Multiple Intelligences (MI) is a theory that has radically challenged the conventional perception of human intelligence. Individuals have different combinations of intelligences (strengths and weaknesses). Teachers who want to achieve success in facilitating the learning of all learners in their classes need to understand and respect the varied learning styles and differences in each individual. In formulating this study, I was interested in how MI is utilised in the classroom, enabling learners to solve problems individually and in society. The aims of the study are to describe and understand the experiences of the Heads of Departments at their schools, in terms of whether teachers facilitate MI practices in their classrooms and how this impacts both on teachers and learners. In this study I followed a qualitative approach and I employed a case study design. Data collection consisted of semi-structured interviews that were conducted with four Heads of Department (HODs), in different local school settings in an urban environment. I also used a research diary, observations and visual data collection techniques. It was found that leadership plays a crucial role in how teachers understand and facilitate MI in their schools. There is a basis from which the HODs could be empowered to change the conditions where they manage, teach or facilitate. Teachers can be empowered to meet the challenges of implementing MI in their own planning, preparation and classroom practice. / Inclusive Education / M. Ed. (Inclusive Education)

In the nineteen years of South Africa’s democracy, its education system, as a vehicle for political, economic and social reform, has been characterised by transformation and change. Educators, as policy implementers, have been integral to that process. For the educators at the school selected for this study, changes have included, among others, frequent curriculum revision; a different approach to assessment; changes in school management as well as making a transition from a mainstream to a full service school, focused on the inclusion of learners who experience mild to moderate barriers to learning. Against this background the purpose of this study was to explore the subjective experience of educators in this particular school, and the subsequent impact that aspects of curriculum change and educational reform may have had on them; then secondly to put practices in place that would enable them to positively embrace new ideas, create knowledge and share ideas as educators. The study was conducted with 21 educators at a full service school. The research findings show them to be overloaded with administrative tasks as pressure is put on them to present evidence of their competence and functionality; many of them were tired, confused or angry. They felt rushed and obligated to implement a curriculum that they perceive to compromise effective teaching and learning; and ultimately, the learners. / Psychology of Education / M. Ed. (Guidance and Counselling)

Multiple Intelligences (MI) is a theory that has radically challenged the conventional perception of human intelligence. Individuals have different combinations of intelligences (strengths and weaknesses). Teachers who want to achieve success in facilitating the learning of all learners in their classes need to understand and respect the varied learning styles and differences in each individual. In formulating this study, I was interested in how MI is utilised in the classroom, enabling learners to solve problems individually and in society. The aims of the study are to describe and understand the experiences of the Heads of Departments at their schools, in terms of whether teachers facilitate MI practices in their classrooms and how this impacts both on teachers and learners. In this study I followed a qualitative approach and I employed a case study design. Data collection consisted of semi-structured interviews that were conducted with four Heads of Department (HODs), in different local school settings in an urban environment. I also used a research diary, observations and visual data collection techniques. It was found that leadership plays a crucial role in how teachers understand and facilitate MI in their schools. There is a basis from which the HODs could be empowered to change the conditions where they manage, teach or facilitate. Teachers can be empowered to meet the challenges of implementing MI in their own planning, preparation and classroom practice. / Inclusive Education / M. Ed. (Inclusive Education)

In the nineteen years of South Africa’s democracy, its education system, as a vehicle for political, economic and social reform, has been characterised by transformation and change. Educators, as policy implementers, have been integral to that process. For the educators at the school selected for this study, changes have included, among others, frequent curriculum revision; a different approach to assessment; changes in school management as well as making a transition from a mainstream to a full service school, focused on the inclusion of learners who experience mild to moderate barriers to learning. Against this background the purpose of this study was to explore the subjective experience of educators in this particular school, and the subsequent impact that aspects of curriculum change and educational reform may have had on them; then secondly to put practices in place that would enable them to positively embrace new ideas, create knowledge and share ideas as educators. The study was conducted with 21 educators at a full service school. The research findings show them to be overloaded with administrative tasks as pressure is put on them to present evidence of their competence and functionality; many of them were tired, confused or angry. They felt rushed and obligated to implement a curriculum that they perceive to compromise effective teaching and learning; and ultimately, the learners. / Psychology of Education / M. Ed. (Guidance and Counselling)