A phenomenological study of leadership in the Rhodes Unversity Mathematics Education Project (RUMEP)
- Authors: Michael, Vanessa Jane
- Date: 2001
- Subjects: Rhodes University -- Mathematics education project Educational leadership
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1701 , http://hdl.handle.net/10962/d1003584
- Description: Few terms in organisational studies inspire less agreement than leadership. It is a slippery concept and much that is written on the subject is confusing and contradictory. Early theories of leadership have, generally, reduced leadership behaviour to a concern for task balanced against a concern for the well-being of employees. This two-dimensional approach has proved to be a limited conceptualisation of leadership. In response, over the past thirty years, researchers have tried to highlight the less rationalistic, more intangible, aspects of leadership. However, there is still very little in leadership research that conveys a sense of the leader as a person. I have argued, in this study, that the reason for this lies in the fact that most leadership research has been conducted along positivistic lines and, therefore, cannot take into account the values, feelings, morals and life experiences of the human beings being studied. Thus, for the human being to take centre-stage in leadership enquiry, a different research paradigm needs to be explored. I have chosen to use phenomenological enquiry as an avenue for examining how John Stoker, the leader of the Rhodes University Mathematics Education Project (RUMEP), experiences being a leader. This is because phenomenology, in both theory and practice, privileges the nature of the meanings that people construct in their lives and that guide their actions. In adopting such a methodology my research findings have examined a number of issues that are of interest to current leadership researchers, however they have also highlighted a number of concerns that have not been explored thoroughly in the leadership literature. These include the importance of the individual leader’s action, intention and will in shaping an organisation, the complex nature of a leader’s creativity within the organisation and possible differences between educational leaders and business leaders. In adopting a phenomenological perspective the eccentricity and fulness of an individual leader’s action is expressed through the research, however, the research also focusses on how the researcher translates and evolving philosophical understanding into sound methodology. Therefore, interwoven into the discussions on leadership there are reflections on how I applied phenomenological theory. The purpose of these reflections is to deliberate on the appropriateness of applying such a methodology to the eclectic field of leadership and to show how my own developing philosophical attitude has transformed into practice.
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- Date Issued: 2001
A phenomenological study of Senior Primary school teachers’ understandings of an English Across the Curriculum approach to language teaching in Namibia
- Authors: Kambonde, Emily
- Date: 2019
- Subjects: English teachers -- Training of -- Namibia , English language -- Study and teaching (Elementary) -- Namibia
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/92381 , vital:30718
- Description: This is a phenomenological study designed to investigate English teachers’ understandings of the concept of English Across the Curriculum (EAC), and the extent to which such understandings inform their pedagogic practices at the Senior Primary phase, in a Namibian context. The study was located within the qualitative, interpretive paradigm, using a multi-method approach of semi-structured interviews, classroom observations and documentary evidence as research instruments. The participants were three English second-language teachers at a primary school in a suburban area. Findings from the study revealed that there were several understandings of EAC, and though there might have been an underlying understanding of the concept, classroom practices were incongruent with what EAC requires. It was also found that there are documents based on social constructivist and Genre Theory in the National Professional Standards for teachers, but teachers were not familiar with the content of these documents and they were not used by teachers as guiding documents on how they need to implement EAC. It is recommended that English teachers receive continuous professional development courses on language development theories and EAC, as well as specific training to implement EAC so that “every teacher can be a language teacher”.
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- Date Issued: 2019
A phenomenological study of women primary school heads' experiences as educational leaders in post colonial Zimbabwe
- Authors: Muzvidziwa, Irene
- Date: 2013-06-26
- Subjects: Educational leadership -- Zimbabwe Women school administrators -- Zimbabwe School management and organization -- Zimbabwe Women in education -- Zimbabwe
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1949 , http://hdl.handle.net/10962/d1008200
- Description: This research study was carried out in order to gain an understanding of the experiences of women primary school heads, their perceptions of their roles as leaders, the challenges they face and how they dealt with them. The study focused on the lived experiences of five women in Zimbabwe's primary schools. Literature relating to the issues and experiences of women in educational leadership within school contexts and the conceptual framework is examined. The importance of leadership has been emphasised in the literature of school effectiveness. Leadership theories tended to emphasise measurability and effectiveness of leadership, oversimplifying the complexity of leadership phenomenon. These features reflect research approach adopted by researchers from a positivist orientation. This study is an in-depth qualitative study conducted along the lines suggested by a phenomenological-interpretivist design with emphasis on rich contextual detail, close attention to individual's lived experience and the bracketing of pre-conceived notions of the phenomenon. Views and experiences based on the participants' perspectives are described through in-depth interviews which were dialogical in nature. Through this approach, I managed to grasp the essences of the lived experiences of women The research highlights the women's perceptions of themselves as educational leaders. What emerges is the variety of approaches to handling challenges. My findings show a rich and diverse culture of creativity in the way participants adopted a problem-solving strategy, which is not reflected in the mainstream leadership. Though educational leadership emerges as a complex phenomenon, with alternative approaches to educational research, there is high potential for increased understanding of woman's leadership, its importance and implications for school. , KMBT_363 , Adobe Acrobat 9.54 Paper Capture Plug-in
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A picture's worth a thousand words: a case study of grade 10 English language educators teaching visual literacy
- Authors: Leask-Smith, Lyn Ann
- Date: 2009
- Subjects: Visual literacy -- Study and teaching (Secondary) -- Case studies English language -- Study and teaching (Secondary) -- Case studies Teacher educators -- Training of -- Case studies English teachers -- Training of -- Case studies Teachers -- In-service training
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1702 , http://hdl.handle.net/10962/d1003585
- Description: The aim of this research was to better understand teacher's beliefs about visual literacy and to explore how their beliefs influence their teaching practice. In order to investigate this, a case study was conducted that comprised of lesson observations and semi-structured interviews with two secondary school English home language educators. The backdrop to the research was the implementation of the new national curriculum for grade 10. The participants, though well educated and experienced teachers, felt their training had been inadequate in the area of teaching visual literacy and although they acknowledged the importance of visual literacy, it seemed to have a fairly low priority in their actual teaching practice. In particular, very little attention was given to the production of multimodal texts by learners. The reason for this low priority may be related to the requirements of the formal assessment programme as well as limited lesson time in which to cover an extensive curriculum. The research findings would seem to suggest a need for in-service training in this area as well as access to suitable learning support materials and teacher resources.
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- Date Issued: 2009
A pilot study of commonly held misconceptions in secondary school genetics
- Authors: Moore, Aldyth Margaret
- Date: 1990
- Subjects: Genetics -- Study and teaching (Secondary)
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1338 , http://hdl.handle.net/10962/d1001404
- Description: This pilot study was aimed at investigating with the aid of a two-tier multiple choice questionnaire, the misconceptions held by pupils in standards 8 and 10 as well as first year Biology students in the area of senior secondary school genetics. It was found that certain of the children's preconceived ideas were altered by tuition while others were unaffected by either age or tuition and consequently warranted the name misconceptions. Four misconceptions were identified in this study and these were seen to be at the root of the difficulties experienced in genetics. They involved plants being seen to be unable to reproduce sexually, an inability to relate meiosis to genetics, a tendency to cling to the Punnett square algorithm when solving genetics problems despite a lack of understanding of the underlying processes and a failure to see the role of chance in genetics. These misconceptions were seen to have arisen because of certain preconceived ideas which hamper the formation of a suitable conceptual framework. The adoption of suitable teaching strategies appears to be the most likely method of rectifying the problem. However, before this can be regarded as conclusive, further research into the concept development of specific aspects such as sexual reproduction, needs to be done. Studies to investigate the most suitable teaching strategy should also be carried out as well as an investigation into the structure of the curriculum
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- Date Issued: 1990
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 pilot study of the relationship between the English language abilities of a group of primary school children and their tree-drawings
- Authors: Kierman, Wynsome Doreen
- Date: 1991
- Subjects: Children -- Language -- Research Children -- Language -- Study and teaching -- Research Cognition in children Communicative competence in children -- Research English language -- Study and teaching (Primary) -- Research
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1704 , http://hdl.handle.net/10962/d1003587
- Description: This pilot study attempts to assess the correlation between language ability and a projective Tree-drawing test. The hypothesis tested is that expounded by Sandra Michel, a psychologist working with Dr. A. A. Tomatis at the Language Centre in Paris. The theory of Language from which her work derives is that put forward by A. A. Tomatis in Vers l'écoute humaine (Towards Human Hearing), (1977) and Education and Dyslexia trans . , Louise Guiney, (1972). This hypothesis states that the Tree-drawing can give a clear indication of the kind of dialogue the testee will be able and willing to use. The claims for projective Tree-drawing 'tests' or techniques have been mainly concerned with personality or psychological assessments and sometimes with intelligence testing since Charles Koch first began his work in this field in the early forties. Sandra Michel in "The Tree Test", translated by T . Brown, (unpublished paper), Tomatis Centre (Scarbrough, Ontario, 1980) discusses a Tree-drawing scale that indicates both the developmental level of the child's language ability and his/her motivation towards dialogue and communication at this level. To test this hypothesis a sample of 1094 Tree-drawings was used. The drawings were done by Primary School children of both sexes from Sub. A. to Std . 5, collected over four years of research. These drawings were studied to see if the Tree scale of drawings described by Michel did in fact occur and if they occurred in the sequence she suggests. As a result of these preliminary investigations a developmental scale was devised and proposed as a refinement of Michel's scale. Scores from these two Tree-scales were correlated with English language scores using Pearson Product Moment Correlation Coefficient and the Spearman Rank techniques. The sample for this correlation study was a group of 54 Std. 5 pupils whose English language ability was evaluated by (i) a school English Examination mark, (ii) a Questionnaire scoring receptive and expressive language behaviours and (iii) Verbal I.Q. scores. The positive correlation between these language scores and the Tree-drawing projective test scores are discussed and the implications for English language teaching and suggestions for further research mentioned.
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- Date Issued: 1991
A pilot study of the use of groupwork in biology education at the Griffiths Mxenge College of Education : a research project ; Towards an effective implementation of assessment of biology practical work under ʺcurriculum 2005ʺ
- Authors: Kwayisi, Frederick Ntow
- Date: 1999
- Subjects: Biology -- Study and teaching -- South Africa Group work in education Biology -- Curricula Curriculum change -- South Africa Curriculum planning -- South Africa Competency-based education -- South Africa Inclusive education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1705 , http://hdl.handle.net/10962/d1003588
- Description: A pilot study of the use of groupwork in biology education at the Griffiths Mxenge College of Education: The Government of National Unity in 1994 introduced a new educational policy for the country. This represented a shift in paradigm from a transmission mode of teaching and learning to learner-centered education. The shift marks a transformation from a contentbased curriculum to an outcomes based education (aBE). aBE, which is underpinned by Constructivism and Social Constructivism advocates for the use of groupwork as a strategy for achieving the outcomes envisaged in our learners. The challenge facing teachers and educators is how to implement outcomes based education. The intention of this research is therefore to serve as a pilot project to find out about how groupwork may be used in teaching. It looks at types of groups, considerations a teacher should have in forming groups, dynamics which come into play during teaching and gives suggestions as to how groupwork problems may be solved. Others issued are also raised which were not fully covered in the research. It is the hope of the researcher that the project would be a basis for further research on the use of group work in teaching under outcomes based education. Towards an effective implementation of assessment of biology practical work under "curriculum 2005" Transformation taking place in education in the Republic of South Africa has implications for assessment. It involves a move away from the transmission mode of teaching and learning, to a learner-centered education with the attainment of outcomes. It is a move away from the summative mode of assessment to a formative mode, where assessment leads to the development of the learner and monitor and support teaching and learning. Questions arise as to what to assess, how, when to assess and by whom? This research project is an initial attempt to look at how this assessment policy may be implemented effectively in schools and colleges, using the teaching and learning of practical biology as a tool. It looks at examples of assessment methods that may be used to assess learners work, their functions and problems that may arise in the teachers attempt to transform hislher practices. Suggestions are made on factors to consider in implementing assessment practice and how problems, which may arise in assessment, may be overcome.
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- Date Issued: 1999
A portrait of a school : Healdtown Missionary Institution (1925-1955) through the eyes of some of its ex-pupils
- Authors: Peppeta, Joseph Ability Mzwanele
- Date: 1989
- Subjects: Healdtown Institution , Black people -- Education -- South Africa -- History
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1339 , http://hdl.handle.net/10962/d1001405
- Description: The study is on Healdtown Missionary Institution. A broad background has been given from 1855 when the Institution was established by Sir George Grey. The emphasis has, however, been from 1925 when the earliest respondents were admitted, up to 1955 when the Department of Bantu Education took over from the missionaries. This period has been deliberately chosen since Healdtown was largely run by the Wesleyan Missionaries during that time. It must also be mentioned that the administration side of Healdtown has not been covered, since Professor Hewson has given a broad picture of this aspect in his doctoral thesis (1959). Similarly, the situation in the classrooms has not been considered except where appropriate references have been cited by respondents. The stress is on the different activities that took place, mainly in every day life in the Institution. Some of these are the positions of responsibility held by respondents in the Institution and their effect on them (the respondents) in later life. This can be coupled with the contribution the respondents made to their communities after leaving Healdtown. The most important thing about the study is what has been revealed with regard to the three generations: the parents of the respondents, the respondents themselves and the children of the respondents. In this aspect a picture of how elite produces elite has been highlighted. To add more flavour, the memories, both good and bad, have been analysed and in order to see whether these are common or peculiar, a comparison was made with similar day schools (secondary) in Soweto. In the conclusion, especially, the limited opportunities for Black pupils to have secondary education during this period is also highlighted. This goes with the eagerness and efforts shown by parents to give secondary schooling to their children. Last, but not least, in the conclusion to this thesis certain deductions from the study have been exposed. What the graduates think about the future of the Institution together with how they view the pupils of the eighties has received a place. It must also be mentioned that the graduates seem to view Healdtown as having prepared them for life
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- Date Issued: 1989
A preliminary examination of teacher development in farm schools through an illuminative evaluation of a teacher development course implemented by the 1820 Foundation Farm School Project
- Authors: Gale, Frances
- Date: 1989
- Subjects: Rural schools -- South Africa -- Eastern Cape Teachers -- Training of -- South Africa -- Eastern Cape 1820 Foundation. Inset Farm School Project Rural schools
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1712 , http://hdl.handle.net/10962/d1003595
- Description: The 1820 Foundation INSET Farm School Project is described in order to set the context in which this illuminative evaluation of a Teacher Development course took place. The concepts of training, education and development are discussed and it is suggested that the term 'education' encompasses a training-development continuum. The design and implementation of the Teacher Development course, which attempts to promote both personal and professional development, are presented, and the facilitator discusses i) her attempt to encourage teacher control of the course and, ii) the factors which mitigate against teacher control. The decision to use the illuminative evaluation method is placed in the context of interpretive research methodologies, and the methods of data collection are discussed. A wide range of data sources is used, but primary importance is attached to i) a questionnaire administered to the five teachers involved and ii) a group interview and individual interviews with the teachers. Factors which emerge in the illumination of the data indicate that teacher control of development courses in farm schools in the Eastern Cape is problematic, that the teachers' preference is for professional development, and that development seems to take place through implementation of training strategies.
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- Date Issued: 1989
A preliminary investigation into the development of computer ability, mathematics concepts and problem solving techniques using turtle geometry
- Authors: Stoker, John
- Date: 1984
- Subjects: Mathematics -- Computer-assisted instruction Geometry -- Computer-assisted instruction Computer-assisted instruction Geometry -- Study and teaching LOGO (Computer program language) Mathematics -- Study and teaching
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1865 , http://hdl.handle.net/10962/d1004598
- Description: From Introduction: The impact of computer technology has not yet been felt in South African primary schools. Yet it is believed that the effect of microelectronics on society will cause a revolution as significant as the industrial revolution. Whereas the industrial revolution amplified and extended the power of human muscles, the new microcomputer technology will mostly be concerned with amplifying and extending the power of the human mind. In order that the future generation might come to terms with the rapidly changing conditions, it is suggested that children of school age benefit by gaining experience with the new technology. It was against this background of challenge that I began to explore various uses of the new technology. The Cockcroft Committee (1982) investigation considered many aspects of mathematics teaching in primary and secondary schools in England. They gave a clear indication of the place of the microcomputer in mathematics teaching when they made this significant observation, "There can be no doubt that the increasing availability of microcomputers in schools offers considerable opportunity to teachers of mathematics to enhance their existing practice and also to work in ways which have not hitherto been possible." (para. 402). The aspect of 'doing' mathematics 'in ways which have not hitherto been possible' caught my attention. I saw the microcomputer as a powerful tool which would extend the children's range of mathematical experiences through the use of simulations. Seymour Papert (1980) propounds an exciting vision of education for the future which consists of collaboration between computers and children. His philosophy does not allow for computers programming children through drill and practice methods. He envisages the child programming the computer and mastering the powerful technology by using a highly active problem solving method. Besides learning problem solving skills, the aspect most emphasized by Papert (1971, 1972, 1980) is that through building and experimenting with computer programs, a child ought to gain new mathematical insights in the topic under investigation.
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- Date Issued: 1984
A preliminary investigation into the effectiveness of the N.E.D. careers education programme in promoting career maturity in high school pupils
- Authors: Delport, Juan Phillippe
- Date: 1987
- Subjects: Career education -- South Africa -- KwaZulu-Natal Vocational guidance -- South Africa -- KwaZulu-Natal
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1911 , http://hdl.handle.net/10962/d1007080
- Description: A developmental paradigm was adopted as a theoretical base from which the effectiveness of the Natal Education Department Career Education lesson-guide in promoting career maturity amongst high school pupils was investigated. It was argued that careers education embodies a distinctive approach to careers work. This approach is described. South African Careers Guidance practices are evaluated in terms of fit, and are compared to American and British ones. To investigate the outcomes of the NED lesson guide, 160 predominantly white, male and female pupils in Standards 6 - 10 were randanly divided into control and experimental grotps and underwent a six session classroom based careers education programme. In addition to the NED material,alternative materials (CRIC - Std. 7 and CRAC - Std. 9) were used on a second experimental group in two standards. The Career Maturity Inventory Attitude Scale was used to measure the outcomes. Analysis of variance and t-tests for the difference between means were used to analyse the data. The results were significant only in Standard 8. For all the other standards with all the materials, they were insignificant. Reasons for and implications of these findings are discussed.
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- Date Issued: 1987
A preliminary investigation into the use of computers in the teaching of mathematics
- Authors: Van Hille, Gilles Ernst Willem
- Date: 1986
- Subjects: Mathematics -- Computer-assisted instruction Mathematics -- Study and teaching (Secondary) -- Data processing Mathematics -- Study and teaching -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1844 , http://hdl.handle.net/10962/d1004382
- Description: Like many South African high school mathematics teachers I have followed the development of computers with interest and I have tried wherever possible to gain some experience on them. Thus when microcomputers became more readily available the mathematics department at our school, Graeme College in Grahamstown, motivated for the school to acquire this powerful new tool. The eventual outcome was that the Old Boys' Association donated to the school 3 BBC B microcomputers with monitors, a disc drive, a printer and two tape recorders. These have now been in the school for three years. The acquisition prompted this research project which takes the following form:- 1) An investigation into some of the uses of microcomputers in schools and, in particular, in the mathematics classroom. 2) A statement on the present position adopted by the Cape Education Department on the use of computers in schools. 3) A study of what the experience has been in other countries, particularly in Britain and the United States of America. 4) A description of an investigation which was undertaken at our school using the method of Action Research and Triangulation. Its aim was to investigate the feasibility of using a microcomputer to aid in the teaching of mathematics and the reaction of the pupils to this innovation. Three different approaches were implemented. a) The algorithmic approach: In this investigation a class of standard eight pupils were required, with the help of the teacher, to write, enter and test a short computer program which would solve any pair of simultaneous linear equations of the form, ax + by = c. Their reaction to this form of instruction was noted by myself and a non-participant observer. The pupils themselves were also asked to express their reactions, both verbally and by filling in a prepared questionnaire. Examples of worksheets, exam questions and analysed questionnaires are given in the appendix. Short programs which examine various other mathematical concepts are also listed and discussed. b) The audio-visual approach: In this case use was made of a graphs software package in which the computer would draw either a straight line, circle, parabola or hyperbola when the appropriate variables were entered. This package also includes a graph game facility where participants are required to find the equation of the graph which will pass through three given points. Points are awarded if the correct type of graph is chosen and the variables are entered within a certain time interval. The pupils involved in this investigation were standard eight higher grade mathematics pupils and their reaction to this form of instruction was again noted using the methods described in (a) above. c) Computer Aided Instruction: Here I was most fortunate to be able to make use of the Rhodes University PLATO Centre. This allowed me to take a class of eighteen standard eight higher grade mathematics pupils to the Centre. Here during four sessions, each of just over an hour, the pupils interacted with the software on the computer terminal. The software used was a set of five lessons written by Barbara Lederman of the Community College Maths Group, of the University of Illinois in 1976. The lessons give instruction and require the pupils to transform, plot and draw the graphs of linear equations of the form, ax + by + c = 0, x = c and y = b. They are also taught and required to find the equations of given straight lines. Their reactions to this form of instruction are discussed after each session. 5) In conclusion some thoughts are given on how computers can best be utilised in the school situation, with particular reference to the teaching of mathematics.
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- Date Issued: 1986
A process-genre approach to teaching argumentative writing to grade nine learners
- Authors: Elson, Jillian Margaret
- Date: 2012
- Subjects: English language -- Rhetoric -- Study and teaching (Secondary) English language -- Writing -- Study and teaching (Secondary) Written communication
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1714 , http://hdl.handle.net/10962/d1003597
- Description: This action research study aimed to improve teaching and learning of argumentative writing through a process-genre approach. Learners were carefully guided through the processes of writing the argumentative genre, with the focus being on teaching of the genre and on the structural conventions of writing arguments. Participants were a class of grade nine learners who speak English as a first language. They were chosen for this study as Grade Nine is a crucial year for writing development before learners enter the senior phase and are met with heightened expectations in the curriculum, that often they struggle to meet, as their writing has not been sufficiently developed to an academic level. The focus of writing in Grade Nine is on narrative and prose, so this writing intervention, in which a teaching module was developed in collaboration with the 1eamers, aimed to broaden their writing skills and provide them with a head start in leaming the fine art of argumentation, as this is a useful skill to acquire for purposes even beyond the classroom. Genre theorists advocate the importance of teaching genres to leamers at a young age, as it allows them access into different communities of discourse, as they become aware and understand the conventions held by a patiicular community, and realize the purpose of different styles of writing for effectively communicating, which prepares them to meet the expectations of their audience. Teaching the structures of different genres therefore allows the writer, and the audience, a framework for understanding the text. The process approach has been widely used by educators as it focuses on explicit teaching of writing processes that are fundamental to leamers' development in writing. Learners need to be carefully guided from the initial stages, to the more complex stages (especially in argumentative writing which has been deemed the most complex genre for learners to master) in order to understand the complexities of constructing an essay in a cohesive way, as they need to consider multiple aspects of writing, such as the linguistic features, rhetorical features and structural features of the genre and unify them into a sound argument. This takes time, practice and revision, and extensive feedback is required. The process-genre approach proved to be successful in this study, as leamers showed remarkable improvements in their writing from the initial stages of writing to the final drafts of their essays. The findings revealed that explicit teaching of genres and structural elements of writing is vital for ensuring learners' development. Learners require modelling of the genre, scaffolding and careful guidance through step-by-step processes in order to build confidence and express their ideas effectively in written text. The findings indicate the relevance of using the process-genre approach for teaching and learning and that teaching and learning writing is indeed a process that needs more time and practice that is cUiTently allocated in the curriculum.
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- Date Issued: 2012
A resource-based learning approach to professional development: the case of the ACEE (Rhodes University Advanced Certificate in Environmental Education)
- Authors: Agria Russo, Vladimir Kiluange
- Date: 2004
- Subjects: Rhodes University Advanced Certificate in Environmental Education Teaching -- Aids and devices -- South Africa Environmental education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1741 , http://hdl.handle.net/10962/d1003625
- Description: This interpretative case study derives and examines the characterising features of the resource-based learning approach used in the Rhodes University Advanced Certificate in Environmental Education (ACEE), particularly in Module 1 (Environment and Environmental Issues) and Module 3 (Contemporary Environmental Issues). The study explores processes of resource-based learning through the analysis of three individual case stories of participants’ experience in adaptive use of learning support materials in different work contexts. It discusses the relationship between thematic categories related to participants’ experience of assignment work, and course design and course implementation. This study indicates that resource-based learning processes in the ACEE involve curriculum deliberation and the use of resource packs in supporting participants’ practice. It also indicates that the ACEE’s practice-based orientation to workplace-based assignments plays an important role in supporting the adaptive use of learning support materials, encouraging lifelong learning and developing applied competence. It highlights the significance of reflexive narration of practice in improving course participants’ educational practice. A diagrammatic representation of the unfolding and intermeshed characterising features of resource-based learning is presented. The study argues that resource-based learning in the ACEE appears to create possibilities for the course participants to become scaffolders and co-constructors of their own learning. It notes that resource-based learning can enable course participants to take ownership of their educational and workplace needs, and to develop skills and competences necessary to respond to environmental issues and risks in southern Africa. This study examines the potential that the reflexive narration of practice has in supporting course participants to engage in better ways of doing things in their workplace-based contexts. This study provides some recommendations to enhance the Advanced Certificate in Environmental Education as well as some ‘fuzzy generalisations’ that might guide the Southern African Development Community (SADC) Regional Environmental Education Programme (REEP) in the development and adaptation of professional development courses in southern Africa.
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- Date Issued: 2004
A review of Climate-Smart system innovations in two Agricultural Colleges in the North West Province of South Africa
- Authors: Van Staden, Wilma
- Date: 2018
- Subjects: Crops and climate South Africa North-West , Sustainable agriculture South Africa North-West , Agriculture Environmental aspects South Africa North-West , Agricultural colleges Curricula South Africa , Agricultural innovations , Agricultural ecology South Africa North-West
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/63426 , vital:28410
- Description: This study was centred on the Agricultural Innovation System in the North West Province, South Africa as a response to climate change. The study developed during a time when Climate-Smart Agriculture emerged in policy and was developed as a strategic agricultural innovation process in response to changes in climate that increased food insecurity. The Agricultural Colleges embedded in the agricultural system realised that they were teaching students without a clear provision for climate change and therefore needed to initiate climate responsive innovations to comply with the Climate-Smart strategy that had been proposed by the provincial authorities. This provided the context for the study to track and support the innovation process of transitioning towards Climate-Smart responsive curriculum and learning practices within the system. A theoretical framework for the study was developed using a Cultural Historical Activity Theory perspective. This allowed the researcher to approach the research process as two case studies of innovation within the Agricultural Innovation System of the North West Province. The study developed as an iterative process of innovation support and tracking. At the early stages of the research process, data were generated through document analysis and a survey completed by the research participants at the preliminary consultative workshop. The contextual data allowed the researcher to begin to develop a clear contextual profile for both case studies. The consultative workshops were held to orientate the research around the central problems and challenges related to curriculum alignment with provincial Climate-Smart Agricultural policies. The methodology thereafter was developed as an iterative process of successive intervention-innovation workshops where the participating staff in each college reviewed their curriculum with the support of a Climate-Smart Innovation Tool. This tool was developed as a mediating resource for participants to undertake intervention work towards curriculum innovation in their context. The historical analysis from the two consultative workshops and the data derived from the initial use of the Climate-Smart Innovation Tool was used to model the activity systems in the respective colleges and the provincial system. This analysis enabled the researcher to scope how the system was currently functioning and how it had changed over time. During the workshops, curriculum innovations were reviewed and a fuller picture of the challenges of system innovation emerged, especially from a curriculum innovation vantage point. This system analysis was used to analyse emergent tensions and contradictions within the system and to build a picture of the complexities of participating staff initiating innovations towards Climate-Smart responsiveness in the colleges and within the Agricultural Innovation System. During the review and tracking of the supported innovation process the Climate-Smart Innovation Tool was developed into online sub-tools where either Departments or individual lecturers could review and track their own Climate-Smart responsiveness. The tool was shown to be a useful tool for surfacing contradictions, and identifying absences, and thus for charting out the start of reflexive learning and change processes needed for introducing climate responsive knowledge into the system. The study reveals that catalysing of curriculum and learning system innovation aligned with wider innovations in the agricultural innovation system requires specific tools, time and the understanding of the importance of micro-level innovation. The innovations within the system revealed the significance of allowing for time and processes that facilitate ‘ascending’ from the abstract concept of Climate-Smart Agriculture into more concrete curriculum processes. The curriculum review tool developed for this study served as an important double stimulation tool, along with activity system mapping, and ongoing refinement and clarification of the object of Climate-Smart Agriculture and associated contradictions and action plans for climate smart responsiveness in the college context. The tools and processes that were developed during this study, assisting in the emergence of micro-level innovation of the curriculum and learning system. The barriers and processes hampering curriculum and learning innovation within the system were identified. The study concludes with the recommendations on how a Climate-Smart innovation process might best be supported with reflexive tools within a curriculum and learning system during a time of institutional flux.
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- Date Issued: 2018
A review of how teachers are using the renewable energy materials in their lessons
- Authors: Lambrechts, Therese
- Date: 2017
- Subjects: Renewable energy sources -- Study and teaching -- South Africa , Renewable energy sources -- Study and teaching -- South Africa -- South Africa , Curriculum evaluation -- South Africa , Environmental education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/13888 , vital:21864
- Description: Climate change and renewable energy have recently become part of the school curriculum in South Africa. Many teachers at the secondary school level thus have to teach topics with which they are not (necessarily) familiar. The Centre for Renewable and Sustainable Energy Studies at Stellenbosch University has established a schools' programme to provide materials to aid the educators in the teaching of renewable energy topics. A research-based set of Learning Teaching Support Material (LTSM) was developed for high school educators. The learning material includes a DVD, PowerPoint presentations, posters, a teacher's manual, and assignments that can be used in different subjects. This study reports and reviews how teachers are currently using the material. Teacher accounts of materials use and evidence of learning in students work were solicited using an appreciative inquiry review process. The data reflected the value being created through patterns of materials use. A Vygotskian based task sequencing framework of Anne Edwards was used to examine the patterns of use which support learning. The use of the task sequencing as an analytical lens allowed the review to probe how knowledge representation was the primary use by teachers. Here they introduced learners to key concepts and to broaden their knowledge on renewable energy. The activities served to scaffold a clear learning progression but the activities were not strongly enough orientated towards ESD as learner-led processes of enquiry and action. The outcomes of the study will be used to update and better align the materials with a need for teachers to strengthen important ESD outcomes in the current curriculum.
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- Date Issued: 2017
A review of lessons learned to inform capacity-building for sustainable nature-based tourism development in the European Union funded ʺSupport to the Wild Coast Spatial Development Initiative Pilot Programmeʺ
- Authors: Wright, Brian Bradley
- Date: 2006
- Subjects: Wild Coast Spatial Development Initiative Pilot Programme , Sustainable development -- South Africa -- Eastern Cape -- Citizen participation , Sustainable development -- Environmental aspects -- South Africa -- Eastern Cape , Conservation and natural resources -- South Africa -- Eastern Cape , Natural resources -- Management -- South Africa -- Eastern Cape , Natural resources -- Management -- International cooperation , Rural development -- South Africa -- Eastern Cape , Eastern Cape (South Africa) -- Economic development , South Africa -- Foreign economic relations -- European Union countries , European Union countries -- Foreign economic relations -- South Africa , Ecotourism -- South Africa -- Eastern Cape -- Citizen participation , Tourism -- Environmental aspects -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1744 , http://hdl.handle.net/10962/d1003628 , Wild Coast Spatial Development Initiative Pilot Programme , Sustainable development -- South Africa -- Eastern Cape -- Citizen participation , Sustainable development -- Environmental aspects -- South Africa -- Eastern Cape , Conservation and natural resources -- South Africa -- Eastern Cape , Natural resources -- Management -- South Africa -- Eastern Cape , Natural resources -- Management -- International cooperation , Rural development -- South Africa -- Eastern Cape , Eastern Cape (South Africa) -- Economic development , South Africa -- Foreign economic relations -- European Union countries , European Union countries -- Foreign economic relations -- South Africa , Ecotourism -- South Africa -- Eastern Cape -- Citizen participation , Tourism -- Environmental aspects -- South Africa -- Eastern Cape
- Description: This case-study establishes the influences of power-knowledge relationships on capacity-building for sustainability in the European Union Funded ‘Wild Coast Spatial Development Initiative Pilot Programme’ (EU Programme). It aims to capture the lessons learned for capacitybuilding to support nature-based tourism initiatives on the Wild Coast. The EU Programme aimed to achieve economic and social development of previously disadvantaged communities through nature-based tourism enterprises, and to develop capacity of local authorities and communities to support environmental management. The study discusses common trends in thematic categories emerging from the research data, and contextualises research findings in a broader development landscape. This study indicates that power-knowledge relations were reflected in the EU Programme’s development ideology by an exclusionary development approach, which lacked a participatory ethos. This exclusionary approach did not support an enabling environment for capacity-building. This development approach, guiding the programme conceptualization, design and implementation processes, resulted in a programme with unrealistic objectives, time-frames and resource allocations; a programme resisted by provincial and local government. The study provides a causal link between participation, programme relevance, programme ownership, commitment of stakeholders, effective management and capacity-building for sustainable programme implementation. The study argues that the underlying motivation for the exclusionary EU development ideology in the programme is driven by a risk management strategy. This approach allows the EU to hold power in the development process, whereas, an inclusionary participative development methodology would require a more in-depth negotiation with stakeholders, thereby requiring the EU to relinquish existing levels of power and control. This may increase the risk of an unexpected programme design outcome and associated exposure to financial risk. It may also have a significant financial effect on donor countries' consultancies and consultants currently driving the development industry. This study recommends an interactive-participative methodology for programme design and implementation, if an enabling environment for capacity-building is to be created. In addition, all programme stakeholders must share contractual accountability for programme outcomes. This requires a paradigm shift in the EU development ideology to an inclusionary methodology. However, this research suggests that the current EU development approach will not voluntarily change. I, therefore, argue that South Africa needs to develop a legislative framework that will guide donor-funded development programme methodology, to support an enabling environment for capacity-building.
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- Date Issued: 2006
A review of stakeholder interests and participation in the sustainable use of communal wetlands: the case of the Lake Fundudzi catchment in Limpopo Province, South Africa
- Authors: Silima, Vhangani
- Date: 2007
- Subjects: Wetland ecology -- South Africa -- Limpopo Wetland management -- South Africa -- Limpopo Natural resources -- Management -- South Africa -- Limpopo Conservation of natural resources -- South Africa -- Limpopo Conservation of natural resources -- Citizen participation -- South Africa -- Limpopo Sustainable development -- South Africa -- Limpopo
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1745 , http://hdl.handle.net/10962/d1003629
- Description: Many rural South African people depend on natural resources for their survival. Wetlands provide some of those natural resources. These are presently are under pressure due to high demand, overexploitation and poor land management. The history of South Africa has been characterised by exclusion of local communities in the process of decision-making and general management of natural resources. Participation of all stakeholders is crucial for successful sustainable natural resource management. Various South African departments are engaged in a number of strategies for promoting meaningful participation of local communities. The South African laws promoting protection and sustainable use of natural resources incorporate democratic principles that require high level of participation from resource users, local communities in particular. Most of the participation techniques used are focused on satisfying political mandates and do not respond to the social context of the resource users. The aim of the study was to review the participation of stakeholders in the project of promoting the sustainable use and protection of the Lake Fundudzi catchment. The idea was to probe stakeholder interests more carefully, and to research tensions that arise in the participation process, using qualitative methodologies. Through the use of questionnaires, observations and document analysis stakeholders’ interests were identified to assess their influence in the process of participation of local stakeholders. The review of stakeholders’ participation in the Lake Fundudzi Project showed that stakeholders’ interests are crucial for meaningful local community participation, communication and education influence. They enable meaningful participation and empowerment. A multi-stakeholders approach enables stakeholders to share roles and responsibilities and the participation process offers an opportunity for local stakeholders to participate democratically in the Project. Power relations affect stakeholder participation, capital dependant participatory initiatives are likely to be at risk, participatory processes are likely to promote the empowerment and knowledge exchange amongst stakeholders, the views of local stakeholders are not always considered by outside support organisation and multi-stakeholder participatory approaches enable the initiative/activity/project to achieve its objectives.
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- Date Issued: 2007
A review of the development and enactment of a radio programme on rainwater harvesting in expanding social learning interactions: a case of the Imvotho Bubomi Learning Network in the Nkonkobe Municipality, Eastern Cape, South Africa
- Authors: Lupele, Chisala
- Date: 2017
- Subjects: Imvotho Bubomi Learning Network , Amanzi for Food , Radio in education -- South Africa -- Eastern Cape , Educational broadcasting -- South Africa -- Eastern Cape , Radio stations -- South Africa -- Eastern Cape , Community radio -- South Africa -- Eastern Cape , Environmental education -- South Africa , Water conservation -- Study and teaching -- South Africa , Rhodes University. Environmental Learning Research Centre
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/12991 , vital:21786
- Description: The use of radio and associated information and communications technologies (ICTs) has not been widely explored as a process of environmental education over the years. If environmental education is to involve many people, the use of radio and associated ICTs, particularly in community radio, needs to be researched because radio has multilayered functions. This study examines how practitioners in an agricultural Community of Practice (CoP), namely the Imvotho Bubomi Learning Network in the Nkonkobe Municipality, Eastern Cape, South Africa developed a radio programme on rainwater harvesting for the promotion of food security. The study probes the expansion and social learning of the network and into the public sphere after broadcasts. The study draws on research data generated in the Amanzi for Food project which was funded by the Water Research Commission of South Africa and was led by the Rhodes University Environmental Learning Research Centre. Using interviews, radio programme transcripts and observations, the study found that through using their prior knowledge from a training of trainers’ course on rain water harvesting and drawing on everyday experience of rainwater harvesting the CoP members had an expansion in their mutual engagement, joint enterprise, diversity, shared repertoire and identity into a knowledge community. This learning process developed through a successive elaboration of social ecological and social articulations related to the expansive functioning of the CoP; and experience of the benefits of rainwater harvesting as radio programme listeners deliberated how the different practices related to their existing knowledge and experience. The study also found that these expansive processes of social learning occurred across the spectrum of smallholder farmers and homestead food growers in a stimulated radio listening focus group discussion. The study concludes that agriculture practitioners involved in education for sustainable development could expand their knowledge sharing platforms by giving more attention to community radio as a means of both involving participants and engaging learning communities in local environment and sustainability concerns.
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- Date Issued: 2017