Multi-grade teaching strategies used by rural primary school teachers at Amatole East Education district
- Masebe, Nocawe https://orcid.org/ 0000-0003-4809-4643
- Authors: Masebe, Nocawe https://orcid.org/ 0000-0003-4809-4643
- Date: 2021-03
- Subjects: Combination of grades , Resource programs (Education)
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/20068 , vital:45105
- Description: The purpose of the study was to assess multi-grade classroom teaching strategies in rural primary schools at Amatole East Education District. The lens with which to view pedagogical practices of multi-grade teaching was through Bronfenbrenner Ecological System on Human Development and Vygotsky’s Social Learning Theory. An interpretivist paradigm within a qualitative research approach was chosen as befitting the study. The study sampled four primary schools in Amathole East Education District, with eight participants purposively selected. Data collection methods included semi-structured interviews, classroom observations and documents. Data gathering instruments utilised were Interview Schedule, Observation Sheets and Document Checklist. Data was analysed and interpreted through thematic and content analysis. Peer tutoring, self-directed learning and group-work were found to be the most effective teaching strategies in classroom-based teaching. Instructional techniques that involved teacher–directed activities and learner-directed learning activities were viewed as most beneficial for learners in multi-grade settings. However, multi-grade teachers struggled in coping with the utilisation of time and resources in teaching learners of different grade levels combined in the same classroom. The study concludes that during separate grade teaching, grade-by-grade approach, thematic teaching or individual seatwork utilisation of differentiated tasks accommodate application of a variety of teaching strategies. Thus the study suggests that pedagogical practices can be differentiated to address learners’ diverse learning needs, paying more attention to struggling learners. It is further recommended that teachers in multi-grade situations be equipped with special multi-grade teacher training through in-service training programs to overcome challenges of teaching in multi-grade settings. , Thesis (MEd) -- Faculty of Education, 2021
- Full Text:
- Authors: Masebe, Nocawe https://orcid.org/ 0000-0003-4809-4643
- Date: 2021-03
- Subjects: Combination of grades , Resource programs (Education)
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/20068 , vital:45105
- Description: The purpose of the study was to assess multi-grade classroom teaching strategies in rural primary schools at Amatole East Education District. The lens with which to view pedagogical practices of multi-grade teaching was through Bronfenbrenner Ecological System on Human Development and Vygotsky’s Social Learning Theory. An interpretivist paradigm within a qualitative research approach was chosen as befitting the study. The study sampled four primary schools in Amathole East Education District, with eight participants purposively selected. Data collection methods included semi-structured interviews, classroom observations and documents. Data gathering instruments utilised were Interview Schedule, Observation Sheets and Document Checklist. Data was analysed and interpreted through thematic and content analysis. Peer tutoring, self-directed learning and group-work were found to be the most effective teaching strategies in classroom-based teaching. Instructional techniques that involved teacher–directed activities and learner-directed learning activities were viewed as most beneficial for learners in multi-grade settings. However, multi-grade teachers struggled in coping with the utilisation of time and resources in teaching learners of different grade levels combined in the same classroom. The study concludes that during separate grade teaching, grade-by-grade approach, thematic teaching or individual seatwork utilisation of differentiated tasks accommodate application of a variety of teaching strategies. Thus the study suggests that pedagogical practices can be differentiated to address learners’ diverse learning needs, paying more attention to struggling learners. It is further recommended that teachers in multi-grade situations be equipped with special multi-grade teacher training through in-service training programs to overcome challenges of teaching in multi-grade settings. , Thesis (MEd) -- Faculty of Education, 2021
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An empirical investigation of the balance sheet channel of monetary policy transmission in South Africa
- Authors: Kelvin, Mudita
- Date: 2009-12
- Subjects: Transmission mechanism (Monetary policy) -- South Africa , Financial statements
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/24106 , vital:62375
- Description: The intention of this study is to outline an empirical framework of the balance sheet channel of monetary policy transmission in South Africa. Specifically, this study examines how monetary policy decisions are transmitted, through the balance sheet of business firms, to the real economy. The study is motivated by the fact that credit has now occupied an important role in the funding of new capital investment in South Africa. Thus, the balance sheet channel may become a relevant channel in the monetary policy transmission process. This study augments the co integration and vector auto regression (VAR) analysis with impulse response and variance decomposition analyses to provide evidence for the balance sheet channel. The study employs quarterly South African data covering the period 1980 to 2008. For that purpose, The VAR model will contain the following variables, Bank rate (monetary policy effect), External finance premium (information asymmetry channel), stock market capitalization (to cater for the collateral channel), Changes in industrial and commercial inventories (cashflows channel), credit extension (to cater for the effect of credit demand), and gross domestic product (to cater for the aggregate shock). The study finds evidence in support of the balance sheet channel of monetary policy transmission in South Africa. The channel is weak as proved by the results. Therefore, the balance sheet channel should not be neglected from both the policy perspective and academic literature point of view in South Africa. However, the findings may only pertain to idiosyncratic economic developments during the sample period, while not necessarily serving as a best guide as to how the South African economy would work in the future. , Thesis (MCom) -- Faculty of Management and Commerce, 2009
- Full Text:
- Authors: Kelvin, Mudita
- Date: 2009-12
- Subjects: Transmission mechanism (Monetary policy) -- South Africa , Financial statements
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/24106 , vital:62375
- Description: The intention of this study is to outline an empirical framework of the balance sheet channel of monetary policy transmission in South Africa. Specifically, this study examines how monetary policy decisions are transmitted, through the balance sheet of business firms, to the real economy. The study is motivated by the fact that credit has now occupied an important role in the funding of new capital investment in South Africa. Thus, the balance sheet channel may become a relevant channel in the monetary policy transmission process. This study augments the co integration and vector auto regression (VAR) analysis with impulse response and variance decomposition analyses to provide evidence for the balance sheet channel. The study employs quarterly South African data covering the period 1980 to 2008. For that purpose, The VAR model will contain the following variables, Bank rate (monetary policy effect), External finance premium (information asymmetry channel), stock market capitalization (to cater for the collateral channel), Changes in industrial and commercial inventories (cashflows channel), credit extension (to cater for the effect of credit demand), and gross domestic product (to cater for the aggregate shock). The study finds evidence in support of the balance sheet channel of monetary policy transmission in South Africa. The channel is weak as proved by the results. Therefore, the balance sheet channel should not be neglected from both the policy perspective and academic literature point of view in South Africa. However, the findings may only pertain to idiosyncratic economic developments during the sample period, while not necessarily serving as a best guide as to how the South African economy would work in the future. , Thesis (MCom) -- Faculty of Management and Commerce, 2009
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