Describing the relationship between the cognitive and linguistic complexity of a mathematical literacy examination and types of student errors
- Authors: Vale, Pamela
- Date: 2013
- Subjects: Mathematics -- Study and teaching (Secondary) -- Research -- South Africa Mathematics -- Study and teaching (Secondary) -- South Africa -- Evaluation Mathematics -- Study and teaching (Secondary) -- South Africa -- Evaluation Communication in foreign language education -- Research -- South Africa Communication in foreign language education -- Research -- South Africa Education, Secondary -- Research -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1397 , http://hdl.handle.net/10962/d1001774
- Description: Much prior research has shown that if students have a poor command of the language in which they are taught and assessed, they experience a complex and deep learning disadvantage (Barton & Neville-Barton, 2003). Abedi (2006) mentions, in particular, that unnecessary linguistic complexity can threaten the validity of examination items and thus compromises the fairness of the assessment for English language learners. In Clarkson’s (1991, p. 31) research it was found that for the English language learners in the study “comprehension errors [made] up a high proportion of the errors made when…students attempt[ed] to solve mathematical word problems”. In an attempt to explore whether this was the case for a group of National Certificate (Vocational) [NC(V)] students at an FET college, the research conducted in this study focused on describing the cognitive and linguistic complexity of Level 4 Mathematical Literacy examination items as well as the types of responses from a sample of students. A mixed-methods case study design was selected. Student errors were classified as either due to mathematical literacy-related sources, or language-related sources and the question was asked as to how the cognitive and linguistic complexity of items might be related to the types of errors made. Statistically significant correlations were found between the linguistic complexity of items and language-related errors, and between the cognitive complexity of items and all types of errors. It was also possible to identify which language features, in particular, were statistically significantly correlated with linguistic complexity, namely: prepositional phrases; words of 7 letters or more and complex/compound sentences. As was expected, the majority of errors were categorised as mathematical literacy-related. However, as many as 19.22% of all errors made were identified as language-related. While the scope of the study prevents any generalisations from being made, the results indicate a need for a larger-scale study of this nature to determine if the complex and deep learning disadvantage mentioned by Barton and Neville-Barton (2003) does exist with regard to the assessment of Mathematical Literacy for NC(V) students who are English language learners (Barton & Neville-Barton, 2003).
- Full Text:
- Authors: Vale, Pamela
- Date: 2013
- Subjects: Mathematics -- Study and teaching (Secondary) -- Research -- South Africa Mathematics -- Study and teaching (Secondary) -- South Africa -- Evaluation Mathematics -- Study and teaching (Secondary) -- South Africa -- Evaluation Communication in foreign language education -- Research -- South Africa Communication in foreign language education -- Research -- South Africa Education, Secondary -- Research -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1397 , http://hdl.handle.net/10962/d1001774
- Description: Much prior research has shown that if students have a poor command of the language in which they are taught and assessed, they experience a complex and deep learning disadvantage (Barton & Neville-Barton, 2003). Abedi (2006) mentions, in particular, that unnecessary linguistic complexity can threaten the validity of examination items and thus compromises the fairness of the assessment for English language learners. In Clarkson’s (1991, p. 31) research it was found that for the English language learners in the study “comprehension errors [made] up a high proportion of the errors made when…students attempt[ed] to solve mathematical word problems”. In an attempt to explore whether this was the case for a group of National Certificate (Vocational) [NC(V)] students at an FET college, the research conducted in this study focused on describing the cognitive and linguistic complexity of Level 4 Mathematical Literacy examination items as well as the types of responses from a sample of students. A mixed-methods case study design was selected. Student errors were classified as either due to mathematical literacy-related sources, or language-related sources and the question was asked as to how the cognitive and linguistic complexity of items might be related to the types of errors made. Statistically significant correlations were found between the linguistic complexity of items and language-related errors, and between the cognitive complexity of items and all types of errors. It was also possible to identify which language features, in particular, were statistically significantly correlated with linguistic complexity, namely: prepositional phrases; words of 7 letters or more and complex/compound sentences. As was expected, the majority of errors were categorised as mathematical literacy-related. However, as many as 19.22% of all errors made were identified as language-related. While the scope of the study prevents any generalisations from being made, the results indicate a need for a larger-scale study of this nature to determine if the complex and deep learning disadvantage mentioned by Barton and Neville-Barton (2003) does exist with regard to the assessment of Mathematical Literacy for NC(V) students who are English language learners (Barton & Neville-Barton, 2003).
- Full Text:
Examining the nature of learning within an afterschool mathematics club : a case study of four learners
- Authors: Kaulinge, Penehafo Olivia
- Date: 2013
- Subjects: Stott, Debbie Mathematics -- Study and teaching (Elementary) -- South Africa After-school programs -- Research -- South Africa Learning -- Research -- South Africa Education, Elementary -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1401 , http://hdl.handle.net/10962/d1001835
- Description: This study examined the nature of learning within an afterschool mathematics club established by the South African Numeracy Chair project. The study sought to establish what sort of progress in mathematical learning occurred in a grade 3 afterschool maths club, using assessment instruments associated with the Learning Framework in Number. The study also sought to understand the nature and effects of mentor mediation in the maths club, using Vygotsky’s notion of the Zone of Proximal Development (ZPD) together with the notion and practice of scaffolding. The study made use of a variety of data collection techniques, including one-to-one assessment interviews, task-based interviews and observations. In line with the case study approach adopted, four learners were selected for interviews. The assessment interview results revealed that, in terms of proficiency in early arithmetical learning, all four learners showed progress after spending four months in an afterschool maths club. Even though they were found to have advanced in their Strategies for Early Arithmetic Learning (SEAL), some of them were observed still using their fingers to support their counting. Such strategies were likely to mirror the teaching approaches used in their usual school mathematical lessons. The overall findings in terms of learners’ proficiency and progress give rise to concerns about current number teaching practices in their school, which emphasize the standard written algorithm in the lower primary grades. The study also made use of Vygotsky’s notion of the ZPD to analyse the nature of mentor-peer mediation. Witnessing the learners’ use of trial and error strategies during the task-based interview allowed both mentors to support learners through understanding their thinking, prompting them and encouraging them to reflect on their answers and develop more effective strategies. Learners progressed through the ZPD at different paces and in different ways, with ‘aha’ moments happening at different points for individual learners. Their progression in the ZPD seemed to depend on interaction among all participants, which varied according to what was contributed and what requested by each participant. The findings revealed that although there was evidence of learners achieving success at the tasks in task based interviews there were also there were also some learners who experienced difficulties. Additionally, in order to argue that learning was fully realised within the ZPD would have required follow up task based interviews to assess the extent to which learners were able to complete the tasks independently without the scaffolding of mentors. This was not possible within the scope of this research but would be useful in future research.
- Full Text:
- Authors: Kaulinge, Penehafo Olivia
- Date: 2013
- Subjects: Stott, Debbie Mathematics -- Study and teaching (Elementary) -- South Africa After-school programs -- Research -- South Africa Learning -- Research -- South Africa Education, Elementary -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1401 , http://hdl.handle.net/10962/d1001835
- Description: This study examined the nature of learning within an afterschool mathematics club established by the South African Numeracy Chair project. The study sought to establish what sort of progress in mathematical learning occurred in a grade 3 afterschool maths club, using assessment instruments associated with the Learning Framework in Number. The study also sought to understand the nature and effects of mentor mediation in the maths club, using Vygotsky’s notion of the Zone of Proximal Development (ZPD) together with the notion and practice of scaffolding. The study made use of a variety of data collection techniques, including one-to-one assessment interviews, task-based interviews and observations. In line with the case study approach adopted, four learners were selected for interviews. The assessment interview results revealed that, in terms of proficiency in early arithmetical learning, all four learners showed progress after spending four months in an afterschool maths club. Even though they were found to have advanced in their Strategies for Early Arithmetic Learning (SEAL), some of them were observed still using their fingers to support their counting. Such strategies were likely to mirror the teaching approaches used in their usual school mathematical lessons. The overall findings in terms of learners’ proficiency and progress give rise to concerns about current number teaching practices in their school, which emphasize the standard written algorithm in the lower primary grades. The study also made use of Vygotsky’s notion of the ZPD to analyse the nature of mentor-peer mediation. Witnessing the learners’ use of trial and error strategies during the task-based interview allowed both mentors to support learners through understanding their thinking, prompting them and encouraging them to reflect on their answers and develop more effective strategies. Learners progressed through the ZPD at different paces and in different ways, with ‘aha’ moments happening at different points for individual learners. Their progression in the ZPD seemed to depend on interaction among all participants, which varied according to what was contributed and what requested by each participant. The findings revealed that although there was evidence of learners achieving success at the tasks in task based interviews there were also there were also some learners who experienced difficulties. Additionally, in order to argue that learning was fully realised within the ZPD would have required follow up task based interviews to assess the extent to which learners were able to complete the tasks independently without the scaffolding of mentors. This was not possible within the scope of this research but would be useful in future research.
- Full Text:
Exploring a grade 5 English teacher's strategies for helping her learners develop their reading literacy: a case study
- Authors: Robertson, Sally-Ann, 1952-
- Date: 2013
- Subjects: English language -- Study and teaching (Primary) -- South Africa -- Eastern Cape English language -- Study and teaching -- South Africa -- Eastern Cape -- Foreign speakers Reading (Elementary) -- Research -- South Africa -- Eastern Cape Literacy -- Education (Primary) -- Research -- South Africa -- Eastern Cape Education, Primary -- Research -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1389 , http://hdl.handle.net/10962/d1001667
- Description: Despite South Africa’s constitutional commitment to multilingualism, literacy in English is important in education and the economy. English is widely perceived as the language of opportunity, and many South African primary schools have chosen English as their language of learning and teaching (LoLT). In terms of South Africa’s 1997 Language in Education Policy, this choice means that such a school has to comply with English Home Language curriculum requirements. In situations where few learners (or teachers) have English as a home language, the choice of English as LoLT poses particular challenges, perhaps most crucially in the early years of literacy development. This investigation explores the work of an intermediate phase teacher working in the Eastern Cape province at a “no-fee” school where English is the chosen LoLT, but where the majority of learners have isiXhosa as their home language. A qualitative interpretive approach was used to focus on the teacher’s strategies for developing her Grade 5 learners’ reading literacy in English. Data were derived via lesson observation and in-depth interviewing. Fourteen of the teacher’s English lessons were observed and she was interviewed twice. Analysis of the data shows that few learners meet the reading literacy levels outlined in National Curriculum Statement guidelines. The teacher, working as she is in what are essentially subtractive bilingualism circumstances, is poorly equipped to cope with the task of developing her learners’ reading literacy. I argue that educational policy, contributing as it does to the ongoing displacement, by English, of many South African children’s home languages, not only undermines the post-apartheid Government’s attempts at linguistic equity, but also contributes significantly to unequal reading literacy achievement across South Africa’s different socio-economic sectors. Department of Basic Education officials, academics and others involved in decision-making around teacher education and development need to work together to interrogate policy and put in place more effective support structures to help teachers better cope with the exigencies outlined above.
- Full Text:
- Authors: Robertson, Sally-Ann, 1952-
- Date: 2013
- Subjects: English language -- Study and teaching (Primary) -- South Africa -- Eastern Cape English language -- Study and teaching -- South Africa -- Eastern Cape -- Foreign speakers Reading (Elementary) -- Research -- South Africa -- Eastern Cape Literacy -- Education (Primary) -- Research -- South Africa -- Eastern Cape Education, Primary -- Research -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1389 , http://hdl.handle.net/10962/d1001667
- Description: Despite South Africa’s constitutional commitment to multilingualism, literacy in English is important in education and the economy. English is widely perceived as the language of opportunity, and many South African primary schools have chosen English as their language of learning and teaching (LoLT). In terms of South Africa’s 1997 Language in Education Policy, this choice means that such a school has to comply with English Home Language curriculum requirements. In situations where few learners (or teachers) have English as a home language, the choice of English as LoLT poses particular challenges, perhaps most crucially in the early years of literacy development. This investigation explores the work of an intermediate phase teacher working in the Eastern Cape province at a “no-fee” school where English is the chosen LoLT, but where the majority of learners have isiXhosa as their home language. A qualitative interpretive approach was used to focus on the teacher’s strategies for developing her Grade 5 learners’ reading literacy in English. Data were derived via lesson observation and in-depth interviewing. Fourteen of the teacher’s English lessons were observed and she was interviewed twice. Analysis of the data shows that few learners meet the reading literacy levels outlined in National Curriculum Statement guidelines. The teacher, working as she is in what are essentially subtractive bilingualism circumstances, is poorly equipped to cope with the task of developing her learners’ reading literacy. I argue that educational policy, contributing as it does to the ongoing displacement, by English, of many South African children’s home languages, not only undermines the post-apartheid Government’s attempts at linguistic equity, but also contributes significantly to unequal reading literacy achievement across South Africa’s different socio-economic sectors. Department of Basic Education officials, academics and others involved in decision-making around teacher education and development need to work together to interrogate policy and put in place more effective support structures to help teachers better cope with the exigencies outlined above.
- Full Text:
Exploring linguistic thresholds and reading comprehension and skills-transfer in a grade 6, isiXhosa-English additive bilingual context
- Authors: Jackson, Mary-Jane
- Date: 2013
- Subjects: Reading comprehension Language and education -- South Africa -- Eastern Cape English language -- Study and teaching (Elementary) -- Foreign speakers Xhosa language -- Study and teaching (Elementary) Reading -- Ability testing
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1905 , http://hdl.handle.net/10962/d1006353
- Description: Reading is the key to knowledge and learning and by implication, life success. Most South African children „learn to read‟ in their home languages (HL), such as isiXhosa in the Eastern Cape, and then at the beginning of Grade 4 are expected to make two significant transitions: they must begin to „read to learn‟ and they must do so in an additional language (usually English). The research evidence is damning: Intermediate Phase children are failing to read and failing to learn. This study is concerned with two of the possible, and often conflicting, reasons for the reading problem: 1) that too little time is spent developing learners‟ English language proficiency and 2) that the development of learners‟ reading comprehension skills in the HL is neglected, preventing the transfer of skills to reading in English additional language (EAL). This thesis explores the relations between English Language Proficiency (ELP) and isiXhosa Reading Comprehension (XRC), and between ELP and English Reading Comprehension (ERC), in a unique, additive bilingual context in the rural Eastern Cape, where isiXhosa is maintained as part-LoLT (language of learning and teaching) to the end of Grade 6. The Linguistic Threshold and Linguistic Interdependence Hypotheses constitute the theoretical framework of the study. The design of the research is exploratory and descriptive. The Woodcock-Muñoz Language Survey was used to measure the language proficiency (English relative to isiXhosa) of the sixteen Grade 6 learners in the study, while two sample, expository passages from the Progress in International Reading Literacy Study (2006) were used to measure the reading comprehension abilities of learners, in both isiXhosa and English. A questionnaire provided additional information – about the learners‟ perceptions of reading– which assisted in the interpretation of the statistical data. „Mean scores‟ and „standard deviations‟ were used to describe the ELP (relative to the isiXhosa language proficiency) of the participants, while „frequency‟ was used to describe the reading comprehension scores. Correlational statistics were then employed to test the strength of the relationships between the variables, while regression analyses were used to predict the relative contribution of each of ELP and XRC to ERC. The study reveals that while the learners‟ isiXhosa language proficiency far exceeded their English language abilities, their reading comprehension scores in both languages were equally poor. ELP correlated significantly with ERC; and XRC and ERC were also covaried, thus corroborating the findings of international research: that in this particular context, second language (L2) reading is a consequence of both ELP and first language(L1) reading ability. The regression analyses showed that while the potential for reading comprehension transfer in the direction L1 to L2 existed, this possibility was short circuited, both by learners‟ poor ELP and their poor L1 reading skills.
- Full Text:
- Authors: Jackson, Mary-Jane
- Date: 2013
- Subjects: Reading comprehension Language and education -- South Africa -- Eastern Cape English language -- Study and teaching (Elementary) -- Foreign speakers Xhosa language -- Study and teaching (Elementary) Reading -- Ability testing
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1905 , http://hdl.handle.net/10962/d1006353
- Description: Reading is the key to knowledge and learning and by implication, life success. Most South African children „learn to read‟ in their home languages (HL), such as isiXhosa in the Eastern Cape, and then at the beginning of Grade 4 are expected to make two significant transitions: they must begin to „read to learn‟ and they must do so in an additional language (usually English). The research evidence is damning: Intermediate Phase children are failing to read and failing to learn. This study is concerned with two of the possible, and often conflicting, reasons for the reading problem: 1) that too little time is spent developing learners‟ English language proficiency and 2) that the development of learners‟ reading comprehension skills in the HL is neglected, preventing the transfer of skills to reading in English additional language (EAL). This thesis explores the relations between English Language Proficiency (ELP) and isiXhosa Reading Comprehension (XRC), and between ELP and English Reading Comprehension (ERC), in a unique, additive bilingual context in the rural Eastern Cape, where isiXhosa is maintained as part-LoLT (language of learning and teaching) to the end of Grade 6. The Linguistic Threshold and Linguistic Interdependence Hypotheses constitute the theoretical framework of the study. The design of the research is exploratory and descriptive. The Woodcock-Muñoz Language Survey was used to measure the language proficiency (English relative to isiXhosa) of the sixteen Grade 6 learners in the study, while two sample, expository passages from the Progress in International Reading Literacy Study (2006) were used to measure the reading comprehension abilities of learners, in both isiXhosa and English. A questionnaire provided additional information – about the learners‟ perceptions of reading– which assisted in the interpretation of the statistical data. „Mean scores‟ and „standard deviations‟ were used to describe the ELP (relative to the isiXhosa language proficiency) of the participants, while „frequency‟ was used to describe the reading comprehension scores. Correlational statistics were then employed to test the strength of the relationships between the variables, while regression analyses were used to predict the relative contribution of each of ELP and XRC to ERC. The study reveals that while the learners‟ isiXhosa language proficiency far exceeded their English language abilities, their reading comprehension scores in both languages were equally poor. ELP correlated significantly with ERC; and XRC and ERC were also covaried, thus corroborating the findings of international research: that in this particular context, second language (L2) reading is a consequence of both ELP and first language(L1) reading ability. The regression analyses showed that while the potential for reading comprehension transfer in the direction L1 to L2 existed, this possibility was short circuited, both by learners‟ poor ELP and their poor L1 reading skills.
- Full Text:
How do teachers characterise their teaching for conceptual understanding and procedural fluency?: a case study of two teachers
- Junius, Daniel Franscius, Danie Junius
- Authors: Junius, Daniel Franscius , Danie Junius
- Date: 2013
- Subjects: Mathematics -- Study and teaching (Secondary) -- Namibia Mathematics -- Study and teaching -- Case studies
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: vital:1360 , http://hdl.handle.net/10962/d1001426
- Description: Over many years the practice or art of teaching Mathematics posed itself as, not only being different from the practice of teaching any other subject, but to have many challenges and opportunities that ask for exploration and understanding. Just after independence in 1990, Namibia has embarked upon a reform process for the entire education system. Many changes were brought about to create a uniform, equal system for all. However, many challenges still remain to be addressed. Mathematics education remains one of the key areas where Namibian teachers can contribute towards the improvement of the subject. Unsatisfactory results, under-qualified teachers, and a negative disposition towards Mathematics are some of the challenges. These challenges are not unique to Namibia. Across the globe psychologists, philosophers and educators continue to engage in debates and research projects in search of answers and solutions for the improvement of Mathematics education. Despite encountering numerous obstacles, many teachers are dedicated and achieve outstanding results with their learners. This thesis reports on a research project that focused on the Mathematics teaching practice of two teachers whose experiences can make a positive contribution to the improvement of Mathematics teaching in Namibia. Furthermore, this case study investigated and attempted to understand the Mathematics teaching practices of two proficient teachers who each claimed to have a specific and unique approach to teaching Mathematics. The one claimed to be mainly procedural in her Mathematics teaching, while the other one claimed to teach mainly in a conceptual manner. Both achieve very good results with their classes and attribute their own teaching orientations to a process of several experiences they went through as students and in their careers. The study revealed that both claims are substantiated and that each teacher was consistent in her claimed approach. Many challenges and constraints were encountered by both teachers, but in their unique and specific ways each teacher’s chosen teaching approach supported them to overcome these. It was evident from the findings that each teacher’s practice came about as an evolutionary process over an extended period of time. As many challenges and limitations are universal, it is believed that in sharing experiences, teachers can benefit from each other by improving their practice. It was clearly stated by both participants that the re-thinking of and reflecting on their own practices provided them with new insights and motivation. Peer support and sharing of practices contribute positively towards the improvement of the teachers’ classroom practices.
- Full Text:
- Authors: Junius, Daniel Franscius , Danie Junius
- Date: 2013
- Subjects: Mathematics -- Study and teaching (Secondary) -- Namibia Mathematics -- Study and teaching -- Case studies
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: vital:1360 , http://hdl.handle.net/10962/d1001426
- Description: Over many years the practice or art of teaching Mathematics posed itself as, not only being different from the practice of teaching any other subject, but to have many challenges and opportunities that ask for exploration and understanding. Just after independence in 1990, Namibia has embarked upon a reform process for the entire education system. Many changes were brought about to create a uniform, equal system for all. However, many challenges still remain to be addressed. Mathematics education remains one of the key areas where Namibian teachers can contribute towards the improvement of the subject. Unsatisfactory results, under-qualified teachers, and a negative disposition towards Mathematics are some of the challenges. These challenges are not unique to Namibia. Across the globe psychologists, philosophers and educators continue to engage in debates and research projects in search of answers and solutions for the improvement of Mathematics education. Despite encountering numerous obstacles, many teachers are dedicated and achieve outstanding results with their learners. This thesis reports on a research project that focused on the Mathematics teaching practice of two teachers whose experiences can make a positive contribution to the improvement of Mathematics teaching in Namibia. Furthermore, this case study investigated and attempted to understand the Mathematics teaching practices of two proficient teachers who each claimed to have a specific and unique approach to teaching Mathematics. The one claimed to be mainly procedural in her Mathematics teaching, while the other one claimed to teach mainly in a conceptual manner. Both achieve very good results with their classes and attribute their own teaching orientations to a process of several experiences they went through as students and in their careers. The study revealed that both claims are substantiated and that each teacher was consistent in her claimed approach. Many challenges and constraints were encountered by both teachers, but in their unique and specific ways each teacher’s chosen teaching approach supported them to overcome these. It was evident from the findings that each teacher’s practice came about as an evolutionary process over an extended period of time. As many challenges and limitations are universal, it is believed that in sharing experiences, teachers can benefit from each other by improving their practice. It was clearly stated by both participants that the re-thinking of and reflecting on their own practices provided them with new insights and motivation. Peer support and sharing of practices contribute positively towards the improvement of the teachers’ classroom practices.
- Full Text:
Inclusion and differentiation: an examination of teachers' experience and perspectives in working with difference and learner potential in grade 1 mathematics classrooms in three schools in Grahamstown
- Whittington-Jones, Alexandra
- Authors: Whittington-Jones, Alexandra
- Date: 2013
- Subjects: Gifted children -- Education (Primary) -- Research -- South Africa -- Grahamstown Inclusive education -- Research -- South Africa -- Grahamstown Mainstreaming in education -- Research -- South Africa -- Grahamstown Special education -- Research -- South Africa -- Grahamstown Curriculum planning -- Education (Primary) -- South Africa -- Grahamstown Education, Primary -- Study and teaching -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1893 , http://hdl.handle.net/10962/d1006088
- Description: In South Africa, in July 2001, the National Department of Education released White Paper 6 which underpins the notion of inclusive education. It states that the needs of all children should be catered for within the South African educational framework. Subsequent guidelines from the Department (2005; 2012) also provide a strong focus on understanding individual children’s learning styles and explain the concept and application of children’s multiple intelligences. However, on closer examination, it seems that the inclusive education, as well as barriers to learning referred to in the abovementioned guidelines, are indicated to mean catering for children at the lower-ability end of the learning spectrum. This research begins to explore the notion that high potential children might require special attention, though not at the expense of those with learning impairments. An education system that provides inclusive education to children at both the lower and higher ends of the learning spectrum would be more equitable, and would give all children an equal chance of reaching their full potential. One possible strategy for accommodating the diverse needs of learners is through differentiation (Department of Education, 2005). Differentiation is a way of teaching that aims to provide stimulating and enriching learning environments to a diverse group of children within a classroom. This might be achieved by separating the class into smaller groups based on ability, or by providing children with different tasks at the same time, with the same learning objectives but at differing cognitive levels (Rogers, 2007). Vygotsky’s work on the Zone of Proximal Development (ZPD) and mediation provides a theoretical framework for proposing differentiation as a strategy. The data was gathered through an in-depth examination (using a combination of classroom observations, document analysis and teacher interviews) of mathematics teaching in Grade 1 in three schools in Grahamstown. My analysis was based on Vygotsky’s theories (the main tenets of which were the ZPD and scaffolding, as well as the role of socio-culture in learning), using Tomlinson’s (1999) differentiated instruction framework to provide structure to the study. The following themes emerged from the data: a focus on the teachers’ understandings of differentiation; the use of grouping as a superficial form of differentiation; a lack of teacher preparation and understanding in relation to task differentiation; and an underlying sense of ‘sameness’ in teachers’ understanding of their learners. In addition to the above, I did not observe evidence of real differentiation for high potential children and hope that this research contributes to extending teachers’ training (both academic and in-service) in this area, convincing teachers of the existence and importance of critical thinking abilities in our youngest learners, and initiating a move towards the drafting of Individual Education Plans for all our learners. During the period of my research I have been convinced that the use of differentiated instruction in classrooms is the way forward in educational thinking, particularly as it relates to the notion of inclusive learning. Clearly there are challenges to be addressed in terms of school timetables, curricula, teachers’ time frames and past education system inequalities such as we have here in South Africa.
- Full Text:
- Authors: Whittington-Jones, Alexandra
- Date: 2013
- Subjects: Gifted children -- Education (Primary) -- Research -- South Africa -- Grahamstown Inclusive education -- Research -- South Africa -- Grahamstown Mainstreaming in education -- Research -- South Africa -- Grahamstown Special education -- Research -- South Africa -- Grahamstown Curriculum planning -- Education (Primary) -- South Africa -- Grahamstown Education, Primary -- Study and teaching -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1893 , http://hdl.handle.net/10962/d1006088
- Description: In South Africa, in July 2001, the National Department of Education released White Paper 6 which underpins the notion of inclusive education. It states that the needs of all children should be catered for within the South African educational framework. Subsequent guidelines from the Department (2005; 2012) also provide a strong focus on understanding individual children’s learning styles and explain the concept and application of children’s multiple intelligences. However, on closer examination, it seems that the inclusive education, as well as barriers to learning referred to in the abovementioned guidelines, are indicated to mean catering for children at the lower-ability end of the learning spectrum. This research begins to explore the notion that high potential children might require special attention, though not at the expense of those with learning impairments. An education system that provides inclusive education to children at both the lower and higher ends of the learning spectrum would be more equitable, and would give all children an equal chance of reaching their full potential. One possible strategy for accommodating the diverse needs of learners is through differentiation (Department of Education, 2005). Differentiation is a way of teaching that aims to provide stimulating and enriching learning environments to a diverse group of children within a classroom. This might be achieved by separating the class into smaller groups based on ability, or by providing children with different tasks at the same time, with the same learning objectives but at differing cognitive levels (Rogers, 2007). Vygotsky’s work on the Zone of Proximal Development (ZPD) and mediation provides a theoretical framework for proposing differentiation as a strategy. The data was gathered through an in-depth examination (using a combination of classroom observations, document analysis and teacher interviews) of mathematics teaching in Grade 1 in three schools in Grahamstown. My analysis was based on Vygotsky’s theories (the main tenets of which were the ZPD and scaffolding, as well as the role of socio-culture in learning), using Tomlinson’s (1999) differentiated instruction framework to provide structure to the study. The following themes emerged from the data: a focus on the teachers’ understandings of differentiation; the use of grouping as a superficial form of differentiation; a lack of teacher preparation and understanding in relation to task differentiation; and an underlying sense of ‘sameness’ in teachers’ understanding of their learners. In addition to the above, I did not observe evidence of real differentiation for high potential children and hope that this research contributes to extending teachers’ training (both academic and in-service) in this area, convincing teachers of the existence and importance of critical thinking abilities in our youngest learners, and initiating a move towards the drafting of Individual Education Plans for all our learners. During the period of my research I have been convinced that the use of differentiated instruction in classrooms is the way forward in educational thinking, particularly as it relates to the notion of inclusive learning. Clearly there are challenges to be addressed in terms of school timetables, curricula, teachers’ time frames and past education system inequalities such as we have here in South Africa.
- Full Text:
Learners' participation in leadership: a case study in a secondary school in Namibia
- Authors: Uushona, Andreas Bishi
- Date: 2013
- Subjects: Educational leadership -- Namibia -- Case studies Student participation in administration -- Namibia -- Case studies School management and organization -- Namibia -- Case studies Student government -- Namibia Education, Secondary -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1395 , http://hdl.handle.net/10962/d1001749
- Description: Learner leadership is a worldwide issue in educational leadership and management. In preindependent Namibia secondary schools had the prefect system and the SRCs as learner leadership bodies which had little influence on schools’ decisions because they lacked credibility. In 2001 the Learners’ Representative Council (LRC) was legitimized as a learner leadership body in secondary schools through the Education Act 16 of 2001. However, recent research suggests that even these bodies are not functioning effectively for a variety of reasons. This prompted me to undertake research to develop an understanding of learners’ participation in leadership in a senior secondary school in Namibia. I used a qualitative case study, in an interpretive paradigm, in an attempt to achieve my research goal. The following questions guided the study: How is leadership understood by members of the organization? How learner leadership is understood? How are learners involved in leadership in the school? What potential exists for increased learners’ participation? What factors inhibit learners’ participation in leadership in the school? A population comprising of the school board chairperson, the principal, three heads of department, the superintendent, three teachers and five learners was composed from a senior secondary school in Namibia. Data were collected through focus groups, interviews, document analysis and observation and analyzed thematically for reflective discussion. The findings revealed that the LRC is functioning but providing little opportunity for learner leadership development. The most significant challenge relates to traditional and outdated views of leadership on the parts of teachers and education managers. Hence, in addition to a number of practical recommendations, the study recommends a change of mindset towards children so that opportunities are provided to contribute to their growth and development.
- Full Text:
- Authors: Uushona, Andreas Bishi
- Date: 2013
- Subjects: Educational leadership -- Namibia -- Case studies Student participation in administration -- Namibia -- Case studies School management and organization -- Namibia -- Case studies Student government -- Namibia Education, Secondary -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1395 , http://hdl.handle.net/10962/d1001749
- Description: Learner leadership is a worldwide issue in educational leadership and management. In preindependent Namibia secondary schools had the prefect system and the SRCs as learner leadership bodies which had little influence on schools’ decisions because they lacked credibility. In 2001 the Learners’ Representative Council (LRC) was legitimized as a learner leadership body in secondary schools through the Education Act 16 of 2001. However, recent research suggests that even these bodies are not functioning effectively for a variety of reasons. This prompted me to undertake research to develop an understanding of learners’ participation in leadership in a senior secondary school in Namibia. I used a qualitative case study, in an interpretive paradigm, in an attempt to achieve my research goal. The following questions guided the study: How is leadership understood by members of the organization? How learner leadership is understood? How are learners involved in leadership in the school? What potential exists for increased learners’ participation? What factors inhibit learners’ participation in leadership in the school? A population comprising of the school board chairperson, the principal, three heads of department, the superintendent, three teachers and five learners was composed from a senior secondary school in Namibia. Data were collected through focus groups, interviews, document analysis and observation and analyzed thematically for reflective discussion. The findings revealed that the LRC is functioning but providing little opportunity for learner leadership development. The most significant challenge relates to traditional and outdated views of leadership on the parts of teachers and education managers. Hence, in addition to a number of practical recommendations, the study recommends a change of mindset towards children so that opportunities are provided to contribute to their growth and development.
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Mathematics teachers' experiences of designing and implementing a circle geometry teaching programme using the van Hiele phases of instruction as a conceptual framework: a Namibian case study
- Authors: Dongwi, Beata Lididimikeni
- Date: 2013
- Subjects: Geometry -- Study and teaching (Secondary) -- Namibia Mathematics -- Study and teaching -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1412 , http://hdl.handle.net/10962/d1003133
- Description: The aim of this case study was to examine, analyze and report on the findings of the experiences of selected mathematics teachers when they used the van Hiele phases of instruction in designing and implementing a Grade 11 circle geometry teaching programme. The sample consisted of three selected mathematics teachers from the school where the researcher teaches. This school is located in the Oshikoto Education Region in Namibia. The school serves a multicultural group of 759 learners from a middle-class economic background. The site and participants were selected conveniently as the researcher had unrestricted access to both the facilities and the participants. This research takes the form of a case study and is underpinned by the interpretive paradigm. Data for this research was collected using a variety of techniques such as interviews, classroom observation and document analysis. This facilitated easy triangulation of the data. The findings of this research make four claims with regard to the experiences of the mathematics teachers with designing and implementing the circle geometry teaching programme using the five van Hiele phases of instruction as a conceptual framework. The findings revealed that firstly, all three participating mathematics teachers used and implemented all the five van Hiele phases of instruction in their lessons I observed. Secondly, the teachers navigated quite freely from one phase of instruction to the next, but also returned to the earlier phases for clarification and reinforcement in their teaching. Thirdly, the teachers saw the phases of instruction as a good pedagogical tool or template for planning and presenting lessons. Fourthly, the majority of the learners followed the instructions and seemed to obtain the answers faster than expected. The lesson presentations were lively and both teachers and learners communicated at length to discover angle properties of circles while developing and nurturing the technical language of geometry.
- Full Text:
- Authors: Dongwi, Beata Lididimikeni
- Date: 2013
- Subjects: Geometry -- Study and teaching (Secondary) -- Namibia Mathematics -- Study and teaching -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1412 , http://hdl.handle.net/10962/d1003133
- Description: The aim of this case study was to examine, analyze and report on the findings of the experiences of selected mathematics teachers when they used the van Hiele phases of instruction in designing and implementing a Grade 11 circle geometry teaching programme. The sample consisted of three selected mathematics teachers from the school where the researcher teaches. This school is located in the Oshikoto Education Region in Namibia. The school serves a multicultural group of 759 learners from a middle-class economic background. The site and participants were selected conveniently as the researcher had unrestricted access to both the facilities and the participants. This research takes the form of a case study and is underpinned by the interpretive paradigm. Data for this research was collected using a variety of techniques such as interviews, classroom observation and document analysis. This facilitated easy triangulation of the data. The findings of this research make four claims with regard to the experiences of the mathematics teachers with designing and implementing the circle geometry teaching programme using the five van Hiele phases of instruction as a conceptual framework. The findings revealed that firstly, all three participating mathematics teachers used and implemented all the five van Hiele phases of instruction in their lessons I observed. Secondly, the teachers navigated quite freely from one phase of instruction to the next, but also returned to the earlier phases for clarification and reinforcement in their teaching. Thirdly, the teachers saw the phases of instruction as a good pedagogical tool or template for planning and presenting lessons. Fourthly, the majority of the learners followed the instructions and seemed to obtain the answers faster than expected. The lesson presentations were lively and both teachers and learners communicated at length to discover angle properties of circles while developing and nurturing the technical language of geometry.
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Social and cultural discourses that shape male youths' masculinity and conceptions of risk and vulnerability to HIV and AIDS in Rundu Urban Constituency, Kavango region, Namibia
- Authors: Shikukutu, Faustinus
- Date: 2013
- Subjects: AIDS (Disease) -- Social aspects -- Namibia -- Kavango AIDS (Disease) in adolescence -- Namibia -- Kavango HIV (Viruses) -- Social aspects -- Namibia -- Kavango HIV infections -- Risk factors -- Namibia -- Kavango Men -- Sexual behavior -- Namibia -- Kavango Gender identity -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1391 , http://hdl.handle.net/10962/d1001672
- Description: HIV and AIDS still challenges the best efforts of public health and medical establishments and continues to ravage communities around the world. While measures have been put in place to preclude it from further spread, recent studies in the field of HIV and AIDS prevention intimate that for more efficacious intervention to be realized, it is critical to understand and address the social and cultural practices which influence sexual behavior, particularly understanding how issues of masculinity plays a role in the perpetuation of these behavior. Relying on Bourdieu’s theory of social practice, this study explores the inherent enduring nature of habitus and its role in the production and maintenance of masculine and sexual identities that predispose young men to HIV and AIDS. The study was conducted in Rundu Urban Constituency in Kavango Region of Namibia to gain insight into male youth’s masculinity and conceptions of risk and vulnerability to HIV and AIDS. The study design was qualitative and interpretive in nature. Data collection strategies included focus group discussions and individual interviews. Twelve male youth aged 17-20 years in two secondary schools (six in each) were selected to participate in the study. Four focus group discussions and fourteen individual interviews were conducted. Institutional ethical clearance from both regional education office and the schools were obtained before undertaking the study. Participants also signed written consent forms before interviews started. The findings of this study revealed that young men from this community were under constant pressure to conform to dominant masculine norms and values. Key in the case of youth in the study was the need to procreate as a dominant marker of one’s masculine and sexual identity because it represented a primary source of a ‘real’ man’s social identity in this community. This masculine and sexual identity seemed in itself to be constructed along paternal lines and cultural beliefs, which youth preserved by not only complying, but also reproducing. The sexual activities they reported that would secure their position as `real` men were often those that put them at risk and made them vulnerable to the epidemic.
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- Authors: Shikukutu, Faustinus
- Date: 2013
- Subjects: AIDS (Disease) -- Social aspects -- Namibia -- Kavango AIDS (Disease) in adolescence -- Namibia -- Kavango HIV (Viruses) -- Social aspects -- Namibia -- Kavango HIV infections -- Risk factors -- Namibia -- Kavango Men -- Sexual behavior -- Namibia -- Kavango Gender identity -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1391 , http://hdl.handle.net/10962/d1001672
- Description: HIV and AIDS still challenges the best efforts of public health and medical establishments and continues to ravage communities around the world. While measures have been put in place to preclude it from further spread, recent studies in the field of HIV and AIDS prevention intimate that for more efficacious intervention to be realized, it is critical to understand and address the social and cultural practices which influence sexual behavior, particularly understanding how issues of masculinity plays a role in the perpetuation of these behavior. Relying on Bourdieu’s theory of social practice, this study explores the inherent enduring nature of habitus and its role in the production and maintenance of masculine and sexual identities that predispose young men to HIV and AIDS. The study was conducted in Rundu Urban Constituency in Kavango Region of Namibia to gain insight into male youth’s masculinity and conceptions of risk and vulnerability to HIV and AIDS. The study design was qualitative and interpretive in nature. Data collection strategies included focus group discussions and individual interviews. Twelve male youth aged 17-20 years in two secondary schools (six in each) were selected to participate in the study. Four focus group discussions and fourteen individual interviews were conducted. Institutional ethical clearance from both regional education office and the schools were obtained before undertaking the study. Participants also signed written consent forms before interviews started. The findings of this study revealed that young men from this community were under constant pressure to conform to dominant masculine norms and values. Key in the case of youth in the study was the need to procreate as a dominant marker of one’s masculine and sexual identity because it represented a primary source of a ‘real’ man’s social identity in this community. This masculine and sexual identity seemed in itself to be constructed along paternal lines and cultural beliefs, which youth preserved by not only complying, but also reproducing. The sexual activities they reported that would secure their position as `real` men were often those that put them at risk and made them vulnerable to the epidemic.
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Student teachers' experiences in using multiple representations in the teaching of grade 6 proportion word problems : a Namibian case study
- Authors: Simasiku, Bosman Muyubano
- Date: 2013
- Subjects: Mathematics -- Study and teaching (Secondary) -- Research -- Namibia Ratio and proportion -- Study and teaching (Secondary) -- Research -- Namibia Mathematics teachers -- Training of -- Namibia Mathematics teachers -- Training of -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1393 , http://hdl.handle.net/10962/d1001703
- Description: This study investigated the experiences of four participating student teachers in using multiple representative approaches in the teaching of Grade 6 proportion word problems. The multiple representative approaches include the Between Comparison Method, the Within Comparison Method, the Diagrammatic Method, the Table Method, the Graph Method, the Cross-product Method, and the Oral Informal Method. An intervention programme was organised, using workshops where student teachers were prepared to teach Grade 6 proportion word problems using multiple representative approaches. The teaching practice lessons of the four participating student teachers in two primary schools were video recorded, and the focus group interview was conducted at the University Campus. With the exception of the Graph Method and the Cross-product Method, it was revealed that the multiple representative approaches were generally effective in the teaching of Grade 6 proportion word problems. The study further revealed that multiplicative relationships can be explored through using the different individual representative approaches. The study argues that the cross-product method is not the only way to teach Grade 6 proportion word problems. There are multiple representative approaches that should be used in conjunction with each other to enhance the teaching of proportion word problems. Furthermore, this study revealed that a number of challenges were encountered when using multiple representative approaches. The challenges include difficulties with the English language, different and unique abilities of the learners, lack of plotting skills and the lack of proficiency in the learners’ multiplication and division skills. This study made recommendations on the integration of multiple representative approaches in the mathematics education curriculum and textbooks. It further recommended that in-service workshops for teachers and student teachers on the integration of multiple representative approaches in the teaching of Grade 6 proportion word problems should be initiated.
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- Authors: Simasiku, Bosman Muyubano
- Date: 2013
- Subjects: Mathematics -- Study and teaching (Secondary) -- Research -- Namibia Ratio and proportion -- Study and teaching (Secondary) -- Research -- Namibia Mathematics teachers -- Training of -- Namibia Mathematics teachers -- Training of -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1393 , http://hdl.handle.net/10962/d1001703
- Description: This study investigated the experiences of four participating student teachers in using multiple representative approaches in the teaching of Grade 6 proportion word problems. The multiple representative approaches include the Between Comparison Method, the Within Comparison Method, the Diagrammatic Method, the Table Method, the Graph Method, the Cross-product Method, and the Oral Informal Method. An intervention programme was organised, using workshops where student teachers were prepared to teach Grade 6 proportion word problems using multiple representative approaches. The teaching practice lessons of the four participating student teachers in two primary schools were video recorded, and the focus group interview was conducted at the University Campus. With the exception of the Graph Method and the Cross-product Method, it was revealed that the multiple representative approaches were generally effective in the teaching of Grade 6 proportion word problems. The study further revealed that multiplicative relationships can be explored through using the different individual representative approaches. The study argues that the cross-product method is not the only way to teach Grade 6 proportion word problems. There are multiple representative approaches that should be used in conjunction with each other to enhance the teaching of proportion word problems. Furthermore, this study revealed that a number of challenges were encountered when using multiple representative approaches. The challenges include difficulties with the English language, different and unique abilities of the learners, lack of plotting skills and the lack of proficiency in the learners’ multiplication and division skills. This study made recommendations on the integration of multiple representative approaches in the mathematics education curriculum and textbooks. It further recommended that in-service workshops for teachers and student teachers on the integration of multiple representative approaches in the teaching of Grade 6 proportion word problems should be initiated.
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Supporting environment and sustainability knowledge in the grade 10 life sciences curriculum and assessment policy context : a case study of the Fundisa for Change teacher education and development programme pilot project
- Authors: Songqwaru, Nonyameko Zintle
- Date: 2013
- Subjects: Fundisa for Change Teachers -- Training of -- South Africa Life sciences -- Study and teaching (Secondary) -- South Africa -- Case studies Environmental education -- South Africa -- Case studies Curriculum planning -- South Africa Curriculum-based assessment -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1907 , http://hdl.handle.net/10962/d1006842
- Description: In the context of yet another curriculum revision in South Africa, this study investigates how teachers can be supported to meet the environmental discourse requirements as outlined in the revised curriculum in the Life Sciences. The study takes place in the context of a National Case Study which has resulted in a development of a national network, curriculum framework and resources for teacher education, with specific focus on the integration of environment and sustainability in the South African teacher education system. The study intends to provide insights into what constitutes adequate professional support and assistance to teachers that enables them to understand and work with the environment and sustainability content knowledge requirements of the Life Sciences Curriculum and Assessment Policy Statement (CAPS). The study seeks to inform future curriculum implementation decisions and teacher education programmes. The study is designed as a qualitative case study inquiry that has used open-ended, individual and focus group interviews, direct field observation and document analysis to generate data. The study revealed that: * Teachers developed confidence from an in-depth analysis of the CAPS curriculum. * Teachers have content gaps in environment and sustainability knowledge and these can be addressed through professional development that emphasises rich subject knowledge. * Teachers are not familiar with teaching methods that can be used to teach environmental and sustainability content knowledge. * Teachers struggle to see the relationship between teaching and assessing. * Teachers do not have enough and adequate resources for teaching and learning. * Training given to teachers should be interactive to enable them to recontextualise training received in their work places. * Teacher training should go beyond content knowledge that teachers have to teach, but should also consider how teachers can teach and assess that knowledge. * It is important to have a strong framing for selection and sequencing of content knowledge and a relatively weak framing for pacing and hierarchical rules in teacher training workshops. * Professional development has the potential to lead to whole school development. The study recommends that: ** Recontextualisation should be grounded on interpreting the policy requirements ** Teacher pre- and in-service training should focus on developing teachers’ understanding of the foundational knowledge in the Life Sciences ** The links between Life Sciences pedagogy and environmental pedagogy should be made explicit. ** Good quality resources should be provided for teachers and they should be supported to use these appropriately. ** Teachers’ academic literacy needs to be developed. Further recommendations: * Further studies should be conducted that would look at how teachers can be supported to work with environment and sustainability content knowledge within other subjects or other content areas of Life Sciences. This could provide some insights in terms of looking at the patterns, similarities or differences between different cases. It would be valuable to trace the teachers who participated in this pilot to observe how they recontextualise the training in their classroom practices. There is no point in attending a course or training if it will not impact one’s practice. Some insights into classroom practices were gained through reflective interviews from the teachers who had taught the biodiversity content, but this was not observed in practice.
- Full Text:
- Authors: Songqwaru, Nonyameko Zintle
- Date: 2013
- Subjects: Fundisa for Change Teachers -- Training of -- South Africa Life sciences -- Study and teaching (Secondary) -- South Africa -- Case studies Environmental education -- South Africa -- Case studies Curriculum planning -- South Africa Curriculum-based assessment -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1907 , http://hdl.handle.net/10962/d1006842
- Description: In the context of yet another curriculum revision in South Africa, this study investigates how teachers can be supported to meet the environmental discourse requirements as outlined in the revised curriculum in the Life Sciences. The study takes place in the context of a National Case Study which has resulted in a development of a national network, curriculum framework and resources for teacher education, with specific focus on the integration of environment and sustainability in the South African teacher education system. The study intends to provide insights into what constitutes adequate professional support and assistance to teachers that enables them to understand and work with the environment and sustainability content knowledge requirements of the Life Sciences Curriculum and Assessment Policy Statement (CAPS). The study seeks to inform future curriculum implementation decisions and teacher education programmes. The study is designed as a qualitative case study inquiry that has used open-ended, individual and focus group interviews, direct field observation and document analysis to generate data. The study revealed that: * Teachers developed confidence from an in-depth analysis of the CAPS curriculum. * Teachers have content gaps in environment and sustainability knowledge and these can be addressed through professional development that emphasises rich subject knowledge. * Teachers are not familiar with teaching methods that can be used to teach environmental and sustainability content knowledge. * Teachers struggle to see the relationship between teaching and assessing. * Teachers do not have enough and adequate resources for teaching and learning. * Training given to teachers should be interactive to enable them to recontextualise training received in their work places. * Teacher training should go beyond content knowledge that teachers have to teach, but should also consider how teachers can teach and assess that knowledge. * It is important to have a strong framing for selection and sequencing of content knowledge and a relatively weak framing for pacing and hierarchical rules in teacher training workshops. * Professional development has the potential to lead to whole school development. The study recommends that: ** Recontextualisation should be grounded on interpreting the policy requirements ** Teacher pre- and in-service training should focus on developing teachers’ understanding of the foundational knowledge in the Life Sciences ** The links between Life Sciences pedagogy and environmental pedagogy should be made explicit. ** Good quality resources should be provided for teachers and they should be supported to use these appropriately. ** Teachers’ academic literacy needs to be developed. Further recommendations: * Further studies should be conducted that would look at how teachers can be supported to work with environment and sustainability content knowledge within other subjects or other content areas of Life Sciences. This could provide some insights in terms of looking at the patterns, similarities or differences between different cases. It would be valuable to trace the teachers who participated in this pilot to observe how they recontextualise the training in their classroom practices. There is no point in attending a course or training if it will not impact one’s practice. Some insights into classroom practices were gained through reflective interviews from the teachers who had taught the biodiversity content, but this was not observed in practice.
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The integration of pre-primary education into three mainstream primary schools in the Khomas Region in Namibia: implications for management and leadership
- Poulton-Busler, Richardine Masoline
- Authors: Poulton-Busler, Richardine Masoline
- Date: 2013
- Subjects: Education, Preschool -- Namibia -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1388 , http://hdl.handle.net/10962/d1001581
- Description: One of the goals for Namibia’s Vision 2030, through ETSIP (2005‐2015), is to establish a preprimary year in primary schools for all children aged 5‐6 to be developed first in schools serving the poorest population and OVCs. ECD is widely recognised as having a significant impact on the subsequent learning of children. The high failure and dropout rate in grade 1 made this process an important one. In 2008 the integration of ECD became a reality in five schools in the Khomas region of Namibia. At present there are 29 pilot schools in the Khomas region 29 schools, and 504 in the whole of Namibia. According to the MoE all primary schools should have a preprimary class as ECD has been recognized as a key contributor to positive outcomes in schools. This study sought to investigate various stakeholders’ experiences and views of the integration of pre‐primary into mainstream pre‐primary schooling. The goal was to investigate the management and leadership implications of this integration. The study is an interpretive case study of three pilot primary schools. The research design made provision for data collection through semi‐structured interviews, focus groups and document analysis. The main finding was that, despite numerous challenges, principals are positive about the integration of pre‐primary. There is a sense of appreciation of the importance of pre‐primary. Principals adopt participative and collegial management approaches in leading their schools towards becoming learning organisations. The study also uncovered several significant challenges, such as the need for more training and the provision of infrastructure to make the process more effective.
- Full Text:
- Authors: Poulton-Busler, Richardine Masoline
- Date: 2013
- Subjects: Education, Preschool -- Namibia -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1388 , http://hdl.handle.net/10962/d1001581
- Description: One of the goals for Namibia’s Vision 2030, through ETSIP (2005‐2015), is to establish a preprimary year in primary schools for all children aged 5‐6 to be developed first in schools serving the poorest population and OVCs. ECD is widely recognised as having a significant impact on the subsequent learning of children. The high failure and dropout rate in grade 1 made this process an important one. In 2008 the integration of ECD became a reality in five schools in the Khomas region of Namibia. At present there are 29 pilot schools in the Khomas region 29 schools, and 504 in the whole of Namibia. According to the MoE all primary schools should have a preprimary class as ECD has been recognized as a key contributor to positive outcomes in schools. This study sought to investigate various stakeholders’ experiences and views of the integration of pre‐primary into mainstream pre‐primary schooling. The goal was to investigate the management and leadership implications of this integration. The study is an interpretive case study of three pilot primary schools. The research design made provision for data collection through semi‐structured interviews, focus groups and document analysis. The main finding was that, despite numerous challenges, principals are positive about the integration of pre‐primary. There is a sense of appreciation of the importance of pre‐primary. Principals adopt participative and collegial management approaches in leading their schools towards becoming learning organisations. The study also uncovered several significant challenges, such as the need for more training and the provision of infrastructure to make the process more effective.
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Understanding how teachers scaffold learners to make sense of biological language and concepts when using English as a mediational tool: a case study
- Authors: Nakale, Elifas
- Date: 2013
- Subjects: Biology -- Study and teaching (Secondary) -- Namibia Language and education -- Namibia , English as medium of instruction
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1386 , http://hdl.handle.net/10962/d1001517
- Description: For the past few years, Namibian grade 11-12 learners’ achievement level in biology has not been very encouraging. Evidence to this effect is contained in recent examiners’ reports which outline misunderstanding and various misconceptions. The causes of these misunderstandings and misconceptions may be varied, but there is credible evidence that some of it is rooted in the language problem for learners. A classroom is a social unit where many social practices are acquired, including the use of English language. Equally, it is a place where errors in language are learnt and reinforced. Triggered by these challenges facing biology learners, a qualitative case study was conducted at two secondary schools in Ohangwena Region, Namibia. Its purpose was to investigate how biology teachers scaffold learners to make sense of biological language and concepts when English is used as the mediational tool. Underpinned by an interpretivist paradigm, the study made use of document analysis, observation (lessons were also video-taped) and interviews to generate the data. Several data generating techniques were used for triangulation and validation. To further validate the data, transcripts of video-taped lessons and interviews were sent back to the research participants for member checking. The data gathering methods were also used in data presentation, analysis and interpretation to determine the extent of scaffold that teachers provide to their biology learners. The main findings of my study are that, despite efforts by participant teachers to scaffold their learners in making sense of biological language and concepts, success rates in this regard remain disappointingly low due to their (teachers) limited pedagogical content knowledge. Teachers therefore require improved mentorship, monitoring and capacity building.
- Full Text:
- Authors: Nakale, Elifas
- Date: 2013
- Subjects: Biology -- Study and teaching (Secondary) -- Namibia Language and education -- Namibia , English as medium of instruction
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1386 , http://hdl.handle.net/10962/d1001517
- Description: For the past few years, Namibian grade 11-12 learners’ achievement level in biology has not been very encouraging. Evidence to this effect is contained in recent examiners’ reports which outline misunderstanding and various misconceptions. The causes of these misunderstandings and misconceptions may be varied, but there is credible evidence that some of it is rooted in the language problem for learners. A classroom is a social unit where many social practices are acquired, including the use of English language. Equally, it is a place where errors in language are learnt and reinforced. Triggered by these challenges facing biology learners, a qualitative case study was conducted at two secondary schools in Ohangwena Region, Namibia. Its purpose was to investigate how biology teachers scaffold learners to make sense of biological language and concepts when English is used as the mediational tool. Underpinned by an interpretivist paradigm, the study made use of document analysis, observation (lessons were also video-taped) and interviews to generate the data. Several data generating techniques were used for triangulation and validation. To further validate the data, transcripts of video-taped lessons and interviews were sent back to the research participants for member checking. The data gathering methods were also used in data presentation, analysis and interpretation to determine the extent of scaffold that teachers provide to their biology learners. The main findings of my study are that, despite efforts by participant teachers to scaffold their learners in making sense of biological language and concepts, success rates in this regard remain disappointingly low due to their (teachers) limited pedagogical content knowledge. Teachers therefore require improved mentorship, monitoring and capacity building.
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Understanding trainee teachers' engagement with prior everyday knowledge and experiences in teaching physical science concepts : a case study
- Authors: Mukwambo, Muzwangowenyu
- Date: 2013
- Subjects: Science -- Study and teaching -- Namibia -- Caprivi -- Case studies Ethnoscience -- Study and teaching -- Namibia -- Caprivi -- Case studies Experiential learning -- Namibia -- Caprivi -- Case studies Experiential learning -- Namibia -- Caprivi -- Case studies Education -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1402 , http://hdl.handle.net/10962/d1001874
- Description: The constructivist world view is advocated in the Namibian National Curriculum for Basic Education (NNCBE, 2010) since it encourages teachers to use different knowledge sources. This perspective embraces a multicultural approach to science teaching and learning. Indigenous knowledge (IK) and western science (WS) are some of the knowledge sources that are advocated. Yet, it has been noted that some science textbooks used in school science curricula do not consider IK. It is often diminished and considered of lesser value. The sole use of WS in teaching and learning is often distant from IK sources which can be used as prior knowledge. In this study, I therefore endeavoured to minimize this gap in the science curriculum. Essentially, the study focused on investigating trainee teachers’ engagement with prior everyday knowledge and experiences of natural phenomena in teaching physical science concepts. The rationale behind the study emerged while I was supervising twelve trainee teachers on school based studies (SBS) in the Caprivi Region. Observations revealed that learners frequently asked trainee teachers to relate their IK to WS to contextualize what they were learning. However, most trainee teachers seemed to experience challenges. This pedagogical gap and challenge was investigated using the instruments below. An analysis was done on the Namibian National Curriculum for Basic Education (NNCBE, 2010), extracts of research papers and a chapters on pressure in physical science textbooks. A worksheet was used to orientate trainee teachers with suggestions on how IK could be fused with WS to contextualize teaching and learning. Thereafter, this was followed by the simultaneous use of brainstorming and audio-visual techniques. Base line instruments paved the way for the main data generating techniques; namely, microteaching, audio-visual techniques, critical partners’ observation and focus group interview. There was triangulation of data collection instruments which enhanced validation followed by tabulation and data collation to develop themes. Analysis entailed checking theme repetition, indigenous categories and key words in context techniques. Themes enabled the construction of analytical statements which were discussed with reference to the relevant literature, theory and subsequently aligned to the research questions. Findings from this study include the suggestions that IK can be incorporated into teaching and learning of science concepts through the use of models or practical activities, science language used in the community and some cultural artifacts. The relevance of incorporating such type of knowledge is to contextualize science teaching and learning. The study therefore concluded that the incorporation of IK into teaching and learning of science concepts; (a) broadens the curriculum as it addresses conceptual progression and cohesion; (b) contextualizes concepts taught; (c) empowers teachers to use a practical curriculum and (d) it also creates space for misconceptions that come with IK to be identified and corrected. The study thus recommends that cultural artifacts and the social science jargon used in the community of the trainee teachers can be used to incorporate IK with WS as these types of knowledge are not mutually exclusive but in fact complement one another.
- Full Text:
- Authors: Mukwambo, Muzwangowenyu
- Date: 2013
- Subjects: Science -- Study and teaching -- Namibia -- Caprivi -- Case studies Ethnoscience -- Study and teaching -- Namibia -- Caprivi -- Case studies Experiential learning -- Namibia -- Caprivi -- Case studies Experiential learning -- Namibia -- Caprivi -- Case studies Education -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1402 , http://hdl.handle.net/10962/d1001874
- Description: The constructivist world view is advocated in the Namibian National Curriculum for Basic Education (NNCBE, 2010) since it encourages teachers to use different knowledge sources. This perspective embraces a multicultural approach to science teaching and learning. Indigenous knowledge (IK) and western science (WS) are some of the knowledge sources that are advocated. Yet, it has been noted that some science textbooks used in school science curricula do not consider IK. It is often diminished and considered of lesser value. The sole use of WS in teaching and learning is often distant from IK sources which can be used as prior knowledge. In this study, I therefore endeavoured to minimize this gap in the science curriculum. Essentially, the study focused on investigating trainee teachers’ engagement with prior everyday knowledge and experiences of natural phenomena in teaching physical science concepts. The rationale behind the study emerged while I was supervising twelve trainee teachers on school based studies (SBS) in the Caprivi Region. Observations revealed that learners frequently asked trainee teachers to relate their IK to WS to contextualize what they were learning. However, most trainee teachers seemed to experience challenges. This pedagogical gap and challenge was investigated using the instruments below. An analysis was done on the Namibian National Curriculum for Basic Education (NNCBE, 2010), extracts of research papers and a chapters on pressure in physical science textbooks. A worksheet was used to orientate trainee teachers with suggestions on how IK could be fused with WS to contextualize teaching and learning. Thereafter, this was followed by the simultaneous use of brainstorming and audio-visual techniques. Base line instruments paved the way for the main data generating techniques; namely, microteaching, audio-visual techniques, critical partners’ observation and focus group interview. There was triangulation of data collection instruments which enhanced validation followed by tabulation and data collation to develop themes. Analysis entailed checking theme repetition, indigenous categories and key words in context techniques. Themes enabled the construction of analytical statements which were discussed with reference to the relevant literature, theory and subsequently aligned to the research questions. Findings from this study include the suggestions that IK can be incorporated into teaching and learning of science concepts through the use of models or practical activities, science language used in the community and some cultural artifacts. The relevance of incorporating such type of knowledge is to contextualize science teaching and learning. The study therefore concluded that the incorporation of IK into teaching and learning of science concepts; (a) broadens the curriculum as it addresses conceptual progression and cohesion; (b) contextualizes concepts taught; (c) empowers teachers to use a practical curriculum and (d) it also creates space for misconceptions that come with IK to be identified and corrected. The study thus recommends that cultural artifacts and the social science jargon used in the community of the trainee teachers can be used to incorporate IK with WS as these types of knowledge are not mutually exclusive but in fact complement one another.
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Woman vulnerability to HIV/AIDS : an investigation into women's conceptions and experiences in negotiating sex and safe sex in Okalongo constituency, Omusati Region, Namibia
- Authors: Haipinge, Rauha
- Date: 2013
- Subjects: AIDS (Disease) in women -- Namibia -- Omusati AIDS (Disease) -- Social aspects -- Namibia -- Omusati HIV infections -- Social aspects -- Namibia -- Omusati Women -- Namibia -- Omusati -- Social conditions Women -- Sexual behavior -- Namibia -- Omusati Man-woman relationships -- Namibia -- Omusati Sex instruction -- Namibia -- Omusati Safe sex in AIDS prevention -- Namibia -- Omusati Sex role -- Namibia -- Omusati HIV-positive persons -- Sex differences -- Namibia -- Omusati Male domination (Social structure) -- Namibia -- Omusati Sex discrimination against women -- Namibia -- Omusati
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1839 , http://hdl.handle.net/10962/d1004337
- Description: This study emerged from the high prevalence rate of HIV and AIDS infection among women in Sub-Saharan Africa, which has no exception to Namibia. Women have been vulnerable to HIV and AIDS let alone on sex related issues since the epidemic emerged, but not research has been done specifically to Okalongo women. The way in which women vulnerable to HIV and AIDS infection were explored by examined social and cultural identities that affect women’s sexual relations in negotiating sex and safe sex. Qualitative study on a sample of fifteen women was conducted in Okalongo. The purpose of this study was to investigate the conceptions and experiences of women in negotiating sex and safe sex with their husband and partners. Feminist theory guided the methodology and analysis of data. I assumed that gender roles andsexuality are socially constructed, shaped by religion, social, political, and economic influences and modified throughout life. Feminist theory assisted in documentary the ways in which the female’s gender and sexuality in Okalongo is shaped by cultural influences and by institutions that disadvantage female and other oppressed groups by silencing their voices. The feminist further guided the discussion of the contradicting messages about women’s sexuality and their experiences, as women complied, conformed and even colluded with their oppression. To address the issue under study, the primary analysis of data from the focus group discussion and individual interview were utilised. The following themes were the heart of analysis: Women Positionality, Normalisation and Compliance, Women Agency and Male Dominance Power, Women Perceptions of Risk, Sex Education in and out of school among Women.In this study the data suggested that women in Okalongo are more vulnerable to their lack of assertiveness, as they have difficult in developing an authoritative voice, they tend to be humble about their achievements and knowledge and to only assertively when concerned about others. The findings supported the literature that women’s vulnerability is strongly influenced and tied by broader forces present in the society. Women’s vulnerability is real and needs to be tackled for any progress to occur in the fight against AIDS. Until factors that constraints and enabling women agency to negotiate sex and safe sex acknowledged and addressed, women will continue to succumb to the HIV pandemic.
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- Authors: Haipinge, Rauha
- Date: 2013
- Subjects: AIDS (Disease) in women -- Namibia -- Omusati AIDS (Disease) -- Social aspects -- Namibia -- Omusati HIV infections -- Social aspects -- Namibia -- Omusati Women -- Namibia -- Omusati -- Social conditions Women -- Sexual behavior -- Namibia -- Omusati Man-woman relationships -- Namibia -- Omusati Sex instruction -- Namibia -- Omusati Safe sex in AIDS prevention -- Namibia -- Omusati Sex role -- Namibia -- Omusati HIV-positive persons -- Sex differences -- Namibia -- Omusati Male domination (Social structure) -- Namibia -- Omusati Sex discrimination against women -- Namibia -- Omusati
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1839 , http://hdl.handle.net/10962/d1004337
- Description: This study emerged from the high prevalence rate of HIV and AIDS infection among women in Sub-Saharan Africa, which has no exception to Namibia. Women have been vulnerable to HIV and AIDS let alone on sex related issues since the epidemic emerged, but not research has been done specifically to Okalongo women. The way in which women vulnerable to HIV and AIDS infection were explored by examined social and cultural identities that affect women’s sexual relations in negotiating sex and safe sex. Qualitative study on a sample of fifteen women was conducted in Okalongo. The purpose of this study was to investigate the conceptions and experiences of women in negotiating sex and safe sex with their husband and partners. Feminist theory guided the methodology and analysis of data. I assumed that gender roles andsexuality are socially constructed, shaped by religion, social, political, and economic influences and modified throughout life. Feminist theory assisted in documentary the ways in which the female’s gender and sexuality in Okalongo is shaped by cultural influences and by institutions that disadvantage female and other oppressed groups by silencing their voices. The feminist further guided the discussion of the contradicting messages about women’s sexuality and their experiences, as women complied, conformed and even colluded with their oppression. To address the issue under study, the primary analysis of data from the focus group discussion and individual interview were utilised. The following themes were the heart of analysis: Women Positionality, Normalisation and Compliance, Women Agency and Male Dominance Power, Women Perceptions of Risk, Sex Education in and out of school among Women.In this study the data suggested that women in Okalongo are more vulnerable to their lack of assertiveness, as they have difficult in developing an authoritative voice, they tend to be humble about their achievements and knowledge and to only assertively when concerned about others. The findings supported the literature that women’s vulnerability is strongly influenced and tied by broader forces present in the society. Women’s vulnerability is real and needs to be tackled for any progress to occur in the fight against AIDS. Until factors that constraints and enabling women agency to negotiate sex and safe sex acknowledged and addressed, women will continue to succumb to the HIV pandemic.
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A process-genre approach to teaching argumentative writing to grade nine learners
- Authors: Elson, Jillian Margaret
- Date: 2012
- Subjects: English language -- Rhetoric -- Study and teaching (Secondary) English language -- Writing -- Study and teaching (Secondary) Written communication
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1714 , http://hdl.handle.net/10962/d1003597
- Description: This action research study aimed to improve teaching and learning of argumentative writing through a process-genre approach. Learners were carefully guided through the processes of writing the argumentative genre, with the focus being on teaching of the genre and on the structural conventions of writing arguments. Participants were a class of grade nine learners who speak English as a first language. They were chosen for this study as Grade Nine is a crucial year for writing development before learners enter the senior phase and are met with heightened expectations in the curriculum, that often they struggle to meet, as their writing has not been sufficiently developed to an academic level. The focus of writing in Grade Nine is on narrative and prose, so this writing intervention, in which a teaching module was developed in collaboration with the 1eamers, aimed to broaden their writing skills and provide them with a head start in leaming the fine art of argumentation, as this is a useful skill to acquire for purposes even beyond the classroom. Genre theorists advocate the importance of teaching genres to leamers at a young age, as it allows them access into different communities of discourse, as they become aware and understand the conventions held by a patiicular community, and realize the purpose of different styles of writing for effectively communicating, which prepares them to meet the expectations of their audience. Teaching the structures of different genres therefore allows the writer, and the audience, a framework for understanding the text. The process approach has been widely used by educators as it focuses on explicit teaching of writing processes that are fundamental to leamers' development in writing. Learners need to be carefully guided from the initial stages, to the more complex stages (especially in argumentative writing which has been deemed the most complex genre for learners to master) in order to understand the complexities of constructing an essay in a cohesive way, as they need to consider multiple aspects of writing, such as the linguistic features, rhetorical features and structural features of the genre and unify them into a sound argument. This takes time, practice and revision, and extensive feedback is required. The process-genre approach proved to be successful in this study, as leamers showed remarkable improvements in their writing from the initial stages of writing to the final drafts of their essays. The findings revealed that explicit teaching of genres and structural elements of writing is vital for ensuring learners' development. Learners require modelling of the genre, scaffolding and careful guidance through step-by-step processes in order to build confidence and express their ideas effectively in written text. The findings indicate the relevance of using the process-genre approach for teaching and learning and that teaching and learning writing is indeed a process that needs more time and practice that is cUiTently allocated in the curriculum.
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- Authors: Elson, Jillian Margaret
- Date: 2012
- Subjects: English language -- Rhetoric -- Study and teaching (Secondary) English language -- Writing -- Study and teaching (Secondary) Written communication
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1714 , http://hdl.handle.net/10962/d1003597
- Description: This action research study aimed to improve teaching and learning of argumentative writing through a process-genre approach. Learners were carefully guided through the processes of writing the argumentative genre, with the focus being on teaching of the genre and on the structural conventions of writing arguments. Participants were a class of grade nine learners who speak English as a first language. They were chosen for this study as Grade Nine is a crucial year for writing development before learners enter the senior phase and are met with heightened expectations in the curriculum, that often they struggle to meet, as their writing has not been sufficiently developed to an academic level. The focus of writing in Grade Nine is on narrative and prose, so this writing intervention, in which a teaching module was developed in collaboration with the 1eamers, aimed to broaden their writing skills and provide them with a head start in leaming the fine art of argumentation, as this is a useful skill to acquire for purposes even beyond the classroom. Genre theorists advocate the importance of teaching genres to leamers at a young age, as it allows them access into different communities of discourse, as they become aware and understand the conventions held by a patiicular community, and realize the purpose of different styles of writing for effectively communicating, which prepares them to meet the expectations of their audience. Teaching the structures of different genres therefore allows the writer, and the audience, a framework for understanding the text. The process approach has been widely used by educators as it focuses on explicit teaching of writing processes that are fundamental to leamers' development in writing. Learners need to be carefully guided from the initial stages, to the more complex stages (especially in argumentative writing which has been deemed the most complex genre for learners to master) in order to understand the complexities of constructing an essay in a cohesive way, as they need to consider multiple aspects of writing, such as the linguistic features, rhetorical features and structural features of the genre and unify them into a sound argument. This takes time, practice and revision, and extensive feedback is required. The process-genre approach proved to be successful in this study, as leamers showed remarkable improvements in their writing from the initial stages of writing to the final drafts of their essays. The findings revealed that explicit teaching of genres and structural elements of writing is vital for ensuring learners' development. Learners require modelling of the genre, scaffolding and careful guidance through step-by-step processes in order to build confidence and express their ideas effectively in written text. The findings indicate the relevance of using the process-genre approach for teaching and learning and that teaching and learning writing is indeed a process that needs more time and practice that is cUiTently allocated in the curriculum.
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An analysis of pacing and sequencing of reading instruction in three grade 1 classrooms where isiXhosa is the language of learning and teaching
- Authors: Masola, Athambile
- Date: 2012
- Subjects: Reading (Elementary) -- Study and teaching -- Foreign speakers -- Research -- South Africa Literacy -- Education (Primary) -- Research -- South Africa English language -- Study and teaching -- South Africa -- Foreign speakers
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1420 , http://hdl.handle.net/10962/d1003301
- Description: Reading development in the Foundation Phase (FP) is central to children’s success as they progress through school. However, evaluations in South Africa such as the Annual National Assessments (ANAs) and the Progress in International Reading Literacy Study (PIRLS) (2006) show that reading achievement in the Foundation Phase is low, especially for children learning with African languages as their home language. This thesis examines pacing and sequencing in three Grade 1 literacy classes where isiXhosa is the language of learning and teaching (LOLT). The research took the form of a case study, focusing on the teachers’ classroom practice and how they understand their practice. Documents related to reading development in the Foundation Phase are analysed with regard to pacing and sequencing, examining how the curriculum frames literacy for teachers in the Foundation Phase. The teachers’ understanding in relation to their social context is also an important part of this research. In the thesis the way in which the teachers sequence and pace learning is analysed, drawing on Bernstein’s notions of internal and external framing, and Bourdieu’s notion of the habitus. The intended curriculum and the implemented curriculum are then compared. The results confirm that in low socio‐economic status (SES) schools, the level of poverty has an impact on teaching practice. The results also show that pacing and sequencing are reliant on the degree of planning amongst teachers. The level of development amongst learners also plays a role in how teachers organise their practice in order to differentiate the teaching of reading for all learners. The understanding that teachers have about their teaching practice are layered and influenced by their experiences, history and memories as teachers. The thesis concludes that there is a need to develop teachers’ understanding of planning and organising the teaching of reading, especially when the learners are from poor communities and do not get support in the home. In order for teachers to improve their practice, it is important for them to have the opportunity to reflect on and understand their practice.
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- Authors: Masola, Athambile
- Date: 2012
- Subjects: Reading (Elementary) -- Study and teaching -- Foreign speakers -- Research -- South Africa Literacy -- Education (Primary) -- Research -- South Africa English language -- Study and teaching -- South Africa -- Foreign speakers
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1420 , http://hdl.handle.net/10962/d1003301
- Description: Reading development in the Foundation Phase (FP) is central to children’s success as they progress through school. However, evaluations in South Africa such as the Annual National Assessments (ANAs) and the Progress in International Reading Literacy Study (PIRLS) (2006) show that reading achievement in the Foundation Phase is low, especially for children learning with African languages as their home language. This thesis examines pacing and sequencing in three Grade 1 literacy classes where isiXhosa is the language of learning and teaching (LOLT). The research took the form of a case study, focusing on the teachers’ classroom practice and how they understand their practice. Documents related to reading development in the Foundation Phase are analysed with regard to pacing and sequencing, examining how the curriculum frames literacy for teachers in the Foundation Phase. The teachers’ understanding in relation to their social context is also an important part of this research. In the thesis the way in which the teachers sequence and pace learning is analysed, drawing on Bernstein’s notions of internal and external framing, and Bourdieu’s notion of the habitus. The intended curriculum and the implemented curriculum are then compared. The results confirm that in low socio‐economic status (SES) schools, the level of poverty has an impact on teaching practice. The results also show that pacing and sequencing are reliant on the degree of planning amongst teachers. The level of development amongst learners also plays a role in how teachers organise their practice in order to differentiate the teaching of reading for all learners. The understanding that teachers have about their teaching practice are layered and influenced by their experiences, history and memories as teachers. The thesis concludes that there is a need to develop teachers’ understanding of planning and organising the teaching of reading, especially when the learners are from poor communities and do not get support in the home. In order for teachers to improve their practice, it is important for them to have the opportunity to reflect on and understand their practice.
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An exploration into self-extending systems in early literacy in English of Grade One isiXhosa speaking learners
- O'Donoghue, Elizabeth Lindsay
- Authors: O'Donoghue, Elizabeth Lindsay
- Date: 2012
- Subjects: English language -- Study and teaching (Elementary) -- Foreign speakers -- South Africa -- Eastern Cape Second language acquisition -- South Africa -- Eastern Cape Second language acquisition -- Ability testing -- South Africa -- Eastern Cape Language and languages -- Study and teaching (Secondary) -- Foreign speakers -- South Africa -- Eastern Cape Competence and performance (Linguistics) -- South Africa -- Eastern Cape Literacy -- Study and teaching (Elementary) -- South Africa -- Eastern Cape Reading (Elementary) -- South Africa -- Eastern Cape Children -- Writing -- Study and teaching (Elementary) -- South Africa -- Eastern Cape Reading Recovery®
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1532 , http://hdl.handle.net/10962/d1003414
- Description: The purpose of this research was to explore the ways in which a small, purposefully sampled group of Grade One isiXhosa-speaking children began the process of becoming literate in English as their second language. The research looked specifically for evidence of strategic behaviours in reading and writing which, according to Clay (200 I, 2005), form the foundation for self-extending systems and have the potential to accelerate learning. The research was guided by the principles of Clay's early intervention Reading and Writing Recovery. By Clay's definition, self-extending systems are literacy processing systems that work, that is, they enable children to continue to learn to read by reading and to write by writing. Within this context, the research explored the role of oral language in learning to read and write in English. Consideration was given to the potential for transfer of the principles that underlie Reading Recovery to South African mainstream classrooms in an attempt to raise literacy outcomes for all. This is a particularly urgent need in South Africa where many attempts to tum around poor trajectories of literacy learning do not seem to have the desired long term effects. The results of the research showed that the children began to actively engage in their English literacy learning within a network of strategies, primarily motivated by making meaning of their texts. The findings of the research suggested that a mismatch of needs and instructional procedures was evident here in this formative stage of second language literacy learning. The results suggested that children who were already educationally at risk for a multitude of reasons, were being set back even further by instructional approaches that were unresponsive to their linguistic needs.
- Full Text:
- Authors: O'Donoghue, Elizabeth Lindsay
- Date: 2012
- Subjects: English language -- Study and teaching (Elementary) -- Foreign speakers -- South Africa -- Eastern Cape Second language acquisition -- South Africa -- Eastern Cape Second language acquisition -- Ability testing -- South Africa -- Eastern Cape Language and languages -- Study and teaching (Secondary) -- Foreign speakers -- South Africa -- Eastern Cape Competence and performance (Linguistics) -- South Africa -- Eastern Cape Literacy -- Study and teaching (Elementary) -- South Africa -- Eastern Cape Reading (Elementary) -- South Africa -- Eastern Cape Children -- Writing -- Study and teaching (Elementary) -- South Africa -- Eastern Cape Reading Recovery®
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1532 , http://hdl.handle.net/10962/d1003414
- Description: The purpose of this research was to explore the ways in which a small, purposefully sampled group of Grade One isiXhosa-speaking children began the process of becoming literate in English as their second language. The research looked specifically for evidence of strategic behaviours in reading and writing which, according to Clay (200 I, 2005), form the foundation for self-extending systems and have the potential to accelerate learning. The research was guided by the principles of Clay's early intervention Reading and Writing Recovery. By Clay's definition, self-extending systems are literacy processing systems that work, that is, they enable children to continue to learn to read by reading and to write by writing. Within this context, the research explored the role of oral language in learning to read and write in English. Consideration was given to the potential for transfer of the principles that underlie Reading Recovery to South African mainstream classrooms in an attempt to raise literacy outcomes for all. This is a particularly urgent need in South Africa where many attempts to tum around poor trajectories of literacy learning do not seem to have the desired long term effects. The results of the research showed that the children began to actively engage in their English literacy learning within a network of strategies, primarily motivated by making meaning of their texts. The findings of the research suggested that a mismatch of needs and instructional procedures was evident here in this formative stage of second language literacy learning. The results suggested that children who were already educationally at risk for a multitude of reasons, were being set back even further by instructional approaches that were unresponsive to their linguistic needs.
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An exploration of the interaction between English language learning orientation and motivation among marketing students at an FET college
- Authors: Cosburn, Ericha
- Date: 2012
- Subjects: English language -- Study and teaching -- Foreign speakers Language and culture -- South Africa Language and education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1536 , http://hdl.handle.net/10962/d1003418
- Description: Student motivation in FET colleges in South Africa is generally considered to be underresearched. Seyfried (1998, p. 54) contends that "motivations of participants still receive too little attention in the planning of vocational programmes". In an attempt to explore how motivational variables interact with English language leaming, this mixed-method study focused on FET marketing students studying English as part of their three-year vocational qualification. In the first phase, three focus group discussions were conducted with students from the three levels in the programme - a total of 16 students. These interviews were transcribed and coded according to a theoretical model that was adapted from Domyei's Extended Framework of Motivation (1998). In the second phase, 195 questionnaires were distributed, of which 142 were used in the final analysis. The results of these were indexed according to the theoretical model. Initial data processing enabled the creation of two analytical models for use in data analysis - one to analyse focus group data and the other to analyse questionnaire data. The study found a link between instrumentality, integrativeness, identity and perceived motivational orientations. It was also clear that orientation did not automatically translate into motivation. Another link was found between self-worth, self-efficacy and goal orientation. Perceived L2 competence, self-concept and identity also interacted strongly: participants who saw themselves as most alienated from their culture, also saw themselves as more competent in the L2, than their peers who identified more closely with their own culture. A predictable link was found between linguistic self-confidence, willingness to communicate [WTC] and language use anxiety. What made this finding interesting was that participants seemed to fear being judged by native English speakers to a greater extent than being judged by their peers. Finally some factors emerged as detracting from motivation, while others played a contributing role. While this is to be expected, it was interesting to note which factors fell into which category.
- Full Text:
- Authors: Cosburn, Ericha
- Date: 2012
- Subjects: English language -- Study and teaching -- Foreign speakers Language and culture -- South Africa Language and education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1536 , http://hdl.handle.net/10962/d1003418
- Description: Student motivation in FET colleges in South Africa is generally considered to be underresearched. Seyfried (1998, p. 54) contends that "motivations of participants still receive too little attention in the planning of vocational programmes". In an attempt to explore how motivational variables interact with English language leaming, this mixed-method study focused on FET marketing students studying English as part of their three-year vocational qualification. In the first phase, three focus group discussions were conducted with students from the three levels in the programme - a total of 16 students. These interviews were transcribed and coded according to a theoretical model that was adapted from Domyei's Extended Framework of Motivation (1998). In the second phase, 195 questionnaires were distributed, of which 142 were used in the final analysis. The results of these were indexed according to the theoretical model. Initial data processing enabled the creation of two analytical models for use in data analysis - one to analyse focus group data and the other to analyse questionnaire data. The study found a link between instrumentality, integrativeness, identity and perceived motivational orientations. It was also clear that orientation did not automatically translate into motivation. Another link was found between self-worth, self-efficacy and goal orientation. Perceived L2 competence, self-concept and identity also interacted strongly: participants who saw themselves as most alienated from their culture, also saw themselves as more competent in the L2, than their peers who identified more closely with their own culture. A predictable link was found between linguistic self-confidence, willingness to communicate [WTC] and language use anxiety. What made this finding interesting was that participants seemed to fear being judged by native English speakers to a greater extent than being judged by their peers. Finally some factors emerged as detracting from motivation, while others played a contributing role. While this is to be expected, it was interesting to note which factors fell into which category.
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An exploratory case study of a Foundation Phase learning program to examine how curriculum contextualisation contributes to environmental learning and relevance
- Authors: Maqwelane, Nonkoliso Sheila
- Date: 2012
- Subjects: Education, Primary -- Research -- South Africa Environmental education -- Study and teaching (Elementary) -- South Africa Curriculum planning -- Research -- South Africa Literacy -- Study and teaching (Elementary) -- Research -- South Africa Life skills -- Study and teaching (Elementary) -- Research -- South Africa Experiential learning -- Research -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1889 , http://hdl.handle.net/10962/d1006041
- Description: This study is an exploration of contextual environmental learning through integrated life skills and literacy in a Foundation Phase classroom. It attempts to document, explore and clarify some of the challenges of situated environmental learning in a Foundation Phase classroom through an integrated program of life skills learning and literacy acquisition. The research draws on a rich but often overlooked cultural historical context of embodied intergenerational healthy living practices in a rural Eastern Cape context to construct a learning platform for a more carefully situated and potentially relevant education. The integrated life skills and literacy acquisition program thus unfolded as a contextual process of situated learning within a developing blend of listening, writing and reading to learn in a Grade 3 program of additive bilingualism. The data generated in the study and represented in Chapter 4 suggests curriculum contextualisation in an integrated Foundation Phase program can contribute to environmental learning with enhanced relevance and literacy skills. The evidence from working with learner knowledge and experience in a community context appears to be a key to meaningful curriculum contextualization in an integrated Foundation Phase programme producing enhanced literacy and relevance. It was noted that engaging elders (gogos) enabled the process of opening up local knowledge to link with learner experience and school knowledge to foster relevance, appeared to contribute to more meaningful learning across other learning areas. There is evidence that acquiring literacy skills is a lengthy process that is supported by learner interest and the relevance of what they are learning especially when it is acknowledged by the teacher and the community. The findings of an exploratory study such as this cannot be conclusive beyond the experience that I had of working with learners who were engaged in learning as well as acquiring literacy skills literacy skills. My personal enthusiasm and work with the Gogos and with a community focus were key factors that strengthened environmental learning across school, home and community. The experience has convinced me that this is the way we must work to enhance relevance and literacy in our Foundation Phase teaching.
- Full Text:
- Authors: Maqwelane, Nonkoliso Sheila
- Date: 2012
- Subjects: Education, Primary -- Research -- South Africa Environmental education -- Study and teaching (Elementary) -- South Africa Curriculum planning -- Research -- South Africa Literacy -- Study and teaching (Elementary) -- Research -- South Africa Life skills -- Study and teaching (Elementary) -- Research -- South Africa Experiential learning -- Research -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1889 , http://hdl.handle.net/10962/d1006041
- Description: This study is an exploration of contextual environmental learning through integrated life skills and literacy in a Foundation Phase classroom. It attempts to document, explore and clarify some of the challenges of situated environmental learning in a Foundation Phase classroom through an integrated program of life skills learning and literacy acquisition. The research draws on a rich but often overlooked cultural historical context of embodied intergenerational healthy living practices in a rural Eastern Cape context to construct a learning platform for a more carefully situated and potentially relevant education. The integrated life skills and literacy acquisition program thus unfolded as a contextual process of situated learning within a developing blend of listening, writing and reading to learn in a Grade 3 program of additive bilingualism. The data generated in the study and represented in Chapter 4 suggests curriculum contextualisation in an integrated Foundation Phase program can contribute to environmental learning with enhanced relevance and literacy skills. The evidence from working with learner knowledge and experience in a community context appears to be a key to meaningful curriculum contextualization in an integrated Foundation Phase programme producing enhanced literacy and relevance. It was noted that engaging elders (gogos) enabled the process of opening up local knowledge to link with learner experience and school knowledge to foster relevance, appeared to contribute to more meaningful learning across other learning areas. There is evidence that acquiring literacy skills is a lengthy process that is supported by learner interest and the relevance of what they are learning especially when it is acknowledged by the teacher and the community. The findings of an exploratory study such as this cannot be conclusive beyond the experience that I had of working with learners who were engaged in learning as well as acquiring literacy skills literacy skills. My personal enthusiasm and work with the Gogos and with a community focus were key factors that strengthened environmental learning across school, home and community. The experience has convinced me that this is the way we must work to enhance relevance and literacy in our Foundation Phase teaching.
- Full Text: