Discussing the evidence : small group work in the history class
- Authors: Robinson, Andrew Meredith Lewin
- Date: 1988
- Subjects: History -- Study and teaching (Secondary) Group work in education
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1863 , http://hdl.handle.net/10962/d1004588
- Description: This is a small-scale research study on the discovery method of teaching history through the medium of small-group discussion. The study begins with a brief outline of the theoretical background to these topics, as well as of some of the extant research in the field. The class selected for the study is the standard seven class of a boys' high school. After the researcher has instructed the whole standard in an historical area which is unfamiliar to the pupils, twelve groups of three each are selected and withdrawn from the rest of the class, one group at a time. These thirty-six pupils become the "experimental" group; the rest of the pupils become the "control" group . The groups are selected according to different intellectual criteria and presented with stimulus material of one of three kinds, which is intended to aid them in their discourse. Each group is given the same set of three questions to discuss and, without further assistance by the researcher, the discussion takes place. This is recorded on audio-tape. After all the group discussions have been recorded, an assessment test is given to the whole standard, both experimental and control pupils. At the end of the school term a compulsory examination question is inserted in the history examination. The statistical data forthcoming from these assessments are correlated and the results analysed. Meanwhile, transcripts of all the group discussions have been made and these are analysed on a qualitative basis in terms of the groups' intellectual composition and according to the type of stimulus material used, and the results are recorded. The concept of "leaderless" groups is briefly discussed in the light of the dealings of the various groups in the study. The researcher finally feels justified in concluding that small groups are an ideal medium for the handling of evidence- based learning in history. He also has certain observations to make on the performance of groups of mixed (as opposed to homogeneous) ability as well as on the success of certain types of stimulus material towards initiating profitable discussion.
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- Date Issued: 1988
The modification of a computer simulation for use in the professional training of South African secondary school teachers with specific reference to the probationary year
- Authors: Marsh, Cecille Joan Anna
- Date: 1989
- Subjects: Computer simulations , High school teachers , Teacher training
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1376 , http://hdl.handle.net/10962/d1001442
- Description: The topic of this thesis arose out of a desire to meet the need for a practical means of supplementing the preparation of Higher Diploma of Education (H.D.E.) students for their future role as first-year teachers. It was established that this need was not adequately filled by conventional university teacher-training methods. The literature about computerised simulation of role-playing and teaching activities was investigated and the investigation indicated that such simulations had been relatively successful. A published American computer simulation, TENURE, in which the student plays the role of a first-year teacher, was selected for modification to meet the needs of South African students. This program is implemented in the TUTOR computer language and runs on the Control Data South Africa PLATO system. In order to determine the needs of South African students, two groups of Rhodes University students worked through the simulation as it was being modified. The modifications were adapted according to the students' responses to a questionnaire. The simulation has been tested by 72 H.D.E. students and several educationists and the response has been positive
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- Date Issued: 1989
Master's Degree studies at Rhodes University : access and postgraduate readiness
- Authors: Stephenson, Sandra Lisa
- Date: 2014
- Subjects: Rhodes University Universities and colleges -- Graduate work Recognition of prior learning Graduate students Corporate culture
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1967 , http://hdl.handle.net/10962/d1011783
- Description: This mixed method, grounded theory study aimed to explore access to Master's level study at Rhodes University, a small, traditional South African university established in 1904, over the ten year period 1999-2008. It also sought to capture the essence of 'postgraduate readiness': the generic (non-certificated) attributes which academics expect graduates to possess in order to undertake Master's degree study. While the majority of students enter Master's level via the formal route (which at Rhodes is an Honours or 4-year bachelor's degree), a significant number are admitted based on the recognition of prior learning (RPL), a practice which is encouraged in South African higher education national policy as a means of widening access and also of acknowledging that learning can take place in ways other than 'formally'. The findings show that while RPL is well defined nationally at the undergraduate level, the concept of RPL at the postgraduate level is vague and largely left to institutional discretion. No national, and few institutional, guidelines are available on which to base the assessment of potential Master's degree students who do not have Honours degrees. Interviews with Deans, supervisors and policy makers at Rhodes indicated that while there is institutional support for admitting alternative access candidates, there is a general perception of deficit compared to those entering the Master's with formal qualifications. However, the statistical findings showed no significant difference in success rates or time taken to completion between students with and without Honours degrees. In addition, comments from supervisors with extensive experience of alternative access students praised the diversity and rich life experience which such students brought to their studies and their peers. The study concludes that an institutional culture characterized by resistance to change, risk and externally imposed regulations at Rhodes has resulted in weak implementation of the University's RPL policy, little marketing or publicizing of alternative access routes to postgraduate study, and low numbers of RPL enrolments at the Master's level. A framework for the assessment of potential Master's candidates - both RPL and formal admissions - for use at Rhodes University and potentially also at other higher education institutions, is proposed in conclusion.
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- Date Issued: 2014
Educators’ views on the effectiveness of alternatives to corporal punishment to maintain discipline: a case of four high schools in the O.R. Tambo District
- Authors: Kassim, Abdul Fatau , Pylman, N J
- Date: 2020
- Subjects: School discipline -- South Africa -- Eastern Cape Corporal punishment of children -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/11329 , vital:39060
- Description: The purpose of this study is to explore educators’ views on the effectiveness of alternatives to corporal punishment to maintain discipline in selected high schools in the O.R. Tambo District. Corporal punishment has been outlawed in all South African schools through the South African Schools Act and was replaced by alternatives to corporal punishment. The objectives of this research were to determine educators’ understanding of alternatives to corporal punishment; the interface between alternatives to corporal punishment and learner behaviour; alternatives to corporal punishment in relation to effective teaching and learning and the barriers that educators experience with the implementation of alternatives to corporal punishment. This research study is fundamentally placed within two schools of thought, namely, Thorndike’s traditional behaviour modification theory and Roger’s diffusion of innovations theory. This study is a multiple-case study located within the interpretivist paradigm, and qualitative in nature. Purposive sampling was used to sample four secondary schools in the O.R. Tambo districts. Twelve (12) participants comprising four principals, four teachers and four SMT members were purposively selected from the four schools. In depth semi-structured interviews and document reviews were used as data generating instruments. Thematic analysis was used to analyse taperecorded data obtained from the semi-structured interviews and document reviews. Findings revealed that there seems to be a common understanding amongst participants around the issue of alternatives to corporal punishment. The findings indicated that participants are aware of the different strategies that can be used to discipline learners without causing physical pain or a violation of their rights. The second finding noted that alternatives to corporal punishment did not serve the purpose which it was intended to. This view points to the fact that learners do not take alternatives to corporal punishment seriously and as such do not lead to improved discipline and behaviour amongst learners. The third finding also revealed that the implementation of alternatives to corporal punishment does not contribute to effective teaching and learning as well as the academic performance in the classroom, because learners frequently absent themselves and are also bunking classes which leads to poor academic performance. It was also claimed that teaching and learning is not all that effective as learners do not respect educators anymore and as such also fail to v complete homework and assignments on a regular basis. The final finding alluded to the fact that insufficient orientation and lack of training on alternative methods of discipline by the Department of Education made it extremely difficult for teachers to implement and administer alternatives to corporal punishment in schools. Given the aforementioned findings, it can be concluded that alternatives to corporal are mainly viewed as ineffective. Furthermore, findings from this study also revealed that educators have not adopted alternatives to corporal punishment, which is in line with Rogers’ theory who aptly states that any new idea or innovation can either be adopted or rejected by social groups. In addition is also seems as if educators have as yet not undergone a change in behaviour in line with Thorndike’s traditional behaviour modification theory, which further hinders the successful implementation of alternatives to corporal punishment.
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- Date Issued: 2020