Teachers’ use of situated learning approaches to teach environmental topics in Natural Science and Health Education: a multi-case study of two Namibian teachers
- Authors: Mamili, Joy Z
- Date: 2017
- Subjects: Environmental education -- Namibia , Science -- Study and teaching -- Namibia -- Cast studies , Health education -- Namibia -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/40901 , vital:25037
- Description: This study focuses on the use of situated learning approaches in the teaching of environmental topics in Natural Science and Health Education (NSHED) and is the first of its kind in Namibia. Although situated learning approaches, as examples of learner-centred pedagogy, are advocated in national education policies, little empirical research has been conducted in Namibia into how situated learning approaches play out in classroom practice. Therefore, the goal of this study was to find out how NSHED teachers use situated learning approaches when teaching environmental topics. The study reviews the characteristics of situated learning theory and clarifies situated learning approaches as a form of learner-centred pedagogy which is actively promoted in the Namibian schooling system. The study commences with a contextual profile of the communities around the two selected schools. This describes the socio-economic and social-ecological context in which learners are taught about environmental topics. The profile also describes the under-performance of the schools in recent national assessments, especially in relation to environmental topics in NSHED. Drawing on data generated through document analysis, semi-structured interviews and classroom observations, the study concluded that: 1. NSHED teachers both knew about and wished to create an authentic context to enhance situated learning approaches. However, their understandings and applications of situated learning tended to be basic. 2. Teachers dominated the scaffolding process and their scaffolding strategies did not enable learners to increase independence in performing. 3. Despite the use of situated learning approaches, learners’ engagement with lesson content was superficial, and the teachers did little to encourage deeper reflections or critical thinking. 4. The teachers appeared to use situated learning approaches to clarify subject content but not to encourage broader environmental understanding, action-taking and change. Based on the research findings, the study recommends that situated learning approaches be integrated into pre- and in-service teacher training with the aim of enhancing teachers’ understanding regarding the use of situated learning approaches in the teaching of environmental topics in NSHED.
- Full Text:
- Date Issued: 2017
- Authors: Mamili, Joy Z
- Date: 2017
- Subjects: Environmental education -- Namibia , Science -- Study and teaching -- Namibia -- Cast studies , Health education -- Namibia -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/40901 , vital:25037
- Description: This study focuses on the use of situated learning approaches in the teaching of environmental topics in Natural Science and Health Education (NSHED) and is the first of its kind in Namibia. Although situated learning approaches, as examples of learner-centred pedagogy, are advocated in national education policies, little empirical research has been conducted in Namibia into how situated learning approaches play out in classroom practice. Therefore, the goal of this study was to find out how NSHED teachers use situated learning approaches when teaching environmental topics. The study reviews the characteristics of situated learning theory and clarifies situated learning approaches as a form of learner-centred pedagogy which is actively promoted in the Namibian schooling system. The study commences with a contextual profile of the communities around the two selected schools. This describes the socio-economic and social-ecological context in which learners are taught about environmental topics. The profile also describes the under-performance of the schools in recent national assessments, especially in relation to environmental topics in NSHED. Drawing on data generated through document analysis, semi-structured interviews and classroom observations, the study concluded that: 1. NSHED teachers both knew about and wished to create an authentic context to enhance situated learning approaches. However, their understandings and applications of situated learning tended to be basic. 2. Teachers dominated the scaffolding process and their scaffolding strategies did not enable learners to increase independence in performing. 3. Despite the use of situated learning approaches, learners’ engagement with lesson content was superficial, and the teachers did little to encourage deeper reflections or critical thinking. 4. The teachers appeared to use situated learning approaches to clarify subject content but not to encourage broader environmental understanding, action-taking and change. Based on the research findings, the study recommends that situated learning approaches be integrated into pre- and in-service teacher training with the aim of enhancing teachers’ understanding regarding the use of situated learning approaches in the teaching of environmental topics in NSHED.
- Full Text:
- Date Issued: 2017
The academic and social integration of first-year students into higher education: a systematic review
- Authors: Knipp, Shereene Natacha
- Date: 2017
- Subjects: Academic achievement -- South Africa -- Eastern Cape , Education, Higher -- South Africa -- Eastern Cape , College attendance -- South Africa -- Eastern Cape , College dropouts -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/17978 , vital:28550
- Description: Success rates remain a critical challenge in higher education. National and international data continue to suggest that the majority of students entering higher education withdraw before graduation. There is a strong indication in the literature that a student’s integration into the academic and social systems of higher education plays a critical role in student retention, persistence and success. In addition, research data demonstrates that student success is strongly influenced by the experiences students encounter in their first year of study. Established interventions have not helped to stem the tide of dropout rates. The primary aim of the study was therefore to investigate the academic and social integration of first-year students into the higher education system. The specific objectives were to explore the factors that contribute to academic and social integration, as well as the outcomes of academic and social integration in the first year of study. The study is grounded in Tinto’s theory of student integration, which holds at its centre, the constructs of academic and social integration. Tinto’s model proposes that academic and social integration are instrumental to students’ persistence in higher education. The methodology employed for the study is a systematic review, in an attempt to sum up the best available research in response to the research question. It involved identifying, selecting, appraising and synthesising all quality research relevant to the academic and social integration of first-year higher education students. Several themes emerged from the systematic review. The main factors found to be contributing to academic integration were: interaction with academic staff, classroom and curriculum centrality, preparatory education, self-efficacy, interaction with peers, academic engagement, motivation and issues related to first-generation higher education students. Those for social integration were: interaction with peers, sense of belonging and identity, interaction with staff, involvement and accommodation issues. The main outcomes for both academic and social integration were found to be student retention, persistence and academic success. The findings are consistent with past research on academic and social integration. Based on the emergent themes, recommendations were made with the aim of improving success rates in higher education. The results of the study could be of particular value in the South African higher education context by offering insights into the global and local trends with regard to academic and social integration. The findings could hopefully offer possible responses to current critical student success challenges experienced in South African higher education, especially in the light of the call by the #FeesMustFall movement for free and decolonised education.
- Full Text:
- Date Issued: 2017
- Authors: Knipp, Shereene Natacha
- Date: 2017
- Subjects: Academic achievement -- South Africa -- Eastern Cape , Education, Higher -- South Africa -- Eastern Cape , College attendance -- South Africa -- Eastern Cape , College dropouts -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/17978 , vital:28550
- Description: Success rates remain a critical challenge in higher education. National and international data continue to suggest that the majority of students entering higher education withdraw before graduation. There is a strong indication in the literature that a student’s integration into the academic and social systems of higher education plays a critical role in student retention, persistence and success. In addition, research data demonstrates that student success is strongly influenced by the experiences students encounter in their first year of study. Established interventions have not helped to stem the tide of dropout rates. The primary aim of the study was therefore to investigate the academic and social integration of first-year students into the higher education system. The specific objectives were to explore the factors that contribute to academic and social integration, as well as the outcomes of academic and social integration in the first year of study. The study is grounded in Tinto’s theory of student integration, which holds at its centre, the constructs of academic and social integration. Tinto’s model proposes that academic and social integration are instrumental to students’ persistence in higher education. The methodology employed for the study is a systematic review, in an attempt to sum up the best available research in response to the research question. It involved identifying, selecting, appraising and synthesising all quality research relevant to the academic and social integration of first-year higher education students. Several themes emerged from the systematic review. The main factors found to be contributing to academic integration were: interaction with academic staff, classroom and curriculum centrality, preparatory education, self-efficacy, interaction with peers, academic engagement, motivation and issues related to first-generation higher education students. Those for social integration were: interaction with peers, sense of belonging and identity, interaction with staff, involvement and accommodation issues. The main outcomes for both academic and social integration were found to be student retention, persistence and academic success. The findings are consistent with past research on academic and social integration. Based on the emergent themes, recommendations were made with the aim of improving success rates in higher education. The results of the study could be of particular value in the South African higher education context by offering insights into the global and local trends with regard to academic and social integration. The findings could hopefully offer possible responses to current critical student success challenges experienced in South African higher education, especially in the light of the call by the #FeesMustFall movement for free and decolonised education.
- Full Text:
- Date Issued: 2017
The development and institutionalisation of knowledge and knowledge-sharing practices relating to the management of healthcare risk waste in a home-based care setting
- Authors: Masilela, Mapula Priscilla
- Date: 2017
- Subjects: Medical wastes -- Management -- South Africa -- West Rand , Medical wastes -- Government policy -- South Africa -- West Rand , Environmental health -- South Africa -- West Rand , Environmental health -- Administration -- South Africa -- West Rand , Environmental health -- Government policy -- South Africa -- West Rand
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/13142 , vital:21807
- Description: Improperly managed healthcare risk waste is associated with environmental degradation due to its potential to pollute air, land and water; it also poses a public health threat due to risks to community members (adults and children) who may find themselves exposed to waste that has been disposed of improperly. Despite these obvious environmental health risks, there is little information or legislative guidance on how to effectively manage the healthcare risk waste generated by community health workers who move from house to house and do not operate out of a fixed clinic with formal waste management facilities. This poses a challenge for municipal environmental health practitioners who are mandated to ensure compliance and to monitor the management of healthcare risk waste by community home-based care facilities. This educational study looks at how the knowledge held by environmental health practitioners influences knowledge-sharing practices and management of healthcare risk waste by community health workers, and how these knowledge-sharing practices can be developed and institutionalised. The study takes an interventionist approach within the social constructionist tradition. Cultural- Historical Activity Theory (CHAT) and expansive learning provide the theoretical and methodological framework to surface systemic tensions and contradictions affecting knowledgesharing and healthcare risk waste management practices. A series of Change Laboratory Workshops using the Developmental Work Research methodology enabled a twenty-seven month expansive learning process with selected municipal employees and community health workers in a small South African city. The study found that employees (such as environmental health practitioners and waste inspectors) working in municipal activity systems knew very little about the forms and functions of community home-based care facilities in their municipality. As such, their knowledge-sharing practices about the management of healthcare risk waste were restricted and generally unsystematic, which in turn contributed to inappropriate and often haphazard healthcare risk waste management practices by community health workers. As an interventionist project, the study concluded that the participatory, expansive learning process it initiated had built knowledge-sharing networks, enabled professional boundary crossing and potentially institutionalised better knowledge-sharing practices relevant to the effective management of healthcare risk waste.
- Full Text:
- Date Issued: 2017
- Authors: Masilela, Mapula Priscilla
- Date: 2017
- Subjects: Medical wastes -- Management -- South Africa -- West Rand , Medical wastes -- Government policy -- South Africa -- West Rand , Environmental health -- South Africa -- West Rand , Environmental health -- Administration -- South Africa -- West Rand , Environmental health -- Government policy -- South Africa -- West Rand
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/13142 , vital:21807
- Description: Improperly managed healthcare risk waste is associated with environmental degradation due to its potential to pollute air, land and water; it also poses a public health threat due to risks to community members (adults and children) who may find themselves exposed to waste that has been disposed of improperly. Despite these obvious environmental health risks, there is little information or legislative guidance on how to effectively manage the healthcare risk waste generated by community health workers who move from house to house and do not operate out of a fixed clinic with formal waste management facilities. This poses a challenge for municipal environmental health practitioners who are mandated to ensure compliance and to monitor the management of healthcare risk waste by community home-based care facilities. This educational study looks at how the knowledge held by environmental health practitioners influences knowledge-sharing practices and management of healthcare risk waste by community health workers, and how these knowledge-sharing practices can be developed and institutionalised. The study takes an interventionist approach within the social constructionist tradition. Cultural- Historical Activity Theory (CHAT) and expansive learning provide the theoretical and methodological framework to surface systemic tensions and contradictions affecting knowledgesharing and healthcare risk waste management practices. A series of Change Laboratory Workshops using the Developmental Work Research methodology enabled a twenty-seven month expansive learning process with selected municipal employees and community health workers in a small South African city. The study found that employees (such as environmental health practitioners and waste inspectors) working in municipal activity systems knew very little about the forms and functions of community home-based care facilities in their municipality. As such, their knowledge-sharing practices about the management of healthcare risk waste were restricted and generally unsystematic, which in turn contributed to inappropriate and often haphazard healthcare risk waste management practices by community health workers. As an interventionist project, the study concluded that the participatory, expansive learning process it initiated had built knowledge-sharing networks, enabled professional boundary crossing and potentially institutionalised better knowledge-sharing practices relevant to the effective management of healthcare risk waste.
- Full Text:
- Date Issued: 2017
The effect of using a six brick Duplo block guided play approach on pre-school learners’ visual perceptual abilities
- Authors: Jemutai, Sarah
- Date: 2017
- Subjects: Teaching -- Aids and devices , Early childhood education -- South Africa Early childhood education -- Kenya Education, Preschool -- South Africa Education, Preschool -- Kenya
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/17724 , vital:28442
- Description: This study investigated the possible effects that the use of guided play using the 6 Brick Duplo Block approach might have in terms of the development of aspects of visual perception in pre-literate 5-7year old children. An explanatory sequential mixed-method design was employed. Seventy-seven Grade R learners in two schools, one in the Republic of South Africa and the other in the Republic of Kenya, comprised the purposive convenience sample. Quantitative pre- and post-intervention data were generated using the Visual Perception Aspects Test (VPAT) and analysed using Excel functions to generate descriptive and inferential statistics. The pre-test mean score in the Kenyan school was statistically and practically significantly lower than the South African pre-test mean score. This difference was attributed to the amount and type of play that took place in the natural settings of these schools prior to the intervention and the nature and amount of play material available in each. The largest improvements from the pre- to post-tests occurred in the South African and Kenyan experimental groups and the difference between them dropped from the 99% level of confidence in the pre-test to the 95% level of confidence in the post-test. These findings suggest that using the 6 Brick Duplo Block approach may accelerate the development of aspects of visual discrimination in pre-literate 5-7-year-old children and that the approach may be most effective when used with children who have had little previous exposure to guided play at school. Qualitative data were obtained through open-ended classroom observations and semi-structured teacher interviews with the experimental group class teachers. Classroom observation revealed that the learners were enthusiastic about the guided play and the semi-structured interviews revealed that they realise the importance of using guided play for developing the visual skills necessary for reading, writing and numeracy. The overall findings of this study suggest that the development of aspects of visual perception were accelerated in the study sample of pre-literate Grade R learners when their teachers facilitated guided play using the 6 Brick Duplo Block approach. Recommendations are made that curriculum developers, early childhood advisors and teachers should be made aware of the potential of using guided play and reconsider the Piaget‟s stages of cognitive development to design appropriate instructional materials that promote learners‟ visual perceptual growth and development.
- Full Text:
- Date Issued: 2017
- Authors: Jemutai, Sarah
- Date: 2017
- Subjects: Teaching -- Aids and devices , Early childhood education -- South Africa Early childhood education -- Kenya Education, Preschool -- South Africa Education, Preschool -- Kenya
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/17724 , vital:28442
- Description: This study investigated the possible effects that the use of guided play using the 6 Brick Duplo Block approach might have in terms of the development of aspects of visual perception in pre-literate 5-7year old children. An explanatory sequential mixed-method design was employed. Seventy-seven Grade R learners in two schools, one in the Republic of South Africa and the other in the Republic of Kenya, comprised the purposive convenience sample. Quantitative pre- and post-intervention data were generated using the Visual Perception Aspects Test (VPAT) and analysed using Excel functions to generate descriptive and inferential statistics. The pre-test mean score in the Kenyan school was statistically and practically significantly lower than the South African pre-test mean score. This difference was attributed to the amount and type of play that took place in the natural settings of these schools prior to the intervention and the nature and amount of play material available in each. The largest improvements from the pre- to post-tests occurred in the South African and Kenyan experimental groups and the difference between them dropped from the 99% level of confidence in the pre-test to the 95% level of confidence in the post-test. These findings suggest that using the 6 Brick Duplo Block approach may accelerate the development of aspects of visual discrimination in pre-literate 5-7-year-old children and that the approach may be most effective when used with children who have had little previous exposure to guided play at school. Qualitative data were obtained through open-ended classroom observations and semi-structured teacher interviews with the experimental group class teachers. Classroom observation revealed that the learners were enthusiastic about the guided play and the semi-structured interviews revealed that they realise the importance of using guided play for developing the visual skills necessary for reading, writing and numeracy. The overall findings of this study suggest that the development of aspects of visual perception were accelerated in the study sample of pre-literate Grade R learners when their teachers facilitated guided play using the 6 Brick Duplo Block approach. Recommendations are made that curriculum developers, early childhood advisors and teachers should be made aware of the potential of using guided play and reconsider the Piaget‟s stages of cognitive development to design appropriate instructional materials that promote learners‟ visual perceptual growth and development.
- Full Text:
- Date Issued: 2017
The power of sound: reflections on an intervention programme to develop aspects of mindfulness
- Authors: Auerbach, Christina
- Date: 2017
- Subjects: Affective education -- South Africa , Education, Elementary -- Activity programs -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/15621 , vital:28277
- Description: The education of the majority of South African learners is in crisis. Eighty five percent of learners are not being educated to a level where they can become independent and productive members of society. In recent years, mindfulness has been recognised as a means of optimising effectiveness, learning ability and general well-being. The intention of this research study was therefore the development, presentation and evaluation of a learning programme that focused on developing listening skills through sound and rhythm with a view to improving the ability to focus attention and facilitate mindfulness. A literature review was also conducted, not only on the benefits and effect of sound and music, but also mindfulness itself, its importance and relevance. The research took place at an aftercare facility in an economically challenged area in the Western Cape of South Africa over a period of ten months. The approach adopted for this research study has been qualitative, multidisciplinary, interpretive and interventionist. Data was collected through field observations, interviewing and using visual participatory methodologies such as drawing and videos. In the course of the research, two major themes emerged namely intrapersonal transformation (including sub-themes of musical aptitude, active listening, focused attention, calmness and presence of mind) and interpersonal transformation (including sub-themes of teamwork and group accomplishment, awareness of others and service). It is my contention that the data from this intervention programme enable me to conclude that music activities provided opportunities for the children involved in this study to develop aspects of mindfulness. It is hoped that the research insights and findings, both from the literature survey and the intervention programme will help to advocate the core positioning of music and the arts, not only in the primary school curriculum, but also in teacher education programmes. I believe that the research study also indicates that further implementation of the intervention programme, would prove useful in developing an education curriculum that has mindfulness at its core as well as going some way towards clarifying a means by which musical sound can be utilised in a way that is meaningful to all South African children.
- Full Text:
- Date Issued: 2017
- Authors: Auerbach, Christina
- Date: 2017
- Subjects: Affective education -- South Africa , Education, Elementary -- Activity programs -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/15621 , vital:28277
- Description: The education of the majority of South African learners is in crisis. Eighty five percent of learners are not being educated to a level where they can become independent and productive members of society. In recent years, mindfulness has been recognised as a means of optimising effectiveness, learning ability and general well-being. The intention of this research study was therefore the development, presentation and evaluation of a learning programme that focused on developing listening skills through sound and rhythm with a view to improving the ability to focus attention and facilitate mindfulness. A literature review was also conducted, not only on the benefits and effect of sound and music, but also mindfulness itself, its importance and relevance. The research took place at an aftercare facility in an economically challenged area in the Western Cape of South Africa over a period of ten months. The approach adopted for this research study has been qualitative, multidisciplinary, interpretive and interventionist. Data was collected through field observations, interviewing and using visual participatory methodologies such as drawing and videos. In the course of the research, two major themes emerged namely intrapersonal transformation (including sub-themes of musical aptitude, active listening, focused attention, calmness and presence of mind) and interpersonal transformation (including sub-themes of teamwork and group accomplishment, awareness of others and service). It is my contention that the data from this intervention programme enable me to conclude that music activities provided opportunities for the children involved in this study to develop aspects of mindfulness. It is hoped that the research insights and findings, both from the literature survey and the intervention programme will help to advocate the core positioning of music and the arts, not only in the primary school curriculum, but also in teacher education programmes. I believe that the research study also indicates that further implementation of the intervention programme, would prove useful in developing an education curriculum that has mindfulness at its core as well as going some way towards clarifying a means by which musical sound can be utilised in a way that is meaningful to all South African children.
- Full Text:
- Date Issued: 2017
The role of school-community partnerships in promoting learner discipline :|ba case of two primary schools in the Capricorn Education District
- Authors: Malatji, Makwalete Johanna
- Date: 2017
- Subjects: Community and schoo School discipline
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/8283 , vital:32170
- Description: The study investigated the role of school-community partnerships in promoting learners‟ discipline in the Capricorn District. The purpose of this study was to examine how schoolcommunity partnerships pan out to promote learner discipline in schools. This study used a qualitative research approach and was premised within the parameters of the interpretive paradigm. Through a case study design, data was collected from three primary schools in the Capricorn Education District. Participants were purposively selected from SMTs, SGBs and parents. Four SMTs, four SGBs and four parents participated in this study. The study found that there was no shared responsibility between the school and its stakeholders. Furthermore, it was found that there was no regular communication between the school and parents about disciplining of learners. Moreover, the study revealed that SMT members experienced challenges such as dealing with poor parental involvement, poor communication, poor infrastructure, lack of resources and drug abuse, and these had negative impact on learners‟ performance. The study provided insights into what role the school and community should play in promoting learner discipline. The study also found that the community‟s level of education in school activities also affected learner discipline. Community members were not aware of what was expected of them in a school since they understood a school as a building of educated people. Therefore, it became important for the school to make sure that community members receive information about how they could help with school activities and learner discipline. The study recommends that workshops should be conducted to educate communities about school-community partnerships to promote learner discipline. The study further recommends that the school should develop policies that could help both the school and the community on learner discipline. A policy could direct both the school and the community on the agreements they made to discipline learners.
- Full Text:
- Date Issued: 2017
- Authors: Malatji, Makwalete Johanna
- Date: 2017
- Subjects: Community and schoo School discipline
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/8283 , vital:32170
- Description: The study investigated the role of school-community partnerships in promoting learners‟ discipline in the Capricorn District. The purpose of this study was to examine how schoolcommunity partnerships pan out to promote learner discipline in schools. This study used a qualitative research approach and was premised within the parameters of the interpretive paradigm. Through a case study design, data was collected from three primary schools in the Capricorn Education District. Participants were purposively selected from SMTs, SGBs and parents. Four SMTs, four SGBs and four parents participated in this study. The study found that there was no shared responsibility between the school and its stakeholders. Furthermore, it was found that there was no regular communication between the school and parents about disciplining of learners. Moreover, the study revealed that SMT members experienced challenges such as dealing with poor parental involvement, poor communication, poor infrastructure, lack of resources and drug abuse, and these had negative impact on learners‟ performance. The study provided insights into what role the school and community should play in promoting learner discipline. The study also found that the community‟s level of education in school activities also affected learner discipline. Community members were not aware of what was expected of them in a school since they understood a school as a building of educated people. Therefore, it became important for the school to make sure that community members receive information about how they could help with school activities and learner discipline. The study recommends that workshops should be conducted to educate communities about school-community partnerships to promote learner discipline. The study further recommends that the school should develop policies that could help both the school and the community on learner discipline. A policy could direct both the school and the community on the agreements they made to discipline learners.
- Full Text:
- Date Issued: 2017
The teaching of english first additional language reading comprehension in selected rural secondary schools in the Ngcobo Education District
- Authors: Mshumi, Lizwi Chysostom
- Date: 2017
- Subjects: Reading (Secondary) -- South Africa -- Eastern Cape Language and languages -- Study and teaching -- South Africa -- Eastern Cape English language
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/9286 , vital:34318
- Description: Literacy in South Africa is in a state of crisis according to the studies conducted by Progress in International Literacy Study (PIRLS) of 2006 and SACMEC III, 2011. Yearly there is a public outcry over the low matric pass rate and furthermore the Eastern Cape is below the national benchmark of 60 percent. In the district in which this research was based, the matric pass rate was, in 2016, amongst the lowest five districts nationally. This study used the interactive theory of reading as the theoretical framework and is located in the interpretive paradigm. Qualitative approach was employed in the study with the intentions of finding out as much as possible on teachers‟ experiences with the teaching of reading comprehension in rural secondary schools. The study also applied a case study design. For this study two schools were purposively selected from the Ngcobo District. The data in this study were derived from transcribed interviews, lesson observations and field notes. The main findings of this study reflected the following challenges faced by rural secondary schools based on teaching reading comprehension: the absence of a culture of reading, lack of resources and poor socio-economic background of learners, lack of exposure to reading material, limited availability of time both at school and home, and large classes. It is recommended that the Department of Basic Education (DBE) intensifies teachers with ongoing teacher development in order that they acquire additional skills on how to teach reading. The building of classrooms is required as well as addressing the issue of provision of various resources such as infrastructure library facilities.
- Full Text:
- Date Issued: 2017
- Authors: Mshumi, Lizwi Chysostom
- Date: 2017
- Subjects: Reading (Secondary) -- South Africa -- Eastern Cape Language and languages -- Study and teaching -- South Africa -- Eastern Cape English language
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/9286 , vital:34318
- Description: Literacy in South Africa is in a state of crisis according to the studies conducted by Progress in International Literacy Study (PIRLS) of 2006 and SACMEC III, 2011. Yearly there is a public outcry over the low matric pass rate and furthermore the Eastern Cape is below the national benchmark of 60 percent. In the district in which this research was based, the matric pass rate was, in 2016, amongst the lowest five districts nationally. This study used the interactive theory of reading as the theoretical framework and is located in the interpretive paradigm. Qualitative approach was employed in the study with the intentions of finding out as much as possible on teachers‟ experiences with the teaching of reading comprehension in rural secondary schools. The study also applied a case study design. For this study two schools were purposively selected from the Ngcobo District. The data in this study were derived from transcribed interviews, lesson observations and field notes. The main findings of this study reflected the following challenges faced by rural secondary schools based on teaching reading comprehension: the absence of a culture of reading, lack of resources and poor socio-economic background of learners, lack of exposure to reading material, limited availability of time both at school and home, and large classes. It is recommended that the Department of Basic Education (DBE) intensifies teachers with ongoing teacher development in order that they acquire additional skills on how to teach reading. The building of classrooms is required as well as addressing the issue of provision of various resources such as infrastructure library facilities.
- Full Text:
- Date Issued: 2017
The use of an analogy in conjunction with a conventional practical activity to mediate Grade 11 learners’ sense making of Ohm’s law
- Authors: Ramasike, Lineo Florence
- Date: 2017
- Subjects: Physical sciences -- Study and teaching (Secondary) -- South Africa Ohm's law Academic achievement
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/4558 , vital:20689
- Description: In most South African schools Grade 12 Physical Sciences learners are generally not performing well. As Examiners’ Reports reveal, they are particularly weak on the topic of electrical circuits. Because of this, the Examiners recommended that conventional practical activities and revision should be implemented to improve learners’ performance whilst they are in Grade 11. These factors contributed to the rationale of this study in using the ‘straw electricity’ analogy in conjunction with a conventional practical activity to mediate learners’ sense making of Ohm’s law. The study falls within the interpretive paradigm, whose focus is on the understanding of human world-views. Within the interpretive paradigm a qualitative case study approach was employed. It is a case study because it aimed to investigate a group of learners in a given context. This qualitative case study used purposive sampling to select participants. Various data gathering techniques were employed, namely, documents, observations and stimulated recall interviews. The gathered data was analysed so as to determine the indicators of how learners made sense of Ohm’s law. The findings of this study are that learners were able to construct new knowledge within a social context where the ‘straw electricity’ analogy, using easily accessible resources, was incorporated in tandem with a conventional practical classroom task. Moreover, the ‘straw electricity’ analogy enabled a better understanding of science concepts as it tested and supported different learning skills.
- Full Text:
- Date Issued: 2017
- Authors: Ramasike, Lineo Florence
- Date: 2017
- Subjects: Physical sciences -- Study and teaching (Secondary) -- South Africa Ohm's law Academic achievement
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/4558 , vital:20689
- Description: In most South African schools Grade 12 Physical Sciences learners are generally not performing well. As Examiners’ Reports reveal, they are particularly weak on the topic of electrical circuits. Because of this, the Examiners recommended that conventional practical activities and revision should be implemented to improve learners’ performance whilst they are in Grade 11. These factors contributed to the rationale of this study in using the ‘straw electricity’ analogy in conjunction with a conventional practical activity to mediate learners’ sense making of Ohm’s law. The study falls within the interpretive paradigm, whose focus is on the understanding of human world-views. Within the interpretive paradigm a qualitative case study approach was employed. It is a case study because it aimed to investigate a group of learners in a given context. This qualitative case study used purposive sampling to select participants. Various data gathering techniques were employed, namely, documents, observations and stimulated recall interviews. The gathered data was analysed so as to determine the indicators of how learners made sense of Ohm’s law. The findings of this study are that learners were able to construct new knowledge within a social context where the ‘straw electricity’ analogy, using easily accessible resources, was incorporated in tandem with a conventional practical classroom task. Moreover, the ‘straw electricity’ analogy enabled a better understanding of science concepts as it tested and supported different learning skills.
- Full Text:
- Date Issued: 2017
Traditional practices and girl education in rural Democratic Republic of Congo: exploring the voices of Luba girls
- Authors: Lubadi, Kyungu Lubaba
- Date: 2017
- Subjects: Girls -- Education -- Congo (Democratic Republic) Rural schools -- Congo (Democratic Republic) , Sex discrimination in education -- Congo (Democratic Republic)
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/18321 , vital:28619
- Description: Girl child education has been a challenge for many African countries due to the patriarchal gender order of communities. This is not different in the Democratic Republic of Congo where son preference is still rife. This study sought to explore how girls in rural Lubaland in DRC experience their schooling in relation to the traditional gendered practices. A qualitative approach to research was employed within an interpretive paradigm. Young school going girls were purposively selected from two rural schools in Malemba and Mwanza. A total of 18 girls became participants to the study. Data were generated through the use of drawings and focus group discussions to explore how the girls saw themselves as girls and students at home, on the way to school and at school. This was done in order to understand how they experience their schooling lives. The findings revealed several gendered challenges that the rural girls experience daily in terms of gaining access to and succeeding in schools. The challenge of son preference and gender role stereotyping created challenges for girls at home, while lack of facilities for girls’ sexual health and long distances to school created challenges for girls on the way to school. At school the girls experienced challenge of being unable to afford school fees and corporal punishment. If these challenges are to be eradicated, there is need for all stakeholders in education, including traditional leaders and communities to deconstruct the gendered dynamics that position women and girls as subordinate and not deserving of an education. This study has implications for educational planning in the Democratic Republic of Congo for girl children to get better access and success in their education. The findings also highlight the need for more concerted efforts to understand the experiences of schooling girls across DRC in order to influence teacher training and educational provisioning that is girl friendly.
- Full Text:
- Date Issued: 2017
- Authors: Lubadi, Kyungu Lubaba
- Date: 2017
- Subjects: Girls -- Education -- Congo (Democratic Republic) Rural schools -- Congo (Democratic Republic) , Sex discrimination in education -- Congo (Democratic Republic)
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/18321 , vital:28619
- Description: Girl child education has been a challenge for many African countries due to the patriarchal gender order of communities. This is not different in the Democratic Republic of Congo where son preference is still rife. This study sought to explore how girls in rural Lubaland in DRC experience their schooling in relation to the traditional gendered practices. A qualitative approach to research was employed within an interpretive paradigm. Young school going girls were purposively selected from two rural schools in Malemba and Mwanza. A total of 18 girls became participants to the study. Data were generated through the use of drawings and focus group discussions to explore how the girls saw themselves as girls and students at home, on the way to school and at school. This was done in order to understand how they experience their schooling lives. The findings revealed several gendered challenges that the rural girls experience daily in terms of gaining access to and succeeding in schools. The challenge of son preference and gender role stereotyping created challenges for girls at home, while lack of facilities for girls’ sexual health and long distances to school created challenges for girls on the way to school. At school the girls experienced challenge of being unable to afford school fees and corporal punishment. If these challenges are to be eradicated, there is need for all stakeholders in education, including traditional leaders and communities to deconstruct the gendered dynamics that position women and girls as subordinate and not deserving of an education. This study has implications for educational planning in the Democratic Republic of Congo for girl children to get better access and success in their education. The findings also highlight the need for more concerted efforts to understand the experiences of schooling girls across DRC in order to influence teacher training and educational provisioning that is girl friendly.
- Full Text:
- Date Issued: 2017
Using emotional intelligence interpersonal competency of empathy as a frame to combat xenophobia in schools: a case study
- Authors: Williams, Augustus
- Date: 2017
- Subjects: Teacher-student relationships , Emotional intelligence -- South Africa -- Students Education, Humanistic
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/13507 , vital:27214
- Description: The aim of this study was to explore how the perceptions of teachers on their emotional intelligence interpersonal competency of empathy that could be used as a frame to combat xenophobia in schools. The three objectives of this study was to explore and describe: teachers’ perceptions and experiences of xenophobic violence in schools in Port Elizabeth’s Northern Areas; teachers’ responses to xenophobic violence from the emotional intelligence interpersonal competency of empathy; and how emotional intelligence interpersonal competency of empathy could be used as a tool to combat xenophobia in schools. Foreign national learners in Port Elizabeth’s Northern Areas are subjected to xenophobic incidences by some teachers at these schools. This impacts negatively into these learners’ learning environment in these schools. It is behind this backdrop that this study sought to explore how the emotional intelligence interpersonal competency of empathy could be used by teachers as a frame to combat xenophobia in schools. The argument of this study therefore stems from the fact that teachers could use their EI interpersonal competency of empathy to combat xenophobia in their schools. Focus group and mini-focus group interviews was employed to get an explorative, descriptive and interpretive revelation, which was utilised to enhance validity and triangulation for this qualitative study.
- Full Text:
- Date Issued: 2017
- Authors: Williams, Augustus
- Date: 2017
- Subjects: Teacher-student relationships , Emotional intelligence -- South Africa -- Students Education, Humanistic
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/13507 , vital:27214
- Description: The aim of this study was to explore how the perceptions of teachers on their emotional intelligence interpersonal competency of empathy that could be used as a frame to combat xenophobia in schools. The three objectives of this study was to explore and describe: teachers’ perceptions and experiences of xenophobic violence in schools in Port Elizabeth’s Northern Areas; teachers’ responses to xenophobic violence from the emotional intelligence interpersonal competency of empathy; and how emotional intelligence interpersonal competency of empathy could be used as a tool to combat xenophobia in schools. Foreign national learners in Port Elizabeth’s Northern Areas are subjected to xenophobic incidences by some teachers at these schools. This impacts negatively into these learners’ learning environment in these schools. It is behind this backdrop that this study sought to explore how the emotional intelligence interpersonal competency of empathy could be used by teachers as a frame to combat xenophobia in schools. The argument of this study therefore stems from the fact that teachers could use their EI interpersonal competency of empathy to combat xenophobia in their schools. Focus group and mini-focus group interviews was employed to get an explorative, descriptive and interpretive revelation, which was utilised to enhance validity and triangulation for this qualitative study.
- Full Text:
- Date Issued: 2017
Working for ecosystems: an account of how pathways of learning lead to SMME development in a municipal social-ecological programme within a green economy context
- Burger, Margaret Hendrieka Margo
- Authors: Burger, Margaret Hendrieka Margo
- Date: 2017
- Subjects: Working for Ecosystems (South Africa) , Small business -- South Africa , Environmental education -- South Africa -- Durban , Sustainable development -- South Africa -- Durban
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/7735 , vital:21291
- Description: Global climate change alters climatic zones to the extent that species invasion and, in particular, invasive alien plant growth, is regarded as one of the biggest threats to ecosystem functioning. Socio-ecological adaptive management practices have emerged from these threats as opportunities in developing countries where the immediacy of poverty relief acts as a political drawcard and potential for job creation. Local workers in the eThekwini Municipality’s ‘Working for Ecosystems’ biodiversity management programme (WFE) are emerging as micro-enterprise contractors (SMMEs). The transition from worker to entrepreneur has been part of the ethos and long-term planning of the Working for Ecosystems programme at a management level with a view to economic inclusion and realising long-term sustainable livelihoods. Evidence from narratives support claims of transformative outcomes. The findings of this study show that transformation is accessed at various levels: at a management level, at a well-established SMME level and from worker-to- SMME level. These show an “articulation of learning pathways and the connections that are made without a formally structured pathway of learning being in place” (Lotz-Sisitka & Ramsarup, 2013, p. 33). The routes followed to knowledge, practice and sustainability competences by participants in Working for Ecosystems are examined within the complex constellation of material- economic, social-political and cultural-discursive structures and are conceptualised as learning pathways. To fully appreciate the evolving and multidimensional nature of the emergence of SMME practice learning in the Working for Ecosystems programme, relational ontology as a perspective was introduced, with the intention of emphasising the relationship between practice, knowledge and context. Narrative enquiry and extensive data analysis was used as the method to examine workplace learning pathways. These workplace learning pathways can be enriched by more explicitly integrating observation of local and indigenous knowledge of biodiversity in everyday work and practice. However, intermittent contractual work causes disruption in learning pathways formation and results in a lack of stability in conflict with the aims of the programme’s objectives of building capacity and robustness. Findings show that skills development in terms of workplace learning with intersecting, diverse levels of participation and knowledge flow, is particularly important for learning pathways development in the field of invasive alien plant control where divergent values, norms and levels of practice are operational. Prior knowledge, of either indigenous plants or business functioning mechanisms, scaffolds SMME skills through relevance and connected learning in the two fields of practice pertaining to the Working for Ecosystems programme. Clarity of management roles and solidarity within management enhances SMME functioning and learning pathway development for all participants. The Expanded Public Works Programmes (such as Working for Ecosystems) are examined as an opportunity for acquisition of knowledge, competence and new skills development. A prime competence for sustainability understanding is interpersonal skills as these form an essential link with most other competences and as such should be foregrounded in training and learning pathway development. Site selection and time in the programme is a critical factor for expansive learning pathways and environmental stewardship development. Ultimately, in examining and reflecting on the Education for Sustainable Development and green economy potential, it is apparent that learning pathway development needs more support to realise the possibility of entrepreneurship and its political and social significance in terms of sustainable livelihoods. There is a need to recognise diversity, multiple ways of knowing and learning, in learning pathways development “to build joint capacity to cope with complex sustainability challenges” (Wiek, Withycombe, & Redman, 2011).
- Full Text:
- Date Issued: 2017
- Authors: Burger, Margaret Hendrieka Margo
- Date: 2017
- Subjects: Working for Ecosystems (South Africa) , Small business -- South Africa , Environmental education -- South Africa -- Durban , Sustainable development -- South Africa -- Durban
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/7735 , vital:21291
- Description: Global climate change alters climatic zones to the extent that species invasion and, in particular, invasive alien plant growth, is regarded as one of the biggest threats to ecosystem functioning. Socio-ecological adaptive management practices have emerged from these threats as opportunities in developing countries where the immediacy of poverty relief acts as a political drawcard and potential for job creation. Local workers in the eThekwini Municipality’s ‘Working for Ecosystems’ biodiversity management programme (WFE) are emerging as micro-enterprise contractors (SMMEs). The transition from worker to entrepreneur has been part of the ethos and long-term planning of the Working for Ecosystems programme at a management level with a view to economic inclusion and realising long-term sustainable livelihoods. Evidence from narratives support claims of transformative outcomes. The findings of this study show that transformation is accessed at various levels: at a management level, at a well-established SMME level and from worker-to- SMME level. These show an “articulation of learning pathways and the connections that are made without a formally structured pathway of learning being in place” (Lotz-Sisitka & Ramsarup, 2013, p. 33). The routes followed to knowledge, practice and sustainability competences by participants in Working for Ecosystems are examined within the complex constellation of material- economic, social-political and cultural-discursive structures and are conceptualised as learning pathways. To fully appreciate the evolving and multidimensional nature of the emergence of SMME practice learning in the Working for Ecosystems programme, relational ontology as a perspective was introduced, with the intention of emphasising the relationship between practice, knowledge and context. Narrative enquiry and extensive data analysis was used as the method to examine workplace learning pathways. These workplace learning pathways can be enriched by more explicitly integrating observation of local and indigenous knowledge of biodiversity in everyday work and practice. However, intermittent contractual work causes disruption in learning pathways formation and results in a lack of stability in conflict with the aims of the programme’s objectives of building capacity and robustness. Findings show that skills development in terms of workplace learning with intersecting, diverse levels of participation and knowledge flow, is particularly important for learning pathways development in the field of invasive alien plant control where divergent values, norms and levels of practice are operational. Prior knowledge, of either indigenous plants or business functioning mechanisms, scaffolds SMME skills through relevance and connected learning in the two fields of practice pertaining to the Working for Ecosystems programme. Clarity of management roles and solidarity within management enhances SMME functioning and learning pathway development for all participants. The Expanded Public Works Programmes (such as Working for Ecosystems) are examined as an opportunity for acquisition of knowledge, competence and new skills development. A prime competence for sustainability understanding is interpersonal skills as these form an essential link with most other competences and as such should be foregrounded in training and learning pathway development. Site selection and time in the programme is a critical factor for expansive learning pathways and environmental stewardship development. Ultimately, in examining and reflecting on the Education for Sustainable Development and green economy potential, it is apparent that learning pathway development needs more support to realise the possibility of entrepreneurship and its political and social significance in terms of sustainable livelihoods. There is a need to recognise diversity, multiple ways of knowing and learning, in learning pathways development “to build joint capacity to cope with complex sustainability challenges” (Wiek, Withycombe, & Redman, 2011).
- Full Text:
- Date Issued: 2017