This thesis was an exploration of the convergence of the phenomena of language and identity in relation to Black African BEd Foundation Phase (BFP) L2 students within the context of a historically white institution. The study looked at the implications for epistemological access and ontological development, in relation to these phenomena, within a transformative and critical emancipatory ideological orientation. With this in mind, the review of the literature focused on language and identity, using the theoretical lens of the Transformative Paradigm theoretical framework and the associated lenses of Transformative Learning, Critical Pedagogy and Critical Emancipatory Research (CER) theory. The study adopted a Qualitative Research paradigmatic position which was in keeping with a bricoleuric multi-perspectival stance. To this end a representative sample of the cohort under study was examined from an interpretivist phenomenological perspective. The data revealed the epistemological and ontological implications as well as the concomitant power relations of the hegemony and dominance of English as one of the two media of instruction, deconstruction and construction. The underlying intention was to make a contribution towards the development of strategies that will promote a culture of critical consciousness and reflectivity. This was done in pursuance of an agenda for transformative praxis and in consideration of critical emancipatory research theory where the participants in this study were regarded as co-constructors and co-negotiators. Recommendations pertaining to the cohort s support are proffered based, inter alia, on their responses, the researchers observations, and the researcher s experiential insights. It is envisaged that these recommendations will have positive ramifications for scholarly transformative and cyclical emancipatory agency which will, in turn, have a positive bearing on the participants roles as Black South African Foundation Phase education practitioners. / Thesis (PhD)--University of Pretoria, 2015. / Early Childhood Education / PhD

The purpose of this dissertation is to investigate concerns raised by some union members that SADTU leadership is not reporting the progress or non progress in policy formulation forums. These concerns are in contrary to the national union leadership claim that its ability to organise about 255 000 members is an indication that their members have confidence in the leadership of the union. The argument raised in the study is that SADTU as an associate of ANC may be speaking or diverging from its members interests in the ELRC and PSCBC. In an effort to understand whether the relationship between the union leaders and their members was of individualism or collectivism; a qualitative case study was undertaken with teachers who belonged to SADTU in Limpopo Province. An overwhelming number of participants perceived the leadership as entrenching a culture of individualism. The poor attendance on union activities organised by the branch leadership seems as a sign of discouragement by the union members on their leadership. The participants perceive the alliance with the ANC as the underlying cause of their union leadership not to promote the interests of its members. / Dissertation (MEd)--University of Pretoria, 2015. / Education Management and Policy Studies / MEd

Learner attendance in school is a focus for teachers to improve learner achievement (Applegate, 2003: 25). Colorado (2008:1) was of the opinion that one of the most important things your child can do to achieve academic success is to go to school every day . Thus, managing learner attendance has been and continues to be a major goal of many schools. The Department of Basic Education has developed a policy to promote regular school attendance (DBE, 2010:10) (hereafter referred to as the Policy). The key aspect of the Policy is that all learners must attend school on every day of school. The Policy was developed in response to the need for procedures for the recording, management and monitoring of learner attendance. The purpose of this paper is to find out what strategies principals are using to manage learner attendance in the three selected middle schools in the Tshwane North District of Gauteng Department of Education. In South Africa, middle schools are also referred to as Senior Phase, a level that falls between primary and secondary schools with grades seven to nine. The study applied the case study design and utilised the qualitative approach. Data was collected through individual semi-structured interviews with school principals, HoDs responsible for learner attendance and class teachers. Content analysis was used to analyse the management of learner attendance. Key findings of this research suggest that there are specific strategies in place used by principals to manage learner attendance in middle schools. Principals in middle schools actively managed the attendance records of their incoming learners, and engaged the learners and parents at the first incidence of non-attendance. Principals reached out to the community to build a culture of regular school attendance by identifying the causes of poor learner attendance. They conducted follow-ups on learners who absented themselves more than one or three days per week. They reached up to their district leadership and submitted quarterly attendance registers to their district offices for professional support. / Dissertation (MEd)--University of Pretoria, 2015. / Education Management and Policy Studies / MEd

Disciplinary problems in the classroom are an integral part of the daily experience of teachers. Poor discipline amongst pupils is often due to the negative perceptions that learners have of their teachers as they often perceive their teachers to act unfair. There is a lack of research on how the interaction between teachers and learners takes place in the classroom; on how the perception of learners in the classroom influences their belief in fairness and which actions of teachers the learners generally consider to be unfair (Chory 2007, p. 89; Dalbert 2013, p. 18). Learners who believe in a just world belief, believe that others will treat them justly when they deserve it. The study used a positivist paradigm and a quantitative approach to data collection and data analysis. The survey method is through structured questionnaires. According to my study the disciplinary problems that teachers encounter the most in the classroom, are the following: students arrive late for class and talk during instruction; learners damage school property; learners disrespect teachers' authority and do not complete homework assignments. / Dissertation (MEd)--University of Pretoria, 2015. / Educational Psychology / MEd

This dissertation reports on a study that was conducted on six Accounting teachers in South African private schools in Gauteng. The focus of this study was on the motivational aspects that influence Accounting teachers attitudes towards Computer Aided Learning (CAL). These Accounting teachers had access to computers and application software, and had received training to use CAL as a teaching strategy. The Accounting profession now requires electronic Accounting skills, as electronic systems have replaced manual Accounting systems. As a result, secondary, tertiary, and professional Accounting has been greatly affected. In terms of this, Accounting teachers in South Africa appear to predominantly practice traditional teaching strategies. It seems that they tend to overlook the positive impact that CAL can have on learners preparation for the real world of work. This tendency is seemingly perpetuated by the intrinsic and extrinsic aspects motivating Accounting teachers use of computers. Consequently, learners do not have the opportunity to use Accounting software in the classroom because their teachers hesitate to use computers as a teaching strategy. This study engaged a qualitative approach, which allowed me to use questionnaires and structured interviews as data collection strategies to answer the research questions. This multiple case study design was applied to explore the differences within and between the six particular cases that were focused on. The theoretical framework of this study was the Self- Determination Theory. The conceptual framework that was adopted was derived from Ryan and Deci s (2000) Self-Determination Continuum, which focuses on the degree to which behaviour is self-determined by means of a continuum. This study found that even in well-resourced schools Accounting teachers are sceptical of updated ways of teaching, and are thus hesitant to move from clear zones of comfortable expertise and known methods to more digitally supported experimental teaching and learning methods. Congruence as an extrinsic aspect was found to influence Accounting teachers motivation the most as motivation to implement CAL. This study therefore recommends that comprehensive training and support should be provided to teachers to enable them to integrate CAL in their classrooms. / Dissertation (MEd)--University of Pretoria, 2015. / Science, Mathematics and Technology Education / MEd

Teacher knowledge research in English as a second language (ESL) has tended to overlook the existence of Literature in English as a stand-alone subject. This study does not dispute the place of literature in language learning, but contends that the knowledge base for teachers of the subject English Language differs from that of teachers for the subject Literature in English. In Zimbabwe, during the beginner teachers' training, literature is introduced as part of language learning, whereas the current school curriculum requires the teaching of Literature as a stand-alone subject. Notwithstanding the mismatch between the beginner teachers' training and the school curriculum requirements, I assumed that Ordinary level (O Level) Literature in English beginner teachers had come to hold teaching knowledge constructed from integrating their theoretical and classroom based experiences. Thus, the purpose of this study was to explore the knowledge beginner teachers come to possess from teaching Literature in English. Following a qualitative approach, a single case study design was employed to explore the beginner teachers' knowledge. Four purposively selected O Level Literature in English beginner teachers from high schools in Bulawayo Province of Zimbabwe participated in the study. Data were collected using non-participant classroom observations, document analysis, semi-structured interviews, and field notes. Using inductive thematic analysis of the data, four themes of beginner teachers' knowledge in Literature in English emerged. The findings indicated that Literature in English beginner teachers have four types of knowledges, three of which are identifiable in ESL teacher knowledge literature. Similar to other findings in existing literature on teacher knowledge research, the beginner teachers held knowledge of the curriculum, knowledge of teaching and knowledge of learners. Interestingly, though, the beginner teachers in this study also revealed that they held dispositional knowledge. Dispositional knowledge has not been included as a category in any ESL knowledge base and thus is the new insight into ESL teacher knowledge that the study provided. The findings also showed that the beginner teachers had knowledge gaps in the teaching of different literary genres. They used peer and virtual-based strategies to minimise the knowledge gaps when they occurred. The conclusion of this thesis is that despite challenges in the teaching of Literature in English, beginner teachers' managed to construct teaching knowledge from an amalgamation of their past educational experiences, present classroom experiences and anticipated classroom experiences. Thus, I posit that beginner teacher knowledge is a multiple sourced construct that is fluid, idiosyncratic, attitudinal, pragmatic, and contextual. / Thesis (PhD)--University of Pretoria, 2015. / Humanities Education / PhD

The purpose of the study was to explore and describe (Gray, 2009) how an analysis of risk and resilience in the first sand tray of youth in a rural school may inform knowledge on psychological assessment in South Africa as well as assessment for resilience in high adversity settings. The study forms part of a continuing investigation of the Centre for the Study of Resilience with regards to the nature of school-based Educational Psychology services in remote South Africa. An instrumental case study design was used to identify risk and resilience in the first sand trays of 25 youth at a rural school in Mpumalanga. The youth were between the ages of 13 and 19. Data was gathered in the form of visual data (photographs), client narratives and Academic Service Learning student reflections. The results indicated that the first sand trays of youth at a rural school in South Africa can be effectively used in assessing resilience. Indicators of both risk and protective resources emerged during data analysis. Within the first sand tray violence and a need for protection, unfulfilled basic- and nurturance needs, and gender inequality and conflict emerged as indicators of risk. Spirituality, fulfilled needs, and a sense of belonging emerged as protective resources. These findings indicate that within a highly diverse, and, adverse setting, sand trays can be used to assess resilience. / Dissertation (MEd)--University of Pretoria, 2015. / Educational Psychology / MEd

Verskeie Suid-Afrikaanse skole is uiters funksionele en effektiewe leerorganisasies en daar word soms in arm gemeenskappe skole aangetref wat ondanks haglike sosio-ekonomiese omstandighede effektief presteer. Hierdie navorsingsprojek is onderneem om ondersoek in te stel na leierskaps- en bestuursdinamika wat tot skooleffektiwiteit onder disfunksionele en swak sosio-ekonomiese omstandighede kan bydra. Die navorser se belangstelling is geprikkel deur n sekondêre skool, geleë in n informele nedersetting, wat ten spyte van disfunksionele en swak sosio-ekonomiese omstandighede, effektief funksioneer. Die navorser het die verskynsel van n effektiewe skool in disfunksionele omstandighede nagevors en meer te wete gekom oor skooleffektiwiteit, funksionaliteit en optimale prestasie soos dit in dié disfunksionele en swak sosio-ekonomiese omstandighede voorkom. Twee literatuurstudies is in die verhandeling onderneem. Die eerste literatuurstudie het gefokus op die leierskaps- en bestuursdinamika wat tot skooleffektiwiteit bydra. Tweedens het die navorser meer oor die vorming van n positiewe skoolklimaat en -kultuur ten einde skooleffektiwiteit te verseker geleer. n Kwalitatiewe navorsings-benadering is gevolg deur deur n gevallestudie te onderneem en die navorser het kwalitatiewe raamwerke, waarnemings en gestruktureerde onderhoude gebruik om data in te samel. Die studie is onderneem om meer te wete te kom oor die persepsies en ervarings van die skoolhoof, senior bestuurspan, onderwysers en leerders van die skool oor verskeie leierskaps- en bestuursdinamika wat tot skool-effektiwiteit onder moeilike omstandighede bydra. Effektiewe skole is geneig om oor gemeenskaplike eienskappe te beskik wat onder andere sterk leierskap, doeltreffende bestuur en die vorming van n positiewe skoolklimaat insluit en die navorser kon tot die bevinding kom dat onderwysleierskap en -bestuur, sowel as n positiewe skoolklimaat, belangrike kernbeginsels vir skooleffektiwiteit en sukses is. / Dissertation (MEd)--University of Pretoria, 2015. / Education Management and Policy Studies / MEd

Against the background of Western art education, realistic drawing lost its position of power in the early 20th century. The concept child art was introduced which led to extensive research being conducted into the natural patterns of development and self-expression. Realistic drawing was perceived as rigid and as stifling creativity (Holt, 1979). Drawing forms the basic skill for the subject Visual Arts, yet middle childhood learners often lack the skill to draw realistically. This defined the research questions for this inquiry: How do observation drawing techniques, as an intervention, affect the drawing competence of middle childhood learners? How can the findings of the afore-mentioned question serve to inform a methodological framework for observation drawing? Edwards (1982) cognitive shift model which hypothesises that drawing performance can be enhanced by inhibiting left brain involvement in the task was used as the conceptual framework for this study. This study was qualitative in nature and placed within arts-based research design, which involves the use of visuals as data. To stimulate the study, Piaget s cognitive development theory was used as theoretical framework. The framework was grounded in constructivism and valued student learning. The study took place in a South African classroom. Participants in this study were 13 middle childhood learners who believed that they had no talent for art. The participants completed a pre-intervention questionnaire involving two unmediated drawings which were evaluated according to the theory of drawing development stages, hypothesised by Sully in 1885. Observation drawing techniques were administered as intervention during five studio drawing sessions. The main findings justified Edwards claim that nearly anyone can learn to draw using these techniques. Comparing the before and after drawings, the results suggested that observation drawing techniques facilitated learning to draw as all the participants improved noticeably. The findings informed a drawing methodology which serves the need for direct instruction in drawing and perceptual skills to empower Visual Arts learners with artistic and visual literacy. / Dissertation (MEd)--University of Pretoria, 2015. / Science, Mathematics and Technology Education / MEd

This study explores the role of teacher unions in the appointment and promotions of teachers in public schools. It focuses on the perspective that teacher unions are often seen as the principal contributors to the challenges that are experienced by schools during the appointment and promotion process and to the overall ineffectiveness of the school system. The study was framed by the following research questions: ? What is the role of teacher unions in the appointment and promotion of teachers in public schools? ? What are the factors influencing the process of appointment and promotion? A qualitative case study was used and data were collected in two secondary schools in Gauteng Province. Semi-structured interviews were conducted with principals, SGB teacher representatives, SGB parent members and teacher union representatives. The Departmental Official from the Labour Relation Unit at Johannesburg east, also participated in the interviews. The research established that even though there are Educational policy guidelines that are made available to guiding schools on how the process of appointment and promotion is conducted, schools are still experiencing major challenges with some stakeholders who could not keep to their roles. Several factors such as the SGB?s level of education, the inadequate training of the SGB members, negotiated compromises and most importantly, the conflicting interest of the constituencies surfaced as factors conducive to the hindrance of pursuing fair processes when dealing with appointments and promotions. Further research is recommended in finding the ways and means of allowing teacher unions? roles to be reviewed by policy makers including the Department of Education. / Dissertation (MEd)--University of Pretoria, 2015. / Education Management and Policy Studies / MEd