An investigation of the implementation of the thematic approach in Namibian lower primary classrooms: a case study
- Authors: Amukushu-Niipare, Alina
- Date: 2008
- Subjects: Education, Elementary -- Namibia -- Case studies Teaching -- Namibia -- Case studies Education -- Namibia -- Case studies Educational change -- Namibia -- Case studies School integration -- Namibia -- Case studies Curriculum planning -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1651 , http://hdl.handle.net/10962/d1003534
- Description: This study focuses on the implementation of a thematic approach in the Namibian Lower Primary Phase of schooling. The purpose of the study is to investigate teachers’ perceptions and understanding of the thematic approach and also to explore how teachers plan and implement a thematic approach in their classrooms. It is argued that a thematic approach allows for a combination of subjects that integrate content across the curriculum in such a way that learners can see the relations among concepts and so build up their knowledge in a more meaningful way. The work was done in a qualitative paradigm using a case study approach. Findings reveal that the majority of teachers have a shallow conceptual understanding of the principles of a thematic approach and this causes difficulties in their practice. The investigation concludes that in order for teachers to deepen their conceptual understanding of the thematic approach, follow-up workshops are necessary to help them develop appropriate strategies for their classrooms.
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- Date Issued: 2008
Towards a broader socio-ecological education : a case study of school based curricular reform
- Authors: Cimma, Gary Martin
- Date: 2002
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:20973 , http://hdl.handle.net/10962/5763
- Description: This work documents and analyses an action research project that the researcher undertook in conjunction with colleagues at an independent Catholic high school in Johannesburg. The main objective was to try to expand the existing curriculum in operation at the time of starting the research to one, which was more socio-ecologically sensitive. One of the key references during the action research was the recently drafted ‘Vision Statement’ document, which detailed the educational ideals of the school. Some of the key findings that emerged as the research proceeded, were that the levels of socio-ecological sensitivity displayed by the learners were influenced by the backgrounds from which they came, and that these background environments were often not comfortable with the changes taking place in the educational and greater South African environments. The Participatory Action Research mode of research which was used proved to be problematic in that only a handful of the educators actually got involved in participating in the project. The failure of many of educators to get involved was, in the opinion of the researcher, due to their lack of understanding how important the development of social and ecological sensitivity are to the necessary change capacity required in present day South African society. The need to be involved in the ongoing development of curriculum as required by Curriculum 2005 as a form of Outcomes Based Education was also problematic as some educators were not familiar with their role in this regard. The limited time-span of the research was also a limiting factor as the development of a socio-ecologically sensitive curriculum required changes in some fundamental attitudes and approaches to education and the environment.
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- Date Issued: 2002
Restricted teacher leadership : a case study in a township high school in Port Elizabeth
- Authors: Fani, Pamela Pumla
- Date: 2016
- Subjects: Educational leadership , School management and organization -- South Africa -- Port Elizabeth -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2059 , http://hdl.handle.net/10962/d1019882
- Description: The South African education system prior to 1994 was characterised by hierarchical management structures with top-down communication systems. After 1994, there was a policy call to shift leadership and management practices to more democratic ways of working. These policies required the principals to share their power with teachers, replacing the leader-follower system of leadership. The post-apartheid era in the South African education system marked a turning point where, in policy discourse at least, teachers were seen as leaders, opening the doors for teacher leadership. The aim of this study was to explore the enactment of teacher leadership in a township secondary school in the province of the Eastern Cape. It also sought to investigate the factors that enhanced or hindered this leadership enactment as teachers operated as leaders in their natural setting. Under the umbrella of distributed leadership as a theoretical framework, the research study was located within the interpretive paradigm and a qualitative case study was adopted. Three teacher leaders at the case study school were my primary participants. Data collection methods included interviews, questionnaires, observations, self-reflective journaling and telephonic conservations. I used Grant’s Model of teacher leadership as my analytical tool. My findings indicated that teacher leadership was enacted in all the zones of teacher leadership but to varying degrees. My teacher leaders enacted leadership in Zone 1 where they showed strong leadership in the classroom. They also enacted leadership in Zone 2 and 4 where they showed leadership in working with other teachers and learners outside the classroom in curricular and extra-curricular activities as well as in other neighbouring schools. However, in Zone 3 the School Management Team (SMT) controlled most of the leadership and management activities. Teacher leaders were not included in decision-making in this zone as the SMT thought that it was their sole duty. Teacher leadership in this school was thus characterised as ‘restricted’ following the characterisations of teacher leadership by Harris & Muijs (2007). Using Gunter’s (2005) categories of distributed leadership, I categorised the case study school as an example of authorised distributed leadership.
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- Date Issued: 2016
Critical reflective teaching practice in three mathematics teachers
- Authors: Luwango, Luiya
- Date: 2009
- Subjects: Education (Secondary) -- Namibia Mathematics teachers -- Training of - -Namibia Mathematics -- Study and teaching (Secondary) -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1485 , http://hdl.handle.net/10962/d1003366
- Description: This qualitative study reports on critical reflective teaching by three mathematics teachers and how it shapes their classroom practice. The study was carried out in three secondary schools in Rundu in northern Namibia. The study employed a case study method. The selection of teachers was based on their rich practical professional knowledge and exemplary teaching practices. Data collection and analysis was done through an interpretive approach. Interviews and document analyses were the two research tools used, not only for the collection of data but for triangulation also. Interpretations of the findings were validated through member checking. Critical reflective teaching involves thought and action, and it raises teachers’ consciousness of what they do. Through critical reflective practice, teachers scrutinize their beliefs and knowledge of the subject and their practice. Furthermore critical reflective practice may get teachers into a disposition to find alternatives to improve their teaching. In this study, the findings are that participants reflect extensively on their classroom practice. The teachers pointed out that reflection on practice enables them to analyse and evaluate their teaching in line with effective mathematics teaching. They emphasised that critical reflection leads to the identification of weaknesses in teachers’ classroom practice. This culminates in better planning whereby alternative approaches to teaching are exercised. Because of its potential to improve teaching and enhance professional development it is therefore recommended that mathematics teachers be exposed to skills that enhance critical reflective teaching practice. Teachers need to familiarise themselves with the concept of critical reflective teaching in mathematics to meet the demands of superior quality teaching.
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- Date Issued: 2009
The role of the guidance teacher in preparing young people for personal and social life in Gazankulu
- Authors: Machimana, Albert
- Date: 1986
- Subjects: Counselling , Guidance , Life skills , Secondary education , Self concept , Gazankulu
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1381 , http://hdl.handle.net/10962/d1001447
- Description: In the modernising South African society, young people are faced with personal and social problems which make it very difficult for them to adjust positively to life in general. In the end they are frustrated in many situations in life because of their inability to cope with these problems. One of the major problems that the Blacks in South Africa are faced with is that of a poor self-concept. This is a major problem because any adjustment and behaviour in life is, to a large extent, influenced by the self-concept of the individual. This thesis aims at focusing attention on those social issues which play a major role in the development of the self-concept and the lives in general, of Black people in Gazankulu. It is also concerned with the role of the guidance teacher in preparing young people for a more satisfying life (Introduction, p. 1)
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- Date Issued: 1986
Stakeholders' perceptions of parents' involvement in the governance of a Namibian rural school
- Authors: Niitembu, Martha M
- Date: 2007
- Subjects: School management and organization -- Namibia Education -- Parent participation -- Namibia Education and state -- Namibia Rural schools -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1770 , http://hdl.handle.net/10962/d1003655
- Description: The issue of decentralisation has been one of the top priorities of the Namibian education system since independence in 1990. One of the decentralisation aims was to enhance parental involvement in education by establishing School Boards. However, School Boards and the role of parents in school management have been considered ineffective for several years which led to the promulgation of Education Act 16 of 2001 in which the roles of School Boards are strengthened and clarified. This study sought to investigate School Board members’ perceptions, understanding and experiences of parents’ involvement in school governance more specifically after the implementation of the Education Act of 2001 in 2003. This study is an interpretive case study of one combined rural school in the Ohangwena educational region of Namibia. This research employed three data collection techniques, namely semi-structured interviews, observation and document analysis. The main findings of this study reveal that there is a lack of joint understanding and shared vision between educators and parents in the School Board. This problem underpins other more symptomatic problems, such as lack of accountability in the matter of school finances, differences in understanding the roles of School Board members and lack of parents’ motivation from the school management. The study further reveals the ineffectiveness and insufficiency of the training provided in the past. It highlights some of the challenges that hinder the effective involvement of parents in rural school governance, such as poor educational background among parents, poor knowledge of the English language and poor understanding of educational issues. However the findings also acknowledge parents’ participation and their full involvement in decision-making. The findings show that the new School Board elected in terms of the Education Act of 2001 has been more effective than previous School Boards and has reached a number of achievements such as being instrumental in solving disciplinary problems, purchasing school assets and renovating classrooms. Recommendations for practice and for further research are made.
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- Date Issued: 2007