Teachers' perspectives on the implementation of life orientation as a learning area
- Authors: Panday, Dhevina
- Date: 2007
- Subjects: Life skills -- Study and teaching , Teachers -- South Africa -- Attitudes , Education -- South Africa -- Curricula
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9551 , http://hdl.handle.net/10948/590 , Life skills -- Study and teaching , Teachers -- South Africa -- Attitudes , Education -- South Africa -- Curricula
- Description: The aim of this research project then was to investigate a particular dimension related to the implementation of the Life Orientation learning area within a particular rural primary school in the Kwa-Zulu Natal region. Since the teacher has been identified as a key role player in the successful or unsuccessful implementation of a new curriculum, the primary focus was on the teacher per se. Fullan’s emphasis (1991:117) on teachers’ thoughts (what they think) and actions (what they do), raises two subsequent questions, namely What do teachers at this particular school do with regard to the implementation of the (new) Life Orientation learning area? and What do these teachers think about the implementation of the (new) Life Orientation learning area? In this study, I focused on the second question, namely What do teachers think about the implementation of the (new) Life Orientation learning area? Within the context of this study, it is assumed that the teachers’ thoughts also include their opinions, viewpoints, attitudes and beliefs about the implementation of the Life Orientation curriculum. The term ‘perspective’ has thus been used as encompassing term and the main research question defined as What are teachers’ perceptives about the implementation of the (new) Life Orientation learning area?.
- Full Text:
- Date Issued: 2007
- Authors: Panday, Dhevina
- Date: 2007
- Subjects: Life skills -- Study and teaching , Teachers -- South Africa -- Attitudes , Education -- South Africa -- Curricula
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9551 , http://hdl.handle.net/10948/590 , Life skills -- Study and teaching , Teachers -- South Africa -- Attitudes , Education -- South Africa -- Curricula
- Description: The aim of this research project then was to investigate a particular dimension related to the implementation of the Life Orientation learning area within a particular rural primary school in the Kwa-Zulu Natal region. Since the teacher has been identified as a key role player in the successful or unsuccessful implementation of a new curriculum, the primary focus was on the teacher per se. Fullan’s emphasis (1991:117) on teachers’ thoughts (what they think) and actions (what they do), raises two subsequent questions, namely What do teachers at this particular school do with regard to the implementation of the (new) Life Orientation learning area? and What do these teachers think about the implementation of the (new) Life Orientation learning area? In this study, I focused on the second question, namely What do teachers think about the implementation of the (new) Life Orientation learning area? Within the context of this study, it is assumed that the teachers’ thoughts also include their opinions, viewpoints, attitudes and beliefs about the implementation of the Life Orientation curriculum. The term ‘perspective’ has thus been used as encompassing term and the main research question defined as What are teachers’ perceptives about the implementation of the (new) Life Orientation learning area?.
- Full Text:
- Date Issued: 2007
Teenage pregnancies as a management issue in township schools in George
- Authors: Sethosa, Grace Sibongile
- Date: 2007
- Subjects: Teenage pregnancy -- South Africa , Sex instruction for teenagers -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9543 , http://hdl.handle.net/10948/678 , Teenage pregnancy -- South Africa , Sex instruction for teenagers -- South Africa
- Description: This study investigates the causes, consequences and possible solutions of teenage pregnancy. It indicates that socio-economic factors play an important role in the occurrence of teenage pregnancies. In addition the study suggests that a range of factors, including, cultural norms and individual needs, impact on the childbearing decisions of teenage females. The study demonstrates that the most important negative consequences of teenage pregnancy include dropping out of school, unemployment, single parenthood and higher levels of poverty. An important finding of the study is that policies and programmes aimed at reducing teen pregnancy rates, and eliminating the negative consequences experienced by teen mothers and their children, are unlikely to be fully effective unless they realistically address socio-economic imbalances faced by many young women in South Africa.
- Full Text:
- Date Issued: 2007
- Authors: Sethosa, Grace Sibongile
- Date: 2007
- Subjects: Teenage pregnancy -- South Africa , Sex instruction for teenagers -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9543 , http://hdl.handle.net/10948/678 , Teenage pregnancy -- South Africa , Sex instruction for teenagers -- South Africa
- Description: This study investigates the causes, consequences and possible solutions of teenage pregnancy. It indicates that socio-economic factors play an important role in the occurrence of teenage pregnancies. In addition the study suggests that a range of factors, including, cultural norms and individual needs, impact on the childbearing decisions of teenage females. The study demonstrates that the most important negative consequences of teenage pregnancy include dropping out of school, unemployment, single parenthood and higher levels of poverty. An important finding of the study is that policies and programmes aimed at reducing teen pregnancy rates, and eliminating the negative consequences experienced by teen mothers and their children, are unlikely to be fully effective unless they realistically address socio-economic imbalances faced by many young women in South Africa.
- Full Text:
- Date Issued: 2007
The educationally-related challenges faced by teenage mothers on returning to school: a Namibian case study
- Authors: Shaningwa, Lilia Mariro
- Date: 2007
- Subjects: Teenage mothers -- Namibia -- Case studies Teenagers -- Education -- Namibia -- Case studies Education, Secondary -- Namibia -- Case studies Teenage pregnancy -- Namibia -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1506 , http://hdl.handle.net/10962/d1003388
- Description: The study aimed to investigate the educationally-related challenges faced by teenage mothers in coming back to school in two senior schools in the Kavango Education Region. This small-scale study focused on the challenges that influence or affect the academic progress and development of these learners. The study looked at how teenage pregnancy is perceived as a social problem in many countries as well as in Namibia and examined its impact on the educational aspirations of the young mothers. Namibia has a policy in place to cater for the continued education of learners returning to school after the birth of their babies. This policy was analysed and its implementation in the selected schools formed part of the study, The findings revealed that the educational challenges faced by these young women range from social exclusion to the need to manage the dual responsibilities of motherhood and study. The way in which the learners who participated in this study are viewed by their peers and their teachers was found to be influenced by the cultural connotations ascribed to women as soon as they become mothers, a factor that adds to the challenges these learners face when returning to schools. Cultural connotations which perceived a mother as an adult in the society was attached to the change of the behaviours and attitudes of school young mothers. The findings also showed that while these learners tended to be withdrawn in class and were generally unable to participate in extra-mural activities, they none the less were able to compete with their peers in terms of their academic performance. The study revealed that there is no shared understanding of the policy among the participants and that it is not effectively implemented in the schools, nor is it uniformly applied.
- Full Text:
- Date Issued: 2007
- Authors: Shaningwa, Lilia Mariro
- Date: 2007
- Subjects: Teenage mothers -- Namibia -- Case studies Teenagers -- Education -- Namibia -- Case studies Education, Secondary -- Namibia -- Case studies Teenage pregnancy -- Namibia -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1506 , http://hdl.handle.net/10962/d1003388
- Description: The study aimed to investigate the educationally-related challenges faced by teenage mothers in coming back to school in two senior schools in the Kavango Education Region. This small-scale study focused on the challenges that influence or affect the academic progress and development of these learners. The study looked at how teenage pregnancy is perceived as a social problem in many countries as well as in Namibia and examined its impact on the educational aspirations of the young mothers. Namibia has a policy in place to cater for the continued education of learners returning to school after the birth of their babies. This policy was analysed and its implementation in the selected schools formed part of the study, The findings revealed that the educational challenges faced by these young women range from social exclusion to the need to manage the dual responsibilities of motherhood and study. The way in which the learners who participated in this study are viewed by their peers and their teachers was found to be influenced by the cultural connotations ascribed to women as soon as they become mothers, a factor that adds to the challenges these learners face when returning to schools. Cultural connotations which perceived a mother as an adult in the society was attached to the change of the behaviours and attitudes of school young mothers. The findings also showed that while these learners tended to be withdrawn in class and were generally unable to participate in extra-mural activities, they none the less were able to compete with their peers in terms of their academic performance. The study revealed that there is no shared understanding of the policy among the participants and that it is not effectively implemented in the schools, nor is it uniformly applied.
- Full Text:
- Date Issued: 2007
The evaluation of the implementation of the national curriculum statement (NCS) in a few selected grade 1 classrooms of the Limpopo Province
- Authors: Kgohlo, Piet Maphodisa
- Date: 2007
- Subjects: Education, Primary -- Curricula -- South Africa -- Limpopo
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9535 , http://hdl.handle.net/10948/690 , Education, Primary -- Curricula -- South Africa -- Limpopo
- Description: The purpose of this study was to evaluate the implementation of the National Curriculum Statement (NCS) in a few selected Grade 1 classrooms of the Limpopo Province. The investigation was carried our in 2007 and was guided by the following three sub-problems: 1. What are the concerns of teachers about the NCS?. 2. Wgat are the teachers' levels of used of the NCS?. 3. What are the adaptations that teachers have made in teaching the NCS?
- Full Text: false
- Date Issued: 2007
- Authors: Kgohlo, Piet Maphodisa
- Date: 2007
- Subjects: Education, Primary -- Curricula -- South Africa -- Limpopo
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9535 , http://hdl.handle.net/10948/690 , Education, Primary -- Curricula -- South Africa -- Limpopo
- Description: The purpose of this study was to evaluate the implementation of the National Curriculum Statement (NCS) in a few selected Grade 1 classrooms of the Limpopo Province. The investigation was carried our in 2007 and was guided by the following three sub-problems: 1. What are the concerns of teachers about the NCS?. 2. Wgat are the teachers' levels of used of the NCS?. 3. What are the adaptations that teachers have made in teaching the NCS?
- Full Text: false
- Date Issued: 2007
The family maths programme: facilitators' ability to implement inquiry-based teaching and learning with learners and parents
- Authors: Austin, Pamela Winifred
- Date: 2007
- Subjects: Mathematics -- Study and teaching -- South Africa , Inquiry-based learning -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9483 , http://hdl.handle.net/10948/471 , Mathematics -- Study and teaching -- South Africa , Inquiry-based learning -- South Africa
- Description: Despite the fact that the facilitation of inquiry learning is a core methodology in the General Education and Training (GET) band of the South African National Curriculum Statement, rote learning and memorization of algorithms remains common practice in many mathematics classrooms. The inquiry-based Family Maths professional development programme, offered by the Nelson Mandela Metropolitan University, attempts not only to support the transformative education practices targeted by the South African National Department of Education, but also to extend them beyond the school walls to the community at large. This study investigates the extent to which the Family Maths professional development programme develops facilitators’ ability to implement inquiry-based learning. It also seeks to explore which aspects of the programme are effective in developing an inquiry-based approach. The research undertaken is an empirical study of 39 facilitators and uses both qualitative and quantitative methods. The facilitators’ inquiry beliefs and ability to implement inquiry learning was measured by means of questionnaires, observation schedules and interviews. As the ‘teacher as facilitator of inquiry-based teaching and learning’ is a requirement of all South African teachers, the findings of this research should make a meaningful contribution to the field of mathematics teacher education in the South African context.
- Full Text:
- Date Issued: 2007
- Authors: Austin, Pamela Winifred
- Date: 2007
- Subjects: Mathematics -- Study and teaching -- South Africa , Inquiry-based learning -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9483 , http://hdl.handle.net/10948/471 , Mathematics -- Study and teaching -- South Africa , Inquiry-based learning -- South Africa
- Description: Despite the fact that the facilitation of inquiry learning is a core methodology in the General Education and Training (GET) band of the South African National Curriculum Statement, rote learning and memorization of algorithms remains common practice in many mathematics classrooms. The inquiry-based Family Maths professional development programme, offered by the Nelson Mandela Metropolitan University, attempts not only to support the transformative education practices targeted by the South African National Department of Education, but also to extend them beyond the school walls to the community at large. This study investigates the extent to which the Family Maths professional development programme develops facilitators’ ability to implement inquiry-based learning. It also seeks to explore which aspects of the programme are effective in developing an inquiry-based approach. The research undertaken is an empirical study of 39 facilitators and uses both qualitative and quantitative methods. The facilitators’ inquiry beliefs and ability to implement inquiry learning was measured by means of questionnaires, observation schedules and interviews. As the ‘teacher as facilitator of inquiry-based teaching and learning’ is a requirement of all South African teachers, the findings of this research should make a meaningful contribution to the field of mathematics teacher education in the South African context.
- Full Text:
- Date Issued: 2007
The impact of redeployment of teachers in Port Elizabeth schools
- Zokufa, Feziwe Angela Nomvuyo Nozipho
- Authors: Zokufa, Feziwe Angela Nomvuyo Nozipho
- Date: 2007
- Subjects: Teachers -- Supply and demand -- South Africa , Teachers -- Recruiting -- South Africa -- Port Elizabeth
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9491 , http://hdl.handle.net/10948/677 , Teachers -- Supply and demand -- South Africa , Teachers -- Recruiting -- South Africa -- Port Elizabeth
- Description: The aim of this study was to establish new strategies on how redeployment of teachers should be conducted and enable teachers to adapt to the redeployment process, especially in Port Elizabeth schools. This investigation was set within both qualitative a quantitative framework. Five schools where some of teachers were affected by redeployment in Port Elizabeth were investigated. Purposive sampling was used for selecting the respondents for this study and also for selecting these five schools. Questionnaires and interviews were used for the collection of data. The aim of the study was to investigate the impact of redeployment of teachers in Port Elizabeth schools. The findings revealed that there is needs to upgrade the qualification of the teachers, that effective human resource planning should result in the involvement of teachers when decision making takes place, especially issues that affect them directly such as iv redeployment and that provincial Department of Education and teachers organizations like South African Democratic Teachers Union (SADTU), National Professional Teachers Organization of South Africa (NAPTOSA), South African Teachers Union (SATU) should work closely in the area of redeployment. This topic is useful for all who are in the teaching profession, whether as redeployed teachers or as practicing professionals. A number of conclusions and recommendations, in line with the findings of the study were made. Recommendations on how redeployment of teachers could be conducted in Port Elizabeth schools were presented. An attempt has also been made to include items that are of special interest to South African teachers in general and Port Elizabeth teachers in particular.
- Full Text:
- Date Issued: 2007
- Authors: Zokufa, Feziwe Angela Nomvuyo Nozipho
- Date: 2007
- Subjects: Teachers -- Supply and demand -- South Africa , Teachers -- Recruiting -- South Africa -- Port Elizabeth
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9491 , http://hdl.handle.net/10948/677 , Teachers -- Supply and demand -- South Africa , Teachers -- Recruiting -- South Africa -- Port Elizabeth
- Description: The aim of this study was to establish new strategies on how redeployment of teachers should be conducted and enable teachers to adapt to the redeployment process, especially in Port Elizabeth schools. This investigation was set within both qualitative a quantitative framework. Five schools where some of teachers were affected by redeployment in Port Elizabeth were investigated. Purposive sampling was used for selecting the respondents for this study and also for selecting these five schools. Questionnaires and interviews were used for the collection of data. The aim of the study was to investigate the impact of redeployment of teachers in Port Elizabeth schools. The findings revealed that there is needs to upgrade the qualification of the teachers, that effective human resource planning should result in the involvement of teachers when decision making takes place, especially issues that affect them directly such as iv redeployment and that provincial Department of Education and teachers organizations like South African Democratic Teachers Union (SADTU), National Professional Teachers Organization of South Africa (NAPTOSA), South African Teachers Union (SATU) should work closely in the area of redeployment. This topic is useful for all who are in the teaching profession, whether as redeployed teachers or as practicing professionals. A number of conclusions and recommendations, in line with the findings of the study were made. Recommendations on how redeployment of teachers could be conducted in Port Elizabeth schools were presented. An attempt has also been made to include items that are of special interest to South African teachers in general and Port Elizabeth teachers in particular.
- Full Text:
- Date Issued: 2007
The implementation of formative assessment policies in two Grade 10 life science classrooms in the Keetmanshoop district
- Authors: Van Neel, Adrian Richerd
- Date: 2007
- Subjects: Life sciences -- Study and teaching -- Namibia Education -- Namibia Educational change -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1841 , http://hdl.handle.net/10962/d1004371
- Description: This research project investigates the implementation of formative assessment policies in the Life Science curriculum at two schools in the Keetmanshoop District, Karas Education Region. It takes the form of an interpretive case study and adopts a qualitative approach. Several data collection tools were used: classroom observation, document analysis and semi-structured interviews. Two of the eleven schools in the Karas Region offering Grade 10 Life Science were selected for the study, and the research participants at each school consisted of one Grade 10 Life Science teacher and five of their learners. The study situates itself in the context of Namibian educational reform by reviewing relevant literature pertaining to learner-centred (constructivist) education and assessment practices in pre- and post-independent Namibia. The study highlights issues pertaining to formative assessment that are at variance with reform policies, identifying six recurring themes that explain how formative assessment policies are implemented. These are teachers' perceptions of formative assessment and its role in teaching and learning, the type of learning being developed, marking/assessing assessment tasks, the integration of formative assessment into classroom instruction, strategies teachers used to implement formative assessment, and types and purpose of activities. The themes that evolved during the data gathering process provide insight into the ways in which teachers perceive formative assessment in relation to the ideals of Namibian educational reform policies. In the light of these findings, the study makes recommendations concerning the implementation of formative assessment policies so as to render these congruent with the theory underpinning leamer-centred education.
- Full Text:
- Date Issued: 2007
- Authors: Van Neel, Adrian Richerd
- Date: 2007
- Subjects: Life sciences -- Study and teaching -- Namibia Education -- Namibia Educational change -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1841 , http://hdl.handle.net/10962/d1004371
- Description: This research project investigates the implementation of formative assessment policies in the Life Science curriculum at two schools in the Keetmanshoop District, Karas Education Region. It takes the form of an interpretive case study and adopts a qualitative approach. Several data collection tools were used: classroom observation, document analysis and semi-structured interviews. Two of the eleven schools in the Karas Region offering Grade 10 Life Science were selected for the study, and the research participants at each school consisted of one Grade 10 Life Science teacher and five of their learners. The study situates itself in the context of Namibian educational reform by reviewing relevant literature pertaining to learner-centred (constructivist) education and assessment practices in pre- and post-independent Namibia. The study highlights issues pertaining to formative assessment that are at variance with reform policies, identifying six recurring themes that explain how formative assessment policies are implemented. These are teachers' perceptions of formative assessment and its role in teaching and learning, the type of learning being developed, marking/assessing assessment tasks, the integration of formative assessment into classroom instruction, strategies teachers used to implement formative assessment, and types and purpose of activities. The themes that evolved during the data gathering process provide insight into the ways in which teachers perceive formative assessment in relation to the ideals of Namibian educational reform policies. In the light of these findings, the study makes recommendations concerning the implementation of formative assessment policies so as to render these congruent with the theory underpinning leamer-centred education.
- Full Text:
- Date Issued: 2007
The influence of vandalism in schools on learner's academic performance
- Authors: Esau, Vernon Garth
- Date: 2007
- Subjects: School vandalism -- South Africa -- Port Elizabeth
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9534 , http://hdl.handle.net/10948/691 , School vandalism -- South Africa -- Port Elizabeth
- Description: School vandalism is a serious problem in South Africa, particularly, as it places a heavy burden on education budgets. It could also cause learning to collapse, since it infringes on the right of learners to be taught in clean, well kept school buildings, and to develop their full potential. It is generally accepted that cared for school facilities, adequate furniture and equipment, as well as clean ablution facilities, are conducive to a healthy learning environment. The aim of this research was to determine whether vandalism at schools in Nelson Mandela Metropole (NMM) has an influence on learners’ scholastic achievement. Against the background of the literature review, this investigation endeavours to report on the nature and extent of vandalism at a sample of South African schools, as well as preventative measures that be introduced to combat such vandalism. The research comprised of a study of relevant literature, followed by a qualitative research design. The literature study covered aspects regarding the nature, extent and consequences of vandalism at schools. The sample group consisted of learners, teachers and parents from four secondary schools in the western region of the Uitenhage District. The respondents completed questionnaires regarding their viewpoints on the role that the school, the parents, the community, the police and the media could play in curbing acts of vandalism at schools. The respective principals and some members of staff were also interviewed. The research revealed that both teachers and learners were of the opinion that preventative measures need to be put in place to combat the scourge of vandalism at schools. However, such programmes should be implemented in collaboration with the community, the parents, the South African Police Services and the media. In conclusion some recommendations were made to combat the scourge of vandalism at schools and these may be of value to all schools in South Africa that experience similar problems.
- Full Text:
- Date Issued: 2007
- Authors: Esau, Vernon Garth
- Date: 2007
- Subjects: School vandalism -- South Africa -- Port Elizabeth
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9534 , http://hdl.handle.net/10948/691 , School vandalism -- South Africa -- Port Elizabeth
- Description: School vandalism is a serious problem in South Africa, particularly, as it places a heavy burden on education budgets. It could also cause learning to collapse, since it infringes on the right of learners to be taught in clean, well kept school buildings, and to develop their full potential. It is generally accepted that cared for school facilities, adequate furniture and equipment, as well as clean ablution facilities, are conducive to a healthy learning environment. The aim of this research was to determine whether vandalism at schools in Nelson Mandela Metropole (NMM) has an influence on learners’ scholastic achievement. Against the background of the literature review, this investigation endeavours to report on the nature and extent of vandalism at a sample of South African schools, as well as preventative measures that be introduced to combat such vandalism. The research comprised of a study of relevant literature, followed by a qualitative research design. The literature study covered aspects regarding the nature, extent and consequences of vandalism at schools. The sample group consisted of learners, teachers and parents from four secondary schools in the western region of the Uitenhage District. The respondents completed questionnaires regarding their viewpoints on the role that the school, the parents, the community, the police and the media could play in curbing acts of vandalism at schools. The respective principals and some members of staff were also interviewed. The research revealed that both teachers and learners were of the opinion that preventative measures need to be put in place to combat the scourge of vandalism at schools. However, such programmes should be implemented in collaboration with the community, the parents, the South African Police Services and the media. In conclusion some recommendations were made to combat the scourge of vandalism at schools and these may be of value to all schools in South Africa that experience similar problems.
- Full Text:
- Date Issued: 2007
The influences of substitute care on learner motivation
- Authors: Johannes, Arnold Marius
- Date: 2007
- Subjects: Motivation in education , Kinship care -- South Africa , Foster home care -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9479 , http://hdl.handle.net/10948/527 , Motivation in education , Kinship care -- South Africa , Foster home care -- South Africa
- Description: Substitute care is a temporary or permanent placement of children under the supervision of an adult person due to the absence of their biological parents. The escalating divorce rate, increase in extramarital births, high incidence of family violence, the growing number of children orphaned by HIV/AIDS, and the increasing career-orientatedness of parents have led to the development of diverse family structures. Grandparents and other family members are increasingly becoming the primary caretakers for children. Whilst it is generally assumed by society that children’s well-being is better served when they are raised by their biological parents, the purpose of this study is to: • explore what influence substitute care has on learners’ motivation; • formulate guidelines and recommendations for educators to improve the current levels of motivation of learners in substitute care. The literature related to substitute care and motivation were reviewed, with the aim of providing a firm theoretical basis for the study. Concepts related to motivation discussed, included types of and sources of motivation. Concepts related to the second focus of this study included forms of substitute care. Motivational theories related to this study were briefly discussed, namely: the Attribution Theory, the Drive Theory, Goal Theory, and the Self-worth and Selfefficacy Theories. Factors that have a motivational influence on learners, such as acceptance versus rejection, praise versus criticism, success versus failure and positive self-concept versus negative self-concept, were also discussed. A link was then drawn between motivation and substitute care. ii The research design chosen for this study can be described as qualitative, interpretive and constructive in nature. The research study was conducted in two phases: Phase One provided an investigation of the research problem by means of the following open-ended question: What is the influence or impact of your status as a child in substitute care on your motivation? Data were collected by means of eleven unstructured, in-depth personal interviews. Purposeful sampling was undertaken, which included high school learners all in substitute care. Data were analysed, as proposed by the eight steps of Tesch. Discussions between the observer, moderator and an independent re-coder took place to determine the final results of the research through a consensus principle. Key and related concepts were clustered together to formulate themes, categories and sub-categories. The following three themes emerged, based on the results of the data analysis. I. Problems in the close family circle have profound effects on learner motivation. II. Certain motivating forces help learners in substitute care to cope. III. Substitute care does influence learner motivation. Phase Two offered recommendations, derived from the findings of Phase One, to empower teachers in effectively supporting and motivating learners in substitute care. The conclusion was reached that substitute care does have an influence on the motivation of learners. This motivation can either be positive, which means encouraging learners towards their goal, or negative, which implies that it moves learners away from their goal.
- Full Text:
- Date Issued: 2007
- Authors: Johannes, Arnold Marius
- Date: 2007
- Subjects: Motivation in education , Kinship care -- South Africa , Foster home care -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9479 , http://hdl.handle.net/10948/527 , Motivation in education , Kinship care -- South Africa , Foster home care -- South Africa
- Description: Substitute care is a temporary or permanent placement of children under the supervision of an adult person due to the absence of their biological parents. The escalating divorce rate, increase in extramarital births, high incidence of family violence, the growing number of children orphaned by HIV/AIDS, and the increasing career-orientatedness of parents have led to the development of diverse family structures. Grandparents and other family members are increasingly becoming the primary caretakers for children. Whilst it is generally assumed by society that children’s well-being is better served when they are raised by their biological parents, the purpose of this study is to: • explore what influence substitute care has on learners’ motivation; • formulate guidelines and recommendations for educators to improve the current levels of motivation of learners in substitute care. The literature related to substitute care and motivation were reviewed, with the aim of providing a firm theoretical basis for the study. Concepts related to motivation discussed, included types of and sources of motivation. Concepts related to the second focus of this study included forms of substitute care. Motivational theories related to this study were briefly discussed, namely: the Attribution Theory, the Drive Theory, Goal Theory, and the Self-worth and Selfefficacy Theories. Factors that have a motivational influence on learners, such as acceptance versus rejection, praise versus criticism, success versus failure and positive self-concept versus negative self-concept, were also discussed. A link was then drawn between motivation and substitute care. ii The research design chosen for this study can be described as qualitative, interpretive and constructive in nature. The research study was conducted in two phases: Phase One provided an investigation of the research problem by means of the following open-ended question: What is the influence or impact of your status as a child in substitute care on your motivation? Data were collected by means of eleven unstructured, in-depth personal interviews. Purposeful sampling was undertaken, which included high school learners all in substitute care. Data were analysed, as proposed by the eight steps of Tesch. Discussions between the observer, moderator and an independent re-coder took place to determine the final results of the research through a consensus principle. Key and related concepts were clustered together to formulate themes, categories and sub-categories. The following three themes emerged, based on the results of the data analysis. I. Problems in the close family circle have profound effects on learner motivation. II. Certain motivating forces help learners in substitute care to cope. III. Substitute care does influence learner motivation. Phase Two offered recommendations, derived from the findings of Phase One, to empower teachers in effectively supporting and motivating learners in substitute care. The conclusion was reached that substitute care does have an influence on the motivation of learners. This motivation can either be positive, which means encouraging learners towards their goal, or negative, which implies that it moves learners away from their goal.
- Full Text:
- Date Issued: 2007
The initial grounding of rational numbers : an investigation
- Authors: Brown, Bruce John Lindsay
- Date: 2007
- Subjects: Number theory Numbers, Rational -- Study and teaching (Elementary) Numeracy -- Study and teaching (Elementary) Mathematics -- Study and teaching (Elementary)
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1904 , http://hdl.handle.net/10962/d1006351
- Description: This small scale exploratory research project investigated the grounding of rational number concepts in informal, everyday life situations. A qualitative approach was taken to allow for the identification and then in depth investigation, of issues of importance for such a grounding of rational number understanding. The methodology followed could be seen as a combination of grounded theory and developmental research. And the data was generated through in-depth and clinical interviews structured around a number of grounded tasks related to rational numbers. The research comprised three cycles of interviews that were transcribed and then analysed in detail, interspersed with periods of reading and reflection. The pilot cycle involved a single grade three teacher, the second cycle involved 2 grade three teachers and the third cycle involved 2 grade three children. The research identified a number of different perspectives that were all important for the development of a fundamental intuitive understanding that could be considered personally meaningful to the individual concerned and relevant to the development of rational number concepts. Firstly in order to motivate and engage the child on a personal level the grounding situation needed to be seen as personally significant by the child. Secondly, coordinating operations provided a means of developing a fundamental intuitive understanding, through coordination with affording structures of the situation that are relevant to rational numbers. Finally, goal directed actions that are deliberately structured to achieve explicit goals in a situation are important for the development of more explicit concepts and skills fundamental for rational number understanding. Different explicit structures give rise to different interpretations of rational numbers in grounding situations. In addition to these perspectives, it became evident that building and learning representations was important for developing a more particularly mathematical understanding, based on the fundamental understanding derived from the child's grounded experience. The conclusion drawn in this research as a result of this complexity, is that to achieve a comprehensive and meaningful grounding, children's learning of rational numbers will not follow a simple linear trajectory. Rather this process forms a web of learning, threading coordinating operations for intuitive development, interpretations for explicit grounding and representations to develop more formal mathematical conceptions.
- Full Text:
- Date Issued: 2007
- Authors: Brown, Bruce John Lindsay
- Date: 2007
- Subjects: Number theory Numbers, Rational -- Study and teaching (Elementary) Numeracy -- Study and teaching (Elementary) Mathematics -- Study and teaching (Elementary)
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1904 , http://hdl.handle.net/10962/d1006351
- Description: This small scale exploratory research project investigated the grounding of rational number concepts in informal, everyday life situations. A qualitative approach was taken to allow for the identification and then in depth investigation, of issues of importance for such a grounding of rational number understanding. The methodology followed could be seen as a combination of grounded theory and developmental research. And the data was generated through in-depth and clinical interviews structured around a number of grounded tasks related to rational numbers. The research comprised three cycles of interviews that were transcribed and then analysed in detail, interspersed with periods of reading and reflection. The pilot cycle involved a single grade three teacher, the second cycle involved 2 grade three teachers and the third cycle involved 2 grade three children. The research identified a number of different perspectives that were all important for the development of a fundamental intuitive understanding that could be considered personally meaningful to the individual concerned and relevant to the development of rational number concepts. Firstly in order to motivate and engage the child on a personal level the grounding situation needed to be seen as personally significant by the child. Secondly, coordinating operations provided a means of developing a fundamental intuitive understanding, through coordination with affording structures of the situation that are relevant to rational numbers. Finally, goal directed actions that are deliberately structured to achieve explicit goals in a situation are important for the development of more explicit concepts and skills fundamental for rational number understanding. Different explicit structures give rise to different interpretations of rational numbers in grounding situations. In addition to these perspectives, it became evident that building and learning representations was important for developing a more particularly mathematical understanding, based on the fundamental understanding derived from the child's grounded experience. The conclusion drawn in this research as a result of this complexity, is that to achieve a comprehensive and meaningful grounding, children's learning of rational numbers will not follow a simple linear trajectory. Rather this process forms a web of learning, threading coordinating operations for intuitive development, interpretations for explicit grounding and representations to develop more formal mathematical conceptions.
- Full Text:
- Date Issued: 2007
The need for a remedial qualification within inclusive education
- Authors: Townsend, Sharon Brenda
- Date: 2007
- Subjects: Remedial teaching , Inclusive education , Children with disabilities -- Education , Mainstreaming in education
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9550 , http://hdl.handle.net/10948/622 , Remedial teaching , Inclusive education , Children with disabilities -- Education , Mainstreaming in education
- Description: Despite the current widespread implementation of inclusive education into the South African educational system, it appears that little, if any, studies have been undertaken as to whether South African educators are adequately equipped to manage the changes that will be required with the implementation of this new approach to education. More specifically, whether our educators would be more aptly prepared for the many adaptations should they be in possession of a remedial qualification. This study is aimed at providing a detailed account of the implications of introducing inclusive education into the South African school system, with particular focus being placed on learners who present with barriers to learning as well as the essential curriculum, classroom and teaching adjustments required in order for these learners to reach their full potential within a mainstream classroom environment. The sample for this study firstly comprised of educators’ perceptions regarding their capabilities in coping with the demands of inclusive education. The viewpoints of 122 educators, within the Nelson Mandela Metropolitan area of the Eastern Cape, were recorded through the completion of individual questionnaires and interviews. Secondly, the files of 111 learners, from a remedial practice, who presented with barriers to learning were analysed to determine the effectiveness of appropriate remedial intervention in overcoming the respective barriers. The major findings of the present study were as follows: Many classroom modifications, changes in teaching styles and curriculum adaptations would have to be implemented to adjust to the demands of inclusive education; Educators would have to be trained regarding the different categories of learners with barriers to learning and their special educational needs; The majority of Eastern Cape educators do not feel suitably qualified to cope with the demands of inclusive education; Educators in positions of authority (principals, deputy principals and heads of department) indicated their inadequacies regarding coping and assisting parents and fellow educators with the demands of inclusive education; A large percentage of the responding educators indicated that they would be better suited to cope with the demands of inclusive education with a remedial qualification and were prepared to register at a tertiary institution to obtain such a qualification depending on certain incentives offered by the Education Department. In view of the findings of this study, recommendations have been made to enhance the current qualification levels of educators, to specifically include a remedial qualification, of which guidelines have been provided. This approach should vastly assist educators in coping with the demands of inclusive education and will ensure that they are suitably empowered to meet the needs of learners with barriers, who have been thrust into this system. Guidelines are also offered for a proposed remedial course that could be offered to education students as well as to those educators who are presently in the employ of the Education Department.
- Full Text:
- Date Issued: 2007
- Authors: Townsend, Sharon Brenda
- Date: 2007
- Subjects: Remedial teaching , Inclusive education , Children with disabilities -- Education , Mainstreaming in education
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9550 , http://hdl.handle.net/10948/622 , Remedial teaching , Inclusive education , Children with disabilities -- Education , Mainstreaming in education
- Description: Despite the current widespread implementation of inclusive education into the South African educational system, it appears that little, if any, studies have been undertaken as to whether South African educators are adequately equipped to manage the changes that will be required with the implementation of this new approach to education. More specifically, whether our educators would be more aptly prepared for the many adaptations should they be in possession of a remedial qualification. This study is aimed at providing a detailed account of the implications of introducing inclusive education into the South African school system, with particular focus being placed on learners who present with barriers to learning as well as the essential curriculum, classroom and teaching adjustments required in order for these learners to reach their full potential within a mainstream classroom environment. The sample for this study firstly comprised of educators’ perceptions regarding their capabilities in coping with the demands of inclusive education. The viewpoints of 122 educators, within the Nelson Mandela Metropolitan area of the Eastern Cape, were recorded through the completion of individual questionnaires and interviews. Secondly, the files of 111 learners, from a remedial practice, who presented with barriers to learning were analysed to determine the effectiveness of appropriate remedial intervention in overcoming the respective barriers. The major findings of the present study were as follows: Many classroom modifications, changes in teaching styles and curriculum adaptations would have to be implemented to adjust to the demands of inclusive education; Educators would have to be trained regarding the different categories of learners with barriers to learning and their special educational needs; The majority of Eastern Cape educators do not feel suitably qualified to cope with the demands of inclusive education; Educators in positions of authority (principals, deputy principals and heads of department) indicated their inadequacies regarding coping and assisting parents and fellow educators with the demands of inclusive education; A large percentage of the responding educators indicated that they would be better suited to cope with the demands of inclusive education with a remedial qualification and were prepared to register at a tertiary institution to obtain such a qualification depending on certain incentives offered by the Education Department. In view of the findings of this study, recommendations have been made to enhance the current qualification levels of educators, to specifically include a remedial qualification, of which guidelines have been provided. This approach should vastly assist educators in coping with the demands of inclusive education and will ensure that they are suitably empowered to meet the needs of learners with barriers, who have been thrust into this system. Guidelines are also offered for a proposed remedial course that could be offered to education students as well as to those educators who are presently in the employ of the Education Department.
- Full Text:
- Date Issued: 2007
The principal's leadership role in a successful rural school in Namibia
- Authors: Kawana, Joseph Jost
- Date: 2007
- Subjects: Rural schools -- Namibia School principals -- Namibia Educational leadership -- Namibia School management and organization -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1713 , http://hdl.handle.net/10962/d1003596
- Description: Rural schools generally find it hard to function effectively for a variety of reasons, and managing and leading these schools brings additional challenges. This study explored the role of the principal in an academically successful rural school in Namibia. It drew on leadership theory and findings from related studies to make sense of this particular case of leadership against the odds. Using the interpretive orientation, the research explored selected organisation members’ perceptions of the principal’s leadership through semi-structured interviews. The study found that the actions and attitudes of the leader had a significant influence on the school’s performance. The manner in which the principal conducted himself, the shared vision he encouraged and his insistence on associating with all stakeholders involved in education, were instrumental in the organization’s positive achievements. The principal was shown as committed and a leader with good interpersonal working relationships. The study also revealed that this principal was both a person- and taskoriented leader, and closely resembled the ideals of transformational leadership. This study further found that, through the principal’s instructional leadership, teaching and learning are seen as the core of the school’s activities. Finally, the principal’s leadership role opens the school to the community and results in strong and mutually beneficial relationships between the school and its community.
- Full Text:
- Date Issued: 2007
- Authors: Kawana, Joseph Jost
- Date: 2007
- Subjects: Rural schools -- Namibia School principals -- Namibia Educational leadership -- Namibia School management and organization -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1713 , http://hdl.handle.net/10962/d1003596
- Description: Rural schools generally find it hard to function effectively for a variety of reasons, and managing and leading these schools brings additional challenges. This study explored the role of the principal in an academically successful rural school in Namibia. It drew on leadership theory and findings from related studies to make sense of this particular case of leadership against the odds. Using the interpretive orientation, the research explored selected organisation members’ perceptions of the principal’s leadership through semi-structured interviews. The study found that the actions and attitudes of the leader had a significant influence on the school’s performance. The manner in which the principal conducted himself, the shared vision he encouraged and his insistence on associating with all stakeholders involved in education, were instrumental in the organization’s positive achievements. The principal was shown as committed and a leader with good interpersonal working relationships. The study also revealed that this principal was both a person- and taskoriented leader, and closely resembled the ideals of transformational leadership. This study further found that, through the principal’s instructional leadership, teaching and learning are seen as the core of the school’s activities. Finally, the principal’s leadership role opens the school to the community and results in strong and mutually beneficial relationships between the school and its community.
- Full Text:
- Date Issued: 2007
The role of school-based studies in developing reflective practice at a Namibian College of Education
- Authors: Kapalu, Henry
- Date: 2007
- Subjects: Teachers -- Training of -- Namibia Educational change -- Namibia Curriculum planning -- Namibia Education, Higher -- Namibia Universities and colleges -- Namibia -- Curricula
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1751 , http://hdl.handle.net/10962/d1003635
- Description: This investigation looks at the role played by school-based studies in the development of reflective practice among student teachers at a Namibian college of education. Literature reviewed indicates that reflective practice helps teachers continually grow and enhance their professional insights and practices. The study focused on the perceptions and experiences of a group of teacher educators, support teachers and student teachers involved in a particular teacher education programme. A case study was chosen, and built up using an interpretive paradigm. This enabled the researcher to make meaning of information often taken for granted. Triangulation was used to ensure the development of as broad and authentic a picture of the case as possible. Key findings reveal that despite claims that Namibia’s three-year Basic Education Teacher Diploma programme (BETD) is explicitly designed to facilitate the development of critical reflective and reflexive practice in student teachers, the way in which aspects of the programme are implemented frequently undermines this design intention. A lack of careful and explicit mentoring on the importance of reflection for enhancing teaching, plus a measure of distrust between student teachers and teacher educators prevents college students from fully exploiting the opportunities afforded by school-based studies for the development of reflective skills.
- Full Text:
- Date Issued: 2007
- Authors: Kapalu, Henry
- Date: 2007
- Subjects: Teachers -- Training of -- Namibia Educational change -- Namibia Curriculum planning -- Namibia Education, Higher -- Namibia Universities and colleges -- Namibia -- Curricula
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1751 , http://hdl.handle.net/10962/d1003635
- Description: This investigation looks at the role played by school-based studies in the development of reflective practice among student teachers at a Namibian college of education. Literature reviewed indicates that reflective practice helps teachers continually grow and enhance their professional insights and practices. The study focused on the perceptions and experiences of a group of teacher educators, support teachers and student teachers involved in a particular teacher education programme. A case study was chosen, and built up using an interpretive paradigm. This enabled the researcher to make meaning of information often taken for granted. Triangulation was used to ensure the development of as broad and authentic a picture of the case as possible. Key findings reveal that despite claims that Namibia’s three-year Basic Education Teacher Diploma programme (BETD) is explicitly designed to facilitate the development of critical reflective and reflexive practice in student teachers, the way in which aspects of the programme are implemented frequently undermines this design intention. A lack of careful and explicit mentoring on the importance of reflection for enhancing teaching, plus a measure of distrust between student teachers and teacher educators prevents college students from fully exploiting the opportunities afforded by school-based studies for the development of reflective skills.
- Full Text:
- Date Issued: 2007
The significance of participation in capacity development and project sustainability: a case study of the Zimbabwe Secondary Teacher Training Environmental Education Project (St²eep)
- Authors: Van Ongevalle, Jan
- Date: 2007
- Subjects: High school teachers -- Training of -- Zimbabwe Environmental education -- Study and teaching (secondary) -- Zimbabwe Environmental education -- Curricula -- Case studies -- Zimbabwe Environmental education -- Curricula -- Zimbabwe
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1766 , http://hdl.handle.net/10962/d1003651
- Description: This study uses a systems thinking perspective to explore the role and meaning of participation, capacity development and project sustainability in the Zimbabwe Secondary Teacher Training Environmental Education Project (St²eep). Since there was no consistent critical reflection upon the different assumptions that underpin these important aspects of St²eep in the original project design, this study aims to articulate a theoretical framework for guiding the project. St2eep is a donorfunded project, located in the Ministry of Higher and Tertiary Education in Zimbabwe that seeks to integrate environmental education across the curriculum of secondary teacher education. The study first develops a theoretical framework drawing on systems thinking. In particular it uses the holistic and constructivist perspectives embedded in systems thinking to describe a number of analytic frameworks that are used as a guide to investigate participation, capacity development and project sustainability in the St²eep case study. The research methodology comprises a qualitative case study approach, which contains elements of an instrumental, evaluative and critical case study. Data-collection methods include document analysis, focus group discussions, focus group interviews, semi-structured face-to-face interviews and participant observation. Data analysis follows the constant comparative method of coding and categorising data as outlined by Strauss and Corbin (1998). The outcomes of this research show that participation processes in St²eep evolve around the interactions between a political dimension and a learning dimension. The political dimension relates to giving the project stakeholders a critical voice, allowing them to shape the project and involving them in the decision-making process. This approach has fostered an ongoing learning process in a small team of committed stakeholders based on the principles of collaborative learning, team learning and action research. Participation was shown to enhance capacity-development processes at individual and institutional level by the provision of support through learning teams, and by the renegotiation of responsibilities and power relations between lecturers involved in St²eep, donor representatives and college administrations. The strong operational role of the donor organisation was seen as a serious threat towards individual and institutional capacity development since it creates a functional but artificial and independent project system within the college system and takes over any local institutional support structure that it might seek to develop. Fostering continuous learning and capacity development, St²eep’s participatory approach was shown to contribute to a better understanding of the interconnectedness of factors that influence future sustainability of the project and the implementation of environmental education. This has assisted in the development of different scenarios on the sustainability of the project. The research shows that the project-ustainability planning process draws directly from St²eep’s ongoing learning process, with individual and institutional capacity development featuring strongly in the different scenarios, and with the external context such as the economic situation and the low priority of environmental education being recognised as important factors that need to be considered. Drawing on the findings from the case study, this study makes a tentative recommendation that donor organisations should focus more on capacity-development initiatives and avoid taking on a strong operational role in project activities. The research also recommends that there is need for a deliberate focus on both the political and learning dimensions of the participation process in order to foster local ownership. Making the learning aspect much more central in St²eep is presented as a possible strategy for motivating a larger number of college lecturers to become involved in the project and the implementation of environmental education. The study also urges St²eep to combine the different scenarios that have emerged during the project sustainability planning process and to focus on the benefits that stakeholders want to see sustained.
- Full Text:
- Date Issued: 2007
- Authors: Van Ongevalle, Jan
- Date: 2007
- Subjects: High school teachers -- Training of -- Zimbabwe Environmental education -- Study and teaching (secondary) -- Zimbabwe Environmental education -- Curricula -- Case studies -- Zimbabwe Environmental education -- Curricula -- Zimbabwe
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1766 , http://hdl.handle.net/10962/d1003651
- Description: This study uses a systems thinking perspective to explore the role and meaning of participation, capacity development and project sustainability in the Zimbabwe Secondary Teacher Training Environmental Education Project (St²eep). Since there was no consistent critical reflection upon the different assumptions that underpin these important aspects of St²eep in the original project design, this study aims to articulate a theoretical framework for guiding the project. St2eep is a donorfunded project, located in the Ministry of Higher and Tertiary Education in Zimbabwe that seeks to integrate environmental education across the curriculum of secondary teacher education. The study first develops a theoretical framework drawing on systems thinking. In particular it uses the holistic and constructivist perspectives embedded in systems thinking to describe a number of analytic frameworks that are used as a guide to investigate participation, capacity development and project sustainability in the St²eep case study. The research methodology comprises a qualitative case study approach, which contains elements of an instrumental, evaluative and critical case study. Data-collection methods include document analysis, focus group discussions, focus group interviews, semi-structured face-to-face interviews and participant observation. Data analysis follows the constant comparative method of coding and categorising data as outlined by Strauss and Corbin (1998). The outcomes of this research show that participation processes in St²eep evolve around the interactions between a political dimension and a learning dimension. The political dimension relates to giving the project stakeholders a critical voice, allowing them to shape the project and involving them in the decision-making process. This approach has fostered an ongoing learning process in a small team of committed stakeholders based on the principles of collaborative learning, team learning and action research. Participation was shown to enhance capacity-development processes at individual and institutional level by the provision of support through learning teams, and by the renegotiation of responsibilities and power relations between lecturers involved in St²eep, donor representatives and college administrations. The strong operational role of the donor organisation was seen as a serious threat towards individual and institutional capacity development since it creates a functional but artificial and independent project system within the college system and takes over any local institutional support structure that it might seek to develop. Fostering continuous learning and capacity development, St²eep’s participatory approach was shown to contribute to a better understanding of the interconnectedness of factors that influence future sustainability of the project and the implementation of environmental education. This has assisted in the development of different scenarios on the sustainability of the project. The research shows that the project-ustainability planning process draws directly from St²eep’s ongoing learning process, with individual and institutional capacity development featuring strongly in the different scenarios, and with the external context such as the economic situation and the low priority of environmental education being recognised as important factors that need to be considered. Drawing on the findings from the case study, this study makes a tentative recommendation that donor organisations should focus more on capacity-development initiatives and avoid taking on a strong operational role in project activities. The research also recommends that there is need for a deliberate focus on both the political and learning dimensions of the participation process in order to foster local ownership. Making the learning aspect much more central in St²eep is presented as a possible strategy for motivating a larger number of college lecturers to become involved in the project and the implementation of environmental education. The study also urges St²eep to combine the different scenarios that have emerged during the project sustainability planning process and to focus on the benefits that stakeholders want to see sustained.
- Full Text:
- Date Issued: 2007
The transition from Oshikwanyama to English as a medium of instruction: a case study of a rural Namibian school
- Authors: Shilongo, Teressia N
- Date: 2007
- Subjects: Education -- Namibia Kuanyama language -- Study and teaching -- Namibia English language -- Study and teaching -- Namibia Language and education -- Namibia Rural schools -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1805 , http://hdl.handle.net/10962/d1003690
- Description: The study investigates how rural Grade 4 teachers and learners experience the transition from Oshikwanyama to English as a medium of instruction. The study was conducted at a rural school in Oshana region in northern Namibia. The research site and participants were purposefully selected. Grade 4 teachers and learners were interviewed and observed. Relevant documents were also analyzed. The purpose was to understand participants’ experiences, perceptions and practices in relation to their experience of the transition to English medium instruction. The study revealed out that both Grade 4 teachers and learners are struggling to teach and learn through the medium of English. This was borne out by participants’ responses, classroom practices and document analysis, especially learners’ oral presentation and written work. The conclusion is drawn that limitations in English proficiency overshadow the good intentions of the curriculum. This was evident in the fact that Grade 4 learners at a selected school found it difficult to cope with the demands of the curriculum. In addition, most of the learners have poor literacy skills even in their mother tongue, Oshikwanyama. In the linguistic sense, proficiency in the first language can pave the way for second language to flourish. If the reverse is the case then the learner might find it difficult to acquire linguistic skills in the second language. The study concludes that for the sake of effective learning, an intervention on professional development needs to be in place. This might help rural lower primary teachers to upgrade their existing skills particularly in terms of the English language proficiency as well as how to prepare learners for the transition to English.
- Full Text:
- Date Issued: 2007
- Authors: Shilongo, Teressia N
- Date: 2007
- Subjects: Education -- Namibia Kuanyama language -- Study and teaching -- Namibia English language -- Study and teaching -- Namibia Language and education -- Namibia Rural schools -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1805 , http://hdl.handle.net/10962/d1003690
- Description: The study investigates how rural Grade 4 teachers and learners experience the transition from Oshikwanyama to English as a medium of instruction. The study was conducted at a rural school in Oshana region in northern Namibia. The research site and participants were purposefully selected. Grade 4 teachers and learners were interviewed and observed. Relevant documents were also analyzed. The purpose was to understand participants’ experiences, perceptions and practices in relation to their experience of the transition to English medium instruction. The study revealed out that both Grade 4 teachers and learners are struggling to teach and learn through the medium of English. This was borne out by participants’ responses, classroom practices and document analysis, especially learners’ oral presentation and written work. The conclusion is drawn that limitations in English proficiency overshadow the good intentions of the curriculum. This was evident in the fact that Grade 4 learners at a selected school found it difficult to cope with the demands of the curriculum. In addition, most of the learners have poor literacy skills even in their mother tongue, Oshikwanyama. In the linguistic sense, proficiency in the first language can pave the way for second language to flourish. If the reverse is the case then the learner might find it difficult to acquire linguistic skills in the second language. The study concludes that for the sake of effective learning, an intervention on professional development needs to be in place. This might help rural lower primary teachers to upgrade their existing skills particularly in terms of the English language proficiency as well as how to prepare learners for the transition to English.
- Full Text:
- Date Issued: 2007