'n Eenvormige dissiplinestelsel vir skole in die Bitou 10-streek
- Authors: Freislich, Maria Francina
- Date: 2010
- Subjects: School discipline -- South Africa , School boards -- South Africa
- Language: Afrikaans
- Type: Thesis , Masters , MEd
- Identifier: vital:9506 , http://hdl.handle.net/10948/1236 , School discipline -- South Africa , School boards -- South Africa
- Description: Discipline in the government schools in South Africa has deteriorated during the past fifteen years. There are many different reasons for that. The aim of this study was to develop a uniform programme of discipline which can be used for application in all ten schools in the Bitou area. To reach this aim, the following procedures were followed: • A study has been done regarding the supporting role of the Bitou 10 foundation in the designing and management of a uniform discipline program. • A summary of the disciplinary problems in government schools has been given with possible reasons why discipline has deteriorated. • A study has also been made of various programs of discipline which have been used in various countries in the past. Certain aspects of those programmes have been used in this study to compile an effective programme of discipline for all the schools in the Bitou area. • Criteria for a positive discipline program have been put together. This study has been done in the Plettenberg Bay area. This area has ten schools which include primary- and high schools, single medium- and double medium schools, multi-cultural and mono-cultural schools and also some schools which have hostels. This study showed that not all schools in the Bitou area follow the same disciplinary programme. This study also makes recommendations on the possible implementing of such a uniform system of discipline. This study does not only show what the role is of the principal and teachers responsible for discipline, but also indicates the role and task of the parents and the community. Research on the application of discipline can never end because new ideas and methods will always be found to create an ideal programme in order to make the process more effective.
- Full Text:
- Date Issued: 2010
'n Evalueering van die implementering van die graad 9 natuurwetenskapkurrikulum in skole in die Noord-Kaap Provinsie
- Authors: Van Schalkwyk, Daniël Jacobus
- Date: 2006
- Subjects: Curriculum evaluation -- South Africa -- Northern Cape , Biology -- Study and teaching (Secondary) -- South Africa -- Northern Cape
- Language: Afrikaans
- Type: Thesis , Masters , MEd
- Identifier: vital:9577 , http://hdl.handle.net/10948/d1019685
- Description: Curriculum 2005 was originally implemented in grade 1 in 1998. In 2002 it was implemented in grade 9. Similar problems and questions, which arose during the initial implementation, arose again during the implementation in grade 9. Implementation gave rise to many questions and uncertainties. Only in October 2001 was it finally decided to implement the curriculum for grade 9 in 2002. The result was that publishers, the national as well as provincial education departments as well as schools were not ready for the implementation in January 2002. This treatise aims to determine the amount of support offered to educators and the degree of uncertainty still being experienced by them. Information regarding these unnecertainties and problems has been obtained from educators by means of questionnaires, circulated to 38 schools in the Northern Cape Province, offering Natural Science. This sampling of schools is representative of schools offering Natural Science in the region. Data regarding the uncertainties from educators have been obtained from the SOC (Stages of Concern) questionnaires of Hall, George and Rutherford. The rest of the questionnaire concerned the biographical information regarding the educators as well as the support that educators have received during the implementation of the learning area. It emerged from the questionnaire that educators understand the importance of a new Natural Science curriculum for SA. They are however sceptical regarding the hasty manner in which the learning area was implemented; the fact that no textbooks or educational teaching aids were available prior to implementation was of concern. Educators are similarly concerned about the inadequate training prior to implementation and lack of support during implementation. Educators are also concerned about the administrative liability that the new curriculum will bring about.
- Full Text:
- Date Issued: 2006
A baseline study of teacher and learner perspectives of language demands in science classrooms in the Nelson Mandela Bay Metropole
- Authors: Woods, Tracey
- Date: 2017
- Subjects: Language arts -- Correlation with content subjects -- South Africa -- Nelson Mandela Bay Municipality , Interpersonal communication -- South Africa -- Nelson Mandela Bay Municipality Communication in education -- South Africa -- Nelson Mandela Bay Municipality Communicative competence -- South Africa -- Nelson Mandela Bay Municipality
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/21153 , vital:29451
- Description: Globally, one of the challenges in science education is providing equitable access to increasingly diverse learners in equally diverse learning contexts. In South Africa, science is taught to learners by means of English, which is the preferred language of instruction even if it is only spoken by 9.6% of the South African population. In the Eastern Cape, the majority of the population speak isiXhosa and the minority speak English. Parents of isiXhosa-speaking children often choose schools where English is the language of learning and teaching (LoLT) as they feel their children will have better career opportunities as English is considered to be the language of economic power. The aim of this study was to determine teachers’ and learners’ perspectives of language in science classrooms. To this end, a baseline study was conducted. A quantitative research method was used and data were collected through questionnaires. The research found that English is the preferred language for teaching and learning, even though the majority of the participants were isiXhosa home-language speakers. In addition, learners in South African whose home language is not English do not have the necessary language skills to cope with the switch to English as LoLT. Science teachers are therefore faced with two distinct challenges: firstly teaching content and secondly teaching the LoLT, if it is not the learners’ home language. The major difficulty experienced by learners when learning science is learning the language of science, as science is regarded as having a language of its own, with its own specific register and discourse. Thus, for many learners, learning the language of science is a challenge as it contains unfamiliar technical words and everyday words that have specialised scientific meanings (e.g. diagrams, procedures, table, current and force). English is seen as the language in which to explore these concepts. A conclusion that can be drawn is that English is regarded as the language in which to learn science thus reflecting the continued hegemony of English.
- Full Text:
- Date Issued: 2017
A case study of the high student failure and dropout rates at FET college
- Authors: Cain, Rashida
- Date: 2014
- Subjects: College dropouts -- South Africa -- Eastern Cape -- Case studies , School failure -- South Africa -- Eastern Cape , Education and training services industry -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9439 , http://hdl.handle.net/10948/d1020998
- Description: The aim of this case study was to investigate the key factors contributing to the high failure and high dropout rates at a FET College. The FET College selected for the purpose of this study is situated in a city in the Eastern Cape. The Minister of Labour declared in 2006 that FET Colleges in South Africa have a central role to play in assisting youth in gaining skills, in order to realise the South African Government’s goal of halving poverty and unemployment by 2014. The South African Government spent R1.9 million on the recapitalisation of colleges in 2005 to improve the FET Sector. According to the Green Paper (DHET, 2012), the FET College sector is weak and the throughput rate of the 2007 NC (V) cohort nationally was 4 percent and the dropout rate between 13 percent and 25 percent. The average pass rate for the successful completion of NC (V) students at FET Colleges in the Eastern Cape was 12 percent for 2007. The research design selected for this study was an explanatory intrinsic case study of a qualitative nature, with the aim to provide a comprehensive depiction of the case. Data was gathered from various sources and at different stages at the particular college campus. Questionnaires, semi-structured interviews and document interrogations were employed to gather descriptive qualitative data. Demographic information on the students who had dropped out assisted in the profiling of students at risk of dropping out of college. The findings derived from the data showed that multiple factors caused the high student dropout and failure rates, prominent among which was a lack of finances, impacting on accommodation and transport, which in turn impacted on student attendance. A lack of motivation and commitment from students seemed to further contribute to the high student failure and dropout rates. In addition, the students’ perceptions and expectations of the FET College, the barriers to academic success and views about support services were explored. Finally, the present circumstances and plans of students who had dropped out were investigated.
- Full Text:
- Date Issued: 2014
A case study of the implementation of science process skills for grades 4 to 7 learners in natural sciences in a South African primary school
- Authors: Ambross, Johannes Nikolaas
- Date: 2011
- Subjects: Science -- Study and teaching (Primary) , Science -- Study and teaching -- South Africa -- Port Elizabeth -- Evaluation , Education -- Evaluation
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9501 , http://hdl.handle.net/10948/1411 , Science -- Study and teaching (Primary) , Science -- Study and teaching -- South Africa -- Port Elizabeth -- Evaluation , Education -- Evaluation
- Description: With the publication of the National Curriculum Statement (2002) (NCS) the use and development of science process skills have become a critical part of the teaching and learning of the Natural Sciences in South Africa. This study sought to evaluate the implementation and development of these basic skills by four grade 4-7 educators at classroom level at a primary school in the northern areas of Port Elizabeth. Qualitative data for this evaluation were collected through educator interviews, classroom observation as well as a focus-group interview. Quantitative data were gathered by means of a Science Process Skills Observation Scale and through examining the learners' assessment activities. An Assessment Activity Science Process Skill Rating-Scale was used to evaluate assessment activities. Data generated from this study were carefully analysed and on the basis of their interpretation it was concluded that the implementation and development of science process skills were strongly influenced by the educators' understanding of these basic concepts, the belief held by each educator about their role and how their learners learn, the presence of quality support and effective training programmes as well continuous professional development.
- Full Text:
- Date Issued: 2011
A case study on the role of excel as a teaching and learning tool in influencing learners' interpretation of functions
- Authors: Zakumba, Lwazi Xolisile
- Date: 2014
- Subjects: Microsoft Excel (Computer file) , Computer-assisted instruction , Mathematics -- Study and teaching (Secondary)
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9455 , http://hdl.handle.net/10948/d1018756
- Description: The aim of this study was to investigate the role Excel could play in influencing Mathematics and Mathematical literacy learners’ interpretation of functions and their attitude towards Mathematics. I used a Mathematical Graphical Diagnostic (MGD) test, an attitude questionnaire, a reflective questionnaire and semi-structured interviews as instruments. The MGD test and the attitude questionnaire were given to 72 volunteer grade 11 learners at a former Model C school in Port Elizabeth, in the Eastern Cape. This group included 50 pure Mathematics learners and 22 Mathematical literacy learners. From this group, a smaller group of 10 learners further took part in the rest of the study were they went through an intervention were Excel was used as a teaching tool, covering concepts concerning functions. This group included 6 pure Mathematics and 4 Mathematical literacy learners. The 10 learners then re-wrote the MDG test and refilled the attitude questionnaire after the intervention. A reflective questionnaire was administered to the 10 learners after the intervention, with 5 learners from the 10 undergoing interviews in order to meet the objectives of the study. The administration of the MDG test and attitude questionnaire, interviews and reflective questionnaire enabled me to explore the relationship between learner performance and their attitude towards Mathematics as a subject, as well as the comparing the attitudes and performances between pure Mathematics and Mathematical Literacy learners. The study followed a qualitative research design, with an element of quantitative research. The qualitative data yielded findings that revealed the effectiveness of using Excel in teaching functions while the quantitative data revealed the difference in attitude and ability between pure Mathematics and Mathematical Literacy leaners. The findings of the study revealed that Excel played a major role in improving pure Mathematics learners’ results but not those of the Mathematical Literacy learners. The study also showed that technology does not necessarily impact on learners’ attitudes positively.
- Full Text:
- Date Issued: 2014
A case study to explore developing a community of practice to support emergent literacy in preschool children's play
- Authors: Martin, Tamarynd
- Date: 2018
- Subjects: Early childhood education , Children -- Language , Reading (Preschool) , Toddlers -- Books and reading
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/31841 , vital:31850
- Description: In South Africa at present, Literacy is a cause for rising concern, with reading and writing competency in primary school being at an all-time low. It is a widespread belief that part of the problem lies with the lack early childhood education. Only 37% of children under the age of five attend an early childhood development centre. Furthermore, South Africa has a shortage of educators, specifically within the domain of early childhood development. With more research being done in the area of literacy, more educators concur that emergent literacy forms the foundation of formal reading and writing later on. This study is a participatory case study, which reflects on the importance of literacy in the early years, showing the belief that pre-formal schooling, specifically emergent literacy, is directly linked to proficiency in reading and writing in formal schooling. This study also highlights how educators in early childhood development can be involved in ongoing reflective interventions through in-service training and communities of practice. This community of practice was developed as a series of focus groups, which met on a weekly basis to discuss and share thoughts, opinions and experiences surrounding emergent literacy in a preschool context. From multiple focus groups, I found that the participants became more confident in sharing their experiences and building upon each other’s ideas and thoughts. The focus groups, not only added to their understanding of emergent literacy, but enthused them and created more of an awareness in their day to day practices.
- Full Text:
- Date Issued: 2018
A case study: the role of a positive school climate in the enhancement of parental and community involvement at a primary school in Port Elizabeth
- Authors: Cloete, Jacqueline
- Date: 2015
- Subjects: Education -- Parent participation , Community and school , Home and school
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/8735 , vital:26425
- Description: This study examines the phenomenon of parental and community involvement in a primary school and the benefits thereof to the learners, teachers and community members. The aim of this study is to investigate how a positive school climate can improve the involvement of parents and community members in a school’s activities. The research attempted to determine what the role of a positive school climate is; the strategies schools could apply to enhance parental and community involvement, the possible benefits of involvement and reasons for non-involvement of parents and community members in school activities. The theoretical frameworks of Urie Bronfenbrenner’s ecological model and Joyce Epstein’s overlapping spheres of influence were used in the study. A case study was used as the qualitative research methodology. The data for the research was gathered from a purposive sample of teachers, community volunteer workers, parents and the principal. Semi-structured interview schedules and pre-designed questionnaires including open and closed questions, were used to collect data. The data was analysed inductively by using a descriptive open coding method to identify emerging themes. The findings of the research suggest that a positive school climate to improve parent and community involvement can be created by applying the strategies of effective communication, good working relationships, creating opportunities for involvement, ensuring a healthy and safe environment, formulating a school policy for parent and community involvement, creating a friendly and welcoming atmosphere as well as upholding an ethos of good moral values. The study found that parent and community involvement in a school’s activities offers various benefits to all stakeholders.
- Full Text:
- Date Issued: 2015
A living theory to facilitate the improvement of teacher morale
- Authors: Hendricks, Charlotte Augusta
- Date: 2009
- Subjects: Teacher morale -- South Africa -- Eastern Cape , Teachers -- Job stress , Teachers -- Workload -- South Africa , Teachers -- Job satisfaction , Teachers -- Self-rating of -- South Africa -- Eastern Cape Province , Teachers -- Attitudes
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9569 , http://hdl.handle.net/10948/d1016152
- Description: This dissertation is a narrative account of a self-study undertaken with the primary aim of positively influencing the morale of colleagues in my school department. It addresses an area of personal and professional concern where my values were being denied in my practice. As a Head of Department, I was worried that the low morale of my colleagues would negatively impact on the quality of teaching and learning at school, and on their own mental health. Situated within self-efficacy theory, my study reflects the values I attach to human dignity, respect, fairness, honesty perseverance and caring. These values were applied as the living standard by which I judged the quality of my leadership practice. I describe how I used an Action Research methodology as a living transformational process to reflect on my own leadership in terms of how I could influence the development of positive morale in the department. My findings offer new conceptualisations about how teachers can take action to improve the emotional climate of the school. I am claiming that the significance of my research is grounded in my ability to facilitate an improvement in the low morale of myself and my colleagues in order for us to ultimately contribute to self and school improvement.
- Full Text:
- Date Issued: 2009
A phenomenological exploration : how secondary school teachers cope with depressed adolescents in their classrooms
- Authors: Vermonti, Stefano
- Date: 2013
- Subjects: Teachers -- Training of , Depression in adolescence , Inclusive education
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9585 , http://hdl.handle.net/10948/d1020935
- Description: This study focuses on the perception of teachers who have depressed adolescent learners in their classrooms as well as explores how teachers cope with teaching depressed adolescent learners in their classrooms. For the purpose of this study, a qualitative research method was employed. Data was collected in the form of twelve semi-structured interviews with teachers in order to ascertain their perceptions on including and accommodating depressed adolescent learners in their classrooms. The data was analysed for emerging themes and sub-themes according to Tesch‟s eightstep data analysis process. This study highlights the characteristics, symptoms and causes of depression in adolescents and the effect it has on learners within our educational system. The results of the study indicate that the inclusion of depressed adolescents in the classroom can be problematic for teachers since they feel that they are not suitably trained to deal with these learners in a teaching and learning environment. The participating teachers indicated that they are not able to identify and support depressed adolescent learners in their classrooms effectively. The participating teachers feel that they require further training on how to refer these depressed adolescent learners and their parents for further intervention and support. Based on the findings of this study, the researcher constructed guiding principles in order to address the issues raised by the participating teachers. In the light of the guiding principles, recommendations were made towards teachers, parents, schools, health professionals, the Department of Education, the Department of Health and further research in order to accommodate depressed adolescent learners in South African schools effectively.
- Full Text:
- Date Issued: 2013
A positive behaviour intervention approach to discipline at a primary school in Port Elizabeth
- Authors: Matthews, Thomas
- Date: 2016
- Subjects: School discipline -- South Africa -- Port Elizabeth Behavior modification
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/11564 , vital:26938
- Description: Learner discipline has become a major concern in South African schools. A society of entitlement has been bred over the past 20 years. The school is an open system that influences its environment and is being influenced by it too. The most challenging concern, at least for teachers, is to create and to maintain a form of order and structure at schools. The troublesome situation has an impact on teachers as they have to spend more time addressing challenging behaviour instead of spending that time on teaching a set curriculum and syllabus. Unfortunately, teachers report feelings of being ill-prepared to deal effectively with the challenging behaviour of learners in schools. Hence it is imperative to consider strategies to foster school discipline to manage and modify challenging behaviour in schools. To date, most researches have shown a major paradigm shift from the punitive disciplinary measures of the past towards a rather preventive and more positive approach. It became inevitable that learner discipline should be correctional and educational – especially after the abolishment of corporal punishment in South African schools. An increase attention has started to concentrate on early identification and prevention of challenging behaviour and on strategies to resolve such behaviour at its earliest appearance. Some of the guiding determinants for this positive approach are vested in maintaining a safe, harmonious and orderly environment that is conducive to teaching and learning. The outcry is to promote and encourage discipline amongst learners. An approach that has been termed school-wide positive behaviour intervention and support seems to address most of the challenging behaviours. Through the use of document analysis, observation and group interviews school-wide positive behaviour intervention and support was embraced. The findings further revealed that through proper planning, implementation strategies, and in-service training positive behaviour approach can be implemented in schools as framework for school discipline in primary schools. School-wide positive behaviour intervention and support will contribute successfully in managing and modifying challenging behaviour, fostering discipline in schools, and to educate learners in the habit of accountability and responsibility for their actions without using punishment following specified rules. Doing so some of the critical and developmental outcomes of education in South Africa will be realized. Although research in this area is limited, there are encouraging signs that a coordinated adoption of validated practice could substantially reduce challenging behaviours and thereby enhance the social and emotional well-being of learners in today’s society.
- Full Text:
- Date Issued: 2016
A qualitative study: educator-targeted bullying by learners in a high school in Port Elizabeth
- Authors: Campher, Roelof Petrus
- Date: 2016
- Subjects: Bullying in schools -- South Africa -- Port Elizabeth , Educators -- Abuse of -- South Africa -- Port Elizabeth
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/4709 , vital:20655
- Description: This study explores the phenomenon of educator targeted-bullying (ETB) by learners as an educational problem in terms of the incidence, frequency, severity and the impact on effective teaching and learning in classrooms. Abuse or bullying in schools usually happens amongst learners or to learners targeted by educators. However, the phenomenon of educator abuse by learners is escalating, internationally as well as nationally, and is experienced by many educators, especially by those teaching in secondary schools. An extensive literature review on numerous research national and international studies reports on the fact that the bullying of educators in all its forms, including physical, verbal, emotional and cyber bullying, impacts negatively on the emotional and psychological well-being of educators who are also stressed by other work demands, resulting in ineffective teaching and learning experiences in schools. The over-arching purpose of this local study was to determine the impact of ETB by learners on the effectiveness of teaching and learning in classrooms. In addition, other aspects of ETB were examined, namely the types of bullying, its severity and frequency, and the emotional and psychological effects on educators’ general well-being as victims. The study was conducted in a private high school in the Nelson Mandela Metropolitan area, Eastern Cape, South Africa. A qualitative methodology was used and all the educators employed at this particular school took part in the study. Convenience sampling was thus applied in the selection of the participants and questionnaires and written narratives were used as data gathering instruments. Twelve educators completed questionnaires to gather information-rich qualitative data to investigate the abovementioned aspects of this study. Four educators wrote narratives on their experiences of ETB by learners in this school context. The results of this research provided valuable evidence that ETB by learners in this school has a distressing impact on the educators and their psychological well-being, impairing teaching quality and learning outcomes in classrooms and, ultimately, with adverse educational consequences for all learners. The theoretical framework for this study was based on the ecological systems theory of the developmental psychologist and theorist, Urie Bronfenbrenner. Bronfenbrenner (1979) suggested that the process of human development is shaped and moulded by a person’s v environment and all the people and institutions that play a role in that environment. In my view, this theory may explain to some extent why some children are moulded and shaped as bullies as a result of the child’s exposure to and interaction with his/her environment. The main findings of this study include the fact that ETB is a serious phenomenon that an increasing number of educators are exposed to. It also appears that the incidences are becoming more severe and involve serious physical threats and bodily harm. Educators are also exposed to ETB on a regular basis, with many educators being bullied on a daily basis. It is clear that verbal abuse is the most prominent form of ETB leading to emotional damage, feelings of incompetence and reduced motivation to teach with innovation and enthusiasm. This in turn leads to the very concerning fact that ETB negatively affects successful teaching and learning in classrooms, adding more problems to an already embattled education system. Participants also provided some guidelines to reduce and possibly prevent ETB by learners. In doing so, these data can hopefully be used in the formulation of anti-bullying programmes for educators, which can result in safer working environments and more effective teaching and learning for learners.
- Full Text:
- Date Issued: 2016
A self-reflection of my interactions, communication and relationship structures in the classroom
- Authors: Rensburg, Cheryl Dawn
- Date: 2011
- Subjects: Interaction analysis in education , Teacher-student relationships , Classroom environment
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9560 , http://hdl.handle.net/10948/d1012587 , Interaction analysis in education , Teacher-student relationships , Classroom environment
- Description: Good communication and maintaining effective relationships within a school community are essential for achieving high academic standards. The aim of effective communication between teachers and learners is to elicit and ensure behaviour that will enhance the learning process. It is therefore important that teachers relate to learners in a sensitive manner when they communicate their knowledge (Bingham and Sidorkin 2004, 5). Sotto (2007, 96) further contends that teachers‟ communication styles reveal their core attitude towards learning and that the success of their teaching will be partially determined by how effectively they communicate. Many schools are experiencing disciplinary problems, low teacher and learner expectations, a breakdown of the social order, and a high incidence of academic failure. Bingham and Sidorkin (2004, 5) explain the above-mentioned problems as symptoms of a breakdown in communication between educators and learners. Once relationships in a school have been jeopardised, it becomes increasingly difficult to achieve high academic standards. It is therefore essential that educators create meaningful interactions in an environment in which all individuals can develop to their full potential. The National Education Policy Act No. 27 of 1996 (Education Labour Relations Council 2003, A- 4) advocates the enhancement of quality education and innovation through systematic research and development. The principles contained therein are directed towards enabling the education system to contribute to the full development of each learner, respecting each learner‟s right to freedom of thought, opinion and expression within a culture of respect for teaching and learning. The establishment and strengthening of relationships in a school will contribute to improved academic achievement.
- Full Text:
- Date Issued: 2011
A teacher collective as a professional development approach to promote foundation phase mathematics teaching
- Authors: Hlam, Thandiwe Lillian
- Date: 2017
- Subjects: Mathematics -- Study and teaching (Elementary) -- South Africa Teachers -- Development -- South Africa , Teachers -- Education (Primary) -- South Africa Early childhood education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/15071 , vital:28119
- Description: This qualitative study is a response to a request for help from a group of Grade 3 (year 3) teachers who were disheartened with the poor performance of their learners in Mathematics. In an attempt to address their challenge, they resolved to form a Teacher Collective (TC) amongst themselves. Their main objective was to support each other in their development of Mathematical Knowledge for Teaching (MKT). The participants, being frustrated by what they perceived as an inefficient and unhelpful cluster approach to professional development used by the Department of Basic Education initiated their own teacher collective strategy. I was approached by this TC to assist them in developing a strategy to make this TC suit the needs of the participants. A Lesson Study (LS) approach was used as an alternative Teacher Professional Development strategy within the TC. In studies conducted by Ono and Ferreira (2010) and Jita and Mokhele (2014), a LS approach is regarded as an essential tool desirable for enhancement of teacher collaboration and participant’s MKT. However, both studies reported on challenges related to contextual issues. Those contextual issues revealed themselves as similar to the challenges that threatened to weaken the collaborative structure initiated by the participants in this current study. To overcome these challenges, participants felt a need for some sort of adaptation for a LS approach to work in their context. In the application of the revised adapted version of a LS approach, participants experienced a Teacher Collective (TC) in action using real and useful experiences (Ono & Ferreira, 2010). The aim of this study was to examine the effects of a Teacher Collective for improving participating teachers’ pedagogical and disciplinary content knowledge in Foundation Phase (FP) Mathematics. As this study targeted a small group of teachers, it adopted a case-study methodology. The participants were five Grade 3 teachers purposefully self-selected from two Port Elizabeth township schools. Semi-structured interviews were used to determine participating teachers’ perceptions of a Teacher Collective as a Teacher Professional Development strategy necessary to promote Mathematical Knowledge for Teaching. Descriptive methodologies which concern inter alia practices that prevail, relationships that exists, point of views that were held, processes that are going on and effects that are felt by participants were used (Creswell, 2013). The following major findings emerged from the data analysis: For the TC to be a successful alternative TPD, it requires that: (1) Teachers must regard themselves as being responsible for the own professional growth and own the TPD programme. (2) Participants of the TC must adopt flexible strategies to allow for active participation of the participants in building meaning for themselves. (4) A TPD strategy should be sensitive to contextual issues and be addressed accordingly. (5) A TPD programme should seek to improve classroom instruction but this must be based on the needs of the participants. It is primarily the following structural features that affected teacher learning within the TC: (a) the form of the activity (joint lesson planning, observed lesson presentation, post lesson feedback, etc.), (b) collective participation of teachers within and across the schools and (c) the duration of the activity. In this study the LS approach worked well as it sought to address the needs of the participants.
- Full Text:
- Date Issued: 2017
Academic experiences of faculty of education postgraduate students who have dropped out of a higher education institution in the Eastern Cape Province
- Authors: Mdyogolo, Winkie
- Date: 2012
- Subjects: Dropouts -- South Africa -- Eastern Cape Education, Higher -- South Africa -- Eastern Cape Universities and colleges -- South Africa -- Graduate work -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/8317 , vital:32268
- Description: The purpose of this study was to explore academic learning experiences of students who have dropped out of postgraduate studies in a Higher Education Institution in Eastern Cape. The study employed phenomenological approach using unstructured in-depth interviews to collect data from participants who have dropped out of Masters Programme in HEI in Eastern Cape. Four participants participated in this study. A lot of themes emerged from what the participants reported and similar experiences were noted as well as different experiences. Central to what this study ascertained is the relationship between the supervisor and supervisee. From the findings of the study it can be ascertained that for any postgraduate student to succeed in his/her studies he / she needs a positive relationship with the supervisor who will play a role of guide, mentor, supporter and a friend. However, the academic preparedness of the students in terms of academic reading and writing, computer literacy and determination to be an independent researcher is also key. Whilst this study provides insight to what the students have experienced academically its findings cannot be generalised because the experiences are those of individuals.
- Full Text:
- Date Issued: 2012
Addressing the barriers to learning in the Helenvale area of Port Elizabeth : a school management perspective
- Authors: Van Heerden, Edward Thomas
- Date: 2008
- Subjects: Students -- South Africa -- Port Alizabeth -- Social conditions , Children with social disabilities -- Education -- South Africa -- Port Elizabeth , Learning disabilities -- South Africa , School management and organization -- South Africa -- Port Elizabeth
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9544 , http://hdl.handle.net/10948/676 , Students -- South Africa -- Port Alizabeth -- Social conditions , Children with social disabilities -- Education -- South Africa -- Port Elizabeth , Learning disabilities -- South Africa , School management and organization -- South Africa -- Port Elizabeth
- Description: Educational underachievement is a big problem in all schools, but it is especially prevalent in poverty stricken areas. The main objective of this research was to investigate the possible reasons for, consequences of and strategies to address the problem of educational underachievement in poverty stricken areas. The research conducted was based on the interpretive paradigm and a qualitative approach was used to gather data. A case study approach was used as a research design. The data collection methods were questionnaires, interviews and observations. The study found that the home conditions, individual factors, family and psychological factors are the main reasons for academic underachievement. The main consequences of academic underachievement were found to be unemployment, behavioural problems, a negative self-perception, high failure rates, high drop-out rates and teenage pregnancies. The main strategies to address the problem which the study revealed are: teachers familiarising themselves with the home conditions of the child, addressing the problem of overcrowding, and poverty, involving the parents in the education of their children, enhancing the self-esteem of learners, improving teaching, implementing cooperative learning and providing study facilities for these learners at the school after hours.
- Full Text:
- Date Issued: 2008
Adequacy of the postgraduate certificate in education at higher education institutions in the Eastern Cape to develop the work-intergrated learning skills of student teachers
- Authors: Mahomed, Carmel Claire
- Date: 2009
- Subjects: Teachers -- Certification -- South Africa -- Eastern Cape , Teachers -- Training of -- South Africa -- Eastern Cape , Teachers -- Rating of -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9521 , http://hdl.handle.net/10948/1008 , Teachers -- Certification -- South Africa -- Eastern Cape , Teachers -- Training of -- South Africa -- Eastern Cape , Teachers -- Rating of -- South Africa -- Eastern Cape
- Description: This study investigated whether the PGCE adequately develops the WIL skills of student teachers. WIL skills have contributed extensively to the effectiveness of the facilitation of teaching and learning in schools. The definitions of WIL in this study refer to the skills required to succeed in practice. The four domains of Danielson provide the WIL skills, namely Preparation and Planning, the School Environment, Instruction and Professional Responsibilities. The study showed that there is a link between the four domains and the capacity of student teachers to integrate the theory they acquire at the HEIs and practice in the schools. The quantitative approach is referred to by Creswell (2005:39) as a type of educational research in which the researcher decides what to study, asks specific narrow questions, collects numeric data, which is numbered data from participants, analyzes these numbers using statistics, and conducts the inquiry in an unbiased, objective manner. As this study requires numeric data that ask specific questions, two questionnaires were distributed. One questionnaire was directed at school – based mentors and the other at PGCE student teachers. The mentors rated the students’ capacity in the four domains and the students rated themselves on the same items based on the four domains. The research instrument provides insight from school-based mentors with regard to whether there is a balance between the theoretical knowledge provided by HEIs and the WIL skills that student - teachers need. The questionnaires completed by PGCE student teachers provided perspectives from the students with regard to the relevance of their WIL skills for the schools at which they were placed. The hypothesis for this study is: The PGCE makes a significant contribution to the development of the WIL skills of ITE student teachers. Some of Some of the key findings in this study indicated that: • Constant curriculum changes in the schools create uncertainty for student teachers. • Student teachers need assistance to motivate learners to take pride in their work and achievements. • Managing learner behaviour is cause for concern for student teachers. • Language proficiency continues to be problematic in the teaching and learning environment, because it impacts on questioning, discussion techniques and the student teachers’ capacity to explain concepts. • Student teachers need assistance with the pacing of their lessons. • Adjusting their lessons, which requires spontaneity from student teachers is needed. • Opportunities need to be created for student teachers to gain access to the parents of their learners. • Student teachers need to devote more time to the development of reflective skills. • Excessive administrative tasks hamper delivery in the classroom and teacher and learner productivity. The findings strongly suggested that a significant relationship exists between the WIL skills of PGCE students and their effectiveness as facilitators of learning. The findings of the study indicated that the PGCE curriculum needs to incorporate the crucial WIL skills as identified in the four domains. The findings of this study supported the hypothesis that the PGCE makes a significant contribution to the development of the WIL skills of Initial Teacher Education student teachers (ITE).
- Full Text:
- Date Issued: 2009
An analysis of teacher's skills in the identification of learners with behavioural and emotional problems
- Authors: Damons, Thirza
- Date: 2013
- Subjects: Teachers -- Training of , Interaction analysis in education , Observation (Educational method)
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9451 , http://hdl.handle.net/10948/d1012183 , Teachers -- Training of , Interaction analysis in education , Observation (Educational method)
- Description: This study aimed to explore teachers‟ abilities to identify learners with behavioural and emotional problems, to examine the strategies that they implement to address the challenges and their measure of success in addressing these. This study was qualitative in nature and semi-structured interviews were conducted with 10 volunteer teachers located in the northern areas of Port Elizabeth and an additional 50 teachers completed open ended questionnaires. The learning areas taught by the teachers varied. Descriptive and content analysis procedures were utilized to analyze the findings. The findings indicated that teachers lack the skills and knowledge to assist learners with behavioural and emotional problems. The teachers tended to view their roles as imparting knowledge rather than tending to the mental health of learners so they did not adopt approaches to assist the learners with their behavioural and emotional challenges. This was in spite of the fact that the learners' psychological and physical well-being impacted their academic achievement.
- Full Text:
- Date Issued: 2013
An arts based comparative study of pre-service teachers' perceptions of lecturers' engagement with a humanizing pedagogy
- Authors: Wafula, Josphat Gamba
- Date: 2017
- Subjects: Teacher-student relationships -- South Africa , Teacher-student relationships -- Kenya Teachers college graduates -- South Africa Teachers college graduates -- Kenya Teachers -- Training of -- South Africa Teachers -- Training of -- Kenya
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/20162 , vital:29148
- Description: The tenet of this study was to elicit pre-service teachers’ insights, thoughts and opinions on their perceptions of lecturers’ engagement with a humanizing pedagogy through the analysis of the participants’ role plays, focused group interviews and written narratives. For the purposes of this study a qualitative approach was adopted employing a multiple case study design that focused on two African institutions; one in Kenya (University M) and one in South Africa (University N), involving 3rd year pre-service teachers in the intermediate phase programme of study. The accumulated data were coded, integrated and analyzed thematically. The findings revealed that although there are lectures who make concerted efforts to embrace humanizing pedagogy in their teaching and create opportunities for interactive learning, most of the teaching is concerned with the issuing of communiqués prepared by others with little input from students thereby leading to a one-way communication process, which denies students of a voice. One-way dialogue excludes the students from critical participation as highlighted by the participants in the study. Furthermore, the findings emerging from the study revealed that the participants perceived the humanizing pedagogy as key to facilitating a safe and friendly learning environment; a strategy that affirms interactive engagement and one which favors a learner-centered approach inclusive of positive pedagogical practices and approaches. The findings of the study also revealed that the dehumanizing experiences that participants had to contend with focused predominantly on the teachers’ obsession with banking education which the participants believed stifled the development of critical consciousness. It is hoped that the findings emerging from this study will inform an understanding and need for dialogue since the study provides valuable insights into the personal and professional transformation which can take place in the lecture rooms. Furthermore, the study has the potential to inform Kenyan and South African teacher education programs with a view to improving teaching practices and approaches that have the potential to stimulate critical and creative thinking through active participation, dialogue and interactive meaning-making.
- Full Text:
- Date Issued: 2017
An evaluation of the effectiveness of communication between the education district office and schools in Nelson Mandela Bay
- Authors: Brown, Xenophon
- Date: 2020
- Subjects: Communication in organizations , Communication in management
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/50491 , vital:42203
- Description: This study focuses on an evaluation of communication effectiveness between the school administration office in Nelson Mandela Bay and its representative schools in advancing the business case of school development and heightened learner experience in line with the national development goal. The research uses a qualitative research approach to gather rich insights into the challenges, opportunities and problems that heighten and affect the quality of communication methods, channels and the roles of communication that the interviewed stakeholders representing both the district and schools depict and understand within the communication processes and methods used. Fourteen interviewees were identified using a judgemental and purposive sampling technique. They were identified from the Nelson Mandela Bay district office and schools within the district. Findings from the study reveal that the critical areas of concern include the roles of communication, stakeholder roles in the communication process, methods of communication, and challenges in communication effectiveness. While schools and the district office share the responsibility for providing quality education, it is critical that an effective communication strategy, which embraces computer-mediated communication as a supplementary tool, should be adopted to ensure that this shared mandate could be achieved.
- Full Text:
- Date Issued: 2020