The implementation of project work by selected grade 10 life science teachers in Namibia
- Authors: Angula, Alina Hambelela
- Date: 2009
- Subjects: Education -- Namibia Life sciences -- Study and teaching (Secondary) -- Namibia Project method in teaching -- Namibia School improvement programs -- Namibia Teachers -- Training of -- Namibia Curriculum planning -- Namibia Educational change -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1567 , http://hdl.handle.net/10962/d1003449
- Description: Prior to independence in Namibia in 1990 the education system of the day did not encourage the majority of Namibian learners to explore and investigate the wonder of the natural and physical world. The post independence education system has nurtured the study of the sciences and has emphasized participation, problem solving and independent studies. The inclusion of projects and other independent studies has been regarded as a key vehicle to develop scientific understanding and competencies related to this understanding. However, very few studies have hitherto investigated the teachers’ understanding and implementation of projects in the Namibian context. This study investigates how Grade 10 Life Science teachers understand and implement projects in selected schools in Namibia. The study focused on two teachers in two schools, a combined and a senior secondary school in the Oshikoto educational region of Namibia. The research was conducted through an interpretive case study aiming to gain a better understanding about the implementation of projects in schools. Data were collected through semi-structured interviews, classroom observation and document analysis. The findings indicate that despite the focus on projects in the Life Science syllabus and broad curriculum, policy documents do not give detailed guidelines on how projects should be planned, organized and assessed. The results revealed that knowledge about projects and their implementation is primarily informed by practical activities rather than the critical enquiries or investigations required by the Life Science curriculum policy. The study also revealed that despite the in-service training received by the two teachers participating in this study on syllabus interpretation, it is apparent from the findings that project work in these in-service programmes was neglected. This has further hampered teachers’ understanding and implementation of projects. The findings of this study point to a need for project guidelines as well as in-service programmes in this area if the stated nature and role of projects in the context of Namibian education policy is to be achieved.
- Full Text:
- Date Issued: 2009
- Authors: Angula, Alina Hambelela
- Date: 2009
- Subjects: Education -- Namibia Life sciences -- Study and teaching (Secondary) -- Namibia Project method in teaching -- Namibia School improvement programs -- Namibia Teachers -- Training of -- Namibia Curriculum planning -- Namibia Educational change -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1567 , http://hdl.handle.net/10962/d1003449
- Description: Prior to independence in Namibia in 1990 the education system of the day did not encourage the majority of Namibian learners to explore and investigate the wonder of the natural and physical world. The post independence education system has nurtured the study of the sciences and has emphasized participation, problem solving and independent studies. The inclusion of projects and other independent studies has been regarded as a key vehicle to develop scientific understanding and competencies related to this understanding. However, very few studies have hitherto investigated the teachers’ understanding and implementation of projects in the Namibian context. This study investigates how Grade 10 Life Science teachers understand and implement projects in selected schools in Namibia. The study focused on two teachers in two schools, a combined and a senior secondary school in the Oshikoto educational region of Namibia. The research was conducted through an interpretive case study aiming to gain a better understanding about the implementation of projects in schools. Data were collected through semi-structured interviews, classroom observation and document analysis. The findings indicate that despite the focus on projects in the Life Science syllabus and broad curriculum, policy documents do not give detailed guidelines on how projects should be planned, organized and assessed. The results revealed that knowledge about projects and their implementation is primarily informed by practical activities rather than the critical enquiries or investigations required by the Life Science curriculum policy. The study also revealed that despite the in-service training received by the two teachers participating in this study on syllabus interpretation, it is apparent from the findings that project work in these in-service programmes was neglected. This has further hampered teachers’ understanding and implementation of projects. The findings of this study point to a need for project guidelines as well as in-service programmes in this area if the stated nature and role of projects in the context of Namibian education policy is to be achieved.
- Full Text:
- Date Issued: 2009
An investigation into the persistence of traditional teaching methods in grade 9 mathematics classrooms in Rundu : a case study
- Authors: Ausiku, Charity M
- Date: 2009
- Subjects: Mathematics -- Study and teaching (Secondary) -- Namibia -- Case studies Mathematics teachers -- Training of -- Namibia -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1852 , http://hdl.handle.net/10962/d1004461
- Description: I embarked upon this study to investigate mathematics teachers' practices that have led to the persistence of traditional teaching methods in grade 9 mathematics classrooms in Rundu. The study was conducted from a learner-centred (L-C) perspective or reform approach in the Namibian context. It is a qualitative study oriented in the interpretive paradigm- a paradigm that seeks to understand the meanings attached to human actions. The participants involved in this study were purposively selected and they are composed of two mathematics teachers and their grade 9 learners. This study was conducted at two schools in Rundu. One is an urban school while the other one is a rural school on the outskirts of Rundu. The research tools employed in this study are questionnaires, interviews and observations. The questionnaires were used to identify and select my participants while the observations were used to investigate the participants teaching strategies. The purpose of the interviews was mainly to investigate teachers' understanding, interpretation and implementation of learner-centre education (LCE). Amongst other findings, this study reveals that inadequate teacher-training, controversial educational policies and challenges such as overcrowdedness in mathematics classrooms, lack of teaching and learning materials, lack of cooperation among mathematics teachers and learners' negative attitude towards mathematics are some of the contributing factors to the persistence of traditional teaching methods in mathematics classrooms. Moreover, the study reveals that the persistence of traditional teaching methods in mathematics classes can no longer be attributed to the lack of understanding of LCE. The teachers in this study seem to be well acquainted with the theoretical aspect of the LCE framework while the implementation aspect seems to be a concern.
- Full Text:
- Date Issued: 2009
- Authors: Ausiku, Charity M
- Date: 2009
- Subjects: Mathematics -- Study and teaching (Secondary) -- Namibia -- Case studies Mathematics teachers -- Training of -- Namibia -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1852 , http://hdl.handle.net/10962/d1004461
- Description: I embarked upon this study to investigate mathematics teachers' practices that have led to the persistence of traditional teaching methods in grade 9 mathematics classrooms in Rundu. The study was conducted from a learner-centred (L-C) perspective or reform approach in the Namibian context. It is a qualitative study oriented in the interpretive paradigm- a paradigm that seeks to understand the meanings attached to human actions. The participants involved in this study were purposively selected and they are composed of two mathematics teachers and their grade 9 learners. This study was conducted at two schools in Rundu. One is an urban school while the other one is a rural school on the outskirts of Rundu. The research tools employed in this study are questionnaires, interviews and observations. The questionnaires were used to identify and select my participants while the observations were used to investigate the participants teaching strategies. The purpose of the interviews was mainly to investigate teachers' understanding, interpretation and implementation of learner-centre education (LCE). Amongst other findings, this study reveals that inadequate teacher-training, controversial educational policies and challenges such as overcrowdedness in mathematics classrooms, lack of teaching and learning materials, lack of cooperation among mathematics teachers and learners' negative attitude towards mathematics are some of the contributing factors to the persistence of traditional teaching methods in mathematics classrooms. Moreover, the study reveals that the persistence of traditional teaching methods in mathematics classes can no longer be attributed to the lack of understanding of LCE. The teachers in this study seem to be well acquainted with the theoretical aspect of the LCE framework while the implementation aspect seems to be a concern.
- Full Text:
- Date Issued: 2009
Grade 10 life science teachers' understanding and development of critical thinking skills in selected schools in Namibia
- Authors: Avia, Ndiyakuphi
- Date: 2009
- Subjects: Education -- Namibia Life sciences -- Study and teaching (Secondary) -- Namibia Critical thinking -- Study and teaching (Secondary) -- Namibia Education -- Curricula -- Namibia Educational change -- Namibia Teachers -- Training of -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1550 , http://hdl.handle.net/10962/d1003432
- Description: The educational reform policy in Namibia adopted the principles and practice of learner-centred education, a policy based on constructivist epistemology. This approach emphasises that learners are constructors of knowledge and that they must discover information and construct their own learning. Constructivist techniques require the use of critical thinking through learners’ active involvement in the learning process. The aim is for learners to use critical thinking to identify problems, ask questions, reason, examine and solve problems in real situations and make sound decisions. This approach provides learners with activities and experiences that stimulate them to learn to think for themselves and to ask questions. Therefore, teachers need to design activities that require learners to think critically and act independently through mastering these various modes of inquiry. The purpose of this study was to explore how the selected Grade 10 Life Science teachers understand and implement critical thinking in their teaching practice. I conducted the study in two secondary schools from the Omusati region in Namibia using a case study to gain insight into the implementation of critical thinking. Three data collection instruments: interviews, document analysis and class observations were used. The reason for conducting this study was to gain a better understanding of how teachers use various strategies to foster critical thinking skills in Life Science and the challenges they experience in teaching in secondary schools. The results of the study revealed that teachers have a theoretical understanding of what critical thinking implies and the role it plays in learning. They are also aware of the strategies used to develop critical thinking skills. However, these theoretical perspectives do not reflect in their teaching in that some of the strategies that the teachers used did not bring about meaningful learning. Learners are still required to recall factual knowledge, thus active involvement of the learners is limited. The study also revealed that there are specific issues that hamper the implementation of critical thinking, which include superficial understanding of learner-centered education, teacher-tell approach, overcrowded curriculum, inexplicit syllabus, lack of good examples from the textbooks and examinations, too short lesson periods, lack of language proficiency and lack of professional development. The findings indicate that despite the theoretical understanding of the teachers in this study, their actual practice of developing critical thinking skills is problematic. The study concludes that teachers should be encouraged to design better-structured activities in order to involve learners beyond just being listeners. In light of these findings, the study recognizes a need for ongoing in-service professional development to support teachers in modelling critical thinking to their learners and to teach them to think critically. The findings of the study will serve to inform both my and my colleague’s professional practice as advisory teachers with regard to what to focus on when advising and supporting the teachers in schools.
- Full Text:
- Date Issued: 2009
- Authors: Avia, Ndiyakuphi
- Date: 2009
- Subjects: Education -- Namibia Life sciences -- Study and teaching (Secondary) -- Namibia Critical thinking -- Study and teaching (Secondary) -- Namibia Education -- Curricula -- Namibia Educational change -- Namibia Teachers -- Training of -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1550 , http://hdl.handle.net/10962/d1003432
- Description: The educational reform policy in Namibia adopted the principles and practice of learner-centred education, a policy based on constructivist epistemology. This approach emphasises that learners are constructors of knowledge and that they must discover information and construct their own learning. Constructivist techniques require the use of critical thinking through learners’ active involvement in the learning process. The aim is for learners to use critical thinking to identify problems, ask questions, reason, examine and solve problems in real situations and make sound decisions. This approach provides learners with activities and experiences that stimulate them to learn to think for themselves and to ask questions. Therefore, teachers need to design activities that require learners to think critically and act independently through mastering these various modes of inquiry. The purpose of this study was to explore how the selected Grade 10 Life Science teachers understand and implement critical thinking in their teaching practice. I conducted the study in two secondary schools from the Omusati region in Namibia using a case study to gain insight into the implementation of critical thinking. Three data collection instruments: interviews, document analysis and class observations were used. The reason for conducting this study was to gain a better understanding of how teachers use various strategies to foster critical thinking skills in Life Science and the challenges they experience in teaching in secondary schools. The results of the study revealed that teachers have a theoretical understanding of what critical thinking implies and the role it plays in learning. They are also aware of the strategies used to develop critical thinking skills. However, these theoretical perspectives do not reflect in their teaching in that some of the strategies that the teachers used did not bring about meaningful learning. Learners are still required to recall factual knowledge, thus active involvement of the learners is limited. The study also revealed that there are specific issues that hamper the implementation of critical thinking, which include superficial understanding of learner-centered education, teacher-tell approach, overcrowded curriculum, inexplicit syllabus, lack of good examples from the textbooks and examinations, too short lesson periods, lack of language proficiency and lack of professional development. The findings indicate that despite the theoretical understanding of the teachers in this study, their actual practice of developing critical thinking skills is problematic. The study concludes that teachers should be encouraged to design better-structured activities in order to involve learners beyond just being listeners. In light of these findings, the study recognizes a need for ongoing in-service professional development to support teachers in modelling critical thinking to their learners and to teach them to think critically. The findings of the study will serve to inform both my and my colleague’s professional practice as advisory teachers with regard to what to focus on when advising and supporting the teachers in schools.
- Full Text:
- Date Issued: 2009
Investigating teacher's perceptions about the value and implementation of Arts at the lower primary phase: a case study in selected schools in Namibia
- Authors: Chombo, Stanley Chombo
- Date: 2009
- Subjects: Education -- Namibia Teachers -- Attitudes -- Namibia Arts -- Study and teaching (Elementary) -- Namibia -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1952 , http://hdl.handle.net/10962/d1008207
- Description: This study was conducted in order to investigate teachers' perceptions about the value and implementation of Arts in the Lower Primary Phase. The study adopted a qualitative approach and seeks to investigate (a) teachers' perceptions of the role and value of Arts at the Lower Primary Phase (b) the issues and problems teachers have in teaching Arts as a separate subject at the Lower Primary Phase (c) the opportunities for incorporating Arts with other subjects and with the cross-curricular issues. The data was gathered by using interviews, class observations and document analysis. The study focused on six teachers in two Schools in the Caprivi education region of the Republic of Namibia. The findings of the study revealed that Arts stimulates the learner's imagination and creativity. The teachers felt that by encouraging learners to explore their creativity through Arts we maintain the practice of the Arts through drawing, carving, modelling and music.
- Full Text:
- Date Issued: 2009
- Authors: Chombo, Stanley Chombo
- Date: 2009
- Subjects: Education -- Namibia Teachers -- Attitudes -- Namibia Arts -- Study and teaching (Elementary) -- Namibia -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1952 , http://hdl.handle.net/10962/d1008207
- Description: This study was conducted in order to investigate teachers' perceptions about the value and implementation of Arts in the Lower Primary Phase. The study adopted a qualitative approach and seeks to investigate (a) teachers' perceptions of the role and value of Arts at the Lower Primary Phase (b) the issues and problems teachers have in teaching Arts as a separate subject at the Lower Primary Phase (c) the opportunities for incorporating Arts with other subjects and with the cross-curricular issues. The data was gathered by using interviews, class observations and document analysis. The study focused on six teachers in two Schools in the Caprivi education region of the Republic of Namibia. The findings of the study revealed that Arts stimulates the learner's imagination and creativity. The teachers felt that by encouraging learners to explore their creativity through Arts we maintain the practice of the Arts through drawing, carving, modelling and music.
- Full Text:
- Date Issued: 2009
An investigation of the indigenous ways of knowing about wild food plants (imifino): a case study
- Authors: Cimi, Phumlani Viwe
- Date: 2009
- Subjects: Wild plants, Edible -- South Africa -- Eastern Cape -- Case studies Endemic plants -- South Africa -- Eastern Cape -- Case studies Ethnoscience -- Study and teaching -- South Africa -- Eastern Cape Science -- Study and teaching -- South Africa -- Eastern Cape Curriculum change -- South Africa -- Eastern Cape Competency-based education -- South Africa -- Eastern Cape Conservation of natural resources -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1652 , http://hdl.handle.net/10962/d1003535
- Description: This study was conducted in Grahamstown in the Eastern Cape, South Africa. It is a qualitative case study located within the interpretive paradigm and was carried out over a period of a year. The theory implicit in the interpretive paradigm is of human beings as interpreters and constructors of a meaningful world. Thus, the focus of this study was on investigating the benefits of indigenous ways of knowing about wild food plants (imifino) in conjunction with hands-on activity-based lessons. This was done with the view to promote a conceptual understanding of nutrition and conservation in the Natural Sciences. The transformation of the school curriculum in South Africa called Curriculum 2005 (C2005) underpinned by the outcomes-based education (OBE) philosophy also triggered this study. The C2005 and OBE emphasise that learners’ prior everyday knowledge should be taken into account during the teaching and learning processes. The intention of the curriculum is to promote the idea of grounding knowledge in local contexts, while being sensitive to global imperatives. Although the acquisition of western knowledge has been and still is invaluable to all, on its own, it has been incapable of responding adequately to modern society in the face of massive and intensifying disparities, untrammeled exploitation of resources, and rapid depletion of the earth’s natural resources. Essentially, indigenous knowledge systems represent both a heritage and resource that should be protected, promoted, developed and, where appropriate, conserved. It is a resource that should serve the present and succeeding generations as many people’s cultural practices still rely on the use of wild plants. Within this context it should be borne in mind that the overexploitation of natural resources threatens not only biodiversity but also local traditional knowledge systems and ultimately cultural heritage; and research has a role to play in this regard. The research process in this study evolved into two main phases. The initial phase involved mobilising Grade 7 learners’ prior everyday knowledge on wild food plants (imifino). This led to the second phase of the research project, which was aimed at developing concepts through three hands-on activity-based lessons. I invited a community member to give a lesson on what imifino is and how to collect and prepare it, with the belief that the involvement of parents and community members in learners’ education can help bridge the gap between everyday life and school science. It is for these reasons that I believe that the constructive perspective can provide an appropriate methodological framework, conceptual structure and terminology for analysis of teaching and learning activities on the use of wild food plants in this study. The data generation techniques used in this study were questionnaires, observations and interviews (semi structured and focus group). A wide range of data generation techniques were employed to crystallise and validate the data generated using triangulation. The results from the analysed data revealed that consideration of indigenous ways of knowing in conjuction with hands-on practical activities enhanced interaction and learning among the learners. Also, linking of scientific knowledge to learners’ everyday lives was useful in fostering meaning-making and conceptual development.
- Full Text:
- Date Issued: 2009
- Authors: Cimi, Phumlani Viwe
- Date: 2009
- Subjects: Wild plants, Edible -- South Africa -- Eastern Cape -- Case studies Endemic plants -- South Africa -- Eastern Cape -- Case studies Ethnoscience -- Study and teaching -- South Africa -- Eastern Cape Science -- Study and teaching -- South Africa -- Eastern Cape Curriculum change -- South Africa -- Eastern Cape Competency-based education -- South Africa -- Eastern Cape Conservation of natural resources -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1652 , http://hdl.handle.net/10962/d1003535
- Description: This study was conducted in Grahamstown in the Eastern Cape, South Africa. It is a qualitative case study located within the interpretive paradigm and was carried out over a period of a year. The theory implicit in the interpretive paradigm is of human beings as interpreters and constructors of a meaningful world. Thus, the focus of this study was on investigating the benefits of indigenous ways of knowing about wild food plants (imifino) in conjunction with hands-on activity-based lessons. This was done with the view to promote a conceptual understanding of nutrition and conservation in the Natural Sciences. The transformation of the school curriculum in South Africa called Curriculum 2005 (C2005) underpinned by the outcomes-based education (OBE) philosophy also triggered this study. The C2005 and OBE emphasise that learners’ prior everyday knowledge should be taken into account during the teaching and learning processes. The intention of the curriculum is to promote the idea of grounding knowledge in local contexts, while being sensitive to global imperatives. Although the acquisition of western knowledge has been and still is invaluable to all, on its own, it has been incapable of responding adequately to modern society in the face of massive and intensifying disparities, untrammeled exploitation of resources, and rapid depletion of the earth’s natural resources. Essentially, indigenous knowledge systems represent both a heritage and resource that should be protected, promoted, developed and, where appropriate, conserved. It is a resource that should serve the present and succeeding generations as many people’s cultural practices still rely on the use of wild plants. Within this context it should be borne in mind that the overexploitation of natural resources threatens not only biodiversity but also local traditional knowledge systems and ultimately cultural heritage; and research has a role to play in this regard. The research process in this study evolved into two main phases. The initial phase involved mobilising Grade 7 learners’ prior everyday knowledge on wild food plants (imifino). This led to the second phase of the research project, which was aimed at developing concepts through three hands-on activity-based lessons. I invited a community member to give a lesson on what imifino is and how to collect and prepare it, with the belief that the involvement of parents and community members in learners’ education can help bridge the gap between everyday life and school science. It is for these reasons that I believe that the constructive perspective can provide an appropriate methodological framework, conceptual structure and terminology for analysis of teaching and learning activities on the use of wild food plants in this study. The data generation techniques used in this study were questionnaires, observations and interviews (semi structured and focus group). A wide range of data generation techniques were employed to crystallise and validate the data generated using triangulation. The results from the analysed data revealed that consideration of indigenous ways of knowing in conjuction with hands-on practical activities enhanced interaction and learning among the learners. Also, linking of scientific knowledge to learners’ everyday lives was useful in fostering meaning-making and conceptual development.
- Full Text:
- Date Issued: 2009
An intervention to improve reading comprehension for grade 8 learners
- Authors: Coetzee, Ghauderen N
- Date: 2009
- Subjects: English language -- Study and teaching (Secondary) -- South Africa , Reading comprehension
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9474 , http://hdl.handle.net/10948/934 , English language -- Study and teaching (Secondary) -- South Africa , Reading comprehension
- Description: Since the official opening of ex-model C (previously whites only) schools to learners of all races, cultures and languages, there has been an influx of black learners into these schools. Reasons for this are that many black parents believe the quality of education and resources available at these ex model C schools is better than those available in township schools (De Klerk, 2000). Parents also believe sending their children to English medium schools enables them to compete and be marketable in the global world of work. This dissertation describes a qualitative case study of grade 8 learners who took part in a six week intervention conducted at a school in the Eastern Cape where they learn through an additional language (English). The purpose of the intervention was to equip these learners with skills to enable them to improve their reading and comprehension in this language. Participation in the intervention was voluntarily, based on a selection conducted of learners who wrote a baseline English assessment test. Assessments done during the intervention suggest that isiXhosa home language learners fare academically weaker than their English and Afrikaans counterparts who learn through the medium of English. This correlates with findings done nationally and internationally with regard to South African learners’ literacy levels. This dissertation looks at the affective and cognitive effects of the intervention on its participants. Literature on how additional language learning should be done is examined, as well as the Language in Education policy of South Africa (1997). Findings from the research suggest the importance of establishing a ‘safe’ teaching and learning environment for learning to take place optimally and indicate that interventions to improve English reading can produce positive results. Furthermore the research provides evidence that explicitly teaching reading strategies can improve the participants’ comprehension and overall language competence. While English, as the language of technology and economics is acknowledged, it is argued in this dissertation that due to a lack of information to make informed choices, parents and learners become victims of the ‘straight for English’ phenomenon, and learners are robbed of an opportunity to reach their academic potential. However, if additional language learning takes place under the ideal conditions, learners can be enabled to become academically equipped to deal with the demands of learning through an additional language. What is essential for the afore-mentioned to materialize is that learners need to be equipped with reading and comprehension skills in their home language first, for these skills to be effective in attaining the ‘other’ language. Also, learners need to be aware of the fact that they carry knowledge in their own language that can and should be used to learn (in) the additional language.
- Full Text:
- Date Issued: 2009
- Authors: Coetzee, Ghauderen N
- Date: 2009
- Subjects: English language -- Study and teaching (Secondary) -- South Africa , Reading comprehension
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9474 , http://hdl.handle.net/10948/934 , English language -- Study and teaching (Secondary) -- South Africa , Reading comprehension
- Description: Since the official opening of ex-model C (previously whites only) schools to learners of all races, cultures and languages, there has been an influx of black learners into these schools. Reasons for this are that many black parents believe the quality of education and resources available at these ex model C schools is better than those available in township schools (De Klerk, 2000). Parents also believe sending their children to English medium schools enables them to compete and be marketable in the global world of work. This dissertation describes a qualitative case study of grade 8 learners who took part in a six week intervention conducted at a school in the Eastern Cape where they learn through an additional language (English). The purpose of the intervention was to equip these learners with skills to enable them to improve their reading and comprehension in this language. Participation in the intervention was voluntarily, based on a selection conducted of learners who wrote a baseline English assessment test. Assessments done during the intervention suggest that isiXhosa home language learners fare academically weaker than their English and Afrikaans counterparts who learn through the medium of English. This correlates with findings done nationally and internationally with regard to South African learners’ literacy levels. This dissertation looks at the affective and cognitive effects of the intervention on its participants. Literature on how additional language learning should be done is examined, as well as the Language in Education policy of South Africa (1997). Findings from the research suggest the importance of establishing a ‘safe’ teaching and learning environment for learning to take place optimally and indicate that interventions to improve English reading can produce positive results. Furthermore the research provides evidence that explicitly teaching reading strategies can improve the participants’ comprehension and overall language competence. While English, as the language of technology and economics is acknowledged, it is argued in this dissertation that due to a lack of information to make informed choices, parents and learners become victims of the ‘straight for English’ phenomenon, and learners are robbed of an opportunity to reach their academic potential. However, if additional language learning takes place under the ideal conditions, learners can be enabled to become academically equipped to deal with the demands of learning through an additional language. What is essential for the afore-mentioned to materialize is that learners need to be equipped with reading and comprehension skills in their home language first, for these skills to be effective in attaining the ‘other’ language. Also, learners need to be aware of the fact that they carry knowledge in their own language that can and should be used to learn (in) the additional language.
- Full Text:
- Date Issued: 2009
The potential of a stratified ontology for developing materials in community-based coastal marine environmental education processes
- Authors: Davies, Siân May
- Date: 2009
- Subjects: Ontology Critical realism Environmental education -- South Africa -- Eastern Cape Sustainable development -- South Africa -- Eastern Cape Community-based conservation -- South Africa -- Eastern Cape Marine resources development -- South Africa -- Eastern Cape Marine ecology -- Study and teaching -- South Africa -- Eastern Cape Teaching -- Aids and devices -- South Africa Poor -- Education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1708 , http://hdl.handle.net/10962/d1003591
- Description: This study set out to explore the possibilities that the Critical Realist concept of a stratified ontology might have for environmental learning and materials development processes. This involved processes of ongoing contextual profiling; the use of picture-based resources and storytelling to support the engagement with the marine harvesting contexts of the villages of Hamburg and Ngqinisa, in the former Ciskei. At the heart of the study was the process of uncovering the empirical, the actual and the real in the context of a community of coastal marine harvesters whose lives and livelihoods are affected by poverty and a history of inequality, and more recently by issues such as HIV/AIDS. Their stories of existing practice changed as we engaged with picture-based narratives, gaining depth and focus in relation to sustainability issues. The learning processes associated with and emerging out of the research processes were enhanced through abductive use of metaphors and graphic illustrations, and through intra- and inter community exchanges, again using picture based narratives. As the study unfolded, the development of environmental education materials receded. Focus turned to how conceptual abstraction processes (of abduction (metaphor) and retroduction) and the stratified ontological framework allowed for learning across epistemological divides.
- Full Text:
- Date Issued: 2009
- Authors: Davies, Siân May
- Date: 2009
- Subjects: Ontology Critical realism Environmental education -- South Africa -- Eastern Cape Sustainable development -- South Africa -- Eastern Cape Community-based conservation -- South Africa -- Eastern Cape Marine resources development -- South Africa -- Eastern Cape Marine ecology -- Study and teaching -- South Africa -- Eastern Cape Teaching -- Aids and devices -- South Africa Poor -- Education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1708 , http://hdl.handle.net/10962/d1003591
- Description: This study set out to explore the possibilities that the Critical Realist concept of a stratified ontology might have for environmental learning and materials development processes. This involved processes of ongoing contextual profiling; the use of picture-based resources and storytelling to support the engagement with the marine harvesting contexts of the villages of Hamburg and Ngqinisa, in the former Ciskei. At the heart of the study was the process of uncovering the empirical, the actual and the real in the context of a community of coastal marine harvesters whose lives and livelihoods are affected by poverty and a history of inequality, and more recently by issues such as HIV/AIDS. Their stories of existing practice changed as we engaged with picture-based narratives, gaining depth and focus in relation to sustainability issues. The learning processes associated with and emerging out of the research processes were enhanced through abductive use of metaphors and graphic illustrations, and through intra- and inter community exchanges, again using picture based narratives. As the study unfolded, the development of environmental education materials receded. Focus turned to how conceptual abstraction processes (of abduction (metaphor) and retroduction) and the stratified ontological framework allowed for learning across epistemological divides.
- Full Text:
- Date Issued: 2009
A case study: exploring students' experiences of a participative assessment approach on a professionally-orientated postgraduate programme
- Authors: du Toit, Peter
- Date: 2009
- Subjects: Education, Higher -- South Africa Graduate students -- Study and teaching -- South Africa -- Case Studies Action research in education -- South Africa -- Case Studies Universities and colleges -- Graduate work -- South Africa -- Case Studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1432 , http://hdl.handle.net/10962/d1003313
- Description: The study was undertaken as the first cycle of an action research project. It presents a case study that explores the potential of the combined use of self-, peer-, and tutor-driven assessment in enhancing students’ learning in a professionally orientated postgraduate media management course. The study also explores how such a process can contribute to students developing the skills and dispositions required by autonomous learners and professionals. In approaching these questions the study draws directly on students’ own accounts of their experiences and contrasts these accounts with the growing body of literature on participative assessment in higher education that has emerged over the past decade. The study begins by exploring how action research can aid in the development of valuable insights into educational practice. It draws on educational theorists’ use of Habermas’s (1971, 1972 and 1974 in Grundy, 1987: 8) theory of knowledge constitutive interests in developing a conceptual framework against which assessment practice can be understood and argues against instrumental approaches to assessment. Set against a background of outcomes-based education, the study presents an argument for privileging the role of assessment in promoting learning above its other function. It contends that this function is undermined if students are excluded from direct involvement in assessment practice. Informed by research into participative assessment, the study presents a thick description of a particular approach used during the action research cycle and explores how students experienced this process. The findings of the study support theories favouring the involvement of students in their own assessment and suggest that such processes can contribute to meeting students’ present and future learning needs.
- Full Text:
- Date Issued: 2009
- Authors: du Toit, Peter
- Date: 2009
- Subjects: Education, Higher -- South Africa Graduate students -- Study and teaching -- South Africa -- Case Studies Action research in education -- South Africa -- Case Studies Universities and colleges -- Graduate work -- South Africa -- Case Studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1432 , http://hdl.handle.net/10962/d1003313
- Description: The study was undertaken as the first cycle of an action research project. It presents a case study that explores the potential of the combined use of self-, peer-, and tutor-driven assessment in enhancing students’ learning in a professionally orientated postgraduate media management course. The study also explores how such a process can contribute to students developing the skills and dispositions required by autonomous learners and professionals. In approaching these questions the study draws directly on students’ own accounts of their experiences and contrasts these accounts with the growing body of literature on participative assessment in higher education that has emerged over the past decade. The study begins by exploring how action research can aid in the development of valuable insights into educational practice. It draws on educational theorists’ use of Habermas’s (1971, 1972 and 1974 in Grundy, 1987: 8) theory of knowledge constitutive interests in developing a conceptual framework against which assessment practice can be understood and argues against instrumental approaches to assessment. Set against a background of outcomes-based education, the study presents an argument for privileging the role of assessment in promoting learning above its other function. It contends that this function is undermined if students are excluded from direct involvement in assessment practice. Informed by research into participative assessment, the study presents a thick description of a particular approach used during the action research cycle and explores how students experienced this process. The findings of the study support theories favouring the involvement of students in their own assessment and suggest that such processes can contribute to meeting students’ present and future learning needs.
- Full Text:
- Date Issued: 2009
An exploration of disciplinary approaches to classroom management in selected northern area schools in Port Elizabeth
- Authors: Erasmus, Julian Malcolm
- Date: 2009
- Subjects: Classroom management , School discipline -- South Africa -- Port Elizabeth
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9476 , http://hdl.handle.net/10948/950 , Classroom management , School discipline -- South Africa -- Port Elizabeth
- Description: The study analysed the management of disciplinary approaches to classroom management in selected Northern Areas schools in Port Elizabeth, South Africa. The South African education system has historically promoted corporal punishment as a means of maintaining discipline. As a result corporal punishment was an integral part of schooling for most educators and learners in twentieth century South African schools (Morrel, 2001b:292). Since 1994, however, the South African government has implemented principles of equity, redress and social empowerment in broader society and education. Consequently, corporal punishment was banned in schools and new methods of managing discipline were introduced. The study followed a qualitative investigation, which is explorative, descriptive and contextual, using interviews with educators and questionnaires with learners to collect data at selected schools. The study’s aim was to investigate and explore the perceptions and experiences of learners and educators regarding discipline and to make recommendations regarding proactive, positive disciplinary approaches so as to guide educators to facilitate learners towards self-discipline. However, it was discovered that educators were unable to facilitate self-discipline or guide learners as they themselves had not learnt to practise and demonstrate the values and principles of self-discipline. This study thus has as its intention to challenge educators to review and refocus their ways, motives and expected outcomes as they demonstrate and exercise discipline.
- Full Text:
- Date Issued: 2009
- Authors: Erasmus, Julian Malcolm
- Date: 2009
- Subjects: Classroom management , School discipline -- South Africa -- Port Elizabeth
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9476 , http://hdl.handle.net/10948/950 , Classroom management , School discipline -- South Africa -- Port Elizabeth
- Description: The study analysed the management of disciplinary approaches to classroom management in selected Northern Areas schools in Port Elizabeth, South Africa. The South African education system has historically promoted corporal punishment as a means of maintaining discipline. As a result corporal punishment was an integral part of schooling for most educators and learners in twentieth century South African schools (Morrel, 2001b:292). Since 1994, however, the South African government has implemented principles of equity, redress and social empowerment in broader society and education. Consequently, corporal punishment was banned in schools and new methods of managing discipline were introduced. The study followed a qualitative investigation, which is explorative, descriptive and contextual, using interviews with educators and questionnaires with learners to collect data at selected schools. The study’s aim was to investigate and explore the perceptions and experiences of learners and educators regarding discipline and to make recommendations regarding proactive, positive disciplinary approaches so as to guide educators to facilitate learners towards self-discipline. However, it was discovered that educators were unable to facilitate self-discipline or guide learners as they themselves had not learnt to practise and demonstrate the values and principles of self-discipline. This study thus has as its intention to challenge educators to review and refocus their ways, motives and expected outcomes as they demonstrate and exercise discipline.
- Full Text:
- Date Issued: 2009
The role of school management teams in the implementation and maintenance of inclusive education
- Authors: Geduld, Deidre Chante
- Date: 2009
- Subjects: Inclusive education -- South Africa , Special education -- South Africa , School management teams -- South Africa , Mainstreaming in education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9470 , http://hdl.handle.net/10948/956 , Inclusive education -- South Africa , Special education -- South Africa , School management teams -- South Africa , Mainstreaming in education -- South Africa
- Description: Inclusion is about the organizational change within schools to improve the educational system for all learners. It means changes in the curriculum, changes in how teachers teach and how learners learn, as well as changes in how learners with and without special needs interact with and relate to one another. The quality of leadership makes a significant difference to educator participation in accommodating all learners. However, for this we as educators must ensure that we are fully capable of delivering this service irrespective how old we are or what our qualification levels are. It is my objective to understand the role the school management team plays in facilitating the process of changes, as change cannot be forced and the fear of change must be acknowledged and faced. The qualitative research paradigm and more specifically the participatory action research approach, which is, applied research that treats knowledge as a form of power and designates with the line between research and social action particularly assisted me in answering my research question. xiv used to describe school management team members’ understanding and experiences pertaining to inclusive education and why they are procrastinating. After data analysis of the first step was concluded, the research established that the participant educators were not in favour of inclusive education and for that reason perceived it negatively. Educators are not enthusiastic about inclusivity. Step 2 was the action plan of my research study on which the school management team members decided collective as a method to restructure their thinking towards an implementation programme for inclusive education for their school. The researcher also reflected on the limitations inherent to this study and presented guidelines and recommendations for implementing and maintaining inclusive education.
- Full Text:
- Date Issued: 2009
- Authors: Geduld, Deidre Chante
- Date: 2009
- Subjects: Inclusive education -- South Africa , Special education -- South Africa , School management teams -- South Africa , Mainstreaming in education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9470 , http://hdl.handle.net/10948/956 , Inclusive education -- South Africa , Special education -- South Africa , School management teams -- South Africa , Mainstreaming in education -- South Africa
- Description: Inclusion is about the organizational change within schools to improve the educational system for all learners. It means changes in the curriculum, changes in how teachers teach and how learners learn, as well as changes in how learners with and without special needs interact with and relate to one another. The quality of leadership makes a significant difference to educator participation in accommodating all learners. However, for this we as educators must ensure that we are fully capable of delivering this service irrespective how old we are or what our qualification levels are. It is my objective to understand the role the school management team plays in facilitating the process of changes, as change cannot be forced and the fear of change must be acknowledged and faced. The qualitative research paradigm and more specifically the participatory action research approach, which is, applied research that treats knowledge as a form of power and designates with the line between research and social action particularly assisted me in answering my research question. xiv used to describe school management team members’ understanding and experiences pertaining to inclusive education and why they are procrastinating. After data analysis of the first step was concluded, the research established that the participant educators were not in favour of inclusive education and for that reason perceived it negatively. Educators are not enthusiastic about inclusivity. Step 2 was the action plan of my research study on which the school management team members decided collective as a method to restructure their thinking towards an implementation programme for inclusive education for their school. The researcher also reflected on the limitations inherent to this study and presented guidelines and recommendations for implementing and maintaining inclusive education.
- Full Text:
- Date Issued: 2009
Environmental education policy support in Southern Africa: a case story of SADC REEP
- Gumede, Sibusisiwe Marie-Louise
- Authors: Gumede, Sibusisiwe Marie-Louise
- Date: 2009
- Subjects: SADC Regional Environmental Education Programme Environmental education -- Africa, Southern Education -- Africa, Southern Education and state -- Africa, Southern Teaching -- Aids and devices -- Africa, Southern
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1515 , http://hdl.handle.net/10962/d1003397
- Description: The study takes place in the context of the Southern African Development Community’s Regional Environmental Education Programme (SADC REEP). The SADC REEP is a programme of the Food Agriculture and Natural Resources Directorate of the SADC Secretariat. The programme is implemented through four components namely policy, networking, training and learning support materials development. The bulk of the policy budget is in the form of seed funding to support policy initiatives in the member states. The intention of this study is to illuminate factors that influence the deployment and use of seed funding to support environmental education policy processes within the SADC REEP. To sharpen the understanding of the context within which these activities take place, the study looks at the global and regional landscape of policy events and their influence on policy in the sub-region. The study also looks at the landscape of the fields within which environmental education is embedded, the power relations, and the notion of agency in environmental education policy processes. The discourse in environmental education policy processes is analyzed by drawing on Bourdieu’s constructivist structuralism to highlight some of the social and institutional complexities in dynamic fields, capital and policy context. The research takes a qualitative interpretative approach using case study methodology to explore the processes and influences that have a bearing on the SADC REEP policy sub-component, specifically the deployment and use of seed funding for policy initiatives. The findings show the complexity of the variables at play in shaping the processes of developing and reviewing environmental education policies in the sub-region. These variables include discourse that is used, economics and politics of the responsible institutions and actors, as well as relationships between the environmental field and education field. The results point towards a need to clearly understand the policy context within which the SADC REEP is operating in order to make correct assumptions, to develop realist expectations, and to put in place appropriate mechanisms that will effect the expectations. The study recommends further probing of the relationship between the actors and networks in relation to the success of policy processes. It also recommends a further exploration of the SADC REEP’s open-ended approach with respect to articulating the monitoring and consolidation of the successes in supporting environmental education policy processes.
- Full Text:
- Date Issued: 2009
- Authors: Gumede, Sibusisiwe Marie-Louise
- Date: 2009
- Subjects: SADC Regional Environmental Education Programme Environmental education -- Africa, Southern Education -- Africa, Southern Education and state -- Africa, Southern Teaching -- Aids and devices -- Africa, Southern
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1515 , http://hdl.handle.net/10962/d1003397
- Description: The study takes place in the context of the Southern African Development Community’s Regional Environmental Education Programme (SADC REEP). The SADC REEP is a programme of the Food Agriculture and Natural Resources Directorate of the SADC Secretariat. The programme is implemented through four components namely policy, networking, training and learning support materials development. The bulk of the policy budget is in the form of seed funding to support policy initiatives in the member states. The intention of this study is to illuminate factors that influence the deployment and use of seed funding to support environmental education policy processes within the SADC REEP. To sharpen the understanding of the context within which these activities take place, the study looks at the global and regional landscape of policy events and their influence on policy in the sub-region. The study also looks at the landscape of the fields within which environmental education is embedded, the power relations, and the notion of agency in environmental education policy processes. The discourse in environmental education policy processes is analyzed by drawing on Bourdieu’s constructivist structuralism to highlight some of the social and institutional complexities in dynamic fields, capital and policy context. The research takes a qualitative interpretative approach using case study methodology to explore the processes and influences that have a bearing on the SADC REEP policy sub-component, specifically the deployment and use of seed funding for policy initiatives. The findings show the complexity of the variables at play in shaping the processes of developing and reviewing environmental education policies in the sub-region. These variables include discourse that is used, economics and politics of the responsible institutions and actors, as well as relationships between the environmental field and education field. The results point towards a need to clearly understand the policy context within which the SADC REEP is operating in order to make correct assumptions, to develop realist expectations, and to put in place appropriate mechanisms that will effect the expectations. The study recommends further probing of the relationship between the actors and networks in relation to the success of policy processes. It also recommends a further exploration of the SADC REEP’s open-ended approach with respect to articulating the monitoring and consolidation of the successes in supporting environmental education policy processes.
- Full Text:
- Date Issued: 2009
Enhancing learner centred education through the eco-schools framework: case studies of eco-schools practice in South Africa and Namibia
- Authors: Haingura, Rudolph
- Date: 2009
- Subjects: Education -- South Africa -- Case studies Education -- Namibia -- Case studies Educational change -- South Africa -- Case studies Educational change -- Namibia -- Case studies Teachers -- Training of -- South Africa -- Case studies Teachers -- Training of -- Namibia -- Case studies Environmental education -- South Africa -- Case studies Environmental education -- Namibia -- Case studies School improvement programs
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1509 , http://hdl.handle.net/10962/d1003391
- Description: Since the early 1990’s both South Africa and Namibia have been engaged in educational reform processes to address the discriminatory impacts and orientations of education under Bantu Education which were implemented in both countries prior to independence (Namibia in 1990, and South Africa in 1994). A feature of both educational reform processes is the underpinning theory of learning which draws on social constructivism, and which is articulated as learner centred education. This approach to teaching and learning infuses both policy frameworks. Another common feature is the introduction of environmental education into the formal education systems of both countries, a process which has been championed by development assistance, and which has been supported by programmes such as the Eco-Schools programme which is an international environmental education initiative started after the Rio Earth Summit in 1992, and implemented in a number of countries, including South Africa. The programme has also been piloted in some schools in Namibia. To date no research has been done on the way in which the Eco-Schools framework (its practices, organizing principles, evaluation processes etc.) enhance learner centred education. This study therefore aimed to investigate and understand how the Eco-Schools framework can enhance learner centred education. The study was conducted in 2007 in three Eco-Schools in Namibia and four Eco-Schools in South Africa in the context of the broader national programmes of implementing learner centred education policies, and environmental education histories. The study used a case study methodology, using observation, interviews, and document analysis as the main methods for data generation. The analytical process followed two stages: the first involved an inductive analysis using categories which were organized into a series of analytical memos. The second phase of data analysis involved recontextualising the data drawing on theory and contextual insights to provide insights that address the research question, using analytical statements. The main findings of the study are that the Eco-Schools framework provides numerous opportunities to enhance learner centred education, through contextualization of learning, through strengthening school-community interactions, and through enabling active involvement of learners in decision making and a range of contextually meaningful Eco-Schools practices. The study also showed that the Eco-Schools framework allows for empowerment of learners in relation to diverse needs, and also allows for learner initiated contributions, although this aspect was not well developed in the schools that were included in this study. The study also found that the benefits of Eco-Schools in terms of enhancing learner centred education were limited to only a few learners who were involved in club activities or who were being taught by enthusiastic teachers who were participating in the Eco-Schools programme. The study showed that these benefits can be more widely shared if more teachers were to get involved, and if the Eco-Schools programme were better understood in relation to the curriculum requirements of various subjects and learning areas, and if the Eco-Schools practices could be more successfully integrated across the curriculum. The study also showed that various forms of support were required for implementing the Eco-Schools programme, most notably the support of the Principal, and the Department of Education. The study also identified that parents and other stakeholders in the school were supportive of the Eco-Schools programme since it was perceived to have relevance to learning, as well as the community. The results broadly confirmed that the implementation of Eco-Schools using a whole school, values based and active learning approach promotes a school culture which enhances learner centred education more broadly across the school. The study also found that the Eco-Schools programme added a new dimension to existing discourses on learner centred education, which could be described as a community linked or situated approach to learner centred education.
- Full Text:
- Date Issued: 2009
- Authors: Haingura, Rudolph
- Date: 2009
- Subjects: Education -- South Africa -- Case studies Education -- Namibia -- Case studies Educational change -- South Africa -- Case studies Educational change -- Namibia -- Case studies Teachers -- Training of -- South Africa -- Case studies Teachers -- Training of -- Namibia -- Case studies Environmental education -- South Africa -- Case studies Environmental education -- Namibia -- Case studies School improvement programs
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1509 , http://hdl.handle.net/10962/d1003391
- Description: Since the early 1990’s both South Africa and Namibia have been engaged in educational reform processes to address the discriminatory impacts and orientations of education under Bantu Education which were implemented in both countries prior to independence (Namibia in 1990, and South Africa in 1994). A feature of both educational reform processes is the underpinning theory of learning which draws on social constructivism, and which is articulated as learner centred education. This approach to teaching and learning infuses both policy frameworks. Another common feature is the introduction of environmental education into the formal education systems of both countries, a process which has been championed by development assistance, and which has been supported by programmes such as the Eco-Schools programme which is an international environmental education initiative started after the Rio Earth Summit in 1992, and implemented in a number of countries, including South Africa. The programme has also been piloted in some schools in Namibia. To date no research has been done on the way in which the Eco-Schools framework (its practices, organizing principles, evaluation processes etc.) enhance learner centred education. This study therefore aimed to investigate and understand how the Eco-Schools framework can enhance learner centred education. The study was conducted in 2007 in three Eco-Schools in Namibia and four Eco-Schools in South Africa in the context of the broader national programmes of implementing learner centred education policies, and environmental education histories. The study used a case study methodology, using observation, interviews, and document analysis as the main methods for data generation. The analytical process followed two stages: the first involved an inductive analysis using categories which were organized into a series of analytical memos. The second phase of data analysis involved recontextualising the data drawing on theory and contextual insights to provide insights that address the research question, using analytical statements. The main findings of the study are that the Eco-Schools framework provides numerous opportunities to enhance learner centred education, through contextualization of learning, through strengthening school-community interactions, and through enabling active involvement of learners in decision making and a range of contextually meaningful Eco-Schools practices. The study also showed that the Eco-Schools framework allows for empowerment of learners in relation to diverse needs, and also allows for learner initiated contributions, although this aspect was not well developed in the schools that were included in this study. The study also found that the benefits of Eco-Schools in terms of enhancing learner centred education were limited to only a few learners who were involved in club activities or who were being taught by enthusiastic teachers who were participating in the Eco-Schools programme. The study showed that these benefits can be more widely shared if more teachers were to get involved, and if the Eco-Schools programme were better understood in relation to the curriculum requirements of various subjects and learning areas, and if the Eco-Schools practices could be more successfully integrated across the curriculum. The study also showed that various forms of support were required for implementing the Eco-Schools programme, most notably the support of the Principal, and the Department of Education. The study also identified that parents and other stakeholders in the school were supportive of the Eco-Schools programme since it was perceived to have relevance to learning, as well as the community. The results broadly confirmed that the implementation of Eco-Schools using a whole school, values based and active learning approach promotes a school culture which enhances learner centred education more broadly across the school. The study also found that the Eco-Schools programme added a new dimension to existing discourses on learner centred education, which could be described as a community linked or situated approach to learner centred education.
- Full Text:
- Date Issued: 2009
An investigation of lower primary teachers' content knowledge of mathematics in Ohangwena region in Namibia
- Authors: Haufiku, Amon
- Date: 2009
- Subjects: SACMEQ Namibia. Presidential Commission on Education, Culture and Training Mathematics -- Study and teaching (Elementary) -- Namibia Education -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1637 , http://hdl.handle.net/10962/d1003519
- Description: The poor performance in mathematics of learners in schools in Namibia, especially in the grades where learners sit for the national examinations, has been a concern of everybody. Since independence, the Ministry of Education in collaboration with several donor agencies has been aware of the poor performance in mathematics in the country. Several international and local studies have been made in an effort to identify the problems that are hindering learners’ performance in mathematics in Namibia. The findings of some studies that were conducted in the country such as the Southern Africa Consortium Monitoring Education Quality (2004), the Presidential Commission on Education, Culture and Training (1999), and the Mathematics and Science Teachers Extension Program (2002) revealed that the inadequate proficiency of primary teachers in mathematics content could be responsible for learners’ poor performance in mathematics. This study, therefore, is aimed at investigating the mathematical proficiency of lower primary (LP) teachers in Namibia. The study used three instruments to collect data namely, a profile questionnaire – to collect teachers’ demographic data, a proficiency test – to test their proficiency level of mathematics using the content of Grade 4 and 5 learners’ mathematics syllabi and a semi-structured interview schedule – to get views about their own mathematics content knowledge, attitudes towards mathematics as well as problems that hinder effective teaching and learning of mathematics at LP phase. The study was conducted with 30 lower primary teachers from five primary and combined schools in the Ohangwena circuit of the Ohangwena region. The study found out that: (1) the mathematical proficiency of LP teachers is below the Grade 7 Mathematics content. Most teachers are not able to solve the content of mathematics at upper primary (UP) phase. (2) LP education is receiving very little support from the Ministry compared to other phases. (3) There are no workshops or training courses organised for LP teachers. They do not receive enough textbooks and materials, their classrooms are overcrowded and teachers cannot pay attention to individual learners. (4) There is a dire need for LP Head of Departments (HODs) who are specialised at LP; most HODs for LP at schools are not specialised in this area. When it comes to views about future content of mathematics that should be given to LP teachers in Namibia, respondents recommended that future LP teachers should have knowledge of mathematics up to at least Grade 10 but preferably up to Grade 12. They do not want to be restricted to LP mathematics, but would like to have a broader knowledge of mathematics content. This would make them more confident in solving their children’s problems in mathematics. Overall, participants recognised the value of mathematics and the role that it plays in society.
- Full Text:
- Date Issued: 2009
- Authors: Haufiku, Amon
- Date: 2009
- Subjects: SACMEQ Namibia. Presidential Commission on Education, Culture and Training Mathematics -- Study and teaching (Elementary) -- Namibia Education -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1637 , http://hdl.handle.net/10962/d1003519
- Description: The poor performance in mathematics of learners in schools in Namibia, especially in the grades where learners sit for the national examinations, has been a concern of everybody. Since independence, the Ministry of Education in collaboration with several donor agencies has been aware of the poor performance in mathematics in the country. Several international and local studies have been made in an effort to identify the problems that are hindering learners’ performance in mathematics in Namibia. The findings of some studies that were conducted in the country such as the Southern Africa Consortium Monitoring Education Quality (2004), the Presidential Commission on Education, Culture and Training (1999), and the Mathematics and Science Teachers Extension Program (2002) revealed that the inadequate proficiency of primary teachers in mathematics content could be responsible for learners’ poor performance in mathematics. This study, therefore, is aimed at investigating the mathematical proficiency of lower primary (LP) teachers in Namibia. The study used three instruments to collect data namely, a profile questionnaire – to collect teachers’ demographic data, a proficiency test – to test their proficiency level of mathematics using the content of Grade 4 and 5 learners’ mathematics syllabi and a semi-structured interview schedule – to get views about their own mathematics content knowledge, attitudes towards mathematics as well as problems that hinder effective teaching and learning of mathematics at LP phase. The study was conducted with 30 lower primary teachers from five primary and combined schools in the Ohangwena circuit of the Ohangwena region. The study found out that: (1) the mathematical proficiency of LP teachers is below the Grade 7 Mathematics content. Most teachers are not able to solve the content of mathematics at upper primary (UP) phase. (2) LP education is receiving very little support from the Ministry compared to other phases. (3) There are no workshops or training courses organised for LP teachers. They do not receive enough textbooks and materials, their classrooms are overcrowded and teachers cannot pay attention to individual learners. (4) There is a dire need for LP Head of Departments (HODs) who are specialised at LP; most HODs for LP at schools are not specialised in this area. When it comes to views about future content of mathematics that should be given to LP teachers in Namibia, respondents recommended that future LP teachers should have knowledge of mathematics up to at least Grade 10 but preferably up to Grade 12. They do not want to be restricted to LP mathematics, but would like to have a broader knowledge of mathematics content. This would make them more confident in solving their children’s problems in mathematics. Overall, participants recognised the value of mathematics and the role that it plays in society.
- Full Text:
- Date Issued: 2009
How effective are school governing bodies regarding maintaining discipline in schools situated in poor socio-economic areas?
- Authors: Hawkins, Alan Hilton
- Date: 2009
- Subjects: School boards -- South Africa , School discipline -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9475 , http://hdl.handle.net/10948/972 , School boards -- South Africa , School discipline -- South Africa
- Description: Poor discipline in public schools has become a major concern following the abolishment of corporal punishment by the National Department of Education. The educators in schools were left with no constructive alternatives to maintain discipline by the educational authorities and had to find and implement alternative disciplinary measures. Ill-disciplined learners capitalised on the situation, resulting in the deterioration of discipline in public schools. The aim of this research is to identify how effective SGBs are regarding the maintenance of discipline in schools situated in poor socio-economic areas. For this purpose, a qualitative study was conducted in four secondary schools in the Northern Areas of Port Elizabeth in the Eastern Cape. Different data-collection techniques, in the form of questionnaires, focus group interviews, observations and documentary analysis, were used to obtain the necessary data. Learners, educators and parent members of School Governing Bodies (SGBs) were used as participants for the study. The findings of the study indicated that parent SGB members lacks relevant and ongoing training and development for the task of executing their roles as disciplinarian bodies at their respective schools. The fact that these are lacking have contributed to the general deterioration of school discipline in the selected schools. The study concludes with suggestions on strategies that SGBs can implement to improve their capacity in improving and maintaining discipline. Such improved capacity will create an environment that is conducive for teaching and learning, especially in schools situated in impoverished areas.
- Full Text:
- Date Issued: 2009
- Authors: Hawkins, Alan Hilton
- Date: 2009
- Subjects: School boards -- South Africa , School discipline -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9475 , http://hdl.handle.net/10948/972 , School boards -- South Africa , School discipline -- South Africa
- Description: Poor discipline in public schools has become a major concern following the abolishment of corporal punishment by the National Department of Education. The educators in schools were left with no constructive alternatives to maintain discipline by the educational authorities and had to find and implement alternative disciplinary measures. Ill-disciplined learners capitalised on the situation, resulting in the deterioration of discipline in public schools. The aim of this research is to identify how effective SGBs are regarding the maintenance of discipline in schools situated in poor socio-economic areas. For this purpose, a qualitative study was conducted in four secondary schools in the Northern Areas of Port Elizabeth in the Eastern Cape. Different data-collection techniques, in the form of questionnaires, focus group interviews, observations and documentary analysis, were used to obtain the necessary data. Learners, educators and parent members of School Governing Bodies (SGBs) were used as participants for the study. The findings of the study indicated that parent SGB members lacks relevant and ongoing training and development for the task of executing their roles as disciplinarian bodies at their respective schools. The fact that these are lacking have contributed to the general deterioration of school discipline in the selected schools. The study concludes with suggestions on strategies that SGBs can implement to improve their capacity in improving and maintaining discipline. Such improved capacity will create an environment that is conducive for teaching and learning, especially in schools situated in impoverished areas.
- Full Text:
- Date Issued: 2009
A living theory to facilitate the improvement of teacher morale
- Hendricks, Charlotte Augusta
- Authors: Hendricks, Charlotte Augusta
- Date: 2009
- Subjects: Teacher morale -- South Africa -- Eastern Cape , Teachers -- Job stress , Teachers -- Workload -- South Africa , Teachers -- Job satisfaction , Teachers -- Self-rating of -- South Africa -- Eastern Cape Province , Teachers -- Attitudes
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9569 , http://hdl.handle.net/10948/d1016152
- Description: This dissertation is a narrative account of a self-study undertaken with the primary aim of positively influencing the morale of colleagues in my school department. It addresses an area of personal and professional concern where my values were being denied in my practice. As a Head of Department, I was worried that the low morale of my colleagues would negatively impact on the quality of teaching and learning at school, and on their own mental health. Situated within self-efficacy theory, my study reflects the values I attach to human dignity, respect, fairness, honesty perseverance and caring. These values were applied as the living standard by which I judged the quality of my leadership practice. I describe how I used an Action Research methodology as a living transformational process to reflect on my own leadership in terms of how I could influence the development of positive morale in the department. My findings offer new conceptualisations about how teachers can take action to improve the emotional climate of the school. I am claiming that the significance of my research is grounded in my ability to facilitate an improvement in the low morale of myself and my colleagues in order for us to ultimately contribute to self and school improvement.
- Full Text:
- Date Issued: 2009
- Authors: Hendricks, Charlotte Augusta
- Date: 2009
- Subjects: Teacher morale -- South Africa -- Eastern Cape , Teachers -- Job stress , Teachers -- Workload -- South Africa , Teachers -- Job satisfaction , Teachers -- Self-rating of -- South Africa -- Eastern Cape Province , Teachers -- Attitudes
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9569 , http://hdl.handle.net/10948/d1016152
- Description: This dissertation is a narrative account of a self-study undertaken with the primary aim of positively influencing the morale of colleagues in my school department. It addresses an area of personal and professional concern where my values were being denied in my practice. As a Head of Department, I was worried that the low morale of my colleagues would negatively impact on the quality of teaching and learning at school, and on their own mental health. Situated within self-efficacy theory, my study reflects the values I attach to human dignity, respect, fairness, honesty perseverance and caring. These values were applied as the living standard by which I judged the quality of my leadership practice. I describe how I used an Action Research methodology as a living transformational process to reflect on my own leadership in terms of how I could influence the development of positive morale in the department. My findings offer new conceptualisations about how teachers can take action to improve the emotional climate of the school. I am claiming that the significance of my research is grounded in my ability to facilitate an improvement in the low morale of myself and my colleagues in order for us to ultimately contribute to self and school improvement.
- Full Text:
- Date Issued: 2009
A needs analysis for the implementation of a complementary course in mathematics education for teachers of mathematics in Namibia: a case study
- Authors: Ilukena, Alex Mbonabi
- Date: 2009
- Subjects: Education -- Namibia -- Case studies Mathematics -- Study and teaching -- Namibia -- Case studies Mathematics teachers -- Training of -- Namibia -- Case studies Teacher educators -- Training of -- Case studies Teachers -- Training of -- Namibia -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1677 , http://hdl.handle.net/10962/d1003560
- Description: After the introduction of the Basic Education Teacher Diploma (BETD) in Namibia, a number of studies were conducted on how teachers, lecturers, stakeholders and the Namibian public perceived the BETD program and its implementation. However, very few studies focussed specifically on mathematics subject content knowledge and pedagogical content knowledge in the BETD. The purpose of this study was to investigate the need for a complementary course in mathematics education to address the lack of mathematical content and pedagogical knowledge in the Namibian BETD. The study involved five mathematics school teachers, two mathematics college lecturers in the Kavango educational region and a professor of mathematics education at the University of Namibia. These participants were purposefully selected because of their knowledge and experiences with various aspects of the BETD program. The motivation for conducting this study was to gain a better understanding of some of the issues that have been raised about the BETD program, particularly the perceived inadequacy of mathematical subject content and methodology since the inception of the program. The study adopts a qualitative approach in reporting participants’ reflections. The views of the focal educators and documents such as syllabi and course outlines were the main source of data. The findings indicate that despite the training that the three BETD mathematics graduates in this study received, the level of mathematics taught in a complementary course, such as an ACE, would clearly better equip mathematics teachers to teach proficiently and facilitate access to institutions of higher learning such as universities. The results of the study revealed that there was a need for the implementation of a complementary course to the BETD in mathematics education for teachers of mathematics in Namibia. This study also provided valuable insights into what such a course could look like.
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- Date Issued: 2009
- Authors: Ilukena, Alex Mbonabi
- Date: 2009
- Subjects: Education -- Namibia -- Case studies Mathematics -- Study and teaching -- Namibia -- Case studies Mathematics teachers -- Training of -- Namibia -- Case studies Teacher educators -- Training of -- Case studies Teachers -- Training of -- Namibia -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1677 , http://hdl.handle.net/10962/d1003560
- Description: After the introduction of the Basic Education Teacher Diploma (BETD) in Namibia, a number of studies were conducted on how teachers, lecturers, stakeholders and the Namibian public perceived the BETD program and its implementation. However, very few studies focussed specifically on mathematics subject content knowledge and pedagogical content knowledge in the BETD. The purpose of this study was to investigate the need for a complementary course in mathematics education to address the lack of mathematical content and pedagogical knowledge in the Namibian BETD. The study involved five mathematics school teachers, two mathematics college lecturers in the Kavango educational region and a professor of mathematics education at the University of Namibia. These participants were purposefully selected because of their knowledge and experiences with various aspects of the BETD program. The motivation for conducting this study was to gain a better understanding of some of the issues that have been raised about the BETD program, particularly the perceived inadequacy of mathematical subject content and methodology since the inception of the program. The study adopts a qualitative approach in reporting participants’ reflections. The views of the focal educators and documents such as syllabi and course outlines were the main source of data. The findings indicate that despite the training that the three BETD mathematics graduates in this study received, the level of mathematics taught in a complementary course, such as an ACE, would clearly better equip mathematics teachers to teach proficiently and facilitate access to institutions of higher learning such as universities. The results of the study revealed that there was a need for the implementation of a complementary course to the BETD in mathematics education for teachers of mathematics in Namibia. This study also provided valuable insights into what such a course could look like.
- Full Text:
- Date Issued: 2009
How can I create a stimulating environment to promote awareness of and love for reading in my classroom?
- Authors: Jantjies, Beverley Esther
- Date: 2009
- Subjects: Reading (Primary) , Reading (Early childhood) , Reading readiness , Reading -- Language experience approach
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9523 , http://hdl.handle.net/10948/987 , Reading (Primary) , Reading (Early childhood) , Reading readiness , Reading -- Language experience approach
- Description: This study critically examines my classroom practice in teaching young learners aged four-and-a-half to six years old. It focuses on the following research question: How can I create a stimulating environment in my classroom to promote awareness of and a love for reading? My classroom-based action research methodology places me, the practitioner, at the centre of the investigation. The work examines closely my professional values and my strong belief in the capacity of learners to be curious, absorb and make sense of what they encounter and experience in a stimulating environment. It investigates how such an environment develops the potential of learners to love and embrace reading. The process of engaging reflectively and analytically in practitioner research has helped me to gain a better understanding of my learners’ needs and to improve the ways in which I promote reading in the reception year of formal schooling. I claim that the creating of a stimulating environment in my classroom is grounded in my ability to motivate, model and scaffold the learners to engage in reading confidently. Together, the learners and I have created a living theory of education, one that is open to further reflection and development. Ongoing interaction between theoretical discourse and practical experiences enable me to develop my professional knowledge and to synthesize my values and practice. The investigation continuously confirms the advantages of a print-rich environment and how it can be used to promote a love for reading amongst young learners. The claims and knowledge generated in this study are personal and true for me, while the living transformational process demonstrates how I have developed professionally.
- Full Text:
- Date Issued: 2009
- Authors: Jantjies, Beverley Esther
- Date: 2009
- Subjects: Reading (Primary) , Reading (Early childhood) , Reading readiness , Reading -- Language experience approach
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9523 , http://hdl.handle.net/10948/987 , Reading (Primary) , Reading (Early childhood) , Reading readiness , Reading -- Language experience approach
- Description: This study critically examines my classroom practice in teaching young learners aged four-and-a-half to six years old. It focuses on the following research question: How can I create a stimulating environment in my classroom to promote awareness of and a love for reading? My classroom-based action research methodology places me, the practitioner, at the centre of the investigation. The work examines closely my professional values and my strong belief in the capacity of learners to be curious, absorb and make sense of what they encounter and experience in a stimulating environment. It investigates how such an environment develops the potential of learners to love and embrace reading. The process of engaging reflectively and analytically in practitioner research has helped me to gain a better understanding of my learners’ needs and to improve the ways in which I promote reading in the reception year of formal schooling. I claim that the creating of a stimulating environment in my classroom is grounded in my ability to motivate, model and scaffold the learners to engage in reading confidently. Together, the learners and I have created a living theory of education, one that is open to further reflection and development. Ongoing interaction between theoretical discourse and practical experiences enable me to develop my professional knowledge and to synthesize my values and practice. The investigation continuously confirms the advantages of a print-rich environment and how it can be used to promote a love for reading amongst young learners. The claims and knowledge generated in this study are personal and true for me, while the living transformational process demonstrates how I have developed professionally.
- Full Text:
- Date Issued: 2009
Factors enabling and constraining ICT implementation in schools: a multiple case study of three secondary schools in Lesotho
- Authors: Kalake, Matsitso
- Date: 2009
- Subjects: Education -- Lesotho Computer-assisted instruction -- Lesotho Information technology -- Lesotho Educational technology -- Lesotho Education, Secondary -- Lesotho -- Data processing Education -- Lesotho -- Computer network resources Educational innovations -- Lesotho Educational change -- Lesotho
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1858 , http://hdl.handle.net/10962/d1004539
- Description: This study focused on the implementation of ICTs in secondary schools in Lesotho. The main question addressed was: What are the enabling and constraining factors in the implementation of ICTs in schools? The work was undertaken in recognition of the fact that schools in the country were autonomously acquiring computers and using a variety of curricula without much coordination and policies from the government. There were factors encouraging schools to delve into this educational change: and challenges were already evident. This required further investigation. The research approach commenced with a critical review of the literature. Literature was drawn from developed and developing countries in order to understand the process of ICT implementation from a variety of contexts. The enquiry about the implementation process in all the countries focused on the rationale behind the use of ICTs in schools. ICT policies guiding implementation, principal leadership, teacher professional development and ICT resources. The literature review was followed by case studies of three secondary schools in Mafeteng district in Lesotho. Using both qualitative and quantitative methods of research, the study sought to determine from key people in three case study schools their overall understanding of how the process of implementation was carried out and what they perceived as enablers and constraints. The findings revealed that planning, access arrangements, training, support and to a lesser extent resources played a role in either impeding or encouraging the key ICT implementers at school and classroom level. Additionally, the key role of the principal and the MoE were highlighted in the study.
- Full Text:
- Date Issued: 2009
- Authors: Kalake, Matsitso
- Date: 2009
- Subjects: Education -- Lesotho Computer-assisted instruction -- Lesotho Information technology -- Lesotho Educational technology -- Lesotho Education, Secondary -- Lesotho -- Data processing Education -- Lesotho -- Computer network resources Educational innovations -- Lesotho Educational change -- Lesotho
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1858 , http://hdl.handle.net/10962/d1004539
- Description: This study focused on the implementation of ICTs in secondary schools in Lesotho. The main question addressed was: What are the enabling and constraining factors in the implementation of ICTs in schools? The work was undertaken in recognition of the fact that schools in the country were autonomously acquiring computers and using a variety of curricula without much coordination and policies from the government. There were factors encouraging schools to delve into this educational change: and challenges were already evident. This required further investigation. The research approach commenced with a critical review of the literature. Literature was drawn from developed and developing countries in order to understand the process of ICT implementation from a variety of contexts. The enquiry about the implementation process in all the countries focused on the rationale behind the use of ICTs in schools. ICT policies guiding implementation, principal leadership, teacher professional development and ICT resources. The literature review was followed by case studies of three secondary schools in Mafeteng district in Lesotho. Using both qualitative and quantitative methods of research, the study sought to determine from key people in three case study schools their overall understanding of how the process of implementation was carried out and what they perceived as enablers and constraints. The findings revealed that planning, access arrangements, training, support and to a lesser extent resources played a role in either impeding or encouraging the key ICT implementers at school and classroom level. Additionally, the key role of the principal and the MoE were highlighted in the study.
- Full Text:
- Date Issued: 2009
Planning and managing curriculum implementation in rural schools: an investigation
- Authors: Labane, Nokubonga
- Date: 2009
- Subjects: Curriculum planning -- South Africa , Teacher participation in curriculum planning , Education -- South Africa -- Curricula
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9522 , http://hdl.handle.net/10948/998 , Curriculum planning -- South Africa , Teacher participation in curriculum planning , Education -- South Africa -- Curricula
- Description: Fleisch (2002) and Jansen and Christie (1999) hold that implementation of the national school curriculum in post-apartheid South Africa was riddled with uncertainties, ineffective classroom management and a general lack of academic performance by learners, mainly as a result of inadequate training and support (SMTs) to support the implementation process through proper planning and subsequent management of the implementation (Rogan and Grayson, 2003:1172-1195). Middlewood (2003a: 66- 68) thus assigns the primary responsibility of planning, managing and overseeing the curriculum implementation process to the SMT. Research problem and question 1 In the context of this study, the School Management Team (SMT) includes the school principal, the deputy-principal and the head(s) of department(s) or senior teachers. 4 for teachers in the classroom. Having considered the above essential aspects related to curriculum implementation, there is thus reason to be concerned about the effectiveness of curriculum implementation in South African schools, specifically in rural schools. Due to their remoteness, limited resources, and fluctuating quality of teacher expertise, these schools are often more challenged in terms of curriculum implementation (Delport and Mangwaya, 2008:224). Although there are many factors affecting the (in)effectiveness of implementation, this study regards a school’s curriculum implementation plans and the subsequent management of these implementation plans as crucial to ensuring successful implementation of a new curriculum. The central research problem that guided this study thus relates to the planning and subsequent management of curriculum implementation at school level. The above problem has culminated in the formulation of the following research question: How do selected rural schools plan and manage curriculum implementation?.
- Full Text:
- Date Issued: 2009
- Authors: Labane, Nokubonga
- Date: 2009
- Subjects: Curriculum planning -- South Africa , Teacher participation in curriculum planning , Education -- South Africa -- Curricula
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9522 , http://hdl.handle.net/10948/998 , Curriculum planning -- South Africa , Teacher participation in curriculum planning , Education -- South Africa -- Curricula
- Description: Fleisch (2002) and Jansen and Christie (1999) hold that implementation of the national school curriculum in post-apartheid South Africa was riddled with uncertainties, ineffective classroom management and a general lack of academic performance by learners, mainly as a result of inadequate training and support (SMTs) to support the implementation process through proper planning and subsequent management of the implementation (Rogan and Grayson, 2003:1172-1195). Middlewood (2003a: 66- 68) thus assigns the primary responsibility of planning, managing and overseeing the curriculum implementation process to the SMT. Research problem and question 1 In the context of this study, the School Management Team (SMT) includes the school principal, the deputy-principal and the head(s) of department(s) or senior teachers. 4 for teachers in the classroom. Having considered the above essential aspects related to curriculum implementation, there is thus reason to be concerned about the effectiveness of curriculum implementation in South African schools, specifically in rural schools. Due to their remoteness, limited resources, and fluctuating quality of teacher expertise, these schools are often more challenged in terms of curriculum implementation (Delport and Mangwaya, 2008:224). Although there are many factors affecting the (in)effectiveness of implementation, this study regards a school’s curriculum implementation plans and the subsequent management of these implementation plans as crucial to ensuring successful implementation of a new curriculum. The central research problem that guided this study thus relates to the planning and subsequent management of curriculum implementation at school level. The above problem has culminated in the formulation of the following research question: How do selected rural schools plan and manage curriculum implementation?.
- Full Text:
- Date Issued: 2009
A picture's worth a thousand words: a case study of grade 10 English language educators teaching visual literacy
- Authors: Leask-Smith, Lyn Ann
- Date: 2009
- Subjects: Visual literacy -- Study and teaching (Secondary) -- Case studies English language -- Study and teaching (Secondary) -- Case studies Teacher educators -- Training of -- Case studies English teachers -- Training of -- Case studies Teachers -- In-service training
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1702 , http://hdl.handle.net/10962/d1003585
- Description: The aim of this research was to better understand teacher's beliefs about visual literacy and to explore how their beliefs influence their teaching practice. In order to investigate this, a case study was conducted that comprised of lesson observations and semi-structured interviews with two secondary school English home language educators. The backdrop to the research was the implementation of the new national curriculum for grade 10. The participants, though well educated and experienced teachers, felt their training had been inadequate in the area of teaching visual literacy and although they acknowledged the importance of visual literacy, it seemed to have a fairly low priority in their actual teaching practice. In particular, very little attention was given to the production of multimodal texts by learners. The reason for this low priority may be related to the requirements of the formal assessment programme as well as limited lesson time in which to cover an extensive curriculum. The research findings would seem to suggest a need for in-service training in this area as well as access to suitable learning support materials and teacher resources.
- Full Text:
- Date Issued: 2009
- Authors: Leask-Smith, Lyn Ann
- Date: 2009
- Subjects: Visual literacy -- Study and teaching (Secondary) -- Case studies English language -- Study and teaching (Secondary) -- Case studies Teacher educators -- Training of -- Case studies English teachers -- Training of -- Case studies Teachers -- In-service training
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1702 , http://hdl.handle.net/10962/d1003585
- Description: The aim of this research was to better understand teacher's beliefs about visual literacy and to explore how their beliefs influence their teaching practice. In order to investigate this, a case study was conducted that comprised of lesson observations and semi-structured interviews with two secondary school English home language educators. The backdrop to the research was the implementation of the new national curriculum for grade 10. The participants, though well educated and experienced teachers, felt their training had been inadequate in the area of teaching visual literacy and although they acknowledged the importance of visual literacy, it seemed to have a fairly low priority in their actual teaching practice. In particular, very little attention was given to the production of multimodal texts by learners. The reason for this low priority may be related to the requirements of the formal assessment programme as well as limited lesson time in which to cover an extensive curriculum. The research findings would seem to suggest a need for in-service training in this area as well as access to suitable learning support materials and teacher resources.
- Full Text:
- Date Issued: 2009