Community radio and museum outreach: a case study of community radio practices to inform the environment and sustainability programmes of Livingstone Museum
- Authors: Muloongo, Arthanitius Henry
- Date: 2011
- Subjects: Community radio -- Zambia Livingstone Museum Museum outreach programs -- Zambia Environmental education -- Zambia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1454 , http://hdl.handle.net/10962/d1003335
- Description: This is a qualitative study whose purpose was to investigate the community radio education practices and the museum outreach education activities with a view to understanding how a museum-radio partnership may be used to engage the Livingstone community in environment and sustainability learning. Environment and sustainability issues require a community approach in order to bring about sustained responses to environmental challenges. As such, the study worked with social learning ideas of engaging the community in environment and sustainability learning. The data was generated mainly from face-to-face semi-structured interviews involving three community radio stations, Radio Listener Clubs and museum experts. The data generated was then presented to a strategy workshop involving the Livingstone Museum and Radio Musi-otunya staff. Arising from this workshop, recommendations were made about the possibility of the museum working in partnership with the radio to engage the community in environmental education. The study has shown that much of the museum environmental education activities have been confined to exhibitions and lectures within the museum building, which has affected the number of people being serviced by the museum. These education activities are arranged such that museum expert-led knowledge is presented to the audience with minimal community engagement on the environmental learning content. The study has also shown that community radio programming provides opportunities for community-led social learning which the Livingstone Museum could make use of to engage the community in environmental learning. Community radio programming allows community participation through Radio Listener Clubs, in identification and presentation of local environmental issues. This makes it a suitable tool to address locally relevant environmental issues, by the local community. Environmental issues are different from one place to another. Therefore environmental education approaches that bring issues into the museum may fail to address the different environmental education issues in different community context. The study concludes by recommending that Livingstone Museum should explore the use of community radio so that their expert knowledge and that of the radio producers could be used to shape environmental education programmes to go beyond awareness-raising.
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Exploring how teachers acquire content knowledge of marine and coastal issues to contextualize the natural science curriculum
- Authors: Mbuyazwe, Vuyiswa
- Date: 2011
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:21017 , http://hdl.handle.net/10962/6016
- Description: The transformation process in the South African curriculum has highlighted a need for teachers to change from being passive implementers of curriculum. They are required to interpret the curriculum, adapt materials and develop lesson plans that will be responsive in their own context. They are also required to use materials and mediate learning. This research explores teacher acquisition of content knowledge on marine and coastal issues and probes how teachers work with materials in the development of lesson plans to contextualize the curriculum. A participatory action research process engaged 3 teachers in a contextualizing process of curriculum development. I started to work with the teachers to adapt and re-develop coastal and marine resources to support learning in local context. The research developed in two phases. The first examined existing teacher knowledge of marine and coastal issues and probed how content was integrated into lesson planning. Teachers identified knowledge acquisition as the priority to enable them to work with the materials and curriculum in their context. The second phase set out to enhance teachers’ knowledge of marine and coastal resources through workshops and field trips to improve the adaptation and use of materials. To document these processes and outcomes in the context of this study, I employed a range of data generation strategies including questionnaires, workshops and classroom observations, field notes, focus group discussion and the review of lesson plans, learners’ work and materials used. All participants collaboratively discussed and reflected on the process, but I was responsible for the final interpretation presented here. This study showed that teachers are still entrenched in their normal practice of working with content as facts and definitions, the delivery of abstract propositions that is not aligned with the curriculum goals. The new curriculum required teachers to change their teaching practice by using materials to mediate learning in context. The data revealed a mismatch between teacher practices and what the curriculum required from them.
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Exploring perceptions and implementation experiences of learner-centered education among history teachers : a case study in Namibia
- Authors: Sibeya, Nestor Mutumba
- Date: 2011
- Subjects: Student-centered education -- Namibia , History -- Study and teaching (Secondary) -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1988 , http://hdl.handle.net/10962/d1013226
- Description: The study sought to understand how Grade 9 History teachers perceive and implement learner-centered education (LCE) in selected schools in Caprivi educational region in the Republic of Namibia. It concentrated on three teachers in two combined and junior secondary schools. The research employed a qualitative approach and three data instruments were used: interviews, class observations and document analysis. The findings of the study show that in their interview discussions of the principles, intent and recommended key features of LCE, the three participating teachers generally correctly captured some of the essential intentions of a LCE approach. At times in the interviews they seemed to strongly grasp the essence of a key strategy and its intent, but at other times their views were sketchy. Their view of different teaching strategies at times appeared integrated but not always that strongly. When it came to their classroom practice they could and did use a number of appropriate LCE teaching approaches. The level of effectiveness in their use of many of the approaches varied from effective to far from ideal and in need of quite big improvement. In the area of resources the three classrooms were extremely limited in what they displayed, had and used. There were too few textbooks and almost no posters and wall displays on history and the geography of the world and its peoples that the students were studying. An especially interesting feature was that they all seemed to be consciously engaged in an on-going teaching experiment with the LCE approaches. The LSC [sic] practices were clearly not yet strongly imbedded as solid classroom habits or dispositions, with perhaps the exception of questioning. But this experimenting made them much more self-conscious and reflective about their experiences. They all frankly identified some tensions that they felt existed between the espoused official features of a LCE class and the demands of the covering the curriculum, size of classes etc. Overall it was an encouraging picture of teachers eager to find ways to improve their teaching and experiment with new ideas. But also a picture of people not properly exposed to good or best practice in each teaching strategy and having to reinvent and rediscover on their own even the basics of reasonable practice often making very basic mistakes, for example in questioning.
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How an eco-school sanitation community of practice fosters action competence for sanitation management in a rural school : the case of Ramashobohle High School Eco-Schools Community of Practice in Mankweng circuit Polokwane Municipality Capricorn district in Limpopo Province, South Africa
- Authors: Manaka, Ngoanamoshala Maria
- Date: 2011
- Subjects: Sanitation -- South Africa -- Management -- Citizen participation Public utilities -- South Africa -- Management -- Citizen participation Sanitation, Rural -- South Africa Sanitation -- Study and teaching -- South Africa School children -- Health and hygiene -- South Africa School hygiene -- South Africa Sanitation -- Health aspects -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1917 , http://hdl.handle.net/10962/d1007319
- Description: Providing adequate sanitation facilities for the poor remains one of the major challenges in all developing countries. In South Africa, an estimated 11,7% of the schools are without sanitation. The South African government has a constitutional responsibility to ensure that all South Africans have access to adequate sanitation. When sanitation systems fail, or are inadequate, the impact of the health of the community, on the health of others and the negative impact on the environment can be extremely serious. In rural South African schools, many Enviro-Ioo toilets are available today. They are designed to suit a variety of water scarce areas and where there is a high risk of contamination of ground water resources. It is important to realize that any Enviro-Ioo system programme requires an education programme to ensure that the principles of use and maintenance are clearly understood by the user group. Their maintenance requires more responsibility and commitment by users. This study is an interpretive case study that indicates how sanitation in a rural Ramashobohle High School in Polokwane municipality was managed through an EcoSchools Sanitation Community of Practice, and how this developed action competence for sanitation management in the school. The study established that the earlier practice and knowledge of the Ramashobohle Eco-Schools community of practice exercised in maintaining Enviro-Ioo systems was inadequate; unhealthy and unsafe according to the data generated through focus group interviews, observations, interviews, action plan, workshops and reflection interviews. The data generated also indicates that the Eco-Schools community of practice was not committed to maintaining sanitation in their school because they were not sharing sanitation knowledge; they were not communicating and not updating one another concerning Enviro-Ioo systems maintenance as they had no adequate knowledge as to how to maintain the facilities; and the school management was also not supportive and was not taking responsibility. The study shows how this situation was turned around as an Eco-Schools Sanitation Community of Practice focussed on developing action competence in the school community. It provides a case based example of how knowledge and action competence, supported by an Eco-Schools Community of Practice, can find and implement solutions to inadequate sanitation management practices in rural schools, and shows how members of the school community can be engaged in learning how to manage and maintain school sanitation systems through a participatory process that develops action competence. The study points to important dimensions of developing action competence, such as providing knowledge and demonstrations, inviting experts to the school, involving learners in observations and monitoring and in ensuring that adequate facilities are available. In particular, a workshop conducted by Enviro-Ioo consultants, organised and supported by the Eco-Schools Sanitation COP, together with a follow up action plan, provided the main impetus for changes in practice in the school and served to support action competence development. Finally the study provides research findings and recommendations for further research.
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Investigation of learning in an environmental skills programme: a case study of workers' training in the Department of Environmental Affairs Expanded Public Works Project
- Authors: Giqwa, Nomfundiso Louisa
- Date: 2011
- Subjects: South Africa -- Department of Environmental Affairs Environmental education -- Study and teaching -- South Africa Environmental education -- Activity programs -- South Africa Environmental education -- Evaluation -- South Africa Environmental education -- Curricula -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1636 , http://hdl.handle.net/10962/d1003518
- Description: This research project examines a case of environmental training for workers in the Expanded Public Works Programme, a poverty relief programme operating in South Africa (EPWP). It is constituted as an interpretive case study, and explores what workers learn and how they learn in an environmental skills programme. The study also examines the context of learning. In accordance with education and training policy, what learners are meant to learn is articulated in unit standards registered on the South African Qualifications Authority website. The unit standards are used to design curricula and learning programmes which are registered as environmental skills programmes by Sector Education and Training Authorities (SETAs). For the conservation sector the SETA is the Tourism and Hospitality Education and Training Authority (THETA). To develop an understanding of what learners learn, I considered the content, concepts, skills, values and attitudes contained in the unit standards, and then considered the actual learning taking place during the training programme focusing on three unit standards. Data was generated from semi-structured interviews with facilitators, focus group interviews with learners, observations of teaching and learning interventions and document analysis of EPWP, training and skills development policy documents, registered unit standards for the skills programme, and learning support materials produced by the provider implementing the training. The study notes that there is learning taking place within the training implemented through environmental skills programmes. The training is influenced by a number of diverse contextual factors namely policy factors, historical contextual factors, the economic context and diverse literacy levels. Learning interactions involve a variety of social interactions, activities and practices between learners and learners, and learners and facilitators. The main finding of the study is that the training programme’s major emphasis is on concepts and content, and social and learning skills, and values and attitudes. The prominence of social skills masks a neglect of practical workplace related skills which make up a strong focus of the unit standards. This, the study shows, is related to a lack of engagement with workplace learning, which in turn is linked to a disjuncture between policy and practice, where workers working in the EPWP programme are meant to benefit from training, but in this case it was found that community members, who were not working in the programme were being offered training. It was therefore not possible for them to develop the applied workplace skills, which were also meant to facilitate increased employability, as this is one of the key objectives of the EPWP programme. Based on the insights raised by the research findings the study made recommendations that the programme consider the following to recover the situation: to develop strategies that allow for longer term training frameworks so that learners can be trained on full qualifications so that they may qualify and benefit more substantively from the training in terms of employability skills. Facilitators in the programme need to be trained so that they can develop materials that address practical skills, values, attitudes, critical reflections and actions. Monitoring of training needs to be given preference both at materials development level and implementation level.
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Learning commercial beekeeping: two cases of social learning in southern African community natural resources management contexts
- Authors: Masara, Christopher
- Date: 2011
- Subjects: Bee culture Bee culture -- Africa, Southern Social learning -- Africa, Southern Natural resources -- Africa, Southern--Management Natural resources, Communal -- Africa, Southern Conservation of natural resources -- Africa, Southern
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1664 , http://hdl.handle.net/10962/d1003547
- Description: Community Based Natural Resources Management (CBNRM) in southern Africa has gained an important role in alleviating poverty and conserving natural resources. The attention and funding CBNRM is receiving from governments, non-governmental organisations and donors is seen as one way to strengthen civil society‟s involvement in decision-making and participating in activities that contribute to a sustainable livelihood, whilst at the same time learning in their social contexts to adapt and care for the ever changing environment characterised by constraints, challenges, contradictions, new opportunities for learning and change. This study focuses on social learning in commercialisation of natural resource products in two case studies of commercial beekeeping in rural southern African contexts. In this study social learning entails a process of qualitative change taking place in a social context for the purpose of personal and social adaptation. This perspective is useful in this study as learning in the two cases, Hluleka in South Africa and Buhera in Zimbabwe involved the transition beekeeping.from traditional honey harvesting practices and subsistence beekeeping to commercial beekeeping. This study is informed by two related theoretical perspectives namely Cultural Historical Activity Theory (CHAT) and Social Learning Theory. CHAT was used as conceptual and methodological framework to inform the first phase of data gathering and analysis processes; as well as second phase data gathering. In the first phase, I gathered data through semistructured interviews, document reviews and observations to identify problems, challenges and critical incidents in learning commercial beekeeping, technically known as tensions and contradictions within the CHAT framework. These tensions and contradictions, surfaced through analysis of first phase data were used as "mirror data‟ in Intervention Workshops within CHAT's process of Developmental Work Research, which supports social learning in response to tensions and contradictions in workplace activity. Use of mirror data provided a basis for dialogue and the modelling of new solutions to identified contradictions. To interpret the social learning processes resulting from these interactions, I drew on Wals' (2007) analytical lenses, through which I was able to monitor social learning processes that emerged from the Intervention Workshop dialogues while beekeepers modelled new solutions to contradictions in learning commercial beekeeping. The findings of the study revealed that social learning in commercial beekeeping is internally and externally influenced by socio-cultural, political and economic complexities. Social learning in Intervention Workshops was supported by different knowledge bases of participants, in this study these are beekeepers, extension officers, trainers and development facilitators. Such knowledge bases were the source of information for learning and constructing model solutions. The study also revealed that learning in CBNRM workplaces can be observed across the development processes, and CHAT as a methodological tool and Wals‟ (2007) analytical tool are complementary and can be used in researching social learning in other CBNRM workplaces. The study contributes in-depth insight into participatory research and learning processes, especially within the context of CBRM in southern Africa. It gives some empirical and explanatory insight into how change-oriented social learning can emerge and be expanded in Education for Sustainable Development. It also provides learning and extension tools to work with contradictions that arise from socio-cultural and historical dimensions of learning commercialisation of natural resources in southern African context. Its other key contribution is that it provides further insight into the mobilisation of human agency and reflexivity in change oriented social learning processes of commercialisation of sustainable natural resources products and poverty alleviation processes that are critical for responding to socioecological issues and risks and development challenges in southern Africa.
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Stewardship as an educational process of social learning and change: two case studies conducted in the Western Cape
- Authors: Walker, Clara Isabella
- Date: 2011
- Subjects: Environmental education -- South Africa -- Western Cape Conservation of natural resources -- South Africa -- Western Cape Natural resources -- South Africa -- Western Cape -- Management Social learning -- South Africa -- Western Cape Sustainable development -- South Africa -- Western Cape Cape Nature Stewardship Programme (South Africa) Biodiversity Stewardship Programme (South Africa)
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1772 , http://hdl.handle.net/10962/d1003657
- Description: Stewardship in South Africa, as it is being implemented within the framework of the Biodiversity Stewardship Programme (BSP), is an attempt by conservation agencies to engage landowners in the voluntary securing of parcels of biodiverse land, through signing a contract for a certain time period, not to develop the landscape in ways that will impact negatively on the biodiversity of the area in question. The focus of this study is the relationship between biodiversity stewardship and social learning, as I hope to ascertain how stewardship practices are helping to resolve the current problems of biodiversity loss in the Western Cape. The overall aim of this research is to gain an understanding of how, in its capacity as a conservation education process, the Cape Nature Stewardship Programme can foster social learning amongst the landowners involved in its implementation, by leading them to a better understanding of their environmental responsibilities. Data was generated through the use of interviews and informal discussions with participants together with document analysis, such as brochures, pamphlets and presentations. My approach to the analysis of my data was two-phased. In the first phase, I analysed the data generated from the interview process and from reviewing the documents the stewardship officials supplied me with. The second phase involved looking into the results of the two case studies, and formulating analytical statements which were then used to review the case evidence within a social learning perspective, derived from Wals (2007). In constructing an analytical framework for the interpretation of my data, I drew heavily on Wals' (2007) notion of social learning occurring in sequential activities. I used this insight as a lens through which to trace the educational effects of the implementation of the CNSP in the two case study areas.The research highlighted evidence that Stewardship initiatives should be based on the foundation of social learning and invest time and effort in building an environmental knowledge capital amongst the landowners involved. By equipping them with these necessary conservation skills, one creates a 'community of practice' where those individuals adopt a sustainability habitus contributing towards a change and environmental understanding and practises in field.
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Teaching reading in Rukwangali in four Grade 3 Namibian classrooms : a case study
- Authors: Siyave, Theresia Nerumbu
- Date: 2011
- Subjects: Reading (Elementary) -- Namibia Reading teachers -- Training of -- Namibia Kwangali language -- Study and teaching (Elementary) -- Namibia Literacy -- Study and teaching (Elementary) -- Namibia Native language and education -- Study and teaching (Elementary) -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1798 , http://hdl.handle.net/10962/d1003683
- Description: This study aims to explore four grade 3 teachers’ understanding of teaching reading in Rukwangali, a home language in Namibia in Kavango region and to observe the strategies they use as well as the activities they set for their learners. During my School Based Studies (SBS), I noticed that learners were not reading with understanding. My interest was also stimulated by a study carried out in Namibia that found that the literacy levels for Namibian learners were poor compared to those of other African countries. This is a qualitative case study carried out within an interpretive paradigm. It seeks to understand the meaning that people attached to human actions. I selected the participants purposefully and in terms of convenience, as all three schools selected are situated in Rundu, the town in which I work as a college lecturer. The research tools I employed were semi-structured interviews, document analysis, classroom observation, and stimulated recall discussions on the lessons I observed. I used a variety of methods to triangulate data and enhance validity. This study reveals that teachers use multiple methods to teach reading. These methods include phonics and syllabification to help struggling learners to decode difficult and long (polysyllabic) words and the look-and-say method for whole word recognition and meaning making at word and sentence level. In addition, they also use the thematic approach to teaching and learning to expand learners’ vocabulary and enhance their understanding of the texts they read and to make their lessons learnercentred. However, the problems of language, lack of reading books written in Rukwangali and large class sizes constrain the teachers from teaching in a more learner-centred way. Therefore, the study gives some tentative recommendations to remedy this situation.
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Teaching struggling adolescent readers in Namibia : a case study
- Authors: Simanga, Elizabeth Miyaze
- Date: 2011
- Subjects: Reading (Secondary) -- Namibia Reading comprehension -- Study and teaching (Secondary) -- Namibia Reading -- Remedial teaching -- Namibia Reading teachers -- Training of -- Namibia Second language acquisition -- Namibia English language -- Study and teaching -- Foreign speakers -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1876 , http://hdl.handle.net/10962/d1005639
- Description: Though research has been conducted on many issues since Namibia's independence in 1990, none of these studies has investigated how English Second Language (ESL) teachers teach and support struggling adolescent readers (SARs) to read. Utilising qualitative research techniques such as classroom observations, semi-structured interviews and document analysis, this case study looked at strategies, methods, and resources used by five ESL secondary school teachers to teach SARs to read in two regions in Namibia, Caprivi and Otjozondjupa regions. Two of the five participants were male teachers. The presence of SARs in the classes observed was established by using informal methods such as the ESL teachers' experience (Caprivi region), while a sample of questions from PIRLS 2001 (Mullis, Martin, Gonzalez, & Kennedy (2003) was compiled to form a test used in the Otjozondjupa region. The findings show that despite undergoing initial teacher training and majoring in English, the five ESL secondary school teachers were not trained to teach SARs either how to read or how to support them. In addition, the study found that there was a shortage of reading materials in all five selected schools.
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The reading of extended text in Oshindonga in grade 2 in selected Namibian schools
- Authors: Ngula, Elizabeth Njanjukweni-Aluhe
- Date: 2011
- Subjects: Ndonga language -- Study and teaching -- Namibia Reading comprehension -- Study and teaching (Primary) -- Namibia Reading (Primary) -- Namibia Teaching -- Namibia Teachers -- Attitudes -- Namibia Literacy -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1720 , http://hdl.handle.net/10962/d1003603
- Description: This study was conducted in order to understand to what extent Grade 2 teachers use books (or other forms of extended text) in their reading lessons in Oshindonga where very little published material is available, and, if so, whether they engage in shared reading with these materials or not. The study also explored ways to introduce more books (or other forms of extended text) into Oshindonga classrooms. The study took the form of an interpretive case study. It was conducted in two primary schools in Otjiwarongo district in the Otjozondjupa region of Namibia. Two qualified Grade 2 teachers were selected. The purpose of this sampling was to gain an in depth understanding of how these two selected teachers taught reading in Oshindonga. The data was gathered by using semi-structured interviews with open-ended questions, as well as lesson observations and stimulated recall with each individual teacher after each lesson. The purpose of this was to gain clarity in areas that were not clear during lesson presentations. A focus group interview was also conducted in order to generate ideas about how to introduce more extended texts into the classroom. The key fmdings are that both schools in the study lacked books in Oshindonga, and the teachers lacked an understanding of the importance of using books (or other forms of extended text). Other key findings are that teachers had a problem in choosing appropriate texts to read with their learners; teachers understand reading more as decoding than reading for meaning and pleasure; children were not asked any comprehension questions and the two teachers had different views on the value of shared reading. The research data revealed that there are problems in teaching literacy in Namibian African languages.
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The role of cluster centre principals in the Ohangwena education region in Namibia
- Authors: Nghatanga, Ponny Haggai
- Date: 2011
- Subjects: School management and organization -- Namibia -- Ohangwena School principals -- Namibia -- Ohangwena Educational leadership -- Namibia -- Ohangwena Educational change -- Namibia -- Ohangwena
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1748 , http://hdl.handle.net/10962/d1003632
- Description: The Namibian Ministry of Education introduced the School Clustering System (SCS) in 1996. The system entails the grouping of schools into clusters to facilitate the sharing of resources and expertise. One school in a group is selected to serve as the Cluster Centre and the principal of the centre is identified as the Cluster Centre Principal (CCP). This has created a new level of educational leadership which is still relatively under-researched and the primary purpose of this study is to investigate the perceptions of this new role since it is perceived to be pivotal to the effective functioning of the cluster. This study is an interpretive case study of Cluster Centres in the Komesho Circuit in the Ohangwena Educational Region. Three data collection instruments were used, namely document analysis, observation and interviews. The collected data provided insight into participants' views on the role of Cluster Centre Principals (CCPs), which shed light on the challenges faCing the roles of CCPs. The findings revealed that respondents welcomed the decentralisation of an education system that involves cluster members and parents in decision making. Furthermore, the perceived role of CCPs is perceived as delegation through participative leadership and management approaches. This involves groups in teamwork to enhance the quality of teaching and learning. The study has, however, also exposed tensions surrounding the role and function of CCPs. This is partly because the role has not been formalised and is perceived as existing in a legal vacuum. This study will benefit the Cluster Centre Principals, Inspectors of Education, Advisory Teachers, non-governmental Organisations, the community and the Ministry of Education by placing the role of Cluster Centre Principals in perspective.
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The role of teacher cognition in the integration of technology into English teaching: a case study
- Authors: Baron, Elizabeth Mary
- Date: 2011
- Subjects: English teachers -- Effect of technological innovations on English teachers -- Psychology English teachers -- Attitudes Language and languages -- Study and teaching -- Computer-assisted instruction Educational technology Computer-assisted instruction
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1753 , http://hdl.handle.net/10962/d1003637
- Description: Technology, in one or more of its various forms, is now a part of everyday life for most South African citizens. Many schools are equipped with various forms of technology, at great cost to sponsors, schools, parents or the government. However, this technology is not always exploited and full use is not made of it. As access is not the issue, other factors needed to be considered: in this case, teachers’ beliefs, attitudes and knowledge. This thesis explores the cognitive factors which affect the acceptance and use of technology. Teacher cognition and the factors which influence teacher cognition were examined. Following Borg, teacher cognition is defined as “the unobservable cognitive dimension of teaching – what teachers know, believe and think” (Borg, 2003, p. 81). Teacher cognition determines whether or not a teacher will use technology, if the external barrier of access is removed. In order to study the various aspect of teacher cognition, a case study was performed, which studied 6 teachers at 4 schools. All the schools in this study had some level of access to technology. Following Borg, initial experiences with the educational system (i.e. the teacher’s experience as a learner), teacher training, the context the teacher worked in (as well as social factors and private use) and classroom experience were all examined in order to discover the factors which most affect technology acceptance in teaching. The findings show that having easy access to well-maintained and functioning technology cannot be underestimated. In the study, support from other teachers, particularly those in leadership roles, led to an increase in technology use. This support needed to be explicit; general support did not seem to be effective. These findings suggest that technology integration needs to happen at a ‘whole school’ level.
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The role of the principal as school leader in maintaining academic standards in the schooling of at-risk learners: a case study at a school in the northern areas of Port Elizabeth
- Authors: Draai, Karen Ann
- Date: 2011
- Subjects: School management and organization -- South Africa -- Port Elizabeth School principals -- South Africa -- Port Elizabeth Educational leadership -- South Africa -- Port Elizabeth School discipline -- South Africa -- Port Elizabeth Children with social disabilities -- South Africa -- Port Elizabeth Academic achievement -- South Africa -- Port Elizabeth
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1955 , http://hdl.handle.net/10962/d1008278
- Description: Many disadvantaged schools in South Africa are characterised by poor performance, which is often linked to the legacy of the apartheid regime. Yet, some disadvantaged schools are surviving and even producing excellent results. Many successful businessmen, politicians and academics can attest to the success of these schools, being a product of such schools. Leadership, which has received a lot of attention in recent years, are often the cause of schools failing to produce the expected results. Previous studies have shown that leadership is the key to academic excellence and that to lead disadvantaged schools to success requires strong leaders with moral purpose, who possess qualities of transformational leaders, but also leaders who can focus on instructional leadership practices. This study focuses on the role of leadership in maintaining academic standards at a school in the northern areas of Port Elizabeth. The school has a proud tradition of good academic performances and has even been labelled as a 'model C school in the northern areas'. It has been found that teachers are committed and hardworking and the principal is perceived as having expecting high expectations for the children of the area. He believes as an educator one should never give up on the children. The study found that the principal is a strong leader who shows characteristics of a transformational leader and has the drive of an instructional leader to lead the school and to maintain academic standards. He is a well-respected leader who leads with moral purpose and who has the desire to uplift the community. The study has the potential to provide guidance and encouragement to school principals, and to inform the Department of Education's leadership training programmes.
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The teaching of mathematics in multigrade classrooms at the upper primary phase in selected Namibian schools
- Authors: Kapenda, Loide Ndakondjelwa
- Date: 2011
- Subjects: Mathematics -- Study and teaching -- Namibia Education, Elementary -- Namibia Combination of grades -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1796 , http://hdl.handle.net/10962/d1003681
- Description: The Namibian curriculum favours knowledge with understanding and application of knowledge and skills, because facts that are learned with understanding are easier to remember. This made learners to be able to represent mathematical situations in different ways and for different purposes. It also motivates teachers to contextualise the content to make mathematics teaching and learning more interesting and enjoyable to teachers and learners. However, some mathematics teachers are challenged by being required to teach multigrade classes, due to a massive response to improved access to education.Multigrade teaching is seen as a difficult practice especially when teachers are not well prepared to teach combined grades. This case study focused on the teaching of mathematics at Upper Primary Phase. An Interpretive paradigm was used to understand the teachers’ experiences and their teaching ethods. Hence the study aimed to investigate how teachers deliver their mathematics lessons in multigrade classrooms, considering the good practices and challenges that may occur. The findings revealed that teachers mostly use their monograde pedagogical knowledge,resulting in using quasi-monograde with a common timetable approach when teaching mathematics in multigrade settings. Although learners have access to the common mathematics syllabus, the quality of teaching the subject in multigrade classrooms seems to be affected due to the lack of teacher training in multigrade teaching. Also, equity and democracy need to be considered more than it currently is in terms of resource distribution to multigrade schools. Good practice of multigrade teaching existed in building on lower grade competencies, introducing lessons with common activities, as well as the concentration on lower grades which make learners independent. However, insufficient time, lack of knowledge in multigrade and curriculum knowledge in particular seem to challenge teachers and learners. Therefore, multigrade teachers need to be part of curriculum development for them to master the syllabus. These teachers will assist in developing multigrade resources for integration, contextualisation and more enrichment activities for high achievers.
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The use of learning support materials in the rural schools of Maputaland, Kwa-Zulu Natal
- Authors: Van der Merwe, Michelle
- Date: 2011
- Subjects: Environmental education -- South Africa -- Maputaland African Coelacanth Ecosystem Programme Coelacanthiformes -- South Africa -- Maputaland Teaching -- Aids and devices -- South Africa -- Maputaland Environmental education -- Curricula -- South Africa -- Maputaland
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1815 , http://hdl.handle.net/10962/d1003701
- Description: The African Coelacanth Ecosystem Programme (ACEP) was established in 2002 after the discovery of a colony of coelacanths off the Maputaland coast at Sodwana Bay, KwaZulu Natal. The environmental education and awareness sub-programme developed learning support materials (LSM's) for use in schools and the materials were disseminated annually through teacher education workshops. This study aimed to uncover the use of these LSM's in the rural schools of Maputaland. The active learning framework was used to analyse the materials. Collectively, the ACEP materials cover a range of active learning aspects; however alignment with the curriculum has resulted in an increased focus on experiments, accompanied by a loss of environmental content and a narrowing scope for active environmental learning. Workshop questionnaires and four school case studies revealed the patterns of practice of use of materials in schools. The stated use of materials by teachers is not fully realized in the actual classroom practice which centres on learning content and concept definitions. There is no culture of use of materials in the schools following the annual introduction of ACEP materials. It was also found that the marine and coastal knowledge holding power is outside the realm of the teachers' practice and control. The findings of this study come at a time when there is uncertainty over the future of South African education and the curriculum. This research may inform the environmental education and coastal and marine education field as to their role in education and more specifically the development of learning support materials.
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Towards monitoring that makes sense : action research design of a planning, learning and accountability system for a sustainable agriculture programme in Eastern Indonesia
- Authors: Deprez, Stefan Gert Marie
- Date: 2011
- Subjects: Agricultural development projects -- Indonesia Agricultural administration -- Monitoring -- Indonesia Action research -- Case studies Action research in education
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1801 , http://hdl.handle.net/10962/d1003686
- Description: This study is an account of an action research process to develop a planning, learning and accountability (PLA) system for the sustainable agriculture chain development programme of VECO (Vredeseilanden Country Office) Indonesia. Many monitoring and evaluation (M&E) processes in development programmes are largely carried out to provide information for funding agencies, to meet external accountability requirements and for symbolic protection. This study generates insights into an integrated, learning-oriented monitoring practice which fosters reflective practice, provides feedback to programme stakeholders about performance, progress and results achieved, facilitates improved accountability, and generates information and knowledge useful for the programme stakeholders to take decisions for improved action. It is argued that M&E systems have the potential, if developed well, to serve as a framework or ‘carrier’ for organisational and institutional learning – an essential requirement to respond to the complex nature of development processes. Outcome mapping is presented as a possible approach to be used as the basis for such a M&E system. This study was underpinned by a socially critical orientation to development (programmes) and by an action research method to guide the PLA system design process. The design process was organized around seven steps - which in themselves were a result of the action research process – including specific steps to ensure a learning-oriented M&E system. Based on the agreed purposes and intended uses of the monitoring and learning process, the resulting PLA system is focused around the organizational spaces and rhythms of VECO Indonesia which are central to sharing, debate, learning and decision-making. In this way, the PLA system becomes integral to the thinking and doing of the organization. It is built on the premise that monitoring does not end with gathering data; it also needs to include a process of understanding and deciding how data can best be used and analysed to strengthen concerted action and facilitate decision-making. It highlights the importance of sense-making – interpreting information to make it usable for action. Furthermore, it incorporates an approach to assess and consciously plan for the creation of the necessary organisational conditions to implement and maintain a learning-oriented M&E system. The study is completed by critical reflection on the relevance of VECO’s new PLA system for planning, learning and accountability, combined with the use of a future scenario technique to generate recommendations and identify critical future directions. Further exploration of ‘intelligent’ information-seeking methods and processes is called for; and a practice which moves beyond intra-organisational monitoring – focusing on VECO’s own monitoring needs – towards a monitoring process that facilitates change based on the viewpoints of, and in collaboration with local actors, i.e., institutional monitoring and learning, is recommended. VECO is encouraged to continue developing a mindset and practice whereby the programme team and partners have the ability to leave the safe zone of pre-determined outcomes and actions, and to make sense of the world as they engage in action.
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Vocabulary development in a grade 7 class using dictionary skills: an action research project
- Authors: Wells, Stephanie Alice
- Date: 2011
- Subjects: English language -- Study and teaching (Elementary) -- South Africa -- Eastern Cape Vocabulary -- Study and teaching (Elementary) -- South Africa -- Eastern Cape English language Dictionaries -- Polyglot -- Study and teaching (Elementary) -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1822 , http://hdl.handle.net/10962/d1003708
- Description: As I was involved as a voluntary, part-time teacher in a local, semi-rural school in the Eastern Cape, South Africa, I became increasingly aware of the learners' lack of English literacy. I therefore decided to do a practical research on vocabulary development, focusing on dictionary skills. In this thesis I describe how I implemented a vocabulary development programme as an Action Research project. My research group was a grade 7 class of English First Additional Language learners who had minimal exposure to English at school and in their communities. The class was a mixture of Afrikaans and isiXhosa home language speakers and the medium of instruction was Afrikaans. The school served a low-income community and was poorly resourced. As dictionary skills is a requirement of the national curriculum, I used 10 time-tabled lessons over a 5 week period to introduce the learners to dictionaries. My data sources were a journal detailing my reflections on each lesson; a video-recording of the lessons; small group interviews after each lesson which were audio-recorded; tasksheets on the work covered in class and questionnaires asking the learners for written responses to the lessons. The class teacher who filmed the lessons was also asked for feedback during and after the programme. My goals were to assess my teaching approach in these circumstances and to what extent the outcomes were positive for the learners. As I had come from a background of English Home Language teaching in good, well-resourced schools I found I had to question many of my assumptions. Although I was an experienced, qualified and confident teacher, I was continually having to reassess my teaching methods which were being challenged by very different classroom conditions. The outcomes of the research show why I was not able to achieve what I had thought I could in the time given.
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A critical investigation of the interpretation and implementation of the Parzival main lesson within the context of the Waldorf curriculum : a multiple case study
- Authors: Swanepoel, Elizabeth
- Date: 2010
- Subjects: Waldorf method of education Education -- Philosophy Teaching -- South Africa Perceval (Legendary character) Perceval (Legendary character) -- Study and teaching Grail Legends -- Study and teaching
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1483 , http://hdl.handle.net/10962/d1003364
- Description: The Steiner/Waldorf school movement is currently one of the fastest growing independent school movements internationally. In several countries it seems to have developed into the most popular form of alternative education. South Africa has 17 Waldorf schools and one full-time teacher training facility. This study investigated the interpretation and implementation of the Parzival main lesson within the wider context of the Waldorf curriculum. The main lesson system is an essential constituent of the Waldorf curriculum. Most academic subjects in a Waldorf school are taught in a three- or four-week main lesson block. The main lesson occupies the first two hours of the school day. A main lesson consists of a particular three-part structure, and the main lesson book is the keystone to the Waldorf evaluative process. The Parzival main lesson is specifically taught in Class 11, and most Waldorf schools consider it as one of the most important main lessons in the high school. The interpretivist model was ideally suited to this research. The investigation was conducted as a multiple case study, and the main source of data was provided by classroom observation. This was supported by interviews and classroom artifacts. The study involved two South African Waldorf schools at which the Parzival main lesson is taught. This main lesson is presented at only three South African Waldorf schools. I teach at the remaining school, and therefore conducted my research at the other two schools. The teachers who facilitated the Parzival main lesson, as well as the Class students at the selected schools voluntarily participated in the research. My research findings indicate that the possibility exists for the teacher to exercise a certain degree of freedom and creativity within the parameters of Waldorf methodology and the Waldorf curriculum. The study also determines that teachers often find it difficult to integrate the three-part structure, as indicated by Waldorf methodology, in a single main lesson. Furthermore, my research establishes that main lesson books can indeed serve as both text and as an assessment tool. I therefore conclude and maintain in this study, with particular reference to the Parzival main lesson, that despite the prescriptive structure of the Waldorf system and Steiner pedagogy, teachers need not necessarily sacrifice their freedom and creativity within the classroom.
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An environmental education portfolio: three small scale studies informing school greening activities and professional development of teachers in two rural Eastern Cape schools in SANBI's Greening the Nation Project
- Authors: Finca, Moffat Nkosiphendule
- Date: 2010
- Subjects: South African National Biodiversity Institute Environmental education -- South Africa -- Eastern Cape Teachers -- In-service training -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1737 , http://hdl.handle.net/10962/d1003621
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An exploration of school-community links in enabling environmental learning through food growing : a cross-cultural study
- Authors: Köhly, Nicolette
- Date: 2010
- Subjects: Environmental education -- Africa, Southern -- Case studies Environmental education -- New York (State) -- Case studies Sustainable agriculture -- Africa, Southern -- Case studies Sustainable agriculture -- New York (State) -- Case studies Environmental education -- Study and teaching -- Africa, Southern -- Case studies Environmental education -- Study and teaching -- New York (State) -- Case studies Conservation of natural resources -- Study and teaching -- Africa, Southern -- Case studies Conservation of natural resources -- Study and teaching -- New York (State) -- Case studies Active learning -- Africa, Southern -- Case studies Active learning -- New York (State) -- Case studies Community education -- Africa, Southern -- Case studies Community education -- New York (State) -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1534 , http://hdl.handle.net/10962/d1003416
- Description: Agricultural and educational researchers recognize the critical value of an integrated, multidisciplinary approach to education in building a food-secure world, reducing poverty, and conserving and enhancing natural resources. However, schools generally contribute little to communities in the context of food growing and environmental learning. The main objective of this qualitative research was to explore the role of school-community relationships in enabling environmental learning in the context of food growing activities. Findings suggest that the role of school-community links in enhancing environmental learning is more likely where community members are actively involved in school programs that have an emphasis on an experiential learning approach. However, this depends to a large extent on the availability of parents or concerned community members and their willingness to engage in voluntary school-based activities. Factors that could potentially strengthen the role of school-community links in supporting environmental learning include: allowing space for informal learning, mediating learning in civil society settings, ongoing facilitation by a committed coordinator, community buy-in and accountability, and addressing public interests through tangible benefits. A major challenge is to find an appropriate balance between social justice and practical food security concerns, while remaining true to ecological considerations.
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