An investigation into how Grade 11 Physical Science teachers mediate learning of the topic stoichiometry : a case study
- Authors: Kanime, Mwene Kashiiwandapo
- Date: 2015
- Subjects: Science -- Study and teaching (Secondary) -- Namibia -- Oshikoto , Stoichiometry -- Study and teaching (Secondary) -- Namibia -- Oshikoto , Pedagogical content knowledge , Learning -- Namibia -- Oshikoto , Teacher effectiveness -- Namibia -- Oshikoto
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2035 , http://hdl.handle.net/10962/d1017346
- Description: Stoichiometry is proven to be one of the difficult topics for learners in the NSSC Physical Science syllabus due to its abstract nature. Over the years the Examiner’s reports reveal that learners' performance is very poor in this topic. In addition, learners fear the topic and have developed a negative attitude toward it. It is against this background that I decided to carry out a qualitative case study; investigating how teachers mediate the learning of stoichiometry. The study was conducted at two schools in the Oshikoto Region, Namibia and it involved two grade 11 Physical Science teachers. The study is located within the interpretive paradigm and made use of interviews, document analysis and lesson observations (which were video-taped and transcribed) followed by stimulated recall interviews to generate data. The generated data were analyzed using the inductive approach whereby themes were identified. The themes were later used to develop analytical statements in relation to my research questions and these were used to interpret the data. Moreover, the study adopted the notion of pedagogical content knowledge (PCK) proposed by Shulman (1986, 1987) as well as Vygotsky's (1978) mediation of learning and social constructivism as the theoretical frameworks. The data were validated by triangulation, member checking as well as using the stimulated recall interviews while watching the videos with each participant. The findings of the study show that teachers use several tools to mediate the learning process and this includes the use of language, learners' prior knowledge and analogies. In addition, it emerged in this study that teachers are faced with a number of challenges when mediating learning of this topic. Hence, the study recommends that teachers should develop their pedagogical content knowledge for them to effectively eliminate the challenges faced as well as to come up with the best teaching strategies which they can use to mediate learning and help learners make sense of the topic stoichiometry.
- Full Text:
- Date Issued: 2015
- Authors: Kanime, Mwene Kashiiwandapo
- Date: 2015
- Subjects: Science -- Study and teaching (Secondary) -- Namibia -- Oshikoto , Stoichiometry -- Study and teaching (Secondary) -- Namibia -- Oshikoto , Pedagogical content knowledge , Learning -- Namibia -- Oshikoto , Teacher effectiveness -- Namibia -- Oshikoto
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2035 , http://hdl.handle.net/10962/d1017346
- Description: Stoichiometry is proven to be one of the difficult topics for learners in the NSSC Physical Science syllabus due to its abstract nature. Over the years the Examiner’s reports reveal that learners' performance is very poor in this topic. In addition, learners fear the topic and have developed a negative attitude toward it. It is against this background that I decided to carry out a qualitative case study; investigating how teachers mediate the learning of stoichiometry. The study was conducted at two schools in the Oshikoto Region, Namibia and it involved two grade 11 Physical Science teachers. The study is located within the interpretive paradigm and made use of interviews, document analysis and lesson observations (which were video-taped and transcribed) followed by stimulated recall interviews to generate data. The generated data were analyzed using the inductive approach whereby themes were identified. The themes were later used to develop analytical statements in relation to my research questions and these were used to interpret the data. Moreover, the study adopted the notion of pedagogical content knowledge (PCK) proposed by Shulman (1986, 1987) as well as Vygotsky's (1978) mediation of learning and social constructivism as the theoretical frameworks. The data were validated by triangulation, member checking as well as using the stimulated recall interviews while watching the videos with each participant. The findings of the study show that teachers use several tools to mediate the learning process and this includes the use of language, learners' prior knowledge and analogies. In addition, it emerged in this study that teachers are faced with a number of challenges when mediating learning of this topic. Hence, the study recommends that teachers should develop their pedagogical content knowledge for them to effectively eliminate the challenges faced as well as to come up with the best teaching strategies which they can use to mediate learning and help learners make sense of the topic stoichiometry.
- Full Text:
- Date Issued: 2015
An investigation into how Grade 7 Natural Science teachers mediate learning through code-switching from English to Silozi in the Zambezi region of Namibia : a case study
- Authors: Denuga, Hildred Malilo
- Date: 2015
- Subjects: Science -- Study and teaching (Elementary) -- Namibia -- Case studies , Code switching (Linguistics) , Language and education
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2026 , http://hdl.handle.net/10962/d1017337
- Description: The Namibian government’s language policy for schools has opted for English as the official language of education. But the use of English in Namibian schools has nevertheless presented certain challenges. Although the Ministry of Education has chosen English as the language of instruction from upper primary (Grade 4) up to the tertiary level, it has been found that English proficiency is poor among both learners and teachers. It is against this backdrop that this study sought to investigate how Grade 7 Natural Science teachers mediate learning through code-switching from English to Silozi in the Zambezi Region of Namibia. The study explored Natural Science teachers’ perceptions and experiences of code-switching, how they and their learners make sense of concepts in science classes when code-switching is applied, and lastly, how code-switching from English to Silozi enables or constrains learning in Natural Science classes. The main question is: How do Grade 7 Natural Science teachers mediate learning through code-switching from English to Silozi? A qualitative case study underpinned by an interpretive paradigm was carried out at Zebra School (pseudonym) in the Zambezi Region of Namibia with two participant teachers. My unit of analysis was mediation of learning through code-switching, and data were obtained from lesson observations, questionnaires, interviews and document analysis. A variety of data gathering technique was employed for triangulation purposes to enhance the validity and trustworthiness of the data. During the data analysis process, data were grouped into common themes and subsequently organized into analytical statements in relation to the research questions. It was found that code-switching was widely employed in Grade 7 Natural Science classes in the Zambezi Region. It was also found that teachers code-switch to help learners understand the subject content, to explain concepts, to emphasize points and to include learners’ participation in the subject. The findings also revealed that some few teachers were against code-switching because examinations are written in English and the language policy does not recommend code-switching. Notwithstanding this, since the majority of teachers do code-switch to support their learners’ understanding in science classes, I recommend that education curriculum planners should include code-switching in the curriculum guidelines, and that the practice should be officially acknowledged as a legitimate strategy for teachers.
- Full Text:
- Date Issued: 2015
- Authors: Denuga, Hildred Malilo
- Date: 2015
- Subjects: Science -- Study and teaching (Elementary) -- Namibia -- Case studies , Code switching (Linguistics) , Language and education
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2026 , http://hdl.handle.net/10962/d1017337
- Description: The Namibian government’s language policy for schools has opted for English as the official language of education. But the use of English in Namibian schools has nevertheless presented certain challenges. Although the Ministry of Education has chosen English as the language of instruction from upper primary (Grade 4) up to the tertiary level, it has been found that English proficiency is poor among both learners and teachers. It is against this backdrop that this study sought to investigate how Grade 7 Natural Science teachers mediate learning through code-switching from English to Silozi in the Zambezi Region of Namibia. The study explored Natural Science teachers’ perceptions and experiences of code-switching, how they and their learners make sense of concepts in science classes when code-switching is applied, and lastly, how code-switching from English to Silozi enables or constrains learning in Natural Science classes. The main question is: How do Grade 7 Natural Science teachers mediate learning through code-switching from English to Silozi? A qualitative case study underpinned by an interpretive paradigm was carried out at Zebra School (pseudonym) in the Zambezi Region of Namibia with two participant teachers. My unit of analysis was mediation of learning through code-switching, and data were obtained from lesson observations, questionnaires, interviews and document analysis. A variety of data gathering technique was employed for triangulation purposes to enhance the validity and trustworthiness of the data. During the data analysis process, data were grouped into common themes and subsequently organized into analytical statements in relation to the research questions. It was found that code-switching was widely employed in Grade 7 Natural Science classes in the Zambezi Region. It was also found that teachers code-switch to help learners understand the subject content, to explain concepts, to emphasize points and to include learners’ participation in the subject. The findings also revealed that some few teachers were against code-switching because examinations are written in English and the language policy does not recommend code-switching. Notwithstanding this, since the majority of teachers do code-switch to support their learners’ understanding in science classes, I recommend that education curriculum planners should include code-switching in the curriculum guidelines, and that the practice should be officially acknowledged as a legitimate strategy for teachers.
- Full Text:
- Date Issued: 2015
An investigation into how grade 9 girls participate during practical work in Physical Science lessons : a case study
- Authors: Munyanyo, Johanna
- Date: 2015
- Subjects: Physical sciences -- Study and teaching (Secondary) -- Namibia , Teenage girls -- Education , Sex differences in education -- Namibia , Sex discrimination in education -- Namibia , Physical sciences -- Study and teaching (Secondary) -- Sex differences
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2042 , http://hdl.handle.net/10962/d1017353
- Description: This research report documented in this thesis focused mainly on the participation of grade 9 girls during practical work in the topic of ‘Electricity’ in Physical Science lessons at Mwatya (pseudonym) Junior Secondary School in Ohangwena region of Namibia. The study was triggered by the lack of participation of girls during practical work. Underpinned by an interpretive paradigm, the study took the form of a qualitative case study and my unit of analysis was girls’ participation during practical work on electricity in particular. The perceptions and experiences of girls about practical work in Physical Science were investigated using the administered questionnaires. The participation of girls during practical work was further explored using interviews (semi-structured and focus group interviews) and observations of selected girls. A thematic approach to data analysis was adopted. The qualitative data from the audio and video transcripts were analysed according to the categories developed and themes that emerged from the analysis process. The categories developed for presenting the data are: teaching methods preferred by girls; importance and roles of practical activities; things that girls enjoy during practical activities; problems experienced by girls during practical activities; preference for doing practical work in groups or as an individual task; if practical work given in groups should the sex of learners be considered or not; activities preferred by girls when they are in single sex and in mixed sex groups; factors that enable girls to participate; and factors that prevent girls from participating. The study found that girls’ perceptions about practical work affect their participation during practical work in the topic of Electricity. It also revealed different factors that contribute to either good or poor participation of girls, namely, factors such as mixed-sex group-work, limited science prior experience (knowledge), unequal treatment from teachers during lessons and home environment were identified as contributing to poor participation. Girls however suggested some factors that they think could enable them to participate freely and actively during practical work. In view of these findings, this study recommends that teacher training institutions should train teachers to plan practical work in a gender sensitive manner. Schools should be provided with enough materials as sharing materials can contribute to poor participation of girls during practical work especially when they are in mixed groups with boys. There is a need for science teachers to assess the learning taking place during practical work and, finally, textbook suppliers should be monitored in a way that enables the supply of gender sensitive printed materials.
- Full Text:
- Date Issued: 2015
- Authors: Munyanyo, Johanna
- Date: 2015
- Subjects: Physical sciences -- Study and teaching (Secondary) -- Namibia , Teenage girls -- Education , Sex differences in education -- Namibia , Sex discrimination in education -- Namibia , Physical sciences -- Study and teaching (Secondary) -- Sex differences
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2042 , http://hdl.handle.net/10962/d1017353
- Description: This research report documented in this thesis focused mainly on the participation of grade 9 girls during practical work in the topic of ‘Electricity’ in Physical Science lessons at Mwatya (pseudonym) Junior Secondary School in Ohangwena region of Namibia. The study was triggered by the lack of participation of girls during practical work. Underpinned by an interpretive paradigm, the study took the form of a qualitative case study and my unit of analysis was girls’ participation during practical work on electricity in particular. The perceptions and experiences of girls about practical work in Physical Science were investigated using the administered questionnaires. The participation of girls during practical work was further explored using interviews (semi-structured and focus group interviews) and observations of selected girls. A thematic approach to data analysis was adopted. The qualitative data from the audio and video transcripts were analysed according to the categories developed and themes that emerged from the analysis process. The categories developed for presenting the data are: teaching methods preferred by girls; importance and roles of practical activities; things that girls enjoy during practical activities; problems experienced by girls during practical activities; preference for doing practical work in groups or as an individual task; if practical work given in groups should the sex of learners be considered or not; activities preferred by girls when they are in single sex and in mixed sex groups; factors that enable girls to participate; and factors that prevent girls from participating. The study found that girls’ perceptions about practical work affect their participation during practical work in the topic of Electricity. It also revealed different factors that contribute to either good or poor participation of girls, namely, factors such as mixed-sex group-work, limited science prior experience (knowledge), unequal treatment from teachers during lessons and home environment were identified as contributing to poor participation. Girls however suggested some factors that they think could enable them to participate freely and actively during practical work. In view of these findings, this study recommends that teacher training institutions should train teachers to plan practical work in a gender sensitive manner. Schools should be provided with enough materials as sharing materials can contribute to poor participation of girls during practical work especially when they are in mixed groups with boys. There is a need for science teachers to assess the learning taking place during practical work and, finally, textbook suppliers should be monitored in a way that enables the supply of gender sensitive printed materials.
- Full Text:
- Date Issued: 2015
An investigation into how two Grade 11 Physical Science teachers mediate learning of the topic chemical equilibrium : a case study
- Authors: Chani, Fungisisai M
- Date: 2015
- Subjects: Chemical equilibrium -- Study and teaching (Secondary) -- Namibia , Science -- Study and teaching (Secondary) -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2023 , http://hdl.handle.net/10962/d1017334
- Description: The Namibian Physical Science Higher Level Syllabus requires students to study the topic on chemical equilibrium. This section has proven to be one of the most difficult for Namibian learners as reflected by their poor responses to questions in the Grade 12 NSSC ‘H’ examinations. Triggered by these discoveries, I decided to conduct a research on how teachers mediate learning of the topic on chemical equilibrium in a Namibian context. Conducted at a private school in Windhoek, the study involved two experienced Grade 11 Physical Science teachers renowned for good results. I adopted a qualitative case study underpinned by an interpretive paradigm. Sense making of concepts on chemical equilibrium was my unit of analysis. To generate data, I used document analysis, semi-structured interviews, lesson observations, which were videotaped as well as stimulated recall interviews. Vygotsky’s mediation of learning and social constructivism blended with Shulman’s pedagogical content knowledge (PCK) were the theoretical frameworks adopted in the study. During the analysis process, there was grouping of data into categories. These included teacher-learner interactions as emphasized by Vygotsky’s mediation of learning and learners’ challenges according to PCK. I used an inductive approach to identify emerging themes from my data. The themes were colour coded and the developed into analytical statements. Data triangulation, member checking, and peer review ensured data validity and trustworthiness. Stimulated recall interviews conducted while watching the videos with the two teachers, complemented these approaches. My findings were that teachers extensively used various meditational tools such as prior knowledge, language, analogies and an equilibrium game to mediate learning. The teachers experienced numerous challenges during mediation of learning, including language difficulties and learners’ failure to comprehend complex chemical equilibrium concepts. Notwithstanding, the teachers in this study managed to some extent to overcome the challenges by exhibiting facets of advanced PCK.
- Full Text:
- Date Issued: 2015
- Authors: Chani, Fungisisai M
- Date: 2015
- Subjects: Chemical equilibrium -- Study and teaching (Secondary) -- Namibia , Science -- Study and teaching (Secondary) -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2023 , http://hdl.handle.net/10962/d1017334
- Description: The Namibian Physical Science Higher Level Syllabus requires students to study the topic on chemical equilibrium. This section has proven to be one of the most difficult for Namibian learners as reflected by their poor responses to questions in the Grade 12 NSSC ‘H’ examinations. Triggered by these discoveries, I decided to conduct a research on how teachers mediate learning of the topic on chemical equilibrium in a Namibian context. Conducted at a private school in Windhoek, the study involved two experienced Grade 11 Physical Science teachers renowned for good results. I adopted a qualitative case study underpinned by an interpretive paradigm. Sense making of concepts on chemical equilibrium was my unit of analysis. To generate data, I used document analysis, semi-structured interviews, lesson observations, which were videotaped as well as stimulated recall interviews. Vygotsky’s mediation of learning and social constructivism blended with Shulman’s pedagogical content knowledge (PCK) were the theoretical frameworks adopted in the study. During the analysis process, there was grouping of data into categories. These included teacher-learner interactions as emphasized by Vygotsky’s mediation of learning and learners’ challenges according to PCK. I used an inductive approach to identify emerging themes from my data. The themes were colour coded and the developed into analytical statements. Data triangulation, member checking, and peer review ensured data validity and trustworthiness. Stimulated recall interviews conducted while watching the videos with the two teachers, complemented these approaches. My findings were that teachers extensively used various meditational tools such as prior knowledge, language, analogies and an equilibrium game to mediate learning. The teachers experienced numerous challenges during mediation of learning, including language difficulties and learners’ failure to comprehend complex chemical equilibrium concepts. Notwithstanding, the teachers in this study managed to some extent to overcome the challenges by exhibiting facets of advanced PCK.
- Full Text:
- Date Issued: 2015
An investigation into how two Natural Science teachers in the Khomas region mediate learning of the topic of atoms and molecules in Grade 7 : a case study
- Authors: Hoepfner, Narenda
- Date: 2015
- Subjects: Science -- Study and teaching (Elementary) -- Namibia -- Khomas , Life sciences -- Study and teaching (Elementary) -- Namibia -- Khomas , Pedagogical content knowledge , Cognitive learning , Teachers -- In-service training -- Namibia -- Khomas
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2031 , http://hdl.handle.net/10962/d1017342
- Description: The teaching of abstract concepts requires higher cognitive thinking skills and thus presents a challenge for most subjects in the curriculum, in particular, science subjects. Teachers often complain that they struggle to develop higher cognitive skills in learners in such topics. As a result, learners fail to understand science concepts and then complain that science is boring and hence lose interest in the subject. The main reason for this study was to investigate how Grade 7 Natural Science teachers mediate the learning of abstract topics, in particular, atoms and molecules which are regarded as the building blocks in chemistry. This study further sought to develop a teaching unit of work on atoms, molecules and the Periodic Table in partnership with the participating teachers, in order to help improve teaching and learning of the topic. The study is located within an interpretive paradigm. Within this paradigm, a qualitative case study approach was adopted whereby two Grade 7 Natural Science teachers in the Khomas Region were the research participants. This approach enabled me to seek for answers beyond the obvious classroom experiences by using document analysis, semi-structured interviews and classroom observation (which were video-taped and transcribed). The theoretical frameworks underpinning this study focused on mediation of learning and social constructivism as expounded by Vygotsky, in conjunction with Shulman’s pedagogical content knowledge. Hence, emphasis was placed on the teaching strategies used by teachers, such as elicitation of prior knowledge during the lessons, language used, interaction of learners and ways how teachers deal with the challenges faced by them in the mediation of learning. An inductive analysis to discover patterns and themes was applied during the data analysis process. The themes were further turned into analytical statements to interpret the data. The validation process was achieved by using a variety of data gathering techniques. I watched the videotaped lessons with the observed teachers and I made use of member checking in the form of stimulated recall interviews and transcripts of the interviews. Thus, a summary of discussions were given back to the respondents to verify their responses and check for any misinterpretations. Different chapters of my study were given to colleagues to read through as a means of the validation process. Herein lies the importance of a critical friend in qualitative research. The findings of the study revealed that concepts of high cognitive demand should not be oversimplified when introduced to learners, as learners might find it difficult to define and conceptualise concepts as they do not have proper insights into the concepts. The findings further illuminated that teachers should develop a strong subject content knowledge as well as pedagogical content knowledge to have the best strategies in place to mediate learning of this topic. The study concludes, with Phase 2, that the exposure of and cooperation between teachers plays an indispensable role in their professional development. Essentially, this enables teachers to make use of different teaching styles as they scaffold learners in the process of making sense of, in particular, abstract science concepts. Finally, this study recommends that teachers need to engage in on-going professional development opportunities and be equipped with suitable learning support and other necessary physical resources, as a way of motivation and to be in a position to deal with all the many challenges they have to face during the mediation of learning.
- Full Text:
- Date Issued: 2015
- Authors: Hoepfner, Narenda
- Date: 2015
- Subjects: Science -- Study and teaching (Elementary) -- Namibia -- Khomas , Life sciences -- Study and teaching (Elementary) -- Namibia -- Khomas , Pedagogical content knowledge , Cognitive learning , Teachers -- In-service training -- Namibia -- Khomas
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2031 , http://hdl.handle.net/10962/d1017342
- Description: The teaching of abstract concepts requires higher cognitive thinking skills and thus presents a challenge for most subjects in the curriculum, in particular, science subjects. Teachers often complain that they struggle to develop higher cognitive skills in learners in such topics. As a result, learners fail to understand science concepts and then complain that science is boring and hence lose interest in the subject. The main reason for this study was to investigate how Grade 7 Natural Science teachers mediate the learning of abstract topics, in particular, atoms and molecules which are regarded as the building blocks in chemistry. This study further sought to develop a teaching unit of work on atoms, molecules and the Periodic Table in partnership with the participating teachers, in order to help improve teaching and learning of the topic. The study is located within an interpretive paradigm. Within this paradigm, a qualitative case study approach was adopted whereby two Grade 7 Natural Science teachers in the Khomas Region were the research participants. This approach enabled me to seek for answers beyond the obvious classroom experiences by using document analysis, semi-structured interviews and classroom observation (which were video-taped and transcribed). The theoretical frameworks underpinning this study focused on mediation of learning and social constructivism as expounded by Vygotsky, in conjunction with Shulman’s pedagogical content knowledge. Hence, emphasis was placed on the teaching strategies used by teachers, such as elicitation of prior knowledge during the lessons, language used, interaction of learners and ways how teachers deal with the challenges faced by them in the mediation of learning. An inductive analysis to discover patterns and themes was applied during the data analysis process. The themes were further turned into analytical statements to interpret the data. The validation process was achieved by using a variety of data gathering techniques. I watched the videotaped lessons with the observed teachers and I made use of member checking in the form of stimulated recall interviews and transcripts of the interviews. Thus, a summary of discussions were given back to the respondents to verify their responses and check for any misinterpretations. Different chapters of my study were given to colleagues to read through as a means of the validation process. Herein lies the importance of a critical friend in qualitative research. The findings of the study revealed that concepts of high cognitive demand should not be oversimplified when introduced to learners, as learners might find it difficult to define and conceptualise concepts as they do not have proper insights into the concepts. The findings further illuminated that teachers should develop a strong subject content knowledge as well as pedagogical content knowledge to have the best strategies in place to mediate learning of this topic. The study concludes, with Phase 2, that the exposure of and cooperation between teachers plays an indispensable role in their professional development. Essentially, this enables teachers to make use of different teaching styles as they scaffold learners in the process of making sense of, in particular, abstract science concepts. Finally, this study recommends that teachers need to engage in on-going professional development opportunities and be equipped with suitable learning support and other necessary physical resources, as a way of motivation and to be in a position to deal with all the many challenges they have to face during the mediation of learning.
- Full Text:
- Date Issued: 2015
An investigation into literacy development in Grade 4 English and isiXhosa home language textbooks : a comparative study
- Authors: Fulani, Ntombekhaya Cynthia
- Date: 2015
- Subjects: Progress in International Reading Literacy Study , Literacy -- South Africa , Textbooks -- South Africa -- Criticism, Textual , English language -- Study and teaching (Elementary) , Xhosa language -- Study and teaching (Elementary)
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2055 , http://hdl.handle.net/10962/d1018914
- Description: The 2006 Progress in International Reading Literacy Study (PIRLS) painted a gloomy picture of South African literacy when South Africa came last out of 40 countries. It was from this background that my study set out to investigate two English and two isiXhosa grade 4 home language textbooks with their accompanying teachers’ guides from two publishing houses, together with the home language curriculum documents for English and Xhosa because they are an important component in literacy development. It is important to emphasise that this study examined textbooks, not how teachers mediate such textbooks in their classrooms. In other words, my focus was on the textbooks themselves, and it was primarily through textual analysis of this stable, readily available data that I have been able to compare and analyse the potential they offer learners and teachers to achieve the literacy goals prescribed by the curriculum. The study also investigated the likelihood of differential attainment for learners as a result of using these textbooks. This was done by looking at whether the textbooks were in line with the literacy outcomes for English and isiXhosa home languages. It also looked at the kind of reader/writer envisaged in the selected textbooks and the level of challenge the selected textbooks offer and how, if at all, learners are encouraged to be critical readers and writers. The findings of the study were that the English and isiXhosa textbooks of each publishing house envisaged different learners. The English textbooks envisaged a cosmopolitan learner who has greater access to academic literacy. While the isiXhosa textbooks envisaged a parochial learner who has less access to academic literacy compared to the English learner
- Full Text:
- Date Issued: 2015
- Authors: Fulani, Ntombekhaya Cynthia
- Date: 2015
- Subjects: Progress in International Reading Literacy Study , Literacy -- South Africa , Textbooks -- South Africa -- Criticism, Textual , English language -- Study and teaching (Elementary) , Xhosa language -- Study and teaching (Elementary)
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2055 , http://hdl.handle.net/10962/d1018914
- Description: The 2006 Progress in International Reading Literacy Study (PIRLS) painted a gloomy picture of South African literacy when South Africa came last out of 40 countries. It was from this background that my study set out to investigate two English and two isiXhosa grade 4 home language textbooks with their accompanying teachers’ guides from two publishing houses, together with the home language curriculum documents for English and Xhosa because they are an important component in literacy development. It is important to emphasise that this study examined textbooks, not how teachers mediate such textbooks in their classrooms. In other words, my focus was on the textbooks themselves, and it was primarily through textual analysis of this stable, readily available data that I have been able to compare and analyse the potential they offer learners and teachers to achieve the literacy goals prescribed by the curriculum. The study also investigated the likelihood of differential attainment for learners as a result of using these textbooks. This was done by looking at whether the textbooks were in line with the literacy outcomes for English and isiXhosa home languages. It also looked at the kind of reader/writer envisaged in the selected textbooks and the level of challenge the selected textbooks offer and how, if at all, learners are encouraged to be critical readers and writers. The findings of the study were that the English and isiXhosa textbooks of each publishing house envisaged different learners. The English textbooks envisaged a cosmopolitan learner who has greater access to academic literacy. While the isiXhosa textbooks envisaged a parochial learner who has less access to academic literacy compared to the English learner
- Full Text:
- Date Issued: 2015
An investigation into the mathematics teaching practices of non-isiXhosa-speaking teachers teaching isiXhosa-speaking 3rd Graders through the medium of Afrikaans
- Authors: Knoetze, Susanna
- Date: 2015
- Subjects: Mathematics -- Study and teaching (Elementary) -- South Africa -- Grahamstown , Language and education -- South Africa -- Grahamstown , Education, Elementary -- Evaluation -- South Africa -- Grahamstown , Mathematics teachers -- Rating -- South Africa -- Grahamstown , Language arts -- Correlation with content subjects -- South Africa -- Grahamstown , Native language and education -- South Africa -- Grahamstown , Second language acquisition , Xhosa language , Afrikaans language
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2054 , http://hdl.handle.net/10962/d1018910
- Description: There is a considerable body of literature on the challenges faced by learners who speak an African language at home but who are taught through the medium of English. Less research has focused, however, on contexts where isiXhosa-speaking learners have Afrikaans as their Language of Learning and Teaching (LoLT), especially in Foundation Phase classrooms where teachers may not speak their learners’ home language. Such learners face the triple challenge of simultaneously learning a second language, learning to read in that language, and also learning new content and concepts through it. Using a multiple case study design, this investigation explores the mathematics teaching practices of Afrikaans-speaking Grade 3 teachers teaching isiXhosa-speaking learners through the medium of Afrikaans. Separate contextual profiles of the teaching practices of the participating teachers at the three schools are presented. Data were derived from school, classroom, and lesson observations (at least five complete mathematics lessons of each teacher), plus interviews with the teachers and with their school principals. By drawing on Vygotskian sociocultural theory and the interactive model of second language acquisition, this study highlighted the teaching practices of the three teachers as they mediated their learners’ mathematical conceptual development. An inductive data analysis approach was used to isolate recurring themes and patterns. Four main themes were identified: structuring of teaching and learning, facilitating of interaction, language use and implementation of mediating strategies. Analysis of the data shows that all three teachers’ language use displayed high levels of modified input, and high levels of context-embedded support. The levels of scaffolded learner talk were, however, found to be much lower than the levels of teacher talk, especially as far as academic registers were concerned. The teachers’ mediation strategies also displayed high levels of teacher-directed input which, on the whole, did not provide optimal opportunities for learners to develop independent levels of academic discourse. The study highlights the need for further research to inform teacher education and development with regard to more effective support structures to assist teachers with the sorts of challenges outlined above.
- Full Text:
- Date Issued: 2015
- Authors: Knoetze, Susanna
- Date: 2015
- Subjects: Mathematics -- Study and teaching (Elementary) -- South Africa -- Grahamstown , Language and education -- South Africa -- Grahamstown , Education, Elementary -- Evaluation -- South Africa -- Grahamstown , Mathematics teachers -- Rating -- South Africa -- Grahamstown , Language arts -- Correlation with content subjects -- South Africa -- Grahamstown , Native language and education -- South Africa -- Grahamstown , Second language acquisition , Xhosa language , Afrikaans language
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2054 , http://hdl.handle.net/10962/d1018910
- Description: There is a considerable body of literature on the challenges faced by learners who speak an African language at home but who are taught through the medium of English. Less research has focused, however, on contexts where isiXhosa-speaking learners have Afrikaans as their Language of Learning and Teaching (LoLT), especially in Foundation Phase classrooms where teachers may not speak their learners’ home language. Such learners face the triple challenge of simultaneously learning a second language, learning to read in that language, and also learning new content and concepts through it. Using a multiple case study design, this investigation explores the mathematics teaching practices of Afrikaans-speaking Grade 3 teachers teaching isiXhosa-speaking learners through the medium of Afrikaans. Separate contextual profiles of the teaching practices of the participating teachers at the three schools are presented. Data were derived from school, classroom, and lesson observations (at least five complete mathematics lessons of each teacher), plus interviews with the teachers and with their school principals. By drawing on Vygotskian sociocultural theory and the interactive model of second language acquisition, this study highlighted the teaching practices of the three teachers as they mediated their learners’ mathematical conceptual development. An inductive data analysis approach was used to isolate recurring themes and patterns. Four main themes were identified: structuring of teaching and learning, facilitating of interaction, language use and implementation of mediating strategies. Analysis of the data shows that all three teachers’ language use displayed high levels of modified input, and high levels of context-embedded support. The levels of scaffolded learner talk were, however, found to be much lower than the levels of teacher talk, especially as far as academic registers were concerned. The teachers’ mediation strategies also displayed high levels of teacher-directed input which, on the whole, did not provide optimal opportunities for learners to develop independent levels of academic discourse. The study highlights the need for further research to inform teacher education and development with regard to more effective support structures to assist teachers with the sorts of challenges outlined above.
- Full Text:
- Date Issued: 2015
An investigation into the nature of mathematical connections selected grade 7 teachers make when teaching fractions : a Namibian case study.
- Authors: Amupolo, Loide M
- Date: 2015
- Subjects: Mathematics -- Study and teaching -- Namibia , Fractions -- Study and teaching -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2016 , http://hdl.handle.net/10962/d1016374
- Description: The general understanding of mathematics as a subject and its implications is, in reality alarmingly low. Evidence of this is evident in learners’ performance and their reaction towards the subject. Fractions as a domain of Mathematics are no exception. The majority of the learners do not learn Fractions comfortably. The causes of this may be varied. However, it is believed that one way of ensuring meaningful teaching and learning is to make use of appropriate connections. The significance and the important role of the teacher in making mathematical connections in learning for understanding are well documented in the literature. This study focuses on the nature of mathematical connections selected Grade 7 teachers make when teaching Fractions, as well as their perceptions of the importance of making such connections. This qualitative case study was conducted in three schools in the Oshana region. The purpose was to investigate how mathematics teachers make connections in fractions. Underpinned by an interpretive paradigm, the study made use of observations and interviews to generate data. The framework borrowed from Businkas’ (2008) study was used in analysing and coding the nature of connections used in the lessons observed. An individual conversation on the nature and perceptions of the connections made in the observed lessons was undertaken with each teacher followed by a focus group discussion that aimed at analysing deeper perceptions on connections. The main findings of the study revealed that teachers made use of all the different types of connections as per Businkas’s framework. The frequency of occurrence showed that Instruction-Oriented Connection and Multiple Representation connections topped the list of connections used. Teachers pointed out that connections to prior knowledge and making multiple representations were most significant, as they related to learners’ existing knowledge and pointed to different ways of solving a problem. The teachers were, however, not familiar with the other connections identified as this was their first experience of interrogating connections. They, however, agreed on the importance of making those connections. The teachers agreed that meaningful connections indeed helped with their conceptual understanding of Mathematics. They believed that connections can increase learners’ interest in school and help reduce negative views of fractions, in particular, and mathematics in general. However, they felt that the limited number of resources, poor teaching approaches and the inability of creating fraction sense may hinder them from making appropriate connections.
- Full Text:
- Date Issued: 2015
- Authors: Amupolo, Loide M
- Date: 2015
- Subjects: Mathematics -- Study and teaching -- Namibia , Fractions -- Study and teaching -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2016 , http://hdl.handle.net/10962/d1016374
- Description: The general understanding of mathematics as a subject and its implications is, in reality alarmingly low. Evidence of this is evident in learners’ performance and their reaction towards the subject. Fractions as a domain of Mathematics are no exception. The majority of the learners do not learn Fractions comfortably. The causes of this may be varied. However, it is believed that one way of ensuring meaningful teaching and learning is to make use of appropriate connections. The significance and the important role of the teacher in making mathematical connections in learning for understanding are well documented in the literature. This study focuses on the nature of mathematical connections selected Grade 7 teachers make when teaching Fractions, as well as their perceptions of the importance of making such connections. This qualitative case study was conducted in three schools in the Oshana region. The purpose was to investigate how mathematics teachers make connections in fractions. Underpinned by an interpretive paradigm, the study made use of observations and interviews to generate data. The framework borrowed from Businkas’ (2008) study was used in analysing and coding the nature of connections used in the lessons observed. An individual conversation on the nature and perceptions of the connections made in the observed lessons was undertaken with each teacher followed by a focus group discussion that aimed at analysing deeper perceptions on connections. The main findings of the study revealed that teachers made use of all the different types of connections as per Businkas’s framework. The frequency of occurrence showed that Instruction-Oriented Connection and Multiple Representation connections topped the list of connections used. Teachers pointed out that connections to prior knowledge and making multiple representations were most significant, as they related to learners’ existing knowledge and pointed to different ways of solving a problem. The teachers were, however, not familiar with the other connections identified as this was their first experience of interrogating connections. They, however, agreed on the importance of making those connections. The teachers agreed that meaningful connections indeed helped with their conceptual understanding of Mathematics. They believed that connections can increase learners’ interest in school and help reduce negative views of fractions, in particular, and mathematics in general. However, they felt that the limited number of resources, poor teaching approaches and the inability of creating fraction sense may hinder them from making appropriate connections.
- Full Text:
- Date Issued: 2015
An investigation into the nature of mathematics connections used by selected Grade 11 teachers when teaching algebra : a case study
- Kanyanda, Ester Ndahekomwenyo
- Authors: Kanyanda, Ester Ndahekomwenyo
- Date: 2015
- Subjects: Mathematics -- Study and teaching (Secondary) -- Namibia -- Tsumeb , Algebra -- Study and teaching (Secondary) -- Namibia -- Tsumeb , Connections (Mathematics) , Teacher effectiveness -- Namibia -- Tsumeb
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2036 , http://hdl.handle.net/10962/d1017347
- Description: The purpose of this study was to investigate the nature of mathematical connections used by selected teachers when teaching the topic of algebra and to investigate their perceptions of their use of connections. The participants were selected on the basis of teaching experience as well as their willingness to share their ideas. An interpretive paradigm was used to collect and analyse data. The data was collected from three participating teachers. These participants were selected from the three secondary schools in the town of Tsumeb in Namibia. I used video recordings of two lessons per teacher as well as semi-structured interviews as my tools to gather data. After the two lessons were video recorded, I conducted a workshop with the teachers to introduce them to the 5 types of mathematical connections pertinent to this study. We analysed the videos together using Businskas' framework as a basis for analysis. This then formed part of the stimulated recall interviews. It was found that, even though teachers were not aware of the concept of mathematical connections before our interactions, there was strong evidence of connections being made and used in their lessons. The two types of connections that were used most frequently (24.1 percent each) were procedural and instruction-oriented connections respectively. Part-whole relationships connections were used the least with a frequency of 12 percent. All three teachers agreed that they needed to make more connections when teaching and that they would think more about connections in future, particularly when preparing their lessons. The study makes recommendations to encourage the continuous use of connections in teaching mathematics.
- Full Text:
- Date Issued: 2015
- Authors: Kanyanda, Ester Ndahekomwenyo
- Date: 2015
- Subjects: Mathematics -- Study and teaching (Secondary) -- Namibia -- Tsumeb , Algebra -- Study and teaching (Secondary) -- Namibia -- Tsumeb , Connections (Mathematics) , Teacher effectiveness -- Namibia -- Tsumeb
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2036 , http://hdl.handle.net/10962/d1017347
- Description: The purpose of this study was to investigate the nature of mathematical connections used by selected teachers when teaching the topic of algebra and to investigate their perceptions of their use of connections. The participants were selected on the basis of teaching experience as well as their willingness to share their ideas. An interpretive paradigm was used to collect and analyse data. The data was collected from three participating teachers. These participants were selected from the three secondary schools in the town of Tsumeb in Namibia. I used video recordings of two lessons per teacher as well as semi-structured interviews as my tools to gather data. After the two lessons were video recorded, I conducted a workshop with the teachers to introduce them to the 5 types of mathematical connections pertinent to this study. We analysed the videos together using Businskas' framework as a basis for analysis. This then formed part of the stimulated recall interviews. It was found that, even though teachers were not aware of the concept of mathematical connections before our interactions, there was strong evidence of connections being made and used in their lessons. The two types of connections that were used most frequently (24.1 percent each) were procedural and instruction-oriented connections respectively. Part-whole relationships connections were used the least with a frequency of 12 percent. All three teachers agreed that they needed to make more connections when teaching and that they would think more about connections in future, particularly when preparing their lessons. The study makes recommendations to encourage the continuous use of connections in teaching mathematics.
- Full Text:
- Date Issued: 2015
An investigation into the prevalence and nature of boredom in Grade 10 Mathematics classrooms : a case study
- Authors: Mbelani, Xoliswa Lydia
- Date: 2015
- Subjects: Mathematics -- Study and teaching (Secondary) -- South Africa -- Grahamstown , Boredom , Mathematics -- Study and teaching (Secondary) -- Evaluation , Mathematical ability , Teaching -- Aids and devices , Creative teaching -- South Africa -- Grahamstown
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2040 , http://hdl.handle.net/10962/d1017351
- Description: This research report focuses on an investigation into the prevalence and nature of boredom in Grade 10 Mathematics classrooms in the Grahamstown region, South Africa. Boredom seems to be strongly evident in our classrooms. Quantitative data was derived from an initial survey questionnaire while semi-structured interviews were used to elicit qualitative data. The data from the survey was analysed quantitatively using descriptive statistics. The quantitative data was categorised according to the structure of the survey. The data was represented in bar graphs and then discussed accordingly. In the final narrative I infused extracts from the interviews with my quantitative analysis. The qualitative data was analysed and coded according to different categories and themes that emerged through repeated engagement with the interview transcripts. The findings revealed that boredom is a common problem in the 8 Grade 10 Mathematics schools in the Grahamstown region and this finding answered my first research question. To answer my second research question, the results showed that learners were bored due to many factors, such as; lack of understanding, repetition and the teacher’s actions and many more. My findings align with what is highlighted by Nett, Goetz, & Hall. (2011) that many learners from particularly the senior secondary schools frequently report episodes of boredom. The study recommends that teachers make their teaching more interesting, much use of concrete teaching materials and make mathematics tasks to be relevant and real.
- Full Text:
- Date Issued: 2015
- Authors: Mbelani, Xoliswa Lydia
- Date: 2015
- Subjects: Mathematics -- Study and teaching (Secondary) -- South Africa -- Grahamstown , Boredom , Mathematics -- Study and teaching (Secondary) -- Evaluation , Mathematical ability , Teaching -- Aids and devices , Creative teaching -- South Africa -- Grahamstown
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2040 , http://hdl.handle.net/10962/d1017351
- Description: This research report focuses on an investigation into the prevalence and nature of boredom in Grade 10 Mathematics classrooms in the Grahamstown region, South Africa. Boredom seems to be strongly evident in our classrooms. Quantitative data was derived from an initial survey questionnaire while semi-structured interviews were used to elicit qualitative data. The data from the survey was analysed quantitatively using descriptive statistics. The quantitative data was categorised according to the structure of the survey. The data was represented in bar graphs and then discussed accordingly. In the final narrative I infused extracts from the interviews with my quantitative analysis. The qualitative data was analysed and coded according to different categories and themes that emerged through repeated engagement with the interview transcripts. The findings revealed that boredom is a common problem in the 8 Grade 10 Mathematics schools in the Grahamstown region and this finding answered my first research question. To answer my second research question, the results showed that learners were bored due to many factors, such as; lack of understanding, repetition and the teacher’s actions and many more. My findings align with what is highlighted by Nett, Goetz, & Hall. (2011) that many learners from particularly the senior secondary schools frequently report episodes of boredom. The study recommends that teachers make their teaching more interesting, much use of concrete teaching materials and make mathematics tasks to be relevant and real.
- Full Text:
- Date Issued: 2015
An investigation into the promotion of productive learning dispositions in government policies and teacher assessment in Grade R and Grade 1
- Authors: Long, Roxanne
- Date: 2015
- Subjects: Learning, Psychology of , Early childhood education -- Evaluation , Learning -- Evaluation , Educational psychology
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2018 , http://hdl.handle.net/10962/d1017182
- Description: The impetus for this study came from the increasing acknowledgement of learning dispositions as a central, yet largely under explored area of numeracy learning, in both international education literature and in the current work conducted by the South African Numeracy Chair, based at Rhodes University. This coupled with my own personal interest in the crucial transitional phase between Grade R (the year before formal schooling) and Grade 1 and the role of developing progressively strengthened learning dispositions, particularly in relation to numeracy learning, to enable this transition. This, together with the lack of research around what constitutes a quality Grade R programme, especially in South Africa, inspired an investigation into the promotion of key productive learning dispositions within current government policy and in teacher assessment practices across Grade R and Grade 1 in six local schools. I designed a qualitative research study underpinned by a socio-cultural theoretical perspective that foregrounds learning. Within this broad theoretical perspective I drew on two key analytic frameworks that cohere with this socio cultural view that prioritises learning dispositions (ways of being, habits of mind). In particular the work of Kilpatrick et al. (2001) and Carr & Claxton (2010), in defining essential elements of key productive learning dispositions, were combined to enable the development of an indicator matrix used for the analysis of current government policy and teacher assessment practices in the Grade R and Grade 1. Additionally empirical data from the study enabled extension and adaptation of the indicator matrix derived from key literature. The research contributes an analysis of various curriculum and policy documents across Grade R and 1 in terms of the inclusion and promotion of learning dispositions. The presences of certain promoted dispositions are compared with international literature and frameworks and certain absences or under represented dispositions are noted. The empirical data derived from Gr R and Gr 1 teacher questionnaires and exemplar reports across 6 schools are analysed and related back to policy. Similarities and differences across teachers in different grades and teachers in different schools are discussed. The findings point towards several avenues of research and also provide an emergent dispositional discourse from empirical data, policy analysis and literature that could enable engagement between various stakeholders around the notion of learning dispositions as a central feature of schooling in the Grade R to Grade 1 transition. It is argued from the data that the inclusion of exemplar reports, in teacher assessment policy guides, which indicate possible ways to communicate dispositional priorities to both parents and learners, would assist teachers in achieving greater coherence between dispositions promoted in the classroom and those assessed and reported on.
- Full Text:
- Date Issued: 2015
- Authors: Long, Roxanne
- Date: 2015
- Subjects: Learning, Psychology of , Early childhood education -- Evaluation , Learning -- Evaluation , Educational psychology
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2018 , http://hdl.handle.net/10962/d1017182
- Description: The impetus for this study came from the increasing acknowledgement of learning dispositions as a central, yet largely under explored area of numeracy learning, in both international education literature and in the current work conducted by the South African Numeracy Chair, based at Rhodes University. This coupled with my own personal interest in the crucial transitional phase between Grade R (the year before formal schooling) and Grade 1 and the role of developing progressively strengthened learning dispositions, particularly in relation to numeracy learning, to enable this transition. This, together with the lack of research around what constitutes a quality Grade R programme, especially in South Africa, inspired an investigation into the promotion of key productive learning dispositions within current government policy and in teacher assessment practices across Grade R and Grade 1 in six local schools. I designed a qualitative research study underpinned by a socio-cultural theoretical perspective that foregrounds learning. Within this broad theoretical perspective I drew on two key analytic frameworks that cohere with this socio cultural view that prioritises learning dispositions (ways of being, habits of mind). In particular the work of Kilpatrick et al. (2001) and Carr & Claxton (2010), in defining essential elements of key productive learning dispositions, were combined to enable the development of an indicator matrix used for the analysis of current government policy and teacher assessment practices in the Grade R and Grade 1. Additionally empirical data from the study enabled extension and adaptation of the indicator matrix derived from key literature. The research contributes an analysis of various curriculum and policy documents across Grade R and 1 in terms of the inclusion and promotion of learning dispositions. The presences of certain promoted dispositions are compared with international literature and frameworks and certain absences or under represented dispositions are noted. The empirical data derived from Gr R and Gr 1 teacher questionnaires and exemplar reports across 6 schools are analysed and related back to policy. Similarities and differences across teachers in different grades and teachers in different schools are discussed. The findings point towards several avenues of research and also provide an emergent dispositional discourse from empirical data, policy analysis and literature that could enable engagement between various stakeholders around the notion of learning dispositions as a central feature of schooling in the Grade R to Grade 1 transition. It is argued from the data that the inclusion of exemplar reports, in teacher assessment policy guides, which indicate possible ways to communicate dispositional priorities to both parents and learners, would assist teachers in achieving greater coherence between dispositions promoted in the classroom and those assessed and reported on.
- Full Text:
- Date Issued: 2015
An investigation into the types of classroom tasks senior secondary school (grade 11 and 12) mathematics teachers give to their learners : a case study
- Authors: Shapange, Ismael
- Date: 2015
- Subjects: Mathematics -- Study and teaching (Secondary) -- Namibia -- Omusati , Task analysis in education -- Namibia -- Omusati , Student-centered learning -- Namibia -- Omusati , High school teaching -- Namibia -- Omusati
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2045 , http://hdl.handle.net/10962/d1017356
- Description: This interpretive case study was undertaken to investigate the nature of classroom tasks that teachers give to their learners and to gain insights into how they choose these tasks. It was carried out at two secondary schools in the Okahao circuit of the Omusati region in Namibia. The schools range from Grade 8 to Grade 12. This study focused mainly on teachers who teach Mathematics at senior secondary phase (Grade 11 and 12). The research participants were of four mathematics teachers – two from each school. The study was designed around two phases. Phase one consisted of video-recording of lessons, and phase two consisted of interviewing the teachers. The main purpose of the study was to ascertain the types and nature of tasks that teachers give to their learners and to gain insights into how they chose these tasks. The research adopted a combination of both qualitative and quantitative approaches. The study revealed that the participating teachers provided a near equal amount of lower level cognitive tasks and higher level cognitive tasks. It further revealed several factors that influence teachers when selecting the types of tasks they give to their learners. These factors include curriculum requirements, types of learners and their experiences, and learners’ contexts.
- Full Text:
- Date Issued: 2015
- Authors: Shapange, Ismael
- Date: 2015
- Subjects: Mathematics -- Study and teaching (Secondary) -- Namibia -- Omusati , Task analysis in education -- Namibia -- Omusati , Student-centered learning -- Namibia -- Omusati , High school teaching -- Namibia -- Omusati
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2045 , http://hdl.handle.net/10962/d1017356
- Description: This interpretive case study was undertaken to investigate the nature of classroom tasks that teachers give to their learners and to gain insights into how they choose these tasks. It was carried out at two secondary schools in the Okahao circuit of the Omusati region in Namibia. The schools range from Grade 8 to Grade 12. This study focused mainly on teachers who teach Mathematics at senior secondary phase (Grade 11 and 12). The research participants were of four mathematics teachers – two from each school. The study was designed around two phases. Phase one consisted of video-recording of lessons, and phase two consisted of interviewing the teachers. The main purpose of the study was to ascertain the types and nature of tasks that teachers give to their learners and to gain insights into how they chose these tasks. The research adopted a combination of both qualitative and quantitative approaches. The study revealed that the participating teachers provided a near equal amount of lower level cognitive tasks and higher level cognitive tasks. It further revealed several factors that influence teachers when selecting the types of tasks they give to their learners. These factors include curriculum requirements, types of learners and their experiences, and learners’ contexts.
- Full Text:
- Date Issued: 2015
An investigation of enabling and constraining factors affecting the supply and demand of specific biodiversity scarce skills to the biodiversity sector
- Authors: Mckrill, Leanne Joy
- Date: 2015
- Subjects: Rhodes University , GreenMatter (South Africa) , CATHSSETA (South Africa) , Labor demand -- South Africa , Biodiversity conservation -- Employees -- Supply and demand -- South Africa , Wildlife veterinarians -- Supply and demand -- South Africa , Freshwater ecology -- Employees -- Supply and demand -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2067 , http://hdl.handle.net/10962/d1020837
- Description: This study is situated within the context of the emerging South African Biodiversity Sector and focuses on the supply of and demand for scarce skilled biodiversity professionals. It does so through investigating the transition a young biodiversity professional makes from a higher education institution to the workplace by drawing attention to the factors encountered or perceived to be encountered during this development. The study forms part of a research programme established between Rhodes University, GreenMatter and the Culture Arts Tourism Hospitality Sport Education and Training Authority (CATHSSETA), which seeks to contribute to the body of knowledge pertaining to "green" skills development and retention within the South African biodiversity sector. It is a qualitative study, comprising nested case studies within two larger case studies of scarce skills – those of wildlife veterinarians and freshwater ecologists – as identified by the biodiversity priority scarce skills list (SANBI & Lewis Foundation, 2012). The study is supported by Bronfenbrenner's (1979) Ecological Systems theory and underpinned by the principles of basic critical realism and emergence (Archer, Bhaskar, Collier, Lawson, & Norrie, 1998). Data was generated through a range of data collection methods, including semi-structured interviews, participant observation and document analysis. The aim of these methods was to enable a greater understanding of the factors influencing transitioning and the unique transitions of selected individuals. Findings revealed that the transitions of the participants, although unique to each of them, included the following commonalities: exposure to biodiversity at an early stage in an individual's life paved the way for the development and nurturing of an interest or passion in biodiversity; experience gained prior to entry into the workplace is a powerful enabling factor; the presence or absence of a mentor can be pivotal in the transition of an individual; the gap in knowledge pertaining to demand side or workplace information is a large constraining factor; workplace dynamics affect the demand for, and eventual supply of, biodiversity professionals; the presence of human capital development strategies and structures is beneficial to the individual's transition, and the overall ecosystemic development of an individual has an effect on the supply of specific scarce-skilled individuals to the workforce. This study demonstrates that through the employment of nested case studies, similar research focussing on other scarce skills within the biodiversity sector, as per the GreenMatter Priority Skills List of 2012, can be produced, which would help to address the knowledge gaps pertaining to scarce skills, as indicated by the Biodiversity Human Capital Development Strategy (2010).
- Full Text:
- Date Issued: 2015
- Authors: Mckrill, Leanne Joy
- Date: 2015
- Subjects: Rhodes University , GreenMatter (South Africa) , CATHSSETA (South Africa) , Labor demand -- South Africa , Biodiversity conservation -- Employees -- Supply and demand -- South Africa , Wildlife veterinarians -- Supply and demand -- South Africa , Freshwater ecology -- Employees -- Supply and demand -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2067 , http://hdl.handle.net/10962/d1020837
- Description: This study is situated within the context of the emerging South African Biodiversity Sector and focuses on the supply of and demand for scarce skilled biodiversity professionals. It does so through investigating the transition a young biodiversity professional makes from a higher education institution to the workplace by drawing attention to the factors encountered or perceived to be encountered during this development. The study forms part of a research programme established between Rhodes University, GreenMatter and the Culture Arts Tourism Hospitality Sport Education and Training Authority (CATHSSETA), which seeks to contribute to the body of knowledge pertaining to "green" skills development and retention within the South African biodiversity sector. It is a qualitative study, comprising nested case studies within two larger case studies of scarce skills – those of wildlife veterinarians and freshwater ecologists – as identified by the biodiversity priority scarce skills list (SANBI & Lewis Foundation, 2012). The study is supported by Bronfenbrenner's (1979) Ecological Systems theory and underpinned by the principles of basic critical realism and emergence (Archer, Bhaskar, Collier, Lawson, & Norrie, 1998). Data was generated through a range of data collection methods, including semi-structured interviews, participant observation and document analysis. The aim of these methods was to enable a greater understanding of the factors influencing transitioning and the unique transitions of selected individuals. Findings revealed that the transitions of the participants, although unique to each of them, included the following commonalities: exposure to biodiversity at an early stage in an individual's life paved the way for the development and nurturing of an interest or passion in biodiversity; experience gained prior to entry into the workplace is a powerful enabling factor; the presence or absence of a mentor can be pivotal in the transition of an individual; the gap in knowledge pertaining to demand side or workplace information is a large constraining factor; workplace dynamics affect the demand for, and eventual supply of, biodiversity professionals; the presence of human capital development strategies and structures is beneficial to the individual's transition, and the overall ecosystemic development of an individual has an effect on the supply of specific scarce-skilled individuals to the workforce. This study demonstrates that through the employment of nested case studies, similar research focussing on other scarce skills within the biodiversity sector, as per the GreenMatter Priority Skills List of 2012, can be produced, which would help to address the knowledge gaps pertaining to scarce skills, as indicated by the Biodiversity Human Capital Development Strategy (2010).
- Full Text:
- Date Issued: 2015
An investigation of socio-ecological issues and risks and capabilities in the 'my future is my choice' HIV and AIDS programme : a case in northern Namibia
- Authors: Tjiveze, Wakaa
- Date: 2015
- Subjects: My Future is My Choice (Program : Namibia) , HIV infections -- Social aspects -- Namibia , AIDS (Disease) -- Social aspects -- Namibia , AIDS (Disease) -- Study and teaching -- Namibia , AIDS (Disease) -- Risk factors -- Namibia , AIDS (Disease) -- Moral and ethical aspects -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2050 , http://hdl.handle.net/10962/d1017769
- Description: The HIV and AIDS crisis can be presented as a socio-ecological issue, with an ever-increasing impact on both human beings and the environment. Teaching about socio-ecological issues and the consideration of individual capabilities has become crucial within HIV and AIDS education programmes. Issues of deforestation, land degradation and other environmental problems have worsened since the advent of HIV and AIDS, especially in developing countries. The My Future is My Choice (MFMC) programme has been identified as an important HIV and AIDS education initiative that caters for young people in Namibian secondary schools (Grades 8-12). One of the themes within the programme (Facing HIV and AIDS) is highlighted in this study. This study was constituted as a case study of one school in rural Omuthiya, in the Oshikoto region. The study investigated the opportunities for the integration of a focus on socio-ecological issues and risks, within the MFMC education programme. The study also investigated the way in which the program develops learners‟ capabilities to respond to HIV and AIDS related socio-ecological issues and risks/vulnerabilities. The study also presents the constraints and enabling factors influencing the implementation of the programme. This study used a qualitative, interpretive case study methodology. The research methods included the analysis of eight documents and nineteen semi-structured interviews, with the Programme Coordinator, the Programme Facilitator, the School Principal and with the programme participants. The analysis also included two focus group discussions with a group of learners; and two classroom observations; and the learners' submissions (reflection sheets). Convenience sampling was used, and ethical issues were taken into consideration throughout the study. The study revealed the following as key findings: The aims and objectives of the HIV and AIDS education programme can enhance and constrain the development of capabilities, as well as opportunities and challenges for the integration of a focus on socio-environmental issues and risks as additional learning content. Teaching and learning methods that are participatory and rooted within the learner centered approach can make the integration of HIV and AIDS inherent socio-environmental issues and risks into the MFMC education programme possible. The values and beliefs inherent within the MFMC education programme stand as opportunities for the successful development of capabilities in the education programme. The study concluded by recommending that capabilities within the MFMC programme be developed through teaching learners about their rights, respect for human dignity, and the right to health and to living the life free from discriminatory practices, as a moral entitlement of each and every individual. While teaching learners about their right to health and the importance of healthy diets, this study found that the programme could include learning about food production and handling practices for the benefit of those living with HIV and AIDS, while caring for the environment. Another recommendation was that future research should consider actively involving young people in decision-making with regard to the programme, as this will allow them to choose and decide on what knowledge and skills they need and want to acquire. The study further explained that this will promote the programme participants‟ sense of agency, and their freedom to choose what they value being and doing as an important element in enhancing learner capabilities. Ultimately, this will also enable the learners to acquire the necessary skills and knowledge they need in order to respond to the socio-ecological problems they face in their communities.
- Full Text:
- Date Issued: 2015
- Authors: Tjiveze, Wakaa
- Date: 2015
- Subjects: My Future is My Choice (Program : Namibia) , HIV infections -- Social aspects -- Namibia , AIDS (Disease) -- Social aspects -- Namibia , AIDS (Disease) -- Study and teaching -- Namibia , AIDS (Disease) -- Risk factors -- Namibia , AIDS (Disease) -- Moral and ethical aspects -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2050 , http://hdl.handle.net/10962/d1017769
- Description: The HIV and AIDS crisis can be presented as a socio-ecological issue, with an ever-increasing impact on both human beings and the environment. Teaching about socio-ecological issues and the consideration of individual capabilities has become crucial within HIV and AIDS education programmes. Issues of deforestation, land degradation and other environmental problems have worsened since the advent of HIV and AIDS, especially in developing countries. The My Future is My Choice (MFMC) programme has been identified as an important HIV and AIDS education initiative that caters for young people in Namibian secondary schools (Grades 8-12). One of the themes within the programme (Facing HIV and AIDS) is highlighted in this study. This study was constituted as a case study of one school in rural Omuthiya, in the Oshikoto region. The study investigated the opportunities for the integration of a focus on socio-ecological issues and risks, within the MFMC education programme. The study also investigated the way in which the program develops learners‟ capabilities to respond to HIV and AIDS related socio-ecological issues and risks/vulnerabilities. The study also presents the constraints and enabling factors influencing the implementation of the programme. This study used a qualitative, interpretive case study methodology. The research methods included the analysis of eight documents and nineteen semi-structured interviews, with the Programme Coordinator, the Programme Facilitator, the School Principal and with the programme participants. The analysis also included two focus group discussions with a group of learners; and two classroom observations; and the learners' submissions (reflection sheets). Convenience sampling was used, and ethical issues were taken into consideration throughout the study. The study revealed the following as key findings: The aims and objectives of the HIV and AIDS education programme can enhance and constrain the development of capabilities, as well as opportunities and challenges for the integration of a focus on socio-environmental issues and risks as additional learning content. Teaching and learning methods that are participatory and rooted within the learner centered approach can make the integration of HIV and AIDS inherent socio-environmental issues and risks into the MFMC education programme possible. The values and beliefs inherent within the MFMC education programme stand as opportunities for the successful development of capabilities in the education programme. The study concluded by recommending that capabilities within the MFMC programme be developed through teaching learners about their rights, respect for human dignity, and the right to health and to living the life free from discriminatory practices, as a moral entitlement of each and every individual. While teaching learners about their right to health and the importance of healthy diets, this study found that the programme could include learning about food production and handling practices for the benefit of those living with HIV and AIDS, while caring for the environment. Another recommendation was that future research should consider actively involving young people in decision-making with regard to the programme, as this will allow them to choose and decide on what knowledge and skills they need and want to acquire. The study further explained that this will promote the programme participants‟ sense of agency, and their freedom to choose what they value being and doing as an important element in enhancing learner capabilities. Ultimately, this will also enable the learners to acquire the necessary skills and knowledge they need in order to respond to the socio-ecological problems they face in their communities.
- Full Text:
- Date Issued: 2015
Conceptions of academics concerning the nature and purpose of teaching portfolios in higher education
- Authors: Champion, Eunice Nomava
- Date: 2015
- Subjects: Portfolios in education , Lecture method in teaching , College teaching , College teachers
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9591 , http://hdl.handle.net/10948/d1021175
- Description: The purpose of this study was to explore the conceptions of academics at the NMMU concerning the nature and purpose of teaching portfolios in higher education. The study was guided by the following research question: What are the conceptions of academics concerning the nature and purpose of teaching portfolios in higher education? A case study, involving academics at the Nelson Mandela Metropolitan University (NMMU), was used to answer the research question. A sequential explanatory mixed-methods research design was employed to collect data from an electronic questionnaire consisting of Likert-scale type of responses and open-ended questions, followed by two focus group interviews with academics that had prior experience in the development of a teaching portfolio. Forty-five academics responded to the questionnaire sent to all the academics at the NMMU, providing a broad perspective on the conceptions of NMMU academics regarding the nature and purpose of teaching portfolios. The two focus group interviews were conducted with six and eight academics respectively who was purposively chosen for their prior experience with the development of teaching portfolios. The aim of the focus group interviews were to elaborate on the data generated by the questionnaire. The quantitative data gathered by the questionnaire was statistically analysed, generating descriptive statistics of the Likert type response statements. The transcripts of the focus group interviews were thematically analysed. The conceptual framework that initially guided the formulation of the sub-research questions was amended to include the themes that emerged from the thematic analysis of the data, namely: the portfolio development process, the uses of and purposes for developing teaching portfolios, the attitudes of academics towards teaching portfolios, and the benefits gained from the development of teaching portfolios. The findings of the study revealed that of the participants find work overload and additional responsibilities as major constraints and collaboration among peers as the most helpful factor in the development of a teaching portfolio. The findings further revealed that the majority of the participants identified items to be included in a teaching portfolio that would enable them to use the portfolio in the development of their teaching. A mixture of attitudes towards teaching portfolios was identified. Some academics (in particular those who have prior experience in the development of portfolios) displayed a positive attitude towards teaching portfolios, while participants reported a negative attitude towards teaching portfolios by most of their colleagues (mostly those who have not developed a portfolio yet). The negative attitudes do seem to overpower the positive attitudes towards teaching portfolios. The challenge to the NMMU would therefore be to get academics to make use of the initiatives provided by the NMMU to assist them with the teaching portfolio development process. Four recommendations that may serve as guidelines to assist in the successful implementation of teaching portfolios at the NMMU were made, based on the findings of the study. Although the results of this study cannot be generalized to other higher education institutions, they do provide insights in the conception of the academics regarding the nature and purpose of teaching portfolios at the NMMU that can be of benefit to other higher education institutions.
- Full Text:
- Date Issued: 2015
- Authors: Champion, Eunice Nomava
- Date: 2015
- Subjects: Portfolios in education , Lecture method in teaching , College teaching , College teachers
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9591 , http://hdl.handle.net/10948/d1021175
- Description: The purpose of this study was to explore the conceptions of academics at the NMMU concerning the nature and purpose of teaching portfolios in higher education. The study was guided by the following research question: What are the conceptions of academics concerning the nature and purpose of teaching portfolios in higher education? A case study, involving academics at the Nelson Mandela Metropolitan University (NMMU), was used to answer the research question. A sequential explanatory mixed-methods research design was employed to collect data from an electronic questionnaire consisting of Likert-scale type of responses and open-ended questions, followed by two focus group interviews with academics that had prior experience in the development of a teaching portfolio. Forty-five academics responded to the questionnaire sent to all the academics at the NMMU, providing a broad perspective on the conceptions of NMMU academics regarding the nature and purpose of teaching portfolios. The two focus group interviews were conducted with six and eight academics respectively who was purposively chosen for their prior experience with the development of teaching portfolios. The aim of the focus group interviews were to elaborate on the data generated by the questionnaire. The quantitative data gathered by the questionnaire was statistically analysed, generating descriptive statistics of the Likert type response statements. The transcripts of the focus group interviews were thematically analysed. The conceptual framework that initially guided the formulation of the sub-research questions was amended to include the themes that emerged from the thematic analysis of the data, namely: the portfolio development process, the uses of and purposes for developing teaching portfolios, the attitudes of academics towards teaching portfolios, and the benefits gained from the development of teaching portfolios. The findings of the study revealed that of the participants find work overload and additional responsibilities as major constraints and collaboration among peers as the most helpful factor in the development of a teaching portfolio. The findings further revealed that the majority of the participants identified items to be included in a teaching portfolio that would enable them to use the portfolio in the development of their teaching. A mixture of attitudes towards teaching portfolios was identified. Some academics (in particular those who have prior experience in the development of portfolios) displayed a positive attitude towards teaching portfolios, while participants reported a negative attitude towards teaching portfolios by most of their colleagues (mostly those who have not developed a portfolio yet). The negative attitudes do seem to overpower the positive attitudes towards teaching portfolios. The challenge to the NMMU would therefore be to get academics to make use of the initiatives provided by the NMMU to assist them with the teaching portfolio development process. Four recommendations that may serve as guidelines to assist in the successful implementation of teaching portfolios at the NMMU were made, based on the findings of the study. Although the results of this study cannot be generalized to other higher education institutions, they do provide insights in the conception of the academics regarding the nature and purpose of teaching portfolios at the NMMU that can be of benefit to other higher education institutions.
- Full Text:
- Date Issued: 2015
Developed teacher leadership in a township high school : an interpretive case study
- Authors: John, Daisy Mary
- Date: 2015
- Subjects: Educational leadership -- South Africa -- Eastern Cape , School management and organization -- South Africa -- Eastern Cape , Teacher participation in administration -- South Africa -- Eastern Cape , Teacher effectiveness -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2052 , http://hdl.handle.net/10962/d1018548
- Description: South Africa’s future success depends on a number of national priorities, amongst them the transformation of its education system. Education is the best route to follow to alleviate poverty and many other social ills. One way to overcome some of the complex challenges and crises that we face in South African schools is to pay attention to issues of leading and leadership, including the leadership of teachers. This study is done with the hope that research into teacher leadership will be one of the answers to the crisis in education. It should become a beacon of hope for all educationists who passionately want progress in the youth of South Africa. What better way than to ‘Awaken the Sleeping Giant’ of teacher leadership, borrowing the term from Katzenmeyer and Moller (2009). This study was designed as a case study, the purpose of which was to find out about the enactment of teacher leadership in an Eastern Cape township high school as well as the enhancing and hindering factors to this enactment. This study was done as a replication study of a similar study done by a group of 11Master’s students at the University of KwaZulu-Natal in 2010. Similar to the original study, this case study was located within the interpretive paradigm and drew on school profiling, survey questionnaires, a focus group interview, selfreflective journals and individual interviews for its methods of data collection. The study was framed by distributed leadership while Grant’s (2008; 2012) Model of teacher leadership was adopted as the analytical tool. It emerged from the data that the three teacher leaders, my primary participants, exhibited teacher leadership across all four zones of Grant’s (2008) Model. The first zone was leadership in the classroom where all three teacher leaders showed leadership to varying degrees. Zones Two to Four are about leadership beyond the classroom into the school and beyond. In Zone Two, the zone where teachers work with each other and the learners outside the classroom, substantial levels of leadership were enacted by the three teacher leaders. Zone Three, where leadership is exhibited in whole-school development, the three primary participants showed distinct leadership qualities as well. The fourth zone, which is about interaction with neighbouring schools, also revealed that all three teacher leaders demonstrated active leadership on a regular basis. Findings further revealed that there were only a few inhibiting factors to the leadership of teachers at the case study school, including limited resources and infrastructure as well as insufficient support and acknowledgement from the relevant stakeholders when leadership initiatives were made, either successfully or otherwise. However, the enhancing factors superseded the inhibiting factors. A functional committee culture guided by a shared vision existed in the case study school together with an ethos of trust which enabled the staff to work collaboratively. Though there was certainly room for improvement in leadership practices at this case study school, the enactment of teacher leadership in this school illustrated a strong case of ‘developed’ teacher leadership (Muijs& Harris, 2007) within a dispersed leadership framing (Gunter, 2005)
- Full Text:
- Date Issued: 2015
- Authors: John, Daisy Mary
- Date: 2015
- Subjects: Educational leadership -- South Africa -- Eastern Cape , School management and organization -- South Africa -- Eastern Cape , Teacher participation in administration -- South Africa -- Eastern Cape , Teacher effectiveness -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2052 , http://hdl.handle.net/10962/d1018548
- Description: South Africa’s future success depends on a number of national priorities, amongst them the transformation of its education system. Education is the best route to follow to alleviate poverty and many other social ills. One way to overcome some of the complex challenges and crises that we face in South African schools is to pay attention to issues of leading and leadership, including the leadership of teachers. This study is done with the hope that research into teacher leadership will be one of the answers to the crisis in education. It should become a beacon of hope for all educationists who passionately want progress in the youth of South Africa. What better way than to ‘Awaken the Sleeping Giant’ of teacher leadership, borrowing the term from Katzenmeyer and Moller (2009). This study was designed as a case study, the purpose of which was to find out about the enactment of teacher leadership in an Eastern Cape township high school as well as the enhancing and hindering factors to this enactment. This study was done as a replication study of a similar study done by a group of 11Master’s students at the University of KwaZulu-Natal in 2010. Similar to the original study, this case study was located within the interpretive paradigm and drew on school profiling, survey questionnaires, a focus group interview, selfreflective journals and individual interviews for its methods of data collection. The study was framed by distributed leadership while Grant’s (2008; 2012) Model of teacher leadership was adopted as the analytical tool. It emerged from the data that the three teacher leaders, my primary participants, exhibited teacher leadership across all four zones of Grant’s (2008) Model. The first zone was leadership in the classroom where all three teacher leaders showed leadership to varying degrees. Zones Two to Four are about leadership beyond the classroom into the school and beyond. In Zone Two, the zone where teachers work with each other and the learners outside the classroom, substantial levels of leadership were enacted by the three teacher leaders. Zone Three, where leadership is exhibited in whole-school development, the three primary participants showed distinct leadership qualities as well. The fourth zone, which is about interaction with neighbouring schools, also revealed that all three teacher leaders demonstrated active leadership on a regular basis. Findings further revealed that there were only a few inhibiting factors to the leadership of teachers at the case study school, including limited resources and infrastructure as well as insufficient support and acknowledgement from the relevant stakeholders when leadership initiatives were made, either successfully or otherwise. However, the enhancing factors superseded the inhibiting factors. A functional committee culture guided by a shared vision existed in the case study school together with an ethos of trust which enabled the staff to work collaboratively. Though there was certainly room for improvement in leadership practices at this case study school, the enactment of teacher leadership in this school illustrated a strong case of ‘developed’ teacher leadership (Muijs& Harris, 2007) within a dispersed leadership framing (Gunter, 2005)
- Full Text:
- Date Issued: 2015
Developing and using an assessment instrument for spatial skills in Grade 10 geometry learners
- Authors: Cowley, Jane
- Date: 2015
- Subjects: Geometry -- Study and teaching (Secondary) -- South Africa -- Eastern Cape , Geometry -- Evaluation. , Mathematics -- Study and teaching (Secondary)
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2025 , http://hdl.handle.net/10962/d1017336
- Description: This qualitative investigation took the form of a case study and fell within the interpretive research paradigm. The Mathematics Chair at the Education Department of Rhodes University launched the Mathematics Teacher Enrichment Programme (MTEP) in 2010 in order to combat poor Mathematics performance of learners in the lower Albany district of the Eastern Cape. The challenge that the participating MTEP teachers faced was a lack of time available to implement new teaching ideas. This was because most of their time was spent catching up “lost” or untaught concepts in the classroom. To address this problem, the Catch-Up Project was launched, whereby selected Mathematics teachers in the area taught lost concepts to Grade Ten learners during afternoon classes in an attempt to improve their fundamental Mathematics knowledge. In order to establish which sections of Mathematics were more difficult for the learners in this programme, bench mark tests were administered biannually. Whilst these tests certainly identified deficient areas within their Mathematics knowledge, the poorest performance areas were the sections of the syllabus which were spatial in nature, such as Space and Shape and Geometry. However, a more in depth assessment tool was required to establish which specific spatial skills the learners were not able to employ when doing these Geometry tasks. To this end, the Spatial Skills Assessment Tasks (SSAT) was developed. It consisted of traditional text book type Geometry tasks and real-world context tasks, both of which were used to assess six spatial skills deemed crucial to successfully facilitate learning Geometry. The case study took place in two of the schools which participated in the Grade Ten Catch-Up project. The case was focused on Grade Ten learners and the unit of analysis was their responses to the SSAT instrument. The learners that participated all did so on a strictly voluntary basis and great care was taken to protect their wellbeing and anonymity at all times. The results of the SSAT instrument revealed that the real world context tasks were in general far more successfully answered than the traditional text book type questions. Important trends in learner responses were noted and highlighted. For example, geometric terminology remains a huge challenge for learners, especially as they study Mathematics in their second language. The ability of the learners to differentiate between such concepts as congruency and similarity is severely compromised, partly due to a lack of terminological understanding but also due to a perceived lack of exposure to the material. Concepts such as verticality and horizontality also remain a huge challenge, possibly for the same reasons. They are poorly understood and yet vital to achievement in Geometry. Recommendations for the development and strengthening of spatial skills support the constructivist approach to learning. Hands on activities and intensive sustained practice over a period of a few months, in which both teachers and learners are actively involved in the learning process, would be considered most beneficial to the long term enhancement of these vital spatial skills and to the learning of Geometry in general.
- Full Text:
- Date Issued: 2015
- Authors: Cowley, Jane
- Date: 2015
- Subjects: Geometry -- Study and teaching (Secondary) -- South Africa -- Eastern Cape , Geometry -- Evaluation. , Mathematics -- Study and teaching (Secondary)
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2025 , http://hdl.handle.net/10962/d1017336
- Description: This qualitative investigation took the form of a case study and fell within the interpretive research paradigm. The Mathematics Chair at the Education Department of Rhodes University launched the Mathematics Teacher Enrichment Programme (MTEP) in 2010 in order to combat poor Mathematics performance of learners in the lower Albany district of the Eastern Cape. The challenge that the participating MTEP teachers faced was a lack of time available to implement new teaching ideas. This was because most of their time was spent catching up “lost” or untaught concepts in the classroom. To address this problem, the Catch-Up Project was launched, whereby selected Mathematics teachers in the area taught lost concepts to Grade Ten learners during afternoon classes in an attempt to improve their fundamental Mathematics knowledge. In order to establish which sections of Mathematics were more difficult for the learners in this programme, bench mark tests were administered biannually. Whilst these tests certainly identified deficient areas within their Mathematics knowledge, the poorest performance areas were the sections of the syllabus which were spatial in nature, such as Space and Shape and Geometry. However, a more in depth assessment tool was required to establish which specific spatial skills the learners were not able to employ when doing these Geometry tasks. To this end, the Spatial Skills Assessment Tasks (SSAT) was developed. It consisted of traditional text book type Geometry tasks and real-world context tasks, both of which were used to assess six spatial skills deemed crucial to successfully facilitate learning Geometry. The case study took place in two of the schools which participated in the Grade Ten Catch-Up project. The case was focused on Grade Ten learners and the unit of analysis was their responses to the SSAT instrument. The learners that participated all did so on a strictly voluntary basis and great care was taken to protect their wellbeing and anonymity at all times. The results of the SSAT instrument revealed that the real world context tasks were in general far more successfully answered than the traditional text book type questions. Important trends in learner responses were noted and highlighted. For example, geometric terminology remains a huge challenge for learners, especially as they study Mathematics in their second language. The ability of the learners to differentiate between such concepts as congruency and similarity is severely compromised, partly due to a lack of terminological understanding but also due to a perceived lack of exposure to the material. Concepts such as verticality and horizontality also remain a huge challenge, possibly for the same reasons. They are poorly understood and yet vital to achievement in Geometry. Recommendations for the development and strengthening of spatial skills support the constructivist approach to learning. Hands on activities and intensive sustained practice over a period of a few months, in which both teachers and learners are actively involved in the learning process, would be considered most beneficial to the long term enhancement of these vital spatial skills and to the learning of Geometry in general.
- Full Text:
- Date Issued: 2015
Educating children presenting with autistic spectrum disorders: exploring parents' experiences
- Authors: McGrath, Wanita
- Date: 2015
- Subjects: Autistic children -- Education , Autistic children
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/10265 , vital:26647
- Description: According to Pienaar and Raymond (2013, p.10) learners with disabilities have historically experienced the most serious exclusion from learning. The worldwide call for inclusive education prompted South Africa to develop the White Paper 6 (WP6) (2001, p.18) which clearly states that for Inclusive Education to be successfully implemented in South Africa, there has to be an acknowledgement that all children and youth can learn. The implementation of WP6 therefore not only benefits learners with special educational needs, but all South African learners by implementing "a more flexible system of education that focuses on removing barriers to learning and creating learning-friendly environments" (Pienaar and Raymond, 2013, pp. 10-11). However, a great disparity exists in what is proposed in official documents such as WP6 and what parents of children with barriers to learning actually experience within schools. This phenomenological study employed memory work, drawings and focus group discussions with four purposively selected parents to explore parents’ experiences of the education of their children who are on the Autistic Spectrum. Bronfenbrenner’s Eco-systemic perspective was used to make meaning of the data. The findings show that parents find the education of their autistic children as a stressful and isolating experience because of an unprepared education system. Despite the challenges, the participants also find their experiences to be a journey of personal growth and fulfilment. The study therefore recommends that schools should engage parents of autistic children more actively in order to make inclusion of such children effective. Teachers who are expected to practice inclusivity in schools should be adequately prepared to work with children presenting with ASD through a collaborative effort of the Department of Health and the Department of Education.
- Full Text:
- Date Issued: 2015
- Authors: McGrath, Wanita
- Date: 2015
- Subjects: Autistic children -- Education , Autistic children
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/10265 , vital:26647
- Description: According to Pienaar and Raymond (2013, p.10) learners with disabilities have historically experienced the most serious exclusion from learning. The worldwide call for inclusive education prompted South Africa to develop the White Paper 6 (WP6) (2001, p.18) which clearly states that for Inclusive Education to be successfully implemented in South Africa, there has to be an acknowledgement that all children and youth can learn. The implementation of WP6 therefore not only benefits learners with special educational needs, but all South African learners by implementing "a more flexible system of education that focuses on removing barriers to learning and creating learning-friendly environments" (Pienaar and Raymond, 2013, pp. 10-11). However, a great disparity exists in what is proposed in official documents such as WP6 and what parents of children with barriers to learning actually experience within schools. This phenomenological study employed memory work, drawings and focus group discussions with four purposively selected parents to explore parents’ experiences of the education of their children who are on the Autistic Spectrum. Bronfenbrenner’s Eco-systemic perspective was used to make meaning of the data. The findings show that parents find the education of their autistic children as a stressful and isolating experience because of an unprepared education system. Despite the challenges, the participants also find their experiences to be a journey of personal growth and fulfilment. The study therefore recommends that schools should engage parents of autistic children more actively in order to make inclusion of such children effective. Teachers who are expected to practice inclusivity in schools should be adequately prepared to work with children presenting with ASD through a collaborative effort of the Department of Health and the Department of Education.
- Full Text:
- Date Issued: 2015
Educators'perceptions on the contribution of South African Democratic Teachers' Union to teacher professional development
- Authors: Kwayiba, Xolile Lawrence
- Date: 2015
- Subjects: Teachers' unions Teachers -- In-service training -- South Africa -- Eastern Cape Teachers -- Training of -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/6081 , vital:29489
- Description: The purpose of the study was to investigate the educators’ perceptions on the role of the South African Democratic Teachers’ Union (SADTU) in teacher professional development. The study also investigated the Union’s perceived challenges in contributing to teacher professionalism in South Africa, their perceived professional priorities and perceived expectations of teachers. The research genre used for this study was the interpretivism or constructivism paradigm. The qualitative methodology was used and case study employed as the research design of the study. The findings of this study were that SADTU were perceived as militant activists. Their activities were perceived as often very disruptive to education and their role appeared to be more politically focused than educational. They promoted and protected teacher labour rights and interests. However, they had no programme, nor the expertise nor the resources to respond to teachers’ professional development needs. The perceptions about them were that they had minimal or negligible contribution to teacher professional development. SADTU conducted training, but with nothing of value to teacher professional development. The unethical, unconstitutional and professionally non-developmental cadre deployment of SADTU leadership compromised the Union. Another finding was the important role of appropriate continuous professional development programmes in the improvement of the teachers’ own professional development, in the improvement of classroom practices and eventual enhanced learner performance. Inclusive to professional development are educationally good skills and values to colleagues, learners and parents both at school and out of school. Recommendations for SADTU were the: development of a clear programme on Teacher Professional Development; mobilisation of SADTU members towards restoring and enhancing the dignity of the teaching profession; engaging politically in curriculum policymaking to form inclusive professional associations; ending cadre deployment for senior management posts by SADTU leadership; establish development centres for critical maths and science, computers skills and other subjects and resuscitation of teacher colleges.
- Full Text:
- Date Issued: 2015
- Authors: Kwayiba, Xolile Lawrence
- Date: 2015
- Subjects: Teachers' unions Teachers -- In-service training -- South Africa -- Eastern Cape Teachers -- Training of -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/6081 , vital:29489
- Description: The purpose of the study was to investigate the educators’ perceptions on the role of the South African Democratic Teachers’ Union (SADTU) in teacher professional development. The study also investigated the Union’s perceived challenges in contributing to teacher professionalism in South Africa, their perceived professional priorities and perceived expectations of teachers. The research genre used for this study was the interpretivism or constructivism paradigm. The qualitative methodology was used and case study employed as the research design of the study. The findings of this study were that SADTU were perceived as militant activists. Their activities were perceived as often very disruptive to education and their role appeared to be more politically focused than educational. They promoted and protected teacher labour rights and interests. However, they had no programme, nor the expertise nor the resources to respond to teachers’ professional development needs. The perceptions about them were that they had minimal or negligible contribution to teacher professional development. SADTU conducted training, but with nothing of value to teacher professional development. The unethical, unconstitutional and professionally non-developmental cadre deployment of SADTU leadership compromised the Union. Another finding was the important role of appropriate continuous professional development programmes in the improvement of the teachers’ own professional development, in the improvement of classroom practices and eventual enhanced learner performance. Inclusive to professional development are educationally good skills and values to colleagues, learners and parents both at school and out of school. Recommendations for SADTU were the: development of a clear programme on Teacher Professional Development; mobilisation of SADTU members towards restoring and enhancing the dignity of the teaching profession; engaging politically in curriculum policymaking to form inclusive professional associations; ending cadre deployment for senior management posts by SADTU leadership; establish development centres for critical maths and science, computers skills and other subjects and resuscitation of teacher colleges.
- Full Text:
- Date Issued: 2015
Enabling autism educators to identify and address challenges using participatory action research
- Authors: Kok, Mandie
- Date: 2015
- Subjects: Autistic children -- Education -- South Africa , Learning disabled children -- Education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/7881 , vital:24318
- Description: Teachers in the field of autism education encounter multiple professional challenges in their roles as educators. Autism spectrum disorder presents with a broad range of symptoms, which places additional demands on the teacher expected to meet all the learners' needs. Insufficient teacher education and training, coupled with limited access to resources and a lack of support from the Department of Basic Education can lead to teachers feeling overwhelmed and powerless to adequately address work-related challenges. This study employed a participatory action research methodology and sought to identify challenges and develop solutions in the field of autism education. Furthermore, the goal of this study was to find ways of making use of existing resources to better meet the teachers' needs, as well as reconsidering the classroom environment in order to better meet the learners' needs. The cyclical nature of a participatory action research approach allowed the participants to renegotiate the research goals throughout the study. Data were generated through the use of open-ended group interviews, observation and written critical self-reflections. From the data, six themes emerged. First, the participants reported feeling empowered as a result of creating and sharing their personal reflections. Next, they identified the lack of support for teachers as a professional challenge. The participants also indicated that more flexible teaching strategies were required in the field of autism education. Another challenge was that teachers were uncertain of their legal rights within the field of ASD education. Poor communication between parents and teachers was identified as an important issue. Finally, it emerged that the classroom environment had a significant impact on the learners' behaviour. These findings led to the conclusion that teachers in the field of autism education should be supported and the challenges they face acknowledged and addressed by their employers as well as by the Department of Basic Education and the institutions responsible for educating and training new teachers. Finally, recommendations for possible solutions and further research were presented, based on the data generated during the study.
- Full Text:
- Date Issued: 2015
- Authors: Kok, Mandie
- Date: 2015
- Subjects: Autistic children -- Education -- South Africa , Learning disabled children -- Education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/7881 , vital:24318
- Description: Teachers in the field of autism education encounter multiple professional challenges in their roles as educators. Autism spectrum disorder presents with a broad range of symptoms, which places additional demands on the teacher expected to meet all the learners' needs. Insufficient teacher education and training, coupled with limited access to resources and a lack of support from the Department of Basic Education can lead to teachers feeling overwhelmed and powerless to adequately address work-related challenges. This study employed a participatory action research methodology and sought to identify challenges and develop solutions in the field of autism education. Furthermore, the goal of this study was to find ways of making use of existing resources to better meet the teachers' needs, as well as reconsidering the classroom environment in order to better meet the learners' needs. The cyclical nature of a participatory action research approach allowed the participants to renegotiate the research goals throughout the study. Data were generated through the use of open-ended group interviews, observation and written critical self-reflections. From the data, six themes emerged. First, the participants reported feeling empowered as a result of creating and sharing their personal reflections. Next, they identified the lack of support for teachers as a professional challenge. The participants also indicated that more flexible teaching strategies were required in the field of autism education. Another challenge was that teachers were uncertain of their legal rights within the field of ASD education. Poor communication between parents and teachers was identified as an important issue. Finally, it emerged that the classroom environment had a significant impact on the learners' behaviour. These findings led to the conclusion that teachers in the field of autism education should be supported and the challenges they face acknowledged and addressed by their employers as well as by the Department of Basic Education and the institutions responsible for educating and training new teachers. Finally, recommendations for possible solutions and further research were presented, based on the data generated during the study.
- Full Text:
- Date Issued: 2015