A comparative study of the language, mathematics and science literacy knowledge and skills of grade 9 learners in secondary schools in Port Elizabeth
- Authors: Arnolds, Keith Victor
- Date: 2012
- Subjects: Educational tests and measurements -- South Africa -- Port Elizabeth , Comparative education , Language and languages -- Study and teaching -- South Africa -- Port Elizabeth , Mathematics -- Study and teaching -- South Africa -- Port Elizabeth , Science -- Study and teaching -- South Africa -- Port Elizabeth , Education, Secondary -- South Africa -- Port Elizabeth
- Language: English
- Type: Thesis , Doctoral , DEd
- Identifier: vital:9566 , http://hdl.handle.net/10948/d1016062
- Description: In South Africa, on-going concerns surrounding the development of learners’ literacy, mathematics and science skills are evident and drive various research studies in this field. International studies and assessments, such as the Trends in International Mathematics and Science Study (TIMSS) and the Progress in International Reading Literacy Study (PIRLS) show major differences in the proficiency levels of learners in South Africa in comparison with their international counter parts. To date, however, the more comprehensive international standardised assessment called the Programme for International Student Assessment (PISA), has not been administered in South Africa. The main aim of this research study was to investigate and scientifically explore the real situation in terms of language, mathematics and science literacy knowledge and skills of Grade 9 learners in South Africa and to draw a comparison between Grade 9 learners from secondary schools in the Port Elizabeth district in South Africa and their international counterparts, using the PISA standardised international assessment. In addition, the aim of the study was to determine the actual language, mathematics and science literacy skills and knowledge acquired by participants in this study. Quantitative data collection was done by administering a modified version of the Program for International Student Assessment (PISA) to learners from eight schools in Port Elizabeth, supplemented with questionnaires completed by participating learners and school principals. Findings revealed that the South African learners sampled, ranked in the bottom percentile of participating countries in reading, mathematics and science. The study also exposed the glaring inequalities still prevalent in South African education today, 17 years into democracy. The implications point to a serious investigation into the societal and political factors responsible for the discrepancies in the South African educational system at present.
- Full Text:
- Date Issued: 2012
- Authors: Arnolds, Keith Victor
- Date: 2012
- Subjects: Educational tests and measurements -- South Africa -- Port Elizabeth , Comparative education , Language and languages -- Study and teaching -- South Africa -- Port Elizabeth , Mathematics -- Study and teaching -- South Africa -- Port Elizabeth , Science -- Study and teaching -- South Africa -- Port Elizabeth , Education, Secondary -- South Africa -- Port Elizabeth
- Language: English
- Type: Thesis , Doctoral , DEd
- Identifier: vital:9566 , http://hdl.handle.net/10948/d1016062
- Description: In South Africa, on-going concerns surrounding the development of learners’ literacy, mathematics and science skills are evident and drive various research studies in this field. International studies and assessments, such as the Trends in International Mathematics and Science Study (TIMSS) and the Progress in International Reading Literacy Study (PIRLS) show major differences in the proficiency levels of learners in South Africa in comparison with their international counter parts. To date, however, the more comprehensive international standardised assessment called the Programme for International Student Assessment (PISA), has not been administered in South Africa. The main aim of this research study was to investigate and scientifically explore the real situation in terms of language, mathematics and science literacy knowledge and skills of Grade 9 learners in South Africa and to draw a comparison between Grade 9 learners from secondary schools in the Port Elizabeth district in South Africa and their international counterparts, using the PISA standardised international assessment. In addition, the aim of the study was to determine the actual language, mathematics and science literacy skills and knowledge acquired by participants in this study. Quantitative data collection was done by administering a modified version of the Program for International Student Assessment (PISA) to learners from eight schools in Port Elizabeth, supplemented with questionnaires completed by participating learners and school principals. Findings revealed that the South African learners sampled, ranked in the bottom percentile of participating countries in reading, mathematics and science. The study also exposed the glaring inequalities still prevalent in South African education today, 17 years into democracy. The implications point to a serious investigation into the societal and political factors responsible for the discrepancies in the South African educational system at present.
- Full Text:
- Date Issued: 2012
An action learning model to assist circuit teams to support school management teams towards whole-school development
- Van der Voort, Geoffrey Hermanus
- Authors: Van der Voort, Geoffrey Hermanus
- Date: 2012
- Subjects: Action research in education -- South Africa -- Cape Town , School management teams -- South Africa -- Cape Town , Low-performing schools -- South Africa -- Cape Town , School improvement programs -- South Africa -- Cape Town , Active learning -- South Africa -- Cape Town
- Language: English
- Type: Thesis , Doctoral , DEd
- Identifier: vital:9567 , http://hdl.handle.net/10948/d1016065
- Description: This research study took as its point of departure the general state of underperformance of the majority of schools in South Africa. A review of the literature uncovered evidence that suggested that the state of school management in the majority of schools was in disarray. The problem was compounded by the poor quality and haphazard nature of support that District and Circuit Officials of the Education Department rendered to schools. I therefore saw the need to conduct a scientific investigation into how Circuit Teams could be assisted to support School Management Teams towards whole-school development. Against this background, I formulated the following primary research question to guide the study: “How can Circuit Teams effectively support School Management Teams of underperforming schools towards whole-school development?” The following secondary research questions arose out of this to provide further direction to the study: How can Circuit Teams assist School Management Teams to develop and implement their respective School Improvement Plans? How can Circuit Teams be assisted to develop, implement and monitor their Circuit Improvement Plans? What recommendations can be made to improve service delivery to the schools?. The primary aim of the research was therefore to design an action learning model that would enable Circuit Teams to support School Management Teams of underperforming high schools towards whole-school development. A qualitative research approach was adopted for this study, as it best suited the purpose of the research, and the philosophical assumptions of the researcher. In addition, I drew on a constructivist-interpretative and a critical theory paradigm to guide the design. I chose action research as the specific methodology for the study as, in line with critical theory it aims to empower people to facilitate social change and improvement at a local level. Purposive sampling was used to select four underperforming high schools in the same township within the Cape Town Metro, belonging to the same education Circuit and District Office to participate in the research. In addition, the members of the Circuit Team that serviced these schools were also brought on board as participants. In total, 40 people participated in the research: 4 members from the Circuit Team, 4 Principals, 8 Deputy Principals and 24 Heads of Department. Data were generated in the period January to June 2012 using structured, semi-structured and unstructured interviews, participant observation, and document analysis. Data were analysed by following the eight steps for analysing qualitative data identified by Tesch. An Action Research cycle consisting of the following five steps was followed with participants during the fieldwork, viz.: Identification of the problem; Designing the action plan; Implementing the action plan; Evaluating the action, and Reflection and lessons learnt. Two Action Research cycles emerged from the fieldwork. The first cycle dealt with assisting the schools and Circuit Team to construct their improvement plans. The main findings from this cycle were (1) that the Circuit Team did not function as a team, due to the autocratic management style of the Circuit Team Manager, and the plan of action to address the underperforming schools was not developed in a participative manner. In addition, the Circuit Team had no Circuit Improvement Plan in place with which to support the schools. (2) The schools did not receive the required support to prepare their School Improvement Plans, and although they were able to articulate their areas of support needed, none of them undertook the process of School Self-Evaluation and therefore did not have School Improvement Plans in place. The second action r esearch cycle dealt with the support that schools needed from the other pillars of the District Office to implement their intervention plans. Three themes emerged from this action research cycle: (1) The School Management Teams required capacitybuilding to manage their schools effectively, (2) teachers needed support to implement the curriculum, and (3) learners required assistance to achieve better results. As the outcome of the research, a spiral model consisting of three distinctive phases, each having several loops that describe the particular action that Circuit Teams and School Management Teams have to undertake was developed as the ultimate outcome of the research. The structure of the model was explained, and explicit guidelines for operationalizing it in practice were provided. Based on the findings and the construction of the model, a number of recommendations were put forward to guide future research and practice in the area of Circuit Team support to nderperforming schools. In conclusion, this research study contributed to the body of knowledge by exploring, investigating and describing the working relationship between Circuit Teams and School Management Teams, which until now has not been adequately covered in the existing literature and research. The study culminated in a theoretical model which can be used to improve this relationship permitting Circuit Teams to better support School Management Teams towards whole-school development. The action research design also allowed a more participative and democratic relationship to develop between the Circuit Team and the School Management Teams of the four schools, which is also an innovative idea considering the traditional hierarchic and autocratic approach which has been the norm in the past. Hopefully the findings of this study will encourage the emergence of democratic partnerships between Departmental officials and school management, leading to the empowerment and transformation of school management.
- Full Text:
- Date Issued: 2012
- Authors: Van der Voort, Geoffrey Hermanus
- Date: 2012
- Subjects: Action research in education -- South Africa -- Cape Town , School management teams -- South Africa -- Cape Town , Low-performing schools -- South Africa -- Cape Town , School improvement programs -- South Africa -- Cape Town , Active learning -- South Africa -- Cape Town
- Language: English
- Type: Thesis , Doctoral , DEd
- Identifier: vital:9567 , http://hdl.handle.net/10948/d1016065
- Description: This research study took as its point of departure the general state of underperformance of the majority of schools in South Africa. A review of the literature uncovered evidence that suggested that the state of school management in the majority of schools was in disarray. The problem was compounded by the poor quality and haphazard nature of support that District and Circuit Officials of the Education Department rendered to schools. I therefore saw the need to conduct a scientific investigation into how Circuit Teams could be assisted to support School Management Teams towards whole-school development. Against this background, I formulated the following primary research question to guide the study: “How can Circuit Teams effectively support School Management Teams of underperforming schools towards whole-school development?” The following secondary research questions arose out of this to provide further direction to the study: How can Circuit Teams assist School Management Teams to develop and implement their respective School Improvement Plans? How can Circuit Teams be assisted to develop, implement and monitor their Circuit Improvement Plans? What recommendations can be made to improve service delivery to the schools?. The primary aim of the research was therefore to design an action learning model that would enable Circuit Teams to support School Management Teams of underperforming high schools towards whole-school development. A qualitative research approach was adopted for this study, as it best suited the purpose of the research, and the philosophical assumptions of the researcher. In addition, I drew on a constructivist-interpretative and a critical theory paradigm to guide the design. I chose action research as the specific methodology for the study as, in line with critical theory it aims to empower people to facilitate social change and improvement at a local level. Purposive sampling was used to select four underperforming high schools in the same township within the Cape Town Metro, belonging to the same education Circuit and District Office to participate in the research. In addition, the members of the Circuit Team that serviced these schools were also brought on board as participants. In total, 40 people participated in the research: 4 members from the Circuit Team, 4 Principals, 8 Deputy Principals and 24 Heads of Department. Data were generated in the period January to June 2012 using structured, semi-structured and unstructured interviews, participant observation, and document analysis. Data were analysed by following the eight steps for analysing qualitative data identified by Tesch. An Action Research cycle consisting of the following five steps was followed with participants during the fieldwork, viz.: Identification of the problem; Designing the action plan; Implementing the action plan; Evaluating the action, and Reflection and lessons learnt. Two Action Research cycles emerged from the fieldwork. The first cycle dealt with assisting the schools and Circuit Team to construct their improvement plans. The main findings from this cycle were (1) that the Circuit Team did not function as a team, due to the autocratic management style of the Circuit Team Manager, and the plan of action to address the underperforming schools was not developed in a participative manner. In addition, the Circuit Team had no Circuit Improvement Plan in place with which to support the schools. (2) The schools did not receive the required support to prepare their School Improvement Plans, and although they were able to articulate their areas of support needed, none of them undertook the process of School Self-Evaluation and therefore did not have School Improvement Plans in place. The second action r esearch cycle dealt with the support that schools needed from the other pillars of the District Office to implement their intervention plans. Three themes emerged from this action research cycle: (1) The School Management Teams required capacitybuilding to manage their schools effectively, (2) teachers needed support to implement the curriculum, and (3) learners required assistance to achieve better results. As the outcome of the research, a spiral model consisting of three distinctive phases, each having several loops that describe the particular action that Circuit Teams and School Management Teams have to undertake was developed as the ultimate outcome of the research. The structure of the model was explained, and explicit guidelines for operationalizing it in practice were provided. Based on the findings and the construction of the model, a number of recommendations were put forward to guide future research and practice in the area of Circuit Team support to nderperforming schools. In conclusion, this research study contributed to the body of knowledge by exploring, investigating and describing the working relationship between Circuit Teams and School Management Teams, which until now has not been adequately covered in the existing literature and research. The study culminated in a theoretical model which can be used to improve this relationship permitting Circuit Teams to better support School Management Teams towards whole-school development. The action research design also allowed a more participative and democratic relationship to develop between the Circuit Team and the School Management Teams of the four schools, which is also an innovative idea considering the traditional hierarchic and autocratic approach which has been the norm in the past. Hopefully the findings of this study will encourage the emergence of democratic partnerships between Departmental officials and school management, leading to the empowerment and transformation of school management.
- Full Text:
- Date Issued: 2012
Designing a strategy to bring about a greater professional confidence for educators by improving their involvement in their own continous professional development
- Authors: Oosthuizen, Lizette Clarise
- Date: 2012
- Subjects: Teacher educators -- Professional relationships , Teachers -- Training of
- Language: English
- Type: Thesis , Doctoral , DEd
- Identifier: vital:9559 , http://hdl.handle.net/10948/d1012145 , Teacher educators -- Professional relationships , Teachers -- Training of
- Description: To ensure the professionalism of the teaching force, it is vital that the growing gap between the knowledge educators acquired during their years of training and emerging knowledge about teaching and education during their teaching careers be closed. The continuous professional development (CPD) of educators is a much-debated issue, the general consensus being that it is imperative that educators themselves become directly involved in their own CPD. School leadership should therefore establish what educators find meaningful and invest in CPD programmes that respond to their needs. Educator development is considered as productive when the educators are involved in planning, decision-making, implementation and evaluation around the CPD programmes offered to them. As an office-based educator responsible for educator development and training, educators‟ perceived lack of interest in their own CPD prompted me to investigate how their professional confidence could be boosted through improved involvement in their own CPD. The research question that underpinned this study was: What are the perceptions of educators in the Uitenhage area of their involvements in their own CPD and how to find a strategy to enhance their professional confidence through such involvement? This study adopted the interpretive research paradigm, as the aim was to understand how educators understood their involvement in their own CPD. The qualitative research methods employed, allowed me to share the experiences of my participants. The research sample consisted of Integrated Quality Management Systems (IQMS) coordinators, as members of the school development team (SDT) responsible for educator development, from twelve primary schools in the Uitenhage District. In Phase 1 of the study, data were collected through questionnaires as well as individual and group interviews. Phase 2 consisted of a workshop for the participants, focusing on the key issues identified from the completed questionnaires and interviews. From the data analysis, five themes emerged, namely the contribution by the school, school management team (SMT), Department of Education (DoE) in the educators‟ CPD; the role of the individual educator in his/her own CPD; the factors influencing the effective implementation of educators‟ CPD; the skills and competencies that educators need to acquire through CPD; and the role of the IQMS process in the CPD of educators. Based on the research findings, a strategy was designed to guide educators to increase their professional confidence through improved involvement in their own CPD. Specific recommendations were formulated, such as that adequate time should be allocated for the CPD of educators; school leadership should make a concerted effort to motivate educators to become involved in CPD programmes; and educators should be encouraged to learn collaboratively through their involvement in communities of learning. The conclusions from this research are that educators should be life-long learners, actively involved in their own CPD and that schools, SMTs and the DoE should assist them by providing the necessary support, resources and guidance through enabling conditions conducive to a culture of learning.
- Full Text:
- Date Issued: 2012
- Authors: Oosthuizen, Lizette Clarise
- Date: 2012
- Subjects: Teacher educators -- Professional relationships , Teachers -- Training of
- Language: English
- Type: Thesis , Doctoral , DEd
- Identifier: vital:9559 , http://hdl.handle.net/10948/d1012145 , Teacher educators -- Professional relationships , Teachers -- Training of
- Description: To ensure the professionalism of the teaching force, it is vital that the growing gap between the knowledge educators acquired during their years of training and emerging knowledge about teaching and education during their teaching careers be closed. The continuous professional development (CPD) of educators is a much-debated issue, the general consensus being that it is imperative that educators themselves become directly involved in their own CPD. School leadership should therefore establish what educators find meaningful and invest in CPD programmes that respond to their needs. Educator development is considered as productive when the educators are involved in planning, decision-making, implementation and evaluation around the CPD programmes offered to them. As an office-based educator responsible for educator development and training, educators‟ perceived lack of interest in their own CPD prompted me to investigate how their professional confidence could be boosted through improved involvement in their own CPD. The research question that underpinned this study was: What are the perceptions of educators in the Uitenhage area of their involvements in their own CPD and how to find a strategy to enhance their professional confidence through such involvement? This study adopted the interpretive research paradigm, as the aim was to understand how educators understood their involvement in their own CPD. The qualitative research methods employed, allowed me to share the experiences of my participants. The research sample consisted of Integrated Quality Management Systems (IQMS) coordinators, as members of the school development team (SDT) responsible for educator development, from twelve primary schools in the Uitenhage District. In Phase 1 of the study, data were collected through questionnaires as well as individual and group interviews. Phase 2 consisted of a workshop for the participants, focusing on the key issues identified from the completed questionnaires and interviews. From the data analysis, five themes emerged, namely the contribution by the school, school management team (SMT), Department of Education (DoE) in the educators‟ CPD; the role of the individual educator in his/her own CPD; the factors influencing the effective implementation of educators‟ CPD; the skills and competencies that educators need to acquire through CPD; and the role of the IQMS process in the CPD of educators. Based on the research findings, a strategy was designed to guide educators to increase their professional confidence through improved involvement in their own CPD. Specific recommendations were formulated, such as that adequate time should be allocated for the CPD of educators; school leadership should make a concerted effort to motivate educators to become involved in CPD programmes; and educators should be encouraged to learn collaboratively through their involvement in communities of learning. The conclusions from this research are that educators should be life-long learners, actively involved in their own CPD and that schools, SMTs and the DoE should assist them by providing the necessary support, resources and guidance through enabling conditions conducive to a culture of learning.
- Full Text:
- Date Issued: 2012
Integrated leadership : a leadership approach for school management teams
- Hendricks, Clarence Nowellin
- Authors: Hendricks, Clarence Nowellin
- Date: 2012
- Subjects: Educational leadership -- South Africa , School management and organization
- Language: English
- Type: Thesis , Doctoral , DEd
- Identifier: vital:9575 , http://hdl.handle.net/10948/d1018610
- Description: School managers currently face major challenges of finding innovative ways to improve the quality of teaching and learning and ultimately student outcomes. This might be because contemporary leadership models promote either requisite curricular expertise or requisite leadership qualities or requisite norms and values which impact notably on teaching and learning. This study examined to which extent School Management Teams (SMT’s) contribute to the quality of teaching and learning when utilizing an integrated leadership approach in primary schools.The extent to which integrated leadership contributes to the quality of teaching and learning is investigated through an exploratory mixed method approach. Case studies in six different schools were conducted through both qualitative and quantitative research methods to obtain data regarding the thirty-six participants’ integrated leadership qualities. Data was gathered through focused group interviews, observations and a questionnaire. The Annual National Assessment results for two consecutive years (2010 and 2011) of grade three and six learners for literacy and numeracy were collected to determine the relationship between integrated leadership and quality teaching and learning and the extent to which integrated leadership impacted on student outcomes.The findings revealed that SMT’s confused integrated leadership with the utilization of qualities from a range of leadership styles each seeking to fit the purpose of an activity, and then claim they are employing an integrated leadership approach. Integrated leadership on the contrary is one leadership model with different qualities and when utilised as a complete package, in a unified manner, has the potential to have a significant impact on the quality of teaching and learning and ultimately student achievement. The findings also indicated that the majority of SMT members are either not utilising integrated leadership or occasionally utilise some of the integrated leadership qualities. This might be one of the main reasons for unsatisfactory academic performance in schools. Integrated leadership thus, when implemented in its totality at all times, possesses all the qualities to have a significant impact on the quality of teaching and learning nationally and internationally.
- Full Text:
- Date Issued: 2012
- Authors: Hendricks, Clarence Nowellin
- Date: 2012
- Subjects: Educational leadership -- South Africa , School management and organization
- Language: English
- Type: Thesis , Doctoral , DEd
- Identifier: vital:9575 , http://hdl.handle.net/10948/d1018610
- Description: School managers currently face major challenges of finding innovative ways to improve the quality of teaching and learning and ultimately student outcomes. This might be because contemporary leadership models promote either requisite curricular expertise or requisite leadership qualities or requisite norms and values which impact notably on teaching and learning. This study examined to which extent School Management Teams (SMT’s) contribute to the quality of teaching and learning when utilizing an integrated leadership approach in primary schools.The extent to which integrated leadership contributes to the quality of teaching and learning is investigated through an exploratory mixed method approach. Case studies in six different schools were conducted through both qualitative and quantitative research methods to obtain data regarding the thirty-six participants’ integrated leadership qualities. Data was gathered through focused group interviews, observations and a questionnaire. The Annual National Assessment results for two consecutive years (2010 and 2011) of grade three and six learners for literacy and numeracy were collected to determine the relationship between integrated leadership and quality teaching and learning and the extent to which integrated leadership impacted on student outcomes.The findings revealed that SMT’s confused integrated leadership with the utilization of qualities from a range of leadership styles each seeking to fit the purpose of an activity, and then claim they are employing an integrated leadership approach. Integrated leadership on the contrary is one leadership model with different qualities and when utilised as a complete package, in a unified manner, has the potential to have a significant impact on the quality of teaching and learning and ultimately student achievement. The findings also indicated that the majority of SMT members are either not utilising integrated leadership or occasionally utilise some of the integrated leadership qualities. This might be one of the main reasons for unsatisfactory academic performance in schools. Integrated leadership thus, when implemented in its totality at all times, possesses all the qualities to have a significant impact on the quality of teaching and learning nationally and internationally.
- Full Text:
- Date Issued: 2012
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