Representation and use of indigenous heritage constructs : implications for the quality and relevance of heritage education in post colonial southern Africa
- Authors: Zazu, Cryton
- Date: 2013
- Subjects: Albany Museum (Grahamstown, South Africa) Cultural property -- Conservation and restoration -- Research -- Africa, Southern Great Zimbabwe (Extinct city) Indigenous peoples -- Material culture -- Africa, Southern Anthropological museums and collections -- Management -- Research -- Africa, Southern Cultural property -- Management -- Research Ethnoscience -- Study and teaching -- Africa, Southern
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1407 , http://hdl.handle.net/10962/d1002015
- Description: This study explores representation and use of indigenous heritage constructs with a view to identifying implications thereof for the quality and relevance of heritage education practices in post colonial southern Africa. Framed within a critical hermeneutic research paradigm under-laboured by critical realist ontology, the study was conducted using a multiple case study research design. The data collection protocol was three-phased, starting with a process of contextual profiling, within which insights were gained into discourses shaping the constitution and orientation of heritage education practices at the Albany Museum in South Africa, the Great Zimbabwe Monument in Zimbabwe and the Supa Ngwao Museum in Botswana. The second phase of data collection entailed modelling workshops in which educators engaged in discussion around the status of heritage education in post apartheid South Africa. This highlighted, through modelled lessons, some of the tensions, challenges and implications for working with notions of social transformation and inclusivity in heritage education. The third phase of data collection involved in-depth interviews. Twelve purposively selected research participants were interviewed between 2010 and 2011. Data generated across the study was processed and subjected to different levels of critical discourse analysis. Besides noting how heritage education in post colonial southern Africa is poorly framed and under-researched, this study revealed that current forms of representing indigenous heritage constructs are influenced more by socio-political discourses than the need to protect and conserve local heritage resources. The study also noted that the observed heritage education practices are oriented more towards addressing issues related to marginalisation and alienation of indigenous cultures and practices, than enhancing learners’ agency to manage and utilise local heritage resources in a more sustainable ways. Based on these findings the study recommends re-positioning heritage education within the framework of Education for Sustainable Development (ESD). ESD acknowledges both issues of social justice and the dialectical interplay between nature and culture; as such, it may allow for representation and use of indigenous heritage constructs in ways that expand current political orientations to include sustainability as an additional objective of heritage education. Given that little research focusing on heritage education has been undertaken within southern Africa, the findings of this study provide a basis upon which future research may emerge.
- Full Text:
- Date Issued: 2013
- Authors: Zazu, Cryton
- Date: 2013
- Subjects: Albany Museum (Grahamstown, South Africa) Cultural property -- Conservation and restoration -- Research -- Africa, Southern Great Zimbabwe (Extinct city) Indigenous peoples -- Material culture -- Africa, Southern Anthropological museums and collections -- Management -- Research -- Africa, Southern Cultural property -- Management -- Research Ethnoscience -- Study and teaching -- Africa, Southern
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1407 , http://hdl.handle.net/10962/d1002015
- Description: This study explores representation and use of indigenous heritage constructs with a view to identifying implications thereof for the quality and relevance of heritage education practices in post colonial southern Africa. Framed within a critical hermeneutic research paradigm under-laboured by critical realist ontology, the study was conducted using a multiple case study research design. The data collection protocol was three-phased, starting with a process of contextual profiling, within which insights were gained into discourses shaping the constitution and orientation of heritage education practices at the Albany Museum in South Africa, the Great Zimbabwe Monument in Zimbabwe and the Supa Ngwao Museum in Botswana. The second phase of data collection entailed modelling workshops in which educators engaged in discussion around the status of heritage education in post apartheid South Africa. This highlighted, through modelled lessons, some of the tensions, challenges and implications for working with notions of social transformation and inclusivity in heritage education. The third phase of data collection involved in-depth interviews. Twelve purposively selected research participants were interviewed between 2010 and 2011. Data generated across the study was processed and subjected to different levels of critical discourse analysis. Besides noting how heritage education in post colonial southern Africa is poorly framed and under-researched, this study revealed that current forms of representing indigenous heritage constructs are influenced more by socio-political discourses than the need to protect and conserve local heritage resources. The study also noted that the observed heritage education practices are oriented more towards addressing issues related to marginalisation and alienation of indigenous cultures and practices, than enhancing learners’ agency to manage and utilise local heritage resources in a more sustainable ways. Based on these findings the study recommends re-positioning heritage education within the framework of Education for Sustainable Development (ESD). ESD acknowledges both issues of social justice and the dialectical interplay between nature and culture; as such, it may allow for representation and use of indigenous heritage constructs in ways that expand current political orientations to include sustainability as an additional objective of heritage education. Given that little research focusing on heritage education has been undertaken within southern Africa, the findings of this study provide a basis upon which future research may emerge.
- Full Text:
- Date Issued: 2013
An investigation into how grade 10 learners make meaning during the teaching and learning of the topic on nutrition in Life Science: a case study
- Mwiikeni, Helena Twiihaleni, Shimwafeni-Mwiikeni, Helena Twiihaleni
- Authors: Mwiikeni, Helena Twiihaleni , Shimwafeni-Mwiikeni, Helena Twiihaleni
- Date: 2013
- Subjects: Nutrition -- Study and teaching (Secondary) -- Namibia -- Oshana -- Case studies Environmental sciences -- Study and teaching (Secondary) -- Namibia -- Oshana -- Case studies Experiential learning -- Namibia -- Oshana -- Case studies Education, Secondary -- Namibia -- Oshana
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1403 , http://hdl.handle.net/10962/d1001876
- Description: The integration of learners’ prior everyday knowledge and experiences during teaching and learning is a pre-requisite in the Namibian curriculum. The curriculum states that if learners are taught in a way which builds on what they already know and they relate new knowledge to the reality around them, their learning in school can be made more meaningful. Thus, learners’ meaning making in the topic on nutrition was researched to find out whether elicitation and integration of learners’ prior everyday knowledge and experience in the nutrition topic enhanced or constrained their learning. This study was conducted with my grade10 learners at the school where I am currently teaching. The school is located in a rural area in Oshana region in Northern Namibia. This study is situated within an interpretive paradigm. Within the interpretive paradigm a qualitative case study approach was adopted. I considered this methodological orientation appropriate in this study as it allowed me to use the following methods: document analysis, brainstorming and discussion, semi-structured interviews and a focus group interview, practical activities with worksheets and observation and reflection. Multiple methods to gather data were used for triangulation and validation purposes. For data analysis purposes, the data sets were colour coded to derive themes and analytical statements. Ethical consideration was also taken seriously in this study. The findings from this study revealed that integration of learners’ prior everyday knowledge and experience enabled learners to understand science better particularly in the topic of nutrition. The study also revealed that learners possess a lot of prior everyday knowledge and experience about food they eat in their homes. However, data from the community members revealed that there are some contradictions between learners’ prior everyday knowledge and the science content of the topic. Nonetheless, engaging learners in practical activities in the testing of food (local and conventional western type foods) helped them to make meaning of the content learned. I therefore, recommend that learners’ prior everyday knowledge and experiences should be incorporated during teaching and learning of the topic on nutrition. The study also recommends that the Department of Education should ensure that teachers get the necessary support and training on how to integrate learners’ prior everyday knowledge and experiences.
- Full Text:
- Date Issued: 2013
- Authors: Mwiikeni, Helena Twiihaleni , Shimwafeni-Mwiikeni, Helena Twiihaleni
- Date: 2013
- Subjects: Nutrition -- Study and teaching (Secondary) -- Namibia -- Oshana -- Case studies Environmental sciences -- Study and teaching (Secondary) -- Namibia -- Oshana -- Case studies Experiential learning -- Namibia -- Oshana -- Case studies Education, Secondary -- Namibia -- Oshana
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1403 , http://hdl.handle.net/10962/d1001876
- Description: The integration of learners’ prior everyday knowledge and experiences during teaching and learning is a pre-requisite in the Namibian curriculum. The curriculum states that if learners are taught in a way which builds on what they already know and they relate new knowledge to the reality around them, their learning in school can be made more meaningful. Thus, learners’ meaning making in the topic on nutrition was researched to find out whether elicitation and integration of learners’ prior everyday knowledge and experience in the nutrition topic enhanced or constrained their learning. This study was conducted with my grade10 learners at the school where I am currently teaching. The school is located in a rural area in Oshana region in Northern Namibia. This study is situated within an interpretive paradigm. Within the interpretive paradigm a qualitative case study approach was adopted. I considered this methodological orientation appropriate in this study as it allowed me to use the following methods: document analysis, brainstorming and discussion, semi-structured interviews and a focus group interview, practical activities with worksheets and observation and reflection. Multiple methods to gather data were used for triangulation and validation purposes. For data analysis purposes, the data sets were colour coded to derive themes and analytical statements. Ethical consideration was also taken seriously in this study. The findings from this study revealed that integration of learners’ prior everyday knowledge and experience enabled learners to understand science better particularly in the topic of nutrition. The study also revealed that learners possess a lot of prior everyday knowledge and experience about food they eat in their homes. However, data from the community members revealed that there are some contradictions between learners’ prior everyday knowledge and the science content of the topic. Nonetheless, engaging learners in practical activities in the testing of food (local and conventional western type foods) helped them to make meaning of the content learned. I therefore, recommend that learners’ prior everyday knowledge and experiences should be incorporated during teaching and learning of the topic on nutrition. The study also recommends that the Department of Education should ensure that teachers get the necessary support and training on how to integrate learners’ prior everyday knowledge and experiences.
- Full Text:
- Date Issued: 2013
Case study : using visual representations to enhance conceptual knowledge of division in mathematics
- Authors: Joel, Linea Beautty
- Date: 2013
- Subjects: Mathematics -- Study and teaching , Visual learning , Division -- Study and teaching
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1992 , http://hdl.handle.net/10962/d1013356
- Description: Literature emphasizes how important it is that procedural and conceptual knowledge of mathematics should be learned in integration. Yet, generally, the learning and teaching in mathematics classrooms relies heavily on isolated procedures. This study aims to improve teaching and learning of partitive and quotitive division, moving away from isolated procedural knowledge to that of procedures with their underlying concepts through the use of manipulatives, visual representation and questioning. Learning and teaching lessons were designed to teach partitive and quotitive division both procedurally and conceptually. The study explored the roles these manipulatives, visual representations and questioning played toward the conceptual learning of partitive and quotitive division. It was found that manipulatives and iconic visualization enhanced learning, and this could be achieved through scaffolding using a questioning approach. It was concluded that manipulatives and iconic visualization need to be properly planned and used, and integrated with questioning to achieve success in the learning of procedural and conceptual knowledge.
- Full Text:
- Date Issued: 2013
Case study : using visual representations to enhance conceptual knowledge of division in mathematics
- Authors: Joel, Linea Beautty
- Date: 2013
- Subjects: Mathematics -- Study and teaching , Visual learning , Division -- Study and teaching
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1992 , http://hdl.handle.net/10962/d1013356
- Description: Literature emphasizes how important it is that procedural and conceptual knowledge of mathematics should be learned in integration. Yet, generally, the learning and teaching in mathematics classrooms relies heavily on isolated procedures. This study aims to improve teaching and learning of partitive and quotitive division, moving away from isolated procedural knowledge to that of procedures with their underlying concepts through the use of manipulatives, visual representation and questioning. Learning and teaching lessons were designed to teach partitive and quotitive division both procedurally and conceptually. The study explored the roles these manipulatives, visual representations and questioning played toward the conceptual learning of partitive and quotitive division. It was found that manipulatives and iconic visualization enhanced learning, and this could be achieved through scaffolding using a questioning approach. It was concluded that manipulatives and iconic visualization need to be properly planned and used, and integrated with questioning to achieve success in the learning of procedural and conceptual knowledge.
- Full Text:
- Date Issued: 2013
An investigation into the school experiences of HIV-positive secondary school learners on ARV treatment in Katutura, Windhoek
- Authors: Haipinge, Emilie
- Date: 2013
- Subjects: HIV-positive youth -- Namibia -- Katutura (Windhoek) HIV-positive youth -- Social conditions -- Namibia -- Katutura (Windhoek) HIV infections -- Social aspects -- Namibia -- Katutura (Windhoek) HIV infections -- Psychological aspects -- Namibia -- Katutura (Windhoek) AIDS phobia -- Namibia -- Katutura (Windhoek) Antiretroviral agents
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1837 , http://hdl.handle.net/10962/d1004334
- Description: What are the school experiences of HIV-positive secondary school learners on ARV treatment? Although the provision of life-saving antiretroviral (ARV) treatment is central in the medical and policy response to the HIV pandemic, relatively little research (in the SADC region and in Namibia particularly) attends to people’s experiences and the social effects of taking ARV treatment. This study probed the experiences of high school learners on ARV treatment in Khomas Region, Namibia. As researcher I used a qualitative case study design based mainly on interviews with a purposive, select sample of eight learners at the school where I am a teacher-counsellor. Methods used also included: observations; focus group interviews with eight teachers at the site school; a questionnaire survey with Life Skills teachers from 25 schools in the Khomas Region; and document analysis. Using a theory of health-related stigma and discrimination as well as perspectives on resilience and agency as conceptual and analytical lenses, this study found that only a handful of these learners were living openly with HIV and AIDS. Being both HIV-positive and on ARV medication was a double bind for learners facing pervasive stigma and discrimination in and out of school. Discourses associated with HIV and AIDS, sex, and sexuality shaped people’s response to them and they feared being ‘caught out’. Here the study explores the complex reciprocal relationship between cause and effect in stigma, showing some consequences for these learners: isolation (both voluntary and imposed), mental anguish, depression and suicidal leanings; also (at school) absenteeism, grade repetition and dropout. Distinguishing stigma from discrimination in this study enabled insight into actual practices that constrain learner participation and inclusion in and out of school. Trust between learners on ARVs and teachers proved to be low. Teacher respondents not only felt unequipped to deal with the psychosocial needs of learners on ARVs but also indicated that confronting these needs animated their personal vulnerability (around HIV-related experiences in their own families). However, hopeful patterns also emerged. Some mediatory factors out of school shaped these learners’ experiences and identities positively, with implications for in-school experiences and participation. Some learner journeys reflected shifts from deep despair towards the emergence of voice, positive self-concepts and resilient dispositions. Here, also, this study enters a neglected area of research, showing how the complex interplay of learners’ own agency with social support brought these positive outcomes. Most learners had experienced rejection from immediate family, receiving support rather from community members who became ‘family’. The study thus also raises pressing questions on the nature of support structures (both in and out of school) in contexts shaped by HIV and AIDS, where stigma and discrimination are pervasive and where stable family structures, parental oversight and ‘normal’ progression through school cannot be assumed. It recommends that schools gain better insight into how learners’ circumstances shape their experiences, and develop internal policies, procedures and networks to reduce stigma and discrimination against HIV-positive learners on ARV treatment, as well as. ensuring material, medical, emotional, and psychological support for them.
- Full Text:
- Date Issued: 2013
- Authors: Haipinge, Emilie
- Date: 2013
- Subjects: HIV-positive youth -- Namibia -- Katutura (Windhoek) HIV-positive youth -- Social conditions -- Namibia -- Katutura (Windhoek) HIV infections -- Social aspects -- Namibia -- Katutura (Windhoek) HIV infections -- Psychological aspects -- Namibia -- Katutura (Windhoek) AIDS phobia -- Namibia -- Katutura (Windhoek) Antiretroviral agents
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1837 , http://hdl.handle.net/10962/d1004334
- Description: What are the school experiences of HIV-positive secondary school learners on ARV treatment? Although the provision of life-saving antiretroviral (ARV) treatment is central in the medical and policy response to the HIV pandemic, relatively little research (in the SADC region and in Namibia particularly) attends to people’s experiences and the social effects of taking ARV treatment. This study probed the experiences of high school learners on ARV treatment in Khomas Region, Namibia. As researcher I used a qualitative case study design based mainly on interviews with a purposive, select sample of eight learners at the school where I am a teacher-counsellor. Methods used also included: observations; focus group interviews with eight teachers at the site school; a questionnaire survey with Life Skills teachers from 25 schools in the Khomas Region; and document analysis. Using a theory of health-related stigma and discrimination as well as perspectives on resilience and agency as conceptual and analytical lenses, this study found that only a handful of these learners were living openly with HIV and AIDS. Being both HIV-positive and on ARV medication was a double bind for learners facing pervasive stigma and discrimination in and out of school. Discourses associated with HIV and AIDS, sex, and sexuality shaped people’s response to them and they feared being ‘caught out’. Here the study explores the complex reciprocal relationship between cause and effect in stigma, showing some consequences for these learners: isolation (both voluntary and imposed), mental anguish, depression and suicidal leanings; also (at school) absenteeism, grade repetition and dropout. Distinguishing stigma from discrimination in this study enabled insight into actual practices that constrain learner participation and inclusion in and out of school. Trust between learners on ARVs and teachers proved to be low. Teacher respondents not only felt unequipped to deal with the psychosocial needs of learners on ARVs but also indicated that confronting these needs animated their personal vulnerability (around HIV-related experiences in their own families). However, hopeful patterns also emerged. Some mediatory factors out of school shaped these learners’ experiences and identities positively, with implications for in-school experiences and participation. Some learner journeys reflected shifts from deep despair towards the emergence of voice, positive self-concepts and resilient dispositions. Here, also, this study enters a neglected area of research, showing how the complex interplay of learners’ own agency with social support brought these positive outcomes. Most learners had experienced rejection from immediate family, receiving support rather from community members who became ‘family’. The study thus also raises pressing questions on the nature of support structures (both in and out of school) in contexts shaped by HIV and AIDS, where stigma and discrimination are pervasive and where stable family structures, parental oversight and ‘normal’ progression through school cannot be assumed. It recommends that schools gain better insight into how learners’ circumstances shape their experiences, and develop internal policies, procedures and networks to reduce stigma and discrimination against HIV-positive learners on ARV treatment, as well as. ensuring material, medical, emotional, and psychological support for them.
- Full Text:
- Date Issued: 2013
An exploration of strategies to enhance grade 8 learners' reading comprehension skills
- Authors: Matakane, Euphimia Nobuzwe
- Date: 2013
- Subjects: Reading (Secondary) -- Research Reading comprehension
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1834 , http://hdl.handle.net/10962/d1004330
- Description: This thesis reports on an Action Research case study into the teaching of comprehension strategies to Grade 8 learners in a rural high school in the Eastern Cape, South Africa. The learners in this study, who were studying English as an additional language, experienced difficulties in comprehending English text. A series of six lessons were designed to teach comprehension strategies to improve the learners' performance in reading comprehension. The purpose of the intervention was to equip the learners with skills that would enable them to improve their reading comprehension and evaluate their effectiveness as readers. The intervention was also intended to assess my teaching, which was challenged by the need to deal with learners' poor levels of reading comprehension. The data was collected using the following research techniques: interviews, questionnaires, non-participant observation, learners' and researcher's journals, document analysis The data analysis revealed that a lack of resources to learn English; limited English language due to lack of exposure; and learners' lack of foundational knowledge from their primary schools were barriers to the successful teaching of comprehension strategies. Despite such barriers, however, this research provides evidence that teaching comprehension strategies can be effective if it is taught systematically, and applied continuously. Personally, I learnt that I had to modify my methods of teaching due to the response of learners to the lessons taught.
- Full Text:
- Date Issued: 2013
- Authors: Matakane, Euphimia Nobuzwe
- Date: 2013
- Subjects: Reading (Secondary) -- Research Reading comprehension
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1834 , http://hdl.handle.net/10962/d1004330
- Description: This thesis reports on an Action Research case study into the teaching of comprehension strategies to Grade 8 learners in a rural high school in the Eastern Cape, South Africa. The learners in this study, who were studying English as an additional language, experienced difficulties in comprehending English text. A series of six lessons were designed to teach comprehension strategies to improve the learners' performance in reading comprehension. The purpose of the intervention was to equip the learners with skills that would enable them to improve their reading comprehension and evaluate their effectiveness as readers. The intervention was also intended to assess my teaching, which was challenged by the need to deal with learners' poor levels of reading comprehension. The data was collected using the following research techniques: interviews, questionnaires, non-participant observation, learners' and researcher's journals, document analysis The data analysis revealed that a lack of resources to learn English; limited English language due to lack of exposure; and learners' lack of foundational knowledge from their primary schools were barriers to the successful teaching of comprehension strategies. Despite such barriers, however, this research provides evidence that teaching comprehension strategies can be effective if it is taught systematically, and applied continuously. Personally, I learnt that I had to modify my methods of teaching due to the response of learners to the lessons taught.
- Full Text:
- Date Issued: 2013
Supporting environment and sustainability knowledge in the grade 10 life sciences curriculum and assessment policy context : a case study of the Fundisa for Change teacher education and development programme pilot project
- Authors: Songqwaru, Nonyameko Zintle
- Date: 2013
- Subjects: Fundisa for Change Teachers -- Training of -- South Africa Life sciences -- Study and teaching (Secondary) -- South Africa -- Case studies Environmental education -- South Africa -- Case studies Curriculum planning -- South Africa Curriculum-based assessment -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1907 , http://hdl.handle.net/10962/d1006842
- Description: In the context of yet another curriculum revision in South Africa, this study investigates how teachers can be supported to meet the environmental discourse requirements as outlined in the revised curriculum in the Life Sciences. The study takes place in the context of a National Case Study which has resulted in a development of a national network, curriculum framework and resources for teacher education, with specific focus on the integration of environment and sustainability in the South African teacher education system. The study intends to provide insights into what constitutes adequate professional support and assistance to teachers that enables them to understand and work with the environment and sustainability content knowledge requirements of the Life Sciences Curriculum and Assessment Policy Statement (CAPS). The study seeks to inform future curriculum implementation decisions and teacher education programmes. The study is designed as a qualitative case study inquiry that has used open-ended, individual and focus group interviews, direct field observation and document analysis to generate data. The study revealed that: * Teachers developed confidence from an in-depth analysis of the CAPS curriculum. * Teachers have content gaps in environment and sustainability knowledge and these can be addressed through professional development that emphasises rich subject knowledge. * Teachers are not familiar with teaching methods that can be used to teach environmental and sustainability content knowledge. * Teachers struggle to see the relationship between teaching and assessing. * Teachers do not have enough and adequate resources for teaching and learning. * Training given to teachers should be interactive to enable them to recontextualise training received in their work places. * Teacher training should go beyond content knowledge that teachers have to teach, but should also consider how teachers can teach and assess that knowledge. * It is important to have a strong framing for selection and sequencing of content knowledge and a relatively weak framing for pacing and hierarchical rules in teacher training workshops. * Professional development has the potential to lead to whole school development. The study recommends that: ** Recontextualisation should be grounded on interpreting the policy requirements ** Teacher pre- and in-service training should focus on developing teachers’ understanding of the foundational knowledge in the Life Sciences ** The links between Life Sciences pedagogy and environmental pedagogy should be made explicit. ** Good quality resources should be provided for teachers and they should be supported to use these appropriately. ** Teachers’ academic literacy needs to be developed. Further recommendations: * Further studies should be conducted that would look at how teachers can be supported to work with environment and sustainability content knowledge within other subjects or other content areas of Life Sciences. This could provide some insights in terms of looking at the patterns, similarities or differences between different cases. It would be valuable to trace the teachers who participated in this pilot to observe how they recontextualise the training in their classroom practices. There is no point in attending a course or training if it will not impact one’s practice. Some insights into classroom practices were gained through reflective interviews from the teachers who had taught the biodiversity content, but this was not observed in practice.
- Full Text:
- Date Issued: 2013
- Authors: Songqwaru, Nonyameko Zintle
- Date: 2013
- Subjects: Fundisa for Change Teachers -- Training of -- South Africa Life sciences -- Study and teaching (Secondary) -- South Africa -- Case studies Environmental education -- South Africa -- Case studies Curriculum planning -- South Africa Curriculum-based assessment -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1907 , http://hdl.handle.net/10962/d1006842
- Description: In the context of yet another curriculum revision in South Africa, this study investigates how teachers can be supported to meet the environmental discourse requirements as outlined in the revised curriculum in the Life Sciences. The study takes place in the context of a National Case Study which has resulted in a development of a national network, curriculum framework and resources for teacher education, with specific focus on the integration of environment and sustainability in the South African teacher education system. The study intends to provide insights into what constitutes adequate professional support and assistance to teachers that enables them to understand and work with the environment and sustainability content knowledge requirements of the Life Sciences Curriculum and Assessment Policy Statement (CAPS). The study seeks to inform future curriculum implementation decisions and teacher education programmes. The study is designed as a qualitative case study inquiry that has used open-ended, individual and focus group interviews, direct field observation and document analysis to generate data. The study revealed that: * Teachers developed confidence from an in-depth analysis of the CAPS curriculum. * Teachers have content gaps in environment and sustainability knowledge and these can be addressed through professional development that emphasises rich subject knowledge. * Teachers are not familiar with teaching methods that can be used to teach environmental and sustainability content knowledge. * Teachers struggle to see the relationship between teaching and assessing. * Teachers do not have enough and adequate resources for teaching and learning. * Training given to teachers should be interactive to enable them to recontextualise training received in their work places. * Teacher training should go beyond content knowledge that teachers have to teach, but should also consider how teachers can teach and assess that knowledge. * It is important to have a strong framing for selection and sequencing of content knowledge and a relatively weak framing for pacing and hierarchical rules in teacher training workshops. * Professional development has the potential to lead to whole school development. The study recommends that: ** Recontextualisation should be grounded on interpreting the policy requirements ** Teacher pre- and in-service training should focus on developing teachers’ understanding of the foundational knowledge in the Life Sciences ** The links between Life Sciences pedagogy and environmental pedagogy should be made explicit. ** Good quality resources should be provided for teachers and they should be supported to use these appropriately. ** Teachers’ academic literacy needs to be developed. Further recommendations: * Further studies should be conducted that would look at how teachers can be supported to work with environment and sustainability content knowledge within other subjects or other content areas of Life Sciences. This could provide some insights in terms of looking at the patterns, similarities or differences between different cases. It would be valuable to trace the teachers who participated in this pilot to observe how they recontextualise the training in their classroom practices. There is no point in attending a course or training if it will not impact one’s practice. Some insights into classroom practices were gained through reflective interviews from the teachers who had taught the biodiversity content, but this was not observed in practice.
- Full Text:
- Date Issued: 2013
Exploring and expanding capabilities, sustainability and gender justice in science teacher education : case studies in Zimbabwe and South Africa
- Authors: Chikunda, Charles
- Date: 2013 , 2013-08-30
- Subjects: Science teachers -- Training of -- South Africa -- Case studies Science teachers -- Training of -- Zimbabwe -- Case studies Mathematics teachers -- Training of -- South Africa -- Case studies Women in education -- South Africa -- Case studies Women in education -- Zimbabwe -- Case studies Environmental education -- Study and teaching -- Case studies Curriculum planning -- South Africa Curriculum planning -- Zimbabwe
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1887 , http://hdl.handle.net/10962/d1006026
- Description: The focus of this study was to explore and expand capabilities, sustainability and gender justice in Science, Mathematics and Technical subjects (SMTs) in teacher education curriculum practices as a process of Education for Sustainable Development in two case studies in Zimbabwe and South Africa. The study begins by discussing gender and science education discourse, locating it within Education for Sustainable Development discourse. Through this nexus, the study was able to explore gender and sustainability responsiveness of the curriculum practices of teacher educators in Science, Mathematics and Technical subjects; scrutinise underlying mechanisms that affect (promote or constrain) gender and sustainability responsive curriculum practices; and understand if and how teacher education curriculum practices consider the functionings and capabilities of females in relation to increased socio-ecological risk in a Southern African context. Influenced by a curriculum transformation commitment, an expansive learning phase was conducted to promote gender and sustainability responsive pedagogies in teacher education curriculum practices. As shown in the study, the expansive learning processes resulted in (re)conceptualising the curriculum practices (object), analysis of contradictions and developing new ways of doing work. Drawing from the sensitising concepts of dialectics, reflexivity and agency, the study worked with the three theoretical approaches of Cultural Historical Activity Theory (CHAT), feminist theory and capabilities theory. The capability and feminist lenses were used in the exploration of gender and sustainability responsiveness in science teacher education curriculum practices. CHAT, through its associated methodology of Developmental Work Research, offered the opportunity for researcher and participants in this study to come together to question and analyse curriculum practices and model new ways of doing work. Case study research was used in two case studies of teacher education curriculum practices in Science, Mathematics and Technical subjects, one in Zimbabwe and one in South Africa. Each case study is constituted with a networked activity system. The study used in-depth and focus group interviews and document analysis to explore gender and sustainability responsiveness in curriculum practices and to generate mirror data. Inductive and abductive modes of inference, and Critical Discourse Analysis were used to analyse data. This data was then used in Change Laboratory Workshops, where double stimulation and focus group discussions contributed to the expansive learning process. Findings from the exploration phase of the study revealed that most teacher educators in the two case studies had some basic levels of gender sensitivity, meaning that they had ability to perceive existing gender inequalities as it applies only to gender disaggregated data especially when it comes to enrolment and retention. However, there was no institutionalised pedagogic device in place in both case studies aimed at equipping future teachers with knowledge, skills, attitudes and values to promote aspects of capabilities (well-being achievement, wellbeing freedom, agency achievement and agency freedom) for girls in Science, Mathematics and Technical subjects. Science, Mathematics and Technical subjects teacher educators' curriculum practices were gender neutral, but in a gendered environment. This was a pedagogical tension that was visible in both case studies. On the other hand, socio-ecological issues, in cases where they were incorporated into the curriculum, were incorporated in a gender blind or gender neutral manner. Social ecological concerns such as climate change were treated as if they were not gendered both in their impact and in their mitigation and adaptation. It emerged that causal mechanisms shaping this situation were of a socio-political nature: there exist cultural differences between students and teacher educators; patriarchal ideology and hegemony; as well as other interfering binaries such as race and class. Other curriculum related constraints, though embedded in the socio-cultural-political nexus, include: rigid and content heavy curriculum, coupled with students who come into the system with inadequate content knowledge; and philosophy informing pedagogy namely scientism, with associated instrumentalist and functionalist tenets. All these led to contradictions between pedagogical practices with those expected by the Education for Sustainable Development framework. The study contributes in-depth insight into science teacher education curriculum development. By locating the study at the nexus of gender and Science, Mathematics and Technical subjects within the Education for Sustainable Development discourse, using the ontological lenses of feminist and capabilities, it was possible to interrogate aspects of quality and relevance of the science teacher education curriculum. The study also provides insight into participatory research and learning processes especially within the context of policy and curriculum development. It provides empirical evidence of mobilising reflexivity amongst both policy makers and policy implementers towards building human agency in policy translation for a curriculum transformation that is critical for responding to contemporary socio-ecological risks. , Microsoft� Word 2010 , Adobe Acrobat 9.54 Paper Capture Plug-in
- Full Text:
- Date Issued: 2013
- Authors: Chikunda, Charles
- Date: 2013 , 2013-08-30
- Subjects: Science teachers -- Training of -- South Africa -- Case studies Science teachers -- Training of -- Zimbabwe -- Case studies Mathematics teachers -- Training of -- South Africa -- Case studies Women in education -- South Africa -- Case studies Women in education -- Zimbabwe -- Case studies Environmental education -- Study and teaching -- Case studies Curriculum planning -- South Africa Curriculum planning -- Zimbabwe
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1887 , http://hdl.handle.net/10962/d1006026
- Description: The focus of this study was to explore and expand capabilities, sustainability and gender justice in Science, Mathematics and Technical subjects (SMTs) in teacher education curriculum practices as a process of Education for Sustainable Development in two case studies in Zimbabwe and South Africa. The study begins by discussing gender and science education discourse, locating it within Education for Sustainable Development discourse. Through this nexus, the study was able to explore gender and sustainability responsiveness of the curriculum practices of teacher educators in Science, Mathematics and Technical subjects; scrutinise underlying mechanisms that affect (promote or constrain) gender and sustainability responsive curriculum practices; and understand if and how teacher education curriculum practices consider the functionings and capabilities of females in relation to increased socio-ecological risk in a Southern African context. Influenced by a curriculum transformation commitment, an expansive learning phase was conducted to promote gender and sustainability responsive pedagogies in teacher education curriculum practices. As shown in the study, the expansive learning processes resulted in (re)conceptualising the curriculum practices (object), analysis of contradictions and developing new ways of doing work. Drawing from the sensitising concepts of dialectics, reflexivity and agency, the study worked with the three theoretical approaches of Cultural Historical Activity Theory (CHAT), feminist theory and capabilities theory. The capability and feminist lenses were used in the exploration of gender and sustainability responsiveness in science teacher education curriculum practices. CHAT, through its associated methodology of Developmental Work Research, offered the opportunity for researcher and participants in this study to come together to question and analyse curriculum practices and model new ways of doing work. Case study research was used in two case studies of teacher education curriculum practices in Science, Mathematics and Technical subjects, one in Zimbabwe and one in South Africa. Each case study is constituted with a networked activity system. The study used in-depth and focus group interviews and document analysis to explore gender and sustainability responsiveness in curriculum practices and to generate mirror data. Inductive and abductive modes of inference, and Critical Discourse Analysis were used to analyse data. This data was then used in Change Laboratory Workshops, where double stimulation and focus group discussions contributed to the expansive learning process. Findings from the exploration phase of the study revealed that most teacher educators in the two case studies had some basic levels of gender sensitivity, meaning that they had ability to perceive existing gender inequalities as it applies only to gender disaggregated data especially when it comes to enrolment and retention. However, there was no institutionalised pedagogic device in place in both case studies aimed at equipping future teachers with knowledge, skills, attitudes and values to promote aspects of capabilities (well-being achievement, wellbeing freedom, agency achievement and agency freedom) for girls in Science, Mathematics and Technical subjects. Science, Mathematics and Technical subjects teacher educators' curriculum practices were gender neutral, but in a gendered environment. This was a pedagogical tension that was visible in both case studies. On the other hand, socio-ecological issues, in cases where they were incorporated into the curriculum, were incorporated in a gender blind or gender neutral manner. Social ecological concerns such as climate change were treated as if they were not gendered both in their impact and in their mitigation and adaptation. It emerged that causal mechanisms shaping this situation were of a socio-political nature: there exist cultural differences between students and teacher educators; patriarchal ideology and hegemony; as well as other interfering binaries such as race and class. Other curriculum related constraints, though embedded in the socio-cultural-political nexus, include: rigid and content heavy curriculum, coupled with students who come into the system with inadequate content knowledge; and philosophy informing pedagogy namely scientism, with associated instrumentalist and functionalist tenets. All these led to contradictions between pedagogical practices with those expected by the Education for Sustainable Development framework. The study contributes in-depth insight into science teacher education curriculum development. By locating the study at the nexus of gender and Science, Mathematics and Technical subjects within the Education for Sustainable Development discourse, using the ontological lenses of feminist and capabilities, it was possible to interrogate aspects of quality and relevance of the science teacher education curriculum. The study also provides insight into participatory research and learning processes especially within the context of policy and curriculum development. It provides empirical evidence of mobilising reflexivity amongst both policy makers and policy implementers towards building human agency in policy translation for a curriculum transformation that is critical for responding to contemporary socio-ecological risks. , Microsoft� Word 2010 , Adobe Acrobat 9.54 Paper Capture Plug-in
- Full Text:
- Date Issued: 2013
An investigation of how grade 10 learners make sense of concepts on refraction of light through exploring their cultural beliefs/everyday experiences about the rainbow : a case study
- Homateni, Rauha Kau Ndahalomwenyo
- Authors: Homateni, Rauha Kau Ndahalomwenyo
- Date: 2013
- Subjects: Science -- Study and teaching (Secondary) -- Namibia Light -- Study and teaching Light -- Study and teaching
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1827 , http://hdl.handle.net/10962/d1003713
- Description: This study took place at a private high school in the Kavango region with my 32 grade 10B learners as the research participants. Its objective was to investigate how the grade 10 learners make sense of concepts on refraction of light through exploring their cultural beliefs/everyday experiences about the rainbow. This research study was essentially triggered by my own classroom experience of teaching the topic on refraction of light. In order to achieve the goal of this research, a qualitative case study located within an interpretive paradigm was adopted. To gather data I used multiple data gathering techniques such as brainstorming session, learners conducting interviews in the community, practical activities and focus group interviews. This resulted in descriptive data that qualified to be analyzed in a qualitative way. The themes that emerged from the generated data were coded using upper letter cases and various colours. A methodological triangulation was employed by using multiple data generation techniques. Member checking during focus group interviews also ensured validity in this case study. The findings of this study revealed that the use of learners’ cultural beliefs/everyday experiences can be used to enhance learner engagement, meaning making and conceptual development during the science lessons. In addition, the ways in which practical activities are designed and presented to learners in the science classroom determine learners’ participation and conceptual attainment. Therefore, based on my research findings, I recommend that teachers need to be trained to be able to elicit and integrate learners’ cultural beliefs/everyday experiences in conjunction with hands-on practical activities which focus on conceptual development during their science lessons. However, although this study had many benefits, it also showed that it is not easy to close the gap between learners’ prior everyday knowledge and school science. This warrants further research.
- Full Text:
- Date Issued: 2013
- Authors: Homateni, Rauha Kau Ndahalomwenyo
- Date: 2013
- Subjects: Science -- Study and teaching (Secondary) -- Namibia Light -- Study and teaching Light -- Study and teaching
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1827 , http://hdl.handle.net/10962/d1003713
- Description: This study took place at a private high school in the Kavango region with my 32 grade 10B learners as the research participants. Its objective was to investigate how the grade 10 learners make sense of concepts on refraction of light through exploring their cultural beliefs/everyday experiences about the rainbow. This research study was essentially triggered by my own classroom experience of teaching the topic on refraction of light. In order to achieve the goal of this research, a qualitative case study located within an interpretive paradigm was adopted. To gather data I used multiple data gathering techniques such as brainstorming session, learners conducting interviews in the community, practical activities and focus group interviews. This resulted in descriptive data that qualified to be analyzed in a qualitative way. The themes that emerged from the generated data were coded using upper letter cases and various colours. A methodological triangulation was employed by using multiple data generation techniques. Member checking during focus group interviews also ensured validity in this case study. The findings of this study revealed that the use of learners’ cultural beliefs/everyday experiences can be used to enhance learner engagement, meaning making and conceptual development during the science lessons. In addition, the ways in which practical activities are designed and presented to learners in the science classroom determine learners’ participation and conceptual attainment. Therefore, based on my research findings, I recommend that teachers need to be trained to be able to elicit and integrate learners’ cultural beliefs/everyday experiences in conjunction with hands-on practical activities which focus on conceptual development during their science lessons. However, although this study had many benefits, it also showed that it is not easy to close the gap between learners’ prior everyday knowledge and school science. This warrants further research.
- Full Text:
- Date Issued: 2013
An investigation of teachers' mathematical task selection in the Zambia context
- Authors: Kangwa, Evaristo
- Date: 2013
- Subjects: Mathematics -- Study and teaching
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1384 , http://hdl.handle.net/10962/d1001512
- Description: This research sought to investigate the sources and type of tasks used in the teaching of trigonometry in Zambia’s secondary schools, and to investigate the criteria used and decisions made by teachers in their selection and implementation of tasks. The study was conducted in three different school types located in high cost, medium cost and low cost respectively. One participant was chosen from each of the different categories of schools. The research was located within an interpretive paradigm. Data were collected through semi-structured interviews, lesson observations and document analysis which include: lesson plans for five consecutive days, pupils’ activity books and three textbooks predominantly used by the teachers. Document analysis was informed by the task analysis guide and essential themes which were used to tease out teachers’ task practice with regard to criteria used and decisions made in the selection and implementation of tasks. Essential themes that were qualitatively established were validated and explicated by the qualitative analysis. The findings of the study indicate that teachers picked tasks from prescribed textbooks. The study further suggests that teachers selected a mix of low and high level tasks, procedures without connections and procedures with connections tasks to be specific. There were no memorisations and doing mathematics tasks. Their choice of tasks was based on the purpose for which the task was intended. Some tasks were selected for the purpose of practicing the procedures and skills, other tasks for the promotion conceptual development. Most of high level tasks decline to low level tasks during implementation. The findings also indicate that teachers selected and implemented a variety of tasks and concepts. Furthermore, teachers presented tasks in various forms of representations and in a variety of ways. However, the results of this study could not be generalized because of the small sample involved. The results presented reflect the views and task practices of the target group. A possibility for future study would be to consider a large population, drawn across the country.
- Full Text:
- Date Issued: 2013
- Authors: Kangwa, Evaristo
- Date: 2013
- Subjects: Mathematics -- Study and teaching
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1384 , http://hdl.handle.net/10962/d1001512
- Description: This research sought to investigate the sources and type of tasks used in the teaching of trigonometry in Zambia’s secondary schools, and to investigate the criteria used and decisions made by teachers in their selection and implementation of tasks. The study was conducted in three different school types located in high cost, medium cost and low cost respectively. One participant was chosen from each of the different categories of schools. The research was located within an interpretive paradigm. Data were collected through semi-structured interviews, lesson observations and document analysis which include: lesson plans for five consecutive days, pupils’ activity books and three textbooks predominantly used by the teachers. Document analysis was informed by the task analysis guide and essential themes which were used to tease out teachers’ task practice with regard to criteria used and decisions made in the selection and implementation of tasks. Essential themes that were qualitatively established were validated and explicated by the qualitative analysis. The findings of the study indicate that teachers picked tasks from prescribed textbooks. The study further suggests that teachers selected a mix of low and high level tasks, procedures without connections and procedures with connections tasks to be specific. There were no memorisations and doing mathematics tasks. Their choice of tasks was based on the purpose for which the task was intended. Some tasks were selected for the purpose of practicing the procedures and skills, other tasks for the promotion conceptual development. Most of high level tasks decline to low level tasks during implementation. The findings also indicate that teachers selected and implemented a variety of tasks and concepts. Furthermore, teachers presented tasks in various forms of representations and in a variety of ways. However, the results of this study could not be generalized because of the small sample involved. The results presented reflect the views and task practices of the target group. A possibility for future study would be to consider a large population, drawn across the country.
- Full Text:
- Date Issued: 2013
An exploration of teacher leadership : a case study in a Namibian urban primary school
- Authors: Zokka, Thomas Kayele
- Date: 2013
- Subjects: Educational leadership -- Namibia -- Kavango -- Case studies Teacher participation in administration -- Namibia -- Kavango -- Case studies School management and organization -- Namibia -- Kavango -- Case studies Education, Elementary -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1399 , http://hdl.handle.net/10962/d1001809
- Description: After independence in 1990, Namibian schools were required by the new government to shift from a hierarchical organisational structure with authoritarian leadership to a more democratic type of leadership that offers teachers the opportunity to participate in school leadership and in decision-making processes. This shift is suggested in a number of national policies in Namibia that highlight the sharing of leadership within the organization and, in particular, the sharing of leadership with teachers. As such, teacher leadership is a manifestation of distributed leadership which emphasizes that leadership can be located in the position of the principal but can spread over many people who work in a school at various levels. While teacher leadership is well researched in developed countries, it is under researched in Namibia. Against this backdrop, the purpose of my study was to explore the concept and practice of teacher leadership as an organizational phenomenon in a case study school in the Ncuncuni circuit of the Kavango region in Namibia. It also examined the factors that enabled and inhibited the practice of teacher leadership. My study was conducted within a qualitative interpretive paradigm and it adopted a case study approach in one school. The study used the following instruments to collect data: a closed questionnaire, document analysis, observations and individual interviews. The primary participants were the principal and three teachers, while the entire school teaching staff constituted my secondary participants. Quantitative data was analysed manually using descriptive statistics while qualitative data was analysed thematically using a model of teacher leadership (Grant, 2008). The findings of my study indicated that while the concept of teacher leadership was new to all participants, they had a common sense understanding of it. Although teachers in the study understood teacher leadership in a range of different ways, the overarching idea of the whole school was that teachers lead both in and outside the classroom. My study also found that teachers in the school practiced teacher leadership across the entire four zones. These included how teacher leadership was practiced inside the classroom and how teachers worked as leaders with colleagues and learners beyond their classroom in curricular and extra-curricular activities. It also included how teachers led outside their classroom in whole school development as well as how teachers led beyond their schools in the community. Teacher leadership was strong in the first three zones and weaker in the fourth zone, which constituted an example of 'successful teacher leadership' (Harris and Muijs, 2005). There were factors that promoted teacher leadership in the case study school such as a supportive culture and ongoing professional development. Factors that constrained the practice of teacher leadership were also evident like the SMT who used its power at times to control teachers' decisions and a lack of time also emerged as a barrier that impeded teachers from taking leadership roles because they already had full teaching programmes. Even though there were some barriers to teacher leadership, a dispersed distributed leadership context prevailed at the case study school.
- Full Text:
- Date Issued: 2013
- Authors: Zokka, Thomas Kayele
- Date: 2013
- Subjects: Educational leadership -- Namibia -- Kavango -- Case studies Teacher participation in administration -- Namibia -- Kavango -- Case studies School management and organization -- Namibia -- Kavango -- Case studies Education, Elementary -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1399 , http://hdl.handle.net/10962/d1001809
- Description: After independence in 1990, Namibian schools were required by the new government to shift from a hierarchical organisational structure with authoritarian leadership to a more democratic type of leadership that offers teachers the opportunity to participate in school leadership and in decision-making processes. This shift is suggested in a number of national policies in Namibia that highlight the sharing of leadership within the organization and, in particular, the sharing of leadership with teachers. As such, teacher leadership is a manifestation of distributed leadership which emphasizes that leadership can be located in the position of the principal but can spread over many people who work in a school at various levels. While teacher leadership is well researched in developed countries, it is under researched in Namibia. Against this backdrop, the purpose of my study was to explore the concept and practice of teacher leadership as an organizational phenomenon in a case study school in the Ncuncuni circuit of the Kavango region in Namibia. It also examined the factors that enabled and inhibited the practice of teacher leadership. My study was conducted within a qualitative interpretive paradigm and it adopted a case study approach in one school. The study used the following instruments to collect data: a closed questionnaire, document analysis, observations and individual interviews. The primary participants were the principal and three teachers, while the entire school teaching staff constituted my secondary participants. Quantitative data was analysed manually using descriptive statistics while qualitative data was analysed thematically using a model of teacher leadership (Grant, 2008). The findings of my study indicated that while the concept of teacher leadership was new to all participants, they had a common sense understanding of it. Although teachers in the study understood teacher leadership in a range of different ways, the overarching idea of the whole school was that teachers lead both in and outside the classroom. My study also found that teachers in the school practiced teacher leadership across the entire four zones. These included how teacher leadership was practiced inside the classroom and how teachers worked as leaders with colleagues and learners beyond their classroom in curricular and extra-curricular activities. It also included how teachers led outside their classroom in whole school development as well as how teachers led beyond their schools in the community. Teacher leadership was strong in the first three zones and weaker in the fourth zone, which constituted an example of 'successful teacher leadership' (Harris and Muijs, 2005). There were factors that promoted teacher leadership in the case study school such as a supportive culture and ongoing professional development. Factors that constrained the practice of teacher leadership were also evident like the SMT who used its power at times to control teachers' decisions and a lack of time also emerged as a barrier that impeded teachers from taking leadership roles because they already had full teaching programmes. Even though there were some barriers to teacher leadership, a dispersed distributed leadership context prevailed at the case study school.
- Full Text:
- Date Issued: 2013
A critical realist exploration of the emergence, development, management and sustainability of a Christian private institution of higher education in Malawi
- Kadyakapita, Mozecie Spector John
- Authors: Kadyakapita, Mozecie Spector John
- Date: 2013 , 2013-03-24
- Subjects: Christian universities and colleges -- Administration -- Research -- Malawi Private universities and colleges -- Administration -- Research -- Malawi Education, Higher -- Administration -- Research -- Malawi Higher education and state -- Research -- Malawi Universities and colleges -- Malawi -- History Educational planning -- Malawi
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1400 , http://hdl.handle.net/10962/d1001818
- Description: This study was prompted by an interest in exploring ways in which the development of private higher education in Malawi could be more sustainable. It examines the challenges that private institutions of higher education face in different contexts and the underlying causes of these challenges. The aim of the study was to explore the emergence of private higher education (PHE) in Malawi, its management, development, the challenges it faces and the generative mechanisms of these challenges. The research is a case study of one of the earliest private institutions of higher education in Malawi. The institution is owned and operated by a Christian church organisation that has been operating a network of private primary and secondary schools and health centres since its establishment in Malawi in the early 1890s. Critical realism is used as an underlabourer for its stance on ontological, epistemological and ethical assumptions of reality and its views on agency and structure. Two theoretical frameworks - complexity theory and transformational leadership theories - are used as lenses to help make sense of the nature of social organisations and also as heuristic devices for organising and making sense of data. Data were collected using qualitative interviews, archival document content analysis and observation. Twenty participants were purposefully selected for interviews. The participants comprised a senior officer at the MoEST headquarters, proprietors, members of the top management team of the institution, administrative assistants, heads of academic and nonacademic departments, teachers and non-teaching staff and students. Abstracted data were analysed using inductive, abductive and retroductive modes of inference. The study established that the emergence of private higher education in Malawi was generated by a number of mechanisms. These include the need to survive the threat to socioeconomic development posed by global trends in scientific and technological issues that heavily rely on access to the knowledge economy; the need to respond to demand for equity and access to higher education; the need to carry out the mission of the Christian church; government’s failure to expand and widen access to higher education; and the agential need to survive economic demands. The research findings indicate that a critical challenge that the emergence of private higher education faced was the lack of adequate and efficient structures and systems in the Ministry of Education, Science and Technology to expeditiously process applications to establish and accredit, monitor and control the development of private higher education institutions. It was also found that the challenges that the private higher education faces include high level of authoritarian governance and management practices, weak institutional management and control systems and structure, secularisation, lack of adequate funds to meet operation and capital development costs, facilities and resources to support teaching – learning functions, learner support facilities and services and a critical shortage of appropriately qualified administrative and academic personnel. The underlying causes of the challenges include the perceived threat to personal power and survival; fear of apostasy and secularisation; cultural values, adverse socioeconomic conditions; lack of diverse sources of funding, ineffective communication skills; weak governance systems and structures; low level of self-control; unfavourable attitudes towards educational institutions and the need to restore equity. To make private institutions of higher learning more sustainable, the study recommends that governance practices be guided by clear structures, policies and guidelines in the interest of transparency and accountability. It also recommends that government works in close partnership with private providers, reviews unfair policies concerning government scholarships, subsidizes the cost of materials for instruction and infrastructure development, and provides technical assistance to prospective and active providers. Lastly, the study recommends that private providers form an association so as to share experiences and to collectively deal with issues of common interest and concern. , Adobe Acrobat 9.53 Paper Capture Plug-in
- Full Text:
- Date Issued: 2013
- Authors: Kadyakapita, Mozecie Spector John
- Date: 2013 , 2013-03-24
- Subjects: Christian universities and colleges -- Administration -- Research -- Malawi Private universities and colleges -- Administration -- Research -- Malawi Education, Higher -- Administration -- Research -- Malawi Higher education and state -- Research -- Malawi Universities and colleges -- Malawi -- History Educational planning -- Malawi
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1400 , http://hdl.handle.net/10962/d1001818
- Description: This study was prompted by an interest in exploring ways in which the development of private higher education in Malawi could be more sustainable. It examines the challenges that private institutions of higher education face in different contexts and the underlying causes of these challenges. The aim of the study was to explore the emergence of private higher education (PHE) in Malawi, its management, development, the challenges it faces and the generative mechanisms of these challenges. The research is a case study of one of the earliest private institutions of higher education in Malawi. The institution is owned and operated by a Christian church organisation that has been operating a network of private primary and secondary schools and health centres since its establishment in Malawi in the early 1890s. Critical realism is used as an underlabourer for its stance on ontological, epistemological and ethical assumptions of reality and its views on agency and structure. Two theoretical frameworks - complexity theory and transformational leadership theories - are used as lenses to help make sense of the nature of social organisations and also as heuristic devices for organising and making sense of data. Data were collected using qualitative interviews, archival document content analysis and observation. Twenty participants were purposefully selected for interviews. The participants comprised a senior officer at the MoEST headquarters, proprietors, members of the top management team of the institution, administrative assistants, heads of academic and nonacademic departments, teachers and non-teaching staff and students. Abstracted data were analysed using inductive, abductive and retroductive modes of inference. The study established that the emergence of private higher education in Malawi was generated by a number of mechanisms. These include the need to survive the threat to socioeconomic development posed by global trends in scientific and technological issues that heavily rely on access to the knowledge economy; the need to respond to demand for equity and access to higher education; the need to carry out the mission of the Christian church; government’s failure to expand and widen access to higher education; and the agential need to survive economic demands. The research findings indicate that a critical challenge that the emergence of private higher education faced was the lack of adequate and efficient structures and systems in the Ministry of Education, Science and Technology to expeditiously process applications to establish and accredit, monitor and control the development of private higher education institutions. It was also found that the challenges that the private higher education faces include high level of authoritarian governance and management practices, weak institutional management and control systems and structure, secularisation, lack of adequate funds to meet operation and capital development costs, facilities and resources to support teaching – learning functions, learner support facilities and services and a critical shortage of appropriately qualified administrative and academic personnel. The underlying causes of the challenges include the perceived threat to personal power and survival; fear of apostasy and secularisation; cultural values, adverse socioeconomic conditions; lack of diverse sources of funding, ineffective communication skills; weak governance systems and structures; low level of self-control; unfavourable attitudes towards educational institutions and the need to restore equity. To make private institutions of higher learning more sustainable, the study recommends that governance practices be guided by clear structures, policies and guidelines in the interest of transparency and accountability. It also recommends that government works in close partnership with private providers, reviews unfair policies concerning government scholarships, subsidizes the cost of materials for instruction and infrastructure development, and provides technical assistance to prospective and active providers. Lastly, the study recommends that private providers form an association so as to share experiences and to collectively deal with issues of common interest and concern. , Adobe Acrobat 9.53 Paper Capture Plug-in
- Full Text:
- Date Issued: 2013
An investigation on how grade 8 learners make sens of static electricity through exploring their cultural beliefs and experiences about lightning: a case study
- Nanghonga, Ottilie Mwanyenenange
- Authors: Nanghonga, Ottilie Mwanyenenange
- Date: 2013
- Subjects: Science -- Study and teaching (Secondary) -- Namibia Electrostatics -- Study and teaching (Secondary) -- Namibia Lightning -- Study and teaching (Secondary) -- Namibia , Static electricity , Cultural beliefs , Science -- Study and teaching (Secondary) -- Namibia , Electrostatics -- Study and teaching (Secondary) -- Namibia , Lightning -- Study and teaching (Secondary) -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1387 , http://hdl.handle.net/10962/d1001537
- Description: Lightning as a natural phenomenon is shallowly presented in the Namibian curriculum documents such as the syllabus and textbooks. This gap in curriculum triggered my interest to investigate whether learners’ meaning-making in static electricity was enabled or constrained by elicitation and integration of their cultural beliefs and experiences about lightning and by their practical activities. This study was conducted with my grade 8 learners at the school where I am currently teaching. The school is located in a rural area in Ohangwena region in Northern Namibia. The study is situated within an interpretive paradigm. Within the interpretive paradigm, a qualitative case study approach was adopted. I considered this methodological orientation appropriate in this study as it allowed me to use the following data gathering methods: document analysis, brainstorming, discussions and presentations, semi-structured interview, focus group interview, observation and an assessment test. Multiple methods to gather data were used for triangulation and validation purposes. For data analysis purposes, the data sets were colour-coded to derive themes and analytical statements. Ethical considerations were also taken seriously in this study and all participants gave consent. An analysis of data revealed that there is no learning objective or basic competence in the Namibian Physical Science syllabus for grade 8-10 that requires learners to bring in their cultural beliefs and experiences, in particular, about lightning. Yet the study revealed that learners possess a lot of prior everyday scientific and non-scientific knowledge and experiences about lightning that they had acquired from their communities. Also, mobilization of learners' everyday knowledge and experiences about lightning enabled learner engagement during the science lessons. Likewise, engaging learners in practical activities in static electricity helped them to make meaning of scientific concepts. Based on my research findings, I therefore, recommend that learners' prior everyday knowledge and experiences about lightning should be incorporated during teaching and learning of the topic on static electricity.
- Full Text:
- Date Issued: 2013
- Authors: Nanghonga, Ottilie Mwanyenenange
- Date: 2013
- Subjects: Science -- Study and teaching (Secondary) -- Namibia Electrostatics -- Study and teaching (Secondary) -- Namibia Lightning -- Study and teaching (Secondary) -- Namibia , Static electricity , Cultural beliefs , Science -- Study and teaching (Secondary) -- Namibia , Electrostatics -- Study and teaching (Secondary) -- Namibia , Lightning -- Study and teaching (Secondary) -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1387 , http://hdl.handle.net/10962/d1001537
- Description: Lightning as a natural phenomenon is shallowly presented in the Namibian curriculum documents such as the syllabus and textbooks. This gap in curriculum triggered my interest to investigate whether learners’ meaning-making in static electricity was enabled or constrained by elicitation and integration of their cultural beliefs and experiences about lightning and by their practical activities. This study was conducted with my grade 8 learners at the school where I am currently teaching. The school is located in a rural area in Ohangwena region in Northern Namibia. The study is situated within an interpretive paradigm. Within the interpretive paradigm, a qualitative case study approach was adopted. I considered this methodological orientation appropriate in this study as it allowed me to use the following data gathering methods: document analysis, brainstorming, discussions and presentations, semi-structured interview, focus group interview, observation and an assessment test. Multiple methods to gather data were used for triangulation and validation purposes. For data analysis purposes, the data sets were colour-coded to derive themes and analytical statements. Ethical considerations were also taken seriously in this study and all participants gave consent. An analysis of data revealed that there is no learning objective or basic competence in the Namibian Physical Science syllabus for grade 8-10 that requires learners to bring in their cultural beliefs and experiences, in particular, about lightning. Yet the study revealed that learners possess a lot of prior everyday scientific and non-scientific knowledge and experiences about lightning that they had acquired from their communities. Also, mobilization of learners' everyday knowledge and experiences about lightning enabled learner engagement during the science lessons. Likewise, engaging learners in practical activities in static electricity helped them to make meaning of scientific concepts. Based on my research findings, I therefore, recommend that learners' prior everyday knowledge and experiences about lightning should be incorporated during teaching and learning of the topic on static electricity.
- Full Text:
- Date Issued: 2013
An exploration of teacher leadership: a case study in a Namibian rural primary school
- Authors: Uiseb, Gerson
- Date: 2013
- Subjects: Educational leadership -- Namibia -- Otjozondjupa -- Case studies Education, Elementary -- Namibia -- Otjozondjupa -- Case studies School management and organization -- Namibia -- Otjozondjupa -- Case studies Educational change -- Namibia -- Case studies Education, Rural -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1394 , http://hdl.handle.net/10962/d1001715
- Description: The Namibian education system has undergone a policy shift from a top-down leadership practice or head-centred leadership to a more shared form of leadership in schools. Existing policy documents call for teacher participation in school level decision-making structures and processes as teachers often are involved in other activities and have been through life experiences which equip them with leadership skills. These policies clearly stipulate that school principals cannot lead and manage the schools alone, but should involve teachers and other stakeholders in leadership activities. This study explored teacher leadership in a rural primary school in the Otjozondjupa region of Namibia. The study explored the understanding of the concept teacher leadership, the practice of teacher leadership and the enhancing factors as well as barriers to teacher leadership practice. A qualitative interpretative case study was conducted. Interviews, document analysis, focus group interviews, a questionnaire and observation were employed to produce data with regard to teacher leadership practices in the case study school. The data were analysed thematically using Grant’s (2008) model of teacher leadership. Findings revealed that the concept of teacher leadership was understood as teachers leading both within and beyond the classroom. Teacher leadership was practiced across the fours zones of teacher leadership (after Grant, 2008), but to varying degrees. It could be categorized as emergent teacher leadership (after Muijs and Harris, 2005) within a formal distributed leadership framework (MacBeath, 2005). Teacher leadership in the case study school was enhanced by collaboration among staff and involvement of teachers in school level decision-making. However, barriers to teacher leadership at the case study school included holding on to power by the principal, teachers’ negative attitudes towards teacher leadership, a lack of incentives, a lack of time due to a heavy work load and a lack of professional development.
- Full Text:
- Date Issued: 2013
- Authors: Uiseb, Gerson
- Date: 2013
- Subjects: Educational leadership -- Namibia -- Otjozondjupa -- Case studies Education, Elementary -- Namibia -- Otjozondjupa -- Case studies School management and organization -- Namibia -- Otjozondjupa -- Case studies Educational change -- Namibia -- Case studies Education, Rural -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1394 , http://hdl.handle.net/10962/d1001715
- Description: The Namibian education system has undergone a policy shift from a top-down leadership practice or head-centred leadership to a more shared form of leadership in schools. Existing policy documents call for teacher participation in school level decision-making structures and processes as teachers often are involved in other activities and have been through life experiences which equip them with leadership skills. These policies clearly stipulate that school principals cannot lead and manage the schools alone, but should involve teachers and other stakeholders in leadership activities. This study explored teacher leadership in a rural primary school in the Otjozondjupa region of Namibia. The study explored the understanding of the concept teacher leadership, the practice of teacher leadership and the enhancing factors as well as barriers to teacher leadership practice. A qualitative interpretative case study was conducted. Interviews, document analysis, focus group interviews, a questionnaire and observation were employed to produce data with regard to teacher leadership practices in the case study school. The data were analysed thematically using Grant’s (2008) model of teacher leadership. Findings revealed that the concept of teacher leadership was understood as teachers leading both within and beyond the classroom. Teacher leadership was practiced across the fours zones of teacher leadership (after Grant, 2008), but to varying degrees. It could be categorized as emergent teacher leadership (after Muijs and Harris, 2005) within a formal distributed leadership framework (MacBeath, 2005). Teacher leadership in the case study school was enhanced by collaboration among staff and involvement of teachers in school level decision-making. However, barriers to teacher leadership at the case study school included holding on to power by the principal, teachers’ negative attitudes towards teacher leadership, a lack of incentives, a lack of time due to a heavy work load and a lack of professional development.
- Full Text:
- Date Issued: 2013
Examining the nature of learning within an afterschool mathematics club : a case study of four learners
- Authors: Kaulinge, Penehafo Olivia
- Date: 2013
- Subjects: Stott, Debbie Mathematics -- Study and teaching (Elementary) -- South Africa After-school programs -- Research -- South Africa Learning -- Research -- South Africa Education, Elementary -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1401 , http://hdl.handle.net/10962/d1001835
- Description: This study examined the nature of learning within an afterschool mathematics club established by the South African Numeracy Chair project. The study sought to establish what sort of progress in mathematical learning occurred in a grade 3 afterschool maths club, using assessment instruments associated with the Learning Framework in Number. The study also sought to understand the nature and effects of mentor mediation in the maths club, using Vygotsky’s notion of the Zone of Proximal Development (ZPD) together with the notion and practice of scaffolding. The study made use of a variety of data collection techniques, including one-to-one assessment interviews, task-based interviews and observations. In line with the case study approach adopted, four learners were selected for interviews. The assessment interview results revealed that, in terms of proficiency in early arithmetical learning, all four learners showed progress after spending four months in an afterschool maths club. Even though they were found to have advanced in their Strategies for Early Arithmetic Learning (SEAL), some of them were observed still using their fingers to support their counting. Such strategies were likely to mirror the teaching approaches used in their usual school mathematical lessons. The overall findings in terms of learners’ proficiency and progress give rise to concerns about current number teaching practices in their school, which emphasize the standard written algorithm in the lower primary grades. The study also made use of Vygotsky’s notion of the ZPD to analyse the nature of mentor-peer mediation. Witnessing the learners’ use of trial and error strategies during the task-based interview allowed both mentors to support learners through understanding their thinking, prompting them and encouraging them to reflect on their answers and develop more effective strategies. Learners progressed through the ZPD at different paces and in different ways, with ‘aha’ moments happening at different points for individual learners. Their progression in the ZPD seemed to depend on interaction among all participants, which varied according to what was contributed and what requested by each participant. The findings revealed that although there was evidence of learners achieving success at the tasks in task based interviews there were also there were also some learners who experienced difficulties. Additionally, in order to argue that learning was fully realised within the ZPD would have required follow up task based interviews to assess the extent to which learners were able to complete the tasks independently without the scaffolding of mentors. This was not possible within the scope of this research but would be useful in future research.
- Full Text:
- Date Issued: 2013
- Authors: Kaulinge, Penehafo Olivia
- Date: 2013
- Subjects: Stott, Debbie Mathematics -- Study and teaching (Elementary) -- South Africa After-school programs -- Research -- South Africa Learning -- Research -- South Africa Education, Elementary -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1401 , http://hdl.handle.net/10962/d1001835
- Description: This study examined the nature of learning within an afterschool mathematics club established by the South African Numeracy Chair project. The study sought to establish what sort of progress in mathematical learning occurred in a grade 3 afterschool maths club, using assessment instruments associated with the Learning Framework in Number. The study also sought to understand the nature and effects of mentor mediation in the maths club, using Vygotsky’s notion of the Zone of Proximal Development (ZPD) together with the notion and practice of scaffolding. The study made use of a variety of data collection techniques, including one-to-one assessment interviews, task-based interviews and observations. In line with the case study approach adopted, four learners were selected for interviews. The assessment interview results revealed that, in terms of proficiency in early arithmetical learning, all four learners showed progress after spending four months in an afterschool maths club. Even though they were found to have advanced in their Strategies for Early Arithmetic Learning (SEAL), some of them were observed still using their fingers to support their counting. Such strategies were likely to mirror the teaching approaches used in their usual school mathematical lessons. The overall findings in terms of learners’ proficiency and progress give rise to concerns about current number teaching practices in their school, which emphasize the standard written algorithm in the lower primary grades. The study also made use of Vygotsky’s notion of the ZPD to analyse the nature of mentor-peer mediation. Witnessing the learners’ use of trial and error strategies during the task-based interview allowed both mentors to support learners through understanding their thinking, prompting them and encouraging them to reflect on their answers and develop more effective strategies. Learners progressed through the ZPD at different paces and in different ways, with ‘aha’ moments happening at different points for individual learners. Their progression in the ZPD seemed to depend on interaction among all participants, which varied according to what was contributed and what requested by each participant. The findings revealed that although there was evidence of learners achieving success at the tasks in task based interviews there were also there were also some learners who experienced difficulties. Additionally, in order to argue that learning was fully realised within the ZPD would have required follow up task based interviews to assess the extent to which learners were able to complete the tasks independently without the scaffolding of mentors. This was not possible within the scope of this research but would be useful in future research.
- Full Text:
- Date Issued: 2013
Positions on the mat : a micro-ethnographic study of teachers' and learners' co-construction of an early literacy practice
- Authors: Van der Mescht, Caroline
- Date: 2013 , 2013-06-10
- Subjects: Literacy -- Study and teaching (Primary) -- South Africa -- Eastern Cape English language -- Study and teaching (Primary) -- South Africa -- Eastern Cape English literature -- Study and teaching (Primary) -- South Africa -- Eastern Cape Education, Primary -- Research -- South Africa -- Eastern Cape Teachers -- Psychology Language and culture
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1836 , http://hdl.handle.net/10962/d1004333
- Description: Thesis embargoed until end of 2023. , Adobe Acrobat 9.54 Paper Capture Plug-in
- Full Text:
- Date Issued: 2013
- Authors: Van der Mescht, Caroline
- Date: 2013 , 2013-06-10
- Subjects: Literacy -- Study and teaching (Primary) -- South Africa -- Eastern Cape English language -- Study and teaching (Primary) -- South Africa -- Eastern Cape English literature -- Study and teaching (Primary) -- South Africa -- Eastern Cape Education, Primary -- Research -- South Africa -- Eastern Cape Teachers -- Psychology Language and culture
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1836 , http://hdl.handle.net/10962/d1004333
- Description: Thesis embargoed until end of 2023. , Adobe Acrobat 9.54 Paper Capture Plug-in
- Full Text:
- Date Issued: 2013
Exploring linguistic thresholds and reading comprehension and skills-transfer in a grade 6, isiXhosa-English additive bilingual context
- Authors: Jackson, Mary-Jane
- Date: 2013
- Subjects: Reading comprehension Language and education -- South Africa -- Eastern Cape English language -- Study and teaching (Elementary) -- Foreign speakers Xhosa language -- Study and teaching (Elementary) Reading -- Ability testing
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1905 , http://hdl.handle.net/10962/d1006353
- Description: Reading is the key to knowledge and learning and by implication, life success. Most South African children „learn to read‟ in their home languages (HL), such as isiXhosa in the Eastern Cape, and then at the beginning of Grade 4 are expected to make two significant transitions: they must begin to „read to learn‟ and they must do so in an additional language (usually English). The research evidence is damning: Intermediate Phase children are failing to read and failing to learn. This study is concerned with two of the possible, and often conflicting, reasons for the reading problem: 1) that too little time is spent developing learners‟ English language proficiency and 2) that the development of learners‟ reading comprehension skills in the HL is neglected, preventing the transfer of skills to reading in English additional language (EAL). This thesis explores the relations between English Language Proficiency (ELP) and isiXhosa Reading Comprehension (XRC), and between ELP and English Reading Comprehension (ERC), in a unique, additive bilingual context in the rural Eastern Cape, where isiXhosa is maintained as part-LoLT (language of learning and teaching) to the end of Grade 6. The Linguistic Threshold and Linguistic Interdependence Hypotheses constitute the theoretical framework of the study. The design of the research is exploratory and descriptive. The Woodcock-Muñoz Language Survey was used to measure the language proficiency (English relative to isiXhosa) of the sixteen Grade 6 learners in the study, while two sample, expository passages from the Progress in International Reading Literacy Study (2006) were used to measure the reading comprehension abilities of learners, in both isiXhosa and English. A questionnaire provided additional information – about the learners‟ perceptions of reading– which assisted in the interpretation of the statistical data. „Mean scores‟ and „standard deviations‟ were used to describe the ELP (relative to the isiXhosa language proficiency) of the participants, while „frequency‟ was used to describe the reading comprehension scores. Correlational statistics were then employed to test the strength of the relationships between the variables, while regression analyses were used to predict the relative contribution of each of ELP and XRC to ERC. The study reveals that while the learners‟ isiXhosa language proficiency far exceeded their English language abilities, their reading comprehension scores in both languages were equally poor. ELP correlated significantly with ERC; and XRC and ERC were also covaried, thus corroborating the findings of international research: that in this particular context, second language (L2) reading is a consequence of both ELP and first language(L1) reading ability. The regression analyses showed that while the potential for reading comprehension transfer in the direction L1 to L2 existed, this possibility was short circuited, both by learners‟ poor ELP and their poor L1 reading skills.
- Full Text:
- Date Issued: 2013
- Authors: Jackson, Mary-Jane
- Date: 2013
- Subjects: Reading comprehension Language and education -- South Africa -- Eastern Cape English language -- Study and teaching (Elementary) -- Foreign speakers Xhosa language -- Study and teaching (Elementary) Reading -- Ability testing
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1905 , http://hdl.handle.net/10962/d1006353
- Description: Reading is the key to knowledge and learning and by implication, life success. Most South African children „learn to read‟ in their home languages (HL), such as isiXhosa in the Eastern Cape, and then at the beginning of Grade 4 are expected to make two significant transitions: they must begin to „read to learn‟ and they must do so in an additional language (usually English). The research evidence is damning: Intermediate Phase children are failing to read and failing to learn. This study is concerned with two of the possible, and often conflicting, reasons for the reading problem: 1) that too little time is spent developing learners‟ English language proficiency and 2) that the development of learners‟ reading comprehension skills in the HL is neglected, preventing the transfer of skills to reading in English additional language (EAL). This thesis explores the relations between English Language Proficiency (ELP) and isiXhosa Reading Comprehension (XRC), and between ELP and English Reading Comprehension (ERC), in a unique, additive bilingual context in the rural Eastern Cape, where isiXhosa is maintained as part-LoLT (language of learning and teaching) to the end of Grade 6. The Linguistic Threshold and Linguistic Interdependence Hypotheses constitute the theoretical framework of the study. The design of the research is exploratory and descriptive. The Woodcock-Muñoz Language Survey was used to measure the language proficiency (English relative to isiXhosa) of the sixteen Grade 6 learners in the study, while two sample, expository passages from the Progress in International Reading Literacy Study (2006) were used to measure the reading comprehension abilities of learners, in both isiXhosa and English. A questionnaire provided additional information – about the learners‟ perceptions of reading– which assisted in the interpretation of the statistical data. „Mean scores‟ and „standard deviations‟ were used to describe the ELP (relative to the isiXhosa language proficiency) of the participants, while „frequency‟ was used to describe the reading comprehension scores. Correlational statistics were then employed to test the strength of the relationships between the variables, while regression analyses were used to predict the relative contribution of each of ELP and XRC to ERC. The study reveals that while the learners‟ isiXhosa language proficiency far exceeded their English language abilities, their reading comprehension scores in both languages were equally poor. ELP correlated significantly with ERC; and XRC and ERC were also covaried, thus corroborating the findings of international research: that in this particular context, second language (L2) reading is a consequence of both ELP and first language(L1) reading ability. The regression analyses showed that while the potential for reading comprehension transfer in the direction L1 to L2 existed, this possibility was short circuited, both by learners‟ poor ELP and their poor L1 reading skills.
- Full Text:
- Date Issued: 2013
A social realist analysis of learner agency and access to education : the case of Grade 11 learners in public secondary schools in the Makana District, Eastern Cape
- Authors: Namakula, Halima
- Date: 2013
- Subjects: Active learning -- Research -- South Africa -- Eastern Cape Educational equalization -- Research -- South Africa -- Eastern Cape Student-centered learning -- Research -- South Africa -- Eastern Cape Competency-based education -- South Africa -- Eastern Cape Education, Secondary -- Research -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1404 , http://hdl.handle.net/10962/d1001954
- Description: The South African government has shown enormous commitment to the achievement of “Education for All” (EFA) through its policies premised on the right to basic education for all which is enshrined in the constitution. Central to the South African constitution, is a fundamental right of all citizens to basic education, equity, redress, and the improvement of quality of schooling. Further, pro-poor funding policies such as school fee exemptions, social grants and, most recently, the designation of 60% of all schools as ‘no fee’ schools, have made it possible for even the poorest learners to attend school. This has affirmed South Africa’s commitment to the achievement of the Millennium Development Goals (MDGs) by 2015. In light of Notwithstanding the progress made in South Africa in universalising education, there are concerns regarding learner access to quality education, especially in poor provinces such as the Eastern Cape where this study is situated. Thus, the purpose of this study is to further understanding of the interface between learners’ agency and access to education in two township public high schools in Makana District in the Eastern Cape Province. In doing so, the research addresses the current under-representation in the literature of the voices of learners about their experiences of access to education. Drawing on Margaret Archer’s social realist approach to the relationship between structure and agency, the study explores learner agency with the aim of understanding how learners exercise their agency as they struggle to negotiate and overcome difficult and challenging circumstances in order to access education. The data collection was carried out during the academic year 2011, using a qualitative case study approach. Multiple methods of data collection were used. First, data was collected through questionnaires administered to learners. This questionnaire asked for basic information about the schools (for example, subjects, resources and teachers ), parents ( their education, employment, qualification etc.) and learners’ aspirations (their role model; where they see themselves in 5 years; which university they would like to attend; and what they would like to become in future). Secondly, observation method was used to collect data that would inform an assessment of the school’s structure and cultural practices and the impact these have on learners’ access to education. The focus here was also on classroom interaction between learners and teachers, as well as classroom participation, participation in extra-mural activities and voluntary activities, and interaction with peers and others in a variety of school settings. Thirdly, interviews with learners, educators, principals, and parents were used to provide insight about how participants construct their social worlds. In this study the primary data was collected through semi-structured individual and focus group interview. And finally, document analysis was used to analyse the attendance and performance of learners on attendance registers. Findings from this research have enabled new themes and areas for reflection about learner agency to emerge. These themes reflect current and ongoing constraints and enablements towards learners’ educational experiences. In particular, themes such as the following have surfaced: learners changing their lives; the desire to succeed; shaping the future; the value of education; family pride; aspirations and careers. This study addressed these developments by examining agency as temporally located reflexive deliberations of learners upon their future goals and present social environment. This allowed for the identification of individuals’ future goals in relation to access to education and the strategies that they intend to pursue to achieve them, in relation to their personal and social contexts. The findings show the choices and decisions learners are prepared to make and the strategies they use as they engage with socio-cultural environments. Archer’s nuanced approach to agency and structure offers tools to help make sense of learners’ equally nuanced way of engaging with various social structures and making considered decisions about their social environment. Key findings of this research suggest that despite the constraining social structures in their homes, communities and schools, learners make decisions and choices that enable them to navigate social contexts to their advantage. Put differently, for learners, social structures provided the impetus for the projects they created, and to this extent enabled rather than constrained their courses of action.
- Full Text:
- Date Issued: 2013
- Authors: Namakula, Halima
- Date: 2013
- Subjects: Active learning -- Research -- South Africa -- Eastern Cape Educational equalization -- Research -- South Africa -- Eastern Cape Student-centered learning -- Research -- South Africa -- Eastern Cape Competency-based education -- South Africa -- Eastern Cape Education, Secondary -- Research -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1404 , http://hdl.handle.net/10962/d1001954
- Description: The South African government has shown enormous commitment to the achievement of “Education for All” (EFA) through its policies premised on the right to basic education for all which is enshrined in the constitution. Central to the South African constitution, is a fundamental right of all citizens to basic education, equity, redress, and the improvement of quality of schooling. Further, pro-poor funding policies such as school fee exemptions, social grants and, most recently, the designation of 60% of all schools as ‘no fee’ schools, have made it possible for even the poorest learners to attend school. This has affirmed South Africa’s commitment to the achievement of the Millennium Development Goals (MDGs) by 2015. In light of Notwithstanding the progress made in South Africa in universalising education, there are concerns regarding learner access to quality education, especially in poor provinces such as the Eastern Cape where this study is situated. Thus, the purpose of this study is to further understanding of the interface between learners’ agency and access to education in two township public high schools in Makana District in the Eastern Cape Province. In doing so, the research addresses the current under-representation in the literature of the voices of learners about their experiences of access to education. Drawing on Margaret Archer’s social realist approach to the relationship between structure and agency, the study explores learner agency with the aim of understanding how learners exercise their agency as they struggle to negotiate and overcome difficult and challenging circumstances in order to access education. The data collection was carried out during the academic year 2011, using a qualitative case study approach. Multiple methods of data collection were used. First, data was collected through questionnaires administered to learners. This questionnaire asked for basic information about the schools (for example, subjects, resources and teachers ), parents ( their education, employment, qualification etc.) and learners’ aspirations (their role model; where they see themselves in 5 years; which university they would like to attend; and what they would like to become in future). Secondly, observation method was used to collect data that would inform an assessment of the school’s structure and cultural practices and the impact these have on learners’ access to education. The focus here was also on classroom interaction between learners and teachers, as well as classroom participation, participation in extra-mural activities and voluntary activities, and interaction with peers and others in a variety of school settings. Thirdly, interviews with learners, educators, principals, and parents were used to provide insight about how participants construct their social worlds. In this study the primary data was collected through semi-structured individual and focus group interview. And finally, document analysis was used to analyse the attendance and performance of learners on attendance registers. Findings from this research have enabled new themes and areas for reflection about learner agency to emerge. These themes reflect current and ongoing constraints and enablements towards learners’ educational experiences. In particular, themes such as the following have surfaced: learners changing their lives; the desire to succeed; shaping the future; the value of education; family pride; aspirations and careers. This study addressed these developments by examining agency as temporally located reflexive deliberations of learners upon their future goals and present social environment. This allowed for the identification of individuals’ future goals in relation to access to education and the strategies that they intend to pursue to achieve them, in relation to their personal and social contexts. The findings show the choices and decisions learners are prepared to make and the strategies they use as they engage with socio-cultural environments. Archer’s nuanced approach to agency and structure offers tools to help make sense of learners’ equally nuanced way of engaging with various social structures and making considered decisions about their social environment. Key findings of this research suggest that despite the constraining social structures in their homes, communities and schools, learners make decisions and choices that enable them to navigate social contexts to their advantage. Put differently, for learners, social structures provided the impetus for the projects they created, and to this extent enabled rather than constrained their courses of action.
- Full Text:
- Date Issued: 2013
Exploring a grade 5 English teacher's strategies for helping her learners develop their reading literacy: a case study
- Authors: Robertson, Sally-Ann, 1952-
- Date: 2013
- Subjects: English language -- Study and teaching (Primary) -- South Africa -- Eastern Cape English language -- Study and teaching -- South Africa -- Eastern Cape -- Foreign speakers Reading (Elementary) -- Research -- South Africa -- Eastern Cape Literacy -- Education (Primary) -- Research -- South Africa -- Eastern Cape Education, Primary -- Research -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1389 , http://hdl.handle.net/10962/d1001667
- Description: Despite South Africa’s constitutional commitment to multilingualism, literacy in English is important in education and the economy. English is widely perceived as the language of opportunity, and many South African primary schools have chosen English as their language of learning and teaching (LoLT). In terms of South Africa’s 1997 Language in Education Policy, this choice means that such a school has to comply with English Home Language curriculum requirements. In situations where few learners (or teachers) have English as a home language, the choice of English as LoLT poses particular challenges, perhaps most crucially in the early years of literacy development. This investigation explores the work of an intermediate phase teacher working in the Eastern Cape province at a “no-fee” school where English is the chosen LoLT, but where the majority of learners have isiXhosa as their home language. A qualitative interpretive approach was used to focus on the teacher’s strategies for developing her Grade 5 learners’ reading literacy in English. Data were derived via lesson observation and in-depth interviewing. Fourteen of the teacher’s English lessons were observed and she was interviewed twice. Analysis of the data shows that few learners meet the reading literacy levels outlined in National Curriculum Statement guidelines. The teacher, working as she is in what are essentially subtractive bilingualism circumstances, is poorly equipped to cope with the task of developing her learners’ reading literacy. I argue that educational policy, contributing as it does to the ongoing displacement, by English, of many South African children’s home languages, not only undermines the post-apartheid Government’s attempts at linguistic equity, but also contributes significantly to unequal reading literacy achievement across South Africa’s different socio-economic sectors. Department of Basic Education officials, academics and others involved in decision-making around teacher education and development need to work together to interrogate policy and put in place more effective support structures to help teachers better cope with the exigencies outlined above.
- Full Text:
- Date Issued: 2013
- Authors: Robertson, Sally-Ann, 1952-
- Date: 2013
- Subjects: English language -- Study and teaching (Primary) -- South Africa -- Eastern Cape English language -- Study and teaching -- South Africa -- Eastern Cape -- Foreign speakers Reading (Elementary) -- Research -- South Africa -- Eastern Cape Literacy -- Education (Primary) -- Research -- South Africa -- Eastern Cape Education, Primary -- Research -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1389 , http://hdl.handle.net/10962/d1001667
- Description: Despite South Africa’s constitutional commitment to multilingualism, literacy in English is important in education and the economy. English is widely perceived as the language of opportunity, and many South African primary schools have chosen English as their language of learning and teaching (LoLT). In terms of South Africa’s 1997 Language in Education Policy, this choice means that such a school has to comply with English Home Language curriculum requirements. In situations where few learners (or teachers) have English as a home language, the choice of English as LoLT poses particular challenges, perhaps most crucially in the early years of literacy development. This investigation explores the work of an intermediate phase teacher working in the Eastern Cape province at a “no-fee” school where English is the chosen LoLT, but where the majority of learners have isiXhosa as their home language. A qualitative interpretive approach was used to focus on the teacher’s strategies for developing her Grade 5 learners’ reading literacy in English. Data were derived via lesson observation and in-depth interviewing. Fourteen of the teacher’s English lessons were observed and she was interviewed twice. Analysis of the data shows that few learners meet the reading literacy levels outlined in National Curriculum Statement guidelines. The teacher, working as she is in what are essentially subtractive bilingualism circumstances, is poorly equipped to cope with the task of developing her learners’ reading literacy. I argue that educational policy, contributing as it does to the ongoing displacement, by English, of many South African children’s home languages, not only undermines the post-apartheid Government’s attempts at linguistic equity, but also contributes significantly to unequal reading literacy achievement across South Africa’s different socio-economic sectors. Department of Basic Education officials, academics and others involved in decision-making around teacher education and development need to work together to interrogate policy and put in place more effective support structures to help teachers better cope with the exigencies outlined above.
- Full Text:
- Date Issued: 2013
An enquiry into the formative and summative assessment procedures, and perceptions thereof, of grade 10 mathematics teachers : a Namibian case study
- Authors: Marongwe, Anesu Desmond
- Date: 2013
- Subjects: Mathematics -- Study and teaching (Secondary) -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1385 , http://hdl.handle.net/10962/d1001513
- Description: The purpose of this study was to gain insight into observed discrepancies between continuous assessment and final examination average marks in Grade 10 Mathematics in the Oshikoto region of Namibia. The study is framed as a case study and is grounded within the interpretive paradigm. A mixed methods approach was applied, eliciting both quantitative as well as qualitative data. The study took place in two phases. In Phase 1, continuous assessment and Grade 10 final examination average marks for 62 Junior Secondary Schools for the period 2008-2010 were gathered and analyzed. Schools were characterized in terms of the relationship between their continuous assessment and final examination average marks for each of the three years. Phase 2, which was informed by Phase 1, took the form of structured interviews with a sample of three Mathematics teachers and three principals along with a focus-group interview of twelve teachers in order to investigate more deeply the perceptions of teachers and principals toward assessment policy and practice. The study shows that Grade 10 assessment practice in Namibian schools is far from ideal. Many teachers are not fully conversant with the various continuous assessment components as outlined by policy, and teachers are not confident about setting appropriate continuous assessment tasks. There is a strong perception that continuous assessment marks can easily be inflated and those teachers who gave high continuous assessment marks to their learners were generally perceived as being either incompetent or dishonest. While continuous assessment was seen as an important component of teaching and learning, it is evident that teachers and principals would welcome greater clarity, along with standardization and moderation, with respect to continuous assessment practice.
- Full Text:
- Date Issued: 2013
- Authors: Marongwe, Anesu Desmond
- Date: 2013
- Subjects: Mathematics -- Study and teaching (Secondary) -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1385 , http://hdl.handle.net/10962/d1001513
- Description: The purpose of this study was to gain insight into observed discrepancies between continuous assessment and final examination average marks in Grade 10 Mathematics in the Oshikoto region of Namibia. The study is framed as a case study and is grounded within the interpretive paradigm. A mixed methods approach was applied, eliciting both quantitative as well as qualitative data. The study took place in two phases. In Phase 1, continuous assessment and Grade 10 final examination average marks for 62 Junior Secondary Schools for the period 2008-2010 were gathered and analyzed. Schools were characterized in terms of the relationship between their continuous assessment and final examination average marks for each of the three years. Phase 2, which was informed by Phase 1, took the form of structured interviews with a sample of three Mathematics teachers and three principals along with a focus-group interview of twelve teachers in order to investigate more deeply the perceptions of teachers and principals toward assessment policy and practice. The study shows that Grade 10 assessment practice in Namibian schools is far from ideal. Many teachers are not fully conversant with the various continuous assessment components as outlined by policy, and teachers are not confident about setting appropriate continuous assessment tasks. There is a strong perception that continuous assessment marks can easily be inflated and those teachers who gave high continuous assessment marks to their learners were generally perceived as being either incompetent or dishonest. While continuous assessment was seen as an important component of teaching and learning, it is evident that teachers and principals would welcome greater clarity, along with standardization and moderation, with respect to continuous assessment practice.
- Full Text:
- Date Issued: 2013
An investigation on how learners may use multiple representations in a social interaction to promote learning of percentages and fractions: a case study
- Authors: Ngola-Kazumba, Maria
- Date: 2013
- Subjects: Fractions -- Study and teaching (Secondary) -- Namibia -- Case studies Percentage -- Study and teaching (Secondary) -- Namibia -- Case studies Mathematical notation -- Study and teaching (Secondary) -- Namibia Mathematics -- Study and teaching (Secondary) -- Namibia Experiential learning -- Namibia Education, Secondary -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1890 , http://hdl.handle.net/10962/d1006057
- Description: The study examined the use of multiple representations such as the real world, written symbols, spoken symbols, diagrams and manipulatives by learners to promote the learning of percentages and fractions through social interaction. This investigation was carried out through a teaching and learning programme which was developed and implemented by me, the researcher. The effect of the implemented programme was the main focus of the research. The qualitative study was oriented in the interpretive paradigm – a paradigm that seeks to understand the meaning attached to human actions. Twenty learners participated in the implementation of the programme and 9 learners were selected for focus group interviews. The purpose of the interviews was to explore learners' understanding and feelings about the use of multiple representations in the learning of percentages and fractions through social interactions. The other tools employed in this study were pre-and-post diagnostic tests, observations, learners' work and a journal. The pre-test was used to determine learners' prior knowledge for the program design and implementation, while the post-test and learners' work were used to analyze the effect of the programme. Observations were used to investigate how multiple representations promoted or did not promote the learning of percentages and fractions. The teacher's journal was to record and reflect on any relevant information gathered on each lesson observed. The data shows that the effective use of multiple representations helped learners learn the concept of percentages and fractions better. Learners were able to look at representations in useful ways; multiple representations made some aspects of the concept clear; and multiple representations enabled learners to correct errors. Through the interaction between the teacher and learners, the following was found: all the learners changed words to change focus; learners made links between multiple representations; the learners deepened their concepts of percentages and fractions; learners could convert between fractions using multiple representations; learners could work out percentages of a quantity; and learners could express one quantity as a percentage of another. Furthermore, through the interaction between learners and learners all learners could identify more equivalent fractions of an initial fraction which was given to them; and they could increase and decrease a quantity by a given percentage. On the basis of this research, it can be concluded that the programme promoted the learning of percentages and fractions through three effective methodologies. The first methodology consisted of the effective use of multiple representations; the second methodology concerned the interaction between the teacher and learner during the learning process and the last methodology related to the interaction between the learners - interactions that were not strongly mediated by the teacher. I would recommend that teachers use these three effective approaches when teaching percentages and fractions to promote the learning of the concepts.
- Full Text:
- Date Issued: 2013
- Authors: Ngola-Kazumba, Maria
- Date: 2013
- Subjects: Fractions -- Study and teaching (Secondary) -- Namibia -- Case studies Percentage -- Study and teaching (Secondary) -- Namibia -- Case studies Mathematical notation -- Study and teaching (Secondary) -- Namibia Mathematics -- Study and teaching (Secondary) -- Namibia Experiential learning -- Namibia Education, Secondary -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1890 , http://hdl.handle.net/10962/d1006057
- Description: The study examined the use of multiple representations such as the real world, written symbols, spoken symbols, diagrams and manipulatives by learners to promote the learning of percentages and fractions through social interaction. This investigation was carried out through a teaching and learning programme which was developed and implemented by me, the researcher. The effect of the implemented programme was the main focus of the research. The qualitative study was oriented in the interpretive paradigm – a paradigm that seeks to understand the meaning attached to human actions. Twenty learners participated in the implementation of the programme and 9 learners were selected for focus group interviews. The purpose of the interviews was to explore learners' understanding and feelings about the use of multiple representations in the learning of percentages and fractions through social interactions. The other tools employed in this study were pre-and-post diagnostic tests, observations, learners' work and a journal. The pre-test was used to determine learners' prior knowledge for the program design and implementation, while the post-test and learners' work were used to analyze the effect of the programme. Observations were used to investigate how multiple representations promoted or did not promote the learning of percentages and fractions. The teacher's journal was to record and reflect on any relevant information gathered on each lesson observed. The data shows that the effective use of multiple representations helped learners learn the concept of percentages and fractions better. Learners were able to look at representations in useful ways; multiple representations made some aspects of the concept clear; and multiple representations enabled learners to correct errors. Through the interaction between the teacher and learners, the following was found: all the learners changed words to change focus; learners made links between multiple representations; the learners deepened their concepts of percentages and fractions; learners could convert between fractions using multiple representations; learners could work out percentages of a quantity; and learners could express one quantity as a percentage of another. Furthermore, through the interaction between learners and learners all learners could identify more equivalent fractions of an initial fraction which was given to them; and they could increase and decrease a quantity by a given percentage. On the basis of this research, it can be concluded that the programme promoted the learning of percentages and fractions through three effective methodologies. The first methodology consisted of the effective use of multiple representations; the second methodology concerned the interaction between the teacher and learner during the learning process and the last methodology related to the interaction between the learners - interactions that were not strongly mediated by the teacher. I would recommend that teachers use these three effective approaches when teaching percentages and fractions to promote the learning of the concepts.
- Full Text:
- Date Issued: 2013