Dissertationen: „Education, Elementary – South Africa – Ekurhuleni“

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Mnene, Mthetheleli. „Investigating teaching and learning within three Eastern Cape reception year classrooms“. Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1003471.

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The purpose of this study is to explore the extent to which young children in three Grade R classes in the Eastern Cape Province were exposed to developmentally appropriate opportunities to achieve the Critical Outcomes as outlined in the South African National Curriculum Statement. The research took the form of a case study. Semi-structured interviews and observations were used to collect data. Respondents included children, their parents, Grade R practitioners and the school leadership. The findings tentatively showed that this set of parents perceived their role in providing for their children’s developmental needs as separate to that of the GR practitioners. They seemed to see their roles as helping their children to develop social and emotional competence only, and that the GR practitioners provided, in addition to this, literacy and numeracy teaching to their children. In contrast, the three GR practitioners believed that parents were responsible also for promoting literacy, numeracy and life skills. There seemed therefore to be a lack of clarity of specific teacher and parent views of their roles. The researcher found, however, that the children seemed to be given few developmentally appropriate opportunities for planned and structured activities which enabled them to explore the Critical Outcomes, for example, working together, solving problems, using technology. The teaching methodology used by the GR practitioners during the observation periods, seemed to a large extent, to be based in 'talk and chalk' in the plenary grouping. It did not seem to enable the implementation of the curriculum and especially of the Critical Outcomes in a developmentally appropriate way. In addition, the environment in which children learned was not observed to be developmentally appropriate for relevant education to take place. Too many children were crowded into the available space, while learning equipment and materials were lacking. Any competences that young children in these three GR programmes achieved were therefore possibly learned incidentally, rather than deliberately through planned activities. In addition, GR classes in this study were not observed to be supported within the schools to deliver competent curriculum activities to the children. The study makes suggestions to meet some of these challenges. These include improving the understanding of curriculum guidelines of all role players in the three schools, enabling the management teams and especially parents to take a stronger support and monitoring role, and providing and using materials and equipment to promote the use of the Critical Out comes as methods for teaching and for learning.

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Sibiya, Hlengana Solomon. „A strategy for alleviating illiteracy in South Africa a historical inquiry /“. Pretoria : [s.n.], 2004. http://upetd.up.ac.za/thesis/available/etd-03102005-124313/.

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Fredericks, Elizabeth Joy. „Exploring Grade 3 teachers’ strategies in the teaching of writing literacy“. Thesis, Cape Peninsula University of Technology, 2013. http://hdl.handle.net/20.500.11838/1847.

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A full dissertation submitted in fulfillment of the requirements for the degree of Masters in Education Presented to the Faculty of Education and Social Sciences at the Cape Peninsula University of Technology 2013
In this qualitative exploratory study the primary purpose was to examine the nature of teaching strategies employed by two Grade 3 teachers to teach writing literacy. The following research questions underpinned the study: i) What strategies are being implemented by Grade 3 teachers to develop literacy skills in their classes ii) How appropriate, relevant and potentially effective are these strategies in terms of the aspects of literacy they address and support? Interviews and video-observations of the teaching-learning process were the two methods of data collection. Through a constant interplay between what teachers do as they teach writing literacy and literature accounts of what constitutes good teaching of writing literacy, the study aimed to arrive at conclusions regarding the question on whether the teaching strategies were appropriate, relevant and have potential for effectiveness. Both the interview and observation data were analysed using the constant comparative method in order to arrive at conclusions regarding the two research questions. The study has revealed that though teaching happened in a piecemeal fashion, the teachers use a variety of good teaching strategies to develop literacy among their learners.

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Mambinja, Sindiswa. „School grounds as a place for environmental learning in the life skills learning programme“. Thesis, Rhodes University, 2009. http://hdl.handle.net/10962/d1003642.

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With the intention of improving my own practice, the study investigated how school grounds could be used for environmental learning in the Foundation Phase Life Skill Learning Programme within the Revised National Curriculum Statement. The research was conducted in the Grade One class of Ntaba Maria Primary School situated in Grahamstown East. The study was an action research case study based on interpretive approach to research. It had two cycles comprised of two lesson plans. The first Lesson Plan focused on an audit of the school grounds to identify environmental issues. The second Lesson Plan was informed by the audit, and addressed one of the identified environmental issues. Data was gathered through analysis of curriculum documents, video recordings and photographs of learning interactions, journal entries and learners’ work. The study highlighted that school grounds provided a context for environmental learning within Life Orientation Learning Area especially when integrated with other learning areas. There were cases however, where assessment standards were only partly addressed. The study also revealed that the Life Orientation Learning Area was also limiting for school grounds learning opportunities in some cases. In other cases the study highlighted the open-ended nature of some of its assessment standards. The study also revealed how school grounds related activities offered opportunities and challenges for constructivist, situated and active learning. Opportunities and challenges regarding group work, language use, active engagement with information learning in authentic settings, and action and action competence; emerged as issues from the analysis. Finally, the study shed light on how reflection on learners’ work and assessment of these could help teachers modify activities and do them differently so as to enhance the achievement of skills, knowledge, attitudes and values. The achievement of investigative and problem-solving skills through the two lesson plans was critically evaluated as the processes of values education employed in the lesson implementation.

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Blease, Bernita. „Exploring writing practices in two foundation phase rural multigrade classes“. Thesis, Cape Peninsula University of Technology, 2014. http://hdl.handle.net/20.500.11838/1848.

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A full dissertation submitted in fulfilment of the requirements for the degree of Master in Education Presented to the Faculty of Education and Social Sciences at the Cape Peninsula University of Technology 2014
Writing in rural multigrade Foundation Phase schools is a largely negelected area for research and teacher development. Even those teaching multigrade classes are not sure how to approach it. There are almost no regulations or guidelines in PIRLS or government documents and reports. Nevertheless multigrade rural schooling is prevalant throughout South Africa. This gap between widespread practice and lack of theoretical acknowledgement or knowledge prompted this study. For the purposes of this study two rural multigrade Foundation Phase classes were selected in the Northern District of the Western Cape. This study answers one main question: What writing practices are being implemented in these two rural Foundation Phase multigrade classes? Two sub-questions are: How do the two Foundation Phase teachers teach writing skills to rural multigrade learners? What challenges do these two Foundation Phase teachers experience when teaching writing? Lack of research in this area required considerable time to consolidate an appropriate research methodology. To establish a scientific structure for this research certain theoretical approaches were adopted. Socio-cultural theories of learning, particularly focusing on Bronfenbrenner’s socio-ecological model, Vygotsky’s Zone of Proximal Development (ZPD) and social constructivism were used. Piaget’s developmental contributions add to this research project. Cambourne’s principles and strategies were invaluable in understanding constructivism in a language classroom. Because this was a pioneering research project it took over four years to complete analysis of data from the schools and link it to the theoretical framework. A qualitative interpretative case study research design was specifically formulated to provide an objective understanding of the research questions. The data were analysed qualitatively. Four themes emerged from sub-question one and include: the pedagogy of teaching writing in a multigrade class, the importance of creating a writing ethos in the classroom, elements of writing and supporting learners in the writing process. The following six themes were identified in answering sub-question two: teacher challenges, poor socio-economic backgrounds, writing support from the WCED, creating a writing ethos including discipline, parental literacy and learner challenges. In conclusion, this research indicates that multigrade education is, far from being a recalcitrant problem or cause for apology, useful as a template for curriculum development in many other areas of education. Multigrade education provides a realistic and flexible tool for meeting urgent educational problems.

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Muthayan, Saloshini. „A case study of multigrade teaching in Canada: implications for South Africa“. Thesis, Rhodes University, 2000. http://hdl.handle.net/10962/d1003319.

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This study examines multigrade teaching in selected schools in Canada and its implications for improving multigrade teaching in South Africa, where over 50 % of primary schools are multigrade and the teachers have not received preparation in multigrade teaching. The case study method was adopted because it allowed for 'an intensive, holistic description and analysis' of the multigrade classroom. The approach is interpretivist, based on the assumption that social phenomena are 'socially constituted' and 'valuationally based'. Research techniques included a literature review, interviews and observations. Four classrooms with grade combinations ranging from two grades to eight grades (Kindergarten to grade 7) were studied. Despite problems such as the lack of official recognition, inadequate teacher education and support - problems common to both Canada and South Africa - the Canadian teachers managed their classrooms effectively. This was indicated by their understanding of the children's needs, their integration of the curriculum for teaching across the grades and the learning areas, their use of effective instructional strategies and their involyement of parents in the classroom. A reason for their success may be that their teacher education includes child-centred, activity based approaches, integration of the curriculum, critical thinking, flexibility and effective instructional strategies, which they may adapt for effective multigrade teaching. The study found that successful multigrade teaching depended on the teacher. For South Africa, this may imply that intervention programmes should focus on relevant preparation and support for multigrade teachers. The emphasis on material resources in the implementation of Curriculum 2005 has not been balanced with adequate training on policy, curriculum and instructional strategies. Teacher education should include methodologies that are experiential, reflective and participatory. A variety of instructional strategies should be employed in the multigrade classroom. The respondents in the study believed further that multigrade teaching is more beneficial than single-grade teaching because it caters for the diversity of needs amongst children and allows for peer tutoring, thereby exploiting Vygotsky's theory of the 'zone of proximal development'. Thus, instead of viewing multigrade teaching as a temporary phenomenon, it should be viewed as an opportunity for improving school effectiveness.

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Campbell, Anita. „The teaching strategies employed by teachers to support learners with learning difficulties in mainstream classes“. Thesis, Cape Peninsula University of Technology, 2006. http://hdl.handle.net/20.500.11838/1913.

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Thesis (MTech (Education))--Cape Peninsula University of Technology, 2006
The study focuses on the identification and development of teaching strategies and the factors that impact on the strategies when supporting learners with learning difficulties in mainstream Foundation Phase classes. The study was carried out by interviewing a focus group of Foundation Phase teachers from public schools in the Cape Metropolitan area. The findings from the focus group discussion was verified and amplified by responses from Heads of Department, Foundation Phase within the same area. The research methodology was that of a two-stepped investigation. Firstly, a focus group discussion was conducted using an open ended question framework with the intent of exploring how mainstream Foundation Phase teachers develop teaching strategies and what factors impact on these strategies when supporting learners with learning difficulties. The data collected was analyzed and a qualitative questionnaire compiled for Heads of Department: Foundation Phase to verify and amplify the data collected during the focus group. The study indicated that past and recent teacher training does not equip teachers with the necessary skills to support learners with learning difficulties in mainstream classes. The study also found that current workload levels inhibited further self study. The research findings contributed to the fund of knowledge with regard to the training of Foundation Phase teachers to support all learners, regardless of the degree of learning difficulty, in mainstream classes in public schools.

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Isaacs, Colin Charles. „Peace education : positive change via peer mediation in the primary school“. Thesis, Peninsula Technikon, 2003. http://hdl.handle.net/20.500.11838/1879.

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Thesis (MTech (Education))--Peninsula Technikon, Cape Town, 2003
Peace Education strives to provide for the promotion and building of a peaceful society. A Peer Mediation Programme is one of the strategies designed to promote Peace Education in that it provides the skills for the resolution of conflict. The main objective of this evaluation research was to evaluate the conceptualisation, the design, the implementation and the impact of a Peer Mediation Programme that is being implemented at a primary school. The literature review was an in-depth study of the existing literature relating to conflict resolution and peer mediation. The main aspects covered by the literature were the nature of conflict and how it evolved and created meaning for itself. It also examined discipline and behaviour in the context of schools and the move towards alternative behavioural programmes at schools. It defined Peace Education and outlined the use of peer mediation as an alternative behavioural strategy, which could instil positive values and skills. It finally reviewed the benefits of alternative mediation programmes and the positive effects that it would have on the stakeholders involved in the programme. The research design used was Mouton's Logical model. The research was conducted. by using qualitative and quantitative methods. The qualitative methods included five focus group interviews and two individual interviews with all the relevant stakeholders who were associated with the programme. All the relevant documentation relating to the programme was examined and analysed. The quantitative method consisted of a questionnaire which all the mediators completed. The analyses of the data led to interesting findings. The Peer Mediation Programme was well conceptualised by the different stakeholders. There was the problem of 'dual roles' for mediators that impacted on the stakeholders' conceptualisation of the programme. The school had developed a unique design which was adapted to the culture of the school. The programme was well implemented and impacted positively on the school, the mediators, the parents and the community. Community involvement, however, was lacking. While the evaluation research revealed that the programme was successfully implemented, with positive results, it was recommended that the conceptualisation of the programme be expanded on and developed in order to improve the overall understanding of the programme. It was also recommended that the design should include all grades in an adapted programme. Parents also needed to become more involved in the programme.

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Hendricks, Paul Charles. „The role of physical education in South African primary schools“. Thesis, University of the Western Cape, 2004. http://etd.uwc.ac.za/index.php?module=etd&amp.

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This thesis argued that Physical Education is marginalised in the South African primary school education sector. Through this marginalisation, Physical Education has been reduced from having full subject status, to being only one of the components of one of the primary school learning areas, namely, Life Orientation. Simultaneously, Physical Education finds itself in a situation in which it is generally being taught by a class teacher and no longer by a specialist Physical Education teacher. Possible reasons for this marginalisation are expressed, however, the argument that Physical Education is an imperative in the holistic development of the child, is also espoused. This thesis critically examined the route that South African primary school education is taking and focused on the issues of holistic education and development, Outcomes-based Education and Life Orientation.

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Mdlungu, Nozuko Gloria. „An investigation of how environmental learning and teaching support materials (LTSM) can influence team planning and teaching and learning activities in the Foundation Phase“. Thesis, Rhodes University, 2007. http://hdl.handle.net/10962/d1003512.

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South Africa has experienced significant curriculum transformation over the past ten years. Environment was introduced into C2005 as a phase organiser. Following the streamlining and strengthening of the curriculum, the National Curriculum Statement (NCS) has a more explicit environmental focus in all of the Learning Areas. This has created opportunities for teachers to address environmental health issues in a community context. I work in a rural school and the community around the school experience a number of environmental health issues. In my previous observations I noticed that teachers were not using Learning Teaching Support Materials (LTSM) effectively. In this study I wanted to investigate how LTSM can be used to address environmental health issues in the Foundation Phase. As Life Orientation Learning Outcome1 is a ‘backbone’ of the Life Skills Learning Programme in the Foundation Phase, I decided to focus on this Learning Outcome as it is the Health Promotion outcome in the NCS (R-9). It was my interest to investigate how LTSM are used in team planning and how this planning influences the use of LTSM in classrooms. In the research I observed the link between the activities and LTSM that were discussed in the planning session and those that were done in the classroom. To do this I documented the planning workshop, and I also observed three lessons undertaken in two classrooms, a grade 2 and a grade 3 classroom in my school, where I serve as a principal. I conducted this research as an interpretive case study, and I used workshop, interviews, focus group interviews and classroom observation as methods in the study. The study found that LTSM used in planning influences activities done in the classroom. It also found that use of LTSM helps to achieve the Learning Outcomes and Assessment Standards, and to improve the participation of learners in the learning process. Use of LTSM in planning also improves teachers’ Learning Area knowledge and their knowledge of curriculum development issues. Planning sessions also assisted teachers to address problems such as language used in LTSM and availability of LTSM. The study also found that teachers did not address formal assessment in the planning or in the way they used LTSM. The study concluded that use of LTSM in planning can strengthen classroom practice, and recommendations were made to take this work forward in the context of our school, as it addresses the gap between policy and practice.

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Harrison, Jo-Anne Elizabeth. „Perceptions of primary school teachers towards the South African Museum as an environmental education resource“. Thesis, Rhodes University, 1994. http://hdl.handle.net/10962/d1003577.

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This study examines the perceptions of a small group of primary school teachers from Gugulethu in Cape Town, of the various exhibitions and education services currently offered at the South African Museum. Their perceptions of proposed services are also examined in order to find out which of these proposals, as well as existing services, best meet the needs expressed by this group of teachers. An attempt was also made to determine their level of understanding of environmental education and awareness of environmental issues. This study suggested the need for greater emphasis to be placed on the 'hands-on' components of the Museum's education programmes. The need for syllabus related and enriching educational programmes and resource materials was also identified. In this regard, the exhibits perceived to be of greatest benefit to the pupils were those relating either to the syllabus or their culture, whilst exhibits seen to be 'out of the pupils' experience' (eg. Fossils) were perceived as unimportant. The teachers also epressed a strong desire for training sessions to be held at the Museum that would help them improve their knowledge of the displays and programmes. It was found that the teachers understanding of environmental education ranged from syllabus-related definitions to more holistic views. The environmental issues perceived to be of greatest importance were mainly social issues such as poverty, violence, child abuse and street children as well as water pollution and cruelty to animals. The production of posters and resource materials, drama, story-telling and programmes for parents were seen to be among the choices most favoured for the Museum to adopt in promoting environmental awareness in the community.

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Wagiet, Razeena. „Environmental education : a strategy for primary teacher education“. Thesis, Rhodes University, 1997. http://hdl.handle.net/10962/d1003394.

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This research focuses on environmental education in initial teacher education, and is grounded in three interlinked and widely recognised assumptions. First, that education for sustainable living can assist in resolving some environmental problems that are contributing to the environmental crises of sustainability currently facing South Africa and the rest of the world. Second, that education for sustainable living can assist in the establishment of a new environmental ethic that will foster a sustainable way of living. Third, that teacher education is a vital process for the attainment of both. These assumptions inform the aim of this research, which is to explore the potential for the implementation of education for sustainable living, and to identify a strategy for this, for initial teacher education, for senior primary school student teachers in the Western Cape. The strategy is derived following the grounded theory approach, developed through the case study method. In the process of identifying the strategy, this study establishes that there are challenges at macro, meso and micro levels that are obstructing the changes necessary for education for sustainable living. Change theory provides the basis for explaining these shortcomings, by helping to identify the barriers that might obstruct the realisation of the changes that are necessary for education for sustainable living. These challenges need to be perceived in the light of overcoming three sets of barriers in the way of the potential implementation of education for sustainable living in teacher education. First are those that can be ascribed to the formal education system that, while clinging to Western, Eurocentric values on the one hand, bave also failed to secure a policy for environmental education on the other. Second are the barriers ascribed to the teacher educators themselves, with the whole notion of their powerlessness at its core. Finally, there are the logistical barriers, which encompass, for example, time and financial constraints. With these barriers as a backdrop, to facilitate the incorporation of environmental education into initial teacher education, the study identifies a need for the development of a strategy to secure that education for sustainable living assumes its rightful place in the curriculum for initial teacher education. This framework emerges from the theory grounded in the interviewees' responses during the research, and from the theory grounded in the literature. Central to this framework is for education for sustainable living to contribute to the realisation of real change, change that would further the transformation of our conflict-riddled and inequitable society towards a more democratic and just one. This thesis demonstrates that the realisation of the changes necessary for education for sustainable living demand a reconstruction of current teacher education in order to secure and to sustain an appropriate and sound education ethic to form the basis of a trans formative teacher education curriculum for sustainable living within initial teacher education. Except formal policy, but central to overcoming these barriers, is the need for professional development programmes for teacher educators. A strategy in this regard, is outlined.

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Vinjwa, Nobuzwe. „A critical investigation of selected Cape and Transkei environment study programmes in junior primary schools“. Thesis, Rhodes University, 1993. http://hdl.handle.net/10962/d1003363.

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The introduction of Environment Study (ES) into the Junior Primary (JP) phase of the school was to facilitate the young learners' development of a sense of place, time and social identity. ES is important in the JP phase because it introduces pupils to the world around them and the environmental issues that affect their lives. ES in the JP phase can also provide pupils with the basic knowledge for survival in a changing world. ES in the JP phase is primarily designed to aid the pupils' development of a sense of identity. As with geography, it is concerned with space, place and time; and these are the criteria that should be taken into consideration in developing the child's sense of identity. Implementation of ES is largely influenced by the expertise and experience of the teachers, which will, in turn, influence their interpretation of the ES syllabus. The goals of ES require teachers to be able to use a variety of teaching strategies and to develop and use a variety of teaching resources. This study investigates existing ES programmes in a number of selected schools in the Cape, DET and Transkei in order to establish the extent to which pupils' developing sense of time, place and social identity are taken into consideration. Observations and interviews were conducted to assess the current ES syllabi for the Cape, DET and Transkei schools in relation to Catling's (1987) criteria; and to evaluate existing ES programmes in the six selected schools in the Grahamstown, Umtata and Mqanduli districts to ascertain the extent to which they met Catling's criteria. The results reveal that in all the Education Departments' syllabi, pupils' needs to developing a sense of time, place and social identity, as suggested by Catling's (1987) criteria, were considered only to a limited extent. Even in the syllabi where these were developed, it was by mere coincidence. Secondly, the programmes in the different schools observed did not meet Catling's criteria sufficiently, because the teachers were ignorant of Catling's criteria. Conclusions are drawn and recommendations made for teachers' awareness of Catling's criteria to be promoted, so that teachers can apply these in their teaching of ES; and for both Cape and Transkei ES programmes in the JP phase to be revised.

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Ramroop, Renuka Suekiah. „Natural learning in the South African context: A critical analysis“. Thesis, University of Limpopo, 2019. http://hdl.handle.net/10386/3001.

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Thesis (PhD. Ed. (Curriculum Studies) --University of Limpopo, 2019
The Natural Learning Approach (NLA), commonly referred to as ‘unschooling’, is deeply embedded in the belief that children have an innate desire to learn. Therefore, the notion of autonomy and freedom of the learner in the learning and living process is highly valued and the cornerstone of this approach. The home and the child’s broader environment become the authentic space for the unfolding and implementation of the NLA, where learning and living is a seamless experience. This study examined how the individual and the family go about creating their unique ‘curriculum’, how learning happens, and how families negotiate the challenges of this approach. Using a mixed methods research design, a questionnaire was used to collate quantitative data, and a sample of ten families (parents and children) and seven young adults contributed to the qualitative data; documents were also used as part of the qualitative strand. Content, thematic and critical analysis were used to analyse the data to gain and provide a deeper understanding of this phenomenon. The research evidence of this study evinced that diverse, vibrant, holistic and joyful learning is taking place in the NLA homes. Families shared how authentic learning took place when children directed their own learning process and where the diversity of each unique human individual is valued and empowered. Furthermore, the study attested the key role of the parents in the child’s development and wellbeing. Possibilities of how this approach can be extended to broader society under the notion of a learning society is also proposed. Recommendations and further research suggestions are outlined so that possibilities of the NLA becoming the key learning approach to birth a vibrant learning society in South Africa is realised.

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Jacobs, Christopher Colin. „Teaching and assessing aspects of the technology learning area“. Thesis, Cape Peninsula University of Technology, 2005. http://hdl.handle.net/20.500.11838/1929.

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Thesis (M. Ed. (Education))--Cape Peninsula University of Technology, 2005
With the introduction of Outcomes Based Education (OBE), Technology became a new learning area which is compulsory in the General Education and Training band. Technology Education was not offered as a teaching subject in teacher education institutions and as a consequence most teachers received little or no training in technology education. The approach to the teaching of Technology, with its demands, could pose challenges or problems to teachers who did not receive adequate training in Technology Education. The purpose of this research is to investigate the manner in which technology teachers plan, teach and assess the technological process and the way the learners experience the teaching and assessment of the technological process. The main objective of the study is to enhance classroom practice by highlighting the challenges that face teachers and learners and by offering guidelines for teaching and assessing the technological process

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Hlam, Thandiwe Lillian. „A teacher collective as a professional development approach to promote foundation phase mathematics teaching“. Thesis, Nelson Mandela Metropolitan University, 2017. http://hdl.handle.net/10948/15071.

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This qualitative study is a response to a request for help from a group of Grade 3 (year 3) teachers who were disheartened with the poor performance of their learners in Mathematics. In an attempt to address their challenge, they resolved to form a Teacher Collective (TC) amongst themselves. Their main objective was to support each other in their development of Mathematical Knowledge for Teaching (MKT). The participants, being frustrated by what they perceived as an inefficient and unhelpful cluster approach to professional development used by the Department of Basic Education initiated their own teacher collective strategy. I was approached by this TC to assist them in developing a strategy to make this TC suit the needs of the participants. A Lesson Study (LS) approach was used as an alternative Teacher Professional Development strategy within the TC. In studies conducted by Ono and Ferreira (2010) and Jita and Mokhele (2014), a LS approach is regarded as an essential tool desirable for enhancement of teacher collaboration and participant’s MKT. However, both studies reported on challenges related to contextual issues. Those contextual issues revealed themselves as similar to the challenges that threatened to weaken the collaborative structure initiated by the participants in this current study. To overcome these challenges, participants felt a need for some sort of adaptation for a LS approach to work in their context. In the application of the revised adapted version of a LS approach, participants experienced a Teacher Collective (TC) in action using real and useful experiences (Ono & Ferreira, 2010). The aim of this study was to examine the effects of a Teacher Collective for improving participating teachers’ pedagogical and disciplinary content knowledge in Foundation Phase (FP) Mathematics. As this study targeted a small group of teachers, it adopted a case-study methodology. The participants were five Grade 3 teachers purposefully self-selected from two Port Elizabeth township schools. Semi-structured interviews were used to determine participating teachers’ perceptions of a Teacher Collective as a Teacher Professional Development strategy necessary to promote Mathematical Knowledge for Teaching. Descriptive methodologies which concern inter alia practices that prevail, relationships that exists, point of views that were held, processes that are going on and effects that are felt by participants were used (Creswell, 2013). The following major findings emerged from the data analysis: For the TC to be a successful alternative TPD, it requires that: (1) Teachers must regard themselves as being responsible for the own professional growth and own the TPD programme. (2) Participants of the TC must adopt flexible strategies to allow for active participation of the participants in building meaning for themselves. (4) A TPD strategy should be sensitive to contextual issues and be addressed accordingly. (5) A TPD programme should seek to improve classroom instruction but this must be based on the needs of the participants. It is primarily the following structural features that affected teacher learning within the TC: (a) the form of the activity (joint lesson planning, observed lesson presentation, post lesson feedback, etc.), (b) collective participation of teachers within and across the schools and (c) the duration of the activity. In this study the LS approach worked well as it sought to address the needs of the participants.

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Le, Roux Anne-Mari Reynette. „Nie-formele leerondersteuning in die grondslagfase“. Thesis, Stellenbosch : Stellenbosch University, 2004. http://hdl.handle.net/10019.1/50037.

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On t.p.: Magister in Opvoedkunde (Spesialiseringsonderwys)
Thesis (MEd)--Stellenbosch University, 2004.
ENGLISH ABSTRACT: The role of primary educators ("parents") in the support of their children within school context, has in the past often been neglected. The responsibility for the support of their children within school context was left to teachers, or it was accepted that primary educators did not have specialized knowledge and that learning support should occur only at school. Within South African context primary educators are often semi-literate, illiterate or socio-economically disadvantaged and see themselves as incompetent to support their children within school context. The important role and influence that primary educators have on learners' learning support is nevertheless emerging prominently. Research indicates that pnmary educators play a key role in the cognitive development, language acquisition, literacy, affective and normative development of a learner. From birth the environment and external stimuli are mediated to the child. The primary educator supports his or her complete development. The learner will, for example, develop a sense of self worth through the security that the primary educator provides within the family system, and social behavior is learned through modelling. The question remains however as to how primary educators can be empowered to support learners within the family system in order to prevent potential barriers to learning and how to actualize learners' learning potential. Currently there is a need for literature regarding non-formal learning support and learning support strategies which are also directed towards the demands of Outcomes Based Education and also provide information regarding the profile of learners in the Foundation Phase. The aim of this study is to conduct a purposeful investigation into non-formal learning support in order that primary educators may be empowered to support their children's learning in such purposeful manner. The study has implications regarding the manner in which pnmary educators deal with their children's learning development, the actualization of the learner's learning potential in both the school and the family system, as well as the quality of the communication between primary educators, learners and teachers. The research was conducted from an eco-systemic and constructivist perspective. Learning support will remain reductionistic and ineffective without the dynamic and reciprocal interaction between the systems in which the individual functions being acknowledged, whether it is in the family or school system or not. The establishment of a triarchic partnership between the learner, primary educator and teacher contributes to the establishment of an unobstructed system of communication which promotes good systemic interaction. Each individual has a unique framework of experience (schemata) that influences the way in which he or she interacts with the social context or learning situation. This unique schemata must be acknowledged and incorporated into the teaching and learning situation in order to make the learning experience meaningful for the learner. The research methodology was planned within a qualitative framework and performed by means of an inductive investigation. Data was collected by means of an open questionnaire directed to four teachers, short biographical questionnaires directed to primary educators and two focus group interviews with ten primary educators. The data was continuously interpreted having regard to the participants' own perspectives, as well as the eco-systemic and constructivist foundation of the study. Such data was presented through a rich and detailed description of the participants' contributions. The completeness of these descriptions were verified through transcriptions and field notes. Such description of data, together with the literature review, formed the foundation according to which categories, themes and sub-themes were identified. The categories and themes subsequently formed the basis according to which data was interpreted and conclusions and recommendations were made. Conclusions confirm the importance of the empowerment of primary educators to support their children within school context. This empowerment embraces the intention of the South African Schools Act, 1996 (Act 84 of 1996). Primary educators already have the ability and skills to support learners within the school context. These skills should however be developed and supported. Primary educators should be made aware of these existing skills and be motivated to use it on a continuous basis. The social and interactive nature of learning is furthermore emphasized by the intentional and incidental interaction between the context, primary educator and learner. Knowledge of their children's development and learning will contribute to the effectiveness of primary educators' support and will ensure that this support is effected within the leamer's zone of proximal development.
AFRIKAANSE OPSOMMING: Die rol wat primêre opvoeders in die ondersteuning van hulle kinders binne skoolverband speel, is dikwels in die verlede nagelaat. Die verantwoordelikheid vir die ondersteuning van hulle kinders binne skoolverband is aan onderwysers oorgelaat, of daar is aangeneem dat die primêre opvoeder nie spesialiskennis het rue en dat die leerondersteuning dus eerder geïsoleerd by die skool moet plaasvind. Binne Suid-Afrikaanse konteks is primêre opvoeders dikwels semigeletterd, ongeletterd of sosio-ekonomies benadeel en beskou hulself as onbekwaam om 'n rol te vervul in leerders se ondersteuning binne skoolverband Ten spyte hiervan kom die belangrike rol en invloed wat die primêre opvoeder op die leerder se leerondersteuning het al hoe sterker na vore. Navorsing wys daarop dat primêre opvoeders 'n sleutelrol III die kognitiewe ontwikkeling, taalverwerwing, geletterheid, affektiewe en normatiewe ontwikkeling van die leerder vervul. Van geboorte af word die omgewing en eksterne stimuli aan die leerder gemedieer en word hy of sy deur die primêre opvoeder ondersteun in sy ofhaar totale ontwikkeling. Deur die sekuriteit wat die primêre opvoeder en die gesinsisteem verskaf, ontwikkel die leerder byvoorbeeld 'n sin van selfwaarde en word sosiale gedrag deur modellering aangeleer Die vraag blyegter hoe primêre opvoeders bemagtig kan word om leerders binne die gesinsisteem te ondersteun om potensiële leerhindernisse te vermy en hul leerpotensiaal te aktualiseer. Daar is tans 'n leemte in die literatuur wat betref 'n studie na nie-formele leerondersteuning en leerondersteuning-strategieë, wat gerig is op die eise wat Uitkomsgebaseerde Onderwys stel, en wat ook inligting verskaf aangaande die profiel van leerders in die Grondslagfase. Die doel van die studie is om 'n doelgerigte ondersoek na rue-formele leerondersteuning in te stel sodat primêre opvoeders bemagtig kan word om hul kinders se leer doelgerig te kan ondersteun. Die studie hou implikasies in vir die wyses waarop primêre opvoeders met leerders se leerontwikkeling omgaan, die aktualisering van die leerder se leerpotensiaal in beide die skool- en gesinsisteem, asook vir die kwaliteit van kommunikasie tussen primêre opvoeders, leerders en onderwysers. Die navorsing is gedoen vanuit 'n ekosistemiese en konstruktivistiese perspektief. Sonder die erkenning van die dinamiese en wedersydse interaksie van die sisteme waarbinne die leerder beweeg sal enige leerondersteuning, hetsy binne die skoolof gesinsisteem, reduksionisties en oneffektief bly. Die stigting van 'n triargiese vennootskap tussen die leerder, primêre opvoeder en onderwyser dra by tot die vestiging van 'n onbelemmerde kommunikasiesisteem wat goeie sistemiese interaksie sal bevorder. Elke individu beskik verder oor 'n unieke ervaringsraamwerk wat die wyse waarmee hy of sy met die sosiale konteks en leersituasie omgaan, beïnvloed. Hierdie eiesoortige verwysingsraamwerk moet erken word en by die onderrig-en leersituasie betrek word ten einde die leerervaring vir die leerder sinvol te maak. Die navorsingsmetodologie is binne 'n kwalitatiewe raamwerk beplan en uitgevoer deur middel van 'n induktiewe werkswyse. Data-inwinning is gedoen deur 'n oop vraelys wat gerig is aan vier onderwysers, kort biografiese vraelyste gerig aan primêre opvoeders en twee fokusgroeponderhoude met tien primêre opvoeders. Die data is deurlopend geïnterpreteer met inagneming van die deelnemers se eie perspektiewe, asook die konstruktivistiese en ekosistemiese grondslag van die studie. Die data is weergee deur 'n ryk en gedetailleerde beskrywing van die deelnemers se insette. Die volledigheid van hierdie beskrywing is gekontroleer deur transkripsies en veldnotas. Hierdie beskrywing van die data, asook die literatuuroorsig, het die basis gevorm waarvolgens kategorieë, temas en subtemas geïdentifiseer is. Die kategorieë en temas het daaropvolgend die grondslag gevorm waarvolgens die data geïnterpreteer en gevolgtrekkings en aanbevelings gemaak is. Die gevolgtrekkings het die belangrikheid van die bemagtiging van primêre opvoeders om leerders binne skoolverband te ondersteun bevestig. Hierdie bemagtiging sluit aan by die bedoeling van die Suid-Afrikaanse Skolewet, 1996 (Wet 84 van 1996). Primêre opvoeders beskik reeds oor die vaardighede om leerders binne skoolverband te ondersteun, hierdie vaardighede moet egter verder ontwikkel en ondersteun word. Hulle behoort bewus gemaak te word van hierdie bestaande vaardighede, asook gemotiveer te word om dit op deurlopende basis te benut. Die sosiale en interaktiewe aard van leer word beklemtoon deur die intensionele en insidentele interaksie tussen die konteks, primêre opvoeder en leerder. Kennis van hul kinders se ontwikkeling en leer sal bydra tot die effektiwiteit van primêre opvoeders se ondersteuning en die aansluiting van die ondersteuning by leerders se sone van proksimale ontwikkeling, bevorder.

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Jackson, Gail. „A comparative case study of the strategies used by grade one teachers who teach through the medium of English“. Thesis, Rhodes University, 2004. http://hdl.handle.net/10962/d1007855.

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This research project begins by exploring the problems surrounding the implementation of the 1997 Language in Education Policy (LiEP), and offers insight into why some schools, despite the promotion of additive bilingualism, choose English as the primary medium of instruction. It is a comparative case study of two Grade 1 classes in different situational contexts, which highlights the teaching strategies and language practices of teachers who teach predominantly non-English speakers through the medium of English. Research carried out through this case study illustrates the use of a wide range of teaching strategies, which assist young learners when learning through an additional language. In School A, thematic linking between different learning areas to maximise vocabulary development in both the mother tongue and the additional language, as well as repetition, recycling, scaffolding and contextualisation of content were found to be important. In addition, the use of questioning to elicit understanding, as well as classroom organisation and code-switching were strategies which assisted both the teacher and learners in this multilingual environment. In School B, class size, group work and the inclusion into the timetable of a wide range of diverse activities over and above the main learning areas, which provided opportunities for language development, were important considerations. In addition, routine, predictability and an attention to detail, in keeping with a form-focussed approach, aided the children in understanding the mechanics of literacy and guiding them towards becoming phonologically aware.

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Kaulinge, Penehafo Olivia. „Examining the nature of learning within an afterschool mathematics club : a case study of four learners“. Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1001835.

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This study examined the nature of learning within an afterschool mathematics club established by the South African Numeracy Chair project. The study sought to establish what sort of progress in mathematical learning occurred in a grade 3 afterschool maths club, using assessment instruments associated with the Learning Framework in Number. The study also sought to understand the nature and effects of mentor mediation in the maths club, using Vygotsky’s notion of the Zone of Proximal Development (ZPD) together with the notion and practice of scaffolding. The study made use of a variety of data collection techniques, including one-to-one assessment interviews, task-based interviews and observations. In line with the case study approach adopted, four learners were selected for interviews. The assessment interview results revealed that, in terms of proficiency in early arithmetical learning, all four learners showed progress after spending four months in an afterschool maths club. Even though they were found to have advanced in their Strategies for Early Arithmetic Learning (SEAL), some of them were observed still using their fingers to support their counting. Such strategies were likely to mirror the teaching approaches used in their usual school mathematical lessons. The overall findings in terms of learners’ proficiency and progress give rise to concerns about current number teaching practices in their school, which emphasize the standard written algorithm in the lower primary grades. The study also made use of Vygotsky’s notion of the ZPD to analyse the nature of mentor-peer mediation. Witnessing the learners’ use of trial and error strategies during the task-based interview allowed both mentors to support learners through understanding their thinking, prompting them and encouraging them to reflect on their answers and develop more effective strategies. Learners progressed through the ZPD at different paces and in different ways, with ‘aha’ moments happening at different points for individual learners. Their progression in the ZPD seemed to depend on interaction among all participants, which varied according to what was contributed and what requested by each participant. The findings revealed that although there was evidence of learners achieving success at the tasks in task based interviews there were also there were also some learners who experienced difficulties. Additionally, in order to argue that learning was fully realised within the ZPD would have required follow up task based interviews to assess the extent to which learners were able to complete the tasks independently without the scaffolding of mentors. This was not possible within the scope of this research but would be useful in future research.

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Mashile, Lauriel. „Challenges in the implementation of inclusive education in full-service primary schools in Thaba Chweu Municipality, Mpumalanga Province“. Thesis, University of Limpopo, 2017. http://hdl.handle.net/10386/1961.

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Mngqibisa, Mandla Daniel. „The comparative case study of the use of English and isiXhosa as medium of instruction in a grade five class“. Thesis, Rhodes University, 2003. http://hdl.handle.net/10962/d1003336.

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The aim of this study was to compare the quality of oral interaction between a grade 5class and their teacher when either English or isiXhosa was used as medium ofinstruction in two different lessons and of their writing which arose out of the lessons. The research was carried out within the interpretive paradigm and took the form of a casestudy. The researcher took the stance of being a non-participant observer. A variety oftechniques were used to collect data, namely, piloting, video recording and transcribing lessons, observing and making field notes, questionnaires and an interview. The interview was recorded and transcribed by the researcher. The two lessons were transcribed and analysed. Also the learners’ writing was analysed. The findings of this study showed that learners have little competence in English compared to isiXhosa. As a result most of them used short and vague sentences when responding to and discussing pictures in English. They also used short and simple sentences when writing in English compared toisiXhosa. Although this is a small-scale study it is recommended that the school’s language policy is revised and teachers are equipped with necessary skills, which would help them teach English to second language learners effectively. It is also recommended that the learners’ first language continue to be well taught even if it is no longer the classroom language.

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Sampson, Coleen Anthea. „Reading practices in two urban multi-grade foundation phase classes“. Thesis, Cape Peninsula University of Technology, 2015. http://hdl.handle.net/20.500.11838/1948.

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A full dissertation submitted in fulfilment of the requirements for the degree of Masters in Education Presented to the Faculty of Education and Social Sciences 2015
In Africa, throughout the history of schooling, many teachers have been confronted by the demanding situation of teaching two or more year groups in the same classroom although data on this multi-grade phenomenon is scarce. Although reading is a fundamental competency and the core of our curriculum, a gap exists in practice. In multi-grade classes the gap is wider as a result of the different grades and varying abilities within the grades. The present study was motivated by the researcher’s concern for the status of reading in all Foundation Phase classes. This study answers one main question: How do teachers in two urban multi-grade classrooms teach reading in the Foundation Phase? The two sub-questions are: What are the current reading practices in urban multi-grade classrooms in the Foundation Phase? What challenges do teachers of urban multi-grade classes face when teaching reading in the Foundation Phase? The conceptual framework that was central to answering the two sub questions includes four theorists namely: Lave and Wenger’s (1991) Vygotsky’s (1978); Bronfenbrenner’s (1990) and finally Piaget’s (1972) stages of cognitive development including pre-operational stage and concrete operational stage. The literature review highlights the physical setting of the multi-grade classrooms, debates the advantages and limitations of urban multi-grade teaching, compares the National Curriculum Statement (NCS) 2005 and the Curriculum Assessment Policy Statement (CAPS) reading curriculum, briefly deliberates the stages of reading development and finally discusses the variety of reading practices. A qualitative interpretive case study research design was formulated to explore the complex phenomenon of urban multi-grade reading practices in the Foundation Phase. The first research question explored the reading practices found in two urban multi-grade classes, and the findings include four themes which are: stories, vocabulary, comprehension and reading. The second sub-question, focussed on the challenges the urban multi-grade teachers experienced. In conclusion this study reveals that reading can be taught successfully in urban multi-grade classes. Teaching reading in multi-grade classes may foster the emotional, intellectual, social and academic well-being of learners. Secondly although the two urban multi-grade teachers faced many challenges, with the necessary support structures in place, these challenges could be minimized.

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Gale, Faith Margaret Nola. „Dropouts from literacy : an analysis of the meanings which adult learners attach to the fact of abandoning their training programme“. Master's thesis, University of Cape Town, 1998. http://hdl.handle.net/11427/17245.

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Summary in English.
When considering their dropout, many described experiences of being a misfit, or feeling uncomfortable with discourse practices in which they were expected to engage. Some had logistical difficulties in attending, such as transport or small children, but even greater than these was the fact that they had been disappointed. These learners believe the "literacy myth" that literacy, as a set of skills one can acquire, will result in significant improvements in one's life. They also equate literacy with education, and although they experience none of the benefits that are supposed to accrue to the literate, they continue to say that they believe in its power. However, in practice, attendance at adult centres is relatively poor in comparison with numbers of potential students, those termed "illiterate." It may be deduced that adult "illiterates" regard literacy as some kind of "saviour", a panacea for all ills. Even if it is not directly accessed, the fact of its existence and the notion of its power is enough to provide hope for a better future and comfort in hard times.

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Maqwelane, Nonkoliso Sheila. „An exploratory case study of a Foundation Phase learning program to examine how curriculum contextualisation contributes to environmental learning and relevance“. Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1006041.

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This study is an exploration of contextual environmental learning through integrated life skills and literacy in a Foundation Phase classroom. It attempts to document, explore and clarify some of the challenges of situated environmental learning in a Foundation Phase classroom through an integrated program of life skills learning and literacy acquisition. The research draws on a rich but often overlooked cultural historical context of embodied intergenerational healthy living practices in a rural Eastern Cape context to construct a learning platform for a more carefully situated and potentially relevant education. The integrated life skills and literacy acquisition program thus unfolded as a contextual process of situated learning within a developing blend of listening, writing and reading to learn in a Grade 3 program of additive bilingualism. The data generated in the study and represented in Chapter 4 suggests curriculum contextualisation in an integrated Foundation Phase program can contribute to environmental learning with enhanced relevance and literacy skills. The evidence from working with learner knowledge and experience in a community context appears to be a key to meaningful curriculum contextualization in an integrated Foundation Phase programme producing enhanced literacy and relevance. It was noted that engaging elders (gogos) enabled the process of opening up local knowledge to link with learner experience and school knowledge to foster relevance, appeared to contribute to more meaningful learning across other learning areas. There is evidence that acquiring literacy skills is a lengthy process that is supported by learner interest and the relevance of what they are learning especially when it is acknowledged by the teacher and the community. The findings of an exploratory study such as this cannot be conclusive beyond the experience that I had of working with learners who were engaged in learning as well as acquiring literacy skills literacy skills. My personal enthusiasm and work with the Gogos and with a community focus were key factors that strengthened environmental learning across school, home and community. The experience has convinced me that this is the way we must work to enhance relevance and literacy in our Foundation Phase teaching.

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Ngmenkpieo, Frederick. „The nature of instructional support HoDs provide to mathematics and science teachers in Cape Town primary schools“. Thesis, Cape Peninsula University of Technology, 2010. http://hdl.handle.net/20.500.11838/1965.

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Thesis (MEd (Education and Social Science))--Cape Peninsula University of Technology, 2010
The thesis examined the instructional support that Heads of Departments (HoDs) in four Cape Town primary schools provided for mathematics and science teachers. The main research focus was: To investigate the activities and strategies that HoDs in Cape Town primary schools use to provide support to mathematics and science teachers in their departments. A qualitative interpretative approach was used for the study. Face-to-face, semi-structured individual interviews were used to enable the researcher to obtain in-depth responses to the questions and probe the participants' responses. The sample for the study consisted of four HoDs and four Grade 6 mathematics and science teachers. The results indicated that among other things, the HoDs used mentoring or coaching and motivation to support mathematics and science teachers. It was also found that, in the course of mentoring the teachers, the HoDs encountered several challenges. In the light of the findings, the researcher recommends that HoDs be provided with formal leadership and management programmes to ensure efficacy in their practices.

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Kaschula, Nathaniel Ronald. „Organisational structures for effective geography teaching in selected medium and large primary schools“. Thesis, Rhodes University, 1988. http://hdl.handle.net/10962/d1004552.

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Effective teaching is determined by a host of factors, not least of which is the educational guidance given to the teacher. This guidance should come about through an effecctively designed support structure initiated by the school principal as part of his management strategy. Very little has been written on this topic, particularly with reference to primary schools. In the past, geography teachers were trained, appointed to a school and expected to get on with their teaching. However, present-day teachers, in order to be effective educators, require in-service training. This should occur In a variety of ways and on a continuous basis, because teaching is an on-going business and not a job to be learned once and for always. This thesis investigates the organisational structures that exist for the teaching of geography in selected medium and large primary schools in the Eastern Cape. The author found that principals used either a subject head or standard head model. In large primary schools a subject head model was preferred i.e. a specialist geography teacher was responslble for developing the subject vertically from standard 2 to 5. The opposite was true in medium-sized schools. Principals of these schools preferred to delegate responsibility to a standard head. It was the duty ot the standard head, usually a generalist teacher without specific training in geography, to develop geography horizontally among, for example, all the standard 3 pupils. The role played by key members of a primary schools' instructional leadership team, namely the principal, subject head, and the standard head are examined in detail. The author offers justification why geography should be included In the primary curriculum. It is his contention that geography contributes to a child's general education, develops basic geographical skills, extends general mental abilities and fosters positive attitudes towards other people with whom he shares this world. A management model is proposed for principals, flexible enough for application in all schools. It is designed to ensure that teachers continue growing professionaIIy within the structure of a small group. There is no best way to organise the teaching of geography because each school has its own unique resources which should be optimally utilised in order to bring about learning. The professional development of geography teachers is possible because someone competent in geographical education should assume leadership of the qroup. This will enable ideas to be shared, plans made and strategies implemented in an eftort to improve teacher-competence through an efficiently organised geography department. In the final chapter conclusions are drawn and a recommendatlon is made for primary school principals to Implement an organlsatlonal model for the teaching of geography. A choice may be made from three models, namely a standard head, subject head or a comblnation of both models. It Is within the parameters of one of these structures that the subject can be properly managed, for example, field-trips planned, teaching aids purchased, envlronmental educatlon programmes designed, teaching strategies discussed and examinat(ons set. Thls view is supported by Cawood and GIbbon's (1980) empirical evidence. They found that good educatlonal leadership fosters effective teaching in schools.

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Mostert, Orla. „An evaluation of the use of computers in a South African primary school“. Thesis, Rhodes University, 1992. http://hdl.handle.net/10962/d1003410.

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The introduction of the computer into the educational arena is unique as pressure for its inclusion has come not from educationalists, but from public demand based on the conviction that exposure to computers is an essential ingredient of modern education. This has resulted in computers being added to school curricula before there has been careful research into its educational implications, making huge demands on teachers involved in the innovation. South African primary schools involved in computer education have followed international trends in their adoption of computers, initially perceiving computer education as a separate subject added on to the present curriculum. However, changing trends in computer use internationally are now beginning to reflect educators' changing perceptions of the nature of primary education, and educators are calling for the use of computers to be integrated into the curriculum rather than being seen as an area of study in themselves. This investigation attempts to outline general trends and perceptions of computer use in a South African primary school. Despite a high level of computer usage at the observed school, the computer was seen by teachers, in the main, as an extra subject, and has not yet led to any significant changes in teaching styles and methods. The research suggests that two main issues need to be resolved before computer education in primary schools reflects the present paradigm shift towards learner-centered educational practices. Firstly, there is a need to rethink the delivery of the curriculum towards one which promotes a greater degree of problem solving and decision making on the part of the learner. Secondly, it would appear that teachers need to be made more aware of this trend.

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Plaatjies, Randall. „Lessons learnt from teachers during the first two years of the implemetation of a new foundation phase science curriculum“. Thesis, Nelson Mandela Metropolitan University, 2014. http://hdl.handle.net/10948/3052.

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Foundation Phase (FP) teachers’ reluctance to teach science might stem from their weak science backgrounds that has resulted in their limited science content knowledge and their congruent science misconceptions and low self-efficacy with respect to science (Boyer, 2010; Luera, Moyer, & Everett, 2005). This study was guided by the following research question: What lessons, if any, can be learnt from a representative sample of FP teachers from six rural schools in the Libode Mega District with respect to the implementation of the Natural Sciences aspect of a new curriculum? The sample comprised 18 black, female, isiXhosa speaking teachers that represented six schools in the Libode Mega District (Libode, Ntlaza and Lusikisiki). A mixed-methods approach was used to collect qualitative and descriptive quantitative data using two structured questionnaires and semi-structured interviews in the form of focus groups.

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Lee, Amanda Jane. „A case study of a pre-service mathematics education course to grow and develop proficient teaching in mathematics in the intermediate phase“. Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1015664.

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This research study investigated the ways in which a mathematics module, informed by an enactivist philosophy, enabled pre-service teachers to unpack the reality of their teaching practice in terms of proficient teaching. Given the generally poor mathematics results in South Africa it is not enough for teachers to be merely proficient in Mathematics. They also need to be in a position to explain important mathematical concepts to children in a manner that will encourage and develop an understanding of the basic mathematical concepts. It was my intention with this study to determine whether a mathematics education module, that embraced the underlying themes of enactivism as part of its teaching pedagogy, could have the potential to develop and increase the skills of pre-service teachers’ teaching for proficiency in Mathematics. The mathematics module was underpinned by five themes of enactivism namely: autonomy, embodiment, emergence, sense-making and experience and was designed to supplement the pre-service teachers’ basic skills in Mathematics in the Intermediate Phase. This mathematics module was offered to fourth year pre-service teachers completing a B.Ed. in the Foundation Phase at a private institute specialising in the training of teachers. The theoretical framework was informed by enactivism and how the themes of enactivism could be used as a vehicle to develop teaching proficiency. The study was qualitative in nature and situated within an interpretivist paradigm. The specific perspectives of interpretivism that were used were hermeneutics, phenomenology and reflexivity. The research design was a case study that contained elements of action research and encompassed three phases of data collection. The first phase focused on the pre-service teachers’ approach to teaching Mathematics and what this brought forth in terms of the reality of their teaching practice and the problems they encountered. The second phase undertook to determine what growth and development of teaching proficiency in Mathematics had emerged over the research period. The final phase was undertaken after the pre-service teachers had graduated and were employed as full time teachers in the Intermediate Phase. The analytical framework and lens through which the data was analysed was that of Kilpatrick, Swafford and Findell’s (2001) strands of mathematical proficiency. The argument that I present is that the themes of enactivism did contribute to the growth of the pre-service teachers’ teaching for mathematical proficiency. The themes of embodiment and experience were major contributions in revealing that this was a reality for the pre-service teachers from a practical perspective and was what they would be able to take away with them. However the theme of emergence stood out as the principle that generated the most awareness and growth and which, in turn, affected the participants’ autonomy.

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Hlungulu, Nolukholo Faith. „Home activities promoting mathematical skills in foundation phase : a case study of grandmother-headed households“. Thesis, University of Fort Hare, 2017. http://hdl.handle.net/10353/4926.

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Recent factors identified as contributory to poor mathematics performance in South Africa include lack of parental involvement coupled by the divorce of mathematics education to children’s everyday lives. This exploratory study, therefore focused on home activities grandmothers engage their Grade 2 grandchildren that may promote mathematical skills of Foundation Phase learners. This study followed a qualitative, interpretive and case study research design, to explore home activities grandmothers engage their Grade 2 grandchildren that may promote mathematical skills of Foundation Phase learners. A small scale study of six grandmothers and three Grade 2 teachers were sampled through purposive and snowball sampling. In line with the protocol of the case study, semi-structured individual face to face interviews and shadowing were used to collect data. One striking feature of the main findings was the diversity mathematics applications home activities contained. These include physical, financial and fun playful home activities. Data also revealed that these home activities could reinforce numbers and what numbers mean; reinforce shape recognition and spatial relationships; complement matching, classification and sorting and reinforce measuring and time. This implies that curriculum must incorporate children’s social capital. Both teachers and grandmothers acknowledged that children’s mathematics education is complex and an effective partnership between grandmothers and teachers is needed if children are to be competent in mathematics.

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Du, Plessis André. „Learners' perceptions of creating a collaborative hypermedia product: an exploratory case study at Mount Pleasant Primary School“. Thesis, Rhodes University, 2004. http://hdl.handle.net/10962/d1003546.

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The Ministry of Education (SICTE, 2002) states that the widespread introduction of computers in schools should support Curriculum 2005 and that computer technology is part and parcel of making schools the center of community life. The vision is to establish Smart Schools: schools that are reinvented in terms of teaching-learning practices to prepare learners for the information era (SICTE, 2002). Kafai (1996:71) has found that conventional school assignments rarely give learners the opportunity to spend a great deal of time on complex projects. As a result, many learners have little experience in design: planning, problem solving, researching, dealing with time constraints, modifying expectations and synthesizing everything in a project. Research by Carver, Lehrer, Connell and Erickson (1992); Lehrer, (1993); Lehrer, Erickson and Connell (1994); Kafai (1996); Liu and Hsiao (2002) and Liu (2002) indicates that the design of hypermedia artefacts can assist in providing experience in design. To date, no equivalent research has been conducted in South Africa to ascertain the perceptions of learners regarding the creation of a hypermedia artefact over an extended period of time and whether some of the critical outcomes specified in Curriculum 2005 can be addressed in such a learning-by-design hypermedia project. This study shows that design skills and aspects related to the critical outcomes of Curriculum 2005 can be achieved. Furthermore, it indicates that this kind of project encourages interest, motivation and collaboration. In addition, it suggests that learners experience the role of the teacher as different and prefer such a learning environment. In spite of the positive results, some aspects that need attention for future implementation are suggested.

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Stott, Deborah Ann. „Learners' numeracy progression and the role of mediation in the context of two after school mathematics clubs“. Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1017181.

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National and international assessment results, research studies and reports point to South Africa as having educational challenges, specifically with mathematics, science and language. Addressing some of these issues is a key aim for the SANC project at Rhodes University, the context in which this study takes place. Working from a broad Vygotskian perspective of learning and development, this study had a dual focus and investigated how Grade 3 learners’ mathematical proficiency progressed (or not) whilst participating in after school maths clubs over the course of a year, and explored how the mediation offered in the clubs enabled or constrained the emergence of zones of proximal development (ZPD) and thus learning for the club learners. Methodologically, this study works within a largely qualitative, interpretive research paradigm and is designed using a longitudinal case study research strategy. Two after school maths clubs formed the empirical field. The study drew on a range of data collection methods to investigate the dual nature of the research questions for Grade 3 learners. Examples include adapted one-to-one mathematical proficiency interviews and paired task based interviews. The study highlighted the relationship between the multiple roles I played both within the research study and within the SANC project context and emphasises the influence and future implications for these various roles within the SANC project and beyond in terms of my own role as club mentor, for the future design of the SANC project maths club programme and for broader teacher and club facilitator development within and beyond the project. This study has offered insight into how mathematical proficiency may develop in Grade 3 South African learners and as such is an important contribution to the newly developing field of both numeracy and primary educational research in Southern Africa. Additionally, the research findings point to the clubs, as an example of an out-of-school time (OST) programme, providing potentially enabling spaces for both recovery and extension of mathematical proficiency in learners as these spaces are free from several contextual constraints that teachers face in their classrooms. Furthermore, it was found that learners showed development of their conceptual understanding, procedural fluency and adaptive reasoning as proposed by Kilpatrick, Swafford and Findell (2001). The use of various elements of the Maths Recovery (MR) programme (Wright, 2003) in the research process has highlighted various important contributions for broader research. For example, the need to investigate less time consuming approaches to both diagnostic assessment and learner mathematical profiling. Findings from this study support Meira and Lerman’s (2001, 2009) recently developed notion that catching attention is key to the creation or emergence of a ZPD. The study found that a combination of ‘attention catching’ and ‘tuning in’ enabled the creation (emergence) and sustainment of ZPDs in club learners. The study proposed the notion of tuning in where participants in a mathematical interaction continually adjust to each other in order to communicate mathematically. Furthermore, the study found that when attention is not caught or the participants are not tuned in, the learning activity may still be useful in assisting learners to consolidate their existing learning and / or build confidence and as such is particularly relevant to the South African context where fluency in calculating is weak (Hoadley, 2012; Schollar, 2008). This emergent notion of ‘flow’ additionally can play a supporting role in the emergence of a ZPD. The study also found that the manner in which the mediation was offered is important. The results show that the mathematical contributions learners make during interactions captured the mentors’ attention and resulted in mediation that was intentional but spontaneous, flexible, responsive and in-the-moment. This study makes theoretical and methodological contributions to various aspects of mathematics education research particularly with regard to how ZPDs emerge and are sustained and how mediation is offered to facilitate the emergence of ZPDs. Additionally, some aspects of the Learning Framework in Number (LFIN) as part of the Maths Recovery programme have been extended to work in a South African after school club context and to provide useful information for both learner progression over time and for planning of club activities. As such this study thus also contributes to the newly developing field of primary mathematics research in South Africa and to the body of research on primary after school learning programmes both locally and internationally.

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Whale, Susan Gaye. „Using language as a resource: strategies to teach mathematics in multilingual classes“. Thesis, Nelson Mandela Metropolitan University, 2012. http://hdl.handle.net/10948/1669.

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South Africa is a complex multilingual country. In the majority of schools in the Eastern Cape, a province in South Africa, the teachers and learners share the same home language, isiXhosa, but teach and learn mathematics in English. The purpose of this study was to encourage teachers to use the home language as a resource to teach mathematics in multilingual classes. The study follows a mixed method design, using both qualitative and quantitative data. Qualitative data were collected from a survey and poetry, which teachers crafted, in which they highlighted their perceptions about language in their lives. They also reflected on their practices and submitted pieces of contemplative writing. Quantitative data were collected from participating teachers who administered a pre-test to their learners as well as a post- test approximately nine months later after conducting an intervention. The results showed that where strategies, such as the implementation of exploratory talk and code switching which used language as a resource, had been introduced mathematical reasoning improved and classroom climate became more positive. The learners’ lack of confidence in being able to express their reasoning in English was prevalent throughout the reflective writing. By enabling learners to use isiXhosa in discussions the teachers felt that the learners gained in both confidence and mathematical understanding. This study has demonstrated that using the learners’ and teachers’ home language unlocks doors to communication and spotlights mathematical reasoning, but there is still an urgency to encourage learners to become fluent in Mathematical English. It is important to note that a positive classroom climate is essential for learners to build confidence and to encourage them to attempt to formulate sentences in English - to start on the journey from informal to formal usage of language as advocated by Setati and Adler (2001:250). My main conclusion is that an intervention that develops exploratory talk by using language as a resource can improve learners’ mathematical reasoning. I wish to emphasise that I am not advocating teaching mathematics in isiXhosa only, but the research has shown the advantages of using the home language as a resource together with English in Eastern Cape multilingual mathematics classes. Learners need to be able to express themselves in English, written and spoken, in order to achieve mathematically. This study therefore shows that teachers can gauge their learners’ improvement in mathematical reasoning after an intervention that develops exploratory talk in class by using the home language as a resource.

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Viljoen, Jacoba Martjie Maria. „Die invloed van 'n motoriekprogram op die leespeil van graad 2-leerders“. Thesis, Cape Peninsula University of Technology, 2009. http://hdl.handle.net/20.500.11838/1918.

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Thesis (MTech(Education))--Cape Peninsula University of Technology, 2009
The importance of phonological awareness in the reading process is acknowledged, but that it is inadequate stems from a number of learners who still have reading problems in schools. Therefore, the influence of a motoric programme as an intervention method to improve the reading level of ten grade 2 learners by means of action research. The research group consisting of five boys and five girls with differing ages between 7 and 8 years receives mother t~unge: education in a primary school in the northern suburbs of Cape Town. Learners in the research group could not meet the national assessment standards as stated in the NCS for Reading and Looking (LO 3:3,4). The reading level of the research group was determined during a pre-evaluation phase by five Foundation phase educators using grade 2 reading material and professional observation recorded by means of open coding. These qualitative remarks were qualitively analysed to determine the impact the rnotoric prograrnrne had on the reading level of the group. The research group was subjected to a motoric plan consisting of big and small motoric movements over a period of ten weeks, three days a week for 30 minutes at a time. The programme was designed so that sensory systems and perceptual motoric processes would develop simultaneously as a unit as both are regarded as determinants of an improved reading level. Evaluation after completion of the motoric programme was conducted in the same way as the pre-evaluation phase, but with more advanced grade 2 reading material. Analysis of the data showed that the motoric programme improved reading levels with regard to fluency, speed, accuracy, synthesis/analysis and self correction. Additional observations such as extensive head movements, finger reading, bent posture, rhythmical swaying movements and conclusions made from sketches show a decrease with the best improvement at girls. The study shows that a motoric programme as intervension method supplies the necessary support needed to improve reading levels.

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Mackenzie, Ian. „An investigation into short course accreditation through the South African Qualification Authority“. Thesis, Rhodes University, 2000. http://hdl.handle.net/10962/d1003482.

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This research project offers an analysis of the Adult Basic Education and Training Directorate in the Eastern Cape Province. The Bush Models are described and critiqued and then used as a tool for analysis. Other organisational models are described and used to add depth to the analysis. The choice of analysing the Adult Basic Education and Training Directorate comes both from a professional desire to know and understand this organisation more fully, as well as the importance of stressing that the definition of education organisations does not stop at school, colleges and universities, but includes the government bodies which are a key part of the sector. This assignment therefore explores both the features of a government department as well as the appropriateness of using Bush’s models in this context and draws on other organisational theory--Introduction.

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Cicilie, Wayne Cyril. „Problems and training needs of women education managers in primary schools in Bloemfontein“. Thesis, Bloemfontein : Central University of Technology, Free State, 2006. http://hdl.handle.net/11462/63.

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Thesis (M. Tech.) - Central University of Technology, Free State, 2006
Women Education managers are still in the minority in primary schools in Bloemfontein, despite the many changes education has undergone in recent years. It is against this background that the researcher found it imperative to investigate the problems women education managers might experience in carrying out their managerial duties and responsibilities. The study further sought to investigate the training needs of women education managers. On the basis of the perceptions held by educators, findings of research studies and the little South African literature that exists, the research questions crystallise as follows: What managerial problems do women education managers experience in carrying out their managerial duties? Do women education managers experience problems other than managerial problems in carrying out their duties? What training do they require? The purpose of this investigation was to gain an insight into the problems women education managers in primary schools in Bloemfontein experience in carrying out their managerial duties. The literature review provided a focus as the framework on which this study is based. In order to collect factual information about the managerial problems women education managers in primary schools in Bloemfontein encounter, questionnaires were distributed amongst the target group. Women education managers experience problems in performing their managerial duties. These problems include delegation, finance management, human resource management, planning, formulation of objectives, policy formulation, decision making, problem solving and allocation of time. There are some factors other than managerial competence and leadership style that have an influence on the way women education managers perform their duties. These factors include workplace discrimination, sexual harassment, negative attitudes towards women, emotional influences, promotion myths, lack of self-confidence, lack of support, role models and positive reinforcement, cultural socialization as well as allocation of duties. Other organisational factors women experience include: difficulty to cope with the demands of the post, too much workload, human relations, division of work in the department and when acting as principal when he/she is absent. Based on the findings of the study, it is imperative that relevant training programmes that would address the particular needs of women education managers in primary schools in Bloemfontein, be developed. These training programmes should address the various areas of management which are problematic to women education managers. As education managers, women should seize every opportunity to leave behind the gender discrimination which is still prevalent in the sphere of education and commit themselves to undergo management training to successfully execute their managerial duties. As education managers, women also need training in various organisational issues in which they experience problems. These problems also have an influence on the way women execute their managerial duties. Recommendations for the study: By providing women education managers with the necessary managerial skills, the different areas of management in which women experience problems can be eradicated. They will have to undergo relevant training. Workshops and in-service training sessions need to be conducted to address the managerial areas in which women education managers experience problems. The findings of this study are not representative of the Free State province and further research needs to be conducted in the entire province or even all over South Africa.

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Bickell, Alexa. „WISC-IV test performance of grade 3 Xhosa-speaking children : an extension of a prior South African normative database“. Thesis, University of Fort Hare, 2015. http://hdl.handle.net/10353/5730.

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Introduction. A well-recognized problem exists when commonly employed tests developed in the United States (US) or United Kingdom (UK) are accepted unconditionally for use on local relatively disadvantaged populations, as these tests have questionable validity and therefore incur a high risk of misdiagnosis. Cross-cultural normative research has been conducted in South Africa on some of the Wechsler intelligence scales with respect to participants stratified for level and quality of education, age, race and language, including a study on the Wechsler Intelligence Scale for Children – Fourth Edition (WISC-IV) for learners with Grade 7 education (age 12 to 23). The aim of the current study was to conduct a partial duplication of the earlier WISC-IV South African norming study that specifically targeted a younger group of educationally disadvantaged children at a lower level of education. Method. Participants were Black Xhosa-speaking Grade 3 learners in the age range 8 to 9 (N =32 ), who were being schooled in the disadvantaged educational setting of the former Department of Education and Training (former-DET) schools. The WISC-IV results of the current study were statistically compared with the WISC-IV results from Shuttleworth-Edwards, Van der Merwe et al. (2013) study. Results. There was a significant lowering of between 20 to 30 IQ points relative to the UK standardisation on WISC-IV scores for this sample of Grade 3 Xhosa-speaking learners, replicating the earlier outcome for Grade 7 Xhosa-speaking learners relative to the UK standardisation. No differences were in evidence within the WISC-IV sample for the female and male participants on any of the indices. There was equivalence between the Grade 3 and Grade 7 Xhosa-speaking learners on all subtest and Index scores with the exception of the Digit Span subtest. Conclusions. The results confirm prior research indications of the negative impact of educational disadvantage on IQ test results and the need for this to be taken into account by the availability of socio- culturally relevant norms.

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Robertson, Sally-Ann. „An investigation of the evolution and current status of the core theoretical disciplines in the training of primary school teachers at selected English-medium training institutions in South Africa“. Thesis, Rhodes University, 1991. http://hdl.handle.net/10962/d1015891.

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This investigation examines developments which have taken place in the theoretical component of pre-service courses for primary teachers. Revised conceptions of the purpose and scope of primary education, and the attendant demand for better qualified primary teachers to implement such education, resulted in a considerable increase in the theoretical component of primary teacher preparation courses . Better theoretical understanding of the educative task was perceived to be essential to the production of more effective primary teachers. The emergence of various schemes for the preparation of South African primary teachers is outlined. The Cape Province provides the major exemplar. The nature of educational theory, and its precise contribution to enhanced teaching ability has been a subject of fierce debate within educational circles. An analysis of theory, in general, and as it applies in the educational context, is undertaken. The evolution of the core theoretical disciplines of education - history, philosophy, psychology and sociology of education - is traced. The current status of these disciplines at selected South African institutions undertaking primary teacher preparation is then investigated, and the views of lecturing staff at these institutions on the optimal approach to the teaching of educational theory are presented. The disciplines still play an important role in the South African Bachelor of Primary Education degree courses surveyed. In British teacher preparation courses, however, disenchantment with the disciplines' format has given rise to demands for new approaches to the teaching of educational theory. Some of these alternative approaches are evaluated. An overall assessment is made of the contribution that can be expected from educational theory in pre-service courses for primary teachers, and some recommendations are made for the management of the theoretical component of pre-service courses for South African primary teachers.

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Maritz, Jacob Petrus. „Skoolvoorligting in die primêreskool met spesifieke verwysing na druiping van intelligente leerlinge in Kaapland“. Thesis, Rhodes University, 1985. http://hdl.handle.net/10962/d1001432.

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Die doelstellings van onderwys in die primereskool maak o.a. voorsiening vir al die behoeftes van leerlinge. Om die doel te bereik is dit nood saaklik dat alle moontlike middele en dienste benut word. Skoolvoorligting maak 'n noodsaaklike deel uit van die spektrum van voorsiening. Skoolvoorligting is nie iets nuut wat van buite op die skool afgedruk word nie, maar vorm 'n integrale deel van gesonde onderwyspraktyk. Die gevaar bestaan dat skoolvoorligting sy invloed kan verloor ten koste van 'n meer a kademiesgerigte leerplan. In die lig hiervan is dit nodig om te bepaal wat die aard en doel van skoolvoorligting in die primereskool is (Introduction, p. 8)

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Rasi, Nandi. „Contextualizing the NCS through the use of school gardens in the Butterworth area“. Thesis, Rhodes University, 2009. http://hdl.handle.net/10962/d1003345.

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The research focuses on how teachers can use school gardens sponsored by South African National Biodiversity Institute as resource materials for teaching and learning. The study also focused on how teachers can integrate local knowledge into the school curriculum. The setting of the research is Zizamele Senior Primary School situated in Zizamele community in Butterworth in the Eastern Cape. The study is designed in portfolio format. It consists of three separate studies: a contextual profile; a stakeholder analysis; and a small-scale action research project, which build on each other. By developing a contextual profile of the research site, and the school community and school gardens project, I was able to collect information that informed the stakeholder analysis and the action research study. Data for the contextual profile was gathered by using a variety of data gathering techniques like questionnaires and interviews. The findings were that: the study area is characterized by socio-economic issues like poverty, unemployment, drug abuse and crime. This requires that the people of the area take responsibility in addressing some of the problems by being involved and knowing where to report issues. The second study, which is the stakeholder analysis, was done to mobilize stakeholders’ contributions to the gardens project in Zizamele School, sponsored by the South African National Biodiversity Institute. Data was collected at meetings and workshops in the schools through interviews. Findings indicated that different stakeholders had various contributions to make and that they were prepared to work with the school and with each other to develop the school garden and the learning potential of the school garden. This paved the way for the small scale action research case study that would follow. The last study, the small scale action research, was undertaken in the same school, Zizamele School, and focused on investigating ways of integrating local knowledge into the curriculum and how teachers use the gardens as resource for teaching and learning, with reference to Life Orientation Learning Area. Data was collected by interviews, questionnaires and worksheets. The study involved two teachers who worked with me on the action research and Grade 5 and 6 learners, as well as some of the community stakeholders. The main finding of the action researched showed the potential for involving community members in the process of integrating local knowledge as a way of implementing aspects of the Life Orientation curriculum requirements. The three studies link with each other, and show that to start with an action research project, one needs to understand the context, and the roles of different stakeholders, and how they might contribute to the programmes in the school. Findings showed that teachers could use gardens as resource materials for teaching and learning, and that they could bring in local knowledge to the school curriculum.

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Murray, John Charles. „The in-service development of primary school teachers in the use of computers in education with special reference to computer assisted learning: a case study“. Thesis, Rhodes University, 1992. http://hdl.handle.net/10962/d1003454.

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Many white primary schools in South Africa have acquired computers which are being used in various ways. In my experience few members of staff are confident enough to use the computers in the school for educational purposes. Those who have been using them, generally have been doing computer literacy. The teachers in our school expressed the view that they would like to be able to use the computer, but that they lack the necessary skills and therefore would welcome some form of training. In my opinion computers should form an integral part of a child's learning environment. It has, for some time formed a part of his social environment, either in the home or in the workplace. For computers to be used effectively in the classroom, it follows that the teachers need to be trained to use them. In an attempt to overcome this problem, I designed and presented an in-service course, which used selected computer assisted learning (CAL) programs with teachers. These teachers then used these programs with the pupils in their class and evaluated the pupils' reactions to the innovation. As a result of the observations and the feedback provided by the sample of teachers, it is suggested that this might be a possible approach to in-service training for other schools. With adaptation it should be possible to follow this approach in any school which has a computer and someone on the staff who is willing to take the initiative to implement such an innovation.

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Burt, Jane Caroline. „Dramatic learning : a case study of theatre for development and environmental education“. Thesis, Rhodes University, 1999. http://hdl.handle.net/10962/d1003383.

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The aim of my research was to introduce drama, in the form of theatre for development processes, to local Grahamstown Primary School teachers, and to work closely with one teacher to explore theatre for development in the classroom, as a means of introducing both environmental education and learner-centred, constructivist teaching methodologies. I started my research by interviewing Primary School principals as well as sending out questionnaires to teachers, to survey their understanding and practice of drama and environmental education in the school curriculum and to invite them to participate in the research project. In collaboration with Educational Drama and Theatre students, I developed two workshops to introduce theatre for development processes such as image theatre and role-play to the teachers. Nine teachers attended this workshop which was video-taped. After the workshop I gave two lessons at a local school, in partnership with a teacher. Throughout this process I kept a research journal. All action components of the research were followed up with individual interviews, group discussions and a focus group. Although the study gave rise to multiple themes, I chose to highlight two: Firstly, Curriculum 2005 advocates a move towards more learner-centred,constructivist and process-orientated pedagogies. All of the participants in this study, including myself, had intentions of adopting a new approach tq education and teaching but found that we often reverted back to earlier learnt roles of product-orientated, text-based, authoritarian approaches to education which we originally had rejected. Secondly, I reflect on how we set out viewing environmental education, education, drama and research as a process and yet all the participants, including myself, continually tried to 'put on' the perfect performance in the form of a drama, a learning experience and research. This project was a participatory research project. The textwork of the research reflects a post-structural orientation. It has been written in the form of a drama to represent the many voices of the participants, but also to question the role of research in society and make research more accessible to non-academic readers. I also intend to perform the research process at a later stage.

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Van, Tonder Phia. „WISC-IV performance of South African grade 7 English and Xhosa speaking children with advantaged versus disadvantaged education“. Thesis, Rhodes University, 2008. http://hdl.handle.net/10962/d1003920.

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Research reveals that the level as well as the quality of education plays a role in the determination of an individual's intellectual capacity. Substantial differences in quality of education for black and white individuals were experienced in South Africa due to Apartheid. Compared to the traditionally white Private and Model C schools, Township/ DET schools had limited resources, as well as a separate syllabus and examination system, a situation that has not improved substantially since democratisation in 1994. Research on black South African adults with the WAIS-III has confirmed significant influences on IQ in association with exposure to either such advantaged (Private/Model C) schooling, or disadvantaged (Township/DET) schooling. However to date there has been no published research on the use of the Wechsler intelligence tests on a black South African child population similarly stratified for quality of education. Therefore, for the purposes of this study, the latest Wechsler Intelligence Scale for Children (WISC-IV) was administered to a sample of 36 Grade 7 learners between the ages of 12-13 (mean 13.01 years), stratified for quality of education to form three comparative groups. Data analyses revealed significant differences on the WISC-IV Factor Indices and Full Scale IQ with the English speaking Private/Model C school group performing the best, followed by the Xhosa speaking Private/ Model C school group, and the Xhosa speaking Township/ DET school group performing the worst. This continuum of lowering is understood to occur abreast of a continuum of decreased exposure to relatively advantaged education. These normative indications are considered to have vital implications for the use of the WISC-IV in the South African cross-cultural situation where vastly differential educational opportunities continue to exist.

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Vilakazi, Nicholas Sibusiso. „Exploring principals' institutional instructional leadership practices in primary schools: a case study of two underperforming township primary schools in Ekurhuleni South District, Gauteng province“. Thesis, 2016. http://hdl.handle.net/10539/20786.

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A thesis submitted to the Wits School of Education, Faculty of Humanities, University of the Witwatersrand in fulfilment of the requirements for the Degree of Master of Education. Johannesburg 2016
Instructional Leadership has been researched extensively in secondary schools in South Africa, and not much is known about it in South African primary schools. Instructional Leadership is concerned with teaching and learning and the behaviour of teachers in enhancing student or learner performance as the core business and function of schools. However, many principals in the low-functioning township primary schools do not conceptualise instructional leadership as such. Many of these schools continue to perform poorly academically. In a longitudinal study for the Matthew Goniwe School of Leadership and Governance (MGSLG) it was discovered that more than 500 school principals in Gauteng province did not conceptualise instructional leadership as their main role. The management of teaching and learning was ranked only seventh out of ten leadership activities. Principals shift their instructional leadership role to deputy principals and Head of Departments. This research explores principals’ structional leadership practices in relation to student achievement. This study employs a mixed-method approach which incorporates a qualitative and quantitative design and observation of principals’ instructional leadership practices. The participants in the study involve all levels of the teaching force which includes the principal, the deputy principal, the Head of Department (HoD) and the teachers in two township primary schools. The research findings reveal that school principals shift their instructional leadership to their lower level management colleagues. Key words: Instructional leadership, distributed leadership, student achievement, under-performance, curriculum management

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Mabuza, Raymond Vusi. „Perceptions of adult education teachers about their working condition in the Adult Basic Education and Training programme in the Gauteng East Education District“. Diss., 2019. http://hdl.handle.net/10500/26508.

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This research presents a qualitative inquiry of the perceptions of the adult education teachers about their working conditions in the Adult Basic Education and Training programme. A qualitative investigation method was conducted, and a semi-structured interview was employed to collect data. The data from open-ended questions was analysed using a thematic approach. Findings suggest that the condition of services for adult education teachers was not acceptable and the levels of job satisfaction among teachers in adult education was low. Some recommendations that arise from the study are that the dilapidated buildings belonging to adult education be revamped and teaching and learning resources be provided. It is also recommended that the employment conditions of adult education teachers be in line with those of mainstream education teachers.
Adult Basic Education (ABET)
M. Ed. (Adult Education)

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Gwele, Babalwa Linda. „The role of primary school principals in teacher professional development in Ekurhuleni South District“. Diss., 2019. http://hdl.handle.net/10500/25805.

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The study explores the role of school principals in teacher professional development in Ekurhuleni South District and whether they perform their leadership functions as expected. Literature reviewed gave an in-depth understanding of the discourse of teacher professional development from the South African and international perspectives. A qualitative approach was adopted to explore the role of school principals in teacher professional development. Ten primary schools were selected from Ekurhuleni South District using purposive sampling. In each school, the principal, deputy principal, head of department and a post level teacher were interviewed to gather data. The findings of the study revealed that there is little or no support from principals to assist teachers in order to enhance teaching and learning. A lack of resources and development opportunities for principals by their superiors hampers teacher professional development. The main recommendation from this study is that principals should be supported by their cluster leaders, and the school governing bodies should supplement the school funds so that teachers can attend workshops.
Educational Management and Leadership
M. Ed. (Education Management)

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Phala, Thembi Anastacia Lucky. „Problems in word recognition for grade 4 learners in an inclusive classroom in Ekurhuleni South, Gauteng“. Diss., 2013. http://hdl.handle.net/10500/9749.

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Reading is currently a great concern in South Africa with most learners reading below their grade level. In order to remedy this problemthe Department of Education (DoE) has launched a number of campaigns to ensure learners are continuously monitored and evaluated. The purpose of this study is to explore how Grade 4 teachers support learners with word recognition problems in an inclusive classroom. Grade 4 is a transitional grade from mother tongue to English as the medium of instruction in most of Gauteng schools. This shift creates a challenging factor when teaching reading. Although the teachers’ in this investigation were professionally trained not all were trained on how to teach reading and such components as word recognition and lack of strategies raised a major concern. The DoE (2005:67) also stressed that in applying teaching methods teachers should bear in mind that there is no single classroom in which all learners will be exactly the same or learn in the same way and same pace. Hence, teachers need to be creative when dealing with word recognition problems in order to be able to accommodate different learners in an inclusive classroom. In addressing the challenges faced this study uses Bronfenbrenners ecological system theory and qualitative research design to examine how teachers support learners with word recognition problem. The interview questions were firstly piloted with one of the neighbouring Grade 4 teacher. After the pilot study six Grade 4 teachers from four different primary schools were interviewed and observed and their documents were also analysed. The analysis used Creswell’s method and the finding highlighted factors which affect Grade 4 teachers when supporting learners with word recognition. The factors include the following: understanding the Grade 4 learner, curriculum changes in Grade 4, teacher training in the teaching of reading, teaching reading in Grade 4, addressing word recognition in Grade 4, insufficient district support, lack of parental involvement, lack of enough resources and time allocation and lesson plans. Based on the findings, recommendations were made on how to support Grade 4 learners with word recognition problems.
Inclusive Education
M. Ed. (Inclusive Education)

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Shuro, Vimbai. „Use of information and communication technology in teaching primary school learners experiencing barriers to learning in Ekurhuleni North district“. Diss., 2020. http://hdl.handle.net/10500/27548.

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Summaries in English, Zulu, Venda and Ndebele
The objective of this study was to investigate the use of Information and Communication Technology (ICT) in the teaching and learning of learners experiencing barriers to learning in ordinary primary school classrooms in Ekurhuleni North district in Gauteng Province. The study sought to establish the role and use of ICT and how it enhances teaching and learning of learners experiencing barriers to learning. Data were collected using in-depth interviews and non-participant observation and this allowed the researcher to ask open-ended questions and also to observe participants using ICT. Six teachers from three primary schools in Ekurhuleni North district were used and purposive sampling was used to select these participants. Thematic content analysis was used to analyse data. The study revealed that ICT increases learners’ motivation and concentration span, helps learners to participate effectively, assists in the grasping of concepts and minimises barriers to learning. The study recommends that teachers should be trained on the use of ICT and it should also be incorporated as an important pedagogical method to facilitate teaching and learning of learners experiencing barriers to learning.
Inhloso yalolu cwaningo ukuphenya ukusetshenziswa kobuchwepheshe bezolwazi kanye nezokuxhumana (ICT) ohlelweni lokufunda nokufundisa abafundi abahlangabezana nezihibhe zokufunda emagunjini okufundela sikoleni esejwayelekile sebanga eliphansi esifundeni sase-Ekurhuleni North district in Gauteng Province. Ucwaningo lufuna ukuthola indima kanye nokusetshenziswa kobuchwepheshe be-ICT kanye nokuthi lokhu kuluqinisa kanjani uhlelo lokufunda nokufundisa kubafundi abahlangabezana nezihibhe zokufunda. Idatha yaqoqwa ngokusebenzisa izinhlolovo ezijulile kanye nokubukisisa izenzo zabadlalindima, okuyinto evumele umcwaningi ukuba abuze imibuzo evulekile futhi abukisise nendlela abadlalindima abasebenzisa ngayo ubuchwepheshe be-ICT. Uhlelo lwesampuli enenhloso (Purposive sampling) yasetshenziswa ukukhetha othisha ababengabadlalindima, abayisithupha abaphuma kwizikole ezintathu zamabanga aphansi esifundeni sase-Ekurhuleni North district. Uhlelo lokuhlaziya indikimba (Thematic content analysis) lwasetshenziswa ukuhlaziya idatha. Ucwaningo luye lwaveza ukuthi ubuchwepheshe be-ICT lwengeze ugqozi kanye nokugxila komqondo wabafundi esifundweni, ukubasiza ukuba bazibandakanye ngempumelelo, basize ekubambeni ngengqondo amagama futhi banciphise izihibhe zokufunda. Ucwaningo luncoma ukuthi othisha baqeqeshelwe amakhono okusebenzisa ubuchwepheshe be-ICT, okuyiyona ndlela engathathwa njengesemqoka ohlelweni lokufundisa nokufunda kwabafundi abahlangabezana nezihibhe zokufunda.
Tshipikwa tsha ngudo iyi ho vha u todisisa u shumiswa ha thekhinolodzhi ya mafhungo na vhudavhidzani (ICT) kha u funza na u gudisa vhagudiswa vhane vha tshenzhela zwithivheli zwa ngudo kha kilasirumu dzo doweleaho dza zwikolo zwa phuraimari ngei vhubvaduvha ha tshitiriki tsha Ekurhuleni Vunduni la Gauteng. Thodisiso yo toda u bveledza mishumo na u shumiswa ha ICT na uri zwo khwinisa hani u guda na u funzwa ha vhagudiswa vhane vha tshenzhela zwithivheli zwa u ngudo. Data yo kuvhanganyiwa nga kha inthaviwu dzo tandavhuwaho, saizwi zwi tshi tendela vhadzheneleli u tandavhudza phindulo dzavho na u sedza hu si na u dzhenelela, u tendela mutodisisi u vhudzisa mbudziso dzine wa ṋetshedza phindulo wo vhofholowa na u sedza vhadzheneleli hu tshi khou shumiswa ICT. Ho shumiswa tsumbonanguludzwa dzo sedzaho kha vhukoni u nanga vhadededzi vha rathi u bva kha zwikolo zwiraru zwa phuraimari Vhubvaduvha ha tshitiriki tsha Ekurhuleni sa vhadzheneleli. Ho shumiswa ngona ine ya fulufhelwa ya u saukanya data. Thodisiso yo wanulusa uri ICT i engedza thuthuwedzo ya vhagudiswa na u futelela, na u vha thusa u dzhenelela nga mafulufulu, u vha thusa kha u fara mitalukanyo na u fhungudza zwithivheli kha u guda. Ngudo yo themendela uri vhadededzi vha gudiswe u shumisa ICT, ine ya nga tanganyiswa sa ngona ya ndeme ya pfunzo u konisa u guda na u funzwa ha vhagudiswa vhane vha tshenzhela zwithivheli zwa u guda.
Umnqopho werhubhululweli kuphenya ukusetjenziswa kwethekinoloji yezelwazi kanye nezokuthintana ekufundiseni nekufundeni kwabafundi abahlangabezana neenqabo ekufundeni esikolweni nje esijayelekileko ngeenkumbeni zesikolo sebanga eliphasi endaweni ye-Ekurhuleni North district esifundeni se-Gauteng Province. Irhubhululo lifuna ukwazi indima ye-ICT kanye nokusetjenziswa kwe-ICT nangendlela ithekinoloji iqinisa ngayo ihlelo lokufunda nokufundisa abafundi abahlangabezana neenqabo zokufunda. Idatha ibuthelelwe ngokusebenzisa iinhlolombono ezidephileko kanye nokuqalisisa izenzo zabadlalindima, okuyinto evumele umrhubhululi ukobana abuze imibuzo evulekileko kanye nokuqalisisa abadlalindima abasebenzisa i-ICT. Ihlelo lesampula eneHloso (Purposive sampling) lisetjenzisiwe ukukhetha abotitjhere abasithandathu, bakhethwa eenkolweni ezintathu zamabanga aphasi esiphandeni se-Ekurhuleni North district njengabadlalindima. Ihlelo lokutsenga uMnyombo (Thematic content analysis) lisetjenzisiwe ukuhlathulula idatha. Irhubhululo liveze ukuthi i-ICT ingezelela ummoya wokukhuthazeka kanye nommoya wokuqalisisa ngokomkhumbulo, kubasiza ukobana badlale indima ngepumelelo, basize ekubambeni amagama begodu baphungule iinqabo zokufunda. Irhubhululo lincoma bona abotitjhere babandulwe ekusebenziseni i-ICT, okulihlelo begodu elifanele lithathwe njengendlela eqakathekileko lokufundisa ukusiza ukufundisa nokufunda kwabafundi abahlangabezana neenqabo zokufunda.
Inclusive Education
M. Ed. (Inclusive Education)

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Dhlamini, Joyce Phikisile. „Effectiveness of facilitation methods to motivate adult learners to participate in ABET programmes : a case study of the adult centre at Ekurhuleni“. Thesis, 2012. http://hdl.handle.net/10500/11819.

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The purpose of this study was to investigate the effectiveness of the facilitation methods used in the adult centre to motivate adult learners to participate in Adult Basic Education and Training (ABET) programmes, as the majority of South Africans have a low level of literacy. The illiteracy could not be viewed independently of the apartheid policies that were in place before democratisation in 1994. After the democratisation the African National Congress (ANC) policies, prioritised the provision of ABET. The policy was for ABET provide education including basic literacy, numeracy to a level equivalent to the General Certificate of Education to adults who have had little or no formal schooling. ABET is viewed as a means to educate and train adults and is regarded as a force for social participation and economic development. The researcher was prompted to investigate the effectiveness of the facilitation methods to motivate adult learners to participate in learning or not. Adults’ participation in learning programmes will help them towards social participation and also to develop them economically. If adults are economically developed, South Africa will not be facing such huge rate of unemployment, poverty and illiteracy. As there are a number of development programmes that are offered at Ekurhuleni to equip adults with relevant skills required for development and equipping them with the skills to face economic challenges of the country, motivation becomes essential because if learners are not motivated to participate, they are not going to be involved in them and get the necessary education. The focus is also on the facilitation methods that are used in the learning centre. Qualitative research has enabled the researcher to gather enough data through employing interviews. Individual interviews, focus group interviews as well as observation were the tools used in this study. It reveals that facilitation methods that are used are not effective enough to motivate adult learners’ participation in ABET programmes. Thus recommendations and suggestions were made to assist the i facilitators in rendering effective facilitation methods for the benefit of the adult learners.
Educational Leadership and Management
D. Ed. (Education Management)

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Zikalala, Ntombintombi Alice. „An investigation of the use of Zulu as the language of learning and teaching in foundation phase of schools in Gauteng East district“. Diss., 2014. http://hdl.handle.net/10500/14077.

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According to the South African Schools Act no 86 or 1994, school governing bodies determine the official language used as Language of Learning and Teaching (LoLT) in public schools. Black community primary schools use home language in the Foundation Phase, and switch to English from the fourth grade. This study investigates Zulu as LoLT in the Foundation Phase in selected township primary schools in Gauteng East District. A qualitative inquiry used semi-structured interviews to collect data from Grade Three teachers. Findings were that educators welcomed use of learner’s Home Language as LoLT; due to diverse linguistic backgrounds of teachers and learners, Zulu was not used effectively in classrooms; code switching to English was prevalent; parent involvement was poor due to parents’ lack of Zulu proficiency and learning and teaching materials were mainly in English. The review of school language policies and the provision of multiple medium classes to accommodate language diversity were recommended.
Educational Studies
M. Ed. (Early Childhood Development)

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Dissertationen zum Thema „Education, Elementary – South Africa – Ekurhuleni“

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