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1
Mowes, Delvaline Lucia. "An Evaluation of student support services in open and distance learning at the University of Namibia." Thesis, Stellenbosch : University of Stellenbosch, 2005. http://hdl.handle.net/10019.1/1263.
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Distance education and open and flexible learning policies have done much to
extend accessibility to higher education throughout the world. However, distance
education is not just a move away from learning in the classroom. It is a complete
paradigm shift and when delivering learning materials outside the classroom
across any distance, it is important that technologies and techniques support
students. Against this background, the case has been made that the provision of
student support services, according to the diverse needs and expectations of
adult distance education students, should be an integral part of the provision of
open and distance learning.
The focal point of this study was to evaluate student support services, provided
at the northern campus of the University of Namibia, from a student perspective.
A combination of both quantitative and qualitative methodologies was chosen
and data were collected by means of a literature review and a questionnaire,
supplemented with open-ended questions. The subjects of the study were
second- and third-year B.Ed. students from the northern campus of the University
of Namibia.
The results of this study have provided evidence that adult distance education
students indeed value the provision of student support services. Specifically,
students in this study placed the greatest importance on student support services
related to getting started with their studies, for example orientation sessions
about available student support services and contact and communication with
tutors and fellow students by means of vacation schools, face-to-face tutorials on
Saturdays at regional centres and support through study groups. One of the conclusions of the study was that the institutional policy and the role
of management are crucial in the establishment of an effective student support
model to facilitate distance learning.
The following recommendations were formulated:
The University’s Centre for External Studies (CES) should conduct periodic and
regular evaluation studies of its distance education students to design, develop
and provide student support services that will be tailored to students’ specific
needs and expectations.
CES should pay attention to support services that help reduce barriers if it is to
attain its mission of making quality higher education more accessible.
CES should provide adequate training to tutors to prepare them for the special
challenges presented by open and distance learning.
CES should design and implement an appropriate Information and
Communication Technology (ICT) course to empower distance education
students adequately for the use of modern ICT.
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De, Clercq Loya Marie, and University of Lethbridge Faculty of Education. "Student-teacher rapport in video-conferencing." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 1996, 1996. http://hdl.handle.net/10133/33.
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Education and delivery methods of this education to students are always chaning. To teach students in geographically separated locations, many technologies are being used and one of these technologies is video-conferencing. However, the human element of education must neither be lost nor forgotten as we continue with new ways of educating students of the future. That is, the value of the student-instructor relationship and the critical role it plays in effective teaching and learning must be retained by distance educators. To develop a deeper understanding of the relationship between instructors and students of a video-conferenced classroom is the goal of this study. This case of student-teacher rapport in video-conferencing was conducted over a six-week summer course. Data were collected by questionnaire, student and instructor interviews, and class observations from both sites. From these primarily qualitative research techniques, several recurring themes emerged. All of these were central to the establishment and perceptions of an instructor-student rapport. Some of these areas were crucial to this video-conferencing case study and will serve to assist futre educators. The primary result of this case study was that very little rapport was established between the instructor and his students and it was perceived by the instructor and the students that this scant
amount of rapport was sufficient. The paramount themes which were revealed include: the lack of name knowledge on the part of the instructor and the students' perception that this was acceptable; the technological problems; the question-asking procedures; and the amount of side-chatter and other off-task behaviours. All of these factors compounded to suppress the existence of an instructor-student rapport in this course. Recommendations for distance educators are included.xiii, 223 leaves : ill. ; 28 cm.
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Nyambe, Kamwi John. "Teacher educators' interpretation and practice of learner-centred pedagogy : a case study." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1008260.
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The objective of this study was to understand how teacher educators in a Namibian college of education interpret and practice the learner-centred pedagogy underpinning the Basic Education Teachers Diploma (BETD) program. In order to achieve this objective, a case study approach was adopted, qualitative-interpretive in orientation and drawing upon interviews, naturalistic non-participant observation and document analysis. Bernstein's theory of pedagogy - in particular his notion ofrecontextualization - offered ideas and concepts that were used to generate and analyse data. The data indicated that, at the level of description, teacher educators interpreted leamercentred pedagogy as a pedagogic practice based on weak rules of regulative discourse, or a weak power relation between themselves and their student teachers. The weakening of the rules of regulative discourse and the waning of educator authority were indicated in the interview narratives, which evoked a pedagogic context characterized by a repositioning of the student teacher from the margins to the centre of the classroom, where he or she enjoyed a more active and visible pedagogic position. Contrary to the dis empowering dynamic within classroom practice under the apartheid dispensation, the repositioning of the student teacher suggested a shift of power towards him or her. Similarly, the identification of the teacher educator as afacilitator, which featured prominently in the interview narratives, further suggested a weakening or diminishing of the pedagogic authority of the teacher educator. With regard to rules pertaining to the instructional discourse, the data revealed an interpretation of leamer-centred pedagogy as a pedagogic practice based on strong framing over the selection of discourses, weak framing over pacing, and strong framing over sequencing and criteria for evaluation. When correlated with the interview data, the data generated through lesson observation and teacher educator prepared documents such as lesson plans revealed a disjuncture between teacher educators' ideas about leamer-centred pedagogy and their practice of it. Contrary to the interviews, lesson observation data revealed that teacher educators implemented leamer-centred pedagogy as a pedagogic practice based on strong internal framing over rules of the regulative discourse. Data further indicated strong internal framing over the selection, sequencing, pacing and evaluation. The study concluded that while some teacher educators could produce an accurate interpretation oflearner-centred pedagogy at the level of description, most of them did not do so at the level of practice. Findings revealed structural and personal-psychological factors that constrained teacher educators' recontextualization of the new pedagogy. A narrow understanding of leamercentred pedagogy that concentrated only on changing teacher educators' pedagogical approaches from teacher-centred to learner-centred, while ignoring structural and systematic factors, tended to dominate not only the interview narratives but also official texts. Learner-centred pedagogy was understood as a matter of changing from teachercentredness to leamer-centredness while frame factors, for instance regarding the selection, pacing or sequencing of discourses, still followed the traditional approach. The study recommends the adoption of a systematic and deliberate approach to address the multiplicity of factors involved in enabling teacher educators to interpret and implement leamer-centred pedagogy at the micro-level of their classrooms.KMBT_363
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McMillan, Daphne Diana. "Accessing academic literacy for diverse learners : a case study of an elementary Social Studies classroom." Thesis, University of British Columbia, 2008. http://hdl.handle.net/2429/2572.
Full textAbstract:
This study explored one classroom teacher's attempt to bridge young learners' access to the academic content of Social Studies in an elementary, multilingual, multicultural, mainstream classroom. To this end, it examined both the planning and enacting of a Grade Five/Six Social Studies unit: Immigration In Canada. The unit was designed to draw on the teacher's and learners' social and cultural identities as a resource and afford students multiple ways to access and demonstrate understandings.
In the complex, and dynamic environment of the mainstream classroom, the subject of Social Studies presents a linguistically demanding academic discipline for native English speakers and often an even more formidable challenge for students who are in the process of acquiring English as a second or an additional language Simultaneously, the subject matter of Social Studies can provide a useful venue to share experiences related to language, culture and personal histories. This study provided a rich and holistic account of the everyday classroom life of students' and their teacher's experiences over a three month time span during Social Studies lessons.
Through qualitative research methods, data were drawn from reflective notes of planning sessions, field notes of classroom observations, audio-recorded interviews of the students, and an audio-recorded interview of the teacher, a survey and student work samples. Two, one hour after school planning sessions and seventeen (usually forty-five minute) classroom lessons were observed over a three-month period. The data was analyzed and systematized around my research questions in order to explore how the Social Studies unit was enacted in a mainstream setting.
The qualitative analysis of the data suggested that there were positive connection between the curriculum as planned and the curriculum as experienced in the classroom. The study demonstrated that a Social Studies unit that encompassed a multiliterate pedagogy where particular attention was paid to drawing on students' social and cultural identities had very positive outcomes. The study also highlighted that the teacher's own professional identity played a key factor in affirming student identity and promoting student engagement. There was a strong link between investment of the learner and the relationship between the teacher and the students. The students were more deeply invested in the lessons than they might otherwise have been because the learning environment that the teacher constructed, valued students as members of a learning community, each with a personal history that was respected. The findings also suggest that the narrative genre of storytelling was a preferred activity for students and bridged a connection between both home and school environments. Within the Social Studies lessons the teacher continually emphasized and fore-grounded the role of relationship between student and teacher and student to student as means to an effective learning environment.
The study also highlighted the need for further research in diverse, elementary mainstream, classroom settings and the need to further examine literacy practices that encompass a more linguistically and culturally responsive pedagogy.
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Mbango, Karolina Naango. "Investigating the role of portfolios in developing reflective practice : a case study." Thesis, Rhodes University, 2008. http://hdl.handle.net/10962/d1003477.
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The purpose of this study was to investigate the purpose and role portfolios are playing in developing reflective practice in student teachers and to assess the degree to which this role is being achieved in practice. This study was a interpretive small scale case study. The target groups were 3 student teachers in their final year of study, 3 teacher educators and the vice-rector of the college. Data were obtained through interviews and document analysis. The findings indicated that the students had no meaningful orientation to both the role of portfolio development and reflective skills. The sources of this were the lack of common understanding among teacher educators, lack of support for both teacher educators and student teachers and lack of time, lack of guidelines for construction and clear assessment rubric. The results of this study indicated that the teacher educators were in need of vigorous professional development and considerable implementation strategies are needed to develop the desired reflective skills.
6
Martin, Doris M. "Preschool teacher-child relationships: an exploratory study of attachment models over time." Diss., Virginia Tech, 1991. http://hdl.handle.net/10919/38953.
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Lau, Hang-fong, and 劉杏芳. "A case study on student initiation to participate in classroomteacher-student interaction in secondary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956476.
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Yang, Chi-cheung Ruby. "Second language classroom interaction patterns an investigation of three case studies of pre-service teachers /." Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B41290896.
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Katyal, Kokila Roy. "Teacher leadership and its impact on student engagement in schools : case studies in Hong Kong." Thesis, Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35762986.
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Schlichte, Jacqueline M. Perrine. "The effect of a relationship-driven teaching style on the academic performance of at-risk ninth graders in the English content area classroom : a case study." Virtual Press, 2005. http://liblink.bsu.edu/uhtbin/catkey/1312663.
Full textAbstract:
The purpose of this qualitative study was to determine the nature of the response of ninth grade English students to a Relationship-driven Teaching Style. Explored was the effect of Relationship-driven Teaching Style on the academic and lived experiences of four ninth grade At-risk English students. Additionally, the study allowed room to study the nature of other areas of perceived growth that resulted from exposure to this affective style. This exploration was conducted in a rural junior/senior high school setting.Data collection employed: 1) Participant-observer field notes (researcher as primary instrument); 2) Reading, Writing, and Non-Verbal Behaviors as recorded on field notes by the participant-observer. (Inquiries were informal in nature, except for simplistic reading questionnaires); and 3) The Corporation made available archival records inclusive of a. NWEA (Northwest Evaluation Test Scores); and b. Corporation Pilot Study data from a reading study conducted the previous year. Students were observed a minimum of two times per week during the time-span allowed for this exploration.Use of the Constant/Comparative Method (Merriam, 1998; Yin, 2002) yielded the following thematic areas: 1) Self- efficacy; 2) Perceptions toward others and self; 3) Internal changes, such as attitudinal metamorphosis toward education; 4) Importance of family approval, 5) Personal responsibility and "trying;" 6) Mutual Respect; 7) Non-verbal and verbal communication; 8) Physical or emotional reactions; 9) Teacher Characteristics; and 10) Academic achievement (as connected to all other categories).Data were interpreted to discover impact of Relationship-driven Teaching on said students and effectiveness in light of instruments as well as lived experience in the home. It was found that three, of four participants, significantly enhanced achievement and personal affective responses to Relationship-driven Teaching Style. Small gains were made by the fourth student, attributed to lived experience. Relationship-driven Teaching Style was thought to be effective.Department of Elementary Education
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Yang, Chi-cheung Ruby, and 楊紫嬙. "Second language classroom interaction patterns: an investigation of three case studies of pre-serviceteachers." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B41290896.
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Lam, Leung Yin-ting Teresa, and 林梁燕婷. "Perceptions of school climate in the eyes of teachers and students: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1992. http://hub.hku.hk/bib/B31956099.
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Chow, Tuen-yi, and 周端兒. "Verbal feedback as offered by secondary school Chinese language teachers." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31961551.
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Tsui, Chung-kwan Paul, and 徐仲坤. "An evaluation of classroom management through expert-novicecomparison: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31958813.
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Chan, Kam-man, and 陳錦文. "A study of the quality of classroom management strategies." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1992. http://hub.hku.hk/bib/B3195604X.
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Silo, Nthalivi. "Exploring opportunities for action competence development through learners' participation in waste management activities in selected primary schools in Botswana." Thesis, Rhodes University, 2011. http://hdl.handle.net/10962/d1003423.
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The broader aim of this study is to probe participation of learners in waste management activities in selected primary schools in Botswana and through these activities, explore opportunities for action competence development. The study starts by tracing and outlining the socio-ecological challenges that confront children and the historical background of learner-centred education which gave rise to an emphasis on learner participation in Botswana education policy. It then maps out the development of children's participation in the global, regional and Botswana contexts by tracing the development of environmental education from early ecological and issue resolution goals of environmental education to sustainable development discourses. The focus is on policy issues and how learner participation has been represented and implemented in environmental education. The study then probes the rhetorical and normalised emphases on participation, and seeks further insight into how learners can be engaged in participatory learning processes that are meaningful, purposeful and that broaden their action competence and civic agency. The study uses the Cultural Historical Activity Theory (CHAT) methodology to build a picture of waste management activity systems in primary schools and to bring to the surface contradictions and tensions in learner participation in these activity systems. These contradictions are used to open up expansive learning participatory processes with learners using the Danish action competence framework. The expansive learning process uses action competence models that provide potential for transformative participation with learners, and new and different opportunities for learner participation. Case study research was used and conducted in the south eastern region of Botswana in three primary schools in three contexts, namely urban, peri-urban and rural. The data was largely generated through focus group interviews during workshops with children and observations of waste management activities. These two methods formed the main data generation methods. They were complemented by semi-structured interviews with teachers, and other actors in the waste management activities, learners' activities and work, learners' notes, photographs and children's drawings as well as show-and-tell explanations by learners. Content analysis and the abductive mode of inference were used to analyse data in all three case studies. Findings from the first phase of the study reveal that participation of learners in waste management activities was largely teacher-directed. This resulted in a mis-match between teachers views of what practices are necessary and important, and children's views of what practices are necessary and important in and for environmental education. Due to culturally and historically formed views of environmental education, the study reveals that teachers wanted children to pick up litter, and this was their primary environmental education concern. Learners on the other hand, identified sanitation management in the school toilets as their primary waste management concern. Teachers had not considered this an environmental education concern. Using the action competence expansive learning approach, the second phase of the study addressed this tension by opening up dialogue between teachers and learners and amongst the learners themselves through an expansive learning process supporting children's participation and action competence development. Through this teacher-learner dialogical engagement, a broader range of possibilities became available and ideas around participation were radically changed. The study further reveals that the achievement of this open dialogue provided for a better relationship within the school community. And with improved communication came better ideas to solve waste management issues that the community still face on a daily basis, such as too much litter. Newly devised solutions were practical and had a broader impact than the initial ones that teachers had always focussed on. They included mobilising the maintenance of toilets, landscaping the school premises and even re-contextualising the litter management that had always caused tensions between learners and teachers. Children seemed to be developing not only a better understanding of the environment, but also developing the ability to resolve conflict amongst themselves and with their elders. By engaging in dialogue with children, they became co-catalysts for change in the school community. This study shows that if children's participation is taken seriously, and if opportunities for dialogue exist between teachers and children, positive changes for a healthier environment can be created in schools. It reveals that children also appeared to be feeling more confident and more equipped to consider changes in their environment outside of the school community. The study further shows that participation in environmental education involves more than cognitive changes as proposed in earlier constructivist literature; it includes in-depth engagement with socio-cultural dynamics and histories in the school context, such as the cultural histories of teachers, schooling and authority structures in the cultural community of the school. The study recommends that there is need to strengthen Teacher Education programmes to develop teaching practices and support for teachers to identify ways of engaging learners' views on issues in the school in open, dialogical ways. Such Teacher Education programmes should deepen teachers' understandings of learners' zone of proximal development (ZPD), demonstrating how dialogue and scaffolding are part of a teacher's role in supporting learning. This is shown in the three case studies that form part of this study. Finally, the study also deepens insights of using the Cultural Historical Activity theory (CHAT) to shed light on issues surrounding learner participation within the socio-cultural and historical environmental education contexts of the schools. The action competence models used in the study provide a tool for revealing forms of learner participation. This tool can be used for critical reflections and monitoring of teaching practices in schools.
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Ellman, Basil. "The experiences of teachers in including learners with intellectual disabilities." Thesis, Stellenbosch : Stellenbosch University, 2004. http://hdl.handle.net/10019.1/50152.
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Thesis (MEd)--University of Stellenbosch, 2004.ENGLISH ABSTRACT: In South Africa,' including learners with disabilities has been a concern in education since 1994. With children with disabilities, including intellectual disabilities, being increasingly included in mainstream schools, consideration needs to be given to the experiences of teachers in inclusive classrooms. Since an understanding of teachers' experiences can lead to the development of support strategies, this study sets out to explore teachers' experiences. The research design of this research is qualitative in nature and the unit of analysis is an inclusive school in the Western Cape. Data are collected through semistructured interviews, field notes and a review of school records. Interviews are held with three teachers, the school principal, the governing body chairperson (parent) and four learners. The data are analyzed using aspects of the constant comparative analysis. Three main themes, namely school factors, the learner with an intellectual disability and the role of the teachers emerge. Findings indicate that the learner with an intellectual disability can be effectively included if the school community (teachers, parents and learners) is informed and thoroughly prepared. There must also be a willingness on the part of all the role players to make a success of the inclusive process. An analysis of the experiences of teachers in this study indicates that the demands put on teachers and learners alike are challenging and that teachers need support regarding in-service training on specific strategies for successfully including learners with intellectual disabilities. An effective and collaborative support system can also provide teachers with the necessary support to approach inclusive education in a positive manner.
AFRIKAANSE OPSOMMING: Die insluiting van leerders met leergestremdhede is sedert 1994 'n brandpunt in die onderwys in Suid-Afrika. Aangesien kinders met gestremdhede, waaronder ook intellektuele gestremdhede, al hoe meer in hoofstroomskole ingesluit word, moet aandag geskenk word aan die ervarings van onderwysers in sulke inklusiewe klaskamers. Hierdie studie poog om die relevante ervarings van onderwysers te ontgin, aangesien 'n analise van sulke onderwyserservarings kan lei tot die ontwikkeling van ondersteuningstrategieë. Die navorsingsontwerp van hierdie studie is kwalitatief van aard, en die analiseeenheid is 'n inklusiewe skool in die Weskaap. Data is versamel deur middel van semi-gestruktureerde onderhoude, veldnotas en 'n oorsig van skoolrekords. Onderhoude is gevoer met drie onderwysers, die skoolhoof, die voorsitter van die beheerliggaam ('n ouer), asook vier leerders. Die data is geanaliseer deur aspekte van die 'constant comparative analysis' te gebruik. Drie temas, nl. skoolfaktore, die leerder met intellektuele gestremdhede, en die rol van die onderwysers, kom duidelik na vore. Die bevindinge bewys dat 'n leerder met intellektuele gestremdhede effektief ingesluit kan word in 'n hoofstroomskool, indien die skoolgemeenskap (onderwysers, ouers en leerders) ingelig en deeglik voorberei word. AI die rolspelers moet ook 'n gewilligheid openbaar om die inklusiewe proses suksesvol te maak. Die analise van die ervarings van onderwysers wat in hierdie studie gebruik is, maak dit duidelik dat die eise wat aan beide onderwysers en leerders gestel word, formidabel is; en dat onderwysers ondersteuning nodig het wat betref indiens-opleiding m.b.t. spesifieke strategieë vir die suksesvolle insluiting van leerders met intellektuele gestremdhede. 'n Effektiewe en onderling-ondersteunende sisteem kan ook die onderwyser van die nodige
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Ho, Mei-fun, and 何美芬. "Communication in the mathematics classroom." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31958667.
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Corti, Franciele. "La contemporaneidad de la relación pedagógica: un estudio de casos en un aula de secundaria." Doctoral thesis, Universitat de Barcelona, 2017. http://hdl.handle.net/10803/586093.
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Esta tesis doctoral es el resultado de una investigación educativa que parte de un interés por explorar las relaciones pedagógicas contemporáneas, construidas entre profesores y alumnos, prestando atención a los vínculos que establecen entre ellos y con el saber.
Se parte de una conceptualización de relación pedagógica entendida como el vínculo personal entre profesores y alumnos -sujetos corpóreos, con su propia historia personal-, reunidos en torno a una situación educativa con un claro propósito pedagógico, en la que emergen subjetividades y se construyen identidades, en la medida que se aprende juntos y en reciprocidad, tejiendo una historia compartida.
Para poder abordar esta temática, se realiza un estudio de casos etnográfico en un centro público de educación secundaria de Cataluña. El caso se centra en el seguimiento de un grupo de alumnos, a largo de doce meses, durante dos cursos académicos (segundo y tercero de ESO) y algunos de sus profesores. El estudio se configura en torno a los vínculos que se entretejen entre los participantes de la investigación y las dimensiones que emergen del análisis de esta relación pedagógica.
Los resultados de la investigación se articulan en torno a cuatro dimensiones, todas ellas relacionadas con el tacto pedagógico. La primera: la corporeidad. Visibilizar el cuerpo en la relación pedagógica es pensar en una escolarización en la que no solo los conceptos abstractos tienen un lugar relevante, sino también -y sobre todo- la construcción de un saber basado en un aprendizaje corpóreo y experiencial. La segunda: la mirada. Más que un modo de comunicación la mirada mutua reconoce al otro como sujeto imprescindible, a la vez que implica a uno mismo en esa relación. La tercera: la palabra. El discurso como forma de dar y recoger la palabra en el contexto del aula crea el ambiente propicio para la construcción de una relación auténticamente pedagógica. La cuarta: las tecnologías digitales. Constituyen la dimensión que posibilita abordar la naturaleza de una relación pedagógica que transita en el tiempo y en el espacio en una ecología educativa contemporánea.
En la última década se ha recuperado el interés por la temática de la relación pedagógica desde la innovación educativa y desde el ensayo académico, sin embargo, son escasos los estudios en torno a la temática desde una perspectiva contemporánea. En este sentido esta investigación pretende explorar su conceptualización a partir de evidencias empíricas, que aportan nuevos elementos al discurso académico, dando lugar a un conjunto de posibilidades de ser y estar en lo educativo.This doctoral thesis is the result of an educational research that departs from the interest for exploring the contemporary pedagogical relation built between teachers and students, paying attention to the bonds established between the knowledge and themselves. A conceptualization of a pedagogical relation is assumed and understood as the personal bond between teachers and students -physical individuals with their own personal story-, reunited around an educational situation with a definite pedagogical purpose, in which subjectivities emerge and identities are built to the extent that they learn mutually and together, weaving a shared story. In order to broach this subject, an ethnographic case study is carried out in a public secondary school in Catalonia. The case is focused on monitoring a group of students, prolonged for twelve months, during two academic courses (second and third grade of ESO) and, in addition, some of their teachers. The study revolves around the links interwoven between the investigation’s participants and the emerged dimensions of the analysis of this pedagogical relation. The results of the educational research are assembled around four dimensions, all of them connected to the pedagogical tact. The first dimension: the corporeality. That is to say, in a pedagogical relation, that to make the body visible is to think in a schooling in which not only the abstract concepts have a relevant location, but also -and especially- building a knowledge based on a corporeal and experiential learning. The second: the eye contact. More than a form of communication, keeping an eye contact results in acknowledging the other as a fundamental subject, at the same time that involves oneself in that relationship. The third: the word. The speech as a way of giving and taking the word in the classroom’s context creates a favourable environment for building a genuinely pedagogical relation. The fourth: digital technologies. Digital technologies represent the dimension that enables to tackle the nature of a pedagogical relation that transits in space and time in a contemporary educative ecology. During the last decade, the interest for the subject of the pedagogical relation has been restored based on the educational innovation and the academic essay areas. However, the studies regarding the subject from a contemporary perspective are limited. In this regard, this educational research pretends to explore its conceptualization from the empiric evidence, which provide new elements to the academic discourse, giving rise to a wide array of possibilities of being and staying on the educational side
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Shatumbu, Ndapanda Loide. "Teachers’ perceptions on learner-centred approach : a case of selected secondary schools in Namibia." Diss., 2019. http://hdl.handle.net/10500/27231.
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Namibia is one of the countries with distinct historical education systems that
shifted from the traditional teacher-centred approach to learner-centred
approach to improve learning outcomes. Despite for the call upon secondary
school teachers in Namibia to adopt the learner-centred approach, the pass
rates for Grade 10 Junior Secondary Certificate (JSC) in Namibia remains very
low with about 50% of the Grade 10 JSC learners failing to make it for senior
secondary level. Therefore, this study sought to explore science teachers’
knowledge, practice and perception of learner-centred approach. This study
employed a pragmatic approach using an explanatory sequential mixedmethods
design to collect quantitative data first and then explaining the
quantitative results with in-depth qualitative data. The structured questionnaire,
interview protocol and observation protocol were used as research instruments to collect data from a sample of 20 participants. The quantitative data analysis
was used for the data collected by the questionnaire while qualitative data
analysis was used for the data collected by interview and the observation
protocols. The results showed an understanding of learner-centred approach
and most teachers use a mixed approach to teaching that incorporates both
learner-centred approach and teacher-centred approach. Furthermore, results
showed that teachers view learner-centred approach as effective but its
effectiveness is reduced by poor participation of learners, large class sizes and
inadequate instructional materials. Following the results, it was recommended
that the Ministry of Education and education policy makers must consider
strategies to reduce challenges to the effectiveness of learner-centred approach to improve learner performance.Science and Technology Education
M. Ed. (Natural Science Education)
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Shikalepo, Elock Emvula. "The influence of financial incentive on teacher motivation and learner performance in rural Namibian schools." Thesis, 2018. http://hdl.handle.net/10500/24521.
Full textAbstract:
One of the challenges facing education systems worldwide is the motivation of qualified teachers to teach at rural schools. Teaching at rural schools is a challenge as rural areas are characterised by adverse living and working conditions, making qualified teachers prefer living and working at urban schools where conditions are more comfortable. Namibia implemented the financial incentive to motivate qualified teachers to teach at rural schools and improve learner performance. The implementation of the financial incentive in Namibia has received little research attention in establishing its effectiveness.
The purpose of this study was to evaluate the effectiveness of the financial incentive on the performance of learners at rural schools, as this performance relates to teacher motivation. To achieve this, a literature study and an empirical investigation were conducted. An interpretivist research paradigm informed the methodology for the study. A mixed-methods research approach, which relied more on a qualitative research design, included a research sample of 28 teachers, five school principals and two education officials. Data were collected through interviews and document analysis. Individual interviews were conducted with education officials and school principals. Focus group interviews were conducted with teachers. Document analysis entailed accessing applicable documents of each research site in the office of the school principal. Textual data were analysed and presented thematically and numeric data were analysed and presented as frequencies and percentages.
Key findings established that financial incentive has contributed little to the performance of learners in rural schools. The fact that rural schools are not properly categorised according to environmental challenges results in teachers not receiving realistic financial incentive. Teachers were therefore not motivated by financial incentive, but by other factors relating to being tuned to nature in rural areas, being exposed to lower living costs and enjoying accommodating school leadership and community care. A revisiting of the implementation of the financial incentive is recommended in order to negate shortcomings and enhance the potential of financial incentive to contribute to improved learner performance as steered by motivated teachers.Educational Studies
Ph. D. (Education)
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Makamani, Rumbidzai Elizabeth. "The involvement of parents in the learning of their children at a private school in Windhoek, Namibia." Diss., 2019. http://hdl.handle.net/10500/26509.
Full textAbstract:
This study focused on parental involvement in the learning of children at a private school in Windhoek. Nine parents with children at the Private School were used as participants. This was a qualitative study where semi-structured interviews were used.
Findings were that parental involvement leads to children’s academic achievement, enhances children’s self-esteem, encourages children’s participation in sports, and strengthens relationships between parents and teachers thereby facilitating the development of the school.
Ways of parental involvement examined included helping with homework, attending parent meetings, and providing children with resources.
Barriers to parental involvement included lack of time, economic challenges, lack of understanding of what parental involvement entails and lack of transport.
The study established that parental involvement can be achieved through addressing barriers to parental involvement by educating parents on parental involvement and through creating a conducive environment at school level for parents to be involved.Adult Basic Education (ABET)
M. Ed. (Adult Education)
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Chombo, Stanley Chombo. "The perceptions of principals and school board members regarding their working relationship in the Zambezi Region of Namibia." Thesis, 2019. http://hdl.handle.net/10500/26762.
Full textAbstract:
The purpose of this study was to explore the perceptions of principals and school board members (SBMs) regarding their working relationship in the Zambezi region of Namibia. Not much research about this area has been conducted in the Zambezi region and Namibia at large. The reviewed literature posits that principals play a major role in creating effective working relationships with SBMs. It also argues that positive working relationships between principals and SBMs are at the heart of making a school extraordinary. This working relationship can be fruitful if there is a closer understanding of the roles and responsibilities between the principals and SBMs. Three leadership theories that seemed to suit the study were analyzed and discussed. The transformational leadership, partnership and Dewey’s theory of democracy in education were relevant to this study. The three leadership theories guided the study in exploring the perceptions of principals and SBMs regarding their working relationships in the Zambezi region. They also guided the study to clarify the challenges that contributed to the lack of trusting working relationships between principals and SBMs in the Zambezi region in Namibia. The study is located in the interpretive paradigm, where a qualitative case study approach to the research problem was employed. For the purpose of the study, the researcher selected six schools, two primary schools, two combined and two senior secondary schools, as sites to explore the research problem. It is important to mention that the findings of the study cannot be generalized to all school boards in Namibia, since the research was limited to six schools in the Zambezi region only. The researcher summarized the findings of the study according to the four research questions.
The findings derived from this study revealed that the majority of principals and SBMs perceived their working relationship as collegial. However, the study also revealed that some SBMs did not have a good working relationship with the principals. SBMs were not aware of how the finances of the school were utilized. Furthermore, they accused principals of not being transparent when it came to staff appointments.
The findings from this study also revealed that, when there was a good working relationship between principals and SBMs at the school, it became easier to maintain discipline among learners and that learners performed better. There needs to be good communication between principals and SBMs, as principals and SBMs are important partners when it comes to the smooth running of a school. There were consultations between principals and SBMs on matters regarding school development. It was, furthermore, learnt that, where there were consultations between principals and SBMs, unity and trust were developed. The Ministry of Education, Arts and Culture (2001:15; 2016:2) in Namibia clearly points out that “For every state school, a school board must be established to administer the school affairs and promote the development of the school and learners of the school” and to “ensure the school is effective in its teaching and learning programme”. However, the study revealed that principals and SBMs were not working in accordance with the Education Act, Act 16 of 2001. SBMs lost interest in participating in school activities. It became evident that SBMs did not seem to be attending school board meetings when invited and rendered many excuses. It emerged from the findings that parent SBMs wanted to be given sitting allowances when attending school board meetings. The findings from the study indicate that there should be good communication between principals and SBMs. Regular school board meetings could help build a good working relationship between principals and SBMs. School board training should be organized for principals and SBMs.
To mitigate the challenges faced by principals and SBMs regarding their working relationship in the Zambezi region of Namibia, recommendations associated with understanding of and adherence to policies, working together, communication, trust and fear among SBMs, are that all schools should have scheduled school board meetings that are communicated very early to everyone concerned and SBMs should be given sitting allowances. The researcher recommends that principals and SBMs receive compulsory and appropriate training that will help them to understand and perform their roles and responsibilities well. Where necessary, school board trainers should use a vernacular language (or seek the services of an interpreter) so that parent SBMs who are not fluently bilingual can understand and grasp all essential concepts of the training programme. In addition, the researcher recommends that community members, who are educated and knowledgeable but do not have children at the school, should be co-opted to serve on the school board. There should be clear policies and processes regarding the recruitment of staff who works at the school. The researcher posits that effective communication can be enhanced by employing vernacular languages in meetings to ensure that parent SBMs understand all the proceedings and are involved. It is advisable for the principal and other SBMs to communicate effectively, keep to what they say and always follow through with tangible actions. To reduce fear demonstrated by Learners’ Representative Council (LRCs) serving on the school board during meetings, it is advisable to give appropriate training so that they can gain a better understanding of their roles and responsibilities. In order for principals to work in harmony with SBMs, it is essential to have well-defined roles, as well as to treat everyone fairly and respectfully.Educational Management and Leadership
D. Ed. (Education Management)
24
Pape, Dianne Rush. "The caring beliefs of three teacher educators." Thesis, 2004. http://hdl.handle.net/2152/2154.
Full text
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Nuttall, Denise Irene. "Embodying culture : gurus, disciples and tabla players." Thesis, 1997. http://hdl.handle.net/2429/8602.
Full textAbstract:
This dissertation is an ethnography about the men and women who take up the practice and
performance of a Hindustani (North Indian) drum called tabla, as a way of life. Learning tabla
means that percussionists must find a guru, a learned master of the tradition who will guide
them in their life long study of this instrument. The relationships formed between gurus and
disciples are distinctively different in kind from teacher-student relations in Western knowledge
systems. The guru-disciple tradition is a very specific, culturally dependent mode of learning
originating from the Indian Brahmanical tradition of religious study. Discipleship is a form of
apprenticeship which offers no easy translation, philosophically, culturally or spiritually. My
ethnography and analysis of tabla as a way of life is presented from my own situated
perspective as a tabla disciple of two tabla masters, Ustad Alia Rakha Khan, his son Ustad
Zakir Hussain and as a visiting tabla enthusiast with another teacher of tabla, Ritesh Das. I
offer a multi-local ethnography which centres on tabla communities based in Bombay, India,
Toronto, Ontario, Vancouver, British Columbia, Seattle, Washington and the Bay Area of
California.
As tabla travels around the globe, outside of India, the learning and teaching of this tradition
changes somewhat in its new environments. However, learning to play tabla whether in Indian
or diaspora cultures necessitates adopting Indian ways of knowing, learning and being. For
those musicians of non-Indian ethnicity who become dedicated to this art form learning tabla
also means learning to embody Indian cultural ways of doing and knowing. I posit that learning
the cultural, as in learning tabla, begins in the body and the embodied mind. Knowing through
and with the body requires re-conceptualizing anthropological concepts of culture, memory and
tradition. Grounding an analytic concept of the body in the emerging critical Anthropology of
the Body and the Anthropology of the Senses allows for an examination of the social as
something more than cognitive and language based.
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Vaisman, Tamar. "Creating a caring community : an Israeli case study of teacher professional development." Thesis, 2002. http://hdl.handle.net/2429/13568.
Full textAbstract:
This study focuses on the processes of creating and maintaining a community of teachers in an
Israeli high-school. Ten high-school teachers were self-selected to participate in a yearlong
professional development focusing on learning and teaching. The participants directed their
own professional development by collaboratively sharing and reflecting on their practice.
The methodology used for data gathering is rooted in the case study tradition within the
philosophy of naturalistic inquiry. The weekly meetings throughout one academic year were
recorded and transcribed. Teachers were interviewed three times: at the beginning and end of
the year, and two years later, to leam about reasons for participating and evaluation of the
community, and to allow further reflections on their experiences in the community. Two main
concepts - community and caring relationships - emerged from group conversations and
personal interviews, and were used as the study's analytical tools.
Three topics were revisited in our conversations throughout the year: teacher-students
relationships, teaching strategies, and evaluation of learning for both teachers and students. The
conversations revealed the processes of creating an atmosphere of care, trust and openness that
enhanced the development of genuine dialogue that turned this group into a caring community.
The caring relationships encouraged teachers to make changes in their teaching and suggest
changes at the school level. These relationships enhanced teachers' ability to leam from their
encounters and helped them develop awareness of the importance of such relations within the
educational context.
This study contributes to a deeper understanding of teachers' community. It suggests that
communities (a) support teachers by enhancing dialogue among them; (b) contribute to social
change within the limited context of the school; and (c) add to the construction of knowledge
about teaching, learning, and schooling. If schools aim to teach recognition of diverse voices
where people strive to care for and understand each other, then teachers should leam and
exercise these behaviours. The most viable space for the occurrence of such learning is within
teachers' communities. This study, then, gives strength to arguing for the pursuit of
communities in school.
27
Fulton, Kelly Goran. "All in the family: community, class, and caring in an African American elementary school." Thesis, 2004. http://hdl.handle.net/2152/1990.
Full text
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Neethling, Dirk Jakobus Johannes. "Riglyne vir onderhoudvoering in skoolse opvoedingsituasies." Thesis, 2014. http://hdl.handle.net/10210/10523.
Full textAbstract:
M.Ed.To the classroom teacher educational opportunities occur mainly during teaching with an added burden during extra-mural activities. Apart from the formal education the teacher often encounters informal situations during which pupils need guidance in order to master life-skills. During and after the training of teachers the perception is established that an intellectually well-trained educator will also be capable of teaching the necessary life-skills to pupils in need of such skills. The aim of this dissertation 1S to establish the need for interviewing skills by teachers and to point out that pupils are in desperate need to be educated by better equipped teachers. Since interviewing or counsell ing is considered the domain of psycho-therapists in our country, teachers are not being trained to apply this basic skill in order to enable the pupils to help themselves. The basic and those discussed interviews interviews requirements for successful interviews were researched applicable to the school educational situation are in this dissertation. Parameters for successful are mentioned and a framework for the general form of is included. The skills which are referred to in this dissertation can serve teachers to become more effective in their endeavour to enable pupils to help themselves. Students and practitioners of education should gain informal effectiveness by mastering and applying these skills.
29
Standridge, Emily J. "Characterizing writing tutorials." 2011. http://liblink.bsu.edu/uhtbin/catkey/1660962.
Full textAbstract:
The purpose of this qualitative dissertation was to seek characteristics common to
writing tutorials because current discussions and assessments of tutorials rely strongly on specific pedagogical approaches that may or may not be present in all tutorials. This dissertation seeks characteristics common to all tutorials. A second purpose of this dissertation was to explore differences in those characteristics based on levels of flow, a measure of how much a person is likely to repeat an experience, felt by both students and tutors.
The dissertation begins with a review of literature to establish where current understandings of tutorials developed. It then progresses to an examination of six total cases. The cases are made up of individual tutorials; the data points included observation notes from the tutorials, survey results from student and tutor participants, interview data from students and tutors, and video and transcript data from the tutorials themselves. Grounded theory was used to analyze the data, meaning data was reviewed
many times and coded through open coding, axial coding, and selective coding.
Data analysis revealed eight characteristics in verbal and nonverbal categories.
The verbal categories are questions, praise, mentions of time, negotiating an agenda, and
postponing. The nonverbal categories are writing on the text, gaze, and smiling/laughing. These characteristics, with the exception of postponing, are common
to all of the tutorials examined. The fine details of how each characteristics is displayed in each tutorial differ depending on the flow score of the session. The dissertation is able to present general characteristics of all writing tutorials that differ in fine detail based on high and low flow scores.Department of English
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Bennett, Barbara Jo McKinley. "The care ethic in an urban school." 2008. http://hdl.handle.net/2152/17757.
Full textAbstract:
The environment of urban schools can be characterized by high teacher turnover; high student drop out rates; low performance by students on standardized tests; and a shifting demographic in student population. New teachers graduating from teacher education pre-service programs will almost surely teach in urban schools with students from different socio-economic, racial, and ethnic backgrounds than themselves. Students in these urban school environments often do not feel a connection to their teachers or their schools. This study shares oral narratives from teachers, students, a principal, and staff members from a high school for recent immigrants in the South Central United States which defies these odds. The interviews focus on how care is experienced by the teachers and students and sheds light on how teachers and students define the practice of care. Further the study looks at how school leadership and policies can impede and enhance the practice of care in the school setting. Among the several major findings, it was found that teachers and students both have a need, even a longing, for connection. The results provide implications for classroom practice, professional development, school leadership & decision-making practices, school culture, technology use, and overall school performance.text
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"課堂互動中的均等機會: 對中國小學的個案硏究." 2001. http://library.cuhk.edu.hk/record=b6073821.
Full textAbstract:
程曉樵.呈交日期: 2000年12月.
論文(哲學博士)--香港中文大學, 2001.
參考文獻 (p. 208-218)
中英文摘要.
Cheng jiao ri qi: 2000 nian 12 yue.
Available also through the Internet via Dissertations & theses @ Chinese University of Hong Kong.
Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Electronic reproduction. Ann Arbor, MI : ProQuest Information and Learning Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Mode of access: World Wide Web.
Cheng Xiaoqiao.
Lun wen (Zhe xue bo shi)--Xianggang Zhong wen da xue, 2001.
Can kao wen xian (p. 208-218)
Zhong Ying wen zhai yao.
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Reddy, Kasava. "Classroom management behaviour as an aspect of order and discipline : implications for the management of teacher competence." Thesis, 2012. http://hdl.handle.net/10210/7624.
Full textAbstract:
M.Ed.This study forms part of a greater ongoing research project concerning teacher competence and its assesment. The project focuses on researching teacher opinion on teacher competences identified by the initial research. The following areas of teacher competence are being researched : The learning environment Professional commitment Order and discipline Educational foundation Teacher reflection Co-operative ability Effectiveness Leadership This dissertation is part of the research undertaken regarding order and discipline and its role in teacher competence. An intensive research of the literature has given rise to a conceptualisation that consists of the following five aspects, namely : values; rules; human relationships; management of classroom behaviour; and teaching practices. This research essay focuses on classroom management behaviour as an aspect of order and discipline : implication for the management of teacher competence. Having orientated the reader to the particular field of research, the motivation and background of the problem will now be discussed.
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Matwadia, Zyliekha. "The influence of digital media use in classrooms on teacher stress in Gauteng schools." Diss., 2018. http://hdl.handle.net/10500/25504.
Full textAbstract:
In 2014, Gauteng Education MEC announced the “Big Switch On” project in which he envisaged paperless classrooms in Gauteng schools over the next three years. He also said that this would see digital media such as iPads and other electronic Tablets replacing textbooks and stationery. He had a vision that the chalkboard would disappear and projectors would take their place. When the MEC for Education introduced the Big Switch On project, he emphasised the positive effects that paperless classrooms will have on the learners. Education authorities were concerned about and wanted to improve the quality of learning and teaching for disadvantaged learners. However, the MEC for Education failed to highlight the possible impact that paperless classrooms will have on educators. It is important that educators are given an opportunity to provide input with regard to the implementation of paperless classrooms.
This study will focus on the perceived stress experienced by teachers in Gauteng, whose schools have been part of the Big Switch On project and have had to mandatorily include the use of digital tablets in their classrooms. This study sought to investigate the influence of digital media use in classrooms on teacher stress in Gauteng schools. It is important to conduct a contextual study that explores the perceived stress factors experienced by teachers in the Gauteng schools that were selected in the Big Switch On project. The research from other contexts can only provide general frameworks regarding the constructs involved. It cannot replace the research conducted specifically for the Big Switch On project.
The purpose of this study is threefold. Firstly, the Big Switch On project has been introduced in 2015 in seven Gauteng schools, and was expanded to 375 schools in the following two years. For many schools, this is a first time, thereby rendering it a scarcely researched topic. The implications and effects of the project have yet to be considered. Secondly, it is often assumed that the use of digital tablets in the classroom makes teachers lives easier and reduces their workload. The research that will be undertaken will address this question scientifically to make reliable and valid conclusions that go beyond assumptions. Thirdly, related research has indicated barriers and challenges to the implementation of digital tablets in the classroom. The research will address these barriers and make recommendations regarding future implementation of digital tablets in the classroom.
In this qualitative study, I chose a multi-site case study with purposeful, convenience sampling. Two secondary schools that were part of the Big Switch On project were selected. The classrooms in the schools had smartboards, the teachers were given laptops and learners were given tablets. Furthermore, a lot of money was spent on the upgrade of the infra-structure of the schools. These schools were chosen as sites to study the influence of digital media use in the classroom on teacher stress. I chose to interview all levels of teachers and principals, which would allow me to make comparisons as well as provide me with data from which I would be able to reflect on my own practices. I chose to gather data by means of semi-structured face to face interviews.
The data revealed that teachers were not part of the decision-making process to introduce digital media in the classroom. Although teachers cited benefits, they felt that the challenges were frustrating with the implementation of digital media in the classroom. Teachers expressed that the initial workload increased but felt that it would decrease over time. Whilst teachers felt that the quality of teaching has improved, they indicated that the quality of learning has deteriorated because learners use the tablets for off-task behaviour.
Teachers made recommendations that mirrored the recommendations from the literature and if these concerns are addressed, it would make the implementation of digital media in the classroom more effective and at the same time empower teachers.
In order to address school effectiveness, one needs optimum levels of commitment and performance from teachers. Therefore, it is important to emphasize any notion affecting the performance capability of teachers and learners and to create stress free working conditions. It is with this in mind that the study was conducted.Educational Leadership and Management
M. Ed. (Educational Leadership and Management)
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Buys, Gert Hendrikus. "Die bestuur van 'n oriënteringsprogram aan tegniese kolleges." Thesis, 2012. http://hdl.handle.net/10210/6890.
Full textAbstract:
M.Ed.The study under discussion followed on a request to develop a programme which would fill the existing gap between general formative preparatory academic education and general formative preparatory vocational education. The background of the precarious beginnings of education in South Africa was reviewed with specific reference to technical education. A study of the available literature confirmed that there is a need for more technically trained people, technically trainable people, students who have completed their technical vocational studies, an orientation programme and lecturers with management skills. The purpose of the study is, therefore, to investigate how lecturers managed the orientation programme at technical colleges. Technical colleges which acted as facilitators of the orientation programme, was introduced. This post-school institution with its general functions of continuing vocational education, must fulfil the needs of the community and the requirements of the industry it wishes to serve. The function and place of technical colleges were discussed as well as the management functions of education institutions, lecturers and students. The development of the orientation programme was also discussed. A suitable programme had to be developed to orientate students at a technical college. After making a few alterations, Jansen's model for curriculum development was used. Curriculum developers firstly, had to determine what the students had already achieved and secondly, what was expected from students at the end of the orientation programme. After this gap between the achieved and the expected had been clearly identified, the orientation programme could be developed. This programme was tested as a pilot programme, declared as general policy; and then implemented at technical colleges and private training institutions on a national level. The successful implementation of such an orientation programme depends, inter alia, on the classroom management skills of the lecturer. In an attempt to evaluate the success of the lecturers' management skills, a questionnaire was developed as an measuring instrument. The questionnaire was completed by orientation students to determine the management skills of the lecturer. The design of the above questionnaire covered five management aspects, namely, classroom activities, student activities, interpersonal relationships, activities during lesson presentation and administrative duties. Forty four questions were designed and approximately eight questions for each management aspect were included in the questionnaire. An experimental group selected from sixteen technical colleges, was requested to complete the questionnaire voluntarily. These colleges are situated in rural districts, semi-urban and typically urban areas. The students originated from all levels of the community and no preference was given to race, sex, language or background. A total of 177 students participated in this survey. The questionnaire was completed under examination conditions but there was no specific time restriction. All participants were enrolled for all five orientation subjects, namely, engineering technology, engineering drawing, engineering science, industrial communication and mathematics. The performance ability of the students covered the whole spectrum. For admission to the programme, the lowest and highest standard the repondents had obtained, were restricted to Stds 6 to 10 for statistical reasons. To increase the validity and usefulness of the questionnaire, the items in the measuring instrument were checked to ensure that they were based on the managerial competency of the lecturer. The content validity of the measuring instrument was improved in this manner. The Department of Education gave its approval that technical colleges be used for this investigation. On the basis of the empirical investigation, it was discovered that during the first order (PFA) factor analysis, nine factors were identified from the 44 items which appeared in the questionnaire. A second order factor analysis indicated that the 44 items could be reduced to one factor with a reliability coefficient of 0,948. When only 39 items are considered the reliability increases to 0,950 and this factor was named "efficient management." In conclusion, the 39 items can be considered to be one scale and it represents the lecturers' efficient management of the various classroom activities. This factor was also tested by means of multiple statistical techniques in an attempt to find significant differences between the various independent groups. No significant statistical differences were discovered between the scale averages of the various groups. This was an indication that the groups held the same opinion about the management of the orientation programme. With the high average scale marks obtained by the various participating colleges, this investigation proved that lecturers had succeeded to manage the orientation programme successfully. The research results showed that, according to the opinion of the students, no significant statistical differences existed in the lecturers' management of the orientation programme to orientate students towards vocational education. There are however a few deficiencies noticeable in the competency of lecturers in certain management aspects. This research gives an indication of some problems which currently exist with the presentation of the orientation programme. Clear solutions cannot be provided. However the research does indicate that an orientation programme can be successfully presented at technical colleges with the necessary awareness, adaptation, training and positive attitudes as needed by the community , the world of work and the country.
35
Kieck, Richard William. "Measuring motivation in the classroom." Thesis, 2012. http://hdl.handle.net/10210/6707.
Full textAbstract:
D.Ed.The aim of this investigation is to edit, prune or graft an existing motivation measurement scale proposed by Kieck (1993:121a), in order to make it more accurate, less subjective and more user-friendly. This process should therefore make it more accessible for students at training institutions and teachers in 'in-service 'training programmes. The aspects being addressed include : those classroom activities (whether personal, behavioural or environmental) that influence a pupil's motivation. ; using the categorized elements together with additional psychological principles as foundations defined in this study to develop a template for a motivation measurement model for the classroom situation (micro teaching). ; developing a scale with a different arrangement or format in order to measure the aspects identified, analysed and categorized above. ; testing the new proposed scale statistically in order to see whether it is possible to incorporate it in secondary or tertiary institution educational training programmes, in order to ' educate ' the teacher in the classroom to motivate his pupils.
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Du, Plessis Johanna Jacoba. "Nie-verbale kommunikasie in 'n multi-kulturele onderrigkonteks." Thesis, 2012. http://hdl.handle.net/10210/7130.
Full textAbstract:
M.Ed.During the political dispensation of separate development, differentiation between cultural groups was based on skin colour (racial criteria), and contact between these different groups was inhibited by law. The same applied for the educational system - even the training of teachers was aimed at monocultural education. The present political dispensation provides for a multicultural educational situation where learners are admitted to a school, regardless of race, language, or culture. Language and cultural differences between teacher and learner may lead to problems in classroom communication. Communication entails verbal as well as nonverbal communication which can be distinguished, but not separated from one another, and an understanding of both contributes to effective facilitation of learning and acquisition of skills. Nonverbal communication, however, takes place on an unconscious, non-intentional level, and it is this aspect of communication which may lead to major misunderstandings in the classroom. Black learners in large numbers are admitted to schools where the educational context is predominantly white. Considering the limited contact which used to exist between the different racial groups, and the monocultural training of some teachers, the question has arisen as to how teachers as educators experience the nonverbal communication of black learners. As this research is aimed at gaining insight into the world of experience of these teachers, a qualitative approach has been used. Collection of data was done by means of in-depth (phenomenological) interviews and direct observation, and the data was analised by means of an inductive-descriptive method (the constant comparative method of data analysis).
37
Modise, Mpho-Entle Puleng. "Towards an effective and empathetic student support system in an open and distance education and e-learning environment : a case study from a developing country context." Diss., 2016. http://hdl.handle.net/10500/25810.
Full textAbstract:
Faced with the influx of emerging technologies, educators must continuously equip themselves with the necessary skills to effectively impact on today’s learners. Central to successful curriculum reform and student retention is the realisation that educators need to engage in continuous professional development, to meet the learners’ needs. The purpose of this research study is to explore and study how educators’ skills, knowledge and experience in e-learning can contribute to the successful achievement of the institution’s and students’ educational goals and to the design of a quality support system in an ODeL environment in a developing country.
A mixed-method research approach was adopted. The target population was the University of South Africa (Unisa) academic staff members who enrolled for an elearning programme with the University of Maryland University College (UMUC) between the year 2012 and 2014. Convenience non-probability sampling was used and a total of 60 candidates were invited to participate in the study.
Most of the participants pointed to the empathetic support they received from the relevant UMUC staff and also indicated that they are now ready to create an empathetic learning environment for their own students at Unisa. It is the premise of this paper that academics cannot impart and/or transfer what they do not have or know to learners and it gives recommendations on striving towards an effective empathetic students support in distance education and e-learning continuous professional development to effectively impact on today’s learners. The importance of pace, assignment due dates, use of rubrics, turnaround time for feedback, built-in support, and appropriate assessment strategies are also key findings in the report.Educational Studies
M. Ed. (Open and Distance Learning (ODL)
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Nkomo, Annah Ndlovu. "The state of teacher-learner relations in a culturally diverse grade 10 classroom in Gauteng Province : a social wellness perspective." Thesis, 2019. http://hdl.handle.net/10500/26980.
Full textAbstract:
Abstract in English, Zulu and SesothoThe study set out to investigate the state of teacher-learner relationships in a culturally diverse Grade 10 classroom from a social wellness perspective. The views of teachers and learners who were purposively sampled as study participants were explored on issues relating to the phenomena under study. A triple integrative theoretical lens comprising three theories, namely, Ubuntu theory, the self-system theory and the social wellness theory were used to guide this study. These theories collectively view the social system as influencing individuals’ attitudes, beliefs, feelings, and relationships with others, and as determining individuals’ development of the total self and identity, ultimately. The study is qualitative in nature and hence employed the interpretivist paradigm as well as the case study design. The case was a multicultural secondary school located in Gauteng Province, South Africa. Data were collected from participants using an open-ended questionnaire and structured interviews. Data collected through the open-ended questionnaire were analysed using Creswell’s (2009) sequential steps for data analysis, while data from structured interviews were analysed through Tesch’s (1990) steps of data analysis. Analysed data was interpreted from the participants’ viewpoint and discussed in relation to related literature. Several themes were identified from the analysed data and these answer the research questions. Generally, the findings reveal that in the case school, the teacher-learner relationship is positive, and that the cultural diversity in the school is recognised, acknowledged, valued, and embraced. Basically, the case school embraces the values of Ubuntu. The researcher managed to generate a new theory called the ‘Self with Others Wellness Theory, derived from the study’s findings which embraces the African values of Ubuntu. Therefore, the study contributes and adds to existing theory, and is valuable for guiding and informing policy. The study also therefore adds value to the practice of education and other disciplines to which it is applicable.
Ucwaningo lolu luqonde ukuhlaziya isimo sobudlelwano bothisha nabafundi bebanga leshumi abanamasiko ahlukile egumbini labo lokufundela esifundazweni saseGauteng. Imibono yothisha neyabafundi ababambiqhaza ocwaningweni bekhethwe ngokwenhloso iye yahlolwa, yaphenyisiswa ngokuphathelene nobudlelwano babo basegumbini lokufundela. Uhlaka oluhlangene lwemibono olunemibono emithathu lusetshenzisiwe kwaba yilo oluqondisa lolucwaningo. Loluhlaka lwemibono ehlangene lugoqela umbono woBuntu, uhlelo lokuzenzela kanye nempilo yenhlalo. Imibono le yomithathu ithi inkolelo yabantu, isimo sabo sengqondo nemizwa yabo kuthuthukiswa luhlelo lwezenhlalo. Ephenyweni lolu kusetshenziswe ucwaningo lokuqonda yingakhonje kuye kwasetshenziswa futhi neparadigm yomhumushi kunye nomklamo wesifundo sesigameko. Isigameko sesifundo yisikole samabanga aphezulu esinabafundi nothisha abanamasiko ahlukile esifundazweni saseGauteng, eMzansi Africa. Imininingo yophenyo yathathwa kwababambiqhaza ocwaningweni kusetshenziswa uhla lwemibuzo evulekile kunye nezingxoxo ezihlelekile ezinemibuzo evulekile. Indlela ka Creswell (2009) yokuhlaziya imininingo yophenyo yasetshanziswa ukuhlaziya imininingo yophenyo eyaqoqwa kusetshenziswa uhla lwemibuzo evulekile; ikanti imininingo yocwaningo eyaqoqwa kusetshenziswa izingxoxo ezihlelekile ezinemibuzo evulekile yona yahlaziywa kusetshenziswa indlela ka Tesch (1990) yokuhlaziya imininingo yophenyo. Imininingo yocwaningo ehlaziyiwe yaxoxwa yabuye yachazwa ngendlela ababambiqhaza ocwaningweni abayibona ngayo, yasisekelwa yimibhalo yabacwaningi bangaphambilini. Imibono embalwa yavela kumininingo yophenyo ehlaziyiwe, kanti lemibono izimpendulo kwimibuzo yocwaningo loluphenyo oluqonde ukuyiphendula. Jikelelenje, kutholakala ukuthi ubudlelwano phakathi kothisha nabafundi egumbini lokufundela esikoleni sesigameko buhle, nokuthi futhi ukwehluka kwamasiko kulesikole kuyabonakala, kuyavunywa, kuyamukelwa ikanti njalo kuyabalulekiswa. Kuye kwavelake futhi kuloluphenyo ukuthi isikole sesigameko siyabubalulekisa Ubuntu. Umcwaningi wenelisile ukwakha umbono esebenzisa impumela yalolucwaningo wawubiza ngokuthi yi ‘African Self with others wellness theory’, okuchaza ukuthi mina nabanye kumele siphilisane njalo sihlalisane kahle. Lokhu kuyingxenye yobuntu. Lolucwaningo luyelwengeza imibono ekhona ngakhoke lubalulekile futhi luyakwazi ukwazisa inqubomgomo. Lolucwaningoke luyawuphakamisa umkhuba wezemfundo kunye neminye iminyango ehambisana nawo.
Peyakanyo ya dipoelo tša dinyakišišo tše tša thutho e tšweleditšwe go nyakišiša seemo sa phedišano magareng ga morutwana le morutiši ka phaphušing ya bolesome yeo e swerego bana bao ba tšwago ditšong tše di fapanego, gagologolo go lebedišišwa phedišano go ya ka maitswaro a botho. Mebono ya barutwana le barutiši e šomišitšwe bjalo ka mohlala go bakgatha tema mo dinyakišišong tše, go lekodišišwa ditabanatabana tšeo di sepelelanago le peyakanyo ya mongwalo wo. Setšweletšwa sa go bonagatša sa mmono seo se hlagišago ke megopolo e meraro yeo e kopanego, se šomišitšwe go hlahla peyakanyo ya mongwalo wo e le ge gothwe ke mogopolo wa botho, mokgwa wo motho a ipotšago ka gona le boemo ba tšhumišo ya botho bathong. Megopolo ye e tšweletša mokgwa wo re phelago ka gona, go na le seabe mo go fekeetšeng mokgwa wa motho, maitshwaro a motho, maikutlo a motho le go phedišana le ba bangwe e bile go bonagatša tswelopele ya motho gore ke mang ge se a feleletše ka bo yena go fihla bofelong. Peyakanyo ya mongwalo wo e tšweletšwa gabotse ke tlhago, e šomišitše mekgwana ya go hlalosa ka setlwaedi e le ka mokgwa wo mongwalo wo o kgabišitšwego ka gona. Tirelo ya mongwalo wo e diretšwe mo sekolong sa bana ba batšwago ditšong tše fapanego, gona Provenseng ya Gauteng, Afrika borwa. Kgoboketšo ya ditaba e humanwe gotšwa dipoledišanong tše beyakantšweng le mekgwana yeo e šomišiwago go botšišana ka go lokologa mo bakgathatemeng. Kgoboketšo ya ditaba tšeo di tšwago go wona mokgwa wa go botšišana ka go lokologa, dilekodišitšwe e le ge go berekišitšwe mokgwa wa tekodišišo ya kgato ka kgato ka go latelelana ya go lekodišiša ya Creswell (2009), mola kgoboketšo ya ditaba tšeo di tšwago go poledišano tšeo di beyakantšwego di lekudišišitšwe ka mokgwa wa tekudišišo ya dikgato ya Tesch (1990). Tekodišišo ya ditaba e be e lebeletše gagolo mebono ya bakgathatatema gammogo le go boledišana ga bona mo mongwalong wo. Tlhogo ya ditaba e bile ya lemogiwa gotšwa go ditekedišišo tšeo di dirilwego e le ge di araba dipotšišo mo dinyakišišong tše. Ka kakaretšo go humanegile gore maitshwaro a morutiši le morutwana ke a mabotse ka maatla e bile le ditšo tše fapanego di ya kgona go lemogiwa, di amogelegile, di dumeletšwe, e bile di ya hlomphiwa le go ratiwa. Gabotse mongwalo wo o kgantšha maemo a godimo a botho bathong. Monyakišiši wa tša dipuku o kgonne go tšweletša mogopolo o moswa wo o bitšwago gore ‘’Motho ke Motho ka Batho’’ e le ge o etšwa dinyakišišong tše humanegilego tša go kgantšha botho ba Mafrika bathong. Peakanyo ya mongwalo woo e ba le seabe le go oketša megopolo yeo e bego e le gona, e bile e bohlokwa go šomišwa go hlahla le go beya melao yeo go ka phelwago ka yona. Peakanyo ya mongwalo wo e oketša mokgwa woo thuto le mekgwa ye mengwe e mebotse e tšwelelago ka gona.
Psychology of Education
Ph. D. (Psychology of Education)
39
Fosu-Ayarkwah, Charles. "Counselling as a critical tool in managing ill-discipline behaviour in colleges of education in Ghana." Thesis, 2020. http://hdl.handle.net/10500/27248.
Full textAbstract:
Ill-discipline behaviour has become a canker that threatens the moral fibre of
institutions. The purpose of this study was to explore how discipline measures
and practices were viewed by teacher trainees and college managers alike.
Furthermore, to determine what comprehensive counselling approaches were in
place to manage ill-discipline behaviour acts in colleges of education in Ghana.
A qualitative discourse analysis study design was employed in the study. In all,
25 participants were purposively selected from five colleges of education for the
study using a semi-structured interview guide. Data collected was transcribed,
coded, categorized and qualitatively analysed under themes that emerged from
the analysis using the thematic approach. The study revealed that several illdiscipline
behaviour acts exist in colleges of education, with perversion being the
most prevailing ill-discipline behaviour act. The study also revealed that
tertiarization of colleges is the major cause of ill-discipline behaviour among
students in the colleges of education and poor academic performance being the
major negative effect of ill-discipline behaviour in the colleges of education.
The study recommended that the college council and management should put
adequate measures in place to strengthen Guidance and Counselling units in the
colleges of education. The study also recommended that college counsellors
should be equipped to use appropriate counselling approaches and techniques
to counsel students to desist from indulging in ill-discipline behaviour acts.Educational Management and Leadership
D. Phil. (Education Management)
40
Ngiri, Lydia Wambui. "A case study of the motivation of intermediate phase learners by teachers at a private school in Botswana." Diss., 2014. http://hdl.handle.net/10500/19004.
Full textAbstract:
The motivation of learners by teachers is key to learner academic success. Consequently, an understanding of the motivation strategies is important for teachers because learners have diverse learning needs and interest. This study conducted in one private school in Botswana is designed to explore the motivation strategies used in teaching and learning. The aim of this study is to establish the various motivational strategies used by teachers on learners to enhance their academic performance in the intermediate phase. To accomplish this, the objectives of the study are:
- To explore what motivational strategies are that the teachers using currently
- To determine why they are using such strategies
- To establish the efficacy of such motivational strategies
- To map alternate motivational strategies teachers that can use in their classrooms
The theories that underpin the study are teacher leadership and theories of motivation. Three theories of motivation that were drawn on namely are Maslow’s Hierarchy of Needs, Herzberg’s Two - Factor Theory and Behavioural Theories. The related literature both national and international was examined to show how previous research informed the current study. A mixed methods case study design was employed. Questionnaires, focus group interviews and observations were used to generate data. The participants in the study were the intermediate phase teachers and assistant teachers and intermediate phase learners. The data were analysed using descriptive statistics and thematic content analyses. The findings revealed that most of the teachers were using a variety of motivational strategies which had a positive effect on the learner’s academic performance. The findings also revealed that meeting the learner’s needs is key to their learning success. Stemming from the findings, it is recommended that learner’s academic performance can be improved if the teachers could employ a variety of learner-centred teaching and learning activities, capitalize on the learners existing needs and also expand the learners’ opportunities by engaging in alternate learning strategies.Educational Management and Leadership
M. Ed. (Education Management)
41
Moagi, Daniel K. "Exploring Grade six teachers' views regarding teaching progressed learners in Lichtenburg selected primary schools." Diss., 2020. http://hdl.handle.net/10500/26354.
Full textAbstract:
According to the National Policy for Assessment Grade R-12, South African learners are either promoted or progressed to the next grade. This study focused on teachers’ views on teaching progressed learners in primary schools in the Lichtenburg District. According to the National Policy Pertaining to the Programme and Progression Requirements, the term
‘progressed’ means the movement of a learner from one grade to the next grade excluding grade R, in spite of the learner’s non-compliance with all the promotion requirements. The theoretical framework was provided by the behaviourist, social constructivist, and interactive learning theories. A literature study investigated the accommodation of progressed learners in Zimbabwe and the United States, albeit the use of different terminology to identify the learners, and reasons for the increase in progressed learners in South African schools since the inception of the new curriculum policy and the progression policies. Against this background, a qualitative study was conducted and a purposeful sample of six primary school teachers teaching English First Additional Language to grade six progressed learners at two selected primary schools in the Lichtenburg district was selected. Data were gathered by interviews, observation and document analysis. Findings indicated that teachers were constrained by overcrowded classrooms, lack of teaching resources and school infrastructure, poor learner behaviour, poor attendance of remediation sessions and lack of parent involvement. Teachers were not trained to teach progressed learners and tended towards teacher-centered approaches. Based on the literature and the findings of the qualitative inquiry recommendations for improved practice were made.Curriculum and Instructional Studies
M. Ed. (Curriculum and Instructional Studies)
42
May, Michelle S. "The unconscious at work in a historically black university : the (k)not of relationship between students, lecturers and management." Thesis, 2010. http://hdl.handle.net/10500/4163.
Full textAbstract:
The historically black and historically white universities in South Africa were
shaped by apartheid policies. Within this socio-political context the project started
when I, who was a lecturer at a historically black university (HBU), was confronted
by violent interactions between lecturers and students, and a perceived passivity
on the part of management when lecturers were threatened by students with
violence in social and academic settings. Based on socio-historical factors and my
personal experiences, I explored the experiences of lecturers at an HBU, i.e. their
relationship with students and management, to form an understanding about how
the lecturers’ experiences influenced the unconscious dynamic processes of the
intergroup transactions between themselves and the students and management.
A qualitative research method was chosen because it allowed for the in-depth
analysis and interpretation of the lecturers’ experiences in a particular HBU.
Hermeneutic phenomenology, using the systems psychodynamic perspective,
allowed for the description and interpretation of the lecturers’ experiences. Data
collection entailed hermeneutic conversations with the nine lecturers from an
HBU. In the analysis, interpretation and reporting of the findings, the interpretive
stance proposed by Shapiro and Carr (1991) was used. This analysis and
interpretation entailed a collaborative dimension – the analysed data was sent to
the lecturers to ascertain whether the analysis was a reflection of their
experiences, as well as to experts in the systems psychodynamic perspective to
ascertain whether the interpretations were plausible.
The relationship between students, lecturers and management was contradictory,
because it was marked by hope for an effective working relationship and by
continuing conflict and violence – resulting in the (k)not of relationship based on
the (k)not of achievement apparent in the lecturers’ relationship with students,
and the (k)not of performance evident in their relationship with management. The
intergroup transactions between students, lecturers and management were
marked by a reign of terror as threats of violence, or actual physical violence, were
directed at lecturers by students with little or no intervention by management. By integrating the findings with systems psychodynamic literature, several working
hypotheses and two research hypotheses regarding the (k)not of relationship
between the three stakeholders were generated.Psychology
D.Litt. et Phil. (Psychology)
43
Mathobela, Makoena Salome. "Factors that influence poor performance amongst Grade 12 learners in the Malebo-West circuit of Limpopo province." Diss., 2019. http://hdl.handle.net/10500/26388.
Full textAbstract:
It has become a norm that most learners from rural areas drop out of the school system early, and become beneficiaries of the welfare system at an early age to establish factors that could be contri buting to the low academic performance among grade 12 learners. The study examined the role of the principal, SMT and teachers in contributing factors of poor performance in grade 12 learners in rural high schools. A qualitative investigation at three publ ic high schools in the Maleboho done. Data were collected by means of document analysis and in-- West Circuit was depth interviews. The study revealed that learners and teachers are managed by ineffective management and support by SMT, challenges with teachi ng and learning, lack of parental involvement, the new progression policy of the department and ineffective leadership by Head of Departments. Recommendations were made on how SMT and teachers might solve these problems in the future. ivPolelo ye o e lego melomong ya batho ke gore ge o bona ngwana yo monnyane a boputse lesea, tseba gore o tswa dinagamagae fao tlala e ikepetsego ka medu Barutwana ba fao ba bona pelego e le lehumo la ka pejana la go ikhweletsa tshelete ya mmuso ya mphiwafela. Se se theosa seriti sa thuto, kudu seemo sa dipoelo tsa marematlou. Go rothisa dinala ga dihlogo tsa dikolo, dihlogo tsa dithutwana dikolong, le barutwana go bonala e le bona bahlodi ba mpherefere wow a dipoelo tsa go nyamisa tsa marematlou. Dinyakisiso tseo di tseneletsego ka ngalaba ye, di dirilwe dikolong tse tharo tseo di phagamego, tseo di abago thuto ya batho ka moka sedikothutong sa Maleboho Bosubela (MalebohoWest). Barutwana, barutisi le ditokomane di somisitswe go hwetsa dikarabo tsa maleba dinyakisison g tseo. Go hweditswe tseo di latelago. Barutwana le barutisi ba hlahlwa ke bafahlosi bao ba se nago bokgoni bjo bo tibilego thutong. Batswadi bao ba se nago maikemisetso thutong ya bana ba bona. Melawana ya thuto yeo e nyefisitswego, ya go fetisetsa barut ya ka pejana. wana mephatong Go hloka maitemogelo ga hlogo ya thuto ka mosomo wa gagwe. Ditshisinyo tseo di ka thusago go hlomola naga mootlwa mo thutong ya ban aba rena yeo e tsenetswego, di laeditswe ka botlalo.
Swi hundzukile ’ ntolovelo leswaku vadyondzi vo tala va le matiko xikaya va tsika xikolo eka malembe ya le hansi ya dyondzo, va hola mudende wa mfumo va ha ri vatsongo; lexi xi nga xin wana xa swivangelo swa mbuyelo wa le hansi wa vadyondzi va giredi ya khume mberhi. Tsalw a leri ri langutisile xiavo xa nhloko ya xikolo, vufambisi bya xikolo na vadyondzisi eka mbuyelo wa le hansi wa giredi ya khume mbirhi eka swikolo swa he henhla swa le matiko xikaya. Vukambisisi byi endliwile eka swikolo swa mfumo swi nharhu swa le henhla eka xifundzantsongo xa dyondzo xa Maleboho Vupeladyambu. Vuxokoxoko bya tsalwa leri byi kumiwile hi ku lavisisa ematsalweni ni ku burisana na vanhu vo karhi. Ku na mintlotlo yo tala hi tlhelo ra dyondzo, ku nga: vufambisi bya swikolo, vatswari a va khum beki hi tlhelo ra dyondzo ya vana va vona ’ ni polisi ya mapasiselo ya vadyondzi. Tsalwa leri ri humesile swibumabumelo leswi nga tirhisiwaku hi vufambisi bya swikolo nga tirhisiwaku hi vufambisi bya swikolo kun we ni vadyondzisi ku ololoxa mintlontlo ya dyo ndzo.
Educational Management and Leadership
M. Ed. (Education Management)
44
Oyewo, Saheed Adekunle. "The challenges of teaching at-risk learners at a secondary school in Cape Town." Diss., 2021. http://hdl.handle.net/10500/27149.
Full textAbstract:
The study focused on the challenges of teaching at-risk learners at secondary schools. A qualitative investigation based on interviewing and observation was conducted with sixteen teachers teaching at-risk learners. Findings revealed that pre-service teacher training does not prepare teachers adequately to teach learners at risk constructively. Findings also revealed that at-risk learners have no control over themselves due to lack of parental support as parents show no commitment and support for their children’s education. Interventions to counter challenges with teaching at-risk learners relate to applicable preservice teacher training to engage with at-risk learners constructively and continuous in-service teacher training as professional development to empower teachers to engage with at-risk learners appropriately. At-risk learners must value second-chance education opportunities with schools ensuring that a supportive school culture prevails.
The study contributes to the discourse on effective teaching practices to support at-risk learners for acceptable academic attainment.Educational Management and Leadership
M. Ed. (Education Management)
45
Nyandoro, Kingston. "Language as a factor influencing teaching and learning mathematical literacy at grade 12 in Moloto circuit of Limpopo Province." Diss., 2019. http://hdl.handle.net/10500/26496.
Full textAbstract:
The study was carried out to: (1) determine the relationship between English and mathematical
literacy scores at Grade 12 in Moloto Circuit, (2) understand and describe the learning difficulties
experienced by learners when English language was used as a medium of instruction, and (3) suggest
guidelines that could be used in teaching mathematical literacy. Regression and correlation analyses
were carried out to determine the functional and strength of relationship between English language
and mathematical literacy in the ten schools of Moloto Circuit. The views of the learners on the use
of English language in the learning of mathematical literacy and the use of technical terms were
sourced and analysed. The views of the educators about the use of English language as the medium
of instruction were also analysed. A mixed approach methodology was used since both quantitative
and qualitative methods were employed. The target population consisted of 305 learners who wrote
the Grade 12 public examinations in 2016, 585 Grade 12 learners and 10 educators who completed
questionnaires in January 2017. A census approach was carried out because everyone in Moloto
Circuit doing Mathematical Literacy at Grade 12 level and their educators were studied. Grade 12
results for English and Mathematical Literacy for the 2016 academic year were collected and
analysed. Questionnaires with closed and open-ended items were administered on Grade 12 learners
and educators for the 2017 academic year in January 2017. Results in the ten schools showed that
there was a positive relationship between performances in the two areas. In all cases the computed
correlations were significant. This suggested that English influenced performance in Mathematical
Literacy. This was supported by coefficients of determination calculations which ranged from 15%
to 40%. Most responses indicated that learners found Mathematical Literacy difficult when English
language was used as the medium of instruction. The learners preferred that Mathematical Literacy
be taught in their mother tongue and that educators explain technical terms associated with
mathematics. The educators said that learners had problems in Mathematical Literacy because of
the use of English as the medium of instruction. They also said that learners found it difficult to
relate Mathematical Literacy questions to real life situations and that the learners lacked adequate
practice. The educators recommended the use of code-switching in their teaching in order to
enhance understanding of Mathematical Literacy.Mathematics Education
M. Ed. (Mathematics Education)
46
Vaccarino, Franco Angelo. "An analytical perspective on language learning in adult basic education and training programmes." Thesis, 1999. http://hdl.handle.net/10500/16238.
Full textAbstract:
The Directorate of Adult Education and Training of the national Department of Education
views Adult Basic Education and Training (ABET) not merely as literacy, but as the general
conceptual foundation towards lifelong learning and development. This includes knowledge,
skills, and attitudes which are needed for social, economic and political participation and
transformation. These skills will assist learners in becoming more active participants in their
communities, their workplaces and contribute towards the development of South Africa.
This study aims to examine whether ABET programmes prepare learners to acquire the
language which is needed to achieve this objective. It falls within one of the eight learning
areas defined by the National Qualifications Framework (NQF), namely the language,
literacy and communication learning area. In order to research the effectiveness of learning
within this area, it is important to analyse the interaction which takes place within a
classroom; the type of questions both educators and learners ask; the type of errors learners
make in the classroom; and how the educators treat these errors. What is also of paramount
importance is whether the language skills learnt in the classroom are transferred to outside
the classroom.
To examme this, various authors' views on classroom interaction; questions; errors;
treatment of errors; and evaluating the effectiveness of learning are presented. Instruments
were designed to analyse these aspects within an ABET programme, and include:
• the framework used to undertake the classroom interaction analysis,
• the instrument used to explore the type of questions educators and learners ask in
the classroom,
• how an error analysis is used to identify typical learners' errors which occur
frequently,
• the methodology used to uncover how educators treat their learners' errors, and
• the various stakeholders' questionnaires which were used to ascertain the
effectiveness of learning at an ABET Centre.
The research findings are presented and interpreted in order to provide recommendations for
the development of language learning and teaching within the ABET field. The findings also
gave rise to recommendations for classroom practices for ABET educators, and particularly
the need for educator training and development. Recommendations for curriculum designers
of ABET materials are also presented.Educational Studies
D. Ed. (Philosophy of Education)
47
Sithole, Njabulo. "Promoting a positive learning environment : school setting investigation." Diss., 2017. http://hdl.handle.net/10500/24348.
Full textAbstract:
A positive learning environment is more important if students are considered to perform better in their schoolwork. The school environment the students attend mostly influences their performance. The school that each student attends sets its own pillars that promote students’ positive learning. This research study looks thoroughly at the schools climate, and socio-economic background of students. Most public schools have insufficient funds to run their day-to-day activities. One of the disturbing factor to promote learning environment is the class sizes are too big. The more funds a school receives, the better it performs because the school invests more in its resources. The teachers’ experience also contributes to students’ performance. Usually, the students who attend a school where more teachers have pastoral care tend to perform better.
The research intended to investigate the causes and consequences of a school’s setting in promoting a positive learning environment and further discussed the benefit of positive learning environment in schools. The students’ success in their learning progress is determined by a positive learning and teaching environment.
Generally, if there is a caring environment in the school set up, then that leads to the students obtaining good envisaged outcomes. The schools help the students achieve the good results, or alternatively, they could make the students fail. The students perform better in a positive learning environment that also is tantamount to personal student/teacher relationships. The findings of this study encourage the researcher to come up with new strategies that can be used to uplift the performance of students.Curriculum and Instructional Studies
M. Ed. (Curriculum and Instructional Studies)
48
Osman, Ali. "Experiences of physics teachers when implementing problem-based learning : a case study at Entsikeni cluster in the Harry Gwala District Kwazulu-Natal, South Africa." Diss., 2018. http://hdl.handle.net/10500/25794.
Full textAbstract:
Problem-based learning (PBL) is an active teaching strategy that could be implemented in the South African educational system to assist in developing problem-solving skills, critical thinking skills, collaborative skills, self-directed learning and intrinsic motivation in students. Even though it is not easy to drift from a teacher-centred strategy to a student-centred strategy, but this drift is supposed to be a paradigm drift for the nation. ‘Physics is difficult’ has been the anthem of students in South African high schools. This has led to lower pass rates in physics and as a result low physics career person in society. Physics students in high schools need to be exposed to the PBL strategy since the PBL strategy focuses on real-life problems to develop problem-solving skills, critical thinking skills and self-directed learning in students which are the skills needed for concept formation in Physical Science. Basically, the education of Physical Science students focused on the ability to acquire skills to solve real-life problems. This study focuses on exploring the experiences of high school physics teachers at Entsikeni cluster, South African, when implementing problem-based learning (PBL) in their physics classrooms. The study uses the mixed-method approach where three different research instruments were used to collect quantitative and qualitative data sequentially. Questionnaires, RTOP and interview protocol were employed. The findings of the study indicate that teachers project positive attitudes toward the PBL strategy but may probably not continue to use it because it requires more time than that which is allocated in the Curriculum Assessment and Policy Statement (CAPS) Physical Science document and as a result may not be able to finish their ATP on time. Teachers are teaching physics with no specialization in physics, which probably could lead to poor, pass rates in Physical Science. Teachers were inexperienced in teaching physics in the FET and could probably affect students’ academic performance. It is recommended they apply the PBL strategy to correct the negative effect of their inexperience on students’ performance. It is evident that if inexperienced trained teachers apply an instructional strategy based on research, they tend to develop students' performance as compared to applying the traditional instructional strategy.Science and Technology Education
M. Sc. (Physics Education)