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1
何寶鈴 and Po-ling Ho. "Usability of web teaching in general studies in primary school: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B26903763.
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2
Ekiz, Durmus. "Exploring primary school teachers' preactive teaching and practical theories of teaching science : multiple case studies from Turkey." Thesis, University of Nottingham, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.366474.
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3
Chiang, Oi-kit Kezia, and 蔣愛潔. "Dictation in a local primary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31962865.
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4
Li, Sau-fun Ocean, and 李秀芬. "The implementation of ICT in teaching English in a primary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B3040325x.
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5
Shapii, Aspalila. "Learner-centredness in Malaysian year five primary school teaching : four case studies of teachers' practices, beliefs and knowledge." Thesis, University of Leicester, 2014. http://hdl.handle.net/2381/28722.
Повний текст джерелаАнотація:
This study was undertaken to explore and describe how English language is being taught and how the curriculum guidelines that emphasise learner-centredness are being interpreted by teachers in primary schools in Malaysia. Specifically, it focuses on whether teachers implement learner-centred classroom practices and describes teachers’ knowledge and beliefs about learner-centredness. Finally, the study focuses on teachers’ views on possible issues and challenges in implementing learner-centred approaches in Malaysian primary English classrooms. Four teachers from different school categories in a northern state in Malaysia participated in this research representing rural, town and two vernacular schools (Chinese and Tamil). Using ethnographic approach, the study involved qualitative/ exploratory approaches by documenting, describing and analysing data gathered from semi-structured interviews, observation plus note-taking, video-recording of classroom and video-stimulated recalled interviews. Findings indicate that teachers did not fully embrace the principles of learner-centredness but minimally integrated some learner-centred practices at varying degrees particularly in allowing more learner participation, introducing varied materials and activities, introducing activities that involved some discussion and discovery and encouraging interactions between learners and teachers in the target language. The findings also found some efforts to encourage self and peer-evaluation. Two fundamental principles of learner-centredness i.e., collaboration and negotiation of learning objectives and identification of learner objective and subjective needs were not found in any of their practices regardless of the school categories. Teacher’s interpretations of learner-centredness revealed superficial understanding about learner-centred practices. Consequently, recommendations were proposed in terms of improved teacher training, an outline of an idealised working construct and definition of learner-centredness to use in ELT classroom, areas of change needed in the education system in Malaysia and future research areas to investigate learner-centredness.
6
孫群英 and Kwan-ying Suen. "School-based information technology: a case study of the home-school collaboration in a local primary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31256454.
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7
Lo, Yin-fun, and 盧燕芬. "Civic education and political change: a case study in a primary school in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31959672.
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8
Hill, Kathleen J. (Kathleen Josephine) 1920. ""This one is best" : a study of children's abilities to evaluate their own writing." Monash University, Faculty of Education, 2001. http://arrow.monash.edu.au/hdl/1959.1/8956.
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9
Lam, Choi-ling, and 林賽玲. "An evaluation of a school based English Language Curriculum initiativeon the teaching of songs: a primary schoolcase study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B44391328.
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10
Kaburu, Gilbert. "Teaching for Social Justice in Northern Uganda: The Case of Mission Girl's School." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1404217879.
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11
Amukushu-Niipare, Alina. "An investigation of the implementation of the thematic approach in Namibian lower primary classrooms: a case study." Thesis, Rhodes University, 2008. http://hdl.handle.net/10962/d1003534.
Повний текст джерелаАнотація:
This study focuses on the implementation of a thematic approach in the Namibian Lower Primary Phase of schooling. The purpose of the study is to investigate teachers’ perceptions and understanding of the thematic approach and also to explore how teachers plan and implement a thematic approach in their classrooms. It is argued that a thematic approach allows for a combination of subjects that integrate content across the curriculum in such a way that learners can see the relations among concepts and so build up their knowledge in a more meaningful way. The work was done in a qualitative paradigm using a case study approach. Findings reveal that the majority of teachers have a shallow conceptual understanding of the principles of a thematic approach and this causes difficulties in their practice. The investigation concludes that in order for teachers to deepen their conceptual understanding of the thematic approach, follow-up workshops are necessary to help them develop appropriate strategies for their classrooms.
12
Kranz, Carol A. "A qualitative case study of novice Kenyan primary school teachers what messages transmitted by the teacher training colleges are internalized and applied?" Doctoral diss., University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4956.
Повний текст джерелаАнотація:
The method of instruction and the formal curriculum within two Kenyan teacher training colleges were studied in order to discover which messages regarding pedagogical practice are internalized within novice Kenyan primary school teachers and then actualized within their classrooms. An educational connoisseurship approach was utilized to give descriptive, interpretive, evaluative, and thematic insight. Three data streams were collected through interview, observation, and design evaluation in order to establish structural corroboration and internal validity. The study found that the method of instruction by the teacher training college faculty was teacher-centered and utilized lower order cognitive methodology. Though the formal curriculum design was strong, it too promoted lower cognitive processes. These two messages, teacher-centered pedagogies and lower cognitive processes, are being internalized and applied by the novice teachers and maybe affecting the quality of education in Kenyan schools. The results of this study suggest that pedagogical skills promoting higher cognitive levels should be developed through in-service training in Kenyan training colleges and primary schools as a way to improve the quality of education in this country.ID: 030423103; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ed.D.)--University of Central Florida, 2011.; Includes bibliographical references (p. 257-265).
Ed.D.
Doctorate
Education
13
Rivera, Herminia J. "A tale of two teachers culturally relevant teaching case studies of theory and practice /." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1149002710.
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14
Ning, Kon-ying, and 甯幹英. "A case study examining the transfer of information literacy across subjects in primary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B40203335.
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15
Tan, Wei Xiong, and 陳煒雄. "A case study of primary school teachers' implementation of a new Chinese language curriculum designed by the Ministry ofEducation in Singapore." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B44912961.
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16
張穎 and Wing Cheung. "Teaching Chinese language in Putonghua of a primary threeclass in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B37650026.
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17
Woodring, Betty Gregory. "The Use of Learning Styles in Teaching Social Studies in 7th and 8th Grade: A Case Study." Thesis, University of North Texas, 1990. https://digital.library.unt.edu/ark:/67531/metadc332110/.
Повний текст джерелаАнотація:
This qualitative case study examined the extent to which learning styles were used by teachers in four seventh and eighth grade social studies classrooms in a large suburban north Texas junior high school.
The conclusions were as follows:
1) The environment on the junior high level did not afford the flexibility found in the elementary classroom. The changing of students, teachers, and the multi-purpose use of rooms did not afford flexibility of light, temperature, sound, and design preference.
2) The physical and the psychological categories had elements within each category that overlapped. A right brain activity closely aligned to a tactile/kinesthetic activity. A parallel between physical-mobility and psychological-global was noted, as well as a pattern between the global and the tactile/kinesthetic projects.
3) The split lunch period created problems for the global, kinesthetic, impulsive students. The academic environment was interrupted for a thirty minute period; students had to re-acclimate to a more analytic environment after lunch.
4) Each teacher alternated between primary style and secondary and tertiary styles. This mediation ability enabled each teacher to use all styles in lessons the researcher observed.
5) Abstract random and concrete random teachers did more group and team teaching than concrete sequential and abstract sequential teachers. Further, dominant sequential ordering in a teacher limited random activities. Whereas, dominant random ordering in a teacher limited sequential ordering activities. Both groups of teachers experienced teacher burnout when forced out of their primary style.
6) It was easier for those teachers whose primary and secondary ordering were opposite (CS/CR or AS/AR), as opposed to those whose primary and secondary ordering were the same (CS/AS or CR/AR), to align to a different environment.
7) These results suggest that teachers should not be required to stay in any one style. The flexibility of being able to alternate between styles will conserve energy and prevent teacher burnout.
18
Mai, Man-ling, and 梅曼玲. "Teachers' perceptions of using English as the medium of instruction inthe subject of general studies in a Hong Kong primary school: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B31963717.
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19
Raiker, Andrea. "The role of linguistics in the learning, teaching and assessment of mathematics in primary education : a case study of a lower school in the United Kingdom." Thesis, University of Bedfordshire, 2008. http://hdl.handle.net/10547/134963.
Повний текст джерелаАнотація:
This doctoral research was concerned with the role of language and its implications for the learning, teaching and assessment of mathematics for children aged 4-9 years. Earlier research by the author had established language and assessment as bridges enabling learning although they had the potential to increase the divide between teacher and learner. Reflection raised the question on how children achieved in mathematics despite potential difficulties with language and assessment. Review of the literature concluded that resources and sociocultural norms were also bridges between learner and teacher. A model was established of the relationships and processes between all perceived variables that provided an external, theoretical structure to be evaluated against structuralist, pragmatic and integrational linguistic approaches and empirical outcomes. The overarching approaches adopted were institutional ethnography and case study. An appropriate methodology was devised whereby sophisticated ICT equipment captured all visual and speech events during classroom interactions. Frequency analysis at word level, content analysis at utterance level and discourse analysis at total speech level triangulated with content analysis of interviews and evaluation of documentation completed the empirical research. Data analysis revealed five registers of children’s talk. Evidence suggested that the peer-peer ‘conditioned talk’ used in focused group work was the most effective for learning as it enabled them to discern the small steps in the inferential leaps in discourse made by their teachers, work out problems together, inform their peers, share findings and reinforce each others’ learning. Learners’ language showed aspects of structural, pragmatic and integrational linguistics, confirming a conclusion of the literature review that the various linguistic approaches discussed should be used to support and not exclude each other. The contribution made to knowledge is the ethnomethodology provided by the model, ICT resource and the five registers of talk revealed by the linguistic approach to discourse analysis. Teachers would be able to understand nuances of language used by their pupils and acquire essential skills and tools to put into effect the personalised learning agenda. Peer-peer observation of teachers would be an appropriate platform for the observation of the different registers used by learners, the resources that generate those registers, and their most effective use to close the gap between natural language and the subject specific language of mathematics.
20
Jaffery, Zafreen. "Making Education Accessible: A Dual Case Study of Instructional Practices, Management, and Equity in a Rural and an Urban NGO School in Pakistan." PDXScholar, 2012. http://pdxscholar.library.pdx.edu/open_access_etds/409.
Повний текст джерелаАнотація:
Two- thirds of Pakistan's primary aged children are enrolled in school and less than one-third complete fifth grade. Decades after the inception of the goal of primary education for all of its children, the state is unable to fulfill its promise of providing access to universal primary education. The failure of the government to provide for a system that ensures equitable opportunities for all of its children has resulted in individuals, for-profit organizations, and non-governmental organizations (NGOs) intervening to fill the void. In particular, international donor agencies (IDAs) have come forward to provide financial aid and personnel support for primary education. There is currently a dearth of research on the work of NGO schools in Pakistan, which leaves many unanswered questions about the role of NGO schools. Therefore, in this study, I examine the efficacy of not-for-profit, private schools managed by non-governmental organizations (NGOs) in providing quality education to primary school children in Pakistan. This study examined schools formed and supported by two NGOs in Pakistan and their impact on providing primary education. A dual case study approach involving a concentrated enquiry into two cases (a rural and an urban school) was used. The study focused on the following research question: How does an NGO school provide education to primary aged school children? Results corroborate previous key-findings that the NGO is the parent body which oversees management, provides training, mobilizes the community and generates the primary funds to run the schools. The study goes further to suggest that NGO leaders provide leverage and establish connections that are important for fund raising and creating opportunities for the schools to expand and work cost-efficiently. The rural NGO had created its own methodology for literacy instruction, which produced adult literate women who were then hired as primary teachers. In addition, it showed that the two schools use: (1) an eclectic approach to teaching which ranged from using public school's curriculum to local, contextually based materials to foreign British-based curriculum; (2) the shift in instructional strategies suggested movement from a behaviorist approach toward integrating constructivist methods of teaching; and (3) the flexibility in curriculum choices poses challenges as well as opportunities for growth for the teachers. These results help to frame future research by linking NGO school's instructional practices to those used in private and public school systems in Pakistan.
21
Maselana, Thobeka. "An investigation of the sustainability of the Imbewu Project at Phiwe Primary School." Thesis, Rhodes University, 2007. http://hdl.handle.net/10962/d1007509.
Повний текст джерелаАнотація:
Sustainable development and projects are relatively new terms In the South African context. This study explores these concepts as they relate to a school that is piloting a project in the Eastern Cape. A number of projects have been introduced in disadvantaged schools to redress imbalances of the past. Funders invest a lot of money, but when they leave, schools struggle to sustain these initiatives. This study aims to investigate whether the Imbewu Project, an educational development pilot project meant to improve schools in the Eastern Cape, made provision for long-term sustainability and whether the school sustained the project. Very little research seems to have been conducted on sustainability, especially in South Africa (SA). The study is conducted in the interpretive paradigm. A single case study involving a number of stakeholders at Phiwe Primary School (PPS) was conducted through observations, interviews, focus groups and document analysis. The study found that the action research strategy intended for the project was constrained by the limited time allowed. In addition, the approach did not address processes which are important for sustainability. Also, the cascade approach to learning is not successful in organisations that have not reached the status of being learning organisations. PPS is still struggling to change its culture and therefore one can say that they cannot sustain the changes that are brought by the project. Firstly, they did not involve the parents in most modules as the project suggested. Secondly, some facilitators did not understand the project. Thirdly, although the project provided for monitoring and support, the study found that there was inadequate support from the project team and district officials. There was a shortage of district officials because the Eastern Cape Department of Education did not invest in appointing people that could sustain the project. However, there are areas where the school is doing an outstanding job despite the fact that there was very little support. The school performed well in implementing and sustaining the project in the following areas: learner welfare, community involvement and involvement of staff members in committees.
22
Leander, Elizabeth Alice. "A case study of the multiple contextual factors that impact on the reading competencies of grade 3 non-mother tongue speakers of English in a Grahamstown Primary School in the Eastern Cape, South Africa." Thesis, Rhodes University, 2007. http://hdl.handle.net/10962/d1005913.
Повний текст джерелаАнотація:
This study explores what happens in a reading class where grade 3 learners from specific cultural and ethnic backgrounds are taught to read in a language other than their mother-tongue. The research takes place at a primary school in the Eastern Cape, South Africa where English is the Medium of Instruction (MOI).The report on the findings of this research reveals that the teaching strategies and reading theories of the teacher, the literacy backgrounds of the learners, as well as the language preferences of the parents, are some of the contextual factors that impact on reading. One of the major findings in the study constitutes the debilitating effects of the learners' socio- economic circumstances on their reading performances in the classroom. The socio-political factors that impact on the learners, the teacher, and the school as a social unit, proved to be the factors that are remnants of the Apartheid segregation polices as well as the educational policies of the present government, especially, those pertaining to mother-tongue Instruction. Although it is difficult to generalize from a small-scale study like this, its benefits lie in the evidence that confirms the influence of specific contextual factors on reading proficiencies, the evidence that identifies poor and effective teaching practices and the evidence that elucidate the implications of non-mother tongue instruction. This research may thus serve to raise the consciousness of practitioners in reading instruction, parents and policy makers.KMBT_363
Adobe Acrobat 9.54 Paper Capture Plug-in
23
Ncula, Ntombizandile Shirley. "Food gardens, environmental lesson planning and active learning in the life orientation learning area - foundation phase : a case study at Lungelolethu Lower and Higher Primary School /." Thesis, Rhodes University, 2007. http://eprints.ru.ac.za/927/.
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24
Mvula-Jamela, Lungiswa Gwen. "Development of a school environmental policy to enable active learning in the context of the National Curriculum Statement." Thesis, Rhodes University, 2007. http://hdl.handle.net/10962/d1008376.
Повний текст джерелаАнотація:
The transformation processes occurring in the South African curriculum context has highlighted a need for improving ways of interpreting and implementing curriculum requirements, in ways that are relevant to the context of learners and their experiences. Outcomes Based Education (OBE) encourages teachers to develop learner centred and active learning approaches. In this research I explore the development of how a School Environmental Policy can contribute to active learning in the context of the National Curriculum Statement for Grades R-9 (NCS R-9). I employed a participatory action research approach in which I worked with other teachers in my school to develop a School Environmental Policy, and then implement associated lessons. In cycle 1 this research focused on the School Environmental Policy development processes. In cycle 2 the research focused on designing and implementing three Lesson Plans in Makana Public Primary School (in three phases). I used a range of data generation strategies such as observations, use of a reflective journal, semi-structured interviews, focus group discussions, a workshop, photographs and document analysis to generate data for the study. All participants collaboratively discussed and agreed upon the research , and the two teachers who developed the lessons with me also reflected on the process of Lesson Planning and active learning, but I was responsible for the final interpretation presented in this thesis. The research indicates that the School Environmental Policy led to the planning of active learning processes and that the School Environmental Policy and the active learn ing approach are consistent with OBE policy and philosophy. The study also indicates that the School Environmental Policy and the active learning approach strengthened the use of Learning Outcomes, but not necessarily Assessment Standards and that the active learning approach promoted enquiry in lessons. The research further indicates that the School Environmental Policy and active learning processes contributed to school improvement and work towards a healthy environment. The School Environmental Policy also encouraged educators to address school community environmental issues and build stronger links with parents. The study also led to a set of recommendations to improve the School Environmental Policy and active learning process in ways that address the NCS requirements for learning and assessment.
25
汪以慧. "一位澳門小學普通話教師教學專業知識實踐之個案研究". Thesis, University of Macau, 2008. http://umaclib3.umac.mo/record=b1879744.
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26
Tsang, Lai-yuen Lance, and 曾麗婉. "Perceptions of students, parents and professionals towards supportive remedial services and integration." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31959854.
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27
CHAN, CHENG CHIEH, and 詹正傑. "A Case Study on National Identity Teaching of a Social Studies Teacher in a Primary School." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/98856029565295893758.
Повний текст джерелаАнотація:
碩士國立臺中教育大學
課程與教學研究所
98
The main purpose of this study is to investigate the perspective on national identity of a social studies teacher of a primary school in Changhua County. The paper will focus on understanding the teaching perspectives of a teacher on the issue of national identity and his interpretation of the textbook content which is associated with national identity as well as examining how the teacher put her view on the issue into teaching practice. Qualitative research was adopted in this research. The subject is a social studies teacher of a primary school in Changhua County. Classroom observations, interviews and data analysis were used in order to construct the teacher’s interpretation and pedagogical praxis on the issue of national identity. The findings of the study are as follows: 1. The teacher focused on the history of Taiwan, the geography of Taiwan as well as the local cultural heritage in perceived curriculum and operational curriculum. She thought that the national identity could be developed by the relationship between people and the land. 2. It could be found in the teacher’s perceived curriculum and operational curriculum that Taiwanese culture was largely influenced by Chinese culture. 3. The teacher stressed the importance of social norms and legal system in perceived curriculum and operational curriculum. Both could raise student's citizen consciousness. 4. The concepts of our country's territory, the government and the sovereignty were not fully understood by the teacher. In operation curriculum, she used “Taiwan” as a country name instead of “the Republic of China”. 5. The teacher stressed the importance of the participation of our country in the international community in perceived curriculum and operational curriculum and China interferes the participation of our country in the international community. 6. The teacher thought that our country is a sovereign state in perceived curriculum. However, she did not mention this in operational curriculum. 7. The teacher adopted fidelity perspective to the implementation of the curriculum. It is hoped that the research provides a reference for educational administration, textbook editors, primary school teachers and future researches.
28
"Home, family and school literacy practices : reading and the primary school boy." Thesis, 2015. http://hdl.handle.net/10210/14117.
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29
Dakich, Eva. "Towards the social practice of digital pedagogies: teachers' ICT literacy in contemporary primary schools." Thesis, 2009. https://vuir.vu.edu.au/30068/.
Повний текст джерелаАнотація:
Information and communication technologies (ICT) have been introduced to schools without fundamentally changing learning and teaching. In most cases they have been adapted to traditional school structures, classroom organisation and existing pedagogical practices, falling short of facilitating significant educational and cultural shifts. The promise of ICT to transform teaching and learning in schools has not yet been realised due to a range of barriers including teachers' lack of confidence and pedagogical understanding in drawing on the potential of digital technologies. This dissertation explored connections between teachers' ICT literacy and pedagogical practices. The aims of the research were to study the situated nature of ICT integration and to portray the knowledge and skills that would help teachers facilitate new, ICT-rich social practices of teaching and learning in contemporary primary schools.
30
Mufanechiya, Albert. "The interface between in-service teacher development and classroom teaching and learning in Zimbabwean primary schools." Thesis, 2020. http://hdl.handle.net/10500/27212.
Повний текст джерелаАнотація:
Primary school teaching and learning, and indeed the whole teaching profession continue to
be shaped by the ever – changing knowledge economy and global educational trends. To this
end, professional teacher development in Zimbabwean primary schools has become an
important focus area in terms of how it can facilitate and contribute to effective teaching and
learning in line with the new educational developments. There is consensus among primary
school stakeholders that the success of teaching and learning is dependent on promoting an
efficient and student - needs driven in – service programme. The purpose of the study was to
explore the influence of the university B.Ed (primary) in – service teacher development
programme in its mandate to fulfill the critical function to develop primary school teachers
with knowledge, skills and competencies for the Zimbabwean primary education system. The
imperative has been for the university in – service programme to offer competences and skills
that are needed by primary school teachers and for these teachers to upgrade and update their
skills for effective teaching and student learning. The theoretical approach that informed the
study was Vygotsky’s Cultural Historical Activity Theory (CHAT) with its main perspective
being that knowledge is socially constructed and takes place in real contexts.
The study ontology was interpretivism in which the qualitative single case study design was
employed. The data were collected through semi - structured interviews with the Chairperson
and five lecturers of the Curriculum Studies Department and focus group discussion in
respect of ten B.Ed (primary) in – service student teachers. The participants were
purposefully sampled taking into account their knowledge and experience with the in –
service programme and primary school teaching - learning contexts.
The study found that the B.Ed (primary) in – service programme had minimal influence on
primary school teachers’ teaching and learning needs. The programme had not fully
addressed the primary school teachers’ expectations in terms of imparting knowledge and
skills useful for classroom teaching and learning. One of the major contributory factors was
that there were curriculum design frailties of the programme which were as a result of lack of
dialogue, engagement and consultation between and among important primary school
education stakeholders especially in – service teachers. As a result, the programme had not
adequately raised the teachers’ knowledge and skills in the critical areas of their practice, yet
this was the core function of the programme. From the findings, the study recommends that
the University sets up a strong Curriculum Development Department funded and staffed with
experts in research and curriculum design and development. These should manage the
designing and preparation of curriculum documents by involving primary school
stakeholders, especially primary school teachers.Curriculum and Instructional Studies
Ph. D. (Curriculum and Instructional Studies)
31
Chilando, Grace. "Teaching practical lessons using mobile laboratory : a case of selected basic schools in Zambia." Diss., 2017. http://hdl.handle.net/10500/27232.
Повний текст джерелаАнотація:
The purpose of the study was to explore teachers’ views on using mobile laboratories when teaching Integrated Science during science practical lessons; to assess the teachers’ competencies in using the mobile laboratories and the challenges they face in this practice. The research used a survey as a research design. The target population was all teachers teaching Integrated Science. The sample comprised of forty-five (45) respondents from Northern and Eastern provinces of Zambia. Purposive sampling was used to pick the participants of the study.
In collecting data, questionnaires, interview schedules and observation checklist were used to collect data needed for this study. The instruments were piloted before they were used in the study.
The findings from the study revealed that the quality of material in these laboratories are quite good but their numbers are not in line with the size of the classes, which negatively affects the teaching and learning process of practical lessons in science. Additionally, the teachers’ qualification, was found to be associated with their competence in the use of mobile laboratories; that is, the higher the qualification, the more the competence in the use of mobile laboratories apparatus. Furthermore, the study established the following challenges on the use of the mobile laboratories: inadequate materials in the mobile laboratories, schools are not financially strong to replenish them after they are used up, some teachers find it timeconsuming to prepare and set up the apparatus for experiments and orientation is needed for some teachers on how to use these laboratories.
In view of the findings, it is recommended that the government should provide more
laboratory materials and monitor the level of usage of these materials. Additionally, short
courses should be organised aiming at improving science teachers’ knowledge and skills of the use of mobile laboratory facilities. Moreover, Continuous Professional Development
(CPD) must be enhanced in schools with an emphasis on the orientation of mobile laboratories usage by all science teachers.Science and Technology Education
M. Ed. (Natural Sciences)
32
Moagi, Daniel K. "Exploring Grade six teachers' views regarding teaching progressed learners in Lichtenburg selected primary schools." Diss., 2020. http://hdl.handle.net/10500/26354.
Повний текст джерелаАнотація:
According to the National Policy for Assessment Grade R-12, South African learners are either promoted or progressed to the next grade. This study focused on teachers’ views on teaching progressed learners in primary schools in the Lichtenburg District. According to the National Policy Pertaining to the Programme and Progression Requirements, the term
‘progressed’ means the movement of a learner from one grade to the next grade excluding grade R, in spite of the learner’s non-compliance with all the promotion requirements. The theoretical framework was provided by the behaviourist, social constructivist, and interactive learning theories. A literature study investigated the accommodation of progressed learners in Zimbabwe and the United States, albeit the use of different terminology to identify the learners, and reasons for the increase in progressed learners in South African schools since the inception of the new curriculum policy and the progression policies. Against this background, a qualitative study was conducted and a purposeful sample of six primary school teachers teaching English First Additional Language to grade six progressed learners at two selected primary schools in the Lichtenburg district was selected. Data were gathered by interviews, observation and document analysis. Findings indicated that teachers were constrained by overcrowded classrooms, lack of teaching resources and school infrastructure, poor learner behaviour, poor attendance of remediation sessions and lack of parent involvement. Teachers were not trained to teach progressed learners and tended towards teacher-centered approaches. Based on the literature and the findings of the qualitative inquiry recommendations for improved practice were made.Curriculum and Instructional Studies
M. Ed. (Curriculum and Instructional Studies)
33
Vorster, Maritza. "The case of character education to address challenging behaviour in a Gauteng primary school." Diss., 2018. http://hdl.handle.net/10500/24236.
Повний текст джерелаАнотація:
This qualitative, phenomenological case study investigated the influence of character education, taught in addition to the Life Skills curriculum, on challenging behaviour in a primary school in Gauteng. Through a filtering process the researcher identified the Youth Citizens’ Action Programme (YCAP) as a suitable additional programme, one which currently includes democratic citizenship and service learning approaches. These are attuned to the study’s theoretical framework, which vests in social and experiential learning, modelling and observation. Although the YCAP at this particular Gauteng school is each year implemented by a team of Grade 7 learners, the implementation of the YCAP involved all the learners across grades. Hence, the empirical study focused on the contribution of the Grade 7 learners to addressing bullying, which learners themselves identified as the most prevalent form of challenging behaviour. The findings showed that the YCAP decreased bullying as challenging behaviour in this particular school.Inclusive Education
M. Ed. (Inclusive Education)
34
Ganyata, Obert. "Indigenous African music and multiculturalism in Zimbabwean primary schools : toward an experiential open class pedagogy." Thesis, 2020. http://hdl.handle.net/10500/27037.
Повний текст джерелаАнотація:
This study focuses on the teaching of Indigenous African Music (IAM) in Zimbabwean primary schools, and proposes a new Experiential Open Class Pedagogy relevant to its multicultural contexts. A postcolonial theoretical paradigm informs the discussion of secondary literature, and the analysis of empirical data obtained through the following methods: interviews, lesson observations, focus
group discussions, and the analysis of teaching documents. Case studies were conducted at ten schools in the Gweru district of Zimbabwe. These schools were chosen from a mix of urban, peri-urban, and rural communities. The findings show the continued effects of colonialism on IAM teaching practices and pedagogy. The
effects of globalization and the high levels of migrancy in and out of Zimbabwe are discussed as factors shaping the teaching of IAM. Formal models of learning have undermined the status of IAM in favour of Western classical music. Recognizing this bias, but also the fact that culture is dynamic, this study strikes a balance by proposing a new pedagogy that integrates Western and African approaches to music
education. The study findings feed into the development of a new hybridised model called the Experiential Open Class Pedagogy (EOCP), which is suitable for multicultural contexts. This pedagogy encourages learners to use their personal experience of IAM practices in the home, and to draw on expertise from their local communities. The participation of children and their elders in the community
contributes to the openness of the learning process. A combination of learning at home, in communities, and in classrooms is vital in utilising all the critical avenues to acquiring knowledge and experience of IAM. Recommendations on policy and practice in Zimbabwean primary school education offer solutions to the present challenges. It is important for teachers to be active stakeholders in documenting the
very IAM practices they teach by carrying out research, and through continuous improvement initiatives in multicultural contexts.Art History, Visual Arts and Musicology
D. Phil. (Music)
35
Manwadu, Nthuseni Christinah. "The impact of the principal's task of curriculum supervision of teaching learning in primary schools : a case study in Vhembe district, Limpopo." Diss., 2010. http://hdl.handle.net/10500/3685.
Повний текст джерелаАнотація:
The objective of the case study was to investigate the impact of the principal’s supervision task on teaching and learning in primary school in Vhembe District, Limpopo Province. The investigation focused on five primary school principals and ten teachers.
The first chapter exposed background to the study, problem formulation, aims, significance, methods and demarcation of study.
Literature reviewed depicted strong advocacy for supervision of teachers by principals. Nevertheless, ineffectiveness of locally based teacher supervision by principals and non-compliance to supervision policy requirements were shown.
The methodological aspect suggested that data was gathered through interviews with principals and questionnaires administered to teachers. Qualitative approach was used to interpret data obtained.
Findings of this study revealed ineffective supervision of teachers by principals and lack of departmental support to supervision systems. Supervision task was also not impacting positively on teaching and learning. The study recommends the revamping of teacher supervision and monitoring strategies, constant monitoring of principals when carrying out supervision task. Regular workshops and seminars on supervision task should be conducted to empower teachers and principals.Educational Leadership and Management
M.Ed. (Educational Management)
36
Nenweli, Mmahlomotse Sekinah. "Mirrors and windows : a case study of the effectiveness of teaching strategies employed in racially diverse classrooms at one primary school in the Gauteng Province in South Africa." Thesis, 2019. http://hdl.handle.net/10500/25977.
Повний текст джерелаАнотація:
This study used Bhaskar’s Critical Realist ontology as meta-theory reinforced by Margaret
Archer’s Social Realist Theory as an analytical framework to help obtain a deeper
understanding of the contributory mechanisms to the provision of equal opportunities to
learn in racially diverse South African classrooms in a chosen primary school in Pretoria, South
Africa. The study applied Archer’s Morphogenesis/Morphostasis analytical framework in an
attempt to understand whether or not the school has transformed or reproduced the status
quo on opportunities to learning after democracy. In particular, the study focused on the
provision of equal opportunities to learn irrespective of their racial or cultural backgrounds.
Archer’s analytical dualism was used to scrutinise the interaction between ‘parts’ (structure
and culture) and the ‘people’ (agency). Thus, the focus was to uncover the fundamental
factors that enable and constrain the provision of equal opportunities to learn in a class with
racially diverse learners. This entailed the separation of structures (policies, systems, and the
school governance structures), cultures (beliefs and values and how do they affect teaching
and learning) and agents (people such as teachers, learners, school principals, amongst others
and their ability to act (agency) within and upon their own world with regard to their social
roles and positions to stimulate their emergent properties and powers.
In this study, I explored how the emergent properties and powers contained in the learning
resource material, policies, and ideational and agential components assisted in the
production of certain actions and practices in relation to teaching and learning in a racially
diverse environment. I examined these generative mechanisms to identify whether they
enabled or constrained the provision of equal opportunities to learn within a racially diverse
classroom context. Qualitative research methodologies were applied through the use of semistructured
interviews, classroom observations and document analysis as data collection
methods.
At the domain of structure, the findings of the study revealed that the notion of ensuring that
all learners have access to basic education without discrimination of any kind was a critical
mechanism that provided learners from racially diverse contexts with physical access. Arabia
(pseudonym) Primary School had enough classrooms and teaching and learning materials to cater for all learners. The South African Schools Act1 (SASA) (1996) and the admission policy
of the school were found to be enabling factors in terms of admission of racially diverse
learners into the school as there is no encouragement of discrimination of any kind. The
school’s religious policy was also found to cater for the learners’ diverse religions, however,
it is silent about learners who are not religious.
The study found that there was a mismatch between the staff complement and learner
enrolment as teachers were predominantly White while learners were mainly Black Africans.
Ideally, it will be better for the school to strive towards a racially diverse teaching staff
complement to match the racially diverse learners. The current situation may have
implications for the provision of equal opportunities to learn. The study also realised that,
since there was evidence of racial and cultural incongruity between learners and teachers, it might take time for the school to match the now racially diverse learner enrolment with a
racially diverse staff complement. This may require transforming the staff complement
through the employment of teachers who can speak different African languages and can
accommodate and represent diverse cultures in teaching and learning.
A constraining mechanism to the provision of equal opportunities to learn was the time
assigned to some of the lessons. In some instances, it was found that lessons scheduled for thirty minutes were limited in terms of teaching and learning activities possible in this time
frame, thereby hampering the provision of equal opportunities to learn.
Within the domain of culture, an important mechanism that was identified was the discourse
of the language of learning and teaching (LOLT). The LOLT, specifically English, was found
constraining to the provision of equal opportunities to learn to learners of African descent.
Learners whose home language was English benefited more in terms of knowledge and
understanding of lessons compared to the majority of black African learners who spoke
indigenous languages. This points to the need to review the language policy of the school in order to accommodate the local indigenous African languages. However, this may be a
complex exercise considering that the black African learners speak different indigenous
languages.
In the domain of agency, the study found that the Head of Department (HoD) possessed the authority to guide teachers regarding the Learning Areas that they teach, the approaches to teaching and learning, as well as the learning activities that they have to carry out. This meant
that they provided curriculum leadership, thus they could exercise more agency in this regard.
Data also revealed that, although the curriculum was found to be relevant to racially diverse
classes, teachers were unable to integrate racial diversity to the topics covered in the
prescribed textbooks, particularly those that were largely based on western knowledge. This implied that teachers who participated in the study were not prepared for racially diverse
classes. It will be necessary to integrate learners’ indigenous knowledge into the western
knowledge content and concepts in order to enhance their epistemological access and
provide equal opportunities to learn, thus appreciating local community knowledge in
education and development. Curricula should also be reviewed in order to align them to the school’s clientele base/learners towards enabling the provision of equal opportunities to learn.
Overall, this study concludes that, although the school had experienced Morphogenesis in
terms of learner enrolment from a predominantly racially singular to a racially diverse learning
population. However, the apartheid-era culture of the school was still reproduced due to the Morphostasis of the (White) teacher complement, the languages taught and the dominant
school culture that was not congruent with the majority of the (Black) learners. I believe that
the findings from this study may provide the conceptual and empirical foundations towards
understanding whether teachers provide or fail to provide equal opportunities to learn in
racially diverse classrooms in a country emerging from apartheid. I note that this is a singular
case study that is not necessarily generalisable. However, it can provide insights into the
extent of provision of equal opportunities to learning for the racially diverse learner
population across South African schools.Science and Technology Education
D. Phil.
37
Van, Diermen Elthea. "School management strategies to improve parental involvement : insights from school principals in Southern Tshwane primary schools." Diss., 2019. http://hdl.handle.net/10500/26394.
Повний текст джерелаАнотація:
Parental involvement plays a very important role in the development of a child’s formal education. This study explored various management strategies that might serve as guidelines to improve parental involvement in primary schools. The conceptual framework that informed this study was factors that determine school effectiveness as well as Epstein’s theory of overlapping spheres and her typology on parental involvement that served as the theoretical framework. A qualitative research approach was used for this study, as it allowed the researcher to conduct in-depth interviews with six principals in Southern Tshwane primary schools and examined relevant documents to collect data. The research indicates that most schools comprehend the importance of parental involvement, yet lack structured implementation frameworks for parental involvement. The study recommends that schools need to plan, manage and implement a parental involvement programme according to the unique circumstances of the school.Ukubandakanyeka kwabazali kudlala indima ebalulekile kakhulu ekuthuthukiseni imfundo esemthethweni yengane. Lolucwaningo luhlola amasu ahlukahlukene okuphatha angase asebenze njengemihlahlandlela yokuthuthukisa ukubandakanyeka kwabazali ezikoleni zamabanga aphansi ase Ningizimu neTshwane. Umhlahlandlela womqondo owazisa lolucwaningo yizici ezenza ukusebenza kahle ezikoleni kanye nenkolelo ka-Epstein yezinhlaka eziqhamukayo ekubandakanyeni kwabazali okwakungumhlahlandlela wemfundo. Indlela yokucwaninga eyasetshenziswa kulolucwaningo yenza ukuthi umcwaningi aqhube izingxoxo ezijulile nothishanhloko abayisithupha bezikole zamabanga aphansi ase Ningizimu neTshwane, futhi wahlola nemibhalo efanele ukuqoqa imininingwane. Ucwaningo lubonisa ukuthi izikole eziningi zinalo ulwazi lokubaluleka kokubandakanya abazali kodwa azinazo izinhlaka ezihlelekile zokwenza ukuthi abazali babandakanyeke. Ucwaningo lukhuthaza ukuthi izikole zidinga ukuhlela, ukuphatha nokusebenzisa uhlelo lokubandakanya abazali ngokuvumelana nezimo ezihlukile zesikole.
U dzhenelela ha vhabebi ndi tshipida tsha ndeme tsha u aluwa ha pfunzo ya vhana. Tsedzuluso ino yo sedzulusa ndila dzo fhambanaho dza u langula dzine dza shumisiwa sa nyeletshedzo dza u khwinisa u dzhenelela ha vhabebi kha zwikolo zwa fhundzo dza fhasi Tshitirikini tsha Tshipembe ha Tshwane. Tsedzuluso ino yo di sendeka nga zwithu zwine zwa bveledza tshumelo ya maimo a ntha a zwikolo na pfunzo khulwane ya Epstein ya masia a no shumisana kha u dzhenelela ha vhabebi zwine zwa shumisiwa sa maga a kuhumbulele. Tsedzuluso ino yo shumisa maitele a u sedzulusa a qualitative, ngauri a tendela musedzulusi u vhudzisa mbudziso dzo dzudzanywaho na thoho dza tshikolo dza rathi dza zwikolo zwa fhasi Tshitirikini tsha Tshipembe ha Tshwane, na u sedzulusa manwalo o no yelana na tsedzuluso ino kuvhanganya ndivho. Tsedzuluso i sumbedza uri vhunzhi ha zwikolo zwi dzhiela nzhele u dzhenelela ha vhabebi, fhedzi a zwina maitele o dzudzanywaho a u eletshedza u dzhenelela avhabebi. Tsedzuluso ino i themendela uri zwikolo zwi tea u dzudzanya, u langula na u shumisa maitele o themendelwaho a u katela u dzhenelela ha vhabebi uya nga u fhambana-fhambana ha nyimele dza zwikolo.
Educational Management and Leadership
M. Ed. (Education Management)
38
Jansen, Jessica Mary-Ann. "Exploring the teaching of Grade 1–3 English spelling using the Sound Reading System : a case of a Namibian primary school." Diss., 2017. http://hdl.handle.net/10500/22715.
Повний текст джерелаАнотація:
Exploring the teaching of Grade 1 – 3 English spelling using the Sound Reading System: A case of a Namibian primary school
Spelling is crucial for literacy development in children and therefore needs to be taught effectively during the primary grades. A plethora of studies on spelling instruction have been carried out to shed light on the importance of applying scientifically based methods. This study investigated the implementation of the Sound Reading System (SRS) for teaching spelling in Grades 1, 2 and 3 in Namibia – a country where English is mostly acquired as a taught subject. A qualitative design was used to examine the application of the SRS in whole-class instruction in the Erongo region of Namibia. Using observations, interviews and document analysis, data was obtained from one school where the SRS was used to teach spelling. Three teachers were observed and subsequently interviewed on the teaching of English spelling. The findings revealed that, after using the SRS, teachers felt their own alphabetic knowledge had improved and their approach to teaching spelling had changed, leading to an awareness of what meaningful spelling activities entail. They felt that the methodology had provided a systematic approach to their teaching. The teachers were convinced that there is a link between spelling and reading and the methodology provided an opportunity to teach these skills simultaneously.
In terms of the SRS, an integrated approach is applied whereby the target sound becomes the focal point of language development to provide an opportunity for skill transfer. However, the teachers found it challenging to slot in all the activities in a timetable that does not cater specifically for spelling. Another challenge perceived by the teachers was the effective teaching of sight words. This study recommends teamwork between teachers and parents to ensure that all SRS activities are completed successfully at home. Furthermore, it emphasises the importance of applying scientific methods in classroom practice. It further suggests that teaching the full range of spellings in the SRS be continued in Grades 4 and 5 to reinforce a deeper understanding of English orthography. Lastly, it is suggested that higher institutions link teacher training to curricular outcomes.Curriculum and Instructional Studies
M. Ed. (Curriculum Studies)
39
Motene, Rannosi Francis. "The design and development of information and communication technology instructional tools for primary school teachers." Diss., 2016. http://hdl.handle.net/10500/22999.
Повний текст джерелаАнотація:
Despite attempts by the South African government in partnership with private sector to equip schools with computers, research has shown that technology integration into teaching and learning is very low. Literature revealed that professional development or capacitation of teachers as the key element in enabling them to utilise technology and integrate it in their teaching practices. The main aim of this study was to design and develop Information Communication and Technology (ICT) instructional tools which were to be used to train teachers in primary schools on how to integrate ICT into teaching and learning. Design research and Instructional design theories were employed in guiding this study. The study used the ADDIE model of Instructional design as a guiding principle in the design and development of the tools.
The study is located in the positivist paradigm of exploring reality and the methodology employed in this study was quantitative in nature. The participants were 28 teachers from three primary schools. The sample was purposely selected since the schools were awarded computers after taking part in a water management project. The quantitative data to determine the participants‟ prior knowledge, effectiveness of the solution and the teachers‟ satisfaction with the designed solution were collected by means of two questionnaires administered in two phases: pre- and post- workshop.
The results of this study revealed that capacitation of teachers have to lay the foundation for ICT integration into teaching and learning. Giving computers to schools can lead to successful integration once the teachers feel competent to use them. Furthermore, it is crucial that other intervention strategies be explored, to empower teachers. It is recommended that this study be transferred to other similar situations.Curriculum and Instructional Studies
M. Ed. (Curriculum Studies)
40
Matlala, Seemole Mariam. "Teacher support in the inclusive primary school : addressing barriers to learning in the classroom." Diss., 2015. http://hdl.handle.net/10500/18446.
Повний текст джерелаАнотація:
The study, “Teacher support in the inclusive primary school: addressing barriers to learning in the classroom”, aims to investigate teacher support in addressing and reducing barriers to learning, particularly in primary school. The objective of the introduction of the Education White Paper 6 of 2001 was to ensure that learners with different learning needs are accommodated in ordinary or mainstream schools, with the support of the District-Based Support Team (DBST) and the School-Based Support Team (SBST). Although the schools have established a team to support teachers to address barriers to learning in the class, it seems teachers are not getting the expected support from the SBST. Therefore, an investigation on teacher support addressing barriers to learning was explored.
This qualitative study employed interviews, observations and document analysis as methods of data collection. The study was collected in one primary school situated in an informal settlement in Tshwane South District in Gauteng, with eight teachers from Grade 1 to 7 as participants. Creswell’s method of data analysis was adopted, and the findings revealed that the following were factors affecting teachers when addressing barriers to learning: challenges with diverse-needs learners, systemic challenges and challenges of teacher support. Recommendations from the study were given. Key topics for future research are regarding the role of the SBST and DBST in supporting teachers, teachers’ intervention strategies, training, monitoring and evaluation, and teacher development.Inclusive Education
M. Ed. (Inclusive Education)
41
Bushiso, Temesgen Daniel. "The impact of pre-service primary English language teacher training on post-training practice." Thesis, 2017. http://hdl.handle.net/10500/23239.
Повний текст джерелаАнотація:
This study sought to investigate the impact of pre-service primary school English language teachers’ training on their post-training practice. A constructive research paradigm and qualitative method were used in the study. The participants were selected purposively, and
final year pre-service primary school English trainee teachers were used to collect the research data. The data were collected in the year 2016. To collect the data, an interview schedule, an observation guide and document analyses were used. The interviews and the
observations were recorded and later transcribed. The transcribed data were coded, categorized according to their similarity, and then these categories were further collapsed into themes. The findings showed that the primary school ELT trainee teachers did not have
sufficient understanding of the ELT methods offered during their training which led to poor practice, as revealed in their independent teaching. Some of the reasons for the trainees’ poor
understanding and practice mentioned were that the training system was not supported by the reflective teaching method, and the support of ICT. In addition, there was a significant waste of time budgeted for the course time for the completion of the training program. In relation to
time, the practicum time the students stayed in the primary school during independent teaching was not sufficient to give them hands-on practice. Moreover, they did not get the required support from the school mentors and the training college supervisors. Due to these
constraints, almost all the participant trainee teachers demonstrated poor performances during the lesson delivery, which indicated that they did not understand the principles of the ELT methodsEnglish Studies
D. Litt. et Phil. (English)
42
Bettman, Maria Catharina. "Forum theatre as performative pedagogy in the teaching and learning of life orientation in primary schools in South Africa." Thesis, 2020. http://hdl.handle.net/10500/26761.
Повний текст джерелаАнотація:
The South African school curriculum recognises the vital importance of life skills acquisition
through the learning area, Life Orientation (referred to in the primary school as Life Skills). The
Curriculum Assessment Policy Statement (CAPS) Life Skills (Creative Arts) for the
Intermediate Phase promotes drama-based instruction in life skills learning. The curriculum
links to Forum Theatre techniques which are aimed at the learner’s holistic development
through, among others, social game playing, improvised role-play and devising and performing
a problem play which includes audience participation mediated by a ‘Joker,’ a facilitator role
usually filled by an experienced and trained teacher. Children learn about the self, their peers
and society through reality-based exploration and the conflicts that arise due to socialisation
and power-based problems. Cognitive behavioural, existential and experiential learning
theories and the theatrical theory and practice of Augusto Boal, who invented Forum Theatre
as part of the Theatre of the Oppressed, formed the framework for this performative case study
inquiry conducted in a South African primary school. A researcher-designed Forum Theatre
intervention was implemented by the Grade 6 (Creative Arts) teacher with four Grade 6 classes
over eight weeks in Life Skills (Creative Arts) classes, culminating in Forum Theatre
performances by the four classes, respectively. Data were gathered through classroom
observation in which the researcher assumed the role of observer-participant, conducted
individual and focus group interviews with Grade 6 teachers, did interviews with Grade 6
learners, took video recordings of learners’ classroom activities, recorded the Forum Theatre
performances, and collected the learners’ written reflections. The findings indicated: the
process adjustments required to facilitate Forum Theatre activities in a primary school setting;
effectiveness of experiential learning of life skills through game-playing and discovery;
performative pedagogy fostered life skill acquisition; performative pedagogy harnessed nonverbal,
embodied learning to build social insight; and describes the teacher experience in
implementing a Forum Theatre intervention. Recommendations for practice include teacher
training for experiential, explorative, and performance-based teaching in line with the CAPS
document, which provides for a range of performative teaching and learning activities to
promote effective life skills acquisition in primary school learners.Educational Studies
Ph. D. (Education)
43
Zide, Nkosinati Kennedy. "The role of heads of departments in the teaching of mathematics in primary schools of the Eastern Cape Province." Diss., 2020. http://hdl.handle.net/10500/27143.
Повний текст джерелаАнотація:
The study sought to investigate the role of Heads of Departments (HoDs) in the
teaching of mathematics in primary schools of the Eastern Cape Province in the OR
Tambo Inland District using a qualitative approach and a case study design in
particular. Data was collected using both semi-structured and focus group interviews
with eight purposively selected heads of departments in the district in six schools. Data
was analysed using Colaizzi’s method of data analysis from which three themes
emerged.
The first one was that the current performance management system interfered with
the roles and responsibilities of the HoDs in schools in their daily activities and in the
organisation of their work. Second, the barriers in achieving learners’ good
performance in mathematics interfered with the HoDs’ responsibilities to achieve good
learner performance in the subject. Third, a weak support system and inadequate
resources interfered with the learners’ performance in the subject.
The results here indicate that HoDs for mathematics experience various obstacles,
which affect subject teachers’ implementation to yield positive results, ultimately
leading to poor teaching and learning of the subject. These include the admission of
learners without the necessary foundations in mathematics which was viewed as an
obstacle to learner performance. The study further suggested that the HoDs of
mathematics should be capacitated on use of teaching aids, management and
administration to improve learner performance in the subject.Educational Management and Leadership
M. Ed. (Education Management)
44
Mavesere, Benjamin. "Perceptions of primary school student teachers regarding the practical application of constructivism." Thesis, 2021. http://hdl.handle.net/10500/27533.
Повний текст джерелаАнотація:
Constructivism is a relatively recent theory of learning which focuses on using learner-centred strategies in learning. Reform efforts in education in Zimbabwe have been aimed at incorporating constructivist-inspired strategies in the classroom, with mixed results. Some teachers continue to prefer traditional approaches to learning in their classrooms, despite these being teacher-centred and generally looked down upon.
The study examined the perceptions of primary school student teachers regarding the practical application of constructivism in the classroom. A qualitative research design was adopted, and the study was grounded in a constructivist and interpretivist paradigm aimed at understanding perceptions emanating from the lived experiences of the student teachers. In all, eight student teachers were sampled for the study by means of purposive, convenience and stratified random sampling. Data was collected through a literature review, lesson observations and semi-structured individual interviews. The rigour of the study was maintained by ensuring trustworthiness and the credibility of the findings. Ethical issues were adhered to. Data was analysed using Tesch’s method of data analysis, through which the researcher identified categories and themes, and reported on in narrative format.
The study findings indicate that student teachers have a positive perception of the practical application of constructivism in learning. Participants expressed the view that the practical application of constructivism leads to deeper learning and greater understanding by learners. Participants nevertheless stated that in their efforts to implement constructivism in learning and teaching during their practicums they experienced a lack of support from mentor teachers and shortages of resources.
Considering these findings, the researcher made several recommendations to various stakeholders with the aim of helping student teachers to be more effective constructivist teachers. The recommendations include the need to carry out more research on the constructivist learning theory and its practical application in the classroom as well as encouraging teachers to apply constructivist learner-centred strategies in their classrooms. The researcher also made recommendations for further research.Psychology of Education
45
Masango, Jefrey. "The applicability of the phenomenological method to the teaching and learning of religious and moral education in tertiary primary teacher education institutions in Zimbabwe : a case study of Mkoba Teachers College." Diss., 2019. http://hdl.handle.net/10500/26746.
Повний текст джерелаАнотація:
Bibliography: leaves 148-154This research is a case study conducted at Mkoba Teachers’ College from 2017 to 2019 which aimed at establishing the applicability of the phenomenological method to the teaching and learning of Religious and Moral Education (RME) in Tertiary Primary Teacher Education institutions in Zimbabwe. The majority of the student teachers were Christians and had a negative attitude towards African Indigenous Religions (A.I.Rs). They also showed little knowledge of concepts in African Religions yet the old and new syllabus in RME and Family, Religion and Moral Education (FAREME) respectively required them to use the multi-faith approach and to view all religions they may encounter in the classroom with equal importance. This research sought to determine the extent to which the phenomenological method can change the student teachers’ negative attitude to/ and increase their knowledge of A.I.Rs, thus preparing them for the task of religious education in future. In the theoretical framework, the researcher discussed the concept of Religious Education (R.E) and reviewed related literature on approaches to R.E, the history of R.E in pre-colonial and post-colonial periods in Zimbabwe and recent researches in R.E in order to gain insights on historical developments and current trends in the field of R.E. The researcher selected ten (10) participants who belonged to various Christian denominations using the purposive sampling strategy. Qualitative methods of generating data used were unstructured interviews, field work, both participant and non participant observation, and focus group discussion. After field work, participants applied the phenomenological method to the bira ceremony and discussed religious artifacts encountered during field work. On the whole, the phenomenological method increased the participants’ knowledge of A.I.Rs and significantly changed their attitude towards it. Despite the participants’ strong Christian background, they were able to separate the demands of their commitment to personal faith and the requirements of the phenomenological method. The study makes some recommendations,some of which are the use of the phenomenological method together with the multi-faith and comparative religion approaches in the College R.M.E curriculum.
Religious Studies and Arabic
M.A. (Religious Studies)
46
Maema, Elijah Krone. "Grade three teachers' experiences of learners perceived to have ADHD in Soweto mainstream primary schools." Thesis, 2021. http://hdl.handle.net/10500/27265.
Повний текст джерелаАнотація:
Attention-deficit/hyperactivity disorder (ADHD) also known as hyperkinetic disorder is a well-recognised neurodevelopmental disorder) that affects approximately 5.9% to 7.1% of children and adolescents. ADHD is one of the most common psychiatric disorders of young people, affecting primary school children. ADHD symptoms are associated with impairment in academic, behavioural, social, and emotional functioning, generally resulting in substantial difficulties in school settings. Specifically, learners with ADHD or those perceived to have it are at significantly higher risk for academic underachievement, grade retention, identification for special education services, and school drop-out. The purpose of the study was to explore grade three teachers’ experiences of learners perceived to have ADHD in Soweto mainstream primary schools with the aim of harvesting intervention strategies (if any) employed in teaching learners perceived to have ADHD. This study employed a qualitative research approach with a case study method employing semi-structured interviews, focus group and an ADHD-specific knowledge and attitudes of teachers (ASKAT) open ended questionnaire section. The findings of this study indicate that lack of training teachers on neurodevelopmental disorders such as ADHD. Further that teacher experience is characterized by feelings over being overwhelmed exacerbated by not know how to support the learners perceived to have ADHD, Stereotyping and labeling the learners; poor time management and general lack of knowledge of ADHD. They however employ various interventions from their day-to-day experience and not necessarily evidence-based intervention that they received.Psychology of Education
D. Phil (Psychology (Psychology of Education))
47
Motitswe, Jacomina Mokgadi Christine. "Teaching and learning methods in inclusive classrooms in the foundation phase." Diss., 2012. http://hdl.handle.net/10500/6037.
Повний текст джерелаАнотація:
The South African government introduced Full-service schools to provide quality education to all learners through flexibility to meet the full range of learning needs. Full-service schools are institutions that strive to transform themselves, proactively addressing the barriers to learning and increasing participation of the learners and educators in the teaching and learning process. This can be achieved by enhancing the flexibility of teaching and learning methods used. This study therefore focused on the teaching and learning methods used in inclusive classrooms to accommodate diversity. This was a case study that was conducted at Mphuphuthe Full-service school at Ledig, situated in the Bojanala Region in the North West Province. A qualitative approach and purposive sampling was used. The triangulation of data collection methods using three data collection instruments, namely focus group interview, observation and document analysis was used. The results showed that teaching and learning is flexible, making use of differentiated methods such as multilevel teaching; songs and rhymes; storytelling using pictures, puppets and big books. Dramatisation was used in instances where learners acted out the stories they were told. Cooperative learning was used for problem solving activities and projects so that learners could work together. Differentiation in terms of lesson planning, activities and assessment standards was used to accommodate all the learners. Based on the findings, recommendations were made for effective teaching and learning in inclusive classrooms in the Foundation Phase.Inclusive Education
M. Ed.(Inclusive Education)
48
Hughes, Virginia Kgosietsile. "Challenges faced by English (as a second language) teachers in primary schools : the case of Mokane, Rethatoleng and Seaseole primary schools in Boteti sub-district." Diss., 2020. http://hdl.handle.net/10500/27237.
Повний текст джерелаАнотація:
This study investigated the challenges English (as a second language) teachers face in primary schools. The objectives of the study were to identify particular challenges encountered by teachers of English as a second language to young learners and explore how training and development programmes can support teachers in meeting those challenges, describe the reading policies, where they are in place, of Letlhakane Primary Schools and devise solutions/ recommendations on how to tackle the challenges that teachers face in English reading. The sample for the study was drawn from the teachers serving at government primary schools. A sample of 30 teachers was purposively selected from three (3) primary schools identified as large in Letlhakane. The study adopted the following qualitative data collection strategies: focus group discussion, individual interviews and classroom observations. The findings revealed that there are many challenges that teachers face in teaching reading in the schools observed. Some of the challenges include exceptionally large numbers of children in class, limited time, lack of expertise in the teachers and shortage of materials and resources for teaching reading in English. The study recommends that class size be reduced, reading be made the main subject and timetabled, which will give it more time to be taught, teaching of reading must be introduced and made a compulsory course at all levels in colleges of education for primary school teachers. Teachers should be given regular in-service training in the teaching of reading. The Ministry of Basic Education should supply primary schools with the necessary materials for teaching reading and increase those that have a shortage of such resources. It is also recommended that building of libraries furnished with appropriate readers be done and the use of English as a language of instruction in all subjects except for Setswana should be started as early as in standard/grade 1. Reading policies should also be developed in schools so that teachers know what to do or follow when it comes to the teaching of reading.Educational Management and Leadership
M. Ed. (Education Management)
49
Douglas, Katherine. "Exploring foundation phase Mathematics teachers' use of different teaching strategies in Grade 3, in Danielskuil, in South Africa." Diss., 2019. http://hdl.handle.net/10500/26959.
Повний текст джерелаАнотація:
This study focused on the teaching of Mathematics to Grade 3 learners and
learner underperformance in Mathematics in South Africa and worldwide. A
theoretical framework examined the value of social constructivism, behaviourism and
connectivism to Mathematics teaching. A comparison was made with Mathematics
teaching in primary schools in South Africa, Bangladesh and Mozambique according
to the literature. Against this background a qualitative inquiry was conducted in three
selected primary schools with a purposeful, convenient sample of five Grade 3 Mathematics
teachers in Danielskuil town, North West Province, South Africa Data
were gathered by semi-structured individual interviews, non-participatory
classroom observation and document analysis to explore theoretical
knowledge and teaching approaches of participants, establish strategies to
enhance teacher proficiency, identify successes and challenges in teaching
Grade 3 Mathematics and factors that impede Mathematics teaching in the
selected primary schools. Findings indicated challenges created by lack of
physical classroom resources such as stationery, textbooks and learning
aids, poor school infrastructure, overcrowded classrooms, discipline problems,
teachers' inability to meet the needs of learners with barriers to learning
, language barriers , learners' social problems, teachers' lack of Pedagogical
Content Knowledge , lack of developmental teacher training and limited
stakeholder support from the Department and parents. Successes related to
Mathematics intervention programmes, study groups after school and math's clubs. Based on the literature and empirical inquiry, recommendations were
made for implementation by Department of Basic Education, schools and
teachers improve the learner performance outcomes in Grade 3 Mathematics
in primary schools in South Africa.Curriculum and Instructional Studies
M. Ed. (Curriculum and Instructional Studies)
50
Masemene, Kgaogelo Johanna. "Exploring environmental literacy components in promoting sustainable behavior : a case study of rural primary schools in Moutse, Sekhukhune district, Limpopo." Diss., 2020. http://hdl.handle.net/10500/27054.
Повний текст джерелаАнотація:
Abstracts in English, Sotho and ShonaEnvironmental Education (EE) in formal education was introduced because of environmental degradation globally, with the aim of developing an environmentally literate citizenry. However, the ultimate goal of EE, that of developing an environmentally literate citizenry, remains a dream while the planet continues to deteriorate. This study explored the environmental literacy level of both teachers and leaners, with a focus on rural primary schools. The study examined the effectiveness of the components of knowledge, attitude and skills in developing environmental literacy in schools. The study further explored how these components promote practices and lifestyle changes towards sustainable behaviour. A qualitative multiple case study design, guided by the interpretivist paradigm, was employed to conveniently sample three cases consisting of 3 teachers and 18 learners. Data was generated through observations, document analysis, as well as face to face and focus group interviews from purposefully sampled Grade 7 educators and learners. The findings revealed both nominal and functional environmental literacy levels amongst teachers and learners. These findings are attributed to a lack of teacher’s expertise in teaching EE content for the development of environmental literacy, the content integration approach of EE in the Department of Basic Education’s Continuous Assessment Policy System (CAPS) curriculum, the focus of the CAPS curriculum on mostly, the knowledge component of EE and a lack of a framework on how EE content should be taught. Lastly, the findings can also be attributed to the rural context in which the study took place, which poses challenges to sustainability lifestyles and practices. The study recommends reorientation of the curriculum to include environmental science as a subject in an integrated curriculum. The findings also recommend the inclusion of environmental policy in schools to guide lifestyle and practices towards sustainable behaviour.
Thutotikologo lefapheng la thuto e hlamilwe ka lebaka la go tlhagala ga tikologo lefaseng ka bophara ka maikemišetšo a go aga setšhaba seo se rutegilego mabapi le tša tikologo. Efeela maikemišetšo a magolo a thutotikologo e sa ntše e le toro mola seemo sa tikologo lefaseng ka bophara se tšwela pele le go hlagala. Maikemišetšo a sengwalwa se ke go nyakišiša maemo a thutotikologo ya barutiši le barutwana, go lebeletšwe kudu dikolo tša fasana tša dinaga magaeng. Sengwalwa se nyakišiša dikarolo tše tharo tša maemo a thutotikologo, e lego tsebo, maikutlo le bokgoni, le gore di hlohleletša bjang thutotikologo, ga mmogo le netefatšo ya maitshwaro le bophelo bjoo bo hlohleletšago tlhokomelo ya tikologo. Qualitative multiple case study design yeo e hlahlilwego ke intepretive paradigm e somišitswe go kgetha dikheisi tše tharo, moo barutiši ba bararo le barutwana ba lesome seswai ba tšerego dinyakišišong tše. Dintlha tša dinyakišišo di kgobokeditšwe ka go tšea temogo ya tikologo le diphaphoši tša dikolo, tshekatsheko ya melaotheo le dipoledišano magareng ga barutiši le barutwana ba mphato wa bo šupa. Dinyakišišo di humana seemo sa fase le sa magareng dithutong tša maemo a tikologo dikolong. Seemo se sa thuto ya tikologo se fegwa godimo ga tlhokego ya bokgoni le tsebo ya barutiši go ruta dithuto tša tikologo, molaotheo wa dithuto sekolong o lebeletše feela lefapha la tsebo, mola o sa bontšhe gore tsebo yeo e swanetše e rutwe bjang. Gape go humanega gore maemo a bophelo dinaga magaeng a fa mathata netefatšatšong ya bophelo le maitshwaro ao a hloleletšago tlhokomelo ya tikologo. Thuto ye e šišinya mpshafatšo ya lenaneothuto le kelo ka go tsenya thuto ya mahlale a tikologo go lenaneothuto le kelo yeo e kopanego. Dinyakišišo di šišinya gape go akaretša leano la tikologo dikolong go hlahla mokgwa wa bophelo le setlwaedi go mekgwa ya tsheketšo.
Pfundo ya zwa mupo kha pfunzo dzi funzwaho zwikoloni yo vha hone nga murahu ha u vhona uri mupo u khou tshinyala nga zwivhuhulu u mona na Ḭifhasi Ḭothe, tshipikwa hu u bveledza vhadzulapo vho funzeaho kha zwa mupo. Fhedzi ha, zwi kha ḓi tou vha muḬoro musi Ḭifhasi Ḭi tshi khou bvelaphanda na u tshinyala. Ngudo/pfunzo iyi yo kona u bveledza vhadzulapo vho funzeaho siani Ḭa zwa mupo kha vhoṱhe, vhadededzi na vhagudiswa. Ngudo iyi yosedzesa kha zwikolo zwa murole wa fhasi kha vhupoha mahayani. Ngudo iyi yo ṱolisisa zwiitisi zwihulwane zwo ṱu ṱuwedzaho vhuvha iyi tevhelaho savhuvha na vhukoni ha u bveledzisa pfuzo ya mupo zwikoloni. Maitele mandzhi a ṱhoḓisiso o rangelwaphanḓa nga vhasedzulusi vhane vha ṱoḓou ḓivhesa shango samusi Ḭo ḓisendeka kana u ṱuṱuwendzwa nga vhupfiwa ha muthu ene muṋe, vho vha hone u itela u sumbhedza milandu miraru ine ya khou kwana vhadededzi vhararu na vhagudiswa vha fumalo. Ngudo iyi yo bvelaphanda na u ṱoḓisisa uri zwiitisi izwi zwi ṱuṱuwendza hani zwithu zwine zwa tshinyadza mupo na u shandukisa matshilele na u tikedza vhudifari. Ngudo i sengulusahao mafhungo o fhambanaho nga vhunzhi, yo rangwa phanḓa nga vhaṱo ḓisisi vhane vha na divhithela Ḭa u pfesesa zwine zwa khou itea dzangoni nga vhuphara, vho vha vho runwa u leludza kha u tia ṱhoḓisiso ya tsedzuluso tharu. Mafhungo o kuvhanganywaho o wanuluswa nga u tou sedza fhedzi, nga u sengulusa manwalwa, u vhudzisa vhathu vho tou livhana navho zwifhaṱuwo, na nga u fara nyambedzano thwi na vhadededzi vha murole wa gireidi ya sumbe na vhagudiswa vhahone. Tsedzuluso dzo wana zwauri ngudo/pfunzo ya zwa mupo a i khou tou dzhieleswa nṱha na u vhonala zwavhu ḓikha vhadededzi na vhagudiswa. Mawanwa a tsedzuluso a khou tou ombedzela uri vhagudisi a vha na vhukoni ha u funza vhana divhamupo kha silabasi ya CAPS. Zwi tou vha khagala u ri zwikolo zwa mahayani zwi na thaidzo nnzhi dza u londota mupo na vhudifari. Ngudo I khou themendela u shandukiswa ha kufunzele na u katelwa ha ngudo ya mufhe sat hero ine ya vha na u ṱumekanya vhupo hoṱhe ha ngudo ya bwa mufhe. Mawanwa a khou ita na u themendela uri hu une na u fatelwa ha ndayotelwa ya mufhe zwikoloni u itela u eletshedza kutshilele na maitele uri hu vhe na vhuḓifani bavhuḓi kha mufhe.
Educational Studies
M. Ed. (Environmental Education)