This study looks at the ways in which middle schooling initiatives (particularly notions such as 'authentic pedagogy') are impacting on teachers' pedagogic choices and practices especially in the area of literacy teaching. There has been no research to date which explores the linkages between curriculum/school reform such as proposed in middle schooling initiatives and choices/practices demonstrated by teachers caught up in this initiative in particular schools. My research attempts to theorise the connection between crucial features of middle school reform, teacher decisions and practices in the classroom and their impact on students' own learning/adolescent literacies. I assume that if the reform is to have continuity and to contribute to higher levels of adolescent engagement and deep learning, it needs to support and facilitate certain kinds of decisions and practices in the school and classroom environments. Where I find evidence of engagement, sustained/substantial conversation across lessons, within lessons and 'deep learning' in transdisciplinary work by students, then it is fair to say that middle schooling is working for students and teachers. Where I find little or no evidence of these things, then it is necessary to apply a critical and constructive reading of reform initiatives. This critical and constructive reading attempts to outline the necessary and sufficient conditions which must be in place in schools if middle schooling is to thrive and to make the difference in young peoples' school lives it claims to make. My research is a contribution to the sustained and substantial conversation that is so necessary to middle schooling reform. Many previous studies surrounding middle schooling have remained at the level of "description". These commentaries either support or oppose the reform initiative. In making a commitment to move beyond description, generated by participant observation and ethnographic conversations, to also involve extensive D/discourse analysis (Gee, 1999; Bernstein, 1990) of pedagogic practice, this thesis sought to develop an awareness of the notion of authentic literacy pedagogy through close analysis of pedagogic choice enacted in three middle school homerooms. A further significance lies in the perspectives that it offers on adolescent literacies. The data collected raised questions about the "actual" impact of the middle school reform initiative at one school, Riverside', how this approach to schooling for young adolescents impacts on the way that teachers and students construct literacies; and whether or not these constructions are mindful of the range of those "private" and "public" literacies found in the multiple life-worlds of adolescents (Phelps, 1998). It challenges some "myths" about literacy pedagogic transformation linked to middle schooling, as well as, highlights those factors, both physical and intrinsic, that impact on reform initiatives and change. Acknowledgement of the need to engage in a theorisation of adolescent literacies that moves beyond the current narrow macro-level D/discourse agenda, which focuses on the "public" school-based literacies, also emerged. This highlights those tensions that exist between the macro, meso and micro educational environments when considering what it means to be "literate" for young adolescents. The study also highlights those disjunctions and tensions found within the progressivist middle school approach. As a result there are a number of implications that emerge. These are linked to the preparation of pre-service teachers; a concern for the physical/material landscape of middle schools; the establishment of Learning Circles as critical in creating the "ferment of change"; the need to continue theorising the notion - adolescent literacies; the need to link professional learning for teachers to those phases of pedagogic change highlighted as part of the reform process; as well as an acknowledgement of the importance of the need to support the development of more authentic pedagogies.

Yes / Research institutions, universities and organisations at large have a growing interest for gender equality and diversity to be integrated into all stages of research and innovation including strategic planning, promotion, recruitment, performance reporting and transformation. Creating and finding open spaces where these processes can be approached from different perspectives, in which multiple stakeholders can express and share their interests and experiences, and where critical conversations, discussions and knowledge sharing can take place is fundamental for advancing collaborative projects and actions aimed at profound organisational change. Learning Circles, therefore, are useful resources that facilitate organisational safe spaces where multiple stakeholders from different backgrounds, sectors, disciplines, and nationalities reflect, in a relaxed and collaborative atmosphere, about gender equality and diversity as collective projects; and their impact and relevance for/in research and innovation fields. The advantages of Learning Circles are manifold: they represent intersectional, interdisciplinary and even transnational arenas and opportunities for experience sharing, and knowledge generation/transfer. / FP7

The objective of education authorities worldwide is to enhance teachers’ professional capacities and practices through the supply of quality continuous professional development (CPD) activities. The South African education system has been subjected to many changes during the past two decades which have seriously affected the quality of education provided in schools country wide. Professional development (PD) of teachers has been found to be a key factor in raising standards in South African schools. Although the National Department of Education has identified teacher development as important, very little has transpired in the education system. School leaders should, therefore, take on the responsibility of providing their staff with PD opportunities. To support teachers in special schools and to enhance their professional capacity, the researcher designed, implemented and evaluated a collaborative PD model in six special schools in Gauteng. The aim of the study was to establish the value of the CPD programme on teachers’ learning, learners’ outcomes and whole school change. This multi-phased case study research was positioned within a bigger study conducted by the Gauteng Department of Education and in particular the Early Childhood Development Institute (ECDI). This larger study was based on the fact that most of the burn related accidents in South Africa occur in the 0-4 age group, which served as the rationale for including the fire safety programme in the ECD curriculum. The focus during the research was on the adaptation of fire safety activities and learners and teacher support materials for an inclusive classroom. This research reports on a two year study on the implementation of a CPD model based on collaboration and peer coaching. The theoretical framework for this study links to theories of constructivism, organisational theory of Senge, network and social capital. This research serves as an example of where valuable internal and external networks were formed for the benefit of all involved with the study. During this research theory and practice were successfully integrated for the benefit of the individual, the school and external organisations. / Department of Educational Leadership and Management / D. Ed. (Education Management)

The objective of education authorities worldwide is to enhance teachers’ professional capacities and practices through the supply of quality continuous professional development (CPD) activities. The South African education system has been subjected to many changes during the past two decades which have seriously affected the quality of education provided in schools country wide. Professional development (PD) of teachers has been found to be a key factor in raising standards in South African schools. Although the National Department of Education has identified teacher development as important, very little has transpired in the education system. School leaders should, therefore, take on the responsibility of providing their staff with PD opportunities. To support teachers in special schools and to enhance their professional capacity, the researcher designed, implemented and evaluated a collaborative PD model in six special schools in Gauteng. The aim of the study was to establish the value of the CPD programme on teachers’ learning, learners’ outcomes and whole school change. This multi-phased case study research was positioned within a bigger study conducted by the Gauteng Department of Education and in particular the Early Childhood Development Institute (ECDI). This larger study was based on the fact that most of the burn related accidents in South Africa occur in the 0-4 age group, which served as the rationale for including the fire safety programme in the ECD curriculum. The focus during the research was on the adaptation of fire safety activities and learners and teacher support materials for an inclusive classroom. This research reports on a two year study on the implementation of a CPD model based on collaboration and peer coaching. The theoretical framework for this study links to theories of constructivism, organisational theory of Senge, network and social capital. This research serves as an example of where valuable internal and external networks were formed for the benefit of all involved with the study. During this research theory and practice were successfully integrated for the benefit of the individual, the school and external organisations. / Department of Educational Leadership and Management / D. Ed. (Education Management)