Action research case studies of participatory materials development in two community contexts in Zambia
- Authors: Lupele, Justin Kalaba
- Date: 2003
- Subjects: Community development -- Zambia -- Case studies Environmental education -- Zambia -- Case studies Sustainable development -- Zambia -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1417 , http://hdl.handle.net/10962/d1003298
- Description: This research reports on two action research case studies of participatory materials development in two rural community contexts in Zambia, namely Chiawa and Nalusanga. It aims to explore and articulate the relationships between community-based environmental education and participatory materials development in the WWF Zambia Education Project context; clarify participatory materials development processes by identifying the roles of different ‘actors’ in these processes and identify and analyse the contextual and other factors that may influence development and use of environmental education materials in rural communities. These aims were explored by means of a number of action research cycles of inquiry in the two communities. The study also articulates the significance of considering ambivalent globalising influences such as international conferences, debates, overseas development aid, national policies and how these shape and influence materials development work in a local context. In order to gain more insight into the local contexts, I developed contextual profiles on the two communities. These capture the contextual factors that influenced the participatory materials development processes. They include issues such as language, ethnicity, literacy, power relations and the local social economy, amongst others. Although this study has been predominately guided by the socially critical orientation to research and education, I have drawn on aspects of other research orientations. I have also explored some of the emerging critiques of the socially critical orientation. The findings of this study reveal the different roles participants can play in participatory materials development; participatory materials development processes as a learning process; the dynamics of participation in an African context; the role of language and literacy in materials development; the need for open-ended process models of learning amongst adult learners and the importance of merging expert and local knowledge in participatory materials development. This study opens up possibilities for further exploration of participatory materials development processes within the WWF ZEP context and beyond.
- Full Text:
- Date Issued: 2003
- Authors: Lupele, Justin Kalaba
- Date: 2003
- Subjects: Community development -- Zambia -- Case studies Environmental education -- Zambia -- Case studies Sustainable development -- Zambia -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1417 , http://hdl.handle.net/10962/d1003298
- Description: This research reports on two action research case studies of participatory materials development in two rural community contexts in Zambia, namely Chiawa and Nalusanga. It aims to explore and articulate the relationships between community-based environmental education and participatory materials development in the WWF Zambia Education Project context; clarify participatory materials development processes by identifying the roles of different ‘actors’ in these processes and identify and analyse the contextual and other factors that may influence development and use of environmental education materials in rural communities. These aims were explored by means of a number of action research cycles of inquiry in the two communities. The study also articulates the significance of considering ambivalent globalising influences such as international conferences, debates, overseas development aid, national policies and how these shape and influence materials development work in a local context. In order to gain more insight into the local contexts, I developed contextual profiles on the two communities. These capture the contextual factors that influenced the participatory materials development processes. They include issues such as language, ethnicity, literacy, power relations and the local social economy, amongst others. Although this study has been predominately guided by the socially critical orientation to research and education, I have drawn on aspects of other research orientations. I have also explored some of the emerging critiques of the socially critical orientation. The findings of this study reveal the different roles participants can play in participatory materials development; participatory materials development processes as a learning process; the dynamics of participation in an African context; the role of language and literacy in materials development; the need for open-ended process models of learning amongst adult learners and the importance of merging expert and local knowledge in participatory materials development. This study opens up possibilities for further exploration of participatory materials development processes within the WWF ZEP context and beyond.
- Full Text:
- Date Issued: 2003
A pilot study of secondary teachers' understanding of population dynamics
- Authors: Hockey, Athol James Temlett
- Date: 1996
- Subjects: Environmental education -- South Africa , Population -- Study and teaching (Secondary) -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1703 , http://hdl.handle.net/10962/d1003586
- Description: Population dynamics is a South African secondary school biology syllabus topic which deals specifically with ecology or concepts within the realm of ecology. It is currently taught in a way which largely emphasises the teaching and learning of facts and concepts, often out of any context to which students can relate. While it is important to convey scientific concepts, it is just as important to address social and political issues regarding overpopulation and the environment. This research involved the administration of a questionnaire to Std 10 biology teachers in the Department of Education and Training (DET), which sought to obtain information about various aspects of teachers' teaching of population dynamics. These included their feelings toward the teaching of the specific sections of the population dynamics syllabus, and their knowledge and views of environmental issues and human population expansion. The findings of the research suggest that population dynamics is an important topic for students to learn about. The traditional teacher-centred approach to teaching is used by the teachers in the research sample. The sections considered by the teachers to be most important for learning were also considered the most interesting and the easiest to teach. The majority of the teachers in the research sample recognised that human population growth is a global and local problem and that South Africa cannot sustain its present population growth. The teachers in the sample show a diversity of opinions about sustainable development, and have a limited understanding of the links between population, poverty and consumption. Important information gained from the research will be significant in the development of a teaching and learning module on population dynamics that reflects the aims and purpose of environmental education.
- Full Text:
- Date Issued: 1996
- Authors: Hockey, Athol James Temlett
- Date: 1996
- Subjects: Environmental education -- South Africa , Population -- Study and teaching (Secondary) -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1703 , http://hdl.handle.net/10962/d1003586
- Description: Population dynamics is a South African secondary school biology syllabus topic which deals specifically with ecology or concepts within the realm of ecology. It is currently taught in a way which largely emphasises the teaching and learning of facts and concepts, often out of any context to which students can relate. While it is important to convey scientific concepts, it is just as important to address social and political issues regarding overpopulation and the environment. This research involved the administration of a questionnaire to Std 10 biology teachers in the Department of Education and Training (DET), which sought to obtain information about various aspects of teachers' teaching of population dynamics. These included their feelings toward the teaching of the specific sections of the population dynamics syllabus, and their knowledge and views of environmental issues and human population expansion. The findings of the research suggest that population dynamics is an important topic for students to learn about. The traditional teacher-centred approach to teaching is used by the teachers in the research sample. The sections considered by the teachers to be most important for learning were also considered the most interesting and the easiest to teach. The majority of the teachers in the research sample recognised that human population growth is a global and local problem and that South Africa cannot sustain its present population growth. The teachers in the sample show a diversity of opinions about sustainable development, and have a limited understanding of the links between population, poverty and consumption. Important information gained from the research will be significant in the development of a teaching and learning module on population dynamics that reflects the aims and purpose of environmental education.
- Full Text:
- Date Issued: 1996
Review and development of environmental interpretation resources to foster environmental learning in two Kenyan schools
- Authors: Atiti, Abel Barasa
- Date: 2003
- Subjects: Environmental education -- Kenya Environmental education -- Kenya -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1743 , http://hdl.handle.net/10962/d1003627
- Description: This participatory action research study involved a group of teachers in transforming school grounds into interpretation resources. Approached from a critical perspective, it challenged the conventional top-down approaches to interpretation resources and materials development. Through a teacher-centred approach, a school-based ‘botanic garden’ and ‘arboretum’ were developed at Samaj and Kenya High respectively. Teachers were further actively engaged in developing a variety of interpretive materials that might engage learners in socially critical environmental education processes at the transformed sites. A process in which educators from five non-formal education organisations shared their skills and knowledge on environmental interpretation with teachers preceded the development of interpretation resources and materials. Drawing on Latour (1999), I have applied the notion of mobilising interpretive capital when describing this process. Interpretive capital within the non-formal education sector was mobilised and made available through social interactions between teachers and non-formal educators. This occurred during workshops, organisational visits and critical reviews of a sample of interpretive materials. I provide insights into how the interpretive capital was mobilised and later drawn on by teachers during the development processes in their schools. This study argues that mobilising interpretive capital with teachers through partnerships can enhance the transformation of school grounds to foster environmental learning. It shows how attempts to find solutions with teachers were made in response to pedagogical and curriculum tensions that arise around the implementation of environmental education processes in their schools. To provide orientation in environmental education processes in schools, analyses of socially critical environmental education processes and a review of theoretical perspectives on interpretation as an environmental education process are presented. I have viewed interpretation and environmental education as reciprocally necessary aspects for enabling the development of critical environmental literacy and action competence. To explain this view, the notion of environmental interpretation and education processes has been applied and presented in this study. Finally, practical outcomes of the study on transformation of school grounds, improved education practice, enhanced professional competencies amongst teachers, new interpretive materials in schools and the establishment of partnerships are examined.
- Full Text:
- Date Issued: 2003
- Authors: Atiti, Abel Barasa
- Date: 2003
- Subjects: Environmental education -- Kenya Environmental education -- Kenya -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1743 , http://hdl.handle.net/10962/d1003627
- Description: This participatory action research study involved a group of teachers in transforming school grounds into interpretation resources. Approached from a critical perspective, it challenged the conventional top-down approaches to interpretation resources and materials development. Through a teacher-centred approach, a school-based ‘botanic garden’ and ‘arboretum’ were developed at Samaj and Kenya High respectively. Teachers were further actively engaged in developing a variety of interpretive materials that might engage learners in socially critical environmental education processes at the transformed sites. A process in which educators from five non-formal education organisations shared their skills and knowledge on environmental interpretation with teachers preceded the development of interpretation resources and materials. Drawing on Latour (1999), I have applied the notion of mobilising interpretive capital when describing this process. Interpretive capital within the non-formal education sector was mobilised and made available through social interactions between teachers and non-formal educators. This occurred during workshops, organisational visits and critical reviews of a sample of interpretive materials. I provide insights into how the interpretive capital was mobilised and later drawn on by teachers during the development processes in their schools. This study argues that mobilising interpretive capital with teachers through partnerships can enhance the transformation of school grounds to foster environmental learning. It shows how attempts to find solutions with teachers were made in response to pedagogical and curriculum tensions that arise around the implementation of environmental education processes in their schools. To provide orientation in environmental education processes in schools, analyses of socially critical environmental education processes and a review of theoretical perspectives on interpretation as an environmental education process are presented. I have viewed interpretation and environmental education as reciprocally necessary aspects for enabling the development of critical environmental literacy and action competence. To explain this view, the notion of environmental interpretation and education processes has been applied and presented in this study. Finally, practical outcomes of the study on transformation of school grounds, improved education practice, enhanced professional competencies amongst teachers, new interpretive materials in schools and the establishment of partnerships are examined.
- Full Text:
- Date Issued: 2003
The modification of a computer simulation for use in the professional training of South African secondary school teachers with specific reference to the probationary year
- Authors: Marsh, Cecille Joan Anna
- Date: 1989
- Subjects: Computer simulations , High school teachers , Teacher training
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1376 , http://hdl.handle.net/10962/d1001442
- Description: The topic of this thesis arose out of a desire to meet the need for a practical means of supplementing the preparation of Higher Diploma of Education (H.D.E.) students for their future role as first-year teachers. It was established that this need was not adequately filled by conventional university teacher-training methods. The literature about computerised simulation of role-playing and teaching activities was investigated and the investigation indicated that such simulations had been relatively successful. A published American computer simulation, TENURE, in which the student plays the role of a first-year teacher, was selected for modification to meet the needs of South African students. This program is implemented in the TUTOR computer language and runs on the Control Data South Africa PLATO system. In order to determine the needs of South African students, two groups of Rhodes University students worked through the simulation as it was being modified. The modifications were adapted according to the students' responses to a questionnaire. The simulation has been tested by 72 H.D.E. students and several educationists and the response has been positive
- Full Text:
- Date Issued: 1989
- Authors: Marsh, Cecille Joan Anna
- Date: 1989
- Subjects: Computer simulations , High school teachers , Teacher training
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1376 , http://hdl.handle.net/10962/d1001442
- Description: The topic of this thesis arose out of a desire to meet the need for a practical means of supplementing the preparation of Higher Diploma of Education (H.D.E.) students for their future role as first-year teachers. It was established that this need was not adequately filled by conventional university teacher-training methods. The literature about computerised simulation of role-playing and teaching activities was investigated and the investigation indicated that such simulations had been relatively successful. A published American computer simulation, TENURE, in which the student plays the role of a first-year teacher, was selected for modification to meet the needs of South African students. This program is implemented in the TUTOR computer language and runs on the Control Data South Africa PLATO system. In order to determine the needs of South African students, two groups of Rhodes University students worked through the simulation as it was being modified. The modifications were adapted according to the students' responses to a questionnaire. The simulation has been tested by 72 H.D.E. students and several educationists and the response has been positive
- Full Text:
- Date Issued: 1989
The use of learning support materials in the rural schools of Maputaland, Kwa-Zulu Natal
- Authors: Van der Merwe, Michelle
- Date: 2011
- Subjects: Environmental education -- South Africa -- Maputaland African Coelacanth Ecosystem Programme Coelacanthiformes -- South Africa -- Maputaland Teaching -- Aids and devices -- South Africa -- Maputaland Environmental education -- Curricula -- South Africa -- Maputaland
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1815 , http://hdl.handle.net/10962/d1003701
- Description: The African Coelacanth Ecosystem Programme (ACEP) was established in 2002 after the discovery of a colony of coelacanths off the Maputaland coast at Sodwana Bay, KwaZulu Natal. The environmental education and awareness sub-programme developed learning support materials (LSM's) for use in schools and the materials were disseminated annually through teacher education workshops. This study aimed to uncover the use of these LSM's in the rural schools of Maputaland. The active learning framework was used to analyse the materials. Collectively, the ACEP materials cover a range of active learning aspects; however alignment with the curriculum has resulted in an increased focus on experiments, accompanied by a loss of environmental content and a narrowing scope for active environmental learning. Workshop questionnaires and four school case studies revealed the patterns of practice of use of materials in schools. The stated use of materials by teachers is not fully realized in the actual classroom practice which centres on learning content and concept definitions. There is no culture of use of materials in the schools following the annual introduction of ACEP materials. It was also found that the marine and coastal knowledge holding power is outside the realm of the teachers' practice and control. The findings of this study come at a time when there is uncertainty over the future of South African education and the curriculum. This research may inform the environmental education and coastal and marine education field as to their role in education and more specifically the development of learning support materials.
- Full Text:
- Date Issued: 2011
- Authors: Van der Merwe, Michelle
- Date: 2011
- Subjects: Environmental education -- South Africa -- Maputaland African Coelacanth Ecosystem Programme Coelacanthiformes -- South Africa -- Maputaland Teaching -- Aids and devices -- South Africa -- Maputaland Environmental education -- Curricula -- South Africa -- Maputaland
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1815 , http://hdl.handle.net/10962/d1003701
- Description: The African Coelacanth Ecosystem Programme (ACEP) was established in 2002 after the discovery of a colony of coelacanths off the Maputaland coast at Sodwana Bay, KwaZulu Natal. The environmental education and awareness sub-programme developed learning support materials (LSM's) for use in schools and the materials were disseminated annually through teacher education workshops. This study aimed to uncover the use of these LSM's in the rural schools of Maputaland. The active learning framework was used to analyse the materials. Collectively, the ACEP materials cover a range of active learning aspects; however alignment with the curriculum has resulted in an increased focus on experiments, accompanied by a loss of environmental content and a narrowing scope for active environmental learning. Workshop questionnaires and four school case studies revealed the patterns of practice of use of materials in schools. The stated use of materials by teachers is not fully realized in the actual classroom practice which centres on learning content and concept definitions. There is no culture of use of materials in the schools following the annual introduction of ACEP materials. It was also found that the marine and coastal knowledge holding power is outside the realm of the teachers' practice and control. The findings of this study come at a time when there is uncertainty over the future of South African education and the curriculum. This research may inform the environmental education and coastal and marine education field as to their role in education and more specifically the development of learning support materials.
- Full Text:
- Date Issued: 2011
Examining of the novel in the senior secondary phase (English first language higher grade): a study of conflicting aims
- Authors: Macrae, Claire Elisabeth
- Date: 1989
- Subjects: Education, Secondary English Secondary -- Study and teaching -- South Africa Education Secondary -- Evaluation
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1357 , http://hdl.handle.net/10962/d1001423
- Description: This study deals with the problems of external examining, the inflexible demands of which dominate and dictate to literature teaching in South African schools today. The aims of teaching literature are discussed, and it is suggested that the negative attitudes among pupils resulting from the present examining system defeat many of these aims. The opportunities for the enjoyment of literature are minimised by the process of preparation for external examinations. Creative teaching methods are abandoned in favour of coaching for specific types of questions, which are determined and limited by the practical constraints of a mass external examination. In catering to the demands for admininstrative reliability and efficiency, the educational validity and efficiency of the examinations are sacrificed. In Britain the Newbolt and Bullock Reports, among others, have made forceful recommendations for alternative approaches to external examining. Subsequently, much experimentation with internal examining, course-work and open-book examining has followed, aspects of which are discussed in this study. There has been limited experimentation in these areas in South Africa. The TED conducted a successful internal examining experiment in English literature, the results of which are considered in this thesis. The national English Olympiad open-book examination is a further example of the success of an alternative approach. By contrast, a comparison of examination papers set by the JMB and CED over the last ten years, shows clearly that the stated syllabus aims of teaching literature and the aims of examining the subject were wholly incompatible. Recommendations are made for the adoption of alternative examining strategies in order to address the shortcomings identified
- Full Text:
- Date Issued: 1989
- Authors: Macrae, Claire Elisabeth
- Date: 1989
- Subjects: Education, Secondary English Secondary -- Study and teaching -- South Africa Education Secondary -- Evaluation
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1357 , http://hdl.handle.net/10962/d1001423
- Description: This study deals with the problems of external examining, the inflexible demands of which dominate and dictate to literature teaching in South African schools today. The aims of teaching literature are discussed, and it is suggested that the negative attitudes among pupils resulting from the present examining system defeat many of these aims. The opportunities for the enjoyment of literature are minimised by the process of preparation for external examinations. Creative teaching methods are abandoned in favour of coaching for specific types of questions, which are determined and limited by the practical constraints of a mass external examination. In catering to the demands for admininstrative reliability and efficiency, the educational validity and efficiency of the examinations are sacrificed. In Britain the Newbolt and Bullock Reports, among others, have made forceful recommendations for alternative approaches to external examining. Subsequently, much experimentation with internal examining, course-work and open-book examining has followed, aspects of which are discussed in this study. There has been limited experimentation in these areas in South Africa. The TED conducted a successful internal examining experiment in English literature, the results of which are considered in this thesis. The national English Olympiad open-book examination is a further example of the success of an alternative approach. By contrast, a comparison of examination papers set by the JMB and CED over the last ten years, shows clearly that the stated syllabus aims of teaching literature and the aims of examining the subject were wholly incompatible. Recommendations are made for the adoption of alternative examining strategies in order to address the shortcomings identified
- Full Text:
- Date Issued: 1989
Relating indigenous knowledge practices and science concepts : an exploratory case study in a secondary school teacher-training programme
- Authors: Mandikonza, Caleb
- Date: 2007
- Subjects: Ethnoscience -- Study and teaching (Secondary) -- Zimbabwe Science -- Study and teaching (Secondary) -- Zimbabwe Teachers -- Training of -- Zimbabwe
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1918 , http://hdl.handle.net/10962/d1007321
- Description: This study reports research on how student teachers in Science at Mutare Teachers' College in Zimbabwe worked with indigenous knowledge practices in relation to science concepts in the secondary school syllabus. The study was conducted among first-year science students and involved them in developing science learning activities for a peer-teaching process that was part of their course. The research was undertaken during a review ofthe college syllabus and as a study to inform the Secondary Teacher Training Environmental Education Programme (ST²EEP). The research design involved the researcher in participant observations and interviews with rural people to document indigenous knowledge practices and to develop materials for the students to work with in the lessons design part of the study. The student teachers used the documented practices to generate learning activities and lesson plans to teach the science concepts they had identified. A peer review session and focus group interviews followed the lesson presentations. Findings from the research point to the rural community being a repository of diverse indigenous knowledge practices. Student teachers showed that they had prior knowledge of both indigenous knowledge practices and science concepts when they come to class. Student teachers were able to relate indigenous knowledge practices and science concepts in ways that have the potential to enhance the learning of science in rural school contexts that lack laboratories and science equipment. The scope of the study does not allow for anything beyond tentative conclusions that point to the need for further work to be undertaken with student teachers and for the research to be extended to teaching and learning interactions in schools. Recommendations are also made for further resource-based work to be undertaken within the forthcoming St²eep implementation phase in 2007.
- Full Text:
- Date Issued: 2007
- Authors: Mandikonza, Caleb
- Date: 2007
- Subjects: Ethnoscience -- Study and teaching (Secondary) -- Zimbabwe Science -- Study and teaching (Secondary) -- Zimbabwe Teachers -- Training of -- Zimbabwe
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1918 , http://hdl.handle.net/10962/d1007321
- Description: This study reports research on how student teachers in Science at Mutare Teachers' College in Zimbabwe worked with indigenous knowledge practices in relation to science concepts in the secondary school syllabus. The study was conducted among first-year science students and involved them in developing science learning activities for a peer-teaching process that was part of their course. The research was undertaken during a review ofthe college syllabus and as a study to inform the Secondary Teacher Training Environmental Education Programme (ST²EEP). The research design involved the researcher in participant observations and interviews with rural people to document indigenous knowledge practices and to develop materials for the students to work with in the lessons design part of the study. The student teachers used the documented practices to generate learning activities and lesson plans to teach the science concepts they had identified. A peer review session and focus group interviews followed the lesson presentations. Findings from the research point to the rural community being a repository of diverse indigenous knowledge practices. Student teachers showed that they had prior knowledge of both indigenous knowledge practices and science concepts when they come to class. Student teachers were able to relate indigenous knowledge practices and science concepts in ways that have the potential to enhance the learning of science in rural school contexts that lack laboratories and science equipment. The scope of the study does not allow for anything beyond tentative conclusions that point to the need for further work to be undertaken with student teachers and for the research to be extended to teaching and learning interactions in schools. Recommendations are also made for further resource-based work to be undertaken within the forthcoming St²eep implementation phase in 2007.
- Full Text:
- Date Issued: 2007
The principal's leadership role in a successful rural school in Namibia
- Authors: Kawana, Joseph Jost
- Date: 2007
- Subjects: Rural schools -- Namibia School principals -- Namibia Educational leadership -- Namibia School management and organization -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1713 , http://hdl.handle.net/10962/d1003596
- Description: Rural schools generally find it hard to function effectively for a variety of reasons, and managing and leading these schools brings additional challenges. This study explored the role of the principal in an academically successful rural school in Namibia. It drew on leadership theory and findings from related studies to make sense of this particular case of leadership against the odds. Using the interpretive orientation, the research explored selected organisation members’ perceptions of the principal’s leadership through semi-structured interviews. The study found that the actions and attitudes of the leader had a significant influence on the school’s performance. The manner in which the principal conducted himself, the shared vision he encouraged and his insistence on associating with all stakeholders involved in education, were instrumental in the organization’s positive achievements. The principal was shown as committed and a leader with good interpersonal working relationships. The study also revealed that this principal was both a person- and taskoriented leader, and closely resembled the ideals of transformational leadership. This study further found that, through the principal’s instructional leadership, teaching and learning are seen as the core of the school’s activities. Finally, the principal’s leadership role opens the school to the community and results in strong and mutually beneficial relationships between the school and its community.
- Full Text:
- Date Issued: 2007
- Authors: Kawana, Joseph Jost
- Date: 2007
- Subjects: Rural schools -- Namibia School principals -- Namibia Educational leadership -- Namibia School management and organization -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1713 , http://hdl.handle.net/10962/d1003596
- Description: Rural schools generally find it hard to function effectively for a variety of reasons, and managing and leading these schools brings additional challenges. This study explored the role of the principal in an academically successful rural school in Namibia. It drew on leadership theory and findings from related studies to make sense of this particular case of leadership against the odds. Using the interpretive orientation, the research explored selected organisation members’ perceptions of the principal’s leadership through semi-structured interviews. The study found that the actions and attitudes of the leader had a significant influence on the school’s performance. The manner in which the principal conducted himself, the shared vision he encouraged and his insistence on associating with all stakeholders involved in education, were instrumental in the organization’s positive achievements. The principal was shown as committed and a leader with good interpersonal working relationships. The study also revealed that this principal was both a person- and taskoriented leader, and closely resembled the ideals of transformational leadership. This study further found that, through the principal’s instructional leadership, teaching and learning are seen as the core of the school’s activities. Finally, the principal’s leadership role opens the school to the community and results in strong and mutually beneficial relationships between the school and its community.
- Full Text:
- Date Issued: 2007
An investigation of how enquiry-based fieldwork develops action competence in Grade 12 Geography: a Namibian case study
- Authors: Simasiku, Frederick
- Date: 2012
- Subjects: Competency-based education -- Namibia -- Hardap Geography -- Study and teaching (Secondary) -- Namibia -- Hardap Student-centered learning -- Namibia -- Hardap Active learning -- Namibia -- Hardap Environmental education -- Namibia -- Hardap Environmental education -- Activity programs -- Namibia -- Hardap
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1629 , http://hdl.handle.net/10962/d1003511
- Description: The goal of the study was twofold: firstly to investigate and describe how senior secondary school geography teachers were implementing enquiry-based learning through fieldwork. Secondly, to investigate and document how enquiry-based learning through fieldwork facilitated the development of action competence amongst learners in a geography classroom. In order to address the first goal, a survey questionnaire was utilised to generate descriptive data from a sample of seven geography teachers in the Hardap region of Namibia. Although teachers engaged learners with enquiry-based fieldwork learning activities it is suggested, based on the findings of data of this goal, that teachers face severe limitations in terms of integrating environmental learning into the geography curriculum. The main limitations of the teachers include: limited practical knowledge of and training in how to teach fieldwork skills; a lack of teaching resource materials; time constraints; heavy personal loads; and lack of school support for environmental education. In addressing the second goal an enquiry-based fieldwork learning unit was planned and implemented in the researcher’s classroom. Observation, focus group interviews, and audio records of learning interactions, were used as data generation methods for this cycle of the study. An indicator framework for identifying action competence in learners was constructed as a data analysis tool. In terms of the findings of goal two it is evident that enquiry-based learning through fieldwork facilitated the development of action competence amongst learners. Six overarching benefits of this type of learning were identified in this study, namely: - It empowered learners to develop contextual knowledge and understanding of issues that they investigated. - It facilitated commitment thus motivated learners to take indirect action. - It promoted social interaction and group cohesion amongst learners thus enhanced their decision-making ability for problem-solving and action taking. - It elicited emotional responses and a greater understanding of learners’ own and others’ attitudes and values towards issues. - It fostered critical thinking thus permitted learners to envisage a future based on their learning experiences. - It enabled learners to plan and take indirect action during the learning process. Based on the research findings, some lessons learned are presented in an attempt to contribute to the effective implementation of enquiry-based fieldwork at the classroom level.
- Full Text:
- Date Issued: 2012
- Authors: Simasiku, Frederick
- Date: 2012
- Subjects: Competency-based education -- Namibia -- Hardap Geography -- Study and teaching (Secondary) -- Namibia -- Hardap Student-centered learning -- Namibia -- Hardap Active learning -- Namibia -- Hardap Environmental education -- Namibia -- Hardap Environmental education -- Activity programs -- Namibia -- Hardap
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1629 , http://hdl.handle.net/10962/d1003511
- Description: The goal of the study was twofold: firstly to investigate and describe how senior secondary school geography teachers were implementing enquiry-based learning through fieldwork. Secondly, to investigate and document how enquiry-based learning through fieldwork facilitated the development of action competence amongst learners in a geography classroom. In order to address the first goal, a survey questionnaire was utilised to generate descriptive data from a sample of seven geography teachers in the Hardap region of Namibia. Although teachers engaged learners with enquiry-based fieldwork learning activities it is suggested, based on the findings of data of this goal, that teachers face severe limitations in terms of integrating environmental learning into the geography curriculum. The main limitations of the teachers include: limited practical knowledge of and training in how to teach fieldwork skills; a lack of teaching resource materials; time constraints; heavy personal loads; and lack of school support for environmental education. In addressing the second goal an enquiry-based fieldwork learning unit was planned and implemented in the researcher’s classroom. Observation, focus group interviews, and audio records of learning interactions, were used as data generation methods for this cycle of the study. An indicator framework for identifying action competence in learners was constructed as a data analysis tool. In terms of the findings of goal two it is evident that enquiry-based learning through fieldwork facilitated the development of action competence amongst learners. Six overarching benefits of this type of learning were identified in this study, namely: - It empowered learners to develop contextual knowledge and understanding of issues that they investigated. - It facilitated commitment thus motivated learners to take indirect action. - It promoted social interaction and group cohesion amongst learners thus enhanced their decision-making ability for problem-solving and action taking. - It elicited emotional responses and a greater understanding of learners’ own and others’ attitudes and values towards issues. - It fostered critical thinking thus permitted learners to envisage a future based on their learning experiences. - It enabled learners to plan and take indirect action during the learning process. Based on the research findings, some lessons learned are presented in an attempt to contribute to the effective implementation of enquiry-based fieldwork at the classroom level.
- Full Text:
- Date Issued: 2012
An investigation of enabling and constraining factors affecting the supply and demand of specific biodiversity scarce skills to the biodiversity sector
- Authors: Mckrill, Leanne Joy
- Date: 2015
- Subjects: Rhodes University , GreenMatter (South Africa) , CATHSSETA (South Africa) , Labor demand -- South Africa , Biodiversity conservation -- Employees -- Supply and demand -- South Africa , Wildlife veterinarians -- Supply and demand -- South Africa , Freshwater ecology -- Employees -- Supply and demand -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2067 , http://hdl.handle.net/10962/d1020837
- Description: This study is situated within the context of the emerging South African Biodiversity Sector and focuses on the supply of and demand for scarce skilled biodiversity professionals. It does so through investigating the transition a young biodiversity professional makes from a higher education institution to the workplace by drawing attention to the factors encountered or perceived to be encountered during this development. The study forms part of a research programme established between Rhodes University, GreenMatter and the Culture Arts Tourism Hospitality Sport Education and Training Authority (CATHSSETA), which seeks to contribute to the body of knowledge pertaining to "green" skills development and retention within the South African biodiversity sector. It is a qualitative study, comprising nested case studies within two larger case studies of scarce skills – those of wildlife veterinarians and freshwater ecologists – as identified by the biodiversity priority scarce skills list (SANBI & Lewis Foundation, 2012). The study is supported by Bronfenbrenner's (1979) Ecological Systems theory and underpinned by the principles of basic critical realism and emergence (Archer, Bhaskar, Collier, Lawson, & Norrie, 1998). Data was generated through a range of data collection methods, including semi-structured interviews, participant observation and document analysis. The aim of these methods was to enable a greater understanding of the factors influencing transitioning and the unique transitions of selected individuals. Findings revealed that the transitions of the participants, although unique to each of them, included the following commonalities: exposure to biodiversity at an early stage in an individual's life paved the way for the development and nurturing of an interest or passion in biodiversity; experience gained prior to entry into the workplace is a powerful enabling factor; the presence or absence of a mentor can be pivotal in the transition of an individual; the gap in knowledge pertaining to demand side or workplace information is a large constraining factor; workplace dynamics affect the demand for, and eventual supply of, biodiversity professionals; the presence of human capital development strategies and structures is beneficial to the individual's transition, and the overall ecosystemic development of an individual has an effect on the supply of specific scarce-skilled individuals to the workforce. This study demonstrates that through the employment of nested case studies, similar research focussing on other scarce skills within the biodiversity sector, as per the GreenMatter Priority Skills List of 2012, can be produced, which would help to address the knowledge gaps pertaining to scarce skills, as indicated by the Biodiversity Human Capital Development Strategy (2010).
- Full Text:
- Date Issued: 2015
- Authors: Mckrill, Leanne Joy
- Date: 2015
- Subjects: Rhodes University , GreenMatter (South Africa) , CATHSSETA (South Africa) , Labor demand -- South Africa , Biodiversity conservation -- Employees -- Supply and demand -- South Africa , Wildlife veterinarians -- Supply and demand -- South Africa , Freshwater ecology -- Employees -- Supply and demand -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2067 , http://hdl.handle.net/10962/d1020837
- Description: This study is situated within the context of the emerging South African Biodiversity Sector and focuses on the supply of and demand for scarce skilled biodiversity professionals. It does so through investigating the transition a young biodiversity professional makes from a higher education institution to the workplace by drawing attention to the factors encountered or perceived to be encountered during this development. The study forms part of a research programme established between Rhodes University, GreenMatter and the Culture Arts Tourism Hospitality Sport Education and Training Authority (CATHSSETA), which seeks to contribute to the body of knowledge pertaining to "green" skills development and retention within the South African biodiversity sector. It is a qualitative study, comprising nested case studies within two larger case studies of scarce skills – those of wildlife veterinarians and freshwater ecologists – as identified by the biodiversity priority scarce skills list (SANBI & Lewis Foundation, 2012). The study is supported by Bronfenbrenner's (1979) Ecological Systems theory and underpinned by the principles of basic critical realism and emergence (Archer, Bhaskar, Collier, Lawson, & Norrie, 1998). Data was generated through a range of data collection methods, including semi-structured interviews, participant observation and document analysis. The aim of these methods was to enable a greater understanding of the factors influencing transitioning and the unique transitions of selected individuals. Findings revealed that the transitions of the participants, although unique to each of them, included the following commonalities: exposure to biodiversity at an early stage in an individual's life paved the way for the development and nurturing of an interest or passion in biodiversity; experience gained prior to entry into the workplace is a powerful enabling factor; the presence or absence of a mentor can be pivotal in the transition of an individual; the gap in knowledge pertaining to demand side or workplace information is a large constraining factor; workplace dynamics affect the demand for, and eventual supply of, biodiversity professionals; the presence of human capital development strategies and structures is beneficial to the individual's transition, and the overall ecosystemic development of an individual has an effect on the supply of specific scarce-skilled individuals to the workforce. This study demonstrates that through the employment of nested case studies, similar research focussing on other scarce skills within the biodiversity sector, as per the GreenMatter Priority Skills List of 2012, can be produced, which would help to address the knowledge gaps pertaining to scarce skills, as indicated by the Biodiversity Human Capital Development Strategy (2010).
- Full Text:
- Date Issued: 2015
An investigation into the nature of grade 4 learners’ evolving mathematics learning dispositions: a case study of 3 learners participating in an after school mathematics club
- Authors: Hewana, Diliza Ronald
- Date: 2014
- Subjects: Mathematics -- Study and teaching (Elementary) -- Case studies , Mathematics -- Study and teaching (Elementary) -- Psychological aspects , After-school programs -- South Africa -- Grahamstown , Students -- Attitudes -- Case studies , Education, Elementary -- South Africa -- Grahamstown
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1983 , http://hdl.handle.net/10962/d1013140
- Description: Through a qualitative case study approach this research investigated the nature of three Grade 4 learners’ mathematical learning dispositions. It further explored how these dispositions evolve within the context of their participation in a weekly after school mathematics club over time. Of particular significance the research drew on the dispositional frameworks of Kilpatrick, Swafford and Findell’s (2001) and Carr & Claxton (2002) and pointed to ways in which these framework can be usefully brought together to provide a richer picture of learning dispositions. Kilpatrick, Swafford and Findell’s (2001) framework of mathematical proficiency involves five interrelated strands of which productive disposition is the fifth strand and largely underresearched (Graven, 2012). This strand is defined as ‘the tendency to see sense in mathematics, to perceive it as both useful and worthwhile, to believe that steady effort in learning mathematics pays off, and to see oneself as an effective learner and doer of mathematics’ (Kilpatrick, Swafford and Findell, 2001, p. 131). Carr & Claxton (2002) similarly argue for the importance of learning dispositions and point to the importance of resilience, playfulness and resourcefulness as three key indicators. The research outlines findings of the three case study learners in terms of data obtained from a questionnaire and interview about students’ learning dispositions. The interview asked learners various questions including for example, complete the sentence ‘Maths is…’, describe an effective learner of mathematics and say what you do if you don’t know an answer. The instrument was first administered orally and learners were asked to write their answers (in May 2012) and a year later it was administered as an interview by the club facilitator (in May 2013). While there is the limitation of comparison due to the different ways in which learners responded in 2012 (written) and 2013 (oral) the shifting nature of responses in certain respects provides some indication of shifts towards increasingly productive dispositions. Additionally the research analysed detailed transcripts of video recordings of several club sessions over a five-month period. Findings suggest ways of extending dispositional frameworks and that learners have restricted dispositions particularly in terms of sense making and resourcefulness across time. The findings also suggest shifts in dispositions over time especially in terms of seeing steady effort as paying off.
- Full Text:
- Date Issued: 2014
- Authors: Hewana, Diliza Ronald
- Date: 2014
- Subjects: Mathematics -- Study and teaching (Elementary) -- Case studies , Mathematics -- Study and teaching (Elementary) -- Psychological aspects , After-school programs -- South Africa -- Grahamstown , Students -- Attitudes -- Case studies , Education, Elementary -- South Africa -- Grahamstown
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1983 , http://hdl.handle.net/10962/d1013140
- Description: Through a qualitative case study approach this research investigated the nature of three Grade 4 learners’ mathematical learning dispositions. It further explored how these dispositions evolve within the context of their participation in a weekly after school mathematics club over time. Of particular significance the research drew on the dispositional frameworks of Kilpatrick, Swafford and Findell’s (2001) and Carr & Claxton (2002) and pointed to ways in which these framework can be usefully brought together to provide a richer picture of learning dispositions. Kilpatrick, Swafford and Findell’s (2001) framework of mathematical proficiency involves five interrelated strands of which productive disposition is the fifth strand and largely underresearched (Graven, 2012). This strand is defined as ‘the tendency to see sense in mathematics, to perceive it as both useful and worthwhile, to believe that steady effort in learning mathematics pays off, and to see oneself as an effective learner and doer of mathematics’ (Kilpatrick, Swafford and Findell, 2001, p. 131). Carr & Claxton (2002) similarly argue for the importance of learning dispositions and point to the importance of resilience, playfulness and resourcefulness as three key indicators. The research outlines findings of the three case study learners in terms of data obtained from a questionnaire and interview about students’ learning dispositions. The interview asked learners various questions including for example, complete the sentence ‘Maths is…’, describe an effective learner of mathematics and say what you do if you don’t know an answer. The instrument was first administered orally and learners were asked to write their answers (in May 2012) and a year later it was administered as an interview by the club facilitator (in May 2013). While there is the limitation of comparison due to the different ways in which learners responded in 2012 (written) and 2013 (oral) the shifting nature of responses in certain respects provides some indication of shifts towards increasingly productive dispositions. Additionally the research analysed detailed transcripts of video recordings of several club sessions over a five-month period. Findings suggest ways of extending dispositional frameworks and that learners have restricted dispositions particularly in terms of sense making and resourcefulness across time. The findings also suggest shifts in dispositions over time especially in terms of seeing steady effort as paying off.
- Full Text:
- Date Issued: 2014
An investigation of the role of physical manipulatives in the teaching and learning of measurement in Grade 8 : a case study using surface area and volume
- Authors: Chiphambo, Shakespear M E K
- Date: 2012
- Subjects: Measurement -- Study and teaching -- Research Mathematics -- Education (Secondary) -- Study and teaching Teaching -- Aids and devices -- Research
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1657 , http://hdl.handle.net/10962/d1003540
- Description: The purpose of this study is to investigate the role of physical manipulatives in the teaching and learning of measurement in Grade 8. The study focuses on how the use of physical manipulatives promotes learners' mathematical proficiency in relation to the five strands of Kilpatrick, Swafford and Findell (2001). The basis of the research is a case study in the interpretive paradigm involving 18 out of a cohort of 270 Grade 8 learners in the school where I teach. The data was collected using a range of methods including: (i) baseline assessment tasks, first piloted using 7 Grade 8 learners and then given to the target group; (ii) an intervention programme with intervention tasks; (iii) a post-intervention task; (iv) observations during the intervention; and (v) individual interviews. The results of the baseline assessment and the post-intervention tasks were analysed both quantitatively and qualitatively. My research findings indicate an overall improvement of the performance after learners engaged in using physical manipulatives. The average mark of the learners in the baseline assessment task was 23% and after the intervention programme the average mark was 31 %. The responses from the learners interviewed showed that they were motivated and that the use of physical manipulatives assisted them in understanding the concepts of measurement, in particular surface area and volume. The results of my study thus reveal that the use of physical manipulatives in teaching and learning mathematics has a positive role to play in learners' understanding of surface area and volume at the Grade 8 level. The fmdings of this case study support other research regarding the importance of using physical manipulatives in teaching and learning mathematics. They align with other findings that assert that manipulatives are essential mediating tools in the development of the conceptual and procedural understanding of mathematical concepts, clarifying and helping learners to visualize abstract mathematical concepts.
- Full Text:
- Date Issued: 2012
- Authors: Chiphambo, Shakespear M E K
- Date: 2012
- Subjects: Measurement -- Study and teaching -- Research Mathematics -- Education (Secondary) -- Study and teaching Teaching -- Aids and devices -- Research
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1657 , http://hdl.handle.net/10962/d1003540
- Description: The purpose of this study is to investigate the role of physical manipulatives in the teaching and learning of measurement in Grade 8. The study focuses on how the use of physical manipulatives promotes learners' mathematical proficiency in relation to the five strands of Kilpatrick, Swafford and Findell (2001). The basis of the research is a case study in the interpretive paradigm involving 18 out of a cohort of 270 Grade 8 learners in the school where I teach. The data was collected using a range of methods including: (i) baseline assessment tasks, first piloted using 7 Grade 8 learners and then given to the target group; (ii) an intervention programme with intervention tasks; (iii) a post-intervention task; (iv) observations during the intervention; and (v) individual interviews. The results of the baseline assessment and the post-intervention tasks were analysed both quantitatively and qualitatively. My research findings indicate an overall improvement of the performance after learners engaged in using physical manipulatives. The average mark of the learners in the baseline assessment task was 23% and after the intervention programme the average mark was 31 %. The responses from the learners interviewed showed that they were motivated and that the use of physical manipulatives assisted them in understanding the concepts of measurement, in particular surface area and volume. The results of my study thus reveal that the use of physical manipulatives in teaching and learning mathematics has a positive role to play in learners' understanding of surface area and volume at the Grade 8 level. The fmdings of this case study support other research regarding the importance of using physical manipulatives in teaching and learning mathematics. They align with other findings that assert that manipulatives are essential mediating tools in the development of the conceptual and procedural understanding of mathematical concepts, clarifying and helping learners to visualize abstract mathematical concepts.
- Full Text:
- Date Issued: 2012
Identifying expansive learning opportunities to foster a more sustainable food economy: a case study of Rhodes University dining halls
- Authors: Agbedahin, Adesuwa Vanessa
- Date: 2012
- Subjects: Food supply -- Education (Higher) -- South Africa -- Case studies Food industry and trade -- Education (Higher) -- Standards -- South Africa -- Case studies Food service employees -- Education (Higher) -- South Africa -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1560 , http://hdl.handle.net/10962/d1003442
- Description: This is a one year half thesis. This research was conducted within the context of the food services sector of Higher Education Institution dining halls and in the midst of the rising global call for food resource management and food waste reduction. The main aim of this research therefore was to identify opportunities for learning and change for a more sustainable food economy, contributing to Education for Sustainable Production and Consumption, and by further implication, Education for Sustainable Development. To achieve this aim, I used Cultural Historical Activity Theory as theoretical and methodological framework; drawing on the second and the third generations of this theory. Implicated in the above research approach is the identification of expansive learning opportunities from the surfacing of ‘tensions’ and ‘contradictions’. In this case study of the Rhodes University Campus Food Services, such tensions and contradictions inhibiting a more sustainable food economy, involving food waste production were identified. To narrow the scope of the study, one dining hall formed the focus of the case, with a two phased research approach whereby one research question and three goals were developed for each phase. The former being the exploration phase and the latter being the initial stages of the expansive phase. Methods used in line with the methodological framework included ten individual interviews with food producers (staff members), nine focus group discussions with food consumers (students), observations of the dining hall activities which lasted for over a month and two ‘Change Laboratory Workshops’. Some of the findings of this research are that food wastage cannot be addressed and appropriately curtailed without an intensive consideration of all the stages of food economy. Multiple contradictions and sources of tensions embedded in the Food Services Sector constituted major causes of food waste. Additionally, the lack of substantial food waste related teaching and learning activities, the presence of disputed rules, institutional structure and traditional practices within the Food Services all exacerbated the tensions and contradictions. More so, prioritizing some of this identified contradictions and tensions hindering a more sustainable food economy and relegating some as unimportant or nonurgent is unproductive. Finally, the non-existence of facilitated deliberation, consultation, dialogue, collaboration between food producers and food consumers has been identified as an obstacle to learning and institutional change. Recommendations abound in re-orienting, re-educating, and re-informing the constituents of the food economy. Re-visiting and revising of rules and regulations guiding conduct of students and kitchen staff members in the RU dining halls, as well as revision of existing learning support materials and mediating tools in use is needed. Recognition and consideration of the concerns and interests of students and kitchen staff members are also needed. Finally, there is a need to continue to address the tensions and contradictions identified in this case study, to further the Expansive Learning Process if a more sustainable food economy at Rhodes University is to be established.
- Full Text:
- Date Issued: 2012
- Authors: Agbedahin, Adesuwa Vanessa
- Date: 2012
- Subjects: Food supply -- Education (Higher) -- South Africa -- Case studies Food industry and trade -- Education (Higher) -- Standards -- South Africa -- Case studies Food service employees -- Education (Higher) -- South Africa -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1560 , http://hdl.handle.net/10962/d1003442
- Description: This is a one year half thesis. This research was conducted within the context of the food services sector of Higher Education Institution dining halls and in the midst of the rising global call for food resource management and food waste reduction. The main aim of this research therefore was to identify opportunities for learning and change for a more sustainable food economy, contributing to Education for Sustainable Production and Consumption, and by further implication, Education for Sustainable Development. To achieve this aim, I used Cultural Historical Activity Theory as theoretical and methodological framework; drawing on the second and the third generations of this theory. Implicated in the above research approach is the identification of expansive learning opportunities from the surfacing of ‘tensions’ and ‘contradictions’. In this case study of the Rhodes University Campus Food Services, such tensions and contradictions inhibiting a more sustainable food economy, involving food waste production were identified. To narrow the scope of the study, one dining hall formed the focus of the case, with a two phased research approach whereby one research question and three goals were developed for each phase. The former being the exploration phase and the latter being the initial stages of the expansive phase. Methods used in line with the methodological framework included ten individual interviews with food producers (staff members), nine focus group discussions with food consumers (students), observations of the dining hall activities which lasted for over a month and two ‘Change Laboratory Workshops’. Some of the findings of this research are that food wastage cannot be addressed and appropriately curtailed without an intensive consideration of all the stages of food economy. Multiple contradictions and sources of tensions embedded in the Food Services Sector constituted major causes of food waste. Additionally, the lack of substantial food waste related teaching and learning activities, the presence of disputed rules, institutional structure and traditional practices within the Food Services all exacerbated the tensions and contradictions. More so, prioritizing some of this identified contradictions and tensions hindering a more sustainable food economy and relegating some as unimportant or nonurgent is unproductive. Finally, the non-existence of facilitated deliberation, consultation, dialogue, collaboration between food producers and food consumers has been identified as an obstacle to learning and institutional change. Recommendations abound in re-orienting, re-educating, and re-informing the constituents of the food economy. Re-visiting and revising of rules and regulations guiding conduct of students and kitchen staff members in the RU dining halls, as well as revision of existing learning support materials and mediating tools in use is needed. Recognition and consideration of the concerns and interests of students and kitchen staff members are also needed. Finally, there is a need to continue to address the tensions and contradictions identified in this case study, to further the Expansive Learning Process if a more sustainable food economy at Rhodes University is to be established.
- Full Text:
- Date Issued: 2012
The reading preferences of grade 11 ESL learners in Grahamstown
- Authors: Rasana, Nomakhosazana Hazel
- Date: 2003
- Subjects: English language -- Study and teaching -- Foreign speakers -- South Africa Reading (Secondary) -- South Africa English language -- Study and teaching (Secondary) -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1721 , http://hdl.handle.net/10962/d1003604
- Description: This survey investigates learners’ reading preferences in selected Eastern Cape secondary schools where English is taught as a second language. It seeks to understand the reading patterns and interests of Grade 11s, and the role played by parents, teachers, school and public libraries in promoting a love for reading. Focus group interviews and questionnaires were used to gather data over a period of six weeks. All Grade 11 learners from eight Grahamstown secondary schools where English is taught as a second language participated. Data was analysed using Biomedical Data Programme Statistical Software (BMDP). Chi-square (X ²) tests and t-tests for proportions were used specifically to determine significant differences in the groups (i.e. gender effect, schools and language effect). The data suggest that ESL Grade 11s: 1) do have preferred reading material; 2) have preferred authors; 3) have a preferred language they read in; and 4) read for information. Limited access to reading material affects their reading patterns and ability.
- Full Text:
- Date Issued: 2003
- Authors: Rasana, Nomakhosazana Hazel
- Date: 2003
- Subjects: English language -- Study and teaching -- Foreign speakers -- South Africa Reading (Secondary) -- South Africa English language -- Study and teaching (Secondary) -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1721 , http://hdl.handle.net/10962/d1003604
- Description: This survey investigates learners’ reading preferences in selected Eastern Cape secondary schools where English is taught as a second language. It seeks to understand the reading patterns and interests of Grade 11s, and the role played by parents, teachers, school and public libraries in promoting a love for reading. Focus group interviews and questionnaires were used to gather data over a period of six weeks. All Grade 11 learners from eight Grahamstown secondary schools where English is taught as a second language participated. Data was analysed using Biomedical Data Programme Statistical Software (BMDP). Chi-square (X ²) tests and t-tests for proportions were used specifically to determine significant differences in the groups (i.e. gender effect, schools and language effect). The data suggest that ESL Grade 11s: 1) do have preferred reading material; 2) have preferred authors; 3) have a preferred language they read in; and 4) read for information. Limited access to reading material affects their reading patterns and ability.
- Full Text:
- Date Issued: 2003
Environmental education in primary schools in Bophuthatswana : a case study in curriculum implementation
- Authors: Shongwe, Doctor Petrus
- Date: 1992
- Subjects: Environmental education -- South Africa -- Bophuthatswana , Primary school teaching -- Research -- South Africa -- Bophuthatswana
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1514 , http://hdl.handle.net/10962/d1003396
- Description: This study examines the extent to which teachers in Senior Primary Schools who have obtained a professional qualification in Environmental Education, implement Environmental Education in their schools. It also explores factors which influence the implementation of Environmental Education at the Senior Primary School. Teachers who had qualified from Tlhabane and Hebron Colleges of Education were interviewed as were the principals of their schools and some of the lecturers who had taught them Environmental Education. The implementation of Environmental Education was addressed by means of comparing the teacher's responses with Primary Environmental Education Teacher Competencies as suggested by Glasgow and Robinson (1986) and Lahiry et al (1988). The information was deduced from the teachers responses from semi-structured interviews and were qualitatively analysed.
- Full Text:
- Date Issued: 1992
- Authors: Shongwe, Doctor Petrus
- Date: 1992
- Subjects: Environmental education -- South Africa -- Bophuthatswana , Primary school teaching -- Research -- South Africa -- Bophuthatswana
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1514 , http://hdl.handle.net/10962/d1003396
- Description: This study examines the extent to which teachers in Senior Primary Schools who have obtained a professional qualification in Environmental Education, implement Environmental Education in their schools. It also explores factors which influence the implementation of Environmental Education at the Senior Primary School. Teachers who had qualified from Tlhabane and Hebron Colleges of Education were interviewed as were the principals of their schools and some of the lecturers who had taught them Environmental Education. The implementation of Environmental Education was addressed by means of comparing the teacher's responses with Primary Environmental Education Teacher Competencies as suggested by Glasgow and Robinson (1986) and Lahiry et al (1988). The information was deduced from the teachers responses from semi-structured interviews and were qualitatively analysed.
- Full Text:
- Date Issued: 1992
Interrogating the specific challenges of teaching play texts in heterogeneous classrooms in the Eastern Cape
- Authors: Hayes, Nicola
- Date: 2016
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:6022 , http://hdl.handle.net/10962/d1021251
- Description: This study is an autoethnographic reflection, rooted in Action Research based on my teaching experience in a multicultural high school environment in the Eastern Cape, South Africa. It is an analysis, in particular, of teaching play texts in two classes, Dramatic Arts and English Home Language, at matric level. A combination of discourse analysis and autoethnography formed the theoretical basis for the interpretation of data drawn from lesson transcripts, group interviews, learners’ reflections and my own journalled reflections. This analysis has formed the foundation for a deeper reflection on culture, the colonist within, and the colonialism embedded with in my teaching, and in the education system more broadly. At a practical level, I suggest embracing student-led and co-led discussions of literature, as advocated by Mayer (2012), as well as transcultural readings (Keating, 2007), and Drama activities, as ideals in the teaching of play texts. These techniques are designed to encourage learners to develop intellectual authority as well as allowing them the space to enter discussions around culturally sensitive topics, while minimising the teacher’s hierarchical, dominant position. I also argue for the importance of making culture an overt topic of conversation. White English-speaking South African culture, in particular has been prone to “invisibility” and, through this, an unspoken normative position, particularly in multicultural school environments. I challenge myself and others to engage in ongoing efforts to articulate our particular perception of our cultures, dynamic and diverse though they may be.
- Full Text:
- Date Issued: 2016
- Authors: Hayes, Nicola
- Date: 2016
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:6022 , http://hdl.handle.net/10962/d1021251
- Description: This study is an autoethnographic reflection, rooted in Action Research based on my teaching experience in a multicultural high school environment in the Eastern Cape, South Africa. It is an analysis, in particular, of teaching play texts in two classes, Dramatic Arts and English Home Language, at matric level. A combination of discourse analysis and autoethnography formed the theoretical basis for the interpretation of data drawn from lesson transcripts, group interviews, learners’ reflections and my own journalled reflections. This analysis has formed the foundation for a deeper reflection on culture, the colonist within, and the colonialism embedded with in my teaching, and in the education system more broadly. At a practical level, I suggest embracing student-led and co-led discussions of literature, as advocated by Mayer (2012), as well as transcultural readings (Keating, 2007), and Drama activities, as ideals in the teaching of play texts. These techniques are designed to encourage learners to develop intellectual authority as well as allowing them the space to enter discussions around culturally sensitive topics, while minimising the teacher’s hierarchical, dominant position. I also argue for the importance of making culture an overt topic of conversation. White English-speaking South African culture, in particular has been prone to “invisibility” and, through this, an unspoken normative position, particularly in multicultural school environments. I challenge myself and others to engage in ongoing efforts to articulate our particular perception of our cultures, dynamic and diverse though they may be.
- Full Text:
- Date Issued: 2016
The attitudes and perceptions of secondary school pupils in Transkei towards geography: a case study of the Butterworth district
- Authors: Sarpong, Emmanuel
- Date: 1992
- Subjects: Students, Black -- South Africa -- Attitudes Geography -- South Africa -- Transkei -- Study and teaching (Secondary)
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1425 , http://hdl.handle.net/10962/d1003306
- Description: Considerable attention has in recent times been given to the attitudes of secondary school pupils towards Geography among black schools in South Africa. Many reasons account for this. It is partly because of the poor results and falling numbers of pupils in the discipline. Concern has also been expressed on the relevance of the Geography syllabus to the black pupils. Evidence suggests that these problems are evident in Transkei. The need therefore exists to assess pupils' attitudes towards Geography in Transkei. Arising from this background, this study sets out to assess the attitudes of secondary school pupils in Transkei towards Geography. Two hundred and thirty four pupils from eight urban and rural secondary schools in the Butterworth District of the Republic of Transkei were used in the study. Attitudes were measured in terms of "interest in Geography", "desire to study the discipline", "commitment to Geography" and the perceived relevance of the discipline. Through the use of techniques such as percentages, chi-square and principal component analysis - among others - for the analysis of the data, the following information emerged from the study: (1) Geography is generally perceived as being worthy of study; (2) Differences in responses were noted to result from a complex of factors which were grouped into home environmental factors and school environmental ones. (3) The major factor influencing attitudes towards Geography was noted to be home environmental conditions.In general pupils from lower income families expressed more positive views about the worth of Geography than those from the upper income families. From the above findings, it has been proposed that teachers and educational planners need to be made aware of these findings as they are important for classroom practice. It has also been recommended that there is a need to improve certain school practices such as taking pupils on Geography excursions more often as factors such as this were shown to improve pupils' attitudes towards the discipline.
- Full Text:
- Date Issued: 1992
- Authors: Sarpong, Emmanuel
- Date: 1992
- Subjects: Students, Black -- South Africa -- Attitudes Geography -- South Africa -- Transkei -- Study and teaching (Secondary)
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1425 , http://hdl.handle.net/10962/d1003306
- Description: Considerable attention has in recent times been given to the attitudes of secondary school pupils towards Geography among black schools in South Africa. Many reasons account for this. It is partly because of the poor results and falling numbers of pupils in the discipline. Concern has also been expressed on the relevance of the Geography syllabus to the black pupils. Evidence suggests that these problems are evident in Transkei. The need therefore exists to assess pupils' attitudes towards Geography in Transkei. Arising from this background, this study sets out to assess the attitudes of secondary school pupils in Transkei towards Geography. Two hundred and thirty four pupils from eight urban and rural secondary schools in the Butterworth District of the Republic of Transkei were used in the study. Attitudes were measured in terms of "interest in Geography", "desire to study the discipline", "commitment to Geography" and the perceived relevance of the discipline. Through the use of techniques such as percentages, chi-square and principal component analysis - among others - for the analysis of the data, the following information emerged from the study: (1) Geography is generally perceived as being worthy of study; (2) Differences in responses were noted to result from a complex of factors which were grouped into home environmental factors and school environmental ones. (3) The major factor influencing attitudes towards Geography was noted to be home environmental conditions.In general pupils from lower income families expressed more positive views about the worth of Geography than those from the upper income families. From the above findings, it has been proposed that teachers and educational planners need to be made aware of these findings as they are important for classroom practice. It has also been recommended that there is a need to improve certain school practices such as taking pupils on Geography excursions more often as factors such as this were shown to improve pupils' attitudes towards the discipline.
- Full Text:
- Date Issued: 1992
Enactment of hands-on practical activities through using easily accessible resources in a Grade 10 Physical Science classroom
- Authors: Ndevahoma, Martha Kashike
- Date: 2020
- Subjects: Physical science -- Study and teaching (Secondary) -- Namibia
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/110229 , vital:33251
- Description: The Namibian National Subject Policy Guide for Physical Science Grade 8-12 (MoE, 2010) indicates that science teachers should be creative and innovative in producing their own teaching and learning support materials that are linked to practice. Practical activities play a major role in the learning of science. Due to the lack of science laboratory equipment, however, minimal practical activities are done in some schools especially under-resourced disadvantaged schools. It is against this background that this case study investigated the possibilities and challenges associated with the use of easily accessible resources to carry out hands-on practical activities. Underpinned by an interpretive paradigm, this study used a mixed-method approach by generating both quantitative and qualitative data. It was carried out in the Otjozondjupa region in Namibia at Wato Secondary School (pseudonym). It was conducted with a Grade 10 Physical Science class consisting of 30 learners. To generate data, questionnaires, focus group interviews, lesson observations, stimulated recall interviews, as well as learners’ journal reflections were used. Conceptions, dispositions, interest and sense-making were used as conceptual lenses while Vygotsky’s social constructivism was the theoretical framework that informed this study. Quantitative data were analysed using the conceptual lenses and were subsequently presented in tables and graphs. That is, a deductive approach to analysis was used. On the other hand, a thematic approach was used to analyse the qualitative data. That is, qualitative data were inductively analysed to come up with sub-themes and themes. The findings from this study revealed significant shifts in learners’ conceptions, dispositions and interest towards science after the use of easily accessible resources to do hands-on practical activities. Similarly, learners’ sense-making of science concepts improved. This study thus recommends that science teachers should, where possible, make use of easily accessible resources to carry out hands-on practical activities during their science lessons. During such hands-on practicals, however, emphasis should be on the development of scientific concepts.
- Full Text:
- Date Issued: 2020
- Authors: Ndevahoma, Martha Kashike
- Date: 2020
- Subjects: Physical science -- Study and teaching (Secondary) -- Namibia
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/110229 , vital:33251
- Description: The Namibian National Subject Policy Guide for Physical Science Grade 8-12 (MoE, 2010) indicates that science teachers should be creative and innovative in producing their own teaching and learning support materials that are linked to practice. Practical activities play a major role in the learning of science. Due to the lack of science laboratory equipment, however, minimal practical activities are done in some schools especially under-resourced disadvantaged schools. It is against this background that this case study investigated the possibilities and challenges associated with the use of easily accessible resources to carry out hands-on practical activities. Underpinned by an interpretive paradigm, this study used a mixed-method approach by generating both quantitative and qualitative data. It was carried out in the Otjozondjupa region in Namibia at Wato Secondary School (pseudonym). It was conducted with a Grade 10 Physical Science class consisting of 30 learners. To generate data, questionnaires, focus group interviews, lesson observations, stimulated recall interviews, as well as learners’ journal reflections were used. Conceptions, dispositions, interest and sense-making were used as conceptual lenses while Vygotsky’s social constructivism was the theoretical framework that informed this study. Quantitative data were analysed using the conceptual lenses and were subsequently presented in tables and graphs. That is, a deductive approach to analysis was used. On the other hand, a thematic approach was used to analyse the qualitative data. That is, qualitative data were inductively analysed to come up with sub-themes and themes. The findings from this study revealed significant shifts in learners’ conceptions, dispositions and interest towards science after the use of easily accessible resources to do hands-on practical activities. Similarly, learners’ sense-making of science concepts improved. This study thus recommends that science teachers should, where possible, make use of easily accessible resources to carry out hands-on practical activities during their science lessons. During such hands-on practicals, however, emphasis should be on the development of scientific concepts.
- Full Text:
- Date Issued: 2020
An investigation of Wikipedia translation as an additive pedagogy for Oshikwanyama first language learning
- Authors: Hautemo, Aletta Mweneni
- Date: 2014
- Subjects: Kuanyama language -- Study and teaching (Secondary) -- Computer-assisted instruction , Kuanyama language -- Machine translating -- Namibia , Language and languages -- Study and teaching (Secondary) -- Computer-assisted instruction , Computer-assisted instruction -- Study and teaching (Secondary) -- Namibia , Information technology -- Study and teaching (Secondary) -- Namibia , Educational technology -- Namibia , Wikipedia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1982 , http://hdl.handle.net/10962/d1013139
- Description: The integration of Information and Communication Technology in the indigenous language classroom lags behind compared to other subjects. In many ways, indigenous language teachers find it difficult and to some extent, impossible to integrate ICT into their classroom activities. The focus of this study is to explore the ways in which ICT could be used as a learning tool in an Oshikwanyama First Language classroom. I investigated the use of Wikipedia translation as an additional teaching and learning tool. I concentrated on the impact that ICT tools have on learning, and the motivation it has on learners to learn Oshikwanyama. This qualitative case study was conducted in an urban school in northern Namibia. The adoption of ICT at the school is good as there is a full-fledged computer lab with unlimited wireless internet access. This was a requirement for the project to enable the participants to work online. I purposefully chose higher-level learners (Secondary phase) for this study. I conducted a survey with them on their access to and use of ICT devices in their daily lives, and thereafter conducted a basic computer workshop and a Wikipedia translation project with them. My research findings show that although the use of ICT is part of the learners’ lives, most of the communication through ICT devices is done in English not Oshikwanyama. Wikipedia translation offers a stimulating learning platform for learners to learn Oshikwanyama and English at the same time and this improved their performance in both languages. Furthermore, the Wikipedia translation, which was done collaboratively, gave learners the confidence to work with other learners to create knowledge. Lastly, Wikipedia translation motivates learners to learn Oshikwanyama and use it in their daily ICT interaction.
- Full Text:
- Date Issued: 2014
- Authors: Hautemo, Aletta Mweneni
- Date: 2014
- Subjects: Kuanyama language -- Study and teaching (Secondary) -- Computer-assisted instruction , Kuanyama language -- Machine translating -- Namibia , Language and languages -- Study and teaching (Secondary) -- Computer-assisted instruction , Computer-assisted instruction -- Study and teaching (Secondary) -- Namibia , Information technology -- Study and teaching (Secondary) -- Namibia , Educational technology -- Namibia , Wikipedia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1982 , http://hdl.handle.net/10962/d1013139
- Description: The integration of Information and Communication Technology in the indigenous language classroom lags behind compared to other subjects. In many ways, indigenous language teachers find it difficult and to some extent, impossible to integrate ICT into their classroom activities. The focus of this study is to explore the ways in which ICT could be used as a learning tool in an Oshikwanyama First Language classroom. I investigated the use of Wikipedia translation as an additional teaching and learning tool. I concentrated on the impact that ICT tools have on learning, and the motivation it has on learners to learn Oshikwanyama. This qualitative case study was conducted in an urban school in northern Namibia. The adoption of ICT at the school is good as there is a full-fledged computer lab with unlimited wireless internet access. This was a requirement for the project to enable the participants to work online. I purposefully chose higher-level learners (Secondary phase) for this study. I conducted a survey with them on their access to and use of ICT devices in their daily lives, and thereafter conducted a basic computer workshop and a Wikipedia translation project with them. My research findings show that although the use of ICT is part of the learners’ lives, most of the communication through ICT devices is done in English not Oshikwanyama. Wikipedia translation offers a stimulating learning platform for learners to learn Oshikwanyama and English at the same time and this improved their performance in both languages. Furthermore, the Wikipedia translation, which was done collaboratively, gave learners the confidence to work with other learners to create knowledge. Lastly, Wikipedia translation motivates learners to learn Oshikwanyama and use it in their daily ICT interaction.
- Full Text:
- Date Issued: 2014
An investigation into the role of student participation in school governance : a Namibian perspective
- Authors: Shekupakela-Nelulu, Rauna
- Date: 2009
- Subjects: Education and state -- Namibia Education, Secondary -- Namibia Student government -- Namibia Student participation in administration -- Namibia School management and organization -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1923 , http://hdl.handle.net/10962/d1007449
- Description: The issue of student participation in school governance is not a new concept in Namibian schools. Student involvement dates back to the 1970's when the country's administration was under the South African apartheid regime. Back then the involvement of students in school affairs was seen by the regime as a political act and attempts by student leaders to involve themselves in educational issues were often quashed. When the country became independent student representation continued as Student Representative Councils (SRC's), later renamed Learners Representative Councils (LRCs). This study attempted to investigate the perceptions of LRCs and other stakeholders - narnely the school principals and the school board members - of the role of students in school governance. The study was conducted in three Senior Secondary Schools in the Kavango region in Namibia. The research respondents were school principals, chairpersons of the LRCs and one chairperson of a school board. The study was conducted in the interpretive paradigm employing the following three qualitative research methods interviews, observation and document analysis to collect data. Through triangulation it was possible to formulate a rich response to the research question. The study found that, although the notion of student participation in school governance was widely accepted, a number of challenges exist that hamper the effectiveness of LRCs in the schools. It was revealed that there was no national policy docunlent that outlined the roles and function of the LRCs. As a result schools had little direction about the LRCs and subsequently they were given little or no attention by the school authorities. This resulted in misunderstandings and in some cases conflict between learners and the school management. The most significant consequence of these problems was the fact that LRCs were not regarded as true role players in school governance. The study thus recommends that a national policy document that legitimates the role of students in school governance be drafted to provide direction and that schools embark on meaningful training programmes for LRC members. The study also calls for further research to address the gap in literature on this phenomenon, particularly in Namibia.
- Full Text:
- Date Issued: 2009
- Authors: Shekupakela-Nelulu, Rauna
- Date: 2009
- Subjects: Education and state -- Namibia Education, Secondary -- Namibia Student government -- Namibia Student participation in administration -- Namibia School management and organization -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1923 , http://hdl.handle.net/10962/d1007449
- Description: The issue of student participation in school governance is not a new concept in Namibian schools. Student involvement dates back to the 1970's when the country's administration was under the South African apartheid regime. Back then the involvement of students in school affairs was seen by the regime as a political act and attempts by student leaders to involve themselves in educational issues were often quashed. When the country became independent student representation continued as Student Representative Councils (SRC's), later renamed Learners Representative Councils (LRCs). This study attempted to investigate the perceptions of LRCs and other stakeholders - narnely the school principals and the school board members - of the role of students in school governance. The study was conducted in three Senior Secondary Schools in the Kavango region in Namibia. The research respondents were school principals, chairpersons of the LRCs and one chairperson of a school board. The study was conducted in the interpretive paradigm employing the following three qualitative research methods interviews, observation and document analysis to collect data. Through triangulation it was possible to formulate a rich response to the research question. The study found that, although the notion of student participation in school governance was widely accepted, a number of challenges exist that hamper the effectiveness of LRCs in the schools. It was revealed that there was no national policy docunlent that outlined the roles and function of the LRCs. As a result schools had little direction about the LRCs and subsequently they were given little or no attention by the school authorities. This resulted in misunderstandings and in some cases conflict between learners and the school management. The most significant consequence of these problems was the fact that LRCs were not regarded as true role players in school governance. The study thus recommends that a national policy document that legitimates the role of students in school governance be drafted to provide direction and that schools embark on meaningful training programmes for LRC members. The study also calls for further research to address the gap in literature on this phenomenon, particularly in Namibia.
- Full Text:
- Date Issued: 2009