The purpose of this study was to design components that should be included in a framework for the use of a classroom interaction approach as a strategy in teaching English as First Additional Language to enhance learners’ communicative competence in the primary schools. The previous research advocates that classroom interaction activities can provide opportunities for the facilitation of the additional language, as they encourage meaningful interaction in the target language and active learner participation. Moreover, a classroom interaction approach helps learners to construct their own learning while expressing themselves in the additional language. In the English First Additional Language (EFAL) settings, where it is an ongoing challenge to provide learners with practical learning and interactive learning opportunities, interaction activities such as discussion, storytelling, role-play, reading aloud and debate are seen as promising strategies, though there is superficial implementation of some of these activities in the Intermediate Phase EFAL classrooms. This multiple case study investigated the nature and scope of classroom interaction in teaching EFAL to enhance learners’ communicative competence. The study explored the teachers’ understanding of classroom interaction, teachers and learners’ beliefs and attitudes and the strategies used by the teachers in teaching EFAL in the classrooms. The research was undertaken at two public primary schools, but the focus was on the Intermediate Phase at Ekurhuleni North District of Gauteng Province. It was found that most of the teachers understood the classroom interaction approach but it was not implemented in some EFAL classrooms as teachers still use the teacher-centred method while learners remain passive receivers. The study recommends that EFAL teachers should be trained to implement the classroom interaction using the interactive activities in additional language and create a conducive teaching and learning environment that permits the learners’ participation; the schools should have a parental involvement policy as a means of encouraging parents to be involved in their children’s learning; policy makers should include debate as an interactive activity in the CAPS document teaching plans in order for the teachers to fully implement it; and parents should be trained on how to assist with homework tasks and take responsibility for their children’s learning. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)

The research study has focussed on the optimal use of instruction time to arrange for improved learner performance. A qualitative investigation was conducted using individual interviewing with six school principals and focus group interviewing with fifteen Heads of Department of six selected secondary schools. The findings revealed that the establishment of a sound culture of teaching and learning in which instruction time is used optimally is the joint responsibility of the school principal and staff in collaboration with learners and parents. Instruction time is lost owing to timewasters such as teachers who are unprepared for lessons, teacher and learner absenteeism and teacher and learner tardiness. Intervention strategies to counter the negative influence of timewasters on available instruction time relate to prior planning and preparation for lessons, managing teacher and learner absenteeism and the scheduling of extra classes. The study contributes to the discourse on effective teaching and learning for acceptable learner performance. / Educational Leadership and Management / M. Ed. (Education Management)

The purpose of this study was to investigate the Quiet Time Programme as a technique to maintain learner discipline in primary schools in Chatsworth, Durban. Data regarding the impact of the Quiet Time Programme on positive discipline was collected. Questionnaires were used to collect the data. Data was collected from principals, educators and learners. Three primary schools in Chatsworth were used. A quantitative research approach was used in this study. The empirical investigation revealed that there are many learner discipline issues that educators are faced with on a daily basis. The investigation also demonstrated the ineffectiveness of the alternatives to Corporal Punishment that are used at schools currently. This study introduced the Quiet Time Model. Principals, educators and learners revealed their perceptions of the Quiet Time Programme. The study concluded with the discussion of the major findings emanating from the data analysis. Recommendations have been provided to schools for drawing up their discipline policies. The role of the principals, parents, educators and learners play in creating an environment conducive to teaching and learning must be considered. Some techniques to keep all stakeholders interested and inspired in the implementation of new discipline techniques are provided. / Educational Leadership and Management / M. Ed. (Education Management)

Text in Afrikaans / The phenomenon which was studied in this research was alternative interaction methods. The research question was whether teachers could use these methods to address the problematic behaviour of learners in schools and to create a more positive attitude in learners. The question of a training program for teachers in this regard was also raised. The alternative interaction methods addressed in the literature was amongst others about addressing emotions that hinders the learners' learning process, addressing mild to serious misbehaviour and the positive encouragement of learners, as well as positive feedback given by teachers. The researcher herself used these methods on learners to see what their reaction was in this regard. Information was also gathered from teachers through questionnaires, focus groups and individual interviews. The conclusion was that the alternative interaction methods can be effective in addressing the problematic behaviour of learners and thus improve discipline. Learners' attitudes can also be influenced in a positive way when using these methods. Eventually it implies a higher level of job satisfaction for teachers. A training program was compiled for teachers to learn these alternative interaction methods and apply them in future as a contribution to Educational Psychology. / Educational Psychology / D.Ed. (Opvoedkundige Sielkunde)

Full-Service Schools are new institutions in South Africa which have been established in terms of the Education White Paper 6, Special Needs Education and Training System (Department of Education, 2001: 22-23; 2014: 9) as pilot schools for the rolling out of the Inclusion Policy in South Africa. A full-service school is a school that encourages learners who experience barriers to learning and learners without barriers to learning to learn and live together (Department of Education, 2001, 2014). For this reason, all learners must have opportunities to learn and play together and participate in educational activities in full-service schools. These inclusion practices, which promote acceptance, equity and collaboration, are responsive to individual needs, and embrace diversity (The Constitution of the Republic of South Africa, Act No. 108 of 1996). The purpose of this study was to explore the experiences of educators in management of inclusive classrooms. This study focused on how the educators perform the three of the seven educators roles as expected in the Minimum Requirements for Teacher Education Qualifications (MRTEQ) (Department of Education, 2011).The educators, over and above these roles, are expected also to participate in extra-curricular programmes, such as sports, cultural and artistic activities, and thus taking more of their time, most probably to the detriment of not fulfilling their Minimum Requirements for Teacher Education Qualifications as expected. The three selected educators roles are ‘the educator as a learning mediator’, ‘the educator as assessor’ and ‘the educator as support provider’, viz. the community, citizenship and pastoral roles of educators for the learners who experience barriers to learning in English First Additional Language (FAL) in the Grade Six inclusive classrooms. A qualitative research method was employed in this study, to explore the way in which individuals make sense of their world in the naturalistic setting of the classroom, without predetermining the research outcomes (Patton 2002, MacMillan & Schumacher 2010, Denzin & Lincoln 2011, Creswell, 2013). Data analysed was gathered through in-depth interviews, non-participatory observation, and document analysis. Data was analysed through content analysis. / Inclusive Education / D. Ed. (Inclusive Education)

This study focuses on the role of educators in the establishment and maintenance of effective discipline in the school and classroom. In a mainly qualitative investigation, empirical data from three secondary schools in the Nkangala region of the Mpumalanga Province were collected by means of focus group and individual interviews as well as observation. These data were analysed in accordance with accepted procedures for qualitative data processing. The study confirmed most of the views found in the existing body of knowledge on school discipline. In the dissertation, detailed attention is paid to the disciplinary problems those educators who were interviewed, experienced, the perceived origin of those problems and suggested solutions. The rights and duties of educators in regard to the management of discipline were also considered. To conclude the study, eight strategies to promote the establishment and maintenance of discipline in secondary schools were proposed. / Educational Studies / M. Ed. (Educational Management)

The purpose of this study was to investigate the misconduct of learners in secondary schools in the Ntoane village. It served to determine the • extent to which teenage fall pregnant; • the intensity in which teachers tackle gender violence in schools; • the manner in which the parents’ culture and values are enforced by the teachers. Recommendations are made on how to overcome these barriers and to improve the level of misconduct. A literature study was carried out to gain an understanding of misconduct, and covered the following issues: • What is misconduct? • The causes of misconduct. • An overview of learner misconduct. • The origins of learner misconduct. • Manifestations of learner misconduct in the classroom. • The factors which cause learner misconduct. A qualitative research method was used in this research. The targeted population groups are teenagers in grades 9 and 10 in the Ntoane village. v Interviews were conducted at two schools in the Ntoane village where educators, the school governing bodies and members of the representative council of learners were interviewed. The findings were discussed at length to determine the research objectives. Conclusions were drawn after analysing these findings, and recommendations were formulated. / Education Management / M. Ed. (Education Management)

Issues of overcrowdedness in Eastern Cape schools have become very prominent in the media. The qualitative research in this study reiterates its existence and its implications for both learners and teachers. A need exists to curb the declining schooling standards. Large-scale in-service teacher training in an immediate joint effort by the Education Department and the school is necessary to address these serious issues. Classroom situations with low pupil:teacher ratios, classroom atmospheres conducive to teaching and learning, and an improved quality of education should be strived for. The effective attainment of the ideals of outcomes-based education requires improved teacher management and leadership to better disciplined classes. The treatment of any backlogs and inequalities evident in overcrowded classes should aim mainly at the upliftment of disadvantaged learners, who are still suffering under the effects of the previous education dispensation. Relevant recommendations and a suggested model to rectify the situation are proposed. / Oorbevolkingsvraagstukke in skole in die Oos-Kaap geniet aansienlike aandag in die media. Die kwalitatiewe navorsing van hierdie studie fokus op die voorkoms en implikasies daarvan vir beide die leerders en onderwysers. Daar bestaan 'n behoefte om dalende onderrigstandaarde te verbeter. Grootskaalse indiensopleiding vir onderwysers in 'n onmiddellike gesamentlike paging deur die Onderwysdepartement en die skoal is noodsaaklik om hierdie emstige probleem aan te spreek. Daar moet gestreef word na meer voordelige klaskameromstandighede met 'n laer leerder:onderwyserverhouding, 'n klaskameratmosfeer wat bevorderlik is vir onderrig en leer asook 'n verbeterde opvoedingskwalitiet. Die effektiewe verwesenliking van uitkomsgebaseerde onderrig verg verbeterde leerkrag beheer en leidinggewing aan beter gedissiplineerde klasse. Die behandeling van agterstande en ongelykhede wat in oorbevolkte klasse voorkom, moet daarop gemik wees om agtergeblewe leerders, wat nog onder die gevolge van die vorige onderwysbedeling ly, op te hef. Toepaslike aanbevelings en 'n voorgestelde model om die situasie reg te stel, word voorgele. / Educational Studies / M. Ed. (Comparative Education)

The study deals with the professional development of educators as a key factor in the promotion of the culture of learning in Johannesburg South District. The aim was to determine the impact of professional development workshops in Johannesburg South district schools. A literature review was used to establish what other scholars say about the concept of professional development. Thereafter, a qualitative study was conducted. Data was gathered during interviews, based on pre-planned interview questions. Ten experienced participants were selected by using purposive sampling and asked about their perceptions and experience of professional development in the Johannesburg South District. The recorded interviews were transcribed and analysed to explore educators’ insights about professional development in the district. Findings indicate that educators wish to be rewarded with certificates of attendance or monetary incentives after attending professional development workshops presented by knowledgeable facilitators, and they also wish to collaborate with teachers from other districts. / Educational Leadership and Management / M. Ed. (Education Management)

The aim of this study was to identify types of behaviour manifested by learners during mathematics instruction, and the impact that this behaviour might have on the mathematics performance of learners. The study was conducted in Far East cluster of Johannesburg East District, in the province of Gauteng, South Africa. At the time of the study the Far East cluster of Johannesburg East District consisted of a population of seven public high schools, of which two schools were randomly sampled to participate in the study. Participants consisted of (n=10) Grade 10 mathematics learners, 2 mathematics teachers and 2 heads of mathematics departments (HODs). Data from learners were collected using a set of their assessment scores accumulated over a period of six months, that is, from January 2014 to June 2014 (Section 1.3.3). Also, semi-structured interviews were carried out with learners to determine types of classroom behaviour they perceived to influence their mathematical performance. The aim of documenting learners‟ assessment scores (document analysis) was to determine their average performance in Grade 10 mathematics over a stipulated period. Teachers and HODs completed questionnaires to identify types of classroom behaviour that learners manifested during mathematics instruction. The study followed a qualitative approach with phenomenology research design (Section 3.2). The study identified several types of classroom behaviour that characterized mathematics instruction in both schools, such as making noise and not doing classwork and homework activities. In addition, the study established that forms of behavioural patterns that are manifested by learners during a mathematics instruction influenced their performance in the subject. Huitt‟s (1997) model was used to conceptualize and interpret the results. / Mathematics Education / M. Ed. (Mathematics Education)