A dissertation submitted to the Faculty of Education in fulfillment of the requirements for the Degree of Master Of Education in the Department of Curriculum and Instructional Studies at the University Of Zululand, 2018 / The aim of the study was to investigate reasons for the poor Academic performance of Grade 12 learners in accounting in the Zululand districts. The main aim was addressed by exploring literature to gather information on perspectives on Accounting teaching and the way these problems are approached globally. A qualitative approach was used to investigate factors that affect learner’s performance. Five schools were selected in the Zululand districts. Ten teachers were interviewed. The data were analysed and findings revealed that Grade 12 learners’ performance is inadequate. In order to make a quantum leap and to arrive at creative solutions to the challenges, participants were interviewed regarding the phenomenon. The findings reveal that teachers have inadequate necessary teaching skills and that the subject is sometimes taught by teachers who do not dispose of the necessary expertise in Accounting. Schools also lack resources and economic deficits hamper quality teaching in the rural areas. The main recommendations arising from this study suggest that the Department of Basic Education should also review the time allocated per period to extend the time spent on Accounting. The focus should be also on Grade 10 and 11 Accounting learners to lay the foundation for teaching and learning Accounting in Grade 12. Accounting teachers should be provided with stronger content workshops, at least twice per term.

A dissertation submitted in fulfilment of the requirements for the Degree Master of Education in the Department of Curriculum and Instructional Studies, Faculty of Education at the University Of Zululand, 2018. / Physical Sciences continue to be one of the subjects that yield poor results in Grade 12 every year. Many factors have been said to contribute to the poor Grade 12 results including resources and teaching methods. This study however, investigated the educators’ and learners’ views on factors that contribute to poor performance in Grade 12 from a rural UMkhanyakude district of KwaZulu Natal. A questionnaire with both closed and open-ended questions was used to determine learners’ views, while an interview schedule was used to delve into the educators’ views. Frequency results from learner questionnaires revealed that learners viewed issues such as overcrowded classrooms, lack of parental support, lack of support from education local office, lack of resources, and a negative attitude towards Physical Science as the main factors that contribute to poor performance in Grade 12 Physical Sciences. The inductive analysis of the teachers’ interview transcripts revealed that teachers believed that giving extra support without resources such as well-resourced laboratories, and parental support is sometimes impossible. These key findings can contribute to programmes that seek to strengthen the teaching of Sciences in rural contexts; thus this study makes a contribution to what is known about the factors that contribute to poor performance in Grade 12 in a rural context.

Faculty of Science School of Physics[Science Education] 0305541n mososloaneR@science.pg.wist.ac.za / This research report is based on a study that investigated South African Grade-10 learners’ conceptions about day and night, and the seasons, after instruction in these topics. The study was motivated by examiners’ reports that learners perform poorly in physical science, and by alternative conceptions that learners have about scientific concepts, as reported in the literature. A motive for conducting the study in South Africa is that relatively little has been published about South African learners’ conceptions about day and night, and the seasons. An open-ended diagnostic questionnaire was used to probe learners’ conceptions about day and night, and the seasons. The validity and reliability of the questionnaire were checked by the researchers’ supervisor and colleagues. The questionnaire was piloted in a secondary school in the same township as the school that was later used to collect the main study data. Learners in the pilot study were asked to state problems encountered while answering the questionnaire. This resulted in minor modifications on the questionnaire. The modified questionnaire was then administered to the main study group, and open coding was used to analyze the results. The results show that the majority of learners lacked scientifically acceptable conceptions about day and night, and the seasons, e.g. they did not understand the combined rotation of the Earth about its axis, and the revolution of the Earth about the Sun. The results also show that learners could not properly interpret diagrams, and to effectively use diagrams to clarify their answers. Learners lack scientifically acceptable conceptions despite detailed explanations given in their textbooks, which imply that the books were not used effectively in the learning process. Some recommendations made, following these results, are that learners’ attention should be drawn to rich information presented in their textbooks, and that some 3-dimensional objects should be used when teaching the topic.

Little, if any, research exists that provides guidance for educators on the use of a dynamic assessment as a tool for better identifying Latinx students for gifted programs. The purpose of this qualitative case study was to explore the perceptions of campus principals and elementary teachers as dynamic assessment was being considered as part of the gifted and talented identification protocol. Data were collected through teacher and principal interviews and focus groups, along with an analysis of current practices and protocols within the studied district. The findings revealed several key themes that emerged from educator perspectives on the ability of emergent bilingual students to be placed in gifted programs and how dynamic assessment could or could not play a part in the assessment process. The study provides support and context for future research about dynamic assessment as applied to gifted and talented identification of Latinx students, including (a) the development of a dynamic assessment, (b) the implementation of a dynamic assessment with presentation of data that supports or do not support its use, (c) training to support the implementation of a dynamic assessment, (d) the human capital and time associated with implementing a dynamic assessment, and (e) educator mindset associated with the implementation of a dynamic assessment for students who do not speak English in the home.

No description available.

Even though English is a subject where Swedish pupils do well compared to pupils in other countries, research indicates that pupils are not always motivated to learn in the English classroom. Therefore, the aim of this study is to find research relating to the use of the target language in classrooms for pupils at the upper elementary level, particularly language learners in Sweden. The focus of this thesis is to find out what benefits and challenges accompany the use of the target language during English lessons, as well as what pupils’ opinions are on the consistent use of the target language in the classroom. This literature review of five research articles shows that it is beneficial for pupils’ language development to have lessons where mainly the target language is used. It is for example beneficial for pupils’ ability to speak, their pronunciation, vocabulary and ability to use language strategies. The results show that there are challenges as well, especially for the teachers, since use of the target language presumes that the teacher has good language skills and is capable of scaffolding each pupil at their individual level and in their zone of proximal development. Furthermore, there are challenges like differences in pupils’ skill level, creating tasks that both motivate and stimulate, and creating a safe learning environment. Even though the results in this thesis are limited, it is still obvious that it is an important area, where more research is necessary in order to assist teachers in how to teach English as effectively as possible. / <p>Engelska</p>

Published Article / Psychosocial support has been defined as an ongoing process of meeting emotional, social, mental and spiritual needs, all of which are considered essential elements of meaningful and positive human development. It goes beyond simply meeting the learners' physical needs, placing greater emphasis on learners' psychological and emotional development and their need for social interaction. The Free State Department of Basic Education defines vulnerable learners as orphans, heads of child-headed households, neglected learners and all learners who do not have access to a basic set of school uniforms. The department states that there are currently 70 000 of these learners in the province. This article presents a theoretical critique, within a social justice paradigm, of efforts aimed at supporting vulnerable learners psychosocially in the rural areas of South Africa. It describes attempts to afford vulnerable learners education and addresses their marginalisation and inherent powerlessness (social justice). It argues that psychosocial support (meeting their needs) for vulnerable learners will improve their access to education.

MOOCs have become a popular topic in the educational field since 2008. This report reviews the literature from 2008 to March 2014 on the development of MOOCs with a focus on learners’ experience. By looking into the topics researchers have been investigating, this review identifies eight themes on this topic: (1) Platforms and Technology, (2) Instructional Materials and Assessment, (3) Instructors, (4) Participants’ demographics, (5) Motivation and Engagement Patterns, (6) Self-directed Learning and Learner Interaction, (7) Blended Education, and (8) Completion rates. The review also indicates that MOOC course design (pedagogies, technical support, assessment and instructors) and learner characteristics (motivation, engagement levels, self-directed learning and digital literacy) influence learners’ experience. Possible future research questions are also proposed in this report. / text

Music education and pronunciation teaching within second language education would seem to be two entirely separate fields. Yet, there are undeniable links between learning to play an instrument, such as the violin, and learning to speak in a second language. This Report attempts to bridge the divide between both disciplines by highlighting the similarities between musical features and pronunciation features, and by applying principles for practicing music to pronunciation practice. It is hoped that this comparison will motivate second language learners to practice pronunciation and increase the quality of their home practice, which has been found to play an important role in determining the degree of students’ pronunciation improvement (Sardegna, 2011). This Report begins with a review of pronunciation teaching trends and how they have shaped pronunciation teaching today. It then provides an overview of three important pronunciation learning models, followed by a discussion of a principled approach to teaching pronunciation. This principled approach may help bridge the gap between theory and classroom practice. Then, grounded on evidence suggesting strong links between teaching pronunciation and teaching violin, the Report concludes with a rationale for applying the proposed principles to a musical teaching context and suggests adopting a musical approach to practice in order to effect change in students’ English pronunciation. / text

In this dissertation, the participation of 5-year-old Spanish speaking children in a kindergarten classroom community was explored. The school was located in a working and middle-class community in Southern Arizona, where pursuant to state law; the language of instruction was English. Student participants spent four hours every day in an English Language Development classroom, segregated from their native-English speaking peers.The purpose of this qualitative multiple case study was to explore factors that affected the participation of kindergarten English Language Learners (ELLs) in knowledge construction in their classroom community. Research questions were addressed by examining ways teacher questioning strategies and evaluation responses enabled or constrained the participation of ELLs in mathematics, as well as the role ofpeers in the classroom. Data were analyzed through participant frameworks, whichilluminated the process of identity negotiation through positioning strategies. Questions were investigated through the theoretical framework of communities of practice, in which learning as apprenticeship in knowledge distribution among experts and novices is emphasized.Results indicated that teachers apprenticed ELLs into academic language in three ways: (a) using predictable, consistent language; (b) using choice and process elicitations in questioning strategies; and (c) repairing communication by revoicing student responses. In math table groups, ELLs participated by talking about resources,procedures, and initiating and extending topics. Results also showed how English-proficient peers apprenticed ELLs into negotiating inclusion and exclusion requirements, which were necessary to build an argument.