Relevant bibliographies by topics / Libraries and schools – South Africa – Gauteng

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Libraries and schools – South Africa – Gauteng'

Author: Grafiati
Published: 4 June 2021
Last updated: 16 February 2022

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Journal articles on the topic "Libraries and schools – South Africa – Gauteng"

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Shandu, Lindiwe, Neil Evans, and Janneke Mostert. "CHALLENGES IN THE PROVISION OF SCHOOL LIBRARY SERVICES IN KATLEHONG SECONDARY SCHOOLS." Mousaion: South African Journal of Information Studies 32, no. 4 (2016): 13–28. http://dx.doi.org/10.25159/0027-2639/1649.

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This article reports on a study that investigated the issues and challenges in the provision of school libraries in secondary schools in Katlehong, Gauteng province, South Africa. A qualitative research method was used to conduct the study among 14 secondary schools in Katlehong. The target population included 14 teacher-librarians, 14 principals and one Gauteng Department of Education (GDE) official, who were interviewed. Additionally, 102 teachers participated in focus group discussions (FGDs). Convenience sampling was used to select the teachers, while purposive sampling was used to select
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Paton-Ash, Margie, and Di Wilmot. "Issues and challenges facing school libraries in selected primary schools in Gauteng Province, South Africa." South African Journal of Education 35, no. 1 (2015): 1–10. http://dx.doi.org/10.15700/201503062342.

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Goslin, Anneliese E. "Physical Education in Gauteng schools, South Africa : a case study." African Journal for Physical Activity and Health Sciences (AJPHES) 26, sup1_1 (2020): 82–96. http://dx.doi.org/10.37597/ajphes.2020.s.6.

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Masango, Michack Mandla, Linda Van Ryneveld, and Marien Alet Graham. "Electronic Textbooks in Gauteng Public Schools." International Journal of Information and Communication Technology Education 15, no. 4 (2019): 41–57. http://dx.doi.org/10.4018/ijicte.2019100104.

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The Gauteng Department of Education (GDE), a basic education department, is responsible for the management and administration of public educational institutions in the largest province in South Africa. The provision of learning and teaching support materials (LTSMs), including textbooks, is one of its core strategic obligations. GDE has introduced an information and communication technology (ICT) project through which schools are provided with LTSM in electronic format (e-LTSM). The first phase entailed the provision of smart-boards, laptops and tablets to grade 12 teachers and learners. This
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Bipath, Keshni, Roy Venketsamy, and Linda Naidoo. "Managing teacher absenteeism: Lessons from independent primary schools in Gauteng, South Africa." South African Journal of Education 39, S2 (2019): 1–9. http://dx.doi.org/10.15700/saje.v39ns2a1808.

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Mthiyane, Siphiwe, and Sipiwe Mudadigwa. "The causes of ethical turpitude in schools: Evidence from four schools in Gauteng, South Africa." Interdisciplinary Journal of Education Research 3, no. 2 (2021): 1–9. http://dx.doi.org/10.51986/ijer-2021.vol3.02.01.

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 This article reports the findings of a qualitative study that explored the causes of ethical turpitude in the four schools in Gauteng Province of South Africa. Semi-structured interviews were held with each school principal, eight heads of department and sixteen teachers. Thematic analysis was used to analyse the generated data. The findings suggest that most participants had pedestrian knowledge of ethical leadership and failed to demonstrate an appreciation of their agency role in promoting an ethical culture both in leadership and teaching despite the prescripts of the SACE Code of P
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Evans, Mary, Graham Bowman, and Kyle Odgers. "Odour assessment of school toilets in Gauteng, South Africa – before and after bioremediation." Journal of Geography Education in Africa 3, no. 1 (2020): 32–50. http://dx.doi.org/10.46622/jogea_2020_3_32-50.

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Sanitation in school toilets is often considered peripheral to the academic project, yet has a significant impact on productivity and the school experience. A micro-study, pilot project to quantify the perception of odours in toilets at two schools in Gauteng Province, South Africa, using olfactory tests, reveals the presence of select odour-forming compounds. The compounds of butyric acid, indole, p-cresol and dimethyl trisulfide, reconstituted faecal odour and stale urine odour were presented to staff at the two schools in the form of ‘Sniffin’ Sticks’. All the odours were identified in the
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Evans, Mary, Graham Bowman, and Kyle Odgers. "Odour assessment of school toilets in Gauteng, South Africa – before and after bioremediation." Journal of Geography Education for Southern Africa 5 (October 1, 2020): 69–99. http://dx.doi.org/10.46622/jogesa_5_2020_69-99.

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Sanitation in school toilets is often considered peripheral to the academic project, yet has a significant impact on productivity and the school experience. A micro-study, pilot project to quantify the perception of odours in toilets at two schools in Gauteng Province, South Africa, using olfactory tests, reveals the presence of select odour-forming compounds. The compounds of butyric acid, indole, p-cresol and dimethyl trisulfide, reconstituted faecal odour and stale urine odour were presented to staff at the two schools in the form of ‘Sniffin’ Sticks’. All the odours were identified in the
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Matla, Shabe Jonas, and Mgadla Ike Xaba. "Teachers’ job satisfaction at well-performing, historically disadvantaged schools." International Journal of Educational Management 34, no. 4 (2019): 725–36. http://dx.doi.org/10.1108/ijem-08-2019-0303.

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Purpose The purpose of this paper is to investigate the levels of the job satisfaction of teachers at historically disadvantaged secondary schools and to determine the correlation effects among job satisfaction dimensions as they relate to these teachers. Design/methodology/approach A quantitative survey design using Spector’s Job Satisfaction Survey was used, with 1,035 teachers from 30 secondary schools in the Sedibeng and Johannesburg South districts of the Gauteng Department of Education in the Gauteng Province of South Africa. Overall, 738 usable questionnaires were returned. Findings Tea
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Grootboom, Nomalanga P. "THE INCLUSION OF UBUNTU IN POST-APARTHEID SCHOOLING – MANDELA’S TAKE." Commonwealth Youth and Development 14, no. 2 (2017): 121–34. http://dx.doi.org/10.25159/1727-7140/1935.

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This study explored the inclusion of Ubuntu in post-apartheid South African schooling – with a specific focus on Mandela’s take. The objective was to study possible benefits for the learners and the extent to which Ubuntu could affect desegregated schools in South Africa. The current discourse is born out of the findings of a major study on cross-racial interactions in desegregated schools, as found at one school in Gauteng, a province of South Africa. A qualitative approach study was conducted to obtain a purposive sample where learners were conveniently selected from grade 11 (both black and
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Dissertations / Theses on the topic "Libraries and schools – South Africa – Gauteng"

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Paton-Ash, Margaret Sanderson. "Issues and challenges facing school libraries: a case study of selected primary schools in Gauteng Province, South Africa." Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1003543.

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Fewer than 8% of schools in South Africa have functioning libraries. There is no national policy for school libraries which compels School Governing Bodies and principals to have a library in their schools. This qualitative study, based on grounded theory, investigated ten primary schools in Gauteng that had libraries, or were in the process of setting up a library with the intention of providing a rich description of the issues and challenges facing these schools. The schools were chosen on the basis of location (Soweto and Johannesburg), and the school fees that were paid in a continuum from
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Oliver, Neil Norman. "Water use in urban schools in Gauteng North, South Africa." Pretoria : [s.n.], 2005. http://upetd.up.ac.za/thesis/available/etd-04112007-192755.

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Msila, Vuyisile. "The effectiveness of school management: conflict management skills as a missing link in selected schools in Gauteng." Thesis, Nelson Mandela Metropolitan University, 2012. http://hdl.handle.net/10948/d1018647.

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Growing research in educational leadership and management shows that there are many factors that have an impact on the running of effective schools. Many people are now aware of the importance of the school management‟s role in guiding successful schools. This quantitative study was conducted in Gauteng where 100 school managers responded to a questionnaire which probed them about their conflict management and competence skills. The participants responded to a 40 item Likert scale instrument. Each of the items had five alternatives to choose from. The results demonstrate that many teachers wer
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Mashego, Hajira Thabitha. "Assessment of recreational physical activity amongst female learners attending Kagiso high schools." Thesis, University of the Western Cape, 2003. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_2198_1216819224.

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<p>Regular physical activity is linked to enhanced health and to reduced risk for mortality and the development of many chronic diseases in adults. However, many adults are either sedentary of less physically active. Children and adolescents are more physically active than adults, but participation in physical activity declines with age during adolescence. Girls are less active than boys, older children and adolescents are less active than younger children, and among girls, blacks are less active than whites. This study aimed to examine physical activity in female learners attending Kagiso Tow
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Manganyi, Justice Nyiko. "How do public high schools in Ekurhuleni South District (Gauteng) implement educational reform?" Thesis, University of Limpopo (Turfloop Campus), 2011. http://hdl.handle.net/10386/691.

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Thesis (MPA.) --University of Limpopo, 2011<br>The advent of democratic governance in South Africa necessitated changes in all sectors of the country; the education sector also required urgent reform. The policy framework for education reform was passed nationally and implementation strategies were cascaded to provinces and districts nation-wide. The outcome of national policies manifests itself at district levels where implementation takes place in schools. This study assesses the manner in which public high schools in Ekurhuleni South District of the Gauteng Department of Education, implemen
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Olivier, Charleine. "School libraries in former model c high schools – the case of the Framesby high school media centre." Thesis, Nelson Mandela Metropolitan University, 2017. http://hdl.handle.net/10948/19795.

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The study explored the changing role of libraries/media centres at ex-Model C (now Section 21) high schools in the Nelson Mandela Metropole (NMM), focussing on a case study of the Framesby High School (FHS) media centre in Port Elizabeth. Model C schools originated in the 1990s, just before the transition to democratic rule in 1994, when White, or House of Assembly schools were given a choice of three school governing models, namely, fully-private Model A schools, Model B state schools and semi-private Model C schools. Model C schools would receive state subsidies of about 50%, with the balanc
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Kunene, Nokuphiwa Glenrose. "A readiness assessment survey of the adoption of transformational leadership for South African academic libraries in the Gauteng Province." Master's thesis, Faculty of Humanities, 2020. http://hdl.handle.net/11427/32723.

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The study assessed the readiness of the adoption of transformational leadership for South African academic libraries in the Gauteng province. Available literature shows no evidence that assessment has been conducted by academic libraries before the adoption of this leadership style. Academic libraries nationally and internationally are faced with generic challenges like evolutionary technological changes, reduced budget allocations, leadership challenges, and human resources challenges. They are pressured to prove their value to the university due to changing user needs and most academic libra
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Ngoepe, Mapula Gertrude. "Secondary mathematics teachers' classroom practices : a case study of three township schools in Gauteng Province, South Africa /." Curtin University of Technology, Science and Mathematics Education Centre, 2003. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=14369.

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While there have been enormous changes in the South African system of education since 1994, the legacy of apartheid and the different education of Black teachers is still evident in township schools. This study examined the practices of mathematics teaching in three township secondary schools by conducting a detailed investigation of eight teachers in three schools. Classroom observations and video recordings of teachers of Grades 10 to 12 served as the main data collection method. A sample of 12 lessons was analysed using the Secondary Teaching Analysis Matrix-Mathematics (STAM-Mathematics) (
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Shandu, Lindiwe Z. Z. "Challenges in the utilisation and provision of school library services in Katlehong Secondary Schools (Gauteng Province, South Africa)." Thesis, University of Zululand, 2014. http://hdl.handle.net/10530/1401.

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A thesis submitted to the Faculty of Arts in fulfilment of the requirements for the Degree of Master in Library and Information Science in the Department of Information Studies at the University of Zululand, South Africa, 2014<br>This study sought to identify the issues and challenges facing school libraries in secondary schools in Katlehong, Gauteng province, South Africa. It is the responsibility of the Gauteng Department of Education (GDE) to make the provision of the resources in the schools for the effective functioning of the libraries. The study revealed little provision from the GDE a
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Kau, Modiegi Jacqueline. "Schools as a conduit for taking public archives to children in the Gauteng Province of South Africa." Diss., 2018. http://hdl.handle.net/10500/25538.

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Public programming initiatives are considered an integral part of archival operations across the world because they support a greater use of archival records. In South Africa, public archival institutions are mandated in terms of section 5(1)(c) of the National Archives and Records Service of South Africa Act (Act No. 43 of 1996) (NARSSA Act), to reach out to the less privileged sectors of society, by making known information concerning records by means such as publications, exhibitions and lending of records. This also includes taking archives to young people, especially school learners. As a
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Books on the topic "Libraries and schools – South Africa – Gauteng"

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Erens, G. A formula for the subsidization of non-profit institutions: Libraries. National Education Policy Branch, Dept. of National Education, 1988.

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Erens, G. A formula for the subsidization of non-profit institutions: Military history museums. National Education Policy Branch, Dept. of National Education, 1988.

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Erens, G. A formula for the subsidization of non-profit institutions: Natural history museums. National Education Policy Branch, Dept. of National Education, 1988.

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Erens, G. A formula for the subsidization of non-profit institutions. National Education Policy Branch, Dept. of National Education, 1988.

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Book chapters on the topic "Libraries and schools – South Africa – Gauteng"

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Ngulube, Beatrice. "School Libraries Are a Must in Every Learning Environment." In Advances in Public Policy and Administration. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7429-3.ch016.

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Despite the fact that South Africa has been a democracy for 23 years and the efforts made to improve the education landscape, there is still a crisis in the high school library system. This affects the school careers of learners and their lifelong-learning opportunities. The lack and loss of school libraries, as resources for education, deprive learners of their right to a school library and a place to grow mentally and academically. This chapter advocates for libraries in high schools. The study adopted a qualitative approach where primary data was collected through a multiple case study, using in-depth interviews at three schools in the Gauteng Province. School A was a rural high school; school B was a former model-C high school; and school C a township high school. The key findings underscore the importance of libraries in the academic success of learners. Recommendations are made on how advocacy for libraries in high schools could be re-directed.
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Ameen, Nausheen. "Training Needs for Teachers Teaching Children With Autism in Special Schools." In Advances in Religious and Cultural Studies. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4867-7.ch006.

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This chapter focuses on the training needs of teachers teaching children with autism in special schools in South Africa. It outlines the type of training, competencies, and perceptions of teachers teaching children with autism in special schools. A qualitative phenomenology multiple case study methodology was used. In-depth semi-structured interviews, observations, and field notes were conducted with eight teachers from four different schools in Gauteng Province. The study showed that the training received by teachers assisted them with a general overview of autism and how to use various strategies to teach children with autism. Evidence showed that there was a lack of additional training and monitoring of the training provided in some instances. It highlighted teachers' preferences on the sources of training with private providers being preferred over the training received by The Gauteng Department of Education due to reasons that include perceptions of expertise and training procedures.
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Mbane, Philda Mandisa, and France Machaba. "Roles of School Management Teams in Curriculum Delivery and Assessment in Primary Schools." In Advances in Educational Marketing, Administration, and Leadership. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7168-2.ch003.

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This chapter investigates the school management teams' views on managing curriculum delivery and assessment in primary schools at Germiston, Ekurhuleni South District in Gauteng Province, South Africa. The following research questions premise the study: What are SMTs' views on managing curriculum delivery and assessment strategies at primary schools? The study applies a qualitative research methodology, which is explorative and descriptive. Five primary school SMTs based on their managing teaching experiences in the Germiston area, at Ekurhuleni District are purposefully selected for interviews. The study's findings summarized as strategies that contribute to the effective management of curriculum assessment, the role of the school assessment teams in managing curriculum assessment, and teacher competencies and attitudes to the effective managing of curriculum assessment in classrooms.
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Kekana, Puseletso, and Leila Goosen. "ICTs Used Effectively to Re-Envision and Restructure E-Schooling for Underprivileged Communities." In Re-Envisioning and Restructuring Blended Learning for Underprivileged Communities. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6940-5.ch003.

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The purpose of this chapter was to investigate how effectively information and communication technologies (ICTs) were used at primary schools in the Ekurhuleni South district of Gauteng Province, South Africa for re-envisioning and restructuring e-schooling in underprivileged communities. Governments and schools made huge investments, integrating ICTs and providing computer-based education, to support teaching and learning. There have been numerous initiatives, which have been endorsed by national and international bodies worldwide. The main aim of all ICT-based initiatives was to enhance the quality of education and prepare learners for the emerging digital world. Numerous studies across the world have provided impressive outcomes for the use of ICTs in schools, and more evidence is also emerging regarding the sustainability of ICT transformation in schools. There has also been abundant literature, which emphasized the need for teachers to change their beliefs about and perceptions of ICTs in order to realize the full potential.
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Malewaneng Maja, Margaret, and Masilonyana Motseke. "Strategies Used by UNISA Student Teachers in Teaching English First Additional Language." In Higher Education - New Approaches to Globalization, Digitalization, and Accreditation [Working Title]. IntechOpen, 2021. http://dx.doi.org/10.5772/intechopen.99662.

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The teaching of English to non-English speakers in historically disadvantaged areas of South Africa is a difficult task for student teachers. This study was conducted in the township schools at Ekurhuleni North District, in the Gauteng province of South Africa. The purpose of the study was to determine the extent to which students at the University of South Africa (UNISA) used interactive teaching strategies in the teaching of English as a First Additional Language (EFAL). The study also intended to highlight the support provided by UNISA lecturers to these student teachers. The study was grounded in interpretivism with self-determination theory (SDT) informing it. The study was a qualitative descriptive case study with document analysis, observations and semi-structured interviews utilised to collect data. Purposive sampling assisted in selecting six student teachers, of which three were male and three were female. The student teachers were studying in their 3rd and 4th years of the Bachelor of Education degree (B.Ed.), specialising in English. Data collected were categorised into codes and themes. The findings reveal that student teachers only used pictures, charts and flashcards as interactive teaching strategies in teaching EFAL. It was concluded that student teachers were not well-prepared in the use of interactive teaching strategies in the teaching of EFAL and were not adequately supported by the university. It is recommended that UNISA lecturers should regularly visit student teachers during their teaching practice offering support, motivation and advice.
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Conference papers on the topic "Libraries and schools – South Africa – Gauteng"

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Chisango, Grasia, and Carol Lesame. "EXPLORING ACCESSIBILITY TO INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) AT DISADVANTAGED SECONDARY SCHOOLS IN GAUTENG PROVINCE- SOUTH AFRICA." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.0178.

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