Dissertations / Theses: 'Effective teaching – South Africa – KwaMashu'

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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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Elliott, Terri Anne. "A case study investigation into drama in education as an effective teaching methodology to support the goals of outcome based education." Thesis, Rhodes University, 2011. http://hdl.handle.net/10962/d1008306.

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The introduction of outcomes based education (OBE) in the form of Curriculum 2005 (C2005), the National Curriculum Statement (NCS) and the Revised National Curriculum Statement (RNCS) in post-apartheid South Africa resulted in a shift from a content-centred to a learner-centred view on education. This transition took place rapidly as the new government wanted to introduce a democratic education system after the divisive Bantu education system from Apartheid. However, after the changes were implemented, education in South Africa was theoretically outcomes based but practically many educators were still teaching in a content-centred manner. The research puts forward the proposal that drama-in-education (D-i-E) is a useful means by which to align the practical and theoretical goals of OBE within the context of South Africa's current RNCS. This hypothesis drives the main research question: "Can D-i-E be an effective teaching methodology to realise the goals of the RNCS and generate OBE learning environments in a South African high school?" D-i-E is a learner-centred teaching methodology and in practise it meets many of the goals and Critical Cross-Field Outcomes (CCFOs) of OBE. Some of these include the fact that learners can: • Practice problem-solving skills; • Engage with critical and creative thinking; • Grow cultural and aesthetic sensitivity; • Work effectively in groups; and ii. • Learn in inclusive environments that cater for different learning styles and levels. The research examines the use of D-i-E as an outcomes based methodology by which the RNCS could be implemented in the classroom. This is explored through the use of qualitative research in the form of a case study investigation at a South African high school. The case study was conducted with Grade 11 and Grade 12 Dramatic Arts learners and involves an analysis of a D-i-E approach to learning. The conclusion that D-i-E is an effective outcomes based teaching methodology which could assist educators in realising the RNCS was largely reached through participant observation of D-i-E classes and by analysing the learners' journals in which they reflected on D-i-E experiences. The learners' feedback about the experience was generally positive and they reflected that they found D-i-E beneficial because of the fact that it engaged them experientially. They also reflected that D-i-E provided them with a more meaningful and exciting way of learning. These findings are however only generalisable to the type of context (Dramatic Arts learners from a well-resourced girls' high school) in which the research was conducted. The findings provide detailed insight into a specific case study and may be beneficial to educators in South Africa who aim to make use of the same or similar methodologies in their classroom practice. D-i-E also supports many of the underlying tenants of OBE such as learner-centredness, learner diversity and inclusive learning, and can effectively aid educators in implementing the RNCS in an outcomes based way.

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Mireku, Akosua Agyakoma. "The impact of Information and Communication Technology (ICT) on effective teaching of environmental education in rural high schools." Thesis, University of Fort Hare, 2016. http://hdl.handle.net/10353/5675.

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Information and Communication Technology (ICT) has become commonplace entities in all aspects of life. Over the past twenty years, the use of ICTs has drastically changed the procedures of almost all forms of endeavour within business and governance. Additionally, throughout the world there is an awareness of the fundamental role of new ICTs in the field of education. Education is a socially oriented activity, and quality education has traditionally been associated with strong teachers having high degrees of personal contact with learners. The use of ICT in education lends itself to learner-centred learning settings. With the world moving rapidly into digital media and information, the role of ICT in education and the influence of ICT in schools cannot be overemphasised as its utility is changing the way learners learn, teachers teach, and how it supports staff work. Whilst ICT is fully integrated into many schools in the urban areas of South Africa, regrettably the same cannot be said about rural high schools. This has created a digital division between rural and urban high schools. Most of these rural high schools still do not have access to these technological tools and educators have not been given the professional training for them to integrate ICT in their lessons. This study explores the effectiveness of integrating ICT into teaching of Environmental Education in selected rural high schools. The quantitative study adopted survey research design with sample randomly selected for the study. From the findings, it can be concluded that integrating ICT in education cannot be comprehended by exploring the pedagogical orientations at play in the teaching and learning situation. It becomes the basis that teachers use ICTs to achieve the determined goals.

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Nel, Chantel Eve. "Exploring fathers’ reading involvement in a grade 4 classroom." Thesis, Nelson Mandela Metropolitan University, 2016. http://hdl.handle.net/10948/12505.

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The state of education in South Africa is of nationwide concern and primary school learners are at serious risk of not learning to read. The lack of parental involvement in children's reading development is one of the main barriers to quality education. Mothers are customarily the parent who is most often involved in the reading development of children but there has been an increased interest in asserting more about how fathers are taking on the reading tasks of children. The focus of the study is on the involvement of fathers in the reading development of their children and aims to determine the fathers’ perceptions regarding their roles in the reading development of their children, the barriers that hinder their involvement as well as the benefits of their involvement. The literature review was done using Bronfenbrenner’s ecological systems theory as theoretical framework. A qualitative research design was employed using phenomenology as a research strategy. The research is underpinned by the interpretive paradigm and involved the fathers of grade 4 learners at a primary school in the Northern Areas of Port Elizabeth, South Africa. Data was collected from these fathers by means of questionnaires, group and semi-structured interviews and narratives. The main findings that emerged from the study revealed that fathers’ lack of support in reading development was embedded in the fact that they perceived their role as provider who underestimated their individual contribution. They acknowledged their participation in uncoordinated reading efforts whilst engagement with teacher and policy document were also findings that emerged from this study.

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Austin, Pamela Winifred. "A value-based approach to promoting excellence in mathematics education." Thesis, Nelson Mandela Metropolitan University, 2010. http://hdl.handle.net/10948/1656.

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This research study has emerged as a result of my concern regarding the apparent low self-efficacy amongst initial teacher education students in my mathematics education classes. It also reflects a reported renewed interest in values, and the promotion of excellence in education. The effects of a values-based approach to mathematics education towards improving students’ self-efficacy and promoting excellence have been investigated, grounded within my ontology of excellence in mathematics education, which incorporates the values of respect, fairness, accountability, honesty and compassion. An inquiry-based teaching and learning approach formed the framework within which the study took place. Notions of ‘new scholarship’, premised on the view that teaching is about engagement in participatory learning, and the development of communities of creative students, provided the theoretical framework. Both quantitative and qualitative data gathering methods were used. Data-collection tools included affective-disposition statements, interviews, journal entries, as well as a video recording of a mathematics education lesson. The quantitative and qualitative data generated suggest improved levels of self-efficacy amongst the students who participated in the study. The data also suggest that a valuesbased approach to teaching can be used as an effective approach by mathematics teachers – and mathematics teacher educators – for the purpose of promoting the pursuit of excellence. As teacher education worldwide is currently characterised by a lack of vitality in teacher preparation (Grossman, 2008), the findings of this study should provide insights for teacher educators, teachers and policy makers who wish to promote mathematics self-efficacy, excellence and facilitate enhanced vitality within the teaching profession.

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Ngibe, Nondwe Cynthia Phelokazi. "Teachers' perceptions on the effects of frequent change in curriculum on effective teaching in junior secondary schools at Libode Education District, Eastern Cape." Thesis, University of Fort Hare, 2016. http://hdl.handle.net/10353/5587.

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Worldwide educational change has been a topic of discussion. South Africa is among the countries having issues with the implementation of a new curriculum and its impact on effective teaching and learning in junior secondary schools. The country (South Africa) experienced frequent changes in education curriculum. The new curriculum was seen as the means to address poor state of education. It is common knowledge that teachers were and are presently still confused and stressed being unsure on how to apply some techniques to meet the requirements of the new curriculum. That led to underperformance of learners in their work at school. Hence, this study was conducted to explore the perceptions of teachers in South Africa regarding the effects that frequent changes in curriculum has on the effective teaching and learning in junior secondary schools. The change in curriculum is frequent in the sense that, from 1997 to 2016, the curriculum in South Africa was revised four times: Curriculum 2005 (C2005) in 1997, Revised National Curriculum Statement (RNCS) in 2002, National Curriculum Statement (NCS) in 2007 as well as Curriculum and Assessment Policy Statement (CAPS) in 2012. The study does not leave behind some literatures on concept of education, teaching and learning in junior secondary schools, curriculum in South Africa, an overview of curriculum policy in South Africa, curriculum changes to mention a few. Qualitative research methodology was used by the researcher so as interview participants (teachers) in their workplace. The case study was chosen as the design, whereby two junior secondary schools from the population of schools in Libode district were purposely sampled. Data was collected from teachers in these schools, that is, six teachers from each school. Four teachers from each phase were targeted, that is, (four from foundation phase, four from intermediate phase and four from senior phase). Semi-structured interviews were used as the instrument to collect information from the participants. From the study, the researcher found confusion and frustration due to the frequent changes in curriculum; negative influence on effective teaching and learning, by the fact that teachers ultimately do not know what to do to meet the requirements of the curriculum; and not much continuity or links between phases in as far as content and subjects are concerned. The study recommended the appointment of professional facilitators, revisiting of the language policy in GET band (with focus in LOLT in foundation phase), encouraging continuity across phases, actively involvement of teachers in formulating or drafting of any policy that will affect curriculum since they are the implementers of curriculum. The study established that frequent change in curriculum had negative effects on teaching and in junior secondary schools. This is the perception of the majority of participants. As far as literature regarding teachers is concerned, changing curriculum without changing teachers’ understanding and attitude has negative impact on learning especially in South Africa, with special focus on rural schools such as those of Libode district in the Eastern Cape Province.

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Ngudle, N. G. "Learner perceptions on feedback received on performance tasks in mathematics in selected schools from the East London district in the Eastern Cape." Thesis, University of Fort Hare, 2014. http://hdl.handle.net/10353/d1016499.

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Feedback has an important role to play in the performance of learners. This study looks to identify the challenges that the learners are faced with when the teachers provide them with feedback and the ways they would like like it to be used in order to see feedback assisting them in their learning and improve their performance. Feedback contributes a lot to assessment and has a close link with performance. The study used the qualitative approach to identify the challenges the learners experience when they receive the feedback from their teachers. The participants were sampled from grade 12 learners in the form of a focus group (seven to ten per school) and individual respondents. The method used semi-structured interviews and portfolio observations to collect the data from two high schools in East London (EL) district to look at the nature of the feedback provided to learners. The data was later analysed and interpreted. It has been identified that for both schools feedback conveyed certain messages to learners such motivation to do better, a need to do better and, lastly, affirmation that the learners are on the right track or they are neglected and left to figure out how to do the tasks. The study discovered that, according to Hattie and Timperley (2007)’ there are four levels of feedback. It was found that for the task level learners from school A mainly received oral feedback which was often seen as denigrating them; however, in school B learners received both the oral and written feedback. They felt that the feedback assisted them to understand the task at hand. They also saw this as a way of building up their confidence in all the tasks they come across. Secondly, in the process level, learners in school A did not report receiving feedback at this level but only oral feedback which does not show their mistakes step by step in the task, yet in school B they reported that they got feedback from their teacher individually to help them understand the task. Thirdly, for the self regulation level, in school A there was no data to confirm this. Regarding school B, learners were being assisted by the feedback they received from their teacher and this caused them to monitor their progress. The fourth and last level is the self or personal evaluation where in school A learners were not able to evaluate themselves because they did not receive written feedback, whereas in school B learners could do that freely referring to the written comments from their teacher. The research therefore concluded that in one of the schools the four levels that the study was looking at were not all addressed and thus no meaningful feedback was given. For school B the teacher gave them the feedback which has contributed a lot in their learning. The study recommends that feedback should not be used for right or wrong answers but it must also state clearly why the learner has obtained such mark or grade and what to do to correct the wrongs. Teachers should consider that learner errors also assist them to have a broader picture on what more they need to do in their subjects. It is also recommended that teachers should consider various strategies in giving feedback and the learners’ work has to be monitored timeously for the purpose of the learning process. Lastly, a good approach when feedback is provided is also important because it builds high self-esteem and develops the teacher-learner approach accordingly.

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Jekwa, Noxolo. "Teaching strategies in Grade 11 multilingual Life Sciences classrooms: a case of two schools in East London District." Thesis, University of Fort Hare, 2012. http://hdl.handle.net/10353/488.

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It is important to find strategies to assist learners who are taught in English especially as learners show different levels of English proficiency. English is taught as an Additional Language in many South African schools. Code switching is a well documented and researched strategy that teachers use in multilingual classrooms where the language of teaching and learning is not the learners’ home language. The study is concerned with and seeks to investigate the teaching strategies that Life Science teachers use in multilingual classes in addition to code switching. A case study of two Grade 11 Life Science teachers was conducted. The study adopts classroom observations and face-to-face interviews as qualitative data – gathering methods. The findings of this study, among other issues, reveal that in addition to code switching teachers use a variety of teaching strategies that include the use of textbooks, preparing notes for students, etc. Evidence available further suggests that the choice of teaching strategies is examination oriented rather than based on an understanding of current thinking on the ways of learning Life Sciences.

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Ernstzen, Dawn V. "Students' and clinical teachers' views on effective clinical education in Physiotherapy at Stellenbosch University." Thesis, Stellenbosch : University of Stellenbosch, 2006. http://hdl.handle.net/10019.1/1598.

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Thesis (MPhil (Curriculum Studies))--University of Stellenbosch, 2006.
Clinical education in health sciences is an important and distinct part of health care education. In clinical education situations, students learn to integrate the knowledge, skills, attitudes and values of the profession. The attainment of clinical competence is one of the main outcomes of the Clinical Physiotherapy module for physiotherapy students at Stellenbosch University (SU). In its Strategy for Teaching and Learning (2001:3), SU embraces a student-centered approach to teaching. In a student-centered approach towards teaching, the focus is on the quality and quantity of student learning. In the current changing context of higher education, all spheres of education need to be assessed to determine the meaning of student-centeredness and to establish whether it is achieved. The above-mentioned approach may lead to quality management in teaching and learning.

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Mpofu, Nombulelo Patience. "An investigation into challenges facing Further Education Training (FET) leaners in the study of Isixhosa in the Port Elizabeth district." Thesis, University of Fort Hare, 2012. http://hdl.handle.net/10353/d1013389.

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The essential function of a language is communication. Effective communication takes place when speakers understand each other‟s language. Speakers of different languages these days stay with each other. This kind of setting results into multilingualism. Multilingualism refers to the use or maintenance of more than one language in a certain context. In this regard it may refer to the fact that many languages are spoken in South Africa. It serves as a natural solution to the problem of language contact that is extremely widespread throughout South Africa and the world at large. The recognition of the multilingual nature of South African society by the Constitution of this country , as (Made 2010) puts it, necessitates the creation of tools of implementation and redress, in the form of appropriate language policies. Such language policies are designed to correct the universal tendency to practise monolingualism in multilingual societies which disempowers non-mother tongue speakers of the dominant language, to the detriment of both their rights as citizens and in communicative equity in exercising these rights. Many Black South Africans took employment in the industrial centres through urbanization, where they learnt many languages such as Fanakalo, English, Afrikaans and many other languages in the African continent. This resulted into linguistic heterogeneity. Heterogeneity brings speakers of languages together at different workplaces, schools and even places of abode.

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Mkhwane, Fezeka Felicia. "An investigation of teachers’ experiences of a Geoboard intervention programme in area and perimeter in selected Grade 9 classes: a case study." Thesis, Rhodes University, 2018. http://hdl.handle.net/10962/61646.

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The study was undertaken with three Grade 9 teachers at three selected schools which are part of RUMEP’s Collegial Cluster Schools’ programme that I coordinate. Collegial clusters are communities of teachers who aim at improving their practice by working on their own professional development. The purpose of this study was to investigate the selected Grade 9 teachers’ experiences of a Geoboard intervention programme. It also wanted to investigate the role that a Geoboard can play in the teaching and learning of area and perimeter of two-dimensional shapes. The research was a case-study within the interpretive paradigm. A variety of data collection techniques was used. These included baseline assessment tasks, observations during the intervention programme, post intervention assessment tasks and semistructured interviews with the participating teachers and a few learners from each participating school. The collected data was analysed using both the quantitative and qualitative methods. My research findings reveal that a Geoboard, as a manipulative, developed confidence in the participating teachers. In the interviews with teachers, it transpired that teachers’ skills in teaching area and perimeter of two-dimensional shapes had been sharpened. According to the interviews with learners, the use of a Geoboard led to better conceptual understanding of the area and perimeter, as learners no longer had to rely on formulae. Kilpatrick et al. (2001) refer to conceptual understanding as an integrated functional grasp of mathematical ideas. The post intervention assessment task showed a positive shift in learners’ performance. The average learner performance improved from 29% in the baseline assessment task to 61% in the post intervention assessment task. This shows that the use of a Geoboard led to meaningful learning of area and perimeter of two-dimensional shapes. The overall research findings reveal that the use of manipulatives has a positive impact in the teaching and learning of area and perimeter. Learners’ responses to the interview questions showed that there was better understanding of the two concepts, which enabled them to construct their own knowledge. They further said the Geoboard allowed them to be hands-on, which contributed to their active involvement in the lesson.

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Van, Wyk Milton Lester. "Die geleerde ervarings van primere skoolonderwysers binne 'n kultuur van performatiwiteit." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/96995.

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Thesis (PhD)--Stellenbosch University, 2015.
ENGLISH ABSTRACT: This study focuses on the lived experiences of primary school teachers within a culture of performativity. The French philosopher, Jean-Francois Lyotard (1984) more than anyone else gave credence to the notion of ‘performativity’ in education which he used to represent political and bureaucratic mechanisms of control. Embedded in regulatory mechanisms there are performance indicators such as ‘monitoring systems’ with associated ‘production of information’, that according to Ball (2003) engenders the ‘terrors of performativity’. To conform to the regulatory mechanisms the performativity culture in schools, pressure is increasingly placed on teachers to demonstrate their accountability to education authorities for the responsibilities delegated to them. The literature review does not only seeks to give meaning to key terms and concepts relevant to the study, but also aims to define the operational. Relevant terms included: accountability, professionalism, performance and performativity. In the discussion it is shown that there is a close underlying relationship between performativity and performance, between performativity and accountability, and between performativity and professionalism. In order to answer the main research question and to align logically to the purpose of the study, the researcher conducted a qualitative research study within the interpretative research paradigm. The study was guided by the phenomenological research approach – and more specifically by the hermeneutical-phenomenological research method of Max van Manen (1990). Two data collection methods were employed: protocol narratives (descriptions of lived experiences) and in-depth semi-structured phenomenological interviews. In this study a thematic analytical approach was followed whereby the researcher identified emerging themes from the collected data. Different steps were taken to increase the internal validity of the study and to give attention to the ethical aspects that emerged during the investigation. In this study it is evident that performativity, with its emphasis on effectiveness, efficiency and quality, is currently the most powerful and pervasive discourse in education. The description of the results shows that teachers tend to be swallowed up by the demands of performativity – so much so that teachers are overwhelmed by the ‘terrors of performativity’. Teachers’ ‘escape’ from the ‘imprisonment’ of performativity is not only associated with distorted side Stellenbosch University https://scholar.sun.ac.za viii effects, but there are also physiological and emotional processes that teachers are confronted with in their attempts conform to the regulatory systems. The study found that the undesirable side effects of performativity serve and a push factor for the early exit of teachers from the profession.
AFRIKAANSE OPSOMMING: Hierdie studie fokus op die geleefde ervarings van primêre skoolonderwysers binne ‘n kultuur van performatiwiteit. Die Franse filosoof, Jean-Francois Lyotard (1984) wat meer as enigeen die betekenis van performatiwiteit in die onderwys blootgelê het, gebruik die nosie van ‘performatiwiteit’ om politieke en burokratiese meganismes van beheer voor te stel. Ingebed in die regulerende meganismes is daar prestasie-aanduiders soos onder andere ‘moniteringsisteme’ met gepaardgaande ‘produksie van inligting’, wat volgens Stephen Ball (2003) aanleiding gee tot die ‘terreurs van performatiwiteit’. Ten einde te konformeer tot die regulerende meganismes is daar binne die performatiewe klimaat in die skool toenemende druk op onderwysers om te demonstreer dat hulle toerekenbaar is aan die onderwysowerhede vir die verantwoordelikhede wat aan hulle opgedra is. In die lieratuuroorsig is nie net ‘n oorsig gegee van die betekenisse van kernterme en – konsepte wat relevant tot hierdie studie is nie, maar ook is gepoog om dit operatief te definieer. Relevante begrippe is onder andere toerekenbaarheid, professionalisme, prestasie en performatiwiteit. In die bespreking is aangetoon dat daar ‘n noue onderlinge verband tussen performatiwiteit en prestasie, tussen performatiwiteit en toerekenbaarheid, en tussen performatiwiteit en professionalisme bestaan. Om die sentrale navorsingsvraag te beantwoord en logies met die doel van die studie in te skakel, het die navorser ‘n kwalitatiewe navorsingstudie uit die interpretiwistiese navorsingsparadigma onderneem. Die fenomenologiese navorsingsbenadering – en meer spesifiek, die hermeneuties-fenomenologiese navorsingsmetode van Max van Manen (1990) het hierdie studie gerig. Daar is gebruik gemaak van twee data-insamelingsmetodes, te wete protokol skryfwerk (geleefde ervarings-beskrywings) en semi-gestruktureerde in-diepte fenomenologiese onderhoude. In hierdie studie is ‘n tematiese analitiese benadering gevolg deurdat die navorser die ontluikende temas in die ingesamelde data geïdentifiseer het. Verskillende stappe is gedoen om veral die interne geldigheid van die studie te verhoog en aandag te gee aan etiese aspekte wat tydens die ondersoek na vore gekom het. Uit hierdie studie blyk dit dat performatiwiteit, met sy klem op effektiwiteit, doeltreffendheid en kwaliteit, huidiglik die mees magtigste en deurdringende diskoers in die onderwys is. Uit die Stellenbosch University https://scholar.sun.ac.za vi beskrywing van die resultate is dit duidelik dat onderwysers neig om deur die eise van performatiwiteit verswelg te raak – soveel so dat onderwyser oorweldig word deur die ‘terreurs van performatiwiteit’. Onderwysers se ‘ontsnapping’ uit die ‘gevangenskap’ van performatiwiteit gaan nie net gepaard met bepaalde verwronge opvoedkundige newe-effekte nie, maar ook is daar die fisiologiese en emosionele prosesse wat onderwysers moet verduur in hul pogings om tot die regulerende stelsels te konformeer. In die studie is bevind dat die ongewenste newe-effekte van performatiwiteit dien as stootfaktore wat onderwysers beweeg om die onderwys vroeg te laat verlaat.

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Kwayisi, Frederick Ntow. "A pilot study of the use of groupwork in biology education at the Griffiths Mxenge College of Education : a research project ; Towards an effective implementation of assessment of biology practical work under ʺcurriculum 2005ʺ." Thesis, Rhodes University, 1999. http://hdl.handle.net/10962/d1003588.

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A pilot study of the use of groupwork in biology education at the Griffiths Mxenge College of Education: The Government of National Unity in 1994 introduced a new educational policy for the country. This represented a shift in paradigm from a transmission mode of teaching and learning to learner-centered education. The shift marks a transformation from a contentbased curriculum to an outcomes based education (aBE). aBE, which is underpinned by Constructivism and Social Constructivism advocates for the use of groupwork as a strategy for achieving the outcomes envisaged in our learners. The challenge facing teachers and educators is how to implement outcomes based education. The intention of this research is therefore to serve as a pilot project to find out about how groupwork may be used in teaching. It looks at types of groups, considerations a teacher should have in forming groups, dynamics which come into play during teaching and gives suggestions as to how groupwork problems may be solved. Others issued are also raised which were not fully covered in the research. It is the hope of the researcher that the project would be a basis for further research on the use of group work in teaching under outcomes based education. Towards an effective implementation of assessment of biology practical work under "curriculum 2005" Transformation taking place in education in the Republic of South Africa has implications for assessment. It involves a move away from the transmission mode of teaching and learning, to a learner-centered education with the attainment of outcomes. It is a move away from the summative mode of assessment to a formative mode, where assessment leads to the development of the learner and monitor and support teaching and learning. Questions arise as to what to assess, how, when to assess and by whom? This research project is an initial attempt to look at how this assessment policy may be implemented effectively in schools and colleges, using the teaching and learning of practical biology as a tool. It looks at examples of assessment methods that may be used to assess learners work, their functions and problems that may arise in the teachers attempt to transform hislher practices. Suggestions are made on factors to consider in implementing assessment practice and how problems, which may arise in assessment, may be overcome.

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Ntombovuyo, Klaas. "An investigation of the effective use of information and communication technologies (ICT) for primary school teachers in the transfer of knowledge." Thesis, Stellenbosch : University of Stellenbosch, 2006. http://hdl.handle.net/10019.1/1052.

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Thesis (MPhil (Information Science))--University of Stellenbosch, 2006.
ENGLISH ABSTRACT: We are in the era where Information and Communication Technologies (ICTs) are increasingly becoming as common as desks and chalkboard in our classrooms. Government, students, parents and the community at large are now expecting ICTs to be integrated in the school curriculum and to be used as tools of instruction.

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Ravele, Nthambeleni Peter. "A study of factors of effectiveness in Cape Town secondary schools." Master's thesis, University of Cape Town, 1997. http://hdl.handle.net/11427/17527.

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Bibliography: pages 167-184.
Through this study I will be able to focus on how school effectiveness factors as identified in school effectiveness literature operate in relation to the individual circumstances of a particular school. This is an element that signifies a point of departure from the school effectiveness paradigm that sought to generalize or view such factors as operating similarly in all schools with similar outcomes. Through this study I intend to understand that factors of effectiveness identified in school effectiveness literature operate differently in different schools.

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Lekhu, Motshidisi Anna. "ASSESSING THE TEACHING EFFICACY BELIEFS OF SCIENCE TEACHERS IN SECONDARY SCHOOLS IN THE FREE STATE PROVINCE." Thesis, Bloemfontein: Central University of Technology, Free State, 2013. http://hdl.handle.net/11462/245.

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Thesis (D. Phil. (Humanities)) -- Central University of Technology, Free State, 2013
The purpose of this study was to assess the science teaching efficacy of the Physical Science teachers in the secondary schools of the Free State province of the Republic of South Africa. Quantitative and qualitative methods were employed to gather data for this study. It was aimed at determining the effect of the demographic factors and the teachers’ level of preparedness regarding content knowledge and assessment skills on science teaching efficacy. The sample consisted of 190 Physical Science teachers. Two instruments were used to collect data: (1) A self-constructed questionnaire with the Science Teaching Efficacy Belief Instrument for in-service teachers (STEBI-A) modified for this study, and (2) Semi-structured interviews. Teachers’ biographical data and level of preparedness to teach Science were assessed against the two sub-scales of Personal Science Teaching Efficacy (PSTE) and Science Teaching Outcome Expectancy (STOE). Analysis of data was by basic statistics, descriptive statistics and inferential statistics using SPSS 20.0. Qualitative data were transcribed and categorised into emerging themes. Analysis of the self-efficacy survey indicated highly positive self-efficacy beliefs expressed by most of the practising secondary school teachers in regards to Science teaching. Teachers believe in their own teaching abilities (Personal Science Teaching Efficacy beliefs) and they believe learners’ learning can be influenced by effective teaching (Science Teaching Outcome Expectancy beliefs). In addition, analyses of data on the respondents’ level of preparedness to teach Science indicated a high level of self-rated Science knowledge, with higher confidence levels in Physics than in Chemistry among in-service secondary teachers. MANOVA analysis indicated that teachers’ gender, teaching experience, professional and academic qualifications, Chemistry and Physics content knowledge, frequency of practical work, and confidence in conducting experiments played a significant role in the collective dependent variables, while the grades teachers taught, their age and learner assessments did not. Analysis further indicated that secondary school teachers with a B.Sc (Ed) degree had significantly stronger STOE than teachers with any other professional qualifications. vi There was a significant difference between males and females in the STOE sub-scale scores (F=6.139; p=0.014) with males scoring higher than females; but no significant difference between males and females in the PSTE sub-scale scores (F=5.925; p=0.667). Moreover, teachers with at most five years and at least 16 years of teaching experience had significantly higher PSTE scores than teachers with different years of teaching experience. Furthermore, analyses of the level of preparedness in conducting practical work indicated that respondents were more confident to conduct Physics experiments than Chemistry experiments. In-service secondary Science teachers believed that assessment is an important and integral aspect of teaching and learning, hence they utilised a variety of assessment modes in their classroom. It is recommended that further study should include a test in content knowledge, so that teachers can be assessed to confirm their confidence in content knowledge, rather than allowing them to rate themselves without an actual test. Moreover, qualitative studies may be conducted to support teachers’ self-report measures, such as classroom observations, in order to gain in-depth data about teachers’ efficacy beliefs. If more research is conducted on the self-efficacy beliefs of in-service Science teachers at secondary school level, the curriculum of teacher training programmes could be developed and structured further, there could be more understanding on what pre-service teachers face - this will help to understand how to motivate teachers to teach Science.

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Sijako, Bantu. "The role of principals as instructional leaders in two underperforming senior secondary schools in the King William's Town education district." Thesis, University of Fort Hare, 2017. http://hdl.handle.net/10353/619.

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School principals are expected to play a pivotal role in enhancing quality teaching and learning in their schools. As leaders of organisations called schools, where teaching and learning take place, they need to possess particular skills to enable them to effectively deliver on their responsibilities of supporting teaching and learning. This means that a school principal is at the centre of any change that must occur at school level. He/she is expected to create a positive learning space by providing a healthy climate for teaching and learning in the school. However, some secondary schools in the King William’s Town Education District are performing far below the national average when it comes to the Grade 12 results. For this reason, this study sought to explore the views of the school management team members in two such schools on the role of principals as instructional leaders. The case study was premised within the qualitative research approach and the interpretivist paradigm was used as an epistemological base to investigate the views of the school management teams on the role of principals as instructional leaders. Eight school management team members were selected from both schools and the data was collected by means of face-to-face semi-structured interviews and documentary analysis. The data showed that participants had divergent views on how principals play the instructional leadership role. It appeared that principals employed different strategies in supporting teaching and learning in their schools and the focus was on control rather than support. It also emerged from the data that there was a lack of professional support at all levels in the selected schools, and parents were not involved in their children’s academic work. The researcher concludes that there seemed to be no systemic and coherent support strategy focusing on teaching and learning, as there were divergent views on how principals perform their instructional leadership roles. The study therefore recommends that principals be trained on instructional leadership to give them a deeper insight into supporting curriculum implementation in their schools.

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Meyer, Jumé. "A critical review of TEFL (Teaching English as a Foreign Language) as an effective method of teaching English in a multi-lingual environment." Thesis, Bloemfontein : Central University of Technology, Free State, 2010. http://hdl.handle.net/11462/18.

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Thesis (M. Tech.) - Central University of Technology, Free State, 2010
English is listed as the official or second official language in forty five countries. It is the majority language in twenty seven countries. English is spread vastly over the world, resulting in scores of speakers (Kitao, 1996). However, in countries where English is not the dominant language, language schools are available to assist in the acquisition of the language. It is stated that EFL methods are effective and thriving in teaching English to non-native speakers. It is further pointed out that EFL methods rival those used in traditional classes which mainly use teacher-orientated-language whereas TEFL focuses on enhancing student-orientated-language in a classroom (http://teflonline.com). The research’s importance stems from the area of focus and purpose. It is the primary purpose of this paper to examine whether improved possibilities and imperatives of language acquisition to subjects and teachers are offered by TEFL methods. The dissertation derives greater primary importance upon consideration of the effectiveness of TEFL in multi-lingual classrooms. This dissertation will determine whether EFL methods are in fact more effective and efficient in teaching English than other known methods. On another point it should then be possible to improve TEFL methods and take them to further possibilities such as online classes or web-based-training. The dissertation’s aim is to critically review TEFL as an effective method of teaching English in a multi-lingual environment. This is done by incorporating the TEFL teaching methods into an experimental classroom of students from different ethnical backgrounds, age groups and mother tongues – except English. By critiquing the TEFL course content and using contextual and literature reviews, internet research, questionnaires, observations, interviews and formative assessment opportunities, data were gathered on participant perspectives on the following key questions of the research: 1. Do the TEFL teaching techniques differ from those in traditional English classrooms? 2. If this is the case, how do these techniques differ? 3. Do the students benefit from TEFL, or may/can they benefit? 4. And do teachers benefit by using TEFL techniques in the classroom? The Researcher is a qualified TEFL educator and aims to make an in-depth study of EFL techniques and whether it can be effective in a multi-lingual classroom. The study is conducted at the Hochschule für Technik und Wirtschaft, Aalen (HTW Aalen) and the Educcare day-care centre in Stuttgart, Germany. xvi Three case studies were conducted throughout the course of this research. A total of fifteen months and thirty-six subjects of different ages, ethnicities and genders participated in observational case studies. The remaining nine months were utilised in preparation of the case studies and drafting of the research paper. The conclusions drawn from this research are definitive distinctions in the subjects’ ability to acquire English by means of EFL methods. The EFL methods were widely accepted by the case subjects. The research showed that the subjects enjoyed the student-orientated classroom, because they felt included in the proceedings of the lessons. This was done by the EFL way of encouraging the potential in the students to actively part-take in the lesson by talking freely, known as Student Talking Time (STT). According to questionnaires and interviews the subjects declared that STT gave them the ability to possess control over the speed and strength in which they acquire the new information. The students did not feel like they were only absorbing information provided to them by the teacher, instead they felt like active participants in the learning process. The teacher, on the other hand also benefits from EFL. The first advantage for EFL educators is more freedom in lesson planning. Due to the fact that TEFL focuses on increasing the STT in classrooms, the teacher’s responsibility shifts from a leading to an assisting function. This gives the possibility to the lecturer to have many potential scenarios for one lesson to the contrary of a strict lesson plan. A stringent lesson plan in traditional classes usually does not allow derivation from the original path or derivation is only possible for very experienced teachers (http://teflonline.com). In the EFL classes a standard path is not needed. Instead it is essentially necessary to be prepared for many likely situations as a reaction to the current needs of the classroom. As an additional benefit the positive reaction of the students to the teaching methods increases the teacher’s motivation. The lecturer1 can then pass this positive effect back to the students and provoke more self-confidence in the students when teaching. This overall self-enhancing cycle shows, in conclusion that incorporating EFL teaching methods into a lesson, realises the main objective of every language teacher: to assist students in acquiring the target language. In addition it is the aim of this research that the findings may participate in future development and improvement in educational systems where teaching a second or foreign language to students, whether English or any other foreign language.

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Zulu, Gladstone Khulani. "Perspectives on a mediating role for effective teaching and learning of Life Orientation in the Further Education and Training (FET) Band in schools under the Pinetown District of KwaZulu-Natal Province, South Africa." Thesis, University of Zululand, 2016. http://hdl.handle.net/10530/1508.

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A dissertation submitted to the Faculty of Education in fulfilment of the requirements for the Degree of Doctor of Education in the Department of Curriculum and Instructional Studies at the University Of Zululand, 2016
The inclusion of the subject, Life Orientation, in the school curriculum for a democratic education dispensation was the realisation of the recommendation of the National Education Crisis Committee or NECC (1992) in its research for a curriculum model for a post-apartheid society (CUMSA) and Educational Renewal Strategy (ERS). The NECC (1992: 79) emphasised that lifestyle education was essential for a post-apartheid curriculum in order to incorporate knowledge of and guidance on religion, economic education and physical education, to be directed at norms, values, personal convictions and attitude to life (including an emphasis on openness to and acceptance of the convictions and attitudes of others). However, studies have highlighted that Life Orientation is generally considered an appendage, an additional subject that is perceived as being of lesser importance in the school curriculum (Chisholm, 2000; Jansen, 1997; Christie, 1999). Such claims are based on the following facts: Life Orientation has the least number of periods in the school timetable; there is no formal assessment of the Life Orientation knowledge, skills, values and attitudes; learners’ performance in Life Orientation counts for less on their school-leaving certificates, than their performance in other subjects; and there is no accountability on the part of teachers with regard to learners’ performance in the subject. Therefore, results obtained in the subject do not add value in the certification process of the learner in the Further Education and Training (FET) Band. While reforms and changes have been introduced in the South African schooling curriculum for a democratic political and social dispensation, educational researchers (Chisholm, 2000; Jansen, 1997; Christie, 1999) have highlighted the challenges facing the successful implementation of the new curriculum. This study considers the mediation of the subject curriculum to be the main challenge in the successful implementation of the national curriculum statement, which provides teachers with guidelines on why, what and how classroom practice ought to be. Through the lens of the tuition of a specific subject, this study considers the competence of teachers in mediating Life Orientation in the FET Phase. This study attempted to answer the following research questions: • What paradigm informs the mediation strategies of teachers of Life Orientation? • How do teachers’ mediation strategies align content, intended outcomes and assessment for daily learning activities? • Why do teachers perceive their mediation strategies as being congruent with the attainment of the Life Orientation curriculum statement and learning outcomes? This study targeted teachers involved in the teaching of Life Orientation in the FET Phase: that is, Grades 10, 11 and 12 teachers in schools in the vicinity of the Pinetown District. A mixed method design was used to investigate teachers’ perceptions and competencies in teaching Life Orientation in the Further Education and Training band. Both quantitative and qualitative data collection instruments were used to collect data from the participants. The researcher used open-ended questionnaires for data collection with regard to the perspectives on a mediating role for the effective teaching of Life Orientation in the FET band. The research was conducted with Grades 10, 11 and 12 Life Orientation (L.O.) teachers. There are 167 secondary schools under Pinetown District and the questionnaires were administered in 30 of the 167 secondary schools. A total of 60 teachers, that is, 2 teachers per school, teaching Grades 10, 11 and 12 were used as respondents to the questionnaires in order to answer the research question. The purpose of the survey questionnaire was to collect information regarding L.O.’s academic value, L.O. teachers’ preparedness and L.O. mediation strategies. Interviews were also used to collect qualitative data from the participants who were teachers who teach Life Orientation in the FET phase. According to McMillan and Schumacher (2010), in-depth interviews use open-response questions to obtain data on participants’ meanings regarding how individuals conceive of their world and how they explain or make sense of the important events in their lives. According to the collected data, the participants felt very strong about the importance and the academic value of the subject LO in the FET curriculum. They emphasised that the subject was invaluable in the effective teaching of the learners at this stage in order to prepare them for future careers and as future citizens. They felt a need for the subject to be recognised and to be treated with some degree of the value it deserves within the curriculum. It was mentioned by the participants that the teachers who teach the subject have to be well-prepared and trained, and also that they need to have a specialised knowledge and understanding for the effective teaching and learning of the subject to happen. Over and above they have to be passionate about the subject, and be willing to sacrifice their time and talents to develop themselves and to teach better. A variety of mediation strategies that are learner-centred were identified as the best strategies to teach the subject, in order to improve and develop learner knowledge and understanding around the subject. Strategies that keep learners fully involved in their learning and development were seen as the best strategies. Participants felt that learners learn better when they find information on their own and when they interact with others to develop knowledge and understanding. This study recommends that Life Orientation must be treated in the same manner as other subjects in the curriculum and that this needs to be shown in the allocation of time to teach the subject. It is very disturbing to learn that this subject is sacrificed a lot to benefit other priority subjects in the FET curriculum. It should always be remembered that this subject was introduced for the purpose of a holistic development of the learners. With the identified academic value of the subject, L.O., it is without doubt that the subject is indispensable within the FET curriculum.

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April, Lynne Celeste. "A teacher's story of personal and professional growth and development through the use of reflection." Thesis, Stellenbosch : Stellenbosch University, 2003. http://hdl.handle.net/10019.1/53305.

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Thesis (MEdPsych)--Stellenbosch University, 2003.
ENGLISH ABSTRACT: The research question I wondered about was whether becoming a reflective practitioner/teacher could contribute to a sense of empowerment and greater effectiveness in practice. I am telling my own story in this study and have chosen to do this through the use of a variant of Life History Research called Narrative Inquiry. This is a qualitative approach to research and makes use of narratives. Field texts (journal entries, family stories, teacher stories) were produced through conversations, observation and journal writing. These field texts were then presented in narrative form. Analysis of the field texts, as well as the story was done throughout the research process. I used conceptual tools developed within Narrative Inquiry to analyse the narrated data in order to foreground the two main areas namely personal and professional growth. Based on this study of my personal experience of the use of reflection, it would seem that becoming a reflective practitioner could indeed contribute to a sense of empowerment and more effective classroom practice by supporting personal and professional growth and development.
AFRIKAANSE OPSOMMING: Die navorsingsprobleem waaroor ek wonder is of die gebruik van refleksie as reflektiewe praktisyn kan bydra tot 'n gevoel van bemagtiging en groter effektiwiteit binne die klaskamer. Aangesien ek my eie storie in hierdie studie wou vertel het ek besluit om gebruik te maak van 'n variant van lewensgeskiedenisnavorsing naamlik 'Narrative Inquiry'. 'Narrative Inquiry' is 'n kwalitatiewe benadering tot navorsing en maak gebruik van stories. Narratiewe data (dagboekinskrywings, familieen onderwyserstories) is geproduseer uit gesprekke, waarneming en die skryf van 'n dagboek en is in die vorm van 'n storie vertel. Analise van narratiewe data vind plaas regdeur die navorsingsproses. In die analise van die narratiewe data is gebruik gemaak van konseptueie terme wat binne 'Narrative Inquriry' ontwikkel is om die professionele en persoonlike ontwikkeling uit te lig. Uit hierdie studie van persoonlike ervaring van die gebruik van refleksie as 'n reflektiewe praktisyn wil dit blyk dat die gebruik van refleksie wel kan bydra tot gevoelens van bemagtiging en groter effektiwiteit binne die praktyk, aangesien dit professionele en persoonlike groei en ontwikkeling ondersteun.

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Mateusi, Maphaphi Clement. "Investigating teaching strategies that ensure the inclusivity of learners with physical and/ or mental impairments in Lesotho." Thesis, Bloemfontein : Central University of Technology, Free State, 2011. http://hdl.handle.net/11462/170.

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Thesis ( M. Ed.(Educational Management)) - Central University of technology, Free State, 2011
The purpose of this study is to investigate teaching strategies that ensure the inclusivity of learners with physical and/or mental impairments in the mainstream schools in Lesotho. The intention being to equip educators with strategies that can be employed in order to address this didactical challenge at mainstream schools. The inclusion of impaired learners can be achieved only if teachers understand the purpose of inclusive education as defined by Van Rooyen and De Beer (2006) that inclusive education is an education system that ensures that all children learn and participate regardless of their disabilities. The study followed a mixed method approach, in the form of a survey, that is semi-structured questionnaire for teacher respondents while an observation coupled with informal discussion was utilized for the learner respondents. Population and sampling consisted of 211 teachers randomly drawn from 23 primary schools found in Berea and Maseru districts of Lesotho. The completed questionnaires were collected and analysed. The study found that there are challenges experienced by physically and/or mentally impaired learners with their teachers and peers. According to the findings of the research, Lesotho teachers in mainstream classes do not have enough training to work with impaired learners. Given this situation, it is not only recommended that the current group of teachers are re-skilled and re-trained through short courses and workshops, but also that teacher training colleges and university in Lesotho are encouraged to constantly review and update their programmes so that they are responsive to the professional needs of educators. Appropriate inclusive teaching strategies are also recommended to assist in addressing this challenge. Educators should be sufficiently supported by the para-professionals in order to make inclusive education successful. Government experts should work collaboratively with the Lesotho College of Education and the National University of Lesotho with regard to the attainment of these skills and competencies, in order to improve the work of the educators at schools. At school level, special educators should be hired in order to identify learners with impairments.

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Pele, Nyameko Victor. "Mediation of learning in business studies in the further education and training phase in the Lejweleputswa education district." Thesis, Welkom: Central University of Technology, Free State, 2014. http://hdl.handle.net/11462/679.

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Thesis (M. Ed. (Education )) - Central University of Technology, Free State, 2014
This study investigates mediation of learning in Grade 10 Business Studies. Mediation of learning is one of the roles that have to be fulfilled by educators in the teaching and learning situation. Learning theories that focus on teaching and learning provide insight about the study under investigation. Aspects such as teaching, learning, constructivism, mediation of learning, teaching strategies, teaching and learning through different learning theories and assessment for learning are dealt with. A qualitative research design is employed in this study. Data is gathered through observations of Grade 10 Business Studies lessons and questionnaires completed by Grade 10 Business Studies educators. Purposive sampling is used to sample the participants for this study. Ten schools in the Lejweleputswa district and ten Business Studies educators from these schools are sampled. Data is analysed qualitatively and emerging trends are reported on and interpreted. Observations in the study indicated that most Grade 10 Business Studies educators do not implement mediation of learning in their lesson presentations. Learners are mostly passive listeners in the classrooms. Most educators indicated that they implement mediation of learning in their lessons, although observations portrayed the opposite. Educators are in need of training to be successful mediators of learning. Conclusions and recommendations are made regarding mediation of learning in Grade 10 Business Studies classrooms.

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Mazibuko, Sipho Patrick. "The role of the school principal in the implementation of outcomes-based education in KwaMashu schools." Diss., 2003. http://hdl.handle.net/10500/859.

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The introduction of outcomes-based education in South African schools has changed the roles of all role players. For outcomes-based education to be successfully implemented everyone should fully understand these new roles. Since the principal should ensure that there is effective teaching and learning at school, this study explored his/her role in the implementation of outcomes-based education. This study includes a literature review of instructional leadership and outcomes-based education in South African schools. A qualitative investigation of the role of the school principal in the implementation of outcomes-based education in KwaMashu schools was conducted. Data were analysed, discussed and synthesised. It was found, inter alia that principals and educators do not fully understand the instructional role of the principal in the implementation of outcomes-based education. Lack of training appeared to be the major reason that exacerbates the problem. Based on findings, recommendations for improving the role of the principal were proposed.
Educational Studies
M.Ed. (Education Management)

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Papo, William Duncan. "Effective teaching and learning in large classes at tertiary institutions." Thesis, 2012. http://hdl.handle.net/10210/6820.

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D.Ed. (Teaching Studies)
Institutions of higher education in South Africa are being affected by widening access to students since the eighties. Student numbers have risen dramatically Since then and the composition of the student population has also been altered considerably with, for example, the enrolment of black students in historically white universities as well as the enrolment of white students in historically black universities becoming a trend (Wade, Hodgkinson, Smith and Arfield, 1994:12; Saunders, 1992: 67; Education reporter, 1996:1; Taylor, 1992:36). Pressure for the expansion of post-secondary education is inherent in the development of modem society and is seen as a global trend, which means that South Africa is part of this expansion (Trow, 1987:289; Hinchcliffe, 1987:1; Aamodt & Arnesen, 1995:65; Fransman, 1995:173; Kirkwood, 1996: 41).This expansion in student numbers is often without a proportionate increase in the funding resources available . The situation, with regard to South Africa, was predicted by, amongst others, Booysen (1990: 1), who maintains that South Africa faces many challenges in ,the field of education because of the expected removal of the disparities in the provision of education amongst the various race groups. The historical and political circumstances in this respect are seen as factors aggravating the complexity of such a challenge. A simple case of numbers seeking higher education would be a serious misconception leading, for example, to the misunderstanding which prompted ministerial action a few years ago through which an injunction of zero growth on ten out of the fifteen residential universities in South Africa was decreed. A different approach to dealing with numbers seeking admission at higher education institutions was seen a few years before the Government of National Unity was in place. It is, noticeable that since 1986 there has been an urge to change higher education admission practices in South Africa

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Sofowora, Mayowa A. "Examining the perceived reliability of cost effective e-learning handsets for teaching and learning in schools." Thesis, 2015. http://hdl.handle.net/10321/1395.

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Submitted in fulfillment of the requirements for the degree of Master of Technology: Information Technology, Durban University of Technology, Durban, South Africa, 2015.
The use of mobile devices such as cell phones, smartphones, personal digital assistants and tablet computers is becoming prevalent in today’s world; and it is facilitating access to a vast amount of data, services and applications for the improvement of people’s lives. Advances in electronics and manufacturing technologies usually lead to the rapid release of newer and sleeker models with new features and capabilities. These newer models therefore render older models obsolete, and this pushes people to frequently replace their devices. The drawback of such frequent replacements is that a large number of devices are disposed and they end up as e-waste. The fact that e-waste constitutes a major hazard to human health and to the environment is the motivation behind this study whose aim is to examine the factors affecting the perceptions of teachers on the durability of cell phones in the e-learning context. This research aims was achieved through the content analysis of existing literature and through a survey of 67 secondary school teachers from the iLembe and UMgungundlovu district municipalities in the KwaZulu-Natal province of South Africa. The attribution theory was selected as the theoretical framework for this study, and it led to the identification of four independent variables (Demographics, Intention, Knowledge, and Actual use) and of one dependent variable (Perceived Durability). The results of this study indicate that teaching experience and school location are the only two demographics that affect other variables from this research: School location affects cell phone durability, and teaching experience affects cell phone usage intentions. These results also indicate that all the variables of this research are linked except for the relationship between knowledge and perceived durability. One of the recommendations of this study is the proposal of a three year cycle for cell phone renewals in schools mobile learning projects in order to manage e-waste through e-recycling, and this recommendation is based on the finding of this research that teachers believe that cell phones generally lasts between two to three years. The main contribution of this study is to have examined the durability of mobile phones in the e-learning context and this is something new compared to all the studies reviewed by this research.

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Breytenbach, Belinda. "Exploring the culture of learning and teaching between two universities." Thesis, 2014.

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This paper reports the findings of a mixed methods research study which sought to explore the impact of teaching and learning cultures on the performance of fourth year Accountancy students. The collection of data was done through questionnaires as well as interviews with lecturers. Learning culture was explored by measuring and comparing the cultural dimensions of fourth year Accountancy students at two South African universities in order to understand the differences and similarities between the two institutions’ student bodies. There were statistically significant differences between the students of the two universities only along the cultural dimensions of long-term orientation and indulgence versus restraint. It was found that uncertainty avoidance, monumentalism and the age of students significantly impact their performance in Accountancy. Cultural dimensions of students which could hinder their performance in Accountancy are identified and some recommendations are made with regards to addressing areas of weakness in learning culture.

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Mdletshe, Khumbulani Desmond. "Characteristics of an effective township school for quality assurance." Thesis, 2012. http://hdl.handle.net/10210/6596.

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D.Phil.
The problem of the research is to investigate why South Africa failed to make township schools effective despite new legislation, developmental programmes and projects, and change of personnel. Can this failure be attributed to the lack of knowledge on the ground on what constitutes an effective school in the township? A number of the characteristics of an effective school were identified through the literature review. During the review of these characteristics, a conclusion was drawn that they were developed from a context that is different from a South African township. To enable the researcher to collect "home-grown" data, the relevant stakeholders had to speak about what they consider to be the characteristics of an effective school. A qualitative method was used in collecting and analysing the data. The study was conducted in two phases: The first phase, had two components. Informants were asked to write their naive statements on what they consider to be the characteristic of effective township school and this was followed by a lengthy focus group interview with each subgroup that participated in the study. The second phase was a questionnaire developed from the analysis of the naive statements and focus group interviews that was administered to a larger audience of the informants to allow them an opportunity to confirm or refute the findings. Finally, the following list represent what the informants considered to be the characteristics of an effective township school. The reader must be reminded that these characteristics are not presented in the order of their importance, but they are all equally important: O Strong leadership Dedicated, committed and disciplined educators Dedicated and committed learners Parental support and involvement A well-developed vision and mission O Strong partnership with relevant stakeholders O A supportive environment Towards the end of the study, specific recommendations were directed to parents, learners, principals, members of teacher organizations, the departments of education and non-governmental organizations on what they could do to contribute towards school effectiveness in the township.

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Motlhale, Lydia Mamoditsana. "Guidelines for effective student accompaniment during community health nursing science clinical practice." Thesis, 2012. http://hdl.handle.net/10210/6193.

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M.Cur.
Innovative and revolutionary changes in Nursing Education in South Africa have resulted in significant changes in student accompaniment. To give effect to these changes, two important aspects emerged. Firstly a facilitative process in the form of accompaniment of students and secondly the presence of a significant person to aid development of the student. THE AIM OF STUDY The overall aim of the study was to describe guidelines for effective student accompaniment during Community Health Nursing Science Clinical Practice. OBJECTIVES: to explore and describe students' needs for accompaniment during Community Health Nursing Science Clinical Practice to explore and describe the Community Health Nurses' perceived role in the accompaniment of students during Community Health Nursing Science Clinical Practice to describe guidelines for effective student accompaniment during Community Health Nursing Science Clinical Practice The study was explorative, descriptive and contextual and it used qualitative methods. The study was conducted in two phases. During phase 1 students' accompaniment needs were identified through written narrative sketches by forty second year students. Data analysis was done according to the protocol by Tesch. An interview schedule was developed from the results of phase 1 and used to guide the focus-group interview in phase 2. In phase 2, a focus-group interview was conducted with twelve Community Health Nurses to identify their perceived role in student accompaniment. In the first part of the interview an open question was asked, followed by questions based on the interview schedule. Data analysis in phase 2 was done according to the protocol by Tesch. Guidelines for effective student accompaniment during Community Health Nursing Science Clinical Practice were described based on the results of phase 1 and phase 2 namely identified students needs for accompaniment and perceived accompaniment roles by the Community Health Nurses. Trustworthiness was ensured throughout the study by adhering to Lincoln and Guba's model of trustworthiness.

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Nziyane, Linneth Ntombhana. "Attaining a system of quality teaching and learning through effective teacher evaluation in selected schools in Limpopo Province." Thesis, 2009. http://hdl.handle.net/10500/3100.

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This research investigated the role of teacher evaluation in enhancing quality teaching and learning and the extent to which teacher evaluation in Bushbuckridge schools enhances the quality of teaching and learning. It also set out to investigate how the teachers (CS1, HODs, deputy principals and principals) perceived the evaluation system to which they were subjected. The researcher used a qualitative research approach and data was collected by means of semi-structured interviews from a convenient, comprehensive and purposive sample. The sample consisted of twenty-six teachers from three schools in the Dwarsloop Circuit. These schools were chosen purposely on the grounds that all the teachers in these schools had been evaluated successfully. In addition, these schools were within easy reach of the researcher and she also knew most of the respondents. All the interviews were audio-taped and transcribed verbatim. Data analysis was carried out simultaneously with the data collection process. Each interview was transcribed and labelled as soon as it was finished. The researcher used a process called coding during data analysis. By means of this process, data was compiled, labelled, separated and organised into categories and sub-categories. Subsequently, these categories formed the basis upon which the findings were made. Among several other findings, it emerged that teacher evaluation enables the educator to create a climate that supports quality teaching and learning, leads to better lesson preparation and presentation in addition to enabling better learner assessment. Respondents also held the view that evaluation encourages teachers’ professional development. Despite these findings, the respondents indicated that in their specific cases, evaluation did not lead to the desired results due to a number of reasons that included incompetent evaluators and an inflexible and unfair evaluation system. Based on the aforementioned findings, a number of recommendations were made.
Education Management
Thesis (M. Ed. (Eucaton Management))

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Mabele, Pretty Zakhi. "Absence epilepsy as a barrier for effective teaching and learning in underprivileged communities." Diss., 2016. http://hdl.handle.net/10500/21142.

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After the dispensation of the White Paper 6 in schools, there were no detailed guidelines to accommodate the learners with invisible impairments like absence epilepsy, especially those who live in underprivileged communities. Affected learners are still struggling and not receiving proper instruction in ordinary schools because of the nature of absence epilepsy. It seems like it is unknown that they are suffering, because the symptoms are absent. These learners are performing poorly; they are having learning and behavioural problems. At home parents are ignorant of their plight, teachers are oblivious of their problems and at schools they are being discriminated against by other children. As a result, they repeat grades and some end up leaving school to join the unemployed. They have a low self-esteem and remain unsociable. This is because they suffer from absence epilepsy which is a medical problem. Absence epilepsy is unknown to both parents and teachers in these communities. Cultural beliefs and ignorance prevent parents from taking these children to clinics for identification, which results in them not being supported in schools.
Inclusive Education
M. Ed. (Inclusive Education)

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Oyetade, Kayode Emmanuel. "Early introduction of cost-effective e-Learning ICTs in schools." Thesis, 2015. http://hdl.handle.net/10321/1390.

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Submitted in fulfillment of the requirements of the Master of Technology Degree in Information Technology, Durban University of Technology, Durban, South Africa, 2015.
One of the fundamental characteristics of technology is its ever-changing nature with the continuous release of new models and products almost on a daily basis. It is interesting to note that these new technologies seem to appeal more to the youth than to the old. This might explain why the content of some Information and Communication Technologies (ICTs), such as films, TV, and games, are sometimes released with well-defined age ratings, in order to provide guidance to parents and guardians on the suitability of such content for their children. What is surprising is that there are age restrictions for the content presented by ICT devices, but devices themselves do not have any defined age restriction. For example, movies which can be played on computers, have a well-defined age restriction; but computers themselves do not have any defined age restriction. This non-definition of age ratings for ICT devices is certainly a general concern, but it is also a major concern for the education domain which needs to determine the minimum age from which learners should be allowed to use ICTs at school. This problem of the non-definition of age ratings for ICT devices serves as a motivation for this study, whose aim is to determine the factors affecting educators’ perceptions on the age from which learners should be allowed to use ICTs at school. The research objectives unfolding from this aim are: i) To select appropriate theories and models on the factors affecting educators’ perceptions on the age from which learners should be allowed to use ICTs at school; ii) To design a conceptual model of the factors affecting educators’ perceptions on the age from which learners should be allowed to use ICTs at school; iii To empirically test the above conceptual model of the factors affecting educators’perceptions on the age from which learners should be allowed to use ICTs at school; and iv) To make recommendations on the design of eLearning initiatives in schools based on the results of the current study. These four objectives were achieved as follows through the content analysis of existing literature and a survey of 70 primary and secondary school educators from the Camperdown magisterial district in the KwaZulu-Natal province of South Africa: i) Specific personality and child development theories were selected as the theoretical foundation of this study; ii) The conceptual model proposed in this study gave rise to the following hypotheses: The demographics of an educator affect the full functionality, the health, and the self-actualisation of his or her personality as well as his or her perceptions on the age from which learners should be allowed to start using ICTs at school. The full functionality, the health, and the self-actualisation of the personality of an educator all affect his or her perceptions on the age from which learners should be allowed to start using ICTs at school; iii) The empirical testing of the above hypothesized model yielded the following results: the grade or class taught by an educator is the only demographic factor that affects the full functionality, the health, and the self-actualisation of his or her personality; the subject specialisation of an educator is the only demographic variable that affects his or her perceptions on the age from which learners should be allowed to start using ICTs at school; the full functionality, the health, and the self-actualisation of the personality of an educator all affect his or her perceptions on the age from which learners should be allowed to start using ICTs at school; and iv) One of the recommendation of this study is that eLearning pilot projects be designed in ways that clearly consider differences between educators from various subject specialisations. This study identified the need for more research on the effect of personality on the perceptions of educators on the age from which learners should be allowed to start using ICTs, not only at school as it is the case for this study, but also at home. The main contribution of this research is to have found that educators’ personality has an effect on their perceptions on the age from which learners should be allowed to start using ICTs at school, compared to the literature reviewed by this study which seems to be silent on the relationship between the personality of educators and the determination of the age when learners should be allowed to start using ICTs at school.

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Ramaligela, Manto Sylvia. "Effective preparation of mathematics and technology education pre-service teachers : a case of a university of technology in South Africa." 2015. http://encore.tut.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1001829.

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D. Tech. Education
The aim of the study is to explore the extent to which a University of Technology prepares pre-service teachers to teach the school Mathematics and Technology curriculum in South Africa. The study employed a combination of a qualitative method and case study approach. Participants were ten (10) Mathematics and nine (9) Technology pre-service teachers, totaling nineteen (19) participants. Data collection were done through an exploratory approach of document analyses, semi-structured interviews, and non-participant observations. The study was guided by two (2) conceptual frameworks, that is, Knowledge-Based for Teaching (Shulman, 1987) and the 7E instructional model from Eisenkraft (2003). This study found that Mathematics and Technology teacher training were not comprehensive enough to prepare pre-service teachers to teach the South African school curriculum.

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"Die eksterne skoolkonsultant as agent vir skoolverbetering." Thesis, 2012. http://hdl.handle.net/10210/5518.

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D.Ed.
The new millennium is considered to be a period of empowered social change, having profound implications for schooling. The transformation of education in present-day South Africa emphasises the need for quality education for all. This is necessary in order to be able to meet the challenges of the new millennium. Thus even the most competent educational institutions are forced to improve and change in order to keep up with worldwide innovations. As the poor matric results of the last decade indicate, it seems that schools' performance is not up to standard. It became increasingly clear that certain factors precipitated the pathological situation in schools and that assistance and interventions are required. The main focus of this study is to establish what schools can do in order to improve and become more effective. It is well known that schools in South Africa are facing a crisis. South Africa's education system is therefore compelled to find solutions against the idiosyncratic backdrop of the country's unique socio-economic and socio-political problems. In order to develop a world-class education system suitable of meeting the challenges of the 21' century, school improvement seems necessary. The problem investigated by this study was: How can schools improve with the help, advice and expertise of external agents, namely school consultants. In order to improve schools there must be various agents or participants who must be actively involved and play a part in any reform process. These role players have been identified as: the school principal, teachers, parents and learners. However, it became clear that the subjective involvement of these protagonists is not sufficient to contribute towards a significant educational improvement endeavour. The aim of this study is to analyse and describe how schools can improve through the expert advice and contribution of external school consultants. This aim was realised by: undertaking a theoretical investigation in the form of a literature study; undertaking an empirical, qualitative investigation in order to establish in what way the assistance of an objective advisor in the form of a consultant, can contribute to improving the intricate problems currently facing schools. During this qualitative investigation it was established that: South Africa has problems endemic to this country which precipitate pathology at school level; The main role players in schools are not sufficiently equipped to initiate change; External consultants as change and improvement agents are a solution suggested by international literature; If consultation is done in a professional, ethically correct manner it can indeed lead to school improvement.

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Govender, Kistensamy Marimuthoo. "It's all in the mind : an integrative approach to teaching and learning." Thesis, 2004. http://hdl.handle.net/10530/807.

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A dissertation submitted in fulfilment of the requirements for the degree Master in Communication Science at the University of Zululand, 2004.
In this dissertation the researcher uses cognitive science and communication science to develop an integrative motivational learning framework for teaching intermediate phase learners to solve problems in the subject domains of mathematical literacy, language literacy, natural science, economic and management sciences, social sciences, technology, arts and culture and life orientation within the South African Outcomes-based Education curriculum.

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Chauke, Ndzangumuni Dorris. "School-parent partnership in the enhancement of effective teaching and learning of the children." Diss., 2014. http://hdl.handle.net/11602/155.

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Isaacson, Ruth Clare. "An investigation into the pedagogy of bridging class teachers within a mainstream school." Thesis, 2016. http://hdl.handle.net/10539/22680.

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A Research Report submitted to the Faculty of Education University of the Witwatersrand, Johannesburg in partial fulfilment of the requirements for the degree of Master of Education.
This qualitative research aims to explore the constructs of Bridging Classes within a mainstream environment. The investigation focuses primarily on how the teacher works with what Bernstein (1973) considers key aspects to education relay, namely curriculum, pedagogy and assessment. Bridging Classes are provided for learners with moderate learning disabilities that may be caused by an attention deficit disorder or emotional upheaval due to chaotic home circumstances. The deconstruction process is conducted through the lens of Productive Pedagogy which Lingard, Hayes & Mills (2003) developed with four key components, namely, Intellectual Quality, Supportive Classroom Environment, Engagement with Difference, and Connectedness to the World. Productive Pedagogies support sociologists, Bernstein’s (2004) and Bourdieu’s (1999) belief that a universal pedagogy could ensure that learners from all backgrounds can access knowledge. The pedagogy applied in Bridging Class supports this notion by using a high quality curriculum but working at a slower pace, providing opportunities to consolidate concepts and integrating learners back into the mainstream when they are ready. Three teachers from Grade 1, 2, and 3 respectively were asked to participate in this research. The investigation comprised of interviews and observations of Maths and English lessons. The teachers were asked, during interviews, to reflect on their perceptions, experiences and pedagogy as Bridging Class teachers. The research applied a thematic analysis to identify patterns within the data set After coding, themes which emerged were the Cognitive and Academic Challenges Bridging Class learners experience. There are also suggested Strategies for Support to create a learning environment to enhance the academic and social outcomes for Bridging Class learners in a mainstream school. Key Words: Bridging Class, Mainstream, Productive Pedagogy, learning disabilities, perceptions, experience, support, strategies, learning environment.
MT2017

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Oliver, Erna. "Alternative assessment for effective open distance education." Diss., 2015. http://hdl.handle.net/10500/20010.

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The knowledge-driven, network society is founded upon technology. Educators need to implement technology effectively into the three main pillars of education, namely teaching, learning and assessment. This would assist students to become independent, confident and motivated life-long, self-directed learners that can use technology effectively in an educational environment. It would also ensure that graduates are able to become change agents, transferring their knowledge, skills and values to others in their communities. Alternative assessment methods that are technology driven could enable both educators and students to become more effective in a network society. This study advocates the use of alternative assessment methods by using technology driven assessment tools for possible replacement of traditional, paper based and "one size fits all" assessment methods within the subject field of Theology. Document analysis was used in a broad sense to evaluate technology-based multimedia documents. Ten documents were identified and evaluated as possible alternatives for traditional assessment methods. Inter-rater reliability ensured that the investigation provided constant estimates and results. The SECTIONS model used for this evaluation provided opportunities to include criteria important for higher education, the use of technology and subject relevant information to ensure that the evaluation was done with a specific purpose and scope in mind; to find technology-based tools that can substitute traditional assessment tools in order to enhance effective education to students.
Educational Studies
M. Ed. (Open and Distance Learning)

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Arends, Audrey Merelin. "The challenges of effective management of a multcultural teaching environment in Gauteng primary schools." Diss., 2012. http://hdl.handle.net/10500/7043.

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This research is aimed at identifying the challenges facing the effective management of a multicultural teaching environment in Gauteng primary schools by the school management team and educators. The research addressing the problems and sub-problems involved a literature review conceptualising multicultural education. The empirical investigation included the use of observations, a questionnaire and interviews to gather data. The findings linked to the literature review, revealed areas of strength and weakness of the school management team and educators. Based on the findings recommendations were made for school management teams and educators to design development programmes to inculcate in school management teams and educators the competencies necessary to perform effectively in a multicultural environment.
Educational Leadership and Management
M. Ed. (Education Management)

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David, Roshnee. "An exploration of the ideology in economic and management sciences textbooks : a critical discourse analysis." Thesis, 2012. http://hdl.handle.net/10413/9580.

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Pupils acquire skills, knowledge, values and attitudes through the important institution of education. An essential tool used in the transmission of these socially approved attitudes and values is the textbook. Because teacher content knowledge is an ongoing challenge in South Africa, school textbooks are being viewed as an important source of content knowledge. Textbooks used in the apartheid era in South Africa were subjects of numerous studies which found that textbooks were capable of transmitting the dominant ideology of the then apartheid government. Given the important role that textbooks are expected to play in postapartheid South African classroom, it becomes crucial to examine the ideologies being reflected and transmitted through this medium of instruction in the post-apartheid era. This study therefore set out to explore the ideologies that are manifest in Economic and Management Sciences (EMS) textbooks. This study adopted a qualitative research approach and engaged the tenets of Critical Discourse Analysis (CDA) as its methodological framework. The use of CDA revealed how the content of the selected EMS textbooks represent particular ideologically orientations. The dominant discourses that emerged from the analysis were the stereotypical positioning of gender roles (a subjugation of women; contingency of women‟s success on male support); entrepreneurship leads to wealth creation; the advocacy of a free-market system; reinforcement of the hegemonic positioning of business; deficient service provisioning as a normality; business and production‟s precedence over the environment and finally that globalisation is natural and unproblematic. These discourses disclose that the textbooks under study have profound strains of neoliberal ideology. The content of the textbooks legitimates the values of the free market system and neoliberalism as it reinforces and reifies the normality of personal wealth accumulation and individual endeavour. EMS textbooks were thus found to have potential as hegemonic tools capable of influencing pupils toward assimilating and accepting the ideology of neo-liberalism as being natural, ethical, moral and acceptable.
Thesis (M.Ed.)--University of KwaZulu-Natal, Durban, 2012.

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Deenanath, Geetha Devi. "Effective implementation of school environmental education policies in a school district in Gauteng." Diss., 2004. http://hdl.handle.net/10500/1888.

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The main objective of this descriptive research is to determine how effective the implementation of school environmental education policies is and how this can be improved upon. If schools do have an environmental education policy, how successful are they in implementing it. The school environmental education policies provide incentives and frameworks for the development of strategies and action plans which result in the environmental education goals being achieved effectively and efficiently. For the effective implementation of the school environmental education policies within an OBE paradigm, educators need to be knowledgeable, skilled and motivated. Overall, teacher education is probably the biggest challenge to the implementation of the school environmental education policies. This research leads to the recommendations at school level to promote the effective implementation of the school environmental education policies.
Educational Studies
M.Ed. (Environmental Education)

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Dimmick-Touw, Michelle. "Proposed theories of education for effective teaching and learning when using Web2.0 technology in distance education." Diss., 2020. http://hdl.handle.net/10500/27271.

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The research in this dissertation of limited scope aimed to identify theories of education for effective teaching and learning when using Web2.0 technology in distance education. The rationale for such a study is based on the premise that, globally, the dawn of the Fourth Industrial Revolution is bringing about a rapid technological growth and innovative information communication technology (ICT) tools which are utilised in distance education. The increase in connections across the globe has also seen an increase in online learning as the barriers of time and space have been bridged. These advances in technology have a direct impact on the education system which needs to experience a similar exponential development in the guiding theories for universities offering distance learning using Web2.0 technology. Qualitative research methods were used to conduct an integrative literature review of the most utilised pedagogical theories over time. The pedagogical principles were applied to the requirements for effective online teaching and learning to develop a guideline to determine which pedagogical principles and combinations are therefore applicable to 21st century distance education. The finding is that no one pedagogical theory researched in this study can be isolated to be applied to online learning, but rather that a combination – in varying degrees – will support an effective online teaching and learning environment. A document analysis was conducted to understand the current guidelines provided for e-learning in selected South African universities. This analysis indicated that there is much room for development to separate the traditional classroom policies from the online learning policies at higher education institutions. Summaries of applications and tools for effective online learning were presented, along with recommendations for developments within the field and for further research.
Die navorsing in hierdie verhandeling van beperkte omvang, is uitgevoer om opvoedkundeteorieë vir doeltreffende onderrig en leer wanneer Web2.0-tegnologie in afstandsonderrig gebruik word, te identifiseer. Die beweegrede vir sodanige studie is gebaseer op die uitgangspunt dat die aanbreek van die Vierde Nywerheidsomwenteling wêreldwyd aanleiding gee tot snelle tegnologievooruitgang en innoverende hulpmiddele vir inligtings- en kommunikasietegnologie (IKT) wat in afstandsonderrig gebruik word. Die toename in verbindings oor die wêreld heen het ook ŉ toename in aanlynleer meegebring, aangesien hindernisse ten opsigte van tyd en ruimte oorbrug is. Hierdie vooruitgang in tegnologie het ŉ direkte impak op die opvoedingstelsel, wat soortgelyke eksponensiële ontwikkeling in die rigtinggewende teorieë vir universiteite wat afstandsleer deur middel van Web2.0-tegnologie aanbied, moet ervaar. Kwalitatiewe navorsingsmetodes is gebruik om ŉ geïntegreerde literatuuroorsig uit te voer van die pedagogiese teorieë wat oor tyd die meeste gebruik is. Die pedagogiese beginsels is toegepas op die vereistes vir doeltreffende aanlynonderrig en -leer om ŉ riglyn te ontwikkel ten einde te bepaal watter pedagogiese beginsels en kombinasies dus betrekking het op afstandsonderrig in die 21ste eeu. Die bevinding is dat geen pedagogiese teorie wat in hierdie studie ondersoek is, uitgesonder kan word vir toepassing op aanlynleer nie, maar eerder dat ŉ kombinasie – in wisselende mate – ŉ doeltreffende omgewing vir aanlynonderrig en -leer sal ondersteun. ŉ Dokumentontleding is gedoen om insig te verkry rakende die huidige riglyne vir e-leer wat by uitgesoekte Suid-Afrikaanse universiteite gegee word. Die ontleding het getoon dat daar baie ruimte vir ontwikkeling is om die tradisionele klaskamerbeleide te skei van die aanlynleerbeleide by hoëronderwysinstellings. Opsommings van aansoeke en hulpmiddele vir doeltreffende aanlynleer is voorgehou, sowel as aanbevelings vir ontwikkelings op die studieterrein en vir verdere navorsing.
Kolu phando lungenamhlaba ubanzi kakhulu kujoliswe ekufumaniseni iingcingane zemfundo zokufundisa nokufunda kwabo bafunda bekude besetyenzisa isixhobo sobuchwepheshe beintanethi esibizwa ngokuba yiWeb2.0. Intsusa yolu phando iphuma kuluvo lokuba iNguqukazi Yorhwebo Yesine, i-4IR idala ukukhula okungummangaliso kwimisebenzi yezobuchwepheshe kunye nokuqanjwa kwezixhobo zobuchwepheshe bonxibelelwano lolwazi ezisetyenziswa ngabafundi abafunda bekude. Likhulile inani labantu abaqhagamshelanayo kwihlabathi liphela kwaye oku kunyuse inani labafundi abafunda bekude besebenzisa i-intanethi, ngenxa yokuba iphelisiwe imida yexesha kunye nendawo yokufundela. Ezi ndlela zintsha ziqanjwayo kwezobuchwepheshe zinefuthe elithe ngqo kwinkqubo yezemfundo, nedinga ukukhuliswa kweengcingane zokufundisa kwiiyunivesithi ezifundisa abafundi abafunda bekude, besebenzisa ubuchwepheshe beWeb2.0. Kuye kwasetyenziswa indlela yophando ngokuzathuza (qualitative) ekuphengululeni uncwadi olungezona ngcingane zokufundisa zisetyenziswe kakhulu ngexesha elithile. Kusetyenziswe iinqobo zokufundisa eziyimfuneko ekufundeni nasekufundiseni ngeintanethi okusebenzayo, ukwenzela ukufumanisa ukuba zeziphi ezona zifanelekileyo kwimfundo yabakude kule nkulungwane yama-21. Kufunyaniswe ukuba akukho ngcingane yokufundisa inokusebenza yodwa ekufundiseni ngeintanethi, koko kunokusetyenziswa umxube – ngokushiyana kwemigangatho yawo – ukuze kuxhaswe imiba yokufundisa abafundi abahleli emakhaya bejongene neekhompyutha zabo. Kwenziwe uhlalutyo lwemibhalo ekhoyo ukuze kuqondisiswe ukuba zeziphi izikhokelo ezikhoyo zemfundo esebenzisa izixhobo zobuchwepheshe kwiiYunivevisithi ezichongiweyo zaseMzantsi Afrika. Olu hlalutyo lubonakalise ukuba usemninzi umhlaba ekufanele ukuba unyathelwe ukuze kwahlukaniswe imigaqo nkqubo yesiqhelo yokufundela egumbini lokufundela naleyo yokufunda ngeintanethi kumaziko emfundo ephakamileyo. Kuziswe ngaphambili izishwankathelo zeendlela zokusebenza kunye nezixhobo zokufunda okusebenzayo kubafundi abafunda bekude, kwacetyiswa kwakhona iindlela zokuphuhlisa neminye imiba ekusafanele ukuba kuphandwe ngayo.
Institute for Open and Distance Learning (IODL)
M. Ed. (Open and Distance Learning)

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Lotz-Sisitka, Heila 1965. "Think Piece : conceptions of quality and ‘Learning as Connection’: teaching for relevance." 2013. http://hdl.handle.net/10962/59635.

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This think piece captures some of the thinking that emerged in and through the Southern African Development Community (SADC) Regional Environmental Education Programme research programme. This research programme emerged over a five-year period (2008–2012) and involved ten southern African teacher education institutions from eight countries (see ‘Acknowledgements’). The research programme sought to understand what contributions environment and sustainability education could make to debates on educational quality and relevance. Issues of educational quality are high on the national agendas of governments in southern Africa, as it is now well known that providing access to schooling is not a sufficient condition for achieving educational quality. Educational quality is intimately linked to the processes of teaching and learning, but the concept of educational quality is not unproblematic in and of itself. It is, as Noel Gough (2005) noted many years ago, an ‘order word’ that shapes the way people think and practise. Our enquiries during this research programme involved a number of case studies (that were reported on in the Southern African Journal of Environmental Education (SAJEE) in 2008, and are again reported on in this edition of the SAJEE), but the programme also involved theoretical engagement with the concept of educational quality and relevance. This think piece helps to make some of this thinking and theoretical deliberation visible. The author of this think piece was also the leader of the regional research programme and was tasked with synthesising the theoretical deliberations that emerged from the research design which were found to be useful for guiding interpretations and deliberation on more detailed case studies undertaken at country level.

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Masakona, Morongwa Florence. "Interpersonal relationships and interaction among stakeholders for effective teaching and learning in schools at Dzondo and Dzindi Circuit in Limpopo Province." Diss., 2012. http://hdl.handle.net/11602/40.

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Botha, Elizabeth Mathakga. "Effective use of assessment data to improve teaching and learning in primary schools in South Africa: four case studies South of Johannesburg." Thesis, 2015. http://hdl.handle.net/10539/18212.

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A thesis submitted to the Faculty of Humanities, University of the Witwatersrand, Johannesburg in fulfilment of the requirements of the degree of Doctor of Philosophy. Johannesburg
This research is an exploratory study of how data is used to promote teaching practice that improves learner achievement. Assessment data has been used to engage educators in an ongoing exploration of questions, with the intention to understand learner development. The international and Annual National Assessment benchmark tests to assess numeracy and literacy competence indicated poor learner performance in most South African schools, compared to learners in neighbouring countries and globally. Poor performance in South African schools is a challenge perceived as and related to a lack of effective school leadership. Research shows that effective leadership use of data for decision making is likely to facilitate change that promotes an effective culture of teaching and learning. Research also shows that use of data is effective when school leadership and teachers’ decisions are based on assessments of learners. There is evidence of improved learner performance where school leaders encouraged the use of assessment data for decision making to promote teaching; more so than where this was not the case. This study used grounded theory to understand variations of the phenomenon of the use of assessment data and the role of school leadership to improve teaching and learning. It employed an intensive, qualitative, interpretative methodology, which included a constructivist perspective. This allowed for greater insight into educators’ use of data for decision making. Case study methodology was used to collect and analyse data from school management teams and teacher focus groups for Maths and Languages. The data analysis from which the study drew includes specific coding and categorising of themes and patterns of data to ensure reliability. The research findings present evidence for the possible successful use of assessment data to improve teaching practice and learner performance. The data obtained from school management teams and teacher focus groups of one of the four case studies presented here, reveals a positive impact data-inquiry, and that through use of data, collaboration for decision making can provide opportunities for a successful teaching and learning culture. Continuous collaboration among teachers also provides for the creation of professional learning communities. A conceptual framework has been developed from the findings of this study. The ‘evidence-informed inquiry and action processes’ conceptualisation of the findings demonstrates how, through use of data, schools can interactively reflect, collaborate, and develop into professional learning communities to promote academic support and improve effective teaching and learning.

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Du, Toit Adri. "Developing a framework for the effective structuring and implementation of entrepreneurship education in Consumer Studies." Thesis, 2018. http://hdl.handle.net/10500/24948.

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Entrepreneurship education can contribute beneficially to learners’ schooling and should be structured and implemented (within programmes or curricula) to facilitate these benefits. In the South African secondary school curriculum, only Consumer Studies includes significant entrepreneurship education. Despite this potential of Consumer Studies, entrepreneurship education benefits do not always reach learners, due to underprepared teachers and the ineffective implementation of the curriculum. The study aimed to explore how and to what extent entrepreneurship education is embedded in the intended and enacted curriculum for Consumer Studies, with the purpose of proposing a framework to provide guidance to teachers for the effective structuring and implementation of entrepreneurship education in Consumer Studies. A multi-phase sequential exploratory and descriptive mixed-methods research design, rooted in constructivism, was used. Document analysis, an online survey and focus group interviews were used for data collection. Initially, entrepreneurship education in the overall South African secondary school curriculum was explored. Subsequently, entrepreneurship education in the Consumer Studies curriculum was focused on, investigating (a) the potential value it contributes to the subject, (b) the extent to which the curriculum is structured to support trepreneurship education, and (c) how teachers implement it in practice. Phase 3 identified best practice for entrepreneurship education internationally, which was compared to the findings from the previous two phases. Based on the previous findings, a framework for the effective structuring and implementation of entrepreneurship education in Consumer Studies, was ultimately proposed. It was apparent from the findings that entrepreneurship education only appears infrequently, unstructured and in isolated subjects in South Africa. Furthermore, even though Consumer Studies has great potential to contribute value to learners’ lives and is well structured to support constructivist entrepreneurship education, it transpired that this potential does not always reach learners, owing to the ineffective structuring and implementation of the curriculum. This study revealed the dearth of well-structured entrepreneurship education as part of the South African secondary school curriculum, with the exception of Consumer Studies. We anticipate that the framework will enhance teachers’ implementation of entrepreneurship education in Consumer Studies, which should augment the benefits thereof for learners.
Summary in English, Xhosa and Zulu
Thuto ya bogwebi e ka tshwaela ka tsela e e mosola mo go ithuteng ga morutwana mme e tshwanetse go rulaganngwa le go diragadiwa (mo mananeong gongwe kharikhulamo) go gokaganya dipoelo tseno. Mo kharikhulamong ya dikolo tsa sekontari tsa Aforikaborwa, ke fela Dithuto tsa Badirisi tse di akaretsang thuto e e botlhokwa ya bogwebi. Le fa go ntse go na le bokgoni jono mo Dithutong tsa Badirisi, dipoelo tsa thuto ya bogwebi ga di fitlhelele barutwana ka gale ka ntlha ya barutabana ba ba sa ipaakanyang mo go lekaneng le tiragatso e e seng mosola ya kharikhulamo. Maikaelelo a thutopatlisiso e ne e le go sekaseka gore thuto ya bogwebi e tseneletse go le kana kang le gone jang mo kharikhulamong e e lebeletsweng le e e fetisitsweng ya Dithuto tsa Badirisi, ka maikaelelo a go tshitshinya letlhomeso la go tlamela barutabana ka kaedi ya go rulaganya le go diragatsa thuto ya bogwebi mo Dithutong tsa Badirisi ka tsela e e mosola. Go dirisitswe mokgwa wa patlisiso wa magatomantsi le o o kopaneng mme o theilwe mo go lebeleleng maitemogelo. Go dirisitswe tshekatsheko ya dikwalo, tshekatsheko ya mo inthaneteng mmogo le dipotsolotso tsa ditlhopha tse di rileng go kokoanya data. Kwa tshimologong go ne ga sekasekiwa thuto ya bogwebi mo kharikhulamong ya dikolo tsa sekontari tsa Aforikaborwa ka kakaretso. Morago ga moo, go ne ga lebelelwa thuto ya bogwebi mo kharikhulamong ya Dithuto tsa Badirisi, go sekasekiwa (a) boleng jwa bokgoni jo e bo tshwaelang mo serutweng, (b) gore kharikhulamo e rulagantswe go tshegetsa thuto ya bogwebi go fitlha fa kae, le (c) ka moo barutabana ba e diragatsang ka gona. Legato la 3 le supile ditiragatso tse di gaisang tsa thuto ya bogwebi boditšhabatšhaba, tse di neng tsa bapisiwa le diphitlhelelo go tswa kwa magatong a mabedi a a fetileng. Go ikaegilwe ka phitlhelelo tse di fetileng, go ne ga felelediwa go tshitshintswe letlhomeso la go rulaganya le go diragatsa thuto ya bogwebi ka bokgoni mo Dithutong tsa Badirisi. Go ne go bonala go tswa mo diphitlhelelong gore thuto ya bogwebi e tlhagelela fale le fale, e sa rulagana mme gape e le mo dirutweng tsele le tsele mo Aforikaborwa. Mo godimo ga moo, le fa Dithuto tsa Badirisi di na le bokgoni jo bogolo jwa go oketsa boleng mo matshelong a barutwana mme di rulagane sentle go ka tshegetsa thuto ya bogwebi e e ikaegang ka maitemogelo, go tlhageletse gore ga se gantsi bokgoni jono bo fitlhelelang barutwana, ka ntlha ya thulaganyo le tiragatso e e seng mosola ya kharikhulamo. Thutopatlisiso eno e senotse tlhaelo ya thuto ya bogwebi e e rulaganeng sentle jaaka karolo ya kharikhulamo ya dikolo tsa sekontari tsa Aforikaborwa, kwa ntle fela ga Dithuto tsa Badirisi. Re solofela gore letlhomeso le tlaa tokafatsa tiragatso ya barutabana ya thuto ya bogwebi mo Dithutong tsa Badirisi, tse di tshwanetseng go oketsa mesola mo barutwaneng.
Imfundo yezamabhizinisi (intrepreneurship education) ingalekelela kakhulu impela, ihlomulise umfundi emfundweni yakhe, futhi kumele ihleleke futhi iqaliswe (ngaphakathi ezinhlelweni zokufunda noma amakharikhulamu) ngendlela ezohlinzeka umfundi ngale mihlomulo. Kwikharikhulamu yezikole zamabanga aphezulu (amasekhondari) zaseNingizimu Afrika, yisiFundo Sezabathengi (Consumer Studies) kuphela esiqukethe ingxenye enkundlwana impela yemfundo yezamabhizinisi. Nakuba isiFundo Sezabathengi sihlinzeka ngalolu sizo, imfundo yezamabhizinisi ayivamisile ukufinyelela kubafundi, ngenxa yothisha abangavuthiwe kahle noma abangazilungiselele ngokwanele, kanye nokuqaliswa nokuqhutshwa kwekharikhulamu ngendlela engagculisi neze futhi engakhiqizi izithelo ezinhle. Lolu cwaningo kuhloswe ngalo ukuhlola nokuhlaziya ukuthi imfundo yezamabhizinisi ifakwe kanjani futhi kangakanani kwikharikhulamu ehlosiwe futhi esiphasisiwe yesiFundo Sezabathengi, ngenhloso yokwenza isiphakamiso sohlaka oluzolekelela futhi lube ngumhlahlandlela wothisha ekuhleleni kahle nokuqhuba imfundo yezamabhizinisi esiFundweni Sezabathengi. Kulolu cwaningo kwasetshenziswa idizayini yocwaningo ehlolayo ezigaba-ziningi ezilandelanayo kanye nedizayini yocwaningo esebenzisa izindlela ezixubile ezichazayo, ezigxile ku-constructivism. Ukuhlaziywa kwemibhalo, ucwaningokuhlola (isaveyi) lweinthanethi kanye nezimposamibuzo (interviews) ezigxile emaqenjini athile, kwasetshenziselwa ukuqoqa idatha. Ekuqaleni, kwahlolwa futhi kwahlaziywa imfundo yezamabhizinisi kwikharikhulamu yonkana yezikole zamabanga aphezulu zaseNingizimu Afrika. Emva kwalokho, kwagxilwa kwimfundo yezamabhizinisi esiFundweni Sezabathengi, kuphenywa (a) ubugugu nokubaluleka kwemfundo yezamabhizinisi kulesi sifundo, (b) izinga lokuhleleka kwekharikhulamu ukuze ikwazi ukweseka imfundo yezamabhizinisi, kanye (c) nokuthi othisha bangayiqalisa futhi bayiqhube kanjani ngokoqobo futhi ngendlela ephathekayo imfundo yezamabhizinisi. Isigaba 3 sahlonza inkambiso yemfundo yezamabhizinizi ephuma phambili emhlabeni wonke jikelele, eyaqhathaniswa nalokho okwatholwa ezigabeni ezimbili ezedlule. Ngokususela kulokho okwatholwa ezigabeni ezedlule, kwahlongozwa uhlaka lokuhlelwa nokuqaliswa kahle kwemfundo yezamabhizinisi esiFundweni Sezabathengi. Uma kubhekwa izinto ezatholakala ocwaningweni, kwabonakala ngokucacile ukuthi imfundo yezamabhizinisi yayithe gqwa gqwa laphaya nalaphaya, futhi itholakala ngendlela engahlelekile, ezifundweni ezithile, ezimbalwa eNingizimu Afrika. Ngaphezu kwalokho, nakuba isiFundo Sezabathengi singaba nomthelela omuhle kakhulu ezimpilweni zabafundi futhi sikulungele noma sihleleke kahle ukuze sikwazi ukweseka i-constructivist entrepreneurship education, kwahlaluka ukuthi lo mthelela omuhle awuvamisile nezeukufinyelela kubafundi, ngenxa yokungahlelwa kahle kanye nokungaqaliswa ngendlela efanele kwekharikhulamu. Lolu cwaningo lwabonisa ukuntuleka kwemfundo yezamabhizinisi ehleleke kahle, njengengxenye yekharikhulamu yezikole zamabanga aphezulu zaseNingizimu Afrika, ngaphandle kwesiFundo Sezabathengi. Sibheke ukuthi lolu hlaka lwenze ngcono ukuqaliswa nokuqhutshwa kwemfundo yezamabhizinisi ngaphansi kwesiFundo Sezabathengi, futhi lokho kuyokhulisa imihlomulo yemfundo yezamabhizinisi kubafundi.
Curriculum and Instructional Studies
D. Phil. (Curriculum Development)

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Hadebe, Maureen. "Foundation phase learners' perspectives on grade retention." Thesis, 2019. https://hdl.handle.net/10539/29315.

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A research report submitted to the Wits School of Education, Faculty of Humanities, University of the Witwatersrand in partial fulfilment of the requirements for the degree of Master of Education by combination of coursework and research. Johannesburg 2019
Grade retention in South Africa, as in other developing countries, is a common practice of holding back learners who have failed to meet specific promotional requirements. Despite studies that highlight the negative outcomes of scholastic retention, this practice has gained popularity in countries in Southern Africa including South Africa. Learners who struggle academically are retained in the grade if they are unable to meet specific requirements. It is sad to note that learners are not consulted before being retained; their voices do not matter. Studies have been conducted on teachers’ perspectives on this topic. However, research on how learners experience retention has not been done. The main objective of this research is to ascertain how learners experience and perceive the practice of grade retention in the foundation phase. Doing research with children is critical and challenging, and this research tries to ‘dip a toe’ in and conduct research with children and not on children. Most schools were sceptical about allowing learners to participate in this study .but one school consented and allowed their learners to participate. The participants were selected using a number generating system so as to make sure that the sample was representative, and the participants were involved in two sets of interviews. In the first set of interviews, they drew pictures of themselves and were probed about the pictures they had drawn. In the second set of interviews, a blob tree was used as a tool for those interviewed to express their feelings. The focal point of this research was to understand the perceptions and experiences of a group and not an individual. Therefore, this qualitative research employed a phenomenographic methodology because it aims to “explore the range of meanings within a sample group, as a group, not the range of meanings for each individual within a group” (Akerlind, 2005, p. 323). This research was based on finding out how experiences of retained learners can enable Inclusive education. The findings were reported according to five key themes, namely socio-emotional outcomes, impact on learners’ relationship; academic issues and stereotyping by teachers. The findings of this study revealed that the majority of learners did not enjoy being retained in a grade, but this did not affect their academic progress. Some learners were teased and bullied by peers and friends. In some cases, the teachers also teased learners about repeating the grade. The limitations of the study included the following: the time frame; the sample size; the researcher’s involvement in the study; the data was collected from one school in Gauteng; the emotional distress experienced by some of the respondents; and, contradictory statements from a few of the respondents. Future research could look at broader cultural, social and economic issues that might contribute to an increased retention rate, as well as the negative emotional effects of grade retention.
NG (2020)

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Conradie, Edmund. "An investigation into the design process of the engineering graphics and design syllabus in the bachelor of education degree in the universities of technology in South Africa." Thesis, 2011. http://hdl.handle.net/10413/8291.

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In the years before 2004 teacher training was presented through two routes, one, the degree route through the university or two, a diploma route through a teachers training college. Where universities acted as autonomous institutions having control of their administrative and academic activities the colleges of education were administered and controlled by the government through the Department of Education. This included the setting and assessment of the curriculum. The role of the lecturers in the teacher training colleges was simply to present the prescribed syllabus to the students. Drastic changes were implemented by the government in 2004. In its restructuring programme the government made two major changes to teacher training. Firstly, they closed all the colleges of education and moved the departments into a university or a technikon. The technikons eventually became Universities of Technology. Secondly, they changed the four year teacher‟s diploma to a four year degree in education. The impact of this restructuring meant that lecturers were now in an autonomous environment in which they were expected to develop a syllabus for the Bachelor of Education degree course on their own. This research investigates the process that the lecturers applied in designing a suitable syllabus for the Bachelor of Education (Engineering Graphics and Design) degree and how it relates to the process that the theory advocates should be used.
Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2011.

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Lawrence, Jeanette Wilhelmina. "The approaches that foundation phase grade 3 teachers use to promote effective literacy teaching : a case study." Diss., 2011. http://hdl.handle.net/10500/4839.

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The changing role of literacy in primary education, with its emphasis on the acknowledgement of the learner’s values, beliefs, culture, background and language is the focus of this study. The research was concerned with understanding the literacy practices of Foundation Phase Grade 3 teachers who are able to intentionally promote and mediate literacy acquisition among their learners. A qualitative design was used to describe the approaches of effective literacy teachers. The research study discovered that while the teachers made use of a number of teaching methods that underpinned a de-contextualised and constructivist approach, a socio-cultural approach to literacy was lacking. The results call for a broadening of the definition of literacy; one that acknowledges the socio-cultural background of the learners in developing a literacy disposition that prepares learners for a changing world.
Educational Studies
M. Ed. (Didactics)

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Ramakhanya, Ephraim Takalani Happy. "Implications of continuous assessment for effective teaching and learning in a learner-centred curriculum." Thesis, 2012. http://hdl.handle.net/11602/42.

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Ramalamula, Musiiwa Violet. "The impact of teamwork on school effectiveness : Soutpansberg North Circuit, Vhembe Region in Limpopo." Diss., 2012. http://hdl.handle.net/11602/60.

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Dissertations / Theses on the topic 'Effective teaching – South Africa – KwaMashu'

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