Thesis (D. Min.)--Western Conservative Baptist Seminary, 1988. / Abstract. Bibliography: leaves 130-133.

Thesis (D. Min.)--Western Conservative Baptist Seminary, 1988. / Abstract. Bibliography: leaves 130-133.

The dissertation is concerned with the values issue in the South African context, a multicultural education situation. South Africa is a pluralistic society. Being pluralistic, means that the country is rich in different cultures, belief- and value systems. Different cultures have different value systems. If an institution is practising multicultural education, the question is, which values are to be used? If we say the institution should use the values of the majority culture, will that not disadvantage minority cultures? If minority cultures are undermined by neglecting their cultures won't that cause conflict between minority cultures and the majority culture? Each society that is implementing multicultural education should consider that there are common human values and particular values. In multicultural education particular values are important because they show how a particular group behaves and what its beliefs and culture are. Common values develop from particular values and teachers must emphasise common values without neglecting particular values, to encourage tolerance and acceptance between different groups. / Psychology of Education / M.A. (Philosophy of Education)

M.Ed. (Education) / Please refer to full text to view abstract

There is a growing body of literature supporting the importance of recognising individual learning styles and teaching styles. Using More's model, this study explored the prevalence of learning style profi'es amongst different racial groups within multicultural South African classrooms. Seven teachers at two multiracial, English medium schools completed the More Learning Style Inventory for 38 white learners and 30 black learners with a mean age of 11.4 years. In addition, each teacher completed the More Teaching Style Inventory. The findings suggested that learners from different racial groups showed a preference on certain learning style dimensions. In particular, white and black learners were found to differ significantly on the Global-Analytic and the Trial & feedback- Reflective dimensions. Furthermore, an investigation of teaching styles supported mismatches between teachers’ teaching style and learners’ learning style, especially where learning style differences emerged. This study highlights the possible usefulness of learning style research for addressing the challenges faced by teachers in facilitating racial integration in classrooms.

Thesis (M.Ed.)--University of the Witwatersrand, Faculty of Humanities, School of Education, 2016 / Due to the contextual difference between rural schools and urban school, many rural learners have migrated to urban schools. The rural population movement in the urban contexts has resulted in an increased number of rural learners in urban schools and also contributed in the diversity of cultures, ethnicities and races in urban schools making it difficult for teachers to respond to every learner’s needs. This study hypothesises that rural learners are likely to face challenges in terms of inclusion and negotiating their identities in the new urban schools. This study describes the challenges faced by rural migrant learners in new urban school, and how these migrant learners construct their identities in the new urban context. The study focusses on one primary school in Johannesburg that has a large influx of rural learners over the years. Using the key concepts of social identity, social inclusion and social exclusion, this describes the lived experiences of migrated learners and how they negotiate their identities in a new urban context. Findings show that migrated learners face inclusive challenges both academically and socially and challenges in adapting to the new urban school environment. The factors that caused academic challenges were: language barrier, difficult subjects, and teachers’ intervention. Social challenges were, adapting to a new environment, interacting with other learners and learning a new culture of the school.

No description available.

A research report submitted to the Faculty of Humanities, University of the Witwatersrand, in partial fulfillment for the degree of Masters of Education by coursework and research report. Johannesburg, March 2016 / Educators at full-service schools in South Africa are required by policy, to respond to the diversity of learners in the classroom by means of differentiating the learning environment, teaching methods employed and the manner in which the learners are assessed. Within the South African context, three studies relate specifically to differentiated instruction and multi-level teaching: Nel, Kempen and Ruscheinski (2011); de Jager (2013); Walton, Nel, Muller and Lebeloane (2014). The above research was concerned with using differentiated instruction to modify the curriculum of the ‘Learn Not To Burn’ Programme to make it accessible for learners at a special school, challenges with regard to implementing differentiated learning activities within a high school context and investigating responses of educators at a full-service school in the long term, to training they had undergone in multi-level teaching. The topic of this study aims to explore and describe Grade 7 Mathematics and English First Additional Language educators’ understanding, knowledge of and ability to apply differentiated instruction in relation to inclusive teaching and learning within a full-service school. The research was conducted at two, full-service schools in Gauteng, over the course of three weeks. There were six participants in total, including three Grade 7 Mathematics and three Grade 7 English educators. A qualitative research methodology was adopted. Data was collected by means of an initial questionnaire, a preliminary interview, classroom observations, document analysis (analysis of lesson plans and assessment tasks) and post-observation interviews. The patterns which arose from the data analysis were determined by initially summarising the data at an individual level for each participant and then comparing the six participants’ responses with each other in relation to the codes. An analysis of the GPLMS lesson plans indicated that the lesson plans specified core concepts of the curriculum, essential questions relating to the topic were evident, where the topic was divided into specific units to be covered in a particular order. Curricular strategies in relation to content, process and product were stated. However, a key pattern to emerge was that there is an over-reliance on GPLMS lesson plans as opposed to independent planning for differentiation. During classroom observations, the Grade 7 Mathematics and English educators identified big ideas when covering the curriculum, visual supports were evident; the educators varied the format of their instruction and demonstrated sensitivity to the learning needs of individual learners that had been identified during the lessons. While ‘common sense’ inclusive practices were observed, they cannot be described as differentiated instruction per se. The third pattern to emerge was that assessments were not differentiated optimally, as the focus was centred too heavily upon curriculum coverage and ensuring performance on the Annual National Assessment (ANA) exams. Results from this research suggest that at a basic level, some aspects of differentiated instruction are being included in Grade 7 Mathematics and English classrooms in full-service schools in Gauteng. This is not at a sufficient level to facilitate transformation and inclusion. (Key Words: Transformation, inclusion, differentiated instruction, full-service school, GPLMS lesson plans, curricular strategies, assessment tasks).

The dissertation is concerned with the values issue in the South African context, a multicultural education situation. South Africa is a pluralistic society. Being pluralistic, means that the country is rich in different cultures, belief- and value systems. Different cultures have different value systems. If an institution is practising multicultural education, the question is, which values are to be used? If we say the institution should use the values of the majority culture, will that not disadvantage minority cultures? If minority cultures are undermined by neglecting their cultures won't that cause conflict between minority cultures and the majority culture? Each society that is implementing multicultural education should consider that there are common human values and particular values. In multicultural education particular values are important because they show how a particular group behaves and what its beliefs and culture are. Common values develop from particular values and teachers must emphasise common values without neglecting particular values, to encourage tolerance and acceptance between different groups. / Psychology of Education / M.A. (Philosophy of Education)

Thesis (DTech (Education))--Cape Peninsula University of Technology, 2009 / This study explores how fifty primary school teachers in the Cape Peninsula, South Africa understand the concept diversity and how they indicate that they manage diversity in their classrooms. The study locates the discussion on diversity and classroom practice within the context of socio-political change in South Africa. Classrooms in South Africa today encompass an array of races, languages, traditions, belief systems and religions. This reflects a shift from the apartheid past where leamer populations were more homogenous. With this shift in leamer demography, teachers face multiple and complex issues that may challenge many of their educational practices and assumptions. The key theoretical concepts underpinning this study were those of critical pedagogy and critical multiculturalism. These concepts were deemed appropriate because of the location of the study within a framework of social justice. Qualitative research was employed in the collection of the data. Teachers' understanding of diversity and their accounts of how they manage diversity were explored through questionnaires, interviews and a focus group discussion. The study showed that diversity was understood by the teachers in the study as an all-encompassing concept underscored by notions of social justice, multiculturalism and leaming styles. The study drew attention to the interconnectedness of race, socio-economic factors, language, religion, learning styles and resources as the main issues that teachers confront in the classrooms. These issues are common across the former racially-based departments of education; however different social conditions led to different issues being prioritized by the teachers. Teachers acknowledged the importance and need to incorporate diversity issues into their learning areas and daily classroom practice to improve the life chances of learners. They indicated that, despite policy changes supporting diversity education, they had not been formally prepared for their new roles. On the whole, they managed diversity through multiculturalism, social activities, assimilation and a caring approach.