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Moumakwa, Tshiamiso Violet. "Vocabulary and reading in Botswana senior secondary schools." Thesis, University of Reading, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.250649.
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Leepile, Gosetsemang. "Assessing home economics coursework in senior secondary schools in Botswana." Diss., University of Pretoria, 2009. http://hdl.handle.net/2263/25325.
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The aim of this research was to explore how examiners achieve and maintain high quality assessment during marking and moderation of the BGCSE (Botswana General Certificate of Secondary Education) Home Economics coursework in Botswana. In 2000, localization of the Cambridge Overseas School Certificate (COSC) to the Botswana General Certificate of Secondary Education (BGCSE) took place as per the recommendations of the Revised National Policy on Education (RNPE) document. This new certificate system, marked locally, allows for varied modes of assessment, with more emphasis being placed on continuous assessment. This also means that the assessment is school-based, with teachers centrally involved. As is procedure with this kind of assessment, it is subjected to moderation. However, implementation of this new assessment approach exposed, among other challenges, challenges in establishing dependability of teachers’ assessment, possible increase in teacher workload, teachers’ lack of expertise and confidence in undertaking the assessment scheme. This study, among other things, considers the forms of moderation used by the BGCSE to establish consistency in school-based assessment (SBA) and in so doing, it identifies that a dual form of moderation is used. The main research questions guiding this investigation were: <ul> <li>How are teachers and moderators trained so that they may be competent examiners?</li> <li>How is quality assured during marking of coursework?</li> <li>How does the examining body (BEC) Botswana Examination Council ensure that the examiners adhere to the quality control mechanisms?</li> </ul> This was a qualitative study and the sources of data were semi-structured interviews, document analysis and the research journal. The eight respondents who participated in this study were Home Economics teachers, moderators from senior secondary schools and subject experts from the examining body who were all non-randomly sampled from across the country. Purposive sampling was used based on the respondents’ characteristics relevant to the research problem. Data were analyzed using thematic content analysis to describe the phenomenon under inquiry and obtain detailed data. Major findings revealed inconsistencies between teachers and moderators’ marks, and that even though there are procedures that underpin a high quality assessment regime, there is little monitoring by the Botswana Examinations Council (BEC) to ensure adherence by the examiners. Other key concerns included examiners’ dissatisfaction about training and inadequate official support and guidance to equip them as competent examiners in general.<br>Dissertation (MEd)--University of Pretoria, 2009.<br>Science, Mathematics and Technology Education<br>unrestricted
3
Seke, Alexius. "Gender differences in geography classrooms in senior secondary schools in Botswana." Thesis, University of London, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.271619.
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Winterbotham, Nick. "Museums and schools : developing services in three English counties, 1988-2004." Thesis, University of Nottingham, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.421903.
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CAZELLI, SIBELE. "SCIENCE, CULTURE, MUSEUMS, YOUNG PEOPLE AND SCHOOLS: WHAT ARE THE RELATIONS?" PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2005. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=7122@1.
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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO<br>No contexto atual, muitos autores insistem em que a
promoção da cultura seja desenvolvida por uma rede de
instâncias culturais. Os museus vêm ocupando lugar de
destaque nesta rede. Os objetivos deste estudo estão
relacionados à investigação dos efeitos de algumas
características associadas aos jovens e a seu entorno,
tanto familiar como escolar, nas chances de acesso a
museus ou instituições culturais afins. Mais
especificamente a intenção é explorar o potencial
explicativo dos capitais econômico, social e cultural no
aumento ou diminuição destas chances. Para a realização
do
estudo, um questionário contextual auto-administrado foi
submetido a 2.298 alunos de 8ª série do ensino
fundamental, em uma amostra probabilística de 48
escolas,
municipais e particulares, situadas no município do Rio
de
Janeiro. O instrumento buscou investigar, de modo geral,
características sociodemográficas e, de forma detalhada,
o
padrão de acesso a museus. Foram privilegiados aspectos
que pudessem dar conta, principalmente de práticas
familiares de mobilização de recursos materiais e
simbólicos junto aos jovens. Como o acesso a museus está
associado a ações de professores e escolas, foi
elaborado
um questionário contextual auto-administrado para os
profissionais diretamente envolvidos com a organização
de
visita. A análise dos dados coletados foi baseada na
aplicação de um modelo de regressão. No contexto
familiar,
os resultados indicam que as diferentes formas do
capital
cultural, combinado com o capital social entrelaçado nas
relações familiares, têm particular relevância no
aumento
das chances de acesso a museus. No contexto escolar, o
acesso às instituições museológicas possui
particularidades relacionadas à rede de ensino.<br>At present, many authors insist that cultural promotion is
to be developed by a net of institutions. Museums occupy
an important place in this net. The aims of this work are
related to the research of the effects of some aspects of
young people and their family and school backgrounds,
regarding the access to museums or similar institutions.
The further aim is to explore the potential of economic,
social and cultural capitals in increasing or reducing
these chances. For this study, a self-administered
questionnaire was submitted to 2.298 students of the 8th
grade of elementary schools, comprising 48 public and
private schools within the City of Rio de Janeiro. The
questionnaire sought to evaluate, in general,
sociodemographic characteristics and, in detail, standard
access to museums. The study examines family action on
using material and symbolical resources together with the
students. Since access to museums involves teachers` and
schools` actions, a self- administered questionnaire was
made up for the staff directly responsible for the visits.
Data analysis was based upon the application of a
regression model. In family background, results indicate
that different forms of cultural capital, together with
social capital in family relations, have special
importance in increasing chances of access to museums. In
school background, the access to such institutions is
closely related to the different school systems.
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Tselayakhumo, Dumelang. "Language-in-education policy and language practices in Botswana primary schools: a case study of 3 schools." Thesis, Rhodes University, 2019. http://hdl.handle.net/10962/68271.
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This is a multiple case study of language practices in relation to the language-in-education policy of Botswana. The impetus for this study came after realising a decline in the academic achievement of learners as they move to higher levels of education. Taking into cognisance other factors like socio-economic background and marginalised communities, this study intended to investigate language practices at 3 primary schools at Standard 1, Standard 4 and Standard 7. Cases were selected from 3 various schools in different districts that present the language situation in Botswana. School A was in Kgalagadi district where the dominant spoken language is Shekgalagarhi, a minority language of Botswana. School B was in Southern district where the dominant spoken language is Setswana, the national language of Botswana and School C was in Gaborone city, the capital city of Botswana, where languages of Botswana come into contact and parents mainly use English to communicate with their children at home. Observation of language practices at these schools was the primary technique of data collection. The researcher also used questionnaires and focus group discussions for authentication. It was realised that whereas the language-in-education policy of Botswana is monoglossic, as it separates languages into separate functions, language practices in the three primary schools were transglossic, as they involved the use of different language varieties in the classroom. However, the researcher discovered that there was limited translanguaging that limited learner creativity and participation in class. The language practices revealed compliance and non-compliance of some schools to the national language-in-education policy. The researcher found language teaching to be one of the factors that limited content acquisition in content subject lessons. Realising the irrelevance of the policy to the linguistic needs of learners, this study proposes guidelines on the implementation of a multilingual micro policy that considers both the strong and the weak versions of translanguaging. This will open ways for translanguaging henceforth, active participation and enhanced performance for all Batswana. It also proposes the study of 3 languages: a minority language of Botswana, Setswana and English as compulsory subjects to embrace multilingualism and for the development of indigenous languages.
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Mokgosi, Lillian Zahra. "Enhancing Quality Education : An investigation in high achieving secondary schools in Botswana." Thesis, University of Sussex, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.505902.
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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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Lecha, Moiteelasilo Dickson Ngamula. "The causes and extent of school dropout in Botswana public senior secondary schools." Thesis, Boston University, 2005. https://hdl.handle.net/2144/32789.
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Thesis (Ed.D.)--Boston University<br>PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.<br>The Botswana basic education program is intended to provide for equity and equality of opportunity and access to education. Every Motswana child is expected to attend school continuously up to the national mandatory tenth grade (Revised National Policy on Education, (RNPE) 1994.). Since not all children can be absorbed into senior secondary schools, examinations are used to select those who will proceed to higher education. However, some children selected to senior secondary education drop out before they complete their education cycle. Children who drop out forfeit their chances of going through a senior secondary education program, and thereby lose the opportunity to better themselves, obtain better paying jobs, or make informed contributions to the national development process.
This study sought to discover reasons why some children do not complete their intended cycle of schooling. The research adopted a qualitative design in which in-depth interviews of focus groups were conducted. The main population groups interviewed were teachers, parents, senior secondary students, and school dropouts. The views obtained from the interviews were checked against documents and records of the Botswana Ministry of Education.
The findings indicate that the reasons given by research subjects as causes for school dropout are consistent with those appearing on official records: pregnancy, desertion, illness, and death. However, the respondents also added four major themes of self-withdrawal or withdrawal for personal reasons, parental withdrawal, lack of transportation fees to and from classes, and lack of accommodation. The sub-themes for students who withdraw from school for personal reasons include their not seeing any value in education, thinking that the subject matter is too difficult, or being misguided by peer influence.
The conclusions drawn are that the research subjects believe school dropout is an important issue that should be addressed. The suggested solution strategies include the call for effective teachers, community parenting, community-school partnership, sex education and contraception, and formulating and enforcing laws where parents and guardians will ensure that students stay in school for up to a certain age or else be liable for prosecution (enforced school age).<br>2031-01-01
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Tabulawa, Richard Tjombe. "A socio-cultural analysis of geography classroom practice in Botswana senior secondary schools." Thesis, University of Birmingham, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.422406.
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Africa is replete with examples of 'borrowed' curriculum innovations that have failed to be institutionalised. This failure has largely been rationalised in terms of technical problems associated with innovation delivery systems. By adopting a technicist stance toward problems of curriculum change curriculum developers in Developing Countries have paid scant attention to the fact that innovations are necessarily social constructions, and as such are not value-neutral. Their transfer from one socio-cultural context to another, therefore, is bound to be problematic. For a transferred innovation to be institutionalised in its host (new) environment values embedded in it need to be congruent with the values and past experiences of those who are expected to adopt it or else tissue rejection (Hoyle, 1970) will occur. In this thesis the above concern is addressed within the context of pedagogical proposals made in the report, Education for Kagisano (Social Harmony),(1977), mainly that teachers in Botswana public secondary schools should adopt a leamercentred pedagogy. Classroom research in Botswana, however, indicates that this has not happened. This thesis, therefore, is an attempt to explain why teachers appear to have rejected the proposed pedagogy. Rather than adopting a technicist stance in this endeavour, here we adopt a socio-cultural approach in which we recognise the social nature of pedagogical styles. From this premise we then argue that adopti~~., or rejection of pedagogical innovations is also a function of the sociocultural context in " which an attempt to implement the former is being made. Basically, the thesis has two facets; the theoretical and the empirical. At a theoretical level we argue that leamer-centred pedagogy is incongruent with Tswana social structure. In the context of Botswana, therefore, the former may be perceived as 'foreign' by teachers, students and parents. We illustrate this incongruence by analysing Tswana child-rearing practices, demonstrating that these promote in children a 'dependent' mode of thinking which they carry to the classroom as their cultural baggage. It is this mode of thinking that structures teachers' and students' classroom practices leading to authoritarian classroom relationships and teaching style. Analysis of the historical evolution of formal education in Botswana also demonstrates that it (education) has always been authoritarian in practice. Educational practice in Botswana, therefore, appears to be based on Freire's 'banking' theory of education. The latter characterises the 'immunological condition' of Botswana's public educational system and constitutes the teachers' and students' taken-for-granted classroom world. Analysis of the leamer-centred pedagogy, however, shows that it is epistemologically different from the banking theory ofeducation. For this reason the introduction of the former in Botswana public schools might constitute radical, de-stabilising and de-skilling, change. This may only be expected to lead to the teachers' and students' rejection of the proposed pedagogy. It is against this theoretical position that the empirical aspect of the study is carried out. By employing an interpretive approach (and through the medium of geography teaching) we attempt to map out the nature of teaching/learning patterns in two contrasting schools in Botswana, and to understand the meanings teachers and students attach to the observed patterns. The ultimate aim is to understand the implications these meanings and assumptions have for pedagogical change. The study'S findings reveal that geography classroom practices in the two schools differ markedly. Teachers' and students' classroom practical knowledge in the two schools appears to be informed by their utilitarian view of schooling, the view of the nature of knowledge they hold, teachers' perceptions of their students' social background, and the schools' organisational structures. These are aspects of the socio-cultural context which, in the case of public schooling in Botswana, appear as 'stabilised elements' or structures which lead to the production and reproduction of an authoritarian pedagogical style in schools. To break this reproductive cycle, therefore, demands more than just technical solutions. It also demands that educators and curriculum developers reassess and question their basic assumptions about knowledge and human nature. This would have important implications for teacher education. To facilitate the institutionalisation of a learner-centred pedagogy in the schools structural changes in the educational system are also essential. There is need to localise external examinations and empower teachers by democratising curriculum development and decision making. To facilitate this, decentralisation of the educational system is essential. Democratising educational practice in Botswana should be seen in the context of a country committed to democratic social and political values. The classroom has a role to play in this respect
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Buffington, Melanie L. "Using the internet to develop students' critical thinking skills and build online communitites of teachers a review of research with implications for museum education /." Connect to this title online, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1092187119.
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Badran, Arwa. ""Archaeological Museums and Schools : Teaching Primary-Aged Children about the Past in Jordan." Thesis, University of Newcastle upon Tyne, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.525065.
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Makwinja-Morara, Veronica Margaret. "FEMALE DROPOUTS IN BOTSWANA JUNIOR SECONDARY SCHOOLS: HOW MUCH OF A CRISIS IS IT?" Ohio : Ohio University, 2007. http://www.ohiolink.edu/etd/view.cgi?ohiou1178284272.
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Humphreys, Sara. "Schooling identity : gender relations and classroom discourse in selected junior secondary schools in Botswana." Thesis, University of Sussex, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.418712.
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Sebidie, Godfrey. "Perception of teachers about parental involvement in public schools in the Kgatleng District, Botswana." University of the Western Cape, 2016. http://hdl.handle.net/11394/4899.
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Magister Artium (Social Work) - MA(SW)<br>Student performance have decreased from 2008-2013 in the Kgatleng District, Botswana, despite efforts to encourage parents to actively be involved in their children‘s school. It is apparent that parents are not involved and leave the responsibility of child nurturing and development to the school with the teachers. Contributing factors to un-involved parents at school are communication; employment; single parenting, and poverty. This lead to the research question: What are the perceptions of teachers about factors that contribute to parental involvement/non-involvement in Public Schools? The aim of the study was to determine teachers‘ perceptions on factors that contribute to parental involvement/non- involvement in public schools. The objectives to arrive at the aim was to explore and describe teachers‘ perceptions on factors contributing to parental involvement in public schools; to explore and describe teachers‘ perceptions on factors contributing to parental non-involvement in public schools and to make recommendations for improving parental involvement in public schools to the Ministry of Education. Social constructivism was used as theoretical framework because teachers‘ perceptions are shaped by their contexts and language. The study used a qualitative research approach and an exploratory, descriptive design. The population was teachers who teach standard seven in all primary schools in the Kgatleng district. There are 35 primary schools in the Kgatleng district. The sample was a non-probability, purposive sample consisting of four (4) urban and four (4) rural schools in Kgatleng district of which from each school, two (2) participants were purposefully selected. Data was collected by in-depth interviews and analyzed by using a thematic approach. The research findings presented key factors that affect teachers and made recommendation
on how they can work with the parents and the community to successfully address the issue of non-parental involvement in schools. Tools for identifying specific needs and challenges for the uninvolved parents have to be developed and implemented. All relevant stakeholders should be included. A strong relationship with the social workers to address social challenges faced by the students, yielded positive results, hence recommending the need to have school based social workers. Recommendations include a partnership between the community, schools, teachers, parents and the Ministry of education to improve parental involvement in school
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Jotia, Agreement Lathi. "THE QUEST FOR DEEP DEMOCRATIC PARTICIPATION: SCHOOLS AS DEMOCRATIC SPACES IN THE POST – COLONIAL BOTSWANA." Ohio : Ohio University, 2006. http://www.ohiolink.edu/etd/view.cgi?ohiou1147360469.
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Mothudi, T. H. (Tamucha). "Communicative language teaching and learning : interfacing theory and practice - the case of Botswana secondary schools." Thesis, University of Pretoria, 2015. http://hdl.handle.net/2263/50715.
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Researchers world-wide and also in Botswana have highlighted the lack of compatibility between Communicative Language Teaching (CLT) and the beliefs and traditions of specific contexts. This research seeks to contribute to this body of research by reporting on the interface between the theory and practice of CLT in Botswana’s urban junior secondary schools. One reason for the widely held perception in Botswana that there are problems with English second language proficiency can be found in the English second language secondary school classrooms. The quantitative data analysis saw some contradictory findings. On the one hand teachers appeared to approve of and knew what CLT was. On the other hand, their theoretical knowledge did not seem as sound as it should be. The teachers themselves seemed to feel that they were left out of the decision making process and their answers also suggested that they had to rely on their own initiatives to augment their teaching. In the qualitative part of the study it was demonstrated that little of the typical and most fundamental aspects of CLT were apparent in the classrooms. Limited attention is devoted to developing the learners’ skills and knowledge of how language is effectively used as a vehicle for conveying meaning in different socio-cultural contexts. In contextualising the findings within CLT research, the study attributes this discrepancy to, among others, what appears to be a top-down decision taken to implement the communicative curriculum in Botswana’s ELT, prior to ensuring that the CLT paradigm has been adequately conceptualized by the language teachers. The study recommends that pre-service and in-service training should be far more focused on preparing teachers for their new role as facilitators in the CLT classroom.<br>Thesis (DPhil)--University of Pretoria, 2015.<br>tm2015<br>Afrikaans<br>DPhil<br>Unrestricted
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Yount, Katherine. "A Collaborative Affair: The Building of Museum and School Partnerships." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc30532/.
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This study examined two art museum and school partnerships in order to learn how partnerships enable an integration of goals, participants' beliefs and values, and learning objectives. This study examined the partnerships through a social constructivist lens and used narrative analysis as way to interpret participants' stories about collaboration. The research found three major themes among participants' stories. Participants: a) valued good communication to establish relationships between partners, b) believed partnership offered students experiences that educated the whole person, and c) felt that students making meaning by interacting in the museum environment was an indicator of success. The study closes with discussion of the researchers' own constructions as they developed throughout the study.
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Mothibi, Tuduetso Cynthia. "An exploration of pupils' and parents' dissatisfaction with school uniforms in selected secondary schools in Botswana." Diss., Pretoria : [s.n.], 2008. http://upetd.up.ac.za/thesis/available/etd-07242008-082216.
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Johansson, Philippa. "The epidemics impact on schools : a study on the effects of HIV and AIDS in Botswana." Thesis, Högskolan i Borås, Institutionen för Pedagogik, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-17130.
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BackgroundHIV is a virus, which attacks the immunesystem in the body. In the year 2000 themillennium declaration was adopted. Combat against HIV and primary education for all thechildren are two goals that were presented. HIV was predicted to have big consequences onschool because there would be a lack of trained teachers, there would not be any children toteach and the quality of the education would be low.PurposeThe purpose of this study is to look into how the effects of HIV and AIDS have affected theschool situation in Botswana.MethodThe choice of method is based on hermeneutics with influences from a phenomenographicapproach. The data collection tool used is self-report, where the informants get to writeabout their own perceptions of a question.ResultsAbsenteeism, the Work-load for Teachers and Awareness are the three biggest effects ofHIV and AIDS on the selected schools for this study.<br>Program: Lärarutbildningen
21
Moorad, Fazlur Rehman. "An evaluation of Community Junior Secondary Schools in Botswana with reference to decentralization and community participation." Thesis, University College London (University of London), 1990. http://discovery.ucl.ac.uk/10006562/.
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Liu, Wan-Chen. "An exploratory, descriptive study of art museum educators' attitudes in regard to art museum-elementary school collaboration." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0028/NQ38931.pdf.
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Mathewson, Donna School of Art Education UNSW. "A socio-cognitive model for learning in art museums: establishing a foundation for cultural practice in the secondary school years." Awarded by:University of New South Wales. School of Art Education, 2006. http://handle.unsw.edu.au/1959.4/27295.
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This doctoral investigation examines educational relationships between museums and schools, and more specifically between art museums and secondary art education. The author's analysis of literature pertaining to museum/school relationships and previous research conducted within Honours research establishes systematic contradictions as permeating the public role of museums and educational engagements with museums. In seeking explanation, a theoretical framework, derived from the social theories of Pierre Bourdieu is developed. The framework is used to interrogate the practices of school-based art education and art museums, and the agents involved, to examine how social relations operate to enable and constrain the representation and engagement of secondary school-based perspectives in the museum setting. Aspects that have previously remained unacknowledged are examined to reveal the interplay of factors that influence educational experiences in the art museum setting. Using the findings from the first stage of the analysis, in concert with the Bourdieuan framework, the author develops a model for learning in art museums that explores and articulates a new pedagogical terrain in the art educational use of art museums. A socio-cognitive framework is developed to reflect the strategic incorporation of museological knowledge, contemporary art education philosophies and practices and sociological theory. The aims of the model are to engage secondary art education and art museums using a sociological perspective, provide the tools for secondary art educators to be autonomous in the art museum setting, recognize that individuals relate to cultural materials and experiences in varying and multiple ways and develop educational encounters that predispose learners to engage in the cultural practice of art museum visiting. In intrinsically valuing art museum experiences as distinctive learning opportunities, the model provides teaching and learning strategies that allow for a multi-faceted, developmentally appropriate and cognitively based educational involvement. As the ultimate outcome of the research the model has significance for secondary art students, secondary art educators, teacher educators and art museum educators. It is unique in providing a secondary school-based art educational perspective on learning in art museums that is designed to establish a foundation for cultural practice, within and beyond the school years.
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Maedza, Marcos Tlhaloso. "Perceptions of success and reasons for success : a study of two successful senior secondary schools in Botswana." Master's thesis, University of Cape Town, 2000. http://hdl.handle.net/11427/9730.
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Includes bibliographical references.<br>The aim of this study was to research top-management, teachers' and students' perceptions of success and reasons for the success of their school in two senior secondary schools identified as successful in Botswana. Interviews of these participants correlate across students, teachers, school heads and deputy heads in respect of their perceptions of the reasons for their schools' success. Important are the pedagogical and social climate of the school and how they are expressed in the daily work of the school. These factors are: the school head's leadership and expectations, teacher involvement in school policy; forms and content of teacher co-operation; teacher expectations on, and attitudes to student capacity; teaching organisation and content; press for academic success; community involvement and social relations in the school. Governments and schools need knowledge and skills about school improvement and this research attempts to contribute research-based information to help them cope with innovation and improve teaching and learning. School improvement is seen as a combination of school effectiveness and management of change research. Factors that seem to be related to effective schools are listed and knowledge about the change process is used to consider how a school could be improved. It is argued that generic school improvement characteristics and processes take on different meanings in practice, and these meanings are shaped by a school's response to the particular circumstances and challenges of its environment. In turn, this response has implications for the way school improvement programmes are developed and for the role and contribution of the stakeholders to educational change. The study concludes with an outline of possible school effectiveness factors common to those identified in the international literature, those factors specific to Botswana context, and offers further research and policy recommendations.
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Alhadi, Esameddin. "Transforming school museum partnership the case of the University of Flordia Harn Museum Teacher Institute /." Ohio : Ohio University, 2008. http://www.ohiolink.edu/etd/view.cgi?ohiou1214496613.
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Tafa, Elmon M. "Teacher socialisation in Botswana junior secondary schools : a critical qualitative analysis of the teaching methods of seven new teachers." Thesis, University of Birmingham, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.552803.
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This thesis is a critical qualitative analysis of the teaching methods of seven new teachers in 5 Botswana junior secondary schools during their first term of teaching. The focus is on socialisation during early childhood, their own schools, colleges of education and their new teaching schools. Data were collected from new teachers and stakeholders mainly through school and lesson observations, unstructured and semi-structured interviews, document analysis and supplementary questionnaires. The overarching conclusion is that authoritarianism in junior secondary schools is rooted in the teachers' positivist view of knowledge as 'facts' to be 'delivered' to the passive students. The behaviourist teacher training model reproduces the new teachers' authoritarianism rooted in their own school experiences. There was authoritarian school socialisation of the new teachers through the formal and hidden Curricula. Lack of induction. programmes exposed new teachers to school enculturation in the form of staff-room gossip, military-style morning assemblies, strict enforcement of punctuality and school uniforms which amount to the imposition of the 'cultural capital' of dominant groups in society. Systemic constraints like large class sizes, mixed ability groups, teaching through a foreign language, unwieldy syllabuses, examinations driven curricula and lack of subject base rooms were contributory factors. Furthermore, the prescriptive national curriculum reduces teachers to 'technicians' rather than curriculum builders. The 'technical rationality model' pervades preservice training. School climates, rules and regulations and student-teacher relationships are undemocratic as structures for students' voice do not exist and caning is routinised. New teachers had a fixation with 'class control' enforced by caning. While the state sanctions and attempts to restrict the application of corporal punishment there was no evidence of enforcement of the rules despite their frequent infraction by teachers. However, the only urban school in the sample minimised the use of caning and it had the best academic results. The only new teacher opposed to caning achieved the best class control with only a modicum of effort. On this basis claims by teachers that caning works and is part of 'African culture' are questionable. The historical roots of authoritarianism and its brutal face of corporal punishment are traced to the advent of rationalist colonial education in Botswana and the evolution of a positivist post-independence system of education. Behaviourism in colleges of education and junior secondary schools cannot be divorced from the activities of USAID - the aid agency which developed the curricula of the two sets of institutions during their inception from 1980 to 1990. By the end of the term much of the college-induced behaviourism of the new teachers had disappeared while the positivist outlook was retained. Whole class teaching, usually with no teaching aids, became the norm, student participation was curtailed and caning was commonly used and defended.
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Kostarigka, Eleni. "Learning history in and outside the classroom : how the interaction between museums and primary schools constructs understandings of history." Thesis, Cardiff University, 2010. http://orca.cf.ac.uk/54432/.
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It has been argued that the Educational Reform Act 1988, with the introduction of the National Curriculum (NC), effected changes in museum education (Hooper-Greenhill, 1994d: 240-241 Hein 2006:6). This study looks at the relationship between schools and museum education, and how it is mediated by the NC for History in Wales. The majority of existing museum data derives from studies that collect visitors' and children's views either during or after their visit. This study tries to bridge this gap by combining these two institutional settings, using history in the NC as a lens in order to study the relationship between these two social settings: schools and museums. The study takes two epistemological grounds into account. The first examines cultural policies, the NC, and the ways in which they represent or promote history. The second considers the ways in which people directly involved with these policies put them into practice. Simultaneously, it looks at how children respond to their visit to St Fagans: National History Museum (henceforth St. Fagans: NHM). The research data derives from classroom observations, before, during and after children's participation in the history workshops and activities offered to schools by St Fagans: NHM as well as from interviews with museum professionals, teachers and the history advisers for Wales. The findings show that the ways in which history is taught at the participant schools and through the history activities for children at St Fagans: NHM reflect the general direction of neo-liberal approaches to knowledge and learning. History teaching and learning appears to take an instrumental form, which places more emphasis on activities rather than knowledge and understanding. Learning through activities was a central demand of the progressive voices that demanded child-centred curricula in Britain during the late 1960s. Nevertheless, this shift is now taking place under different political and economic goals, which are in line with neoliberal directives that emphasise the learning of transferable skills through each NC subject. Additionally, the findings of the study suggest that workshops for history at St Fagans: NHM fail to equip children with analytic skills of knowledge and understanding. History is mainly restricted to the enquiry of superficial relations of objects and material expressions of social history, which do not allow children to grasp further the social relations and processes of the historical period studied. Moreover, with few exceptions, the workshops for history do not raise awareness of the particularities of Welsh history and its relations to the history of the other nations of Britain during the periods studied. Nevertheless, the analysis of the interview data shows that there is a certain level of unease about the directions of the NC as well as the character of St Fagans: NHM, as part of the National Museum of Wales. The participant teachers, museum professionals and history advisers are satisfied with the 'active' and enquiring character that school history seems to be taking on board, but there are some concerns about the ways in which these could be balanced out with historical knowledge and understanding, chronological awareness as well as the complicated social and political implications of the historical period studied and its connections to the present.
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Mhlauli, Mavis B. "Social Studies Teachers Perceptions and Practices of Educating Citizens in a Democracy in Upper Classes in Primary Schools in Botswana." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1291140441.
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Moswate, Kholisani. "Exploring the impact of teaching music within the creative and performing arts subject in selected upper primary schools in Botswana." Thesis, Nelson Mandela Metropolitan University, 2011. http://hdl.handle.net/10948/1654.
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The introduction of Creative and Performing Arts (CAPA) in the school curriculum is one of the changes brought about by the educational reforms in Botswana’s education system. Fullan (2005:42) observed that “any educational change becomes a reality when it is implemented with the involvement of the key role players.” In the case of my research, the primary school teachers and school management teams are the key role-players. This research was, therefore, conducted to explore the impact of teaching music within the CAPA subject as one of the changes brought about by the educational reforms in Botswana upper primary schools. I have found the phenomenological design appropriate for my research. Babbie and Mouton (2009:28) explain this paradigm as emphasising that “human beings are engaged in the process of making sense of their lives and that they continually interpret, create and give meaning to, define, justify and rationalise their actions.” In collecting and analysing data, a mixed method of quantitative and qualitative approaches was used to explore trends regarding the teachers’ perceptions, views, emotions, feelings, experiences and preparedness for the introduction of the CAPA subject.
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Khudu-Petersen, Kelone. "Intercultural arts education : initiating links between schools and ethnic minority communities, focusing on the Kweneng West Sub-District in Botswana." Thesis, University of Edinburgh, 2008. http://hdl.handle.net/1842/29195.
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The rationale for this research was the discovery that primary school children with BaSarwa and BaKgalagari ethnicity in the Kwengeng West Sub District of Botswana showed poorer academic performance and higher school dropout rates than the average pupils of the country. The researcher worked on the assumption that the cause was the cultural non-recognition of these ethnic minority groups on the part of Botswana’s education system. Preliminary findings based on questionnaires, semi-structured interviews and systematic observations yielded evidence supportive of the assumption: teachers, frustrated about being posted in remote areas and about the overwhelming demand of having to take children with no linguistic background in the official language of Setswana to nationally comparable academic levels, projected the blame on community members. Teachers often reacted by depriving pupils of basic care and ill-treating children. The researcher developed ‘Intercultural Arts Education’ (ICAE) as a tool to be implemented in an effort to bridge the cultural gap by involving community members in conducting arts lessons and supporting teachers to develop methodological skills, encouraging positive attitudes towards pupils and initiating cooperation with community members following concepts of ‘Community Based Education’ (Corson, 1984). The study defines ICAE as the interdisciplinary teaching of arts in primary schools. The researcher introduced ICAE in six Year Four classes in six villages in the Kwengeng West Sub-District of Botswana for one year. Feasibility and effectiveness was evaluated through pre- and post-intervention data collection from teachers, pupils, parents and other community members and through comparison with six comparator schools. Results showed practising ICAE had generally a positive effect on the attitudes of both teachers and pupils. Success depended predominantly on the teachers’ preparedness and ability to get involved with community based education. The study suggests the training of teachers specialised in teaching children of ethnic minorities with lengthy core in-service courses with the support of lecturers specialised in the field at schools located in areas predominantly inhabited by ethnic minorities.
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Gaotlhobogwe, Michael. "Attitudes to, and perceptions of, design and technology students towards the subject : a case of five junior secondary schools in Botswana." Thesis, Cardiff Metropolitan University, 2010. http://hdl.handle.net/10369/908.
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The nature of design and technology in the school curriculum is shifting with the times, from a distinct subject associated with notions of craft and vocational preparation to an emerging technological literacy subject that supports education for democracy. This paradigm shift has resulted in diverse views about the place of design and technology in the curriculum internationally and in the context of the present study, Botswana. Here, where the subject declined in uptake over a period of 10 years by up to 6% per year, despite positive encouragement by the government, understanding student attitudes towards the subject is central to providing evidence-based options to policy makers. This study illustrates how quantitative approaches used in the social sciences and based on multivariate analysis (categorical Principal Components Analysis, Clustering Analysis and General Linear Modelling), can complement qualitative analysis to inform educational policy. The combination of quantitative and qualitative analysis can provide effective, evidence-based information and support policy development. The study was conducted with design and technology students in their final year of junior secondary school (15 – 18 years old). An attitude survey of 233 students, focus group interviews involving 47 students, and semi- structured interviews involving 22 teachers and other staff were conducted in five junior secondary schools across Botswana. Qualitative interviews indicated consistently that age, gender and school performance all affected attitudes of students towards design and technology and gave an in-depth understanding of the issue. Multivariate analysis provided information in ranking how different attitudes contributed to the overall perception of the subject (PCA-Factor analysis), in assessing the relative and interacting effects of external determinants like age or gender; and in classifying students into attitude groups. The findings show that design and technology enrolment could be improved by targeting children, girls in particular, who deemed the subject to be too difficult or unimportant, and by reinforcing perceptions of design and technology as an enjoyable life-skill.
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Rantshabeng, Collen K. L. "Factors contributing to effective literacy practice in the Setswana curriculum : a qualitative study of six community junior secondary schools in Botswana." Thesis, University of Bristol, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.409828.
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Kontle, Bitha. "An investigation of the assessment of the continuous assessment portfolio component of art, craft and designs in Botswana junior secondary schools." Master's thesis, University of Cape Town, 2017. http://hdl.handle.net/11427/27349.
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In this study, I undertook to investigate how the requirements of formative and summative assessment influence the practices of teachers of art, craft and design in Botswana junior secondary schools (BJSS) in relation to the continuous assessment portfolio (CAP). I used qualitative research methods for data collection, mainly using in-depth interviews with individual teachers of art, craft and design. I also used grounded theory approach to interpret and analyse the collected data. The sample was chosen from different junior secondary schools near Gaborone, in Botswana. Interviewees had common qualification entry requirements while their experiences and backgrounds were different. The theoretical and conceptual frames underpinning the study are mainly Bourdieu's theory of practice and Lave and Wenger's theory of communities of practice. I focused my study on using these theoretical and conceptual frames to help describe the basis for the participants' choice in their judgements during their development of students' CAP. The outcome of this study makes claim that the teachers of art, craft and design who participated in the study clearly understood the requirements of the CAP. However, they chose to ignore these requirements due to the pressures originating from the tensions between formative assessment at school level and summative assessment at the level of the national examinations. These choices result in teachers undertaking activities which emphasize doing well in the national examinations rather than developing the students' skills for future use. This practice results from teachers' efforts to gain recognition for themselves and their schools as a result of outstanding national examination results. Good performance by their students in national examinations enhances their reputation as teachers and makes them eligible to be entrusted with national responsibilities such as being appointed moderators and examiners.
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Daniels, Nicolette Deidré. "The promotion of scientific literacy within a museum context." Thesis, Nelson Mandela Metropolitan University, 2010. http://hdl.handle.net/10948/1343.
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Currently South African museums are faced with the challenge of evaluating and transforming their roles and functions as a response to changing national educational needs. The purpose of this study was to investigate whether aspects of the integrated strategies approach to promoting scientific literacy can be successfully employed in a museum context. The approach was used as part of the education programmes at the Port Elizabeth Museum School (Bayworld) and mixed methods were used to gather qualitative and quantitative data on the teachers’ ability to adopt the strategy. Data were also generated on the teachers’ perceptions of teaching and learning, possible activities which supported the approach, and aspects of the strategy which the learners adopted most readily. The findings suggest that active engagement in the process resulted in effective adoption of the strategy by the teachers, improved attitudes towards science learning by both the teachers and children who participated in the process, and improved scientific literacy in both.
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Sehuhula-Mooketsi, Bojelo. "An analysis of school library use in Government Aided Community Junior Secondary Schools in Gaborone city and the Southern district in Botswana." Master's thesis, University of Cape Town, 2002. http://hdl.handle.net/11427/10803.
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Bibliography: leaves 106-110.<br>School libraries can have a significant impact on students' academic performance and the quality of learning. This thesis explores the factors surrounding school library use or non-use of school libraries in Government Aided Community Junior Secondary Schools (GACJSS) in Botswana. Background information pertaining to the quality of teaching and learning in GACJSS in Botswana is provided, highlighting policy statements towards the improvement of the quality of learning.
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Kolagano, Lapologang. "The teachers', parents', and students' perceptions of the meaning of parent involvement in education in two community junior secondary schools in Botswana." Master's thesis, University of Cape Town, 2000. http://hdl.handle.net/11427/3645.
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Eggemeyer, Valerie. "Art Museum Resources and Teacher Use." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5285/.
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I proposed that both Bruner's (1963) idea of the spiral curriculum and Yenawine's (1992) theories of teaching for visual literacy in the museum set the stage for significant learning for students when used together. If school teachers lay a foundation of knowledge about a museum object, especially through museum resources, then the student may transform and apply this 'prior knowledge' (explicit memories from the classroom) while on the museum visit tour. When docents utilize Yenawine's (1992) methods toward the goal of visual literacy, the semantic knowledge of the classroom is then fused with museum learning, building stronger memories and facilitating deeper understanding as students learn about museum objects. This research explored the correlation of these two theories in a qualitative manner based on observations of actual museum visit preparation in classrooms in Casper, Wyoming, and how it related to a museum tour at the Nicolaysen Art Museum and Discovery Center. The research revealed that conditions do exist within the community that would facilitate Bruner's (1963) idea of a learning spiral, yet not in the manner envisioned. The observed conditions toward a spiral was accomplished through the participant teachers relating the museum exhibit to their operational curriculum in a variety of curricular areas, such as language arts and science, when docents related the tour to classroom learning, and not through museum resources or Yenawine's (1992) methods toward increasing visual literacy, as was previously considered.
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Ruele, Victor T. "An investigation into the management of change in Design and Technology : a qualitative inquiry based on the implementation of a new curriculum for senior secondary schools in Botswana." Thesis, Loughborough University, 2015. https://dspace.lboro.ac.uk/2134/18058.
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This thesis explored the management of change, from a British model of Design and Technology (D&T) curriculum to the Botswana model intended for senior secondary schools. There is little research on the management of change in D&T education especially at senior secondary school level. The study employs the ADKAR (Awareness, Desire, Knowledge, Ability, and Reinforcement) change model, originally designed for business and industry as the theoretical framework to assess the nature of change and use insights gained to identify gaps in the implementation and make proposals for more effective implementation. The study employed a multi-phase case study as a data collection strategy, which was mainly qualitative and situated within a post-modernist inquiry paradigm. A multi-method approach was adopted for data collection, which included questionnaires, individual and group interviews as well as literature review. The data were collected from in-service officers and teachers because of their role as change managers and implementers respectively. Data analysis employed a thematic analysis approach for qualitative data while descriptive statistics were used for quantitative data. The findings of the study revealed the following issues affecting the curriculum: limited implementation strategy. limited participation by key stakeholders. weak coalition for change. limited administrative support especially in terms of provision of resources. and a limited teacher support system as well as weak reinforcement mechanisms to sustain the change. The findings showed that the existing D&T curriculum included new advanced technological content areas to align it with the country s vision of moving away from the traditional agro-based economy to the industrial one. These findings suggest that the technology content areas were barely taught in secondary schools primarily due to limited teachers expertise and inadequate provision of equipment. The study proposes a school-based continuous professional development (CPD) model, which recognises that teachers are change agents and a vital resource that can be developed to build the necessary change capability. The premise of this framework is that the current regional management system was not effective considering the constraints of limited implementation capacity and resources, the vastness of some regions as well as the fact that schools operated under different contexts. The envisioned CPD recognises the uniqueness of school and teachers input into the design and development of CPD programmes. The proposed CPD model promotes also research-based evidence that ensures that it is not a mere skill upgrading exercise, but one that integrates teachers professional development needs, with those of the curriculum and students. This thesis contributes to the field by providing some insights into some of the dynamics of implementing and coping with change within the context of Botswana. The ADKAR framework employed in this study is an original contribution in the field of D&T education. This framework will be of particular use to other countries undertaking D&T curriculum innovation in terms of guiding change management activities such as: readiness assessment; resource provision; developing communications strategies; identifying gaps in terms of training needs for teachers; creating enabling structures; resistance management and reinforcement strategies.
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Winkel, Rachel Elizabeth. "Schools of Identity: Rhetorical Experience in the United States Holocaust Memorial Museum." BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/7308.
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In the following pages I assert that important rhetorical work is being carried out by aesthetic means in museums and memorials in order to facilitate experiences of identification. I describe in rhetorical terms how that work is done, especially within my primary artifact of study, the United States Holocaust Memorial Museum. Specifically, this paper explores concepts developed in studies of epideictic rhetoric, the rhetoric of place, and museology. The theoretical framework of this paper is founded on the ideas of John Dewey and Kenneth Burke. Dewey<'>s theories discuss how we learn from experience and the role of the aesthetic in creating such an experience. Burke asserts that people are primed for rhetorical identification by specific settings or <&hyphen>œscenes,<&hyphen> which he expounds upon in his theory of the dramatic pentad. I believe that the setting of an aesthetically vivid scene creates an emotional ecology in which museum and memorial patrons can have meaningful experiences. Furthermore, these experiences educate the patrons<'> emotions by allowing them to identify with (and develop empathy for) narratives and groups that they had not previously. In short, aesthetic elements set the stage for a meaningful rhetorical experience to take place, which ideally allows patrons to congregate and identify with the values and ideas they are presented with in the exhibit.
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Webber, Mary M. "Planning for a learning society : Minnestrista Cultural Center and Oakhurst Gardens in Ball State University's professional development schools network." Virtual Press, 2000. http://liblink.bsu.edu/uhtbin/catkey/1167801.
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In a perfect learning society, the whole community-from corporate institutions to family units-recognizes and acts upon its responsibility to nurture and create a total learning environment that should extend throughout the lifetime of each member (Senesh, 1991). In contrast, many efforts to reform education in America focus on only one locus of education, the pre/K- 12 school Fortunately, however, some current reforms are broadening their scope. One such example is found in Ball State University's Professional Development Schools Network, which has enlarged the focus of educational renewal by including a museum as one of its official network sites. This two-part museum, Minnetrista Cultural Center and Oakhurst Gardens, brings community partnership to the focus, incrementally enlarging educational environments and experiences beyond the school classroom and toward the ideals of a learning society.The purpose of this study was to describe and understand more fully the conception, planning, and initial implementation stages of this atypical Professional Development Schools (PDS) site, Minnetrista Cultural Center and Oakhurst Gardens. This case study drew from and contributes to the literature in three areas: (a) professional development schools, (b) community education and learning societies, and (c) program planning. Data collection consisted of 23 separate interviews with 12 participants, multiple observations, and extensive document review. Data were then processed through constant comparative analysis. Findings describe more fully this particular case, detailing the conception, planning, and initial implementation of the museum's partnership with the traditional schools (university and pre/K-12) in its community.Three conclusions were derived from the major findings. First, in the conception and planning phases, relationships among individuals were of great consequence in creating and developing Minnetrista Cultural Center and Oakhurst Gardens as a PDS site. Second, in the initial implementation phase of the museum's PDS program, the museum staff struggled to define and communicate the museum's role as a PDS site. Third, these insights, among others, have implications for PDS networks and potential non-traditional PDS sites, museums interested in their educational role, and those interested in nurturing a learning society.<br>Department of Educational Leadership
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Sechrist, Mark Allen. "The Bauhaus for children : a new city center for West Palm Beach, Florida." Virtual Press, 1993. http://liblink.bsu.edu/uhtbin/catkey/897515.
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The project is located in West Plam Beach, Florida. The Design Process Involved with the urban Plan included these structures: an aquarium, outdoor theater, re-designed library, urban park, landscape plan for the Exploratorium, and the designing of the Exploratorium. A model was completed to show the Exploratrium and its relationship to the urban plan. The design for The Bauhaus For Children is the result of doing research on art/ architectural education and the role of the architect. I feel, the architect needs to play the role of an educator.The majority of society have little teaching in the field of art or architecture. This means the architect, responsible to everyone for what he does, should motivate society to learn. This project is located on a site with civic concerns The site was used as the ferry boat landing and now houses the Public Library. With the new design and functions for the site, it fullfills the need for being civic. My design was created from a series of diagramatic models and images. This series of diagrams dealt wth the reading of the city in order to create a design language. I feel, the project has addressed the civic concern through the marriage of science and art. Architecture is more understandable to the public when it tries to blend the language of its setting with that of the image. My project is a result of this marriage. The Bauhaus For Children evolved into a Center within the City Center that educates society about art, architecture, and science.<br>Department of Architecture
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Lubinda-Sinombe, Gaonyadiwe. "An evaluation of the effects of a lifestyle intervention on eating and physical activity behaviours of urban adolescents in junior public secondary schools in Botswana: a pragmatic randomised controlled trial." Doctoral thesis, University of Cape Town, 2017. http://hdl.handle.net/11427/25330.
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Background: The prevalence of overweight and obesity is an increasing health problem among adolescents due to unhealthy eating habits and inadequate physical activity. There are 434,000 (21%) adolescents aged 10-19 years in Botswana. The prevalence of overweight among adolescents aged 12-18 years in 2011 in urban private secondary schools in Botswana was 27.1% (192/702) and 13.1% (93/702) in public secondary schools. There is, however, a paucity of data on eating habits and physical activity behaviours and no published evidence was located on the prevalence of overweight among 13-15 year old adolescents in public junior urban secondary schools in Botswana. The determinants of adopting a healthy lifestyle such as information (knowledge), motivation (intentions) and behavioural skills (self-efficacy) have been identified in cross-sectional studies in other countries, but not in Botswana. A culturally suited lifestyle intervention program aimed at motivating adolescents to adopt a healthy lifestyle was not located in the published literature. In the absence of such a lifestyle intervention program for adolescents, the development, implementation and evaluation of the intervention for this study was guided by the Information, Motivation and Behavioural skills (IMBs) model to measure change in eating habits and physical activity behaviours of adolescents in Botswana. Methods: A 2-part study was conducted from 1 November 2015 to18 March 2016. Study One - three research designs were employed: 1) a descriptive design for development of a 3-part questionnaire from existing published literature; 2) a mixed methods approach to validate the prototype questionnaire by determining the index of content validity (n=10 respondents), face validity by cognitive interviewing (n=33 respondents who were scholars), and reliability by test-retest pilot testing (same 33 respondents); and 3) a cross-sectional survey by validated questionnaire of n= 252 respondents' (scholars) eating habits, physical activity behaviours and weight, height and waist circumference to determine the prevalence of overweight. Results from the cross-sectional survey provided baseline data for Study Two. For Study Two a descriptive design was employed to develop and describe a lifestyle intervention movement (LIMO) program followed by a pragmatic randomised controlled trial for implementing and evaluating the effectiveness of the LIMO program (n=25 respondents in the intervention trial arm; n=21 in the control arm from Study One). Null hypothesis: A lifestyle intervention movement (LIMO) program guided by the Information, Motivation and Behavioural skills (IMBs) model will not result in less fatty and sugar intake, an increase in fruit and vegetable consumption, engaging in physical activity 6 or more times a week and doing exercises, a reduction in sedentary behaviour and an increase in nutrition knowledge (P≥0.05). Alternate hypothesis: A lifestyle intervention movement (LIMO) program guided by the Information, Motivation and Behavioural skills (IMBs) model will result in less fatty and sugar intake, an increase in fruit and vegetable consumption, engaging in physical activity 6 or more times a week and doing exercises, a reduction in sedentary behaviour and an increase in nutrition knowledge (P≥0.05). Results: Study One: Good response rate of 95%. The mean age of the respondents was 14.3 years (SD 0.79); mean body mass index (BMI) was 20.1 kg/m2 (SD 3.9) and mean waist circumference score was 71.2 cm (SD 8.71). There were more females in the sample (147/252, 58.3%) than males (105/252, 41.7%). Most of the respondents (153/252, 53.6%) had a low socio-economic status as categorised by the present study. The majority (188/252, 74.6%) had a normal BMI and few (22/252, 8.7%) were underweight. Twenty-seven (10.7%) respondents were overweight, 4/252 (1.6%) were obese and 11/252 (4.4%) were obese with risk. Although few respondents had an abnormal waist circumference (females 17/252, 6.7%; males 14/252, 5.6%) more females (131/252, 52%) than males (90/252, 35.7%) had a normal waist circumference. The most frequently eaten foods were sweets (132/252, 52.4%) and snacks (92/252, (38.1%). Television adverts were sometimes (137/252, 62.3%) considered to be honest. Parents controlled slightly more than half (128/252, 50.8%) of the respondents' food choices whereas peers had little influence (21/252, 8.3%). Of the food types, most ate breakfast comprising of coffee and bread (115/252, 45.6%). Dinner was mostly eaten at home with the whole family (181/252, 71.8%). Of the listed foodstuffs, the majority preferred foods that contained sugar (41/252, 16.3%). Slightly more than half (135/252, 53.6%) of the respondents walked 6 or more times per day each week and more (150/252, 58.7%) reported that they did get exercise. Many intended to change their eating habits (220/252, 87.3%) and physical activity behaviours (143/252, 56.7%) and reported self-efficacy to do so (180/252, 71.4% and 174/252, 69.1% respectively). The majority of respondents (142/252, 56.3%) failed (≤49%) the nutrition knowledge test. The prevalence of overweight was 16.7% (42/252) by body mass index (BMI) and 12.3% (31/252) by waist circumference (WC) respectively. Study Two: There was no statistically significant difference in eating habits between the trial arms (fruit P=0.275, vegetables P= 0.604, sweets P=0.066, fatty foods P=0.402); although there was a difference in sugar consumption this was not statistically significant. There was no statistically significant difference in physical activity (walking 6 times or more a day each week) between trial arms (P=0.267), in doing exercise (P=0.288) and in sedentary behaviour (P=0.362). There was a difference in nutrition knowledge between trial arms but it was not statistically significant (P=0.079). Conclusion and recommendations: Although adolescents had good intentions and self-efficacy to change their eating and physical activity behaviours they engaged in unhealthy behaviours. The LIMO program demonstrated minimal but promising effects on changing behaviours. However further research is needed to determine the best intervention to impact behaviour change.
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Wojton, Mary Ann. "A Study Of A Museum-School Partnership." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1243452101.
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Mugabe, Mover M. "Information resources, information skills and education : an exploratory study of information literacy education in community junior secondary schools in the North-East district of Botswana and the role of teacher-librarians and school libraries." Master's thesis, University of Cape Town, 2003. http://hdl.handle.net/11427/10927.
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Bibliography: leaves 155-160.<br>One of the fundamental challenges of the information era is how to ensure that the majority of the members of a given society are information literate in order to deal with problems of inequitable access to and use of information as an empowerment tool for socio-economic progress. A variety of educational and training strategies have been developed and tried in different parts of the world to address this challenge. This study investigates the nature of information literacy education in community junior secondary schools in the North-East district of Botswana and the role of teacher-librarians and school libraries in such a process.
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Barão, Cristina de Carvalho. "Entre brumas e concretudes, o Museu Dinamico de Ciencias de Campinas como imaginante espaço de educação." [s.n.], 2007. http://repositorio.unicamp.br/jspui/handle/REPOSIP/254152.
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Orientador: Antonio Carlos Rodrigues de Amorim<br>Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação<br>Made available in DSpace on 2018-08-08T11:07:28Z (GMT). No. of bitstreams: 1
Barao_CristinadeCarvalho_M.pdf: 4620846 bytes, checksum: 96b0aef8deb6b6a73988ec3035bb0620 (MD5)
Previous issue date: 2007<br>Resumo: Esta dissertação pretende trabalhar com as inter-relações entre experiência
e memória da autora, professora/pesquisadora do Museu Dinâmico de Ciências de
Campinas (MDCC) no período de 2002 a 2004. Os registros apresentados são
composições de texto escrito com as imagens - fabricadas em um ensaio
fotográfico e editadas em dois formatos: com a música em um CD ROM e na
montagem fotográfica impressa em papel e, inspirada no trabalho da artista visual
Rosângela Rennó, compondo uma escrita que remete à análise política e
estética para o museu, um espaço imaginante de educação. Como numa
ciranda, os círculos de identificação do MDCC são anéis que se entrecruzam, num
mesmo repetido, insistente e persistente: ensino de ciências, educação não formal
e formação de professores<br>Abstract: This research intends to work with inter-relations of the author¿s experiencies
and her memories, as teacher/researcher of "Museu Dinâmico de Ciências de
Campinas"1 (MDCC) between 2002-2004. The date presented is composed of written
texts with images, produced an photographic work an edited in two formats: CD ROM
with music, and a photographic edition printed on paper, inspired in the works of the
artist Rosângela Rennó, producing written texts which construct an esthetic and
political analysis, as space of education in imagination. As a circular dancing, the
identification circles of MDCC are rings which inter twined, overlapping, like a
continuos insistent and persistent: the science teaching, non-formal education, and
teacher training<br>Mestrado<br>Educação, Conhecimento, Linguagem e Arte<br>Mestre em Educação
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Mannathoko, Magdeline. "Interpreting the new lower primary art and craft component of the Creative and Performing Arts, the Botswana National Curriculum : case studies of four primary schools in the South Central and Central North Regions : an illuminative evaluation." Thesis, Cardiff Metropolitan University, 2009. http://hdl.handle.net/10369/845.
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This thesis seeks to examine how lower primary school teachers in the South Central and Central North regions of Botswana have met the recommended learning outcomes of art and craft, as a discipline within the Creative and Performing Arts programme that was introduced in 2002. The study took place in four geographically and socio-economically representative schools. The literature review provides insights into history and current practices regarding teaching art and craft in primary education, in Botswana and comparatively throughout the world. The review material conditions the content of the study in terms of the aims and objectives of the subject in varying contexts, and establishes potential research methodology to be used in the recovery of essential data. The research methodology was framed within Parlett and Hamilton's concept of "Illuminative Evaluation‟ accompanied by classroom participant observation additionally recorded on video, semi-structured interviews recorded by audio-recorder and case studies. Government documents were considered in this study as they inform the curriculum developers on the country's requirements in each sector. The retrieved and recorded data was analysed across the four schools in terms of responses to interviews and first-hand classroom observation of art and craft lessons. The findings focus upon the key issues and problems identified and discussed that include curriculum planning, national and local interfaces, integration within the arts, resources, time allocation to the arts, and teacher ownership of schemes of work and their significant lack of confidence in teaching art and craft in which they remain marginalised because of inadequate prior training or guidance. Since participants were not all art and craft specialists some expressed concern about difficulties of content in the curriculum and referred to a lack of knowledge, understanding and skills in art and craft. The study concludes with a summary and recommendations that provides ways forward in the future for stimulating the teaching of art and craft in primary education in Botswana.
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Ngcoza, Kenneth Mlungisi. "Promoting learning in science: a case study of the appropriateness and implications of group work." Thesis, Rhodes University, 1999. http://hdl.handle.net/10962/d1003601.
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This research project, using a qualitative case study methodology, reports on the appropriateness and implications of using group work in promoting cooperative learning in science. In this study, group work is seen as providing a social support mechanism for learning through interactive "hands-on" activities, designed to give learners opportunities to discuss and share ideas so that they can grasp science concepts. The Science Olympiad Project class composed of approximately thirty-six (36) learners formed the case study for this unit. The Science Olympiad Project is a project concerned with the promotion of science in the primary schools in Grahamstown. From this group, twenty two (22) learners (12 girls and 10 boys) were interviewed and kept journals. The Science Olympiad facilitator (a science teacher from one of the schools involved in the project) and two teachers who attended the science classes and whose learners are part of the project were interviewed. Semi-structured interviews, journals kept by the learners and the researcher (who was a participant observer and a co-facilitator), observations and discussions constituted sources of data for the research project. The analysis of data indicated that the learners found science during the Science Olympiad Project classes interesting and challenging. There were many benefits reported by the learners including the use of group work, the effect of "hands-on" activities, their attitudes and perceptions towards science and the role of excursions. Teachers found the learner-centred approaches adopted helped to encourage the learners to be actively involved in their own learning. One concern raised by the teachers was what would happen to those learners who have been identified as enthusiastic in science when they go to secondary schools. The implications of the results to improve and sustain the project are discussed.
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Rammapudi, Thatayamodimo Sparks. "The Botswana National Museum as an educational resource in public school classrooms." Thesis, 2010. http://hdl.handle.net/10500/4057.
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Museums and schools evolved as the definition of the concept of education to describe a lifelong process of developing knowledge, skills, values and attitudes that take place not only in the classroom, but also in a variety of formal and informal contexts and settings. In order to fulfil and extend the potential of the partnership, museum educators and school teachers should be assisted to develop a comprehensive understanding of the nature of the museum-school collaboration. They should learn the difference between museums and classrooms.
When the Botswana National Museum was established in 1968, the Botswana government aspired to avail information relating to Botswana customs, indigenous knowledge system and values to Botswana‘s future citizens, with the hope that the information and artefacts collected at the time would retell the story of Botswana to learners and the public alike. The Botswana National Museum, through its educational programmes, has the capability to help educate learners; make teaching and learning an exciting undertaking; and provide the opportunities for hands-on activities and interaction with real objects.
In order to address the research question posed for this study, the researcher conducted open-ended interviews with a sample comprising 40 participants: 10 teachers, 10 learners, 10 museum employees and 10 curriculum developers. The data collected from the interviews were decoded and presented in narrative form. The responses were presented using three identified categories: the curriculum development process in Botswana; the typical learner activities in the classroom and in the Botswana National Museum; and collaboration between the Botswana National Museum and schools.
The data analysis revealed that the curriculum development process in Botswana was exclusively done by curriculum developers. Learners, teachers and museum employees were not involved. The Botswana National Museum‘s education programmes are not familiar to all role-players. All role-players were positive regarding a possible collaboration with the Botswana National Museum. Generic and specific recommendations were put forward to this end.<br>Educational Studies<br>D. Ed. (Didactics)
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Mohiemang, Irene Lemphorwana. "Effective schools and learner's achievement in Botswana secondary schools : an education management perspective." Thesis, 2008. http://hdl.handle.net/10500/2698.
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This thesis describes the background and findings of a study of effective schools and learners achievement in Botswana senior secondary schools from an education management perspective. The aim was to identify schools that promote learners’ achievement when the students’ initial intakes were considered. The study was guided by five research questions. The study adopted an ex post facto design and a quantitative value added methodology to answer the research questions. Simple random sampling was used to select a sample of 5662 from the population of 58 032 students who wrote the BGCSE examinations for 2005, 2006 and 2007. Two sets of data: prior and later achievements at individual student level were collected from BEC and Secondary Education. The statistical software, MLwiN 2.10 beta 4, which is based on hierarchical linear modelling or multilevel modelling, was used to analyse the data for the value added by schools. The findings indicated that a) schools differ in their effectiveness. Some schools were more effective than others; b) Ten characteristics of effective schools were identified from the literature review c) schools differed in their consistency across the three core curriculum areas of Setswana, English and Mathematics; d) schools differed in their stability from year to year and e) schools were differentially effective. They were effective for the mid ability students and boys more than the other groups.
The study confirmed that the use of a single statistic measure even in value added analysis could be misleading because of the internal variations between departments in schools. Furthermore, the uses of raw results for measuring school effectiveness were misleading. Some schools which were at the top in raw results were not doing so well in terms of value added and vice versa. The value added measures of school performance proved to be the most appropriate measure of school’s contribution to students’ learning. The value added by schools is also a measure of schools’ productivity. The study made recommendations to improve practice, such as the use of appropriate and fairer methods to evaluate and compare schools. The areas that need further attention were suggested based on the findings of the study.<br>Teacher Education<br>D.Ed. (Education Management)
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Forester, Courtney. "Stop, collaborate and listen : the role of museums in public education /." 2007.
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