Since the implementation of Curriculum 2005 and the Revised National Curriculum Statement (RNCS) in 2004, educators seem unsure of how to manage teaching and learning in the classroom. They find it difficult to develop their own teaching style, display leadership in class, plan and organize effectively to optimize teaching and learning experiences for their learners. The RNCS moved away from homogeneous ability grouping to heterogeneous grouping. Emphasis is placed on the acceptance of individual needs and differences, and equal learning opportunities. Large class groups and masses of administration have left educators with little time to spend with individuals. Group work seems to be the answer and a popular way to organize class work, especially if the educator controls the action well, but learners have minimal contact with the educator who mainly supervises and little cognitive development or interchange happens. Learners sit in groups, but mostly do not work collaboratively as groups. They talk to each other, but work as individuals. The aim of this qualitative study at a parallel medium primary school was to determine the utilization of co-operative learning in the management of a productive Grade 3 class. The results of the study were compared with findings of a similar Dutch study conducted by Veenman, Kenter&Post in 2000. Data was collected through observation, a semi-structured educator interview, and semi-structured group interviews with Grade 3 learners, randomly selected from a class list, the educator’s reflection on group formation, official documents like lesson plans and written assignments of learners based on two open questions put to them. From the study it is clear that the aim of co-operative learning is to empower learners to gain confidence, develop to their full potential to become responsible and disciplined citizens of our democratic society. To reach these goals, educators should fully understand co-operative learning implement it in a structured and well-planned manner. As educational leader in a productive classroom the educator needs to be well organized, creating a culture of teaching and learning in class. Learners, exposed to harmonious classroom relationships in a well-managed productive classroom where participation of all members are encouraged and valued and open communication is part of daily processes in class, will participate freely, be resourceful, happy, helpful and co-operative and be able to make the most of co-operative learning approaches in class through responsible, enthusiastic and confident participation. / Dissertation (MEd (Education Management Law and Policy))--University of Pretoria, 2007. / Education Management and Policy Studies / MEd / unrestricted

The high failure rate in the learning areas Mathematics and Mathematical Literacy is of great concern to educators. In-service training courses for educators in Mathematics and Mathematical Literacy were presented with the aim to enhance the application of didactics in the classroom. The problems concerning the application (impact) could possibly be attributed to the components, elements and presentation of the in-service training course. In an attempt to identify the relevant components and elements, quasi-experimental positivist and interpretive research was conducted. Both qualitative and quantitative methods were used. The question arising is: Could improved impact in the classroom be achieved 1. if the in-service training facilitators received better training, and 2. by incorporating change of attitude, the treatment of the full subject content and the principles of learning structures and co-operative learning into the in-service-training? Educators are still experiencing problems with the transfer of the subject content to the learners. / Early Childhood Education and Development / M. Ed. (Kurrikulumstudies)

Thesis (Ph.D. (English))--North-West University, Potchefstroom Campus, 2008.

This study evaluates a teacher development course on the use of English as the language of learning and teaching (LoLT). The course was developed and implemented in a sample of Intermediate Phase classrooms in four rural primary schools of the Free State Province. The course was a language intervention programme in an integrated district development project funded by the Flemish Government. The project was implemented from 2002 to 2004. The course was developed and implemented by Sacred Heart College Research and Development Unit in collaboration with the School of Languages of the North-West University. The course aimed at developing teachers' knowledge and skills in using learners' basic interpersonal communication skills in their home languages and in English to develop their English cognitive academic proficiency. It practically demonstrates communicative language teaching, co-operative learning and reflective practice. The evaluation of the English as LoLT Course explored the multiple perspectives of its evaluation audience; the interrelatedness of the course content and the learning milieu; planning, learner participation and assessment in Outcomes-based education (OBE), teaching practice, and the conceptual development and transfer of English in everyday communication and as the LoLT. The findings and recommendations of the study highlight the need to develop teachers' own English language usage and their participation in professional working groups to develop their knowledge and skills as facilitators, reflective practitioners, and curriculum developers. In addition, the study evaluates the Context Adaptive Model (Lynch, 1996; 2003) selected to guide the evaluation of the English as LoLT Course at a meta-evaluation level. The validation of the language programme evaluation model is mainly related to the epistemological claims of utilitarian pragmatism and interpretivism in programme evaluation research. The ability of the model to facilitate valid findings according to these epistemological claims in the evaluation of the English as LoLT Course is evaluated. Core criteria of flexibility, appropriateness, clarity of description and clarity of logic were identified and used to evaluate the language programme evaluation model. The findings and recommendations of the study attempt to offer a response to the need for quality assured language learning programmes in teacher development, especially for programmes in the use of English as a LoLT in the multilingual and multicultural rural context of South Africa. / Thesis (Ph.D. (English))--North-West University, Potchefstroom Campus, 2008.

This study evaluates a teacher development course on the use of English as the language of learning and teaching (LoLT). The course was developed and implemented in a sample of Intermediate Phase classrooms in four rural primary schools of the Free State Province. The course was a language intervention programme in an integrated district development project funded by the Flemish Government. The project was implemented from 2002 to 2004. The course was developed and implemented by Sacred Heart College Research and Development Unit in collaboration with the School of Languages of the North-West University. The course aimed at developing teachers' knowledge and skills in using learners' basic interpersonal communication skills in their home languages and in English to develop their English cognitive academic proficiency. It practically demonstrates communicative language teaching, co-operative learning and reflective practice. The evaluation of the English as LoLT Course explored the multiple perspectives of its evaluation audience; the interrelatedness of the course content and the learning milieu; planning, learner participation and assessment in Outcomes-based education (OBE), teaching practice, and the conceptual development and transfer of English in everyday communication and as the LoLT. The findings and recommendations of the study highlight the need to develop teachers' own English language usage and their participation in professional working groups to develop their knowledge and skills as facilitators, reflective practitioners, and curriculum developers. In addition, the study evaluates the Context Adaptive Model (Lynch, 1996; 2003) selected to guide the evaluation of the English as LoLT Course at a meta-evaluation level. The validation of the language programme evaluation model is mainly related to the epistemological claims of utilitarian pragmatism and interpretivism in programme evaluation research. The ability of the model to facilitate valid findings according to these epistemological claims in the evaluation of the English as LoLT Course is evaluated. Core criteria of flexibility, appropriateness, clarity of description and clarity of logic were identified and used to evaluate the language programme evaluation model. The findings and recommendations of the study attempt to offer a response to the need for quality assured language learning programmes in teacher development, especially for programmes in the use of English as a LoLT in the multilingual and multicultural rural context of South Africa. / Thesis (Ph.D. (English))--North-West University, Potchefstroom Campus, 2008.

The high failure rate in the learning areas Mathematics and Mathematical Literacy is of great concern to educators. In-service training courses for educators in Mathematics and Mathematical Literacy were presented with the aim to enhance the application of didactics in the classroom. The problems concerning the application (impact) could possibly be attributed to the components, elements and presentation of the in-service training course. In an attempt to identify the relevant components and elements, quasi-experimental positivist and interpretive research was conducted. Both qualitative and quantitative methods were used. The question arising is: Could improved impact in the classroom be achieved 1. if the in-service training facilitators received better training, and 2. by incorporating change of attitude, the treatment of the full subject content and the principles of learning structures and co-operative learning into the in-service-training? Educators are still experiencing problems with the transfer of the subject content to the learners. / Early Childhood Education and Development / M. Ed. (Kurrikulumstudies)

The researcher wants to create a learning environment where learners are much more involved in their own learning. The progressive teaching design implies that the contribution of the learner to the development of knowledge is recognised. The educator also acknowledges the learner as a social being reliant on interaction with others to generate meaning. The problem statement for this study is based on the researcher’s opinion that In South African schools rote learning and memorisation are still the main methods of learning. The reason for this is because the majority of educators have been schooled in the traditional educational paradigm where the teaching process essentially revolves around the educator. In such a system learners who can recall facts best and obtain the best grades are regarded as having learnt well. The researcher contests the assertion that the learners learnt authentically. The progressive teaching approach is proffered by the educator as an alternative for the attainment of authentic learning in a grade 10 Economics classroom. In an authentic learning environment learners are prepared to face challenges in the real world through the development of critical thinking and problem-solving skills. Learners collaborate and cooperate as members of a group to unravel problems. The researcher makes use of a qualitative research design for this study. The grade 10 Economics class of the researcher is used a case study to ascertain whether a progressive teaching approach can enhance authentic learning. Twelve learners out 26 that indicated that they would participate eventually took part in the study. The research instruments used were the video recorded lessons, teacher observation sheets and learner focused-group interviews. One of the findings from the study was that authentic learning skills such as problem-solving and critical thinking can be developed through the educator using the progressive teaching approach. This is in line with the principles of the CAPS for Economics. Another finding is that although more learner involvement is required for the progressive approach, the role of the educator remains crucial as a knowledge expert and a facilitator in the classroom. A further finding was that learners embraced the co-operative learning strategy which is one of the fundamentals of authentic learning. They enjoyed teaching to and learning from one another in group work. Finally, learners appreciated the use of cartoons and team-games by the progressive educator as additional strategies to further authenticate and enhance the learning experience. In summary the researcher wants to contend that from the literature study, the findings of the empirical research and the recommendation of this study that by working within the parameters of the CAPS for Economics, authentic learning can be achieved via a progressive teaching design. / Curriculum and Instructional Studies / M. Ed. (Curriculum Studies)

The researcher wants to create a learning environment where learners are much more involved in their own learning. The progressive teaching design implies that the contribution of the learner to the development of knowledge is recognised. The educator also acknowledges the learner as a social being reliant on interaction with others to generate meaning. The problem statement for this study is based on the researcher’s opinion that In South African schools rote learning and memorisation are still the main methods of learning. The reason for this is because the majority of educators have been schooled in the traditional educational paradigm where the teaching process essentially revolves around the educator. In such a system learners who can recall facts best and obtain the best grades are regarded as having learnt well. The researcher contests the assertion that the learners learnt authentically. The progressive teaching approach is proffered by the educator as an alternative for the attainment of authentic learning in a grade 10 Economics classroom. In an authentic learning environment learners are prepared to face challenges in the real world through the development of critical thinking and problem-solving skills. Learners collaborate and cooperate as members of a group to unravel problems. The researcher makes use of a qualitative research design for this study. The grade 10 Economics class of the researcher is used a case study to ascertain whether a progressive teaching approach can enhance authentic learning. Twelve learners out 26 that indicated that they would participate eventually took part in the study. The research instruments used were the video recorded lessons, teacher observation sheets and learner focused-group interviews. One of the findings from the study was that authentic learning skills such as problem-solving and critical thinking can be developed through the educator using the progressive teaching approach. This is in line with the principles of the CAPS for Economics. Another finding is that although more learner involvement is required for the progressive approach, the role of the educator remains crucial as a knowledge expert and a facilitator in the classroom. A further finding was that learners embraced the co-operative learning strategy which is one of the fundamentals of authentic learning. They enjoyed teaching to and learning from one another in group work. Finally, learners appreciated the use of cartoons and team-games by the progressive educator as additional strategies to further authenticate and enhance the learning experience. In summary the researcher wants to contend that from the literature study, the findings of the empirical research and the recommendation of this study that by working within the parameters of the CAPS for Economics, authentic learning can be achieved via a progressive teaching design. / Curriculum and Instructional Studies / M. Ed. (Curriculum Studies)