findings revealed that the concepts of democracy and democratic citizenship are multifaceted. The participants’ understanding of these concepts was influenced by their individual expectations, as well as their social, political and economic environments, among many other factors. In addition, it was evident that mathematics teacher education programmes play a significant role in developing socially active citizens and democratic mathematics teachers. The research findings revealed, however, that contradictions exist between pedagogical approaches that are capable of developing democratic citizens, mathematics teacher educators’ ideal image of their practices within the classroom, and the participants’ conception of mathematics. As a result, no engagement occurs in social and critical pedagogy within mathematics education classrooms, to allow learners to view mathematics as a tool for confronting issues of justice and inequality in their community and the world at large. The research findings also revealed that the practices of the main structures which are tasked with the responsibility of promoting democratic practices within higher education institutions seem ineffective, as a result of favouritism and an autocratic approach to decision making. Based on the research findings, a recommendation is made that mathematics educators democratise their classrooms, in order to develop democratic citizens who are committed to democratic principles. Another recommendation is that, in their mathematics classrooms, educators use a problem-posing pedagogical approach which is capable of challenging power structures, thereby empowering learners as users of mathematics. This will not be possible without a professional development programme guiding mathematics teacher educators in establishing and managing their democratic classrooms. Similarly, it is recommended that student representative councils, as the structures that are best known for supporting democratic citizenship at universities, strive to follow the basic principles of democratic governance. Finally, the researcher concluded that mathematics education and the task of preparing mathematics student teachers for democratic citizenship are of the utmost importance, if South Africans are to cultivate and maintain a democracy that contributes to a culture which fundamentally supports democratic principles. , Thesis (PhD) -- Faculty of Education, 2021
- Full Text:
- Date Issued: 2021-02
- Authors: Olawale, Babawande Emmanuel https://orcid.org/ 0000-0001-5265-1583
- Date: 2021-02
- Subjects: Citizenship -- Study and teaching , Authoritarianism , Mathematics -- Study and teaching
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/20079 , vital:45107
- Description: Promoting a clearer understanding of the role of schools in developing democratic dispositions among young citizens is a matter of importance across the world. This is because school is believed to be the best place where future free and democratic citizens can be prepared. Similarly, it is a place where young people are equipped with the necessary skills and knowledge that will assist them in deliberating democratically, developing a better understanding of political structures and economic and world history, and learning the relevant numeracy, literacy and critical thinking skills. Unfortunately, current teacher education programmes appear to represent potential stumbling blocks to schooling playing a greater role in educating the youth for democracy and democratic citizenship. This study explored two contradictory theoretical roles for mathematics teacher education programmes, in relation to power and control in education and society. The first is that, in reality, mathematics teacher education is essentially re-productive, in that its authoritarian relationship does not encourage confrontational discussion or critique, or challenge existing and dominant practices. The second is that, in a world where democracy is increasingly becoming a global phenomenon central to development, teacher education is (or should be) essentially democratic in nature. Thus, underpinned by the interpretivist paradigm, this study employed a qualitative research approach. It also utilised a case study design as a strategy for data collection, in order to explore how the mathematics teacher education programmes in South African universities prepare learners for democratic citizenship. As such, three universities in two provinces in South Africa participated in the study, and data were collected through interviews, observation and document reviews. At each institution, interviews were carried out with mathematics teacher educators and pre-service mathematics student teachers in their second to fourth year of study. Similarly, observations took place in different teaching sessions at each institution, and in different formats. Relevant documents were also reviewed for the study. The research findings revealed that the concepts of democracy and democratic citizenship are multifaceted. The participants’ understanding of these concepts was influenced by their individual expectations, as well as their social, political and economic environments, among many other factors. In addition, it was evident that mathematics teacher education programmes play a significant role in developing socially active citizens and democratic mathematics teachers. The research findings revealed, however, that contradictions exist between pedagogical approaches that are capable of developing democratic citizens, mathematics teacher educators’ ideal image of their practices within the classroom, and the participants’ conception of mathematics. As a result, no engagement occurs in social and critical pedagogy within mathematics education classrooms, to allow learners to view mathematics as a tool for confronting issues of justice and inequality in their community and the world at large. The research findings also revealed that the practices of the main structures which are tasked with the responsibility of promoting democratic practices within higher education institutions seem ineffective, as a result of favouritism and an autocratic approach to decision making. Based on the research findings, a recommendation is made that mathematics educators democratise their classrooms, in order to develop democratic citizens who are committed to democratic principles. Another recommendation is that, in their mathematics classrooms, educators use a problem-posing pedagogical approach which is capable of challenging power structures, thereby empowering learners as users of mathematics. This will not be possible without a professional development programme guiding mathematics teacher educators in establishing and managing their democratic classrooms. Similarly, it is recommended that student representative councils, as the structures that are best known for supporting democratic citizenship at universities, strive to follow the basic principles of democratic governance. Finally, the researcher concluded that mathematics education and the task of preparing mathematics student teachers for democratic citizenship are of the utmost importance, if South Africans are to cultivate and maintain a democracy that contributes to a culture which fundamentally supports democratic principles. , Thesis (PhD) -- Faculty of Education, 2021
- Full Text:
- Date Issued: 2021-02
Designing a parental involvement programme to enhance parental engagement in the educational support programme at a disadvantaged primary school in the Nelson Mandela Bay Metropole, South Africa through participatory action research
- WIlliams, Pearl Juanita Cherrol
- Authors: WIlliams, Pearl Juanita Cherrol
- Date: 2020
- Subjects: Education -- Parent participation -- South Africa -- Nelson Mandela Bay Municipality
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10948/47303 , vital:39841
- Description: Over the past decades parental involvement in education has increased rapidly within disadvantaged schools in South Africa. This transformation is evident in the legislation of the country which celebrates a spirit of Ubuntu in a democratised society, and, education at large. The ideal of effective school-home partnership across racial boundaries are, for example, emphasised and strengthened via parental involvement at all public schools. Parents, according to the Department of Education (DoE, 1996b:11; 2000c:29; 2001b:29; 2008:23; 2009:17; 2014b:27; n.d.:6), are considered key role-players in school governance and encouraged to support equal educational opportunities for all learners. It implies that the praxis of parental involvement – especially at disadvantaged schools – is a huge benefit to learners with existing backlogs in education. In relation to this view, Stofile and Green (2007:63) emphasise the significance of parental involvement in school life as it can assist greatly in addressing the divere needs of disadvantaged learners. The dynamics associated with parental involvement are investigated in this study through two cycles of participatory action research. Initially ten parents from one of the disadvantaged primary schools within the Nelson Mandela Bay Metropole were purposively selected to participate in an in-depth qualitative research study pertaining to the design of a suitable parental involvement programme for disadvantaged learners. All the relevant information was gathered during action learning sets, individual interviews, and observations to triangulate the data and fill in possible gaps. This data was coded and categorised throughout the cyclical process via inductive participatory data analysis, as described by Patton (2015:216 & 551). Three main themes with sub-themes emerged from the study, namely (1) deficits of the academic programme: remedial education, teacher-assistants, homeworksupport, technical abilities; (2) the neglect of social wellness programmes: need for parental guidance, necessary professional assistance, upgrading of safety measures, availability of clothing bank, sustainability of a nutritional programme; and (3) voids in communication and relationships: the home environment, community, school environment. These themes and sub-themes successfully answered all the research questions. An increasing number of learners at disadvataged primary schools are neglected and/or leave school at a very young age. This scenario is often linked to poor communication and/or a lack of adequate educational support programmes to enhance better learning outcomes. The design of a PIP aimed to address the diverse needs of learners at a specific disadvantaged primary school with the full cooperation of their parents. Nested within the Ecological Model of Bronfenbrenner, the participating parents were engaged in comprehensive discussions about educational support programmes that the school could embark on with them. Numerous programmes were identified as fundamental to transforming the quality of education for many disadvantaged learners. This research therefore encouraged greater parental involvement at disadvantaged primary schools in order to sustain better learning outcomes.
- Full Text:
- Date Issued: 2020
- Authors: WIlliams, Pearl Juanita Cherrol
- Date: 2020
- Subjects: Education -- Parent participation -- South Africa -- Nelson Mandela Bay Municipality
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10948/47303 , vital:39841
- Description: Over the past decades parental involvement in education has increased rapidly within disadvantaged schools in South Africa. This transformation is evident in the legislation of the country which celebrates a spirit of Ubuntu in a democratised society, and, education at large. The ideal of effective school-home partnership across racial boundaries are, for example, emphasised and strengthened via parental involvement at all public schools. Parents, according to the Department of Education (DoE, 1996b:11; 2000c:29; 2001b:29; 2008:23; 2009:17; 2014b:27; n.d.:6), are considered key role-players in school governance and encouraged to support equal educational opportunities for all learners. It implies that the praxis of parental involvement – especially at disadvantaged schools – is a huge benefit to learners with existing backlogs in education. In relation to this view, Stofile and Green (2007:63) emphasise the significance of parental involvement in school life as it can assist greatly in addressing the divere needs of disadvantaged learners. The dynamics associated with parental involvement are investigated in this study through two cycles of participatory action research. Initially ten parents from one of the disadvantaged primary schools within the Nelson Mandela Bay Metropole were purposively selected to participate in an in-depth qualitative research study pertaining to the design of a suitable parental involvement programme for disadvantaged learners. All the relevant information was gathered during action learning sets, individual interviews, and observations to triangulate the data and fill in possible gaps. This data was coded and categorised throughout the cyclical process via inductive participatory data analysis, as described by Patton (2015:216 & 551). Three main themes with sub-themes emerged from the study, namely (1) deficits of the academic programme: remedial education, teacher-assistants, homeworksupport, technical abilities; (2) the neglect of social wellness programmes: need for parental guidance, necessary professional assistance, upgrading of safety measures, availability of clothing bank, sustainability of a nutritional programme; and (3) voids in communication and relationships: the home environment, community, school environment. These themes and sub-themes successfully answered all the research questions. An increasing number of learners at disadvataged primary schools are neglected and/or leave school at a very young age. This scenario is often linked to poor communication and/or a lack of adequate educational support programmes to enhance better learning outcomes. The design of a PIP aimed to address the diverse needs of learners at a specific disadvantaged primary school with the full cooperation of their parents. Nested within the Ecological Model of Bronfenbrenner, the participating parents were engaged in comprehensive discussions about educational support programmes that the school could embark on with them. Numerous programmes were identified as fundamental to transforming the quality of education for many disadvantaged learners. This research therefore encouraged greater parental involvement at disadvantaged primary schools in order to sustain better learning outcomes.
- Full Text:
- Date Issued: 2020
Designing a strategy to bring about a greater professional confidence for educators by improving their involvement in their own continous professional development
- Authors: Oosthuizen, Lizette Clarise
- Date: 2012
- Subjects: Teacher educators -- Professional relationships , Teachers -- Training of
- Language: English
- Type: Thesis , Doctoral , DEd
- Identifier: vital:9559 , http://hdl.handle.net/10948/d1012145 , Teacher educators -- Professional relationships , Teachers -- Training of
- Description: To ensure the professionalism of the teaching force, it is vital that the growing gap between the knowledge educators acquired during their years of training and emerging knowledge about teaching and education during their teaching careers be closed. The continuous professional development (CPD) of educators is a much-debated issue, the general consensus being that it is imperative that educators themselves become directly involved in their own CPD. School leadership should therefore establish what educators find meaningful and invest in CPD programmes that respond to their needs. Educator development is considered as productive when the educators are involved in planning, decision-making, implementation and evaluation around the CPD programmes offered to them. As an office-based educator responsible for educator development and training, educators‟ perceived lack of interest in their own CPD prompted me to investigate how their professional confidence could be boosted through improved involvement in their own CPD. The research question that underpinned this study was: What are the perceptions of educators in the Uitenhage area of their involvements in their own CPD and how to find a strategy to enhance their professional confidence through such involvement? This study adopted the interpretive research paradigm, as the aim was to understand how educators understood their involvement in their own CPD. The qualitative research methods employed, allowed me to share the experiences of my participants. The research sample consisted of Integrated Quality Management Systems (IQMS) coordinators, as members of the school development team (SDT) responsible for educator development, from twelve primary schools in the Uitenhage District. In Phase 1 of the study, data were collected through questionnaires as well as individual and group interviews. Phase 2 consisted of a workshop for the participants, focusing on the key issues identified from the completed questionnaires and interviews. From the data analysis, five themes emerged, namely the contribution by the school, school management team (SMT), Department of Education (DoE) in the educators‟ CPD; the role of the individual educator in his/her own CPD; the factors influencing the effective implementation of educators‟ CPD; the skills and competencies that educators need to acquire through CPD; and the role of the IQMS process in the CPD of educators. Based on the research findings, a strategy was designed to guide educators to increase their professional confidence through improved involvement in their own CPD. Specific recommendations were formulated, such as that adequate time should be allocated for the CPD of educators; school leadership should make a concerted effort to motivate educators to become involved in CPD programmes; and educators should be encouraged to learn collaboratively through their involvement in communities of learning. The conclusions from this research are that educators should be life-long learners, actively involved in their own CPD and that schools, SMTs and the DoE should assist them by providing the necessary support, resources and guidance through enabling conditions conducive to a culture of learning.
- Full Text:
- Date Issued: 2012
- Authors: Oosthuizen, Lizette Clarise
- Date: 2012
- Subjects: Teacher educators -- Professional relationships , Teachers -- Training of
- Language: English
- Type: Thesis , Doctoral , DEd
- Identifier: vital:9559 , http://hdl.handle.net/10948/d1012145 , Teacher educators -- Professional relationships , Teachers -- Training of
- Description: To ensure the professionalism of the teaching force, it is vital that the growing gap between the knowledge educators acquired during their years of training and emerging knowledge about teaching and education during their teaching careers be closed. The continuous professional development (CPD) of educators is a much-debated issue, the general consensus being that it is imperative that educators themselves become directly involved in their own CPD. School leadership should therefore establish what educators find meaningful and invest in CPD programmes that respond to their needs. Educator development is considered as productive when the educators are involved in planning, decision-making, implementation and evaluation around the CPD programmes offered to them. As an office-based educator responsible for educator development and training, educators‟ perceived lack of interest in their own CPD prompted me to investigate how their professional confidence could be boosted through improved involvement in their own CPD. The research question that underpinned this study was: What are the perceptions of educators in the Uitenhage area of their involvements in their own CPD and how to find a strategy to enhance their professional confidence through such involvement? This study adopted the interpretive research paradigm, as the aim was to understand how educators understood their involvement in their own CPD. The qualitative research methods employed, allowed me to share the experiences of my participants. The research sample consisted of Integrated Quality Management Systems (IQMS) coordinators, as members of the school development team (SDT) responsible for educator development, from twelve primary schools in the Uitenhage District. In Phase 1 of the study, data were collected through questionnaires as well as individual and group interviews. Phase 2 consisted of a workshop for the participants, focusing on the key issues identified from the completed questionnaires and interviews. From the data analysis, five themes emerged, namely the contribution by the school, school management team (SMT), Department of Education (DoE) in the educators‟ CPD; the role of the individual educator in his/her own CPD; the factors influencing the effective implementation of educators‟ CPD; the skills and competencies that educators need to acquire through CPD; and the role of the IQMS process in the CPD of educators. Based on the research findings, a strategy was designed to guide educators to increase their professional confidence through improved involvement in their own CPD. Specific recommendations were formulated, such as that adequate time should be allocated for the CPD of educators; school leadership should make a concerted effort to motivate educators to become involved in CPD programmes; and educators should be encouraged to learn collaboratively through their involvement in communities of learning. The conclusions from this research are that educators should be life-long learners, actively involved in their own CPD and that schools, SMTs and the DoE should assist them by providing the necessary support, resources and guidance through enabling conditions conducive to a culture of learning.
- Full Text:
- Date Issued: 2012
Designing an evaluation instrument for South African intermediate phase school textbooks
- Authors: Vosloo, Barend Jacobus
- Date: 2004
- Subjects: Textbooks -- South Africa -- Evaluation , Curriculum change -- South Africa -- Evaluation
- Language: English
- Type: Thesis , Doctoral , DEd
- Identifier: vital:11014 , http://hdl.handle.net/10948/324 , Textbooks -- South Africa -- Evaluation , Curriculum change -- South Africa -- Evaluation
- Description: No coherent theory about the practice of South African intermediate phase school textbook evaluation has been forthcoming since the advent of a new South African school curriculum in 1998. This deficiency has had an adverse effect on the quality of intermediate phase school textbooks, as well as on the capacity to assess their value. This research project, therefore, had two aims. The first was to articulate a theory about the practice of textbook evaluation. The second was to develop a procedure for evaluating South African intermediate phase school textbooks in terms of the theory. The research method was underpinned by the interpretive research paradigm in terms of which relevant data were analysed and interpreted. The data emanated from a literature review, an analysis of the national Department of Education’s Revised National Curriculum Statement and its draft policy for the evaluation of learning support material, and two surveys. The first survey comprised a sample of intermediate phase teachers and the second a sample of intermediate phase textbook authors. Sufficient evidence was found to conclude that the capabilities of the authoring team, the authors’ rationale and their observance of the process of learning and instruction, the accessibility of the textbook, the availability of teacher support, meeting the requirements of the Revised National Curriculum Statement, and certain key notions about textbook evaluation play a role in articulating a theory about textbook evaluation in order to guide the process of determining the effectiveness of South African intermediate phase school textbooks. Based on the above-mentioned theory, this study proposes a procedure to assist teachers and textbook evaluators to assess the worth of South African intermediate phase school textbooks in a brief, systematic, thorough, rigorous, and practical manner.
- Full Text:
- Date Issued: 2004
- Authors: Vosloo, Barend Jacobus
- Date: 2004
- Subjects: Textbooks -- South Africa -- Evaluation , Curriculum change -- South Africa -- Evaluation
- Language: English
- Type: Thesis , Doctoral , DEd
- Identifier: vital:11014 , http://hdl.handle.net/10948/324 , Textbooks -- South Africa -- Evaluation , Curriculum change -- South Africa -- Evaluation
- Description: No coherent theory about the practice of South African intermediate phase school textbook evaluation has been forthcoming since the advent of a new South African school curriculum in 1998. This deficiency has had an adverse effect on the quality of intermediate phase school textbooks, as well as on the capacity to assess their value. This research project, therefore, had two aims. The first was to articulate a theory about the practice of textbook evaluation. The second was to develop a procedure for evaluating South African intermediate phase school textbooks in terms of the theory. The research method was underpinned by the interpretive research paradigm in terms of which relevant data were analysed and interpreted. The data emanated from a literature review, an analysis of the national Department of Education’s Revised National Curriculum Statement and its draft policy for the evaluation of learning support material, and two surveys. The first survey comprised a sample of intermediate phase teachers and the second a sample of intermediate phase textbook authors. Sufficient evidence was found to conclude that the capabilities of the authoring team, the authors’ rationale and their observance of the process of learning and instruction, the accessibility of the textbook, the availability of teacher support, meeting the requirements of the Revised National Curriculum Statement, and certain key notions about textbook evaluation play a role in articulating a theory about textbook evaluation in order to guide the process of determining the effectiveness of South African intermediate phase school textbooks. Based on the above-mentioned theory, this study proposes a procedure to assist teachers and textbook evaluators to assess the worth of South African intermediate phase school textbooks in a brief, systematic, thorough, rigorous, and practical manner.
- Full Text:
- Date Issued: 2004
Determinants of cloud computing: adoption and application by high school learners
- Authors: Nyembezi, Nceba
- Date: 2014
- Subjects: Cloud computing -- Study and teaching -- South Africa -- Eastern Cape , High schools -- Computer networks -- South Africa -- Eastern Cape , High school students -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Doctoral , PhD (Education)
- Identifier: http://hdl.handle.net/10353/1339 , vital:26547 , Cloud computing -- Study and teaching -- South Africa -- Eastern Cape , High schools -- Computer networks -- South Africa -- Eastern Cape , High school students -- South Africa -- Eastern Cape
- Description: The current study investigated the determinants of Internet services’ adoption and use among high school learners in the East London Education District, in the Eastern Cape. Underpinned by the Unified Theory of Acceptance and Use of Technology, the research questions included: (1) What is the effect of performance expectancy on the learner’s intention to adopt and use Internet services? (2) What degree of variation exists for effort expectancy on the learner’s intention to adopt and use Internet services? (3) How much of the determinants explain the usage of Internet services? (4) Which is (are) the best predictor(s) of Internet service usage given a set of determinants? (5) What is the effect of confounding variables (if any) on Internet services’ adoption and usage? (6) Which model can be designed based on the best predictor(s) of Internet services’ adoption and usage for secondary school learners? A quantitative approach based on the positivist paradigm was used to quantify the relationships among various factors that contribute to Internet services’ adoption and use. The research design used was a survey. Data were collected through structured questionnaires. Out of 286 questionnaires issued, the response rate was 40.6%. The study sample size was 116 high school learners using simple random sampling. The data was analysed using the multiple regression analysis technique, and Pearson correlations. Out of the four determinants from the UTAUT, performance expectancy was the strongest predictor of intention to adopt Internet services. Large positive correlations ranging from r = 0.638 up to r = 0.989 were found among performance expectancy and effort expectancy variables towards the intention to use Internet services, significant at p < 0.05. To enhance the efficiency of the UTAUT model, this study has designed the Adoption and Application of Technology for Learning (AATL) model, which added the price of Internet, persistent use of Internet, and perceptions about Internet use.
- Full Text:
- Date Issued: 2014
- Authors: Nyembezi, Nceba
- Date: 2014
- Subjects: Cloud computing -- Study and teaching -- South Africa -- Eastern Cape , High schools -- Computer networks -- South Africa -- Eastern Cape , High school students -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Doctoral , PhD (Education)
- Identifier: http://hdl.handle.net/10353/1339 , vital:26547 , Cloud computing -- Study and teaching -- South Africa -- Eastern Cape , High schools -- Computer networks -- South Africa -- Eastern Cape , High school students -- South Africa -- Eastern Cape
- Description: The current study investigated the determinants of Internet services’ adoption and use among high school learners in the East London Education District, in the Eastern Cape. Underpinned by the Unified Theory of Acceptance and Use of Technology, the research questions included: (1) What is the effect of performance expectancy on the learner’s intention to adopt and use Internet services? (2) What degree of variation exists for effort expectancy on the learner’s intention to adopt and use Internet services? (3) How much of the determinants explain the usage of Internet services? (4) Which is (are) the best predictor(s) of Internet service usage given a set of determinants? (5) What is the effect of confounding variables (if any) on Internet services’ adoption and usage? (6) Which model can be designed based on the best predictor(s) of Internet services’ adoption and usage for secondary school learners? A quantitative approach based on the positivist paradigm was used to quantify the relationships among various factors that contribute to Internet services’ adoption and use. The research design used was a survey. Data were collected through structured questionnaires. Out of 286 questionnaires issued, the response rate was 40.6%. The study sample size was 116 high school learners using simple random sampling. The data was analysed using the multiple regression analysis technique, and Pearson correlations. Out of the four determinants from the UTAUT, performance expectancy was the strongest predictor of intention to adopt Internet services. Large positive correlations ranging from r = 0.638 up to r = 0.989 were found among performance expectancy and effort expectancy variables towards the intention to use Internet services, significant at p < 0.05. To enhance the efficiency of the UTAUT model, this study has designed the Adoption and Application of Technology for Learning (AATL) model, which added the price of Internet, persistent use of Internet, and perceptions about Internet use.
- Full Text:
- Date Issued: 2014
Determinants of grade 9 learners' intention to select science/applied sciences as curriculum stream for grade 10: an exploratory study of selected secondary schools in Amathole district
- Authors: Komle, Lindumzi Johnson
- Date: 2009
- Subjects: Curriculum planning -- South Africa -- Eastern Cape , Science -- Study and teaching -- South Africa -- Eastern Cape , Technology -- Study and teaching -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16157 , http://hdl.handle.net/10353/223 , Curriculum planning -- South Africa -- Eastern Cape , Science -- Study and teaching -- South Africa -- Eastern Cape , Technology -- Study and teaching -- South Africa -- Eastern Cape
- Description: In schools in the Amathole District and throughout the rest of South Africa efforts are being made to encourage learners to pursue the Science and Applied Science curriculum stream in Grades 10 to 12. The aim of this study was both to determine and to explore those factors which, according to grade 9 learners, would either attract them to or deter them from following the Science and Applied Science curriculum stream from Grade 10 onwards. The study also sought to ascertain the views of teachers regarding the issues raised by the learners. A sample comprising 346 learners and 3 teachers were involved in the study. Using both quantitative and qualitative methods within the context of a post-positivist paradigm and utilising questionnaires and interviews, the study found that, consistent with existing research, there are both intrinsic and extrinsic related factors which play a role in the intention of learners to consider pursuing the Science and Applied Science curriculum stream. The intrinsic factors include learners‟ enjoyment of practical work and love for the Science and Applied Science. Extrinsic factors include perception that jobs in the field of Science and Applied Science compensate well. However, it was the intrinsic factors that pushed the learners to have the intention to follow the Science and Applied Science curriculum stream. Sociological, economic and personal dynamics seem to account for these patterns in the results. By contrast, two key sets of factors deterred the learners from the Science and Applied Science curriculum stream. One relates to factors in their internal loci of control, and the other to factors in learners‟ external loci of control. The internal locus of control factors had a greater influence, which suggests, according to attribution theorists, that the learners were inclined to look within themselves for the reasons that deterred them from the Science and Applied Science curriculum stream. In addition, a cluster analysis was conducted to ascertain whether the demographic profiles of the learners played a role in respect of their intention to pursue the Science and Applied Science curriculum stream. This cluster analysis revealed that, in terms of gender, males were more inclined than females to follow the Science and Applied Science stream. However, it was also significant that peer influence played an important role in attracting males to the Science and Applied Science curriculum stream, whereas it was career interest factors that attracted the females. In terms of ethnic groups, Indians and blacks were more inclined than coloureds and whites to follow the Science and Applied Science stream with whites being the least attracted to this stream. Career choice dynamics provide some explanations for these outcomes. The key contribution of this study lies in the fact that the study has shown that practical work as a teaching strategy may result in greater learner participation in the Science and Applied Science curriculum stream. The study recommends that, in order to promote greater participation in the Science and Applied Science curriculum stream in schools, strategies related to teaching in terms of which both genders are taken into consideration should be implemented. Other recommendations were also made. Nevertheless, it must be borne in mind that the study is a case study and that it is, therefore, not possible to generalise the findings.
- Full Text:
- Date Issued: 2009
- Authors: Komle, Lindumzi Johnson
- Date: 2009
- Subjects: Curriculum planning -- South Africa -- Eastern Cape , Science -- Study and teaching -- South Africa -- Eastern Cape , Technology -- Study and teaching -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16157 , http://hdl.handle.net/10353/223 , Curriculum planning -- South Africa -- Eastern Cape , Science -- Study and teaching -- South Africa -- Eastern Cape , Technology -- Study and teaching -- South Africa -- Eastern Cape
- Description: In schools in the Amathole District and throughout the rest of South Africa efforts are being made to encourage learners to pursue the Science and Applied Science curriculum stream in Grades 10 to 12. The aim of this study was both to determine and to explore those factors which, according to grade 9 learners, would either attract them to or deter them from following the Science and Applied Science curriculum stream from Grade 10 onwards. The study also sought to ascertain the views of teachers regarding the issues raised by the learners. A sample comprising 346 learners and 3 teachers were involved in the study. Using both quantitative and qualitative methods within the context of a post-positivist paradigm and utilising questionnaires and interviews, the study found that, consistent with existing research, there are both intrinsic and extrinsic related factors which play a role in the intention of learners to consider pursuing the Science and Applied Science curriculum stream. The intrinsic factors include learners‟ enjoyment of practical work and love for the Science and Applied Science. Extrinsic factors include perception that jobs in the field of Science and Applied Science compensate well. However, it was the intrinsic factors that pushed the learners to have the intention to follow the Science and Applied Science curriculum stream. Sociological, economic and personal dynamics seem to account for these patterns in the results. By contrast, two key sets of factors deterred the learners from the Science and Applied Science curriculum stream. One relates to factors in their internal loci of control, and the other to factors in learners‟ external loci of control. The internal locus of control factors had a greater influence, which suggests, according to attribution theorists, that the learners were inclined to look within themselves for the reasons that deterred them from the Science and Applied Science curriculum stream. In addition, a cluster analysis was conducted to ascertain whether the demographic profiles of the learners played a role in respect of their intention to pursue the Science and Applied Science curriculum stream. This cluster analysis revealed that, in terms of gender, males were more inclined than females to follow the Science and Applied Science stream. However, it was also significant that peer influence played an important role in attracting males to the Science and Applied Science curriculum stream, whereas it was career interest factors that attracted the females. In terms of ethnic groups, Indians and blacks were more inclined than coloureds and whites to follow the Science and Applied Science stream with whites being the least attracted to this stream. Career choice dynamics provide some explanations for these outcomes. The key contribution of this study lies in the fact that the study has shown that practical work as a teaching strategy may result in greater learner participation in the Science and Applied Science curriculum stream. The study recommends that, in order to promote greater participation in the Science and Applied Science curriculum stream in schools, strategies related to teaching in terms of which both genders are taken into consideration should be implemented. Other recommendations were also made. Nevertheless, it must be borne in mind that the study is a case study and that it is, therefore, not possible to generalise the findings.
- Full Text:
- Date Issued: 2009
Developing metacognition through the use of Technology in self-organised learning environments in grade 11 Physical Sciences
- Authors: Tsamago, Hodi Elias
- Date: 2022-06
- Subjects: Metacognition , Technology
- Language: English
- Type: Doctoral's theses , Thesis
- Identifier: http://hdl.handle.net/10948/59910 , vital:62687
- Description: The study was carried out to investigate the effect of the use of technology in self-organised learning environments (SOLEs) (in Physical Sciences classrooms) on learners’ metacognitive skills. The study contributes by identifying a technology-enhanced pedagogy that can effectively equip learners with metacognitive skills, which many studies have reported as having an effect on Physical Sciences learners’ conceptual understanding. The study followed an experimental (control group quasi-experimental) methods design, in which both qualitative and quantitative data were collected and analysed. A multistep stratified sampling method (which caters for both quantitative and qualitative facets) was employed to choose four schools (two rural and two urban) to participate in the study. These schools were randomly chosen from the population of all schools offering Physical Sciences in Grade 11 in the Capricorn District of Limpopo Province, South Africa were assigned to urban experimental group and rural experimental group (UEG and REG) and urban control group and rural control group (UCG and RCG) using geographical demographics. The participants were selected using both simple random sampling (for quantitative methods) and purposive sampling (for qualitative methods). The experimental groups were taught by the researcher using self-organised learning environments (SOLEs) pedagogy, while control groups were taught (also by the researcher of the study) using a traditional chalk-and-talk approach. A Physical Sciences concepts pre-/post-test and the Metacognitive Self-Assessment Scale (MSAS) questionnaire were used to glean the quantitative data, while focus group interviews (FGIs) were used to obtain the qualitative data. The analysis of the quantitative data employed both descriptive (mean, standard deviation and graphs) and inferential (both parametric t-test and non-parametric Kruskal-Wallis and Wilcoxon signed-rank tests) statistics computed using the SPSS package version 22, while qualitative data were analysed thematically using coding techniques (applied on a sentence-by-sentence basis) after the transcription of the recorded FGIs. The study found that SOLEs pedagogy improves learners’ metacognitive skills, leading to better Physical Sciences conceptual understanding. In addition, the results indicate that all v aspects of metacognitive skills improved in experimental groups; however, certain aspects exhibited outstanding improvement such as “Respect shown to myself”; “Respect shown to others”; “Respect shown for empathy towards others” and “Respect shown towards problem solving”. Furthermore, the results of the FGIs revealed that a plausible explanation for the ability of SOLEs pedagogy to enhance metacognitive skills lies in its effortlessness to enable learners to link their classroom experiences to real-life experiences; simulate practical work; adapt to collaborative learning; use multiple channels for receiving information; and reducing learners’ reliance on the teacher. Hence, this study recommends the implementation of SOLEs pedagogy in the Physical Sciences classroom to improve learners’ metacognitive skills and conceptual understanding. However, the study had limitations, some of which included the sample size (which has an effect on the degree of generalisability of the research findings) and the period during which SOLEs pedagogy was implemented which might not have been long enough to exhaust its effect on metacognitive skills. Accordingly, further studies employing a longitudinal study design with a sample size bigger than 350 participants would be useful in understanding the effects of SOLEs pedagogy on metacognitive skills and improving the generalisability of research findings. , Thesis (PHD) -- Faculty of Education, 2022
- Full Text:
- Date Issued: 2022-06
- Authors: Tsamago, Hodi Elias
- Date: 2022-06
- Subjects: Metacognition , Technology
- Language: English
- Type: Doctoral's theses , Thesis
- Identifier: http://hdl.handle.net/10948/59910 , vital:62687
- Description: The study was carried out to investigate the effect of the use of technology in self-organised learning environments (SOLEs) (in Physical Sciences classrooms) on learners’ metacognitive skills. The study contributes by identifying a technology-enhanced pedagogy that can effectively equip learners with metacognitive skills, which many studies have reported as having an effect on Physical Sciences learners’ conceptual understanding. The study followed an experimental (control group quasi-experimental) methods design, in which both qualitative and quantitative data were collected and analysed. A multistep stratified sampling method (which caters for both quantitative and qualitative facets) was employed to choose four schools (two rural and two urban) to participate in the study. These schools were randomly chosen from the population of all schools offering Physical Sciences in Grade 11 in the Capricorn District of Limpopo Province, South Africa were assigned to urban experimental group and rural experimental group (UEG and REG) and urban control group and rural control group (UCG and RCG) using geographical demographics. The participants were selected using both simple random sampling (for quantitative methods) and purposive sampling (for qualitative methods). The experimental groups were taught by the researcher using self-organised learning environments (SOLEs) pedagogy, while control groups were taught (also by the researcher of the study) using a traditional chalk-and-talk approach. A Physical Sciences concepts pre-/post-test and the Metacognitive Self-Assessment Scale (MSAS) questionnaire were used to glean the quantitative data, while focus group interviews (FGIs) were used to obtain the qualitative data. The analysis of the quantitative data employed both descriptive (mean, standard deviation and graphs) and inferential (both parametric t-test and non-parametric Kruskal-Wallis and Wilcoxon signed-rank tests) statistics computed using the SPSS package version 22, while qualitative data were analysed thematically using coding techniques (applied on a sentence-by-sentence basis) after the transcription of the recorded FGIs. The study found that SOLEs pedagogy improves learners’ metacognitive skills, leading to better Physical Sciences conceptual understanding. In addition, the results indicate that all v aspects of metacognitive skills improved in experimental groups; however, certain aspects exhibited outstanding improvement such as “Respect shown to myself”; “Respect shown to others”; “Respect shown for empathy towards others” and “Respect shown towards problem solving”. Furthermore, the results of the FGIs revealed that a plausible explanation for the ability of SOLEs pedagogy to enhance metacognitive skills lies in its effortlessness to enable learners to link their classroom experiences to real-life experiences; simulate practical work; adapt to collaborative learning; use multiple channels for receiving information; and reducing learners’ reliance on the teacher. Hence, this study recommends the implementation of SOLEs pedagogy in the Physical Sciences classroom to improve learners’ metacognitive skills and conceptual understanding. However, the study had limitations, some of which included the sample size (which has an effect on the degree of generalisability of the research findings) and the period during which SOLEs pedagogy was implemented which might not have been long enough to exhaust its effect on metacognitive skills. Accordingly, further studies employing a longitudinal study design with a sample size bigger than 350 participants would be useful in understanding the effects of SOLEs pedagogy on metacognitive skills and improving the generalisability of research findings. , Thesis (PHD) -- Faculty of Education, 2022
- Full Text:
- Date Issued: 2022-06
Developing Teaching & Learning Programmes: EDT 312
- Authors: Kganedi, R A , Sao, Y
- Date: 2011-07
- Subjects: Education
- Language: English
- Type: Examination paper
- Identifier: vital:17307 , http://hdl.handle.net/10353/d1010152
- Description: Supplementary examination on Developing Teaching & Learning Programmes: EDT 312, July 2011.
- Full Text: false
- Date Issued: 2011-07
- Authors: Kganedi, R A , Sao, Y
- Date: 2011-07
- Subjects: Education
- Language: English
- Type: Examination paper
- Identifier: vital:17307 , http://hdl.handle.net/10353/d1010152
- Description: Supplementary examination on Developing Teaching & Learning Programmes: EDT 312, July 2011.
- Full Text: false
- Date Issued: 2011-07