A Thesis submitted in fulfilment of the degree Doctor of Education Faculty of Education and Social Sciences Mowbray Campus Cape Peninsula University of Technology, 2013 / The purpose of this study was to understand the development of preservice teachers’ knowledge for teaching early algebra as a result of an early algebra course and teaching practicum. Preservice teachers enter teacher education with a diversity of school experiences of learning algebra which usually involves a high degree of procedural understanding. This study argues the importance of preservice teachers having the experience and opportunity to develop both conceptual and procedural understanding of the mathematics they will teach. The research was based on a case study, using qualitative methodologies and framed within an interpretive paradigm. It included a group of third year preservice teachers studying for a Bachelor of Education degree in the General Education and Training (GET) band. The early algebra course, known as Maths 2, was designed to develop knowledge for teaching early algebra and to build mathematical proficiency through participation in a professional learning community. The design and content of the course were guided by Ball’s mathematical knowledge for teaching (MKfT) model and the choice of early algebra as functional thinking aligned with the goals of the Revised National Curriculum for Mathematics (RNCS) and the more recent Curriculum Assessment Policy Statement (CAPS) in the mathematics content area: patterns, functions and algebra. The preservice teachers’ development of knowledge for teaching early algebra was identified through their manifestations of knowledge for teaching early algebra. These manifestations were illustrated by preservice teachers’ verbal and written responses from lesson reflections, questionnaires as well as video recordings of selected lessons. Focus group interviews were used to investigate the role of the early algebra course (Maths 2) in developing preservice teachers’ knowledge for teaching early algebra. The findings indicate that preservice teachers developed both common content knowledge (CCK) and specialised content knowledge (SCK) for teaching early algebra. Their responses indicated a growing awareness of the development of their mathematical knowledge for teaching through their own experiences of a richer and connected algebra and through guided support and reflection in the process of learning and teaching.

Thesis (MPA.) -- University of Limpopo, 2013 / The present study is about stakeholder participation in Early Childhood Development in Polokwane Circuit, Limpopo Province. The main aim of the study was to investigate poor stakeholder participation in ECD programme. The objectives were to evaluate the extent of stakeholders participation in ECD programmers, to assess the attitude of stakeholders towards ECD programmes, and to determine the impact of lack of resources on ECD projects and to suggest probable solutions to problems facing ECD programmes. Structured interview questionnaires and literature were used to collect data. The study concluded that some stakeholders namely parents and educators fully participate in ECD programmes while officials in the Department of Education are not fully participative.

A full dissertation submitted in fulfilment of the requirements for the degree of Masters in Education Presented to the Faculty of Education and Social Sciences 2015 / In Africa, throughout the history of schooling, many teachers have been confronted by the demanding situation of teaching two or more year groups in the same classroom although data on this multi-grade phenomenon is scarce. Although reading is a fundamental competency and the core of our curriculum, a gap exists in practice. In multi-grade classes the gap is wider as a result of the different grades and varying abilities within the grades. The present study was motivated by the researcher’s concern for the status of reading in all Foundation Phase classes. This study answers one main question: How do teachers in two urban multi-grade classrooms teach reading in the Foundation Phase? The two sub-questions are: What are the current reading practices in urban multi-grade classrooms in the Foundation Phase? What challenges do teachers of urban multi-grade classes face when teaching reading in the Foundation Phase? The conceptual framework that was central to answering the two sub questions includes four theorists namely: Lave and Wenger’s (1991) Vygotsky’s (1978); Bronfenbrenner’s (1990) and finally Piaget’s (1972) stages of cognitive development including pre-operational stage and concrete operational stage. The literature review highlights the physical setting of the multi-grade classrooms, debates the advantages and limitations of urban multi-grade teaching, compares the National Curriculum Statement (NCS) 2005 and the Curriculum Assessment Policy Statement (CAPS) reading curriculum, briefly deliberates the stages of reading development and finally discusses the variety of reading practices. A qualitative interpretive case study research design was formulated to explore the complex phenomenon of urban multi-grade reading practices in the Foundation Phase. The first research question explored the reading practices found in two urban multi-grade classes, and the findings include four themes which are: stories, vocabulary, comprehension and reading. The second sub-question, focussed on the challenges the urban multi-grade teachers experienced. In conclusion this study reveals that reading can be taught successfully in urban multi-grade classes. Teaching reading in multi-grade classes may foster the emotional, intellectual, social and academic well-being of learners. Secondly although the two urban multi-grade teachers faced many challenges, with the necessary support structures in place, these challenges could be minimized.

A full dissertation submitted in fulfilment of the requirements for the degree of Masters in Education Presented to the Faculty of Education and Social Sciences 2015 / This research project was conducted in 2010 and 2011 as a strategy to determine the effectiveness of a home-school partnership programme (HSPP) in a Grade R class. This study was an investigation into the empowerment of parents of Grade R learners in assisting the learning of literacy at home. Parents of Grade R learners attended a seven-week programme on ways of assisting their children. By attending the HSPP, parents and teachers were encouraged to form a link between home and school. The present study is grounded in Paulo Freire’s theoretical model of knowledge and acquisition as well as Bronfennbrener’s bio-ecological system. Reference is made to Costa’s sixteen Habits of Mind, which indicates how parents have grown in terms of their way of thinking. A qualitative approach was used. Focus group interviews, semi-structured questionnaires and footage from the local broadcasting studio were used to collect data. The sample size consisted of five participants who were interviewed during 2010 and five participants who were interviewed during 2011. These parents agreed to be part of the research programme. The key question of this study was answered: How can the HSPP assist parents with the learning of literacy at home? The results confirmed the positive impact that the programme had upon the parents. They wanted to assist their children at home but did not previously have the skills to do that. By gaining these skills, they became confident to use everyday objects to help their young children become literate. In conclusion, from the current research, it can be seen that if the home, the school and the community collaborate in a meaningful and sustained way, the future of our children’s education, especially in poverty-stricken areas where unemployment is rife, can be improved significantly in a constructive and long-term manner.

Thesis (M.Ed.(Educational Psychology))--University of the Witwatersrand, Faculty of Education, 2013.

Masters of Education by dissertation, University of the Witwatersrand, 2016 / The researcher explored the role of pedagogical documentation in a multimodal Grade R classroom. The purpose of the research was to see how pedagogical documentation would work together with a multimodal approach to enhance learning in Grade R children in an urban South African school. A qualitative case study was conducted at a private girls’ school in Johannesburg with a class of 22 Grade R children over the time frame of eight weeks. The children were exposed to a multimodal approach and pedagogical documentation was used in the classroom to make learning visible and to create a focus for discussion and planning. The research focused on an in-depth analysis of five participants although all the children in the class were part of the data collection process. The children demonstrated an ability to make decisions regarding their learning and the curriculum developed around their interests rather than being predetermined by the teacher. The children also developed a willingness to reflect on their learning processes. They took complete ownership of their environment and were able to use all available resources: the environment, the materials, and those emerging from collaboration with their peers and reflecting on their own learning. An open curriculum was successful with children of this age. However, it is proposed that pedagogical documentation together with a multimodal approach would be more effective in collaborative whole school interventions. / MT2017

This research study investigates how selected Grade R teachers implement numeracy in their classrooms, based on their experiences, personal beliefs and perceptions. This study adopts the view that a teacher's practice is not only informed on what she believes about her learners, but also on how she organises her classroom environment and her own teaching practice. However, the teacher cannot be divorced from the political and historical background of Early Childhood Development (ECD), as these factors have an impact on her numeracy implementation. Integrated in this research study is thus not only a comprehensive historical analysis of the historical and political background of ECD, but also an in-depth look at the complex curriculum road the Grade R teacher had to travel over the past twelve years. The aim of this case study is to understand and describe what is happening in Grade R classrooms when numeracy is implemented, as well as identifying possible barriers which Grade R teachers may experience in implementing numeracy. The author utilized an adapted Interactive Qualitative Analysis Framework to explore Grade R teachers' views and experiences. Open-ended focus group interviews were used to develop a framework for individual interviews. This interview framework guided the data collection of nine audio-video tapes of classroom activities and nine semi-structured individual interviews. Analysis of the individual interviews revealed each teacher's understanding as well as her perceptions and needs regarding the implementation of numeracy in her classroom. The transcriptions of the individual interviews were compared to the audio-video tapes of what happened in each classroom. This was done in order to determine whether the teachers' practices were consistent with what they said in the interviews. Paradoxes and inconsistencies were documented. The historical and political analysis of ECD illustrates the complex development of ECD in South Africa over the last few decades. It therefore also highlights and brings to the fore the complex journey that Grade R teachers had to navigate in adapting their practice to ever changing curriculum requirements. The empirical results show that there are inconsistencies between what selected teachers know and believe, and what they are implementing. However, "silent themes" which did not come to the fore in the focus group or individual interviews, were identified in the audiovideo tapes of classroom activities. Also, many "silent themes" indicate that there are numerous concerns, such as lack of proficiency in bridging the gap between theory and practice, regarding the implementation of numeracy in Grade R. It was found that many of the selected Grade R teachers struggle to implement numeracy in their classrooms, as they lack the skills and support to teach numeracy in a Grade R context.

Text in Afrikaans / Educational Studies / M.Ed.

M.Com. / This study investigated the possibility of establishing a sustainable early childhood development centre in Orange Farm by means of a literature review and practical research. The main objective was to evaluate the current early childhood development situation of ‘Orange Farm Day & Nite Day Care Centre’ at Orange Farm, Stretford Extension 2, to understand what typifies early childhood development best practices by using an excellent early childhood development centre in Mondeor, ‘Top Kids’, as a comparable model. The research strategy was to interview key stakeholders pertinent to the delivery of this research’s objective. These were stakeholders who could define the needs of the target audience (community, teachers, parents, centre owners and children), in terms of early childhood development in order to identify challenges and best practices...

Text in Afrikaans / Educational Studies / M.Ed.