'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
A value-based approach to promoting excellence in mathematics education
- Authors: Austin, Pamela Winifred
- Date: 2010
- Subjects: Mathematics -- Study and teaching -- South Africa , Inquiry-based learning -- South Africa , Active learning -- South Africa , Effective teaching -- South Africa , Self-efficacy
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: vital:9482 , http://hdl.handle.net/10948/1656 , Mathematics -- Study and teaching -- South Africa , Inquiry-based learning -- South Africa , Active learning -- South Africa , Effective teaching -- South Africa , Self-efficacy
- Description: This research study has emerged as a result of my concern regarding the apparent low self-efficacy amongst initial teacher education students in my mathematics education classes. It also reflects a reported renewed interest in values, and the promotion of excellence in education. The effects of a values-based approach to mathematics education towards improving students’ self-efficacy and promoting excellence have been investigated, grounded within my ontology of excellence in mathematics education, which incorporates the values of respect, fairness, accountability, honesty and compassion. An inquiry-based teaching and learning approach formed the framework within which the study took place. Notions of ‘new scholarship’, premised on the view that teaching is about engagement in participatory learning, and the development of communities of creative students, provided the theoretical framework. Both quantitative and qualitative data gathering methods were used. Data-collection tools included affective-disposition statements, interviews, journal entries, as well as a video recording of a mathematics education lesson. The quantitative and qualitative data generated suggest improved levels of self-efficacy amongst the students who participated in the study. The data also suggest that a valuesbased approach to teaching can be used as an effective approach by mathematics teachers – and mathematics teacher educators – for the purpose of promoting the pursuit of excellence. As teacher education worldwide is currently characterised by a lack of vitality in teacher preparation (Grossman, 2008), the findings of this study should provide insights for teacher educators, teachers and policy makers who wish to promote mathematics self-efficacy, excellence and facilitate enhanced vitality within the teaching profession.
- Full Text:
- Date Issued: 2010
- Authors: Austin, Pamela Winifred
- Date: 2010
- Subjects: Mathematics -- Study and teaching -- South Africa , Inquiry-based learning -- South Africa , Active learning -- South Africa , Effective teaching -- South Africa , Self-efficacy
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: vital:9482 , http://hdl.handle.net/10948/1656 , Mathematics -- Study and teaching -- South Africa , Inquiry-based learning -- South Africa , Active learning -- South Africa , Effective teaching -- South Africa , Self-efficacy
- Description: This research study has emerged as a result of my concern regarding the apparent low self-efficacy amongst initial teacher education students in my mathematics education classes. It also reflects a reported renewed interest in values, and the promotion of excellence in education. The effects of a values-based approach to mathematics education towards improving students’ self-efficacy and promoting excellence have been investigated, grounded within my ontology of excellence in mathematics education, which incorporates the values of respect, fairness, accountability, honesty and compassion. An inquiry-based teaching and learning approach formed the framework within which the study took place. Notions of ‘new scholarship’, premised on the view that teaching is about engagement in participatory learning, and the development of communities of creative students, provided the theoretical framework. Both quantitative and qualitative data gathering methods were used. Data-collection tools included affective-disposition statements, interviews, journal entries, as well as a video recording of a mathematics education lesson. The quantitative and qualitative data generated suggest improved levels of self-efficacy amongst the students who participated in the study. The data also suggest that a valuesbased approach to teaching can be used as an effective approach by mathematics teachers – and mathematics teacher educators – for the purpose of promoting the pursuit of excellence. As teacher education worldwide is currently characterised by a lack of vitality in teacher preparation (Grossman, 2008), the findings of this study should provide insights for teacher educators, teachers and policy makers who wish to promote mathematics self-efficacy, excellence and facilitate enhanced vitality within the teaching profession.
- Full Text:
- Date Issued: 2010
An intergrated learning programme for the Knysna Montessori school
- Authors: Nel, Andri
- Date: 2010
- Subjects: Education -- South Africa Curricula , Competency-based education -- South Africa , Education, Primary -- South Africa
- Language: English
- Type: Thesis , Doctoral , DEd
- Identifier: vital:9443 , http://hdl.handle.net/10948/1142 , Education -- South Africa Curricula , Competency-based education -- South Africa , Education, Primary -- South Africa
- Description: In line with Montessori methodology, the Knysna Montessori School runs its programmes in an integrated and holistic manner. Learning programmes are based on a blend of various Montessori learning programmes and the Revised National Curriculum Statement (RNCS). Classes are divided into three year-age groupings; and integrated learning programmes are in place within the pre-school, (including grade R), the grade 1 to 3 class, and the grade 4 to 6 class. However, the grade 7 to 9 Montessori class has been running in a more traditional and less integrated manner since its inception in 2004. That has motivated the undertaking of this study. The main aim of this qualitative study has been to determine how to best arrange the RNCS according to Montessori principles, that is to say, in a holistic and integrated manner, with the intention of presenting a learning programme for the grade 7 to 9 class. This aim was based on a constructivist philosophical foundation and addressed in conjunction with interpretivism and critical theory. The grounded theory research paradigm was followed. In this paradigm research findings are grounded in the data gathering and the analysis. Three methods of data collection were applied, namely a literature review, interviews and document analysis. A literature review was conducted to gain a better overview and understanding of the RNCS and Outcomes-Based Education (OBE). Furthermore, through the literature review, an in-depth understanding of the Montessori method of education, adolescent development and integrated and holistic education have been achieved. Interviews were conducted with staff from the Knysna Montessori School, with the purpose of gathering information on the Knysna Montessori School and its current application to the RNCS, from pre-school to grade 6. An availability and purposive sampling method was applied, in order to determine which staff members to interview. Finally, document analysis was done. The learning areas for the senior phase (grades 7 to 9) of the General Education and Training Band (GET) of the RNCS were coded and analysed in order to discover emergent themes within the RNCS and how these link with the Montessori curriculum arrangement for this age group. It became apparent that Montessori classrooms, both prior to and for the senior phase, are divided into three areas, namely language, mathematics and cultural studies. Based on this knowledge, as well as the documentary analysis, an integrated learning programme, grounded in the data analysis, was designed. It was found that the RNCS matches well with Montessori’s curriculum arrangement. Thus, this learning programme is in line with Montessori’s curriculum arrangement for the senior phase of the GET band. Such a curriculum arrangement integrates the learning outcomes and assessment standards from arts and culture, economic and management sciences, life orientation, natural sciences, social sciences and technology into different studies. These are globally referred to as cultural studies. However, specific attention was also given to moral education, self-expression through music, art and drama, entrepreneurship, career education and sport. The conclusion was reached that an integrated learning programme, based on Montessori principles and in line with the RNCS requirement, is possible for the Knysna Montessori School.
- Full Text:
- Date Issued: 2010
- Authors: Nel, Andri
- Date: 2010
- Subjects: Education -- South Africa Curricula , Competency-based education -- South Africa , Education, Primary -- South Africa
- Language: English
- Type: Thesis , Doctoral , DEd
- Identifier: vital:9443 , http://hdl.handle.net/10948/1142 , Education -- South Africa Curricula , Competency-based education -- South Africa , Education, Primary -- South Africa
- Description: In line with Montessori methodology, the Knysna Montessori School runs its programmes in an integrated and holistic manner. Learning programmes are based on a blend of various Montessori learning programmes and the Revised National Curriculum Statement (RNCS). Classes are divided into three year-age groupings; and integrated learning programmes are in place within the pre-school, (including grade R), the grade 1 to 3 class, and the grade 4 to 6 class. However, the grade 7 to 9 Montessori class has been running in a more traditional and less integrated manner since its inception in 2004. That has motivated the undertaking of this study. The main aim of this qualitative study has been to determine how to best arrange the RNCS according to Montessori principles, that is to say, in a holistic and integrated manner, with the intention of presenting a learning programme for the grade 7 to 9 class. This aim was based on a constructivist philosophical foundation and addressed in conjunction with interpretivism and critical theory. The grounded theory research paradigm was followed. In this paradigm research findings are grounded in the data gathering and the analysis. Three methods of data collection were applied, namely a literature review, interviews and document analysis. A literature review was conducted to gain a better overview and understanding of the RNCS and Outcomes-Based Education (OBE). Furthermore, through the literature review, an in-depth understanding of the Montessori method of education, adolescent development and integrated and holistic education have been achieved. Interviews were conducted with staff from the Knysna Montessori School, with the purpose of gathering information on the Knysna Montessori School and its current application to the RNCS, from pre-school to grade 6. An availability and purposive sampling method was applied, in order to determine which staff members to interview. Finally, document analysis was done. The learning areas for the senior phase (grades 7 to 9) of the General Education and Training Band (GET) of the RNCS were coded and analysed in order to discover emergent themes within the RNCS and how these link with the Montessori curriculum arrangement for this age group. It became apparent that Montessori classrooms, both prior to and for the senior phase, are divided into three areas, namely language, mathematics and cultural studies. Based on this knowledge, as well as the documentary analysis, an integrated learning programme, grounded in the data analysis, was designed. It was found that the RNCS matches well with Montessori’s curriculum arrangement. Thus, this learning programme is in line with Montessori’s curriculum arrangement for the senior phase of the GET band. Such a curriculum arrangement integrates the learning outcomes and assessment standards from arts and culture, economic and management sciences, life orientation, natural sciences, social sciences and technology into different studies. These are globally referred to as cultural studies. However, specific attention was also given to moral education, self-expression through music, art and drama, entrepreneurship, career education and sport. The conclusion was reached that an integrated learning programme, based on Montessori principles and in line with the RNCS requirement, is possible for the Knysna Montessori School.
- Full Text:
- Date Issued: 2010
An investigation into factors contributing towards teenage pregnancy in secondary schools: a case study in the Elliotdale sub-district
- Authors: Konkco, Eunice Xoliswa
- Date: 2010
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16206 , http://hdl.handle.net/10353/d1016151
- Description: The focus for this study was to determine the factors that contribute towards teenage pregnancy in the Elliotdale sub-district in secondary schools, in the Eastern Cape. The researcher used the qualitative approach to obtain data from a sample of 8 pregnant learners, two departmental officials, four principals, four school governing body members, and four educators in this research. Interviews were conducted to gain first hand information regarding factors that are contributing towards teenage pregnancy in four secondary schools in Elliotdale, a rural area of the Eastern Cape. The theoretical construct framing this study is grounded in the theories of Bandura and Bronfenbrenner who shape an understanding of social cognitive theory and ecological systems theory. In the study poverty was a contributory factor as a result of unemployment. Ignorance, as well as the attitude of the learners towards moral values, were the major concerns and findings noted by the respondents in this study. The study revealed that the Elliotdale district officials are determined to find ways of eliminating the rate of teenage pregnancy in secondary schools; however, the approach by the district towards the implementation of the existing programmes is not effective. The school principals are unaware of the current policies on preventative measures regarding teenage pregnancy in schools.
- Full Text:
- Date Issued: 2010
- Authors: Konkco, Eunice Xoliswa
- Date: 2010
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16206 , http://hdl.handle.net/10353/d1016151
- Description: The focus for this study was to determine the factors that contribute towards teenage pregnancy in the Elliotdale sub-district in secondary schools, in the Eastern Cape. The researcher used the qualitative approach to obtain data from a sample of 8 pregnant learners, two departmental officials, four principals, four school governing body members, and four educators in this research. Interviews were conducted to gain first hand information regarding factors that are contributing towards teenage pregnancy in four secondary schools in Elliotdale, a rural area of the Eastern Cape. The theoretical construct framing this study is grounded in the theories of Bandura and Bronfenbrenner who shape an understanding of social cognitive theory and ecological systems theory. In the study poverty was a contributory factor as a result of unemployment. Ignorance, as well as the attitude of the learners towards moral values, were the major concerns and findings noted by the respondents in this study. The study revealed that the Elliotdale district officials are determined to find ways of eliminating the rate of teenage pregnancy in secondary schools; however, the approach by the district towards the implementation of the existing programmes is not effective. The school principals are unaware of the current policies on preventative measures regarding teenage pregnancy in schools.
- Full Text:
- Date Issued: 2010
An investigation into factors that influence parental involvement in the development of their children's literacy in the secondary school level: a case study of a combined school in the Eastern Cape
- Authors: Adam, Ndileka Primrose
- Date: 2010
- Subjects: Education -- Parent participation -- South Africa -- Eastern Cape Province , Literacy -- South Africa -- Eastern Cape Province , Education, Secondary -- Parent participation -- South Africa -- Eastern Cape Province , Reading (Secondary) -- South Africa -- Eastern Cape Province , Reading -- Parent participation -- South Africa -- Eastern Cape Province , Reading -- Ability testing -- South Africa -- Eastern Cape Province
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16158 , http://hdl.handle.net/10353/229 , Education -- Parent participation -- South Africa -- Eastern Cape Province , Literacy -- South Africa -- Eastern Cape Province , Education, Secondary -- Parent participation -- South Africa -- Eastern Cape Province , Reading (Secondary) -- South Africa -- Eastern Cape Province , Reading -- Parent participation -- South Africa -- Eastern Cape Province , Reading -- Ability testing -- South Africa -- Eastern Cape Province
- Description: The main purpose of this research was to investigate the factors that influence parental involvement in the development of their children's literacy in the senior phase. The concept of parental involvement has been perceived as one of the corneThe main purpose of this research was to investigate the factors that influence parental involvement in the development of their children's literacy in the senior phase. The concept of parental involvement has been perceived as one of the cornerstones that contribute positively to the effectiveness of the education that children receive. In the South African case, it is embodied in the legislation and is expected to permeate the education process at all levels. Many scholars perceive parental involvement as enhancing the development of children's literacy. As an interpretive orientated study, this research had an interest in understanding the subjective experiences and general factors that influence parental involvement in the development of their children's literacy in the secondary school level. In line with the protocols of the case study, this study used a combination of methods namely structured interviews, semi-structured interviews, focus groups and document analysis in collecting data. The findings of the study revealed different opinions on parental involvement. While some parents appreciate the importance of their involvement, there were, however, some parents who perceive it as a responsibility of educators. Despite these views, there were positive contributions that have been brought about by parental involvement in the development of their children's literacy. The study has also revealed that there are factors that influence parental involvement in the development of their children's literacy in the senior phase such as parents' lack of understanding of their roles, absence of guiding documents, lack of unity among stakeholders, age and qualifications. The intent of this research was to investigate factors that influence parental involvement in the development of their children's literacy in the secondary school level and to give some recommendations on how these can best be addressed.rstones that contribute positively to the effectiveness of the education that children receive. In the South African case, it is embodied in the legislation and is expected to permeate the education process at all levels. Many scholars perceive parental involvement as enhancing the development of children's literacy. As an interpretive orientated study, this research had an interest in understanding the subjective experiences and general factors that influence parental involvement in the development of their children's literacy in the secondary school level. In line with the protocols of the case study, this study used a combination of methods namely structured interviews, semi-structured interviews, focus groups and document analysis in collecting data. The findings of the study revealed different opinions on parental involvement. While some parents appreciate the importance of their involvement, there were, however, some parents who perceive it as a responsibility of educators. Despite these views, there were positive contributions that have been brought about by parental involvement in the development of their children's literacy. The study has also revealed that there are factors that influence parental involvement in the development of their children's literacy in the senior phase such as parents' lack of understanding of their roles, absence of guiding documents, lack of unity among stakeholders, age and qualifications. The intent of this research was to investigate factors that influence parental involvement in the development of their children's literacy in the secondary school level and to give some recommendations on how these can best be addressed.
- Full Text:
- Date Issued: 2010
- Authors: Adam, Ndileka Primrose
- Date: 2010
- Subjects: Education -- Parent participation -- South Africa -- Eastern Cape Province , Literacy -- South Africa -- Eastern Cape Province , Education, Secondary -- Parent participation -- South Africa -- Eastern Cape Province , Reading (Secondary) -- South Africa -- Eastern Cape Province , Reading -- Parent participation -- South Africa -- Eastern Cape Province , Reading -- Ability testing -- South Africa -- Eastern Cape Province
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16158 , http://hdl.handle.net/10353/229 , Education -- Parent participation -- South Africa -- Eastern Cape Province , Literacy -- South Africa -- Eastern Cape Province , Education, Secondary -- Parent participation -- South Africa -- Eastern Cape Province , Reading (Secondary) -- South Africa -- Eastern Cape Province , Reading -- Parent participation -- South Africa -- Eastern Cape Province , Reading -- Ability testing -- South Africa -- Eastern Cape Province
- Description: The main purpose of this research was to investigate the factors that influence parental involvement in the development of their children's literacy in the senior phase. The concept of parental involvement has been perceived as one of the corneThe main purpose of this research was to investigate the factors that influence parental involvement in the development of their children's literacy in the senior phase. The concept of parental involvement has been perceived as one of the cornerstones that contribute positively to the effectiveness of the education that children receive. In the South African case, it is embodied in the legislation and is expected to permeate the education process at all levels. Many scholars perceive parental involvement as enhancing the development of children's literacy. As an interpretive orientated study, this research had an interest in understanding the subjective experiences and general factors that influence parental involvement in the development of their children's literacy in the secondary school level. In line with the protocols of the case study, this study used a combination of methods namely structured interviews, semi-structured interviews, focus groups and document analysis in collecting data. The findings of the study revealed different opinions on parental involvement. While some parents appreciate the importance of their involvement, there were, however, some parents who perceive it as a responsibility of educators. Despite these views, there were positive contributions that have been brought about by parental involvement in the development of their children's literacy. The study has also revealed that there are factors that influence parental involvement in the development of their children's literacy in the senior phase such as parents' lack of understanding of their roles, absence of guiding documents, lack of unity among stakeholders, age and qualifications. The intent of this research was to investigate factors that influence parental involvement in the development of their children's literacy in the secondary school level and to give some recommendations on how these can best be addressed.rstones that contribute positively to the effectiveness of the education that children receive. In the South African case, it is embodied in the legislation and is expected to permeate the education process at all levels. Many scholars perceive parental involvement as enhancing the development of children's literacy. As an interpretive orientated study, this research had an interest in understanding the subjective experiences and general factors that influence parental involvement in the development of their children's literacy in the secondary school level. In line with the protocols of the case study, this study used a combination of methods namely structured interviews, semi-structured interviews, focus groups and document analysis in collecting data. The findings of the study revealed different opinions on parental involvement. While some parents appreciate the importance of their involvement, there were, however, some parents who perceive it as a responsibility of educators. Despite these views, there were positive contributions that have been brought about by parental involvement in the development of their children's literacy. The study has also revealed that there are factors that influence parental involvement in the development of their children's literacy in the senior phase such as parents' lack of understanding of their roles, absence of guiding documents, lack of unity among stakeholders, age and qualifications. The intent of this research was to investigate factors that influence parental involvement in the development of their children's literacy in the secondary school level and to give some recommendations on how these can best be addressed.
- Full Text:
- Date Issued: 2010
Enhancing self-esteem as a teacher of English using action research
- Authors: Didloft, Virginia Charmaine
- Date: 2010
- Subjects: Self-esteem in children -- South Africa , Self-esteem -- Study and teaching , Self-perception in children -- South Africa , Social interaction in children -- South Africa , Educational psychology -- South Africa
- Language: English
- Type: Thesis , Doctoral , DEd
- Identifier: vital:9496 , http://hdl.handle.net/10948/1520 , Self-esteem in children -- South Africa , Self-esteem -- Study and teaching , Self-perception in children -- South Africa , Social interaction in children -- South Africa , Educational psychology -- South Africa
- Description: This thesis offers a critical reflection of a study I initiated to enhance self-esteem for self-actualization. The research process involved enhancing my own self-esteem before facilitating the enhancement of the self-esteem of my participants. This endeavour included the simultaneous exposure given to researcher and researched, with the aim of helping to attain the respective transformative potentials of the latter. An action research methodology was used, intending to improve my own practice and to involve and learn from the participants in order for all relevant stakeholders to capitalize from the learning experience. Whilst undertaking this study, I learned to reflect on my values, attitudes and relationships with my learners. I also became aware of how individuals‟ perceptions of themselves can influence other aspects of their development. This awareness enabled me to become more sensitive to the emotional needs of the learners in my care and also led to a greater understanding of their individuality. I came to comprehend the impact of a positive self-esteem on the learning process that aided me in developing an understanding of the positive impact an enhanced self-esteem has on how my learners view themselves. In the course of the research, I developed an awareness of the need to create a caring practice centred on values of gentleness, respect, kindness, awareness and recognition of individual strengths. These afore-mentioned values are premised on the recognition and acknowledgement of basic human rights, inclusivity, equality and social justice; principles reflecting my own living standards. This heightened vii awareness influenced the ways I organized the learning and teaching process in my classroom. Enhancing my own self-esteem and those of my learners basically involved interchangeable interventions such as encouraging involvement, allocating responsibilities, creating opportunities for assertiveness and being generous with affirmation, praise and motivation. These endeavours occurred within a social constructivist approach, enabling participants to construct their own epistemologies within their respective ontologies. My findings offer new conceptualizations about how an enhanced self-esteem can help individuals realize their fullest potential.
- Full Text:
- Date Issued: 2010
- Authors: Didloft, Virginia Charmaine
- Date: 2010
- Subjects: Self-esteem in children -- South Africa , Self-esteem -- Study and teaching , Self-perception in children -- South Africa , Social interaction in children -- South Africa , Educational psychology -- South Africa
- Language: English
- Type: Thesis , Doctoral , DEd
- Identifier: vital:9496 , http://hdl.handle.net/10948/1520 , Self-esteem in children -- South Africa , Self-esteem -- Study and teaching , Self-perception in children -- South Africa , Social interaction in children -- South Africa , Educational psychology -- South Africa
- Description: This thesis offers a critical reflection of a study I initiated to enhance self-esteem for self-actualization. The research process involved enhancing my own self-esteem before facilitating the enhancement of the self-esteem of my participants. This endeavour included the simultaneous exposure given to researcher and researched, with the aim of helping to attain the respective transformative potentials of the latter. An action research methodology was used, intending to improve my own practice and to involve and learn from the participants in order for all relevant stakeholders to capitalize from the learning experience. Whilst undertaking this study, I learned to reflect on my values, attitudes and relationships with my learners. I also became aware of how individuals‟ perceptions of themselves can influence other aspects of their development. This awareness enabled me to become more sensitive to the emotional needs of the learners in my care and also led to a greater understanding of their individuality. I came to comprehend the impact of a positive self-esteem on the learning process that aided me in developing an understanding of the positive impact an enhanced self-esteem has on how my learners view themselves. In the course of the research, I developed an awareness of the need to create a caring practice centred on values of gentleness, respect, kindness, awareness and recognition of individual strengths. These afore-mentioned values are premised on the recognition and acknowledgement of basic human rights, inclusivity, equality and social justice; principles reflecting my own living standards. This heightened vii awareness influenced the ways I organized the learning and teaching process in my classroom. Enhancing my own self-esteem and those of my learners basically involved interchangeable interventions such as encouraging involvement, allocating responsibilities, creating opportunities for assertiveness and being generous with affirmation, praise and motivation. These endeavours occurred within a social constructivist approach, enabling participants to construct their own epistemologies within their respective ontologies. My findings offer new conceptualizations about how an enhanced self-esteem can help individuals realize their fullest potential.
- Full Text:
- Date Issued: 2010
Establishing a framework for an integrated, holistic, community based educational support structure
- Authors: Pieterse, Glynis
- Date: 2010
- Subjects: Curriculum planning -- South Africa , Competency-based education -- South Africa , Inclusive education -- South Africa , Teachers -- Training of -- South Africa
- Language: English
- Type: Thesis , Doctoral , DEd
- Identifier: vital:9510 , http://hdl.handle.net/10948/1158 , Curriculum planning -- South Africa , Competency-based education -- South Africa , Inclusive education -- South Africa , Teachers -- Training of -- South Africa
- Description: The restructuring of South African education, after the country’s first non-racial democratic elections in 1994, coincided, with the development of inclusive education in international education. The implementation of inclusive education, internationally, was guided by the Salamanca Statement of 1994 and the international “Education for All” movement. Education White Paper 6 (2001), serves as the blueprint for implementing inclusive education in South Africa. This investigation argues that the successful implementation of the inclusive education system is dependent on the development of an effective, quality education support structure. Such an educational support structure is one that should reflect a holistic, integrated and community based approach to support. Based on this presupposition, the primary research aim of this investigation was the establishment of a framework for a holistic, integrated, community based education support structure to do justice to learners with mainly external barriers to learning (LSEN) and educators finding themselves in an inclusive classroom in Nelson Mandela Metropole and surrounding areas. In order to understand how such a framework can be established, the following guiding secondary research questions were posed: • What was the international perspective on the implementation of inclusive education? • What was the nature of educational provisioning for learners with barriers to learning (LSEN) before 1994, and the implementation of inclusive education policies thereafter? • What were the practical implications of implementing Education White Paper 6 (Department of Education, 2001) for the support roles of education support providers in South African schools? • What is the support challenges facing learners and educators within inclusive classrooms in Nelson Mandela Metropole and surrounding areas? • What support structures are currently available at the different levels of the education system? This investigation was completed from a phenomenological perspective. A constructivist approach to data collection and data analysis was followed, as the investigator did not attempt to prove or disprove theory, but rather to understand the phenomena under investigation from the viewpoint of participants. iv The sample, selected by means of non-probability purposive and theoretical sampling techniques, included 120 educators from 85 different schools in Nelson Mandela Metropole and surrounding areas. In addition, 4 education officials, 4 members of community organisations and 2 teacher union representatives were selected to the sample. Through the process of data analysis, accomplished through the principles inherent to grounded theory, two themes and sub-themes were identified. The investigator presented a discussion on the two themes and sub-themes. This discussion was followed by a proposal for the establishment of a framework for a holistic, integrated, community based educational support structure. The investigation was completed by recommendations related to the primary and secondary research questions. The investigation concluded that the implementation of inclusive education is severely hampered by strong exclusionary factors that are principally related to socio-economic backlogs that have not been successfully addressed by the current government.
- Full Text:
- Date Issued: 2010
- Authors: Pieterse, Glynis
- Date: 2010
- Subjects: Curriculum planning -- South Africa , Competency-based education -- South Africa , Inclusive education -- South Africa , Teachers -- Training of -- South Africa
- Language: English
- Type: Thesis , Doctoral , DEd
- Identifier: vital:9510 , http://hdl.handle.net/10948/1158 , Curriculum planning -- South Africa , Competency-based education -- South Africa , Inclusive education -- South Africa , Teachers -- Training of -- South Africa
- Description: The restructuring of South African education, after the country’s first non-racial democratic elections in 1994, coincided, with the development of inclusive education in international education. The implementation of inclusive education, internationally, was guided by the Salamanca Statement of 1994 and the international “Education for All” movement. Education White Paper 6 (2001), serves as the blueprint for implementing inclusive education in South Africa. This investigation argues that the successful implementation of the inclusive education system is dependent on the development of an effective, quality education support structure. Such an educational support structure is one that should reflect a holistic, integrated and community based approach to support. Based on this presupposition, the primary research aim of this investigation was the establishment of a framework for a holistic, integrated, community based education support structure to do justice to learners with mainly external barriers to learning (LSEN) and educators finding themselves in an inclusive classroom in Nelson Mandela Metropole and surrounding areas. In order to understand how such a framework can be established, the following guiding secondary research questions were posed: • What was the international perspective on the implementation of inclusive education? • What was the nature of educational provisioning for learners with barriers to learning (LSEN) before 1994, and the implementation of inclusive education policies thereafter? • What were the practical implications of implementing Education White Paper 6 (Department of Education, 2001) for the support roles of education support providers in South African schools? • What is the support challenges facing learners and educators within inclusive classrooms in Nelson Mandela Metropole and surrounding areas? • What support structures are currently available at the different levels of the education system? This investigation was completed from a phenomenological perspective. A constructivist approach to data collection and data analysis was followed, as the investigator did not attempt to prove or disprove theory, but rather to understand the phenomena under investigation from the viewpoint of participants. iv The sample, selected by means of non-probability purposive and theoretical sampling techniques, included 120 educators from 85 different schools in Nelson Mandela Metropole and surrounding areas. In addition, 4 education officials, 4 members of community organisations and 2 teacher union representatives were selected to the sample. Through the process of data analysis, accomplished through the principles inherent to grounded theory, two themes and sub-themes were identified. The investigator presented a discussion on the two themes and sub-themes. This discussion was followed by a proposal for the establishment of a framework for a holistic, integrated, community based educational support structure. The investigation was completed by recommendations related to the primary and secondary research questions. The investigation concluded that the implementation of inclusive education is severely hampered by strong exclusionary factors that are principally related to socio-economic backlogs that have not been successfully addressed by the current government.
- 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
Grade 9 second-language learners in township schools : issues of language and mathematics when solving word problems
- Authors: Sepeng, Johannes Percy
- Date: 2010
- Subjects: Mathematics -- Language , Mathematics -- Study and teaching , Language and languages -- Mathematics , Second language acquisition -- Study and teaching
- Language: English
- Type: Thesis , Doctoral , DEd
- Identifier: vital:9498 , http://hdl.handle.net/10948/1455 , Mathematics -- Language , Mathematics -- Study and teaching , Language and languages -- Mathematics , Second language acquisition -- Study and teaching
- Description: Second language (English) learning of mathematics is common in South African mathematics classrooms, including those in the Eastern Cape Province of South Africa where isiXhosa speakers are taught in the language that is not spoken at home by both teachers and learners. The purpose of this research was to investigate issues of language, both home (isiXhosa) and the language of learning and teaching (LoLT), i.e. English, when 9th grade second language learners engage in problem-solving and sense-making of wor(l)d problems in multilingual mathematics classrooms. In addition, the aim of the study was to explore whether the introduction of discussion and argumentation techniques in these classrooms can ameliorate these issues. The study used a pre-test – intervention – post-test mixed method design utilising both quantitative and qualitative data. The data collection strategies for the purpose of this study included interviews (learners [n=24] and teachers [n=4]), classroom observations, and tests (experimental [n=107] and comparison [69]) in four experimental and two comparison schools in townships of Port Elizabeth. This study is framed by socio-cultural perspective which proposes that collective and individual processes are directly related and that students‘ unrealistic responses to real world problems reflect the students‘ socio-cultural relationship to school mathematics and their willingness to employ the approaches emphasised in school. Analysis of the data generated from pre- and post-tests, interviews and classroom observation schedule suggest that the interventional strategy significantly improved the experimental learners‘ problem-solving skills and sense-making abilities in both English and isiXhosa (but more significantly in English). The statistical results illustrate that the experimental group performed statistical significantly (p < .0005) better in the English posttest compared to comparison group. The data also suggests that the interventional strategy in this study (discussion and argumentation techniques) positively influenced the participating learners‘ word problem-solving abilities. The experimental group appeared to show a tendency to consider reality marginally better than the comparison group after the intervention. In particular, learners seemed to make realistic considerations better in the isiXhosa translation post-test compared to the English post-test. A large practical significant (d = 0.86) difference between the experimental group and the comparison group was also noted in the isiXhosa translation compared to a moderate practical significance (d = 0.57) noted in the English tests after the intervention. As such, the results of the study suggest that the introduction of discussion and argumentation techniques in the teaching and learning of mathematics word problems had a positive effect on learners‘ ability to consider reality during word problem-solving in both languages. Analysis of learners‘ interviews suggests that, although English is the preferred LoLT, they would prefer dual-use/parallel-use of English and isiXhosa for teaching and learning mathematics. There was also evidence of the benefits of code-switching throughout most of the lessons observed, coupled with instances of peer translation, and/or re-voicing. Overall results in this study illustrate that number skills displayed and mathematical errors made by learners seem to be directly related to language use in the classroom.
- Full Text:
- Date Issued: 2010
- Authors: Sepeng, Johannes Percy
- Date: 2010
- Subjects: Mathematics -- Language , Mathematics -- Study and teaching , Language and languages -- Mathematics , Second language acquisition -- Study and teaching
- Language: English
- Type: Thesis , Doctoral , DEd
- Identifier: vital:9498 , http://hdl.handle.net/10948/1455 , Mathematics -- Language , Mathematics -- Study and teaching , Language and languages -- Mathematics , Second language acquisition -- Study and teaching
- Description: Second language (English) learning of mathematics is common in South African mathematics classrooms, including those in the Eastern Cape Province of South Africa where isiXhosa speakers are taught in the language that is not spoken at home by both teachers and learners. The purpose of this research was to investigate issues of language, both home (isiXhosa) and the language of learning and teaching (LoLT), i.e. English, when 9th grade second language learners engage in problem-solving and sense-making of wor(l)d problems in multilingual mathematics classrooms. In addition, the aim of the study was to explore whether the introduction of discussion and argumentation techniques in these classrooms can ameliorate these issues. The study used a pre-test – intervention – post-test mixed method design utilising both quantitative and qualitative data. The data collection strategies for the purpose of this study included interviews (learners [n=24] and teachers [n=4]), classroom observations, and tests (experimental [n=107] and comparison [69]) in four experimental and two comparison schools in townships of Port Elizabeth. This study is framed by socio-cultural perspective which proposes that collective and individual processes are directly related and that students‘ unrealistic responses to real world problems reflect the students‘ socio-cultural relationship to school mathematics and their willingness to employ the approaches emphasised in school. Analysis of the data generated from pre- and post-tests, interviews and classroom observation schedule suggest that the interventional strategy significantly improved the experimental learners‘ problem-solving skills and sense-making abilities in both English and isiXhosa (but more significantly in English). The statistical results illustrate that the experimental group performed statistical significantly (p < .0005) better in the English posttest compared to comparison group. The data also suggests that the interventional strategy in this study (discussion and argumentation techniques) positively influenced the participating learners‘ word problem-solving abilities. The experimental group appeared to show a tendency to consider reality marginally better than the comparison group after the intervention. In particular, learners seemed to make realistic considerations better in the isiXhosa translation post-test compared to the English post-test. A large practical significant (d = 0.86) difference between the experimental group and the comparison group was also noted in the isiXhosa translation compared to a moderate practical significance (d = 0.57) noted in the English tests after the intervention. As such, the results of the study suggest that the introduction of discussion and argumentation techniques in the teaching and learning of mathematics word problems had a positive effect on learners‘ ability to consider reality during word problem-solving in both languages. Analysis of learners‘ interviews suggests that, although English is the preferred LoLT, they would prefer dual-use/parallel-use of English and isiXhosa for teaching and learning mathematics. There was also evidence of the benefits of code-switching throughout most of the lessons observed, coupled with instances of peer translation, and/or re-voicing. Overall results in this study illustrate that number skills displayed and mathematical errors made by learners seem to be directly related to language use in the classroom.
- 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
Integrated teaching strategies model for improved scientific literacy in second-language learners
- Villanueva, Mary Grace Flores
- Authors: Villanueva, Mary Grace Flores
- Date: 2010
- Subjects: Science -- Study and teaching (Elementary) -- South Africa , Science -- South Africa -- Methodology , Science -- Curricula
- Language: English
- Type: Thesis , Doctoral , DEd
- Identifier: vital:9514 , http://hdl.handle.net/10948/1107 , Science -- Study and teaching (Elementary) -- South Africa , Science -- South Africa -- Methodology , Science -- Curricula
- Description: The importance of a scientifically literate society is currently acknowledged both internationally and South Africa. The notion of scientific literacy in South Africa has emerged largely due to the government’s recognition of the role that science and technology plays in economic growth, employment creation, social redress and social development. However, in light of South Africa’s learner performance on international and national assessments such as TIMMS (2003) and PIRLS (2006), as well as the problems of teaching and learning in a second language, there appears to be a primary and pressing need to develop learners’ fundamental sense of scientific literacy (Norris & Phillips, 2003). Expanding learners’ ability to read, write and communicate in science may provide the necessary framework for engaging learners in the critical principles and foundations of the scientific endeavour (Hand, Prain, & Yore, 2001). As such, this study focuses on equipping and training grade six and seven science teachers to develop scientifically literate learners via professional development workshops with a strategy that supports reading, writing, talking and conducting (‘doing’) science through scientific investigations. The typology of triangulation and the mixed method research approach was supported by a fully mixed, concurrent, and equal status design (Leech & Onwuegbuzi, 2007). Quantitative data were collected from the baseline and post-intervention testing of learners’ problem solving skills, as well as their literacy skills in English and isiXhosa. Qualitative measures were generated through classroom observations, teacher interviews and learners’ science notebooks. The study was conducted in two different milieus in the Eastern Cape, South Africa. The first setting, in the rural area of Tyumie Valley near the Hogsback Mountains, was comprised of a sample of grade six and seven (multi-grade classrooms) teachers (n=7) and learners (n=168) from five experimental schools and two comparison schools. The second setting, in the urban townships area east of Port Elizabeth, was comprised of a sample of grade six teachers (n=8) and learners (n=675) from six experimental schools and two comparison schools. Mean differences between the experimental and the comparison groups were computed for the Raven’s Standard Progressive Matrices (RSPM) and the literacy tests, and the data generated were treated with an Analysis of Covariance (ANCOVA). The data suggest that the scientific literacy strategy improved the experimental learners’ problem solving skills. Both experimental groups demonstrated greater gains than that of the comparison schools. However, statistically significant improvements were only detected in Port Elizabeth. Improvements in learners’ literacy skills in isiXhosa and English varied according to each milieu. While the teachers initially identified challenges to learners’ reading and writing abilities, the analysis of learners’ science notebooks suggested that they used writings to support their investigations. Some teachers cited difficulties with certain aspects of the model, such as problems with developing an investigable question and argumentation, yet overall, teachers found the strategy useful for developing learners’ language skills, as well for strengthening their pedagogical practices in science. Teachers’ gradual improvements in the use of the model suggest that they were able to use the scientific literacy strategy to support the cognitive and linguistic development of second-language learners.
- Full Text:
- Date Issued: 2010
- Authors: Villanueva, Mary Grace Flores
- Date: 2010
- Subjects: Science -- Study and teaching (Elementary) -- South Africa , Science -- South Africa -- Methodology , Science -- Curricula
- Language: English
- Type: Thesis , Doctoral , DEd
- Identifier: vital:9514 , http://hdl.handle.net/10948/1107 , Science -- Study and teaching (Elementary) -- South Africa , Science -- South Africa -- Methodology , Science -- Curricula
- Description: The importance of a scientifically literate society is currently acknowledged both internationally and South Africa. The notion of scientific literacy in South Africa has emerged largely due to the government’s recognition of the role that science and technology plays in economic growth, employment creation, social redress and social development. However, in light of South Africa’s learner performance on international and national assessments such as TIMMS (2003) and PIRLS (2006), as well as the problems of teaching and learning in a second language, there appears to be a primary and pressing need to develop learners’ fundamental sense of scientific literacy (Norris & Phillips, 2003). Expanding learners’ ability to read, write and communicate in science may provide the necessary framework for engaging learners in the critical principles and foundations of the scientific endeavour (Hand, Prain, & Yore, 2001). As such, this study focuses on equipping and training grade six and seven science teachers to develop scientifically literate learners via professional development workshops with a strategy that supports reading, writing, talking and conducting (‘doing’) science through scientific investigations. The typology of triangulation and the mixed method research approach was supported by a fully mixed, concurrent, and equal status design (Leech & Onwuegbuzi, 2007). Quantitative data were collected from the baseline and post-intervention testing of learners’ problem solving skills, as well as their literacy skills in English and isiXhosa. Qualitative measures were generated through classroom observations, teacher interviews and learners’ science notebooks. The study was conducted in two different milieus in the Eastern Cape, South Africa. The first setting, in the rural area of Tyumie Valley near the Hogsback Mountains, was comprised of a sample of grade six and seven (multi-grade classrooms) teachers (n=7) and learners (n=168) from five experimental schools and two comparison schools. The second setting, in the urban townships area east of Port Elizabeth, was comprised of a sample of grade six teachers (n=8) and learners (n=675) from six experimental schools and two comparison schools. Mean differences between the experimental and the comparison groups were computed for the Raven’s Standard Progressive Matrices (RSPM) and the literacy tests, and the data generated were treated with an Analysis of Covariance (ANCOVA). The data suggest that the scientific literacy strategy improved the experimental learners’ problem solving skills. Both experimental groups demonstrated greater gains than that of the comparison schools. However, statistically significant improvements were only detected in Port Elizabeth. Improvements in learners’ literacy skills in isiXhosa and English varied according to each milieu. While the teachers initially identified challenges to learners’ reading and writing abilities, the analysis of learners’ science notebooks suggested that they used writings to support their investigations. Some teachers cited difficulties with certain aspects of the model, such as problems with developing an investigable question and argumentation, yet overall, teachers found the strategy useful for developing learners’ language skills, as well for strengthening their pedagogical practices in science. Teachers’ gradual improvements in the use of the model suggest that they were able to use the scientific literacy strategy to support the cognitive and linguistic development of second-language learners.
- Full Text:
- Date Issued: 2010
Investigating science teachers' perceptions of the nature of science in the context of curriculum reform in South Africa
- Kurup, Rajasekhar Thanukkothu Sankar Pillai
- Authors: Kurup, Rajasekhar Thanukkothu Sankar Pillai
- Date: 2010
- Subjects: Science -- Methodology -- South Africa , Science -- Study and teaching -- Philosophy , Science -- Study and teaching -- South Africa -- Evaluation , Science -- Study and teaching -- Curricula -- South Africa , Science -- Study and teaching -- South Africa
- Language: English
- Type: Thesis , Doctoral , DEd
- Identifier: vital:9509 , http://hdl.handle.net/10948/1175 , Science -- Methodology -- South Africa , Science -- Study and teaching -- Philosophy , Science -- Study and teaching -- South Africa -- Evaluation , Science -- Study and teaching -- Curricula -- South Africa , Science -- Study and teaching -- South Africa
- Description: An adequate understanding of the nature of science (NOS) has become increasingly important for science teachers in South Africa as comprehensive curricular reforms over the past decade include promoting informed understandings of the ontological and epistemological bases of scientific knowledge and the methods of science. The main objective of this study was to explore the NOS understandings held by a sample of science teachers in the Eastern Cape Province of South Africa. Data were generated via questionnaires (n=136), semi-structured interviews (n=31), and classroom observations (n=8). The teacher interviews, which were informed by the questionnaire data, enabled further interrogation of the teachers’ philosophical positions. Their classroom practices were examined within the framework of these philosophical positions and the requirements of the new curriculum. The effect of implicit and explicit instruction in NOS on these teachers’ beliefs and classroom activities was also considered. A mixed-method approach informed by positivist and interpretivist perspectives was used for the collection and analysis of the data. The data suggests that explicit instruction in NOS resulted in more informed conceptions of science and the scientific enterprise, and that these conceptions were reflected, to a degree, in their classroom behaviours. However, it was noted that the teachers in this study often held philosophically eclectic views of the nature of scientific knowledge and how scientists develop ideas. Similarly, the South African National Curriculum Statement portrays science in contrasting ways, i.e. often within a modern/realist framework, but in other instances within postmodern/relativistic understandings (particularly in terms of indigenous knowledge systems). As such, an approach which aims at providing a firm foundation for understanding NOS ideas within a modern/realist perspective before emphasising the postmodern/relativist aspects of the scientific enterprise is suggested for teacher training and curriculum development.
- Full Text:
- Date Issued: 2010
- Authors: Kurup, Rajasekhar Thanukkothu Sankar Pillai
- Date: 2010
- Subjects: Science -- Methodology -- South Africa , Science -- Study and teaching -- Philosophy , Science -- Study and teaching -- South Africa -- Evaluation , Science -- Study and teaching -- Curricula -- South Africa , Science -- Study and teaching -- South Africa
- Language: English
- Type: Thesis , Doctoral , DEd
- Identifier: vital:9509 , http://hdl.handle.net/10948/1175 , Science -- Methodology -- South Africa , Science -- Study and teaching -- Philosophy , Science -- Study and teaching -- South Africa -- Evaluation , Science -- Study and teaching -- Curricula -- South Africa , Science -- Study and teaching -- South Africa
- Description: An adequate understanding of the nature of science (NOS) has become increasingly important for science teachers in South Africa as comprehensive curricular reforms over the past decade include promoting informed understandings of the ontological and epistemological bases of scientific knowledge and the methods of science. The main objective of this study was to explore the NOS understandings held by a sample of science teachers in the Eastern Cape Province of South Africa. Data were generated via questionnaires (n=136), semi-structured interviews (n=31), and classroom observations (n=8). The teacher interviews, which were informed by the questionnaire data, enabled further interrogation of the teachers’ philosophical positions. Their classroom practices were examined within the framework of these philosophical positions and the requirements of the new curriculum. The effect of implicit and explicit instruction in NOS on these teachers’ beliefs and classroom activities was also considered. A mixed-method approach informed by positivist and interpretivist perspectives was used for the collection and analysis of the data. The data suggests that explicit instruction in NOS resulted in more informed conceptions of science and the scientific enterprise, and that these conceptions were reflected, to a degree, in their classroom behaviours. However, it was noted that the teachers in this study often held philosophically eclectic views of the nature of scientific knowledge and how scientists develop ideas. Similarly, the South African National Curriculum Statement portrays science in contrasting ways, i.e. often within a modern/realist framework, but in other instances within postmodern/relativistic understandings (particularly in terms of indigenous knowledge systems). As such, an approach which aims at providing a firm foundation for understanding NOS ideas within a modern/realist perspective before emphasising the postmodern/relativist aspects of the scientific enterprise is suggested for teacher training and curriculum development.
- Full Text:
- Date Issued: 2010
Promoting social inclusion in school: reflecting on ourselves
- Authors: Geduld, Deidre Chante
- Date: 2010
- Subjects: Inclusive education -- South Africa -- Eastern Cape , Social integration -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Doctoral , DEd
- Identifier: vital:9445 , http://hdl.handle.net/10948/1522 , Inclusive education -- South Africa -- Eastern Cape , Social integration -- South Africa -- Eastern Cape
- Description: This thesis is an account of the transformation of my personal thinking and practice, as I developed my own new living theories about my practice. As I chose an action research approach for my research, my research is practice based, as outlined by Whitehead (1989), McNiff, Lomax and Whitehead (2003), McNiff and Whitehead (2005b), and Whitehead and McNiff (2006). As McNiff et al. (2003) explain, action research focuses on learning and embodies good professional practice and praxis; it will hopefully lead to personal and social improvement; it is a response to a social situation; it demands critical thinking and political intention; and the focus is on transformation within this thesis. The thesis comprises an account of my learning at both theoretical and practical levels, as I discovered how to live my values more fully in my practice. Inclusivity and leadership establish a set of values and purposes that underpins the educational process in a school. The individual commitment of the teachers and leader drives the values and purposes into reality. Values without implementation do little for school improvement. It is in dealing with the challenge to change and improve, often by confronting unacceptable practices, that teachers and leaders show their educational values. The thesis is the story of how I learned to speak for myself and came to regard her as a person who has something to say for herself in the context of the impoverished schools of South Africa. My thesis is an articulation of my belief that teachers and learners should be counted „among those with the authority to participate both in the critique and in the reform of education‟ (Cook-Sather, 2002:3). It also articulates my commitment to a scholarship of teaching that allows teachers to learn from pedagogical experience and exchange that learning in acts of scholarship that contribute to the wisdom of practice across the profession (Shulman, 1999:17). Collaborative and reflective discussion allowed me to capitalise on the social nature of learning. I not only considered how education could be used to assist children‟s growth, learning and development, but also applied the same concepts in the development, growth and learning of their teachers. I would argue that through my own work, I have attempted to establish a community of enquiry within my school that draws on a multi-generational model of knowledge production through bringing together teachers, researchers, students and critical friends.
- Full Text:
- Date Issued: 2010
- Authors: Geduld, Deidre Chante
- Date: 2010
- Subjects: Inclusive education -- South Africa -- Eastern Cape , Social integration -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Doctoral , DEd
- Identifier: vital:9445 , http://hdl.handle.net/10948/1522 , Inclusive education -- South Africa -- Eastern Cape , Social integration -- South Africa -- Eastern Cape
- Description: This thesis is an account of the transformation of my personal thinking and practice, as I developed my own new living theories about my practice. As I chose an action research approach for my research, my research is practice based, as outlined by Whitehead (1989), McNiff, Lomax and Whitehead (2003), McNiff and Whitehead (2005b), and Whitehead and McNiff (2006). As McNiff et al. (2003) explain, action research focuses on learning and embodies good professional practice and praxis; it will hopefully lead to personal and social improvement; it is a response to a social situation; it demands critical thinking and political intention; and the focus is on transformation within this thesis. The thesis comprises an account of my learning at both theoretical and practical levels, as I discovered how to live my values more fully in my practice. Inclusivity and leadership establish a set of values and purposes that underpins the educational process in a school. The individual commitment of the teachers and leader drives the values and purposes into reality. Values without implementation do little for school improvement. It is in dealing with the challenge to change and improve, often by confronting unacceptable practices, that teachers and leaders show their educational values. The thesis is the story of how I learned to speak for myself and came to regard her as a person who has something to say for herself in the context of the impoverished schools of South Africa. My thesis is an articulation of my belief that teachers and learners should be counted „among those with the authority to participate both in the critique and in the reform of education‟ (Cook-Sather, 2002:3). It also articulates my commitment to a scholarship of teaching that allows teachers to learn from pedagogical experience and exchange that learning in acts of scholarship that contribute to the wisdom of practice across the profession (Shulman, 1999:17). Collaborative and reflective discussion allowed me to capitalise on the social nature of learning. I not only considered how education could be used to assist children‟s growth, learning and development, but also applied the same concepts in the development, growth and learning of their teachers. I would argue that through my own work, I have attempted to establish a community of enquiry within my school that draws on a multi-generational model of knowledge production through bringing together teachers, researchers, students and critical friends.
- Full Text:
- Date Issued: 2010
Searching for common ground: developing mathematical reasoning through dialogue
- Authors: Webb, Marie Lynette
- Date: 2010
- Subjects: Mathematics -- Study and teaching -- South Africa , Mathematics teachers -- Training of -- South Africa , English language -- Usage -- South Africa
- Language: English
- Type: Thesis , Doctoral , DEd
- Identifier: vital:9493 , http://hdl.handle.net/10948/1132 , Mathematics -- Study and teaching -- South Africa , Mathematics teachers -- Training of -- South Africa , English language -- Usage -- South Africa
- Description: In the majority of the schools in the Eastern Cape, South Africa, teaching and learning takes place in the second language, English, of both teachers and learners. The purpose of this research was to elicit the perceptions of teachers in multilingual mathematics classes about language issues that they encounter and to ascertain whether they could experientially learn the theory of dialogic teaching through an intervention in order to introduce dialogue in practice in their classes. The effect of the intervention on teacher practices was qualitatively observed and the effect of the teacher practices on learner reasoning competence, numeracy competence and English language competence was quantitatively tested by using validated pre- and post-tests. The study follows a mixed method concurrent triangulation design with both quantitative and qualitative results. Two cohorts of students/teachers studying for qualifications at Nelson Mandela Metropolitan University centres throughout the Eastern Cape expressed their opinions about language challenges and solutions through questionnaires, reflective writing and poetry. A cohort of BEd Honours (Mathematics and Science) students experienced a semester long intervention on the theory and practice of dialogic teaching, particularly exploratory talk, and were tasked to introduce the practice into their multilingual mathematics classes in the form of reported action research. The next phase of the study focussed on the practices of three teachers and their grade seven multilingual mathematics learners who were observed and tested over a period of nine months. The following year the observations and testing were repeated with one teacher and his grade seven learners to ascertain whether the intervention would result in similar findings. iv The results enhance the validity of the Vygotskian claim concerning the relationship between language use, social interaction and reasoning development. In classes where there was evidence of dialogic practices the learners collaborated in groups using code-switching and their main language. Their reasoning, numeracy and English skills test scores improved statistically significantly. Teachers were able to give voice to their deep-felt emotions through poetry. They felt that the devaluing of isiXhosa had resulted in the loss of learners’ main language literacy competencies and consequent loss of cultural capital; however they considered it necessary to develop English competence in the learners, even if it was at the expense of developing mathematical competence. The introduction of exploratory talk in their home languages served the dual purpose of promoting the value of isiXhosa in an academic environment as well as enhancing mathematical reasoning. It appears that when teachers focus on developing language as a tool for reasoning, significant improvements in learners’ problem solving competences occur. When the language used is the main language of both teachers and learners both mathematical understanding and cultural identity are enhanced. The study concludes with a suggestion for a model for future interventions to train teachers to introduce dialogic practices in multilingual mathematics classes.
- Full Text:
- Date Issued: 2010
- Authors: Webb, Marie Lynette
- Date: 2010
- Subjects: Mathematics -- Study and teaching -- South Africa , Mathematics teachers -- Training of -- South Africa , English language -- Usage -- South Africa
- Language: English
- Type: Thesis , Doctoral , DEd
- Identifier: vital:9493 , http://hdl.handle.net/10948/1132 , Mathematics -- Study and teaching -- South Africa , Mathematics teachers -- Training of -- South Africa , English language -- Usage -- South Africa
- Description: In the majority of the schools in the Eastern Cape, South Africa, teaching and learning takes place in the second language, English, of both teachers and learners. The purpose of this research was to elicit the perceptions of teachers in multilingual mathematics classes about language issues that they encounter and to ascertain whether they could experientially learn the theory of dialogic teaching through an intervention in order to introduce dialogue in practice in their classes. The effect of the intervention on teacher practices was qualitatively observed and the effect of the teacher practices on learner reasoning competence, numeracy competence and English language competence was quantitatively tested by using validated pre- and post-tests. The study follows a mixed method concurrent triangulation design with both quantitative and qualitative results. Two cohorts of students/teachers studying for qualifications at Nelson Mandela Metropolitan University centres throughout the Eastern Cape expressed their opinions about language challenges and solutions through questionnaires, reflective writing and poetry. A cohort of BEd Honours (Mathematics and Science) students experienced a semester long intervention on the theory and practice of dialogic teaching, particularly exploratory talk, and were tasked to introduce the practice into their multilingual mathematics classes in the form of reported action research. The next phase of the study focussed on the practices of three teachers and their grade seven multilingual mathematics learners who were observed and tested over a period of nine months. The following year the observations and testing were repeated with one teacher and his grade seven learners to ascertain whether the intervention would result in similar findings. iv The results enhance the validity of the Vygotskian claim concerning the relationship between language use, social interaction and reasoning development. In classes where there was evidence of dialogic practices the learners collaborated in groups using code-switching and their main language. Their reasoning, numeracy and English skills test scores improved statistically significantly. Teachers were able to give voice to their deep-felt emotions through poetry. They felt that the devaluing of isiXhosa had resulted in the loss of learners’ main language literacy competencies and consequent loss of cultural capital; however they considered it necessary to develop English competence in the learners, even if it was at the expense of developing mathematical competence. The introduction of exploratory talk in their home languages served the dual purpose of promoting the value of isiXhosa in an academic environment as well as enhancing mathematical reasoning. It appears that when teachers focus on developing language as a tool for reasoning, significant improvements in learners’ problem solving competences occur. When the language used is the main language of both teachers and learners both mathematical understanding and cultural identity are enhanced. The study concludes with a suggestion for a model for future interventions to train teachers to introduce dialogic practices in multilingual mathematics classes.
- Full Text:
- Date Issued: 2010
The impact of child sexual abuse (CSA) on the school life experiences and academic performance of adult CSA survivors
- Ah Hing, Antoinette Danielle
- Authors: Ah Hing, Antoinette Danielle
- Date: 2010
- Subjects: Child sexual abuse , Adult child sexual abuse victims -- Counseling of , Sexually abused children , Academic achievement
- Language: English
- Type: Thesis , Doctoral , DEd
- Identifier: vital:9478 , http://hdl.handle.net/10948/1259 , Child sexual abuse , Adult child sexual abuse victims -- Counseling of , Sexually abused children , Academic achievement
- Description: Child Sexual Abuse (CSA) is a societal problem whose origins date back to the times of the ancient Greeks and Romans. It is found in all levels of society, from the wealthiest to the poorest; and the short-term and long-term impacts it has on the lives of the victims, can be devastating. There are many reasons for the occurrence of child sexual abuse, but in all cases, the ultimate accountability rests on the shoulders of the sexual offender. The nature of child sexual victimisation varies from verbal suggestions to violent physical force. Irrespective of which type the child is being subjected to, as the weaker partner in the pedagogical relationship with the adult, s/he is never able to defend herself/himself. The global phenomenon, and the increase in CSA, has given rise to the research question, namely: How does child sexual abuse impact on the school life experiences and academic performance of learners at school? The purpose of this research study was to provide insight into the following issues: • The nature and identification of the symptoms of child sexual abuse; • The manner in which sexually abused children manifest their experiences of sexual abuse at school; • How sexually abused children cope with their learning tasks; and • Recommendations for educators. The literature relating to CSA was reviewed, with the aim of establishing a solid theoretical foundation for the study. CSA has been looked at holistically, encompassing the accepted definitions, the related concepts, the nature of sexual abuse, the prevalence and incidence of CSA, the possible causes, the short-term and long-term impacts, and the suggestions by adult survivors for use by educators in their efforts to help abused learners. 11 In an attempt to provide acceptable answers to the research problem, a mixed- method research design was implemented. The research study was conducted in two phases: Stage 1 consisted of an exploration of the research problem by means of the following question put to the participants: In your experience as an adult survivor of child sexual abuse how did the abuse impact on your school life experiences, including your academic performance? A total of nineteen participants from the Eastern Cape Province shared their experiences, by means of writing their life story as a narrative. Purposive and availability sampling of adult survivors was undertaken. In order to ensure the trustworthiness and authenticity of the research methodology, Guba’s model of data verification was used. Accepted ethical measures were taken into consideration and adhered to during the research. The analysed data were taken directly from the narratives that the individual participants saved onto flashdrives. Consensus by the researcher and coder was reached regarding the identification of themes, categories and subcategories. The following four significant themes emerged, based on the results of the data analysis: Theme One: Health, sexuality and the sexual experiences of sexual abused children and adolescents. Theme Two: The social development of sexually abused children and adolescents. Theme Three: School-related experiences and academic performance of sexually abused children and adolescents. Theme Four: Advice and suggestions from adult survivors for young victims of CSA. 12 Stage 2 offered recommendations to the teachers of learners who are, or have been sexually abused, derived from the findings of Phase 1. The conclusion was reached that CSA does have an impact on the academic performance of learners. Therefore, teachers are in need of a greater understanding and awareness of CSA, in order to help these learners.
- Full Text:
- Date Issued: 2010
- Authors: Ah Hing, Antoinette Danielle
- Date: 2010
- Subjects: Child sexual abuse , Adult child sexual abuse victims -- Counseling of , Sexually abused children , Academic achievement
- Language: English
- Type: Thesis , Doctoral , DEd
- Identifier: vital:9478 , http://hdl.handle.net/10948/1259 , Child sexual abuse , Adult child sexual abuse victims -- Counseling of , Sexually abused children , Academic achievement
- Description: Child Sexual Abuse (CSA) is a societal problem whose origins date back to the times of the ancient Greeks and Romans. It is found in all levels of society, from the wealthiest to the poorest; and the short-term and long-term impacts it has on the lives of the victims, can be devastating. There are many reasons for the occurrence of child sexual abuse, but in all cases, the ultimate accountability rests on the shoulders of the sexual offender. The nature of child sexual victimisation varies from verbal suggestions to violent physical force. Irrespective of which type the child is being subjected to, as the weaker partner in the pedagogical relationship with the adult, s/he is never able to defend herself/himself. The global phenomenon, and the increase in CSA, has given rise to the research question, namely: How does child sexual abuse impact on the school life experiences and academic performance of learners at school? The purpose of this research study was to provide insight into the following issues: • The nature and identification of the symptoms of child sexual abuse; • The manner in which sexually abused children manifest their experiences of sexual abuse at school; • How sexually abused children cope with their learning tasks; and • Recommendations for educators. The literature relating to CSA was reviewed, with the aim of establishing a solid theoretical foundation for the study. CSA has been looked at holistically, encompassing the accepted definitions, the related concepts, the nature of sexual abuse, the prevalence and incidence of CSA, the possible causes, the short-term and long-term impacts, and the suggestions by adult survivors for use by educators in their efforts to help abused learners. 11 In an attempt to provide acceptable answers to the research problem, a mixed- method research design was implemented. The research study was conducted in two phases: Stage 1 consisted of an exploration of the research problem by means of the following question put to the participants: In your experience as an adult survivor of child sexual abuse how did the abuse impact on your school life experiences, including your academic performance? A total of nineteen participants from the Eastern Cape Province shared their experiences, by means of writing their life story as a narrative. Purposive and availability sampling of adult survivors was undertaken. In order to ensure the trustworthiness and authenticity of the research methodology, Guba’s model of data verification was used. Accepted ethical measures were taken into consideration and adhered to during the research. The analysed data were taken directly from the narratives that the individual participants saved onto flashdrives. Consensus by the researcher and coder was reached regarding the identification of themes, categories and subcategories. The following four significant themes emerged, based on the results of the data analysis: Theme One: Health, sexuality and the sexual experiences of sexual abused children and adolescents. Theme Two: The social development of sexually abused children and adolescents. Theme Three: School-related experiences and academic performance of sexually abused children and adolescents. Theme Four: Advice and suggestions from adult survivors for young victims of CSA. 12 Stage 2 offered recommendations to the teachers of learners who are, or have been sexually abused, derived from the findings of Phase 1. The conclusion was reached that CSA does have an impact on the academic performance of learners. Therefore, teachers are in need of a greater understanding and awareness of CSA, in order to help these learners.
- Full Text:
- Date Issued: 2010
The influence of emotional intelligence on change management strategies in establishing self-managing schools : a multi-site case study
- Authors: Pather, S. S
- Date: 2010
- Subjects: Emotional intelligence -- South Africa , Self-directed work teams -- South Africa , Schools -- Decentralization -- South Africa , Change -- Management
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: vital:9554 , http://hdl.handle.net/10948/1154 , Emotional intelligence -- South Africa , Self-directed work teams -- South Africa , Schools -- Decentralization -- South Africa , Change -- Management
- Description: In South Africa, the trend has been towards the decentralising of authority and giving greater powers to schools. This implies the active involvement of the school governing body members, the school management team members and the Level One educators in the day-to-day functioning of the school. Whilst some schools have welcomed this change and seen this devolution of power as an added advantage contributing to the efficacy of schools, some schools have struggled, while others have failed dismally to cope with this added responsibility of managing their own resources. The researcher, being an educator involved in this transition, has been intrigued by the success of some self-managing schools and the failure of others. The following words of Oliver Wendell Holmes have inspired the investigator to conduct this research to ascertain the reasons for the success of certain schools and the failure of others: “What lies behind us and what lies before us are tiny matters compared to what lies within us.” Since the performance of schools is normally ranked according to their matriculation pass rates, this research focused on six self-managing schools in the Port Elizabeth District. These schools were selected on the basis of their matriculation performances in 2008. Two of the schools had achieved an above 85 percent matriculation pass rate (Category A); two obtained a 50 percent pass rate (Category B); while the other two schools obtained matriculation pass rates of between 25 percent and 30 percent (Category C). Although the research relied strongly on a qualitative method of inquiry, because of the nature of the data and the need to obtain a better understanding of the feelings, attitude and perceptions of those in management positions, governing body positions and members of the personnel, multiple instruments for data collection such as a literature review and the study of school documents and questionnaires, were used. This inclusion of these multiple instruments for obtaining information, which is also called triangulation, contributed to the reliability and validity of the empirical investigation. Although the data was presented in the form of tables and graphs, vi which alludes to a quantitative approach, a narrative interpretation of the findings, which is associated with a qualitative method of inquiry, was also presented. An analysis of the findings revealed that there was a great amount of involvement of the principals, school management team members and Level One educators in Category A schools, which had a matriculation pass rate of above 85%, in the following change management strategies: the establishment of a vision, planning and organising, teamwork, training and development, communication, praise and incentives, and evaluation and feedback. There was also a great contribution by the school governing body members. However, the study revealed that Category B and Category C schools did not effectively use communication, praise and incentives and evaluation and feedback as change management strategies. It was evident from the empirical investigation that in Category B and C schools, the school governing body members were less, or not involved in the usage of the change management strategies applied. According to the results based on the six-facet model of Emotional Intelligence, Category A schools obtained 80% and above in the competencies relating to the self and social domain. Category B schools fluctuated between 50 percent and 80 percent in both dimensions, while Category C schools fluctuated between 30 percent and 80 percent. The findings suggest that there should be greater involvement of all stakeholders, especially the school governing body members, in the establishment of a vision, planning and organising, communication, teamwork, training and development, praise and incentives and the provision of feedback and evaluation for self-managing schools to become effective and improve their performances. Professional development, especially in the areas pertaining to Emotional Intelligence competencies such as personal and interpersonal skills, should be prioritised. This thesis proposes that, on the basis of the investigation carried out at the six participating schools on the influence of Emotional Intelligence on the change management strategies adopted in self-managing schools, schools use strategies such as the establishment of a vision, planning and organising, communication, teamwork, training and development, praise and incentives and evaluation and feedback to ameliorate the damaging impact of change. There should be continuous training and development at schools, especially for the school governing body members, who are elected every three years. The newly elected school governing body members need to develop the necessary skills to effectively contribute to the efficacy of schools. The human resource is the vital ingredient in schools, thus for any progression or improvement, all stakeholders need to be informed, trained and enriched. Since Emotional Intelligence can be learned, professional development in the area of Emotional Intelligence should be given more thought and included in training courses, focusing on the development of personal and interpersonal skills. The Emotional Intelligence training should be conducted as part of teacher training courses as well as on an annual basis for educators already in the teaching system, since Emotional Intelligence can influence the use of change management strategies at schools and enhance the efficacy of the functioning of self-managing schools.
- Full Text:
- Date Issued: 2010
- Authors: Pather, S. S
- Date: 2010
- Subjects: Emotional intelligence -- South Africa , Self-directed work teams -- South Africa , Schools -- Decentralization -- South Africa , Change -- Management
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: vital:9554 , http://hdl.handle.net/10948/1154 , Emotional intelligence -- South Africa , Self-directed work teams -- South Africa , Schools -- Decentralization -- South Africa , Change -- Management
- Description: In South Africa, the trend has been towards the decentralising of authority and giving greater powers to schools. This implies the active involvement of the school governing body members, the school management team members and the Level One educators in the day-to-day functioning of the school. Whilst some schools have welcomed this change and seen this devolution of power as an added advantage contributing to the efficacy of schools, some schools have struggled, while others have failed dismally to cope with this added responsibility of managing their own resources. The researcher, being an educator involved in this transition, has been intrigued by the success of some self-managing schools and the failure of others. The following words of Oliver Wendell Holmes have inspired the investigator to conduct this research to ascertain the reasons for the success of certain schools and the failure of others: “What lies behind us and what lies before us are tiny matters compared to what lies within us.” Since the performance of schools is normally ranked according to their matriculation pass rates, this research focused on six self-managing schools in the Port Elizabeth District. These schools were selected on the basis of their matriculation performances in 2008. Two of the schools had achieved an above 85 percent matriculation pass rate (Category A); two obtained a 50 percent pass rate (Category B); while the other two schools obtained matriculation pass rates of between 25 percent and 30 percent (Category C). Although the research relied strongly on a qualitative method of inquiry, because of the nature of the data and the need to obtain a better understanding of the feelings, attitude and perceptions of those in management positions, governing body positions and members of the personnel, multiple instruments for data collection such as a literature review and the study of school documents and questionnaires, were used. This inclusion of these multiple instruments for obtaining information, which is also called triangulation, contributed to the reliability and validity of the empirical investigation. Although the data was presented in the form of tables and graphs, vi which alludes to a quantitative approach, a narrative interpretation of the findings, which is associated with a qualitative method of inquiry, was also presented. An analysis of the findings revealed that there was a great amount of involvement of the principals, school management team members and Level One educators in Category A schools, which had a matriculation pass rate of above 85%, in the following change management strategies: the establishment of a vision, planning and organising, teamwork, training and development, communication, praise and incentives, and evaluation and feedback. There was also a great contribution by the school governing body members. However, the study revealed that Category B and Category C schools did not effectively use communication, praise and incentives and evaluation and feedback as change management strategies. It was evident from the empirical investigation that in Category B and C schools, the school governing body members were less, or not involved in the usage of the change management strategies applied. According to the results based on the six-facet model of Emotional Intelligence, Category A schools obtained 80% and above in the competencies relating to the self and social domain. Category B schools fluctuated between 50 percent and 80 percent in both dimensions, while Category C schools fluctuated between 30 percent and 80 percent. The findings suggest that there should be greater involvement of all stakeholders, especially the school governing body members, in the establishment of a vision, planning and organising, communication, teamwork, training and development, praise and incentives and the provision of feedback and evaluation for self-managing schools to become effective and improve their performances. Professional development, especially in the areas pertaining to Emotional Intelligence competencies such as personal and interpersonal skills, should be prioritised. This thesis proposes that, on the basis of the investigation carried out at the six participating schools on the influence of Emotional Intelligence on the change management strategies adopted in self-managing schools, schools use strategies such as the establishment of a vision, planning and organising, communication, teamwork, training and development, praise and incentives and evaluation and feedback to ameliorate the damaging impact of change. There should be continuous training and development at schools, especially for the school governing body members, who are elected every three years. The newly elected school governing body members need to develop the necessary skills to effectively contribute to the efficacy of schools. The human resource is the vital ingredient in schools, thus for any progression or improvement, all stakeholders need to be informed, trained and enriched. Since Emotional Intelligence can be learned, professional development in the area of Emotional Intelligence should be given more thought and included in training courses, focusing on the development of personal and interpersonal skills. The Emotional Intelligence training should be conducted as part of teacher training courses as well as on an annual basis for educators already in the teaching system, since Emotional Intelligence can influence the use of change management strategies at schools and enhance the efficacy of the functioning of self-managing schools.
- Full Text:
- Date Issued: 2010
The introduction of cyberhunts as a teaching and learning strategy to guide teachers towards the integration of computer technology in schools
- Authors: Du Plessis, André
- Date: 2010
- Subjects: Educational technology , Computers -- Study and teaching , Computer-assisted instruction , Competency-based education
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:9555 , http://hdl.handle.net/10948/1210 , Educational technology , Computers -- Study and teaching , Computer-assisted instruction , Competency-based education
- Description: This study, which is based on a computer literacy teacher development programme that included introducing the teacher participants to the Internet, investigated whether the development of teacher ICT skills through the design of cyberhunts in a learning-as-design context, has the potential to promote the critical and developmental outcomes which form the basis of the South African National Curriculum Statement (NCS) and Draft White Paper on e-Education. The research was conducted within the post-positivist paradigm underpinned by a critical realist position and made use of qualitative and quantitative data1 gathering methods (mixed research) within an interpretative case study. Several different quantitative and qualitative data collection tools were used. Quantitative data gathering tools that had been used comprised of Likert scale questionnaires, a computer skills questionnaire, as well as certain sections within semi-closed-openended questionnaires. The qualitative data gathering tools that had been used were semi-closed-openended questionnaires, journal reflection sheets, observation and interviews. Ontologically the research was informed by a critical-realist perspective, epistemologically by a socio-cultural perspective; including situated learning within communities of practice; recognising the cognitive, social and situated learning dimension of teacher learning. Methodologically an interpretive case study approach was used, as the aim was to explore and investigate what the participants experienced, perceived and to understand the participants: what they felt, how they felt and why they felt and responded in certain ways. Initially the study focused on identifying how ready the participating schools and their participating teachers were in terms of the implementation and integration of Information and Communications Technology (ICT) with reference to first- and second order barriers. The findings suggest that addressing the first- and second order barriers is a vital aspect when assisting schools to move towards ICT integration. The next phase of the research focused on whether the cyberhunt design approach is capable of developing the critical outcomes of the NCS, whether it promotes motivation and interest, and whether it promotes collaboration. Both the quantitative and qualitative data portrayed positive results regarding the perceptions of the participating teachers in the cyberhunt design approach related to the critical and 1PLEASE NOTE: All the data referred to as in the appendix and all appendices are attached to this thesis on a CD containing the portable document format (PDF) files. This can be found at the back. iv developmental outcomes with reference to search and research, reading attitude, decision making, planning skills - which include time management and goal setting, knowledge and skills related to composing questions on different cognitive levels, computer skills, reflection and design skills. Positive results were also found related to audience, confidence, mental effort, motivation, interest and collaboration. The probabilities (p values) and practical statistical significance in the form of Cohen's d, were highly significant. The teachers’ final cyberhunt products suggest that the majority of the participants had obtained basic cyberhunt design skills. However, in spite of the positive results, it was found that not all teachers are yet ready to implement this approach exactly as it is intended. When interpreted within an activity theory perspective; the positive results might be attributed to the unmediated functioning of the rules, division of labour and community aspects of the theory, while the conditions required by complexity theory for the development of a complex learning community appear to have been met by the implementation of cyberhunts as a strategy. The conditions for enabling the development of a complex learning community; namely internal diversity, redundancy, decentralised control, organised randomness and neighbour interaction; also appear to have interacted with the unmediated aspects of activity theory in developing consensual rules and through the negotiation of the division of labour located within the community. In a like manner, positive results related to search and research, decision making, questioning, computer skills, reflection, design skills and audience reported can most likely be attributed to the functioning of the mediational tools as described by activity theory such as the computer technology, the Internet, the software that had been used and language. The data thus suggest that the interaction between both the unmediated elements and higher order mediated elements of activity theory, have most likely been the defining factors which created high levels of motivation, interest, collaboration and a positive classroom culture through which the critical and developmental outcomes of the South Africa curriculum can possibly be achieved within a complex learning community. The study also investigated how the teacher development process regarding ICT implementation should be managed. This study found that the acronym CRAR3FS2 holds the key to teacher development and classroom implementation. This acronym represents the verbs or actions that the participating teachers highly valued during implementation and what they have indicated as being important, namely: Care, Relate, Assess, Reflect, Read, Re-Plan, Feedback, Share and Support.
- Full Text:
- Date Issued: 2010
- Authors: Du Plessis, André
- Date: 2010
- Subjects: Educational technology , Computers -- Study and teaching , Computer-assisted instruction , Competency-based education
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:9555 , http://hdl.handle.net/10948/1210 , Educational technology , Computers -- Study and teaching , Computer-assisted instruction , Competency-based education
- Description: This study, which is based on a computer literacy teacher development programme that included introducing the teacher participants to the Internet, investigated whether the development of teacher ICT skills through the design of cyberhunts in a learning-as-design context, has the potential to promote the critical and developmental outcomes which form the basis of the South African National Curriculum Statement (NCS) and Draft White Paper on e-Education. The research was conducted within the post-positivist paradigm underpinned by a critical realist position and made use of qualitative and quantitative data1 gathering methods (mixed research) within an interpretative case study. Several different quantitative and qualitative data collection tools were used. Quantitative data gathering tools that had been used comprised of Likert scale questionnaires, a computer skills questionnaire, as well as certain sections within semi-closed-openended questionnaires. The qualitative data gathering tools that had been used were semi-closed-openended questionnaires, journal reflection sheets, observation and interviews. Ontologically the research was informed by a critical-realist perspective, epistemologically by a socio-cultural perspective; including situated learning within communities of practice; recognising the cognitive, social and situated learning dimension of teacher learning. Methodologically an interpretive case study approach was used, as the aim was to explore and investigate what the participants experienced, perceived and to understand the participants: what they felt, how they felt and why they felt and responded in certain ways. Initially the study focused on identifying how ready the participating schools and their participating teachers were in terms of the implementation and integration of Information and Communications Technology (ICT) with reference to first- and second order barriers. The findings suggest that addressing the first- and second order barriers is a vital aspect when assisting schools to move towards ICT integration. The next phase of the research focused on whether the cyberhunt design approach is capable of developing the critical outcomes of the NCS, whether it promotes motivation and interest, and whether it promotes collaboration. Both the quantitative and qualitative data portrayed positive results regarding the perceptions of the participating teachers in the cyberhunt design approach related to the critical and 1PLEASE NOTE: All the data referred to as in the appendix and all appendices are attached to this thesis on a CD containing the portable document format (PDF) files. This can be found at the back. iv developmental outcomes with reference to search and research, reading attitude, decision making, planning skills - which include time management and goal setting, knowledge and skills related to composing questions on different cognitive levels, computer skills, reflection and design skills. Positive results were also found related to audience, confidence, mental effort, motivation, interest and collaboration. The probabilities (p values) and practical statistical significance in the form of Cohen's d, were highly significant. The teachers’ final cyberhunt products suggest that the majority of the participants had obtained basic cyberhunt design skills. However, in spite of the positive results, it was found that not all teachers are yet ready to implement this approach exactly as it is intended. When interpreted within an activity theory perspective; the positive results might be attributed to the unmediated functioning of the rules, division of labour and community aspects of the theory, while the conditions required by complexity theory for the development of a complex learning community appear to have been met by the implementation of cyberhunts as a strategy. The conditions for enabling the development of a complex learning community; namely internal diversity, redundancy, decentralised control, organised randomness and neighbour interaction; also appear to have interacted with the unmediated aspects of activity theory in developing consensual rules and through the negotiation of the division of labour located within the community. In a like manner, positive results related to search and research, decision making, questioning, computer skills, reflection, design skills and audience reported can most likely be attributed to the functioning of the mediational tools as described by activity theory such as the computer technology, the Internet, the software that had been used and language. The data thus suggest that the interaction between both the unmediated elements and higher order mediated elements of activity theory, have most likely been the defining factors which created high levels of motivation, interest, collaboration and a positive classroom culture through which the critical and developmental outcomes of the South Africa curriculum can possibly be achieved within a complex learning community. The study also investigated how the teacher development process regarding ICT implementation should be managed. This study found that the acronym CRAR3FS2 holds the key to teacher development and classroom implementation. This acronym represents the verbs or actions that the participating teachers highly valued during implementation and what they have indicated as being important, namely: Care, Relate, Assess, Reflect, Read, Re-Plan, Feedback, Share and Support.
- 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
The role of school discipline in combating violence in schools in the East London region
- Authors: Smit, Marie Elizabeth
- Date: 2010
- Subjects: School violence -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16164 , http://hdl.handle.net/10353/224 , School violence -- South Africa -- Eastern Cape
- Description: This study focuses on the role of discipline in the establishment and maintenance of a safe school environment for learners and educators. In a mainly qualitative investigation, empirical data from four primary schools and five high schools in the East London Region of the Eastern Cape Province were collected by means of individual interviews and questionnaires. Historico-legal research also formed part of the literature review, thus law reports and articles from South Africa and other countries were included as part of the research process. This was done to shed light on the legal consequences of school violence and discipline, affecting the safe learning environment of learners. Perceptions of educators and learners in the selected schools regarding discipline and violence at their schools were collected by means of a survey. Three hundred and thirty questionnaires were completed by learners from the selected schools, and nine interviews were conducted with either the principal or a member of the senior management team of each school. The researcher also conducted further in-depth interviews with twenty learners from four schools (two primary and two high schools). These data were analysed in accordance with accepted procedures for qualitative data processing. The data revealed that a culture of violence exists in these schools, and that corporal punishment is still practised. Learners’ perceptions on safety and discipline at their schools revealed that bullying persists, especially when there is no teacher supervision. Participating educators’ experiences suggested the need for promoting positive discipline, and creating a safe learning environment for all, by involving parents in the education process and involving them in drawing up a code of conduct for the school.
- Full Text:
- Date Issued: 2010
- Authors: Smit, Marie Elizabeth
- Date: 2010
- Subjects: School violence -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16164 , http://hdl.handle.net/10353/224 , School violence -- South Africa -- Eastern Cape
- Description: This study focuses on the role of discipline in the establishment and maintenance of a safe school environment for learners and educators. In a mainly qualitative investigation, empirical data from four primary schools and five high schools in the East London Region of the Eastern Cape Province were collected by means of individual interviews and questionnaires. Historico-legal research also formed part of the literature review, thus law reports and articles from South Africa and other countries were included as part of the research process. This was done to shed light on the legal consequences of school violence and discipline, affecting the safe learning environment of learners. Perceptions of educators and learners in the selected schools regarding discipline and violence at their schools were collected by means of a survey. Three hundred and thirty questionnaires were completed by learners from the selected schools, and nine interviews were conducted with either the principal or a member of the senior management team of each school. The researcher also conducted further in-depth interviews with twenty learners from four schools (two primary and two high schools). These data were analysed in accordance with accepted procedures for qualitative data processing. The data revealed that a culture of violence exists in these schools, and that corporal punishment is still practised. Learners’ perceptions on safety and discipline at their schools revealed that bullying persists, especially when there is no teacher supervision. Participating educators’ experiences suggested the need for promoting positive discipline, and creating a safe learning environment for all, by involving parents in the education process and involving them in drawing up a code of conduct for the school.
- Full Text:
- Date Issued: 2010
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