This research project explores the views of secondary school Development Studies teachers on the subject in Swaziland. Development Studies as a school subject, was designed to integrate environmental education into the secondary school curricula in Swaziland. The study followed a qualitative, explorative, descriptive and contextual grounded theory design. Face-to-face individual interviews were carried out where the respondents expressed their thoughts, concerns and feelings about Development Studies as a school subject. Eight Development Studies teachers and one curriculum designer were interviewed. Only one question, followed by relevant probes was presented to the respondents. The question asked was: What do you think of Development Studies as a school subject? This study followed Tesch's approach to data analysis. The study revealed that Development Studies teachers in Swaziland were generally not trained in environmental education. Recommendations are made. / Educational Studies / M.Ed.(Environmental Ed.)

Effective implementation of the principles of the National curriculum Statement (NCS) for Life Orientation has various requirements. Thus, with a specific focus on Life Orientation in grade 10, the study aimed at investigating various issues around the implementation of these principles. To this end, a mixed-methods approach was used. In the quantitative phase, questionnaires were used. In the qualitative phase, focus groups and interviews were used to collect data. Similar questions were asked in both phases. The sample was a group of 48 Life Orientation teachers from 48 secondary schools in the Gauteng West district. Ethical issues were considered. Techniques to ensure validity and reliability were also taken into account. The results showed that, in general: • the introduction of the NCS in Life Orientation had resulted in too much paperwork and administration for the teachers; • the principles of the NCS had not helped to transform education from the apartheid era system of education to the present democratic system of education; • the teachers were poorly trained with regard to implementing the principles of the NCS in the sense that there were not enough workshops and follow-up support provided; • the principles of the NCS were not implemented at schools, among others because there were problems with the distribution of policies to the teachers via the school management; • the implementation of the principles of the NCS did not make the envisaged impact on learner attitudes since the attitudes of many learners were often negative; • the implementation of the principles of the NCS did not make the envisaged impact on learner respect for other cultures; • the principles of the NCS did not have the ideal impact on morals, values and standards; or impact significantly on crime rate, learner pregnancy or disrespect at school; and• the principles of the NCS did not support learners well to acquire life skills. • However, the principles of the NCS in Life Orientation were more successful with regards to helping address barriers to learning. In line with the above, recommendations were made and the limitations of the study were pointed out. / Further Teacher Education / D. Ed. (Curriculum Studies)

This study focuses on the influence of particular teaching strategies that can be used in Environmental Education (EE) and examines how specific methods influence knowledge retention and attitude change. The aim of the study is to compare the 'traditional' lecture style method where learners are passive, with cooperative learning to determine their influence on learners’ knowledge retention and attitude towards marine conservation. Both methods can be considered effective teaching methods to increase knowledge retention and induce a positive change in environmental attitudes. However, this study suggests that the teaching method used in a particular school could influence the learning outcomes of the EE programme because of pre-existing abilities, skills the learners may have and context to which the learners are exposed. In conclusion, when offering an EE programme, for the programme to be successful one would need to determine which method of teaching is practised within schools and then ensure that the same method is used. / Teacher Education / M. Ed. (Environmental Education))

This study attempted to design and implement an intervention programme to improve the self-concepts and attitudes of prospective primary school teachers. The possible effects of the programme were researched by means of a combined quantitative and qualitative approach. A questionnaire to determine the effectiveness of the programme was also designed. Important findings of this study are that: (a) the Cronbach Alpha Coefficient indicated a 0,9 reliability of the designed questionnaire; (b) the average self-concepts of prospective teachers improved after the intervention programme was implemented, though not significantly and (c) the self-concepts of prospective teachers not majoring in Mathematics also improved after the intervention, though not significantly. A focus group interview was conducted to improve the intervention programme. On the basis of the responses of the participants in the focus group interview as well as of the quantitative study and of the literature reviewed, an improved version of the intervention programme was designed. According to the research, the programme should include: cooperative learning; everyday life contexts; manipulatives; hands-on activities, encouraging the asking of questions; a positive relationship between lecturer and student; writing assignments before doing a new topic; content relevance; a positive communication of assessment; games; various approaches to solving problems; understandable language; gender sensitivity and positive role modeling. The intervention programme implemented in this study was tested over a period of three months; hence the recommendation in this research for the replication thereof over a longer period. The study further recommends that since the study was conducted in one college of education only, there is a need for it to be conducted in a number of colleges, in order to elicit a broader and more representative picture of the impact of the intervention programme. The findings of this study advocate the need to combine both quantitative and qualitative research in studies: the results of the quantitative research did not conclusively indicate a positive impact of the intervention programme. However, the qualitative research saw respondents expressing improved confidence and attitudes. / Psychology of Education / D. Ed. (Psychology of Education)

Recent research has elucidated the sustained benefits of early mathematics instruction. With growing concern about the performance of South Africa’s senior learners in mathematics, it is imperative to look at long-term solutions within the education process. One such solution may be to focus on improved mathematics instruction as early as preprimary school. However, children at this young age are not typically suited to formal teaching. Alternative methods of mathematics instruction must be considered for maximum and effective impact. The study was conducted to test the notion that not all early methods of mathematics instruction are equal. During the empirical research approximately 200 preprimary school children in three different socio-economic environments (urban higher SES, township and rural) were tested after experiencing a teacher-guided play-based mathematics teaching intervention, or after experiencing a worksheet-based or free-flow play-based curriculum. The test performance of the participants was primarily compared to find relations between teaching methods and early mathematics performance. The study found that a teacher-guided play-based curriculum is superior to other curriculums in the instruction of mathematics in all educational settings, regardless of socioeconomic background. / Psychology of Education / M. Ed. (Psychology of Education)

This is a survey dedicated to reveal, from literacy practices experienced by two, one director and two students, the History of Literacy in the primary school Governor of Clovis Salgado in the city Ituiutaba, Minas Gerais, in the period 1957-1971. Accordingly, we sought to elucidate the stories of five people who lived the experience of teaching classes in literacy and being literate in a period that was used only to alphabetize the primers. We use booklets, pamphlets, laws and acts that supported the study to be unveiled that the literacy practices and methods, plans and evaluations in the primary school Governor of Clovis Salgado in the city Ituiutaba. From the qualitative analysis of interviews and all the historical and biographical survey of practices in the primary school in question, observed that the initial hypothesis that the suave would have been used in the study period was overruled. We realize, however, that the primers used for literacy at this time were the Primer for Children and The Most Beautiful Stories. We also note that in the same school during the same period and with the same working conditions, the literacy primers and used different methods. The Global Method and syllabic method were perceived and understood as teaching methods from the particular experience of literacy, contrary to the instructions in the basic primary education which directed its proposal for the specific use of the Global Method. Oral history, as the research methodology was fundamental for this study because it is from the voices of their own literacy that build the history of literacy in primary school Governador Clovis Salgado in the period 1957-1971. We sought to identify those who have literacy to understand which representations and appropriations made by them during that period and try to build a part of the history of literacy in Ituiutaba. After research, we understand that teachers, throughout their lives, were formed as literacy. The results show that the practices are value-laden representations and that these professionals have built and built throughout his life. Thus, their practices go beyond the rules laid down by school and bodies responsible for education in Minas Gerais. / Esta é uma pesquisa dedicada a desvendar, a partir das práticas vivenciadas por duas alfabetizadoras, uma diretora e duas alunas, a História da Alfabetização no Grupo Escolar Governador Clóvis Salgado, do município de Ituiutaba, Minas Gerais, no período de 1957-1971. Neste estudo, buscamos elucidar as histórias de cinco pessoas que vivenciaram a experiência de ministrar aulas de alfabetização e ser alfabetizadas em num período em que se utilizavam somente as cartilhas para se alfabetizar. Valemo-nos de livretos, cartilhas, leis e atas que subsidiaram o estudo, a fim de que fossem desveladas práticas e métodos de alfabetização, planejamentos e avaliações realizadas no Grupo Escolar Governador Clóvis Salgado, no município de Ituiutaba. A partir da análise qualitativa das entrevistas e de todo o levantamento histórico e biográfico das práticas no Grupo Escolar em questão, observamos que a hipótese inicial de que a cartilha Caminho Suave teria sido utilizada no período em estudo foi contrariada. Percebemos, contudo, que as cartilhas utilizadas nessa época pelas alfabetizadoras foram Cartilha da Infância e As Mais Belas Histórias. Constatamos também que na mesma escola, durante o mesmo período e com as mesmas condições de trabalho, as alfabetizadoras utilizavam cartilhas e métodos diferenciados. O Método Global e o Método Silábico foram percebidos e compreendidos como métodos de ensino a partir da experiência particular das alfabetizadoras, contrariando as instruções do programa de ensino primário elementar que direcionava sua proposta para a utilização específica do Método Global. A história oral, como metodologia da pesquisa, foi fundamental para a realização deste estudo, pois é a partir das vozes das próprias alfabetizadoras que construímos a história da alfabetização no Grupo Escolar Governador Clóvis Salgado, no período de 1957-1971. Buscamos identificar quem foram essas alfabetizadoras para entender quais as representações e apropriações realizadas por elas, naquele período e tentamos construir uma parte da história da alfabetização em Ituiutaba. Após a pesquisa, compreendemos que as professoras, ao longo de suas vidas, foram se constituindo como alfabetizadoras. Os resultados revelam que as práticas são carregadas de valores e representações que essas profissionais construíram e constroem ao longo de toda a sua vida. Assim, suas práticas vão além das normas determinadas pela direção da escola e pelos órgãos responsáveis pela educação em Minas Gerais. / Doutor em Educação

Submitted by Sarah Helena Moya (moya.sarah@gmail.com) on 2012-09-03T01:28:02Z No. of bitstreams: 1 20120831 Dissertação Sarah Moya.pdf: 438276 bytes, checksum: 4f3ffa26ca7e793e571d9243882c9a79 (MD5) / Approved for entry into archive by Suzinei Teles Garcia Garcia (suzinei.garcia@fgv.br) on 2012-09-03T12:55:46Z (GMT) No. of bitstreams: 1 20120831 Dissertação Sarah Moya.pdf: 438276 bytes, checksum: 4f3ffa26ca7e793e571d9243882c9a79 (MD5) / Made available in DSpace on 2012-09-03T13:07:25Z (GMT). No. of bitstreams: 1 20120831 Dissertação Sarah Moya.pdf: 438276 bytes, checksum: 4f3ffa26ca7e793e571d9243882c9a79 (MD5) Previous issue date: 2012-08-02 / This paper estimates the impact of hiring structured teaching methods on evolution and dispersion of performance of students in primary public schools of São Paulo State municipalities to evaluate whether the structured teaching methods, besides increasing the average performance of students in contracting municipalities, also provide homogenization of score of students in a higher level. To this end, we used data from 2005, 2007 and 2009 of Prova Brasil exam for Portuguese and Mathematics and the difference in differences estimation method with fixed effects for municipality. The results obtained showed that the structured teaching methods contribute to increase the average performance of municipalities, and that was not observed different benefit to students with higher or lower initial performance. About the effect of structured teaching methods in the standard deviation of scores, the results did not show sufficient robustness to allow us to affirm that the methods contribute to the homogenization of the performance. / Neste trabalho analisamos o efeito da contratação de sistemas de ensino para métodos estruturados sobre a evolução e dispersão do desempenho dos alunos das escolas públicas municipais do estado de São Paulo. O objetivo da análise é avaliar se os métodos estruturados de ensino, além de aumentar o desempenho médio dos alunos nos municípios contratantes, também servem com meio para homogeneizar a nota dos alunos em um nível mais elevado. Para este fim utilizamos os dados dos exames de português e matemática dos anos de 2005, 2007 e 2009 da Prova Brasil e, pelo método de estimação de diferenças em diferenças com, efeito fixo por município, avaliamos o incremento no desempenho médio e no desvio padrão do desempenho dos municípios devido à posse de contrato para método estruturado em relação àqueles que não o possuem. Os resultados obtidos revelaram que os métodos estruturados de ensino contribuem para o aumento do desempenho médio dos municípios, e que não foi observado benefício diferenciado a alunos com maior ou menor desempenho inicial. Sobre o efeito da contratação de sistemas de ensino sobre o desvio padrão do desempenho, os resultados não apresentaram robustez suficiente que nos permitissem afirmar que os métodos contribuem para a homogeneização do desempenho.

This study investigated teachers' and learners' perceptions of the causes of poor performance in Mathematics among Grade 9 learners in Durban's Ethusini Circuit of KwaZulu-Natal Province. By using a phenomenographic research design, a sample of 15 Grade 9 learners who take Mathematics, one Grade 9 Mathematics teacher and one Mathematics head of department was selected purposively from three high schools in the Ethusini Circuit. The three schools are one former model C school, one ordinary government school and one private school. Focus group and semi-structured interviews were used to collect data from the participants. The data were analysed by transcribing the focus group and semi-structured interviews; thereafter, the transcriptions were coded into themes and categories. The results of this study indicate that teachers and learners perceive that poor performance in Mathematics in Grade 9 is due to CAPS curriculum challenges, such as overloaded and advanced content, and insufficient time to complete the curriculum. Parental support, English (first additional language) as a language of learning and teaching, methods of teaching (such as the talk and chalk method), and learners' negative attitude towards Mathematics were also cited. From these findings, recommendations for revisiting the CAPS curriculum and other areas of need, as well as topics for future research were suggested. / Dinyakišišo tše di nyakišišitše ka ga maikutlo a barutiši le a baithuti ka ga dilo tšeo di bakago go se šome gabotse ka thutong ya Dipalo gareng ga baithuti ba Kreiti ya 9 ka Sedikothutong sa Ethusini ka Durban ka Phrobentsheng ya KwaZulu-Natal. Ka go šomiša mokgwa wa dinyakišišo wa fenomenokrafiki, sampole ya baithuti ba 15 ba Kreiti ya 9 bao ba ithutelago Dipalo, morutiši o tee wa Dipalo ka go Kreiti ya 9 le morutiši o tee yo e lego hlogo ya lefapha la Dipalo o kgethilwe ka maikemišetšo go tšwa dikolong tše di phagamego tše tharo ka Sedikothutong sa Ethusini. Dikolo tše tharo tše ke sekolo se tee seo se bego se le sa motlolo wa C, se tee sa tlwaelo sa mmušo le se tee ke sekolo sa phraebete. Sehlopha seo se nepišitšwego le dipoledišano tša dipotšišo tšeo di beakantšwego peleng di šomišitšwe go kgoboketša tshedimošo go tšwa go bakgathatema. Tshedimošo e sekasekilwe ka go ngwalolla dipoledišano tša dipotšišo tša sehlopha seo se nepišitšwego le tšeo di beakantšwego peleng; ka morago ga fao, dingwalollo tše di filwe dikhoutu go ya ka merero le magoro a tšona. Dipoelo tša dinyakišišo tše di laetša barutiši le baithuti ba bona gore go se šome gabotse ga baithuti ka thutong ya Dipalo ka go Kreiti ya 9 ke ka lebaka la ditlhohlo tša lenaneothuto la Setatamente sa Melawana ya Tekolo ya Lenaneothuto (CAPS), go swana le diteng tša thuto tšeo di tletšego kudu le tšeo di gatetšego pele kudu, le nako ye e sego ya lekana ya go fetša lenaneothuto. Thekgo ya batswadi, Seisemane (polelo ya gae ya tlaleletšo) bjalo ka polelo ya go ithuta le ya go ruta, mekgwa ya go ruta (ya go swana le mokgwa wa go bolela le go ngwala ka tšhooko letlapeng), le maikutlo ao a sego a loka a baithuti go Dipalo le tšona di filwe bjalo ka dilo tšeo di bakago se. Go dikutollo tše, ditšhišinyo tša go etela leswa lenaneothuto la CAPS le makala a mangwe ao o hlokago šedi, gammogo le dihlogotaba tša dinyakišišo tša ka moso le tšona di ile tša šišinywa. / Lolu cwaningo luphenye imibono yothisha kanye neyabafundi yezimbangela zokungasebenzi kahle esifundweni seziBalo kubafundi beBanga le-9 kuSekhethi yase-Ethusini eThekweni esifundazweni saKwaZulu-Natali. Ngokusebenzisa isakhiwo sokucwaninga esisezingeni eliphezulu, isampula yabafundi abayi -15 beBanga le-9 abathatha iziBalo, uthisha oyedwa weBanga le-9 kanye nomphathi oyodwa womnyango weziBalo bakhethwa ngenhloso ezikoleni ezintathu eziphezulu kuSekhethi yase-Ethusini. Lezi zikole ezintathu esisodwa semodeli C, esisodwa sikahulumeni ojwayelekile kanye nesisodwa isikole esizimele. Iqembu lokugxila kanye nezingxoxo ezihlelwe kahle zisetshenzisiwe ukuqoqa imininingwane evela kubahlanganyeli. Imininingwane yahlaziywa ngokubhalwa kweqembu okugxilwe kulo kanye nezingxoxo ezihlelwe kahle; emva kwalokho, imibhalo ivezwe ngendlela engaqondile ezindikimbeni nasezigabeni. Imiphumela yalolu cwaningo ikhombisa ukuthi othisha kanye nabafundi babona ukuthi ukungasebenzi kahle esifundweni seziBalo kuBanga lesi-9 kungenxa yezinselela yezifundo ezibandakanya isifundo esifundwayo seCAPS, njengokuqukethwe okugcwele kakhulu nokuthuthukile, kanye nesikhathi esinganele sokuphothula izifundo ezibandakanya isifundo esifundwayo. Ukusekelwa kwabazali, isiNgisi (ulimi lokuqala olwengeziwe) njengolimi lokufunda nokufundisa, izindlela zokufundisa (njengeyokufundisa lapho uthisha ebhala ebhodini), kanye nesimo sengqondo esingesihle sabafundi maqondana neziBalo nakho kuveziwe. Ukusuka kulokhu okutholakele, kuphakanyiswe ukuphinda kuphinde kufundwe izifundo ezibandakanya isifundo esifundwayo seCAPS kanye nezinye izindawo ezidingeka, kanye nezihloko zocwaningo lwakusasa ziphakanyisiwe. / Curriculum and Instructional Studies / M. Ed. (Curriculum and Instructional Studies)

Introduction to the issue and the importance of the topic: The subject of this diploma thesis is to focus on issues related to teaching methods for the practice of hand hygiene in health care professionals in medical facilities. The issue of increasing efficiency in education is today an increasingly relevant topic supporting the activity of every person. In medical facilities, we encounter a problem with employee motivation, mutual interaction and communication when practicing new nursing procedures (hand hygiene), (Cullen, 2017). Unfortunately, most lecturers still teach only traditional teaching methods and use activating methods minimally or not at all (Sitná et al., 2009). Such a stereotype in the teaching process often provides only mechanical reproduction of the learned content. There is no consideration of understanding and practical interconnection, which is often boring and cumbersome for employees (Duran et al., 2017). The lecturer should pass on theoretical knowledge and practical skills to the given employees and thus develop their attitudes necessary for the performance of their profession (Vengl, 2011). Although much attention is paid to education in the literature, the methods used are often briefly characterized and listed by the authors. The primary focus of this work is on...

The thesis deals with activating teaching methods and their influence on vocabulary acquisition in the field of English for Medical Purposes. The experimental research explores the extent to which activating teaching methods influence the acquisition of professional vocabulary. For this purpose, a set of activities (didactic games and role-plays) was created and implemented at the beginning of each teaching block for the subject Medical English I and II. The main objective of these activities was the review of word stock from the previous lessons. The review was focused on the form, meaning, and use of words. In the research, both quantitative and qualitative methods of data collection were used, including progress tests, credit tests, and questionnaires. Progress tests and credit tests were used to measure whether there was a significant statistical difference regarding the professional vocabulary acquisition between the experimental and control groups. A statistically significant difference was found between the experimental and control groups at the B2 level only. The questionnaires showed that activating teaching methods were positively evaluated by the B1 and B2 participants and were appreciated for their practical benefits (professional vocabulary acquisition, the positive influence on...