An investigation into the effects of co-operative learning strategies on the test results of science students at N3 level at the Port Elizabeth College for Further Education and Training
- Authors: Ferreira, Dennis Compton
- Date: 2004
- Subjects: Group work in education , Examinations -- Validity , Science students -- Rating of -- South Africa -- Port Elizabeth , College students -- South Africa -- Port Elizabeth
- Language: English
- Type: Thesis , Masters , MTech
- Identifier: vital:9488 , http://hdl.handle.net/10948/245 , Group work in education , Examinations -- Validity , Science students -- Rating of -- South Africa -- Port Elizabeth , College students -- South Africa -- Port Elizabeth
- Description: The poor academic performance of Engineering Science N3 students at the Port Elizabeth College for Further Education and Training prompted me to conduct this study. The aim thereof was to investigate the influence that a co-operative learning strategy would have on the test results of students who enrolled for this programme. The hypothesis being tested in this study was whether co-operative learning strategies would improve the test results of science students in the N3 Engineering Science class. A literature review on co-operative learning, its principles as well as the role of the lecturer as facilitator was conducted. In addition, the different types of co-operative learning techniques were investigated so that an approach conducive to the needs of students studying at Further Education and Training Colleges could be selected. The Student Team Achievement Divisions (STAD) technique was deemed to be the most suitable approach. Both qualitative and quantitative data gathering techniques are employed in this study. Interviews were carried out with fellow lecturers at the Port Elizabeth College to determine what teaching strategies are generally implemented in the N3 class. Experimental research involving two groups of 30 students was then conducted to determine the results of students. The one group (experimental) was subjected to an intervention, namely the STAD co-operative learning technique while the other group (control) was taught using the traditional method of talk and chalk. This intervention took place over a period of ix two weeks. However, prior to the co-operative learning intervention and before students were divided into groups, they were taught as a single group for a period of two weeks. The total time spent on this experiment was therefore four weeks. Student test scores gathered from the experiment was statistically analysed and reported on in chapter five. These results indicated that the experimental group out-performed the control group by a significant margin. The higher academic achievement of students in the experimental group could only be attributed to the alternative teaching strategy (STAD) which was absent in the teaching of the control group. This proved the hypothesis.
- Full Text:
- Date Issued: 2004
Die bestuursrol van die skoolhoof in die implementering van 'n nuwe kurrikulum
- Authors: Mey, Hermanus Pieter
- Date: 2004
- Subjects: School principals -- South Africa , Educational leadership -- South Africa , Curriculum change -- South Africa
- Language: Afrikaans
- Type: Thesis , Masters , MPhil
- Identifier: vital:11010 , http://hdl.handle.net/10948/367 , School principals -- South Africa , Educational leadership -- South Africa , Curriculum change -- South Africa
- Description: The implementation of a new curriculum has become a very relevant issue in South Africa with the implementation of Curriculum 2005 (C 2005) since 1998. The school principal plays a very important role at school level in the implementation of change in general and a new curriculum in particular. The aim of this study was to have a closer look at this role. It is a qualitative study executed in six schools in the Port Elizabeth area. It investigates the problems school principals experienced with the implementation of C 2005 with the objective of identifying guidelines for the role of the principal in the implementation of a new curriculum The most important findings include the importance of equipping the principal to provide guidance with the implementation of a new curriculum. This equipping refers to the principal’s knowledge of the new curriculum, the ability to employ various leadership styles, as well as the maintenance of a certain balance between supporting and putting pressure on the staff. Other findings refer to the importance of well-trained and prepared facilitators of workshops, as well as the role the Department of Education needs to play in the training and preparation of these facilitators. The ongoing support of schools in the implementation process also needs to be emphasized. The principal should play a key role with respect to this last role of the Department. The study also emphasizes the principal’s responsibility to bind the educators together in building a shared vision, so that their focus will remain on the curriculum implementation.
- Full Text:
- Date Issued: 2004
The role of school management teams in school improvement
- Authors: Sister, Loliwe Fezeka
- Date: 2004
- Subjects: School management teams -- South Africa , School improvement programs -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9489 , http://hdl.handle.net/10948/372 , School management teams -- South Africa , School improvement programs -- South Africa
- Description: This study is aimed at investigating the role of the School Management Team (SMT) in school improvement. The investigation was carried out using the qualitative approach and the study is underpinned by the interpretive paradigm. The declining performance of some schools academically as reflected by the end of year results, as well as the confusion that engulfed me on assuming duty on my appointment as a head of department of Science and, therefore, becoming part of the SMT in my school, encouraged me to investigate the role of the SMT in school improvement. The study covers, among others, the following areas: § Functions performed by the SMT members. § Challenges faced by the SMT members in their management practice. § Ways of addressing these challenges. Methods of data collection used in this study were interviews, questionnaires, own observations as well as the analysis of documents. The main recommendations emanating from the study are that SMT members should be better equipped for their roles through workshops and in-service training and that the respective roles of SMT and School Governing Body (SGB) members should be better demarcated by the Department of Education.
- Full Text:
- Date Issued: 2004
A study of the performance of school governing bodies of public schools in the disadvantaged communities of George
- Authors: Cerfonteyn, Moegamat G
- Date: 2005
- Subjects: School boards -- South Africa -- George , School management and organization -- South Africa -- George , Public schools -- South Africa -- George -- Business management , Children with social disabilities -- Education -- South Africa -- George
- Language: English
- Type: Thesis , Masters , MTech
- Identifier: vital:9487 , http://hdl.handle.net/10948/182 , School boards -- South Africa -- George , School management and organization -- South Africa -- George , Public schools -- South Africa -- George -- Business management , Children with social disabilities -- Education -- South Africa -- George
- Description: After the first democratic elections in 1994, the Department of Education, through amendment of existing legislation and the adoption of new Acts, developed a new legal framework for the administration of education in the country. The effect of the change in education was not limited to the areas of the curriculum and staffing, but included a different approach to how schools will be governed and managed. In its efforts to democratise the country it was the intention of the government, through legislation, to devolve the powers of decisionmaking to the people. This study explored the phenomena that impact on the effective functioning of SGBs. The central phenomena identified were narrowed down to the role of the various stakeholders, their understanding of the functions of an SGB and the factors that hamper effective functioning. Furthermore, an exploration was made into the involvement of members of the SGB in the daily activities of the school. Research into the success of the second round of elections was conducted in 1999 by the Centre for Education Policy Development iv (CEPD). The Ministerial Review Committee on School Governance undertook research into the effectiveness of SGBs and issued a report of the study undertaken in 2004. Both these efforts were initiatives by the state. A phenomenological research approach was adopted for the purpose of the study. The rationale being that the researcher wanted to extract from the respondents their experiences as related during conversations. To lay the foundation for these interviews (conversations), a two-part questionnaire was developed. The first part of the questionnaire prompted the respondents to relate their experiences as members of the SGB. The second part elicited demographic and personal details from the respondents. The results of the study would be advantageous to various role players striving to improve the effectiveness of SGBs. The role players include all those involved at school level, the officials from the Education Management and Development Centre (EMDC), members of community-based and non-governmental organizations. The report would serve as a guideline for those individuals who are charged with the training and empowerment of SGBs.
- Full Text:
- Date Issued: 2005
Perceptions relating to students performance in small business management at further education and training colleges
- Authors: Kiewiets, Winifred Margaret
- Date: 2005
- Subjects: Small business -- Management -- Study and teaching -- South Africa , College teachers -- South Africa -- Attitudes , College students -- Rating of -- South Africa , College students -- South Africa -- Attitudes
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9558 , http://hdl.handle.net/10948/463 , http://hdl.handle.net/10948/d1011916 , Small business -- Management -- Study and teaching -- South Africa , College teachers -- South Africa -- Attitudes , College students -- Rating of -- South Africa , College students -- South Africa -- Attitudes
- Description: The perceptions of both students and teachers are vital to improve performance and to ensure a positive teaching and learning climate at a college. This study examines the perceptions of staff at three recently merged campuses and students regarding student performance. The research focuses specifically on the performance of students registered for the Small Business Management N3 and NSC (National Senior Certificate) curriculum. A combination of quantitative and qualitative research methods was employed to investigate the desired result. Staff teaching the subject (Small Business Management) were given semi-structured interviews, while students who are currently studying the subject were given questionnaires to complete. Data was collected and analysed. This study reveals amongst other findings that management in FET institutions needs to take cognisance of the perceptions of staff and students regarding the improvement of student performance. Opinions, attitudes, insights and recommendations expressed concerning student performance can help institutions improve their culture of teaching and learning.
- Full Text:
- Date Issued: 2005
Teacher adaptation of a curriculum during implementation
- Authors: Childs, Margaret Mary
- Date: 2005
- Subjects: Curriculum change -- South Africa , Educational change -- South Africa
- Language: English
- Type: Thesis , Masters , MPhil
- Identifier: vital:9486 , http://hdl.handle.net/10948/377 , Curriculum change -- South Africa , Educational change -- South Africa
- Description: The purpose of this study is to investigate to what extent foundation phase teachers adapt Curriculum 2005. The study was guided by two research questions: (1) What are the critical components of Curriculum 2005 (foundation phase)? (2) What are the adaptations that teachers have made in teaching this curriculum? The specific focus of this study is foundation phase teachers’ initial implementation of the revised version of Curriculum 2005, the Revised National Curriculum Statement (RNCS). An Innovation Configuration Checklist was developed identifying the critical components of the RNCS and the variations of each. Using the checklist, foundation phase teachers were surveyed to establish the adaptations being made during implementation. The findings of this study indicate that there is less active learning and more teacher directed activity than is required by the RNCS. Assessment appears to be a problem area. Most teachers understand what is expected of them in terms of assessment and attempt to put it into practice. Assessment has however, proved to be burdensome and time consuming. Teachers’ planning demonstrates a sound understanding of the procedures to be followed. Teachers do however, need support in terms of deeper pedagogical content knowledge. Although teachers comply with the technical aspects of curriculum development they neglect the emancipatory aspects of the RNCS. The situation in foundation phase classrooms might be described as one where much change is taking place, but little transformation is happening at present. Teachers are nevertheless, reflecting on how to improve their teaching and continue to explore ways to adapt and improve the RNCS.
- Full Text:
- Date Issued: 2005
Teacher receptivity of an integrated curriculum with special reference to the foundation phase of curriculum 2005
- Authors: Nthulanyane, Malefa Regina
- Date: 2005
- Subjects: Interdisciplinary approach in education -- South Africa , Primary school teachers -- South Africa -- Eastern Cape , Education, Primary -- South Africa -- Curricula
- Language: English
- Type: Thesis , Masters , MPhil
- Identifier: vital:11011 , http://hdl.handle.net/10948/378 , Interdisciplinary approach in education -- South Africa , Primary school teachers -- South Africa -- Eastern Cape , Education, Primary -- South Africa -- Curricula
- Description: The purpose of the study was to investigate teacher receptivity of a new curriculum, in particular, the new integrated curriculum of South Africa. As the New Revised national curriculum Statement is starting to be operational this year, Curriculum 2005 was used as a model of an integrated curriculum in this study. The study focused on the following sub-problems: the meaning of an integrated curriculum; teacher receptivity of an integrated curriculum; and the extent to which teachers are receptive of the new integrated foundation phase curriculum. The review of relevant literature provided a conceptual framework for the study. Six dimensions of a curriculum that were regarded as critical in classroom practice for practicing teachers were identified and used to describe an integrated curriculum. These were: platform, learning outcomes, content, instructional materials, teaching and learning strategies and assessment. The conceptual framework for teacher receptivity was also identified by means of review of relevant literature. Teacher receptivity was conceptualised as comprising of attitudes and behavioral intentions. The empirical part of the study was undertaken to determine the attitudes of teachers towards an integrated foundation phase curriculum and the extent to which foundation phase teachers were receptive of the new curriculum. The sample for the empirical part of the study included 63 foundation phase teachers randomly selected from 21 schools in Herschel District. The schools were randomly selected from 3 zones which had been randomly selected from 7 zones that make up Hershel Educational District in the Eastern Cape, South Africa. Empirical data on teachers’ attitudes towards an integrated curriculum indicated that the majority of teachers were viewed the curriculum in an extremely positive light/somewhat positive light. There were responses which indicated that some teachers regarded the curriculum as complicated, restrictive, and idealistic. This situation is highlighted in their responses to the semantic differential on the attitude objects of the curriculum. Data on teacher receptivity indicated positive responses but vi there were some area of concern such as, for example, support from the district manager, school and the community. Data indicated that teachers were not so positive abut learning outcomes and assessment as a basis of teaching an integrated curriculum. Based on the empirical part of the study, conclusions and recommendations were made.
- Full Text:
- Date Issued: 2005
The effect of new teaching methods in chemistry on the foundation certificate learners' results
- Authors: Nagel, Lilian Estelle
- Date: 2005
- Subjects: Chemistry -- Study and teaching (Higher)
- Language: English
- Type: Thesis , Masters , MTech
- Identifier: vital:10787 , http://hdl.handle.net/10948/162 , Chemistry -- Study and teaching (Higher)
- Description: This study investigated possible alternative Chemistry teaching methods to improve the learning and thus the pass rate of the learners of access programmes at the Port Elizabeth Technikon. The study traced Chemistry learning from the Pre-Technician course to the present Science Foundation Certificate. Since the latter programme is a new course with new criteria, only implemented since the beginning of 2003, it provided a suitable platform for the evaluation and updating, if necessary, of new teaching methods. The study was limited to the subject of Chemistry. The participating learners in this qualitative research were fully informed of the objectives of this research and, for ethical reasons, their identities were protected. The methodology chosen was action research, which will include discussions regarding the choice, necessity and value of the research method. The following tools were used to collect data to determine approaches to learning and how the examination results were influenced: Questionnaires; Journal entries of students; Interviews; Data of examination results.
- Full Text:
- Date Issued: 2005
The role of principals in the induction of new educators in their schools
- Authors: Mfenqe, Phyllis Phindiwe
- Date: 2005
- Subjects: School principals -- South Africa , Teachers -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9490 , http://hdl.handle.net/10948/385 , School principals -- South Africa , Teachers -- South Africa
- Description: This study focuses on the role of the induction programme for teachers who are new to a specific school. The main aim of undertaking this research study is to investigate the role played by principals in the induction of new educators in their schools. The main questions the study addresses are: · Why is it necessary for new educators to be inducted · How could mentoring play a role in an induction programme? · What should the role of the principals be in the induction process? · What should the induction programme include and how should it be implemented? The study highlights the problems new teachers experience with respect to aspects such as classroom control and imparting information. It also emphasizes the role of the principal and the mentor in assisting new educators with these issues. The qualitative approach was used to collect data. Data were collected through interviews and observations. The main findings were that new educators experienced problems with classroom control, discipline and that principals should help them with adjustment in the school by allocating a mentor teacher for support.
- Full Text:
- Date Issued: 2005
'n Evalueering van die implementering van die graad 9 natuurwetenskapkurrikulum in skole in die Noord-Kaap Provinsie
- Authors: Van Schalkwyk, Daniël Jacobus
- Date: 2006
- Subjects: Curriculum evaluation -- South Africa -- Northern Cape , Biology -- Study and teaching (Secondary) -- South Africa -- Northern Cape
- Language: Afrikaans
- Type: Thesis , Masters , MEd
- Identifier: vital:9577 , http://hdl.handle.net/10948/d1019685
- Description: Curriculum 2005 was originally implemented in grade 1 in 1998. In 2002 it was implemented in grade 9. Similar problems and questions, which arose during the initial implementation, arose again during the implementation in grade 9. Implementation gave rise to many questions and uncertainties. Only in October 2001 was it finally decided to implement the curriculum for grade 9 in 2002. The result was that publishers, the national as well as provincial education departments as well as schools were not ready for the implementation in January 2002. This treatise aims to determine the amount of support offered to educators and the degree of uncertainty still being experienced by them. Information regarding these unnecertainties and problems has been obtained from educators by means of questionnaires, circulated to 38 schools in the Northern Cape Province, offering Natural Science. This sampling of schools is representative of schools offering Natural Science in the region. Data regarding the uncertainties from educators have been obtained from the SOC (Stages of Concern) questionnaires of Hall, George and Rutherford. The rest of the questionnaire concerned the biographical information regarding the educators as well as the support that educators have received during the implementation of the learning area. It emerged from the questionnaire that educators understand the importance of a new Natural Science curriculum for SA. They are however sceptical regarding the hasty manner in which the learning area was implemented; the fact that no textbooks or educational teaching aids were available prior to implementation was of concern. Educators are similarly concerned about the inadequate training prior to implementation and lack of support during implementation. Educators are also concerned about the administrative liability that the new curriculum will bring about.
- Full Text:
- Date Issued: 2006
Maintaining discipline in schools in the post-corporal punishment era
- Authors: Tungata, Mfuneko
- Date: 2006
- Subjects: School discipline -- South Africa , School management and organization -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9548 , http://hdl.handle.net/10948/624 , School discipline -- South Africa , School management and organization -- South Africa
- Description: The purpose of this study is to look at instilling discipline of learners at schools after corporal punishment was abolished by identifying causes of disciplinary problems, alternatives to corporal punishment, and the attitudes of learners, teachers and parents towards alternatives. Data were collected through questionnaires, interviews and observation. Data were collected from learners, teachers and parents. Two neighbouring schools in the Mthatha District of Education were used. A qualitative research approach was used in the study. Findings reveal and support literature consulted that there is a wide range of causes of disciplinary problems at schools. According to the findings, the outstanding difference between respondents on causes of disciplinary problems was on home background. Learners are not in agreement with literature, teachers and parents who all agree that background is the cause of misbehaving of learners at school. The study reveals that learners, teachers and parents hold different views about alternatives to corporal punishment. While teachers, parents and literature are in agreement on using parental involvement as an alternative to caning, learners do not want parents to be involved. Teachers, the findings reveal, are not in favour of alternatives that need to be supervised by them. The final outcome of this study focuses on positive alternatives to corporal punishment. These include parental involvement, manual work, the application of school rules and enforcement of the code of conduct. Learners would also like to be disciplined and parents are in favour of being involved in the maintenance of discipline in schools.
- Full Text:
- Date Issued: 2006
An evaluation of the implementation of the student teacher mentoring programme in Zimbabwe
- Authors: Zikhali, Edson
- Date: 2007
- Subjects: Student teachers -- Zimbabwe , Mentoring -- Zimbabwe , Mentoring in eduction -- Zimbabwe
- Language: English
- Type: Thesis , Masters , MPhil
- Identifier: vital:9492 , http://hdl.handle.net/10948/651 , Student teachers -- Zimbabwe , Mentoring -- Zimbabwe , Mentoring in eduction -- Zimbabwe
- Description: The student teacher mentoring programme (STMP) has been an important feature of the Zimbabwean teacher education landscape since 1995. However, this programme has not been evaluated and thus the need for this article, which seeks to evaluate the implementation of the STMP in Zimbabwe. Data were collected through responses to checklists and questionnaires by ten lecturers and sixteen mentors; fifteen student teachers responded to questionnaires, and two school heads were interviewed. The main findings are that: (1) the STMP is being implemented through the key elements (mentors, student teachers and the mentoring context); (2) while the key participants are playing their part in the STMP, the latter is not being effectively implemented because of lack of funding. This has negatively impacted on the STMP, resulting in low mentor morale. In the recommendations it is urged that the status of the mentor is recognised, in a bid to boost the STMP.
- Full Text:
- Date Issued: 2007
An investigation of issues adversely affecting black education, with special relation to poverty, vandalism and school fee payments : a study of some Eastern Cape primary schools
- Authors: Tyala, Sindiswa
- Date: 2007
- Subjects: Blacks -- Education (Primary) -- South Africa , Poor children -- South Africa , Education -- Costs , Children -- South Africa -- Social conditions
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9547 , http://hdl.handle.net/10948/625 , Blacks -- Education (Primary) -- South Africa , Poor children -- South Africa , Education -- Costs , Children -- South Africa -- Social conditions
- Description: The focus of this research was to establish how black primary school principals in some Port Elizabeth schools manage the problems of poverty, vandalism and non-payment of school fees. The aim of this research was to improve these burning issues at my own school, but also to assist other schools which are encountering similar problems with regard to these three issues. Qualitative research methods were used. Data was collected by studying relevant literature and conducting semi-structured interviews and participant observation. Composite case studies of the schools were compiled. Content analysis was used to analyse the data and recommendations for improvement were made. The results of the research indicate that since 1994, when democracy and equal human rights were declared, primary schools have actually been experiencing escalating problems in terms of poverty, vandalism and school fee payment. As the school system is closely intertwined with the socio-economic and political dimensions of society, these challenges can only be effectively addressed if all stakeholders in education collectively take up ownership of these problems and commit themselves to finding unique and effective solutions in the Port Elizabeth urban and rural areas.
- Full Text:
- Date Issued: 2007
Die bestuur van die geintegreerde gehaltebestuurstelsel
- Authors: James, Raymond Oscar
- Date: 2007
- Subjects: Total quality management -- South Africa , Quality assurance -- South Africa
- Language: Afrikaans
- Type: Thesis , Masters , MEd
- Identifier: vital:9540 , http://hdl.handle.net/10948/682 , Total quality management -- South Africa , Quality assurance -- South Africa
- Description: Die doel van hierdie studie was om te kyk hoe effektief die Geïntegreerde Gehaltebestuurstelsel (GGBS), en wel die taksering van opvoeders, bestuur kan word om positiewe resultate by skole te bereik. Die studie is gedoen binne die Interpretivistiese benadering. Data-invordering is gedoen deur middel van vraelyste, observasie en onderhoude. Die studie het getoon dat opvoeders onseker was, juis omdat die Onderwysdepartement nie die nodige leiding gegee en die nodige hulpbronne gehad het nie. Die afgelope twee jaar ( 2006 en 2007 ) egter het die Departement skouer aan die wiel gesit en hulp aan skole verleen, hetsy deur die beskikbaarstelling van die nodige vorms, of die aanstel van ‘n koördineerder om hulp aan skole te verskaf. Die belangrikste uitkomste van die studie was die besef dat opvoeders se vrese en aannames aangespreek moet word om ‘n gehaltebestuurstelsel effektief te maak. Slypskole moet gehou word om hulp en bystand aan die getakseerdes te verleen. Die bestuurspan van die skool moet ook indiensopleiding ondergaan, sodat hulle presies kan weet wat van hulle verwag word. Op hierdie manier word onsekerhede uit die weg geruim, want onsekerheid was die grootste probleem waarmee opvoeders te kampe gehad het in die implimentering van die GGBS.
- Full Text:
- Date Issued: 2007
Die verbetering van dissipline as 'n sleutelbestuurstaak in 'n skool
- Authors: September, Willie Jeffrie
- Date: 2007
- Subjects: Classroom management -- South Africa , School discipline -- South Africa , School management teams
- Language: Afrikaans
- Type: Thesis , Masters , MEd
- Identifier: vital:9542 , http://hdl.handle.net/10948/679 , Classroom management -- South Africa , School discipline -- South Africa , School management teams
- Description: Die doel van hierdie studie is om die dissiplinêre probleme in skole soos dit in die Oudtshoorn-omgewing voorkom, te identifiseer en aan te spreek. Dit word gedoen deur te let op: • die skoolklimaat wat by 'n skool heers en die uitwerking van die skoolklimaat op die dissipline van`n skool. • die dissiplinêre probleme wat met skooldissipline in skole ervaar word. • die oorsake van skooldissipline en in watter mate die omgewing waarin die skool geleë is 'n invloed op skooldissipline het en • om oplossings vir dissiplinêre probleme soos vasgestel aan die hand te doen. Die studie poog om deur kwalitatiewe navorsingsmetodes vas te stel hoe prinsipale, opvoeders en leerders die huidige dissiplinêre situasie in skole ervaar. Dit poog dus om eerstehandse kennis te verkry van hul denke, gevoelens en gedagtes en hoe hierdie fenomeen hulle beïnvloed. Die studie kyk ook in watter mate skoolklimaat op die breë spektrum van skooldissipline 'n invloed het, en hoe die verbetering van skooldissipline `n sleutelbestuurstaak in 'n skool is. Die belangrikste bevindinge van die studie is dat daar samewerking tussen opvoeders en ouers moet wees om negatiewe leerdergedrag aan te spreek. Die studie dui ook aan dat kommunikasie tussen alle rolspelers van uiterse belang is om die dissiplinêre probleme binne skole aan bande te lê. Skoolleierskap moet hulle ook vergewis van die jongste metodes om dissiplinêre probleme aan te spreek. 'n Positiewe skoolklimaat of kultuur is ondersteunend om skooldissipline te verbeter.
- Full Text:
- Date Issued: 2007
Improving the levels of cooperation between members of the school management teams
- Authors: Klaas, Andile Jeffrey
- Date: 2007
- Subjects: School management teams -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9539 , http://hdl.handle.net/10948/681 , School management teams -- South Africa
- Description: Schools are directly placed under the care of the school governing bodies and school management teams that manage their day-to-day activities. These school management teams are expected to transform their schools into functioning and effective schools. The sad reality though, is that they are confronted with a huge task of improving cooperation between themselves in order to realise their dream of achieving their shared organizational goals. This interpretive study explores members of the management staff’s subjective experiences and their social world, to provide meaning and understanding of the levels of cooperation among them, and how this can be improved. The main outcomes of the study include: o Promoting conditions that are favourable to the establishment of collaborative practices between members of the management teams. o Fostering cooperation to ensure the development of sustainable capacity and increased energy to solve problems and transform their schools.
- Full Text:
- Date Issued: 2007
Motivation of teachers for the implementation of the further education and training certificate (Grades 10-12)
- Authors: Treu, Paul Matthew
- Date: 2007
- Subjects: Motivation in education , Teaching , Educational change -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9549 , http://hdl.handle.net/10948/623 , Motivation in education , Teaching , Educational change -- South Africa
- Description: Educational change in South Africa has been met with stern resistance and educators are faced with enormous difficulty in implementing new policies and curricula. Educators who have been deskilled over the years are now all of the sudden required to think ‘outside the box’ and to undergo a complete mindset change regarding the implementation of the new Further Education and Training curriculum. The new challenges educators have to cope with, heavily impacts on their day to day working conditions and subsequently their motivation. Due to the increased awareness and concern with regards to the level of educators’ motivation, this research study is based on the research question, namely how motivated educators were for the implementation of the new Further Education and Training curriculum and secondly, to explore guidelines to enhance their motivation. In an attempt to provide answers to the research problem, a qualitative research design was adopted for this research and was undertaken in two phases. In Phase 1, the data gathering consisted of semi-structured group interviews. The data was then coded into themes, sub-themes and categories and served as the basis for the interpretation of how motivated educators were for the implementation of the new Further Education and training curriculum. Four main themes emerged from the data analysis; Teachers expressed distrust in the Department of Education; Negative expectations of FET are based on the inadequate training teachers received; Teachers are de-motivated and display a low morale; Few aspects contribute to a positive attitude. Phase 2 offered recommendations, derived from the findings of Phase 1, to enhance the motivation of educators for the implementation of the new Further Education and Training curriculum. It was evident from the data analysis that educators were experiencing difficulties in coping with the heavy demand being placed on their shoulders to effectively implement the new curriculum. They displayed negative feelings towards the Department of Education who expected them to implement change within a limited time-frame. The conclusion was reached that educators are in desperate need for motivational strategies and support to enhance their emotional well-being, motivation and self-efficacy.
- Full Text:
- Date Issued: 2007
Psychosocial barriers to learning in a deprived environment
- Authors: Mack, Esmé Judy
- Date: 2007
- Subjects: Students -- South Africa -- Port Alizabeth -- Social conditions , Children with social disabilities -- Education -- South Africa -- Port Elizabeth , Learning disabilities -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9481 , http://hdl.handle.net/10948/551 , Students -- South Africa -- Port Alizabeth -- Social conditions , Children with social disabilities -- Education -- South Africa -- Port Elizabeth , Learning disabilities -- South Africa
- Description: Many secondary schools in deprived environments are characterized by teenage pregnancies, drug and alcohol abuse, crime, high dropout rates, gangsterism and low pass rates. Teachers are confronted on a daily basis with learners who are exposed to barriers to learning. The purpose of this study is in line with the formulated problem, namely to: investigate the various dimensions of the relationship that exists between psychosocial barriers to learning and environmental deprivation; provide guidelines based on the findings of the research and present them as recommendations for teachers to support learners from a deprived environment who experience barriers to learning. A qualitative, exploratory, descriptive and interpretative research design was utilized to provide acceptable answers to the research problem. A literature study regarding psychosocial barriers to learning was done to explain the concept along with concepts related to environmental deprivation. This study was conducted in two phases: Phase 1 presented an exploration of the problem in the form of a single openended question: What hindrances to learning are you experiencing in your specific physical and social environment? Eight focus group interviews with learners were undertaken at a secondary school in the Nelson Mandela Metropolitan Municipality. A purposive sampling method was used. Data collection took place through open-ended interviews and Tesch’s model was used to analyse the data. After the research investigation was completed the researcher and an independent coder analyzed iv the results from the transcriptions of a voice-recorder. Guba’s model of data verification was used to ensure the trustworthiness of the data. Ethical measures were adhered to during the study. The research findings were evaluated for educational purposes. Consensus was reached between the researcher and the independent coder with regard to the identification of themes, categories and sub-categories. Phase 2 generated recommendations from the findings of Phase 1 to assist the teachers in dealing competently with learners from deprived environments. The following four themes emerged from the results which led to various conclusions: 1. A deprived home situation (relationships, abuse, no privacy, and poverty) generates barriers to learning. Neglect: no interest and a don’t care attitude of parents, no parents at home, rejection and no communication have a negative effect on the learners. Physical, sexual, alcohol and drug abuse in the home situation influence the learners negatively. No privacy: sexual behaviour of parents and overcrowding have a decisive effect on the learners. Poverty: factors such as unemployment, cannot afford school fees, no electricity and no breadwinner make the learner feel desperate and despondent. 2. A deprived school situation (social relationships, physical factors, no resources, racism and distances to school) creates barriers to learning. The following features of social relationships were identified as contributing factors to poor social relationships at school, namely: peer pressure: drugs, dropping out of school, unsafe school environment; relationships with teachers: no respect for teachers and teachers who degrade learners. The following physical factors have a detrimental effect on a learner’s progress: broken windows and roofs, lack of water, electricity and lights, the state of the school grounds, ablutions and big classes. Schools with no resources such as libraries and counselling centres contribute to the poor performance of the learners. Racism, language issues and no mixing of races are contributing factors to barriers to learning. The long distances to school, the cost of transport and the fact that they do not have time for homework affect the learners as hindrances to learning. 3. A deprived environment (with factors such as HIV/AIDS and TB, a community not conducive to learning, unsafe communities and overpopulation) causes barriers to learning. HIV/AIDS and TB, taking care of parents, tiredness, illnesses and discrimination are seen as factors that hamper learning. A community that is not conducive to learning, with a don’t care attitude and that is not very helpful, causes barriers to learning. Unsafe communities, where crime is rampant, with ineffective police services and overpopulation, where noise and loud music are the order of the day, have a negative effect on learning. 4. Learner-related factors (early pregnancies and the susceptibility of youth) create barriers to learning. Teenage pregnancies are detrimental to education where the mother must baby-sit, and is not studying, as well as sexual abuse and rape, are factors that contribute to school dropouts. Cigarettes, drugs, alcohol, taverns, discos, taxis and gangs were identified as factors contributing to learner delinquency. The conclusion was reached that learners in deprived environments are exposed to psychosocial barriers to learning. Recommendations in this regard were proposed to assist the teacher in understanding these learners and the barriers that they are exposed to on a daily basis.
- Full Text:
- Date Issued: 2007
Self-efficacy and the recognition of prior learning
- Authors: Rudman, Neville
- Date: 2007
- Subjects: Accreditation (Education) -- South Africa , Universities and colleges -- Accreditation -- South Africa , Experiential learning -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9536 , http://hdl.handle.net/10948/689 , Accreditation (Education) -- South Africa , Universities and colleges -- Accreditation -- South Africa , Experiential learning -- South Africa
- Description: The Recognition of Prior Learning (RPL), a mechanism grounded in the educational transformational policies of the African National Congress to redress the historical legacy of Apartheid, is a relatively new (and often contested) concept in South Africa. This research endeavors to investigate the effect of a module, which forms part of a B.Ed (upgrade) programme and is based on the processes and principles of RPL, on students’ (in-service teachers’) self-efficacy and their skills in terms of the development and execution of work schedules and lesson plans (the RPL-focus of the module). The methodology includes the gathering of quantitative and qualitative data through the administering of pre- and post- self-efficacy questionnaires, assessment of the portfolios of evidence produced by the students, and the feedback obtained from the focus-group interviews. The data indicate a statistically significant improvement in the participating students’ self-efficacy and draw attention to the negative issue of context in previously disadvantaged South African schools. The significance of this research lies not only in the interrogation of an innovative approach to dealing with RPL issues in an academic programme, and its possible influence on teacher self-efficacy, but also in its contribution to the academic debate about the RPL process which is currently taking place both locally and internationally.
- Full Text:
- Date Issued: 2007
Teachers' perceptions of the implementation of the arts and culture learning area in the senior phase
- Authors: Van Blerk, Susan
- Date: 2007
- Subjects: Competency-based education , Arts -- Study and teaching (Secondary) , Culture -- Study and teaching (Secondary)
- Language: English
- Type: Thesis , Masters , MPhil
- Identifier: vital:9546 , http://hdl.handle.net/10948/627 , Competency-based education , Arts -- Study and teaching (Secondary) , Culture -- Study and teaching (Secondary)
- Description: Teachers are the primary implementers of a curriculum as they need to bring the curriculum to life in the classroom. In order to optimize the success of the implementation of a specific curriculum, it is necessary to monitor the experiences of the educator in the classroom and in drawing conclusions from the data gained, make recommendations for the continued improvement of implementation. As mentioned earlier, Fullan’s reference (1991:117) to the significant effect of teachers thoughts on the implementation gave rise to the central research question, namely to determine teachers’ perceptions about the implementation of the Arts and Culture learning area at a particular school ‘Perceptions’ however, is a subjective concept and thus any form of quantitative research would appear to be inappropriate. Based on the above it was decided to approach this investigation qualitatively and so this project was done within the qualitative paradigm.
- Full Text:
- Date Issued: 2007