This study aimed to explore the influence of inquiry-based science education (IBSE) in eliciting learner understanding of the particulate nature of matter (PNM) in the gaseous phase. A comparison of the lecture method and the IBSE method was done to identify their effects on enhancing learner understanding on the mentioned difficult science topic. A qualitative pre-test/post-test case study was carried out at two schools in Pretoria, South Africa. Two grade 4 classes were identified at each of the two schools. One of the classes in each school was set aside for lecture teaching and the other was set aside for inquiry teaching. All four classes were initially given a pre-test on the PNM in the gaseous phase. Soon after the pre-test the first group interviews were conducted. At each school one class was then taught using the IBSE method and the other using the lecture method. Soon after the intervention, a post-test was administered to the learners followed by the second group interviews. Analysis of the pre-test and the first group interview indicated that the initial understanding of learners for both the lecture group and the inquiry group was homogeneous. The continuous model of matter in the gaseous phase emerged as the most prominent view for both the inquiry and lecture group. The results from the post-test and second group interview suggest there was an improvement in particulate understanding in the inquiry group rather than in the lecture group. This seemed to indicate that IBSE was more effective in eliciting particulate understanding as compared to the lecture method / Dissertation (MEd)--University of Pretoria, 2015. / Science, Mathematics and Technology Education / MEd

Research has shown the importance of the inspiration and experience offered by senior educators in creating successful schools and enhancing the effective and efficient management of the teaching materials used in the school. Due to the diversity and complexity of school management, theorists, policymakers and practitioners acknowledge the crucial role of senior educators values and their influence on the management of schools and the communities. According to Murphy (2002:176) suggested that in searching for new foundations for understanding the role of the senior educator, three metaphors are used to describe him/her: the curriculum steward, the educator or teacher leader, and the community or school builder For the purpose of this qualitative study, the focus was on exploring the experiences of senior educators in the quality assurance of head of departments teaching materials that are meant to meet the standards of quality education as outlined in the assessment framework policy documents. The researcher used the metaphor as one of the lenses through which to study the senior educators who are declared part of the School Management Team. The term senior educator emerged after the implementation of the Occupational Specific Dispensation (OSD), which categorises serving educators in terms of their teaching experience as outlined in Resolution 5 of 2006 accepted by the Education Labour Relation Council (ELRC). A qualitative study using an interpretive, qualitative multiple studies were applied to explore the experiences of senior educators when requested to evaluate and moderate the teaching materials of HODs in the primary school. The following themes were considered as part of the investigation: Restructuring of education; challenges experienced by senior educators; the roles of senior educators; educator leadership; inclusive management; and the distribution of responsibility among educators. By sharing the experiences of the senior educators as found in this study, the study could serve as a valuable resource and lead to similar studies that could enhance the sharing of leadership experiences of senior educators to establish successful schools that produce quality education. The roles of the senior educators include the moderation of the teaching materials used by fellow educators; quality assurance of the work of educators; class visits; monitoring, evaluation and support of other educators; and organisation of departmental meetings and school-based workshops of the subjects assigned to them by the management of the school. Primary schools in South Africa experience problems when senior educators are to quality assure the teaching materials used by HODs, due to the fact that the latter may assume that the superior status of their position will shield them against criticism from senior educators. Even though these problems usually do not lead to a hostile relationship, they have an effect on the content depth of the curriculum taught to learners. The problems between senior educators and HODs emanate from their shared responsibility and accountability for curriculum management in relation to content depth; the alignment of the subject content taught with the curriculum pace setters; adherence to the assessment framework and pace setters; reporting to parents on the progress of learners, and communication with other stakeholders. All of these matters speak to the quality assurance of the work of educators in the school. / Dissertation (MEd)--University of Pretoria, 2015. / Education Management and Policy Studies / MEd

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