Strategies employed by two (2) East London schools to adapt in times of teacher loss implications for leadership and management
- Authors: Jimana, Sonwabo
- Date: 2012
- Subjects: Teachers -- South Africa -- Eastern Cape -- Attitudes , Teachers -- South Africa -- Eastern Cape -- Social conditions
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16171 , http://hdl.handle.net/10353/466 , Teachers -- South Africa -- Eastern Cape -- Attitudes , Teachers -- South Africa -- Eastern Cape -- Social conditions
- Description: The issue of “teacher loss” has been reported widely as one of the biggest challenges facing schools around the globe. The international concern is that education departments have more teachers leaving than entering their systems. Evidence shows that this situation is also synonymous in South Africa and remains one of the ongoing phenomena, also noted in the provinces, including the Eastern Cape. As previous research focused on the reasons for “teacher loss”, as well as the strategies for the retention of teachers, the purpose of this study was to investigate how the selected schools adapt in times of “teacher loss”. The implications for leadership and management in this regard were also explored. In exploring this issue, a qualitative research approach was adopted in the form of a case study, which involved two (2) rural schools, one (1) primary and one (1) secondary school. This qualitative approach entailed semi-structured interviews involving eight (8) participants and document analysis as data collection methods for the study. The findings reveal that there is little support that schools receive from the Department of Education in order to cope with “teacher loss”. Teachers‟ limited knowledge in terms of strategies to cope with “teacher loss” results in de-motivated and stressed teachers. Several implications for leadership and management were also drawn out, including equipping school management teams with skills that can enable them to assist teachers to cope with “teacher loss”. , Goven Mbeki Reaserch and Development Centre
- Full Text:
- Date Issued: 2012
- Authors: Jimana, Sonwabo
- Date: 2012
- Subjects: Teachers -- South Africa -- Eastern Cape -- Attitudes , Teachers -- South Africa -- Eastern Cape -- Social conditions
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16171 , http://hdl.handle.net/10353/466 , Teachers -- South Africa -- Eastern Cape -- Attitudes , Teachers -- South Africa -- Eastern Cape -- Social conditions
- Description: The issue of “teacher loss” has been reported widely as one of the biggest challenges facing schools around the globe. The international concern is that education departments have more teachers leaving than entering their systems. Evidence shows that this situation is also synonymous in South Africa and remains one of the ongoing phenomena, also noted in the provinces, including the Eastern Cape. As previous research focused on the reasons for “teacher loss”, as well as the strategies for the retention of teachers, the purpose of this study was to investigate how the selected schools adapt in times of “teacher loss”. The implications for leadership and management in this regard were also explored. In exploring this issue, a qualitative research approach was adopted in the form of a case study, which involved two (2) rural schools, one (1) primary and one (1) secondary school. This qualitative approach entailed semi-structured interviews involving eight (8) participants and document analysis as data collection methods for the study. The findings reveal that there is little support that schools receive from the Department of Education in order to cope with “teacher loss”. Teachers‟ limited knowledge in terms of strategies to cope with “teacher loss” results in de-motivated and stressed teachers. Several implications for leadership and management were also drawn out, including equipping school management teams with skills that can enable them to assist teachers to cope with “teacher loss”. , Goven Mbeki Reaserch and Development Centre
- Full Text:
- Date Issued: 2012
Study of technology education instructional practices in grade nine classrooms a case study of three senior secondary schools in the King Williams Town district
- Authors: Ntshaba, Lulama Princess
- Date: 2012
- Subjects: Education, Secondary -- South Africa -- Eastern Cape -- Case studies , Technology -- Study and teaching -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16177 , http://hdl.handle.net/10353/486 , Education, Secondary -- South Africa -- Eastern Cape -- Case studies , Technology -- Study and teaching -- South Africa -- Eastern Cape
- Description: The purpose of this study is to investigate teaching and learning practices in Grade nine Technology Education classrooms. However, this is to ensure the relationship between the existing Technology Education teaching and learning practices and the Revised National Curriculum Statement (RNCS) requirements. The study was conducted in three King William’s Town Senior Secondary schools. The research took the form of a qualitative interpretive case study focusing on a study sample of three Technology Education teacher participants. The qualitative methods used allowed the researcher to gather the data in order to describe and interpret teachers’ Technology Education instructional practices in Grade nine classrooms. The data was gathered by the observation of Technology Education lessons in the classrooms, through the interviews, as well as the examination of the learning area policy documents (mainly the lesson plans and the activities in the classrooms). In contrast to the past traditional curriculum, the outcomes-based RNCS proposes that teachers teach for understanding and concept development with emphasis on active learning, problem solving, reasoning and communicating technologically. To achieve the outcomes of the RNCS, teachers who are regarded as the “key contributors to the transformation of education in South Africa” need to be “qualified, competent, dedicated, caring and be able to fulfill the various roles outlined in the Norms and Standards for educators” (Department of Education, 2002a, p.9). vi It has been evident by the researcher that instructional practices are not aligned with curriculum expectations. The findings revealed two fundamental reasons for this, namely the teachers’ understanding of the RNCS is limited and teachers’ lack of confidence with regard to content knowledge for Technology Education teaching. Teacher competence relates to teachers having the content knowledge and the ability to use this knowledge pedagogically to ensure that the curriculum is thoroughly covered at all levels. It has been recommended in this study that teacher development needs to become a priority. It is vital, that programmes are developed to retrain Grade nine Technology Education teachers in-service.
- Full Text:
- Date Issued: 2012
- Authors: Ntshaba, Lulama Princess
- Date: 2012
- Subjects: Education, Secondary -- South Africa -- Eastern Cape -- Case studies , Technology -- Study and teaching -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16177 , http://hdl.handle.net/10353/486 , Education, Secondary -- South Africa -- Eastern Cape -- Case studies , Technology -- Study and teaching -- South Africa -- Eastern Cape
- Description: The purpose of this study is to investigate teaching and learning practices in Grade nine Technology Education classrooms. However, this is to ensure the relationship between the existing Technology Education teaching and learning practices and the Revised National Curriculum Statement (RNCS) requirements. The study was conducted in three King William’s Town Senior Secondary schools. The research took the form of a qualitative interpretive case study focusing on a study sample of three Technology Education teacher participants. The qualitative methods used allowed the researcher to gather the data in order to describe and interpret teachers’ Technology Education instructional practices in Grade nine classrooms. The data was gathered by the observation of Technology Education lessons in the classrooms, through the interviews, as well as the examination of the learning area policy documents (mainly the lesson plans and the activities in the classrooms). In contrast to the past traditional curriculum, the outcomes-based RNCS proposes that teachers teach for understanding and concept development with emphasis on active learning, problem solving, reasoning and communicating technologically. To achieve the outcomes of the RNCS, teachers who are regarded as the “key contributors to the transformation of education in South Africa” need to be “qualified, competent, dedicated, caring and be able to fulfill the various roles outlined in the Norms and Standards for educators” (Department of Education, 2002a, p.9). vi It has been evident by the researcher that instructional practices are not aligned with curriculum expectations. The findings revealed two fundamental reasons for this, namely the teachers’ understanding of the RNCS is limited and teachers’ lack of confidence with regard to content knowledge for Technology Education teaching. Teacher competence relates to teachers having the content knowledge and the ability to use this knowledge pedagogically to ensure that the curriculum is thoroughly covered at all levels. It has been recommended in this study that teacher development needs to become a priority. It is vital, that programmes are developed to retrain Grade nine Technology Education teachers in-service.
- Full Text:
- Date Issued: 2012
Teacher's and principal's perceptions of the integrated quality management system (IQMS) in three Butterworth District schools
- Authors: Ntshewula, Nombulelo
- Date: 2012
- Subjects: Total quality management , Quality assurance -- South Africa -- Eastern Cape , Teachers -- Training -- South Africa -- Eastern Cape , Employees -- Rating of -- South Africa -- Eastern Cape , School principals -- South Africa -- Eastern Cape , Educational evaluation -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16197 , http://hdl.handle.net/10353/d1007301 , Total quality management , Quality assurance -- South Africa -- Eastern Cape , Teachers -- Training -- South Africa -- Eastern Cape , Employees -- Rating of -- South Africa -- Eastern Cape , School principals -- South Africa -- Eastern Cape , Educational evaluation -- South Africa -- Eastern Cape
- Description: The researcher’s interest in this study is in teachers’ perceptions and principals of the Integrated Quality Management System (IQMS). This study examines teachers’ understandings of this quality management and performance appraisal system, how teachers perceive the instrument used to manage and monitor their performance and the performance of their schools, and what lessons may be learnt regarding the implementation process of the IQMS. The investigation was carried out in three Butterworth District schools in the Eastern Cape. The researcher made use of qualitative methodology to obtain data from a sample of 3 principals, 9 teachers and 1 district official. Data were collected from these respondents by means of in-depth, semi-structured interviews and through document analysis. The study found that some of the teachers and principals felt that they did not understand the IQMS, and they complained that the system is fraught with many obstacles that need to be addressed in order to promote the effectiveness of teaching and learning. The participants also spoke of multiple factors that contribute negatively to this phenomenon, which include the fact that the teachers’ workload is increased by the IQMS, time constraints, inadequate training, vague and unfamiliar language, the financial incentive that is attached to the instrument, and the many structures in the implementation process. In addition, the system seems to encourage a bureaucratic style of management. Teachers and principals also suggested ways in which the IQMS could be structured by the Department of Education for greater efficiency in education.
- Full Text:
- Date Issued: 2012
- Authors: Ntshewula, Nombulelo
- Date: 2012
- Subjects: Total quality management , Quality assurance -- South Africa -- Eastern Cape , Teachers -- Training -- South Africa -- Eastern Cape , Employees -- Rating of -- South Africa -- Eastern Cape , School principals -- South Africa -- Eastern Cape , Educational evaluation -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16197 , http://hdl.handle.net/10353/d1007301 , Total quality management , Quality assurance -- South Africa -- Eastern Cape , Teachers -- Training -- South Africa -- Eastern Cape , Employees -- Rating of -- South Africa -- Eastern Cape , School principals -- South Africa -- Eastern Cape , Educational evaluation -- South Africa -- Eastern Cape
- Description: The researcher’s interest in this study is in teachers’ perceptions and principals of the Integrated Quality Management System (IQMS). This study examines teachers’ understandings of this quality management and performance appraisal system, how teachers perceive the instrument used to manage and monitor their performance and the performance of their schools, and what lessons may be learnt regarding the implementation process of the IQMS. The investigation was carried out in three Butterworth District schools in the Eastern Cape. The researcher made use of qualitative methodology to obtain data from a sample of 3 principals, 9 teachers and 1 district official. Data were collected from these respondents by means of in-depth, semi-structured interviews and through document analysis. The study found that some of the teachers and principals felt that they did not understand the IQMS, and they complained that the system is fraught with many obstacles that need to be addressed in order to promote the effectiveness of teaching and learning. The participants also spoke of multiple factors that contribute negatively to this phenomenon, which include the fact that the teachers’ workload is increased by the IQMS, time constraints, inadequate training, vague and unfamiliar language, the financial incentive that is attached to the instrument, and the many structures in the implementation process. In addition, the system seems to encourage a bureaucratic style of management. Teachers and principals also suggested ways in which the IQMS could be structured by the Department of Education for greater efficiency in education.
- Full Text:
- Date Issued: 2012
Teachers’ perceptions of the mentoring of novice teachers in the King William’s Town District
- Authors: Dlani, Siyongwana Archibald
- Date: 2012
- Subjects: Teachers -- Training of -- South Africa -- Eastern Cape , Teachers -- In-service training -- South Africa -- Eastern Cape , Mentoring in education -- South Africa -- Eastern Cape , School management and organization -- South Africa -- Eastern Cape , Schools -- South Africa -- Eastern Cape , King William's Town (South Africa)
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16184 , http://hdl.handle.net/10353/d1006244 , Teachers -- Training of -- South Africa -- Eastern Cape , Teachers -- In-service training -- South Africa -- Eastern Cape , Mentoring in education -- South Africa -- Eastern Cape , School management and organization -- South Africa -- Eastern Cape , Schools -- South Africa -- Eastern Cape , King William's Town (South Africa)
- Description: The aim of the study was to investigate the teachers‟ perceptions of thementoring of novice teachers in the King William‟s Town District. Inorder to understand how the teachers viewed novice teacher mentoringthe study adopted a qualitative approach. Interviews anddocumentsanalysis were used as data collection instruments. The purpose of the study was to investigate the teachers‟ perceptions on mentoring of novice teachers in schools. The respondents provided their explanationsof mentoring and also said what they think is the importance of mentoring. The teachers also had to give their mentoring experiences at school and District levels. Two schools in the King William‟s Town District were purposivelyselected to form the context of the study. The respondents were 6 educators, three from a primary school and three from a high school. Principals of the two selected schools were also included asrespondents in the study. The results of the study revealed that mentoring was taking place informally in the schools through sharing ofthe teaching challenges. Mentoring was also taking place through theteachers mentoring each other as Subject and Phase teachers supervised by Heads of Department. Most teachers understoodmentoring as giving guidance and help.
- Full Text:
- Date Issued: 2012
- Authors: Dlani, Siyongwana Archibald
- Date: 2012
- Subjects: Teachers -- Training of -- South Africa -- Eastern Cape , Teachers -- In-service training -- South Africa -- Eastern Cape , Mentoring in education -- South Africa -- Eastern Cape , School management and organization -- South Africa -- Eastern Cape , Schools -- South Africa -- Eastern Cape , King William's Town (South Africa)
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16184 , http://hdl.handle.net/10353/d1006244 , Teachers -- Training of -- South Africa -- Eastern Cape , Teachers -- In-service training -- South Africa -- Eastern Cape , Mentoring in education -- South Africa -- Eastern Cape , School management and organization -- South Africa -- Eastern Cape , Schools -- South Africa -- Eastern Cape , King William's Town (South Africa)
- Description: The aim of the study was to investigate the teachers‟ perceptions of thementoring of novice teachers in the King William‟s Town District. Inorder to understand how the teachers viewed novice teacher mentoringthe study adopted a qualitative approach. Interviews anddocumentsanalysis were used as data collection instruments. The purpose of the study was to investigate the teachers‟ perceptions on mentoring of novice teachers in schools. The respondents provided their explanationsof mentoring and also said what they think is the importance of mentoring. The teachers also had to give their mentoring experiences at school and District levels. Two schools in the King William‟s Town District were purposivelyselected to form the context of the study. The respondents were 6 educators, three from a primary school and three from a high school. Principals of the two selected schools were also included asrespondents in the study. The results of the study revealed that mentoring was taking place informally in the schools through sharing ofthe teaching challenges. Mentoring was also taking place through theteachers mentoring each other as Subject and Phase teachers supervised by Heads of Department. Most teachers understoodmentoring as giving guidance and help.
- Full Text:
- Date Issued: 2012
Teaching strategies in Grade 11 multilingual Life Sciences classrooms: a case of two schools in East London District
- Authors: Jekwa, Noxolo
- Date: 2012
- Subjects: Life sciences -- Study and teaching (Secondary) -- South Africa -- Eastern Cape , Effective teaching -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16169 , http://hdl.handle.net/10353/488 , Life sciences -- Study and teaching (Secondary) -- South Africa -- Eastern Cape , Effective teaching -- South Africa -- Eastern Cape
- Description: It is important to find strategies to assist learners who are taught in English especially as learners show different levels of English proficiency. English is taught as an Additional Language in many South African schools. Code switching is a well documented and researched strategy that teachers use in multilingual classrooms where the language of teaching and learning is not the learners’ home language. The study is concerned with and seeks to investigate the teaching strategies that Life Science teachers use in multilingual classes in addition to code switching. A case study of two Grade 11 Life Science teachers was conducted. The study adopts classroom observations and face-to-face interviews as qualitative data – gathering methods. The findings of this study, among other issues, reveal that in addition to code switching teachers use a variety of teaching strategies that include the use of textbooks, preparing notes for students, etc. Evidence available further suggests that the choice of teaching strategies is examination oriented rather than based on an understanding of current thinking on the ways of learning Life Sciences.
- Full Text:
- Date Issued: 2012
- Authors: Jekwa, Noxolo
- Date: 2012
- Subjects: Life sciences -- Study and teaching (Secondary) -- South Africa -- Eastern Cape , Effective teaching -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16169 , http://hdl.handle.net/10353/488 , Life sciences -- Study and teaching (Secondary) -- South Africa -- Eastern Cape , Effective teaching -- South Africa -- Eastern Cape
- Description: It is important to find strategies to assist learners who are taught in English especially as learners show different levels of English proficiency. English is taught as an Additional Language in many South African schools. Code switching is a well documented and researched strategy that teachers use in multilingual classrooms where the language of teaching and learning is not the learners’ home language. The study is concerned with and seeks to investigate the teaching strategies that Life Science teachers use in multilingual classes in addition to code switching. A case study of two Grade 11 Life Science teachers was conducted. The study adopts classroom observations and face-to-face interviews as qualitative data – gathering methods. The findings of this study, among other issues, reveal that in addition to code switching teachers use a variety of teaching strategies that include the use of textbooks, preparing notes for students, etc. Evidence available further suggests that the choice of teaching strategies is examination oriented rather than based on an understanding of current thinking on the ways of learning Life Sciences.
- Full Text:
- Date Issued: 2012
The experiences of the development support group DSG in the integrated quality management system IQMS in Butterworth District, Eastern Cape
- Ndandani- Msindwana, Judith Nonkululeko
- Authors: Ndandani- Msindwana, Judith Nonkululeko
- Date: 2012
- Subjects: School management and organization -- South Africa -- Eastern Cape , Work capacity evaluation -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16173 , http://hdl.handle.net/10353/467 , School management and organization -- South Africa -- Eastern Cape , Work capacity evaluation -- South Africa -- Eastern Cape
- Description: This study investigated the experiences of the Development Support Group (DGS) when implementing the IQMS (Integrated Quality Management System) in Butterworth District of the Eastern Cape. The aim of the study was to explore the experiences of the DSG when implementing the IQMS in an attempt to determine whether the DSG can cope with the task of being part of evaluation in education, and how the negative experiences could be improved. In order to get the experiences of the DSG when implementing the IQMS, the researcher embarked on this phenomenological study. Data were collected by means of one-on-one semi-structured interviews and the perusal of the IQMS document, Resolution 8 of 2003. Responses from the participants were tape-recorded and eventually transcribed, analyzed and interpreted. The main feature revealed by the study is gross lack of confidence, feeling of insecurity and ambivalence on the part of the DSG. On the basis of the findings, recommendations that will assist the DSG (and other IQMS implementers) to improve IQMS implementation, have been made. This study also serves as the voice of the DSG for they have also made suggestions to improve on the negative experiences they have highlighted. The conclusions arrived at in this study are specific to the DSG of the sampled schools. The conclusions reflect and explain the challenges faced by the DSG in Butterworth district. But the findings give a reflective explanatory depth to the experiences the DSG when implementing the IQMS.
- Full Text:
- Date Issued: 2012
- Authors: Ndandani- Msindwana, Judith Nonkululeko
- Date: 2012
- Subjects: School management and organization -- South Africa -- Eastern Cape , Work capacity evaluation -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16173 , http://hdl.handle.net/10353/467 , School management and organization -- South Africa -- Eastern Cape , Work capacity evaluation -- South Africa -- Eastern Cape
- Description: This study investigated the experiences of the Development Support Group (DGS) when implementing the IQMS (Integrated Quality Management System) in Butterworth District of the Eastern Cape. The aim of the study was to explore the experiences of the DSG when implementing the IQMS in an attempt to determine whether the DSG can cope with the task of being part of evaluation in education, and how the negative experiences could be improved. In order to get the experiences of the DSG when implementing the IQMS, the researcher embarked on this phenomenological study. Data were collected by means of one-on-one semi-structured interviews and the perusal of the IQMS document, Resolution 8 of 2003. Responses from the participants were tape-recorded and eventually transcribed, analyzed and interpreted. The main feature revealed by the study is gross lack of confidence, feeling of insecurity and ambivalence on the part of the DSG. On the basis of the findings, recommendations that will assist the DSG (and other IQMS implementers) to improve IQMS implementation, have been made. This study also serves as the voice of the DSG for they have also made suggestions to improve on the negative experiences they have highlighted. The conclusions arrived at in this study are specific to the DSG of the sampled schools. The conclusions reflect and explain the challenges faced by the DSG in Butterworth district. But the findings give a reflective explanatory depth to the experiences the DSG when implementing the IQMS.
- Full Text:
- Date Issued: 2012
The implementation of inclusion policy for learners with special education needs: a case study of four primary schools in the Grahamstown District
- Authors: Shadaya, Girlie
- Date: 2012
- Subjects: Education and state -- South Africa , Inclusive education -- South Africa -- Eastern Cape , Teachers -- Training of -- South Africa -- Eastern Cape , Education, Primary -- South Africa -- Eastern Cape , Children with disabilities -- Education -- South Africa -- Eastern Cape , Special education -- South Africa -- Eastern Cape , Grahamstown (South Africa)
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16183 , http://hdl.handle.net/10353/d1006239 , Education and state -- South Africa , Inclusive education -- South Africa -- Eastern Cape , Teachers -- Training of -- South Africa -- Eastern Cape , Education, Primary -- South Africa -- Eastern Cape , Children with disabilities -- Education -- South Africa -- Eastern Cape , Special education -- South Africa -- Eastern Cape , Grahamstown (South Africa)
- Description: Inclusion is successful when all stakeholders in the education system accept the challenge to work together and to do their fair share of educating all children. Although the teacher has been placed at the heart of the system as a key person in shaping inclusion, the district office (Department of Education), schools, teachers and parents must engage in collaborative team-driven decision making that is focused on interventions designed to enhance social outcomes for learners. The aim of this study was to assess the implementation of the inclusion policy for learners with special education needs. This study made use a mixed method research approach which engaged both qualitative and quantitative research methodologies. A total of twenty primary school teachers filled a questionnaire that had three parts: (i) Teacher demographics, (ii) Instructional modifications and (iii) Teaching strategies. Interviews, documents and observations were also used to collect data. Data was analysed by statistical and non-statistical procedures. Results showed that the inclusion policy is being implemented in schools. However, there are challenges that are being faced. For one, teachers have not received adequate training with regards to inclusive education. Staff development workshops to try and address this challenge are minimal, there is not enough collaboration being demonstrated by the different stakeholders with regards to support and monitoring the implementation process. The study recommends that all teachers and other personnel in the school receive adequate training. Also, the need for support must be met. Further studies could consider attitudes to inclusive education and the relationship between learner success and teacher preparedness in inclusive educational models.
- Full Text:
- Date Issued: 2012
- Authors: Shadaya, Girlie
- Date: 2012
- Subjects: Education and state -- South Africa , Inclusive education -- South Africa -- Eastern Cape , Teachers -- Training of -- South Africa -- Eastern Cape , Education, Primary -- South Africa -- Eastern Cape , Children with disabilities -- Education -- South Africa -- Eastern Cape , Special education -- South Africa -- Eastern Cape , Grahamstown (South Africa)
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16183 , http://hdl.handle.net/10353/d1006239 , Education and state -- South Africa , Inclusive education -- South Africa -- Eastern Cape , Teachers -- Training of -- South Africa -- Eastern Cape , Education, Primary -- South Africa -- Eastern Cape , Children with disabilities -- Education -- South Africa -- Eastern Cape , Special education -- South Africa -- Eastern Cape , Grahamstown (South Africa)
- Description: Inclusion is successful when all stakeholders in the education system accept the challenge to work together and to do their fair share of educating all children. Although the teacher has been placed at the heart of the system as a key person in shaping inclusion, the district office (Department of Education), schools, teachers and parents must engage in collaborative team-driven decision making that is focused on interventions designed to enhance social outcomes for learners. The aim of this study was to assess the implementation of the inclusion policy for learners with special education needs. This study made use a mixed method research approach which engaged both qualitative and quantitative research methodologies. A total of twenty primary school teachers filled a questionnaire that had three parts: (i) Teacher demographics, (ii) Instructional modifications and (iii) Teaching strategies. Interviews, documents and observations were also used to collect data. Data was analysed by statistical and non-statistical procedures. Results showed that the inclusion policy is being implemented in schools. However, there are challenges that are being faced. For one, teachers have not received adequate training with regards to inclusive education. Staff development workshops to try and address this challenge are minimal, there is not enough collaboration being demonstrated by the different stakeholders with regards to support and monitoring the implementation process. The study recommends that all teachers and other personnel in the school receive adequate training. Also, the need for support must be met. Further studies could consider attitudes to inclusive education and the relationship between learner success and teacher preparedness in inclusive educational models.
- Full Text:
- Date Issued: 2012
The role of the peer educators in enhancing social and emotional learning: a case of foursecondary schools in Fort Beaufort district
- Authors: Nyarayi Chinyama
- Date: 2012
- Subjects: Schools -- South Africa -- Eastern Cape -- Social conditions , Peer teaching -- Education, Secondary -- South Africa- - Eastern Cape , Learning, Psychology of , School management and organization -- South Africa -- Eastern Cape , Teachers -- South Africa -- Eastern Cape , Education and state -- South Africa -- Eastern Cape , Fort Beaufort (South Africa)
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16193 , http://hdl.handle.net/10353/d1006257 , Schools -- South Africa -- Eastern Cape -- Social conditions , Peer teaching -- Education, Secondary -- South Africa- - Eastern Cape , Learning, Psychology of , School management and organization -- South Africa -- Eastern Cape , Teachers -- South Africa -- Eastern Cape , Education and state -- South Africa -- Eastern Cape , Fort Beaufort (South Africa)
- Description: The aim of this study was to explore how peer education is enhancing social-emotional learning in four secondary schools in Fort Beaufort Education District. An empirical investigation using the qualitative approach examined the situation of the peer education clubs at the four schools. Data was gathered using interviews, focus groups, observations and document analysis. The purpose of the study was to examine the role of peer education programmes in enhancing social and emotional learning in schools. In this research study specifically the qualitative research approach was used. The study also adopted a purposive sampling procedure which is acceptable for special sampling situations where the researcher applied her own experience to select cases which form part of the participants. Four schools were selected, four principals, four teachers who work with peer education clubs, four focus groups, one HIV/AIDS district coordinator, and one peer group trainer. It emerged from the analysis of the collected data that peer education clubs in Fort Beaufort have a number of challenges facing them, resulting in them making insignificant contributions towards the enhancing of social-emotional learning. The clubs’ efforts have resulted in little positive behavioural change among the youth. Among the challenges revealed are: lack of proper structures and support from school administrators, poor selection of peer educators, lack of time and facilities in which to carry out their work, lack of adequate training for both teachers and peer educators. Teacher interference was also cited regularly at all four schools, thereby defeating the whole idea of peer education. The study also revealed that peer educators in Fort Beaufort are not receiving adequate support from other stakeholders like, the police, the justice department and social welfare. Another critical observation made during the study was that peer education clubs are lacking clear standards of practice, rigour and sustainability, all which should be addressed in order to enhance social-emotional learning in schools. Data was analysed using a thematic content analysis. The analysis was carried out in a manner that related to the research questions and objectives in the study. A transcript was made from the respondents’ answers. Reflection and coding was done and data was categorised as an important learning tool in schools, and to recognise its contribution to social emotional learning. The study concluded that peer education clubs in schools, despite their huge potential to improve both behaviour and academic results, are not being given a conducive environment to operate in or the necessary support. This effectively means that learners with some behavioural problems and who have the potential to reform are also being denied the opportunity to lead better lives. The Department is advised to increase the number of both peer education trainers and trained peer educators. Furthermore the training period of peer educators should be increased from the current five days. There is need for the Department of Education to formalise peer education clubs in schools and craft laws that makes it mandatory for schools to provide the clubs with decent facilities like confidential rooms to conduct their activities. More so the study recommends that there is need to train all teachers in schools in social skills and not only LO teachers to ease supervisory burden on the LO teachers.
- Full Text:
- Date Issued: 2012
- Authors: Nyarayi Chinyama
- Date: 2012
- Subjects: Schools -- South Africa -- Eastern Cape -- Social conditions , Peer teaching -- Education, Secondary -- South Africa- - Eastern Cape , Learning, Psychology of , School management and organization -- South Africa -- Eastern Cape , Teachers -- South Africa -- Eastern Cape , Education and state -- South Africa -- Eastern Cape , Fort Beaufort (South Africa)
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16193 , http://hdl.handle.net/10353/d1006257 , Schools -- South Africa -- Eastern Cape -- Social conditions , Peer teaching -- Education, Secondary -- South Africa- - Eastern Cape , Learning, Psychology of , School management and organization -- South Africa -- Eastern Cape , Teachers -- South Africa -- Eastern Cape , Education and state -- South Africa -- Eastern Cape , Fort Beaufort (South Africa)
- Description: The aim of this study was to explore how peer education is enhancing social-emotional learning in four secondary schools in Fort Beaufort Education District. An empirical investigation using the qualitative approach examined the situation of the peer education clubs at the four schools. Data was gathered using interviews, focus groups, observations and document analysis. The purpose of the study was to examine the role of peer education programmes in enhancing social and emotional learning in schools. In this research study specifically the qualitative research approach was used. The study also adopted a purposive sampling procedure which is acceptable for special sampling situations where the researcher applied her own experience to select cases which form part of the participants. Four schools were selected, four principals, four teachers who work with peer education clubs, four focus groups, one HIV/AIDS district coordinator, and one peer group trainer. It emerged from the analysis of the collected data that peer education clubs in Fort Beaufort have a number of challenges facing them, resulting in them making insignificant contributions towards the enhancing of social-emotional learning. The clubs’ efforts have resulted in little positive behavioural change among the youth. Among the challenges revealed are: lack of proper structures and support from school administrators, poor selection of peer educators, lack of time and facilities in which to carry out their work, lack of adequate training for both teachers and peer educators. Teacher interference was also cited regularly at all four schools, thereby defeating the whole idea of peer education. The study also revealed that peer educators in Fort Beaufort are not receiving adequate support from other stakeholders like, the police, the justice department and social welfare. Another critical observation made during the study was that peer education clubs are lacking clear standards of practice, rigour and sustainability, all which should be addressed in order to enhance social-emotional learning in schools. Data was analysed using a thematic content analysis. The analysis was carried out in a manner that related to the research questions and objectives in the study. A transcript was made from the respondents’ answers. Reflection and coding was done and data was categorised as an important learning tool in schools, and to recognise its contribution to social emotional learning. The study concluded that peer education clubs in schools, despite their huge potential to improve both behaviour and academic results, are not being given a conducive environment to operate in or the necessary support. This effectively means that learners with some behavioural problems and who have the potential to reform are also being denied the opportunity to lead better lives. The Department is advised to increase the number of both peer education trainers and trained peer educators. Furthermore the training period of peer educators should be increased from the current five days. There is need for the Department of Education to formalise peer education clubs in schools and craft laws that makes it mandatory for schools to provide the clubs with decent facilities like confidential rooms to conduct their activities. More so the study recommends that there is need to train all teachers in schools in social skills and not only LO teachers to ease supervisory burden on the LO teachers.
- Full Text:
- Date Issued: 2012
Pedagogical experiences of educators implementing mathematical literacy in three FET colleges
- Authors: Gerber, Mirinda
- Date: 2011
- Subjects: Mathematics -- Study and teaching -- South Africa -- Evaluation , Mathematics teachers -- Training of -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16167 , http://hdl.handle.net/10353/516 , Mathematics -- Study and teaching -- South Africa -- Evaluation , Mathematics teachers -- Training of -- South Africa -- Eastern Cape
- Description: The Department of Education was tasked by Government and the Department of Labour to develop learning programmes which would provide skills to learners. The National Certificate Vocational (NCV) programmes were developed, which provided an alternative to completing a National Senior Certificate (NSC). The NC(V) programmes consist of seven subjects of which Mathematical Literacy is offered as a fundamental subject. The NC(V) programmes were officially implemented in 2007 using the FET College sector as a vehicle. FET College educators had to be skilled and re-skilled to teach the various new subjects. One of the new subjects at the time was Mathematical Literacy. Selected educators were provided with a short course to prepare themselves for the implementation of Mathematical Literacy. This study is aimed at investigating the pedagogical experiences of educators who were, and are still part, of the implementation of Mathematical Literacy in the FET College sector. A phenomenological approach was followed in order to capture the lived experiences of the educators. Three educators were selected from different FET colleges within the Eastern Cape Province. A qualitative research was done, making use of interviews. The research found that educators have divergent pedagogical experiences. They make use of different strategies to implement teaching and learning within their classrooms. Though there are good experiences, the research has managed to point out that there are some frustrations too. Recommendations are made with regard to teaching and learning strategies, as well as the emerging trends that surfaced during the research.
- Full Text:
- Date Issued: 2011
- Authors: Gerber, Mirinda
- Date: 2011
- Subjects: Mathematics -- Study and teaching -- South Africa -- Evaluation , Mathematics teachers -- Training of -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16167 , http://hdl.handle.net/10353/516 , Mathematics -- Study and teaching -- South Africa -- Evaluation , Mathematics teachers -- Training of -- South Africa -- Eastern Cape
- Description: The Department of Education was tasked by Government and the Department of Labour to develop learning programmes which would provide skills to learners. The National Certificate Vocational (NCV) programmes were developed, which provided an alternative to completing a National Senior Certificate (NSC). The NC(V) programmes consist of seven subjects of which Mathematical Literacy is offered as a fundamental subject. The NC(V) programmes were officially implemented in 2007 using the FET College sector as a vehicle. FET College educators had to be skilled and re-skilled to teach the various new subjects. One of the new subjects at the time was Mathematical Literacy. Selected educators were provided with a short course to prepare themselves for the implementation of Mathematical Literacy. This study is aimed at investigating the pedagogical experiences of educators who were, and are still part, of the implementation of Mathematical Literacy in the FET College sector. A phenomenological approach was followed in order to capture the lived experiences of the educators. Three educators were selected from different FET colleges within the Eastern Cape Province. A qualitative research was done, making use of interviews. The research found that educators have divergent pedagogical experiences. They make use of different strategies to implement teaching and learning within their classrooms. Though there are good experiences, the research has managed to point out that there are some frustrations too. Recommendations are made with regard to teaching and learning strategies, as well as the emerging trends that surfaced during the research.
- Full Text:
- Date Issued: 2011
Socio- educational experiences of black accounting III students who dropped out of the University of Fort Hare in 2009
- Authors: Morrison, Renee Fiona
- Date: 2011
- Subjects: College dropouts -- South Africa -- Eastern Cape Education, Higher -- South Africa -- Eastern Cape Universities and colleges -- South Africa --Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: http://hdl.handle.net/10353/1906 , vital:27582
- Description: In South Africa there is an increasing concern regarding retention among Black students (who constitute the majority of the population) in general and in particular regarding the costs of student failure to both the students and for the institution. This thesis endeavours to obtain an understanding of the socio-educational experiences which led to Black Bachelor of Commerce in Accounting Students in 2009 dropping out of Accounting III at the University of Fort Hare. In a field in which much of the literature is quantitatively orientated, a phenomenological investigation offered a unique way of understanding the experiences of the students as it allowed their voices to be heard. Insights contained in the data were synthesised and integrated into a consistent description of the essential nature of the experience, the primary endeavour of the phenomenologist being to transform naïve experience into more explicitly detailed conceptual knowledge. The use of in-depth interviews with three students, all of whom had dropped out of Accounting III at UFH, allowed the researcher interaction on a personal level with people not viewed as experimental objects but as human subjects. The findings revealed that the students‘ social and educational background, together with the language of teaching and learning not being their mother tongue, caused students great difficulty. Interaction between lecturers and students and the subject content proved very challenging due to the language barrier. The introduction of General Accounting III in the same class as Accounting III in 2009 compounded the students‘ confusion and this ultimately led to students feeling demotivated. These findings contributed significantly to an understanding of why these three students dropped out of Accounting III in 2009, and at the same time provided an answer to the research question relating to how Black students who dropped out of the Accounting III programme in 2009, experienced the course.
- Full Text:
- Date Issued: 2011
- Authors: Morrison, Renee Fiona
- Date: 2011
- Subjects: College dropouts -- South Africa -- Eastern Cape Education, Higher -- South Africa -- Eastern Cape Universities and colleges -- South Africa --Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: http://hdl.handle.net/10353/1906 , vital:27582
- Description: In South Africa there is an increasing concern regarding retention among Black students (who constitute the majority of the population) in general and in particular regarding the costs of student failure to both the students and for the institution. This thesis endeavours to obtain an understanding of the socio-educational experiences which led to Black Bachelor of Commerce in Accounting Students in 2009 dropping out of Accounting III at the University of Fort Hare. In a field in which much of the literature is quantitatively orientated, a phenomenological investigation offered a unique way of understanding the experiences of the students as it allowed their voices to be heard. Insights contained in the data were synthesised and integrated into a consistent description of the essential nature of the experience, the primary endeavour of the phenomenologist being to transform naïve experience into more explicitly detailed conceptual knowledge. The use of in-depth interviews with three students, all of whom had dropped out of Accounting III at UFH, allowed the researcher interaction on a personal level with people not viewed as experimental objects but as human subjects. The findings revealed that the students‘ social and educational background, together with the language of teaching and learning not being their mother tongue, caused students great difficulty. Interaction between lecturers and students and the subject content proved very challenging due to the language barrier. The introduction of General Accounting III in the same class as Accounting III in 2009 compounded the students‘ confusion and this ultimately led to students feeling demotivated. These findings contributed significantly to an understanding of why these three students dropped out of Accounting III in 2009, and at the same time provided an answer to the research question relating to how Black students who dropped out of the Accounting III programme in 2009, experienced the course.
- Full Text:
- Date Issued: 2011
Socio-educational experiences of black accounting III students who dropped out of the University of Fort Hare in 2009
- Authors: Morrison, Renee Fiona
- Date: 2011
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16200 , http://hdl.handle.net/10353/d1013384
- Description: In South Africa there is an increasing concern regarding retention among Black students (who constitute the majority of the population) in general and in particular regarding the costs of student failure to both the students and for the institution. This thesis endeavours to obtain an understanding of the socio-educational experiences which led to Black Bachelor of Commerce in Accounting Students in 2009 dropping out of Accounting III at the University of Fort Hare. In a field in which much of the literature is quantitatively orientated, a phenomenological investigation offered a unique way of understanding the experiences of the students as it allowed their voices to be heard. Insights contained in the data were synthesised and integrated into a consistent description of the essential nature of the experience, the primary endeavour of the phenomenologist being to transform naïve experience into more explicitly detailed conceptual knowledge. The use of in-depth interviews with three students, all of whom had dropped out of Accounting III at UFH, allowed the researcher interaction on a personal level with people not viewed as experimental objects but as human subjects. The findings revealed that the students‘ social and educational background, together with the language of teaching and learning not being their mother tongue, caused students great difficulty. Interaction between lecturers and students and the subject content proved very challenging due to the language barrier. The introduction of General Accounting III in the same class as Accounting III in 2009 compounded the students‘ confusion and this ultimately led to students feeling demotivated. These findings contributed significantly to an understanding of why these three students dropped out of Accounting III in 2009, and at the same time provided an answer to the research question relating to how Black students who dropped out of the Accounting III programme in 2009, experienced the course.
- Full Text:
- Date Issued: 2011
- Authors: Morrison, Renee Fiona
- Date: 2011
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16200 , http://hdl.handle.net/10353/d1013384
- Description: In South Africa there is an increasing concern regarding retention among Black students (who constitute the majority of the population) in general and in particular regarding the costs of student failure to both the students and for the institution. This thesis endeavours to obtain an understanding of the socio-educational experiences which led to Black Bachelor of Commerce in Accounting Students in 2009 dropping out of Accounting III at the University of Fort Hare. In a field in which much of the literature is quantitatively orientated, a phenomenological investigation offered a unique way of understanding the experiences of the students as it allowed their voices to be heard. Insights contained in the data were synthesised and integrated into a consistent description of the essential nature of the experience, the primary endeavour of the phenomenologist being to transform naïve experience into more explicitly detailed conceptual knowledge. The use of in-depth interviews with three students, all of whom had dropped out of Accounting III at UFH, allowed the researcher interaction on a personal level with people not viewed as experimental objects but as human subjects. The findings revealed that the students‘ social and educational background, together with the language of teaching and learning not being their mother tongue, caused students great difficulty. Interaction between lecturers and students and the subject content proved very challenging due to the language barrier. The introduction of General Accounting III in the same class as Accounting III in 2009 compounded the students‘ confusion and this ultimately led to students feeling demotivated. These findings contributed significantly to an understanding of why these three students dropped out of Accounting III in 2009, and at the same time provided an answer to the research question relating to how Black students who dropped out of the Accounting III programme in 2009, experienced the course.
- Full Text:
- Date Issued: 2011
An investigation into factors contributing towards teenage pregnancy in secondary schools: a case study in the Elliotdale sub-district
- Authors: Konkco, Eunice Xoliswa
- Date: 2010
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16206 , http://hdl.handle.net/10353/d1016151
- Description: The focus for this study was to determine the factors that contribute towards teenage pregnancy in the Elliotdale sub-district in secondary schools, in the Eastern Cape. The researcher used the qualitative approach to obtain data from a sample of 8 pregnant learners, two departmental officials, four principals, four school governing body members, and four educators in this research. Interviews were conducted to gain first hand information regarding factors that are contributing towards teenage pregnancy in four secondary schools in Elliotdale, a rural area of the Eastern Cape. The theoretical construct framing this study is grounded in the theories of Bandura and Bronfenbrenner who shape an understanding of social cognitive theory and ecological systems theory. In the study poverty was a contributory factor as a result of unemployment. Ignorance, as well as the attitude of the learners towards moral values, were the major concerns and findings noted by the respondents in this study. The study revealed that the Elliotdale district officials are determined to find ways of eliminating the rate of teenage pregnancy in secondary schools; however, the approach by the district towards the implementation of the existing programmes is not effective. The school principals are unaware of the current policies on preventative measures regarding teenage pregnancy in schools.
- Full Text:
- Date Issued: 2010
- Authors: Konkco, Eunice Xoliswa
- Date: 2010
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16206 , http://hdl.handle.net/10353/d1016151
- Description: The focus for this study was to determine the factors that contribute towards teenage pregnancy in the Elliotdale sub-district in secondary schools, in the Eastern Cape. The researcher used the qualitative approach to obtain data from a sample of 8 pregnant learners, two departmental officials, four principals, four school governing body members, and four educators in this research. Interviews were conducted to gain first hand information regarding factors that are contributing towards teenage pregnancy in four secondary schools in Elliotdale, a rural area of the Eastern Cape. The theoretical construct framing this study is grounded in the theories of Bandura and Bronfenbrenner who shape an understanding of social cognitive theory and ecological systems theory. In the study poverty was a contributory factor as a result of unemployment. Ignorance, as well as the attitude of the learners towards moral values, were the major concerns and findings noted by the respondents in this study. The study revealed that the Elliotdale district officials are determined to find ways of eliminating the rate of teenage pregnancy in secondary schools; however, the approach by the district towards the implementation of the existing programmes is not effective. The school principals are unaware of the current policies on preventative measures regarding teenage pregnancy in schools.
- Full Text:
- Date Issued: 2010
An investigation into factors that influence parental involvement in the development of their children's literacy in the secondary school level: a case study of a combined school in the Eastern Cape
- Authors: Adam, Ndileka Primrose
- Date: 2010
- Subjects: Education -- Parent participation -- South Africa -- Eastern Cape Province , Literacy -- South Africa -- Eastern Cape Province , Education, Secondary -- Parent participation -- South Africa -- Eastern Cape Province , Reading (Secondary) -- South Africa -- Eastern Cape Province , Reading -- Parent participation -- South Africa -- Eastern Cape Province , Reading -- Ability testing -- South Africa -- Eastern Cape Province
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16158 , http://hdl.handle.net/10353/229 , Education -- Parent participation -- South Africa -- Eastern Cape Province , Literacy -- South Africa -- Eastern Cape Province , Education, Secondary -- Parent participation -- South Africa -- Eastern Cape Province , Reading (Secondary) -- South Africa -- Eastern Cape Province , Reading -- Parent participation -- South Africa -- Eastern Cape Province , Reading -- Ability testing -- South Africa -- Eastern Cape Province
- Description: The main purpose of this research was to investigate the factors that influence parental involvement in the development of their children's literacy in the senior phase. The concept of parental involvement has been perceived as one of the corneThe main purpose of this research was to investigate the factors that influence parental involvement in the development of their children's literacy in the senior phase. The concept of parental involvement has been perceived as one of the cornerstones that contribute positively to the effectiveness of the education that children receive. In the South African case, it is embodied in the legislation and is expected to permeate the education process at all levels. Many scholars perceive parental involvement as enhancing the development of children's literacy. As an interpretive orientated study, this research had an interest in understanding the subjective experiences and general factors that influence parental involvement in the development of their children's literacy in the secondary school level. In line with the protocols of the case study, this study used a combination of methods namely structured interviews, semi-structured interviews, focus groups and document analysis in collecting data. The findings of the study revealed different opinions on parental involvement. While some parents appreciate the importance of their involvement, there were, however, some parents who perceive it as a responsibility of educators. Despite these views, there were positive contributions that have been brought about by parental involvement in the development of their children's literacy. The study has also revealed that there are factors that influence parental involvement in the development of their children's literacy in the senior phase such as parents' lack of understanding of their roles, absence of guiding documents, lack of unity among stakeholders, age and qualifications. The intent of this research was to investigate factors that influence parental involvement in the development of their children's literacy in the secondary school level and to give some recommendations on how these can best be addressed.rstones that contribute positively to the effectiveness of the education that children receive. In the South African case, it is embodied in the legislation and is expected to permeate the education process at all levels. Many scholars perceive parental involvement as enhancing the development of children's literacy. As an interpretive orientated study, this research had an interest in understanding the subjective experiences and general factors that influence parental involvement in the development of their children's literacy in the secondary school level. In line with the protocols of the case study, this study used a combination of methods namely structured interviews, semi-structured interviews, focus groups and document analysis in collecting data. The findings of the study revealed different opinions on parental involvement. While some parents appreciate the importance of their involvement, there were, however, some parents who perceive it as a responsibility of educators. Despite these views, there were positive contributions that have been brought about by parental involvement in the development of their children's literacy. The study has also revealed that there are factors that influence parental involvement in the development of their children's literacy in the senior phase such as parents' lack of understanding of their roles, absence of guiding documents, lack of unity among stakeholders, age and qualifications. The intent of this research was to investigate factors that influence parental involvement in the development of their children's literacy in the secondary school level and to give some recommendations on how these can best be addressed.
- Full Text:
- Date Issued: 2010
- Authors: Adam, Ndileka Primrose
- Date: 2010
- Subjects: Education -- Parent participation -- South Africa -- Eastern Cape Province , Literacy -- South Africa -- Eastern Cape Province , Education, Secondary -- Parent participation -- South Africa -- Eastern Cape Province , Reading (Secondary) -- South Africa -- Eastern Cape Province , Reading -- Parent participation -- South Africa -- Eastern Cape Province , Reading -- Ability testing -- South Africa -- Eastern Cape Province
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16158 , http://hdl.handle.net/10353/229 , Education -- Parent participation -- South Africa -- Eastern Cape Province , Literacy -- South Africa -- Eastern Cape Province , Education, Secondary -- Parent participation -- South Africa -- Eastern Cape Province , Reading (Secondary) -- South Africa -- Eastern Cape Province , Reading -- Parent participation -- South Africa -- Eastern Cape Province , Reading -- Ability testing -- South Africa -- Eastern Cape Province
- Description: The main purpose of this research was to investigate the factors that influence parental involvement in the development of their children's literacy in the senior phase. The concept of parental involvement has been perceived as one of the corneThe main purpose of this research was to investigate the factors that influence parental involvement in the development of their children's literacy in the senior phase. The concept of parental involvement has been perceived as one of the cornerstones that contribute positively to the effectiveness of the education that children receive. In the South African case, it is embodied in the legislation and is expected to permeate the education process at all levels. Many scholars perceive parental involvement as enhancing the development of children's literacy. As an interpretive orientated study, this research had an interest in understanding the subjective experiences and general factors that influence parental involvement in the development of their children's literacy in the secondary school level. In line with the protocols of the case study, this study used a combination of methods namely structured interviews, semi-structured interviews, focus groups and document analysis in collecting data. The findings of the study revealed different opinions on parental involvement. While some parents appreciate the importance of their involvement, there were, however, some parents who perceive it as a responsibility of educators. Despite these views, there were positive contributions that have been brought about by parental involvement in the development of their children's literacy. The study has also revealed that there are factors that influence parental involvement in the development of their children's literacy in the senior phase such as parents' lack of understanding of their roles, absence of guiding documents, lack of unity among stakeholders, age and qualifications. The intent of this research was to investigate factors that influence parental involvement in the development of their children's literacy in the secondary school level and to give some recommendations on how these can best be addressed.rstones that contribute positively to the effectiveness of the education that children receive. In the South African case, it is embodied in the legislation and is expected to permeate the education process at all levels. Many scholars perceive parental involvement as enhancing the development of children's literacy. As an interpretive orientated study, this research had an interest in understanding the subjective experiences and general factors that influence parental involvement in the development of their children's literacy in the secondary school level. In line with the protocols of the case study, this study used a combination of methods namely structured interviews, semi-structured interviews, focus groups and document analysis in collecting data. The findings of the study revealed different opinions on parental involvement. While some parents appreciate the importance of their involvement, there were, however, some parents who perceive it as a responsibility of educators. Despite these views, there were positive contributions that have been brought about by parental involvement in the development of their children's literacy. The study has also revealed that there are factors that influence parental involvement in the development of their children's literacy in the senior phase such as parents' lack of understanding of their roles, absence of guiding documents, lack of unity among stakeholders, age and qualifications. The intent of this research was to investigate factors that influence parental involvement in the development of their children's literacy in the secondary school level and to give some recommendations on how these can best be addressed.
- Full Text:
- Date Issued: 2010
The role of school discipline in combating violence in schools in the East London region
- Authors: Smit, Marie Elizabeth
- Date: 2010
- Subjects: School violence -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16164 , http://hdl.handle.net/10353/224 , School violence -- South Africa -- Eastern Cape
- Description: This study focuses on the role of discipline in the establishment and maintenance of a safe school environment for learners and educators. In a mainly qualitative investigation, empirical data from four primary schools and five high schools in the East London Region of the Eastern Cape Province were collected by means of individual interviews and questionnaires. Historico-legal research also formed part of the literature review, thus law reports and articles from South Africa and other countries were included as part of the research process. This was done to shed light on the legal consequences of school violence and discipline, affecting the safe learning environment of learners. Perceptions of educators and learners in the selected schools regarding discipline and violence at their schools were collected by means of a survey. Three hundred and thirty questionnaires were completed by learners from the selected schools, and nine interviews were conducted with either the principal or a member of the senior management team of each school. The researcher also conducted further in-depth interviews with twenty learners from four schools (two primary and two high schools). These data were analysed in accordance with accepted procedures for qualitative data processing. The data revealed that a culture of violence exists in these schools, and that corporal punishment is still practised. Learners’ perceptions on safety and discipline at their schools revealed that bullying persists, especially when there is no teacher supervision. Participating educators’ experiences suggested the need for promoting positive discipline, and creating a safe learning environment for all, by involving parents in the education process and involving them in drawing up a code of conduct for the school.
- Full Text:
- Date Issued: 2010
- Authors: Smit, Marie Elizabeth
- Date: 2010
- Subjects: School violence -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16164 , http://hdl.handle.net/10353/224 , School violence -- South Africa -- Eastern Cape
- Description: This study focuses on the role of discipline in the establishment and maintenance of a safe school environment for learners and educators. In a mainly qualitative investigation, empirical data from four primary schools and five high schools in the East London Region of the Eastern Cape Province were collected by means of individual interviews and questionnaires. Historico-legal research also formed part of the literature review, thus law reports and articles from South Africa and other countries were included as part of the research process. This was done to shed light on the legal consequences of school violence and discipline, affecting the safe learning environment of learners. Perceptions of educators and learners in the selected schools regarding discipline and violence at their schools were collected by means of a survey. Three hundred and thirty questionnaires were completed by learners from the selected schools, and nine interviews were conducted with either the principal or a member of the senior management team of each school. The researcher also conducted further in-depth interviews with twenty learners from four schools (two primary and two high schools). These data were analysed in accordance with accepted procedures for qualitative data processing. The data revealed that a culture of violence exists in these schools, and that corporal punishment is still practised. Learners’ perceptions on safety and discipline at their schools revealed that bullying persists, especially when there is no teacher supervision. Participating educators’ experiences suggested the need for promoting positive discipline, and creating a safe learning environment for all, by involving parents in the education process and involving them in drawing up a code of conduct for the school.
- Full Text:
- Date Issued: 2010
An exploration of the roles of the parent SGB members in the SGB: a case study of two selected rural primary schools in the King Williams Town district
- Authors: Mavuso, Mzuyanda Percival
- Date: 2009
- Subjects: School management and organization -- South Africa -- Eastern Cape , School management and organization -- Parent participation -- Eastern Cape , School boards -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: http://hdl.handle.net/10353/1323 , vital:26546 , School management and organization -- South Africa -- Eastern Cape , School management and organization -- Parent participation -- Eastern Cape , School boards -- South Africa -- Eastern Cape
- Description: The aim of this study was to explore the roles of the parent SGB members in the School Governing Bodies (SGB) of two selected rural primary schools in the King Williams Town District. This was achieved by applying the qualitative approach within the parameters of the interpretivist paradigm. Structured interviews, semi structured interviews, document analysis and non-participatory observation methods were used at two sites that were purposely sampled. The samples in both schools were made up of SGB chairperson, SGB secretary, treasurer, one additional member, principal and non SGB parents. From the findings it emerged that the principal and SGB chairperson work in partnership in the business of school governance. However, principals seemed to dominate their SGB chairpersons who in most cases seem to be less competent than the principals. Parent SGB members seem to be dependent upon the educators in most cases on issues of school governance and they do not differentiate between their role and that of the SMT. Most SGB subcommittees seem to be dysfunctional and it was clear from the data that educators were the persons who dealt with school finances and matters of procurement. The majority of parent SGB members do not know what policies the school must adopt.
- Full Text:
- Date Issued: 2009
- Authors: Mavuso, Mzuyanda Percival
- Date: 2009
- Subjects: School management and organization -- South Africa -- Eastern Cape , School management and organization -- Parent participation -- Eastern Cape , School boards -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: http://hdl.handle.net/10353/1323 , vital:26546 , School management and organization -- South Africa -- Eastern Cape , School management and organization -- Parent participation -- Eastern Cape , School boards -- South Africa -- Eastern Cape
- Description: The aim of this study was to explore the roles of the parent SGB members in the School Governing Bodies (SGB) of two selected rural primary schools in the King Williams Town District. This was achieved by applying the qualitative approach within the parameters of the interpretivist paradigm. Structured interviews, semi structured interviews, document analysis and non-participatory observation methods were used at two sites that were purposely sampled. The samples in both schools were made up of SGB chairperson, SGB secretary, treasurer, one additional member, principal and non SGB parents. From the findings it emerged that the principal and SGB chairperson work in partnership in the business of school governance. However, principals seemed to dominate their SGB chairpersons who in most cases seem to be less competent than the principals. Parent SGB members seem to be dependent upon the educators in most cases on issues of school governance and they do not differentiate between their role and that of the SMT. Most SGB subcommittees seem to be dysfunctional and it was clear from the data that educators were the persons who dealt with school finances and matters of procurement. The majority of parent SGB members do not know what policies the school must adopt.
- Full Text:
- Date Issued: 2009
An investigation into the formative assessment practices of teachers in selected Fort Beaufort schools: a case study in the Eastern Cape
- Authors: Kuze, Mongezi William
- Date: 2009
- Subjects: Competency-based education -- South Africa , Education and state -- South Africa -- Eastern Cape , Educational planning -- South Africa -- Eastern Cape , Technology -- Study and teaching -- South Africa -- Eastern Cape , Assessment, Evaluation, and Programming System -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16162 , http://hdl.handle.net/10353/226
- Description: South Africa has, since 1994 undergone significant political, social and economic changes and all these changes have had an effect in most of the governmental departments. One department adversely affected in particular, is the Department of Education (DoE). The implementation of a large number of educational policies being developed at national and provincial levels to bring about radical changes, leave much to desire. That has led the researcher to be investigating Teachers’ Formative Assessment Practices in Grade 9 Technology classrooms of selected schools in the Fort Beaufort District of Education. The DoE had explored ways to better educate learners and to improve the entire school performance, hence the introduction of the new methods of assessment, to quote but one, assessment policy No. 19640 of 1998. The new assessment policy in the GET Band is a means of assessing learners in order to enhance individual growth and development; to monitor the progress of learners; and to facilitate their learning. This policy states that assessment and feedback are integral to the teaching and learning process and policy planners and practitioners must be adequately prepared to implement these policies. Assessment is the most powerful lever educators use to influence the way learners respond to teaching and behave as learners. It is crucial that appropriate and effective methods of assessment are employed to ensure effective learning. Therefore, the study examined, within the interpretive paradigm and taking a constructivist approach, experiences and concerns raised by participants concerning the implementation of formative assessment in the case. In order to investigate teachers’ perceptions and the implementation of formative assessment practices, in relation to emerging educational policies, one Grade 9 learning area – Technology - in five schools were purposefully sampled. Data from the participants were mainly collected employing qualitative methods, being in-depth interviews, observations and document studies. The main findings of the study were that participants’ (School Management Team members, teachers and learners) perceptions were not quite clear pertaining to what formative assessment is all about. They did not know how to implement it in their classes and as a result had a negative impact on them. This led to recommending that these practitioners must adequately and rigorously be re-trained in implementing the policy. The DoE ought to outsource such trainings to tertiary institution for certification purposes. In future, the DoE should, before implementing any policy, make sure facilitators know the policy, are adequately and thoroughly trained and skilled before embarking on any further training of policy practitioners.
- Full Text:
- Date Issued: 2009
- Authors: Kuze, Mongezi William
- Date: 2009
- Subjects: Competency-based education -- South Africa , Education and state -- South Africa -- Eastern Cape , Educational planning -- South Africa -- Eastern Cape , Technology -- Study and teaching -- South Africa -- Eastern Cape , Assessment, Evaluation, and Programming System -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16162 , http://hdl.handle.net/10353/226
- Description: South Africa has, since 1994 undergone significant political, social and economic changes and all these changes have had an effect in most of the governmental departments. One department adversely affected in particular, is the Department of Education (DoE). The implementation of a large number of educational policies being developed at national and provincial levels to bring about radical changes, leave much to desire. That has led the researcher to be investigating Teachers’ Formative Assessment Practices in Grade 9 Technology classrooms of selected schools in the Fort Beaufort District of Education. The DoE had explored ways to better educate learners and to improve the entire school performance, hence the introduction of the new methods of assessment, to quote but one, assessment policy No. 19640 of 1998. The new assessment policy in the GET Band is a means of assessing learners in order to enhance individual growth and development; to monitor the progress of learners; and to facilitate their learning. This policy states that assessment and feedback are integral to the teaching and learning process and policy planners and practitioners must be adequately prepared to implement these policies. Assessment is the most powerful lever educators use to influence the way learners respond to teaching and behave as learners. It is crucial that appropriate and effective methods of assessment are employed to ensure effective learning. Therefore, the study examined, within the interpretive paradigm and taking a constructivist approach, experiences and concerns raised by participants concerning the implementation of formative assessment in the case. In order to investigate teachers’ perceptions and the implementation of formative assessment practices, in relation to emerging educational policies, one Grade 9 learning area – Technology - in five schools were purposefully sampled. Data from the participants were mainly collected employing qualitative methods, being in-depth interviews, observations and document studies. The main findings of the study were that participants’ (School Management Team members, teachers and learners) perceptions were not quite clear pertaining to what formative assessment is all about. They did not know how to implement it in their classes and as a result had a negative impact on them. This led to recommending that these practitioners must adequately and rigorously be re-trained in implementing the policy. The DoE ought to outsource such trainings to tertiary institution for certification purposes. In future, the DoE should, before implementing any policy, make sure facilitators know the policy, are adequately and thoroughly trained and skilled before embarking on any further training of policy practitioners.
- Full Text:
- Date Issued: 2009
An investigation into the social experiences of dropouts following their reenrollment in secondary schools in Stutterheim district: implications for school leadership
- Authors: Smith, Elizabeth Marrie
- Date: 2009
- Subjects: High school dropouts -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16165 , http://hdl.handle.net/10353/222 , http://hdl.handle.net/10353/d1000031 , High school dropouts -- South Africa -- Eastern Cape
- Description: Many secondary schools in the Eastern Cape and else where in South African are facing a drop out crisis but a proportion of these dropouts return to school to complete their education. The kind of social experiences that dropouts have as they reenrol and reintegrate in school remains an under-research aspect in the discourse on education access. The purpose of this study was to investigate the factors that prompted dropouts to reenrol in school and the social life experiences of these learners in school. It was also to explore school leaders‟ reactions towards these experiences, and the implications for school leadership of the dropouts‟ experiences. Using qualitative methodologies, involving a sample of 15 dropouts and two school leaders, the study found multiple motives, associated with individual characteristics of dropouts and the institutional characteristics of their family and the labour market, prompting reenrolment. Institutional characteristics at the school level were not featured. Regarding social life at school, it found that while some participants had positive social experiences, which reinforced their motivation to pursue their education, others experienced the school context as socially hostile. The nature of the social hostility is described, but school leaders seem insensitive to many of the social integration challenges that confront dropouts. Several implications for school leadership have been drawn out, including the view that while there are a variety of leverage points for addressing the social hostility problems, the social development of dropouts who experienced hostility stand to wither if supportive measures are not implemented to help them reintegrate. While the research provides new insights into the experiences of dropouts in school, it had the limitation of being a case study whose findings cannot be generalised.
- Full Text:
- Date Issued: 2009
- Authors: Smith, Elizabeth Marrie
- Date: 2009
- Subjects: High school dropouts -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16165 , http://hdl.handle.net/10353/222 , http://hdl.handle.net/10353/d1000031 , High school dropouts -- South Africa -- Eastern Cape
- Description: Many secondary schools in the Eastern Cape and else where in South African are facing a drop out crisis but a proportion of these dropouts return to school to complete their education. The kind of social experiences that dropouts have as they reenrol and reintegrate in school remains an under-research aspect in the discourse on education access. The purpose of this study was to investigate the factors that prompted dropouts to reenrol in school and the social life experiences of these learners in school. It was also to explore school leaders‟ reactions towards these experiences, and the implications for school leadership of the dropouts‟ experiences. Using qualitative methodologies, involving a sample of 15 dropouts and two school leaders, the study found multiple motives, associated with individual characteristics of dropouts and the institutional characteristics of their family and the labour market, prompting reenrolment. Institutional characteristics at the school level were not featured. Regarding social life at school, it found that while some participants had positive social experiences, which reinforced their motivation to pursue their education, others experienced the school context as socially hostile. The nature of the social hostility is described, but school leaders seem insensitive to many of the social integration challenges that confront dropouts. Several implications for school leadership have been drawn out, including the view that while there are a variety of leverage points for addressing the social hostility problems, the social development of dropouts who experienced hostility stand to wither if supportive measures are not implemented to help them reintegrate. While the research provides new insights into the experiences of dropouts in school, it had the limitation of being a case study whose findings cannot be generalised.
- Full Text:
- Date Issued: 2009
An investigation of teachers' perceptions of their professionalism: a case study of three schools in the Butterworth district, Eastern Cape
- Authors: Mpahla, Ntando Elliot
- Date: 2009
- Subjects: Teacher effectiveness -- South Africa -- Eastern Cape Province
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16163 , http://hdl.handle.net/10353/206 , Teacher effectiveness -- South Africa -- Eastern Cape Province
- Description: The study investigates teachers’ perceptions of their professionalism and how this professionalism is observed by both teachers and school community. The investigation takes place at three Junior Secondary Schools. In composing the research, the researcher adopted a qualitative and quantitative approach based on an interpretive paradigm. The study is concerned with how teachers view themselves as professional people. Since the extent of teachers’ professionalism is always questioned by the school community, teachers’ professionalism is not guaranteed to be easily accepted and recognised. The findings reveal that teachers in general accept the fact that they face an enormous challenge in performing their duties as they are required to act professionally and ethically at all times. SACE, the education “watchdog” has further strengthened the issue by proclaiming legally enforced ethical standards for teachers in South Africa. The study describes how teachers who joined the teaching profession for different reasons conceptualise teacher professionalism differently from each other but also agreeing on other issues. The findings of this study also show how educational policies, teachers’ conditions of service, personal beliefs and relationships between parents, learners and teachers can influence teacher professionalism.
- Full Text:
- Date Issued: 2009
- Authors: Mpahla, Ntando Elliot
- Date: 2009
- Subjects: Teacher effectiveness -- South Africa -- Eastern Cape Province
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16163 , http://hdl.handle.net/10353/206 , Teacher effectiveness -- South Africa -- Eastern Cape Province
- Description: The study investigates teachers’ perceptions of their professionalism and how this professionalism is observed by both teachers and school community. The investigation takes place at three Junior Secondary Schools. In composing the research, the researcher adopted a qualitative and quantitative approach based on an interpretive paradigm. The study is concerned with how teachers view themselves as professional people. Since the extent of teachers’ professionalism is always questioned by the school community, teachers’ professionalism is not guaranteed to be easily accepted and recognised. The findings reveal that teachers in general accept the fact that they face an enormous challenge in performing their duties as they are required to act professionally and ethically at all times. SACE, the education “watchdog” has further strengthened the issue by proclaiming legally enforced ethical standards for teachers in South Africa. The study describes how teachers who joined the teaching profession for different reasons conceptualise teacher professionalism differently from each other but also agreeing on other issues. The findings of this study also show how educational policies, teachers’ conditions of service, personal beliefs and relationships between parents, learners and teachers can influence teacher professionalism.
- Full Text:
- Date Issued: 2009
Determinants of grade 9 learners' intention to select science/applied sciences as curriculum stream for grade 10: an exploratory study of selected secondary schools in Amathole district
- Authors: Komle, Lindumzi Johnson
- Date: 2009
- Subjects: Curriculum planning -- South Africa -- Eastern Cape , Science -- Study and teaching -- South Africa -- Eastern Cape , Technology -- Study and teaching -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16157 , http://hdl.handle.net/10353/223 , Curriculum planning -- South Africa -- Eastern Cape , Science -- Study and teaching -- South Africa -- Eastern Cape , Technology -- Study and teaching -- South Africa -- Eastern Cape
- Description: In schools in the Amathole District and throughout the rest of South Africa efforts are being made to encourage learners to pursue the Science and Applied Science curriculum stream in Grades 10 to 12. The aim of this study was both to determine and to explore those factors which, according to grade 9 learners, would either attract them to or deter them from following the Science and Applied Science curriculum stream from Grade 10 onwards. The study also sought to ascertain the views of teachers regarding the issues raised by the learners. A sample comprising 346 learners and 3 teachers were involved in the study. Using both quantitative and qualitative methods within the context of a post-positivist paradigm and utilising questionnaires and interviews, the study found that, consistent with existing research, there are both intrinsic and extrinsic related factors which play a role in the intention of learners to consider pursuing the Science and Applied Science curriculum stream. The intrinsic factors include learners‟ enjoyment of practical work and love for the Science and Applied Science. Extrinsic factors include perception that jobs in the field of Science and Applied Science compensate well. However, it was the intrinsic factors that pushed the learners to have the intention to follow the Science and Applied Science curriculum stream. Sociological, economic and personal dynamics seem to account for these patterns in the results. By contrast, two key sets of factors deterred the learners from the Science and Applied Science curriculum stream. One relates to factors in their internal loci of control, and the other to factors in learners‟ external loci of control. The internal locus of control factors had a greater influence, which suggests, according to attribution theorists, that the learners were inclined to look within themselves for the reasons that deterred them from the Science and Applied Science curriculum stream. In addition, a cluster analysis was conducted to ascertain whether the demographic profiles of the learners played a role in respect of their intention to pursue the Science and Applied Science curriculum stream. This cluster analysis revealed that, in terms of gender, males were more inclined than females to follow the Science and Applied Science stream. However, it was also significant that peer influence played an important role in attracting males to the Science and Applied Science curriculum stream, whereas it was career interest factors that attracted the females. In terms of ethnic groups, Indians and blacks were more inclined than coloureds and whites to follow the Science and Applied Science stream with whites being the least attracted to this stream. Career choice dynamics provide some explanations for these outcomes. The key contribution of this study lies in the fact that the study has shown that practical work as a teaching strategy may result in greater learner participation in the Science and Applied Science curriculum stream. The study recommends that, in order to promote greater participation in the Science and Applied Science curriculum stream in schools, strategies related to teaching in terms of which both genders are taken into consideration should be implemented. Other recommendations were also made. Nevertheless, it must be borne in mind that the study is a case study and that it is, therefore, not possible to generalise the findings.
- Full Text:
- Date Issued: 2009
- Authors: Komle, Lindumzi Johnson
- Date: 2009
- Subjects: Curriculum planning -- South Africa -- Eastern Cape , Science -- Study and teaching -- South Africa -- Eastern Cape , Technology -- Study and teaching -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16157 , http://hdl.handle.net/10353/223 , Curriculum planning -- South Africa -- Eastern Cape , Science -- Study and teaching -- South Africa -- Eastern Cape , Technology -- Study and teaching -- South Africa -- Eastern Cape
- Description: In schools in the Amathole District and throughout the rest of South Africa efforts are being made to encourage learners to pursue the Science and Applied Science curriculum stream in Grades 10 to 12. The aim of this study was both to determine and to explore those factors which, according to grade 9 learners, would either attract them to or deter them from following the Science and Applied Science curriculum stream from Grade 10 onwards. The study also sought to ascertain the views of teachers regarding the issues raised by the learners. A sample comprising 346 learners and 3 teachers were involved in the study. Using both quantitative and qualitative methods within the context of a post-positivist paradigm and utilising questionnaires and interviews, the study found that, consistent with existing research, there are both intrinsic and extrinsic related factors which play a role in the intention of learners to consider pursuing the Science and Applied Science curriculum stream. The intrinsic factors include learners‟ enjoyment of practical work and love for the Science and Applied Science. Extrinsic factors include perception that jobs in the field of Science and Applied Science compensate well. However, it was the intrinsic factors that pushed the learners to have the intention to follow the Science and Applied Science curriculum stream. Sociological, economic and personal dynamics seem to account for these patterns in the results. By contrast, two key sets of factors deterred the learners from the Science and Applied Science curriculum stream. One relates to factors in their internal loci of control, and the other to factors in learners‟ external loci of control. The internal locus of control factors had a greater influence, which suggests, according to attribution theorists, that the learners were inclined to look within themselves for the reasons that deterred them from the Science and Applied Science curriculum stream. In addition, a cluster analysis was conducted to ascertain whether the demographic profiles of the learners played a role in respect of their intention to pursue the Science and Applied Science curriculum stream. This cluster analysis revealed that, in terms of gender, males were more inclined than females to follow the Science and Applied Science stream. However, it was also significant that peer influence played an important role in attracting males to the Science and Applied Science curriculum stream, whereas it was career interest factors that attracted the females. In terms of ethnic groups, Indians and blacks were more inclined than coloureds and whites to follow the Science and Applied Science stream with whites being the least attracted to this stream. Career choice dynamics provide some explanations for these outcomes. The key contribution of this study lies in the fact that the study has shown that practical work as a teaching strategy may result in greater learner participation in the Science and Applied Science curriculum stream. The study recommends that, in order to promote greater participation in the Science and Applied Science curriculum stream in schools, strategies related to teaching in terms of which both genders are taken into consideration should be implemented. Other recommendations were also made. Nevertheless, it must be borne in mind that the study is a case study and that it is, therefore, not possible to generalise the findings.
- Full Text:
- Date Issued: 2009
Exploring approaches to teaching reading skills in English at senior phase in secondary schools in Mbizana district in the Eastern Cape: a case study
- Masilo, Appolonia Nteboheleng
- Authors: Masilo, Appolonia Nteboheleng
- Date: 2008
- Subjects: Reading (Secondary) -- South Africa -- Eastern Cape Province
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16161 , http://hdl.handle.net/10353/204 , Reading (Secondary) -- South Africa -- Eastern Cape Province
- Description: During the process of this research, the main objective was to explore the approaches that the teachers use to teach reading in English First Additional Language (FAL) in senior phase at General Education and Training (GET). This was due to the observed weak performance of learners in reading, especially in GET phases. To achieve this, 20 participants tha t consisted of 4 English FAL teachers and 16 learners of grades 8 and 9 were selected. The research focused on teacher perceptions and implementation of language teaching approaches. Learners were involved in the research in order to see whether the used approaches give learners a balanced experience of intensive and extensive programmes. The study found that there were a number of factors that contributed to the learners’ weak performance in reading. These included, among others, lack of balance between intensive and extensive reading programmes, with intensive reading getting more attention than extensive reading; lack of reading material in schools, especially for further exposure, pleasure and amusement; little or no exposure of learners to wider reading; inadequate teacher pre-service and inservice reading programmes; teachers’ misconception of extensive reading; learners’ home environment that does not encourage reading; lack of parental support and community involvement. These all affected negatively the learners’ v development of reading skills. The study made some recommendations for the improvement of teacher education programmes and reading resources in schools and communities. schools.
- Full Text:
- Date Issued: 2008
- Authors: Masilo, Appolonia Nteboheleng
- Date: 2008
- Subjects: Reading (Secondary) -- South Africa -- Eastern Cape Province
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16161 , http://hdl.handle.net/10353/204 , Reading (Secondary) -- South Africa -- Eastern Cape Province
- Description: During the process of this research, the main objective was to explore the approaches that the teachers use to teach reading in English First Additional Language (FAL) in senior phase at General Education and Training (GET). This was due to the observed weak performance of learners in reading, especially in GET phases. To achieve this, 20 participants tha t consisted of 4 English FAL teachers and 16 learners of grades 8 and 9 were selected. The research focused on teacher perceptions and implementation of language teaching approaches. Learners were involved in the research in order to see whether the used approaches give learners a balanced experience of intensive and extensive programmes. The study found that there were a number of factors that contributed to the learners’ weak performance in reading. These included, among others, lack of balance between intensive and extensive reading programmes, with intensive reading getting more attention than extensive reading; lack of reading material in schools, especially for further exposure, pleasure and amusement; little or no exposure of learners to wider reading; inadequate teacher pre-service and inservice reading programmes; teachers’ misconception of extensive reading; learners’ home environment that does not encourage reading; lack of parental support and community involvement. These all affected negatively the learners’ v development of reading skills. The study made some recommendations for the improvement of teacher education programmes and reading resources in schools and communities. schools.
- Full Text:
- Date Issued: 2008