An investigation into the emergence of teacher leadership: a case study at an urban state senior secondary school in the Oshana Region, Namibia
- Authors: Nakafingo, Saara Lovisa
- Date: 2020
- Subjects: Educational leadership -- Namibia , Action research in education -- Namibia , Active learning -- Namibia , Continuing education -- Namibia , School management and organization -- Namibia , Cultural Historical Activity Theory
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/144645 , vital:38365
- Description: Promoting a collaborative culture and collective leadership in school has the potential to improve school performance. This may be realised through, among others, the development of teacher leadership. Teacher leadership can be referred to as the opportunities that teachers have to exercise leadership in their schools. Teacher leadership has a potential as a mechanism to bring about change in schools (Grant, 2012). Nevertheless, the concept of teacher leadership seems to be a dream, as little or no attention is being given to the phenomenon. The literature on leadership focuses mostly on those in formal leadership positions. This study thus aims to critically investigate the emergence of teacher leadership (a more informal leadership) in a case study school in order to create opportunities for teacher leadership development. As a qualitative case study adopting a formative interventionist approach, the study engaged teachers and SMT members using questionnaires, interviews and observation as data generating tools for a deeper understanding of the concept. Additionally, some documents in the school were analysed for the purpose of crystallisation. The study was guided by five research questions namely: How is the concept teacher leadership understood by teachers and SMT members in the school? What leadership roles do teachers currently fulfil in their school? What are the cultural-historical factors that enable or constrain teacher leadership in a school? How can a series of change laboratory workshops develop teacher leadership in a school? How did the change laboratory workshop sessions benefit the participants? Data was analysed adopting the teacher leadership model as a framework (Grant, 2017b) and the lens of Cultural Historical Activity Theory was also utilised in the analysis which enabled the participants to surface the systemic causes of challenges in the development of teacher leadership. The findings revealed that teachers and SMT members had an understanding of the concept teacher leadership, but their perceptions were different. Furthermore, evidence of teacher leadership existed across the various zones when teacher leaders fulfilled different roles; however, it was evident that teachers led more at the classroom level. Additionally, the study also found that certain factors enabled the practice of teacher leadership. However, it also emerged that challenges constrained the development of teacher leadership in the case study school. Some of these challenges included: the notion of top-down school management structure, time constraints and demanding teacher workloads, limited leadership knowledge, and teachers’ lack of courage and motivation to lead. For this reason, four change laboratory workshops were conducted and findings suggested that the establishment of a Teachers’ Continuous Professional Development club as a transformative agency for teacher leadership development was necessary.
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- Date Issued: 2020
Generalized linear models, with applications in fisheries research
- Authors: Sidumo, Bonelwa
- Date: 2018
- Subjects: Western mosquitofish , Analysis of variance , Fisheries Catch effort South Africa Sundays River (Eastern Cape) , Linear models (Statistics) , Multilevel models (Statistics) , Experimental design
- Language: English
- Type: text , Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10962/61102 , vital:27975
- Description: Gambusia affinis (G. affinis) is an invasive fish species found in the Sundays River Valley of the Eastern Cape, South Africa, The relative abundance and population dynamics of G. affinis were quantified in five interconnected impoundments within the Sundays River Valley, This study utilised a G. affinis data set to demonstrate various, classical ANOVA models. Generalized linear models were used to standardize catch per unit effort (CPUE) estimates and to determine environmental variables which influenced the CPUE, Based on the generalized linear model results dam age, mean temperature, Oreochromis mossambicus abundance and Glossogobius callidus abundance had a significant effect on the G. affinis CPUE. The Albany Angling Association collected data during fishing tag and release events. These data were utilized to demonstrate repeated measures designs. Mixed-effects models provided a powerful and flexible tool for analyzing clustered data such as repeated measures data and nested data, lienee it has become tremendously popular as a framework for the analysis of bio-behavioral experiments. The results show that the mixed-effects methods proposed in this study are more efficient than those based on generalized linear models. These data were better modeled with mixed-effects models due to their flexibility in handling missing data.
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- Date Issued: 2018
Mannich base metal complexes and their thiocyanate analogues as catalysts in the oxidation of Catechol
- Authors: Ayeni, Ayowole Olaolu
- Date: 2018
- Subjects: Mannich bases , Catechol , Catechol -- Oxidation , Thiocyanates , Catalysts
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/62339 , vital:28156
- Description: The study focused on the design of new Cu(II) and Fe(III) complexes, with or without thiocyanate (NCS-), as possible candidates of catechol oxidation using 3,5-di-tert-butyl catechol (3,5-DTBC) as substrate. Two classes of Mannich bases were studied depending on the active methylene group from which they were formed, being either p-cresol or acetaminophen. The ligands were characterised by 1H and 13C NMR spectroscopy. Crystal structures of three of the ligands are newly reported, along with detailed discussion of polymorphism observed in one of the ligands, and the nature of the hydrogen within the ligands in the solid state as well as in solution. The Mannich bases behaved as bidentate (NO), tridentate (NNO) and tetradentate (NNOO) ligands on coordination to Cu(II) and Fe(III) ions in which the hydroxyl group may be protonated or deprotonated. Coordination was determined by IR spectroscopy, investigating shifts in vOH, vC-O and in vCNC of the Mannich bases. The vCNC stretching frequencies v1 and v2 of asymmetrical piperazine Mannich bases were observed to shift upward in few cases upon complexation and this is attributed to (chair-boat) conformational change. The mode of coordination of the thiocyanate was determined by IR spectroscopy. Of the forty metal complexes investigated, six groups of metal complexes were identified as follows: (i) Ma(Ln)aClb-cH2O; (ii) Ma(HLn)a(NCS)aClb; (iii) Ma(Ln)a(NCS)aClb; (iv) Ma(HLn)aClb-cH2O; (v) Ma(Ln)a(NCS)a-cH2O; (vi) Ma(HLn)a(NCS)a-cH2O where a = 1 - 2 ; b = 1 - 4, c = 1 - 8. Molar conductivity values of 4.38 - 161.77 Q-1.cm2.mol-1 for the Cu(II) and Fe(III) complexes in DMSO showed that they range from non-electrolytes to 1:1 and 1:2 electrolytes. Electronic spectra for the ligands and the complexes were conducted in DMF and DMSO. The ligands are characterised by and n→n* and n→n* transitions. Intraligand charge transfer transitions peculiar to the nitro group were observed at about 430 nm for the nitro containing ligands. On coordination, these bands overshadowed the d-d transitions particularly for the nitro-Mannich bases. On complexation, ligand to metal charge transfer transitions associated with the hydroxyl were observed between 320 - 420 nm. Charge transfer transitions associated with the thiocyanates were also observed and discussed. The d-d transitions for high spin Fe(III) complexes are spin forbidden and generally uninformative. Those of Cu(II) are spin allowed and allow tentative structural proposals. Square planar and octahedral geometry are generally prevalent in the Cu(II) complexes with trigonal bipyramidal observed in few instances. The Fe(III) complexes are generally octahedral. Thirty-nine of the forty synthesised Cu(II) and Fe(III) complexes were catalytically active on the substrate (3,5-DTBC) in DMF with turnover rates (kcat) reported in the range of 1.86 ± 0.09 to 112.32 ± 3.72 h-1. From this pool of complexes, sixteen isostructural pairs were identified in terms of geometry, molecular formula and the source of the Mannich base and the following conclusions were made: The presence of thiocyanate in the metal complexes reduce catecholase activity; the Cu(II) complexes generally have better activity but the Fe(III) complexes become more relatively active with highly electron donating groups while the Cu(II) complexes become less; dinuclear complexes have greater activity than the mononuclear.
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- Date Issued: 2018
Exploring Grade 12 Biology teachers’ conceptions, dispositions and pedagogic strategies when mediating learning of evolution in Namibia
- Authors: Katuuo, Henry U
- Date: 2017
- Subjects: Biology teachers -- Attitudes -- Namibia , Biology teachers -- Training of -- Namibia , Evolution -- Study and teaching -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/13762 , vital:21856
- Description: The Namibian Senior Secondary Certificate Examiners’ Reports (2013) shed light on the topics in which learners often perform poorly and evolution is one of such problematic topics. Anecdotal reasons include religious views of teachers, opposition by learners to the topic, and inadequate understanding of the subject content knowledge. I have not come across any literature on evolution in Namibia that formally look closely at this problem. We do not have a clear idea of what is going on in Namibian science classrooms, when evolution is taught. We do not have a clear idea of the factors at play in the teaching of evolution in these classrooms, either when it is done well and completely or when it is not so. It is against this background that I was inspired to engage in this study which examined teachers’ conceptions, dispositions and pedagogical strategies that they use when teaching evolution. The study is underpinned by an interpretive paradigm, which afforded me an opportunity to understand the teachers’ worldviews in relation to evolution. It also allowed me to gain insight on the pedagogical strategies that teachers use when mediating learning of the topic of evolution and its related concepts. Within the interpretive paradigm, a case study approach was adopted, using a mixed-method design generating both quantitative and qualitative data. Teachers from two regions, namely, the Hardap region and Khomas region, participated in the study. Data were generated using questionnaires, semi-structured interviews and lesson observations. Fifteen questionnaires were completed and from those questionnaires, the sample included six teachers (40%) from the Hardap region while nine teachers (60%) were from the Khomas region. For the interview, the sample included two teachers - one from each region. For the observations, I observed five teachers teaching evolution. I presented quantitative data in tables and graphs, whereas the qualitative data was analysed inductively using Vygotsky’s (1978) socio-cultural theory as a theoretical framework. In addition, I used Ogunniyi’s (2006) Contiguity Argumentative Theory (CAT) as an analytical framework. These theories were used as lenses to interpret and make sense of the qualitative data, which I colour coded to form sub-themes. Thereafter, overlapping sub-themes were combined to form themes, which were linked to the research questions and in relation to literature/theory. Similarly, overlapping themes were combined to form analytical statements. It emerged from the study that religious views did not play a large role in most teachers’ views and attitudes towards the teaching of evolution. Instead, it emerged that lack of content knowledge on evolution is the main factor that influences teachers’ views and attitudes towards teaching evolution in schools. This is quite profound, as the assumption is that when teachers are religious, the likelihood is that they would object to the teaching of evolution. In light of this, the study recommends that there is a need for professional development and support of science teachers, so that they are able to properly mediate the learning of evolution.
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- Date Issued: 2017
The role of knowledge in a democratic society: investigations into mediation and change-oriented learning in water management practices
- Authors: Burt, Jane C , Lotz-Sisitka, Heila , Rivers, Nina , Berold, Robert , Ntshudu, Monde , Wigley, Tim , Stanford, Mindy , Jenkin, Treve , Buzani, Mangalisa , Kruger, Ewald
- Date: 2014
- Subjects: To be catalogued
- Language: English
- Type: text , report
- Identifier: http://hdl.handle.net/10962/436770 , vital:73300 , ISBN 978-1-4312-0519-6 , https://wrcwebsite.azurewebsites.net/wp-content/uploads/mdocs/2074-1-13.pdf
- Description: This project emerged from two previous Water Research Commission (WRC) research projects. In 2006 Heila Lotz-Sisitka and Jane Burt (Lotz-Sisitka, 2006) undertook research on participation in the establishment of integrated water resources management (IWRM) structures. They found that while much emphasis had gone into the establishment of water re-sources management structures, very little attention was being given to building people’s capacity to participate effectively in these structures. Access to and the ability to make use of knowledge resources about wa-ter resources management is a key aspect of such capacity building.
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- Date Issued: 2014
Investigating learning interactions influencing farmers' choices of cultivated food plants
- Authors: Pesanayi, Victor Tichaona
- Date: 2008
- Subjects: Sustainable development -- Africa Poverty -- Africa Environmental education -- Zimbabwe Food supply -- Environmental aspects -- Zimbabwe Farmers -- Education -- Zimbabwe Agriculture -- Study and teaching -- Zimbabwe Plants, cultivated -- Zimbabwe
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1587 , http://hdl.handle.net/10962/d1003469
- Description: The most critical hurdle on the path to sustainable development in Africa and the rest of the so-called Third World is poverty, commonly manifested as food security. A number of factors threaten food security in Zimbabwe, and these include climate change, an unstable socio-political environment and economic depression. The major debates and initiatives on sustainable development often fail to focus on the eradication of poverty in southern Africa. As a result, the trade liberalisation programmes signed by African countries in economic partnership agreements leave smallholder farmers vulnerable to the influx of hybrid seed and genetically modified organisms (GMOs), which threaten local agro-biodiversity. This case study has shown that farmers select seed to plant for food as a result of various learning interactions they engage in, which include inter-generational knowledge transfer, farmer to farmer extension and external training by extension organisations and NGOs. A communities of practice (COPs) (Wenger, 2007) framework was used to gain an understanding of the learning interactions among farmers and their stakeholders in Nyanga and Marange COPs of small grain farmers in Manicaland Province, Zimbabwe, who have been working with Environment Africa (A regional NGO). A critical realist causal analysis was conducted to unravel the various causal factors influencing choice. A number of underlying structures and causal mechanisms were found to influence learning interactions and choices in these communities of practice, and they include ambivalence, which influences the changing domain and practice. Climate change, drought and risk were found to affect farmer practice, while power relations affect the community, its practice, domain, sponsorship and the learning interactions in the COPs. The political economy was also found to have a profound effect on the domain and practice. A space was found for the influence of capacity and knowledge sharing in participatory frameworks of the communities, implying that extension quality can be enhanced to promote locally adapted and diverse seed varieties for food security improvement. The study shows that a deeper understanding of the mechanisms influencing the context of teaching and learning provides a more refined insight into the learning interactions and choices of farmers. This, coupled with the social processes descriptors provided by Wildemeersch (2007) has given me a more detailed understanding of the nature of learning interactions influencing farmer choices.
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- Date Issued: 2008
Employment Equity - An Introductory Workshop for Trade Unionists Organised by the COSATU Education Department
- Authors: COSATU
- Date: 1998
- Subjects: COSATU
- Language: English
- Type: text
- Identifier: http://hdl.handle.net/10962/137128 , vital:37490
- Description: This workshop is designed to give you a reliable introduction the Employment Equity Act. It is based on hard information and on ACTIVITIES or discussion exercises that will help you to understand how the Act works, who it covers , and what the implications are for trade unionists. Each of the Activities is complemented with information that will help you to understand the Act in more detail. Sections have been added to help you find further information, and to understand the terms that are used in the Act itself. In a two day programme, you are not going to be an 'expert' on the Employment Equity Act, but we hope that you will feel more confident about using the Act, especially in ensuring that it is used to address a wide range of discriminatory practices at the workplace. As with most legislation, the more that you begin to use it, the more its strengths and weaknesses will emerge. It is very important that any weaknesses in the practical application of the Act are reported through your Union to the Federation. This will help the Federation to campaign for improvements in t he legislation, and to close any loopholes that allow employers to avoid their responsibilities.
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- Date Issued: 1998
Cosatu regional congress - Defend, consolidate and advance social transformation
- Authors: COSATU
- Date: 1991-07
- Subjects: Uncatalogued
- Language: English
- Type: text , pamphlet
- Identifier: http://hdl.handle.net/10962/106403 , vital:32648
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- Date Issued: 1991-07
A critical examination of concept analysis and its application to concepts of space in geography
- Authors: Welch, Sally Lynn
- Date: 1981
- Subjects: Space perception , Geography -- Methodology
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:4807 , http://hdl.handle.net/10962/d1003721 , Space perception , Geography -- Methodology
- Description: Preface: Concept analysis utilising Piaget and Gagne's theories is an expanding area of research in the 'exact' sciences such as physics and chemistry. It is, however, new to the concepts in geography which are 'non-exact'. The thesis, then, is an exploratory study; and concept analysis is considered a possible methodology for examining the students' understanding of non-exact geography concepts. The thesis is divided into two parts. The first contains an examination of the theory of concept analysis and a critical review of empirical studies, with a view to applying concept analysis to the discipline of geography. The second part involves what has been termed a case study, where concepts are selected for analysis, and students were tested for their understanding of the concepts.
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- Date Issued: 1981
The poetry of Guy Butler
- Authors: Van der Mescht, Hennie
- Date: 1981
- Subjects: Butler, Guy, 1918-2001 -- Criticism and interpretation , South African poetry (English)
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2256 , http://hdl.handle.net/10962/d1004387 , Butler, Guy, 1918-2001 -- Criticism and interpretation , South African poetry (English)
- Description: This study of ButIer's poetry proceeds chronologically in accordance with the dates of composition of his poems. The first task has, therefore, been the compilation of a chronology of his poems. Butler rarely dates his poems; nor does he keep a diary. Yet there are several criteria which make sensible dating of his poems possible. The first is the date of publication of individual poems. Many of the poems which appear in one or more of the five collections were published earlier in army magazines, student newspapers, and the like. A work which can be traced back to one of these early sources may be assumed to have been written fairly soon before its date of publication. Another criterion is subject. It is possible to discern periods in the poet's career in relation to the subjects of his poems. The most obvious example is the War Period. Allied to subject is the criterion of theme. To use the War Period again, poems written during or immediately after the war years all treat the theme of man's dehumanisation. Both subject and theme are linked with biography. It is often possible to ascertain Butler's location from details in the poem; knowledge of his movements thus enables one to date such a poem. Butler's style is the most significant criteion. This study is based on the observation that his style develops as time passes. The Butler of the Sixties is different from the Butler of the Fifties as far as style of writing is concerned. A poem which defies dating on all other grounds cannot escape this ultimate test. Each of these criteria - date of publication, subject matter and theme linked to biography, and style - has limited reliability as a guide to dating the poems. But combined they are a meaningful instrument to assist in the structuring of a chronology whose most valuable source was the poet himself who was kind enough to search his memory for dates. The fact that Butler rewrote or revised a number of his poems several times does of course raise the question: Is the first version merely a stage in the development of the poem, or a poem in its own right? This study is based on the opinion that a poem is a poem, regardless of the number of versions which precede or follow it, provided it is a complete statement. Each version should, in fact, be regarded as representative of the poet's thoughts, feelings, and skills at the time he wrote it, and is lndependent of subsequent versions. For the purposes of this chronology, poems have been placed at the time of the experience from which they grew. This thesis does, however , take cognizance of the ehanges in style or theme later versions may reveal.
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- Date Issued: 1981
Some ionospheric effects observed at sunrise
- Authors: Baker, D C
- Date: 1964
- Subjects: Sun -- Rising and setting , Ionosphere -- Research
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:5513 , http://hdl.handle.net/10962/d1009496 , Sun -- Rising and setting , Ionosphere -- Research
- Description: The study of the ionosphere over the sunrise period is necessary for an understanding of the vtiriations in layer structure with time and has been a topic of research of many workers. On the whole these investigations have been restricted to a study of critical frequency variations with relatively short intervals of a few minutes between successive records, of N-h curves deduced from ionograms with long intervals (15 minutes or so) between successive N-h curves or of continuously monitored single frequency reflections. Not one of the three techniques is entirely satisfactory for a detailed study of ionospheric behaviour over sunrise. The first two do not give a sufficiently clear indication of what happens in the initial stages of layer development, while from the third incomplete data is obtained as to what is happening at a specific electron-density level. For this reason a preliminary investigation of the ionosphere over sunrise was made at Rhodes University during August, 1959. The records were obtained at four-and-a-half minute intervals and scaled by the method of KELSO (1952 ). "Many of t he results were inconclusive but it appeared that records would have to be taken at approximately one minute intervals and reduced to N-h curves by a scaling technique which made full allowance for low-level ionization if useful results were to be obtained. An attempt has been made in this thesis to investigate the behaviour of the ionosphere over sunrise more fully than can be done by the three techniques referred to. A number of observed phenomena are also examined. Part I deals with the theoretical background to ionosphere physics in general and describes the equipment, equipment modifications and experimental procedure. Part II presents the results obtained. The records for a largescale travelling disturbance are analysed. Various observed phenomena are described and discussed. A simple method of obtaining production rates from experimental data is described. The implications of the observed variations of production rates with height and time are discussed. Suggestions for further research and improvement of the methods used arc made in Charter 9.
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- Date Issued: 1964