[Research projects]
- Authors: Muluse, Lungile J
- Date: 2001
- Subjects: History -- Study and teaching -- South Africa -- Textbooks -- Evaluation History -- Study and teaching South Africa -- History -- Textbooks Toise Senior Secondary School High schools -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1739 , http://hdl.handle.net/10962/d1003623
- Description: This study is a situational analysis of a school located at Nonkcampa village, just ten kilometres from King William’s Town, west of the national road between Peddie and King William’s Town. Toise Senior Secondary School is in the former Ciskei region. The Bulembu / Bisho airport is just next to our school. My focus on Toise Senior Secondary School, provides me as the principal of the school with a golden opportunity to find out more about the school. As a relative newcomer to the school this study also enables me to look at the school community, from this particular focal point. As this is a situational analysis, my focus will be on the history, the biophysical and socio-political aspects that influenced the development of the school to the present. In this way I will be able to analyse the school’s readiness to implement the new Out-Comes-Based Education (OBE) Curriculum soon to be implemented at secondary school level.
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A phenomenological study of leadership in the Rhodes Unversity Mathematics Education Project (RUMEP)
- Authors: Michael, Vanessa Jane
- Date: 2001
- Subjects: Rhodes University -- Mathematics education project Educational leadership
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1701 , http://hdl.handle.net/10962/d1003584
- Description: Few terms in organisational studies inspire less agreement than leadership. It is a slippery concept and much that is written on the subject is confusing and contradictory. Early theories of leadership have, generally, reduced leadership behaviour to a concern for task balanced against a concern for the well-being of employees. This two-dimensional approach has proved to be a limited conceptualisation of leadership. In response, over the past thirty years, researchers have tried to highlight the less rationalistic, more intangible, aspects of leadership. However, there is still very little in leadership research that conveys a sense of the leader as a person. I have argued, in this study, that the reason for this lies in the fact that most leadership research has been conducted along positivistic lines and, therefore, cannot take into account the values, feelings, morals and life experiences of the human beings being studied. Thus, for the human being to take centre-stage in leadership enquiry, a different research paradigm needs to be explored. I have chosen to use phenomenological enquiry as an avenue for examining how John Stoker, the leader of the Rhodes University Mathematics Education Project (RUMEP), experiences being a leader. This is because phenomenology, in both theory and practice, privileges the nature of the meanings that people construct in their lives and that guide their actions. In adopting such a methodology my research findings have examined a number of issues that are of interest to current leadership researchers, however they have also highlighted a number of concerns that have not been explored thoroughly in the leadership literature. These include the importance of the individual leader’s action, intention and will in shaping an organisation, the complex nature of a leader’s creativity within the organisation and possible differences between educational leaders and business leaders. In adopting a phenomenological perspective the eccentricity and fulness of an individual leader’s action is expressed through the research, however, the research also focusses on how the researcher translates and evolving philosophical understanding into sound methodology. Therefore, interwoven into the discussions on leadership there are reflections on how I applied phenomenological theory. The purpose of these reflections is to deliberate on the appropriateness of applying such a methodology to the eclectic field of leadership and to show how my own developing philosophical attitude has transformed into practice.
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An evaluative case study of curriculum development and implementation in PELUM College
- Authors: Mukute, Mutizwa
- Date: 2001
- Subjects: Curriculum planning -- PELUM College (Zimbabwe) Curriculum planning -- Zimbabwe
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1922 , http://hdl.handle.net/10962/d1007423
- Description: This evaluative study examined the development and implementation of a multi-disciplinary agroecology and community development curriculum by PELUM College Zimbabwe, The college, which emerged to implement the curriculum, comprises of non-govemmental organisations, university departments and government agencies coordinated by PELUM Association, PELUM supports participalory ecological land-use management and the curriculum was aimed at community development workers, The curriculum's four pillars were: community development facilitation; natural resources management; sustainable crop and animal production; and organisational management. The study explored the conceptual integrity of the socially-critical oriented curriculum, focusing on the written curriculum; resource material development; participation; praxis; assessment and accreditation; as well as project planning and implementation by trainees, The methodology was essentially interpretive, with a participatory and praxiological orientation inspired by the socially critical framework of the curriculum, I gathered data over two years, analysing documents covering a period of nine years, and involving about 75 participants in the research through questionnaires, in-depth semi-slructured interviews and focus group discussions, My key findings were that the curriculum and the participatory process in which it had been developed and implemented had potential to address pedagogical and developmental shortcomings of more conventional curricula, The major weaknesses in the curriculum and its development arose from the under-utilisation of the curriculum framework that should have guided participation and decision-making, I examined tensions in the curriculum implementation, finding them similar to those experienced in other environmental education programmes in the reg ion, In keeping with the praxiological and formative orientation to the evaluation, I conclude with recommendations specific to the case under study,
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An investigation of factors which influence integrating indigenous knowledge of medicinal plants into the learning programme for Grade 9 General Science
- Authors: Kimbugwe, Francis Kambugu
- Date: 2001
- Subjects: Ethnoscience Ethnoscience -- South Africa -- Eastern Cape Medicinal plants -- South Africa -- Eastern Cape Curriculum planning -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1624 , http://hdl.handle.net/10962/d1003506
- Description: This study explores knowledge of some medicinal plants amongst the sub-urban community of and around a township in the Eastern Cape province. This qualitative interpretivist case study presents the prior knowledge of medicinal plants possessed by Grade 9 learners, which is used as a springboard toward interviewing traditional healers, herbal practitioners and lecturers at a university in the departments of Botany and Pharmacy. The data obtained from the informants reveals the factors that can influence integration of indigenous knowledge of medicinal plants in the learning programme for grade 9 General Science. These factors include: prior knowledge and enthusiasm of Grade 9 learners and teachers, support of the community which include parents, traditional healers, herbal practitioners and professionals who could introduce indigenous knowledge of medicinal plants into formal education, availability of resource materials and complexity of identifying pharmacologically tested plants from other indigenous medicinal plants. The analysis and discussion of the findings, have led me to conclude that the enthusiasm of learners who have a rich background of indigenous knowledge on medicinal plants is likely to be hampered by the unenthusiastic teachers as well as the reluctance of herbal practitioners in their communities to part with this knowledge. Hence I recommend that teachers be motivated through workshops and in-service training, conducted by goverr\ment paid herbal practitioners using the prior knowledge of learners as a stepping-stone.
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Community knowledge, cohesion and environmental sustainability : an educational case study in Clarkson
- Authors: Uithaler, Eldrid Marlon
- Date: 2001
- Subjects: Community life -- South Africa Social participation -- South Africa Community development -- South Africa Competency-based education -- South Africa Competency-based education -- Curricula
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1453 , http://hdl.handle.net/10962/d1003334
- Description: An ethnographic case study was done in the rural community of Clarkson which lies at the foot of the Tsitsikamma Mountains in the Eastern Cape, South Africa. Rural communities gathered and developed local wisdom on the natural resources around them. The study shows that in the past, life in Clarkson was characterised by such shared wisdom, an abundance of natural resources, as well as strong community cohesion. With the advent of modern lifestyles community cohesion and practices were disrupted and today, people living in Clarkson are less dependent on each other and on local resources. This study suggests that some of the past wisdom, community knowledge, practices and skills that existed for ages in Clarkson, can still be useful today in the context of environmental sustainability. The incorporation of this knowledge into the new outcomes-based education curriculum in South Africa and the local school curriculum, is explored.
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Environment as integrating organiser: a case study of curriculum 2005 in KwaMhlanga, South Africa
- Authors: Khumalo, Four-Ten Enock
- Date: 2001
- Subjects: Competency-based education -- Research -- South Africa Curriculum planning -- South Africa Environmental education -- Curricula -- South Africa -- Mpumalanga Environmental education -- Curricula
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1511 , http://hdl.handle.net/10962/d1003393
- Description: Curriculum 2005 is an attempt by the South African government to create and implement a strategic plan to change the formal school curriculum. The new curriculum has 'integration' as one of its focal features. This study is an investigation of the use of' environment' as an integrating' organiser' in the senior phase of Curriculum 2005 in a selection of schools in the Mpumalanga province. While the Curriculum 2005 framework encourages curriculum integration, this is an area which might be neglected during implementation, because there is so little experience among teachers of working in an 'integrated' way. Environmental education is an approach to education which requires and facilitates curriculum integration. This study has the potential to contribute to our understanding of the integration of environmental learning across the new curriculum. Questionnaires and vignettes based on document analysis, follow-up interviews and classroom observations, involving a small group of teachers, were used in conducting the study. The investigation has revealed that participating teachers show a limited understanding of the constructs 'environment' and 'phase organiser'. Teachers do not take or introduce a critical perspective on the nature and causes of environmental issues. They treat the construct 'environment' and associated issues quite superficially when working with learners. Participating teachers generally misunderstood the concept 'phase organisers' and tended to interpret it in concepts associated with the curriculum framework they were used to. Curriculum 2005 also requires teachers to take on a more active curriculum development role. This study looked at four teachers' attempts to develop learning programme units, and at the way in which two teachers implement their curriculum plans focussing on 'environment', in the classroom. It was found that participating teachers do not always follow the same sequence or steps when developing a learning programme. Learning programme units were not considered in developmental sequence, they lacked some form of continuity and links between intended learning outcomes and teaching activities were also lacking. There was inadequate integration between learning areas. Furthermore, integration between knowledge, skills, values and attitudes was also not quite clear among the teachers, and they tended to deal with environmental knowledge in a rather limited way, focussing instead on the awareness and attitudes. These findings are of concern, and they are in keeping with the Curriculum 2005 Review Report, which highlighted the danger of inadequate focus on curriculum content. On overall teachers seem to be struggling with the whole notion of 'integration', even though environment as a phase organiser is meant to assist with curriculum integration. The thesis ends with recommendations on how teachers might be assisted to achieve meaningful curriculum integration, through using learning outcomes as well as content knowledge relevant to environmental learning.
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Research portfolio
- Authors: Daphney, Robert
- Date: 2001
- Subjects: Teachers colleges -- South Africa -- Eastern Cape Competency-based education -- South Africa -- Eastern Cape Geography -- Curricula Geography -- Fieldwork -- Study and teaching Geography -- Study and teaching
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1828 , http://hdl.handle.net/10962/d1003714
- Description: This portfolio of work represents three research projects on issues related to teacher education. The research was undertaken at Dr. W.B. Rubusana College of Education over a period of three years. The first project is a situational analysis that attempts to determine whether the college is capable of meeting the challenges placed on it by the evolving South African Educational System. The key finding is that the college is not ready to embark on the changes required by the Ministry of Education chiefly because its educators and learners are seemingly not ready to embrace change. The second project is a case study that attempts to determine whether a group of 12 Senior Primary students at the college are able to interpret photographs of the local environment and as such provide evidence of their ability to be environmental educators through the medium of geography. The findings indicate that they are only able to read the photographs at a very superficial level. Their poor communication skills and their disadvantaged backgrounds seem to prevent them from achieving the level of thinking required for them to be effective environmental educators. The third project describes, analyses and evaluates a fieldwork study done with a class of Senior Primary students at the college. While the students did not achieve the necessary progression from 'look and see' to 'enquiry based' fieldwork the project was valuable in that it was an educative experience for both teacher and learner and provides evidence of the value of action research and reflective teaching.
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The development of the common fraction concept in grade three learners
- Authors: Fraser, Claire Anne
- Date: 2001
- Subjects: Mathematics -- Study and teaching (Elementary) Mathematics Problems, exercises, etc Fractions -- Study and teaching (Elementary)
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1497 , http://hdl.handle.net/10962/d1003379
- Description: Over a period of nine months in 1999, a longitudinal teaching intervention was undertaken with Grade 3 learners in the Fort Beaufort district, Eastern Cape. Working in the interpretive paradigm, the intervention focussed on: - the development of the common fraction concept, - the relevance of the hierarchy of Murray and Olivier’s Four Levels of Development in common fractions and - whether learners’ informal knowledge could be utilised in developing this concept. Using the Problem-centred approach to teaching mathematics, problems set in reallife contexts were used as vehicles for learning. Learners were required to discuss, reflect and make sense of the mathematics they were doing. Participant observation, completed worksheets and unstructured interviews with learners, formed the primary method of data collection. Learners’ work was analysed and classified according to the method used and manner in which the solution was notated. Results showed that learners were able to achieve a significant degree of success in developing a stable common fraction concept. Learners were afforded opportunities to construct their own ideas and to develop a deeper understanding of the concept. Many methods used were based on their informal knowledge of sharing. Learners made sense of realistic problems using drawings, and invented their own procedures. Apart from Level One, Phase Three, all Murray and Olivier’s Levels of Development could be identified during the research. This study will provide educators with valuable information on how learners solve mathematical problems involving fractions and how informal knowledge can be used as a foundation on which to build.
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The use of interactive computer simulations to engender conceptual changes about wave motion
- Authors: Jacob, Sunny
- Date: 2001
- Subjects: Computer simulation
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1921 , http://hdl.handle.net/10962/d1007409
- Description: Computers are expensive equipment which most schools in South Africa cannot afford to use as an instructional tool in the same way as they are being used in affluent schools in the countly and in the western world. In this study a computer was used as a demonstration tool to help learners to visualise the different aspects of wave motion with the aid of interactive computer simulations. The study investigated how learners alter their intuitive notions of wave motion after experiencing the common teaching techniques in township schools, and then by observing interactive computer simulations. Data was collected by means of field notes, observation, questionnaires and in-depth semi-structured interviews with the participation of twelve Grade 9 learners in a secondary school over a three-week period. A combination of qualitative and quantitative methods was used in the study and the data was analysed within an interpretive framework. A detailed analysis revealed that interactive computer simulations could bring about positive conceptual changes in learners, especially in the micro level aspects of wave motion. The inexperience of the learners in a discovery method of learning and a learner centred approach of teaching seemed to interfere with the teaching techniques. To a considerable extent, language problems also hindered the revelation of conceptualisation.In writing this report of the research study J agree wilh Squires and McDougall (1994: 12) that it is difficult to use a non-interactive medium (paper-based text) to report on the interactive medium of computer simulations, as written words cannot bring out all the essential aspects of interactive computer simulations.
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