A case study: exploring students' experiences of a participative assessment approach on a professionally-orientated postgraduate programme
- Authors: du Toit, Peter
- Date: 2009
- Subjects: Education, Higher -- South Africa Graduate students -- Study and teaching -- South Africa -- Case Studies Action research in education -- South Africa -- Case Studies Universities and colleges -- Graduate work -- South Africa -- Case Studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1432 , http://hdl.handle.net/10962/d1003313
- Description: The study was undertaken as the first cycle of an action research project. It presents a case study that explores the potential of the combined use of self-, peer-, and tutor-driven assessment in enhancing students’ learning in a professionally orientated postgraduate media management course. The study also explores how such a process can contribute to students developing the skills and dispositions required by autonomous learners and professionals. In approaching these questions the study draws directly on students’ own accounts of their experiences and contrasts these accounts with the growing body of literature on participative assessment in higher education that has emerged over the past decade. The study begins by exploring how action research can aid in the development of valuable insights into educational practice. It draws on educational theorists’ use of Habermas’s (1971, 1972 and 1974 in Grundy, 1987: 8) theory of knowledge constitutive interests in developing a conceptual framework against which assessment practice can be understood and argues against instrumental approaches to assessment. Set against a background of outcomes-based education, the study presents an argument for privileging the role of assessment in promoting learning above its other function. It contends that this function is undermined if students are excluded from direct involvement in assessment practice. Informed by research into participative assessment, the study presents a thick description of a particular approach used during the action research cycle and explores how students experienced this process. The findings of the study support theories favouring the involvement of students in their own assessment and suggest that such processes can contribute to meeting students’ present and future learning needs.
- Full Text:
- Date Issued: 2009
- Authors: du Toit, Peter
- Date: 2009
- Subjects: Education, Higher -- South Africa Graduate students -- Study and teaching -- South Africa -- Case Studies Action research in education -- South Africa -- Case Studies Universities and colleges -- Graduate work -- South Africa -- Case Studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1432 , http://hdl.handle.net/10962/d1003313
- Description: The study was undertaken as the first cycle of an action research project. It presents a case study that explores the potential of the combined use of self-, peer-, and tutor-driven assessment in enhancing students’ learning in a professionally orientated postgraduate media management course. The study also explores how such a process can contribute to students developing the skills and dispositions required by autonomous learners and professionals. In approaching these questions the study draws directly on students’ own accounts of their experiences and contrasts these accounts with the growing body of literature on participative assessment in higher education that has emerged over the past decade. The study begins by exploring how action research can aid in the development of valuable insights into educational practice. It draws on educational theorists’ use of Habermas’s (1971, 1972 and 1974 in Grundy, 1987: 8) theory of knowledge constitutive interests in developing a conceptual framework against which assessment practice can be understood and argues against instrumental approaches to assessment. Set against a background of outcomes-based education, the study presents an argument for privileging the role of assessment in promoting learning above its other function. It contends that this function is undermined if students are excluded from direct involvement in assessment practice. Informed by research into participative assessment, the study presents a thick description of a particular approach used during the action research cycle and explores how students experienced this process. The findings of the study support theories favouring the involvement of students in their own assessment and suggest that such processes can contribute to meeting students’ present and future learning needs.
- Full Text:
- Date Issued: 2009
A living theory to facilitate the improvement of teacher morale
- Hendricks, Charlotte Augusta
- Authors: Hendricks, Charlotte Augusta
- Date: 2009
- Subjects: Teacher morale -- South Africa -- Eastern Cape , Teachers -- Job stress , Teachers -- Workload -- South Africa , Teachers -- Job satisfaction , Teachers -- Self-rating of -- South Africa -- Eastern Cape Province , Teachers -- Attitudes
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9569 , http://hdl.handle.net/10948/d1016152
- Description: This dissertation is a narrative account of a self-study undertaken with the primary aim of positively influencing the morale of colleagues in my school department. It addresses an area of personal and professional concern where my values were being denied in my practice. As a Head of Department, I was worried that the low morale of my colleagues would negatively impact on the quality of teaching and learning at school, and on their own mental health. Situated within self-efficacy theory, my study reflects the values I attach to human dignity, respect, fairness, honesty perseverance and caring. These values were applied as the living standard by which I judged the quality of my leadership practice. I describe how I used an Action Research methodology as a living transformational process to reflect on my own leadership in terms of how I could influence the development of positive morale in the department. My findings offer new conceptualisations about how teachers can take action to improve the emotional climate of the school. I am claiming that the significance of my research is grounded in my ability to facilitate an improvement in the low morale of myself and my colleagues in order for us to ultimately contribute to self and school improvement.
- Full Text:
- Date Issued: 2009
- Authors: Hendricks, Charlotte Augusta
- Date: 2009
- Subjects: Teacher morale -- South Africa -- Eastern Cape , Teachers -- Job stress , Teachers -- Workload -- South Africa , Teachers -- Job satisfaction , Teachers -- Self-rating of -- South Africa -- Eastern Cape Province , Teachers -- Attitudes
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9569 , http://hdl.handle.net/10948/d1016152
- Description: This dissertation is a narrative account of a self-study undertaken with the primary aim of positively influencing the morale of colleagues in my school department. It addresses an area of personal and professional concern where my values were being denied in my practice. As a Head of Department, I was worried that the low morale of my colleagues would negatively impact on the quality of teaching and learning at school, and on their own mental health. Situated within self-efficacy theory, my study reflects the values I attach to human dignity, respect, fairness, honesty perseverance and caring. These values were applied as the living standard by which I judged the quality of my leadership practice. I describe how I used an Action Research methodology as a living transformational process to reflect on my own leadership in terms of how I could influence the development of positive morale in the department. My findings offer new conceptualisations about how teachers can take action to improve the emotional climate of the school. I am claiming that the significance of my research is grounded in my ability to facilitate an improvement in the low morale of myself and my colleagues in order for us to ultimately contribute to self and school improvement.
- Full Text:
- Date Issued: 2009
A needs analysis for the implementation of a complementary course in mathematics education for teachers of mathematics in Namibia: a case study
- Authors: Ilukena, Alex Mbonabi
- Date: 2009
- Subjects: Education -- Namibia -- Case studies Mathematics -- Study and teaching -- Namibia -- Case studies Mathematics teachers -- Training of -- Namibia -- Case studies Teacher educators -- Training of -- Case studies Teachers -- Training of -- Namibia -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1677 , http://hdl.handle.net/10962/d1003560
- Description: After the introduction of the Basic Education Teacher Diploma (BETD) in Namibia, a number of studies were conducted on how teachers, lecturers, stakeholders and the Namibian public perceived the BETD program and its implementation. However, very few studies focussed specifically on mathematics subject content knowledge and pedagogical content knowledge in the BETD. The purpose of this study was to investigate the need for a complementary course in mathematics education to address the lack of mathematical content and pedagogical knowledge in the Namibian BETD. The study involved five mathematics school teachers, two mathematics college lecturers in the Kavango educational region and a professor of mathematics education at the University of Namibia. These participants were purposefully selected because of their knowledge and experiences with various aspects of the BETD program. The motivation for conducting this study was to gain a better understanding of some of the issues that have been raised about the BETD program, particularly the perceived inadequacy of mathematical subject content and methodology since the inception of the program. The study adopts a qualitative approach in reporting participants’ reflections. The views of the focal educators and documents such as syllabi and course outlines were the main source of data. The findings indicate that despite the training that the three BETD mathematics graduates in this study received, the level of mathematics taught in a complementary course, such as an ACE, would clearly better equip mathematics teachers to teach proficiently and facilitate access to institutions of higher learning such as universities. The results of the study revealed that there was a need for the implementation of a complementary course to the BETD in mathematics education for teachers of mathematics in Namibia. This study also provided valuable insights into what such a course could look like.
- Full Text:
- Date Issued: 2009
- Authors: Ilukena, Alex Mbonabi
- Date: 2009
- Subjects: Education -- Namibia -- Case studies Mathematics -- Study and teaching -- Namibia -- Case studies Mathematics teachers -- Training of -- Namibia -- Case studies Teacher educators -- Training of -- Case studies Teachers -- Training of -- Namibia -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1677 , http://hdl.handle.net/10962/d1003560
- Description: After the introduction of the Basic Education Teacher Diploma (BETD) in Namibia, a number of studies were conducted on how teachers, lecturers, stakeholders and the Namibian public perceived the BETD program and its implementation. However, very few studies focussed specifically on mathematics subject content knowledge and pedagogical content knowledge in the BETD. The purpose of this study was to investigate the need for a complementary course in mathematics education to address the lack of mathematical content and pedagogical knowledge in the Namibian BETD. The study involved five mathematics school teachers, two mathematics college lecturers in the Kavango educational region and a professor of mathematics education at the University of Namibia. These participants were purposefully selected because of their knowledge and experiences with various aspects of the BETD program. The motivation for conducting this study was to gain a better understanding of some of the issues that have been raised about the BETD program, particularly the perceived inadequacy of mathematical subject content and methodology since the inception of the program. The study adopts a qualitative approach in reporting participants’ reflections. The views of the focal educators and documents such as syllabi and course outlines were the main source of data. The findings indicate that despite the training that the three BETD mathematics graduates in this study received, the level of mathematics taught in a complementary course, such as an ACE, would clearly better equip mathematics teachers to teach proficiently and facilitate access to institutions of higher learning such as universities. The results of the study revealed that there was a need for the implementation of a complementary course to the BETD in mathematics education for teachers of mathematics in Namibia. This study also provided valuable insights into what such a course could look like.
- Full Text:
- Date Issued: 2009
A picture's worth a thousand words: a case study of grade 10 English language educators teaching visual literacy
- Authors: Leask-Smith, Lyn Ann
- Date: 2009
- Subjects: Visual literacy -- Study and teaching (Secondary) -- Case studies English language -- Study and teaching (Secondary) -- Case studies Teacher educators -- Training of -- Case studies English teachers -- Training of -- Case studies Teachers -- In-service training
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1702 , http://hdl.handle.net/10962/d1003585
- Description: The aim of this research was to better understand teacher's beliefs about visual literacy and to explore how their beliefs influence their teaching practice. In order to investigate this, a case study was conducted that comprised of lesson observations and semi-structured interviews with two secondary school English home language educators. The backdrop to the research was the implementation of the new national curriculum for grade 10. The participants, though well educated and experienced teachers, felt their training had been inadequate in the area of teaching visual literacy and although they acknowledged the importance of visual literacy, it seemed to have a fairly low priority in their actual teaching practice. In particular, very little attention was given to the production of multimodal texts by learners. The reason for this low priority may be related to the requirements of the formal assessment programme as well as limited lesson time in which to cover an extensive curriculum. The research findings would seem to suggest a need for in-service training in this area as well as access to suitable learning support materials and teacher resources.
- Full Text:
- Date Issued: 2009
- Authors: Leask-Smith, Lyn Ann
- Date: 2009
- Subjects: Visual literacy -- Study and teaching (Secondary) -- Case studies English language -- Study and teaching (Secondary) -- Case studies Teacher educators -- Training of -- Case studies English teachers -- Training of -- Case studies Teachers -- In-service training
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1702 , http://hdl.handle.net/10962/d1003585
- Description: The aim of this research was to better understand teacher's beliefs about visual literacy and to explore how their beliefs influence their teaching practice. In order to investigate this, a case study was conducted that comprised of lesson observations and semi-structured interviews with two secondary school English home language educators. The backdrop to the research was the implementation of the new national curriculum for grade 10. The participants, though well educated and experienced teachers, felt their training had been inadequate in the area of teaching visual literacy and although they acknowledged the importance of visual literacy, it seemed to have a fairly low priority in their actual teaching practice. In particular, very little attention was given to the production of multimodal texts by learners. The reason for this low priority may be related to the requirements of the formal assessment programme as well as limited lesson time in which to cover an extensive curriculum. The research findings would seem to suggest a need for in-service training in this area as well as access to suitable learning support materials and teacher resources.
- Full Text:
- Date Issued: 2009
Adequacy of the postgraduate certificate in education at higher education institutions in the Eastern Cape to develop the work-intergrated learning skills of student teachers
- Authors: Mahomed, Carmel Claire
- Date: 2009
- Subjects: Teachers -- Certification -- South Africa -- Eastern Cape , Teachers -- Training of -- South Africa -- Eastern Cape , Teachers -- Rating of -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9521 , http://hdl.handle.net/10948/1008 , Teachers -- Certification -- South Africa -- Eastern Cape , Teachers -- Training of -- South Africa -- Eastern Cape , Teachers -- Rating of -- South Africa -- Eastern Cape
- Description: This study investigated whether the PGCE adequately develops the WIL skills of student teachers. WIL skills have contributed extensively to the effectiveness of the facilitation of teaching and learning in schools. The definitions of WIL in this study refer to the skills required to succeed in practice. The four domains of Danielson provide the WIL skills, namely Preparation and Planning, the School Environment, Instruction and Professional Responsibilities. The study showed that there is a link between the four domains and the capacity of student teachers to integrate the theory they acquire at the HEIs and practice in the schools. The quantitative approach is referred to by Creswell (2005:39) as a type of educational research in which the researcher decides what to study, asks specific narrow questions, collects numeric data, which is numbered data from participants, analyzes these numbers using statistics, and conducts the inquiry in an unbiased, objective manner. As this study requires numeric data that ask specific questions, two questionnaires were distributed. One questionnaire was directed at school – based mentors and the other at PGCE student teachers. The mentors rated the students’ capacity in the four domains and the students rated themselves on the same items based on the four domains. The research instrument provides insight from school-based mentors with regard to whether there is a balance between the theoretical knowledge provided by HEIs and the WIL skills that student - teachers need. The questionnaires completed by PGCE student teachers provided perspectives from the students with regard to the relevance of their WIL skills for the schools at which they were placed. The hypothesis for this study is: The PGCE makes a significant contribution to the development of the WIL skills of ITE student teachers. Some of Some of the key findings in this study indicated that: • Constant curriculum changes in the schools create uncertainty for student teachers. • Student teachers need assistance to motivate learners to take pride in their work and achievements. • Managing learner behaviour is cause for concern for student teachers. • Language proficiency continues to be problematic in the teaching and learning environment, because it impacts on questioning, discussion techniques and the student teachers’ capacity to explain concepts. • Student teachers need assistance with the pacing of their lessons. • Adjusting their lessons, which requires spontaneity from student teachers is needed. • Opportunities need to be created for student teachers to gain access to the parents of their learners. • Student teachers need to devote more time to the development of reflective skills. • Excessive administrative tasks hamper delivery in the classroom and teacher and learner productivity. The findings strongly suggested that a significant relationship exists between the WIL skills of PGCE students and their effectiveness as facilitators of learning. The findings of the study indicated that the PGCE curriculum needs to incorporate the crucial WIL skills as identified in the four domains. The findings of this study supported the hypothesis that the PGCE makes a significant contribution to the development of the WIL skills of Initial Teacher Education student teachers (ITE).
- Full Text:
- Date Issued: 2009
- Authors: Mahomed, Carmel Claire
- Date: 2009
- Subjects: Teachers -- Certification -- South Africa -- Eastern Cape , Teachers -- Training of -- South Africa -- Eastern Cape , Teachers -- Rating of -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9521 , http://hdl.handle.net/10948/1008 , Teachers -- Certification -- South Africa -- Eastern Cape , Teachers -- Training of -- South Africa -- Eastern Cape , Teachers -- Rating of -- South Africa -- Eastern Cape
- Description: This study investigated whether the PGCE adequately develops the WIL skills of student teachers. WIL skills have contributed extensively to the effectiveness of the facilitation of teaching and learning in schools. The definitions of WIL in this study refer to the skills required to succeed in practice. The four domains of Danielson provide the WIL skills, namely Preparation and Planning, the School Environment, Instruction and Professional Responsibilities. The study showed that there is a link between the four domains and the capacity of student teachers to integrate the theory they acquire at the HEIs and practice in the schools. The quantitative approach is referred to by Creswell (2005:39) as a type of educational research in which the researcher decides what to study, asks specific narrow questions, collects numeric data, which is numbered data from participants, analyzes these numbers using statistics, and conducts the inquiry in an unbiased, objective manner. As this study requires numeric data that ask specific questions, two questionnaires were distributed. One questionnaire was directed at school – based mentors and the other at PGCE student teachers. The mentors rated the students’ capacity in the four domains and the students rated themselves on the same items based on the four domains. The research instrument provides insight from school-based mentors with regard to whether there is a balance between the theoretical knowledge provided by HEIs and the WIL skills that student - teachers need. The questionnaires completed by PGCE student teachers provided perspectives from the students with regard to the relevance of their WIL skills for the schools at which they were placed. The hypothesis for this study is: The PGCE makes a significant contribution to the development of the WIL skills of ITE student teachers. Some of Some of the key findings in this study indicated that: • Constant curriculum changes in the schools create uncertainty for student teachers. • Student teachers need assistance to motivate learners to take pride in their work and achievements. • Managing learner behaviour is cause for concern for student teachers. • Language proficiency continues to be problematic in the teaching and learning environment, because it impacts on questioning, discussion techniques and the student teachers’ capacity to explain concepts. • Student teachers need assistance with the pacing of their lessons. • Adjusting their lessons, which requires spontaneity from student teachers is needed. • Opportunities need to be created for student teachers to gain access to the parents of their learners. • Student teachers need to devote more time to the development of reflective skills. • Excessive administrative tasks hamper delivery in the classroom and teacher and learner productivity. The findings strongly suggested that a significant relationship exists between the WIL skills of PGCE students and their effectiveness as facilitators of learning. The findings of the study indicated that the PGCE curriculum needs to incorporate the crucial WIL skills as identified in the four domains. The findings of this study supported the hypothesis that the PGCE makes a significant contribution to the development of the WIL skills of Initial Teacher Education student teachers (ITE).
- Full Text:
- Date Issued: 2009
An exploration of disciplinary approaches to classroom management in selected northern area schools in Port Elizabeth
- Authors: Erasmus, Julian Malcolm
- Date: 2009
- Subjects: Classroom management , School discipline -- South Africa -- Port Elizabeth
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9476 , http://hdl.handle.net/10948/950 , Classroom management , School discipline -- South Africa -- Port Elizabeth
- Description: The study analysed the management of disciplinary approaches to classroom management in selected Northern Areas schools in Port Elizabeth, South Africa. The South African education system has historically promoted corporal punishment as a means of maintaining discipline. As a result corporal punishment was an integral part of schooling for most educators and learners in twentieth century South African schools (Morrel, 2001b:292). Since 1994, however, the South African government has implemented principles of equity, redress and social empowerment in broader society and education. Consequently, corporal punishment was banned in schools and new methods of managing discipline were introduced. The study followed a qualitative investigation, which is explorative, descriptive and contextual, using interviews with educators and questionnaires with learners to collect data at selected schools. The study’s aim was to investigate and explore the perceptions and experiences of learners and educators regarding discipline and to make recommendations regarding proactive, positive disciplinary approaches so as to guide educators to facilitate learners towards self-discipline. However, it was discovered that educators were unable to facilitate self-discipline or guide learners as they themselves had not learnt to practise and demonstrate the values and principles of self-discipline. This study thus has as its intention to challenge educators to review and refocus their ways, motives and expected outcomes as they demonstrate and exercise discipline.
- Full Text:
- Date Issued: 2009
- Authors: Erasmus, Julian Malcolm
- Date: 2009
- Subjects: Classroom management , School discipline -- South Africa -- Port Elizabeth
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9476 , http://hdl.handle.net/10948/950 , Classroom management , School discipline -- South Africa -- Port Elizabeth
- Description: The study analysed the management of disciplinary approaches to classroom management in selected Northern Areas schools in Port Elizabeth, South Africa. The South African education system has historically promoted corporal punishment as a means of maintaining discipline. As a result corporal punishment was an integral part of schooling for most educators and learners in twentieth century South African schools (Morrel, 2001b:292). Since 1994, however, the South African government has implemented principles of equity, redress and social empowerment in broader society and education. Consequently, corporal punishment was banned in schools and new methods of managing discipline were introduced. The study followed a qualitative investigation, which is explorative, descriptive and contextual, using interviews with educators and questionnaires with learners to collect data at selected schools. The study’s aim was to investigate and explore the perceptions and experiences of learners and educators regarding discipline and to make recommendations regarding proactive, positive disciplinary approaches so as to guide educators to facilitate learners towards self-discipline. However, it was discovered that educators were unable to facilitate self-discipline or guide learners as they themselves had not learnt to practise and demonstrate the values and principles of self-discipline. This study thus has as its intention to challenge educators to review and refocus their ways, motives and expected outcomes as they demonstrate and exercise discipline.
- Full Text:
- Date Issued: 2009
An exploration of problems experienced in the interpretation of word problems by grade 12 learners
- Authors: Neshuku, Christian N
- Date: 2009
- Subjects: Education (Secondary) -- Namibia Word problems (Mathematics) Teachers -- Training of -- Namibia Curriculum planning -- Namibia Mathematics -- Study and teaching (Secondary)
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1951 , http://hdl.handle.net/10962/d1008206
- Description: This research sought to investigate the problems experienced in the interpretation of word problems by senior secondary school learners, in particular to see how the language used in the articulation of word problems affects the interpretation. The study was conducted in a school in the Oshikoto region of Namibia, a school located in a semi-rural area of Namibia, and selected owing to the accessibility of the required participants. The research was located within an interpretive paradigm focusing on a study sample of 40 learners from a specified class in the selected school. Data were collected through written tests and a semi-structured interview based on written tests, and a comprehensive descriptive analysis of test results was prepared. The findings of the study indicate that the language in which the word problem was articulated did not make a difference. The performance in both English and Oshindonga tests was almost the same. The findings also indicate that vocabulary, syntactic interpretation, semantic relationships, algebraic skills, and practical sense making in relation to real-life are all important for the successful interpretation and solving of word problems. In view of these findings, the study has provided valuable insights into aspects of the teacher education curriculum that need to be revisited in order to improve the training of teachers In teaching word problems.
- Full Text:
- Date Issued: 2009
- Authors: Neshuku, Christian N
- Date: 2009
- Subjects: Education (Secondary) -- Namibia Word problems (Mathematics) Teachers -- Training of -- Namibia Curriculum planning -- Namibia Mathematics -- Study and teaching (Secondary)
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1951 , http://hdl.handle.net/10962/d1008206
- Description: This research sought to investigate the problems experienced in the interpretation of word problems by senior secondary school learners, in particular to see how the language used in the articulation of word problems affects the interpretation. The study was conducted in a school in the Oshikoto region of Namibia, a school located in a semi-rural area of Namibia, and selected owing to the accessibility of the required participants. The research was located within an interpretive paradigm focusing on a study sample of 40 learners from a specified class in the selected school. Data were collected through written tests and a semi-structured interview based on written tests, and a comprehensive descriptive analysis of test results was prepared. The findings of the study indicate that the language in which the word problem was articulated did not make a difference. The performance in both English and Oshindonga tests was almost the same. The findings also indicate that vocabulary, syntactic interpretation, semantic relationships, algebraic skills, and practical sense making in relation to real-life are all important for the successful interpretation and solving of word problems. In view of these findings, the study has provided valuable insights into aspects of the teacher education curriculum that need to be revisited in order to improve the training of teachers In teaching word problems.
- Full Text:
- Date Issued: 2009
An intervention to improve reading comprehension for grade 8 learners
- Authors: Coetzee, Ghauderen N
- Date: 2009
- Subjects: English language -- Study and teaching (Secondary) -- South Africa , Reading comprehension
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9474 , http://hdl.handle.net/10948/934 , English language -- Study and teaching (Secondary) -- South Africa , Reading comprehension
- Description: Since the official opening of ex-model C (previously whites only) schools to learners of all races, cultures and languages, there has been an influx of black learners into these schools. Reasons for this are that many black parents believe the quality of education and resources available at these ex model C schools is better than those available in township schools (De Klerk, 2000). Parents also believe sending their children to English medium schools enables them to compete and be marketable in the global world of work. This dissertation describes a qualitative case study of grade 8 learners who took part in a six week intervention conducted at a school in the Eastern Cape where they learn through an additional language (English). The purpose of the intervention was to equip these learners with skills to enable them to improve their reading and comprehension in this language. Participation in the intervention was voluntarily, based on a selection conducted of learners who wrote a baseline English assessment test. Assessments done during the intervention suggest that isiXhosa home language learners fare academically weaker than their English and Afrikaans counterparts who learn through the medium of English. This correlates with findings done nationally and internationally with regard to South African learners’ literacy levels. This dissertation looks at the affective and cognitive effects of the intervention on its participants. Literature on how additional language learning should be done is examined, as well as the Language in Education policy of South Africa (1997). Findings from the research suggest the importance of establishing a ‘safe’ teaching and learning environment for learning to take place optimally and indicate that interventions to improve English reading can produce positive results. Furthermore the research provides evidence that explicitly teaching reading strategies can improve the participants’ comprehension and overall language competence. While English, as the language of technology and economics is acknowledged, it is argued in this dissertation that due to a lack of information to make informed choices, parents and learners become victims of the ‘straight for English’ phenomenon, and learners are robbed of an opportunity to reach their academic potential. However, if additional language learning takes place under the ideal conditions, learners can be enabled to become academically equipped to deal with the demands of learning through an additional language. What is essential for the afore-mentioned to materialize is that learners need to be equipped with reading and comprehension skills in their home language first, for these skills to be effective in attaining the ‘other’ language. Also, learners need to be aware of the fact that they carry knowledge in their own language that can and should be used to learn (in) the additional language.
- Full Text:
- Date Issued: 2009
- Authors: Coetzee, Ghauderen N
- Date: 2009
- Subjects: English language -- Study and teaching (Secondary) -- South Africa , Reading comprehension
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9474 , http://hdl.handle.net/10948/934 , English language -- Study and teaching (Secondary) -- South Africa , Reading comprehension
- Description: Since the official opening of ex-model C (previously whites only) schools to learners of all races, cultures and languages, there has been an influx of black learners into these schools. Reasons for this are that many black parents believe the quality of education and resources available at these ex model C schools is better than those available in township schools (De Klerk, 2000). Parents also believe sending their children to English medium schools enables them to compete and be marketable in the global world of work. This dissertation describes a qualitative case study of grade 8 learners who took part in a six week intervention conducted at a school in the Eastern Cape where they learn through an additional language (English). The purpose of the intervention was to equip these learners with skills to enable them to improve their reading and comprehension in this language. Participation in the intervention was voluntarily, based on a selection conducted of learners who wrote a baseline English assessment test. Assessments done during the intervention suggest that isiXhosa home language learners fare academically weaker than their English and Afrikaans counterparts who learn through the medium of English. This correlates with findings done nationally and internationally with regard to South African learners’ literacy levels. This dissertation looks at the affective and cognitive effects of the intervention on its participants. Literature on how additional language learning should be done is examined, as well as the Language in Education policy of South Africa (1997). Findings from the research suggest the importance of establishing a ‘safe’ teaching and learning environment for learning to take place optimally and indicate that interventions to improve English reading can produce positive results. Furthermore the research provides evidence that explicitly teaching reading strategies can improve the participants’ comprehension and overall language competence. While English, as the language of technology and economics is acknowledged, it is argued in this dissertation that due to a lack of information to make informed choices, parents and learners become victims of the ‘straight for English’ phenomenon, and learners are robbed of an opportunity to reach their academic potential. However, if additional language learning takes place under the ideal conditions, learners can be enabled to become academically equipped to deal with the demands of learning through an additional language. What is essential for the afore-mentioned to materialize is that learners need to be equipped with reading and comprehension skills in their home language first, for these skills to be effective in attaining the ‘other’ language. Also, learners need to be aware of the fact that they carry knowledge in their own language that can and should be used to learn (in) the additional language.
- Full Text:
- Date Issued: 2009
An investigation into the development of environmental education as a field of practice in South African National Parks
- Authors: Taljaard, Sandra
- Date: 2009
- Subjects: Environmental education -- South Africa National parks and reserves -- South Africa Environmental education -- Study and teaching -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1603 , http://hdl.handle.net/10962/d1003485
- Description: This study looks at aspects of the development of environmental education in South African National Parks (SANParks), in relation to the emergence of national and organisational policy frameworks. In order to put current environmental education practices into context, the study firstly looks at the historical development line of environmental education in SANParks, as well as in the broader national context. This provides a framework within which the processes of change and development can be traced in terms of social, political and economic influences on an international and national front. The study finds that the promulgation of legislation, including the Constitution, National Acts and various other policies, reflected the trends of thinking and set the pace in a democratic South Africa, which led to the emergence of more explicit processes and refined policies. Popkewitz’s finding, that education emerged in modernity, is used in the study to illustrate this tendency. It finds that these changes in South Africa resulted in the establishment of more structured environmental education processes within SANParks, and led to the expansion, diversification and strengthening of environmental education as a field of practice over time. The study traces significant processes of recontextualisation of international and national environmental education related policies according to the framework established by Bernstein (1980). These processes of recontextualisation were followed in the formulation processes of SANParks policy and strategy documents in the period from 1999 to 2005, and resulted in an official pedagogic discourse for environmental education in SANParks. The study establishes a second level of recontextualisation, that is, the official pedagogic discourse of environmental education in SANParks is recontextualised to a pedagogic discourse of reproduction. The pedagogic discourse of reproduction relates to park practices, where contextualisation within park-based programmes appears to be strong. The park-based programmes resemble a ‘curriculum in practice’, which brings us to Cornbleth’s critical curriculum approach. The study utilises this approach to explore and explain the meaning of the critical perspective taken on curriculum construction and change efforts at park implementation level (Cornbleth, 1990). The study finds that the contextualisation of park programmes and practices lead to variety in park programmes, which adds richness to environmental education programmes and activities, and further highlights the fact that environmental education practices are prolific in national parks. The study also finds that historical and contextual processes associated with specific parks strongly characterise environmental education programmes and practices in those parks, and that partnership programmes, such as the Kids in Parks programme, contribute towards, and enhance the growth of environmental education as a specialised field of practice in SANParks. The study comments on the need for environmental education practices in SANParks to be reviewed and expanded in line with the contemporary approach towards the environment as a social construct of interacting components. These components include the biophysical, social, economic and political dimensions. The study also highlights the need for the recognition and acknowledgement of the long, historical development line of environmental education in SANParks in order to build on established structures in a holistic way. The study further determines a need for strong leadership to successfully expand this specialised field of practice and encourages a participatory approach in the review and further development of this field of practice in SANParks. The study ultimately finds that environmental education in SANParks has a long and rich development profile, which has placed it in a strong position for further development. However, it concludes that there is a great need for a rejuvenated approach, which requires expert knowledge, professionalism and broad based networking approach to enable meaningful expansion within this specialised field of practice.
- Full Text:
- Date Issued: 2009
- Authors: Taljaard, Sandra
- Date: 2009
- Subjects: Environmental education -- South Africa National parks and reserves -- South Africa Environmental education -- Study and teaching -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1603 , http://hdl.handle.net/10962/d1003485
- Description: This study looks at aspects of the development of environmental education in South African National Parks (SANParks), in relation to the emergence of national and organisational policy frameworks. In order to put current environmental education practices into context, the study firstly looks at the historical development line of environmental education in SANParks, as well as in the broader national context. This provides a framework within which the processes of change and development can be traced in terms of social, political and economic influences on an international and national front. The study finds that the promulgation of legislation, including the Constitution, National Acts and various other policies, reflected the trends of thinking and set the pace in a democratic South Africa, which led to the emergence of more explicit processes and refined policies. Popkewitz’s finding, that education emerged in modernity, is used in the study to illustrate this tendency. It finds that these changes in South Africa resulted in the establishment of more structured environmental education processes within SANParks, and led to the expansion, diversification and strengthening of environmental education as a field of practice over time. The study traces significant processes of recontextualisation of international and national environmental education related policies according to the framework established by Bernstein (1980). These processes of recontextualisation were followed in the formulation processes of SANParks policy and strategy documents in the period from 1999 to 2005, and resulted in an official pedagogic discourse for environmental education in SANParks. The study establishes a second level of recontextualisation, that is, the official pedagogic discourse of environmental education in SANParks is recontextualised to a pedagogic discourse of reproduction. The pedagogic discourse of reproduction relates to park practices, where contextualisation within park-based programmes appears to be strong. The park-based programmes resemble a ‘curriculum in practice’, which brings us to Cornbleth’s critical curriculum approach. The study utilises this approach to explore and explain the meaning of the critical perspective taken on curriculum construction and change efforts at park implementation level (Cornbleth, 1990). The study finds that the contextualisation of park programmes and practices lead to variety in park programmes, which adds richness to environmental education programmes and activities, and further highlights the fact that environmental education practices are prolific in national parks. The study also finds that historical and contextual processes associated with specific parks strongly characterise environmental education programmes and practices in those parks, and that partnership programmes, such as the Kids in Parks programme, contribute towards, and enhance the growth of environmental education as a specialised field of practice in SANParks. The study comments on the need for environmental education practices in SANParks to be reviewed and expanded in line with the contemporary approach towards the environment as a social construct of interacting components. These components include the biophysical, social, economic and political dimensions. The study also highlights the need for the recognition and acknowledgement of the long, historical development line of environmental education in SANParks in order to build on established structures in a holistic way. The study further determines a need for strong leadership to successfully expand this specialised field of practice and encourages a participatory approach in the review and further development of this field of practice in SANParks. The study ultimately finds that environmental education in SANParks has a long and rich development profile, which has placed it in a strong position for further development. However, it concludes that there is a great need for a rejuvenated approach, which requires expert knowledge, professionalism and broad based networking approach to enable meaningful expansion within this specialised field of practice.
- Full Text:
- Date Issued: 2009
An investigation into the persistence of traditional teaching methods in grade 9 mathematics classrooms in Rundu : a case study
- Authors: Ausiku, Charity M
- Date: 2009
- Subjects: Mathematics -- Study and teaching (Secondary) -- Namibia -- Case studies Mathematics teachers -- Training of -- Namibia -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1852 , http://hdl.handle.net/10962/d1004461
- Description: I embarked upon this study to investigate mathematics teachers' practices that have led to the persistence of traditional teaching methods in grade 9 mathematics classrooms in Rundu. The study was conducted from a learner-centred (L-C) perspective or reform approach in the Namibian context. It is a qualitative study oriented in the interpretive paradigm- a paradigm that seeks to understand the meanings attached to human actions. The participants involved in this study were purposively selected and they are composed of two mathematics teachers and their grade 9 learners. This study was conducted at two schools in Rundu. One is an urban school while the other one is a rural school on the outskirts of Rundu. The research tools employed in this study are questionnaires, interviews and observations. The questionnaires were used to identify and select my participants while the observations were used to investigate the participants teaching strategies. The purpose of the interviews was mainly to investigate teachers' understanding, interpretation and implementation of learner-centre education (LCE). Amongst other findings, this study reveals that inadequate teacher-training, controversial educational policies and challenges such as overcrowdedness in mathematics classrooms, lack of teaching and learning materials, lack of cooperation among mathematics teachers and learners' negative attitude towards mathematics are some of the contributing factors to the persistence of traditional teaching methods in mathematics classrooms. Moreover, the study reveals that the persistence of traditional teaching methods in mathematics classes can no longer be attributed to the lack of understanding of LCE. The teachers in this study seem to be well acquainted with the theoretical aspect of the LCE framework while the implementation aspect seems to be a concern.
- Full Text:
- Date Issued: 2009
- Authors: Ausiku, Charity M
- Date: 2009
- Subjects: Mathematics -- Study and teaching (Secondary) -- Namibia -- Case studies Mathematics teachers -- Training of -- Namibia -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1852 , http://hdl.handle.net/10962/d1004461
- Description: I embarked upon this study to investigate mathematics teachers' practices that have led to the persistence of traditional teaching methods in grade 9 mathematics classrooms in Rundu. The study was conducted from a learner-centred (L-C) perspective or reform approach in the Namibian context. It is a qualitative study oriented in the interpretive paradigm- a paradigm that seeks to understand the meanings attached to human actions. The participants involved in this study were purposively selected and they are composed of two mathematics teachers and their grade 9 learners. This study was conducted at two schools in Rundu. One is an urban school while the other one is a rural school on the outskirts of Rundu. The research tools employed in this study are questionnaires, interviews and observations. The questionnaires were used to identify and select my participants while the observations were used to investigate the participants teaching strategies. The purpose of the interviews was mainly to investigate teachers' understanding, interpretation and implementation of learner-centre education (LCE). Amongst other findings, this study reveals that inadequate teacher-training, controversial educational policies and challenges such as overcrowdedness in mathematics classrooms, lack of teaching and learning materials, lack of cooperation among mathematics teachers and learners' negative attitude towards mathematics are some of the contributing factors to the persistence of traditional teaching methods in mathematics classrooms. Moreover, the study reveals that the persistence of traditional teaching methods in mathematics classes can no longer be attributed to the lack of understanding of LCE. The teachers in this study seem to be well acquainted with the theoretical aspect of the LCE framework while the implementation aspect seems to be a concern.
- Full Text:
- Date Issued: 2009
An investigation into the role of student participation in school governance : a Namibian perspective
- Authors: Shekupakela-Nelulu, Rauna
- Date: 2009
- Subjects: Education and state -- Namibia Education, Secondary -- Namibia Student government -- Namibia Student participation in administration -- Namibia School management and organization -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1923 , http://hdl.handle.net/10962/d1007449
- Description: The issue of student participation in school governance is not a new concept in Namibian schools. Student involvement dates back to the 1970's when the country's administration was under the South African apartheid regime. Back then the involvement of students in school affairs was seen by the regime as a political act and attempts by student leaders to involve themselves in educational issues were often quashed. When the country became independent student representation continued as Student Representative Councils (SRC's), later renamed Learners Representative Councils (LRCs). This study attempted to investigate the perceptions of LRCs and other stakeholders - narnely the school principals and the school board members - of the role of students in school governance. The study was conducted in three Senior Secondary Schools in the Kavango region in Namibia. The research respondents were school principals, chairpersons of the LRCs and one chairperson of a school board. The study was conducted in the interpretive paradigm employing the following three qualitative research methods interviews, observation and document analysis to collect data. Through triangulation it was possible to formulate a rich response to the research question. The study found that, although the notion of student participation in school governance was widely accepted, a number of challenges exist that hamper the effectiveness of LRCs in the schools. It was revealed that there was no national policy docunlent that outlined the roles and function of the LRCs. As a result schools had little direction about the LRCs and subsequently they were given little or no attention by the school authorities. This resulted in misunderstandings and in some cases conflict between learners and the school management. The most significant consequence of these problems was the fact that LRCs were not regarded as true role players in school governance. The study thus recommends that a national policy document that legitimates the role of students in school governance be drafted to provide direction and that schools embark on meaningful training programmes for LRC members. The study also calls for further research to address the gap in literature on this phenomenon, particularly in Namibia.
- Full Text:
- Date Issued: 2009
- Authors: Shekupakela-Nelulu, Rauna
- Date: 2009
- Subjects: Education and state -- Namibia Education, Secondary -- Namibia Student government -- Namibia Student participation in administration -- Namibia School management and organization -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1923 , http://hdl.handle.net/10962/d1007449
- Description: The issue of student participation in school governance is not a new concept in Namibian schools. Student involvement dates back to the 1970's when the country's administration was under the South African apartheid regime. Back then the involvement of students in school affairs was seen by the regime as a political act and attempts by student leaders to involve themselves in educational issues were often quashed. When the country became independent student representation continued as Student Representative Councils (SRC's), later renamed Learners Representative Councils (LRCs). This study attempted to investigate the perceptions of LRCs and other stakeholders - narnely the school principals and the school board members - of the role of students in school governance. The study was conducted in three Senior Secondary Schools in the Kavango region in Namibia. The research respondents were school principals, chairpersons of the LRCs and one chairperson of a school board. The study was conducted in the interpretive paradigm employing the following three qualitative research methods interviews, observation and document analysis to collect data. Through triangulation it was possible to formulate a rich response to the research question. The study found that, although the notion of student participation in school governance was widely accepted, a number of challenges exist that hamper the effectiveness of LRCs in the schools. It was revealed that there was no national policy docunlent that outlined the roles and function of the LRCs. As a result schools had little direction about the LRCs and subsequently they were given little or no attention by the school authorities. This resulted in misunderstandings and in some cases conflict between learners and the school management. The most significant consequence of these problems was the fact that LRCs were not regarded as true role players in school governance. The study thus recommends that a national policy document that legitimates the role of students in school governance be drafted to provide direction and that schools embark on meaningful training programmes for LRC members. The study also calls for further research to address the gap in literature on this phenomenon, particularly in Namibia.
- Full Text:
- Date Issued: 2009
An investigation of lower primary teachers' content knowledge of mathematics in Ohangwena region in Namibia
- Authors: Haufiku, Amon
- Date: 2009
- Subjects: SACMEQ Namibia. Presidential Commission on Education, Culture and Training Mathematics -- Study and teaching (Elementary) -- Namibia Education -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1637 , http://hdl.handle.net/10962/d1003519
- Description: The poor performance in mathematics of learners in schools in Namibia, especially in the grades where learners sit for the national examinations, has been a concern of everybody. Since independence, the Ministry of Education in collaboration with several donor agencies has been aware of the poor performance in mathematics in the country. Several international and local studies have been made in an effort to identify the problems that are hindering learners’ performance in mathematics in Namibia. The findings of some studies that were conducted in the country such as the Southern Africa Consortium Monitoring Education Quality (2004), the Presidential Commission on Education, Culture and Training (1999), and the Mathematics and Science Teachers Extension Program (2002) revealed that the inadequate proficiency of primary teachers in mathematics content could be responsible for learners’ poor performance in mathematics. This study, therefore, is aimed at investigating the mathematical proficiency of lower primary (LP) teachers in Namibia. The study used three instruments to collect data namely, a profile questionnaire – to collect teachers’ demographic data, a proficiency test – to test their proficiency level of mathematics using the content of Grade 4 and 5 learners’ mathematics syllabi and a semi-structured interview schedule – to get views about their own mathematics content knowledge, attitudes towards mathematics as well as problems that hinder effective teaching and learning of mathematics at LP phase. The study was conducted with 30 lower primary teachers from five primary and combined schools in the Ohangwena circuit of the Ohangwena region. The study found out that: (1) the mathematical proficiency of LP teachers is below the Grade 7 Mathematics content. Most teachers are not able to solve the content of mathematics at upper primary (UP) phase. (2) LP education is receiving very little support from the Ministry compared to other phases. (3) There are no workshops or training courses organised for LP teachers. They do not receive enough textbooks and materials, their classrooms are overcrowded and teachers cannot pay attention to individual learners. (4) There is a dire need for LP Head of Departments (HODs) who are specialised at LP; most HODs for LP at schools are not specialised in this area. When it comes to views about future content of mathematics that should be given to LP teachers in Namibia, respondents recommended that future LP teachers should have knowledge of mathematics up to at least Grade 10 but preferably up to Grade 12. They do not want to be restricted to LP mathematics, but would like to have a broader knowledge of mathematics content. This would make them more confident in solving their children’s problems in mathematics. Overall, participants recognised the value of mathematics and the role that it plays in society.
- Full Text:
- Date Issued: 2009
- Authors: Haufiku, Amon
- Date: 2009
- Subjects: SACMEQ Namibia. Presidential Commission on Education, Culture and Training Mathematics -- Study and teaching (Elementary) -- Namibia Education -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1637 , http://hdl.handle.net/10962/d1003519
- Description: The poor performance in mathematics of learners in schools in Namibia, especially in the grades where learners sit for the national examinations, has been a concern of everybody. Since independence, the Ministry of Education in collaboration with several donor agencies has been aware of the poor performance in mathematics in the country. Several international and local studies have been made in an effort to identify the problems that are hindering learners’ performance in mathematics in Namibia. The findings of some studies that were conducted in the country such as the Southern Africa Consortium Monitoring Education Quality (2004), the Presidential Commission on Education, Culture and Training (1999), and the Mathematics and Science Teachers Extension Program (2002) revealed that the inadequate proficiency of primary teachers in mathematics content could be responsible for learners’ poor performance in mathematics. This study, therefore, is aimed at investigating the mathematical proficiency of lower primary (LP) teachers in Namibia. The study used three instruments to collect data namely, a profile questionnaire – to collect teachers’ demographic data, a proficiency test – to test their proficiency level of mathematics using the content of Grade 4 and 5 learners’ mathematics syllabi and a semi-structured interview schedule – to get views about their own mathematics content knowledge, attitudes towards mathematics as well as problems that hinder effective teaching and learning of mathematics at LP phase. The study was conducted with 30 lower primary teachers from five primary and combined schools in the Ohangwena circuit of the Ohangwena region. The study found out that: (1) the mathematical proficiency of LP teachers is below the Grade 7 Mathematics content. Most teachers are not able to solve the content of mathematics at upper primary (UP) phase. (2) LP education is receiving very little support from the Ministry compared to other phases. (3) There are no workshops or training courses organised for LP teachers. They do not receive enough textbooks and materials, their classrooms are overcrowded and teachers cannot pay attention to individual learners. (4) There is a dire need for LP Head of Departments (HODs) who are specialised at LP; most HODs for LP at schools are not specialised in this area. When it comes to views about future content of mathematics that should be given to LP teachers in Namibia, respondents recommended that future LP teachers should have knowledge of mathematics up to at least Grade 10 but preferably up to Grade 12. They do not want to be restricted to LP mathematics, but would like to have a broader knowledge of mathematics content. This would make them more confident in solving their children’s problems in mathematics. Overall, participants recognised the value of mathematics and the role that it plays in society.
- Full Text:
- Date Issued: 2009
An investigation of school gardens in the curriculum: recontextualising the biodiversity discourse in the national curriculum statement: a case of Mount Zion Junior Secondary School
- Tundzi, Kenneth Simphiwe Vuyisa
- Authors: Tundzi, Kenneth Simphiwe Vuyisa
- Date: 2009
- Subjects: South African National Biodiversity Institute Curriculum change -- South Africa Case studies Environmental education -- Curricula -- South Africa -- Case studies School gardens -- South Africa -- Case studies Science -- Study and teaching (Secondary) -- South Africa -- Case studies Teacher participation in curriculum planning -- South Africa -- Case studies Educational change -- South Africa -- Case studies Education -- South Africa -- Curricula Education and state -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1642 , http://hdl.handle.net/10962/d1003524
- Description: With the dawning of a new era in South African politics in 1994 it became evident that education was going to be re-organised along with other government structures in South Africa. I begin the study by reviewing this curriculum change in South Africa that has taken place since 1995. This involved the development Curriculum 2005 (C2005) and the subsequent revision of C2005, which is now the National Curriculum Statement (NCS). This curriculum introduced an environmental focus into all the Learning Areas, which gave teachers a mandate not only to teach about environmental concepts and issues (such as biodiversity) at schools but to also address them in the communities outside the schools. This study considers biodiversity issues as biodiversity is a new focus in South African policy more broadly, and particularly in the Natural Science Learning Area. Our school has received vegetable and indigenous plant gardens from the South African National Biodiversity Institute, which provides a rich new resource for teaching about biodiversity, particularly in the Natural Sciences. My interest in the study was to investigate how schools (teachers) can use school gardens in the recontextualisation of the National Curriculum Statements focusing on the Natural Science Learning Area in Grade 7 at my school. I used Bernstein’s (1990) concepts of delocation, relocation, ideological transformation and selective appropriation and Cornbleth’s (1990) theory of curriculum contextualization to understand and interpret the recontextualisation process in the four lessons studied. In this research I was involved in the planning of the lessons with the Grade 7 Natural Science teacher. I taught one lesson as a demonstration and then observed while the teacher taught the other three lessons. I conducted this study as an action research case study. I used focus group interviews, classroom observations, document analysis and interviews as methods of data collection. The study found that the use of school gardens for teaching biodiversity can help with the recontextualisation of NCS in schools, and for the teaching of biodiversity, but that there is a need to understand and address various recontextualisation issues if this is to be done effectively. The study revealed that use of the school gardens for learning about biodiversity in the NS Learning Area is influenced by teachers’ knowledge, experience, teaching styles and available resources, as well as management issues and the complexity of the NCS discourse itself. The study also revealed that socio-cultural and structural factors (e.g. language and class size) also affect how biodiversity is taught in schools, and thus how the recontextualisation of the NCS takes place. The study concludes by making recommendations for taking this work forward in the context of our school as it addresses the gap that exists between policy and practice.
- Full Text:
- Date Issued: 2009
- Authors: Tundzi, Kenneth Simphiwe Vuyisa
- Date: 2009
- Subjects: South African National Biodiversity Institute Curriculum change -- South Africa Case studies Environmental education -- Curricula -- South Africa -- Case studies School gardens -- South Africa -- Case studies Science -- Study and teaching (Secondary) -- South Africa -- Case studies Teacher participation in curriculum planning -- South Africa -- Case studies Educational change -- South Africa -- Case studies Education -- South Africa -- Curricula Education and state -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1642 , http://hdl.handle.net/10962/d1003524
- Description: With the dawning of a new era in South African politics in 1994 it became evident that education was going to be re-organised along with other government structures in South Africa. I begin the study by reviewing this curriculum change in South Africa that has taken place since 1995. This involved the development Curriculum 2005 (C2005) and the subsequent revision of C2005, which is now the National Curriculum Statement (NCS). This curriculum introduced an environmental focus into all the Learning Areas, which gave teachers a mandate not only to teach about environmental concepts and issues (such as biodiversity) at schools but to also address them in the communities outside the schools. This study considers biodiversity issues as biodiversity is a new focus in South African policy more broadly, and particularly in the Natural Science Learning Area. Our school has received vegetable and indigenous plant gardens from the South African National Biodiversity Institute, which provides a rich new resource for teaching about biodiversity, particularly in the Natural Sciences. My interest in the study was to investigate how schools (teachers) can use school gardens in the recontextualisation of the National Curriculum Statements focusing on the Natural Science Learning Area in Grade 7 at my school. I used Bernstein’s (1990) concepts of delocation, relocation, ideological transformation and selective appropriation and Cornbleth’s (1990) theory of curriculum contextualization to understand and interpret the recontextualisation process in the four lessons studied. In this research I was involved in the planning of the lessons with the Grade 7 Natural Science teacher. I taught one lesson as a demonstration and then observed while the teacher taught the other three lessons. I conducted this study as an action research case study. I used focus group interviews, classroom observations, document analysis and interviews as methods of data collection. The study found that the use of school gardens for teaching biodiversity can help with the recontextualisation of NCS in schools, and for the teaching of biodiversity, but that there is a need to understand and address various recontextualisation issues if this is to be done effectively. The study revealed that use of the school gardens for learning about biodiversity in the NS Learning Area is influenced by teachers’ knowledge, experience, teaching styles and available resources, as well as management issues and the complexity of the NCS discourse itself. The study also revealed that socio-cultural and structural factors (e.g. language and class size) also affect how biodiversity is taught in schools, and thus how the recontextualisation of the NCS takes place. The study concludes by making recommendations for taking this work forward in the context of our school as it addresses the gap that exists between policy and practice.
- Full Text:
- Date Issued: 2009
An investigation of the challenges facing grade 10 science learners in sense-making of mechanics problems : a case study
- Authors: Malunguza, Julius
- Date: 2009
- Subjects: Science -- Study and teaching (Secondary) -- South Africa -- KwaZulu-Natal -- Case studies Mathematics -- Study and teaching (Secondary) -- South Africa -- KwaZulu-Natal -- Case studies Physical sciences -- Study and teaching (Secondary) -- South Africa -- KwaZulu-Natal -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1647 , http://hdl.handle.net/10962/d1003529
- Description: The research study was conducted at Ixopo High School, an English medium, former model-C, co-educational school in Kwazulu-Natal. The research is located within an interpretive paradigm and is informed by the constructivism theoretical framework. The learners and educators who participated in this research study did so voluntarily. The principal objective of this case study was to investigate the challenges faced by 30 Grade 10 Science learners in understanding the problems posed in the mechanics section of the Physics syllabus. This investigation was carried out using two learning strategies: problem solving and practical work. Various authors have noted some sections in the Physics syllabus are often misunderstood by the learners, for different reasons. From the literature and from the author’s personal experience it was found that mechanics is a topic that the learners of different races and age groups find difficult to conceptualise. In general, learners have misconceptions and make errors in Physical Sciences. Often educators view children’s errors and misconceptions in terms of low intelligence, low mathematical aptitude, perceptual difficulties or learning disabilities instead of attempting to discover the real causes of the errors. Educators need to find out why the learners make these mistakes, in order to help them. In most cases Mathematics forms a basic common element in scientific study. Hence, science learners need to be able to deal with numbers, operations, symbols and mathematical formulae. The term “science” embraces a very wide area of subject matter. Different learners will have widely differing interests within the many subdivisions of this field. This presents a problem when preparing learners for the scientific language they will need to study different branches of science. This implies that failure to understand the meaning of words or symbols inevitably impairs communication. The data analysed was collected using a variety of data collection tools. The main data generation tools were science tasks, structured interviews and group interviews and questionnaires. The analysis revealed that learners were lacking in mathematical skills and science register (terminology). Both first and second language English speakers encountered problems in science register but the study found that the problem was more pronounced in the latter. The findings of this study also highlighted that learners understand how to think mathematically when they are resourceful, flexible, and efficient in their dealing with new mathematical problems in mechanics. However, mathematical problem solving performance is built on the foundation of basic mathematical knowledge. The study suggested that even when the challenges of a general understanding of English as the medium of instruction and scientific language (register) are overcome, learners are still challenged by mathematical problem solving strategies; reading and writing of science; making meanings of symbols and signs; graphs and scientific mathematical equations in sense making of mechanics problems.
- Full Text:
- Date Issued: 2009
- Authors: Malunguza, Julius
- Date: 2009
- Subjects: Science -- Study and teaching (Secondary) -- South Africa -- KwaZulu-Natal -- Case studies Mathematics -- Study and teaching (Secondary) -- South Africa -- KwaZulu-Natal -- Case studies Physical sciences -- Study and teaching (Secondary) -- South Africa -- KwaZulu-Natal -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1647 , http://hdl.handle.net/10962/d1003529
- Description: The research study was conducted at Ixopo High School, an English medium, former model-C, co-educational school in Kwazulu-Natal. The research is located within an interpretive paradigm and is informed by the constructivism theoretical framework. The learners and educators who participated in this research study did so voluntarily. The principal objective of this case study was to investigate the challenges faced by 30 Grade 10 Science learners in understanding the problems posed in the mechanics section of the Physics syllabus. This investigation was carried out using two learning strategies: problem solving and practical work. Various authors have noted some sections in the Physics syllabus are often misunderstood by the learners, for different reasons. From the literature and from the author’s personal experience it was found that mechanics is a topic that the learners of different races and age groups find difficult to conceptualise. In general, learners have misconceptions and make errors in Physical Sciences. Often educators view children’s errors and misconceptions in terms of low intelligence, low mathematical aptitude, perceptual difficulties or learning disabilities instead of attempting to discover the real causes of the errors. Educators need to find out why the learners make these mistakes, in order to help them. In most cases Mathematics forms a basic common element in scientific study. Hence, science learners need to be able to deal with numbers, operations, symbols and mathematical formulae. The term “science” embraces a very wide area of subject matter. Different learners will have widely differing interests within the many subdivisions of this field. This presents a problem when preparing learners for the scientific language they will need to study different branches of science. This implies that failure to understand the meaning of words or symbols inevitably impairs communication. The data analysed was collected using a variety of data collection tools. The main data generation tools were science tasks, structured interviews and group interviews and questionnaires. The analysis revealed that learners were lacking in mathematical skills and science register (terminology). Both first and second language English speakers encountered problems in science register but the study found that the problem was more pronounced in the latter. The findings of this study also highlighted that learners understand how to think mathematically when they are resourceful, flexible, and efficient in their dealing with new mathematical problems in mechanics. However, mathematical problem solving performance is built on the foundation of basic mathematical knowledge. The study suggested that even when the challenges of a general understanding of English as the medium of instruction and scientific language (register) are overcome, learners are still challenged by mathematical problem solving strategies; reading and writing of science; making meanings of symbols and signs; graphs and scientific mathematical equations in sense making of mechanics problems.
- Full Text:
- Date Issued: 2009
An investigation of the indigenous ways of knowing about wild food plants (imifino): a case study
- Authors: Cimi, Phumlani Viwe
- Date: 2009
- Subjects: Wild plants, Edible -- South Africa -- Eastern Cape -- Case studies Endemic plants -- South Africa -- Eastern Cape -- Case studies Ethnoscience -- Study and teaching -- South Africa -- Eastern Cape Science -- Study and teaching -- South Africa -- Eastern Cape Curriculum change -- South Africa -- Eastern Cape Competency-based education -- South Africa -- Eastern Cape Conservation of natural resources -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1652 , http://hdl.handle.net/10962/d1003535
- Description: This study was conducted in Grahamstown in the Eastern Cape, South Africa. It is a qualitative case study located within the interpretive paradigm and was carried out over a period of a year. The theory implicit in the interpretive paradigm is of human beings as interpreters and constructors of a meaningful world. Thus, the focus of this study was on investigating the benefits of indigenous ways of knowing about wild food plants (imifino) in conjunction with hands-on activity-based lessons. This was done with the view to promote a conceptual understanding of nutrition and conservation in the Natural Sciences. The transformation of the school curriculum in South Africa called Curriculum 2005 (C2005) underpinned by the outcomes-based education (OBE) philosophy also triggered this study. The C2005 and OBE emphasise that learners’ prior everyday knowledge should be taken into account during the teaching and learning processes. The intention of the curriculum is to promote the idea of grounding knowledge in local contexts, while being sensitive to global imperatives. Although the acquisition of western knowledge has been and still is invaluable to all, on its own, it has been incapable of responding adequately to modern society in the face of massive and intensifying disparities, untrammeled exploitation of resources, and rapid depletion of the earth’s natural resources. Essentially, indigenous knowledge systems represent both a heritage and resource that should be protected, promoted, developed and, where appropriate, conserved. It is a resource that should serve the present and succeeding generations as many people’s cultural practices still rely on the use of wild plants. Within this context it should be borne in mind that the overexploitation of natural resources threatens not only biodiversity but also local traditional knowledge systems and ultimately cultural heritage; and research has a role to play in this regard. The research process in this study evolved into two main phases. The initial phase involved mobilising Grade 7 learners’ prior everyday knowledge on wild food plants (imifino). This led to the second phase of the research project, which was aimed at developing concepts through three hands-on activity-based lessons. I invited a community member to give a lesson on what imifino is and how to collect and prepare it, with the belief that the involvement of parents and community members in learners’ education can help bridge the gap between everyday life and school science. It is for these reasons that I believe that the constructive perspective can provide an appropriate methodological framework, conceptual structure and terminology for analysis of teaching and learning activities on the use of wild food plants in this study. The data generation techniques used in this study were questionnaires, observations and interviews (semi structured and focus group). A wide range of data generation techniques were employed to crystallise and validate the data generated using triangulation. The results from the analysed data revealed that consideration of indigenous ways of knowing in conjuction with hands-on practical activities enhanced interaction and learning among the learners. Also, linking of scientific knowledge to learners’ everyday lives was useful in fostering meaning-making and conceptual development.
- Full Text:
- Date Issued: 2009
- Authors: Cimi, Phumlani Viwe
- Date: 2009
- Subjects: Wild plants, Edible -- South Africa -- Eastern Cape -- Case studies Endemic plants -- South Africa -- Eastern Cape -- Case studies Ethnoscience -- Study and teaching -- South Africa -- Eastern Cape Science -- Study and teaching -- South Africa -- Eastern Cape Curriculum change -- South Africa -- Eastern Cape Competency-based education -- South Africa -- Eastern Cape Conservation of natural resources -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1652 , http://hdl.handle.net/10962/d1003535
- Description: This study was conducted in Grahamstown in the Eastern Cape, South Africa. It is a qualitative case study located within the interpretive paradigm and was carried out over a period of a year. The theory implicit in the interpretive paradigm is of human beings as interpreters and constructors of a meaningful world. Thus, the focus of this study was on investigating the benefits of indigenous ways of knowing about wild food plants (imifino) in conjunction with hands-on activity-based lessons. This was done with the view to promote a conceptual understanding of nutrition and conservation in the Natural Sciences. The transformation of the school curriculum in South Africa called Curriculum 2005 (C2005) underpinned by the outcomes-based education (OBE) philosophy also triggered this study. The C2005 and OBE emphasise that learners’ prior everyday knowledge should be taken into account during the teaching and learning processes. The intention of the curriculum is to promote the idea of grounding knowledge in local contexts, while being sensitive to global imperatives. Although the acquisition of western knowledge has been and still is invaluable to all, on its own, it has been incapable of responding adequately to modern society in the face of massive and intensifying disparities, untrammeled exploitation of resources, and rapid depletion of the earth’s natural resources. Essentially, indigenous knowledge systems represent both a heritage and resource that should be protected, promoted, developed and, where appropriate, conserved. It is a resource that should serve the present and succeeding generations as many people’s cultural practices still rely on the use of wild plants. Within this context it should be borne in mind that the overexploitation of natural resources threatens not only biodiversity but also local traditional knowledge systems and ultimately cultural heritage; and research has a role to play in this regard. The research process in this study evolved into two main phases. The initial phase involved mobilising Grade 7 learners’ prior everyday knowledge on wild food plants (imifino). This led to the second phase of the research project, which was aimed at developing concepts through three hands-on activity-based lessons. I invited a community member to give a lesson on what imifino is and how to collect and prepare it, with the belief that the involvement of parents and community members in learners’ education can help bridge the gap between everyday life and school science. It is for these reasons that I believe that the constructive perspective can provide an appropriate methodological framework, conceptual structure and terminology for analysis of teaching and learning activities on the use of wild food plants in this study. The data generation techniques used in this study were questionnaires, observations and interviews (semi structured and focus group). A wide range of data generation techniques were employed to crystallise and validate the data generated using triangulation. The results from the analysed data revealed that consideration of indigenous ways of knowing in conjuction with hands-on practical activities enhanced interaction and learning among the learners. Also, linking of scientific knowledge to learners’ everyday lives was useful in fostering meaning-making and conceptual development.
- Full Text:
- Date Issued: 2009
Challenges faced by female managers in schools within the Nelson Mandela Metropole
- Authors: Paulsen, Shareen Erica
- Date: 2009
- Subjects: Women school principals , Women -- Education , Feminism and education
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9528 , http://hdl.handle.net/10948/897 , Women school principals , Women -- Education , Feminism and education
- Description: This study seeks to identify and examine the challenges that female principals experience. Women are slowly climbing the promotional ladder within education, yet they experience many challenges. The fact that society has the perception that women are mothers and caregivers does not make the advancement of females easy. Although the GETT report (1996) made recommendations to ensure equality in education females are still vastly under-represented in managerial positions in education. The study was conducted from a feminine perspective. It is a qualitative case study and individual interviews, a focus group interview, observation and field notes were used to collect data. A total of three females were included in the study. Participants were purposefully selected. Two of the participants are from disadvantaged schools while the third one is an ex-Model C principal. A consent form was sent to all the participants, covering all ethical issues of voluntary participation, confidentiality and anonymity. The main question was the challenges faced by female managers in education. Having spent time with each of the principals the data in the form of field notes and transcripts were analysed. It was found that the three principals experienced similar challenges. Their responses did not always reflect what the literature said regarding the challenges. All three principals felt that more formal support structures from the DoE is needed. They mentioned that the following could be implemented to ensure that they are more effective and better prepared to face these challenges: Workshops; Mentoring and Networking; Financial Assistance; and, Capacity Building.
- Full Text:
- Date Issued: 2009
- Authors: Paulsen, Shareen Erica
- Date: 2009
- Subjects: Women school principals , Women -- Education , Feminism and education
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9528 , http://hdl.handle.net/10948/897 , Women school principals , Women -- Education , Feminism and education
- Description: This study seeks to identify and examine the challenges that female principals experience. Women are slowly climbing the promotional ladder within education, yet they experience many challenges. The fact that society has the perception that women are mothers and caregivers does not make the advancement of females easy. Although the GETT report (1996) made recommendations to ensure equality in education females are still vastly under-represented in managerial positions in education. The study was conducted from a feminine perspective. It is a qualitative case study and individual interviews, a focus group interview, observation and field notes were used to collect data. A total of three females were included in the study. Participants were purposefully selected. Two of the participants are from disadvantaged schools while the third one is an ex-Model C principal. A consent form was sent to all the participants, covering all ethical issues of voluntary participation, confidentiality and anonymity. The main question was the challenges faced by female managers in education. Having spent time with each of the principals the data in the form of field notes and transcripts were analysed. It was found that the three principals experienced similar challenges. Their responses did not always reflect what the literature said regarding the challenges. All three principals felt that more formal support structures from the DoE is needed. They mentioned that the following could be implemented to ensure that they are more effective and better prepared to face these challenges: Workshops; Mentoring and Networking; Financial Assistance; and, Capacity Building.
- Full Text:
- Date Issued: 2009
Contextualizing the NCS through the use of school gardens in the Butterworth area
- Authors: Rasi, Nandi
- Date: 2009
- Subjects: South African National Biodiversity Institute , Environmental education -- South Africa , School gardens -- South Africa -- Butterworth , Gardening -- Study and teaching (Elementary) -- South Africa -- Butterworth , Environmental education -- Study and teaching (Elementary) -- South Africa -- Butterworth , Teacher participation in curriculum planning -- South Africa -- Butterworth
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1464 , http://hdl.handle.net/10962/d1003345
- Description: The research focuses on how teachers can use school gardens sponsored by South African National Biodiversity Institute as resource materials for teaching and learning. The study also focused on how teachers can integrate local knowledge into the school curriculum. The setting of the research is Zizamele Senior Primary School situated in Zizamele community in Butterworth in the Eastern Cape. The study is designed in portfolio format. It consists of three separate studies: a contextual profile; a stakeholder analysis; and a small-scale action research project, which build on each other. By developing a contextual profile of the research site, and the school community and school gardens project, I was able to collect information that informed the stakeholder analysis and the action research study. Data for the contextual profile was gathered by using a variety of data gathering techniques like questionnaires and interviews. The findings were that: the study area is characterized by socio-economic issues like poverty, unemployment, drug abuse and crime. This requires that the people of the area take responsibility in addressing some of the problems by being involved and knowing where to report issues. The second study, which is the stakeholder analysis, was done to mobilize stakeholders’ contributions to the gardens project in Zizamele School, sponsored by the South African National Biodiversity Institute. Data was collected at meetings and workshops in the schools through interviews. Findings indicated that different stakeholders had various contributions to make and that they were prepared to work with the school and with each other to develop the school garden and the learning potential of the school garden. This paved the way for the small scale action research case study that would follow. The last study, the small scale action research, was undertaken in the same school, Zizamele School, and focused on investigating ways of integrating local knowledge into the curriculum and how teachers use the gardens as resource for teaching and learning, with reference to Life Orientation Learning Area. Data was collected by interviews, questionnaires and worksheets. The study involved two teachers who worked with me on the action research and Grade 5 and 6 learners, as well as some of the community stakeholders. The main finding of the action researched showed the potential for involving community members in the process of integrating local knowledge as a way of implementing aspects of the Life Orientation curriculum requirements. The three studies link with each other, and show that to start with an action research project, one needs to understand the context, and the roles of different stakeholders, and how they might contribute to the programmes in the school. Findings showed that teachers could use gardens as resource materials for teaching and learning, and that they could bring in local knowledge to the school curriculum.
- Full Text:
- Date Issued: 2009
- Authors: Rasi, Nandi
- Date: 2009
- Subjects: South African National Biodiversity Institute , Environmental education -- South Africa , School gardens -- South Africa -- Butterworth , Gardening -- Study and teaching (Elementary) -- South Africa -- Butterworth , Environmental education -- Study and teaching (Elementary) -- South Africa -- Butterworth , Teacher participation in curriculum planning -- South Africa -- Butterworth
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1464 , http://hdl.handle.net/10962/d1003345
- Description: The research focuses on how teachers can use school gardens sponsored by South African National Biodiversity Institute as resource materials for teaching and learning. The study also focused on how teachers can integrate local knowledge into the school curriculum. The setting of the research is Zizamele Senior Primary School situated in Zizamele community in Butterworth in the Eastern Cape. The study is designed in portfolio format. It consists of three separate studies: a contextual profile; a stakeholder analysis; and a small-scale action research project, which build on each other. By developing a contextual profile of the research site, and the school community and school gardens project, I was able to collect information that informed the stakeholder analysis and the action research study. Data for the contextual profile was gathered by using a variety of data gathering techniques like questionnaires and interviews. The findings were that: the study area is characterized by socio-economic issues like poverty, unemployment, drug abuse and crime. This requires that the people of the area take responsibility in addressing some of the problems by being involved and knowing where to report issues. The second study, which is the stakeholder analysis, was done to mobilize stakeholders’ contributions to the gardens project in Zizamele School, sponsored by the South African National Biodiversity Institute. Data was collected at meetings and workshops in the schools through interviews. Findings indicated that different stakeholders had various contributions to make and that they were prepared to work with the school and with each other to develop the school garden and the learning potential of the school garden. This paved the way for the small scale action research case study that would follow. The last study, the small scale action research, was undertaken in the same school, Zizamele School, and focused on investigating ways of integrating local knowledge into the curriculum and how teachers use the gardens as resource for teaching and learning, with reference to Life Orientation Learning Area. Data was collected by interviews, questionnaires and worksheets. The study involved two teachers who worked with me on the action research and Grade 5 and 6 learners, as well as some of the community stakeholders. The main finding of the action researched showed the potential for involving community members in the process of integrating local knowledge as a way of implementing aspects of the Life Orientation curriculum requirements. The three studies link with each other, and show that to start with an action research project, one needs to understand the context, and the roles of different stakeholders, and how they might contribute to the programmes in the school. Findings showed that teachers could use gardens as resource materials for teaching and learning, and that they could bring in local knowledge to the school curriculum.
- Full Text:
- Date Issued: 2009
Continuous assessment in Oshikwanyama: a case study
- Nghiueuelekuah, Soini Tuhafeni
- Authors: Nghiueuelekuah, Soini Tuhafeni
- Date: 2009
- Subjects: Educational tests and measurements -- Namibia -- Case studies Kuanyama language -- Namibia -- Case studies Kuanyama language -- Study and teaching -- Namibia -- Case studies Language and education -- Namibia -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1465 , http://hdl.handle.net/10962/d1003346
- Description: This study is about Continuous Assessment (CA) in teaching and learning, a new concept and approach in independent Namibia. The country's education system was reformed shortly after independence in 1990 to fulfill the intention for Education for All. The Namibian education system then moved from a behaviorist to constructivist philosophy of education. The move made from one philosophy to another resulted in many changes in teaching and learning including changes in assessment in education. CA is born out of a constructivist philosophy. It is believed to facilitate learning with understanding. In this study I explored the understanding of Oshikwanyama teachers and their practice of CA in teaching and learning. Interviews, classroom observations and document analysis were used. The research focused on 10 participants in the Ohangwena and Oshana regions. The participants ranged from a Head of Department to members of the curriculum panel, subject advisors and Oshikwanyama subject facilitators as well as teachers at the classroom level. It was revealed that generally speaking, CA as a term is understood, but the practice is not well implemented. In the practice of CA, instead of learners being assessed for further learning, the emphasis is on scored marks without further assistance in learning. Further, the collection of marks during CA is often seen as largely for the purpose of contributing to the marks for summative final marks. Informal assessment which is part of CA was not given attention, which is a key factor preventing the effective use of CA in teaching and learning. Methods such as marking grids that are provided in the syllabus, as well as portfolios and learners' profiles, were not mentioned in the interviews nor observed as being in use. Participants in the study did acknowledge that they did not fully understand how best to implement CA. Overall, the evidence pointed to a conclusion that the identified shortcomings in the implementation of formative assessment is limiting the realization of the rich potential for CA as a day-to-day tool to facilitate learning for understanding in the observed classes.
- Full Text:
- Date Issued: 2009
- Authors: Nghiueuelekuah, Soini Tuhafeni
- Date: 2009
- Subjects: Educational tests and measurements -- Namibia -- Case studies Kuanyama language -- Namibia -- Case studies Kuanyama language -- Study and teaching -- Namibia -- Case studies Language and education -- Namibia -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1465 , http://hdl.handle.net/10962/d1003346
- Description: This study is about Continuous Assessment (CA) in teaching and learning, a new concept and approach in independent Namibia. The country's education system was reformed shortly after independence in 1990 to fulfill the intention for Education for All. The Namibian education system then moved from a behaviorist to constructivist philosophy of education. The move made from one philosophy to another resulted in many changes in teaching and learning including changes in assessment in education. CA is born out of a constructivist philosophy. It is believed to facilitate learning with understanding. In this study I explored the understanding of Oshikwanyama teachers and their practice of CA in teaching and learning. Interviews, classroom observations and document analysis were used. The research focused on 10 participants in the Ohangwena and Oshana regions. The participants ranged from a Head of Department to members of the curriculum panel, subject advisors and Oshikwanyama subject facilitators as well as teachers at the classroom level. It was revealed that generally speaking, CA as a term is understood, but the practice is not well implemented. In the practice of CA, instead of learners being assessed for further learning, the emphasis is on scored marks without further assistance in learning. Further, the collection of marks during CA is often seen as largely for the purpose of contributing to the marks for summative final marks. Informal assessment which is part of CA was not given attention, which is a key factor preventing the effective use of CA in teaching and learning. Methods such as marking grids that are provided in the syllabus, as well as portfolios and learners' profiles, were not mentioned in the interviews nor observed as being in use. Participants in the study did acknowledge that they did not fully understand how best to implement CA. Overall, the evidence pointed to a conclusion that the identified shortcomings in the implementation of formative assessment is limiting the realization of the rich potential for CA as a day-to-day tool to facilitate learning for understanding in the observed classes.
- Full Text:
- Date Issued: 2009
Critical reflective teaching practice in three mathematics teachers
- Authors: Luwango, Luiya
- Date: 2009
- Subjects: Education (Secondary) -- Namibia Mathematics teachers -- Training of - -Namibia Mathematics -- Study and teaching (Secondary) -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1485 , http://hdl.handle.net/10962/d1003366
- Description: This qualitative study reports on critical reflective teaching by three mathematics teachers and how it shapes their classroom practice. The study was carried out in three secondary schools in Rundu in northern Namibia. The study employed a case study method. The selection of teachers was based on their rich practical professional knowledge and exemplary teaching practices. Data collection and analysis was done through an interpretive approach. Interviews and document analyses were the two research tools used, not only for the collection of data but for triangulation also. Interpretations of the findings were validated through member checking. Critical reflective teaching involves thought and action, and it raises teachers’ consciousness of what they do. Through critical reflective practice, teachers scrutinize their beliefs and knowledge of the subject and their practice. Furthermore critical reflective practice may get teachers into a disposition to find alternatives to improve their teaching. In this study, the findings are that participants reflect extensively on their classroom practice. The teachers pointed out that reflection on practice enables them to analyse and evaluate their teaching in line with effective mathematics teaching. They emphasised that critical reflection leads to the identification of weaknesses in teachers’ classroom practice. This culminates in better planning whereby alternative approaches to teaching are exercised. Because of its potential to improve teaching and enhance professional development it is therefore recommended that mathematics teachers be exposed to skills that enhance critical reflective teaching practice. Teachers need to familiarise themselves with the concept of critical reflective teaching in mathematics to meet the demands of superior quality teaching.
- Full Text:
- Date Issued: 2009
- Authors: Luwango, Luiya
- Date: 2009
- Subjects: Education (Secondary) -- Namibia Mathematics teachers -- Training of - -Namibia Mathematics -- Study and teaching (Secondary) -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1485 , http://hdl.handle.net/10962/d1003366
- Description: This qualitative study reports on critical reflective teaching by three mathematics teachers and how it shapes their classroom practice. The study was carried out in three secondary schools in Rundu in northern Namibia. The study employed a case study method. The selection of teachers was based on their rich practical professional knowledge and exemplary teaching practices. Data collection and analysis was done through an interpretive approach. Interviews and document analyses were the two research tools used, not only for the collection of data but for triangulation also. Interpretations of the findings were validated through member checking. Critical reflective teaching involves thought and action, and it raises teachers’ consciousness of what they do. Through critical reflective practice, teachers scrutinize their beliefs and knowledge of the subject and their practice. Furthermore critical reflective practice may get teachers into a disposition to find alternatives to improve their teaching. In this study, the findings are that participants reflect extensively on their classroom practice. The teachers pointed out that reflection on practice enables them to analyse and evaluate their teaching in line with effective mathematics teaching. They emphasised that critical reflection leads to the identification of weaknesses in teachers’ classroom practice. This culminates in better planning whereby alternative approaches to teaching are exercised. Because of its potential to improve teaching and enhance professional development it is therefore recommended that mathematics teachers be exposed to skills that enhance critical reflective teaching practice. Teachers need to familiarise themselves with the concept of critical reflective teaching in mathematics to meet the demands of superior quality teaching.
- Full Text:
- Date Issued: 2009
Economic responsiveness in organisational psychology curricula
- Authors: Van Niekerk, Roelf
- Date: 2009
- Subjects: Psychology, Industrial -- Study and teaching (Higher) -- South Africa Universities and colleges -- Curricula -- South Africa College graduates -- Employment -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1319 , http://hdl.handle.net/10962/d1003952
- Description: This study focused on a topic at the intersection of two contexts, namely curriculum responsiveness and industrial/organisational psychology (IOP). The rationale for this study is based on two considerations. Firstly, a review of the IOP curricula offered at ten prominent South African universities revealed little overlap. This suggests that academic departments are not guided by shared principles when they implement decisions about the content or sequencing of curriculum content. Secondly, the Department of Education urges academics to design curricula that are relevant and responsive to contemporary conditions. These two considerations motivated the investigation of the following research question: What key performance areas (KPAs) do employers specify when they advertise positions suitable for IOP graduates? The investigation had two aims, namely (a) to systematically analyse the KPAs specified in job advertisements and (b) to compile KPA templates that may be used by IOP departments who wish to revise or transform their curricula. The research design of this study has five characteristics, namely that it is: (a) qualitative, (b) naturalistic, (c), descriptive, (d) applied, and (e) strategic. The study employed a purposive sampling strategy that involved the collection of documentary data (job advertisements aimed at recruiting IOP graduates) over a 52-week period (N=1115). The data was content analysed by means of a six-step documentary analysis method. Specific strategies were employed to enhance the validity of the findings. These strategies focused on credibility, transferability, dependability, and confirmability. Similarly, the ethical standing of the investigation was promoted by addressing four considerations, namely autonomy and respect for dignity, non-maleficence, beneficence, and justice. The data analysis procedure produced comprehensive and detailed qualitative descriptions of (a) 21 occupational categories, (b) 4070 KPA themes and (c) 84 KPA clusters. In addition, the number of occupational categories, KPA themes and KPA clusters were recorded and interpreted. In addition, the data analysis procedure produced comprehensive KPA templates that IOP departments may find useful. The templates reflect the KPAs specified by advertisements aimed at recruiting IOP graduates for a range of occupational categories and were designed to be used as benchmarks against which the economic responsiveness of curricula can be compared.
- Full Text:
- Date Issued: 2009
- Authors: Van Niekerk, Roelf
- Date: 2009
- Subjects: Psychology, Industrial -- Study and teaching (Higher) -- South Africa Universities and colleges -- Curricula -- South Africa College graduates -- Employment -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1319 , http://hdl.handle.net/10962/d1003952
- Description: This study focused on a topic at the intersection of two contexts, namely curriculum responsiveness and industrial/organisational psychology (IOP). The rationale for this study is based on two considerations. Firstly, a review of the IOP curricula offered at ten prominent South African universities revealed little overlap. This suggests that academic departments are not guided by shared principles when they implement decisions about the content or sequencing of curriculum content. Secondly, the Department of Education urges academics to design curricula that are relevant and responsive to contemporary conditions. These two considerations motivated the investigation of the following research question: What key performance areas (KPAs) do employers specify when they advertise positions suitable for IOP graduates? The investigation had two aims, namely (a) to systematically analyse the KPAs specified in job advertisements and (b) to compile KPA templates that may be used by IOP departments who wish to revise or transform their curricula. The research design of this study has five characteristics, namely that it is: (a) qualitative, (b) naturalistic, (c), descriptive, (d) applied, and (e) strategic. The study employed a purposive sampling strategy that involved the collection of documentary data (job advertisements aimed at recruiting IOP graduates) over a 52-week period (N=1115). The data was content analysed by means of a six-step documentary analysis method. Specific strategies were employed to enhance the validity of the findings. These strategies focused on credibility, transferability, dependability, and confirmability. Similarly, the ethical standing of the investigation was promoted by addressing four considerations, namely autonomy and respect for dignity, non-maleficence, beneficence, and justice. The data analysis procedure produced comprehensive and detailed qualitative descriptions of (a) 21 occupational categories, (b) 4070 KPA themes and (c) 84 KPA clusters. In addition, the number of occupational categories, KPA themes and KPA clusters were recorded and interpreted. In addition, the data analysis procedure produced comprehensive KPA templates that IOP departments may find useful. The templates reflect the KPAs specified by advertisements aimed at recruiting IOP graduates for a range of occupational categories and were designed to be used as benchmarks against which the economic responsiveness of curricula can be compared.
- Full Text:
- Date Issued: 2009