M.Ed. (Subject Didactics) / Please refer to full text to view abstract

M.Ed. / Please refer to full text to view abstract

This two-year phenomenological study explored the lived experiences of five Black gay (Quare) males who attended three different Historically Black Colleges and Universities (HBCUs) in the South. This research project sought to gain an understanding of the experiences of five Quare males who attend or attended an HBCU and, contribute to the broader body of research that examines sexual minorities who intersection of identities were race, gender, and sexuality. By using a qualitative research approach to better understand human experiences, perceptions, motivations, intentions, and behaviors of Quare males, the study used Queer of Color theory with tenets from Queer theory and Black feminism to identify literature that addresses the constant shifting of gender, sexual identity, and issues of race. Data was collected through 60-minute semi-structured interviews with researcher reflections for each interview in the following areas: a biographical history, curriculum, and photo/artifact elicitation. Additionally, official school-related documents and materials pertaining to the experiences of the five Quare males, such as information from school websites, student handbooks, and general curricular maps, were used for analysis. Using intersectionality as an analytical tool, the data analyzed was open coded to arrive at deductive codes and then organized the codes to identify salient themes such as maleness, masculinity, hiding in plain sight and trauma. Results from this study suggests that messages from family, community, and K-12 academic institutions impact the participants’ lived experiences prior to attending college and those messages are reified through formal and informal curricula while attending their HBCUs. Specifically, this study drew attention to the idea that messages about maleness and masculinity have influenced the Quare males’ ideologies around race, gender, and sexuality and, as a result, they have learned to hide in plain sight and navigate heteronormative spaces to gain access and privilege while on their perspective HBCU campuses. This study significant contributes to the limited research on Quare males at HBCUs, explores how social and academic institutions such family, community/ church and K-12 schools experiences influence their experiences prior to and during their time at HBCUs and offers recommendations to HBCUs such as restructuring curricula and teacher education programs and Quaring Racial Literacy while also suggesting to multiple stakeholders (Families, Church, etc.) ways in which familial and community engagement could meet the needs of an continually marginalized and underserved population.

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M.Ed. / This study looks at parental involvement in selected schools in Atteridgeville. A sample of parents and teachers were the source of data pertaining to the issue. The research findings revealed that parents were interested in their children's learning and in the school, but that they lacked confidence in many instances. The theory supporting these findings comes mostly from Townsend (1984) and Sergiovanni (1994). The study was conducted by means of interviews with parents selected from schools in Atteridgeville. The suggestion made from this study is that a parent training programme, based on the programme mentioned by Townsend and Elder (1998) on Pacific Islands, should be introduced in township schools.

M.Ed. (Curriculum Studies) / Please refer to full text to view abstract

M.Ed. (Psychology of Education) / Truancy is such a problem that there is a need to investigate it. The act of truancy has both psychological and social consequences. It affects not only the individual truant adversely but also the people in his social environment. The ultimate purpose of the research is essentially practical: to help teachers, parents and others to address issues of non-attendance. The present research focuses on the possible role of parents in the incidence of truancy, since the family is basically a community of love. The present research displays a two-pronged approach. Firstly, a literature study is carried out on truancy as a phenomenon and on the role of parents in children's development. This serves as the substructure for the second component, namely the empirical investigation. Secondly, an empirical investigation is done. The empirical investigation in Mamelodi high schools, is part of a group project that utilizes a criterion-group-comparative-group research design with a nomothetic strategy, comparing truants' data with those of non-truants.

M.Ed. / This investigation focused on the culture of teaching and learning in Dzata Secondary School. It has become a concern of educationists and politicians to revive the culture of teaching and learning in schools. Most South African schools for predominantly black pupils, are characterised by a serious erosion of the culture of teaching and learning. The purpose of this study was to analyse and describe the state of culture of teaching and learning in Dzata Secondary School. The research design was exploratory and descriptive, as it aimed to explore and describe the culture of teaching and learning in Dzata Secondary School. The theoretical investigation formed the basis for developing questionnaires and interview schedules for the empirical study. During the empirical investigation, quantitative and qualitative methods were used. The quantitative investigation included one questionnaire for teachers and one for pupils. The qualitative investigation included semi-structured interviews as well as observations in the school. The findings of the inquiry into the culture of teaching and learning indicate that factors such as the personal characteristics, the home and the school have an influence on the culture of teaching and learning. The empirical investigation into the personal characteristics of pupils revealed that the following aspects have a negative influence on the culture of teaching and learning: lack of a sound knowledge foundation insufficient study methods lack of self-discipline and a negative self concept insufficient academic language ability. The following family related factors were found to be inhibiting the establishment of the culture of teaching and learning: absence of parents from home and lack of moral and academic support overcrowded homes illiteracy of parents shortage of basic needs, for instance electricity, running water in the home and food. School related factors which were discovered to hinder the establishment of a culture of teaching and learning in Dzata School: time lost during school hours poor subject knowledge of teachers absence of lesson preparation lack of facilities in the school ineffective principal ineffective governing body Many of the problems that have a negative influence on the culture of teaching and learning in many South African schools for predominantly black pupils are rooted in the community. Hence it seems improbable that the problem of teaching and learning will be solved in the short run. In Dzata Secondary School, however, some immediate measures to improve the culture of teaching and learning are possible. The most important measures are: the introduction of formal lesson preparation by teachers introduction of literacy classes in order to serve the local community introduction of the time book for teachers and pupils grading of teachers in order of merit to motivate pupils to learn.

D.Ed. / This study focuses on the problem of the lack of a culture of learning in schools of the former Department of Education and Training (DET). It is common knowledge that the culture of learning in many schools leaves much to be desired. The schools are characterised by early school dropout, an anti academic attitude, low morale among pupils and teachers, loss of time on a large scale and poor results. The purpose of this study is to analyse, describe and classify the nature of the culture of learning in schools of the former DET in parts of Gauteng, Mpumalanga and the Free State. This purpose was realised by undertaking a theoretical investigation in the first place and secondly an empirical investigation into various aspects of the culture of learning. In the theoretical investigation, which served as basis for the empirical investigation, an attempt was made to obtain clarity about the meaning of the concept 'a culture of learning'. A concept analysis indicated that 'a culture of learning' points to the disposition towards learning and the atmosphere of diligence_ or industry that develops in a school as a result of a combination of the personal characteristics of pupils, certain elements in the family, elements in the school and elements in the community. The empirical investigation consisted of visits to fourteen schools in parts of Gauteng, Mpumalanga and the Free State. Qualitative and quantitative methods were combined during the empirical investigation. During the quantitative investigation objective observation techniques were used, namely two questionnaires - one for teachers and one for pupils. During the qualitative investigation participating data collection techniques were used, namely semi-structured interviews with pupils, teachers, principals and DET officials. By combining these two procedures a clearer overall representation could be obtained of the nature of the culture of learning in schools and the validity of the eventual conclusions could be promoted by the process of triangulation. A few deductions concerning the personal characteristics of pupils, elements of the family and elements of the school are hereby presented: Prominent features of pupils that are a result of the qualitative and quantitative data and that have an inhibiting influence on the culture of learning, include: irregular school attendance and a lack of punctuality ; an inadequate language code and a limited capacity of expression ; inadequate study methods ; an inferior knowledge base or frame of reference ; the absence of a work ethic ; the presence of a passive or unconcerned attitude towards learning a lack of motivation and discipline. The investigation proved that the family structure forms the foundation on which the culture of learning at school must build. As a result of various. problems the families of a large number of pupils are not able to support the pupil in preparing for the demands of the school. These problems include: the disintegration of families ; the lack of involvement of parents ; illiteracy of parents ; inadequate facilities in the home. 3 • Prominent features of schools with a negative influence on the culture of learning that continue the vicious cycle of poor performance and failure, include: disorder and lack of discipline the ineffective functioning of the principal ; an inadequate culture of teaching/instruction ; wasting of time on a large scale ; over occupation and inadequate facilities. Many of the problems that have a negative influence on the culture of learning in schools of the former DET, are deeply embedded in the South African community. It must therefore, be accepted that the solution to the problem regarding the culture of learning in South Africa will require time, intensive attention and a change of attitude in all parties concerned, in order to be solved.

M.Ed. / Education in South Africa is in a process of transformation. The opening of public schools to all races has resulted in the exodus of learners from township to suburban schools. Parents have transferred their children because of, among other reasons, lack of culture of learning and teaching, lack of quality teaching, lack of resources, and violence in township schools.The movement of learners from township to suburban schools has necessitated a new management technique that will accommodate the unique characteristics of learners from diverse cultural, linguistic and socio-economic backgrounds.Head masters and educators need to develop an approach that will lead to the transformation of the total school environment, and the creation of equal educational opportunities for learners who have for a long time been deprived quality education. Headmasters and educators need to be aware that education provided by the state to African learners is not of equal standard to white education. Therefore tolerance, empathy and understanding of the problems these learners bring with them is essential. They need to be equipped with the necessary knowledge in managing learners from diverse cultural backgrounds. They require cultural literacy and sensitivity which can be acquired through in-service training. To provide all learners with an equal opportunity to achieve in the classroom, multicultural education should be practised. Diversity of culture must be acknowledged, and teaching methods ought to be altered to accommodate the different kinds of learning styles and children with different learning needs.