An investigation of the potential role of students in decision making in the management and administration of secondary schools : a case study
- Authors: Chinsamy, Dhanasagren
- Date: 1995
- Subjects: Student participation in administration -- South Africa Student-administrator relationships -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1655 , http://hdl.handle.net/10962/d1003538
- Description: As South Africa prepares to reconstruct its education system for a post-apartheid, democratic society, many facets of educational life will of necessity come under re-examination. One such area is that of school governance which traditionally was the domain of principals, teachers and more recently parents, with little, if any, input by students. After 1985, however, with the formation of the Congress of South African Students (CaSAS), backed by the National Education Co-ordinating Committee (NECC), the demand for student participation in the management of schools began to gain momentum. Parent-Teacher -Student Associations (PTSA's), although not recognised by the education authorities, were established in many black schools throughout the country. They afforded students the opportunity to become involved, as equal partners with teachers and parents, in decision-making in the management of secondary schools. During the past decade, however, the question of student participation in decision-making in the management of schools has become a point of controversy. The aim of this study was to investigate the potential role of students in decision-making in the administration and management of secondary schools. For this purpose case studies were conducted in two schools with active student participation in joint decision-making. The schools were selected after a preliminary investigation of the state of PTSA's in schools in the greater Durban area. Questionnaires and semi-structured interviews with teacher, parent and student representatives and principals and non-participant observation of PTSA meetings, workshops and social functions were used to survey attitudes and opinions pertinent to this study. The results of the study indicate that student participation in the management of schools is crucial for the creation of a climate of learning and teaching and that it is seen in itself as an integral part of the process of students' development. The study also points to the dilemma that students face in participating jointly with parents and teachers in decision-making while maintaining their autonomy. The recommendations that emerge from the study include the involvement of students as equal partners in decision-making in secondary schools, the establishment of Internal Disciplinary Committees in which students participate, the appointment of a member of staff as a liaison officer for student affairs with the task of establishing a Students' Representative Council (SRC) and the implementation of training programmes that would assist students in joint decision-making. The study acknowledges the existence of conflict between the participants but proposes that such conflict can be constructively addressed tbrough "creative consensus" that would benefit both the participants and the school. The researcher recommends that for the present, students should not be involved in any discussions of teacher misconduct and that students should not be entrusted with handling the finances of the school without teacher or parent supervision. However, in keeping with the developmental approach adopted in the study, it is envisaged that when the element of trust is developed between students and teachers, students would be allowed to participate in these sensitive areas of decision-making.
- Full Text:
- Date Issued: 1995
- Authors: Chinsamy, Dhanasagren
- Date: 1995
- Subjects: Student participation in administration -- South Africa Student-administrator relationships -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1655 , http://hdl.handle.net/10962/d1003538
- Description: As South Africa prepares to reconstruct its education system for a post-apartheid, democratic society, many facets of educational life will of necessity come under re-examination. One such area is that of school governance which traditionally was the domain of principals, teachers and more recently parents, with little, if any, input by students. After 1985, however, with the formation of the Congress of South African Students (CaSAS), backed by the National Education Co-ordinating Committee (NECC), the demand for student participation in the management of schools began to gain momentum. Parent-Teacher -Student Associations (PTSA's), although not recognised by the education authorities, were established in many black schools throughout the country. They afforded students the opportunity to become involved, as equal partners with teachers and parents, in decision-making in the management of secondary schools. During the past decade, however, the question of student participation in decision-making in the management of schools has become a point of controversy. The aim of this study was to investigate the potential role of students in decision-making in the administration and management of secondary schools. For this purpose case studies were conducted in two schools with active student participation in joint decision-making. The schools were selected after a preliminary investigation of the state of PTSA's in schools in the greater Durban area. Questionnaires and semi-structured interviews with teacher, parent and student representatives and principals and non-participant observation of PTSA meetings, workshops and social functions were used to survey attitudes and opinions pertinent to this study. The results of the study indicate that student participation in the management of schools is crucial for the creation of a climate of learning and teaching and that it is seen in itself as an integral part of the process of students' development. The study also points to the dilemma that students face in participating jointly with parents and teachers in decision-making while maintaining their autonomy. The recommendations that emerge from the study include the involvement of students as equal partners in decision-making in secondary schools, the establishment of Internal Disciplinary Committees in which students participate, the appointment of a member of staff as a liaison officer for student affairs with the task of establishing a Students' Representative Council (SRC) and the implementation of training programmes that would assist students in joint decision-making. The study acknowledges the existence of conflict between the participants but proposes that such conflict can be constructively addressed tbrough "creative consensus" that would benefit both the participants and the school. The researcher recommends that for the present, students should not be involved in any discussions of teacher misconduct and that students should not be entrusted with handling the finances of the school without teacher or parent supervision. However, in keeping with the developmental approach adopted in the study, it is envisaged that when the element of trust is developed between students and teachers, students would be allowed to participate in these sensitive areas of decision-making.
- Full Text:
- Date Issued: 1995
Determining the relationship between the body image of adolescent girls and their academic achievement, social involvement and sport participation : a pilot study
- Authors: Mostert, Petronella Louisa
- Date: 1995
- Subjects: Body image in adolescence Personality and academic achievement Social interaction in adolescence Self-perception in adolescence Teenage girls -- Psychology Academic achievement
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1492 , http://hdl.handle.net/10962/d1003373
- Description: Ever since the earliest times much emphasis has been placed on the physical appearance of women. Particularly in western cultures idealized images of perfection are constantly promoted and the message that comes across in various media outlets is that a woman ought to have a 'perfect' appearance in order to be competent and desirable. This puts a great deal of stress on women and particularly on adolescent girls who are going through a phase of increased sensitivity about their appearance. The literature suggests that people, and women in particular, are fundamentally affected by the way they view their bodies. The body image furthermore has a strong relationship with the self concept, which affects other areas of a person's life such as her academic achievement and her social 'life. Against this background an attempt was made in this study to determine the relationship between the body image of adolescent girls and their academic achievement, their sport participation and their social involvement. The subjects were 180 girls drawn from two rural secondary schools. The survey involved the completion of two questionnaires, namely an adapted form of the Physical Self Subscale of the Tenessee Self Concept Scale (used to determine a score for body image) and a questionnaire on social involvement and sport participation, which was drawn up by the researcher. Biographic data as well as academic scores were gathered from school records. Data was analysed statistically by means of the BMDP Software Version 1990: programme (Sun Unix). Pearson's chi square tests of independence, as well as a one-way analysis of variance with co-variate were carried out. The results reveal that the body image and academic achievement of this group of girls are not significantly correlated. There are, however, significant correlations between the body image and social involvement of these girls, between their body image and sport participation, as well as between their social involvement and sport participation. iv These findings have important implications for"'e"ducation and consideration is given to addressing these issues in schools.
- Full Text:
- Date Issued: 1995
- Authors: Mostert, Petronella Louisa
- Date: 1995
- Subjects: Body image in adolescence Personality and academic achievement Social interaction in adolescence Self-perception in adolescence Teenage girls -- Psychology Academic achievement
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1492 , http://hdl.handle.net/10962/d1003373
- Description: Ever since the earliest times much emphasis has been placed on the physical appearance of women. Particularly in western cultures idealized images of perfection are constantly promoted and the message that comes across in various media outlets is that a woman ought to have a 'perfect' appearance in order to be competent and desirable. This puts a great deal of stress on women and particularly on adolescent girls who are going through a phase of increased sensitivity about their appearance. The literature suggests that people, and women in particular, are fundamentally affected by the way they view their bodies. The body image furthermore has a strong relationship with the self concept, which affects other areas of a person's life such as her academic achievement and her social 'life. Against this background an attempt was made in this study to determine the relationship between the body image of adolescent girls and their academic achievement, their sport participation and their social involvement. The subjects were 180 girls drawn from two rural secondary schools. The survey involved the completion of two questionnaires, namely an adapted form of the Physical Self Subscale of the Tenessee Self Concept Scale (used to determine a score for body image) and a questionnaire on social involvement and sport participation, which was drawn up by the researcher. Biographic data as well as academic scores were gathered from school records. Data was analysed statistically by means of the BMDP Software Version 1990: programme (Sun Unix). Pearson's chi square tests of independence, as well as a one-way analysis of variance with co-variate were carried out. The results reveal that the body image and academic achievement of this group of girls are not significantly correlated. There are, however, significant correlations between the body image and social involvement of these girls, between their body image and sport participation, as well as between their social involvement and sport participation. iv These findings have important implications for"'e"ducation and consideration is given to addressing these issues in schools.
- Full Text:
- Date Issued: 1995
Environmental education and research in southern Africa: a landscape of shifting priorities
- Authors: Van Rensburg, Eureta Janse
- Date: 1995
- Subjects: Environmental education -- Research -- South Africa Environmental sciences -- Study and teaching (Higher) -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1513 , http://hdl.handle.net/10962/d1003395
- Description: What has come to be labelled as 'the environment crisis' has roots in the structures and orientations of modern societies. True to our modernist ways we call on, or offer, education and research, experts and science, to address our socio-ecological concerns. This study set out to identify research priorities in environmental education from within the institutional setting of a university and within the context of environmental and political change in southern Africa and epistemological shifts in educational research traditions. The emergent research design allowed for a progressive clarification of theoretical vantage point: from an instrumental listing of priorities, through the participatory development of a critical and consensual framework for research, to a reflexive description of a landscape of shifting priorities. I collected data over a 3-year period, in inter alia 38 semi-structured interviews, workshops with some 150 participants, focus group discussions, documents and conferences. Participants' professional contexts included environmental education, natural resource management, social and biophysical sciences, development, formal and non-formal education, funding agencies, academic and non-academic settings. My engagement with the emerging discourses revealed patterns and inconsistencies in participants' views on research, environmental education, change and research priorities. I identified three orientations - Research for Management to Restore Order to Nature and Society, Research to Resolve Practitioners' and Communities' Problems, and Research for Radical Reconstruction - in the emerging landscape. These orientations were accompanied by change models and themes (discourses of difference and 'othering', instrumental views of education and research and accumulative knowledge, a conceptual theory-practice gap) which limited their potential for transformation towards sustainable living. They presented solutions cut from the same modernist cloth as the environment crisis. An emerging Reflexive perspective in and on environmental education research showed potential as a transitionary orientation outside modernist assumptions. I outline research priorities from this perspective. Reflexivity reveals the myths of expert-driven, instrumental and institutionalised research separated from environmental education and based upon rationalistic interpretations of science. It opens up possibilities for transformative knowledge emerging from 're-search' based versions of education as a process of, rather than a means to, social change.
- Full Text:
- Date Issued: 1995
- Authors: Van Rensburg, Eureta Janse
- Date: 1995
- Subjects: Environmental education -- Research -- South Africa Environmental sciences -- Study and teaching (Higher) -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1513 , http://hdl.handle.net/10962/d1003395
- Description: What has come to be labelled as 'the environment crisis' has roots in the structures and orientations of modern societies. True to our modernist ways we call on, or offer, education and research, experts and science, to address our socio-ecological concerns. This study set out to identify research priorities in environmental education from within the institutional setting of a university and within the context of environmental and political change in southern Africa and epistemological shifts in educational research traditions. The emergent research design allowed for a progressive clarification of theoretical vantage point: from an instrumental listing of priorities, through the participatory development of a critical and consensual framework for research, to a reflexive description of a landscape of shifting priorities. I collected data over a 3-year period, in inter alia 38 semi-structured interviews, workshops with some 150 participants, focus group discussions, documents and conferences. Participants' professional contexts included environmental education, natural resource management, social and biophysical sciences, development, formal and non-formal education, funding agencies, academic and non-academic settings. My engagement with the emerging discourses revealed patterns and inconsistencies in participants' views on research, environmental education, change and research priorities. I identified three orientations - Research for Management to Restore Order to Nature and Society, Research to Resolve Practitioners' and Communities' Problems, and Research for Radical Reconstruction - in the emerging landscape. These orientations were accompanied by change models and themes (discourses of difference and 'othering', instrumental views of education and research and accumulative knowledge, a conceptual theory-practice gap) which limited their potential for transformation towards sustainable living. They presented solutions cut from the same modernist cloth as the environment crisis. An emerging Reflexive perspective in and on environmental education research showed potential as a transitionary orientation outside modernist assumptions. I outline research priorities from this perspective. Reflexivity reveals the myths of expert-driven, instrumental and institutionalised research separated from environmental education and based upon rationalistic interpretations of science. It opens up possibilities for transformative knowledge emerging from 're-search' based versions of education as a process of, rather than a means to, social change.
- Full Text:
- Date Issued: 1995
Interacting with Shakespeare's figurative language: a project in materials development for the L2 classroom
- Authors: Lenahan, Patrick
- Date: 1995
- Subjects: Shakespeare, William, 1564-1616 -- Language Shakespeare, William, 1564-1616 -- Study and teaching English literature -- Study and teaching -- South Africa -- Foreign speakers English language -- Study and teaching -- South Africa -- Foreign speakers
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1581 , http://hdl.handle.net/10962/d1003463
- Description: This project arises from recent initiatives aimed at transforming Shakespeare studies in South African high schools, so as to make those studies more learner-centred and interactive, as well as a more useful communicative language-learning experience for second-language (L2) students. It is this interactive methodology that the present project seeks to extend to the relatively neglected area of Shakespeare's figurative language. Drawing on schema theory and response-based approaches to literature teaching, the project shows that figurative language is especially conducive to interactive treatment, whereby students might be encouraged to make sense of metaphors and similes out of their "background knowledge". Guidelines are indicated for putting this into practice in the L2 classroom; and on the basis of these guidelines, materials are developed for an interactive approach to Shakespeare's figurative language. The central phase in this development process involves trying out the materials in five African high schools and then analysing the data collected from them. The classroom try-outs were profitable in so far as they raised issues that had been overlooked in the earlier, theoretical, stage of the development process. A good overall response to the materials' learner-centred approach was indicated, although students experienced difficulties with certain essential tasks. Most seriously, while the materials were successful in accessing students' background knowledge in the form of associations, they were less successful in getting students to use this knowiedge in interpreting metaphors for themselves. Reasons for this feature, and others, are considered and solutions posited. Recommendations for implementing the materials in a larger teaching programme are made.
- Full Text:
- Date Issued: 1995
- Authors: Lenahan, Patrick
- Date: 1995
- Subjects: Shakespeare, William, 1564-1616 -- Language Shakespeare, William, 1564-1616 -- Study and teaching English literature -- Study and teaching -- South Africa -- Foreign speakers English language -- Study and teaching -- South Africa -- Foreign speakers
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1581 , http://hdl.handle.net/10962/d1003463
- Description: This project arises from recent initiatives aimed at transforming Shakespeare studies in South African high schools, so as to make those studies more learner-centred and interactive, as well as a more useful communicative language-learning experience for second-language (L2) students. It is this interactive methodology that the present project seeks to extend to the relatively neglected area of Shakespeare's figurative language. Drawing on schema theory and response-based approaches to literature teaching, the project shows that figurative language is especially conducive to interactive treatment, whereby students might be encouraged to make sense of metaphors and similes out of their "background knowledge". Guidelines are indicated for putting this into practice in the L2 classroom; and on the basis of these guidelines, materials are developed for an interactive approach to Shakespeare's figurative language. The central phase in this development process involves trying out the materials in five African high schools and then analysing the data collected from them. The classroom try-outs were profitable in so far as they raised issues that had been overlooked in the earlier, theoretical, stage of the development process. A good overall response to the materials' learner-centred approach was indicated, although students experienced difficulties with certain essential tasks. Most seriously, while the materials were successful in accessing students' background knowledge in the form of associations, they were less successful in getting students to use this knowiedge in interpreting metaphors for themselves. Reasons for this feature, and others, are considered and solutions posited. Recommendations for implementing the materials in a larger teaching programme are made.
- Full Text:
- Date Issued: 1995
Parental preferences regarding medium of instruction in primary schools in the Nongoma district of Kwazulu-Natal
- Authors: Mhlanga, Samkelisiwe Isabel
- Date: 1995
- Subjects: Native language and education -- South Africa Language and education -- South Africa Education -- Parent participation -- South Africa Language policy -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1686 , http://hdl.handle.net/10962/d1003569
- Description: This thesis looks at what choice of medium of instruction (MOl) parents in a rural village in KwaZulu would make if they had the opportunity to choose. The background to this choice goes back to 1979, when Education and Training Act No. 90 established the mother tongue as MOl from Sub A to Std 2 in Department of Education and Training (DET) primary schools, followed by a sudden transition to English medium of instruction - (EMl) in Std 3. Though by 1990 98% of the schools had opted for EMI, conditions were not favourable for a sudden transition and the policy led to high drop-out rates. The problems encountered by teachers and learners were researched and documented by Macdonald in the Threshold Project Reports (1990). Although the Minister initially ignored the Project's findings, in May 1991 he admitted that his department's language policy was leading to serious educational disadvantages. The explosive situation that culminated in the 1976 school uprisings led to the amendment of the Act. There was concern among people involved in educational language policy that parents had not been given sufficient information to make informed educational choices. They feared that many parents would, largely out of ignorance, opt for straight-for-English, when in fact the conditions in the schools were not conducive to the success of that choice option. The widespread assumption about the parents choosing straight-for-English was based on anecdotal evidence. I decided to investigate this matter in the Nongoma area. My findings pointed to very healthy attitudes towards the mother tongue and there was even a measure of understanding of the place of mother tongue instruction in the beginner classes. But even though the respondents wanted their language to be respected, they also wanted their children to acquire a good education in English, so as to be eligible for jobs in an economy that emphasises the importance of English.
- Full Text:
- Date Issued: 1995
- Authors: Mhlanga, Samkelisiwe Isabel
- Date: 1995
- Subjects: Native language and education -- South Africa Language and education -- South Africa Education -- Parent participation -- South Africa Language policy -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1686 , http://hdl.handle.net/10962/d1003569
- Description: This thesis looks at what choice of medium of instruction (MOl) parents in a rural village in KwaZulu would make if they had the opportunity to choose. The background to this choice goes back to 1979, when Education and Training Act No. 90 established the mother tongue as MOl from Sub A to Std 2 in Department of Education and Training (DET) primary schools, followed by a sudden transition to English medium of instruction - (EMl) in Std 3. Though by 1990 98% of the schools had opted for EMI, conditions were not favourable for a sudden transition and the policy led to high drop-out rates. The problems encountered by teachers and learners were researched and documented by Macdonald in the Threshold Project Reports (1990). Although the Minister initially ignored the Project's findings, in May 1991 he admitted that his department's language policy was leading to serious educational disadvantages. The explosive situation that culminated in the 1976 school uprisings led to the amendment of the Act. There was concern among people involved in educational language policy that parents had not been given sufficient information to make informed educational choices. They feared that many parents would, largely out of ignorance, opt for straight-for-English, when in fact the conditions in the schools were not conducive to the success of that choice option. The widespread assumption about the parents choosing straight-for-English was based on anecdotal evidence. I decided to investigate this matter in the Nongoma area. My findings pointed to very healthy attitudes towards the mother tongue and there was even a measure of understanding of the place of mother tongue instruction in the beginner classes. But even though the respondents wanted their language to be respected, they also wanted their children to acquire a good education in English, so as to be eligible for jobs in an economy that emphasises the importance of English.
- Full Text:
- Date Issued: 1995
Secondary school geography teachers' perceptions of the role of environmental education in geography with particular reference to Natal Education Department teachers
- Wassermann, Johannes Michiel
- Authors: Wassermann, Johannes Michiel
- Date: 1995
- Subjects: Geography teachers -- South Africa -- KwaZulu-Natal -- Attitudes Environmental education -- South Africa -- KwaZulu-Natal
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1761 , http://hdl.handle.net/10962/d1003646
- Description: Environmental Education (EE) as a development cannot be ignored by Geography or Geographers particularly since South Africa, as the rest of the world, is confronted by a looming environmental crisis. Geography is an environmental science concerned primarily with man-environment relationships using an environmental approach to develop the skills, knowledge, values and attitudes necessary for sustainable living. Geography has a vital role to play in addressing environmental issues. In formal education Geography teachers will be responsible for the implementation of such an approach. This study therefore investigates the perceptions of Natal Senior Secondary School Geography teachers regarding the role of EE in Geography. Questionnaires and semi-structured interviews were used to determine this. The study revealed that although these teachers are well qualified and motivated they had a limited grasp of the theory underpinning current EE and Geographical thinking. Recommendations are made for the development of an environmental approach in the teaching of Geography.
- Full Text:
- Date Issued: 1995
- Authors: Wassermann, Johannes Michiel
- Date: 1995
- Subjects: Geography teachers -- South Africa -- KwaZulu-Natal -- Attitudes Environmental education -- South Africa -- KwaZulu-Natal
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1761 , http://hdl.handle.net/10962/d1003646
- Description: Environmental Education (EE) as a development cannot be ignored by Geography or Geographers particularly since South Africa, as the rest of the world, is confronted by a looming environmental crisis. Geography is an environmental science concerned primarily with man-environment relationships using an environmental approach to develop the skills, knowledge, values and attitudes necessary for sustainable living. Geography has a vital role to play in addressing environmental issues. In formal education Geography teachers will be responsible for the implementation of such an approach. This study therefore investigates the perceptions of Natal Senior Secondary School Geography teachers regarding the role of EE in Geography. Questionnaires and semi-structured interviews were used to determine this. The study revealed that although these teachers are well qualified and motivated they had a limited grasp of the theory underpinning current EE and Geographical thinking. Recommendations are made for the development of an environmental approach in the teaching of Geography.
- Full Text:
- Date Issued: 1995
The development of a typology of science teachers' views on the nature of science and science practical work: an evaluative pilot study
- Authors: Meiring, Leslie Frank
- Date: 1995
- Subjects: Science -- Study and teaching -- Research Science -- Study and teaching -- South Africa Science teachers -- Attitudes Science -- Philosoph
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1931 , http://hdl.handle.net/10962/d1007607
- Description: Many theories on the nature of science and the nature of learning have been proposed. In particular, two theoretical orientations have been identified as having a decisive impact on activities in the school science classroom, namely "Inductivism" and "Constructivism". Inductivism views observations as objective, facts as constants and knowledge as being obtained from a fixed external reality. The constructivist view sees all knowledge as "reality" reconstructed in the mind of the learner. Each view predisposes certain orientations towards the science curriculum and within it particularly to assessment. It is postulated that teachers' views on science will influence how they teach and assess it. An "inductivist" teacher is more likely to reward certain approved responses from learners whereas a "constructivist" teacher is more likely to attend to learners' unique observations as evidence of their thinking. In this study a questionnaire was developed in an attempt classify science teachers according to their views on the nature of science and learning, and during this process encourage them to reflect on these views. It is hoped that the instrument could measure any changes in teacher's views as a result of the teachers becoming more reflective practitioners over time. Research indicates that the majority of teachers have a predominantly inductivist view of science. The study confirmed the results of other researchers by showing that a majority of non-tertiary science educators could be classified as being strongly inductivist. However, the overall proportion of these teachers was not as high as expected. Of possible concern was the indication that the strongly constructivist group showed very strong inductivist tendencies when assessing written tests which involved pupils' responses to laboratory observations.
- Full Text:
- Date Issued: 1995
- Authors: Meiring, Leslie Frank
- Date: 1995
- Subjects: Science -- Study and teaching -- Research Science -- Study and teaching -- South Africa Science teachers -- Attitudes Science -- Philosoph
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1931 , http://hdl.handle.net/10962/d1007607
- Description: Many theories on the nature of science and the nature of learning have been proposed. In particular, two theoretical orientations have been identified as having a decisive impact on activities in the school science classroom, namely "Inductivism" and "Constructivism". Inductivism views observations as objective, facts as constants and knowledge as being obtained from a fixed external reality. The constructivist view sees all knowledge as "reality" reconstructed in the mind of the learner. Each view predisposes certain orientations towards the science curriculum and within it particularly to assessment. It is postulated that teachers' views on science will influence how they teach and assess it. An "inductivist" teacher is more likely to reward certain approved responses from learners whereas a "constructivist" teacher is more likely to attend to learners' unique observations as evidence of their thinking. In this study a questionnaire was developed in an attempt classify science teachers according to their views on the nature of science and learning, and during this process encourage them to reflect on these views. It is hoped that the instrument could measure any changes in teacher's views as a result of the teachers becoming more reflective practitioners over time. Research indicates that the majority of teachers have a predominantly inductivist view of science. The study confirmed the results of other researchers by showing that a majority of non-tertiary science educators could be classified as being strongly inductivist. However, the overall proportion of these teachers was not as high as expected. Of possible concern was the indication that the strongly constructivist group showed very strong inductivist tendencies when assessing written tests which involved pupils' responses to laboratory observations.
- Full Text:
- Date Issued: 1995
The pre-service preparation of secondary school mathematics teachers: a case study of curriculum effectiveness
- Authors: Msomi, Dumile Dennis
- Date: 1995
- Subjects: Mathematics -- Study and teaching (Secondary) -- South Africa -- Curricula Mathematics teachers -- Training of -- South Africa -- KwaZulu-Natal -- Esikhawini College of Education
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1711 , http://hdl.handle.net/10962/d1003594
- Description: The quality of education in most historically black schools is a source of concern for many people. The high failure rate in mathematics in particular, is believed to result in part, from the inadequacy of the teacher preparation programs at many of the colleges of education in the country. Esikhawini College of Education in KwaZulu-Natal is one of the colleges which is involved in the preparation of secondary school mathematics teachers. The appropriateness of the mathematics curriculum of this College was the subject of the study. In particular, the study aimed at the following: (i) To analyse aims and philosophies underlying the prescribed mathematics curriculum of the College. (ii) To establish the teacher educators' and student teachers' perceptions of the appropriateness of the curriculum in general. (iii) To establish the teacher educators' and student teachers' perceptions of the mathematics curriculum content and processes. (iv) To establish the quality of available materials used at the College for realisation of the curriculum goals. (v) To offer proposals and recommendations for the improvement of the education of prospective secondary mathematics teachers. Data about the perceptions of the appropriateness of the mathematics curriculum was gathered through a questionnaire which was administered to one hundred and one student teachers. The issues that arose from the questionnaire study were followed up by an interview study. The interview schedule was administered to a sample of fourteen student teachers and all six mathematics teacher educators in the College. In addition, a survey of mathematics materials available at the College library and in the mathematics department was carried out to collect further data. Some of the significant findings of the, study were : • Limitations in the College mathematics curriculum in as far as the curriculum content and processes were concerned. • Inadequacy of mathematics curriculum materials that were available and used at the College. • Low attainment in mathematics at matriculation level of most of the student teachers. • Widespread dissatisfaction with the curriculum, especially that of Mathematics Didactics. The implications of the findings for the College were considered. Amongst other suggestions is the suggestion that the College introduces a preliminary STD course in which prospective student teachers' mathematics background is enriched to enable them to cope with the demands of the College curriculum.
- Full Text:
- Date Issued: 1995
- Authors: Msomi, Dumile Dennis
- Date: 1995
- Subjects: Mathematics -- Study and teaching (Secondary) -- South Africa -- Curricula Mathematics teachers -- Training of -- South Africa -- KwaZulu-Natal -- Esikhawini College of Education
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1711 , http://hdl.handle.net/10962/d1003594
- Description: The quality of education in most historically black schools is a source of concern for many people. The high failure rate in mathematics in particular, is believed to result in part, from the inadequacy of the teacher preparation programs at many of the colleges of education in the country. Esikhawini College of Education in KwaZulu-Natal is one of the colleges which is involved in the preparation of secondary school mathematics teachers. The appropriateness of the mathematics curriculum of this College was the subject of the study. In particular, the study aimed at the following: (i) To analyse aims and philosophies underlying the prescribed mathematics curriculum of the College. (ii) To establish the teacher educators' and student teachers' perceptions of the appropriateness of the curriculum in general. (iii) To establish the teacher educators' and student teachers' perceptions of the mathematics curriculum content and processes. (iv) To establish the quality of available materials used at the College for realisation of the curriculum goals. (v) To offer proposals and recommendations for the improvement of the education of prospective secondary mathematics teachers. Data about the perceptions of the appropriateness of the mathematics curriculum was gathered through a questionnaire which was administered to one hundred and one student teachers. The issues that arose from the questionnaire study were followed up by an interview study. The interview schedule was administered to a sample of fourteen student teachers and all six mathematics teacher educators in the College. In addition, a survey of mathematics materials available at the College library and in the mathematics department was carried out to collect further data. Some of the significant findings of the, study were : • Limitations in the College mathematics curriculum in as far as the curriculum content and processes were concerned. • Inadequacy of mathematics curriculum materials that were available and used at the College. • Low attainment in mathematics at matriculation level of most of the student teachers. • Widespread dissatisfaction with the curriculum, especially that of Mathematics Didactics. The implications of the findings for the College were considered. Amongst other suggestions is the suggestion that the College introduces a preliminary STD course in which prospective student teachers' mathematics background is enriched to enable them to cope with the demands of the College curriculum.
- Full Text:
- Date Issued: 1995
The recycling of domestic waste in the Cape Peninsula: implications for environmental education
- Authors: Gobregts, Engela
- Date: 1995
- Subjects: Recycling (Waste, etc.) -- South Africa Refuse and refuse disposal -- South Africa Environmental education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1723 , http://hdl.handle.net/10962/d1003606
- Description: This case study investigates domestic waste recycling schemes in the Cape Peninsula with special reference to educational aspects as a basis for developing educational resource materials. It explores the question: "In what way can projects for the recycling of domestic waste serve as a vehicle for environmental education?". The study employs the concept of education for the environment, following a socially critical approach with action-oriented and participatory dimensions. The research sample constituted interviewees and/or workshop participants from fourteen different municipalities, six recycling industries, one private waste contractor and the three most prominent voluntary organisations involved in recycling in the Cape Peninsula. A small-scale -interview survey was done to review existing recycling initiatives, combined with a case study of several small participatory initiatives towards educational resource development. The results were analysed qualitatively. The case study indicates that recycling initiatives have excellent potential for education for the environment. This potential was partially explored in this research by addressing key issues such as the role of local authorities in recycling of domestic waste, the short-term perspectives on the part of the local authorities, as well as the importance of and constraints on participation in recycling projects and in the research. Other issues discussed include the educational implications of personal (economic) benefits of recycling, the social development dimension of some recycling projects, the value of school children organising recycling projects, limited teacher participation in existing recycling projects, and the need for environmental education resource material. The major value of the project lies however in critical reflection on the research process. Recommendations regarding participatory resource development as an approach to socially critical environmental education are put forward to inform similar studies in the future and to elucidate the approach. Recommendations regarding the recycling of domestic waste in the Cape Peninsula are also made.
- Full Text:
- Date Issued: 1995
- Authors: Gobregts, Engela
- Date: 1995
- Subjects: Recycling (Waste, etc.) -- South Africa Refuse and refuse disposal -- South Africa Environmental education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1723 , http://hdl.handle.net/10962/d1003606
- Description: This case study investigates domestic waste recycling schemes in the Cape Peninsula with special reference to educational aspects as a basis for developing educational resource materials. It explores the question: "In what way can projects for the recycling of domestic waste serve as a vehicle for environmental education?". The study employs the concept of education for the environment, following a socially critical approach with action-oriented and participatory dimensions. The research sample constituted interviewees and/or workshop participants from fourteen different municipalities, six recycling industries, one private waste contractor and the three most prominent voluntary organisations involved in recycling in the Cape Peninsula. A small-scale -interview survey was done to review existing recycling initiatives, combined with a case study of several small participatory initiatives towards educational resource development. The results were analysed qualitatively. The case study indicates that recycling initiatives have excellent potential for education for the environment. This potential was partially explored in this research by addressing key issues such as the role of local authorities in recycling of domestic waste, the short-term perspectives on the part of the local authorities, as well as the importance of and constraints on participation in recycling projects and in the research. Other issues discussed include the educational implications of personal (economic) benefits of recycling, the social development dimension of some recycling projects, the value of school children organising recycling projects, limited teacher participation in existing recycling projects, and the need for environmental education resource material. The major value of the project lies however in critical reflection on the research process. Recommendations regarding participatory resource development as an approach to socially critical environmental education are put forward to inform similar studies in the future and to elucidate the approach. Recommendations regarding the recycling of domestic waste in the Cape Peninsula are also made.
- Full Text:
- Date Issued: 1995
Using the topic "Water management in Umtata" to promote the use of an environmental approach in the teaching of geography
- Authors: Nduna, Joyce Nothemba
- Date: 1995
- Subjects: Geography -- Study and teaching -- Environmental aspects Water -- Management -- Study and teaching -- Environmental aspects Environmental education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1819 , http://hdl.handle.net/10962/d1003705
- Description: This study first offers a critique of some conventional approaches to environmental education and geography. The critique is followed by an analysis of current learning theories which underpin environmental and geographical thinking. On the basis of this analysis an environmental approach to the teaching of geography is identified. Within the broad theoretical context provided by debates on the importance of environmental education for the solution of environmental problems, the study promotes student teachers' understanding of an environmental approach in the teaching of geography at Transkei College of Education. Water management, a section of the geography syllabus, is selected to illustrate the process and implementation of such an approach in geography. The educational effectiveness of an environmental approach with regard to the students' conceptual understanding of water management is evaluated. The study as a whole is set within the general literature of environmental education, and particularly that of education for the environment.
- Full Text:
- Date Issued: 1995
- Authors: Nduna, Joyce Nothemba
- Date: 1995
- Subjects: Geography -- Study and teaching -- Environmental aspects Water -- Management -- Study and teaching -- Environmental aspects Environmental education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1819 , http://hdl.handle.net/10962/d1003705
- Description: This study first offers a critique of some conventional approaches to environmental education and geography. The critique is followed by an analysis of current learning theories which underpin environmental and geographical thinking. On the basis of this analysis an environmental approach to the teaching of geography is identified. Within the broad theoretical context provided by debates on the importance of environmental education for the solution of environmental problems, the study promotes student teachers' understanding of an environmental approach in the teaching of geography at Transkei College of Education. Water management, a section of the geography syllabus, is selected to illustrate the process and implementation of such an approach in geography. The educational effectiveness of an environmental approach with regard to the students' conceptual understanding of water management is evaluated. The study as a whole is set within the general literature of environmental education, and particularly that of education for the environment.
- Full Text:
- Date Issued: 1995
A case study of a teacher's oral error treatment strategies in an English language classroom
- Authors: Dlangamandla, F N N
- Date: 1996
- Subjects: Language and languages -- Study and teaching -- Error analysis English language -- Study and teaching -- Foreign speakers English language -- Study and teaching -- Foreign speakers -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1434 , http://hdl.handle.net/10962/d1003315
- Description: Theoretical perspectives on error treatment in second language acquisition research are divided on the effect and desirability of corrective feedback on the learner's output. Theorists like Krashen (1982), believe that correction hampers acquisition because it encourages the learners to avoid difficult structures and to focus on form rather than on meaning, while Long (1977) contends that error treatment possibly speeds up interlanguage development although errors disappear slowly. Edmondson (1985) asserts that bringing errors to the learner's attention helps learning and that error - treatment contributes to consciousness-raising which is important for language acquisition. Research findings present conflicting evidence on the effects of corrective feedback on those for whom correction is meant. Some researchers report no concrete findings on the relationship between corrective feedback and learning outcomes (Hendrickson (1978) and Brock, Day and Long (1986)). Others, for example, Chaudron (1977) and Crookes and Rulon (1985) report differential effects of corrective treatments. Salica, Ramirez and Stromquist and Wren (cited in Chaudron 1988) report some evidence of feedback on error resulting in the learner's ability to self-correct. However, Hendrickson (1978) reports that some direct types of corrective procedures have been found to be ineffective. This research investigated a teacher's oral error treatment policy in different types of English lessons in a situation where L2 pupils study English as a subject according to an LI syllabus. The findings of this case study reveal that the teacher's manner of correction, when he decides to correct, is subtle and indirect. Rarely does he correct overtly and explicitly as his concern is to avoid hurting the error maker's feelings. He defers treatment and ignores most of the oral errors that learners make during classroom interaction. Pupil perceptions of their teacher's corrective treatments were positive although some of the pupils reported that they found his corrections confusing and intimidating at times. Most of them expressed , a wish to have their speech errors attended to explicitly, preferably by their teacher as his treatments were found to be motivational and unabrasive. Some of the pupils were opposed to peer correction for fear of ridicule. They also felt that fellow pupils did not always provide correct treatments. All the pupils in this study were of the opinion that oral error treatment is desirable because they believe that it improves their performance in English.
- Full Text:
- Date Issued: 1996
- Authors: Dlangamandla, F N N
- Date: 1996
- Subjects: Language and languages -- Study and teaching -- Error analysis English language -- Study and teaching -- Foreign speakers English language -- Study and teaching -- Foreign speakers -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1434 , http://hdl.handle.net/10962/d1003315
- Description: Theoretical perspectives on error treatment in second language acquisition research are divided on the effect and desirability of corrective feedback on the learner's output. Theorists like Krashen (1982), believe that correction hampers acquisition because it encourages the learners to avoid difficult structures and to focus on form rather than on meaning, while Long (1977) contends that error treatment possibly speeds up interlanguage development although errors disappear slowly. Edmondson (1985) asserts that bringing errors to the learner's attention helps learning and that error - treatment contributes to consciousness-raising which is important for language acquisition. Research findings present conflicting evidence on the effects of corrective feedback on those for whom correction is meant. Some researchers report no concrete findings on the relationship between corrective feedback and learning outcomes (Hendrickson (1978) and Brock, Day and Long (1986)). Others, for example, Chaudron (1977) and Crookes and Rulon (1985) report differential effects of corrective treatments. Salica, Ramirez and Stromquist and Wren (cited in Chaudron 1988) report some evidence of feedback on error resulting in the learner's ability to self-correct. However, Hendrickson (1978) reports that some direct types of corrective procedures have been found to be ineffective. This research investigated a teacher's oral error treatment policy in different types of English lessons in a situation where L2 pupils study English as a subject according to an LI syllabus. The findings of this case study reveal that the teacher's manner of correction, when he decides to correct, is subtle and indirect. Rarely does he correct overtly and explicitly as his concern is to avoid hurting the error maker's feelings. He defers treatment and ignores most of the oral errors that learners make during classroom interaction. Pupil perceptions of their teacher's corrective treatments were positive although some of the pupils reported that they found his corrections confusing and intimidating at times. Most of them expressed , a wish to have their speech errors attended to explicitly, preferably by their teacher as his treatments were found to be motivational and unabrasive. Some of the pupils were opposed to peer correction for fear of ridicule. They also felt that fellow pupils did not always provide correct treatments. All the pupils in this study were of the opinion that oral error treatment is desirable because they believe that it improves their performance in English.
- Full Text:
- Date Issued: 1996
A case study of input and classroom interaction in a multilingual chemistry class at the Port Elizabeth Technikon
- Authors: Potgieter, Sally
- Date: 1996
- Subjects: Interaction analysis in education Teacher-student relationships Language and languages -- Study and teaching Multicultural education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1437 , http://hdl.handle.net/10962/d1003318
- Description: This study examines input and interactional modifications in a multilingual chemistry class at the Port Elizabeth Technikon. The investigation constituted observing lectures presented in chemistry and analysing the data so obtained within a framework developed from a study of current theories on the relationship between language and cognition and the role of input. It was further informed by data gathered from interviews with the lecturer, questionnaires administered to the students and separate focus group discussions with first language and second language speakers of English. The conclusion is that the lecturer's interactional and input modifications make the subject content accessible to both first language and second language learners. I have made suggestions for future research in this area in the belief that the data gathered in this case study offers some useful pointers for the retraining of teachers of multilingual classes in a tertiary context.
- Full Text:
- Date Issued: 1996
- Authors: Potgieter, Sally
- Date: 1996
- Subjects: Interaction analysis in education Teacher-student relationships Language and languages -- Study and teaching Multicultural education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1437 , http://hdl.handle.net/10962/d1003318
- Description: This study examines input and interactional modifications in a multilingual chemistry class at the Port Elizabeth Technikon. The investigation constituted observing lectures presented in chemistry and analysing the data so obtained within a framework developed from a study of current theories on the relationship between language and cognition and the role of input. It was further informed by data gathered from interviews with the lecturer, questionnaires administered to the students and separate focus group discussions with first language and second language speakers of English. The conclusion is that the lecturer's interactional and input modifications make the subject content accessible to both first language and second language learners. I have made suggestions for future research in this area in the belief that the data gathered in this case study offers some useful pointers for the retraining of teachers of multilingual classes in a tertiary context.
- Full Text:
- Date Issued: 1996
A critical analysis of the application of total quality management principles in two schools
- Authors: Carlson, Brian Kenneth
- Date: 1996
- Subjects: Total quality management School management and organization -- Case studies School management and organization -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1472 , http://hdl.handle.net/10962/d1003353
- Description: In recent years, the principles of Total Quality Management, developed by Edwards Deming and others and used with varying degrees of success in the business world, have been used in schools as part of the process to transform education in terms of school management and classroom learning. This research grew out of my experiences when St. Andrew's Preparatory School participated in a Total Quality Management training programme which highlighted for me the problems and the benefits of such training. This research was undertaken, therefore, to find out how two other schools - one a high school in Grahamstown and the other a high school in Clarke County, U.S.A. had responded to similar training. Open ended questionnaires were used and the responses were analyzed to detect patterns of thoughts, feelings and attitudes, particularly in terms of human relationships at the school and with regard to various components of school culture. Comparisons were also made between the responses from the two schools, and the findings were compared with the claims made for TQM by the theorists and other educational practitioners who have ventured into TQM in their schools. The research findings indicate that Total Quality Management training had a positive impact on the participating schools but that there are problems associated with its adaptation for education. Given the necessary leadership commitment, however, these problems are not insurmountable. Total Quality Management may well be able to contribute towards the restructing of education which seems to be more and more urgently needed both in South Africa and in their countries.
- Full Text:
- Date Issued: 1996
- Authors: Carlson, Brian Kenneth
- Date: 1996
- Subjects: Total quality management School management and organization -- Case studies School management and organization -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1472 , http://hdl.handle.net/10962/d1003353
- Description: In recent years, the principles of Total Quality Management, developed by Edwards Deming and others and used with varying degrees of success in the business world, have been used in schools as part of the process to transform education in terms of school management and classroom learning. This research grew out of my experiences when St. Andrew's Preparatory School participated in a Total Quality Management training programme which highlighted for me the problems and the benefits of such training. This research was undertaken, therefore, to find out how two other schools - one a high school in Grahamstown and the other a high school in Clarke County, U.S.A. had responded to similar training. Open ended questionnaires were used and the responses were analyzed to detect patterns of thoughts, feelings and attitudes, particularly in terms of human relationships at the school and with regard to various components of school culture. Comparisons were also made between the responses from the two schools, and the findings were compared with the claims made for TQM by the theorists and other educational practitioners who have ventured into TQM in their schools. The research findings indicate that Total Quality Management training had a positive impact on the participating schools but that there are problems associated with its adaptation for education. Given the necessary leadership commitment, however, these problems are not insurmountable. Total Quality Management may well be able to contribute towards the restructing of education which seems to be more and more urgently needed both in South Africa and in their countries.
- Full Text:
- Date Issued: 1996
A pilot study of secondary teachers' understanding of population dynamics
- Authors: Hockey, Athol James Temlett
- Date: 1996
- Subjects: Environmental education -- South Africa , Population -- Study and teaching (Secondary) -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1703 , http://hdl.handle.net/10962/d1003586
- Description: Population dynamics is a South African secondary school biology syllabus topic which deals specifically with ecology or concepts within the realm of ecology. It is currently taught in a way which largely emphasises the teaching and learning of facts and concepts, often out of any context to which students can relate. While it is important to convey scientific concepts, it is just as important to address social and political issues regarding overpopulation and the environment. This research involved the administration of a questionnaire to Std 10 biology teachers in the Department of Education and Training (DET), which sought to obtain information about various aspects of teachers' teaching of population dynamics. These included their feelings toward the teaching of the specific sections of the population dynamics syllabus, and their knowledge and views of environmental issues and human population expansion. The findings of the research suggest that population dynamics is an important topic for students to learn about. The traditional teacher-centred approach to teaching is used by the teachers in the research sample. The sections considered by the teachers to be most important for learning were also considered the most interesting and the easiest to teach. The majority of the teachers in the research sample recognised that human population growth is a global and local problem and that South Africa cannot sustain its present population growth. The teachers in the sample show a diversity of opinions about sustainable development, and have a limited understanding of the links between population, poverty and consumption. Important information gained from the research will be significant in the development of a teaching and learning module on population dynamics that reflects the aims and purpose of environmental education.
- Full Text:
- Date Issued: 1996
- Authors: Hockey, Athol James Temlett
- Date: 1996
- Subjects: Environmental education -- South Africa , Population -- Study and teaching (Secondary) -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1703 , http://hdl.handle.net/10962/d1003586
- Description: Population dynamics is a South African secondary school biology syllabus topic which deals specifically with ecology or concepts within the realm of ecology. It is currently taught in a way which largely emphasises the teaching and learning of facts and concepts, often out of any context to which students can relate. While it is important to convey scientific concepts, it is just as important to address social and political issues regarding overpopulation and the environment. This research involved the administration of a questionnaire to Std 10 biology teachers in the Department of Education and Training (DET), which sought to obtain information about various aspects of teachers' teaching of population dynamics. These included their feelings toward the teaching of the specific sections of the population dynamics syllabus, and their knowledge and views of environmental issues and human population expansion. The findings of the research suggest that population dynamics is an important topic for students to learn about. The traditional teacher-centred approach to teaching is used by the teachers in the research sample. The sections considered by the teachers to be most important for learning were also considered the most interesting and the easiest to teach. The majority of the teachers in the research sample recognised that human population growth is a global and local problem and that South Africa cannot sustain its present population growth. The teachers in the sample show a diversity of opinions about sustainable development, and have a limited understanding of the links between population, poverty and consumption. Important information gained from the research will be significant in the development of a teaching and learning module on population dynamics that reflects the aims and purpose of environmental education.
- Full Text:
- Date Issued: 1996
A study of perceptions, knowledge and understanding of desertification and its causes among decision makers in northern Namibia
- Tshikesho, Desiderius Raimund
- Authors: Tshikesho, Desiderius Raimund
- Date: 1996
- Subjects: Desertification Desertification -- Namibia Desertification -- Economic aspects -- Namibia Environmental education -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1779 , http://hdl.handle.net/10962/d1003664
- Description: This study was aimed at investigating the perceptions, knowledge and understanding of desertification and its causes among decision makers in northern Namibia. The focus of investigation was on desertification and its major causes as identified in the general literature, viz. deforestation, overgrazing and overcultivation. Particular attention was given to the socioeconomic and cultural factors which are behind these perceived 'ecological' causes of desertification. Furthermore, the respondents were also engaged in the generation of solutions to the problem of desertification and its causes. Data collection was based on semi-structured interviews with the regional governors, councillors and chief headmen from the four northern regions. A qualitative approach was adopted for the research and findings are essentially descriptive and qualitative. It is anticipated that the study will make an important contribution to the current debate on desertification in Namibia, specifically with regard to the perceptions, knowledge and understanding of desertification and its causes among the decision makers in northern Namibia.
- Full Text:
- Date Issued: 1996
- Authors: Tshikesho, Desiderius Raimund
- Date: 1996
- Subjects: Desertification Desertification -- Namibia Desertification -- Economic aspects -- Namibia Environmental education -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1779 , http://hdl.handle.net/10962/d1003664
- Description: This study was aimed at investigating the perceptions, knowledge and understanding of desertification and its causes among decision makers in northern Namibia. The focus of investigation was on desertification and its major causes as identified in the general literature, viz. deforestation, overgrazing and overcultivation. Particular attention was given to the socioeconomic and cultural factors which are behind these perceived 'ecological' causes of desertification. Furthermore, the respondents were also engaged in the generation of solutions to the problem of desertification and its causes. Data collection was based on semi-structured interviews with the regional governors, councillors and chief headmen from the four northern regions. A qualitative approach was adopted for the research and findings are essentially descriptive and qualitative. It is anticipated that the study will make an important contribution to the current debate on desertification in Namibia, specifically with regard to the perceptions, knowledge and understanding of desertification and its causes among the decision makers in northern Namibia.
- Full Text:
- Date Issued: 1996
An investigation into teachers' perceptions of female secondary school principals in Kwazulu-Natal
- Authors: Ngcobo, Thandi Moira
- Date: 1996
- Subjects: Women school principals -- South Africa Sex discrimination in employment -- South Africa Teachers -- South Africa -- Attitudes School management and organization -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1601 , http://hdl.handle.net/10962/d1003483
- Description: There are few female teachers who hold principal positions in schools, especially in secondary schools. This study investigates teachers' perceptions of secondary school female principals' leadership abilities and styles.It also investigates whether teachers' perceptions are influenced either by their sexes or experience or lack of experience of working with female principals. The reseacher hopes that this research findings will help to either: develop and improve female leadership (where it is found to be wanting); and or influence authorieties to appoint more female teachers to head secondary schools. The literature surveyed revealed that the appointment of principals in seconday schools is discriminatory against female teachers. It further revealed that principals (mainly male) do not prepare female teachers for management and leadership positions. As a result female potential leaders become demotivated. This is unfortunate as research has found that female principals are as effective as leaders as male principals are. One disadvantage of having a small number of female leaders in education is that this results in an education that only reflects the male perspectives and values. This in turn alienates girls' perspectives from education. In order to establish teachers' perceptions of female secondary school principals a survey of the percptions of teachers in the Maphumolo circuit of female principals in this area was first carried out by means of a questionnaire. This was followed by a case study of one female principal. In depth, semi-stuctured interviews were undertaken with the principal and three teachers working with her in order to establish this principal's leadership style and the teachers' feelings towards her. A statistical analysis of the survey and a conten~ ~alysis of the case study were carried out. These revealed that the majority of teachers perceive female principals as effective and transformational leaders. These perceptions were found to be minimally influenced by either the teachers' sexes or experience of working with female principals. The..majority of those teachers who perceived female principals negatively tended to be males and to be from a group of teachers who had never worked with female principals. Recommendations for the increase of the number of female principals in secondary schools and for the improvement ofleadership in these schools are made.
- Full Text:
- Date Issued: 1996
- Authors: Ngcobo, Thandi Moira
- Date: 1996
- Subjects: Women school principals -- South Africa Sex discrimination in employment -- South Africa Teachers -- South Africa -- Attitudes School management and organization -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1601 , http://hdl.handle.net/10962/d1003483
- Description: There are few female teachers who hold principal positions in schools, especially in secondary schools. This study investigates teachers' perceptions of secondary school female principals' leadership abilities and styles.It also investigates whether teachers' perceptions are influenced either by their sexes or experience or lack of experience of working with female principals. The reseacher hopes that this research findings will help to either: develop and improve female leadership (where it is found to be wanting); and or influence authorieties to appoint more female teachers to head secondary schools. The literature surveyed revealed that the appointment of principals in seconday schools is discriminatory against female teachers. It further revealed that principals (mainly male) do not prepare female teachers for management and leadership positions. As a result female potential leaders become demotivated. This is unfortunate as research has found that female principals are as effective as leaders as male principals are. One disadvantage of having a small number of female leaders in education is that this results in an education that only reflects the male perspectives and values. This in turn alienates girls' perspectives from education. In order to establish teachers' perceptions of female secondary school principals a survey of the percptions of teachers in the Maphumolo circuit of female principals in this area was first carried out by means of a questionnaire. This was followed by a case study of one female principal. In depth, semi-stuctured interviews were undertaken with the principal and three teachers working with her in order to establish this principal's leadership style and the teachers' feelings towards her. A statistical analysis of the survey and a conten~ ~alysis of the case study were carried out. These revealed that the majority of teachers perceive female principals as effective and transformational leaders. These perceptions were found to be minimally influenced by either the teachers' sexes or experience of working with female principals. The..majority of those teachers who perceived female principals negatively tended to be males and to be from a group of teachers who had never worked with female principals. Recommendations for the increase of the number of female principals in secondary schools and for the improvement ofleadership in these schools are made.
- Full Text:
- Date Issued: 1996
An investigation into the development, principles and practice of environmental interpretation in South Africa: a case study of the National Parks Board
- Authors: Milne, Ian Bertram
- Date: 1996
- Subjects: National parks and reserves -- South Africa Environmental education -- South Africa National parks and reserves -- Interpretive programs Conservation of natural resources -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1604 , http://hdl.handle.net/10962/d1003486
- Description: This study looks firstly at the historical background to conservation, particularly in the South African National Parks Board, and relates this to developments in interpretation in the National Parks. These are evaluated against international norms as they appear in the current literature. The aim is to establish a platform upon which future developments in interpretation may be built, avoiding the mistakes of the past, while capitalising on the strong points. Current views of what interpretation is, and what it should be, are reviewed. Knowing who the audience is, in terms of cultural background, education, needs and interests, as well as sound planning, clear objectives and ongoing evaluation of interpretive programmes, emerge as essential prerequisites for effective interpretation. Through reviewing the development and current status of interpretation in the National Parks, the study finds that although the view has been expressed by management, both past and present, that interpretation in the national parks is of great importance, the past and current status of interpretation does not reflect that view. Generally, interpretation appears to be regarded as a non-essential service. This report argues that environmental interpretation should be given a higher status in the National Parks Board and that it should form an important part of the conservation strategy and management plan for the national parks. The researcher contends that a greater investment in interpretation could lead to a decrease in the need for further, increased investment in law enforcement in the parks. The researcher is also of the opinion that interpretation aimed at all levels of personnel of the National Parks Board is at least as important as interpretation aimed at visitors.
- Full Text:
- Date Issued: 1996
- Authors: Milne, Ian Bertram
- Date: 1996
- Subjects: National parks and reserves -- South Africa Environmental education -- South Africa National parks and reserves -- Interpretive programs Conservation of natural resources -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1604 , http://hdl.handle.net/10962/d1003486
- Description: This study looks firstly at the historical background to conservation, particularly in the South African National Parks Board, and relates this to developments in interpretation in the National Parks. These are evaluated against international norms as they appear in the current literature. The aim is to establish a platform upon which future developments in interpretation may be built, avoiding the mistakes of the past, while capitalising on the strong points. Current views of what interpretation is, and what it should be, are reviewed. Knowing who the audience is, in terms of cultural background, education, needs and interests, as well as sound planning, clear objectives and ongoing evaluation of interpretive programmes, emerge as essential prerequisites for effective interpretation. Through reviewing the development and current status of interpretation in the National Parks, the study finds that although the view has been expressed by management, both past and present, that interpretation in the national parks is of great importance, the past and current status of interpretation does not reflect that view. Generally, interpretation appears to be regarded as a non-essential service. This report argues that environmental interpretation should be given a higher status in the National Parks Board and that it should form an important part of the conservation strategy and management plan for the national parks. The researcher contends that a greater investment in interpretation could lead to a decrease in the need for further, increased investment in law enforcement in the parks. The researcher is also of the opinion that interpretation aimed at all levels of personnel of the National Parks Board is at least as important as interpretation aimed at visitors.
- Full Text:
- Date Issued: 1996
An investigation into the extent and nature of the understanding first year college of education students have of aspects of arithematic and elementary number theory
- Authors: Oliphant, Vincent George
- Date: 1996
- Subjects: Mathematics teachers -- Training of Mathematics -- Study and teaching
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1606 , http://hdl.handle.net/10962/d1003488
- Description: First Year College of Education students who have done and/or passed mathematics at matric level, often lack adequate understanding of basic mathematical concepts and principles. This is due to the fact that formal tests and examinations often fail to assess understanding at anything but a basic level. It is against this background that this study uses alternative and more direct means of assessing the level and nature of the understanding such students have of aspects of basic arithmetic and number theory. More specifically, the goals of the study are: 1. To determine the students' levels of understanding of the following number concepts: Rational numbers; Irrational numbers Real numbers and Imaginary numbers. 2. To determine whether the students understand the rules governing operations with negative numbers and with zero as principles rather than conventions. 3. To determine whether the students understand the rule governing the order of operations as a matter of convention rather than as a matter of principle. A survey of the literature concerning the nature of understanding as well as the nature of assessment is given. The students' understanding in the above areas was assessed by means of a written test followid by interviews. A sample of 50 students participated in the study while a sub-sample of 6 were interviewed. Some of the significant findings of the study were : 1. The students largely failed to draw clear distinctions between Real and Rational numbers as well as between Irrational and Imaginary numbers. 2. Very few of the students could explain the rationale behind the rules governing the. operations with negative numbers and zero. 3. Only half of the students had any knowledge of the rule governing the order of operations. Only one student demonstrated an understanding of the rule as a convention.
- Full Text:
- Date Issued: 1996
- Authors: Oliphant, Vincent George
- Date: 1996
- Subjects: Mathematics teachers -- Training of Mathematics -- Study and teaching
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1606 , http://hdl.handle.net/10962/d1003488
- Description: First Year College of Education students who have done and/or passed mathematics at matric level, often lack adequate understanding of basic mathematical concepts and principles. This is due to the fact that formal tests and examinations often fail to assess understanding at anything but a basic level. It is against this background that this study uses alternative and more direct means of assessing the level and nature of the understanding such students have of aspects of basic arithmetic and number theory. More specifically, the goals of the study are: 1. To determine the students' levels of understanding of the following number concepts: Rational numbers; Irrational numbers Real numbers and Imaginary numbers. 2. To determine whether the students understand the rules governing operations with negative numbers and with zero as principles rather than conventions. 3. To determine whether the students understand the rule governing the order of operations as a matter of convention rather than as a matter of principle. A survey of the literature concerning the nature of understanding as well as the nature of assessment is given. The students' understanding in the above areas was assessed by means of a written test followid by interviews. A sample of 50 students participated in the study while a sub-sample of 6 were interviewed. Some of the significant findings of the study were : 1. The students largely failed to draw clear distinctions between Real and Rational numbers as well as between Irrational and Imaginary numbers. 2. Very few of the students could explain the rationale behind the rules governing the. operations with negative numbers and zero. 3. Only half of the students had any knowledge of the rule governing the order of operations. Only one student demonstrated an understanding of the rule as a convention.
- Full Text:
- Date Issued: 1996
An investigation into the use of a nature reserve as a cross-curricular teaching resource
- Authors: Luckhoff, Augusta Henrietta
- Date: 1996
- Subjects: Environmental education -- South Africa National parks and reserves -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1616 , http://hdl.handle.net/10962/d1003498
- Description: This study documents the development of the Queenstown nature reserve as a cross-curricular tea~hing resource. Participants in the project included the researcher, the municipality nature conservation officer and the senior Geography and Biology teachers from five high schools in the town. A modified action research approach was adopted. Data was collected from workshops and interviews and then analyzed. The conclusion of the research was that the participants perceived that the project had been worthwhile and was to be continued. The nature reserve is now more widely and usefully used
- Full Text:
- Date Issued: 1996
- Authors: Luckhoff, Augusta Henrietta
- Date: 1996
- Subjects: Environmental education -- South Africa National parks and reserves -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1616 , http://hdl.handle.net/10962/d1003498
- Description: This study documents the development of the Queenstown nature reserve as a cross-curricular tea~hing resource. Participants in the project included the researcher, the municipality nature conservation officer and the senior Geography and Biology teachers from five high schools in the town. A modified action research approach was adopted. Data was collected from workshops and interviews and then analyzed. The conclusion of the research was that the participants perceived that the project had been worthwhile and was to be continued. The nature reserve is now more widely and usefully used
- Full Text:
- Date Issued: 1996
Does drafting beat "bleeding"? : an action research investigation into the introduction of a cognitivist process approach to the teaching of writing at senior secondary level
- McKellar, Elizabeth Jennifer Kelk
- Authors: McKellar, Elizabeth Jennifer Kelk
- Date: 1996
- Subjects: Action research in education English language -- Writing -- Study and teaching (Secondary)
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1499 , http://hdl.handle.net/10962/d1003381
- Description: In this study an attempt is made to describe and illuminate the attitude of both pupils and teachers to the introduction of a cognitivist process approach to the teaching of written literacy in one standard in a multi-cuI tural Eastern Cape Model C secondary school. Because the cognitivist process approach to the teaching of written literacy was to complement already existing strategies for the teaching of written literacy, the research took the form of collaborative action research in three standard nine English classrooms. Teacher- and pupil diaries were the main means of data collection. Two spirals of action research were conducted in an attempt to identify difficulties and improve practice. Diaries and discussion revealed a positive response to the drafting, revision and editing processes which researchers had already identified as the processes which skilled writers use in creating text. Acknowledgement of the benefits to be derived from peer response as audience was also established. Anomalies relating to the grouping of pupils for peer-editing were found to be a key issue in determining the relative success of the project. Difficulties were also found to exist in the ability of some of the pupils to engage effectively in peer-peer and teacher-peer negotiation of text. Possible reasons for these difficulties have been identified , and further research into the nature of the inherent power relationships which exist implicitly in a multi-cultural educational setting and impede negotiation would be necessary to appreciate fully the difficulties experienced.
- Full Text:
- Date Issued: 1996
- Authors: McKellar, Elizabeth Jennifer Kelk
- Date: 1996
- Subjects: Action research in education English language -- Writing -- Study and teaching (Secondary)
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1499 , http://hdl.handle.net/10962/d1003381
- Description: In this study an attempt is made to describe and illuminate the attitude of both pupils and teachers to the introduction of a cognitivist process approach to the teaching of written literacy in one standard in a multi-cuI tural Eastern Cape Model C secondary school. Because the cognitivist process approach to the teaching of written literacy was to complement already existing strategies for the teaching of written literacy, the research took the form of collaborative action research in three standard nine English classrooms. Teacher- and pupil diaries were the main means of data collection. Two spirals of action research were conducted in an attempt to identify difficulties and improve practice. Diaries and discussion revealed a positive response to the drafting, revision and editing processes which researchers had already identified as the processes which skilled writers use in creating text. Acknowledgement of the benefits to be derived from peer response as audience was also established. Anomalies relating to the grouping of pupils for peer-editing were found to be a key issue in determining the relative success of the project. Difficulties were also found to exist in the ability of some of the pupils to engage effectively in peer-peer and teacher-peer negotiation of text. Possible reasons for these difficulties have been identified , and further research into the nature of the inherent power relationships which exist implicitly in a multi-cultural educational setting and impede negotiation would be necessary to appreciate fully the difficulties experienced.
- Full Text:
- Date Issued: 1996