Knowledge and knower structures in relation to reproductive and sexual health in school curricula of Kenya and South Africa
- Authors: Chemwor, Ezekiel Kiplimo
- Date: 2017
- Subjects: Curriculum planning -- Kenya , Curriculum planning -- South Africa Education -- Study and teaching Reproductive health -- Study and teaching -- Kenya Reproductive health -- Study and teaching -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/14884 , vital:27893
- Description: This study investigates the Reproductive and Sexual Health (RSH) knowledge as recontextualised in the school curricula of Kenya and South Africa. It sets to provide a holistic view of RSH by bringing to the fore the underlying principles structuring the legitimation of RSH knowledge and knowing in both curricula. More importantly, it provides a deeper understanding of what RSH concepts have to be known and what kind of ideal learner is being projected in the two curricula. The study sets out to answer the following two research questions: How is knowledge related to RSH legitimated in the South African and Kenyan school curricula? How are knowers related to RSH legitimated in the South African and Kenyan school curricula? Being located in the Official Recontextualisation Field of Bernstein’s pedagogic device, this study uses Bernstein’s knowledge structure approach and Legitimation Code Theory: Specialisation as theoretical framework. LCT: Specialisation codes provided a means of developing external languages of description or translation devices to build a requisite analytical framework for revealing the knowledge-knower structures legitimated in the two curricula. The study employs a multi-site case study research design with RSH knowledge and knowers in school curriculum being the case, and Kenya and South Africa as the two sites in the case study. The purpose of looking at the curricula from both countries was not specifically to compare the contents of the curricula documents, but rather to enable broader consideration of the ways in which they position RSH knowledge. The study found that RSH, as an interdisciplinary concept, is faced by a tension in its knowledge-knower structure across the curriculum levels. The biological component of the RSH concepts, has a hierarchical knowledge structure with a knowledge code that exhibited a purist insight as well as a horizontal knower structure that embodied a trained gaze, while the psychological component has a horizontal knowledge structure with a hierarchical knower structure that embodied a cultivated gaze.
- Full Text:
- Date Issued: 2017
Understanding current teacher implementation of Zimbabwe's primary school AIDS curriculum: a case study
- Authors: Musingarabwi, Starlin
- Date: 2013
- Subjects: Teacher participation in curriculum planning -- Zimbabwe , Primary school teachers -- Zimbabwe , Education -- Zimbabwe
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:9584 , http://hdl.handle.net/10948/d1020912
- Description: Zimbabwe’s Ministry of Education Sport, Arts and Culture offers as one of the primary school curricula, an AIDS curriculum which all Grades 4 to 7 teachers in Zimbabwe’s primary schools mandatorily implement with a view to contributing towards the prevention of the spread of HIV/AIDS among the young primary school learners. The purpose of this research was to explore and describe teachers’ understanding and implementation of Zimbabwe’s primary school AIDS curriculum regarding the ways in which they articulated teaching practices and processes in their classrooms. The study also aimed to elicit the teachers’ views on how personal and contextual factors impact their adaptation and enactment of the curriculum. The study also sought to establish teachers’ perceptions of their practical experiences with the implementation of Zimbabwe’s primary school AIDS curriculum and their suggestions for improving practice. The study follows a qualitative case study design with minimal quantitative results. It involved three purposively selected primary school grade six teachers (n=3) each of whom was asked to teach five lessons while being observed over a period of three months. Each teacher availed his or her teaching scheme/plan to the researcher who conducted document analysis to glean their symbolic conceptualisation of actual classroom practice of the curriculum. This was followed by three semi-structured interviews with each participating teacher to elicit their perceptions. A content analysis using ideas borrowed from the grounded theory approach was employed resulting in thematic findings. The findings of the study confirm and enhance the theoretical significance of the phenomenological-adaptive perspective of educational change and Honig’s (people, policy, places) and cognition model for describing teacher implementation of the mandatory AIDS curriculum. The findings also confirm the complex ways in which human-generated personal and contextual factors played out in framing and shaping teachers’ personal adaptation of the mandatory AIDS curriculum. The study confirms the adaptation claim that as cognitive sense-makers, teachers mutate and enact a curriculum according to their personal subjective interpretations in the context of unique use-setting implementation realities. Although one of the participants’ understanding and practice displayed considerable comprehension of the requirements of the curriculum, the other teachers displayed an understanding of this curriculum in a superficial way, and experienced few positive experiences and several conceptual and operational constraints in its implementation. Drawing on their practical experiences with the implementation of the curriculum, teachers offered suggestions for transforming the implementation proficiency of this curriculum, which formed part of the conceptual strategy I developed for improving practice. Thus the resultant achievement of the study was a conceptual strategy that was constructed from the key findings of the study to provide educational change leaders with nuanced ideas and insights for improving practice.
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- Date Issued: 2013
Enhancing parental involvement in children’s academic work: Implications for teaching and learning
- Authors: Fihla, Gcobisa Victoria
- Date: 2018
- Subjects: Education -- Parent participation Parent-teacher relationships Academic achievement
- Language: English
- Type: Thesis , Doctoral , PhD (Education)
- Identifier: http://hdl.handle.net/10353/8042 , vital:31485
- Description: Partnership between schools and parents seems to substandard, leading to both parties questioning each other on why children underperform. Most parents view the school as an instrument for the achievement of children and parents with limited or no education may have little or no interest in supporting children’s academic work. The aim of this study was to investigate how parental involvement in children’s academic work can be enhanced. It focused on three rural secondary schools in the Amathole West Education District in the Eastern Cape Province of South Africa. The study particularly investigated how school schools involved parents in children’s academic work and how they, together with principals, teachers and learners view their involvement in children’s academic work. Guided by Epstein’s theory of parental involvement, this qualitative study was premised on the interpretative paradigm. Face to face interviews and focus group discussions were used to collect data from three high schools in the Amathole West Education District. Purposive sampling was used to select participants who comprised a target population of 24 participants. It emerged from the data that although schools were trying to involve parents in children’s academic work, their activities were uncoordinated, occurred at school level rather than classroom level and focused less on learners’ academic work. Parent’ involvement in their children’s academic work was not touching the real curriculum issues; rather it touched on the outside. The data also showed that parents’ academic statuses influenced their participation as those who had little education seemed to be reluctant to participate on academic issues. The study concludes that there was lack of coordinated strategies by schools to involve parents in children’s academic work. The study, therefore, recommends that Coordinated Grade-based Parent-Teacher Forums be established. This will assist in opening a planform for teachers and parents to engage on teaching and learning discussions and curriculum debates.
- Full Text:
- Date Issued: 2018
Teachers’use of curriculum materials in Grade 3 Mathematics: A Case Study
- Authors: Whale, Susan Gaye
- Date: 2019
- Subjects: Mathematics -- Study and teaching (Primary) -- South Africa , Education -- curriculum innovation
- Language: English
- Type: Thesis , Doctoral , PHD
- Identifier: http://hdl.handle.net/10948/45591 , vital:38916
- Description: The study examines four curriculum documents with regards to curriculum facets, further interrogated through indicators for certain facets in order to ascertain whether the documents could be considered to be educative. Comparison is made with selected resources internationally. Observed episodes in four mathematics classes are interrogated with regards to teacher facets and concomitant indicators, to assess whether the tenets proposed in the written curriculum are translated into practice in the classrooms. The four Grade 3 teachers are interviewed about their views on the curriculum, their views on teaching and their views on their own agency in teaching mathematics. The teachers’ complete selected examples from a Mathematics Knowledge for Training (MKT) questionnaire and are engaged in conversations about iii their beliefs about mathematics and their confidence in both doing and teaching mathematics. The study identifies that the current CAPS curriculum documents focus on mathematical content almost exclusively and give minimal guidance concerning pedagogical content knowledge. The agency of teachers is not addressed. The study suggests a three-dimensional model of curriculum design that encompasses new educative curriculum materials; guidance on innovative teacher practices and direction towards new beliefs in teachers which could build agency and confidence. The concern that this study uncovers is that although the school and teachers were specifically chosen to minimise linguistic and social detractors, the intended curriculum does not appear to have been universally translated into
- Full Text:
- Date Issued: 2019
Strategies schools in a low-socio-economic are used to maintain discipline
- Authors: Manuel, Bianca Winestine
- Date: 2019
- Subjects: Corporal punishment -- Port Elizabeth
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/44550 , vital:38143
- Description: The purpose of this study was to investigate the strategies schools use to maintain discipline in a low socio-economic area. Poor discipline in public schools has become a major concern following the abolition of corporal punishment by the National Department of Education. The educational authorities left educators in schools with no constructive alternatives to maintain discipline and alternative strategies had to be found and implemented. Data were collected be means of semi-structured interviews, from principals, educators and school governing body (SGB) members. Three neighbouring high schools in the Northern Areas of Port Elizabeth in the Nelson Mandela Bay District of Education were used. A qualitative research approach was employed in the study. The findings supported the literature that was consulted in that there is a wide range of causes of disciplinary problems in schools. According to the findings, there is a lack of effective strategies to maintain discipline in schools but Bronfenbrenner’s ecological systems theory is in line with the perceptions of the respondents in this study. This study opened a door for further research into effective strategies that are in line with the changing teaching environment in low socio-economic areas. The government should come on board to create an environment to promote the good life for educators and learners. The final outcome of this study focused on strategies that principals, educators and SGB members can use to maintain discipline in low socio-economic areas. These strategies can create an environment that is conducive for teaching and learning, especially in schools situated in low socio-economic areas. These include consistency, parental involvement, detention, suspension and the home environment and socio-economic circumstances. Learners must be disciplined and parents must be involved in the maintenance of discipline in schools situated in low socio-economic areas.
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- Date Issued: 2019
Educators'perceptions on the contribution of South African Democratic Teachers' Union to teacher professional development
- Authors: Kwayiba, Xolile Lawrence
- Date: 2015
- Subjects: Teachers' unions Teachers -- In-service training -- South Africa -- Eastern Cape Teachers -- Training of -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/6081 , vital:29489
- Description: The purpose of the study was to investigate the educators’ perceptions on the role of the South African Democratic Teachers’ Union (SADTU) in teacher professional development. The study also investigated the Union’s perceived challenges in contributing to teacher professionalism in South Africa, their perceived professional priorities and perceived expectations of teachers. The research genre used for this study was the interpretivism or constructivism paradigm. The qualitative methodology was used and case study employed as the research design of the study. The findings of this study were that SADTU were perceived as militant activists. Their activities were perceived as often very disruptive to education and their role appeared to be more politically focused than educational. They promoted and protected teacher labour rights and interests. However, they had no programme, nor the expertise nor the resources to respond to teachers’ professional development needs. The perceptions about them were that they had minimal or negligible contribution to teacher professional development. SADTU conducted training, but with nothing of value to teacher professional development. The unethical, unconstitutional and professionally non-developmental cadre deployment of SADTU leadership compromised the Union. Another finding was the important role of appropriate continuous professional development programmes in the improvement of the teachers’ own professional development, in the improvement of classroom practices and eventual enhanced learner performance. Inclusive to professional development are educationally good skills and values to colleagues, learners and parents both at school and out of school. Recommendations for SADTU were the: development of a clear programme on Teacher Professional Development; mobilisation of SADTU members towards restoring and enhancing the dignity of the teaching profession; engaging politically in curriculum policymaking to form inclusive professional associations; ending cadre deployment for senior management posts by SADTU leadership; establish development centres for critical maths and science, computers skills and other subjects and resuscitation of teacher colleges.
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- Date Issued: 2015
How can I create a stimulating environment to promote awareness of and love for reading in my classroom?
- Authors: Jantjies, Beverley Esther
- Date: 2009
- Subjects: Reading (Primary) , Reading (Early childhood) , Reading readiness , Reading -- Language experience approach
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9523 , http://hdl.handle.net/10948/987 , Reading (Primary) , Reading (Early childhood) , Reading readiness , Reading -- Language experience approach
- Description: This study critically examines my classroom practice in teaching young learners aged four-and-a-half to six years old. It focuses on the following research question: How can I create a stimulating environment in my classroom to promote awareness of and a love for reading? My classroom-based action research methodology places me, the practitioner, at the centre of the investigation. The work examines closely my professional values and my strong belief in the capacity of learners to be curious, absorb and make sense of what they encounter and experience in a stimulating environment. It investigates how such an environment develops the potential of learners to love and embrace reading. The process of engaging reflectively and analytically in practitioner research has helped me to gain a better understanding of my learners’ needs and to improve the ways in which I promote reading in the reception year of formal schooling. I claim that the creating of a stimulating environment in my classroom is grounded in my ability to motivate, model and scaffold the learners to engage in reading confidently. Together, the learners and I have created a living theory of education, one that is open to further reflection and development. Ongoing interaction between theoretical discourse and practical experiences enable me to develop my professional knowledge and to synthesize my values and practice. The investigation continuously confirms the advantages of a print-rich environment and how it can be used to promote a love for reading amongst young learners. The claims and knowledge generated in this study are personal and true for me, while the living transformational process demonstrates how I have developed professionally.
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- Date Issued: 2009
Die bestuursrol van die skoolhoof in die implementering van 'n nuwe kurrikulum
- Authors: Mey, Hermanus Pieter
- Date: 2004
- Subjects: School principals -- South Africa , Educational leadership -- South Africa , Curriculum change -- South Africa
- Language: Afrikaans
- Type: Thesis , Masters , MPhil
- Identifier: vital:11010 , http://hdl.handle.net/10948/367 , School principals -- South Africa , Educational leadership -- South Africa , Curriculum change -- South Africa
- Description: The implementation of a new curriculum has become a very relevant issue in South Africa with the implementation of Curriculum 2005 (C 2005) since 1998. The school principal plays a very important role at school level in the implementation of change in general and a new curriculum in particular. The aim of this study was to have a closer look at this role. It is a qualitative study executed in six schools in the Port Elizabeth area. It investigates the problems school principals experienced with the implementation of C 2005 with the objective of identifying guidelines for the role of the principal in the implementation of a new curriculum The most important findings include the importance of equipping the principal to provide guidance with the implementation of a new curriculum. This equipping refers to the principal’s knowledge of the new curriculum, the ability to employ various leadership styles, as well as the maintenance of a certain balance between supporting and putting pressure on the staff. Other findings refer to the importance of well-trained and prepared facilitators of workshops, as well as the role the Department of Education needs to play in the training and preparation of these facilitators. The ongoing support of schools in the implementation process also needs to be emphasized. The principal should play a key role with respect to this last role of the Department. The study also emphasizes the principal’s responsibility to bind the educators together in building a shared vision, so that their focus will remain on the curriculum implementation.
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- Date Issued: 2004
The use of textbooks by teachers in teaching mathematics at selected primary schools in East London education district
- Authors: Adu, K.O.
- Date: 2018
- Subjects: Mathematics -- Textbooks Mathematics -- Study and teaching (Primary)
- Language: English
- Type: Thesis , Masters , MEd.
- Identifier: http://hdl.handle.net/10353/8989 , vital:34180
- Description: Mathematics is the foundation for the economic and technological development of any nation. It has been asserted that Mathematics is expected to help in accelerating social, economic and technological progress of any society. The Primary school level is very important in any educational system and any lack at this level would permeate to other levels of the educational system. Hence, this dissertation examines the use of textbooks by teachers in teaching Mathematics at selected primary schools in East London Education district. The study adopted the interpretivist paradigm and employed the qualitative approach in investigating the phenomenon. The dissertation made use of phenomenology research design as it attempted to understand people’s (learners’ and teachers’) perceptions, perspectives and understandings of the use of textbooks in teaching Mathematics. Semi-structured interviews and observation were used to elicit information from the six mathematics teachers and three heads of department who were purposively selected. The data collected were analysed using thematic approach where themes were developed from the research questions after transcribing, sorting and categorizing them. The findings of the study demonstrated that the participants selected textbooks from the ones prescribed by the department that were written in the CAPS documents. They had no influence or decision on textbook selection. All the teachers believed that lesson plan is very important and it is a must to have a very detailed and comprehensive lesson plan that is well-aligned to the contents of CAPS document and the textbook. The study further revealed that, for effective delivery of lesson and planning, there is need for a practical use of textbooks by the teacher. The study concluded that one of the most fundamental issues to consider is the fact that, as good as the use of textbook for planning and delivery of lesson activities is, it can also be a problem if not carefully and professionally planned and used accordingly. The over-dependence on textbooks at the expense of other resources may cause ineffective learning and teaching of mathematics.
- Full Text:
- Date Issued: 2018
Integrated teaching strategies model for improved scientific literacy in second-language learners
- Authors: Villanueva, Mary Grace Flores
- Date: 2010
- Subjects: Science -- Study and teaching (Elementary) -- South Africa , Science -- South Africa -- Methodology , Science -- Curricula
- Language: English
- Type: Thesis , Doctoral , DEd
- Identifier: vital:9514 , http://hdl.handle.net/10948/1107 , Science -- Study and teaching (Elementary) -- South Africa , Science -- South Africa -- Methodology , Science -- Curricula
- Description: The importance of a scientifically literate society is currently acknowledged both internationally and South Africa. The notion of scientific literacy in South Africa has emerged largely due to the government’s recognition of the role that science and technology plays in economic growth, employment creation, social redress and social development. However, in light of South Africa’s learner performance on international and national assessments such as TIMMS (2003) and PIRLS (2006), as well as the problems of teaching and learning in a second language, there appears to be a primary and pressing need to develop learners’ fundamental sense of scientific literacy (Norris & Phillips, 2003). Expanding learners’ ability to read, write and communicate in science may provide the necessary framework for engaging learners in the critical principles and foundations of the scientific endeavour (Hand, Prain, & Yore, 2001). As such, this study focuses on equipping and training grade six and seven science teachers to develop scientifically literate learners via professional development workshops with a strategy that supports reading, writing, talking and conducting (‘doing’) science through scientific investigations. The typology of triangulation and the mixed method research approach was supported by a fully mixed, concurrent, and equal status design (Leech & Onwuegbuzi, 2007). Quantitative data were collected from the baseline and post-intervention testing of learners’ problem solving skills, as well as their literacy skills in English and isiXhosa. Qualitative measures were generated through classroom observations, teacher interviews and learners’ science notebooks. The study was conducted in two different milieus in the Eastern Cape, South Africa. The first setting, in the rural area of Tyumie Valley near the Hogsback Mountains, was comprised of a sample of grade six and seven (multi-grade classrooms) teachers (n=7) and learners (n=168) from five experimental schools and two comparison schools. The second setting, in the urban townships area east of Port Elizabeth, was comprised of a sample of grade six teachers (n=8) and learners (n=675) from six experimental schools and two comparison schools. Mean differences between the experimental and the comparison groups were computed for the Raven’s Standard Progressive Matrices (RSPM) and the literacy tests, and the data generated were treated with an Analysis of Covariance (ANCOVA). The data suggest that the scientific literacy strategy improved the experimental learners’ problem solving skills. Both experimental groups demonstrated greater gains than that of the comparison schools. However, statistically significant improvements were only detected in Port Elizabeth. Improvements in learners’ literacy skills in isiXhosa and English varied according to each milieu. While the teachers initially identified challenges to learners’ reading and writing abilities, the analysis of learners’ science notebooks suggested that they used writings to support their investigations. Some teachers cited difficulties with certain aspects of the model, such as problems with developing an investigable question and argumentation, yet overall, teachers found the strategy useful for developing learners’ language skills, as well for strengthening their pedagogical practices in science. Teachers’ gradual improvements in the use of the model suggest that they were able to use the scientific literacy strategy to support the cognitive and linguistic development of second-language learners.
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- Date Issued: 2010
Economics & Management Sciences Method: EMS 321
- Authors: Magwa, P T L , Caga, N
- Date: 2009-11
- Subjects: Education -- Management
- Language: English
- Type: Examination paper
- Identifier: vital:17340 , http://hdl.handle.net/10353/d1010202
- Description: Examination on Economics & Management Sciences Method: EMS 321 November 2009.
- Full Text: false
- Date Issued: 2009-11
Investigating the existance of HIV/AIDS health advisory committee in selected senior secondary schools in the Amathole District Municipality schools in the Eastern Cape, South Africa
- Authors: Mbayeka, Sizwe Michael
- Date: 2012
- Subjects: HIV/AIDS -- Health advisory committee -- Education (Secondary)
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18466 , http://hdl.handle.net/11260/d1009449
- Description: This study investigated the question: Have the Amathole District Municipality Schools and higher education institutions established and successfully run Health Advisory Committees (HACs) in accordance with stipulations of the National Policy on HIV/AIDS for Learners and Educators in Public Schools Act No.27 0f 1996 (DoE, 1996). The main focus of the study was to determine the existence and the performance of HIV/AIDS Health Advisory Committees in 16 senior secondary schools selected from the Amathole District Municipality in the Eastern Cape Province of South Africa. The two main research questions which the study seeks to interrogate are: Does any of the selected 16 secondary schools have HIV/AIDS Health Advisory Committees? And if HIV/AIDS Health Advisory Committees had been established in any of the schools, are they managed in accordance with the stipulated guidelines of the national education policy? The decision to investigate this phenomenon stemmed from the researcher’s observation that schools might have failed to establish and to effectively manage the HAC. This assumption was based upon the fact that in rural schools located among the less educated and illiterate rural masses, semi-educated and illiterate parent members of the school governing bodies are more likely to be poorly informed about HIV/AIDS and might not be aware of the importance setting up committees and running them efficiently. The study used a survey as its research design. Surveys typically rely on large scale data, e.g. from questionnaires ,test scores, attendance rates results of public examinations etc., all of which would be enable comparisons to be made over time or between groups. Data was collected by means of questionnaires which were analysed using SPSS. The findings produced evidence that backed the above assumption. The study revealed that Data and the findings indicated that some schools in the Amathole District do not have HAC. Instead of HACs, they have other health advisory structures. However, parents believed that there was the need for HIV/AIDS HACs in their school communities as they were considered capable of addressing health related challenges/ problems such as teenage pregnancy HIV/AIDS diseases, hygiene and healthy living style among the school stakeholders. The study concluded that the existence of the HIV/AIDS HAC is essential and necessary in all schools as it ensures a healthy living in the school communities as suggest by the findings of this study.
- Full Text:
- Date Issued: 2012
Exploring fathers' role in supporting their children's learning : a case of selected primary schools in the East London District
- Authors: Pampila, Siyabulela
- Date: 2017
- Subjects: Education -- Parent participation -- South Africa -- Eastern Cape Father and child -- South Africa -- Eastern Cape Home and school -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/4915 , vital:28755
- Description: The aim of this study was to explore fathers’ role in supporting their children’s learning in selected urban primary schools in the East London Education District. Epstein parental involvement theory informed the study. The study was located in the interpretivist research paradigm and it qualitative in nature. It followed a case study research design. Participants were selected through the use of purposive sampling. A total of fifty two (52) participants were selected and these included school teachers, fathers and learners. Semi-structured interviews (for school teachers and fathers) and focus group interviews (for learners) were used in the four selected primary schools. The data was coded and thematic content analysis was used. The findings from the research indicated that fathers’ and teachers had a very limited understanding of fathers’ support in children’s learning. They generally thought that it was confined to activities done at school such as payment of school fees and levies, providing labour for the construction or renovation of school buildings and providing teaching/learning resources. Participants confirmed that the majority of fathers were too poor and with low education to be meaningfully involved in their children’s learning. However, there were a few fathers who believed that their socio-economic status did not prevent them from participating in their children’s learning. They actually indicated useful ways in which they could be involved. It was found that a minority group of fathers who were unemployed spent time helping their children in their learning whilst, those working worked long hours and had no time to help their children. Among the significant findings of the study was the fact that educated fathers were too involved in their children’s learning and even reserved time on weekend to be part of their children’s life and learning. The research also revealed that fathers and teachers had wrong perceptions about themselves and each other in connection with limited fathers’ support in their schools. The study recommends, among other issues, enhanced school/parent partnership with emphasis on the involvement of fathers in academic activities meant to improve their children’s learning.
- Full Text:
- Date Issued: 2017
Investigating grade 6 teachers’ views and practices regarding creating an intellectually safe classroom environment
- Authors: Damana, Yanga
- Date: 2019-05
- Subjects: Classroom environment , Classroom management
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/19947 , vital:44808
- Description: An intellectually safe classroom (ISC) is essential for teaching and learning to occur. The aim of this study was to investigate Grade 6 teachers’ views and practices regarding the creation of intellectually safe classroom environments. The paradigm that was used in the study was the interpretive paradigm and the research approach was qualitative. A case study design was used. Three Mdantsane primary schools was purposively selected and two Grade 6 teachers from each school were the participants. Semi structured interviews and observations were used to collect data. The research found that participants are cognizant of the need to develop ISC. They define ISC as a classroom that is both emotionally and physically safe for learning to occur. The participants are very conversant with the benefits of ISC. Most of the teachers purposefully tried to implement ISC. This included the establishment of classroom rules, and they acknowledged the role that the teacher plays in setting up an ISC and the manner in which they establish trust and co-operation within their classrooms. However, they are often constrained in their implementation of ISC by their own teaching styles and by factors outside of their control. This emphasised the pivotal role that teachers have in the establishment of an ISC. It is recommended that ISC be implemented in all classrooms with the entire school community working together to do so. , Thesis (MEd) -- Faculty of Education, 2019
- Full Text:
- Date Issued: 2019-05
Implementation of the policy on religious equity in public schools in the East London Education District : towards a framework for religious diversity
- Authors: Makasi, Cordelia Noma-Abysinia
- Date: 2017
- Subjects: Religious education -- South Africa -- Eastern Cape Religion and state -- South Africa -- Eastern Cape Christianity and politics
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/5014 , vital:28935
- Description: The study sought to establish the implementation of the policy on religious equity in public schools in the East London Education district in the Eastern Cape Province of South Africa. Underpinned by Van Meter and Van Horn (2015) with implementation and conceptual theory and also a theory on opportunity to learn and school performance by Van Der Grift and Houtveen(2006), the study was located in the pragmatist research paradigm and followed a mixed methods approach and concurrent triangulation design. The research sampling technique was random for high school learners in selected schools and purposeful for principals, heads of departments, teachers and provincial education officials. Three methods were employed to collect data from selected public schools and from the provincial office namely; semi-structured interviews, individual interviews and observation. Quantitative data were analysed statistically and presented in the form of descriptive statistics. Qualitative data were analysed using the thematic content analysis technique. Major findings of the study are that teachers and principals understood the concept religious equity and had a fair understanding of the policy on religious equity. Schools were predominantly Christian-oriented in terms of religious practices and there were no recorded cases of religious conflict. Learners of minority religions were not compelled to attend Christian religious functions in schools and were allowed to attend their own religious functions outside school. This was established from the fact that participants cited freedom of religion as being exercised in schools. However, it was further established that there was no strategic monitoring and support for teachers in the implementation of religious equity. There were also no deliberate measures and strategies for the implementation of religious equity suggesting challenges and inconsistencies in the implementation of the policy. While there were notable challenges in the implementation of the policy, due to resistance of stakeholders to change, schools had great opportunities which could be utilized to enhance the implementation of the policy on religious equity. The study concludes by noting that, while key policy implementers had an understanding of religious equity, the situation on the ground revealed challenges and inconsistencies in the implementation of the policy which resulted in a Christian-dominated school environment at the expense of minority religions The study recommends, among other things, that that religious equity be adhered to as enshrined in the Constitution of South Africa of 1996 and the South African Schools Act of 1996. The teaching and learning environment should include Religion Education as per prescription by National Policy on Religion Education of 2003, that monitoring and support of teachers be done, and that community involvement with policy development be considered crucial as well as moral education teaching in schools. A framework for enhancing implementation of the policy on religious equity is also proposed.
- Full Text:
- Date Issued: 2017
The experiences of the development support group DSG in the integrated quality management system IQMS in Butterworth District, Eastern Cape
- Authors: Ndandani- Msindwana, Judith Nonkululeko
- Date: 2012
- Subjects: School management and organization -- South Africa -- Eastern Cape , Work capacity evaluation -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16173 , http://hdl.handle.net/10353/467 , School management and organization -- South Africa -- Eastern Cape , Work capacity evaluation -- South Africa -- Eastern Cape
- Description: This study investigated the experiences of the Development Support Group (DGS) when implementing the IQMS (Integrated Quality Management System) in Butterworth District of the Eastern Cape. The aim of the study was to explore the experiences of the DSG when implementing the IQMS in an attempt to determine whether the DSG can cope with the task of being part of evaluation in education, and how the negative experiences could be improved. In order to get the experiences of the DSG when implementing the IQMS, the researcher embarked on this phenomenological study. Data were collected by means of one-on-one semi-structured interviews and the perusal of the IQMS document, Resolution 8 of 2003. Responses from the participants were tape-recorded and eventually transcribed, analyzed and interpreted. The main feature revealed by the study is gross lack of confidence, feeling of insecurity and ambivalence on the part of the DSG. On the basis of the findings, recommendations that will assist the DSG (and other IQMS implementers) to improve IQMS implementation, have been made. This study also serves as the voice of the DSG for they have also made suggestions to improve on the negative experiences they have highlighted. The conclusions arrived at in this study are specific to the DSG of the sampled schools. The conclusions reflect and explain the challenges faced by the DSG in Butterworth district. But the findings give a reflective explanatory depth to the experiences the DSG when implementing the IQMS.
- Full Text:
- Date Issued: 2012
Investigating relationships between mathematics teachers' content knowledge, their pedagogical knowledge and their learnes' achievement in terms of functions and graphs
- Authors: Stewart, Joyce
- Date: 2009
- Subjects: Mathematics -- Study and teaching -- South Africa , Mathematics teachers -- Training of -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9515 , http://hdl.handle.net/10948/1100 , Mathematics -- Study and teaching -- South Africa , Mathematics teachers -- Training of -- South Africa
- Description: This study used diagnostic tests, questionnaires and interviews to investigate explore teachers’ subject content knowledge (SCK) and pedagogical subject knowledge (PCK). It also explored teachers’ and learners’ misconceptions within the topic of graphicacy and how teachers’ SCK and PCK possibly affect learner achievement. A small sample of teachers were drawn from the Keiskammahoek region; a deep rural area of the Eastern Cape. These teachers were part of the Nelson Mandela Metropolitan University (NMMU) Amathole Cluster Schools Project who were registered for a three-year BEd (FET) in-service programme in mathematics education. As part of the programme they studied mathematics 1 and 2 at university level and received quarterly non-formal workshops on teaching mathematics at FET level. The findings of this study suggest that teachers with insufficient SCK will probably have limited PCK, although the two are not entirely dependent on each other. In cases where teachers’ displayed low levels of SCK and PCK, their learners were more likely to perform poorly and their results often indicated similar misconceptions as displayed by their teachers. This implies that we have to look at what teachers know and what they need to know in terms of SCK and PCK if we are to plan effectively for effective teacher development aimed at improving learner performance.
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- Date Issued: 2009
Main thesis title
- Authors: Tsamago, Hodi, Elias
- Date: 2022-12
- Subjects: Technology integration , SOLEs pedagogy , Metacognitive
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10948/60549 , vital:65833
- Description: The study was carried out to investigate the effect of the use of technology in self-organised learning environments (SOLEs) (in Physical Sciences classrooms) on learners’ metacognitive skills. The study contributes by identifying a technology-enhanced pedagogy that can effectively equip learners with metacognitive skills, which many studies have reported as having an effect on Physical Sciences learners’ conceptual understanding. The study followed an experimental (control group quasi-experimental) methods design, in which both qualitative and quantitative data were collected and analysed. A multistep stratified sampling method (which caters for both quantitative and qualitative facets) was employed to choose four schools (two rural and two urban) to participate in the study. These schools were randomly chosen from the population of all schools offering Physical Sciences in Grade 11 in the Capricorn District of Limpopo Province, South Africa were assigned to urban experimental group and rural experimental group (UEG and REG) and urban control group and rural control group (UCG and RCG) using geographical demographics. The participants were selected using both simple random sampling (for quantitative methods) and purposive sampling (for qualitative methods). The experimental groups were taught by the researcher using self-organised learning environments (SOLEs) pedagogy, while control groups were taught (also by the researcher of the study) using a traditional chalk-and-talk approach. A Physical Sciences concepts pre-/post-test and the Metacognitive Self-Assessment Scale (MSAS) questionnaire were used to glean the quantitative data, while focus group interviews (FGIs) were used to obtain the qualitative data. The analysis of the quantitative data employed both descriptive (mean, standard deviation and graphs) and inferential (both parametric t-test and non-parametric Kruskal-Wallis and Wilcoxon signed-rank tests) statistics computed using the SPSS package version 22, while qualitative data were analysed thematically using coding techniques (applied on a sentence-by-sentence basis) after the transcription of the recorded FGIs. The study found that SOLEs pedagogy improves learners’ metacognitive skills, leading to better Physical Sciences conceptual understanding. In addition, the results indicate that all v aspects of metacognitive skills improved in experimental groups; however, certain aspects exhibited outstanding improvement such as “Respect shown to myself”; “Respect shown to others”; “Respect shown for empathy towards others” and “Respect shown towards problem solving”. Furthermore, the results of the FGIs revealed that a plausible explanation for the ability of SOLEs pedagogy to enhance metacognitive skills lies in its effortlessness to enable learners to link their classroom experiences to real-life experiences; simulate practical work; adapt to collaborative learning; use multiple channels for receiving information; and reducing learners’ reliance on the teacher. Hence, this study recommends the implementation of SOLEs pedagogy in the Physical Sciences classroom to improve learners’ metacognitive skills and conceptual understanding. However, the study had limitations, some of which included the sample size (which has an effect on the degree of generalisability of the research findings) and the period during which SOLEs pedagogy was implemented which might not have been long enough to exhaust its effect on metacognitive skills. Accordingly, further studies employing a longitudinal study design with a sample size bigger than 350 participants would be useful in understanding the effects of SOLEs pedagogy on metacognitive skills and improving the generalisability of research findings , Thesis (PhD) -- Faculty of education, 2022
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- Date Issued: 2022-12
Philosophies that inform discipline strategies among teachers
- Authors: Von Wildemann, Amy-Rose
- Subjects: School discipline -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:9504 , http://hdl.handle.net/10948/1302 , School discipline -- South Africa
- Description: Numerous teachers in South Africa are experiencing ill‐discipline within the classroom environment. They are not receiving the necessary support and guidance from the relevant departments, and thus, rely on their own reactive measures to manage the disruptive behaviour present in the classroom. Previous studies have shown that the South African Education Department has not provided all teachers with the necessary training needed to implement the new discipline strategies proposed by the Department of Education. Therefore, teachers rely on what they perceive to be effective in maintaining discipline, which is an indication of their personal teaching philosophy, as they base their own knowledge on what they have experienced and learnt in the past. This study followed a qualitative enquiry, which is descriptive and explorative. The data generation tools that were utilised for the study were, ‘drawing’ and ‘photo album’, both of which represent visual methodology activities. Furthermore, the primary aim of the study is to determine the underlying teaching philosophies that inform selected township teachers’ approaches to discipline in their classrooms. However, the findings indicated that the use of corporal punishment is still visibly prevalent in this township school. Even though it was revealed that the prominent teaching philosophy was not that of fundamental pedagogics, but featured somewhere in between the humanising pedagogy and Noddings’ theory of caring, the effects of teaching during Apartheid under the principles of fundamental pedagogics is still existent in the township.
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Perceptions of parents on their involvement in the implementation of the prevention and management of learner pregnancy : a case study of three secondary schools in Amathole West District
- Authors: Mxothwa, Smileth Ncumisa
- Date: 2020-06
- Subjects: Pregnant teenagers , Sex instruction for teenagers
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/19991 , vital:44923
- Description: There is quite a number of researches dealing with perceptions of parents on the prevention and management of learner pregnancy. However, less has been said about how these perceptions of parents on the prevention and management are being implemented to fulfil their purpose. Discovering how these perceptions are being implemented is necessary, bearing in mind that a large number of Schools are having high learner pregnancy and are lacking parental involvement in South Africa, particularly in terms of prevention and management. This is a qualitative study that seeks to explore the perceptions of parents on their implementation of the prevention and management of the learner pregnancy policy in the three secondary school in the Amathole West Education District. The interpretivism paradigm was used by the researcher for this study. A case study design was further used to detect the participants’ lived experiences, thoughts and outlooks about the implementation of the prevention and management of learner pregnancy policy in the secondary school. The data was collected through the use of interviews and focus group. The participants were purposefully selected in the sampling of this study. The participants included School Governing Body Chairpersons. In total, the study consisted of 18 participants. The data were analysed by reducing data into themes through the process of coding. It was further shortened and organised based on evolving themes, overall ideas, and related features. The study discovered that parents are not made aware of their importance by being involved at school level and also are not involved in the implementation of the prevention and management of learner pregnancy policy in the secondary schools in the Amathole West Education District. This research revealed that there need for parental involvement be practised by all schools in the implementation of the prevention and management of learner pregnancy policy as this would help in reducing learner pregnancy in secondary schools of Amathole West Education District. Findings also showed that though parents used different strategies to prevent learner pregnancy, these were not in line with pregnancy policy. The study also discovered that there is a lack of support and monitoring from the district officials to schools. , Thesis (MEd) -- Faculty of Education, 2020
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- Date Issued: 2020-06