To see the other types of publications on this topic, follow the link: Effective teaching – Zimbabwe – Case studies.
Dissertations / Theses on the topic 'Effective teaching – Zimbabwe – Case studies'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Effective teaching – Zimbabwe – Case studies.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Seamster, Delores Stubblefield. "Effective Teachers in an Effective School: A Case Study." Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc278219/.
Full textAbstract:
The purpose of this investigation was to describe the behavior of effective teachers working within the context of an effective school. The study focused on both the content and techniques of instruction utilized by the teachers. In addition, the research examined teacher behaviors that were external to the classroom setting, including teacher-to-teacher relationships, teacher-to-parent relationships, and teacher-to-principal relationships.
A qualitative research design was selected for this study. The site was an inner city elementary campus. Data were collected from eleven K-3 teachers using participant observation and interviews over a seven-month period. Documents were also used as a source of data. The analysis of data was ongoing and cyclical based on the constant comparative method.
The final analysis of data resulted in nine themes based on recurring patterns of teacher behavior. The findings suggest that a caring school culture plays an important role in a school's success and the effectiveness of its teachers. Furthermore, there does not appear to be a universal description that fits all effective teachers. Instead, effective teachers in an effective school function as autonomous decision makers in their classrooms, choosing the curriculum and techniques that work best for them and their students. They tend to focus on basic skills, especially reading and mathematics, using explicit direct instruction methods. However, these teachers frequently digress from their planned lessons to teach life skills and test-taking strategies.
Findings for this study also support the creation of structured school and classroom environments for low-income inner city students. Student self-esteem and parental support are not negatively impacted when firm discipline is administered fairly in a caring, supportive school climate.
The conclusions of this investigation have implications for teacher staff development and campus administrator training. The findings also suggest further research in the areas of school culture, direct instruction, student discipline, and classroom management.
2
Mlambo, Watson. "Information and communication technology in A-level physics teaching and learning at secondary schools in Manicaland Zimbabwe: multiple case studies." Thesis, Rhodes University, 2008. http://hdl.handle.net/10962/d1003458.
Full textAbstract:
As personal computers (PCs) and related ICTs become more and more omnipresent than ever before in institutions of education, teachers are faced with the challenge of having to teach in ICT rich environments. Some syllabuses increase this pressure by stipulating where ICT may be applied. While past research efforts have focused on presence of and/or effectiveness of ICTs on achieving various didactic goals, there is limited literature on the extent to which actual practice occurred naturally. It was the aim of this study to determine the extent to which Physics teachers and students used ICT in their usual teaching/learning ambience, referred to as natural settings in this study. Using activity theory as a theoretical lens, multiple case studies were chosen as a strategy using 10 schools, 15 Physics teachers, 20 A-level Physics students and 10 ICT teachers (computer specialists). Questionnaires, observations and informal and focus group interviews were used to elicit responses from students, teachers and computer specialists. It emerged from the case studies that despite the presence of apt ICT infrastructure in the schools and although the teachers had a positive attitude towards the use of ICT for teaching and learning of Physics, teachers were apathetic when it came to the actual use. Some of the reasons militating against use were lack of an ICT policy, school authority, and monopoly of computers enjoyed by computer studies teachers. However among students there were ‘early starters’ who used ICTs outside of school, a situation that tended to change the Physics learning environment. These findings led to a proposal for a post of Computer Specialist (CS) in the schools. The need for developing ICT policy at all levels namely national, Ministry of Education and the school was also proposed. Lastly staff development in the use ICT for Physics teachers was proposed as indispensable.
3
Sherretz, Christine Edwards. "Mindful teachers case studies of intermediate teachers and their mindful teaching practices /." Click here to access dissertation, 2006. http://www.georgiasouthern.edu/etd/archive/fall2006/christine_e_sherretz/sherretz_christine_e_200608_edd.pdf.
Full textAbstract:
Thesis (Ed.D.)--Georgia Southern University, 2006.<br>"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education" ETD. Includes bibliographical references (p. 105-113) and appendices.
4
Ng, Mei-ha Helen, and 伍美霞. "The reciprocal teaching approach: a case study reflecting on readers' needs in developing reading comprehensionability and insights into teaching methods." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31945132.
Full text
5
鍾志興 and Chi-hing Caleb Chung. "Effective ways of integrating ICT into mathematics lessons." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B3125620X.
Full text
6
Nyawaranda, Vitalis. "Teachers' beliefs about teaching English as a Second Language (ESL), two case studies of ESL instruction in Zimbabwe." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0019/NQ44535.pdf.
Full text
7
Rauschenbach, James Walter. "Case studies of effective physical education specialists : relationships among curricular values, teaching strategies, and student involvement /." The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487779120908921.
Full text
8
Van, Ongevalle J. "The significance of participation in capacity development and project sustainability: a case study of the Zimbabwe Secondary Teacher Training Environmental Education Project (St²eep)." Thesis, Rhodes University, 2007. http://hdl.handle.net/10962/d1003651.
Full textAbstract:
This study uses a systems thinking perspective to explore the role and meaning of participation, capacity development and project sustainability in the Zimbabwe Secondary Teacher Training Environmental Education Project (St²eep). Since there was no consistent critical reflection upon the different assumptions that underpin these important aspects of St²eep in the original project design, this study aims to articulate a theoretical framework for guiding the project. St2eep is a donorfunded project, located in the Ministry of Higher and Tertiary Education in Zimbabwe that seeks to integrate environmental education across the curriculum of secondary teacher education. The study first develops a theoretical framework drawing on systems thinking. In particular it uses the holistic and constructivist perspectives embedded in systems thinking to describe a number of analytic frameworks that are used as a guide to investigate participation, capacity development and project sustainability in the St²eep case study. The research methodology comprises a qualitative case study approach, which contains elements of an instrumental, evaluative and critical case study. Data-collection methods include document analysis, focus group discussions, focus group interviews, semi-structured face-to-face interviews and participant observation. Data analysis follows the constant comparative method of coding and categorising data as outlined by Strauss and Corbin (1998). The outcomes of this research show that participation processes in St²eep evolve around the interactions between a political dimension and a learning dimension. The political dimension relates to giving the project stakeholders a critical voice, allowing them to shape the project and involving them in the decision-making process. This approach has fostered an ongoing learning process in a small team of committed stakeholders based on the principles of collaborative learning, team learning and action research. Participation was shown to enhance capacity-development processes at individual and institutional level by the provision of support through learning teams, and by the renegotiation of responsibilities and power relations between lecturers involved in St²eep, donor representatives and college administrations. The strong operational role of the donor organisation was seen as a serious threat towards individual and institutional capacity development since it creates a functional but artificial and independent project system within the college system and takes over any local institutional support structure that it might seek to develop. Fostering continuous learning and capacity development, St²eep’s participatory approach was shown to contribute to a better understanding of the interconnectedness of factors that influence future sustainability of the project and the implementation of environmental education. This has assisted in the development of different scenarios on the sustainability of the project. The research shows that the project-ustainability planning process draws directly from St²eep’s ongoing learning process, with individual and institutional capacity development featuring strongly in the different scenarios, and with the external context such as the economic situation and the low priority of environmental education being recognised as important factors that need to be considered. Drawing on the findings from the case study, this study makes a tentative recommendation that donor organisations should focus more on capacity-development initiatives and avoid taking on a strong operational role in project activities. The research also recommends that there is need for a deliberate focus on both the political and learning dimensions of the participation process in order to foster local ownership. Making the learning aspect much more central in St²eep is presented as a possible strategy for motivating a larger number of college lecturers to become involved in the project and the implementation of environmental education. The study also urges St²eep to combine the different scenarios that have emerged during the project sustainability planning process and to focus on the benefits that stakeholders want to see sustained.
9
Chikunda, Charles. "Exploring and expanding capabilities, sustainability and gender justice in science teacher education : case studies in Zimbabwe and South Africa." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1006026.
Full textAbstract:
The focus of this study was to explore and expand capabilities, sustainability and gender justice in Science, Mathematics and Technical subjects (SMTs) in teacher education curriculum practices as a process of Education for Sustainable Development in two case studies in Zimbabwe and South Africa. The study begins by discussing gender and science education discourse, locating it within Education for Sustainable Development discourse. Through this nexus, the study was able to explore gender and sustainability responsiveness of the curriculum practices of teacher educators in Science, Mathematics and Technical subjects; scrutinise underlying mechanisms that affect (promote or constrain) gender and sustainability responsive curriculum practices; and understand if and how teacher education curriculum practices consider the functionings and capabilities of females in relation to increased socio-ecological risk in a Southern African context. Influenced by a curriculum transformation commitment, an expansive learning phase was conducted to promote gender and sustainability responsive pedagogies in teacher education curriculum practices. As shown in the study, the expansive learning processes resulted in (re)conceptualising the curriculum practices (object), analysis of contradictions and developing new ways of doing work. Drawing from the sensitising concepts of dialectics, reflexivity and agency, the study worked with the three theoretical approaches of Cultural Historical Activity Theory (CHAT), feminist theory and capabilities theory. The capability and feminist lenses were used in the exploration of gender and sustainability responsiveness in science teacher education curriculum practices. CHAT, through its associated methodology of Developmental Work Research, offered the opportunity for researcher and participants in this study to come together to question and analyse curriculum practices and model new ways of doing work. Case study research was used in two case studies of teacher education curriculum practices in Science, Mathematics and Technical subjects, one in Zimbabwe and one in South Africa. Each case study is constituted with a networked activity system. The study used in-depth and focus group interviews and document analysis to explore gender and sustainability responsiveness in curriculum practices and to generate mirror data. Inductive and abductive modes of inference, and Critical Discourse Analysis were used to analyse data. This data was then used in Change Laboratory Workshops, where double stimulation and focus group discussions contributed to the expansive learning process. Findings from the exploration phase of the study revealed that most teacher educators in the two case studies had some basic levels of gender sensitivity, meaning that they had ability to perceive existing gender inequalities as it applies only to gender disaggregated data especially when it comes to enrolment and retention. However, there was no institutionalised pedagogic device in place in both case studies aimed at equipping future teachers with knowledge, skills, attitudes and values to promote aspects of capabilities (well-being achievement, wellbeing freedom, agency achievement and agency freedom) for girls in Science, Mathematics and Technical subjects. Science, Mathematics and Technical subjects teacher educators' curriculum practices were gender neutral, but in a gendered environment. This was a pedagogical tension that was visible in both case studies. On the other hand, socio-ecological issues, in cases where they were incorporated into the curriculum, were incorporated in a gender blind or gender neutral manner. Social ecological concerns such as climate change were treated as if they were not gendered both in their impact and in their mitigation and adaptation. It emerged that causal mechanisms shaping this situation were of a socio-political nature: there exist cultural differences between students and teacher educators; patriarchal ideology and hegemony; as well as other interfering binaries such as race and class. Other curriculum related constraints, though embedded in the socio-cultural-political nexus, include: rigid and content heavy curriculum, coupled with students who come into the system with inadequate content knowledge; and philosophy informing pedagogy namely scientism, with associated instrumentalist and functionalist tenets. All these led to contradictions between pedagogical practices with those expected by the Education for Sustainable Development framework. The study contributes in-depth insight into science teacher education curriculum development. By locating the study at the nexus of gender and Science, Mathematics and Technical subjects within the Education for Sustainable Development discourse, using the ontological lenses of feminist and capabilities, it was possible to interrogate aspects of quality and relevance of the science teacher education curriculum. The study also provides insight into participatory research and learning processes especially within the context of policy and curriculum development. It provides empirical evidence of mobilising reflexivity amongst both policy makers and policy implementers towards building human agency in policy translation for a curriculum transformation that is critical for responding to contemporary socio-ecological risks.<br>Microsoft� Word 2010<br>Adobe Acrobat 9.54 Paper Capture Plug-in
10
Yip, Wing-yan Valerie, and 葉穎欣. "School based management (SBM) and effective teaching and learning: a case study of a local secondary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B31963602.
Full text
11
Chow, Kar-man, and 周嘉雯. "Developing students' inquiry minds in school science: a classroom case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B3196154X.
Full text
12
Guyver, Robert Malcolm. "The development of knowledge bases for the effective teaching of primary history : case studies of postgraduates' reflections on initial teacher training." Thesis, University of Exeter, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.288310.
Full text
13
Bunk, Aylin. "An Exploration of Effective Community College Instructors' Use of Culturally Competent Pedagogies." PDXScholar, 2017. https://pdxscholar.library.pdx.edu/open_access_etds/3481.
Full textAbstract:
Increasing diversity among community college students and the rising demand for a culturally competent workforce necessitate community college faculty across all disciplines to adjust their pedagogical choices to effectively serve diverse students while preparing all students for the new global era. The purpose of this narrative study was to explore what culturally competent pedagogies effective community college instructors use and reasons behind their choices. The study was conducted at a large community college in the Pacific Northwest. Data was collected through in-depth interviews with ten instructors teaching in different disciplines. In addition, the Intercultural Development Inventory (IDI) was used to measure participants' intercultural competency. The findings revealed that the participants were cognizant of the growing diversity in their classes and made a number of pedagogical choices to accommodate their students' needs. The findings also revealed that the participants' teaching in the Humanities and the Adult Basic Skills departments had more latitude in engaging diversity and choosing materials to fit the needs of their students compared to science and vocational field instructors.
14
韓沙沙. "從師生視角看有效數學教學的課堂活動 : 以中國長春市某小學為個案". Thesis, University of Macau, 2012. http://umaclib3.umac.mo/record=b2593933.
Full text
15
Abd, Al-Magid Mohammed Al-Mamun. "The effect of teachers' attitudes on the effective implementation of the communicative approach in ESL classrooms." Thesis, 2006. http://hdl.handle.net/10500/1747.
Full textAbstract:
This study is an attempt to determine the impact of teachers' attitudes on their classroom behaviour and therefore on their implementation of the Communicative Approach.
A descriptive case study was conducted at six secondary schools in Harare, Zimbabwe (as ESL environment) to determine the effect of 38 O-level English teachers' attitudes on their classroom practice. Quantitative and qualitative methods of data collection, including a questionnaire, an observation instrument and a semistructured interview were used to gauge teachers' attitudes, assessing the extent to which attitudes are reflected in their classroom behaviour, and eliciting teachers' verbalisation of how they conceive of their professional task.
The findings show that the effective implementation of the Communicative Approach was critically dependent on teachers' positive attitudes towards this approach in the five categories covered by this study.<br>Linguistics<br>M.A. (Applied Linguistics)
16
Mutanga, Patrick. "The use of mobile communication technology in professional identity development : a case of using whatsapp messenger to teach inquiry-based pedagogy to university chemistry teachers." Thesis, 2020. http://hdl.handle.net/10500/27295.
Full textAbstract:
This study investigated the feasibility of using WhatsApp Messenger as a tool to enhance the professional identity and inquiry-based pedagogy through the professional development of university chemistry teachers. The epistemological interpretive paradigm was used to guide the study. The study assumed a naturalistic, exploratory investigation. The qualitative research methodology was used to conduct the study. Nine university teachers were purposively sampled from three universities (three teachers from each university) for the study. Data were collected through semi-structured interviews, participant observations, and focus group discussions. Data analysis was completed using the thematic networks analysis. Ethics considerations were observed by not disclosing personal information of the participants or information about the universities where they represented. This study was guided by four theoretical underpinnings: the connectivism theory, the transformative learning theory, the expectancy-value theory, and the dual systems theory. The primary research question guiding this study was: How does the professional identity of university chemistry teachers develop as they learn IBP through WhatsApp Messenger? A two-pronged approach was used in the research: (1) comparing the professional identity of the teachers before and after the course, and (2) observing and describing the professional identity process as the teachers undertook the course.
The results from the interviews conducted before the teachers undertook the WhatsApp Messenger-based IBP course showed that most teachers had a negative professional identity. They had become teachers for a variety of reasons, but they did not consider themselves teachers and believed they would leave university teaching if opportunities arose in the industry. They had no formal qualifications in pedagogy, and they did not believe that such knowledge was necessary. The majority of these teachers used teacher-centred approaches. Results from participant observations during the WhatsApp Messenger-based IBP course showed that the course slowly imparted to the teachers the norms associated with not only IBP, but other teaching approaches as well. WhatsApp Messenger provided a flexible online platform where the teachers interacted and exchanged ideas without the need to meet in a physical space. The results from the interviews conducted after the teachers participated in the WhatsApp Messenger-based IBP course showed that the participants' professional identity had changed positively. They now recognised the importance of pedagogy in teaching, they positively identified with the teaching profession, and some were considering acquiring formal qualifications in pedagogy.<br>Curriculum and Instructional Studies
17
Mavesere, Benjamin. "Perceptions of primary school student teachers regarding the practical application of constructivism." Thesis, 2021. http://hdl.handle.net/10500/27533.
Full textAbstract:
Constructivism is a relatively recent theory of learning which focuses on using learner-centred strategies in learning. Reform efforts in education in Zimbabwe have been aimed at incorporating constructivist-inspired strategies in the classroom, with mixed results. Some teachers continue to prefer traditional approaches to learning in their classrooms, despite these being teacher-centred and generally looked down upon.
The study examined the perceptions of primary school student teachers regarding the practical application of constructivism in the classroom. A qualitative research design was adopted, and the study was grounded in a constructivist and interpretivist paradigm aimed at understanding perceptions emanating from the lived experiences of the student teachers. In all, eight student teachers were sampled for the study by means of purposive, convenience and stratified random sampling. Data was collected through a literature review, lesson observations and semi-structured individual interviews. The rigour of the study was maintained by ensuring trustworthiness and the credibility of the findings. Ethical issues were adhered to. Data was analysed using Tesch’s method of data analysis, through which the researcher identified categories and themes, and reported on in narrative format.
The study findings indicate that student teachers have a positive perception of the practical application of constructivism in learning. Participants expressed the view that the practical application of constructivism leads to deeper learning and greater understanding by learners. Participants nevertheless stated that in their efforts to implement constructivism in learning and teaching during their practicums they experienced a lack of support from mentor teachers and shortages of resources.
Considering these findings, the researcher made several recommendations to various stakeholders with the aim of helping student teachers to be more effective constructivist teachers. The recommendations include the need to carry out more research on the constructivist learning theory and its practical application in the classroom as well as encouraging teachers to apply constructivist learner-centred strategies in their classrooms. The researcher also made recommendations for further research.<br>Psychology of Education
18
Maguraushe, Wonder. "Musicking at home on the wood that sings : contemporary marimba performance practices in Zimbabwe." Thesis, 2017. http://hdl.handle.net/10500/25339.
Full textAbstract:
Text in English, abstracts in English and Zulu<br>This thesis explores the current state of marimba music performance practice in Zimbabwe. I begin by presenting a historical perspective of the marimba, and then discuss how the Zimbabwe marimba tradition came into being at Kwanongoma College of African Music in Bulawayo. The study continues to unveil how the relatively new marimba tradition has grown to popularity in its 55-year history in the country, with the phenomenal emergence of professional Zimbabwe marimba musicians. The thesis includes analyses of marimba musicians’ lived experiences, traditional and contemporary marimba music compositions, marimba music education programs and mentors, as well as the Zimbabwe marimba construction industry. Using ethnographic methods, the analysis in this qualitative study draws on an application of Christopher Small, Richard Schechner, and Pierre Bourdieu’s theoretical perspectives, amongst others. Results show that marimba music performance practice in Zimbabwe has been kept alive in various permutations, albeit in a harsh economic environment. Education, passion for marimba music, cultural tourism, and festivities are the main avenues where Zimbabwe marimba music performance practice has survived on the margins of Zimbabwe’s popular musical cultural traditions.<br>Le thesis ihlola isimo samanje somculo wemarimba kanye nokuqhutshwa kwawo eZimbabwe. Ngiqala ngokwethula imibono yezomlando ngemarimba, ebese ngixoxa ngokuthi ngabe usiko lwenkambiso yemarimba eZimbabwe lwaqhamuka kanjani eKwanongoma College of African Music eBulawayo. Ucwaningo luqhubeka luveze ukuthi umculo wemarimba omusha usheshe kangakanani ukukhula nokuba nedumela kumlando weminyaka engu 55 ezweni, kanti futhi nokwenza ukuthi abaculi bemarimba eZimbambwe basebenze ngesiprofeshini. Le thesis ibandakanya ukuhlaziya izipiliyoni zabaculi bemarimba, usiko kanye nokuqanjwa komculo wemarimba, izinhlelo zemfundo yomculo wemarimba kanye nabaqeqeshi abafundisa abasha emculweni, kanye nokwakhiwa kwemboni yomculo wemarimba eZimbabwe. Ukusebenzisa izindlela zesayense yokuchaza abantu eyaziwa ngokuthi yi-ethnography, uhlaziyo kulolu cwaningo olubheka kanzulu, lufunde nokuchaphuna kwimibono yochwepheshe yethiyori yabantu abafana no-Christopher Small, uRichard Schechner kanye no-Pierre Bourdieu phakathi kwabanye. Imiphumela ikhombisa ukuthi ukwenziwa komculo wemarimba eZimbabwe wenziwe ukuthi uqhubeke ngokusebenzisa inqubo yokuhlela izinto ngokuhambelana noma inqubo ye-permutations, kodwa ngaphansi kwesimo esinzima kwezomnotho. Imfundo, ugqozi lomculo wemarimba, inqubo yezovakasho lokufunda ngamasiko kanye nemicimbi ngenye yezindlela lapho khona umculo wemarimba eZimbabwe oboniswa khona nokwaze ukuqhubeka ngayo, nangendlela esetshenzisiwe ukwenza ukuthi umculo uqhubeke nokuba nedumela ngisho nangaphansi kwesimo esinzima eZimbabwe.<br>Art History, Visual Arts and Musicology<br>D. Litt. et Phil. (Musicology)
19
Mufanechiya, Albert. "The interface between in-service teacher development and classroom teaching and learning in Zimbabwean primary schools." Thesis, 2020. http://hdl.handle.net/10500/27212.
Full textAbstract:
Primary school teaching and learning, and indeed the whole teaching profession continue to
be shaped by the ever – changing knowledge economy and global educational trends. To this
end, professional teacher development in Zimbabwean primary schools has become an
important focus area in terms of how it can facilitate and contribute to effective teaching and
learning in line with the new educational developments. There is consensus among primary
school stakeholders that the success of teaching and learning is dependent on promoting an
efficient and student - needs driven in – service programme. The purpose of the study was to
explore the influence of the university B.Ed (primary) in – service teacher development
programme in its mandate to fulfill the critical function to develop primary school teachers
with knowledge, skills and competencies for the Zimbabwean primary education system. The
imperative has been for the university in – service programme to offer competences and skills
that are needed by primary school teachers and for these teachers to upgrade and update their
skills for effective teaching and student learning. The theoretical approach that informed the
study was Vygotsky’s Cultural Historical Activity Theory (CHAT) with its main perspective
being that knowledge is socially constructed and takes place in real contexts.
The study ontology was interpretivism in which the qualitative single case study design was
employed. The data were collected through semi - structured interviews with the Chairperson
and five lecturers of the Curriculum Studies Department and focus group discussion in
respect of ten B.Ed (primary) in – service student teachers. The participants were
purposefully sampled taking into account their knowledge and experience with the in –
service programme and primary school teaching - learning contexts.
The study found that the B.Ed (primary) in – service programme had minimal influence on
primary school teachers’ teaching and learning needs. The programme had not fully
addressed the primary school teachers’ expectations in terms of imparting knowledge and
skills useful for classroom teaching and learning. One of the major contributory factors was
that there were curriculum design frailties of the programme which were as a result of lack of
dialogue, engagement and consultation between and among important primary school
education stakeholders especially in – service teachers. As a result, the programme had not
adequately raised the teachers’ knowledge and skills in the critical areas of their practice, yet
this was the core function of the programme. From the findings, the study recommends that
the University sets up a strong Curriculum Development Department funded and staffed with
experts in research and curriculum design and development. These should manage the
designing and preparation of curriculum documents by involving primary school
stakeholders, especially primary school teachers.<br>Curriculum and Instructional Studies<br>Ph. D. (Curriculum and Instructional Studies)
20
"有關課堂管理的教師實踐知識及其發展: 一線教師的視角". Thesis, 2011. http://library.cuhk.edu.hk/record=b6075480.
Full textAbstract:
陸靜塵.<br>Thesis (Ph.D.)--Chinese University of Hong Kong, 2011.<br>Includes bibliographical references (leaves 220-229)<br>Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web.<br>Abstracts in Chinese and English.<br>Lu Jingchen.
21
Mlambo, Watson. "Information and communication technology in A-level physics teaching and learning at secondary schools in Manicaland Zimbabwe : multiple case studies /." 2007. http://eprints.ru.ac.za/1287/.
Full text
22
Masango, Jefrey. "The applicability of the phenomenological method to the teaching and learning of religious and moral education in tertiary primary teacher education institutions in Zimbabwe : a case study of Mkoba Teachers College." Diss., 2019. http://hdl.handle.net/10500/26746.
Full textAbstract:
Bibliography: leaves 148-154<br>This research is a case study conducted at Mkoba Teachers’ College from 2017 to 2019 which aimed at establishing the applicability of the phenomenological method to the teaching and learning of Religious and Moral Education (RME) in Tertiary Primary Teacher Education institutions in Zimbabwe. The majority of the student teachers were Christians and had a negative attitude towards African Indigenous Religions (A.I.Rs). They also showed little knowledge of concepts in African Religions yet the old and new syllabus in RME and Family, Religion and Moral Education (FAREME) respectively required them to use the multi-faith approach and to view all religions they may encounter in the classroom with equal importance. This research sought to determine the extent to which the phenomenological method can change the student teachers’ negative attitude to/ and increase their knowledge of A.I.Rs, thus preparing them for the task of religious education in future. In the theoretical framework, the researcher discussed the concept of Religious Education (R.E) and reviewed related literature on approaches to R.E, the history of R.E in pre-colonial and post-colonial periods in Zimbabwe and recent researches in R.E in order to gain insights on historical developments and current trends in the field of R.E. The researcher selected ten (10) participants who belonged to various Christian denominations using the purposive sampling strategy. Qualitative methods of generating data used were unstructured interviews, field work, both participant and non participant observation, and focus group discussion. After field work, participants applied the phenomenological method to the bira ceremony and discussed religious artifacts encountered during field work. On the whole, the phenomenological method increased the participants’ knowledge of A.I.Rs and significantly changed their attitude towards it. Despite the participants’ strong Christian background, they were able to separate the demands of their commitment to personal faith and the requirements of the phenomenological method. The study makes some recommendations,some of which are the use of the phenomenological method together with the multi-faith and comparative religion approaches in the College R.M.E curriculum.<br>Religious Studies and Arabic<br>M.A. (Religious Studies)
23
Kashora, Phoebe. "Evaluation of curriculum design and delivery : a case for Zimbabwe Staff College." Thesis, 2015. http://hdl.handle.net/10500/19666.
Full textAbstract:
The major goal of the Bachelor of Adult Education degree is to equip officers with the
prerequisite skills, knowledge and attitudes to design and deliver programmed instruction to
different categories of learners as well as to equip them with skills to conduct research in the
field of adult education practice. The present study undertakes to investigate the reasons for lack of patronage for the adult education degree at Zimbabwe Staff College (ZSC) by exploring the quality of the adult education degree programme in terms of its effectiveness, relevance, value and its ability to enhance the quality of life. An adult education degree programme should reflect the sociocultural realities and experiences of adult learners. Participatory approaches should inform the development and implementation of curriculum. The aim of the study is to inform decisionmaking aimed at programme improvement. Effectiveness entails adequacy and appropriateness of teaching methods and support services. Relevance is ensured by considering the policy framework, curriculum provision, learners‟ needs and non–participation in the programme. Value constitutes the ability to improve the economic, professional, social and political aspects of life. Using the qualitative case study design, seven students and two administrators were selected
using purposeful sampling, which is informed by the non-probability theory of sampling, to
participate in individual and focus group interviews, which were subsequently conducted and
generated data for analysis. Available relevant documents were analysed.
The major finding revealed that a lack of recognition of the adult education programme by
superiors at ZSC was the major obstacle to participation. Lack of recognition was found to be
attributable to the absence of any national lifelong learning policy, ZSC policy framework,
institutional structural conditions, and non–participatory curriculum development process and
also to other associated barriers. The non-existence of the national and local policies on adult
education was found to be negatively affecting not only participation but also the quality of the
content provision because a lifelong learning policy framework is supposed to be informing
design and practice. Recommendations focus on revision of the policy framework and the way the policies are implemented at national and local levels. A review of the implementation of policy is imperative if the restrictions responsible for the invisibility of adult education in the
country and adult education programmes at ZCS are to be removed.<br>Curriculum and Instructional Studies<br>D. Ed. (Curriculum Studies)
24
Ganyata, Obert. "Indigenous African music and multiculturalism in Zimbabwean primary schools : toward an experiential open class pedagogy." Thesis, 2020. http://hdl.handle.net/10500/27037.
Full textAbstract:
This study focuses on the teaching of Indigenous African Music (IAM) in Zimbabwean primary schools, and proposes a new Experiential Open Class Pedagogy relevant to its multicultural contexts. A postcolonial theoretical paradigm informs the discussion of secondary literature, and the analysis of empirical data obtained through the following methods: interviews, lesson observations, focus
group discussions, and the analysis of teaching documents. Case studies were conducted at ten schools in the Gweru district of Zimbabwe. These schools were chosen from a mix of urban, peri-urban, and rural communities. The findings show the continued effects of colonialism on IAM teaching practices and pedagogy. The
effects of globalization and the high levels of migrancy in and out of Zimbabwe are discussed as factors shaping the teaching of IAM. Formal models of learning have undermined the status of IAM in favour of Western classical music. Recognizing this bias, but also the fact that culture is dynamic, this study strikes a balance by proposing a new pedagogy that integrates Western and African approaches to music
education. The study findings feed into the development of a new hybridised model called the Experiential Open Class Pedagogy (EOCP), which is suitable for multicultural contexts. This pedagogy encourages learners to use their personal experience of IAM practices in the home, and to draw on expertise from their local communities. The participation of children and their elders in the community
contributes to the openness of the learning process. A combination of learning at home, in communities, and in classrooms is vital in utilising all the critical avenues to acquiring knowledge and experience of IAM. Recommendations on policy and practice in Zimbabwean primary school education offer solutions to the present challenges. It is important for teachers to be active stakeholders in documenting the
very IAM practices they teach by carrying out research, and through continuous improvement initiatives in multicultural contexts.<br>Art History, Visual Arts and Musicology<br>D. Phil. (Music)
25
Chabaya, Raphinos Alexander. "Academic staff development in higher education institutions : a case study of Zimbabwe state universities." Thesis, 2015. http://hdl.handle.net/10500/21930.
Full textAbstract:
This study investigated how institutional conditions and cultures enabled or impeded the development and implementation of academic professional development programmes in Zimbabwe State universities. The study was prompted by undervaluing of academic professional development in Zimbabwe State universities manifested by its absence in half of the institutions. Literature suggests that factors that enable or impede implementation of academic staff development programmes include irrelevant academic professional programmes and influence of departmental cultures.
The critical theory paradigm guided this study because the intention was to change and transform teaching practices by gaining insights on academics‘ perspectives on conditions that influence implementation of academic staff development programmes.
A qualitative study was employed where interviews, focus group discussions, documents and questionnaires were used. Two state universities were conveniently sampled from which sixteen academics, four deans, two Directors of the Teaching and Learning Centres and two Vice Chancellors were purposively selected to participate in the study.
The research produced findings reflecting that disciplines have huge influence on the development and implementation of academic professional development in higher education institutions. The scholarship of research constrained the scholarship of teaching in higher education practice. It was realised that academics‘ research interests subordinate teaching interests and by implication academic professional development programmes. This influences academics to have negative attitudes towards academic professional development programmes resulting in poor uptake of the programmes. It also emerged from the findings that promotion policies favour research over teaching resulting in academics marginalising teaching in their academic roles. It also emerged clearly as well that good researchers are not necessarily good teachers and that holding a PhD does not translate an academic to be a good teacher. However, it also emerged that departmental cultures can be used to promote interdisciplinary research which academic professional development might embrace in its practice.
The research experienced limitations in terms of time and threat to confidentiality but their effects were countered through control measures effected by the researcher.
The study recommends that State universities should set up teaching and learning centres that will lead in the development of a culture that values teaching and learning in faculties in which academic professional development programmes will professionalize university teaching The study also recommends that academic professional development should address needs of academics for them to be relevant and that their approach should include formal courses such as Post Graduate Diploma in Higher Education in which teaching in higher education is valued<br>Curriculum and Instructional Studies<br>D. Ed. (Curriculum Studies)
26
Madungwe, Louise Stanley. "Opportunity to learn Mathematics : the case of visually impaired secondary school students in Zimbabwe." Thesis, 2018. http://hdl.handle.net/10500/25011.
Full textAbstract:
The study examined the opportunities to learn Mathematics that are accorded to secondary school students with visual impairment in Zimbabwe. The study focused on form one and form two students who are completely without sight, but are learning in inclusive settings, together with their Mathematics teachers. The study examined how teachers interacted with the subject matter, how the teachers interacted with the visually impaired students and how these students interacted with partially sighted students in the teaching and learning process. The study adopted the case study approach under the qualitative inquiry. Data was collected using document analysis, lesson observations, personal interviews with teachers and focus group interviews with students who were purposive sampled. The study established that visually impaired students were not accorded adequate opportunities to learn mathematics at secondary level. The reasons for this deficit are (1) visually impaired students learnt the same curriculum as sighted students when they could not access some topics on the syllabus, (2) the teachers were professionally qualified but they lacked the necessary specialist training for teaching students without sight, (3) teachers used the same teaching methods as those used with sighted students, (4) a lot of time was spent on task though not much ground was covered, (5) the schools were not adequately resourced with appropriate teaching and learning materials for use by visually impaired students, culminating in lost opportunities to learn mathematics. The study recommends that appropriately qualified teachers be deployed to teach at schools for the visually impaired, that all secondary teachers learn the basic modules in Special Needs Education during training. The study also recommends for the government to assist the schools for the visually impaired students to import the much needed teaching and learning equipment. The study has provided some knowledge about the learning of mathematics by visually impaired students in Zimbabwe in the areas of lesson delivery, materials provision, and programme adjustments at secondary teacher training colleges and universities. It has also provided curriculum planners with an insight on the prevailing situation with regard to the teaching and learning of mathematics by visually impaired students. This knowledge could be used when formulating future mathematics curriculum and training policies to do with non-sighted students in Zimbabwe and other countries in Africa.<br>Curriculum and Instructional Studies<br>D. Ed. (Curriculum Studies)
27
Haynes, Kenya LaTrece 1976. "Reflections from effective teachers of African American students: investigating the intersection of preparation, practice, and policy." Thesis, 2007. http://hdl.handle.net/2152/3246.
Full textAbstract:
This research was a qualitative study of 10 elementary school teachers working with predominantly African American students in a large urban school district. The primary focus of this study was to analyze the perceptions of effective teachers of African American students. The hope is that the data presented in this study will initiate trends that assist in effectively preparing teachers to attain successful outcomes with African American students. Through document analysis and interviews with selected university faculty, this interpretive qualitative study also examined the multicultural education training component that targets African American students in the undergraduate elementary teacher preparation program at a highly selective public university in Texas. The data were collected through interviews and document analysis. The themes that emerged from data collected with the 10 elementary school teachers included (a) perceptions of culture, (b) beliefs about teaching, (c) academic accountability, (d) teacher preparation, and (e) contributions to success. This study utilized Ladson-Billings' (1995a, 2001) theoretical framework of culturally relevant pedagogy to examine teachers' perspectives. Supplemented with interviews of selected university faculty, this study also utilized document analysis of relevant teacher preparation programs and educational policies. Along with uncovering areas of further research, an examination of the various components of this study identifies recommendations for reform of educational practice, teacher preparation programs, and educational policy.<br>text
28
Dongo, Edmore. "The principal's instructional leadership role towards creating effective teaching and learning : a case study of two high schools in Ivory Park Township." Diss., 2016. http://hdl.handle.net/10500/22614.
Full textAbstract:
This research investigated the instructional leadership roles of selected township principals. Its main focus was therefore to explore and understand the roles and practices engaged in by township principals in order to influence effective teaching and learning in their schools. A qualitative research method was used to conduct a case study with two schools. A total of six participants were purposefully sampled: two principals and four teachers. The data was collected using individual interviews, document analysis and observations. From the data, five themes emerged in this study. Although the findings revealed that there are some principals with a weak and partial understanding of what instructional leadership entails, these principals do put a remarkable effort into executing their instructional roles. Instructional leadership development programmes are necessary for all School Management Team (SMT) members.<br>Educational Leadership and Management<br>M. Ed. (Education Management)
29
Viriri, Eunitah. "The promotion of unhu in Zimbabwean secondary schools through the teaching of Shona literature : Masvingo urban district, a case study." Thesis, 2017. http://hdl.handle.net/10500/23737.
Full textAbstract:
This study examines the extent to which the teaching of Shona novels can be used to
promote unhu (humanness) in Zimbabwean secondary schools where there has been a
call for the teaching of cultural values. The school syllabi for Shona make this position
abundantly clear. For that reason, anchoring the discussion on the role of literature in
Africa as expounded by African scholars such as Ngugi wa Thiong’o (1981), p’Bitek
(1986) and Achebe (1989) among others, the study observes that literature plays an
important role in moulding character through advancing unhu. For instance, as Achebe
(1989) argues that the novelist is a teacher, the study therefore locates literature as a
life-affirming and life-extending affair. The discussion of the role of literature as a
potential conduit for expressing unhu takes place within the theoretical confines of
Afrocentricity, an African-centred theory that places the interests of Africa at the centre
of any analysis involving African people. The selected novels namely Pfumo Reropa
(1961), Kunyarara Hakusi Kutaura? (1983) and Ndafa Here? (2007) are therefore
interrogated from an Afrocentric point of view. The three novels are representative of
different historical epochs in Zimbabwe’s cultural trajectory. In addition, they have
featured quite prominently on the school syllabi for Shona. Through a combination of
interviews and critical analysis of the novels, the study crucially observes that the proper
teaching of literature can effectively transform the thinking of learners thereby locating
them in their own cultural platforms. However, for this to happen, teachers must be
properly trained in order that they develop an appreciation of the value of literature in
imparting unhu among learners. As a result, the study thus proposes sufficient
conscientisation of teachers and learners on the concept and practice of unhu be
systematically carried out. At the same, there is need for greater planning in
constructing a more informing syllabus, as well as the deliberate inclusion of texts that
canonise unhu.<br>African Languages<br>D. Litt. et Phil. (African Languages)
30
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.
Full textAbstract:
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<br>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.
31
Magaia, Armando Adriano. "In search of effective training models for Mozambican translators and interpreters." Thesis, 2018. http://hdl.handle.net/10500/25292.
Full textAbstract:
Although Eduardo Mondlane University (UEM) has the longest history of BA Honours level translator and interpreter training in Mozambique, the university still lacks an effective model for the development of translation and interpreting competence in students. To address this problem, the present study seeks to find a practical model for the training of Mozambican professional translators and interpreters at BA Honours level that can guide the design of conducive curricula. The critical question the study attempts to answer is: What model for developing translation and interpreting competence could lead to an effective curriculum design that best meets the employment needs of Mozambican students? To this end, the study has been designed as action-research because this design enables better understanding and improvement of training processes (Cravo & Neves 2007). Three data collection tools are used to generate both qualitative and quantitative data from over 120 participants, namely: (i) a survey, (ii) an English translation test and (iii) a sample of archived Portuguese translations produced by former students. The survey findings suggest the need for a model whereby translators and interpreters are trained simultaneously within the same programme. Moreover, the results of macro- and micro-textual analysis show that, overall, the translation competence of former students is poor, suggesting that the current curriculum at UEM is failing to produce BA Honours translation/interpreting professionals. The proposed solution would be a curriculum based on a new integrated translation and interpreting competence development model with the following four pillars: communicative competence, general knowledge, strategic competence and service provision.<br>Nangona iyunivesithi iEduardo Mondlane University (UEM) inembali kwizifundo zesidanga esiphakamileyo (BA Honours) kuqeqesho lwabaguquleli neetoliki eMozambique, le yunivesithi ayikabi namzekelo unguwo nosebenzayo ekuphuhliseni izakhono zokuguqula nokutolika kubafundi bayo. Ukukhawulelana nale ngxaki olu phando lujolise ekufumaneni owona mzekelo usebenzayo onokusetyenziswa nonokuthi ube sisikhokelo kuyilo lwekharityhulam yesidanga esiphakamileyo iBA Honours esithatha iminyaka emine ekuqeqesheni abafundi babe ngabaguquleli neetoliki eziphume izandla zaseMozambique. Umbuzo ongundoqo nozanywa ukuphendulwa lolu phando ngulo: Ngowuphi umzekelo wokuphuhlisa izakhono zokuguqulela nokutolika onokukhokelela kuyilo lwekharityhulam esebenzayo nefezekisa iimfuno zengqesho zabafundi baseMozambique? Kungoko olu phando luye lwasebenzisa indlela yokuphanda ekuthiwa yi-action research eyenza kube lula ukuqonda nokuphucula iinkqubo zoqeqesho (Cravo & Neves 2007). Kuye kwasetyenziswa iindlela ezintathu zophando ukufumana ulwazi kubathathi-nxaxheba abali-120 ezizezi: (1) uvavanyo lwezimvo, (ii) uvavanyo lwenguqulelo yesicatshulwa esibhalwe ngesiNgesi kunye (iii) neenguqulelo zesiPhuthukezi ezenziwe ngabafundi bangaphambili ezigciniweyo. Iziphumo zeemvavanyo zezimvo zibonisa ukuba kufuneka kukho umzekelo onokusetyenziswa ekuqeqesheni abaguquleli neetoliki ngaxeshanye phantsi kwenkqubo enye. Ukongeza koku, iziphumo zohlalutyo lwesicatshulwa zibonise ukuba izakhono zokuguqulela zabafundi bangaphambili azikho mgangathweni, nto leyo ethetha ukuba ikharityhulam esetyenziswayo eUEM iyasilela ekukhupheni abaguquleli neetoliki ezinobuchule neziziincutshe. Isisombululo esicetyiswayo ke ngoko, sesokuba kubekho ikharityhulam ehlangeneyo eza kuphuhlisa izakhono zabaguquleli neetoliki esekelwe kwiintsika ezine ezizezi: isakhono sonxibelelwano, ulwazi jikelele, isakhono sobuchule kunye nokunikezwa kweenkonzo.<br>Nakuba iNyuvesi i-Eduardo Mondlane University (i-UEM) isinomlando omude kakhulu wokuqeqesha abahumushi notolika ezingeni leziqu ze-BA Honours eMozambique, le nyuvesi ayikabi nayo indlela esebenzayo yokuthuthukisa amakhono ezitshudeni kwezokuhumusha nokutolika. Ukubhekana nale nkinga lolu cwaningo kuhloswe ngalo ukuthola indlela esebenzayo yokuqeqesha ongoti babahumushi notolika baseMozambique ezingeni leziqu ze-BA Honours (iziqu zeminyaka emine) ezingahlahla indlela yokuklama uhlelo lwezifundo olungasiza kule nkinga. Umbuzo omkhulu lolu cwaningo oluzama ukuwuphendula ngothi: Iyiphi indlela yokuthuthukisa amakhono okuhumusha nokutolika engaholela ekuklanyweni kohlelo lwezifundo olungahlangabezana nezidingo zokuqasheka kwezitshudeni zaseMozambique? Ukufeza le nhloso, lolu cwaningo lusebenzisa uhlelo lokucwaninga olubizwa nge-action-research ngoba luyasiza ekuqondeni kangcono nasekuthuthukiseni inqubo yokuqeqesha (Cravo & Neves 2007). Kusetshenziswa amathuluzi amathathu okuqoqa imininingobunjalo nemininingobuningi evela kubabambiqhaza abangaphezu kwabayi-120, okuyilokhu: (i) ngohlolocwaningo (i-survey), (ii) ngesivivinyo sesihumusho sesiNgisi (iii) nangesampula lezihumusho zesiPutukezi zabafundi baphambilini. Okutholakale kulo uhlolocwaningo kuveza isidingo sendlela yokuqeqesha abahumushi notolika kanyekanye ohlelweni lokufundiswa olufanayo. Ngaphezu kwalokho, imiphumela yokuhlaziywa kwemibhalo nezimo eyabhalwa ngaphansi kwazo ibonisa ukuthi, ngokubanzi, amakhono okuhumusha abafundi baphambilini awamahle, okuyinkomba yokuthi uhlelo lwezifundo lwamanje e-UEM luyehluleka ukukhiqiza ongoti bokuhumusha nokutolika ezingeni le-BA Honours. Isixazululo esiphakanyiswayo ngesendlela entsha esuselwa ekuthuthukiseni amakhono edidiyela ukuhumusha nokutolika, enalezi zinsika ezine ezilandelayo: amakhono kwezokuxhumana, ulwazi ngokubanzi, ikhono lokusebenzisa amasu, nokuhlinzekwa kwezidingo.<br>Linguistics and Modern Languages<br>D. Phil. (Languages, Linguistics and Literature)
32
Masiri, Ebba. "Exploring the practice of quality control in the onscreen marking of ordinary level Biology in Zimbabwe." Thesis, 2020. http://hdl.handle.net/10500/26772.
Full textAbstract:
Text in English, abstract in English, Shona and Xhosa<br>The purpose of this study was to explore the practice of quality control in the onscreen marking (OSM) environment of Biology (5008) examinations between 2013 and 2017. Examination marking is gradually being migrating from paper-based marking (PBM) to OSM in a bid to improve the efficiency and quality of marking. The Zimbabwe School Examinations Council (ZIMSEC) introduced OSM for some O Level subjects in June 2012, in a context characterised by a persistent economic crisis, patchy internet coverage, erratic power supplies and low digital literacy, among other challenges. The Council encountered some difficulties related to quality control, which triggered this qualitative instrumental single case study that was informed by the ontology, epistemology, methods and axiology of the constructivist philosophy. Data were collected through face-to-face and focus group interviews on the WhatsApp platform with 4 subject managers, 11 senior markers and 18 normal markers, and through document review. The findings of the study suggest that the quality of marking was influenced by the context in which the examinations were marked. The socio-political climate that prevailed in Zimbabwe impacted on the technological infrastructure for the OSM and the digital literacy of the examination personnel. The capacity of the examiners to work in the OSM environment was influenced by knowledge and skills transfer from training and standardisation to the live marking. The quality of marking was monitored by the seeds approach to script moderation, automatically generated reports and audit trails, and escalation of problem scripts. It was also influenced by the structure of the question papers, cognitive demands of the questions and mark schemes on the examiners, spaces provided for candidates’ responses and mark scheme features such as language and marks to marking points ratio. The assessment framework provided by the syllabus guided the design and marking of Biology examinations. From these findings, a framework that could guide the practice of quality control in the OSM environment was formulated. OSM technology could enhance the quality of marking Biology examinations, thereby eliminating challenges associated with PBM. Some of the opportunities were, however, reduced by the challenges encountered during the OSM of the examinations. It is recommended that ZIMSEC put in place policies and procedures that could guide specific quality control activities in the OSM environment and establish computer centres in the provincial capital towns. The Council could also consider benchmarking examiner recruitment, training and standardisation procedures with international examination authorities.<br>Tsvakurudzo ino yanga yakananga kuvandudza nharaunda yemakwenyero ebvunzo kubudikidza nemichina pachidzidzo cheBhayaroji, 5008 pakati pemakore a2013-2017. Vandudzo iyi iri kuuya zvishoma nezvishoma kubva pakukwenya pamapepa zvichienda mukukwenya nemichina (on screen marking :OSM ) nechinangwa chekuda kukwenenzvera mhando yebasa rezvekukwenya . Bazi rebvunzo reZimbabwe School Examinations Council (ZIMSEC) rakavarura kukwenya kubudikidza nemichina (OSM) kubvunzo dzedanho reOdhinari revhuru muna Chikumi 2012 , mumamiriro anozivikanwa ematambudziko ezveupfumi, masaisai eindaneti asingavimbiki anouya zvigamba zvigamba , magetsi asingawanikwe nguva dzose, nezivo yezvemichina muvakwenyi isina kupararira pakati pezvimwe zvimhingamupini.
Kanzuru yezvebvunzo yakasangana nemamwe matambudziko ane chokuita nounaku hwezvemakwenyerwe ebvunzo hwakakonzera kuti paitwe tsvakurudzo ino yezveudzamu (qualitative) muchinzvimbo chiduku chakasarudzwa (case study) yaitungamirirwa nemaziviro evacho vanoona nezvekukwenya bvunzo (interpretivist epistemology) nemaziviro okuti chokwadi chinosiyana nekusiyana kwenharaunda nokuti chigadzirwa chevarimukati mekukwenya (constructivist ontology), nekuumba mufungo kubudikidza neumboo huchabuda mutsvakurudzo (inductive theory) nenzira nezvinokosheswa nenharaunda mukuumba ruzivo (constructivist philosophy).
Umboo hwetsvakurudzo hwakawanikwa kubudikidza nebvunzurudzo ine udzamu padungamunhu nemumapoka nekupindurana padare reWatsiApu nevanotungamira zvidzidzo (Subject managers ) vana , zvidza mune zvokukwenywa bvunzo gumi neumwe, nevamwewo vakwenyi gumi nevasere uye kuongorora magwaro.
Mamiriro ezvemagariro nematongerwo enyika mu<br>Ihloso yaleli rhubhululo bekukuphenya indlela ikhwalithi elawulwa ngayo ngehlelo lokutshwaya ngekhomphyutha kwe enhlahlubo zeBhayiloji (5008) phakathi komnyaka ka-2013 no-2017. Ukutshwaywa kwe enhlahlubo kancanikancani kuyasuka ehlelweni lokutshwaya iphepha ngesandla (PBM) kuya ehlelweni lokutshwaya ngekhomphyutha (OSM) ngomzamo wokuthuthukisa umsebenzi omuhle kanye nokuletha iqophelo eliphezulu lokutshwaya. Hlangana nezinye iintjhijilo, UMkhandlu wezokuTshwaywa kwe eNhlahlubo eZimbabwe (Zimbabwe School Examinations Council) (ZIMSEC) sewungenise ihlelo le-OSM kwezinye iimfundo zesigaba sika-O Level ngenyangaka Mgwengweni 2012, ngaphasi kobujamo obumbibe zomnotho, kobujamo obumaratha be-inthanedi, obuqokeme kobokuphakelwa ngegezi kanye na ngaphasi kwezinga eliphasi lefundo ye dijithali. UMkhandlu uhlangabezene nobunye ubudisi obumalunga nanokulawulwa kwekhwalithi, okubujamo obukhwezelele isizathu sokobana kube nerhubhululo linye elisebenzako elisebenzisa indlela yerhubhululo yekulumo, kanti lokhu kwabangelwayi-ontholoji, i-ephistemoloji, iindlela zerthubhululo kanye ne-akziyoloji yefilosofi i-constructivist philosophy. Idatha ibuthelelwe ngendlela yehlolombono yokubuza umuntu ngamunye ubuso nobuso kanye nokubuza iinqhema zabantu ezinqotjhiwe kokukundla yezokucocisana, i-WhatsApp platform kanye nabaphathi beemfundo aba-4 subject managers, abatshwayi abakhulu abali-11, kanye nabatshwayi abajayelekileko abali-18, kanti lokhu kwenziwa ngokubuyekeza umtlolo. Ilwazi elifumane keerhubhululweni liphakamisa kobana izinga lekhwalithi lokutshwaya laba nomthintela wobujamo/wendawo lapho iinhlahlubo zatshwaywa khona. Ubujamo bezehlalakuhle yabantu kezepolotik iebebusezweni leZimbabwe laba nomthelela phezu komthanga lasisekelo wethekinoloji, kanti kwathinta abasebenzi behlelo le-OSM kanye nezinga lefundo yedijithali. Amandla wekghono labatshwayi lokusebenza ebhodulukweni le-OSM lalilawulwa kudluliselwa kwelwazi kanye namakghonofundwa ukusukela ekubandulweni kanye nokwenza izinto ngendlela efanako ehlelweni elibonakala ngamehlo lokutshwaya. Izinga lokutshwaya lalitjhejwe yindlela yokulinganiswa kwamaphepha atshwayiwako, ihlelo le-seeds approach to script moderation, kanti ihlelwe lingokwalo lihlanganisa imibiko begodu lilandelela ukuhlolwa, kanti goduli yakwazi nokuveza amaphepha ane miraro. Leli hlelo begodula lilawulwa sisakhiwo sephepha lemibuzo, lilwazi elifunekako ephepheni lemibuzo kanye namaskimu wamaksi phezu kwabatshwayi bamaphepha, iinkhala ezenzelwako bana abafundi baphendulele kizo kanye namaskimu wokutshwaya okunje ngelimi kanye namamaksi asesilinganiswe nisamamaksi, phecelezi-marking points ratio. Isakhiwo sokuhlola sinikelwa yisilabhasi, okungiyo eyikombandlela yedizayini kanye nokutshwaywa kwe enhlahlubo zeBhayiloji. Ngalelilwazi elitholakeleko, kukghonakele ukuthi kutlanywe isakhiwo ebesingabayi kombandlela yendlela engalandelwa ukulawula ikhwalithi ebhodulukweni ye-OSM. Ithekinoloji ye-OSM beyinga siza izinga lokumakha iinhlahlubo zeBhayiloji, ngalokho lokhu bekungaphungula iintjhijilo ezihlobene nehlelo le-PBM. Nanyana kunjalo, amanye amathuba, aphungulwazi intjhijilo ekuhlangabezenwe nazo nakutshwaywa iinhlahlubo zehlelo le-OSM. Kuye kwa tjhukunyiswa ukobana i-ZIMSEC izene mithethomgomo kanye ne enkambiso ezingabayikombandlela elayela imisebenzi ethile koyokulawulwa kwekhwalithi ebhodulukweni le-OSM kanye nokuhloma iinkhungo zekhomphyutha kumadorobhahloko we emfunda. UMkhandlu begodu ungatjheja yokubeka izinga lokuqatjhwa kwabatshwayi, lokubandulwa kanye nehlelolokwenza izinto ngendlela efanako neyamaziko we entjhabatjhaba alawula iinhlahlubo.<br>Science and Technology Education<br>D. Phil. (Education)
33
Neal, Phillip Wayne 1966. "Cornerstones of effective practice: a case study of the El Paso Community College Leadership Development Academy." Thesis, 2008. http://hdl.handle.net/2152/3968.
Full textAbstract:
The retirement of community college administrators has led to the creation of leadership development institutes. Yet, few studies exist to understand their comprehensive design, practices, and effectiveness. The purpose of this study was to develop an understanding of, and a framework for, creating and evaluating effective leadership development institutes. The framework was applied to the El Paso Community College’s Leadership Development Academy (EPCC-LDA) to examine how its program aligned with the framework; assess the EPCC-LDA’s success in meeting its own specified goals of creating more skilled leaders; and understand better how EPCC-LDA decisions, practices, program components and forms of evaluation have led to successful outcomes. The research design followed a descriptive, case study format utilizing both qualitative and quantitative data. This study had several major findings. First, El Paso Community College demonstrated how an effective leadership development institute can be created by focusing its design and implementation on processes, core values, and human interaction. Second, the study’s analytic framework was validated through a triangulation of data: research recommendations; EPCC-LDA coordinating committee interviews; and program participant evaluations. Third, El Paso Community College was accomplishing and surpassing its mission of improving employee leadership skills. This study concluded with recommendations for the refinement of its analytic framework, for EPCC-LDA programmatic considerations, and for future studies. By instituting responsive and focused programming that continually meets the needs of the institution, the participants, and leadership in general, leadership development institutes can serve as one effective resource for increasing the flow into the community college leadership pipeline, increasing the skills of those within the pipeline, and improving the pipeline’s outflow of diverse leaders.<br>text
34
Ganyata, Obert. "Pedagogical challenges experienced by teachers of music literacy in Zimbabwe : a case study of five Gweru primary schools." Diss., 2015. http://hdl.handle.net/10500/21776.
Full textAbstract:
This study investigates the challenges experienced by teachers of music literacy in Zimbabwe, and is based on a case study of five primary schools in the city of Gweru. The research builds on a literature review of past studies on Zimbabwean music literacy teaching, and on a review of policy documents. Empirical data was collected through lesson observations, interviews with teachers and administrators, and the analysis of lesson plans. To validate the findings a method of triangulation was used. Results are presented in both narrative and tabular forms in this dissertation, and analysed inductively. Zoltan Kodály’s work informs the theoretical framework, as well as other African and Western music educators, including Dalcroze, Kwami, Nketia, and Suzuki. Consistent challenges recognized by all stakeholders include a lack of resources, inadequate teacher training, and the exclusion of music as an examination subject. Recommendations are provided by way of conclusion.<br>Art History, Visual Arts and Musicology<br>M. Mus.
35
Siwela, Tembinkosi Dunmore. "English as a second language in learning environmental science in Zimbabwean primary schools." Thesis, 2018. http://hdl.handle.net/10500/25820.
Full textAbstract:
The Zimbabwean Education Act of 1987 stated that English was the official language of learning and teaching (LoLT) from grade four upwards. From grade three downwards, the mother tongue was to be used. That Education Act was later amended in 2006, to extend the use of the mother tongue up to grade seven. As a college lecturer, I have observed that there is tension between policy and practice. English and indigenous languages are vying for supremacy as the LoLT from as early as the Early Childhood Development (ECD) level. For the majority of these learners, English is a second language. This research aims to investigate problems emanating from the use of English as a second language (ESL) in learning and teaching Environmental Science (ES) at primary school level. Its objectives are to investigate the usefulness of the language policy currently in use in Zimbabwe as well as to investigate empirically, how grades four to seven teachers and their pupils communicate in class during ES lessons; and identify problems resulting from the use of ESL during ES lessons at primary school level and suggest solutions to these problems. I purposively chose ES because I developed interest in that subject when I taught it at college level where I observed many students teaching it for almost three decades. Most of the pupils these students taught struggled to communicate in ESL.
My research was not intended to test existing theory. Therefore I chose an inductive (qualitative) approach. I adopted the phenomenological case study in which I collected data from the natural setting, namely: three purposively selected primary schools. I did my pilot study at the fourth school. I used four methods of data collection, namely: direct observation, in-depth interviews, focus group discussions and document analysis. The participants were grades four to seven teachers and their pupils.
Findings of this study show that pupils were not willing to participate in class oral discourse. When teachers asked questions, pupils usually gave one-word answers. Teachers and pupils spoke the same first language (L1). So, when they failed to express themselves coherently in English, they code-switched to their L1. When that happened, most of the pupils were eager to talk. They gave correct responses in their L1. Group discussions were very lively when they were held in the pupils’ L1. But when teachers instructed the pupils to discuss in English, many pupils were silenced because of their limited English proficiency (LEP). It was very evident that ESL was a barrier to the learning of ES for many learners. Pupils faced conceptual and communication problems because most of them were not yet proficient enough to use ESL effectively to learn ES. Participants welcomed code-switching to L1 as a solution to their limited English proficiency.<br>Educational Studies<br>D. Phil. (Education)
36
Fabelo, Dora M. 1955. "Academic Spanish during mathematics instruction : the case of novice bilingual teachers in elementary classrooms." 2008. http://hdl.handle.net/2152/17958.
Full textAbstract:
This dissertation focused on the study of the Spanish academic language proficiency of novice bilingual teachers during the act of teaching mathematics in elementary grades. Four first year teachers in a large urban school district in central Texas participated in the study. At the time of the study two participants were fully certified and had attended four-year teacher preparation programs. The additional participants had completed all certification requirements including content examinations and the Texas Oral Proficiency Test (TOPT); they were completing their certification requirements through alternative certification programs. The study sought to identify the moments in their teaching of mathematics in Spanish when their instruction broke down, i.e. when they appeared unable to communicate ideas to students, and the reasons for these breakdowns. Findings revealed that the teachers in the study demonstrated linguistic and/or pedagogical breakdowns and that certain factors influenced their knowledge and language competencies. Linguistic breakdowns were manifested when teachers switched to English, used repetitive language when teaching, or provided limited academic language. Pedagogical breakdowns were identified as a lack of: student talk or discussion, effective teacher questioning, or diverse presentation of content. Overall, the teachers struggled with limited language in Spanish and limited pedagogical reasoning skills while teaching mathematical concepts to their students. These limitations were exacerbated by the pressures of high stakes testing and countered by the fact that all four teachers shared linguistic and cultural affiliation with their students. This collective case study was conducted from within a constructivist theoretical framework focusing on theories of academic language, communicative competence, and Vygotsky’s sociocultural perspective of learning. Recommendations for future training and practice of bilingual teachers are provided specifically on the importance of Spanish language proficiency of this group of educators.<br>text
37
Terblanche, Hester Aletta. "The effective use of multiple-choice questions in assessing scientific calculations." Diss., 2017. http://hdl.handle.net/10500/23185.
Full textAbstract:
This study investigated the effective use of online Multiple-Choice Questions (MCQs) with immediate formative feedback, and the granting of partial credit for correct second or third chance answers when assessing and assisting students’ conceptual learning at higher cognitive levels. The research sample comprised first year engineering science students at the Tshwane University of Technology (TUT), Pretoria campus. The differences between using online MCQ-assessment for problem-solving calculations and using constructed written questions (CRQs)1 in the assessment of problem-solving calculations were explored. Furthermore, the differences between the assessment of problem-solving calculations using online MCQs without immediate formative feedback, and with immediate formative feedback and the granting of partial credit were analysed. The findings revealed that students’ marks were lower when answering problem-solving calculations using online MCQs without immediate formative feedback than when answering the same questions using CRQs. This clearly indicates that using online MCQs without immediate formative feedback is not effective in assessing scientific problem-solving calculations. Alternatively, online MCQs proved effective in assessing problem-solving calculations when immediate formative feedback and partial credit were employed. The statistical analysis showed that students performed significantly better when immediate formative feedback was given and partial credit was granted for correct second or third attempts. This was due to online MCQs utilising immediate formative feedback, which made it possible to grant partial credit when students chose the correct answers after feedback. This showed that online MCQs with immediate formative feedback and partial credit being granted can be an effective assessment tool for scientific problem-solving calculations. It increases performance and supports learning from assessment. Students can thus correct their calculations whilst in the process of doing them.<br>Science and Technology Education<br>M. Ed. (Science Education)
38
Volmink, Leonora Patricia. "The role of eye contact in promoting effective learning in natural science in the secondary school." Diss., 2015. http://hdl.handle.net/10500/20279.
Full textAbstract:
The study explores the role of eye contact in promoting effective learning in natural science in the secondary school using eye-tracking technology. A theoretical framework constituting the theories of Vygotsky, Piaget and Bandura inform the study. In the empirical inquiry in this study a purposefully selected group of eleven Grade 9-learners of mixed ability were eye-tracked by means of the Tobii 60 X-2 eye-tracker during individual viewings of a video-recording of a natural science lesson taught by the educator using a PowerPoint presentation. The Tobii 60 X-2 eyetracker establishes how a learner pays attention to information presented through educator narration, visuals and texts during teaching and learning. The findings indicate that, as the learners’ areas of interest, their highest total fixation duration was firstly on the PowerPoint presentation, and secondly on the educator. Under-performing natural science learners showed shorter and less dense fixation in both areas of interest.<br>Science and Technology Education<br>M. Ed. (Natural Science Education)
39
Chakandinakira, Joseph. "The role of school-based teacher incentives to improve student achievement : experiences from selected secondary schools in Manicaland Province, Zimbabwe." Thesis, 2016. http://hdl.handle.net/10500/22007.
Full textAbstract:
This study explored the role of school-based teacher financial incentives on student academic achievement. Despite great efforts made by Zimbabwean government towards improving the education system in terms of infrastructure development and increasing number of schools, prior and after 1980, not much attention had been paid to the role of teachers’ extra-financial incentives on enhancing teacher motivation which leads to student achievement in and outside classroom situation. Extra-financial incentives differ from government to government depending on the revenue base and political will by such governments to support these teacher incentives programmes. In developed countries, respective governments pay different teacher incentives while in developing countries, parents/guardians or School Development Committees (SDCs) shoulder the burden. This study contented that one of the ways to improve student achievement has been payment of school-based teacher incentives to supplement teachers’ low salaries. While the need to adequately compensate teachers had been a worldwide phenomenon, this is in contrast to Zimbabwean experience after 2014, when Government of National Unity (GNU) came to an end. Zimbabwean government banned payment of teacher incentives under unclear reasons which were widely purported to be political. This research adopted a qualitative approach and as such, collection of primary and secondary data were done using multiple data collection techniques. Techniques included interviews with key informants, focus group discussions and open ended questionnaires in selected secondary schools. Results from this study revealed that improving teacher motivation through school-based incentives had been central to improved student achievement. In schools where teacher incentive system was practiced pass-rates increased, with a sudden decline when teacher incentives were banned. Banning or lack of properly designed incentive systems, where teachers were consulted, was seen as negatively affecting student achievement in selected secondary schools of Makoni District.<br>Educational Foundations<br>D. Ed. (Socio-Education)
40
Muzangwa, Jonatan. "Imagery and visualisation characteristics of undergraduate students' thinking processes in learning selected concepts of mathematical analysis." Thesis, 2018. http://uir.unisa.ac.za/handle/10500/25649.
Full textAbstract:
The present study investigated imagery and visualisation characteristics of undergraduate students’ thinking processes in learning selected concepts of mathematical analysis. The aim was to discover the nature of images evoked by these undergraduate students and the role of imagery and visualisations when students were solving some selected problems related to mathematical analysis. The study was guided by the theory of registers of semiotic representations. Psychological notions on imagery were also fused to cater for a cognitive approach to the study.
A sample of 50 undergraduate mathematics students participated in the study. The researcher employed both quantitative and qualitative methods. Before the main study, a pilot study was conducted to account for the reliability and validity of the research instruments. The data were collected through use of a cognitive test that was composed of 12 tasks with items selected from mathematical analysis. These tasks were specially designed to capture the variables of imagery and visualisations. A structured interview was also conducted as a follow-up to the results of the cognitive test.
The study found that visual images were noticeable in the thinking processes of undergraduate students in solving problems related to mathematical analysis. The nature of the visual images evoked by the students varied from person to person. The nature of these images was also determined by the nature of the task. The most common types of imagery were diagrams, prototypes and symbols. On rare occasions the students also evoked metaphoric images. It was also observed that these images were used for illustrative purposes and to spark the idea for a proof. It was also interesting to note that some images were used to discover the limit of a converging series. The results confirmed the need to use visualisation with caution, especially when treating concepts which involve infinity.
The study recommends that instructors of mathematics should encourage visual thinking in the learning and teaching of mathematical analysis. Knowledge of the students’ concept images helped the researcher to understand the nature of the learning difficulties of the students.
Further research should focus on the strengths and weaknesses of visual-mediated learning and also on the relationship between creativity and visual thinking.<br>Mathematics Education<br>D. Phil. (Mathematics, Science and Technology Education (Mathematics Education))
41
Cormas, Peter C. "The effective research-based characteristics of professional development and how they relate to the National Science Foundation's GK-12 Program." Thesis, 2006. http://hdl.handle.net/2152/3762.
Full text
42
Flanagan, Wayne Gary Theo. "Creating authentic learning environments in a grade 10 Economics classroom via a progressive teaching design." Diss., 2014. http://hdl.handle.net/10500/19574.
Full textAbstract:
The researcher wants to create a learning environment where learners are much more involved in their own learning. The progressive teaching design implies that the contribution of the learner to the development of knowledge is recognised. The educator also acknowledges the learner as a social being reliant on interaction with others to generate meaning.
The problem statement for this study is based on the researcher’s opinion that In South African schools rote learning and memorisation are still the main methods of learning. The reason for this is because the majority of educators have been schooled in the traditional educational paradigm where the teaching process essentially revolves around the educator. In such a system learners who can recall facts best and obtain the best grades are regarded as having learnt well. The researcher contests the assertion that the learners learnt authentically. The progressive teaching approach is proffered by the educator as an alternative for the attainment of authentic learning in a grade 10 Economics classroom.
In an authentic learning environment learners are prepared to face challenges in the real world through the development of critical thinking and problem-solving skills.
Learners collaborate and cooperate as members of a group to unravel problems.
The researcher makes use of a qualitative research design for this study. The grade 10 Economics class of the researcher is used a case study to ascertain whether a progressive teaching approach can enhance authentic learning. Twelve learners out 26 that indicated that they would participate eventually took part in the study. The research instruments used were the video recorded lessons, teacher observation sheets and learner focused-group interviews.
One of the findings from the study was that authentic learning skills such as problem-solving and critical thinking can be developed through the educator using the progressive teaching approach. This is in line with the principles of the CAPS for Economics. Another finding is that although more learner involvement is required for the progressive approach, the role of the educator remains crucial as a knowledge expert and a facilitator in the classroom. A further finding was that learners embraced the co-operative learning strategy which is one of the fundamentals of authentic learning. They enjoyed teaching to and learning from one another in group work. Finally, learners appreciated the use of cartoons and team-games by the progressive educator as additional strategies to further authenticate and enhance the learning experience.
In summary the researcher wants to contend that from the literature study, the findings of the empirical research and the recommendation of this study that by working within the parameters of the CAPS for Economics, authentic learning can be achieved via a progressive teaching design.<br>Curriculum and Instructional Studies<br>M. Ed. (Curriculum Studies)
43
Zireva, Davison. "Factors stifling critical thinking dispositions of third year students at Morgenster Teachers' College." Diss., 2011. http://hdl.handle.net/10500/6044.
Full textAbstract:
Research has it that students in institutions of higher learning the world over evidence stifled critical thinking dispositions in their studies. Some researchers in countries like the United States of America have come up with findings about critical thinking dispositions peculiar to their contexts and hence not universally applicable. Factors that stifle critical thinking dispositions of students in Zimbabwean institutions of higher learning had not been studied per se. This research focuses on factors that stifle critical thinking dispositions of third year students at Morgenster Teachers’ College in Zimbabwe. Both the qualitative and the quantitative research approaches were employed in this research. Focus group interviews and questionnaires were used to generate data. Third year students at Morgenster Teachers’ College were studied. The research findings reveal that the factors that stifle critical thinking dispositions in the students are individualistic, structuralistic, socio-cultural and political. In this study, it is recommended that the lecturers can alleviate the effects of the factors that stifle critical thinking dispositions by exposing students to critical thinking situations.<br>Educational Studies<br>M. Ed.(Philosophy of Education)
44
Ditshego, Nthabiseng Jacintha. "Teaching English First Additional Language to grades 10 and 11 progressed learners to enhance communication proficiency." Diss., 2020. http://hdl.handle.net/10500/27055.
Full textAbstract:
Abstracts in English, Sesotho and Xhosa<br>Through learner progression in South African primary and lower secondary public schools, many learners proceed to the Further Education and Training (FET) Phase without proficiency in English First Additional Language (EFAL), the language of learning and teaching (LoLT). Compelled by this challenge, this multiple-case study aimed to explore the lived experiences of grades 10 and 11 teachers in teaching progressed learners to enhance communication proficiency in EFAL. The study was informed by a qualitative research approach, embedded in a constructivist paradigm, guided by Vygotsky (1978) social development theory. Observations and one-on-one, semi-structured interviews were used to collect data from a sample frame of five grades 10 and 11 EFAL teachers in selected rural secondary schools and thematic analysis was used for data analysis. Findings revealed that in this era where learner diversity requires differentiated teaching that appeals to the needs of diverse learners, teachers hold on to the past training one-size-fits-all teaching methods. Consequently, teachers experience challenges related to lack of exposure to teach complex grades of able and progressed learners together. Among others, recommendations are made to policy makers that the Curriculum Assessment Policy Statement (CAPS) for EFAL be aligned with the needs of diverse learners. The EFAL teachers should also engage in a culture of reading and lifelong learning to empower themselves professionally in order to overcome challenges in the inclusive teaching of able and progressed learners who have barriers to learning the language.<br>Ka leano la ho fetisa baithuti leha ba sa atleha likolong tsa mathomo, le tse mahareng Africa Boroa, baithuti ba bangata ba fetela mokhahlelong oa thuto e phahameng ntle le bokhoni ba puo ea mantlha ea Senyesemane, puo ea ho ithuta le ho ruta. Ka ho susumetsoa ke qholotso ena, lipatlisiso tsena li entsoe ho hlahloba boiphihlelo ba mesuoe ea sehlopha sa leshome le leshome le motso o mong, ho ntlafatsa tsebo ea ho ruta ka Senyesemane. Boithuto bona bo ile ba etsoa ka lipatlisiso tsa boleng tse kenelletsang tataiso le khopolo ea ntšetso-pele ea sechaba ea Vygotsky (1978). Litebello le puisano tse hlophisitsoeng le mosuoe kapa mosuoetsana ka mong, li sebelisitsoe ho bokella lintlha ka ho qotsa le ho batlisisa ho mesuoe e mehlano ea puo ea mantlha likolong eleng Senyesemane. Ho khethiloe lihlopha tse bohareng le hlahlobo ea mantlha e sebelisitsoe ho shebisisa liphuputso. Se senotsoeng ke liphuputso tsena ke hore nakong eona ena eo barutoana ba hlokang thuto e ikhethang, e ipapisitseng le litlhoko tsa boiphihlelo ba bona, mesuoe e bonahala e tsitlalletse mokhoeng oa khale oa ho ruta, o nkang joalokaha eka barutuoa bohle bana le boinahano le boiphihlelo bo tšoanang. Ka lebaka leo, mesuoe e tobana le bothata ba ho ruta ka boiphihlelo baithuti ba atlehileng le ba fetisitsoeng ha ba kopa-kopane ka litsebo tse arohaneng. Mehato e nkiloeng ka boithuto bona e kenyeletsa ho eletsa baetsi ba manene-thuto hore Tokomane ea Leano la Lenane-thuto ea puo ea Senyesemane ea pele e lokele ho arabela litlhoko tsa baithuti ka bokhoni ba bona bo fapaneng, ‘me mesuoe e lokela ho ikoetlisa ho-ea-ho-ile e le ho ichorisa le ho itlhahlella thutong ea senyesemane e kenyelelitseng baithuti bohle le ba fetisitsoeng ba e-na le bothata ba puo ena.<br>Ngokuqhubela phambili kwabafundi kwzikolo zikarhulumente eziziiprayimari nezizezantsi ezikarhurumente, abafundi abaninzi baya kwinqanaba leMfundo ePhakamileyo noQeqesho ngaphandle kobuchule besiNgesi uLwimi lokuQala oLongezelelweyo, ulwimi lokufunda nokufundisa. Benyanzelwe ngulo mngeni, esi sifundo sinamacala amaninzi sijilise ekuhloleni amava aphilayo ootitshala beBanga le-10 nele-11 ekufundiseni abaqhubela phambili abafundi ukomeleza ubuchule bonxibelelwano kulwimi olongezelelweyo lesiNgesi. Olu phononongo lwalwaziswe ngendlela yophando olusemgangathweni, olungeniswe kwiparadise yabafundi, ekhokelwa yithiyori yophuhliso lwentlalo yaseVygotsky. Ukuqwalaselwa, udliwanondlebe olwenziwe ngamnye ngamnye eyakhelweyo, nohlalutyo lwamaxwebhu kwasetyenziswa ukuqokelela idatha kwisakhelo sesampula yootitshala abaLwimi abahlanu abakwiBanga leShumi elinanye ku-11 kwizikolo eziziisekondari ezikhethiweyo, kwaye nohlalutyo lobugcisa lwalusetyenziselwa ukuhlalutya idatha. Iziphumo zophando zibonisa ukuba ngeli xesha apho ukwahluka kwabafundi kufuna ukufundiswa okwahlukileyo okubonakalisa iimfuno zabafundi abahlukeneyo, ootitshala babambelela kuqeqesho lwangaphambili ngokweendlela zokufundiisa. Ngenxa yoko, ootitshala bafumana imiceli mingeni enxulumene nokungafikeli ekufundiseni amabanga anobunzima abafundi abakwaziyo nokuqhubela phambili kunye. Phakathi kokunye, izindululo zenziwa kubaqulunqi bomgaqo-nkqubo zokuba iNkcazo yoMgago-nkqubo woVavanyo lweKharityhulamu yolwimi lwesiNgesi oLongezelelweyo mayihambelane neemfuno zabafundi abahlukeneyo, kwaye ootitshala kufuneka bazixhobise kangangoko ukufunda ukuze bazixhobisele ukukwazi ukufundisa abantwana ngokwale mfundo iqukayo.<br>Curriculum and Instructional Studies<br>M. Ed. (Curriculum Studies)
45
Mtanga, Alice. "The response of educators to principal's instructional leadership at a high school in Gauteng." Diss., 2016. http://hdl.handle.net/10500/22691.
Full textAbstract:
Instructional leadership (IL) is a powerful tool that is used by principals to manage schools. There is a need for principals to fully embrace this concept of leadership and understand how educators respond to their IL. This study investigated the response of educators to principals’ IL. Semi-structured interviews were conducted with six teachers at a selected high school. The results found that teachers were comparatively impressed by the principal’s IL. The principal showed partial involvement in managing an instructional programme and promotion of a culture of teaching and learning. The results will enable principals to understand the reaction of teachers to their IL, thereby empowering them to be better instructional leaders.<br>Educational Leadership and Management<br>M. Ed. (Educational Management and Leadership)
46
Zide, Nkosinati Kennedy. "The role of heads of departments in the teaching of mathematics in primary schools of the Eastern Cape Province." Diss., 2020. http://hdl.handle.net/10500/27143.
Full textAbstract:
The study sought to investigate the role of Heads of Departments (HoDs) in the
teaching of mathematics in primary schools of the Eastern Cape Province in the OR
Tambo Inland District using a qualitative approach and a case study design in
particular. Data was collected using both semi-structured and focus group interviews
with eight purposively selected heads of departments in the district in six schools. Data
was analysed using Colaizzi’s method of data analysis from which three themes
emerged.
The first one was that the current performance management system interfered with
the roles and responsibilities of the HoDs in schools in their daily activities and in the
organisation of their work. Second, the barriers in achieving learners’ good
performance in mathematics interfered with the HoDs’ responsibilities to achieve good
learner performance in the subject. Third, a weak support system and inadequate
resources interfered with the learners’ performance in the subject.
The results here indicate that HoDs for mathematics experience various obstacles,
which affect subject teachers’ implementation to yield positive results, ultimately
leading to poor teaching and learning of the subject. These include the admission of
learners without the necessary foundations in mathematics which was viewed as an
obstacle to learner performance. The study further suggested that the HoDs of
mathematics should be capacitated on use of teaching aids, management and
administration to improve learner performance in the subject.<br>Educational Management and Leadership<br>M. Ed. (Education Management)
47
Yobe, Abigail. "The impact of instructional leadership on the culture of teaching and learning in rural schools of the Eastern Cape." Diss., 2019. http://hdl.handle.net/10500/26579.
Full textAbstract:
The purpose of this research is to examine the impact of instructional leadership on the culture of teaching and learning in ten rural schools of the Eastern Cape categorised as performing and under performing schools. The research utilises the transformational leadership theory in its theoretical analytical framework as the model for effective leadership. The research argues that principals’ instructional leadership can significantly improve teacher engagement, teacher collaboration and learner performances in the ten rural schools.
The study draws on the qualitative research methodology, instruments utilised are interviews of teachers, principals and top education officials within the Buffalo City Municipality. Past matric results of the rural schools under consideration were retrieved from the archives of the National Senior Certificate Results to measure the impact of instructional leadership on the culture of teaching and learning and learners’ performances. The study concludes that there is a relationship between instructional leadership and learners’ outcomes.<br>Educational Management and Leadership<br>M. Ed. (Educational Leadership and Management)
48
Nyoni, Tsitsi. "A sociolinguistic exploration of the pedagogical value of children's oral art forms on a kaleidoscopic cultural terrain: a case of Shona." Thesis, 2019. http://hdl.handle.net/10500/26202.
Full textAbstract:
Text in English<br>The study is a sociolinguistic exploration of the pedagogical value of Shona children’s oral art forms on a changing cultural terrain to situate them within contemporary classroom pedagogy. Critical Discourse Analysis, Afrocentricity and Constructivism are theories that informed the analysis of the Shona children’s oral art forms. The study is conducted within the qualitative paradigm as a descriptive study. Data was gathered through observartions, standardised open-ended interviews, focus group interviews, questionnaires and document analysis. The study established that Shona children’s oral art forms have responded positively to the changing environment in which they are performed in terms of form and content. While this is a positive development, this should be done with caution to ensure that indigenous knowledge systems that are the backbone of African societies are not abused on the global stage. The study has also affirmed that Shona children’s oral art forms are useful pedagogical tools for information dissemination and knowledge creation. It is also evident from the findings that the oral art forms are an embodiment of human factor values that enhance development education. Findings from this study established that Shona children’s oral art forms are reservoirs of values and norms cherished by the Shona as a people and can be reconstructed for teaching various concepts across the primary school curriculum. Evident from this study is that both teachers and learners are knowledgeable of the various traditional Shona children’s oral art forms although new creations are coined to adapt to the changing environment. This shows that the traditional forms are able to withstand the challenges of globalisation, and this resilience is a positive development since it creates an opportunity for researchers to document these in their unadulterated form for posterity. Since findings from the study highlighted threats to the children’s oral art forms due to the advent of technology and globalisation, there is need to act so that they are not pushed to the periphery as was the case during the colonial era. There is need for concerted efforts at packaging them and meaningful infusion of these into all aspects of children’s education for visibility within the changing environment to guard against their demise in an era of globalisation which may impact negatively on the Shona culture.<br>Linguistics and Modern Languages<br>Ph. D.(Languages, Linguistics and Literature)
49
Moloto, Phuti Margaeret. "An exploration of mathematical knowledge for teaching for Grade 6 teachers in the teaching of fractions : a case study of three schools in Capricorn South District." Diss., 2020. http://hdl.handle.net/10500/27361.
Full textAbstract:
The study aimed to explore teachers’ mathematical knowledge in respect of teaching the
concept of fractions to Grade 6 learners. To that end a qualitative study was done, using a case
study design. Data were collected through the observation of, and interviews with, three
teachers at three schools in the Capricorn South district. Rooted in the theory of constructivism,
the study was supplemented by the conceptual framework of mathematical knowledge for
teaching (MKT) (Ball et al., 2008) and Shulman’s (1986) notion of pedagogical knowledge for
teaching (PCK). The key finding of this investigation revealed that, of the three teachers, two
did not develop the concept of fractions for their learners, but merely followed the traditional
method of teaching the concept by encouraging their learners to memorise rules without
understanding. Only one teacher emphasised an understanding of mathematical concepts. The main observation which the researcher made, was that teachers require a great deal of
knowledge and expertise, in carrying out the work of teaching subject matter related to
fractions.<br>Mathematics Education
50
Naicker, Ashley Soobramoney. "Conceptual and procedural difficulties experienced by National Certificate vocational level 4 students in solving factorisation problems at a Kwazulu-Natal technology centre." Diss., 2017. http://hdl.handle.net/10500/24969.
Full textAbstract:
The purpose of this interpretive qualitative study was to determine the extent of conceptual and procedural difficulties that NCV Level 4 students encountered when factorising and solving problems involving factorisation. This study is based on Kilpatrick, Swafford and Findel’s (2001) ideas on mathematical proficiency, focusing on conceptual knowledge, procedural knowledge and the flexibility of integrating both appropriately to solve algebra problems involving factorisation. This study also explored reasons why NCV Level 4 students demonstrated such difficulties and suggested possible ways that could assist them to understand and flexibly use factorisation to solve problems. A purposive sample consisting of 30 NCV Level 4 students and 5 Subject Matter Experts participated in this study, which adopted a phenomenological case study research design. Triangulation of method was adopted for consistent gathering of information. Data was collected through a written assessment on factorisation under controlled test conditions, and semi-structured interviews. The researcher reduced and analysed data by utilising an integration of constant comparison analysis and classical content analysis. The findings and relevant recommendations concluded this research.<br>Mathematics Education<br>M. Ed. (Mathematical Education)