An investigation into the organisational culture at an academically successful secondary school in Namibia
- Authors: Awarab, Erwin Ronald
- Date: 2010
- Subjects: Corporate culture -- Namibia -- Case studies Organizational behavior -- Namibia -- Case studies School management and organization -- Namibia -- Case studies Educational leadership -- Namibia -- Case studies Education, Secondary -- Namibia -- Case studies Educational change -- Namibia -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1612 , http://hdl.handle.net/10962/d1003494
- Description: The appreciation by leadership of the culture of an organisation plays an important role in the success of that organisation. Leadership and organisation culture are an inextricable part of the life of an organisation. The shared assumptions and beliefs of the individual within an organisation shape its culture. My study investigates the aspects of school culture and, further, looks at its link to the success of an organisation, and at the leadership style that influences such an organisation. My research, conducted in the interpretive paradigm, is a case study which was carried out at a public secondary school in the capital city of Windhoek, in Namibia. Since the school was built during South African rule, it was intended mainly for white children. Since independence, it has undergone transformation and is currently integrated, accommodating learners from different cultural backgrounds. It is a successful school, with a good reputation for its discipline and academic excellence. I chose this school deliberately, for those reasons. My findings are that there are aspects of culture which maintain its creation and perpetuate the existence of a particular culture at the school. This school’s culture is embedded within the Christian faith, and there are deliberate rituals and ceremonies put in place to enhance the creation and maintenance of the values that inform its culture, and the school leadership, management, teachers and student council members have a central role in this regard. My study shows that the creation, understanding and appreciation of beliefs and values of the individual within the organisation enable the consequent creation of the shared vision and values that ultimately lead to the foundation and maintenance of a strong culture.
- Full Text:
- Date Issued: 2010
- Authors: Awarab, Erwin Ronald
- Date: 2010
- Subjects: Corporate culture -- Namibia -- Case studies Organizational behavior -- Namibia -- Case studies School management and organization -- Namibia -- Case studies Educational leadership -- Namibia -- Case studies Education, Secondary -- Namibia -- Case studies Educational change -- Namibia -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1612 , http://hdl.handle.net/10962/d1003494
- Description: The appreciation by leadership of the culture of an organisation plays an important role in the success of that organisation. Leadership and organisation culture are an inextricable part of the life of an organisation. The shared assumptions and beliefs of the individual within an organisation shape its culture. My study investigates the aspects of school culture and, further, looks at its link to the success of an organisation, and at the leadership style that influences such an organisation. My research, conducted in the interpretive paradigm, is a case study which was carried out at a public secondary school in the capital city of Windhoek, in Namibia. Since the school was built during South African rule, it was intended mainly for white children. Since independence, it has undergone transformation and is currently integrated, accommodating learners from different cultural backgrounds. It is a successful school, with a good reputation for its discipline and academic excellence. I chose this school deliberately, for those reasons. My findings are that there are aspects of culture which maintain its creation and perpetuate the existence of a particular culture at the school. This school’s culture is embedded within the Christian faith, and there are deliberate rituals and ceremonies put in place to enhance the creation and maintenance of the values that inform its culture, and the school leadership, management, teachers and student council members have a central role in this regard. My study shows that the creation, understanding and appreciation of beliefs and values of the individual within the organisation enable the consequent creation of the shared vision and values that ultimately lead to the foundation and maintenance of a strong culture.
- Full Text:
- Date Issued: 2010
How can educators in the intermediate phase be empowered to cope with the demands they face in an inclusive classroom situation?
- Authors: Bosman, Ysanne Bosman
- Date: 2010
- Subjects: Learning disabilities , Children with disabilities -- Education (Elementary) , Inclusive education , Teachers of problem children , Classroom management , Special education teachers -- Training of , Teachers -- Uganda
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9507 , http://hdl.handle.net/10948/1234 , Learning disabilities , Children with disabilities -- Education (Elementary) , Inclusive education , Teachers of problem children , Classroom management , Special education teachers -- Training of , Teachers -- Uganda
- Description: The rationale of my research was to make sure that all learners are treated as equals in the education afforded to them. The researcher noticed that not all educators in mainstream schools facing learners experiencing learning problems could deal with the Curriculum and that many had difficulty in coping in an inclusive classrooms setting. Furthermore, the researcher noticed that many educators percieve that they did not have the knowledge and skills to identify and support learners experiencing learning problems. Consequently, the educators felt that they could not effectively help these learners in their learning progress. While the educators struggle to cope, learners ended up having to repeat a grade or being promoted to the next grade without having attained the neccesary skills yet. The researcher set out to research what the available literature stated about how educators could be empowered to cope with teaching learners experiencing learning problems in an inclusive classroom situation. For this research study, a qualitative approach was followed, as it best matched the type of interactive investigation considered necessary. Due to time, financial and resources constraints, purpose sampling was used as the most effective method of yielding data. The qualitative approach embraced a multi-perspective approach, in terms of which methods of data collection were used, such as collection questionnaires, conducting interviews and using observations. The researcher trusts that her understanding as presented in the research findings and the recommendations made will benefit not only herself, but will empower all educators coping with the stress of teaching learners experiencing learning problems and improving their skills and self-esteem in the educational environment.
- Full Text:
- Date Issued: 2010
- Authors: Bosman, Ysanne Bosman
- Date: 2010
- Subjects: Learning disabilities , Children with disabilities -- Education (Elementary) , Inclusive education , Teachers of problem children , Classroom management , Special education teachers -- Training of , Teachers -- Uganda
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9507 , http://hdl.handle.net/10948/1234 , Learning disabilities , Children with disabilities -- Education (Elementary) , Inclusive education , Teachers of problem children , Classroom management , Special education teachers -- Training of , Teachers -- Uganda
- Description: The rationale of my research was to make sure that all learners are treated as equals in the education afforded to them. The researcher noticed that not all educators in mainstream schools facing learners experiencing learning problems could deal with the Curriculum and that many had difficulty in coping in an inclusive classrooms setting. Furthermore, the researcher noticed that many educators percieve that they did not have the knowledge and skills to identify and support learners experiencing learning problems. Consequently, the educators felt that they could not effectively help these learners in their learning progress. While the educators struggle to cope, learners ended up having to repeat a grade or being promoted to the next grade without having attained the neccesary skills yet. The researcher set out to research what the available literature stated about how educators could be empowered to cope with teaching learners experiencing learning problems in an inclusive classroom situation. For this research study, a qualitative approach was followed, as it best matched the type of interactive investigation considered necessary. Due to time, financial and resources constraints, purpose sampling was used as the most effective method of yielding data. The qualitative approach embraced a multi-perspective approach, in terms of which methods of data collection were used, such as collection questionnaires, conducting interviews and using observations. The researcher trusts that her understanding as presented in the research findings and the recommendations made will benefit not only herself, but will empower all educators coping with the stress of teaching learners experiencing learning problems and improving their skills and self-esteem in the educational environment.
- Full Text:
- Date Issued: 2010
The promotion of scientific literacy within a museum context
- Authors: Daniels, Nicolette Deidré
- Date: 2010
- Subjects: Museums -- Educational aspects , Science -- Study and teaching (Primary) -- South Africa , Scientific literature -- Study and teaching , Science museums -- Educational aspects , Museums and schools -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9502 , http://hdl.handle.net/10948/1343 , Museums -- Educational aspects , Science -- Study and teaching (Primary) -- South Africa , Scientific literature -- Study and teaching , Science museums -- Educational aspects , Museums and schools -- South Africa
- Description: Currently South African museums are faced with the challenge of evaluating and transforming their roles and functions as a response to changing national educational needs. The purpose of this study was to investigate whether aspects of the integrated strategies approach to promoting scientific literacy can be successfully employed in a museum context. The approach was used as part of the education programmes at the Port Elizabeth Museum School (Bayworld) and mixed methods were used to gather qualitative and quantitative data on the teachers’ ability to adopt the strategy. Data were also generated on the teachers’ perceptions of teaching and learning, possible activities which supported the approach, and aspects of the strategy which the learners adopted most readily. The findings suggest that active engagement in the process resulted in effective adoption of the strategy by the teachers, improved attitudes towards science learning by both the teachers and children who participated in the process, and improved scientific literacy in both.
- Full Text:
- Date Issued: 2010
- Authors: Daniels, Nicolette Deidré
- Date: 2010
- Subjects: Museums -- Educational aspects , Science -- Study and teaching (Primary) -- South Africa , Scientific literature -- Study and teaching , Science museums -- Educational aspects , Museums and schools -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9502 , http://hdl.handle.net/10948/1343 , Museums -- Educational aspects , Science -- Study and teaching (Primary) -- South Africa , Scientific literature -- Study and teaching , Science museums -- Educational aspects , Museums and schools -- South Africa
- Description: Currently South African museums are faced with the challenge of evaluating and transforming their roles and functions as a response to changing national educational needs. The purpose of this study was to investigate whether aspects of the integrated strategies approach to promoting scientific literacy can be successfully employed in a museum context. The approach was used as part of the education programmes at the Port Elizabeth Museum School (Bayworld) and mixed methods were used to gather qualitative and quantitative data on the teachers’ ability to adopt the strategy. Data were also generated on the teachers’ perceptions of teaching and learning, possible activities which supported the approach, and aspects of the strategy which the learners adopted most readily. The findings suggest that active engagement in the process resulted in effective adoption of the strategy by the teachers, improved attitudes towards science learning by both the teachers and children who participated in the process, and improved scientific literacy in both.
- Full Text:
- Date Issued: 2010
Contextualising curriculum through issues-based approaches: a case of eco-schools in Kenya
- Authors: Epus, Joash Gregory Odeke
- Date: 2010
- Subjects: Environmental education -- Kenya -- Case studies Curriculum planning -- Kenya -- Case studies Curriculum change -- Kenya -- Case studies Environmental literacy -- Study and teaching -- Namibia -- Case studies Environmental education -- Activity programs -- Namibia -- Case studies Conservation of natural resources -- Study and teaching -- Namibia -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1463 , http://hdl.handle.net/10962/d1003344
- Description: This study involved an issues-based approach to curriculum contextualisation in the context of the Eco-Schools programme in Kenya. It adopted a two-phase design using interpretivist and socially critical research orientations. In this study, research is represented as a process which is socially constructed within a particular theoretical, contextual, social and historical context by unfolding the thesis to illuminate how the phases are closely woven into each other. The first phase used the survey method for a contextual review of existing approaches and views relating to environmental education in the formal education sector. The survey aimed to develop a deeper understanding of environmental education as currently practiced in Kenya and to unravel the complexities surrounding it. It involved about two hundred and six primary school teachers and a critical review of a set of resource materials used in Kenyan Primary Schools. It revealed that some aspects of environmental education practice and the prevailing technocratic view of curriculum in Kenyan primary schools potentially limit possibilities for issues-based approaches to curriculum contextualisation. The action research process in four case study schools in Nyanza province of Kenya represent an attempt to address issues in context through socially critical environmental education. Participant observations, workshops and document analysis revealed that, contextualised conceptions of the terms ‘environment’ and ‘environmental education’ that resulted from a process of deliberation of meaning by teachers in relation to their contexts and practices served to set perspective for the action research process. Further, the planning phase which involved environmental auditing to identify issues of concern, prioritization of actions, issues to address, and action planning to guide implementation was critical in setting the agenda of the action research process in each of the case study schools. Integration and infusion of local issues of concern into curriculum planning further enriched processes of curriculum contextualisation, making them relevant to local contexts by addressing real issues through appropriate pedagogical approaches in auditing, investigation and research, communicating and interpreting results, reflecting on investigations and taking action. The action research process further enhanced cooperation and partnership between the case study schools and surrounding communities with mutual benefits. The research report demonstrates that despite the limitations posed by the technocratic orientation of the Kenyan curriculum, it is possible to address real environmental issues, risks and associated sustainable development challenges in context through issues-based approaches to curriculum contextualisation in the context of the Eco-Schools programme.
- Full Text:
- Date Issued: 2010
- Authors: Epus, Joash Gregory Odeke
- Date: 2010
- Subjects: Environmental education -- Kenya -- Case studies Curriculum planning -- Kenya -- Case studies Curriculum change -- Kenya -- Case studies Environmental literacy -- Study and teaching -- Namibia -- Case studies Environmental education -- Activity programs -- Namibia -- Case studies Conservation of natural resources -- Study and teaching -- Namibia -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1463 , http://hdl.handle.net/10962/d1003344
- Description: This study involved an issues-based approach to curriculum contextualisation in the context of the Eco-Schools programme in Kenya. It adopted a two-phase design using interpretivist and socially critical research orientations. In this study, research is represented as a process which is socially constructed within a particular theoretical, contextual, social and historical context by unfolding the thesis to illuminate how the phases are closely woven into each other. The first phase used the survey method for a contextual review of existing approaches and views relating to environmental education in the formal education sector. The survey aimed to develop a deeper understanding of environmental education as currently practiced in Kenya and to unravel the complexities surrounding it. It involved about two hundred and six primary school teachers and a critical review of a set of resource materials used in Kenyan Primary Schools. It revealed that some aspects of environmental education practice and the prevailing technocratic view of curriculum in Kenyan primary schools potentially limit possibilities for issues-based approaches to curriculum contextualisation. The action research process in four case study schools in Nyanza province of Kenya represent an attempt to address issues in context through socially critical environmental education. Participant observations, workshops and document analysis revealed that, contextualised conceptions of the terms ‘environment’ and ‘environmental education’ that resulted from a process of deliberation of meaning by teachers in relation to their contexts and practices served to set perspective for the action research process. Further, the planning phase which involved environmental auditing to identify issues of concern, prioritization of actions, issues to address, and action planning to guide implementation was critical in setting the agenda of the action research process in each of the case study schools. Integration and infusion of local issues of concern into curriculum planning further enriched processes of curriculum contextualisation, making them relevant to local contexts by addressing real issues through appropriate pedagogical approaches in auditing, investigation and research, communicating and interpreting results, reflecting on investigations and taking action. The action research process further enhanced cooperation and partnership between the case study schools and surrounding communities with mutual benefits. The research report demonstrates that despite the limitations posed by the technocratic orientation of the Kenyan curriculum, it is possible to address real environmental issues, risks and associated sustainable development challenges in context through issues-based approaches to curriculum contextualisation in the context of the Eco-Schools programme.
- Full Text:
- Date Issued: 2010
An environmental education portfolio: three small scale studies informing school greening activities and professional development of teachers in two rural Eastern Cape schools in SANBI's Greening the Nation Project
- Authors: Finca, Moffat Nkosiphendule
- Date: 2010
- Subjects: South African National Biodiversity Institute Environmental education -- South Africa -- Eastern Cape Teachers -- In-service training -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1737 , http://hdl.handle.net/10962/d1003621
- Full Text:
- Date Issued: 2010
- Authors: Finca, Moffat Nkosiphendule
- Date: 2010
- Subjects: South African National Biodiversity Institute Environmental education -- South Africa -- Eastern Cape Teachers -- In-service training -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1737 , http://hdl.handle.net/10962/d1003621
- Full Text:
- Date Issued: 2010
'n Eenvormige dissiplinestelsel vir skole in die Bitou 10-streek
- Authors: Freislich, Maria Francina
- Date: 2010
- Subjects: School discipline -- South Africa , School boards -- South Africa
- Language: Afrikaans
- Type: Thesis , Masters , MEd
- Identifier: vital:9506 , http://hdl.handle.net/10948/1236 , School discipline -- South Africa , School boards -- South Africa
- Description: Discipline in the government schools in South Africa has deteriorated during the past fifteen years. There are many different reasons for that. The aim of this study was to develop a uniform programme of discipline which can be used for application in all ten schools in the Bitou area. To reach this aim, the following procedures were followed: • A study has been done regarding the supporting role of the Bitou 10 foundation in the designing and management of a uniform discipline program. • A summary of the disciplinary problems in government schools has been given with possible reasons why discipline has deteriorated. • A study has also been made of various programs of discipline which have been used in various countries in the past. Certain aspects of those programmes have been used in this study to compile an effective programme of discipline for all the schools in the Bitou area. • Criteria for a positive discipline program have been put together. This study has been done in the Plettenberg Bay area. This area has ten schools which include primary- and high schools, single medium- and double medium schools, multi-cultural and mono-cultural schools and also some schools which have hostels. This study showed that not all schools in the Bitou area follow the same disciplinary programme. This study also makes recommendations on the possible implementing of such a uniform system of discipline. This study does not only show what the role is of the principal and teachers responsible for discipline, but also indicates the role and task of the parents and the community. Research on the application of discipline can never end because new ideas and methods will always be found to create an ideal programme in order to make the process more effective.
- Full Text:
- Date Issued: 2010
- Authors: Freislich, Maria Francina
- Date: 2010
- Subjects: School discipline -- South Africa , School boards -- South Africa
- Language: Afrikaans
- Type: Thesis , Masters , MEd
- Identifier: vital:9506 , http://hdl.handle.net/10948/1236 , School discipline -- South Africa , School boards -- South Africa
- Description: Discipline in the government schools in South Africa has deteriorated during the past fifteen years. There are many different reasons for that. The aim of this study was to develop a uniform programme of discipline which can be used for application in all ten schools in the Bitou area. To reach this aim, the following procedures were followed: • A study has been done regarding the supporting role of the Bitou 10 foundation in the designing and management of a uniform discipline program. • A summary of the disciplinary problems in government schools has been given with possible reasons why discipline has deteriorated. • A study has also been made of various programs of discipline which have been used in various countries in the past. Certain aspects of those programmes have been used in this study to compile an effective programme of discipline for all the schools in the Bitou area. • Criteria for a positive discipline program have been put together. This study has been done in the Plettenberg Bay area. This area has ten schools which include primary- and high schools, single medium- and double medium schools, multi-cultural and mono-cultural schools and also some schools which have hostels. This study showed that not all schools in the Bitou area follow the same disciplinary programme. This study also makes recommendations on the possible implementing of such a uniform system of discipline. This study does not only show what the role is of the principal and teachers responsible for discipline, but also indicates the role and task of the parents and the community. Research on the application of discipline can never end because new ideas and methods will always be found to create an ideal programme in order to make the process more effective.
- Full Text:
- Date Issued: 2010
The relationship between learning styles and perceptions of blended learning : a case study of third-year Environmental Science students at Rhodes University
- Authors: Gambiza, James
- Date: 2010
- Subjects: Blended learning , Education, Higher -- Computer-assisted instruction , Environmental sciences -- Study and teaching (Higher)
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2013 , http://hdl.handle.net/10962/d1016352
- Description: The use of blended learning to support teaching and learning is growing globally. Few studies, however, have investigated the relation between students’ learning styles and their perceptions of blended learning. This study used a case-study approach to investigate third year Environmental Science students’ learning styles and perceptions of the online component of blended learning at Rhodes University. Vermunt’s inventory of learning’s styles instrument was used to assess the students’ learning styles. Students’ perceptions of online learning were assessed using an 84-item online experience questionnaire. Multivariate cluster analyses based on students’ learning styles, perceptions of online learning and final coursework marks were done. The correlation between learning styles and perceptions of blended learning was assessed. Students had been using computers for about 10 years. About 91% of students owned computers and 50% had access to Internet at home or in their residences. Internet and email were the most commonly used tools for student learning averaging about at least six times per week. Three of Vermunt’s four learning styles were identified. These were the meaning-directed, application-directed and reproduction-directed styles. The undirected learning style was absent. A major finding of this study was the dissonance in learning styles of students. For example, students with the meaning-directed style also scored high on reproduction-directed style. Students combined deep approaches with memorisation when learning. I developed an instrument consisting of seven scales that described students’ perceptions of online learning. The scales were epistemological judgements, multiple sources of information, learning goals, relevance, Internet experience, appropriate tool and student interaction. There was high within scale variability in students’ perceptions of online learning. The perception that the Internet provided multiple sources of information was positively associated with advanced models of epistemology that support the construction of knowledge. There was dissonance between the perception of the Internet as enhancing epistemological judgements and some components of learning style. A perception of epistemological judgements was positively correlated with both deep and surface cognitive processing strategies.
- Full Text:
- Date Issued: 2010
- Authors: Gambiza, James
- Date: 2010
- Subjects: Blended learning , Education, Higher -- Computer-assisted instruction , Environmental sciences -- Study and teaching (Higher)
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2013 , http://hdl.handle.net/10962/d1016352
- Description: The use of blended learning to support teaching and learning is growing globally. Few studies, however, have investigated the relation between students’ learning styles and their perceptions of blended learning. This study used a case-study approach to investigate third year Environmental Science students’ learning styles and perceptions of the online component of blended learning at Rhodes University. Vermunt’s inventory of learning’s styles instrument was used to assess the students’ learning styles. Students’ perceptions of online learning were assessed using an 84-item online experience questionnaire. Multivariate cluster analyses based on students’ learning styles, perceptions of online learning and final coursework marks were done. The correlation between learning styles and perceptions of blended learning was assessed. Students had been using computers for about 10 years. About 91% of students owned computers and 50% had access to Internet at home or in their residences. Internet and email were the most commonly used tools for student learning averaging about at least six times per week. Three of Vermunt’s four learning styles were identified. These were the meaning-directed, application-directed and reproduction-directed styles. The undirected learning style was absent. A major finding of this study was the dissonance in learning styles of students. For example, students with the meaning-directed style also scored high on reproduction-directed style. Students combined deep approaches with memorisation when learning. I developed an instrument consisting of seven scales that described students’ perceptions of online learning. The scales were epistemological judgements, multiple sources of information, learning goals, relevance, Internet experience, appropriate tool and student interaction. There was high within scale variability in students’ perceptions of online learning. The perception that the Internet provided multiple sources of information was positively associated with advanced models of epistemology that support the construction of knowledge. There was dissonance between the perception of the Internet as enhancing epistemological judgements and some components of learning style. A perception of epistemological judgements was positively correlated with both deep and surface cognitive processing strategies.
- Full Text:
- Date Issued: 2010
An investigation of prior knowledge about amphibians amongst Grade 7 learners : towards the development of a resource pack
- Authors: Gordon, Louise
- Date: 2010
- Subjects: Amphibians -- Study and teaching -- South Africa Environmental education -- South Africa Natural sciences -- Study and teaching -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1641 , http://hdl.handle.net/10962/d1003523
- Description: The value of frogs is compared to the value of canaries used in coalmines: they are indicators of the environmental status of our environments, thus crucial to our survival. One third of all frogs worldwide are threatened with extinction. Frogs are found in our immediate environment. Are our Natural Science educators, teaching the Life and Living curriculum aware of this threat, the possible impact that the extinction of frogs will have on our welfare? Are our educators making use of the resources in their immediate environment? This study aimed to investigate the prior knowledge in both the horizontal and vertical discourse, in Grade7 learners and their educators, to inform the design of an amphibian resource pack. By investigating their prior knowledge an insight would be gained in their knowledge of Natural Science concepts as well as their everyday knowledge of their immediate natural environment. It would also highlight any misconceptions formed as well as alternative concepts within both educator and learner groups. These insights would be used to inform the contents of said resource pack.
- Full Text:
- Date Issued: 2010
- Authors: Gordon, Louise
- Date: 2010
- Subjects: Amphibians -- Study and teaching -- South Africa Environmental education -- South Africa Natural sciences -- Study and teaching -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1641 , http://hdl.handle.net/10962/d1003523
- Description: The value of frogs is compared to the value of canaries used in coalmines: they are indicators of the environmental status of our environments, thus crucial to our survival. One third of all frogs worldwide are threatened with extinction. Frogs are found in our immediate environment. Are our Natural Science educators, teaching the Life and Living curriculum aware of this threat, the possible impact that the extinction of frogs will have on our welfare? Are our educators making use of the resources in their immediate environment? This study aimed to investigate the prior knowledge in both the horizontal and vertical discourse, in Grade7 learners and their educators, to inform the design of an amphibian resource pack. By investigating their prior knowledge an insight would be gained in their knowledge of Natural Science concepts as well as their everyday knowledge of their immediate natural environment. It would also highlight any misconceptions formed as well as alternative concepts within both educator and learner groups. These insights would be used to inform the contents of said resource pack.
- Full Text:
- Date Issued: 2010
Informing an ICT intervention for HIV and AIDS education at Rhodes University
- Authors: Gunzo, Fortunate Takawira
- Date: 2010
- Subjects: AIDS (Disease) -- Prevention -- South Africa AIDS (Disease) -- Study and teaching -- South Africa HIV infections -- Prevention -- South Africa HIV infections -- Study and teaching -- South Africa Health education -- South Africa Educational technology -- South Africa Rhodes University -- Students -- Attitudes Counseling in higher education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1577 , http://hdl.handle.net/10962/d1003459
- Description: This study captures the process and methods used in selecting and organising content for an ontology. In the Information and Communication Technology (ICT) field ontology refers to a way of organising and storing information and facilitating interaction between the system and its users. Ontologies are being used more frequently to provide services that deal with complex information. In this study, I record my experience of developing content for an HIV and AIDS ontology for Rhodes University students. Using several different methods, I started the process of selecting and organising HIV and AIDS information, free of scientific jargon and prescriptive language, and consisting only of relevant information. I used data derived from interviews with six HIV and AIDS experts to develop questions for a survey that was open to all Rhodes University students. The 689 people who responded to the survey indicated that they needed more information on testing, treatment and living with HIV. Responses also showed that students had a lot of information on HIV prevention and transmission. Four focus group discussions revealed that students were tired of repetitions of the „same‟ information on HIV and AIDS and wanted to know more about life after contracting HIV. Using this data, I propose some guidelines to populate HIV and AIDS ontology. Ontologies can be customized for particular groups of users, for example according to gender, race, year of study etc. Another advantage of the ontology is that it can be expanded or contracted depending on the scope of one‟s intervention.
- Full Text:
- Date Issued: 2010
- Authors: Gunzo, Fortunate Takawira
- Date: 2010
- Subjects: AIDS (Disease) -- Prevention -- South Africa AIDS (Disease) -- Study and teaching -- South Africa HIV infections -- Prevention -- South Africa HIV infections -- Study and teaching -- South Africa Health education -- South Africa Educational technology -- South Africa Rhodes University -- Students -- Attitudes Counseling in higher education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1577 , http://hdl.handle.net/10962/d1003459
- Description: This study captures the process and methods used in selecting and organising content for an ontology. In the Information and Communication Technology (ICT) field ontology refers to a way of organising and storing information and facilitating interaction between the system and its users. Ontologies are being used more frequently to provide services that deal with complex information. In this study, I record my experience of developing content for an HIV and AIDS ontology for Rhodes University students. Using several different methods, I started the process of selecting and organising HIV and AIDS information, free of scientific jargon and prescriptive language, and consisting only of relevant information. I used data derived from interviews with six HIV and AIDS experts to develop questions for a survey that was open to all Rhodes University students. The 689 people who responded to the survey indicated that they needed more information on testing, treatment and living with HIV. Responses also showed that students had a lot of information on HIV prevention and transmission. Four focus group discussions revealed that students were tired of repetitions of the „same‟ information on HIV and AIDS and wanted to know more about life after contracting HIV. Using this data, I propose some guidelines to populate HIV and AIDS ontology. Ontologies can be customized for particular groups of users, for example according to gender, race, year of study etc. Another advantage of the ontology is that it can be expanded or contracted depending on the scope of one‟s intervention.
- Full Text:
- Date Issued: 2010
An investigation into parental involvements in the learning of mathematics : a case study involving grade 5 San learners and their parents
- Hamukwaya, Shemunyenge Taleiko
- Authors: Hamukwaya, Shemunyenge Taleiko
- Date: 2010
- Subjects: Mathematics (Elementary) -- Study and teaching -- Namibia , Mathematics (Elementary) -- Study and teaching -- Activity programs -- Namibia , Mathematics (Elementary) -- Study and teaching -- Parent participation -- Namibia , Parent-teacher relationships -- Namibia , Marginality, Social -- Namibia , Literacy -- Social aspects -- Namibia , Khoisan (African people) -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1598 , http://hdl.handle.net/10962/d1003480 , Mathematics (Elementary) -- Study and teaching -- Namibia , Mathematics (Elementary) -- Study and teaching -- Activity programs -- Namibia , Mathematics (Elementary) -- Study and teaching -- Parent participation -- Namibia , Parent-teacher relationships -- Namibia , Marginality, Social -- Namibia , Literacy -- Social aspects -- Namibia , Khoisan (African people) -- Namibia
- Description: The purpose of this study was to investigate and document parental involvement in a San community in Namibia over a period of two months. The emphasis was to investigate whether San parents in the Omusati region were involved in the learning of mathematics of their children. The learner participants were selected according to those who were open to sharing their ideas. An interpretive approach was used to collect and analyse data. The collected data was gathered from 9 participants (4 learners in grade 5 together with their parents, plus their mathematics teacher). Semi-structured interviews, parental contributions and home visit observations were the three tools that I used to collect data. The selected school is located in a rural area in the Omusati region of northern Namibia. The interviews were conducted in Oshiwambo (the participants‟ mother tongue) and translated into English and then analyzed. I discovered that the selected San parents were involved in some but limited school activities. The findings of this study emphasizes that illiteracy may be one of the contributing factors of low or non-involvement of parents among the San community. Other factors which I found caused parents not to assist their children with homework was parents spending much of their time at the local cuca shops during the day until late in the evenings. The study also highlights possible strategies that can be carried out by teachers to encourage parental involvement in school activities.
- Full Text:
- Date Issued: 2010
- Authors: Hamukwaya, Shemunyenge Taleiko
- Date: 2010
- Subjects: Mathematics (Elementary) -- Study and teaching -- Namibia , Mathematics (Elementary) -- Study and teaching -- Activity programs -- Namibia , Mathematics (Elementary) -- Study and teaching -- Parent participation -- Namibia , Parent-teacher relationships -- Namibia , Marginality, Social -- Namibia , Literacy -- Social aspects -- Namibia , Khoisan (African people) -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1598 , http://hdl.handle.net/10962/d1003480 , Mathematics (Elementary) -- Study and teaching -- Namibia , Mathematics (Elementary) -- Study and teaching -- Activity programs -- Namibia , Mathematics (Elementary) -- Study and teaching -- Parent participation -- Namibia , Parent-teacher relationships -- Namibia , Marginality, Social -- Namibia , Literacy -- Social aspects -- Namibia , Khoisan (African people) -- Namibia
- Description: The purpose of this study was to investigate and document parental involvement in a San community in Namibia over a period of two months. The emphasis was to investigate whether San parents in the Omusati region were involved in the learning of mathematics of their children. The learner participants were selected according to those who were open to sharing their ideas. An interpretive approach was used to collect and analyse data. The collected data was gathered from 9 participants (4 learners in grade 5 together with their parents, plus their mathematics teacher). Semi-structured interviews, parental contributions and home visit observations were the three tools that I used to collect data. The selected school is located in a rural area in the Omusati region of northern Namibia. The interviews were conducted in Oshiwambo (the participants‟ mother tongue) and translated into English and then analyzed. I discovered that the selected San parents were involved in some but limited school activities. The findings of this study emphasizes that illiteracy may be one of the contributing factors of low or non-involvement of parents among the San community. Other factors which I found caused parents not to assist their children with homework was parents spending much of their time at the local cuca shops during the day until late in the evenings. The study also highlights possible strategies that can be carried out by teachers to encourage parental involvement in school activities.
- Full Text:
- Date Issued: 2010
An investigation into what influences action competence-oriented teaching and learning processes in a school environmental club
- Authors: James, Alison
- Date: 2010
- Subjects: Environmental education -- South Africa -- East London Environmental education -- Activity programs -- South Africa -- East London Environmental literacy -- South Africa -- East London Environmental literacy -- Study and teaching -- South Africa -- East London Active learning -- South Africa -- East London Competency-based education -- South Africa -- East London Teacher-student relationships -- South Africa -- East London
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1619 , http://hdl.handle.net/10962/d1003501
- Description: This interpretive case study sought to determine what influenced action competence-oriented teaching and learning processes in a high school environmental club. The goals were to describe a year of activities, within the TALON environmental club at Hudson Park High School in East London, South Africa and to identify how pedagogical, contextual and relational factors influenced action competence processes amongst club members. I explored how action competence theory and praxis have helped in other school education settings with the aim of establishing better environmental practices. The IVAC model of pedagogy (Jensen & Schnack, 1997) was used as a framework to operationalise action competence processes within the TALON Club. This entailed carefully examining investigative, visioning, action and change processes unfolding through the four themes of the club: plants, animal welfare, waste issues and our community outreach programme at Bongulethu High School. Using questionnaires, interviews, observation and a journal as the main methods of data collection I was able to make five analytical statements that related to the influence of pedagogy, the influence of context and the influence of relational dynamics within the TALON Club. The pedagogical processes were affected by the TALON members wanting to avoid any activities that were ‘too much like school’. However this served to compromise the action and visioning phases within the club, resulting in superficial and poorly-informed action-taking. The influence of context served to both enable and constrain action competence processes. The club and school structures therefore shaped the form that fledgling actions took as the TALON members participated in the meetings and outings and fulfilling the traditional expectations of the school community. Relational dynamics and a desire for fun took precedence over the action competence processes. Although the Club members were motivated by a sense of moral responsibility they were unable to articulate this concept into the club activities. In addition there were the power gradients between the educators and members to consider as determinants of the extent of participatory, democratic interactions. This complex interplay of factors influenced the action competence processes in the club. Recommendations were made on how best to work with the concepts of participation and democracy towards improving the reflexivity and knowledge base of both the educators and learners. In this way action competence processes will be better supported within the club in future.
- Full Text:
- Date Issued: 2010
- Authors: James, Alison
- Date: 2010
- Subjects: Environmental education -- South Africa -- East London Environmental education -- Activity programs -- South Africa -- East London Environmental literacy -- South Africa -- East London Environmental literacy -- Study and teaching -- South Africa -- East London Active learning -- South Africa -- East London Competency-based education -- South Africa -- East London Teacher-student relationships -- South Africa -- East London
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1619 , http://hdl.handle.net/10962/d1003501
- Description: This interpretive case study sought to determine what influenced action competence-oriented teaching and learning processes in a high school environmental club. The goals were to describe a year of activities, within the TALON environmental club at Hudson Park High School in East London, South Africa and to identify how pedagogical, contextual and relational factors influenced action competence processes amongst club members. I explored how action competence theory and praxis have helped in other school education settings with the aim of establishing better environmental practices. The IVAC model of pedagogy (Jensen & Schnack, 1997) was used as a framework to operationalise action competence processes within the TALON Club. This entailed carefully examining investigative, visioning, action and change processes unfolding through the four themes of the club: plants, animal welfare, waste issues and our community outreach programme at Bongulethu High School. Using questionnaires, interviews, observation and a journal as the main methods of data collection I was able to make five analytical statements that related to the influence of pedagogy, the influence of context and the influence of relational dynamics within the TALON Club. The pedagogical processes were affected by the TALON members wanting to avoid any activities that were ‘too much like school’. However this served to compromise the action and visioning phases within the club, resulting in superficial and poorly-informed action-taking. The influence of context served to both enable and constrain action competence processes. The club and school structures therefore shaped the form that fledgling actions took as the TALON members participated in the meetings and outings and fulfilling the traditional expectations of the school community. Relational dynamics and a desire for fun took precedence over the action competence processes. Although the Club members were motivated by a sense of moral responsibility they were unable to articulate this concept into the club activities. In addition there were the power gradients between the educators and members to consider as determinants of the extent of participatory, democratic interactions. This complex interplay of factors influenced the action competence processes in the club. Recommendations were made on how best to work with the concepts of participation and democracy towards improving the reflexivity and knowledge base of both the educators and learners. In this way action competence processes will be better supported within the club in future.
- Full Text:
- Date Issued: 2010
An investigation of principals' perceptions and experiences of the implementation of the national standards and performance indicators (NSPI) for Namibian schools in the Ohangwena region
- Authors: Johannes, Thomas Kamusheefa
- Date: 2010
- Subjects: Professional education -- Namibia Educational change -- Namibia Education -- Namibia Education and state -- Namibia School management and organization -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1640 , http://hdl.handle.net/10962/d1003522
- Description: The post independence Namibian education system has been characterised by many reform initiatives, aimed at eradicating inequity, poor performance, and inferior education provision inherited from a pre-independence education system. This legacy posed a serious challenge to Namibia when it set out to achieve a national goal, Vision 2030. Vision 2030 inspires Namibia to be among the eveloped countries in 2030. In an attempt to achieve the goals outlined by the mission statement of Vision 2030, the Ministry of Education (MoE) introduced two national education initiatives: the Education and Training Sector Improvement Program (ETSIP), and the National Standards and Performance Indicators (NSPIs). These would be implemented in Namibian schools as, respectively, the Ministry’s strategic plan and its policy document. The NSPIs were introduced to address the fragmentation of standards and inequity in regions and schools in Namibia, as they aimed to standardise the provision of equal, quality education across the country (Namibia. MoE, 2005a, p. 1). The NSPI policy calls for schools to take quality assurance seriously, with particular emphasis on School Self-Evaluation (SSE), a process that encourages self-management (Namibia. MoE, 2007a, p. 3). Thus, the standards set out by the NSPIs became the yardstick by which internal and external school evaluators could assess whole school performance. The purpose of this present study was to investigate the perceptions and experiences of principals in the Ohangwena Region following the implementation of the NSPIs. It is a case study involving two Inspectors of Education (IoEs), twelve principals, and four Heads of Department (HODs). Interviews, document analysis, questionnaires, and a focus group interview were used to collect the data. The study found that principals acknowledge the importance of the NSPIs, and believe that they would succeed in improving the provision of quality education if they were fully implemented. The study found that schools implemented Performance Indicators 5.3 (School Administration) Aspect 5.3.2 (Storage and retrieval of information) in Key Area 5. However, the results of the study also showed that principals experienced many challenges in the implementation of the NSPIs. These included a lack of understanding among principals and teachers of the NSPIs, a lack of understanding of contemporary leadership theories (that would otherwise help principals to implement change effectively), and a lack of support in terms of skills and resources from both the Regional Office in Ohangwena and the MoE itself. The study found that the NSPIs have not yet improved school performance, and consequently that the pass rate remains the same as before the introduction of the NSPIs, four years ago. The SSE, which aims to help schools identify their strengths and weaknesses, and encourages them to establish and make use of a School Development Plan (SDP) to address weaknesses and sustain strengths, is characterised by a high degree of dishonesty. Thus, the information furnished by SSEs, SDPs, and Teachers Self-Evaluations (TSEs) is unreliable, lacks credibility, and has the further ill-effect of skewing schools’ performance targets. Therefore, this problem could be addressed when the rationale of completing the SSE is clearly explained to principals and teachers.
- Full Text:
- Date Issued: 2010
- Authors: Johannes, Thomas Kamusheefa
- Date: 2010
- Subjects: Professional education -- Namibia Educational change -- Namibia Education -- Namibia Education and state -- Namibia School management and organization -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1640 , http://hdl.handle.net/10962/d1003522
- Description: The post independence Namibian education system has been characterised by many reform initiatives, aimed at eradicating inequity, poor performance, and inferior education provision inherited from a pre-independence education system. This legacy posed a serious challenge to Namibia when it set out to achieve a national goal, Vision 2030. Vision 2030 inspires Namibia to be among the eveloped countries in 2030. In an attempt to achieve the goals outlined by the mission statement of Vision 2030, the Ministry of Education (MoE) introduced two national education initiatives: the Education and Training Sector Improvement Program (ETSIP), and the National Standards and Performance Indicators (NSPIs). These would be implemented in Namibian schools as, respectively, the Ministry’s strategic plan and its policy document. The NSPIs were introduced to address the fragmentation of standards and inequity in regions and schools in Namibia, as they aimed to standardise the provision of equal, quality education across the country (Namibia. MoE, 2005a, p. 1). The NSPI policy calls for schools to take quality assurance seriously, with particular emphasis on School Self-Evaluation (SSE), a process that encourages self-management (Namibia. MoE, 2007a, p. 3). Thus, the standards set out by the NSPIs became the yardstick by which internal and external school evaluators could assess whole school performance. The purpose of this present study was to investigate the perceptions and experiences of principals in the Ohangwena Region following the implementation of the NSPIs. It is a case study involving two Inspectors of Education (IoEs), twelve principals, and four Heads of Department (HODs). Interviews, document analysis, questionnaires, and a focus group interview were used to collect the data. The study found that principals acknowledge the importance of the NSPIs, and believe that they would succeed in improving the provision of quality education if they were fully implemented. The study found that schools implemented Performance Indicators 5.3 (School Administration) Aspect 5.3.2 (Storage and retrieval of information) in Key Area 5. However, the results of the study also showed that principals experienced many challenges in the implementation of the NSPIs. These included a lack of understanding among principals and teachers of the NSPIs, a lack of understanding of contemporary leadership theories (that would otherwise help principals to implement change effectively), and a lack of support in terms of skills and resources from both the Regional Office in Ohangwena and the MoE itself. The study found that the NSPIs have not yet improved school performance, and consequently that the pass rate remains the same as before the introduction of the NSPIs, four years ago. The SSE, which aims to help schools identify their strengths and weaknesses, and encourages them to establish and make use of a School Development Plan (SDP) to address weaknesses and sustain strengths, is characterised by a high degree of dishonesty. Thus, the information furnished by SSEs, SDPs, and Teachers Self-Evaluations (TSEs) is unreliable, lacks credibility, and has the further ill-effect of skewing schools’ performance targets. Therefore, this problem could be addressed when the rationale of completing the SSE is clearly explained to principals and teachers.
- Full Text:
- Date Issued: 2010
Improving explanation writing skills of junior secondary learners in life sciences: a case study
- Authors: Josua, Helena Megameno N
- Date: 2010
- Subjects: Writing skills English language -- Study and teaching (Secondary) -- South Africa English language -- Writing -- Study and teaching
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1570 , http://hdl.handle.net/10962/d1003452
- Description: Learners in the Junior Secondary Phase (Grades 8 to 10) are often required to answer open-ended questions which require a response in the form of an explanation. As frequently reported in the external examiners' reports of Life Sciences, learners do not write adequate explanations as responses to explanatory questions. This thesis reports on action research based on my experience as a Life Sciences teacher trying to address this problem. Therefore, the purpose of this study was to develop suitable, manageable and effective strategies that I could implement in order to improve my teaching of explanation writing skills of in the Junior Secondary school learners with a view to enhance curriculum content knowledge in Life Sciences. The intervention was carried out in a Grade 10 Life Sciences class which consisted of 35 learners. The first cycle consisted of seven lessons carried out over two weeks in normal school time. The main sources of data from my lesson interventions were the learners' written work, their journal entries, the researcher's journal, the field notes from the non-participant observer and interviews with two focus groups. Both the interviews and the lessons were recorded and transcribed. The research data reveals that the ability of the Junior Secondary learners to write explanations was hindered by language problems. In addition, a lack of integration of language issues into the subject content was a contributing factor to their inadequate writing skills. Spelling errors and lack of expression in English second language contribute to the problem of writing good explanations. The data has also revealed that learners‟ writing skills can be improved by implementing suitable teaching strategies, such as the curriculum cycle as proposed by Gibbons (2002). The curriculum cycle can be modified to fit the learners' needs and the real teaching situation. The amount of practice required to master the skill of writing in the genre of explanations should be considered.
- Full Text:
- Date Issued: 2010
- Authors: Josua, Helena Megameno N
- Date: 2010
- Subjects: Writing skills English language -- Study and teaching (Secondary) -- South Africa English language -- Writing -- Study and teaching
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1570 , http://hdl.handle.net/10962/d1003452
- Description: Learners in the Junior Secondary Phase (Grades 8 to 10) are often required to answer open-ended questions which require a response in the form of an explanation. As frequently reported in the external examiners' reports of Life Sciences, learners do not write adequate explanations as responses to explanatory questions. This thesis reports on action research based on my experience as a Life Sciences teacher trying to address this problem. Therefore, the purpose of this study was to develop suitable, manageable and effective strategies that I could implement in order to improve my teaching of explanation writing skills of in the Junior Secondary school learners with a view to enhance curriculum content knowledge in Life Sciences. The intervention was carried out in a Grade 10 Life Sciences class which consisted of 35 learners. The first cycle consisted of seven lessons carried out over two weeks in normal school time. The main sources of data from my lesson interventions were the learners' written work, their journal entries, the researcher's journal, the field notes from the non-participant observer and interviews with two focus groups. Both the interviews and the lessons were recorded and transcribed. The research data reveals that the ability of the Junior Secondary learners to write explanations was hindered by language problems. In addition, a lack of integration of language issues into the subject content was a contributing factor to their inadequate writing skills. Spelling errors and lack of expression in English second language contribute to the problem of writing good explanations. The data has also revealed that learners‟ writing skills can be improved by implementing suitable teaching strategies, such as the curriculum cycle as proposed by Gibbons (2002). The curriculum cycle can be modified to fit the learners' needs and the real teaching situation. The amount of practice required to master the skill of writing in the genre of explanations should be considered.
- Full Text:
- Date Issued: 2010
An organization development intervention in a Namibian rural school in Ohanguena region
- Authors: Kashikatu, Lukas
- Date: 2010
- Subjects: Action research in education -- Namibia Organizational change -- Namibia School improvement programs -- Namibia Educational change -- Namibia -- Case studies Rural schools -- Namibia School management and organization -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1684 , http://hdl.handle.net/10962/d1003567
- Description: Post independent Namibia adopted a decentralization policy which involved the transfer of decision-making powers and administrative authority from central government to government institutions, including schools, with a view to improving quality. However, despite new educational policies, Namibian educators continue to operate in a non-participatory manner and are unprepared for their role as change agents. This has created tension between the espoused benefits of decentralizing and the reality in schools. In such a turbulent situation schools need to be helped to understand the complexity of change in order to adapt, and OD plays a crucial role in this regard. OD is a consciously thought of and systematically implemented organization-wide improvement effort which aims at increasing organizational effectiveness and health through action research. Rather than a top-down change approach, the OD practice adopts a bottom-up approach to change. This study introduced and investigated an OD intervention in a Namibian rural school in Ohanguena Education Region, with the purpose of exploring participants’ perceptions and experience of the process and of the possible short-term outcome of the intervention. Its findings could be of significance to educators, organizations and future OD esearchers. The study is an action research case study located in the interpretive and critical paradigms. Multiple data collection tools were used during this study, namely observations, structured one-to-one interviews and focus group interviews. Interpretive analysis was used as the data analysis approach. The study found that despite OD being new to participants, it was embraced as a change strategy as it made significant impact on their understanding of organizations and conception of change which is radically different from the common top-down approach to change. The intervention further empowered participants with new skills of initiating change and problem-solving strategies. Apart from that, the intervention yielded a positive short-term outcome which motivated participants to adopt and apply OD in the future without underestimating challenges associated with the process.
- Full Text:
- Date Issued: 2010
- Authors: Kashikatu, Lukas
- Date: 2010
- Subjects: Action research in education -- Namibia Organizational change -- Namibia School improvement programs -- Namibia Educational change -- Namibia -- Case studies Rural schools -- Namibia School management and organization -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1684 , http://hdl.handle.net/10962/d1003567
- Description: Post independent Namibia adopted a decentralization policy which involved the transfer of decision-making powers and administrative authority from central government to government institutions, including schools, with a view to improving quality. However, despite new educational policies, Namibian educators continue to operate in a non-participatory manner and are unprepared for their role as change agents. This has created tension between the espoused benefits of decentralizing and the reality in schools. In such a turbulent situation schools need to be helped to understand the complexity of change in order to adapt, and OD plays a crucial role in this regard. OD is a consciously thought of and systematically implemented organization-wide improvement effort which aims at increasing organizational effectiveness and health through action research. Rather than a top-down change approach, the OD practice adopts a bottom-up approach to change. This study introduced and investigated an OD intervention in a Namibian rural school in Ohanguena Education Region, with the purpose of exploring participants’ perceptions and experience of the process and of the possible short-term outcome of the intervention. Its findings could be of significance to educators, organizations and future OD esearchers. The study is an action research case study located in the interpretive and critical paradigms. Multiple data collection tools were used during this study, namely observations, structured one-to-one interviews and focus group interviews. Interpretive analysis was used as the data analysis approach. The study found that despite OD being new to participants, it was embraced as a change strategy as it made significant impact on their understanding of organizations and conception of change which is radically different from the common top-down approach to change. The intervention further empowered participants with new skills of initiating change and problem-solving strategies. Apart from that, the intervention yielded a positive short-term outcome which motivated participants to adopt and apply OD in the future without underestimating challenges associated with the process.
- Full Text:
- Date Issued: 2010
An investigation of the role of principals in promoting computer usage in selected Namibian schools
- Authors: Katulo, Mighty Masiku
- Date: 2010
- Subjects: Computers -- Study and teaching -- Namibia Educational technology -- Namibia Information technology -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1658 , http://hdl.handle.net/10962/d1003541
- Description: Globalisation and technology change have created a new global economy fuelled by information and driven by knowledge. Information and Communication Technologies (ICT) have been touted as potential powerful tools for enabling educational change and reform. Namibia is among those countries that have adopted the use of ICTs as a vehicle for change. This thesis explores the role of school principals in promoting and managing computer usage in selected schools in Namibia. The study was conducted at four schools in the Caprivi Region. The study employed a qualitative case study to collect and analyse data. A total of four school principals and four computer coordinators were interviewed, and responded to questions pertaining to the role of principals in the following areas: acquiring ICT equipment; providing access to the computer labs; promoting the use of computers; maintaining computers; capacity-building of teachers, and addressing challenges that could prevent computer usage. Two focus group interviews were also conducted at two schools, to find out what they perceived to be the role of school principals in supporting and ensuring the effective use of computers in schools. The findings on acquisition of computers reveal that principals were often the initiators of the acquisition process. Ministerial deployment is the most common form of acquisition, followed by the use of the school’s development fund to purchase administrative computers. Only one of the participating schools did not acquire its computers through Ministerial deployment. Some schools were more resourced than others. Availability and maintenance of equipment depended on the kind of school (advantaged or disadvantaged) and the way the computers were acquired rather than on the role of the principal. Schools that acquired their computers through the ministerial deployment received satisfactory technical support from the ministry while schools that acquired their computers through other sources had to rely more heavily on the principal to pro-actively seek support. School principals that demonstrated the qualities of transformational leadership promoted the usage of computers by taking part in training offered to teachers and encouraged teachers on different platforms to make use of computers. The study also found that schools in which principals actively supported and promoted the use of computers were successful in the usage of the computer labs, while in schools where principals left the running of the computer lab to an individual teacher, the usage was minimal. It was found that a number of challenges are hampering the usage. These include lack of internet connectivity, qualified personnel to cascade training, and minimum infrastructure. The study recommends that school principals should adopt trategies that encourage teachers to use computers in their daily routines. It also makes suggestions for further research on the impact of school culture on ICT integration.
- Full Text:
- Date Issued: 2010
- Authors: Katulo, Mighty Masiku
- Date: 2010
- Subjects: Computers -- Study and teaching -- Namibia Educational technology -- Namibia Information technology -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1658 , http://hdl.handle.net/10962/d1003541
- Description: Globalisation and technology change have created a new global economy fuelled by information and driven by knowledge. Information and Communication Technologies (ICT) have been touted as potential powerful tools for enabling educational change and reform. Namibia is among those countries that have adopted the use of ICTs as a vehicle for change. This thesis explores the role of school principals in promoting and managing computer usage in selected schools in Namibia. The study was conducted at four schools in the Caprivi Region. The study employed a qualitative case study to collect and analyse data. A total of four school principals and four computer coordinators were interviewed, and responded to questions pertaining to the role of principals in the following areas: acquiring ICT equipment; providing access to the computer labs; promoting the use of computers; maintaining computers; capacity-building of teachers, and addressing challenges that could prevent computer usage. Two focus group interviews were also conducted at two schools, to find out what they perceived to be the role of school principals in supporting and ensuring the effective use of computers in schools. The findings on acquisition of computers reveal that principals were often the initiators of the acquisition process. Ministerial deployment is the most common form of acquisition, followed by the use of the school’s development fund to purchase administrative computers. Only one of the participating schools did not acquire its computers through Ministerial deployment. Some schools were more resourced than others. Availability and maintenance of equipment depended on the kind of school (advantaged or disadvantaged) and the way the computers were acquired rather than on the role of the principal. Schools that acquired their computers through the ministerial deployment received satisfactory technical support from the ministry while schools that acquired their computers through other sources had to rely more heavily on the principal to pro-actively seek support. School principals that demonstrated the qualities of transformational leadership promoted the usage of computers by taking part in training offered to teachers and encouraged teachers on different platforms to make use of computers. The study also found that schools in which principals actively supported and promoted the use of computers were successful in the usage of the computer labs, while in schools where principals left the running of the computer lab to an individual teacher, the usage was minimal. It was found that a number of challenges are hampering the usage. These include lack of internet connectivity, qualified personnel to cascade training, and minimum infrastructure. The study recommends that school principals should adopt trategies that encourage teachers to use computers in their daily routines. It also makes suggestions for further research on the impact of school culture on ICT integration.
- Full Text:
- Date Issued: 2010
An exploration of school-community links in enabling environmental learning through food growing : a cross-cultural study
- Authors: Köhly, Nicolette
- Date: 2010
- Subjects: Environmental education -- Africa, Southern -- Case studies Environmental education -- New York (State) -- Case studies Sustainable agriculture -- Africa, Southern -- Case studies Sustainable agriculture -- New York (State) -- Case studies Environmental education -- Study and teaching -- Africa, Southern -- Case studies Environmental education -- Study and teaching -- New York (State) -- Case studies Conservation of natural resources -- Study and teaching -- Africa, Southern -- Case studies Conservation of natural resources -- Study and teaching -- New York (State) -- Case studies Active learning -- Africa, Southern -- Case studies Active learning -- New York (State) -- Case studies Community education -- Africa, Southern -- Case studies Community education -- New York (State) -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1534 , http://hdl.handle.net/10962/d1003416
- Description: Agricultural and educational researchers recognize the critical value of an integrated, multidisciplinary approach to education in building a food-secure world, reducing poverty, and conserving and enhancing natural resources. However, schools generally contribute little to communities in the context of food growing and environmental learning. The main objective of this qualitative research was to explore the role of school-community relationships in enabling environmental learning in the context of food growing activities. Findings suggest that the role of school-community links in enhancing environmental learning is more likely where community members are actively involved in school programs that have an emphasis on an experiential learning approach. However, this depends to a large extent on the availability of parents or concerned community members and their willingness to engage in voluntary school-based activities. Factors that could potentially strengthen the role of school-community links in supporting environmental learning include: allowing space for informal learning, mediating learning in civil society settings, ongoing facilitation by a committed coordinator, community buy-in and accountability, and addressing public interests through tangible benefits. A major challenge is to find an appropriate balance between social justice and practical food security concerns, while remaining true to ecological considerations.
- Full Text:
- Date Issued: 2010
- Authors: Köhly, Nicolette
- Date: 2010
- Subjects: Environmental education -- Africa, Southern -- Case studies Environmental education -- New York (State) -- Case studies Sustainable agriculture -- Africa, Southern -- Case studies Sustainable agriculture -- New York (State) -- Case studies Environmental education -- Study and teaching -- Africa, Southern -- Case studies Environmental education -- Study and teaching -- New York (State) -- Case studies Conservation of natural resources -- Study and teaching -- Africa, Southern -- Case studies Conservation of natural resources -- Study and teaching -- New York (State) -- Case studies Active learning -- Africa, Southern -- Case studies Active learning -- New York (State) -- Case studies Community education -- Africa, Southern -- Case studies Community education -- New York (State) -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1534 , http://hdl.handle.net/10962/d1003416
- Description: Agricultural and educational researchers recognize the critical value of an integrated, multidisciplinary approach to education in building a food-secure world, reducing poverty, and conserving and enhancing natural resources. However, schools generally contribute little to communities in the context of food growing and environmental learning. The main objective of this qualitative research was to explore the role of school-community relationships in enabling environmental learning in the context of food growing activities. Findings suggest that the role of school-community links in enhancing environmental learning is more likely where community members are actively involved in school programs that have an emphasis on an experiential learning approach. However, this depends to a large extent on the availability of parents or concerned community members and their willingness to engage in voluntary school-based activities. Factors that could potentially strengthen the role of school-community links in supporting environmental learning include: allowing space for informal learning, mediating learning in civil society settings, ongoing facilitation by a committed coordinator, community buy-in and accountability, and addressing public interests through tangible benefits. A major challenge is to find an appropriate balance between social justice and practical food security concerns, while remaining true to ecological considerations.
- Full Text:
- Date Issued: 2010
Democratic leadership and management practices in a rural Namibian secondary school
- Authors: Mabuku, Robert Nalisa
- Date: 2010
- Subjects: Educational leadership -- Namibia -- Case studies School management and organization -- Namibia -- Case studies Education, Secondary -- Namibia -- Case studies Educational change -- Namibia -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1489 , http://hdl.handle.net/10962/d1003370
- Description: The primary purpose of this research was to investigate the understanding and implementation of democratic leadership and management in schools by school managers and other members of the school community in leadership and management roles as advocated by the policy of Education for all. The study also aimed at identifying any gaps in the understanding and practice of the participants in order to enhance democratic leadership and management in schools. Qualitative research using the interpretive approach was the methodology employed in order to fulfill the intention of the study, namely to investigate the participants` experiences and understanding of democratic education leadership and management. The case study method was appropriate to understand the meanings the participants attached to their practice in their natural setting. Data were collected by using semi-structured interviews, document analysis, and observation. The sample for the study consisted of ten participants: the principal, the head of department, two School Board members, two senior teachers, two Learner Representative Council members and two class captains. The findings suggest that the participants understood and practised democratic ELM in terms of broader participation, open communication, delegation for empowerment, learning organisation, shared decision-making, shared leadership and teamwork. However, the data suggest areas of concern in the participants` understanding and implementation of the policy which could be strengthened to entrench the policy. The study recommends that education policy makers, education managers, school managers, teachers, parents and learners all work towards improving democratic ELM in schools. In order to achieve this objective, policy makers are urged to avoid ambiguity to enable all implementers to fully understand policies. Education managers could ensure school-wide training on the policy while school managers and other stakeholders should engage in self-reflection and introspection and be more proactive towards improving their own understanding and practice.
- Full Text:
- Date Issued: 2010
- Authors: Mabuku, Robert Nalisa
- Date: 2010
- Subjects: Educational leadership -- Namibia -- Case studies School management and organization -- Namibia -- Case studies Education, Secondary -- Namibia -- Case studies Educational change -- Namibia -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1489 , http://hdl.handle.net/10962/d1003370
- Description: The primary purpose of this research was to investigate the understanding and implementation of democratic leadership and management in schools by school managers and other members of the school community in leadership and management roles as advocated by the policy of Education for all. The study also aimed at identifying any gaps in the understanding and practice of the participants in order to enhance democratic leadership and management in schools. Qualitative research using the interpretive approach was the methodology employed in order to fulfill the intention of the study, namely to investigate the participants` experiences and understanding of democratic education leadership and management. The case study method was appropriate to understand the meanings the participants attached to their practice in their natural setting. Data were collected by using semi-structured interviews, document analysis, and observation. The sample for the study consisted of ten participants: the principal, the head of department, two School Board members, two senior teachers, two Learner Representative Council members and two class captains. The findings suggest that the participants understood and practised democratic ELM in terms of broader participation, open communication, delegation for empowerment, learning organisation, shared decision-making, shared leadership and teamwork. However, the data suggest areas of concern in the participants` understanding and implementation of the policy which could be strengthened to entrench the policy. The study recommends that education policy makers, education managers, school managers, teachers, parents and learners all work towards improving democratic ELM in schools. In order to achieve this objective, policy makers are urged to avoid ambiguity to enable all implementers to fully understand policies. Education managers could ensure school-wide training on the policy while school managers and other stakeholders should engage in self-reflection and introspection and be more proactive towards improving their own understanding and practice.
- Full Text:
- Date Issued: 2010
Exploring the use of interactive teaching and learning strategies in HIV and AIDS education
- Authors: May, Melissa
- Date: 2010
- Subjects: AIDS (Disease) -- South Africa -- Prevention , AIDS (Disease) -- Study and teaching -- South Africa , Education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9480 , http://hdl.handle.net/10948/1510 , AIDS (Disease) -- South Africa -- Prevention , AIDS (Disease) -- Study and teaching -- South Africa , Education -- South Africa
- Description: Schools play a major role in shaping the attitudes, opinions and behaviour of young people and so are ideal environments for teaching the social, as well as biological aspects of HIV and AIDS. However, literature indicates that learners are displaying “AIDS fatigue” and may be resistant to teaching around HIV and AIDS. In order to enhance learner engagement and learning, there is therefore a need for teachers to employ interactive teaching and learning strategies that are interactive, inexpensive and fun. This dissertation outlines the research design of an investigation into how such strategies can be used in HIV and AIDS prevention education. An action research design was made use of in this study and the manner in which several teachers presented HIV and AIDS education to his/her learners was initially observed. In addition, qualitative interviews were used to determine the teachers‟ need for development in this regard. Based on the findings of the problem identification step, teachers were introduced to active teaching and learning strategies and supported to implement them. Evaluation and refinement of the strategies, developmental workshops and training followed, which in turn lead to recommendations and the formulation of guidelines to influence teacher education with regard to HIV and AIDS prevention education.
- Full Text:
- Date Issued: 2010
- Authors: May, Melissa
- Date: 2010
- Subjects: AIDS (Disease) -- South Africa -- Prevention , AIDS (Disease) -- Study and teaching -- South Africa , Education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9480 , http://hdl.handle.net/10948/1510 , AIDS (Disease) -- South Africa -- Prevention , AIDS (Disease) -- Study and teaching -- South Africa , Education -- South Africa
- Description: Schools play a major role in shaping the attitudes, opinions and behaviour of young people and so are ideal environments for teaching the social, as well as biological aspects of HIV and AIDS. However, literature indicates that learners are displaying “AIDS fatigue” and may be resistant to teaching around HIV and AIDS. In order to enhance learner engagement and learning, there is therefore a need for teachers to employ interactive teaching and learning strategies that are interactive, inexpensive and fun. This dissertation outlines the research design of an investigation into how such strategies can be used in HIV and AIDS prevention education. An action research design was made use of in this study and the manner in which several teachers presented HIV and AIDS education to his/her learners was initially observed. In addition, qualitative interviews were used to determine the teachers‟ need for development in this regard. Based on the findings of the problem identification step, teachers were introduced to active teaching and learning strategies and supported to implement them. Evaluation and refinement of the strategies, developmental workshops and training followed, which in turn lead to recommendations and the formulation of guidelines to influence teacher education with regard to HIV and AIDS prevention education.
- Full Text:
- Date Issued: 2010
The role of teachers' resource centres from the perspective of school managers and teachers
- Authors: Mbambo, Markus S
- Date: 2010
- Subjects: Education -- Namibia Teaching -- Aids and devices -- Namibia Resource programs (Education) -- Namibia Teachers -- Namibia -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1754 , http://hdl.handle.net/10962/d1003638
- Description: This study aimed to investigate the role played by the Teachers’ Resource Centre (TRC) in Namibia in helping schools to provide quality education. The TRC concept began in Britain in the 1960s, where it was introduced as a means of supporting the professional development of teachers and giving them access to a range of educational resources. From the 1970s, the concept was promoted further afield as an effective strategy for dealing with teachers’ needs. TRCs emerged in Namibia in the 1980s under the auspices of the then Department of Education of the South African government. By 1989, only four TRCs were in existence, namely, Katutura, Tsumeb, Otjiwarongo and Rundu, plus one in the whites-only training college in Windhoek. In September 1991, the Ministry of Education and Culture (MEC) in Namibia produced a five-year plan that led to the diversification of the TRC network in Namibia. Yet, despite the now widespread existence of TRCs, little is known of whether and to what extent their services are helping teachers to provide quality education. This constitutes a gap in the literature that this study hopes in part to fill. The study was conducted using a case study approach in three schools in the Kavango region of Namibia. It made use of questionnaires, interviews, focus group discussions and data analysis to gather and interpret data. The study’s finding is that TRCs are indeed beneficial to schools in their vicinity, despite their current limited capacities. However, TRCs should be better able to redress the poor quality of education in many schools due to a lack of resources, de-motivated teachers and other factors. This study therefore recommends that enough funds be made available for the TRCs to acquire the resources they need adequately to support quality educational processes. Furthermore, the study found that it is imperative for individuals in TRCs and schools to learn how to facilitate relevant transformation in their organisations’ efficiency and effectiveness. Thus the study recommends a transformational leadership approach as most appropriate for managing learning and bringing about successful change in these organisations. The significance of this research is that it sheds some light on the effectiveness of TRCs as a strategy for supporting teachers in the delivery of quality teaching. It also suggests potential areas in which stakeholders might usefully cooperate in their endeavours to realise quality education.
- Full Text:
- Date Issued: 2010
- Authors: Mbambo, Markus S
- Date: 2010
- Subjects: Education -- Namibia Teaching -- Aids and devices -- Namibia Resource programs (Education) -- Namibia Teachers -- Namibia -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1754 , http://hdl.handle.net/10962/d1003638
- Description: This study aimed to investigate the role played by the Teachers’ Resource Centre (TRC) in Namibia in helping schools to provide quality education. The TRC concept began in Britain in the 1960s, where it was introduced as a means of supporting the professional development of teachers and giving them access to a range of educational resources. From the 1970s, the concept was promoted further afield as an effective strategy for dealing with teachers’ needs. TRCs emerged in Namibia in the 1980s under the auspices of the then Department of Education of the South African government. By 1989, only four TRCs were in existence, namely, Katutura, Tsumeb, Otjiwarongo and Rundu, plus one in the whites-only training college in Windhoek. In September 1991, the Ministry of Education and Culture (MEC) in Namibia produced a five-year plan that led to the diversification of the TRC network in Namibia. Yet, despite the now widespread existence of TRCs, little is known of whether and to what extent their services are helping teachers to provide quality education. This constitutes a gap in the literature that this study hopes in part to fill. The study was conducted using a case study approach in three schools in the Kavango region of Namibia. It made use of questionnaires, interviews, focus group discussions and data analysis to gather and interpret data. The study’s finding is that TRCs are indeed beneficial to schools in their vicinity, despite their current limited capacities. However, TRCs should be better able to redress the poor quality of education in many schools due to a lack of resources, de-motivated teachers and other factors. This study therefore recommends that enough funds be made available for the TRCs to acquire the resources they need adequately to support quality educational processes. Furthermore, the study found that it is imperative for individuals in TRCs and schools to learn how to facilitate relevant transformation in their organisations’ efficiency and effectiveness. Thus the study recommends a transformational leadership approach as most appropriate for managing learning and bringing about successful change in these organisations. The significance of this research is that it sheds some light on the effectiveness of TRCs as a strategy for supporting teachers in the delivery of quality teaching. It also suggests potential areas in which stakeholders might usefully cooperate in their endeavours to realise quality education.
- Full Text:
- Date Issued: 2010
Unionism in schools blessing or curse? : a case study of three schools in the Kavango region of Namibia
- Authors: Musore, Pontianus Vitumbo
- Date: 2010
- Subjects: Teachers' unions--Namibia Namibia National Teachers' Union School management and organization--Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1809 , http://hdl.handle.net/10962/d1003695
- Description: This study investigates the role played by the Namibia National Teachers’ Union (NANTU) in school management. It examines the challenges faced by school principals in managing schools as a result of the presence of unions. In order to understand the behaviour and impact of union representatives in schools the study makes use of literature on teacher unionism, democratic, political and ambiguity management and leadership theories. Working in the interpretive orientation the study used semi-structured interviews, document analysis and focus group discussions. The research was conducted in the form of a case study involving three schools in the Kavango region of Namibia, and the data collected were dealt with according to case study principles. The study reveals that the presence of the union has several benefits for the school: for example, it advances the democratic participation of stakeholders, provides feedback to the school principal on how staff members experience his or her leadership, and offers advice on labour-related matters. It was also discovered that NANTU representatives act as mediators in conflict situations, which means that teachers can become better at managing and resolving conflict through their experience of serving on the union structures. However it was also discovered that the presence of NANTU in schools has several negative effects on schooling. For example, NANTU activities can disrupt school programmes; moreover, in some schools, neither NANTU representatives nor school principals understand their own or each other’s roles, and consequently they are always in conflict. The absence of a policy regulating the representation of NANTU in decision-making structures in schools causes the conflict to escalate. It emerged that the role of NANTU in schools is mainly determined by the leadership style of the school principal and the effectiveness of the NANTU representatives in that particular school. For example, an autocratic leadership style on the part of the school principal tends to exacerbate the conflict situation, while NANTU has been known to mobilize learners to demand the removal of school principals through class boycotts. NANTU is more concerned with defending the rights and interests of its members than any other matter affecting education. This research is likely to benefit school managers, policy makers and implementers, and NANTU structures, as it provides clarity on what both NANTU and school principals expect from one another. The study also demonstrates that school principals need to acknowledge and consider the divergent nature of the various interest groups in schools.
- Full Text:
- Date Issued: 2010
- Authors: Musore, Pontianus Vitumbo
- Date: 2010
- Subjects: Teachers' unions--Namibia Namibia National Teachers' Union School management and organization--Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1809 , http://hdl.handle.net/10962/d1003695
- Description: This study investigates the role played by the Namibia National Teachers’ Union (NANTU) in school management. It examines the challenges faced by school principals in managing schools as a result of the presence of unions. In order to understand the behaviour and impact of union representatives in schools the study makes use of literature on teacher unionism, democratic, political and ambiguity management and leadership theories. Working in the interpretive orientation the study used semi-structured interviews, document analysis and focus group discussions. The research was conducted in the form of a case study involving three schools in the Kavango region of Namibia, and the data collected were dealt with according to case study principles. The study reveals that the presence of the union has several benefits for the school: for example, it advances the democratic participation of stakeholders, provides feedback to the school principal on how staff members experience his or her leadership, and offers advice on labour-related matters. It was also discovered that NANTU representatives act as mediators in conflict situations, which means that teachers can become better at managing and resolving conflict through their experience of serving on the union structures. However it was also discovered that the presence of NANTU in schools has several negative effects on schooling. For example, NANTU activities can disrupt school programmes; moreover, in some schools, neither NANTU representatives nor school principals understand their own or each other’s roles, and consequently they are always in conflict. The absence of a policy regulating the representation of NANTU in decision-making structures in schools causes the conflict to escalate. It emerged that the role of NANTU in schools is mainly determined by the leadership style of the school principal and the effectiveness of the NANTU representatives in that particular school. For example, an autocratic leadership style on the part of the school principal tends to exacerbate the conflict situation, while NANTU has been known to mobilize learners to demand the removal of school principals through class boycotts. NANTU is more concerned with defending the rights and interests of its members than any other matter affecting education. This research is likely to benefit school managers, policy makers and implementers, and NANTU structures, as it provides clarity on what both NANTU and school principals expect from one another. The study also demonstrates that school principals need to acknowledge and consider the divergent nature of the various interest groups in schools.
- Full Text:
- Date Issued: 2010