Thesis (Ph.D.)--University of the Witwatersrand, Faculty of Humanities, School of Education, 2011 / This study is a located in a foundational undergraduate mathematics course designed to facilitate the transition from school mathematics to advanced mathematics. The focus of the study is on two innovations in the course; the use of practical problems that make links to non-mathematical practices and a learner-centred pedagogy. While these innovations are part of the discourse of the mathematics education community in terms of access to school mathematics, this study investigates the relationship between these innovations and access to advanced mathematics. The texts of three practical problems from the course and texts representing the verbal and non-verbal action of 17 students as they worked collaboratively in small groups on these problems were analyzed. The analysis of these texts is used to describe and explain, firstly, how the practical problems in the foundational course represent the practice of foundational undergraduate mathematics and its relationship to other practices in the educational space (for example, school mathematics, calculus reform, advanced mathematics, and non-mathematical practices). Secondly, the students‟ enabling and constraining mathematical action on the practical problems is described and explained. Answering the empirical questions in this study has required theoretical work to develop a socio-political perspective of mathematical practice. This theoretical perspective is based on Fairclough‟s social practice perspective from critical linguistics, but has been supplemented with recontextualized theoretical constructs used by Morgan, Moschkovich and Sfard in mathematics education. These constructs are used to conceptualize the notion of mathematical discourse and action on mathematical objects in this discourse. The methodological work of this study has involved supplementing Fairclough‟s method of critical discourse analysis with Sfard‟s method of focal analysis to analyze mathematical, discursive, social and political action in a socio-political mathematical practice. The central finding of this thesis is that foundational mathematical practice represents both continuities and disruptions in its relationship to other practices in the space. As a result, participation in the foundational practice is complex, requiring control over the how and when of boundary crossings across practices, social events and texts. On the basis of this complexity, innovative foundational practice is positioned paradoxically in the higher education space. On the one hand, it represents an alternative to the dominant representation of mathematical practice and positioning of the foundational student in higher education. On the other hand, the complexity of foundational practice makes access to advanced mathematics problematic and foundational practice thus reproduces the dominant ordering.

This thesis considers how statistics about adult literacy have produced a new transnational norm of what it means to “be literate” and asks what has been produced by demarcating a calculable threshold of capable literate conduct. Analyzing literacy as a form of conduct enables investigation of the political dimensions of governmental interest in literate conduct and consideration of what subjects, relationships and forms of power are produced by various problematizations. Genealogical analysis of the currently dominant governing rationality, what is termed the psychometrological regime, revealed that Level Three of the International Adult Literacy Survey (IALS) has been constructed as a threshold between people who can act as autonomous, entrepreneurial subjects and those who cannot. In the case of Ontario, this threshold becomes an indicator of “employability” and produces a singular and problematic population who are subjected to coercive educational interventions. Tactics and techniques in the province’s Literacy and Basic Skills (LBS) policy construct literacy programs as sites responsible for transforming subjects below the threshold into human capital assets; this represents a significant departure from the original mission of community-based agencies. Data from interviews with educators in these programs indicate that adult literacy workers occupy an uneasy position between the demands of policy, their pastoral relationships with learners, and the complex realities faced by adults who struggle with print. While these educators may choose to disobey some policy imperatives they nonetheless act, at times unwittingly, as agents of governance. By highlighting the impossibilities produced by the neoliberal problematization of literacy, and the negotiations that literacy workers perform in the face of such dilemmas, this research contributes to thinking through how to transform coercive and authoritarian tendencies currently governing literate conduct.

This thesis considers how statistics about adult literacy have produced a new transnational norm of what it means to “be literate” and asks what has been produced by demarcating a calculable threshold of capable literate conduct. Analyzing literacy as a form of conduct enables investigation of the political dimensions of governmental interest in literate conduct and consideration of what subjects, relationships and forms of power are produced by various problematizations. Genealogical analysis of the currently dominant governing rationality, what is termed the psychometrological regime, revealed that Level Three of the International Adult Literacy Survey (IALS) has been constructed as a threshold between people who can act as autonomous, entrepreneurial subjects and those who cannot. In the case of Ontario, this threshold becomes an indicator of “employability” and produces a singular and problematic population who are subjected to coercive educational interventions. Tactics and techniques in the province’s Literacy and Basic Skills (LBS) policy construct literacy programs as sites responsible for transforming subjects below the threshold into human capital assets; this represents a significant departure from the original mission of community-based agencies. Data from interviews with educators in these programs indicate that adult literacy workers occupy an uneasy position between the demands of policy, their pastoral relationships with learners, and the complex realities faced by adults who struggle with print. While these educators may choose to disobey some policy imperatives they nonetheless act, at times unwittingly, as agents of governance. By highlighting the impossibilities produced by the neoliberal problematization of literacy, and the negotiations that literacy workers perform in the face of such dilemmas, this research contributes to thinking through how to transform coercive and authoritarian tendencies currently governing literate conduct.

In this study, I examined the topic of teaching for visual literacy by mathematics teachers in Tanzanian secondary schools. One of the goals of teaching mathematics in these schools is for learners to acquire mathematical knowledge and skills, which will be useful in their daily lives and future careers. Several studies have shown that visual literacy enables learners to acquire knowledge and skills that are also useful in their lives and future careers. It is a well-known fact that mathematics plays an important role in human endeavours, and life in general. On the one hand, research persistently reports that mathematical concepts are too abstract and complex for learners, which makes it difficult for teachers to teach these concepts effectively. On the other hand, the literature suggests that teaching mathematics for visual literacy could assist learners in understanding mathematical concepts easily, and developing visual literacy skills. Learners could better understand the mathematical concepts being taught and acquire visual literacy skills through the use of both teacher-centred and learner-centred teaching styles and various teaching strategies, including traditional teaching; group work, in particular cooperative learning; discovery; problem-based learning; multimedia instruction; as well as providing an opportunity for learners to interpret visual information and use visual media. Using a case study of three mathematics teachers from three schools, this study examined how Tanzanian secondary school mathematics teachers taught for visual literacy in Form 2 classrooms. The data was collected using classroom observations and interviews. The findings from the collected data have suggested that Tanzanian mathematics teachers do not meet the requirements for teaching mathematics for visual literacy due to various factors, such as the length of the syllabus, lack of pedagogical content knowledge, insufficient technology and dynamic media in schools, teachers' beliefs, National Examinations rules and regulations, and overcrowded classrooms. Recommendations for further studies based on this study have also been made. / Dissertation (MEd)--University of Pretoria, 2016. / Science, Mathematics and Technology Education / MEd / Unrestricted

Executive summary This study explores the learner centred teaching practices in secondary schools in Tanzania. The basis of this research emanated from the problem of the poor performance of secondary school students in Tanzania. The performance of students in national examinations has declined over the past years. This trend shows an increase in the number of students who are failing. The analysis of the examination results indicates that several secondary schools are in a poor situation. Poor performance signifies that many students have failed to acquire the requisite knowledge, skills, and competences to function effectively in society as well as in socioeconomic development. In general, the preceding situation proves that the quality of education has been affected and there is a need for conducting research. The literature indicates that scholars have been conducting educational research to find effective methods of improving students’ performance. To accomplish this aim researchers of IEA (International Association for the Evaluation of Educational Achievement), international organizations, and universities have been carrying out extensive studies to examine students’ performance in the areas of science, mathematics, and reading in various national and cultural contexts. Educators have produced results showing that countries such as Finland, South Korea, and Shanghai-China lead the world in terms of student performance. The factors mentioned to account for good performance include hard work by students, positive attitude of students’, effective engagement in the classrooms, schools emphasis on academic success, well-resourced schools, well-trained teachers, and favourable working conditions. In order to improve the problem of poor performance, the literature suggested researchers should mainly examine the learner centred teaching practices in the classrooms. This advice is in line with the goals of various educational programs such as World Education Forums, Tanzania Development Vision 2025, Secondary Education Development Program, and Education Sector Development Program. In addition, the process of transfer and borrowing of policies and practices from Western and European countries to different national and cultural contexts compelled the introduction of learner centred teaching practices. These practices have been supported because they put students at the center of the learning process. They focus on the interest of students and create a positive environment for learning. They facilitate active teaching and learning methods. The practices have a connection to constructivist theory which emphasizes students’ construction of meaning and understanding. The characteristics of the theory are preferred because they should improve educational research, curriculum implementation and students performance in different national and cultural contexts. Despite effectiveness of constructivist theory, educators and practitioners challenged characteristics associated with this theory. It does not provide thorough instructions on how to employ in the classrooms. It does not guide teachers on the appropriate learner centred teaching practices applied in various stages of the lesson development. It is in this background that the current study identified a research gap and area of contribution. Therefore, the purpose of this study is to explore the manner in which secondary school teachers make use of learner centred teaching practices in various stages of lesson development. Specifically, the study explored teachers’ perceptions of the learner centred teaching. It also explored the teachers’ practices and perceptions of the learner centred teaching practices in various stages of the lesson development. Likewise, the study sought to examine the kind of support teachers need to facilitate learner centered teaching practices. It should be recognized that practices and perceptions are essential for providing a thorough understanding of these practices in the classrooms. To achieve the above purpose, this study sought to answer the following research questions: 1. How do secondary school teachers in Tanzania perceive the learner centred teaching? 2. How do secondary school teachers in Tanzania employ the learner centred teaching practices in different stages of the lesson development? 3. How do secondary school teachers in Tanzania perceive the learner centred teaching practices in different stages of the lesson development? 4. What support do secondary school teachers in Tanzania need to enhance their learner centred teaching practices? Concerning the research methodology, this study consulted previous studies carried out in one country and those in various national and cultural contexts. The purpose was to examine and learn how past studies were designed, conducted, and achieved the research objectives. The researcher intended to choose the methodology that manages and controls complexities occurring during the teaching and learning in the classrooms and might affect the data collection. The methodology had to produce a thorough understanding of teachers’ practices and perceptions. This criterion compelled the study to adopt a qualitative design. Scholars insist that classroom practices be studied properly by qualitative design. This design is effective to provide an understanding of the people, contexts, practices, and interactions. This study applied the ethnographic approach to explore the learner centred teaching practices extensively and in a natural classroom setting. The ethnographic approach enabled examining cultural attributes such as practices and perceptions as manifesting in the classrooms. It facilitated the acquisition of information that produced thick descriptions of learner centred teaching practices. In sampling, this study focused to select poor-performing schools that implement learner centred teaching. Teachers were chosen purposively to provide rich information needed to fulfil the purpose of the study. The data collection was conducted between November 2014 and March 2015. Afterward, the researcher continued to capture information from teachers to enrich the database. In the period between December 2015 and January 2016, teachers were given the chance to authenticate the findings. During the fieldwork, the researcher executed a series of activities in line with ethical principles. The data collection methods applied participant observations and semi structured interviews. The data was analyzed by thematic analysis and produced findings in terms of themes. Themes have been connected to the implementation of learner centred teaching practices in the classrooms. The analysis followed steps such as organizing the data for familiarization, reading the data thoroughly, writing and coding the transcripts/texts, formulating the themes, interpreting the meaning, and doing a repetition movement between findings and the database. The main findings of the study reveal that teachers’ perceptions of learner centred teaching exhibited various views. The perceptions and practices towards the learner centred teaching in various stages of the lesson development displayed mixed practices. In this view, the findings on practices (what teachers practiced) and perceptions (what teachers reported) fall into three categories: Those aligned with the learner centred are described as discussing, demonstrating, homework, ongoing assessment, higher-order questioning, asking various questions, interactive seating arrangement, passing to groups during the discussion, teaching a small piece of content, and students presentation. Those aligned with the teacher centred are described as lecturing, reading textbooks, end of period assessment, lower-order questioning, neglecting students’ views, and traditional seating arrangement. Also, practices created by teachers include students marking for themselves, slow students acting as indicators of learning and understanding, examining notes, involving few students, performing questions on the chalkboard, watching the entire class, and remedial teaching (these were created due to various reasons). To support teachers in executing learner centred practices, improvement is needed in the aspects such as in-service training, school based training, teachers’ welfare, teaching materials, producing more science teachers, and testing students frequently. The researcher discussed findings by relating and comparing them with various research studies with reference to the implementation of learner centred teaching practices. In general, the research findings showed that teachers display similar as well as different educational practices. This study realizes the research gap and addresses theoretical and empirical contributions. Regarding theory, the literature indicated that the constructivist theory lacks clear instructions on how teachers should employ learner centred teaching practices in various stages of lesson development. This study addresses the gap by providing a broad understanding of the learner centred teaching practices applied by teachers in various stages of lesson development. To accomplish that aim, the study suggests proper constructivist and learner centred practices for guiding teachers in the classrooms (see Appendix VIII).:TABLE OF CONTENTS Page Executive summary ii-vi Zusammenfassung vii-xi Acknowledgement xii Dedication xiii List of acronyms xiv Table of contents xv-xviii List of Tables xix List of Figures xx CHAPTER ONE: INTRODUCTION 1.1 Background of the study 1 1.2 Statement of the problem 9 1.3 Purpose and research questions 10 1.4 Significance of the study 10 CHAPTER TWO: COMPARATIVE EDUCATION AND TRANSNATIONAL TRANSFER OF EDUCATIONAL POLICIES AND THE LEARNER CENTERED TEACHING PRACTICES 2.1 Introduction 13 2.2 Comparative education 13 2.3 The transnational transfer of policies and practices 17 2.4 Comparative education in Tanzania 21 2.5 Curriculum reform in Tanzania 24 2.6 The learner centred teaching practices and its empirical research in Tanzania 28 2.7 Comparative education research about the learner centred teaching 35 CHAPTER THREE: THE CONSTRUCTIVIST THEORY AND THE LEARNER CENTERED TEACHING PRACTICES 3.1 Introduction 39 3.2 An overview of the teaching theory 39 3.3 The constructivist theory and its characteristics 40 3.4 Learner centered teaching practices 53 3.5 Empirical research about the learner centered teaching practices 70 3.6 Other aspects related to the implementation of the learner centered teaching practices 75 3.7 Teacher centered practices 80 3.8 Different stages of the lesson development as applied in teaching and learning practices 83 CHAPTER FOUR: RESEARCH METHODOLOGY 4.1 Introduction 90 4.2 Overview of the background of study and the research questions and methodology 90 4.3 Research design 92 4.4 Research approach 95 4.5 Sampling methods 96 4.6 Pilot study 98 4.7 Data collection methods 100 4.8 Data analysis 107 4.9 Ethical and consent treatments 114 4.10 Quality criteria considered in this study 115 CHAPTER FIVE: FINDINGS OF THE STUDY 5.1 Introduction 118 5.2 Perceptions regarding the stages during the teaching and learning process 118 5.3 Presentation of findings that follow the stated cases 120 Teacher A 122 Teacher B 135 Teacher C 149 Teacher D 162 5.4 The learner centred teaching practices on the reflection stage 174 5.5 How students are involved in the learner centred teaching practices 178 5.6 Support to improve the learner centred teaching practices 180 CHAPTER SIX: DISCUSSION OF THE FINDINGS 6.1 Introduction 183 6.2 Overview of the discussion of findings 183 6.3 Perceptions regarding the learner centered teaching 184 6.4 Learner centred teaching practices employed in different stages of the lesson development ….188 6.5 Learner centred teaching practices employed in the reflection stage 203 6.6 How students are involved in the visited classrooms 205 6.7 Support to improve the learner centered teaching practices 207 CHAPTER SEVEN: CONCLUDING PERSPECTIVES AND RECOMMENDATIONS 7.1 Introduction 212 7.2 Concluding perspectives 212 7.3 Limitations of the study 217 7.4 Recommendations 219 References 221 Appendix I: Classroom observation schedule 248 Appendix II: Semi structured interview for teachers 257 Appendix III: Permission letter from regional education officer 273 Appendix IV: Consent letter from teacher A 274 Appendix V: Consent letter from teacher B 274 Appendix VI: Consent letter from teacher C 275 Appendix VII: Consent letter from teacher D 275 Appendix VIII: Guidelines to consider for preparing, executing and assessing the learner centered teaching practices 276 Schriftliche Erklärung 277

In this research, the teaching styles of one biology teacher in each of three high schools in Rwanda are investigated. The purpose of the research is to find out how the adopted biology teaching styles impact on the teacher-student interaction and on the student‟s learning of biology in Kigali City in Rwanda. This research is descriptive and it is conducted in the qualitative research paradigm. The research approach used is a case study in three state and subsidised high schools. The research methods included interviews with six students and three teachers, classroom observations of three biology lessons per teacher and field-notes. The Rwandan education system has introduced a new approach to teaching i.e. the learner-centred pedagogy through an associative teaching style. In high schools, this new approach was first implemented in the school year 2011 but this implementation has been constrained by the scarcity of resources. Furthermore, some biology teachers, at the start of 2011, were not yet informed by educational authorities about the implementation of the learner-centred pedagogy. Thus, this research shows that some biology teachers are still using the teacher-centred approach; this is the case for Mr. Odumbe, whose teaching style is dominated by the transmissive approach, or the case of Mr. Kaggwa, whose view is that the educational authorities encourage the transmissive method of teaching. Even though the learner-centred pedagogy is encouraged because it fosters lasting knowledge and easy application of knowledge acquired in everyday life, the group work approach to teaching has been poorly managed and did not achieve desired results where it was used during this research. The participating biology students and teachers see the learner-centred pedagogy as slowing down the progression of teaching the content matter while the national examination covers the whole curriculum content. Therefore, although teachers were using different teaching approaches, once they are asked which approach they can choose to use, both students and teachers prefer to continue to use the teacher-centred approach in order to meet the content outcomes required in the national examination. Another result was that all participating students found their teachers supportive and nurturing and research is encouraged by all teachers regardless of their dominating teaching styles.

This thesis is an investigation into the exercise of autonomy in the practice of collaborative, project-based classrooms. The investigation set out to answer two research questions: What are the forms of autonomy expected of students in project-based classes?, and What are the factors that mediate the employment of autonomy in these classes? The investigation gathered qualitative data from students and teachers of four project-based, computer-assisted courses in four language departments at The University of Melbourne. The study was carried out in two stages, over two years. In all, a total of ten 14-week classes run by four teachers were investigated, containing a total of 136 students. The first year (stage one of the investigation) focussed on teacher practice and course syllabi, and addressed the first research question. The second year (stage two), focussed on student practice and addressed the second research question.

Philosophiae Doctor - PhD / "This study is guided by theories about educational policy implementation and their implications for teaching. These theories underline the notion that educational reform is a progress and it iv comes in cycles. According to Tyack and Cuban (1995), the first cycle (policy talk) is for diagnosing problems and for advocacy of solutions. It is followed by policy action; then actual implementation of the plan. The implications for these theories therefore imply that teachers play an important role in any educational reform and as such should be involved in any decision making and policy implementation in order to make any change in education a worthwhile process (Fullan, 2001; Helsby, 1999; Tyack and Cuban, 1995). This study focused on the implementation of the policy document Towards education for All: A development brief for education, culture, and training and its implications on mathematics teachers at secondary schools. The policy document highlights the main features of Learner-Centered approaches. Therefore, the aim of the study is to investigate how mathematics teachers implement Learner-Centered Education in Mathematics classrooms in Namibia..."

This study reports on an exploration of one group’s experience of making the transition from a teacher-centred to a learner-centred computer-rich classroom. The learners’ experiences are investigated in the light of the premises of learner-centred learning as they are defined by the American Psychological Association. The researcher seeks to identify the factors that would make the transition to a more learner-centred learning environment easier for learners and provides some factors that teachers need to consider if they wish successfully to transform their classrooms to a learner-centred learning environment. A case study examines the reactions of one group of learners to the transition. Learners were required to complete three types of projects. These projects were on different levels of learner-centeredness. The data was collected in three main ways: from participant observation, interviews and focus-group discussions, and from an analysis of the assessment results on the projects. The study concluded that learners had to learn how to cope and perform well in a learner-centred class environment, and that the matriculation examination at the end of the year undermines the effectiveness of learning in a learner-centred learning environment. / Dissertation (MEd(Computer-integrated Education))--University of Pretoria, 2005. / Curriculum Studies / unrestricted

South Africa needs an economy which is competitive and successful. Therefore, it is important that an education system will provide a skilled work force. Learners need to develop biology skills that will equip them for life, enable them to solve problems and think critically. Unfortunately South Africa is presently encountering a lack of skilled citizens. The reasons for this most probably is that the biology curriculum is mainly discipline-based, content-loaded and largely irrelevant, resulting in learners not furthering their studies in biology and related fields. The biology matriculation examination has a strangle hold on what is taught. Lengthy, content-loaded curricula emphasise the memorising of facts by means of expository teaching methods, leaving little opportunity to teach the application of information and skills to solve problems in real life situations. The teaching methods of biology are thus not sufficiently stimulating and motivating. Biology teaching should not only concentrate on facts or explain facts to learners, but should also concentrate on ways or processes by means of which these facts can be obtained. To implement a process approach where learners can develop basic- and integrated skills is not an easy task for those involved. The empirical research of this study, confirmed the findings throughout the literature study that various factors hamper the effective implementation of the process approach. It is important that negative factors such as 'large classes' and 'a lengthy syllabus' (in historically disadvantaged [HD] and advantaged schools [HA]) and 'lack of equipment' and 'resource material' (only in HD schools) which received high percentages in the survey, will duly be considered when implementing the process approach, curriculum 2005 or 21. These factors can exert a powerful influence on the success of any changes in biology education. To ensure the successful implementation of the process approach it is important that all teachers receive adequate in-service training to keep abreast with new teaching strategies and methods / Educational Studies / D.Ed. (Didactics)