Writing, identity, and change : a narrative case study of the use of journals to promote reflexivity within a Drama Studies curriculum
- Authors: Sutherland, Alexandra
- Date: 2005
- Subjects: Drama -- Study and teaching (Higher) -- South Africa Drama in education Scholarly publishing Academic writing Reflection (Philosophy) Playwriting
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1845 , http://hdl.handle.net/10962/d1004384
- Description: The study adopts a case study examination of three student reflective joumals written about class and field based applied Drama experiences over one year. The journals were written as part of a curriculum outcome to develop reflective practice, for one Drama Honours paper (Educational Drama and Theatre) at Rhodes University Drama Department, South Africa. Based on a narrative inquiry approach, the study documents the changes in identity, discourse, and representation of self and other, which emerge through the journal writing process. The research analyses how identities are constructed through reflective writing practices, and how these identities might relate to the arguments for the development of reflexivity. The development of reflexivity is seen as integral to contemporary educational policies associated with lifelong learning, and the skills required of graduates in South Africa's emerging democracy. These policies centre on means of preparing students for a world characterised by change and instability, or what Barnett (2000) has termed a "supercomplex world". The research findings suggest that journal writing within a Drama Studies curriculum, allows students to construct subjectivities which support Barnett's claim that "the main pedagogical task in a university is not that of the transmission of knowledge but of promoting forms of human being appropriate to the conditions of supercomplexity" (Barnett, 2000b: 164). In addition, the development of different writing genres within a Drama Studies curriculum allows students to develop disciplinarily relevant ways of discussing and researching artistic processes and products. A reflective journal is a potential site for students to interrogate and construct emerging identities which enable them to negotiate diversity, thus preparing them for their lives beyond the university.
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- Date Issued: 2005
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
- 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).
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- Date Issued: 2017
Women leadership: a case study in the Otjozondjupa Region, Namibia
- Authors: Araes, Cornelia
- Date: 2012
- Subjects: Women -- Education (Primary) -- Namibia Leadership in women -- Education (Primary) -- Namibia Management -- Education (Primary) -- Namibia Educational leadership -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1825 , http://hdl.handle.net/10962/d1003711
- Description: Empowerment of women in leadership and in particular, school leadership has been the focus of the Namibian government and the country since independence in 1990. Different policies and laws, post‐independence, make provision for women empowerment and leadership in a range of organisations and institutions throughout the country. However, reports on gender equity in leadership positions suggest that Namibia is not really moving towards these policy goals at a sufficiently quick pace. A lot still needs to be achieved in terms of transforming the gender stereotyping in Namibia, which still suffers from the legacy of gender discrimination of the apartheid era. Modern‐day academic authors and journalists portray an increasing interest in an awareness of the advantages of women leadership. Women are increasingly perceived to have leadership styles more suitable for contemporary conditions than men. It is against this backdrop that this study sought to investigate women leadership in the Otjiwarongo circuit in the Otjozondjupa educational region in Namibia. The study used a qualitative, interpretive research paradigm. It adopted a case study approach. The primary participants consisted of four women principals in the Otjiwarongo circuit and the secondary participants included four women education officers from the same circuit. Semi‐structured interviews, a focus group interview and observation were applied as methods for collecting data and the data collection period was just over six weeks. Data analysis was done through coding and identification of categories. The findings revealed that women principals possessed the qualities of commitment, good communication and are passionate about their work, which are qualities normally associated with effective leadership. In terms of their role in their schools, they emerged as democratic leaders who involved all stakeholders in the decision making process through consensus. In addition, they demonstrated distributive and servant leadership in their interactions with stakeholders. The main challenge to the leadership position of these women principals seemed to be the stereotypical view held, that as women, they had to work twice as hard as men at leading schools. The study recommended that people oriented leadership styles, such as the ones enacted by the women principals in this study, are highly recommended for effective leadership in the 21st century.
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- Date Issued: 2012
Woman vulnerability to HIV/AIDS : an investigation into women's conceptions and experiences in negotiating sex and safe sex in Okalongo constituency, Omusati Region, Namibia
- Authors: Haipinge, Rauha
- Date: 2013
- Subjects: AIDS (Disease) in women -- Namibia -- Omusati AIDS (Disease) -- Social aspects -- Namibia -- Omusati HIV infections -- Social aspects -- Namibia -- Omusati Women -- Namibia -- Omusati -- Social conditions Women -- Sexual behavior -- Namibia -- Omusati Man-woman relationships -- Namibia -- Omusati Sex instruction -- Namibia -- Omusati Safe sex in AIDS prevention -- Namibia -- Omusati Sex role -- Namibia -- Omusati HIV-positive persons -- Sex differences -- Namibia -- Omusati Male domination (Social structure) -- Namibia -- Omusati Sex discrimination against women -- Namibia -- Omusati
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1839 , http://hdl.handle.net/10962/d1004337
- Description: This study emerged from the high prevalence rate of HIV and AIDS infection among women in Sub-Saharan Africa, which has no exception to Namibia. Women have been vulnerable to HIV and AIDS let alone on sex related issues since the epidemic emerged, but not research has been done specifically to Okalongo women. The way in which women vulnerable to HIV and AIDS infection were explored by examined social and cultural identities that affect women’s sexual relations in negotiating sex and safe sex. Qualitative study on a sample of fifteen women was conducted in Okalongo. The purpose of this study was to investigate the conceptions and experiences of women in negotiating sex and safe sex with their husband and partners. Feminist theory guided the methodology and analysis of data. I assumed that gender roles andsexuality are socially constructed, shaped by religion, social, political, and economic influences and modified throughout life. Feminist theory assisted in documentary the ways in which the female’s gender and sexuality in Okalongo is shaped by cultural influences and by institutions that disadvantage female and other oppressed groups by silencing their voices. The feminist further guided the discussion of the contradicting messages about women’s sexuality and their experiences, as women complied, conformed and even colluded with their oppression. To address the issue under study, the primary analysis of data from the focus group discussion and individual interview were utilised. The following themes were the heart of analysis: Women Positionality, Normalisation and Compliance, Women Agency and Male Dominance Power, Women Perceptions of Risk, Sex Education in and out of school among Women.In this study the data suggested that women in Okalongo are more vulnerable to their lack of assertiveness, as they have difficult in developing an authoritative voice, they tend to be humble about their achievements and knowledge and to only assertively when concerned about others. The findings supported the literature that women’s vulnerability is strongly influenced and tied by broader forces present in the society. Women’s vulnerability is real and needs to be tackled for any progress to occur in the fight against AIDS. Until factors that constraints and enabling women agency to negotiate sex and safe sex acknowledged and addressed, women will continue to succumb to the HIV pandemic.
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- Date Issued: 2013
Why do learners and teachers experience problems with the concept of zero?
- Authors: Jooste, Zonia
- Date: 2012
- Subjects: Numbers, Divisibility of -- Study and teaching (Primary) -- South Africa Numbers, Divisibility of -- Study and teaching (Secondary) -- South Africa Mathematics teachers -- Training of -- South Africa -- Eastern Cape Mathematics teachers -- Training of -- South Africa -- Western Cape Education, Primary -- Curricula -- South Africa Education, Secondary -- Curricula -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1906 , http://hdl.handle.net/10962/d1006764
- Description: The controversy around the inclusion of zero in the number system has been widely documented. Influential mathematicians in various ancient cultures did not accept zero as a number. The idea of the empty set was too abstract and they could not conceptualise division by zero. Surprisingly, understanding of the concept is still a matter of concern today. In spite of expansive reports on and recommendations for developing conceptualisation of the concept, learners and teachers still experience problems similar to those that ancient mathematicians struggled with. The study was initiated by an observation of Grade 7 learners' inability to solve the problems 4 × 0 and 0 ÷ 7 effectively or at all. I investigated why Grade 3 to 6 learners and mathematics teachers on a BEd (in-service) course and an accredited ACE course experience problems with the concept of zero. I was especially interested in the understanding of multiplication and division by zero. I investigated teachers' knowledge of zero's characteristics as a number, the history of zero and how they teach the concept, in order to support my assumptions. The data production process was performed over a period of two years. It involved a multi-case opportunity sample approach embedded in the empirical field that formed the backdrop of my involvement as mathematics education specialist in schools in the Western and Eastern Cape. The interpretative orientation of the study allowed me to conduct inquiries that served to confirm or challenge my assumptions and enabled me to construct generalisations that depict learners' and teachers' knowledge construction. The qualitative data analysis informed the presentation and discussion of the findings. The single most important message conveyed to readers of this study is that the value of zero as a number, its importance in the number system, its properties and its behaviour in calculations, should not be underrated. Teaching of this abstract concept requires competent teachers who are able to mediate understanding in the most effective and innovative manner. Professional development programmes should orchestrate this competence and curriculum developers and textbook authors should acknowledge the significance of learning and teaching the concept of zero.
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- Date Issued: 2012
What can TOLs reveal about the nature of ESL reading? : a critical evaluation of current ESL research utilising think-aloud protocols
- Authors: Dixon, Robyn
- Date: 1993
- Subjects: English language -- Study and teaching -- Foreign speakers Reading comprehension Reading -- Research
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1823 , http://hdl.handle.net/10962/d1003709
- Description: This thesis explores the efficacy of think-aloud protocols (TOLs), and the extent to which the TOL technique is able to reveal the nature of ESL reading interaction with expository prose. The investigation constituted a critical evaluation of current ESL TOL research, which was essentially a theoretical examination of emerging problems derived from an in-depth assessment of current ESL TOL studies. The theoretical examination was supplemented by the practical implementation of the technique in a case study research, utilising three verbal protocols obtained from ESL students at the University of Fort Hare. The close observation afforded by the evaluative case study research paradigm provided the writer - as participant observer - with a further means of judging the merit of TOLs, which corroborated findings from the theoretical evaluation, and enabled a consideration of unanticipated issues which emerged from the practical implementation of the technique. The conclusion was that TOLs seem to have a unique ability to identify aspects of the nature of ESL reading gained from an on-line assessment of reader interaction, provided that TOL research is conducted within certain methodological and analytic research constraints. The writer has proffered suggestions for future ESL TOL research, and feels that the combination of TOL research findings with other measures of reading comprehension could elucidate aspects of ESL comprehension, making a valuable contribution to ESL reading theory and practice.
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- Date Issued: 1993
Vocabulary proficiency in English of students in the primary teachers' certificate course
- Authors: Harlech-Jones, Brian Arthur
- Date: 1981
- Subjects: English language -- Study and teaching (Elementary) Vocabulary -- Study and teaching (Elementary)
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1903 , http://hdl.handle.net/10962/d1006347
- Description: This work investigates vocabulary proficiency in English of a group of students in the Primary Teacher's Certificate course. It is shown that this is the major certification course for teachers in Black education in South Africa, and, that primary school teachers are the major source of English for Black pupils for a considerable period, if not for the duration of their school education. The quality of the teachers' English thus has a major influence on that used by the pupils. In addition to the established needs for proficiency in a national and international medium such as English, it is emphasized that , with the increasing use of English as a medium of instruction, a lack of proficiency will adversely affect general scholastic achievement. The investigation proceeds by two means: (1) a series of vocabulary tests and (2) an error analysis (lexis and morphology) , based on scripts produced by the same group to whom the tests were administered. Prior to the presentation of the tests and the results and conclusions, there is a discussion of what constitutes vocabulary. This is introduced by a discussion of the dichotemy 'structure/lexis', primarily by reference to the writings on structuralism by Charles Fries - This discussion shows that the progress in vocabulary study is intimately related to the as-yet undeveloped state of investigations into the semantics of the language . There is a referenoe to the role of frequency-counts in vocabulary teaching with specific reference to Michael West's General Service List of English Words. In the absence of other prescribed standards of attainment in vocabulary, the General Service List serves as control for the tests , and is itself under examination as a possible major resource for vocabulary teaching. It is shown that structuralism has produced the instructional method known as 'audio- lingualism', which has gained wide credence, not least in the educational system through which the subjects of this study have passed. The contributions and defects of this method are discussed , with particular reference to its deleterious effect on vocabulary teaching. It is shown that vocabulary teaching becomes increasingly important in the later stages of language learning. There is reference to the current emphasis on ' commununicative' language teaching/learning, and it is shown that a major area of application is in the presentation of materials which embody an across-the-curriculum approach. The Pre- Tests are concerned only with the four major 'parts of speech ' and use only items from the General Service List ('G.S.L'). A particular feature is the development of tests based on the 'partial productivity of lexical rules' , which proved significantly effective in distinguishing between testees of high and low proficiency . The Final Tests, compiled from items which discriminated successfully in the Pre-Tests , are presented , and a Post- Final Test form of ultimately successful items is provided. There is a brief theoretical discussion of Error Analysis, and this is followed by the presentation of the categorization of lexical and morphological errors extracted from a corpus produced by the same group which provided subjects for the tests . There is comment on this categorization, which points to both the usefulness and shortcomings of such data . Amongst the conclusions and recommendations are the following: that vocabulary teaching has languished, both because of present inadequacies in semantic investigation, and because of the predominance of structuralism; that vocabulary teaching is important throughout , but particularly in the post-initial stages ; that word-counts (specifically the G. S. L.)have a valuable place in vocabulary teaching, as controls, prompts and suppliers of resource material ; that there is a wide range of proficiency amongst these subjects , even within the limits of a word-count such as the G.S.L. (the most frequent 2000 'words ' in English , with a samantic count, and related items formed by various processes) ; that this range of proficiency and the shortcomings shown are disturbing in teachers- in- training , who are also in their eleventh and twelfth years of formal instruction in English; that there is further cause for concern when it is remembered that their pupils will need English for success in a number of subjects , and will be instructed in English mainly by teachers. drawn from this group ; that there is some evidence of a relationship between vocabulary proficiency and the frequency of items in the G.S .L. (reinforcing the suggesting that the G.S .L. is a useful ' teaching tool ' ) ; that the categorization of errors shows that mastery of the · contents of the G. S. L. would , in theory , eliminate the great majority of errors attested in the categorization, and that mastery of even the most common areas of lexis and lexical formation cannot and should not be taken for granted; and that acquaintance with the contents of a word frequency-count , and with categorizations of errors , will sharpen teachers' perceptions as to the nature of their task and the directions in which vocabulary teaching should proceed.
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- Date Issued: 1981
Vocabulary development in a grade 7 class using dictionary skills: an action research project
- Authors: Wells, Stephanie Alice
- Date: 2011
- Subjects: English language -- Study and teaching (Elementary) -- South Africa -- Eastern Cape Vocabulary -- Study and teaching (Elementary) -- South Africa -- Eastern Cape English language Dictionaries -- Polyglot -- Study and teaching (Elementary) -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1822 , http://hdl.handle.net/10962/d1003708
- Description: As I was involved as a voluntary, part-time teacher in a local, semi-rural school in the Eastern Cape, South Africa, I became increasingly aware of the learners' lack of English literacy. I therefore decided to do a practical research on vocabulary development, focusing on dictionary skills. In this thesis I describe how I implemented a vocabulary development programme as an Action Research project. My research group was a grade 7 class of English First Additional Language learners who had minimal exposure to English at school and in their communities. The class was a mixture of Afrikaans and isiXhosa home language speakers and the medium of instruction was Afrikaans. The school served a low-income community and was poorly resourced. As dictionary skills is a requirement of the national curriculum, I used 10 time-tabled lessons over a 5 week period to introduce the learners to dictionaries. My data sources were a journal detailing my reflections on each lesson; a video-recording of the lessons; small group interviews after each lesson which were audio-recorded; tasksheets on the work covered in class and questionnaires asking the learners for written responses to the lessons. The class teacher who filmed the lessons was also asked for feedback during and after the programme. My goals were to assess my teaching approach in these circumstances and to what extent the outcomes were positive for the learners. As I had come from a background of English Home Language teaching in good, well-resourced schools I found I had to question many of my assumptions. Although I was an experienced, qualified and confident teacher, I was continually having to reassess my teaching methods which were being challenged by very different classroom conditions. The outcomes of the research show why I was not able to achieve what I had thought I could in the time given.
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- Date Issued: 2011
Visual literacy in adult basic education : a study of ABET learners' visual perception with regard to their general level of English second language learning
- Authors: Bouwer, Anne Margaret
- Date: 2000
- Subjects: English language -- Study and teaching (Secondary) -- Foreign speakers Visual literacy -- South Africa Adult education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1821 , http://hdl.handle.net/10962/d1003707
- Description: Adult learners face many difficulties in their learning programmes, particularly due to the fact that having mastered literacy in their mother tongues, they move on to further educational programmes which are mostly produced in English. In contemporary society, people need to be adept in a number of literacies, termed multiliteracies. Adult learners are rarely taught visual competence as visual images are relegated to illustrations for written texts, and attention is mainly focussed on the all-important written word. Adult basic education learners need to be able to interpret pictures in books, newspapers and magazines, just as much as they need to be able to read and write. It is the premise of this research that visual literacy enhances thinking skills and that adult learners need to be actively taught how to interpret visual images in order to more ably deal with the written word, the more 'important' part of literacy. The goals of this research are to develop understanding of the processes which go into understanding images and text, and to examine how pictures can be used to help adult learners develop proficiency in English. Another goal is to teach learners the basics of visual literacy so as to improve their comprehension of the plethora of images surrounding them. The research findings could help to inform adult educators facing the current crisis in Adult Basic Education and Training in South Africa, focusing on a little-studied aspect of literacy, visual literacy, one of the critical outcomes in the new South African curriculum for Adult Education and one of the multiliteracies required by citizens of today's world.
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- Date Issued: 2000
Views of HIV and AIDS amongst rural secondary school youth: an exploratory study
- Authors: Daniels, Brendon Mara Laurence
- Date: 2015
- Subjects: Sexually transmitted diseases -- Study and teaching Communicable diseases -- Prevention High school students
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/11460 , vital:26928
- Description: The HIV and AIDS epidemic continues to affect communities worldwide particularly so in South Africa. Youth, also the so-called Coloured youth, continue to remain at risk of infection, in spite of having been exposed to information about HIV and AIDS. This study explores the views of Coloured secondary school youth in a rural town in the Eastern Cape, on HIV and AIDS. Fifteen secondary school learners, both boys and girls, from Grades 10 to 12 were purposively selected. This qualitative study, framed within an interpretivist paradigm, draws on a phenomenological methodology. The data was generated from using drawing and focus group interviews and analysed using thematic analysis. The research adhered to ethical principles and trustworthiness was ensured. Constructivism and Bronfenbrenner’s bio-ecological systems theory were used to frame the study and to make meaning of the findings. In response to the primary research question, What views do Coloured youth attending a secondary school in a rural town have of HIV and AIDS?, five themes emerged, namely: individuals spread HIV, impoverished family life increases youth vulnerability to HIV, youth under pressure from peers knowingly engage in risky behaviour, misconceptions fuel the epidemic, and HIV and AIDS “captures the community in its net”. Drawing on the findings and in response to the secondary research question, What guidelines can be developed to assist educators to facilitate learners taking action against the spread of HIV and AIDS?, several guidelines were developed. They suggest that teachers should use participatory pedagogies to engage secondary school learners when teaching HIV and AIDS, build self-esteem in their learners, assist learners in dealing with peer pressure, engage learners in erasing misconceptions, and enable learners to break free from being “caught in the net” of HIV and AIDS. Collectively these guidelines could enable learners to take action in protecting themselves and their community against the spread of the HI virus. The study concludes that the views that Coloured secondary school learners from a rural town have about HIV and AIDS show their awareness of the realities of the epidemic affecting the individual, the family, the school and their community. They have constructed their views of HIV and AIDS in a way which shows their understanding of the complexities of the epidemic.
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- Date Issued: 2015
Utilisation of Teaching and Learning Centres in State Universities in Zimbabwe: implications for teaching and learning
- Authors: Machingura, Viola
- Date: 2019
- Subjects: Active learning -- Zimbabwe , Education, Higher -- Zimbabwe
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/12848 , vital:39384
- Description: The purpose of this research was to examine the utilisation of Teaching and Learning Centres (TLC) in state universities in Zimbabwe and the role they are playing in the improvement of teaching and learning in the institutions of higher learning. The social constructivist paradigm was found most appropriate for this study and was the lens by which reality was examined. The study used the qualitative approach and case study design to examine the issue under study. The purposive sampling technique was used to select participants who were rich informants for the study and these included Pro Vice Chancellors, Directors of Teaching and Learning Centres, Deans, lecturers and students. Data were collected through face to face interviews and focus group discussions that were triangulated by analysis of institutional records. The study was also guided by the theoretical lenses of the Social Practice Theory and the Concerns Based Adoption Model that provided the framework for the investigation. The study employed the Tech‘s qualitative model of data analysis that led to the findings being grouped into five major themes. The study established that Teaching and Learning Centres were not being fully utilised, thus were not helping to improve teaching and learning in a meaningful way in state universities in Zimbabwe. Possible reasons for this were the fact that the unit was not fully understood and different players at different levels in groups and as individuals had varied interpretations of what the TLCs were and what their role in the university was supposed to be. This lack of understanding and the absence of a shared understanding of what TLCs are and what they stand for, coupled with other factors such as the freeze on recruitment on staff in state universities and the assumed superiority of research over teaching for tenure and viii promotion, led to the poor positioning and poor staffing of TLCs leading to their poor utilisation in state universities. Each of the staff levels also had concerns about the utilisation of the TLC that made them reluctant to utilise it. The absence of top management support for the TLC, and the perceived superiority of research over teaching again led to poor utilisation of the unit. The study recommends the hosting of symposia between and among state universities for the dissemination of knowledge and information on what the TLC is and what its role should be. Internal consultations by individual state universities on the functions, staffing and positioning of the TLC and exposure for the TLC staff to established units to raise their knowledge and information levels and confidence is encouraged. Removal of the freeze on recruitment of staff so that TLCs can be better positioned and staffed and review of ZIMCHE guidelines to align teaching, research and university service for tenure and promotion would also help. Acquisition of cutting edge technology for teaching and learning and top management to listen to individual and group concerns and act on those that impede on TLC utilisation is a must.
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- Date Issued: 2019
Using the van Hiele theory to analyse geometrical conceptualisation in grade 12 students: a Namibian perspective
- Authors: Mateya, Muhongo
- Date: 2009
- Subjects: Hiele, Pierre M. van Hiele-Geldof, Dina van Geometry -- Study and teaching (Secondary) -- Namibia Mathematics -- Study and teaching (Secondary) -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1820 , http://hdl.handle.net/10962/d1003706
- Description: The study reported here utilised a theory of levels of geometric thinking. This theory was proposed and developed by two Dutch mathematics educators, Pierre van Hiele and his wife, Dina van Hiele-Geldof. The van Hiele theory enables investigations into why many students experience difficulties in learning geometry. In many nations, such as the UK, the USA, Netherlands, the USSR and to a certain extent, Nigeria and South Africa, research evidence has indicated that the overall students’ mathematical competencies are linked to their geometric thinking levels. This study is the first of its kind to apply the van Hiele theory of geometric thinking in the Namibian context to analyse geometrical conceptualisation in Grade 12 mathematics students. In all, 50 Grade 12 students (20 from School A and 30 from School B) were involved in this study. These students wrote a van Hiele Geometry Test adapted from the Cognitive Development and Achievement in Secondary School Geometry test items. Thereafter, a clinical interview with the aid of manipulatives was conducted. The results from this study indicated that many of the School A and School B students who participated in the research have a weak conceptual understanding of geometric concepts: 35% of the School A and 40% of the School B subsamples were at the prerecognition level. 25% and 30% of the School A, and 20% and 23.3% of the School B students were at van Hiele levels 1 and 2 respectively. An equal number of students but different in percentages, 2 (10%) in School A and 2 (6.7%) in School B, were at van Hiele level 3. Only one student from School B attained van Hiele level 4. These results were found to be consistent with those of previous similar studies in UK, USA, Nigeria and South Africa. The findings of this study also highlight issues of how the Namibian Grade 12 geometry syllabus should be aligned with the van Hiele levels of geometric thinking as well as the use of appropriate and correct language in geometrical thinking and problem solving.
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- Date Issued: 2009
Using the topic "Water management in Umtata" to promote the use of an environmental approach in the teaching of geography
- Authors: Nduna, Joyce Nothemba
- Date: 1995
- Subjects: Geography -- Study and teaching -- Environmental aspects Water -- Management -- Study and teaching -- Environmental aspects Environmental education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1819 , http://hdl.handle.net/10962/d1003705
- Description: This study first offers a critique of some conventional approaches to environmental education and geography. The critique is followed by an analysis of current learning theories which underpin environmental and geographical thinking. On the basis of this analysis an environmental approach to the teaching of geography is identified. Within the broad theoretical context provided by debates on the importance of environmental education for the solution of environmental problems, the study promotes student teachers' understanding of an environmental approach in the teaching of geography at Transkei College of Education. Water management, a section of the geography syllabus, is selected to illustrate the process and implementation of such an approach in geography. The educational effectiveness of an environmental approach with regard to the students' conceptual understanding of water management is evaluated. The study as a whole is set within the general literature of environmental education, and particularly that of education for the environment.
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- Date Issued: 1995
Using the local environment for outcomes-based education: issues raised for INSET by teachers' perceptions of agents of change
- Authors: Burton, Noreen
- Date: 1998
- Subjects: In-service education and training for teachers Teachers -- Training of -- South Africa Teachers -- In-service training -- South Africa Competency-based education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1818 , http://hdl.handle.net/10962/d1003704
- Description: South African education is in the process of undergoing what has become known as a "paradigm shift", requiring a change from the familiar transmission method to outcomes-based education (OBE) founded on social constructivist theories oflearning and teaching. Teachers, (45% of whom are poorly qualified), "will play a pivotal role in the success or failure of this change. There is therefore an urgent need to re-educate in-service teachers in the philosophy, and related methodologies underpinning Curriculum 2005. To this end, in-service education courses need to be developed "which will encourage teachers to reconstruct their beliefs about teaching and learning. INSET programmes in the past were aimed at either "topping up" qualified teachers, or "adding on" for under qualified teachers - neither of which have proved successful. It is therefore unlikely that applying similar methodologies to support teachers in the shift to OBE will meet with success, nor will simply "training" teachers to use the new learning programmes. Government documents on Education Policy are calling for teachers to become reflexive practitioners, able to guide learners in their efforts to achieve the critical outcomes which are intended to develop a competent citizenry of lifelong learners. Therefore, teachers ought to be empowered as curriculum developers in their own right. This interpretative case study hoped to find out from teachers themselves what aspects of an activity-based environmental education course acted as change agents in assisting them to begin the shift to constructivist theories of teaching and learning. A variety of research tools were used, including questionnaires, interviews, journals, narratives and concept maps, all of which provided a rich source of data for interpretation. From what was gained from four participants in this research, tentative suggestions for incorporation into the next cycle of action research in future INSET programmes are made.
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- Date Issued: 1998
Using the indigenous technology of dyeing and weaving African baskets as a cultural tool to mediate learning of chemical and physical changes
- Authors: Kakambi, William Mafelezo
- Date: 2021-04
- Subjects: Science -- Study and teaching (Secondary) -- Namibia , Chemistry -- Study and teaching (Secondary) -- Namibia , Ethnoscience -- Namibia , Culturally relevant pedagogy , Traditional ecological knowledge -- Namibia , Basket making -- Namibia , Dyes and dyeing -- Namibia , Pedagogical content knowledge
- Language: English
- Type: thesis , text , Masters , MEd
- Identifier: http://hdl.handle.net/10962/177268 , vital:42805
- Description: Literature has revealed that indigenous learners, especially in many African nations are subjected to learning school science in unfamiliar contexts. Learners in Namibia where this study was conducted are no exception. In consequence, learners experience cognitive conflict between school science and the experiences learnt at home and in the community. This is exacerbated, in part, by the fact that science teachers do not seem to know how to integrate indigenous knowledge in their science teaching. As an attempt to address this problem, some scholars call for the integration of indigenous knowledge into the science curriculum to provide a much needed context for learning science. It is against this background that this study sought to use the indigenous technology of dyeing and weaving baskets as a cultural tool to mediate learning of chemical and physical changes. Underpinned by the interpretivist and Ubuntu paradigms, the study employed a qualitative case study research design. The study was conducted in the Zambezi region in Namibia. Four grade 8 Physical Science teachers, an expert community member, and a critical friend were involved as participants in this study. Data were gathered using semi-structured interviews, workshop discussions, participatory observation, and journal reflections. Vygotsky’s socio-cultural theory and Mavhunga and Rollnick’s topic specific pedagogical content knowledge were used as theoretical and analytical frameworks, respectively. A thematic approach to data analysis was employed to come up with sub-themes and themes. The findings of the study revealed that all the participating teachers in this study had never been exposed to ideas on how to integrate indigenous knowledge in their science teaching. As a result, they all embraced and valued the indigenous technology of dyeing and weaving as relevant and useful in the teaching and learning of chemical and physical changes. This study recommends that there is a need to empower science teachers on how to integrate indigenous knowledge in their science teaching in order to make science accessible and relevant to their learners’ lived worlds. , Thesis (MEd) -- Faculty of Education, Education, 2021
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- Date Issued: 2021-04
Using language as a resource: strategies to teach mathematics in multilingual classes
- Authors: Whale, Susan Gaye
- Date: 2012
- Subjects: Mathematics -- Study and teaching (Elementary) -- South Africa , Code switching (Linguistics) -- South Africa , Education, Bilingual -- South Africa -- Eastern Cape , Language and education -- South Africa -- Eastern Cape , Blacks -- Education -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9469 , http://hdl.handle.net/10948/1669 , Mathematics -- Study and teaching (Elementary) -- South Africa , Code switching (Linguistics) -- South Africa , Education, Bilingual -- South Africa -- Eastern Cape , Language and education -- South Africa -- Eastern Cape , Blacks -- Education -- South Africa -- Eastern Cape
- Description: South Africa is a complex multilingual country. In the majority of schools in the Eastern Cape, a province in South Africa, the teachers and learners share the same home language, isiXhosa, but teach and learn mathematics in English. The purpose of this study was to encourage teachers to use the home language as a resource to teach mathematics in multilingual classes. The study follows a mixed method design, using both qualitative and quantitative data. Qualitative data were collected from a survey and poetry, which teachers crafted, in which they highlighted their perceptions about language in their lives. They also reflected on their practices and submitted pieces of contemplative writing. Quantitative data were collected from participating teachers who administered a pre-test to their learners as well as a post- test approximately nine months later after conducting an intervention. The results showed that where strategies, such as the implementation of exploratory talk and code switching which used language as a resource, had been introduced mathematical reasoning improved and classroom climate became more positive. The learners’ lack of confidence in being able to express their reasoning in English was prevalent throughout the reflective writing. By enabling learners to use isiXhosa in discussions the teachers felt that the learners gained in both confidence and mathematical understanding. This study has demonstrated that using the learners’ and teachers’ home language unlocks doors to communication and spotlights mathematical reasoning, but there is still an urgency to encourage learners to become fluent in Mathematical English. It is important to note that a positive classroom climate is essential for learners to build confidence and to encourage them to attempt to formulate sentences in English - to start on the journey from informal to formal usage of language as advocated by Setati and Adler (2001:250). My main conclusion is that an intervention that develops exploratory talk by using language as a resource can improve learners’ mathematical reasoning. I wish to emphasise that I am not advocating teaching mathematics in isiXhosa only, but the research has shown the advantages of using the home language as a resource together with English in Eastern Cape multilingual mathematics classes. Learners need to be able to express themselves in English, written and spoken, in order to achieve mathematically. This study therefore shows that teachers can gauge their learners’ improvement in mathematical reasoning after an intervention that develops exploratory talk in class by using the home language as a resource.
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- Date Issued: 2012
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.
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- Date Issued: 2017
Using a reading club to help grade 4 boys, in the kingdom of Saudi Arabia, to position themselves as readers
- Authors: Jansen, Lincoln Lee
- Date: 2019
- Subjects: Boys -- Books and reading -- Saudi Arabia , Reading -- Sex differences -- Saudi Arabia Book clubs (Discussion groups) -- Saudi Arabia Group reading -- Saudi Arabia Reading (Elementary) -- Saudi Arabia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/42285 , vital:36642
- Description: Widespread research exists about the challenges of getting boys to read and the gap in reading performance between boys and girls. Using a case study design within a qualitative approach, this study investigated whether engagement in a reading club could help boys in the Kingdom of Saudi Arabia to position themselves as readers. The literature review examined factors that hindered or advanced reading and the reading development of boys, particular in the Arab-Muslim context. Two theoretical frameworks underpin this study: Social Learning Theory which allowed for reading engagement of a social nature and Third Space Theory which enabled this engagement bringing together the in and out of school literacy practices. Grade 4 students at a school in Saudi Arabia were invited to partake in a 45 minute after-school reading club for 12 consecutive weeks. Participatory Visual Methodologies and a Reflective journal were used to generate data. Participants were asked to make drawings to express how they felt about reading in different languages and drawings to express how they felt about reading English books in a reading club. Drawings accompanied by verbal feedback along with the reflective journal notes were analysed using thematic analysis. Results from this study showed that a reading club serving as a socially supportive space does help boys in the Kingdom of Saudi Arabia to position themselves as readers.
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- Date Issued: 2019
Using a classroom library to promote extensive reading in a Grade 8 class in a Fort Beaufort District School, Eastern Cape : an action research case study.
- Authors: Bushula, Bruce Simphiwe
- Date: 2015
- Subjects: Classroom libraries -- South africa -- Eastern Cape -- Case studies , Reading (Secondary) , Literacy -- Study and teaching (Secondary) , Literacy programs
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2022 , http://hdl.handle.net/10962/d1017333
- Description: This thesis reports on a collaborative action research case study with Grade 8 learners in a rural high school in Fort Beaufort District, Eastern Cape, South Africa. The goals of the case study were firstly, to understand best practices for promoting extensive reading using a classroom library, and secondly, to use these insights to put an extensive reading programme in place with a view to improving my practice as a language teacher and to gain better understanding of ways of enhancing my Grade 8 learners’ literacy skills. The following qualitative methods were used to collect data: observation, semi-structured interviews, class discussion, questionnaires, journal reflections and document analysis. Analysis of data involved identification of emerging themes and patterns. The findings suggest that the strategies used in the extensive reading intervention improved my learners’ levels of engagement with reading. Putting these strategies into practice, and reflecting critically on how to refine them helped enrich my own professional insight and development in relation to the implementation of extensive reading programmes. Since action research is usually designed in spirals of action, this research serves as a first spiral and a foundation upon which to build second and subsequent spirals (which do not form part of this research). The study highlighted the fact that certain challenges that emerged (for example, shortage of books at the learners’ level, and a lack of parental cooperation) need to be addressed in a second spiral of intervention. The study further suggested that the implementation of effective extensive reading programmes by teachers in the middle and upper phases of secondary schooling requires further investigation.
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- Date Issued: 2015
Use of eco-art education in supporting the establishment of sustainability competencies in basic education: an interventionist case study
- Authors: Da Silva, Juliana Schmidt
- Date: 2020
- Subjects: Environment (Art) , Environmental education -- Brazil , Sustainable development -- Brazil , Education -- Curricula -- Brazil , Eco-art education
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/166127 , vital:41331
- Description: Recent socioecological approaches in Environmental Education acknowledge the complexity of “real-world situations”, which include environmental problems. One response to the challenge of enabling people to develop sustainability is the key competencies in sustainability framework. It can be faced as a guide to planning Environmental Education actions. On the other side, art practices hold potential to expand learning in varied ways. Art can offer the strategies employed in learning processes directed to sustainability, constituting the field of eco-art education. This research aims to investigate the integration of the visions of the key competencies in sustainability and the eco-art education in an Environmental Education project at high school level. Horta and Gastronomia (Vegetable Garden and Gastronomy) is an extra-curricular activity which happens every year at Irmão Jaime Biazus high school in Porto Alegre, Brazil. It addresses food security and sustainability associating the garden, the kitchen and exploration of sustainability issues using eco-art strategies. Action research approach is used, defining two research cycles to explore the effectiveness of eco-art for the development of key competencies in sustainability. The first cycle focuses on the eco-art activities applied in Horta and Gastronomia (2017 group) while the second cycle deals with a post-project intervention designed to observe indicators of the sustainability competencies and further explore eco-art strategies. This study adds to the field of sustainability competencies by exploring teaching strategies through eco-art education. Insight into key competencies in sustainability is given by presenting the investigation of the group of students about a situation of their reality. The activities implemented, classified according to their objectives, are contextualized regarding the competencies and in learning sequences. This research also contributes to the development of the sustainability competencies framework by applying the theory to a basic education level, adapting the work originally proposed to higher education contexts.
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- Date Issued: 2020