A critical analysis of the application of total quality management principles in two schools
- Authors: Carlson, Brian Kenneth
- Date: 1996
- Subjects: Total quality management School management and organization -- Case studies School management and organization -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1472 , http://hdl.handle.net/10962/d1003353
- Description: In recent years, the principles of Total Quality Management, developed by Edwards Deming and others and used with varying degrees of success in the business world, have been used in schools as part of the process to transform education in terms of school management and classroom learning. This research grew out of my experiences when St. Andrew's Preparatory School participated in a Total Quality Management training programme which highlighted for me the problems and the benefits of such training. This research was undertaken, therefore, to find out how two other schools - one a high school in Grahamstown and the other a high school in Clarke County, U.S.A. had responded to similar training. Open ended questionnaires were used and the responses were analyzed to detect patterns of thoughts, feelings and attitudes, particularly in terms of human relationships at the school and with regard to various components of school culture. Comparisons were also made between the responses from the two schools, and the findings were compared with the claims made for TQM by the theorists and other educational practitioners who have ventured into TQM in their schools. The research findings indicate that Total Quality Management training had a positive impact on the participating schools but that there are problems associated with its adaptation for education. Given the necessary leadership commitment, however, these problems are not insurmountable. Total Quality Management may well be able to contribute towards the restructing of education which seems to be more and more urgently needed both in South Africa and in their countries.
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- Date Issued: 1996
A pilot study of secondary teachers' understanding of population dynamics
- Authors: Hockey, Athol James Temlett
- Date: 1996
- Subjects: Environmental education -- South Africa , Population -- Study and teaching (Secondary) -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1703 , http://hdl.handle.net/10962/d1003586
- Description: Population dynamics is a South African secondary school biology syllabus topic which deals specifically with ecology or concepts within the realm of ecology. It is currently taught in a way which largely emphasises the teaching and learning of facts and concepts, often out of any context to which students can relate. While it is important to convey scientific concepts, it is just as important to address social and political issues regarding overpopulation and the environment. This research involved the administration of a questionnaire to Std 10 biology teachers in the Department of Education and Training (DET), which sought to obtain information about various aspects of teachers' teaching of population dynamics. These included their feelings toward the teaching of the specific sections of the population dynamics syllabus, and their knowledge and views of environmental issues and human population expansion. The findings of the research suggest that population dynamics is an important topic for students to learn about. The traditional teacher-centred approach to teaching is used by the teachers in the research sample. The sections considered by the teachers to be most important for learning were also considered the most interesting and the easiest to teach. The majority of the teachers in the research sample recognised that human population growth is a global and local problem and that South Africa cannot sustain its present population growth. The teachers in the sample show a diversity of opinions about sustainable development, and have a limited understanding of the links between population, poverty and consumption. Important information gained from the research will be significant in the development of a teaching and learning module on population dynamics that reflects the aims and purpose of environmental education.
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- Date Issued: 1996
A study of perceptions, knowledge and understanding of desertification and its causes among decision makers in northern Namibia
- Authors: Tshikesho, Desiderius Raimund
- Date: 1996
- Subjects: Desertification Desertification -- Namibia Desertification -- Economic aspects -- Namibia Environmental education -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1779 , http://hdl.handle.net/10962/d1003664
- Description: This study was aimed at investigating the perceptions, knowledge and understanding of desertification and its causes among decision makers in northern Namibia. The focus of investigation was on desertification and its major causes as identified in the general literature, viz. deforestation, overgrazing and overcultivation. Particular attention was given to the socioeconomic and cultural factors which are behind these perceived 'ecological' causes of desertification. Furthermore, the respondents were also engaged in the generation of solutions to the problem of desertification and its causes. Data collection was based on semi-structured interviews with the regional governors, councillors and chief headmen from the four northern regions. A qualitative approach was adopted for the research and findings are essentially descriptive and qualitative. It is anticipated that the study will make an important contribution to the current debate on desertification in Namibia, specifically with regard to the perceptions, knowledge and understanding of desertification and its causes among the decision makers in northern Namibia.
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- Date Issued: 1996
An investigation into teachers' perceptions of female secondary school principals in Kwazulu-Natal
- Authors: Ngcobo, Thandi Moira
- Date: 1996
- Subjects: Women school principals -- South Africa Sex discrimination in employment -- South Africa Teachers -- South Africa -- Attitudes School management and organization -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1601 , http://hdl.handle.net/10962/d1003483
- Description: There are few female teachers who hold principal positions in schools, especially in secondary schools. This study investigates teachers' perceptions of secondary school female principals' leadership abilities and styles.It also investigates whether teachers' perceptions are influenced either by their sexes or experience or lack of experience of working with female principals. The reseacher hopes that this research findings will help to either: develop and improve female leadership (where it is found to be wanting); and or influence authorieties to appoint more female teachers to head secondary schools. The literature surveyed revealed that the appointment of principals in seconday schools is discriminatory against female teachers. It further revealed that principals (mainly male) do not prepare female teachers for management and leadership positions. As a result female potential leaders become demotivated. This is unfortunate as research has found that female principals are as effective as leaders as male principals are. One disadvantage of having a small number of female leaders in education is that this results in an education that only reflects the male perspectives and values. This in turn alienates girls' perspectives from education. In order to establish teachers' perceptions of female secondary school principals a survey of the percptions of teachers in the Maphumolo circuit of female principals in this area was first carried out by means of a questionnaire. This was followed by a case study of one female principal. In depth, semi-stuctured interviews were undertaken with the principal and three teachers working with her in order to establish this principal's leadership style and the teachers' feelings towards her. A statistical analysis of the survey and a conten~ ~alysis of the case study were carried out. These revealed that the majority of teachers perceive female principals as effective and transformational leaders. These perceptions were found to be minimally influenced by either the teachers' sexes or experience of working with female principals. The..majority of those teachers who perceived female principals negatively tended to be males and to be from a group of teachers who had never worked with female principals. Recommendations for the increase of the number of female principals in secondary schools and for the improvement ofleadership in these schools are made.
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- Date Issued: 1996
An investigation into the development, principles and practice of environmental interpretation in South Africa: a case study of the National Parks Board
- Authors: Milne, Ian Bertram
- Date: 1996
- Subjects: National parks and reserves -- South Africa Environmental education -- South Africa National parks and reserves -- Interpretive programs Conservation of natural resources -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1604 , http://hdl.handle.net/10962/d1003486
- Description: This study looks firstly at the historical background to conservation, particularly in the South African National Parks Board, and relates this to developments in interpretation in the National Parks. These are evaluated against international norms as they appear in the current literature. The aim is to establish a platform upon which future developments in interpretation may be built, avoiding the mistakes of the past, while capitalising on the strong points. Current views of what interpretation is, and what it should be, are reviewed. Knowing who the audience is, in terms of cultural background, education, needs and interests, as well as sound planning, clear objectives and ongoing evaluation of interpretive programmes, emerge as essential prerequisites for effective interpretation. Through reviewing the development and current status of interpretation in the National Parks, the study finds that although the view has been expressed by management, both past and present, that interpretation in the national parks is of great importance, the past and current status of interpretation does not reflect that view. Generally, interpretation appears to be regarded as a non-essential service. This report argues that environmental interpretation should be given a higher status in the National Parks Board and that it should form an important part of the conservation strategy and management plan for the national parks. The researcher contends that a greater investment in interpretation could lead to a decrease in the need for further, increased investment in law enforcement in the parks. The researcher is also of the opinion that interpretation aimed at all levels of personnel of the National Parks Board is at least as important as interpretation aimed at visitors.
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- Date Issued: 1996
An investigation into the extent and nature of the understanding first year college of education students have of aspects of arithematic and elementary number theory
- Authors: Oliphant, Vincent George
- Date: 1996
- Subjects: Mathematics teachers -- Training of Mathematics -- Study and teaching
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1606 , http://hdl.handle.net/10962/d1003488
- Description: First Year College of Education students who have done and/or passed mathematics at matric level, often lack adequate understanding of basic mathematical concepts and principles. This is due to the fact that formal tests and examinations often fail to assess understanding at anything but a basic level. It is against this background that this study uses alternative and more direct means of assessing the level and nature of the understanding such students have of aspects of basic arithmetic and number theory. More specifically, the goals of the study are: 1. To determine the students' levels of understanding of the following number concepts: Rational numbers; Irrational numbers Real numbers and Imaginary numbers. 2. To determine whether the students understand the rules governing operations with negative numbers and with zero as principles rather than conventions. 3. To determine whether the students understand the rule governing the order of operations as a matter of convention rather than as a matter of principle. A survey of the literature concerning the nature of understanding as well as the nature of assessment is given. The students' understanding in the above areas was assessed by means of a written test followid by interviews. A sample of 50 students participated in the study while a sub-sample of 6 were interviewed. Some of the significant findings of the study were : 1. The students largely failed to draw clear distinctions between Real and Rational numbers as well as between Irrational and Imaginary numbers. 2. Very few of the students could explain the rationale behind the rules governing the. operations with negative numbers and zero. 3. Only half of the students had any knowledge of the rule governing the order of operations. Only one student demonstrated an understanding of the rule as a convention.
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- Date Issued: 1996
An investigation into the use of a nature reserve as a cross-curricular teaching resource
- Authors: Luckhoff, Augusta Henrietta
- Date: 1996
- Subjects: Environmental education -- South Africa National parks and reserves -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1616 , http://hdl.handle.net/10962/d1003498
- Description: This study documents the development of the Queenstown nature reserve as a cross-curricular tea~hing resource. Participants in the project included the researcher, the municipality nature conservation officer and the senior Geography and Biology teachers from five high schools in the town. A modified action research approach was adopted. Data was collected from workshops and interviews and then analyzed. The conclusion of the research was that the participants perceived that the project had been worthwhile and was to be continued. The nature reserve is now more widely and usefully used
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- Date Issued: 1996
Does drafting beat "bleeding"? : an action research investigation into the introduction of a cognitivist process approach to the teaching of writing at senior secondary level
- Authors: McKellar, Elizabeth Jennifer Kelk
- Date: 1996
- Subjects: Action research in education English language -- Writing -- Study and teaching (Secondary)
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1499 , http://hdl.handle.net/10962/d1003381
- Description: In this study an attempt is made to describe and illuminate the attitude of both pupils and teachers to the introduction of a cognitivist process approach to the teaching of written literacy in one standard in a multi-cuI tural Eastern Cape Model C secondary school. Because the cognitivist process approach to the teaching of written literacy was to complement already existing strategies for the teaching of written literacy, the research took the form of collaborative action research in three standard nine English classrooms. Teacher- and pupil diaries were the main means of data collection. Two spirals of action research were conducted in an attempt to identify difficulties and improve practice. Diaries and discussion revealed a positive response to the drafting, revision and editing processes which researchers had already identified as the processes which skilled writers use in creating text. Acknowledgement of the benefits to be derived from peer response as audience was also established. Anomalies relating to the grouping of pupils for peer-editing were found to be a key issue in determining the relative success of the project. Difficulties were also found to exist in the ability of some of the pupils to engage effectively in peer-peer and teacher-peer negotiation of text. Possible reasons for these difficulties have been identified , and further research into the nature of the inherent power relationships which exist implicitly in a multi-cultural educational setting and impede negotiation would be necessary to appreciate fully the difficulties experienced.
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- Date Issued: 1996
Establishing criteria to evaluate reading programmes intended for intermediate to advanced level ESL learners in South African schools
- Authors: Chipasula, Esther Kamana
- Date: 1996
- Subjects: Second language acquisition -- South Africa English language -- Study and teaching -- South Africa -- Foreign speakers Reading comprehension
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1521 , http://hdl.handle.net/10962/d1003403
- Description: This study set out to formulate criteria for evaluating reading comprehension materials intended for ESL readers in~high schools in South Africa. Such criteria may help teachers in selecting textbooks which have theoretically-informed reading programmes. It was first necessary, therefore, to isolate those points from reading comprehension theory that could be included in the criteria. Secondly, other checklists/criteria in ESL evaluation were examined to identify a framework within which to work. In the first draft, questions to be included in the criteria/checklist were formulated using justification from reading comprehension theory. A focus group technique was then used to obtain preliminary feedback on the usability of the checklist. Suggestions from the focus group were used to revise the cri teria . A final checklist was prepared which teachers could use as an instrument to evaluate reading comprehension programmes in language textbooks.
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- Date Issued: 1996
Inhibitors to change: a case study of teacher change in a rural African context
- Authors: Stiles, Kathy Greaves
- Date: 1996
- Subjects: Education, Elementary -- Zimbabwe Educational change -- Zimbabwe Environmental education -- Study and teaching (Elementary) -- Zimbabwe Teachers -- Training of -- Zimbabwe
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1578 , http://hdl.handle.net/10962/d1003460
- Description: Environmental education is taught as part of the Primary School Environmental and Agricultural Science (EAS) curriculum in Zimbabwe. An attempt to improve the quality of learning in EAS resulted in a research project at the University of Zimbabwe that aimed to transpose innovative constructivist pedagogy from a western context to a rural African one. This writer has used a definition of teacher change as social change and a belief that sustainable pedagogical change involves a transformative process. The research backs up previous findings that failure to recognise and deal with how people actually experience the change process, accounts for much failure of social change. This qualitative research has attempted to provide some understanding of the complex interrelationships of factors that affected expected change in teaching style. By focusing on the process of teacher change within innovation, this researcher was able to identify inhibitors to change that were subsequently critically reflected on by the tea~hers themselves. The disappointing resistance to change first noted within the project has become a source of unexpected but potentially important illuminative understanding of teacher education and development in a non-western environment.
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- Date Issued: 1996
Introducing a multi-cultural dimension into the study of literature at secondary school level
- Authors: Vogel, Sonja
- Date: 1996
- Subjects: English literature -- Study and teaching (Secondary) -- South Africa Multicultural education -- South Africa Culture in literature Ethnicity in literature
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1584 , http://hdl.handle.net/10962/d1003466
- Description: The first aim of teaching English literature has always been for the student to gain enjoyment from, and acquire skill in, reading. Further goals point to the affective development of pupils involving such qualities as critical thinking and expressing views, empathetic understanding of other people, moral awareness and increased self-knowledge and self-understanding. These are indeed laudable aims, but examiners have always had difficulties in examining them adequately to satisfy the critics. Teachers often doubt that they achieve such lofty aims. These very aims have the sceptics sneering at the discipline because such qualities cannot be measured and the pupil's worth for the workplace cannot be satisfactorily assessed. This has resulted in the merit of the study of literature being questioned and usually found wanting. Therefore, on the one hand, this research looks for a method of studying literature which will ensure that the study will be neccesary and desirable today and into the foreseeable future. On the other hand, the socio-political changes in South Africa, particularly since 1992, have offered a possible area of research to complement the first. During the past few years, South Africans have been forced to recognise the fact that a multitude of different races and people live and work together more closely in this country and yet they know nothing, or very little, of one another. Thus this research also investigates the addition of a cultural component to literature study to help young people gain empathetic understanding of different cultures and of their own cultures as well, to be able to live together in harmony. With this approach, pupils may conceivably be educated through literature, to become well-adjusted, critical, effective adults so that they may play their role as citizens and shapers of their increasingly complex, multi-cultural society. Because of the context of literature study, in which this personal growth takes place, the aims identified above may be measured and assessed to suit both the sceptics and the devotees of literature study.
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- Date Issued: 1996
Lecturer and student perceptions of an academic writing task
- Authors: Olivier-Shaw, Amanda
- Date: 1996
- Subjects: Education, Higher Communicative competence Thought and thinking -- Study and teaching (Higher) Academic writing -- Study and teaching Philosophy -- Study and teaching (Higher) Language and education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1665 , http://hdl.handle.net/10962/d1003548
- Description: This research considers the perceptions of an academic writing task held by a lecturer and first year students in the Philosophy department at the University of Zululand. The research takes as its starting point the following premises: that language is inextricably linked to learning; that each academic discipline has a particular discourse which students have to acquire in order to participate as accepted members of the academic community; that learning proceeds most effectively when teaching starts with what is known and moves into the unknown; and that learning takes place through experience and involvement, rather than transmission. The research suggests that many first year students bring with them to university an understanding of the nature of learning and of knowledge which makes it difficult for them to understand the implicit rules of the discourse of analytical philosophy. My investigation uncovered several of these rules in the study guide written for the course, but it appears that students were not able to discover them and, as a result, experienced great difficulty in fulfilling the assignment task in a way which promoted their understanding of the content. The research also shows that the lecturer's expectations of the task were far removed from the manner in which the students implemented the task. It is argued that the students appear to have reverted to their established writing strategies which consisted of simply repeating what the 'authority' has said. From this it is argued that unless rules of the discourse are made explicit to students, and students understand the content of the course, they will revert to copying and relying on other sources to tell them what to write. One way of making these rules explicit and encouraging students to integrate new knowledge with previous knowledge which they bring with them to university is through providing well-structured writing tasks, and where necessary, developing clearly defined assessment procedures. Writing is the principal means of mediation between the lecturer, who is trying to offer students entry into the discipline, and the student apprentice trying to make sense of the discipline and find his or her own 'voice' within that discipline.
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- Date Issued: 1996
Teaching the principles of ecology in the urban environment: an investigation into the development of resource materials
- Authors: Wagiet, Mogamat Fadli
- Date: 1996
- Subjects: Environmental education -- South Africa Educational change -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1799 , http://hdl.handle.net/10962/d1003684
- Description: The combined potential of two crucial factors in 1993, which afforded the promotion of socially just and ecologically sustainable ways of living, led to the instigation of this research project. The first was the imminence og our first democratic election; the second was the possible introduction of environmental education into formal education. In the light of these momentous shifts, it became apparent to me that teachers would have to radically transform their practices in order to play their part in transforming society from the dark days of apartheid into one of equity and harmony. The implications of these factors precipitated the falling into place of the rationale for my research: teachers had to look for professional development experiences which could facilitate the creation of alternative ways of thinking and doing. As a result, I approached a group of biology and geography teachers on the Cape Flats and, after protracted discussions, we decided to examine the potential of the urban environment for the teaching of ecology from the perspective of socially just and environmentally sustainable living. Out of this decision was born this study, which aimed at examining whether this process could, as a means to professional development, be a 'moment' in our journey to becoming transformative intellectuals. From this aim, the central research question emerged: Can emancipatory action research play a role in empowering teachers to become transformative intellectuals? The study consisted of five stages: - exploring the problem by reviewing the literature on the research problem; - the semi-structured interviews; - five workshops; - the 'sensing the urban environment' fieldtrip; and, - the various evaluation sessions. What we achieved during this research project, firstly, was a better understanding of our practices, which led us to seeing our roles as teachers differently and altered our pedagogical approaches. Secondly, this process developed the belief within ourselves that we, as teachers, can and should make a difference to the educational world in which we live. Lastly, this process laid the foundation for continued collaborative action by the participants. This process taught us that educational transformation is difficult and painful, and that present educational structures are not conducive to change. Nonetheless, in the historical context of this research, emancipatory action research was successful in giving us a consciousness-raising experience and closed the rhetoric-reality gap as we engaged in praxis (the practitioners developing and implementing their own curriculum). If we, as transformative intellectuals, are to engage in intellectual labour in the future, we are not only going to need to change our way of thinking and doing but will have to create an enabling infrastructure to realise this as well. We will, in addition, have to change the structures of the institutions in which we work in order to practise as transformative intellectuals.
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- Date Issued: 1996
The role of student writing in learning in zoology
- Authors: Moore, Robin Stanley
- Date: 1996
- Subjects: Zoology -- Study and teaching Communication in science -- Study and teaching Science -- Study and teaching
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1752 , http://hdl.handle.net/10962/d1003636
- Description: In this study I attempt to develop a rationale for the role of student writing in advancing learning in Zoology. To this end, I use the informed and insightful voices of five academics from the University of Cape Town's Department of Zoology to present a picture of the goals of the discipline, how they view the role that student writing plays in advan~ing these goals, a sense of the tensions they face in dealing with student diversity, and the promise and challenges of innovative approaches. My interest in how staff view student writing stems from a belief that staff make use of student writing in different ways, depending on their assumptions about writing. I explore these assumptions by means of interviews with members of staff, in which I ask about how they understand the pursuit of science, the qualities a scientist needs to develop, the best ways to develop these qualities in students, and the part that student writing plays in this development. What emerges in this study is the understanding that the kinds of writing we ask students to do reflect the forms of educational practice that we sustain. On the one hand, certain forms of writing may support forms of transmission pedagogy that are viewed as being at odds with progressive science education. On the other hand, if we are to develop alternative teaching approaches which are in keeping with contemporary views of science and learning, then we need to develop new genres of student writing that give expression to these goals and methods. The study concludes with suggested avenues into curriculum review that would operationalise the insights developed by this study.
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- Date Issued: 1996
Uncovering plagiarism in academic writing : developing authorial voice within multivoiced text
- Authors: Angelil-Carter, Shelley
- Date: 1996
- Subjects: Plagiarism -- Research Academic writing -- Research
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1807 , http://hdl.handle.net/10962/d1003692
- Description: Plagiarism is a modern Western construct which arose with the introduction of copyright laws in the eighteenth century. Before this time, there was little sense of artistic "ownership". Since then, the ideas of "originality" in writing as well as the "autonomous text" have been highly valued. In the theoretical section of this dissertation I deal with plagiarism and referencing from three perspectives. After looking at problems of definition of plagiarism, I turn to the first perspective, the historical development of the notions of plagiarism and originality. Alongside this I discuss the notions of "autonomous text" and "decontextualized" language, and attempt to show that these concepts are problematic, and that language is intensely social at the levels of discourses, genres, and the word. The second angle is a snapshot of present-day writing genres, and how they deal with documentation in different ways. The third point of focus is on the development of the student writer, on whom present-day genres of academic writing, and the historically constructed notions of plagiarism converge. Here I centre on the development of the undergraduate student as a writer, and some of the things that may be happening when a student is seen to be plagiarizing. Some of these are the "alienness" of academic discourses, the hybridization of discourses, the need to "try on" academic discourses, the lack of authority of the student writer and her relationship to the authority of the sources, and the way in which languages are learned and reproduced in chunks. I look finally at what the meaning of authorship might be in an intensely social view of language, and at the complexity of developing authorial voice in writing. The dissertation is located in a postpositivist paradigm, and seeks to interpret as well as being oriented towards praxis. The research took place within the Political Studies Department at the University of Cape Town. The study included a discourse analysis of the departmental handbook, as well as analysis of academic essays, at the first year and third year level, which were selected for having problems with referencing, or having plagiarized. A few were selected for good referencing. Students who had written these essays, and tutors and lecturers who had marked them, were then interviewed. In the analysis I explore differing understandings of the role of referencing in the academic essay, what negative and positive consequences the practice of referencing and the monitoring of plagiarism have, with regard to authority and voice in student writing, what might be happening when students are thought to be plagiarizing, and what difficulties are experienced by students in developing an authorial voice when using multiple sources. The study found that there are a range of underlying causes for plagiarism in student writing, which indicate that plagiarism is more a problem of academic literacy than academic dishonesty. It also found that marking practices in detecting plagiarism may sometimes be based on problematic assumptions about the amount of background knowledge and independent ideas which students bring to their writing. I conclude by putting forward a pedagogy for plagiarism and referencing, which is based on 1) the negotiation of shared meaning around the concept of plagiarism, including an examination of assumptions linked to this concept in its monitoring and enforcement, leading to the development of written policy and guidelines emerging from this shared understanding. 2) The development of an academic literacy programme within the curriculum, with attention to the complexities of developing authorial voice whilst constructing a text based on the texts of others, with a focus on authors, which moves students towards an understanding of how knowledge is constructed.
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- Date Issued: 1996
A case study of English/Xhosa code switching as a communicative and learning resource in an English medium classroom
- Authors: Marawu, Sithembele
- Date: 1997
- Subjects: Code switching (Linguistics) -- South Africa Language and education -- South Africa Education, Bilingual -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1436 , http://hdl.handle.net/10962/d1003317
- Description: Research on code switching (CS), the use of more than one language in a single piece of discourse, has focused on various aspects of the phenomenon. For example, research has concentrated on switching that occurs between turns of interlocutors in a piece of discourse, sometimes between sentences within a single tum and sometimes within a sentence. Researchers have approached this discourse behaviour from various perspectives. For instance, some investigate the social functions of the switches, others explore the linguistic constraints on the switches. Furthermore, most of this research has examined CS in non-educational contexts. Research on classroom CS, the focus of this study, took hold in the mid 1970s. Researchers began to investigate the communicative functions of CS and the frequency with which teachers and learners used certain languages to perform different functions. Recent studies on classroom CS focus on the sequential flow of classroom discourse and "the way in which codeswitching contributes to the interactional work that teachers and learners do in bilingual classrooms" (Martin-Jones 1995:91). The approach used in these studies is the conversational analytic approach grounded in ethnographic observation. In South Africa little research has been done on classroom CS, though it makes an important contribution to the interactional work of teachers and learners in classrooms. This study explores the use of English and Xhosa in the classroom as a learning and communicative resource. Its focus is on the communicative functions of the switching behaviour of a teacher as she interacts with her pupils. In other words, this study looks at how the research subject uses English and Xhosa to get things done in the classroom. As the classroom situation observed is dominated by the teacher, this study concentrates mainly on her communicative repertoire. It does not attempt a full linguistic description of the switches made by the research subject, for example, it does not deal with linguistic constraints on CS. One of the major findings noted in this study is that the research subject does not use CS so as to avoid using English. She uses CS as a learning resource. It has also been noted that CS is used by the research subject as a contextualisation cue, for example, we noted the way it co-occurs with other contextualisation cues like nonverbal communication cues. This is in line with Martin-Jones' (1995) viewpoint that CS is not used by bilingual teachers simply to express solidarity with the learners but to negotiate and renegotiate meaning.
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- Date Issued: 1997
A case-study of principal succession : the experience of a high school principal and staff
- Authors: Dowding, Susan Patricia
- Date: 1997
- Subjects: Educational leadership School principals -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1440 , http://hdl.handle.net/10962/d1003321
- Description: This is a study of a principal succession In a non-racial, multicultural High-School in the North West Province of South Africa, formerly the independent homeland known as "Bophuthatswana". I was employed at the school at the time and am, therefore, a complete member-researcher. I use a qualitative research approach which relies mostly on in-depth interviews, individually and in groups. I chose my sample by administering a short biographical questionnaire. I have sought to establish "what is happening?" in the succession process by reporting the insights and experiences of a staff and its new principal. While I use the stage frameworks of more traditional researchers in succession to provide a coherent structure for my analysis, I use the organisational socialisation perspective extensively to analyse the insights provided by the staff and principal. Unlike other principal succession studies, I include the insights of both the principal and the staff. The organisational socialisation approach emphasises that succession is an interactive, multidirectional process. My study reinforces many of the observations of other researchers in leadership succession, whether in business or Education. However, two elements of succession emerge which appear to be unique in terms of other succession literature. These elements include the impact of socio-political events and what I call "ethno-cultural" aspects on the succession socialisation process. I provide examples of the influence these factors exert in this principal succession. This study is therefore of potential significance to administrators in both Education and business in the South African context where there are significant changes taking place in the power structures and ethnic makeup of relevant organisations. I also identify a number of areas for further research.
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- Date Issued: 1997
Environmental perceptions and knowledge among political leaders in the Eastern Cape Province and some implications for environmental policy
- Authors: Mbengashe, Pauline Maria
- Date: 1997
- Subjects: Environmental policy -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1517 , http://hdl.handle.net/10962/d1003399
- Description: The environmental and development challenges facing South Africa are closely linked with the political and economic inequalities of the past. The achievement of sustainable. development will require social and political change. Protection and conservation of the environment, improving environmental knowledge and understanding, the participation of all citizens, effective environmental management, inclusive and implementable policies and legislation, are all necessary components of sustainable development. These requirements are in line with the Rio Declaration on Environment and Development and Agenda 21, a programme of action coming out of the United Nations Conference on Environment and Development (UNCED 1992) This study explores the environmental perceptions and knowledge of some representative Eastern Cape political leaders. The aim of the study was to share views on environmental issues, concerns and strategies that might lead to improved environmental understanding, informed policy change and effective environmental management. Different environmental ideologies were also explored because of the political and ideological nature of the concepts 'environment' and 'education'. Data was collected from semi-structured interviews undertaken with ten political leaders in the Eastern Cape Province Legislature. The study revealed a general awareness and understanding of environmental issues with unsupported indepth knowledge and detailed information. The political, development, social and economic dimensions of the environment were emphasised more than the ecological and physical aspects. The need for environmental information, policies and legislation was recognised. Both formal and non-formal environmental education were emphasised. The need to redefine environmental education and make it more relevant, problem solving and action oriented was also emphasised. The challenge is to improve environmental understanding and making environmental information available to political leaders, government officials and citizens in general.
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- Date Issued: 1997
Participatory programme development at an environmental education centre through action research involving secondary school teachers
- Authors: Klein, Charmain Phillida
- Date: 1997
- Subjects: Environmental education -- Study and teaching (Secondary) -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1690 , http://hdl.handle.net/10962/d1003573
- Description: This mini-thesis documents and analyses an action research project which I conducted with secohdary school teachers. The teachers wished to learn more about environmental education so that they could run their own programmes. I, on the other hand, wanted to improve environmental education programmes offered at the centre where I worked. I hoped that through encouraging teacher participation and involvement, I could begin a process through which the teachers themselves could contribute to, and be in greater control of, their own learning in environmental education. As an introduction to this mini-thesis, I provide some background information on the centre, and state the reasons for having embarked on this project. In addition, I outline the literature and various research findings pertinent to this study. For the purpose of this study, I have selected emancipatory action research as a mode of research, since I believe that emancipatory action research, which embodies processes of reflection and informed action, constitutes the possibility for authentic, emancipatory change in the practice of teachers. The bulk of this thesis, therefore, documents the first two cycles of the action research process and the experiences of those involved in the process. I also briefly comment on some of the claims of action research as a method for research. An important feature of this thesis is that it addresses the possibilities of and constraints to implementing education for the environment in the teachers' practices. The existence of the latter is acknowledged and discussed from my perspective and those of the participating teachers. The study, furthermore, documents teachers' understandings of environmental education, and how this determines the kind of environmental education activities in which they engage. In the final analysis, I argue that the education system we inherited from the apartheid regime has had the effect of producing passive, disempowered and highly demotivated teachers with extremely low levels of self confidence and assertiveness. Despite this fact, I have not only had the opportunity to wltness some positive attitudinal changes occurring in teachers as the study progressed; the project has also enhanced my own understanding of environmental education and the effect the apartheid education system had in shaping my own thoughts and life.
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- Date Issued: 1997
Responding to literature: empowering girls to speak with their own voices in a multicultural context
- Authors: Foster, Lesley
- Date: 1997
- Subjects: Reader-response criticism--South Africa Multicultural education
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1742 , http://hdl.handle.net/10962/d1003626
- Description: The purpose of this study was to investigate whether the space provided by a readerresponse transaction between girls and the text, Roll of Thunder, Hear My Cry (Taylor 1977) .. empowered pupils to tell their own stories. It also sought to identify ways in which the problems and possibilities perceived by these pupils might guide curriculum decisions in a transforming education system. In addition to engaging in reader-response activities around the text, drama and videos providing social context were integral to the programme. Related work in the subject areas of history and lifeskills was also undertaken. Data was drawn from pupils' reading journals, responses to specific passages, transcripts of small group discussions, and interviews. The study is ethnographic in nature and all the data qualitative. Theoretical insights were drawn from the felds of cultural studies, postmodern criticism, and postructural modes of cultural and social analysis inasfar as they illuminate and inform the relationship between language, knowledge and power. The research was conducted in an historically white, girls' school which adopted a nonracial admissions policy in January 1991. Despite the fact that existing traditions and values of the the school to a very large extent influence what is taught, the data suggests that pupils were becoming agents in their own learning and were taking up multiple identities both within and without the world of the school.
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- Date Issued: 1997