The nature of postgraduate student-supervisor relationship in the completion of doctoral studies in education: an exploration in two African universities
- Authors: Rugut, Cornelius Kipleting
- Date: 2018
- Subjects: Universities and colleges -- Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/17955 , vital:28545
- Description: Postgraduate supervision and particularly the student-supervisor relationship in doctoral studies has recently become a topic of great discussion in the academic arena. The relationship between the student and the supervisor is central to the successful completion of doctoral studies. Production of more PhDs in Africa is of great significance, seeing that there is a growing need for highly trained researchers to support the national social, economic and environmental goals of African countries. However, statistics show that the completion rate of doctoral studies in Africa is still very low. As such, the focus of this study was to explore the nature of the student-supervisor relationship in the completion of educational doctoral studies in two African universities, namely, Nelson Mandela University in South Africa and Moi University in Kenya. In order to answer the main research question: “What is the nature of the student-supervisor relationship as experienced by graduates who recently completed their educational doctoral studies in two African universities?” a qualitative approach was used, located within an interpretivist paradigm and positioned as an intrinsic interpretive case study. Convenient and purposive sampling was utilised to select participants who had recently completed their doctoral studies in education within the last five years. An individual semi-structured interview and drawings were used to generate the data with ten participants, five from each of the two Universities. The data was analysed thematically and the model for interpersonal supervisor behaviour of Mainhard, Roeland, Tarkwijk and Wubbels (2009), was used to make meaning of the findings. The findings were discussed under four areas, namely, expectations of the student-supervisor relationship, experiences of the student-supervisor relationship, negotiating the student-supervisor relationship and perceptions of the student-supervisor relationship in the successful completion of doctoral studies. These findings revealed that there were moments of cooperation or opposition, as well as instances of dominance or submission in the student-supervisor relationship. However, it appeared that negotiation was at the centre of the relationship, as it was evident that it strengthened the affiliation between the student and the supervisor and thus created a harmonious working relationship, while the lack of proper negotiation created discontent and opposition between the student and the supervisor. The conclusions from the findings were used to generate implications which could be helpful to university management in improving postgraduate supervision and in so doing, promote the success rate of doctoral studies in African universities.
- Full Text:
- Date Issued: 2018
- Authors: Rugut, Cornelius Kipleting
- Date: 2018
- Subjects: Universities and colleges -- Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/17955 , vital:28545
- Description: Postgraduate supervision and particularly the student-supervisor relationship in doctoral studies has recently become a topic of great discussion in the academic arena. The relationship between the student and the supervisor is central to the successful completion of doctoral studies. Production of more PhDs in Africa is of great significance, seeing that there is a growing need for highly trained researchers to support the national social, economic and environmental goals of African countries. However, statistics show that the completion rate of doctoral studies in Africa is still very low. As such, the focus of this study was to explore the nature of the student-supervisor relationship in the completion of educational doctoral studies in two African universities, namely, Nelson Mandela University in South Africa and Moi University in Kenya. In order to answer the main research question: “What is the nature of the student-supervisor relationship as experienced by graduates who recently completed their educational doctoral studies in two African universities?” a qualitative approach was used, located within an interpretivist paradigm and positioned as an intrinsic interpretive case study. Convenient and purposive sampling was utilised to select participants who had recently completed their doctoral studies in education within the last five years. An individual semi-structured interview and drawings were used to generate the data with ten participants, five from each of the two Universities. The data was analysed thematically and the model for interpersonal supervisor behaviour of Mainhard, Roeland, Tarkwijk and Wubbels (2009), was used to make meaning of the findings. The findings were discussed under four areas, namely, expectations of the student-supervisor relationship, experiences of the student-supervisor relationship, negotiating the student-supervisor relationship and perceptions of the student-supervisor relationship in the successful completion of doctoral studies. These findings revealed that there were moments of cooperation or opposition, as well as instances of dominance or submission in the student-supervisor relationship. However, it appeared that negotiation was at the centre of the relationship, as it was evident that it strengthened the affiliation between the student and the supervisor and thus created a harmonious working relationship, while the lack of proper negotiation created discontent and opposition between the student and the supervisor. The conclusions from the findings were used to generate implications which could be helpful to university management in improving postgraduate supervision and in so doing, promote the success rate of doctoral studies in African universities.
- Full Text:
- Date Issued: 2018
Understanding the contribution of third space theory in the Masikhulisane reading programme
- Authors: Janse van Rensburg, Monique
- Date: 2018
- Subjects: Literacy programs -- South Africa , Literacy -- Social aspects -- South Africa , Language arts -- South Africa , Reading promotion
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/18652 , vital:28699
- Description: The focus of this study is to understand the contribution third space theory makes to literacy practices in the Masikhulisane Reading Programme. The Masikhulisane Reading Programme is an in-school reading club involving reading stories for enjoyment. This study concentrated on the Grade Six participants in term three of the programme, where cross-age reading receives emphasis in service of cultivating reading for pleasure. An older (or more experienced) learner was paired with a younger (less competent) learner for the purpose of nurturing quality reading competencies and reading for enjoyment. The challenges of bilingual reading and developing reading practices without sufficient resources informed this study. The Masikhulisane Reading Programme seems to provide a solution to some of these challenges, offering reading material to learners and affording them agency in terms of their buddy system. Multiple data generation methods were used in order to gain a real understanding of what the Masikhulisane Reading Programme meant to the Grade Six learners, namely: observation of classroom practice, drawings with written and verbal descriptions, and two teacher interviews. The teachers corroborated what the learners said, supporting the idea that learners benefit from an abundance of opportunities to read, while taking ownership in their paired reading. The framework designed for data analysis provided a type of coding, and a way of recognising themes. The designed framework provided an overview and was applied to all the data as a means of drawing out patters to provide explanatory potential. One way to understanding this programme is through the, Third Space Theory, which recognises that in different spaces, participants can take up different positions, allowing for different ways of being. Each Grade Six learners became the teachers with one buddy, teaching and establishing a reading practice with their younger buddy. This gave them the chance to be responsible for developing a love for reading, which was empowering for both them and their buddy.
- Full Text:
- Date Issued: 2018
- Authors: Janse van Rensburg, Monique
- Date: 2018
- Subjects: Literacy programs -- South Africa , Literacy -- Social aspects -- South Africa , Language arts -- South Africa , Reading promotion
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/18652 , vital:28699
- Description: The focus of this study is to understand the contribution third space theory makes to literacy practices in the Masikhulisane Reading Programme. The Masikhulisane Reading Programme is an in-school reading club involving reading stories for enjoyment. This study concentrated on the Grade Six participants in term three of the programme, where cross-age reading receives emphasis in service of cultivating reading for pleasure. An older (or more experienced) learner was paired with a younger (less competent) learner for the purpose of nurturing quality reading competencies and reading for enjoyment. The challenges of bilingual reading and developing reading practices without sufficient resources informed this study. The Masikhulisane Reading Programme seems to provide a solution to some of these challenges, offering reading material to learners and affording them agency in terms of their buddy system. Multiple data generation methods were used in order to gain a real understanding of what the Masikhulisane Reading Programme meant to the Grade Six learners, namely: observation of classroom practice, drawings with written and verbal descriptions, and two teacher interviews. The teachers corroborated what the learners said, supporting the idea that learners benefit from an abundance of opportunities to read, while taking ownership in their paired reading. The framework designed for data analysis provided a type of coding, and a way of recognising themes. The designed framework provided an overview and was applied to all the data as a means of drawing out patters to provide explanatory potential. One way to understanding this programme is through the, Third Space Theory, which recognises that in different spaces, participants can take up different positions, allowing for different ways of being. Each Grade Six learners became the teachers with one buddy, teaching and establishing a reading practice with their younger buddy. This gave them the chance to be responsible for developing a love for reading, which was empowering for both them and their buddy.
- Full Text:
- Date Issued: 2018
Innovative teaching strategies for empowering foundation phase teachers in an inclusive classroom
- Authors: Kusterer, Gail Lee
- Date: 2018
- Subjects: Inclusive education -- South Africa , Teachers -- Training of -- South Africa Classroom management -- South Africa Foundation phase
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/30951 , vital:31234
- Description: The introduction of Inclusive Education into South African schools has been fraught with difficulty and this, coupled with the poor matric pass rate, has become a cause for major concern. Many teachers are unprepared for the challenge of teaching learners with diverse learning needs. Innovative and creative teaching strategies need to be implemented in order to address the learning needs of all the learners so that all learners can achieve their maximum potential and exit school with the school leaving certificate they seek. Consequently, the aim of this research was to identify creative and innovative teaching strategies which could be implemented by teachers in order to address this diversity. Furthermore, it was hoped that such creative teaching strategies would encourage cognitive learning whereby the study material was fully comprehended and could be used by the learners in different contexts. Music and games were identified as innovative and creative ways in which learners could be encouraged to apply the study material to mock real-life scenarios without having to suffer the consequences of incorrect choices. Since all children love to sing and play, it was believed that the introduction of music and games into the classroom would put the fun back into learning. The study was a qualitative study, with Grade Three teachers, learners and their parents being the participants. The data was generated through the use of observations, a teacher journal, questionnaires and focus group interviews. The findings of this study indicated that the learners benefitted from the introduction of music and games into the classroom as they began to read, write and do calculations more effectively. Not only did their academic skills improve, but music and games had the incidental positive consequence of improving their behaviour. This meant that they were better able to comply with classroom rules and conducted their relationships with others in a more respectful and understanding manner. The study concludes with suggestions on strategies that can be implemented by teachers and parents in order to improve the learning and behaviour of the learners. An improvement in the overall academic achievement of the learners may result in an improvement in the matric pass rate in South Africa as a whole, as well as an improvement in tolerance for and understanding of our fellow man.
- Full Text:
- Date Issued: 2018
- Authors: Kusterer, Gail Lee
- Date: 2018
- Subjects: Inclusive education -- South Africa , Teachers -- Training of -- South Africa Classroom management -- South Africa Foundation phase
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/30951 , vital:31234
- Description: The introduction of Inclusive Education into South African schools has been fraught with difficulty and this, coupled with the poor matric pass rate, has become a cause for major concern. Many teachers are unprepared for the challenge of teaching learners with diverse learning needs. Innovative and creative teaching strategies need to be implemented in order to address the learning needs of all the learners so that all learners can achieve their maximum potential and exit school with the school leaving certificate they seek. Consequently, the aim of this research was to identify creative and innovative teaching strategies which could be implemented by teachers in order to address this diversity. Furthermore, it was hoped that such creative teaching strategies would encourage cognitive learning whereby the study material was fully comprehended and could be used by the learners in different contexts. Music and games were identified as innovative and creative ways in which learners could be encouraged to apply the study material to mock real-life scenarios without having to suffer the consequences of incorrect choices. Since all children love to sing and play, it was believed that the introduction of music and games into the classroom would put the fun back into learning. The study was a qualitative study, with Grade Three teachers, learners and their parents being the participants. The data was generated through the use of observations, a teacher journal, questionnaires and focus group interviews. The findings of this study indicated that the learners benefitted from the introduction of music and games into the classroom as they began to read, write and do calculations more effectively. Not only did their academic skills improve, but music and games had the incidental positive consequence of improving their behaviour. This meant that they were better able to comply with classroom rules and conducted their relationships with others in a more respectful and understanding manner. The study concludes with suggestions on strategies that can be implemented by teachers and parents in order to improve the learning and behaviour of the learners. An improvement in the overall academic achievement of the learners may result in an improvement in the matric pass rate in South Africa as a whole, as well as an improvement in tolerance for and understanding of our fellow man.
- Full Text:
- Date Issued: 2018
Exploring teachers’ attitudes to implementing blended learning: a case study
- Authors: Williams, Monique
- Date: 2018
- Subjects: Blended learning -- South Africa , Educational technology -- South Africa Education, Higher -- South Africa Internet in education
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/35829 , vital:33851
- Description: One of the many characteristics of the 21st century learner is that they are highly technologically skilled. This characteristic poses today’s teachers with many challenges in order to teach these learners and create optimal learning experiences. It is evident that teachers have their own preferred teaching methods which they believe work best and some teachers teach the way that they were taught at school in ways that have become part of their habitus. Blended learning is a teaching method that can promote effective learning experiences in the 21st century learning environment. This study focussed on teachers’ experiences with blended learning and their current ideas on how learners learn optimally and whether the practice of blended learning changed their ideas of learning. Furthermore, the study determined the teachers’ present technology acceptance and established teachers’ personal views regarding the challenges that teachers face to teach 21st century skills, what they think 21st century teaching is about and new insights on dealing with these challenges. Through experiencing blended learning teachers who made use of a textbook based teaching method made shifts not only to a blended approach, but also shifted their thinking away from what they prefer to what learners get out of the learning experience. Although challenges occur when using a blended teaching approach, their experiences with blended learning were mostly positive and they found learners to be more involved in the learning process. These outcomes created feelings of worthiness in the teachers since they create such positive learning opportunities for their learners. Although the teachers made shifts, some teachers continue to have a fear of technology since they had not received adequate training to incorporate technology into their teaching approaches. It is crucial for the DBE and schools to provide teachers with opportunities to improve their technological skills in order for teachers to create opportunities for blended learning experiences for the 21st century learner
- Full Text:
- Date Issued: 2018
- Authors: Williams, Monique
- Date: 2018
- Subjects: Blended learning -- South Africa , Educational technology -- South Africa Education, Higher -- South Africa Internet in education
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/35829 , vital:33851
- Description: One of the many characteristics of the 21st century learner is that they are highly technologically skilled. This characteristic poses today’s teachers with many challenges in order to teach these learners and create optimal learning experiences. It is evident that teachers have their own preferred teaching methods which they believe work best and some teachers teach the way that they were taught at school in ways that have become part of their habitus. Blended learning is a teaching method that can promote effective learning experiences in the 21st century learning environment. This study focussed on teachers’ experiences with blended learning and their current ideas on how learners learn optimally and whether the practice of blended learning changed their ideas of learning. Furthermore, the study determined the teachers’ present technology acceptance and established teachers’ personal views regarding the challenges that teachers face to teach 21st century skills, what they think 21st century teaching is about and new insights on dealing with these challenges. Through experiencing blended learning teachers who made use of a textbook based teaching method made shifts not only to a blended approach, but also shifted their thinking away from what they prefer to what learners get out of the learning experience. Although challenges occur when using a blended teaching approach, their experiences with blended learning were mostly positive and they found learners to be more involved in the learning process. These outcomes created feelings of worthiness in the teachers since they create such positive learning opportunities for their learners. Although the teachers made shifts, some teachers continue to have a fear of technology since they had not received adequate training to incorporate technology into their teaching approaches. It is crucial for the DBE and schools to provide teachers with opportunities to improve their technological skills in order for teachers to create opportunities for blended learning experiences for the 21st century learner
- Full Text:
- Date Issued: 2018
Exploring National Certificate Vocational (NCV) level two learners’ misconceptions in algebraic functions through integrating GeoGebra during teaching and learning
- Authors: Ngwabe, Abongile
- Date: 2018
- Subjects: Mathematics -- Study and teaching -- South Africa , Algebraic functions -- Study and teaching , Algebraic fields , Mathematical analysis -- Data processing
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/33671 , vital:32963
- Description: This study focuses on exploring NCV level two learners’ misconceptions in algebraic functions through integrating GeoGebra Dynamic Software during teaching and learning. The research investigates how the integration of GeoGebra during teaching and learning algebraic functions influenced learners’ misconceptions in algebraic functions. Vygotsky’s sociocultural view of learning underpinned the process of teaching and learning during the study. The research was carried out at the TVET College in Port Elizabeth. The data was collected by means of pre-test and post-test, focus group interviews, GeoGebra intervention and observations. Created GeoGebra applets and a worksheet was used during the integration process. The data collected was analyzed and used to answer the research questions of this study. Research findings showed that the integration of GeoGebra during teaching and learning enhanced learners’ conceptual understanding in algebraic functions. There was a significance increase in the number of learners who showed ability to interpret algebraic functions based concepts after the engagement with GeoGebra applets.
- Full Text:
- Date Issued: 2018
- Authors: Ngwabe, Abongile
- Date: 2018
- Subjects: Mathematics -- Study and teaching -- South Africa , Algebraic functions -- Study and teaching , Algebraic fields , Mathematical analysis -- Data processing
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/33671 , vital:32963
- Description: This study focuses on exploring NCV level two learners’ misconceptions in algebraic functions through integrating GeoGebra Dynamic Software during teaching and learning. The research investigates how the integration of GeoGebra during teaching and learning algebraic functions influenced learners’ misconceptions in algebraic functions. Vygotsky’s sociocultural view of learning underpinned the process of teaching and learning during the study. The research was carried out at the TVET College in Port Elizabeth. The data was collected by means of pre-test and post-test, focus group interviews, GeoGebra intervention and observations. Created GeoGebra applets and a worksheet was used during the integration process. The data collected was analyzed and used to answer the research questions of this study. Research findings showed that the integration of GeoGebra during teaching and learning enhanced learners’ conceptual understanding in algebraic functions. There was a significance increase in the number of learners who showed ability to interpret algebraic functions based concepts after the engagement with GeoGebra applets.
- Full Text:
- Date Issued: 2018
A case study to explore developing a community of practice to support emergent literacy in preschool children's play
- Authors: Martin, Tamarynd
- Date: 2018
- Subjects: Early childhood education , Children -- Language , Reading (Preschool) , Toddlers -- Books and reading
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/31841 , vital:31850
- Description: In South Africa at present, Literacy is a cause for rising concern, with reading and writing competency in primary school being at an all-time low. It is a widespread belief that part of the problem lies with the lack early childhood education. Only 37% of children under the age of five attend an early childhood development centre. Furthermore, South Africa has a shortage of educators, specifically within the domain of early childhood development. With more research being done in the area of literacy, more educators concur that emergent literacy forms the foundation of formal reading and writing later on. This study is a participatory case study, which reflects on the importance of literacy in the early years, showing the belief that pre-formal schooling, specifically emergent literacy, is directly linked to proficiency in reading and writing in formal schooling. This study also highlights how educators in early childhood development can be involved in ongoing reflective interventions through in-service training and communities of practice. This community of practice was developed as a series of focus groups, which met on a weekly basis to discuss and share thoughts, opinions and experiences surrounding emergent literacy in a preschool context. From multiple focus groups, I found that the participants became more confident in sharing their experiences and building upon each other’s ideas and thoughts. The focus groups, not only added to their understanding of emergent literacy, but enthused them and created more of an awareness in their day to day practices.
- Full Text:
- Date Issued: 2018
- Authors: Martin, Tamarynd
- Date: 2018
- Subjects: Early childhood education , Children -- Language , Reading (Preschool) , Toddlers -- Books and reading
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/31841 , vital:31850
- Description: In South Africa at present, Literacy is a cause for rising concern, with reading and writing competency in primary school being at an all-time low. It is a widespread belief that part of the problem lies with the lack early childhood education. Only 37% of children under the age of five attend an early childhood development centre. Furthermore, South Africa has a shortage of educators, specifically within the domain of early childhood development. With more research being done in the area of literacy, more educators concur that emergent literacy forms the foundation of formal reading and writing later on. This study is a participatory case study, which reflects on the importance of literacy in the early years, showing the belief that pre-formal schooling, specifically emergent literacy, is directly linked to proficiency in reading and writing in formal schooling. This study also highlights how educators in early childhood development can be involved in ongoing reflective interventions through in-service training and communities of practice. This community of practice was developed as a series of focus groups, which met on a weekly basis to discuss and share thoughts, opinions and experiences surrounding emergent literacy in a preschool context. From multiple focus groups, I found that the participants became more confident in sharing their experiences and building upon each other’s ideas and thoughts. The focus groups, not only added to their understanding of emergent literacy, but enthused them and created more of an awareness in their day to day practices.
- Full Text:
- Date Issued: 2018
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