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MEDCS / Department of Curriculum Studies and Education Management

MEd (Curriculum Studies) / Department of Curriculum Studies / Children who cannot read and write are a concern for both parents and teachers. The purpose of the study was to explore the challenges faced by teachers in teaching dyslexic children at intermediate phase in mainstream schools in the District of Vhembe, in Limpopo Province of South Africa. A qualitative research approach was utilised for the study. Semi-structured interviews were used to gather data from the teachers in the mainstream schools. The population of this study comprised of teachers who teach dyslexics and other children at intermediate phase in the mainstream public primary schools in the Dzindi Circuit of Vhembe District in Limpopo Province. Purposive sampling was used to select twenty four teachers who had a minimum of three years teaching experience from the eight schools under study. Data was analysed thematically. Major findings of the study are as follow: challenges faced by dyslexic children on identified competencies such as writing, reading, carrying instructions and confidence; their ability to recall information; parental involvement and overcrowded classrooms. The study recommends the effectiveness of teachers in using the differentiation method to help dyslexic children, availability of physical resources in the form of classrooms and learning materials, community awareness, in-service training for teachers and collaboration among the teachers, learners and parents.

A dissertation submitted to the Faculty of Education in partial fulfillment of the requirements for the Degree of Master of Education in the Department of Educational Psychology and Special Needs Education at the University Of Zululand, 2017 / The aim of this study was to investigate the relationship between texting language and language development amongst Intermediate Phase learners. The study, which used the quantitative approach, sought to determine the influence of learner characteristics on texting language, determine if learners use texting language in the written forms of English, determine if learners are able to write in the standard form of English, and ascertain if texting affects spelling.The target population were learners in the Intermediate Phase, which is learners from Grade 4 up to Grade 6. There were 213 learners who took part in the study. All these learners were from five African schools, and learnt English as a second language. The instrument used for data collection was divided into four sections: demographic characteristics, translation of texts from Standard English to texting language, translation of texts from texting language to Standard English and also spelling. The SPSS version 24 was used to analyse the results collected from the study. The findings of the study reveal that age and the grade that the learner is doing has no influence on texting and the learner’s language development. Gender has an influence on texting and the learner’s language development. Female learners were found to text more than male learners. There is also no relationship between learner’s access to cellular phones and their language development. Learners are texting and they know how to text irrespective of whether they own a cellular phone, have access to one or do not have access to one at all. However, the study revealed that there is a positive relationship between texting language and Standard English. Texting language cannot come into existence without one first learning and knowing the Standard English language.Based on the findings, the study recommended that teachers should recognise the importance of English language and should organise extra-curricular and co-curricular activities to enhance language development in learners. The Department of Education should promote and support activities that will help learners to improve their language skills.

Empirical studies have documented aggression in children as a typical, normal developmental phenomenon, characterized as having the highest levels of aggression between the ages of two and three, and gradually declining by early childhood. However, the escalating levels of aggression by children within the teaching-learning environment, as emphasized by the media, crime statistics and relevant research studies, presents an apparent incongruence. This propelled the need to address aggression as experienced by male learners in school during the Intermediate Phase. Masculinity was an important lens in contextualizing male learners’ experiences of aggression to help explore and describe to what extent, if any, male learners do experience aggression in school during the Intermediate Phase. A qualitative study with a phenomenological approach, within the protocol of ethical procedures and measures of trustworthiness, was conducted to explore and describe male learners’ experience of aggression in school during the Intermediate Phase. Twenty-seven middle-childhood male learners aged 9 to 11 from grades four to six from three primary schools in District D14 in Lenasia participated in the process of phenomenological interviewing in one-on-one semi-structured interviews. An interpretive data analysis by means of Tesch’s open-coding systematic process proffered the following findings: Firstly, Intermediate Phase male learners described aggression using concrete examples of their lived experience and these experiences of aggression translated into verbal and physical aggression as the ‘fight instinct’. In addition, these experiences of aggression indicated male learners’ middle-childhood developmental stage and their experience of aggression as a feeling of anger and a justification of their aggressive behaviour. Secondly, male learners’ experience of aggression in school during the Intermediate Phase formed a cycle of aggression with a focus on the role of school authority in the management of aggression and resolution of conflict, where male learners’ experienced gangs and bullies as provocation for them to behave aggressively in return, and gender identity and gender roles were constructed and interpreted within the framework of the Sex Role Socialisation Theory. Thirdly, Intermediate Phase learners made suggestions in managing their own and others’ aggression in terms of self-regulation, morality and religion. Whilst masculinity is an elusive and ambiguous concept, the manifestation of aggressive behaviours by male learners within the context of the adapted definition of masculinity as a negotiation of ‘cognitive, behavioural, emotionally expressive, psychosocial and sociocultural experience’ indicated that male learners aspire to the ‘way men are’ or are in pursuit of being ‘real men.’ A subtle form of hegemonic masculinity alluding to dominance, power and competiveness was evident in the male learners’ practice of aggression. The findings validate the notion that male learners psychological wellbeing is at risk should the cycle of aggression persist. Hence, the researcher suggests that learners need to be skilled in ameliorating aggression by means of a process of teachers demonstrating and skilling learners in identifying conflict and resolving conflict; a coaching model should be adopted and implemented to train learners to manage aggression; the sensitization of gender roles, namely masculinity; and that counsellors and qualified psychologists be available at schools. Guidelines were described from the themes emanating from male learners’ experience of aggression in school during the Intermediate Phase. A valuable contribution from the research study was that learners had the platform to be heard and that some found the interview process interesting. / Thesis ((MEd (Learner support))--North-West University, Potchefstroom Campus, 2013.

Empirical studies have documented aggression in children as a typical, normal developmental phenomenon, characterized as having the highest levels of aggression between the ages of two and three, and gradually declining by early childhood. However, the escalating levels of aggression by children within the teaching-learning environment, as emphasized by the media, crime statistics and relevant research studies, presents an apparent incongruence. This propelled the need to address aggression as experienced by male learners in school during the Intermediate Phase. Masculinity was an important lens in contextualizing male learners’ experiences of aggression to help explore and describe to what extent, if any, male learners do experience aggression in school during the Intermediate Phase. A qualitative study with a phenomenological approach, within the protocol of ethical procedures and measures of trustworthiness, was conducted to explore and describe male learners’ experience of aggression in school during the Intermediate Phase. Twenty-seven middle-childhood male learners aged 9 to 11 from grades four to six from three primary schools in District D14 in Lenasia participated in the process of phenomenological interviewing in one-on-one semi-structured interviews. An interpretive data analysis by means of Tesch’s open-coding systematic process proffered the following findings: Firstly, Intermediate Phase male learners described aggression using concrete examples of their lived experience and these experiences of aggression translated into verbal and physical aggression as the ‘fight instinct’. In addition, these experiences of aggression indicated male learners’ middle-childhood developmental stage and their experience of aggression as a feeling of anger and a justification of their aggressive behaviour. Secondly, male learners’ experience of aggression in school during the Intermediate Phase formed a cycle of aggression with a focus on the role of school authority in the management of aggression and resolution of conflict, where male learners’ experienced gangs and bullies as provocation for them to behave aggressively in return, and gender identity and gender roles were constructed and interpreted within the framework of the Sex Role Socialisation Theory. Thirdly, Intermediate Phase learners made suggestions in managing their own and others’ aggression in terms of self-regulation, morality and religion. Whilst masculinity is an elusive and ambiguous concept, the manifestation of aggressive behaviours by male learners within the context of the adapted definition of masculinity as a negotiation of ‘cognitive, behavioural, emotionally expressive, psychosocial and sociocultural experience’ indicated that male learners aspire to the ‘way men are’ or are in pursuit of being ‘real men.’ A subtle form of hegemonic masculinity alluding to dominance, power and competiveness was evident in the male learners’ practice of aggression. The findings validate the notion that male learners psychological wellbeing is at risk should the cycle of aggression persist. Hence, the researcher suggests that learners need to be skilled in ameliorating aggression by means of a process of teachers demonstrating and skilling learners in identifying conflict and resolving conflict; a coaching model should be adopted and implemented to train learners to manage aggression; the sensitization of gender roles, namely masculinity; and that counsellors and qualified psychologists be available at schools. Guidelines were described from the themes emanating from male learners’ experience of aggression in school during the Intermediate Phase. A valuable contribution from the research study was that learners had the platform to be heard and that some found the interview process interesting. / Thesis ((MEd (Learner support))--North-West University, Potchefstroom Campus, 2013.

MEd (Curriculum Studies) / Department of Curriculum Studies / The study investigated the Impact of Languages Subject Advisors’ roles in Teaching and Learning of Languages in the Intermediate Phase, Vhembe District in Limpopo Province. The study sought to identify the relevant intervention strategies to improve Languages pass rate in the Intermediate Phase. The study used two research methods and the relevant information was gathered using questionnaires and interviews from the two (2) circuits of Vhembe District, namely, Mvudi and Soutpansberg West Circuits. Purposeful and random samplings were used to select 100 languages teachers in the Intermediate Phase, 5 Languages Heads of Departments (HODs), plus 2 Languages Subject Advisors as participants for this study. From these, 05 HODs in Languages participated in the interviews together with the 2 Languages Subject Advisors, hence, 100 Languages teachers responded to the questionnaires. Quantitative data were analysed through the Statistical Package for the Social Sciences (SPSS). Qualitative data was analysed thematically. The main finding of this study revealed that the roles that Subject Advisors are playing have a serious impact in enhancing language teaching and learning. The study recommends, among others, that Action Research by teachers should be effective in enhancing the teaching and learning of Languages.

South Africa has gone through many recent changes and the impact of these changes was, especially, experienced in the development of the South African Education system. Social Sciences is one of the subjects that was introduced in the Revised National Curriculum Statement (RNCS) for Grades R-9 (Department of Education, 2002). Before the National Curriculum Statement, History and Geography were taught as separate subjects under Social Studies but later combined into one subject, Social Sciences. Teachers in some South African schools are specialist in one of the two disciplines, either History or Geography. The intention of this study was derived from many of the researcher?s personal observations, experiences and challenges in the discipline, Social Sciences. This study identified the challenges experienced by heads of department (HoDs) of Social Sciences and the strategies they use to address the identified challenges. The research approach was qualitative and a case study research design was used. The research participants were identified, using a purposeful sampling strategy. Participants were selected from four schools, two from Quintile 1 (no fee-paying) schools and two from Quintile 5 (fee-paying) schools; each school had an enrolment of more than 350 learners. The participants were HoDs responsible for Social Sciences and teachers who were teaching the subject. Furthermore, HoDs who were selected had had experience of managing Social Science teachers for a period of not less than three years. The teachers also had more than three years? experience of teaching Social Sciences. The findings of this study revealed that the responsibilities of HoDs for Social Sciences seem to focus more on monitoring the work of teachers than developing their effectiveness in teaching the subject. Some of the HoD appointed in the Social Sciences Department did not have the background knowledge and skills related to the subject which limited their ability to guide, advise and develop their teachers in the subject. It was found that HoDs and teachers expect subject specialists and curriculum advisors to be more involved in developing teachers? competency in teaching the subject. It seems that there is a desire for a formal policy for the professional development of teachers of Social Sciences. / Dissertation (MEd)--University of Pretoria, 2016. / Education Management and Policy Studies / MEd / Unrestricted

This study contributes to existing research on the perspectives of teachers’ with regards to the use of the iPad for learners with dyslexia. The purpose of this case study was to explore and describe teachers' perspectives on iPad usage for learners with dyslexia in the Intermediate Phase. The primary research question that guided this study was: “What are teachers’ perspectives on iPad usage for learners with dyslexia?” A qualitative research design was used to collect rich data using Intermediate Phase teachers. Eleven teachers from three schools in Johannesburg participated in the study. The data collection tools that were used included focus group discussions, semi-structured interviews and observations. By exploring how these teachers perceived iPad usage, specifically for learners with dyslexia, this study contributed to an existing body of knowledge providing insight into the use of iPads in the classroom and as a learning support tool. The themes that emerged from this study answer the question of what teachers’ perspectives on iPad usage for learners with dyslexia are. Findings indicate that teachers’ perceive the iPad as a useful support tool but that it comes with many challenges that need to be addressed. The findings indicate that the iPad creates interactive learning and increases the confidence of learners with dyslexia. It is recommended that research be conducted with a larger sample size and also for challenges to be addressed so that the iPad can be utilised to its full potential. / Dissertation (MEd)--University of Pretoria, 2017. / Educational Psychology / MEd / Unrestricted

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