The study investigates the potential of teacher talk in enhancing learner capacity to negotiate learning, premised on a view of classroom interaction as guided construction of knowledge. It examines the extent to which levels of oracy - essentially, awareness of the language of instruction, and the ability to use it more effectively - can be raised by exposing teachers to an in-service distance education language-based course. The main research questions are: a. What are the effects of the course in classroom text and discourse on oracy in the high school classroom? b. How can the quality of classroom discourse be assessed in a relatively systematic and objective manner? With regard to the second question, an analytical framework was developed that defined three key constructs in terms of discourse acts, namely teacher dominance, teacher effectiveness and learner initiative, and these constructs formed the basis of the three hypotheses. Patterns of interaction in English, mathematics and geography classes during the first year of high school in Harare, Zimbabwe (main study) and Zomba, Malawi (supplementary study) were analysed. The Zimbabwe study used a pretest-posttest control group design, with six teachers in the experimental group and three as controls, while the Malawi study used a posttest-only control group design with three teachers in each group. The experimental groups took part in an intervention programme known as the Litraid Project, a course on classroom text and discourse. The findings, interpreted both quantitatively and qualitatively, showed that after intervention the experimental group teachers dominated classrooms less and used discourse input more consciously and effectively. Similarly, their learners showed improved ability to negotiate learning, as reflected in their heightened levels of initiative and discourse output, both in class and group discussion. Hence the conclusion that classroom praxis, specifically in English second language situations, benefits from a conscious enhancement of oracy, leading to more effective teaching and learning. / Linguistics / D.Litt. et Phil. (Linguistics)

The study focuses on the extent to which the “no fee” policy affects the financial management and support for educational programmes at “no fee” secondary schools in Mpumalanga. The “no fee” policy derives from the Education Laws Amendment Act (Act No. 24 of 2005) according to which the levying of mandatory fees have been abolished at public schools that are declared “no fee” institutions. The State has subsequently assumed the role of funding these “no fee” schools in order to create greater access to quality education and to improve the supply of educational resources as well as equipment in the impoverished schools. The findings of the research study eventually led to the recommendations that are presented as guidelines for the SGBs, principals as well as education authorities on the management of “no fee” schools. / Further Teacher Education / M.A. (Education Management)

The study investigates the potential of teacher talk in enhancing learner capacity to negotiate learning, premised on a view of classroom interaction as guided construction of knowledge. It examines the extent to which levels of oracy - essentially, awareness of the language of instruction, and the ability to use it more effectively - can be raised by exposing teachers to an in-service distance education language-based course. The main research questions are: a. What are the effects of the course in classroom text and discourse on oracy in the high school classroom? b. How can the quality of classroom discourse be assessed in a relatively systematic and objective manner? With regard to the second question, an analytical framework was developed that defined three key constructs in terms of discourse acts, namely teacher dominance, teacher effectiveness and learner initiative, and these constructs formed the basis of the three hypotheses. Patterns of interaction in English, mathematics and geography classes during the first year of high school in Harare, Zimbabwe (main study) and Zomba, Malawi (supplementary study) were analysed. The Zimbabwe study used a pretest-posttest control group design, with six teachers in the experimental group and three as controls, while the Malawi study used a posttest-only control group design with three teachers in each group. The experimental groups took part in an intervention programme known as the Litraid Project, a course on classroom text and discourse. The findings, interpreted both quantitatively and qualitatively, showed that after intervention the experimental group teachers dominated classrooms less and used discourse input more consciously and effectively. Similarly, their learners showed improved ability to negotiate learning, as reflected in their heightened levels of initiative and discourse output, both in class and group discussion. Hence the conclusion that classroom praxis, specifically in English second language situations, benefits from a conscious enhancement of oracy, leading to more effective teaching and learning. / Linguistics and Modern Languages / D.Litt. et Phil. (Linguistics)

The study focuses on the extent to which the “no fee” policy affects the financial management and support for educational programmes at “no fee” secondary schools in Mpumalanga. The “no fee” policy derives from the Education Laws Amendment Act (Act No. 24 of 2005) according to which the levying of mandatory fees have been abolished at public schools that are declared “no fee” institutions. The State has subsequently assumed the role of funding these “no fee” schools in order to create greater access to quality education and to improve the supply of educational resources as well as equipment in the impoverished schools. The findings of the research study eventually led to the recommendations that are presented as guidelines for the SGBs, principals as well as education authorities on the management of “no fee” schools. / Further Teacher Education / M.A. (Education Management)