Attempts to improve the teaching of English by Black teachers in selected areas of the Eastern Cape and the Transkei, through educational workshops and resource materials
- Authors: Ziskovsky, Lorraine
- Date: 1986
- Subjects: English language -- Study and teaching -- South Africa -- Foreign speakers Education -- South Africa Teaching -- Aids and devices
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1410 , http://hdl.handle.net/10962/d1003060
- Description: This action research study covers the period November 1983 to August 1985, and is an ethnographic account of what started as a small-scale attempt to assist black teachers of English at the Standard 6, 7 and 8 level, in Grahamstown. During this period, the writer was employed by the South African Council for Higher Education's Grahamstown branch as a part- time English tutor of black and coloured teachers engaged in private study for the Joint Matriculation Board and UNISA. It was under Sached's aegis that the project started, with the writer holding the belief that poor matriculation examination results obtained by blacks were at least partially caused by poor English language communication skills. It was hoped that assistance to black teachers of English as a second language (ESL) at the chosen level (Standards 6, 7 and 8) would be of some help in freeing black students from the necessity of having to achieve academically and linguistically at the same time, in Standards 9 and 10.
- Full Text:
- Date Issued: 1986
- Authors: Ziskovsky, Lorraine
- Date: 1986
- Subjects: English language -- Study and teaching -- South Africa -- Foreign speakers Education -- South Africa Teaching -- Aids and devices
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1410 , http://hdl.handle.net/10962/d1003060
- Description: This action research study covers the period November 1983 to August 1985, and is an ethnographic account of what started as a small-scale attempt to assist black teachers of English at the Standard 6, 7 and 8 level, in Grahamstown. During this period, the writer was employed by the South African Council for Higher Education's Grahamstown branch as a part- time English tutor of black and coloured teachers engaged in private study for the Joint Matriculation Board and UNISA. It was under Sached's aegis that the project started, with the writer holding the belief that poor matriculation examination results obtained by blacks were at least partially caused by poor English language communication skills. It was hoped that assistance to black teachers of English as a second language (ESL) at the chosen level (Standards 6, 7 and 8) would be of some help in freeing black students from the necessity of having to achieve academically and linguistically at the same time, in Standards 9 and 10.
- Full Text:
- Date Issued: 1986
Conceptual difficulties in children's understanding of secondary school algebra in standards 6, 7, and 8 : (the application of the CSMS algebra test to a sample of South African school children)
- Authors: McMaster, David Jocelyn
- Date: 1986
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1355 , http://hdl.handle.net/10962/d1001421
- Description: The application of mathematical ways of thinking to nearly all the major fields of knowledge in recent times has increased the value of mathematics in society ... schools, therefore, are increasingly confronted with the task of developing to the maximum the mathematical abilities and interests of all its pupils with the view of meeting the needs of society. This includes an appreciation and understanding of the aesthetic and abstract qualities of mathematics as well as a knowledge of its utilitarian value in society. The question arises whether schools are achieving this? (Chapter 1, p. 3)
- Full Text:
- Date Issued: 1986
- Authors: McMaster, David Jocelyn
- Date: 1986
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1355 , http://hdl.handle.net/10962/d1001421
- Description: The application of mathematical ways of thinking to nearly all the major fields of knowledge in recent times has increased the value of mathematics in society ... schools, therefore, are increasingly confronted with the task of developing to the maximum the mathematical abilities and interests of all its pupils with the view of meeting the needs of society. This includes an appreciation and understanding of the aesthetic and abstract qualities of mathematics as well as a knowledge of its utilitarian value in society. The question arises whether schools are achieving this? (Chapter 1, p. 3)
- Full Text:
- Date Issued: 1986
Graphicacy and the third dimension: an investigation into the problem of poor performance in relief mapwork in South African secondary schools
- Burton, Michael St. John Whitehead
- Authors: Burton, Michael St. John Whitehead
- Date: 1986
- Subjects: Graphicacy , Maps , Map reading , Visualisation , Geography , Secondary education , South Africa , Pupils , Learners , Teachers
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: vital:1358 , http://hdl.handle.net/10962/d1001424
- Description: Three-dimensional graphicacy is the part of map work that appears to be the most problematIcal. Bartz (1970) says that thinking and visualising in three-dimensional space is difficult enough, but trying to derive notions in three-dimensions, when you have only seen them as they are represented in distorted two-dimensional fashion, is even more difficult. Yet pupils of geography are required to learn such three-dimensional concepts from the two-dimensional distorted map presentations. The geography teacher has an important educational role to play in promoting graphicacy and Balchin (1965), who coined the term, felt that it should be an essential underpinning of an integrated education. The problem is that children perform badly, teachers are not successfully imparting three-dimensional graphicacy skills and as Board and Taylor (1977) indicate, for some time now it has been fashionable to dismiss maps as being irrelevant or useless in geographical research. This thesis attempts to analyse this reported malady, the problems are exposed and solutions offered. Investigation of the literature, with the aim of clarifying the problems involved, follows four leads. These are the part played by the map as a mode of communication, the physical processes involved in mapwork revealed by work in the realm of neurophysiology, the process of visualisation in the field of perception and psychology, and finally the stage of conceptual development of the mapworker. The state of affairs in South Africa is disclosed by an analysis of teacher-directed literature, of examination syllabuses, of text-book treatment of three-dimensional mapwork in South Africa and overseas, of past examination questions, and finally of teachers' views. Experimental exercises have been executed in an attempt to link the key findings of published research to the local scene. Conclusions are then drawn, and recommendations made for improving three-dimensional graphicacy in South African secondary schools.
- Full Text:
- Date Issued: 1986
- Authors: Burton, Michael St. John Whitehead
- Date: 1986
- Subjects: Graphicacy , Maps , Map reading , Visualisation , Geography , Secondary education , South Africa , Pupils , Learners , Teachers
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: vital:1358 , http://hdl.handle.net/10962/d1001424
- Description: Three-dimensional graphicacy is the part of map work that appears to be the most problematIcal. Bartz (1970) says that thinking and visualising in three-dimensional space is difficult enough, but trying to derive notions in three-dimensions, when you have only seen them as they are represented in distorted two-dimensional fashion, is even more difficult. Yet pupils of geography are required to learn such three-dimensional concepts from the two-dimensional distorted map presentations. The geography teacher has an important educational role to play in promoting graphicacy and Balchin (1965), who coined the term, felt that it should be an essential underpinning of an integrated education. The problem is that children perform badly, teachers are not successfully imparting three-dimensional graphicacy skills and as Board and Taylor (1977) indicate, for some time now it has been fashionable to dismiss maps as being irrelevant or useless in geographical research. This thesis attempts to analyse this reported malady, the problems are exposed and solutions offered. Investigation of the literature, with the aim of clarifying the problems involved, follows four leads. These are the part played by the map as a mode of communication, the physical processes involved in mapwork revealed by work in the realm of neurophysiology, the process of visualisation in the field of perception and psychology, and finally the stage of conceptual development of the mapworker. The state of affairs in South Africa is disclosed by an analysis of teacher-directed literature, of examination syllabuses, of text-book treatment of three-dimensional mapwork in South Africa and overseas, of past examination questions, and finally of teachers' views. Experimental exercises have been executed in an attempt to link the key findings of published research to the local scene. Conclusions are then drawn, and recommendations made for improving three-dimensional graphicacy in South African secondary schools.
- Full Text:
- Date Issued: 1986
Pilot study for a language experience project across the curriculum at the Cape College of Education
- Authors: Van Zyl, Alfred Edward
- Date: 1986
- Subjects: Curriculum planning Teachers -- Training of Language and education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1832 , http://hdl.handle.net/10962/d1003914
- Description: From Introduction: The intention of this thesis is not the legitimising of a language across the curriculum project, but will rather attempt to illustrate that a language experience project across the curriculum is essential at the Cape College of Education. The Cape College of Education is currently the only black teacher training college in the Cape Province. This young college, which opened in 1981, is situated on the outskirts of Fort Beaufort and fills the vacuum left by the closure of Lovedale College. Students are drawn from the black population of the Cape Province, which is almost exclusively Xhosa-speaking. There is an equal mixture of male and female students and a similar number of students from both rural and urban environments. The ages of 1st-year students range from 18 years to 44 years, with a predominance of 25 - 27 year olds. All students are in full residence. The College offers 3-year courses leading to diplomas in Primary and Secondary school teaching. In the ensuing sections an attempt will be made to show why a language across the curriculum (LAC) project is recommended for the Cape College of Education and what form it should take. However, as a 'cross curriculum' project has never been officially attempted amongst the Xhosa, very little 'proven' material and empirical evidence exists. Consequently, this discourse may at times appear to lean rather heavily on the support of 'what has happened in England'. To overcome this shortcoming, the opinions of the English Language Teaching Centre (ELTIC), which consists of a number of very active and involved black, English teachers, was consulted. The paper delivered by this group of teachers at the 1982 Conference of the Institute of English in Africa, in Grahamstown, provides much support for the arguments presented in this thesis. Extensive use has been made of it to reveal the nature of the situation against which the language department at the Cape College of Education (henceforth referred to as CCE) is attempting to successfully teach English to students who are aspiring to eventually teach through the medium of English themselves. Copious use of quotations has been made in this presentation in an attempt to support many of the 'unmeasurable' arguments presented. This has been necessary as very little substantiated data relating to the matters under discussion exist at this stage. For example, "The claim that exposure to literature enhances English language competence has not, to our knowledge, been tested, nor have the categories of a new linguistic knowledge been defined." (Institute of English in Africa Paper, 1982)
- Full Text:
- Date Issued: 1986
Pilot study for a language experience project across the curriculum at the Cape College of Education
- Authors: Van Zyl, Alfred Edward
- Date: 1986
- Subjects: Curriculum planning Teachers -- Training of Language and education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1832 , http://hdl.handle.net/10962/d1003914
- Description: From Introduction: The intention of this thesis is not the legitimising of a language across the curriculum project, but will rather attempt to illustrate that a language experience project across the curriculum is essential at the Cape College of Education. The Cape College of Education is currently the only black teacher training college in the Cape Province. This young college, which opened in 1981, is situated on the outskirts of Fort Beaufort and fills the vacuum left by the closure of Lovedale College. Students are drawn from the black population of the Cape Province, which is almost exclusively Xhosa-speaking. There is an equal mixture of male and female students and a similar number of students from both rural and urban environments. The ages of 1st-year students range from 18 years to 44 years, with a predominance of 25 - 27 year olds. All students are in full residence. The College offers 3-year courses leading to diplomas in Primary and Secondary school teaching. In the ensuing sections an attempt will be made to show why a language across the curriculum (LAC) project is recommended for the Cape College of Education and what form it should take. However, as a 'cross curriculum' project has never been officially attempted amongst the Xhosa, very little 'proven' material and empirical evidence exists. Consequently, this discourse may at times appear to lean rather heavily on the support of 'what has happened in England'. To overcome this shortcoming, the opinions of the English Language Teaching Centre (ELTIC), which consists of a number of very active and involved black, English teachers, was consulted. The paper delivered by this group of teachers at the 1982 Conference of the Institute of English in Africa, in Grahamstown, provides much support for the arguments presented in this thesis. Extensive use has been made of it to reveal the nature of the situation against which the language department at the Cape College of Education (henceforth referred to as CCE) is attempting to successfully teach English to students who are aspiring to eventually teach through the medium of English themselves. Copious use of quotations has been made in this presentation in an attempt to support many of the 'unmeasurable' arguments presented. This has been necessary as very little substantiated data relating to the matters under discussion exist at this stage. For example, "The claim that exposure to literature enhances English language competence has not, to our knowledge, been tested, nor have the categories of a new linguistic knowledge been defined." (Institute of English in Africa Paper, 1982)
- Full Text:
- Date Issued: 1986
The "About to teach" course: an introductory orientation course for secondary teachers in training: an evaluation of student assessments
- Authors: Coughlan, Niall Sean
- Date: 1986
- Subjects: Teachers -- Training of -- South Africa -- Eastern Cape High school teachers -- Training of -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1910 , http://hdl.handle.net/10962/d1007057
- Description: This piece of research is an attempt to evaluate the assessments made by secondary teachers in training of an introductory orientation course offered during the first seven weeks of the 1984 H.D. E. course in the Department of Education of Rhodes University. This course, the About To Teach (ATT) course, was introduced in an attempt to obviate some of the perceived problems that students experience in the initial months of their H.D.E. year. The course was first offered in 1982 and in both 1982 and 1983 it was assessed by the students. The evaluation of the assessments offered in those two years provided much of the background for this in-depth look at student assessments of the 1984 ATT course. Briefly, the course attempts to offer the students a stimulating, meaningful, interesting and enjoyable learning experience which will help them to orientate; prepare them adequately for their first teaching practice and the reception later of the offerings of the core theory discipline of Philosophy, Sociology and Psychology. The course itself is a piece of action research and its underlying assumptions are essentially humanistic in nature. Its planners have attempted to bracket as many assumptions as possible and to espouse only those assumptions which are basically positive in nature. It does not attempt to prescribe or offer any dogma which can or must be assessed in any formal sense; it attempts to meet the students from whatever stages in their development they are at when they arrive to commence their H.D.E. year; and it does not attempt to compel the students in any way whatsoever. It is a course which must stand or fall on its own merits. Since the researcher is himself an involved participant in the process, he felt that the completion of a detailed questionnaire and interviews with a sample of the students would be the most economical and the best means of obtaining data for as objective an analysis as possible. To further obviate the possibility of researcher bias all the responses collected have been included in the appendices so that the reader may satisfy him/herself that the interpretations made and conclusions drawn are reasonable. Briefly, the chief conclusion of this researcher is that the overwhelming majority of the students perceived the course as offering them a meaningful learning experience. In addition, it can be argued that the course is, in effect, a guidance course in that it appears to be preparing students for experiences which they still have to come across . Most are generally critical of other courses offered during the H.D . E. year and many make an appeal for, or suggest, a much more integrated approach along the lines of the ATT course . There is a definite appeal for a coherent H.D.E. experience which is meaningful and 'peoplecentred'. By no stretch of the imagination can the findings of this particular piece of research be generalised to any other context since it is very definitely specific in both context and setting. However the researcher is quietly confident that his conclusions and recommendations make a great deal of sense within the specific context of this study.
- Full Text:
- Date Issued: 1986
- Authors: Coughlan, Niall Sean
- Date: 1986
- Subjects: Teachers -- Training of -- South Africa -- Eastern Cape High school teachers -- Training of -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1910 , http://hdl.handle.net/10962/d1007057
- Description: This piece of research is an attempt to evaluate the assessments made by secondary teachers in training of an introductory orientation course offered during the first seven weeks of the 1984 H.D. E. course in the Department of Education of Rhodes University. This course, the About To Teach (ATT) course, was introduced in an attempt to obviate some of the perceived problems that students experience in the initial months of their H.D.E. year. The course was first offered in 1982 and in both 1982 and 1983 it was assessed by the students. The evaluation of the assessments offered in those two years provided much of the background for this in-depth look at student assessments of the 1984 ATT course. Briefly, the course attempts to offer the students a stimulating, meaningful, interesting and enjoyable learning experience which will help them to orientate; prepare them adequately for their first teaching practice and the reception later of the offerings of the core theory discipline of Philosophy, Sociology and Psychology. The course itself is a piece of action research and its underlying assumptions are essentially humanistic in nature. Its planners have attempted to bracket as many assumptions as possible and to espouse only those assumptions which are basically positive in nature. It does not attempt to prescribe or offer any dogma which can or must be assessed in any formal sense; it attempts to meet the students from whatever stages in their development they are at when they arrive to commence their H.D.E. year; and it does not attempt to compel the students in any way whatsoever. It is a course which must stand or fall on its own merits. Since the researcher is himself an involved participant in the process, he felt that the completion of a detailed questionnaire and interviews with a sample of the students would be the most economical and the best means of obtaining data for as objective an analysis as possible. To further obviate the possibility of researcher bias all the responses collected have been included in the appendices so that the reader may satisfy him/herself that the interpretations made and conclusions drawn are reasonable. Briefly, the chief conclusion of this researcher is that the overwhelming majority of the students perceived the course as offering them a meaningful learning experience. In addition, it can be argued that the course is, in effect, a guidance course in that it appears to be preparing students for experiences which they still have to come across . Most are generally critical of other courses offered during the H.D . E. year and many make an appeal for, or suggest, a much more integrated approach along the lines of the ATT course . There is a definite appeal for a coherent H.D.E. experience which is meaningful and 'peoplecentred'. By no stretch of the imagination can the findings of this particular piece of research be generalised to any other context since it is very definitely specific in both context and setting. However the researcher is quietly confident that his conclusions and recommendations make a great deal of sense within the specific context of this study.
- Full Text:
- Date Issued: 1986
The role of the guidance teacher in preparing young people for personal and social life in Gazankulu
- Authors: Machimana, Albert
- Date: 1986
- Subjects: Counselling , Guidance , Life skills , Secondary education , Self concept , Gazankulu
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1381 , http://hdl.handle.net/10962/d1001447
- Description: In the modernising South African society, young people are faced with personal and social problems which make it very difficult for them to adjust positively to life in general. In the end they are frustrated in many situations in life because of their inability to cope with these problems. One of the major problems that the Blacks in South Africa are faced with is that of a poor self-concept. This is a major problem because any adjustment and behaviour in life is, to a large extent, influenced by the self-concept of the individual. This thesis aims at focusing attention on those social issues which play a major role in the development of the self-concept and the lives in general, of Black people in Gazankulu. It is also concerned with the role of the guidance teacher in preparing young people for a more satisfying life (Introduction, p. 1)
- Full Text:
- Date Issued: 1986
The role of the guidance teacher in preparing young people for personal and social life in Gazankulu
- Authors: Machimana, Albert
- Date: 1986
- Subjects: Counselling , Guidance , Life skills , Secondary education , Self concept , Gazankulu
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1381 , http://hdl.handle.net/10962/d1001447
- Description: In the modernising South African society, young people are faced with personal and social problems which make it very difficult for them to adjust positively to life in general. In the end they are frustrated in many situations in life because of their inability to cope with these problems. One of the major problems that the Blacks in South Africa are faced with is that of a poor self-concept. This is a major problem because any adjustment and behaviour in life is, to a large extent, influenced by the self-concept of the individual. This thesis aims at focusing attention on those social issues which play a major role in the development of the self-concept and the lives in general, of Black people in Gazankulu. It is also concerned with the role of the guidance teacher in preparing young people for a more satisfying life (Introduction, p. 1)
- Full Text:
- Date Issued: 1986
Skoolvoorligting in die primêreskool met spesifieke verwysing na druiping van intelligente leerlinge in Kaapland
- Authors: Maritz, Jacob Petrus
- Date: 1985
- Subjects: Counseling in elementary education -- South Africa--Western Cape , School failure -- South Africa -- Western Cape
- Language: Afrikaans
- Type: Thesis , Masters , MEd
- Identifier: vital:1366 , http://hdl.handle.net/10962/d1001432 , Counseling in elementary education -- South Africa--Western Cape , School failure -- South Africa -- Western Cape
- Description: Die doelstellings van onderwys in die primereskool maak o.a. voorsiening vir al die behoeftes van leerlinge. Om die doel te bereik is dit nood saaklik dat alle moontlike middele en dienste benut word. Skoolvoorligting maak 'n noodsaaklike deel uit van die spektrum van voorsiening. Skoolvoorligting is nie iets nuut wat van buite op die skool afgedruk word nie, maar vorm 'n integrale deel van gesonde onderwyspraktyk. Die gevaar bestaan dat skoolvoorligting sy invloed kan verloor ten koste van 'n meer a kademiesgerigte leerplan. In die lig hiervan is dit nodig om te bepaal wat die aard en doel van skoolvoorligting in die primereskool is (Introduction, p. 8)
- Full Text:
- Date Issued: 1985
- Authors: Maritz, Jacob Petrus
- Date: 1985
- Subjects: Counseling in elementary education -- South Africa--Western Cape , School failure -- South Africa -- Western Cape
- Language: Afrikaans
- Type: Thesis , Masters , MEd
- Identifier: vital:1366 , http://hdl.handle.net/10962/d1001432 , Counseling in elementary education -- South Africa--Western Cape , School failure -- South Africa -- Western Cape
- Description: Die doelstellings van onderwys in die primereskool maak o.a. voorsiening vir al die behoeftes van leerlinge. Om die doel te bereik is dit nood saaklik dat alle moontlike middele en dienste benut word. Skoolvoorligting maak 'n noodsaaklike deel uit van die spektrum van voorsiening. Skoolvoorligting is nie iets nuut wat van buite op die skool afgedruk word nie, maar vorm 'n integrale deel van gesonde onderwyspraktyk. Die gevaar bestaan dat skoolvoorligting sy invloed kan verloor ten koste van 'n meer a kademiesgerigte leerplan. In die lig hiervan is dit nodig om te bepaal wat die aard en doel van skoolvoorligting in die primereskool is (Introduction, p. 8)
- Full Text:
- Date Issued: 1985
Teacher-stress in South African state high schools
- Authors: Laughton, Lorraine Rosemary
- Date: 1985
- Subjects: Teachers -- Job stress -- South Africa High school teachers -- South Africa -- Attitudes High school teachers -- South Africa -- Social conditions
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1879 , http://hdl.handle.net/10962/d1005865
- Full Text:
- Date Issued: 1985
- Authors: Laughton, Lorraine Rosemary
- Date: 1985
- Subjects: Teachers -- Job stress -- South Africa High school teachers -- South Africa -- Attitudes High school teachers -- South Africa -- Social conditions
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1879 , http://hdl.handle.net/10962/d1005865
- Full Text:
- Date Issued: 1985
The place of classical civilization in the school curriculum
- Authors: Morton, Anne Caroline
- Date: 1985
- Subjects: Education -- Curricula -- South Africa Civilization, Classical -- Study and teaching Latin language -- History -- 20th century Latin language -- Study and teaching (Secondary) -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1378 , http://hdl.handle.net/10962/d1001444
- Description: Classical Studies, as a subject, has not been seriously presented in many schools until fairly recently. Britain initiated the introduction of Classical Studies to the school curriculum in 1974, and interest has continued to grow steadily in other countries like America, New Zealand, Australia and Canada. This thesis was started on the assumption that this entirely new subject could be introduced into the curriculum for standard six and seven pupils at South African schools, for reasons which will be given later. As work continued on the thesis, the 1985 syllabus for Latin lent it further impetus. Some of the implications of the new Latin syllabus will be considered in the conclusion (Introduction, p. 6)
- Full Text:
- Date Issued: 1985
- Authors: Morton, Anne Caroline
- Date: 1985
- Subjects: Education -- Curricula -- South Africa Civilization, Classical -- Study and teaching Latin language -- History -- 20th century Latin language -- Study and teaching (Secondary) -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1378 , http://hdl.handle.net/10962/d1001444
- Description: Classical Studies, as a subject, has not been seriously presented in many schools until fairly recently. Britain initiated the introduction of Classical Studies to the school curriculum in 1974, and interest has continued to grow steadily in other countries like America, New Zealand, Australia and Canada. This thesis was started on the assumption that this entirely new subject could be introduced into the curriculum for standard six and seven pupils at South African schools, for reasons which will be given later. As work continued on the thesis, the 1985 syllabus for Latin lent it further impetus. Some of the implications of the new Latin syllabus will be considered in the conclusion (Introduction, p. 6)
- Full Text:
- Date Issued: 1985
A preliminary investigation into the development of computer ability, mathematics concepts and problem solving techniques using turtle geometry
- Authors: Stoker, John
- Date: 1984
- Subjects: Mathematics -- Computer-assisted instruction Geometry -- Computer-assisted instruction Computer-assisted instruction Geometry -- Study and teaching LOGO (Computer program language) Mathematics -- Study and teaching
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1865 , http://hdl.handle.net/10962/d1004598
- Description: From Introduction: The impact of computer technology has not yet been felt in South African primary schools. Yet it is believed that the effect of microelectronics on society will cause a revolution as significant as the industrial revolution. Whereas the industrial revolution amplified and extended the power of human muscles, the new microcomputer technology will mostly be concerned with amplifying and extending the power of the human mind. In order that the future generation might come to terms with the rapidly changing conditions, it is suggested that children of school age benefit by gaining experience with the new technology. It was against this background of challenge that I began to explore various uses of the new technology. The Cockcroft Committee (1982) investigation considered many aspects of mathematics teaching in primary and secondary schools in England. They gave a clear indication of the place of the microcomputer in mathematics teaching when they made this significant observation, "There can be no doubt that the increasing availability of microcomputers in schools offers considerable opportunity to teachers of mathematics to enhance their existing practice and also to work in ways which have not hitherto been possible." (para. 402). The aspect of 'doing' mathematics 'in ways which have not hitherto been possible' caught my attention. I saw the microcomputer as a powerful tool which would extend the children's range of mathematical experiences through the use of simulations. Seymour Papert (1980) propounds an exciting vision of education for the future which consists of collaboration between computers and children. His philosophy does not allow for computers programming children through drill and practice methods. He envisages the child programming the computer and mastering the powerful technology by using a highly active problem solving method. Besides learning problem solving skills, the aspect most emphasized by Papert (1971, 1972, 1980) is that through building and experimenting with computer programs, a child ought to gain new mathematical insights in the topic under investigation.
- Full Text:
- Date Issued: 1984
- Authors: Stoker, John
- Date: 1984
- Subjects: Mathematics -- Computer-assisted instruction Geometry -- Computer-assisted instruction Computer-assisted instruction Geometry -- Study and teaching LOGO (Computer program language) Mathematics -- Study and teaching
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1865 , http://hdl.handle.net/10962/d1004598
- Description: From Introduction: The impact of computer technology has not yet been felt in South African primary schools. Yet it is believed that the effect of microelectronics on society will cause a revolution as significant as the industrial revolution. Whereas the industrial revolution amplified and extended the power of human muscles, the new microcomputer technology will mostly be concerned with amplifying and extending the power of the human mind. In order that the future generation might come to terms with the rapidly changing conditions, it is suggested that children of school age benefit by gaining experience with the new technology. It was against this background of challenge that I began to explore various uses of the new technology. The Cockcroft Committee (1982) investigation considered many aspects of mathematics teaching in primary and secondary schools in England. They gave a clear indication of the place of the microcomputer in mathematics teaching when they made this significant observation, "There can be no doubt that the increasing availability of microcomputers in schools offers considerable opportunity to teachers of mathematics to enhance their existing practice and also to work in ways which have not hitherto been possible." (para. 402). The aspect of 'doing' mathematics 'in ways which have not hitherto been possible' caught my attention. I saw the microcomputer as a powerful tool which would extend the children's range of mathematical experiences through the use of simulations. Seymour Papert (1980) propounds an exciting vision of education for the future which consists of collaboration between computers and children. His philosophy does not allow for computers programming children through drill and practice methods. He envisages the child programming the computer and mastering the powerful technology by using a highly active problem solving method. Besides learning problem solving skills, the aspect most emphasized by Papert (1971, 1972, 1980) is that through building and experimenting with computer programs, a child ought to gain new mathematical insights in the topic under investigation.
- Full Text:
- Date Issued: 1984
An inquiry into relationships between certain personality factors and attitudes to mathematics in some selected schools in the range standards three to five
- Authors: Light, David Leon
- Date: 1984
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1880 , http://hdl.handle.net/10962/d1005866
- Description: Mathematics--Study and teaching (Elementary)--Psychological aspects
- Full Text:
- Date Issued: 1984
- Authors: Light, David Leon
- Date: 1984
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1880 , http://hdl.handle.net/10962/d1005866
- Description: Mathematics--Study and teaching (Elementary)--Psychological aspects
- Full Text:
- Date Issued: 1984
An investigation into the use of the standard 7 year-end mathematics results as a predictor of the mark obtained in the final Cape Senior Certificate examination
- Authors: Viljoen, Richard Antony
- Date: 1984
- Subjects: Mathematics -- Study and teaching (Secondary) Mathematics -- Study and teaching (Secondary) -- South Africa -- East London School children -- South Africa -- East London Mathematical ability Examinations -- South Africa -- Evaluation
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1830 , http://hdl.handle.net/10962/d1003749
- Description: From Introduction: As the headmaster of a large co-educational High School in East London, I have to counsel Standard 7 pupils at the end of each year with regard to their subject choices for the Senior Secondary phase. In consultation with the teacher-psychologists and the Standard 7 teachers, one has to make decisions with regard to subjects which could have far-reaching effects on the pupil. Year after year the greatest discussion and most difficult decisions concern whether or not to continue with mathematics. At the end of the Standard 7 year, the pupil is faced with a choice of subjects, one of which is usually mathematics. Depending on the school, this choice is often wide and the average Standard 7 pupil can, in spite of careful counselling and advice, still be bewildered and confused. One of the best methods of objectively predicting pupil performance is through the use of various standardised tests. Although some norm-based tests exist, very few schools apply these tests to help predict mathematics performance in the Senior Secondary Course. To aid the pupil in deciding whether or not mathematics should be taken in Standards 8, 9 and 10 it would be extremely useful if there were some guide or predictor on which this decision could be based, as it is generally accepted amongst teachers that mathematics can be a stumbling block in the Cape Senior Certificate, particularly by the weaker candidate. If it could be shown that the Standard 7 year-end mathematics mark could be used to help predict whether :- •the pupil would be likely to pass or fail mathematics in the Cape Senior Certificate; •what symbol the pupil would obtain; a decision as to whether or not he should continue with the subject could be made at this stage, and, depending on his Standard 7 mark, what the likely consequences of this decision would be. In the United Kingdom in particular, the use of A-level examination results have been used as predictors in subsequent educational courses and this has been the subject of fairly extensive research during the 1970's. The extent to which O-level examination results are predictive of A-level achievement has, however, received very little attention. The situation in South Africa is very similar and very little, if any, work has been done in assessing the effectiveness of using school marks in the lower standards of high school to predict marks in the upper standards. It is difficult to suggest a reason for this as such work would be of inestimable value in providing information for use in the counselling and selection of subjects for pupils embarking on the Senior Secondary Course.
- Full Text:
- Date Issued: 1984
- Authors: Viljoen, Richard Antony
- Date: 1984
- Subjects: Mathematics -- Study and teaching (Secondary) Mathematics -- Study and teaching (Secondary) -- South Africa -- East London School children -- South Africa -- East London Mathematical ability Examinations -- South Africa -- Evaluation
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1830 , http://hdl.handle.net/10962/d1003749
- Description: From Introduction: As the headmaster of a large co-educational High School in East London, I have to counsel Standard 7 pupils at the end of each year with regard to their subject choices for the Senior Secondary phase. In consultation with the teacher-psychologists and the Standard 7 teachers, one has to make decisions with regard to subjects which could have far-reaching effects on the pupil. Year after year the greatest discussion and most difficult decisions concern whether or not to continue with mathematics. At the end of the Standard 7 year, the pupil is faced with a choice of subjects, one of which is usually mathematics. Depending on the school, this choice is often wide and the average Standard 7 pupil can, in spite of careful counselling and advice, still be bewildered and confused. One of the best methods of objectively predicting pupil performance is through the use of various standardised tests. Although some norm-based tests exist, very few schools apply these tests to help predict mathematics performance in the Senior Secondary Course. To aid the pupil in deciding whether or not mathematics should be taken in Standards 8, 9 and 10 it would be extremely useful if there were some guide or predictor on which this decision could be based, as it is generally accepted amongst teachers that mathematics can be a stumbling block in the Cape Senior Certificate, particularly by the weaker candidate. If it could be shown that the Standard 7 year-end mathematics mark could be used to help predict whether :- •the pupil would be likely to pass or fail mathematics in the Cape Senior Certificate; •what symbol the pupil would obtain; a decision as to whether or not he should continue with the subject could be made at this stage, and, depending on his Standard 7 mark, what the likely consequences of this decision would be. In the United Kingdom in particular, the use of A-level examination results have been used as predictors in subsequent educational courses and this has been the subject of fairly extensive research during the 1970's. The extent to which O-level examination results are predictive of A-level achievement has, however, received very little attention. The situation in South Africa is very similar and very little, if any, work has been done in assessing the effectiveness of using school marks in the lower standards of high school to predict marks in the upper standards. It is difficult to suggest a reason for this as such work would be of inestimable value in providing information for use in the counselling and selection of subjects for pupils embarking on the Senior Secondary Course.
- Full Text:
- Date Issued: 1984
History field trips in and around East London as related to the standard eight Cape history syllabus
- Authors: Marshall, B I C
- Date: 1984
- Subjects: School field trips -- South Africa -- East London History -- Study and teaching (Secondary) -- South Africa -- East London
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1909 , http://hdl.handle.net/10962/d1007051
- Full Text:
- Date Issued: 1984
History field trips in and around East London as related to the standard eight Cape history syllabus
- Authors: Marshall, B I C
- Date: 1984
- Subjects: School field trips -- South Africa -- East London History -- Study and teaching (Secondary) -- South Africa -- East London
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1909 , http://hdl.handle.net/10962/d1007051
- Full Text:
- Date Issued: 1984
Some aspects of the teaching of English as a main language at the secondary level with special reference to the question of 'language'
- Authors: Crampton, Michael Edward
- Date: 1984
- Subjects: English language -- Study and teaching (Secondary)
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1873 , http://hdl.handle.net/10962/d1004926
- Description: From Introduction: A training in English literature followed by a limited number of English method lectures on how to teach a prescribed Victorian novel proved inadequate in these circumstances. Moreover, several years of interaction with colleagues in staff rooms, conferences and seminars in England and South Africa failed to yield a secure sense of purpose or a confident understanding of why, when and how to teach what in the English lesson. Too many amateurs are employed to teach English. Barn dancers might as well teach ballet. Yet for all that, there grew a conviction, reinforced by the vital involvement of many inspiring colleagues, that English teaching is the mainspring of the educational process where that language is the medium of education. The hope of making some contribution to the advancement of the English teaching profession, especially for the benefit of those who look up, hoping to learn, is sufficient motivation for this work. The endeavour will be, in the first place, to review some traditional aspects of English teaching in their historical context. A description of the traditional sources upon which the profession intuitively draws might assist in explaining the existence of certain attitudes. In chapters 2-4 an analysis of current thinking, directions and practices will aim to explore some aspects of what English teaching in schools is, when and how it happens and to what end. The direction in which the profession is moving will be weighed against the relevance of school English in the further learning experiences of school leavers before conclusions and recommendations are listed. Throughout, the purpose will be to contribute insights into the practice of teaching English as a main language. The term 'main language' has been deliberately chosen. Growing numbers of South Africans might be described as English L2 'main language' speakers in the sense that though Afrikaans, Zulu, Xhosa or Gujarati might be regarded as their 'first' language , English is the language which they mainly use in the ordinary business of life, in the home, at work and at play. The situation is fluid and interactive. Many adult speakers are in the process of assuming English as a main language. Small groups at work (and increasingly in lecture halls and classrooms) might, in learning contexts use English mainly as a means of interaction but include a variety of native Ianguage speakers from Armenian to ZuIu. The concept of English as a 'main' as distinct from 'first' or 'second' language seems to be gaining fresh significance. The fact that it is no longer safe to assume that main language English speakers will all be drawn from uniform speech communities, has major implications for the teaching of the subject; implications that will rapidly become more significant with the eradication of apartheid from our society. In this study, focus will be upon the teaching of the subject at the secondary level. Within that area particular emphasis will fall upon the final three years of schooling. With the approach of the matriculation examination many schools begin to rattle their shackles, bringing 'English specialists' to bear on prescribed works and increasing the intensity of tests and mock examinations. The leisurely dalliance with projects and casual affairs with creative work associated with English in the early years, can be forgotten as attention is confined with increasing intensity on possible examination questions . Thus the opportunity to finish what has been begun is often wasted. Where added impetus and direction could be given in the final years to interest, enjoyment and abilities fostered at primary and junior secondary levels, preoccupation with an irrelevant literary erudition, with disjointed comprehension passages and spurious essay topics, can stifle natural growth. On the other hand it must be acknowledged that the impetus provided by the final examination can channel energy and produce insights that might otherwise have remained dormant. Thus, while the final three years of schooling are educationally no more important than any other phase in the twelve years schooling, they do III involve important issues within the writer's range of experience.
- Full Text:
- Date Issued: 1984
- Authors: Crampton, Michael Edward
- Date: 1984
- Subjects: English language -- Study and teaching (Secondary)
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1873 , http://hdl.handle.net/10962/d1004926
- Description: From Introduction: A training in English literature followed by a limited number of English method lectures on how to teach a prescribed Victorian novel proved inadequate in these circumstances. Moreover, several years of interaction with colleagues in staff rooms, conferences and seminars in England and South Africa failed to yield a secure sense of purpose or a confident understanding of why, when and how to teach what in the English lesson. Too many amateurs are employed to teach English. Barn dancers might as well teach ballet. Yet for all that, there grew a conviction, reinforced by the vital involvement of many inspiring colleagues, that English teaching is the mainspring of the educational process where that language is the medium of education. The hope of making some contribution to the advancement of the English teaching profession, especially for the benefit of those who look up, hoping to learn, is sufficient motivation for this work. The endeavour will be, in the first place, to review some traditional aspects of English teaching in their historical context. A description of the traditional sources upon which the profession intuitively draws might assist in explaining the existence of certain attitudes. In chapters 2-4 an analysis of current thinking, directions and practices will aim to explore some aspects of what English teaching in schools is, when and how it happens and to what end. The direction in which the profession is moving will be weighed against the relevance of school English in the further learning experiences of school leavers before conclusions and recommendations are listed. Throughout, the purpose will be to contribute insights into the practice of teaching English as a main language. The term 'main language' has been deliberately chosen. Growing numbers of South Africans might be described as English L2 'main language' speakers in the sense that though Afrikaans, Zulu, Xhosa or Gujarati might be regarded as their 'first' language , English is the language which they mainly use in the ordinary business of life, in the home, at work and at play. The situation is fluid and interactive. Many adult speakers are in the process of assuming English as a main language. Small groups at work (and increasingly in lecture halls and classrooms) might, in learning contexts use English mainly as a means of interaction but include a variety of native Ianguage speakers from Armenian to ZuIu. The concept of English as a 'main' as distinct from 'first' or 'second' language seems to be gaining fresh significance. The fact that it is no longer safe to assume that main language English speakers will all be drawn from uniform speech communities, has major implications for the teaching of the subject; implications that will rapidly become more significant with the eradication of apartheid from our society. In this study, focus will be upon the teaching of the subject at the secondary level. Within that area particular emphasis will fall upon the final three years of schooling. With the approach of the matriculation examination many schools begin to rattle their shackles, bringing 'English specialists' to bear on prescribed works and increasing the intensity of tests and mock examinations. The leisurely dalliance with projects and casual affairs with creative work associated with English in the early years, can be forgotten as attention is confined with increasing intensity on possible examination questions . Thus the opportunity to finish what has been begun is often wasted. Where added impetus and direction could be given in the final years to interest, enjoyment and abilities fostered at primary and junior secondary levels, preoccupation with an irrelevant literary erudition, with disjointed comprehension passages and spurious essay topics, can stifle natural growth. On the other hand it must be acknowledged that the impetus provided by the final examination can channel energy and produce insights that might otherwise have remained dormant. Thus, while the final three years of schooling are educationally no more important than any other phase in the twelve years schooling, they do III involve important issues within the writer's range of experience.
- Full Text:
- Date Issued: 1984
The career maturity of the gifted and talented pupil
- Authors: Rainier, Markseller Garrett
- Date: 1984
- Subjects: Gifted children--Psychology Counseling in vocational education
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1371 , http://hdl.handle.net/10962/d1001437
- Description: In 1980 the cape Education Department launched a Gifted and Talented programme in some schools which was intended to enrich the educational experience of the more able pupils. Numerous studies have shown these pupils to have a higher level of career maturity than non-gifted pupils, but the studies have also shown that these pupils face unique career- development problems. Gifted and Talented pupils constitute an important source of manpower and their potential contribution to the total society is great. Consequently they are in need of effective career guidance to help them overcome their unique problems and realize their potential. This study set out to discover if the career maturity of a group of Standard 9 Gifted and Talented pupils, identified according to the original Cape Education Department criteria, is indeed higher than that of their peers and to make recommendations for facilitating career education among these pupils. Contrary to expectations the Gifted and Talented pupils did not show significantly higher levels of career maturity than their peers, as measured on the Attitude Scale of Crites ' Career Maturity Inventory. Compared with the American norms , the scores obtained by the research population were unfavourable. The validity of the I .Q. scores used and the criteria for identification of Gifted and Talented pupils are seen as questionable which could have led to an inaccurate grouping of the pupils as Gifted and Talented or non- gifted. Recommendations are made for a basic career education programme for all pupils which would include periods of active work experience. Recommendations for additional career education for those currently classified as Gifted and Talented pupils are also made, so as to allow these pupils additional time for self- development, decisionmaking and dealing with their unique life situation
- Full Text:
- Date Issued: 1984
- Authors: Rainier, Markseller Garrett
- Date: 1984
- Subjects: Gifted children--Psychology Counseling in vocational education
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1371 , http://hdl.handle.net/10962/d1001437
- Description: In 1980 the cape Education Department launched a Gifted and Talented programme in some schools which was intended to enrich the educational experience of the more able pupils. Numerous studies have shown these pupils to have a higher level of career maturity than non-gifted pupils, but the studies have also shown that these pupils face unique career- development problems. Gifted and Talented pupils constitute an important source of manpower and their potential contribution to the total society is great. Consequently they are in need of effective career guidance to help them overcome their unique problems and realize their potential. This study set out to discover if the career maturity of a group of Standard 9 Gifted and Talented pupils, identified according to the original Cape Education Department criteria, is indeed higher than that of their peers and to make recommendations for facilitating career education among these pupils. Contrary to expectations the Gifted and Talented pupils did not show significantly higher levels of career maturity than their peers, as measured on the Attitude Scale of Crites ' Career Maturity Inventory. Compared with the American norms , the scores obtained by the research population were unfavourable. The validity of the I .Q. scores used and the criteria for identification of Gifted and Talented pupils are seen as questionable which could have led to an inaccurate grouping of the pupils as Gifted and Talented or non- gifted. Recommendations are made for a basic career education programme for all pupils which would include periods of active work experience. Recommendations for additional career education for those currently classified as Gifted and Talented pupils are also made, so as to allow these pupils additional time for self- development, decisionmaking and dealing with their unique life situation
- Full Text:
- Date Issued: 1984
The community education centre : a factor in the formula for the provision of education in South Africa
- Authors: Heath, Thomas Brian Charles
- Date: 1984
- Subjects: Community education -- South Africa Fundamental education -- South Africa Adult education -- South Africa Education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1908 , http://hdl.handle.net/10962/d1006915
- Full Text:
- Date Issued: 1984
- Authors: Heath, Thomas Brian Charles
- Date: 1984
- Subjects: Community education -- South Africa Fundamental education -- South Africa Adult education -- South Africa Education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1908 , http://hdl.handle.net/10962/d1006915
- Full Text:
- Date Issued: 1984
The development of an in-service training programme for mathematics teachers on the development and use of resource materials in black schools at the standard six-seven level
- Authors: Jiya, M A Yaliwe
- Date: 1984
- Subjects: Mathematics teachers -- In-service training -- South Africa Black people -- Education -- South Africa Mathematics -- Study and teaching (Secondary) -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1875 , http://hdl.handle.net/10962/d1005634
- Full Text:
- Date Issued: 1984
- Authors: Jiya, M A Yaliwe
- Date: 1984
- Subjects: Mathematics teachers -- In-service training -- South Africa Black people -- Education -- South Africa Mathematics -- Study and teaching (Secondary) -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1875 , http://hdl.handle.net/10962/d1005634
- Full Text:
- Date Issued: 1984
A study of the educational thought of Rudolf Steiner
- Authors: Blunt, Richard John Scawen
- Date: 1983
- Subjects: Steiner, Rudolf, 1861-1925 Education -- Philosophy
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1886 , http://hdl.handle.net/10962/d1005932
- Full Text:
- Date Issued: 1983
- Authors: Blunt, Richard John Scawen
- Date: 1983
- Subjects: Steiner, Rudolf, 1861-1925 Education -- Philosophy
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1886 , http://hdl.handle.net/10962/d1005932
- Full Text:
- Date Issued: 1983
An investigation into the problems related to the adjustment of beginning-teachers leading to the development of an induction programme
- Authors: Algie, Rowan Craig
- Date: 1983
- Subjects: Teachers, Probationary -- South Africa Teaching -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1411 , http://hdl.handle.net/10962/d1003074
- Description: There is little doubt that there is a widespread concern that the transition from the supportive environment of the training institution where mistakes are expected, self criticism is encouraged and both tutorial guidance and peer group friendship are readily available into a situation where professional and personal responsibilities are profoundly altered, where the methods used, the progress of the pupils, their parents' expectations, the working relationship with colleagues are now permanent responsibilities. This transition can be traumatic for some and a considerable ordeal for many.--Chapter 1, p. 10.
- Full Text:
- Date Issued: 1983
- Authors: Algie, Rowan Craig
- Date: 1983
- Subjects: Teachers, Probationary -- South Africa Teaching -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1411 , http://hdl.handle.net/10962/d1003074
- Description: There is little doubt that there is a widespread concern that the transition from the supportive environment of the training institution where mistakes are expected, self criticism is encouraged and both tutorial guidance and peer group friendship are readily available into a situation where professional and personal responsibilities are profoundly altered, where the methods used, the progress of the pupils, their parents' expectations, the working relationship with colleagues are now permanent responsibilities. This transition can be traumatic for some and a considerable ordeal for many.--Chapter 1, p. 10.
- Full Text:
- Date Issued: 1983
An investigation of the shared experience of children's literature, with particular reference to the teacher reading aloud, in senior primary classes
- Authors: McKellar, David William
- Date: 1983
- Subjects: Reading (Elementary) -- South Africa Teachers -- Training of -- South Africa Children's literature Children -- Books and reading
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1919 , http://hdl.handle.net/10962/d1007401
- Full Text:
- Date Issued: 1983
- Authors: McKellar, David William
- Date: 1983
- Subjects: Reading (Elementary) -- South Africa Teachers -- Training of -- South Africa Children's literature Children -- Books and reading
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1919 , http://hdl.handle.net/10962/d1007401
- Full Text:
- Date Issued: 1983