A value-based approach to promoting excellence in mathematics education
- Authors: Austin, Pamela Winifred
- Date: 2010
- Subjects: Mathematics -- Study and teaching -- South Africa , Inquiry-based learning -- South Africa , Active learning -- South Africa , Effective teaching -- South Africa , Self-efficacy
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: vital:9482 , http://hdl.handle.net/10948/1656 , Mathematics -- Study and teaching -- South Africa , Inquiry-based learning -- South Africa , Active learning -- South Africa , Effective teaching -- South Africa , Self-efficacy
- Description: This research study has emerged as a result of my concern regarding the apparent low self-efficacy amongst initial teacher education students in my mathematics education classes. It also reflects a reported renewed interest in values, and the promotion of excellence in education. The effects of a values-based approach to mathematics education towards improving students’ self-efficacy and promoting excellence have been investigated, grounded within my ontology of excellence in mathematics education, which incorporates the values of respect, fairness, accountability, honesty and compassion. An inquiry-based teaching and learning approach formed the framework within which the study took place. Notions of ‘new scholarship’, premised on the view that teaching is about engagement in participatory learning, and the development of communities of creative students, provided the theoretical framework. Both quantitative and qualitative data gathering methods were used. Data-collection tools included affective-disposition statements, interviews, journal entries, as well as a video recording of a mathematics education lesson. The quantitative and qualitative data generated suggest improved levels of self-efficacy amongst the students who participated in the study. The data also suggest that a valuesbased approach to teaching can be used as an effective approach by mathematics teachers – and mathematics teacher educators – for the purpose of promoting the pursuit of excellence. As teacher education worldwide is currently characterised by a lack of vitality in teacher preparation (Grossman, 2008), the findings of this study should provide insights for teacher educators, teachers and policy makers who wish to promote mathematics self-efficacy, excellence and facilitate enhanced vitality within the teaching profession.
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- Date Issued: 2010
The influence of emotional intelligence on change management strategies in establishing self-managing schools : a multi-site case study
- Authors: Pather, S. S
- Date: 2010
- Subjects: Emotional intelligence -- South Africa , Self-directed work teams -- South Africa , Schools -- Decentralization -- South Africa , Change -- Management
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: vital:9554 , http://hdl.handle.net/10948/1154 , Emotional intelligence -- South Africa , Self-directed work teams -- South Africa , Schools -- Decentralization -- South Africa , Change -- Management
- Description: In South Africa, the trend has been towards the decentralising of authority and giving greater powers to schools. This implies the active involvement of the school governing body members, the school management team members and the Level One educators in the day-to-day functioning of the school. Whilst some schools have welcomed this change and seen this devolution of power as an added advantage contributing to the efficacy of schools, some schools have struggled, while others have failed dismally to cope with this added responsibility of managing their own resources. The researcher, being an educator involved in this transition, has been intrigued by the success of some self-managing schools and the failure of others. The following words of Oliver Wendell Holmes have inspired the investigator to conduct this research to ascertain the reasons for the success of certain schools and the failure of others: “What lies behind us and what lies before us are tiny matters compared to what lies within us.” Since the performance of schools is normally ranked according to their matriculation pass rates, this research focused on six self-managing schools in the Port Elizabeth District. These schools were selected on the basis of their matriculation performances in 2008. Two of the schools had achieved an above 85 percent matriculation pass rate (Category A); two obtained a 50 percent pass rate (Category B); while the other two schools obtained matriculation pass rates of between 25 percent and 30 percent (Category C). Although the research relied strongly on a qualitative method of inquiry, because of the nature of the data and the need to obtain a better understanding of the feelings, attitude and perceptions of those in management positions, governing body positions and members of the personnel, multiple instruments for data collection such as a literature review and the study of school documents and questionnaires, were used. This inclusion of these multiple instruments for obtaining information, which is also called triangulation, contributed to the reliability and validity of the empirical investigation. Although the data was presented in the form of tables and graphs, vi which alludes to a quantitative approach, a narrative interpretation of the findings, which is associated with a qualitative method of inquiry, was also presented. An analysis of the findings revealed that there was a great amount of involvement of the principals, school management team members and Level One educators in Category A schools, which had a matriculation pass rate of above 85%, in the following change management strategies: the establishment of a vision, planning and organising, teamwork, training and development, communication, praise and incentives, and evaluation and feedback. There was also a great contribution by the school governing body members. However, the study revealed that Category B and Category C schools did not effectively use communication, praise and incentives and evaluation and feedback as change management strategies. It was evident from the empirical investigation that in Category B and C schools, the school governing body members were less, or not involved in the usage of the change management strategies applied. According to the results based on the six-facet model of Emotional Intelligence, Category A schools obtained 80% and above in the competencies relating to the self and social domain. Category B schools fluctuated between 50 percent and 80 percent in both dimensions, while Category C schools fluctuated between 30 percent and 80 percent. The findings suggest that there should be greater involvement of all stakeholders, especially the school governing body members, in the establishment of a vision, planning and organising, communication, teamwork, training and development, praise and incentives and the provision of feedback and evaluation for self-managing schools to become effective and improve their performances. Professional development, especially in the areas pertaining to Emotional Intelligence competencies such as personal and interpersonal skills, should be prioritised. This thesis proposes that, on the basis of the investigation carried out at the six participating schools on the influence of Emotional Intelligence on the change management strategies adopted in self-managing schools, schools use strategies such as the establishment of a vision, planning and organising, communication, teamwork, training and development, praise and incentives and evaluation and feedback to ameliorate the damaging impact of change. There should be continuous training and development at schools, especially for the school governing body members, who are elected every three years. The newly elected school governing body members need to develop the necessary skills to effectively contribute to the efficacy of schools. The human resource is the vital ingredient in schools, thus for any progression or improvement, all stakeholders need to be informed, trained and enriched. Since Emotional Intelligence can be learned, professional development in the area of Emotional Intelligence should be given more thought and included in training courses, focusing on the development of personal and interpersonal skills. The Emotional Intelligence training should be conducted as part of teacher training courses as well as on an annual basis for educators already in the teaching system, since Emotional Intelligence can influence the use of change management strategies at schools and enhance the efficacy of the functioning of self-managing schools.
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- Date Issued: 2010
Exploring ways of assisting Lesotho educators to offer care and support to children orphaned and rendered vulnerable by HIV and AIDS
- Authors: Ntaote, Grace Makeletso
- Date: 2011
- Subjects: Orphans -- Developing Countries -- Social conditions , HIV infections
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: vital:9503 , http://hdl.handle.net/10948/1320 , Orphans -- Developing Countries -- Social conditions , HIV infections
- Description: The HIV and AIDS pandemic has resulted in 14 million children being orphaned worldwide. In Lesotho alone, where this study was carried out, there are about 180 000 of these children (UNAIDS, 2007). Teachers, especially in Lesotho‘s primary schools need to be equipped to better deal with the challenges that result from having these children in their classrooms. At the Lesotho College of Education, where I have worked for 12 years as a teacher educator, pre-service and in-service student teachers are not trained to offer care and support to orphans and vulnerable children. They experience problems in the classroom emanating from the needs of these children. This study followed an action research design to find ways to support teachers to better deal with the issues they face as a result of having orphans and vulnerable children in their classes. Using a qualitative approach, educators perceptions, feelings, attitudes and experiences in dealing with orphans and vulnerable children in their schools were identified, and it became apparent that educators were negatively affected on a personal and professional level. It was concluded that the development of resilience in educators would help them to better cope with orphans and vulnerable children in their classes. The chosen intervention Resilient Educators Programme (REds) was implemented and evaluated and findings revealed that it was beneficial in increasing educator resilience. Recommendations, based on the findings of the study, were made for future teacher education in this area.
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- Date Issued: 2011
Towards community environmental education using current institutional resources, GIS and remote sensing, and local knowledge: a case of the Nandi Hills and Nandi Forests, Western Kenya
- Authors: Tanui, Julius Gordon
- Date: 2011
- Subjects: Environmental education -- Kenya -- Western Province , Community-based conservation -- Kenya -- Western Province , Conservation of natural resources -- Kenya -- Western Province
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: vital:9568 , http://hdl.handle.net/10948/d1016074
- Description: The Nandi Hills and Nandi Forests in Nandi County, Kenya are major water catchments for Lake Victoria. However, these resources have faced significant decline and degradation in recent times, thereby impacting the hydrological quality and quantity in the Lake Victoria Basin. This study was informed by the observed degradation of the Nandi Hills and Nandi Forests, epitomized by the receding forest cover, drying up of previously permanent streams, instances of mudslides and rock falls, and downstream flooding. The study therefore sought to interrogate the current institutional environmental and educational arrangements and practices which are pertinent to the sustainable management of the Nandi Hills Forests, the perceptions and understandings of the local population in terms of forest resources and land use, and the information that can be provided by GIS and Remote Sensing data, in order to produce a heuristic for planning community environmental education in the Nandi County. To achieve this, a mixed methodological design which incorporated both qualitative and quantitative data was embraced. The mixed method approaches used in this study were the concurrent triangulation and nested/embedded designs. A four-tier analysis was carried out once all the data had been coded and grouped. The analysis covered three categories of the population in the study area; namely the households, institutions and community groups, and analysis of Landsat images for change detection. The study reveals that there are several state and non-state institutions that are involved in the management of the Nandi Hills Forests and that their efforts have seen an improvement in the perceptions of the local population in terms of the importance of environmental management of the forests. Analysis of the Landsat images has revealed receding natural forest cover. The contribution of informal, local and indigenous knowledge to sustainable management of the Nandi Hills Forest was notable (85 percent of the population attribute their knowledge on forests and forestry to informal knowledge sources). These results informed the development of a heuristic to enable the adoption of strategies using readily accessible, though loosely applicable, information for problem solving in developing and implementing community environmental education practices for effective forest management and conservation practices that are responsive to the needs of the Nandi Forest community.
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- Date Issued: 2011
Challenges of instructional leadership in historically disadvantaged schools in South Africa
- Authors: Tshazibana, Vukile Shadrack
- Date: 2012
- Subjects: School management and organization -- South Africa , Educational leadership -- South Africa , Children with social disabilities -- Education -- South Africa
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: vital:9565 , http://hdl.handle.net/10948/d1016059
- Description: The research presented in this thesis investigates challenges faced by principals in historically disadvantaged schools in terms of their role as instructional leaders facilitating the implementation of curriculum policies. The study consists of two parts. The first study sampled 25 school principals, 80 teachers and 11 department of education officials from the Uitenhage and Port Elizabeth education districts in the Eastern Cape. Data obtained in the first study were generated by administering a pen-and-paper questionnaire and individual interviews to selected participants. The second study employed an online questionnaire that was open to principals, teachers and departmental officials in all provinces of South Africa in order to generate data over as wide a geographic range as possible. Mixed methods were used to analyse the qualitative and quantitative data from the two studies. Thematic analysis techniques were employed to categorise qualitative data and the quantitative data were subjected to analytical techniques to provide descriptive and inferential statistics. The data revealed that school principals view themselves as change agents who should be in the forefront of change and curriculum implementation, and that they believe that they know what is expected of them in this regard. However, they recognise that they are not adequately prepared for the task of instructional leadership. The data also suggest that teachers have expectations that principals should be trained in instructional leadership and work closely with departmental officials in order to provide guidance and leadership at school level to address their professional needs. Problems related to capacity and skills of subject advisors and other district officials were revealed by the study. These issues are generally and informally recognised, but have not been formally raised within the Department of Education. The findings of the study also highlight the fact that, after nearly two decades in the new political dispensation, there are still vast differences within the South African schooling system between school types. These differences are most evident between ex-Model C schools and historically disadvantaged ex-DET schools, and it is recognised that principals in ex-DET schools need support tailored to their particular circumstances and context. The findings in this study support the notion that much needs to be done in South Africa in terms of empowering school principals; especially those from historically disadvantaged schools. The data provide insights into some of the constraints of local context, which enables better understandings of the challenges of instructional leadership in historically disadvantaged schools. These understandings should be of value when considering strategies to support principals in their role of instructional leaders.
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- Date Issued: 2012
Teachers' perceptions of the state of readiness for the introduction of grade zero/early childhood education in Zimbabwe : a case study
- Authors: Mangwaya, Ezron Pemberai
- Date: 2012
- Subjects: Early childhood education -- Zimbabwe , Curriculum planning -- Zimbabwe , Readiness for school -- Zimbabwe , Education, Preschool -- Zimbabwe
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: vital:9574 , http://hdl.handle.net/10948/d1018179
- Description: Up to 2005 early childhood education in Zimbabwe was organised, directed and run by non-governmental organisations, churches and private individuals. Such an arrangement meant that the curriculum, personnel and strategies used to implement the programme were varied. In 2004 the Ministry of Education directed that all primary schools attach two classes of children aged between 3 and 5 years with effect from 2006, thus effectively making early childhood education part of the formal primary school structure. The research presented in this thesis focuses on teachers' perceptions of primary schools' state of readiness for the introduction of early childhood education in Zimbabwe. Located in the interpretive paradigm of qualitative research the study draws on a wide range of research methods. In particular a multiple case study was used to explore teachers' perceptions of primary schools' state of readiness for the introduction of grade zero/early childhood education in a former government group B school, a church run school, a rural school, a former government group A school and, a council run school. Some of the key findings of the study are: • School heads who are the principal gate keepers in primary schools were not provided with any preparation for the introduction of grade zero/early childhood education. • School reliance on fees and levies, without direct Ministry of Education financial assistance, meant that resource conditions - hence state of readiness - greatly differed from one school to another. • No ongoing support was provided to school heads, teachers-in-charge and early childhood education teachers. • The quality of teaching and learning at the early childhood education level, in the multiple case study, depended on the nature of teacher preparation, availability of appropriate resources, adequacy and appropriateness of teacher support, and teacher state of preparedness. The study recommends interventions that curriculum policy planners and implementers can use to create conditions that enable schools to be ready for installing, implementing and institutionalising the early childhood education innovation.
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- Date Issued: 2012
The Management of learners who experience barriers to learning in mainstream Primary Schools in the Eastern Cape
- Authors: Wevers, Nicolaas Ebenhaezer Jacobus
- Date: 2012
- Subjects: Inclusive education -- South Africa -- Eastern Cape , Learning disabilities -- South Africa -- Eastern Cape , Mainstreaming in education -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: vital:9453 , http://hdl.handle.net/10948/d1015186
- Description: Much emphasis has been placed on democracy, equality and human rights since the dawn of the democratic South Africa in 1994. Efforts to align the South African education system with the democratic principles of the Constitution, not only in terms of eradicating past racial divides, but also in terms of accessibility to learners who experience barriers to learning are eminent. The South African Government issued various policies to ensure quality, equitable and accessible education for all, irrespective of ability. Theoretically, no learner should therefore being discriminated against on any basis. In practice, however, thousands of learners, especially those who experience barriers to learning are denied the opportunity to receive meaningful development opportunities in many mainstream primary schools, resulting in their early drop out from school without having acquired the basic skills and knowledge to become self sustainable members of their communities. With the adoption of Bronfenbrenner’s ecological model as theoretical framework for this study, the primary aim of this qualitative investigation was to investigate and describe how effective learners who experience barriers to learning are managed in mainstream primary schools and to develop a framework for the creation of more sustainable management systems to ensure that the needs of all learners are met. The findings of the empirical investigation revealed that most learners who experience barriers to learning are currently not managed effectively in mainstream primary schools due to factors situated across the whole education system, to the detriment of learners who experience barriers to learning. Based on the findings of the empirical investigation, this study proposes a framework which will ensure the effective management of learners who experience barriers to learning in mainstream primary schools. The framework include recommendations to be implemented across all layers of the ecological system.
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- Date Issued: 2012
Integration of values into management of learners' discipline in Ugandan schools
- Authors: Sekiwu, Denis
- Date: 2013
- Subjects: School management and organization -- Uganda , School discipline -- Uganda
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: vital:9583 , http://hdl.handle.net/10948/d1020814
- Description: To make education a profitable enterprise and contributor to social development requires that schools infuse values into schooling as part of the ethical construction of learners and citizenship building. This research used Kampala district as the case study to conduct a qualitative inquiry with grounded theory to examine the integration of values into the management of learners’ discipline in Ugandan schools. Using a sample of 60 participants, the researcher gathered data using personal interviews, focus group interviews, and documentary analysis. Through the analysis of this data, the researcher established that the School Governing Body (SGB), government, educators, missionaries and the community are stakeholders highly involved in directing the process of values integration into learners’ discipline. He also discerned that different schools impart moral, spiritual, academic, aesthetic, social and universal values into the learners. However with the 1963 Castle Report on Education that led to the nationalization and secularization of schools, denominational schools strongly felt that government robbed them of their powers to control and manage schools through the “principle of subsidiarity”. This seems to have led to the gradual erosion of values and breakdown of discipline in the denominational schools as well as the others. The central argument of this thesis is that integrating values into school discipline in Uganda would result into an inclusive education system that supports both theist and atheist attitudes towards formal schooling. Some respondents argued that values should be directly integrated into learners’ discipline while others opposed values integration. Those who supported values integration into school discipline pointed out that it is an integral part of life-education. On the other hand, those who oppose integrating values argued that values integration might be misused to impose secular influences on the learners. The existing avenues of optimal integration of values into school discipline include use of physical punishment and restorative justice, although custodial methods are widely condemned by human rights activists for being too harsh, punitive and retaliatory. Restorative justice methods used include the use of religious and social clubs as well as counseling and guidance. Collective stakeholder participation in school management is also widely used where school management, government, parents and the community take on a collaborative role in empowering and creating an environment for positive discipline. Finally, missionary educators play a significant role in learners’ behavioural modification. The challenges of values integration into school discipline, on the other hand, are policy-related; including poor school administrative styles, failure to define which values to emphasize in disciplinary management, lack of staff motivation and educators’ unethical behaviour. The classroom-related challenges were an over emphasis on academic values that, consequently, turn education into a theoretical rather than a practical exercise. This is compounded by the poor teaching methodologies used like rote-learning due to the problem of dealing with large classes especially in UPE and USE schools and the strict emphasis on an examination-centered syllabus. The social-related challenge observed was the negative influence of the media on young people’s life styles, consequently, leading to permissiveness, aggressive, violent and militant behaviours now common in schools. The study underscored the need to emphasise stakeholder responsibility in school disciplinary management, and the necessity to offer visionary and collegial leadership, identify a common set of values critical to the promotion of life-long learning, promotion of life-education to ensure formation of morally upright learners, and encourage inclusive education (UBUNTUISM). Government should draft a national education philosophy to guide schools in integration of values education, emphasizing secular, moral and religious values, as well as the need for restorative justice, and employing more pragmatic teaching methodologies. There is also the need to create role-models and staff motivation. All these are cardinal remedies in ensuring constructive school discipline. Finally, the central theory that explains the integration is an Integrated Values Framework (IVF) for Positive Discipline (PD). It advocates that discipline is a process of nurturing learners through the provision of inclusive education, life-long learning and citizenship building.
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- Date Issued: 2013
Digital storytelling to explore HIV- and AIDS- related stigma with secondary school learners in a rural community in KwaZulu-Natal
- Authors: Mnisi, Thoko Esther
- Date: 2014
- Subjects: AIDS (Disease) in adolescence -- Social aspects -- Africa, Southern , HIV infections -- Social aspects -- Africa, Southern , Stigma (Social psychology) -- South Africa -- KwaZulu-Natal , Digital storytelling
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: vital:9576 , http://hdl.handle.net/10948/d1018717
- Description: This study explores, through digital storytelling, the experiences of HIV- and AIDS-related stigma of rural community secondary school learners. HIV- and AIDS-related stigma is seen as an impediment to a proficient response to HIV and AIDS in communities, also rural communities, and requires addressing. The rural community in which the research is undertaken is particularly hard hit by HIV and AIDS. Learners’ experiences of HIV- and AIDS related stigma could therefore inform how school and community could engage with HIV- and AIDS-related stigma and how they could address it in a constructive way. The study attempts to respond to two research questions: What can digital storytelling reveal about secondary school learners’ experiences of HIV- and AIDS-related stigma in schools in a rural community? How can digital storytelling enable secondary school learners in school in a rural community to take action to address stigma? This qualitative study is positioned within a critical paradigm, and employs a community-based participatory research strategy. Twelve Grade 8 and 9 male and female learners aged 15 to 18 years, from two secondary schools in rural Vulindlela district of KwaZulu-Natal, South Africa, who experienced, witnessed or heard about HIV- and AIDS-related stigma participated. Digital storytelling, a visual participatory method, was used to generate the data, and this was complemented by group discussion and written pieces completed by the participants in reflection sessions. The thematic analysis of the data made use of participatory analysis: the analysis of the digital stories was done by the participants while the overarching analysis was done by the researcher. This study, located in the field of the Psychology of Education, is informed by the theoretical framework of symbolic interactionism. In terms of the experienced stigma, it was found that living with HIV and AIDS and the related stigma is perceived as a ‘hardship’. The stigma is experienced on many levels: in the family, at school, and from friends and members of the community. It has an impact on the individual on an intrapersonal and interpersonal level. The young person is caught up in a vicious cycle of silent suffering since there are no reliable and trustworthy people with whom he or she can share these challenges. Some so-called traditional beliefs and customs such as not talking about sex, and practices like virginity testing, also fuel HIV- and AIDS-related stigma. The use of derogatory terms and the severe criticism of early sexual debut along with the gossiping which is used to spread the stigmatising statements further complicate the hardship experienced by young people. Digital storytelling was found to not only enable the learners’ voices to be heard but also to enable their taking charge of the stigma and thus create the space for critical participation in this research. The implications for the study are that the pervasive stigma that young people experience should be addressed at every level of the community. The stakeholders such as the families, school, educators, the King (Inkosi) and Chiefs (Indunas) of the area, relevant departments with that of Education taking the lead, must work hand-in-hand with the affected young people. Such collaboration may allow for the identification of the problem, for reflection on it, and also for the addressing of it. HIV- and AIDS-related stigma, while it has changed since the emergence of HIV, still is an issue that many HIV-positive individuals have to contend with. This stigma is, however, contextual and how the individual is stigmatised fits in with the language, meaning and thought that a community constructs around stigma. While digital storytelling enables the uncovering of particular stories of stigma that learners experience in the context of a school in a rural community, the digital storytelling in and of itself enables a change in the language, meaning and thought around stigma in its drawing on the specifics of the stigma as experienced in the community. Also, digital storytelling is about sharing stories about, and experiences of HIV- and AIDS-related stigma and how these stories can be used as part of the solution. If such stories can be told, people can spread them just as gossip is spread, but in this case such spreading would work towards positive social change. I claim that in order to confront the challenges raised by the perpetuation of stigma, efforts must involve the communities and must tap into their own experiences of perpetuating or enduring stigmatisation. Suggestions by the very same people from the community who are at the front line of perpetuating and /or suffering the stigma must be considered. This may also become one way of instantly communicating the research findings back to the community involved in the research. Using digital storytelling can ensure getting self-tailored, contextual, specific views on how HIV- and AIDS-related stigma is experienced but also how it could be addressed.
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- Date Issued: 2014
Enhancing parental involvement in primary schools in disadvantaged communities
- Authors: Hendricks, Charlotte Augusta
- Date: 2014
- Subjects: Education, Primary -- Parent participation -- South Africa -- Port Elizabeth , Parent-teacher relationships -- South Africa -- Port Elizabeth , Ecological Systems Theory
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: vital:9461 , http://hdl.handle.net/10948/d1020169
- Description: The main research question guiding this study is: “What strategies can be established to enhance parental involvement in primary schools in disadvantaged communities in the Northern Areas of Port Elizabeth”? To answer this question, this study examines parents’ and teachers’ practices concerning parental involvement in the Northern Areas of Nelson Mandela Metropolitan. Parents and teachers were purposely selected from participating schools. In this qualitative study, the researcher proposed strategies to enhance parental involvement at primary schools. Qualitative research methods, associated with phenomenological inquiry were employed to explore the life-world of the participants who have had personal experience with the phenomenon of parental involvement. Data was collected through semi-structured interviews with parents and teachers. This allowed the researcher to gather in-depth information about opinions, beliefs, practices and attitudes concerning the involvement of parents in their children’s education. Bronfenbrenner’s ecosystemic theory served as the theorectical framework of this investigation. Since this study is about parental involvement in primary schools educational policies like inclusive education as well as different models of parental involvement were investigated in the literature study. The results of the study indicated several barriers to the enhancement of parental involvement for instance communication barriers between parents and teachers. The researcher established four strategies for the enhancement of parental involvement and recommended that these strategies should be employed by schools and other stakeholders. She also made further recommendations for parents, teachers, school principals, Department of Basic Education and professionals in the community.
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- Date Issued: 2014
Triggering physics lecturers' reflections on the instructional affordance of their use of representations: a design-based study
- Authors: Lombard, Elsa Helena
- Date: 2014
- Subjects: Physics -- Study and teaching , Physics -- Research
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: http://hdl.handle.net/10948/2899 , vital:20361
- Description: There is growing awareness in the physics education research community about the importance of using representations in physics teaching and the need for lecturers to reflect on their practice. This research study adopted a design-based research approach in an attempt to design a reliable, valid and practically useful artefact (framework/strategy) that could be used to trigger introductory physics lecturers’ reflections on their instructional use of representations. The artefact, which was instantiated with physics lecturers, comprised an observation protocol, an accompanying definitions key, a communication platform, and an instrument to assess the outcome (the levels of reflection). The video-data of lecturer practice were analysed using a priori codes to generate profiles of teaching practice. The resulting profiles were used to trigger individual video-stimulated reflection. The levels of reflection were assessed using a purpose-designed ‘Expectations of Reflection’ taxonomy. Thereafter a set of design guidelines and design principles were generated to guide further similar design-based educational studies. The process was validated via interview data but, while it was deemed a valid and reliable solution to the research problem, there were varying levels of perceived value of the artefact among the participating lecturers.
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- Date Issued: 2014
The influence of peer harassment on the wellbeing of form three learners in Zimbabwean rural day secondary schools
- Authors: Shoko, Nothabo
- Date: 2017
- Subjects: Harassment in schools -- Zimbabwe Bullying in schools -- Zimbabwe , School discipline -- Zimbabwe Conduct disorders in children -- Education (Secondary) -- Zimbabwe
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: http://hdl.handle.net/10948/20330 , vital:29263
- Description: The aim of this study was to describe occurrences of peer harassment and the influences it has on Form Three learners in Zimbabwean rural day secondary schools. A review of studies conducted internationally indicated that peer harassment is prevalent and is stressful for most learners. Reports indicate that the negative impacts of peer harassment limit the educational achievements of the learners, and that learners need teacher and parental assistance to deal with peer harassment. In particular there appears to be a need for the creation of safe learning environments. This study was informed by an eclectic framework based on Erik Erikson's psychosocial theory, Bronfenbrenner's socio-ecological theory and Allardt's social welfare theory. These three theories point to the need for understanding that the social supports available to an individual determine how the individual perceives and responds to all his or her experiences. Investigations of the perceptions which individuals hold of their diverse lived experiences are best understood from a qualitative paradigm. Since the study intended to gain an understanding of the forms of peer harassment experienced by learners and how their individual experiences influenced their wellbeing, a phenomenological design was used. The sample was comprised of fifteen Form Three (grade 10) learners from three rural schools who volunteered to share their experiences of peer harassment. Data generated from semi-structured interviews with the individual participants were analyzed revealing emergent themes to answer the research questions. Findings revealed that the learners experienced various forms of peer harassment with physical peer harassment being the most prevalent. The data also revealed that peer harassment had both psychological and social influences on the well being of the learners which were primarily negative. Most learners felt that they were not getting adequate support from the adults (i.e., their teachers and the parents and guardians. The apparent reason for this lack of support from the adults was related to the community values which adults held about how learners were expected to deal with peer harassment. It was also evident that most learners chose to suffer silently, or hoped that God would intervene to assist them. Teachers were also not doing enough to assist the learners to stop peer harassment. Like the parents and guardians, most of the teachers did not perceive peer harassment as a serious problem in learners' lives so they did very little to assist victims who complained to them. Learners relied primarily on friends for support. The study concluded that peer harassment influenced the learners 'psychological and social well being negatively. It provided recommendations for schools, teachers, parents and the learners themselves. These stakeholders may collaborate to establish anti-harassment policies and to inform the design and implementation of anti-harassment policies in Zimbabwean rural schools. Recommendations are also provided for further studies aimed at identifying effective responses to the phenomenon of peer harassment.
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- Date Issued: 2017
Exploring lecturer preparedness to apply a critical approach to curriculum implementation: a case study
- Authors: Sathorar, Heloise Helena
- Date: 2018
- Subjects: Teacher participation in curriculum planning
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: http://hdl.handle.net/10948/31786 , vital:31828
- Description: This study sought to investigate lecturer preparedness to apply a critical approach to curriculum implementation and to establish their willingness or unwillingness to engage as transformative intellectuals with their students and to apply a problem-posing education in their classrooms. The study investigated lecturers’ critical pedagogy dispositions as well as their orientations towards applying a critical approach to curriculum implementation. A comprehensive literature review was done regarding the concept critical pedagogy, its tenets and principles as well as what it entails to apply a critical approach to curriculum implementation. In particular the literature review highlighted the responsibilities of a transformative intellectual as well as the requirements of applying a problem-posing education. The study was conducted through a constructivist lens and theoretically framed by referring to specific critical pedagogy concepts. The study is located in the interpretive paradigm and a qualitative research approach was followed. In particular, an instrumental case study analysis was used as research method. The sample consisted of 20 permanently employed lecturers from the School for Initial Teacher Education in the Faculty of Education at Nelson Mandela University who volunteered to participate in an online investigation regarding their critical pedagogy dispositions as well as their orientations towards applying a critical approach to curriculum implementation. The findings of the study revealed that lecturers generally have a positive disposition towards critical pedagogy as well as towards the application of a critical approach to curriculum implementation. Despite this positive picture there were pockets of resistance towards critical pedagogy and the application of a critical approach to curriculum implementation. Finally, the study proposes a critical approach model that could be employed to enhance lecturer preparedness to apply a critical approach in their classes.
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- Date Issued: 2018
Caregivers’ and parents’ views about preschool education as a school readiness programme in the Queenstown Education District
- Authors: Mtyuda, Pamela Nomonde Pettina
- Date: 2019
- Subjects: Education, Preschool Readiness for school
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: http://hdl.handle.net/10353/16166 , vital:40674
- Description: The aim of this study was to uncover preschool caregivers’ and parents’ views about preschool education as a preschool readiness programme in the Queenstown education district. The research study addressed the following specific objectives, to determine: the caregivers’ and parents’ understanding of school readiness nature of preschool education; the extent to which the caregivers’ practices can make children ready for formal schooling; the parents’ assessment of the preschool centres as places that make children ready for formal schooling; caregivers’ and parents’ views on the challenges facing preschool centres against making children ready for formal schooling; and lastly, the possible solutions to the challenges facing preschool centres. In the present study, both qualitative and quantitative data were collected. Quantitative data were gathered through questionnaires from 40 preschool caregivers at preschools and 40 parents of the children in those preschools that were chosen by the caregivers on the basis of parents who are highly committed in the education of their children. The qualitative data were gathered through focus group discussions with 2 focus groups located in the Queenstown Education district. Twelve participants were interviewed, and these comprised 6 caregivers that formed the focus group discussion 1 and 6 parents that formed the focus group discussion 2, using the interview schedules as guides. Purposive sampling to select the participants was used. Triangulation design was used to gather both quantitative and qualitative data at the same time and to integrate the two forms of data in order to have a better understanding of the research objectives. The research findings indicated that the most frequently reported issues by the participants were the problems with some caregivers who had limited knowledge to make children ready for formal schooling. Some of the parents and caregivers do not understand the importance of the domains of development in making children fully ready for formal schooling. There is still lack of parental involvement in those centres; no effective communication between parents and staff; caregivers are not aware of the policies that govern the preschools; poverty and unemployment are factors that inhibit the right of young children to education; no proper resources in preschools and the unregistered preschools also still need to be helped by coordinated efforts from communities and the government bodies. It was concluded that the quality of early childhood development(ECD) programmes in Queenstown preschools was still compromised. The study recommended extensive investment in infrastructure and learning and teaching support materials is necessary; there should be sufficient staffing with ECD expertise; programmes should be designed in order to educate and encourage parents to actively involve themselves with preschool activities.
- Full Text:
- Date Issued: 2019
Examining educators’ strategies for promoting science learning and science literacy among grade 9 learners in a South African Rural Education District
- Authors: Mtsi, Nomxolisi
- Date: 2019
- Subjects: Science -- Study and teaching (Elementary) Children's literature in science education
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: http://hdl.handle.net/10353/16150 , vital:40673
- Description: Science learning and Science Literacy (SL) play a crucial role in preparing learners to participate in the country’s economy with the relevant knowledge, higher order thinking and analytical reasoning to solve day-to-day problems. The purpose of this research was to examine educators’ strategies for promoting science learning and SL among grade 9 learners in a rural education district in South Africa’s Eastern Cape Province. Learning of science and promotion of SL complement each other and therefore science educators’ strategies are pertinent. The study used pragmatic paradigm and the mixed method approach and was informed by cognitive and social constructivism as theoretical frameworks. For data collection, the study used convenience sampling based on the proximity and comparative ease of the researcher to reach the rural schools to select 30 out of 67 schools spread over six out of the eight circuits in the selected education district. On the other hand, purposive sampling was used for the selection of learners by their educators based on academic performance, top, average and below average achievers. Since each school had only one grade 9 science educator, 30 grade 9 science educators from the selected 30 schools formed the sample for quantitative data. Out of these 30, 10 educators who volunteered first for interviews and gave permission for being observed in their classrooms were selected for qualitative data collection. Three learners in each of the 10 schools from which the educators for qualitative data collection were selected, constituted the learners’ sample (30 learners). While data were collected through questionnaires, interviews and observations from educators, data from learners were collected through focus group (FG) interviews. The questionnaire was structured in order to gather educators’ biographical data as well as information on educators’ strategies to promote science learning and SL. The interview schedule was similar to the questionnaire but biographical data were excluded. Observations focused on educators’ strategies for science learning, SL and assessments. The data from the questionnaire were descriptively analysed and the qualitative and transcribed observation data were thematically analysed. Final conclusions were drawn based on the triangulated data. Major findings showed that the strategies which the educators employed in the descending order of use were: Investigation at 97percent; Discussion, Presentation and Project, each at 93percent; Problem solving at 90percent; Demonstration and Question-Answer, each at 87percent; Case study and Brainstorming, each at 77percent; Role-play at 63percent; Lecture at 57percent; Modelling at 47percent, Inquiry at 27percent and Simulation at 23percent. Findings also revealed the strengths and weaknesses of the strategies used by educators. Some of the strengths were: promotion of interactive learning; stimulation of research skills; enhancement of critical thinking and development of confidence through participation. Some of the weaknesses were: learners’ tendency to rely on others; lack of resources hindering learning and promotion of plagiarism. The study recommends that all stakeholders must work together to achieve good quality education. District and Provincial officers ought to track and monitor the science curriculum implementation. Subject specialists, educator subject committees and cluster leaders must also be active in strategic planning for enhancing SL in schools by putting forward their inputs and adopting consensus-based ones. A framework for driving science content with pedagogical content knowledge and practicals-driven strategy for enhancing science content knowledge is proposed.
- Full Text:
- Date Issued: 2019
Examining the teaching of natural sciences concepts to English second language speakers in selected primary schools in the East London Education District
- Authors: Kumanda, Nomaroma
- Date: 2019
- Subjects: Science -- Study and teaching
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: http://hdl.handle.net/10353/15925 , vital:40564
- Description: The study sought to examine the teaching of Natural Sciences (NS) concepts to English second language speakers in selected primary schools. Grade 7 was chosen for the investigation as it precedes the last class at primary school. The researcher investigated the teaching and learning of Natural sciences concepts. A mixed method design was used. The research questions focused on the teaching of NS, learner-centred strategies used, challenges encountered, strategies employed by teachers when teaching NS, and the implications for science education.The purpose was to examine the teaching of Natural Sciences concepts to English second language speakers in selected primary schools in the East London Education District. Data were collected from grade 7 teachers and learners in selected township schools in East London, by means of semi-structured interviews, questionnaires and focus groups. Semi-structured questionnaires were administered to teachers and learners, individual interviews were conducted with NS head of department, focus group and interviews were held with grade 7 NS learners. Quantitative and qualitative data were independently analysed and merged at the interpretation stage for triangulation of results. The questions were grouped according to their themes. The researcher’s findings revealed that teachers linked the teaching of NS concepts by showing the teaching skills. Teachers used code-switching for learners to understand the scientific concepts for positive attitude to improve the learner performance. Teachers experienced problems using English as a Language of Learning and Teaching (LoLT) while teaching NS concepts, teachers’ understanding of NS influenced their ability to implement of transformational curriculum, but learners did not benefit much when learning science in English Language and those policies were designed by the Department of Education without teacher involvement. The study concluded by noting that It emerged that teachers and learners experienced difficulties in teaching and learning of the NS concepts.
- Full Text:
- Date Issued: 2019
Implementation of school-based assessment in high schools, Mpumalanga Province, South Africa : implications for teaching and learning
- Authors: Chipfiko, Jack
- Date: 2019
- Subjects: High schools -- Examinations Educational tests and measurements
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: http://hdl.handle.net/10353/15892 , vital:40549
- Description: The purpose of any education system is to deliver a quality educational product. Various forms of assessment are used to ensure the suitability of the product and inform decisions. In South Africa, School-Based Assessment(SBA) is one of the tools used to assess the content competences, skills, values and attitudes; to provide learners, parents and teachers with results that are a meaningful indication of what the learners know, understand and can do at the time of assessment (DBE, 2012). Surprisingly, on a yearly basis, Umalusi reports reveal that SBA marks are rejected resulting in the learners being resulted on mostly the year end examination. The purpose of this study was to examine the implementation of SBA with a view to unearth the factors contributing to the perennial rejection of SBA marks, resulting in learners from some schools being unfairly assessed. To explore the research problem, a mixed methods study, employing a concurrent triangulation design, was employed. Total Quality Management theory was the theoretical framework anchoring this study. Sub research questions to interrogate the research problem focused on examining the roles of the teachers, learners and parents in the implementation of SBA; assessing the structures in place to support the implementation of SBA; examining how teachers, learners and parents play complementary roles in the implementation of SBA; and identifying strategies to enhance the implementation of SBA in South African (SA) high schools. Data were collected using Questionnaires, interviews and focus group discussions with purposively selected samples of teachers, learners and SGB chairpersons from high schools in White River Circuit in Mpumalanga Province in South Africa. The use of mixed methods produced quantitative and qualitative data which were independently analysed and merged during interpretation. Findings revealed that: participants and respondents confirmed the various roles of SBA in teaching and learning; structures were in place to support the implementation of SBA in high schools; complementarity of roles were sporadic in the implementation of SBA in high schools; and various strategies were employed to enhance the implementation of SBA in high schools. Implications for teaching and learning focused on realigning the implementation processes in the production of a quality educational product, and maximising its benefits to teachers, learners and parents.
- Full Text:
- Date Issued: 2019
Integration of indigenous knowledge in the intermediate phase school curriculum in a selected education district in the Eastern Cape, South Africa
- Authors: Mkosi, Nkosinathi Ndumiso Lizo
- Date: 2019
- Subjects: Education -- Curricula -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: http://hdl.handle.net/10353/16136 , vital:40671
- Description: The aims and principles of the post-apartheid South African school curricula, ranging from the Revised National Curriculum Statement Grades R-9 and the National Curriculum Statement Grades 10-12, to include the Curriculum and Assessment Policy Statements (Grades 1-12), have been aligned with the aims and principles of the South African Constitution. The aims and principles, among others, speak to the establishment of human rights, inclusivity, environmental and social justice, and valuing of indigenous knowledge systems. These are the bedrock of all the subjects and do not necessarily confine themselves to the science subjects only; even though the call of inclusion of indigenous knowledge in the sciences is oversubscribed. There has been concerns raised variously that the integration of indigenous knowledge systems in the curriculum, generally, and in the teaching of the respective subjects, particularly, does not necessarily happen as it should be. Thus, the purpose of this mixed methods approach study that adopted a concurrent triangulation mixed methods design and premised on the postpositivist paradigm investigated the integration of indigenous knowledge in the Intermediate Phase school curriculum in a selected Education District in the Eastern Cape Province, South Africa. The guiding lenses adopted for this study were two-fold. The main primary theoretical framework drew from three integration theories: (a) Huang and Newell’s (2003) Knowledge Integration Processes and Dynamics notions; (b) Beane’s (1995) Curriculum Integration and the Disciplines of Knowledge and (c) Harden’s (2000) Integration ladder: A Tool for Curriculum Planning and Evaluation. The ‘secondary’ lens of analysis, which the researcher named, the ‘supplemental framework’, was constituted by notions and constructs derived from the indigenous knowledge systems discourses and postcolonial notions and constructs. The study revealed, among other findings, that (i) whilst a majority of teachers claimed to integrate IK in their classrooms, a significant number did not, and those who claimed to be integrating were unsure about how to integrate (ii) the majority of teachers, HoDs and Subject Advisors were either poorly trained or did not receive any training in the integration of IK (iii) the support and monitoring of IK integration was poor to non-existent. Thus, the study proposes a model, the Integrative Indigenous Knowledge Integration Support and Monitoring Model (IIKISMM), which may act as a framework for the coordination of the support and monitoring of IK integration in the school curriculum. There are significant recommendations offered by the study to teachers and policy makers with regards the integration of indigenous knowledge systems in the school curriculum. Also offered by the study are possibilities for further research in the integration of indigenous knowledge system in the curriculum.
- Full Text:
- Date Issued: 2019
Political education as a determinant of university students’ political participation in the Eastern Cape, South Africa
- Authors: Badaru, Kazeem Ajasa
- Date: 2019
- Subjects: Citizenship -- Study and teaching -- South Africa Democracy and education -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: http://hdl.handle.net/10353/15793 , vital:40524
- Description: Globally, there is a downward trend in youths’ political interest and participation in the learning of political education in their school curricula as a measure to combat the apparent dangers posed by the declining young citizens’ participation in the political processes.This study therefore investigated political education as a determinant of university students’ political participation in the Province of the Eastern Cape, South Africa. The study employed a mixed methods design. Using the probability sampling technique, a sample of 375 participants was randomly selected from one university in the Eastern Cape Province while semi-structured interviews were conducted among five (5) purposively selected members of the same university’s Student Representative Council (SRC) executive committee. Simple descriptive statistics such as frequency counts and percentages were used to summarize all categories of variables; while Pearson correlation statistics, Chi-square and Ordinary least square regression were used to examine the relationship between dependent and independent variables at a 95percent confidence interval. Alpha values less than 0.05 were considered to be statistically significant. Thematic content analysis was performed on the qualitative data. The quantitative analysis revealed that students’ level of political awareness was high; 98.1percent of them were aware of their rights to vote and be voted for. Students’ political judgment was positively correlated with participation in campus (r =0.182) and national politics (r = 0.030) respectively. Most of the students agreed to take part in the 2018 SRC (78.8percent) and 2019 national elections (77.9percent) respectively. Political interest was significantly correlated with participation in campus (r = 0.375) and national politics (r =0. 404). The findings from the multivariate analysis showed that political interest (<0.001), parents’ political involvement (<0.001) and year of study (<0.001) were the significant determinants of students’ participation in politics. The qualitative findings also showed that there was a positive relationship between political education and students’ participation in politics. Since political interest and family are element and agent of political education respectively, it is concluded that political education is to a large extent a determinant of university students’ political participation. It is recommended that the universities, the Department of Higher Education and Training (DHET) and other stakeholders should do a thorough review of the university education curricula and programmes to ensure that political education is adequately accommodated and taken care of in a way that would increase students’ interest, awareness and participation in politics. When this is amply done, students’ cognitive skills and capacities would be enhanced to increase their participation in the political processes in South Africa.
- Full Text:
- Date Issued: 2019
Pre-service education students’ application of visualisation strategies to solve mathematical word-problems
- Authors: Shaw, Peter
- Date: 2019
- Subjects: Word problems (Mathematics)
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: http://hdl.handle.net/10353/16604 , vital:40735
- Description: This classroom-based action research dissertation examined visualisation strategies used by pre-service Intermediate Phase PGCE education students to solve mathematical word-problems. The setting was an Eastern Cape university. Previous literature indicated a positive correlation between the use of visual scaffolds and success in solving word problems. However, a gap was found insofar as little research had been published on the application of visualisation to word-problems by student teachers in South Africa. This thesis advances our understanding of the role visualisation may play in assisting student teachers to solve word-problems. The theoretic framework was informed by Bruner’s theory of learning. The research was grounded in the hermeneutic tradition. An interpretivist research paradigm was expedited by using an inductive, naturalistic perspective and relativist ontology. Thirty-eight student-teachers participated in the study. Parallel and convergent qualitative and quantitative data gathering instruments were used, thereby facilitating triangulation and examination for microgenesis. It was found that vestiges of past teaching practices initially limited the participants’ knowledge to a deeply-flawed, banking model of routines and an instrumental perception of mathematics. Disruptive calls for social justice impeded progress. Albeit visualisation strategies liberated understanding, many foundational concepts and skills had to be reconstructed. The confluence of time and rehearsal culminated in some measure of expertise. Sustained effort enabled new knowledge to be compressed and consigned to long-term memory. Salient visual representations assisted participants to conceptualise relational mathematical meta-concepts and reduced the cognitive demands imposed by word-problems but that achievement was a hard-won prize.
- Full Text:
- Date Issued: 2019