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Outcomes-based assessment of reading isiZulu as a home language in Grade 3Ngema, Millicent January 2011 (has links)
This study investigates Outcomes-based assessment of reading isiZulu at the end of the foundation phase. Teachers are required to employ a variety of assessment methods to establish learners' strengths and weaknesses. This will ensure that teaching is organised in a way that will suit learners’ needs. It is through assessment that a teacher is able to establish whether learning is taking place or not and this helps to provide support, where necessary. Six primary schools were chosen as settings within which qualitative research was conducted. Observations and informal interviews were the main method of collecting data. Six Grade 3 teachers were observed teaching and assessing reading of isiZulu in their classrooms.
The findings were divided into five themes that emerged from the data analysis, namely the language policy document, teaching of reading, assessment of reading, lack of facilities and essential support. The findings indicated that some teachers still struggled with teaching and assessment of reading in the outcomes-based approach. / Educational Studies / M. Ed. (Didactics)
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The challenges of curriculum change challenges of curriculum change teachers in Limpopo provinceMarneweck, Lorraine Veronica 17 November 2006 (has links)
Student Number : 9407325P -
PhD thesis -
Faculty of Human and Social Sciences / This thesis focuses on the challenges a particular group of rural primary school
teachers experienced as they implemented a national outcomes-based curriculum
through the support of an external agent. It uses Fairclough’s (1991) model of
critical discourse analysis and his theory of critical language study as a framework to
explore the discourses and practices of this group of South African teachers.
Methodologically, this thesis is located in the qualitative paradigm, and uses
interviews and observations to systematically probe teachers’ understandings of
curriculum and change.
Three themes are developed in this thesis. First, the theme of teacher collaboration
is presented as a new social practice that the teachers creatively took up during a
school development project. It shows that while social and institutional process
determined the nature of the project as a social practice, at a situational level, the
teachers played a much more determinative role as they shaped the project and its
practices in several intriguing ways. Second, the curriculum roles that were
discursively produced by the teachers as they struggled to transform their practice
from isolation to collaboration are revealed. This demonstrates that while many of
these roles were common to all schools, the role of the teacher as leader emerged
in only two of the schools. And third, through analysing the lessons taught by this
group of teachers in their classrooms, the tacit knowledge of pedagogy and content
on which their practice was based is made explicit. These themes provide
opportunities for certain common sense assumptions about teacher collaboration,
leadership, learning and practice to be interrogated in terms of their applicability to
the schools in the project.
The thesis concludes with a discussion of the possibilities that still exist for teacher
educators to enhance understanding of what happens inside traditional rural
schools.
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Changing minds : Training educators to use drama as an alternative method for life orientation teachingDiemont, Alix 11 November 2008 (has links)
South Africa’s education system has undergone substantial changes in the last
ten years. The shift to Inclusive Education attempts to provide all learners,
regardless of their disability, learning difficulty, or disadvantage with access to
education (Department of Education1, 2001). Curriculum 2005, in the context of
an Outcomes Based Education (OBE) philosophy was an attempt by the
Education Department to address the inadequate ‘Bantu’ education of the past.
OBE was intended to replace teacher-centred approaches by encouraging
children to become actively involved in the learning process, to gain knowledge
as well as skills, and to think independently and creatively (DoE, 1998b). School
‘subjects’ of the past were changed to ‘Learning Areas’ some undergoing
dramatic shifts in content and teaching strategies. These new Learning Areas
also emerged with alternative assessment practices. Life Orientation (LO) is one
such learning area. Many educators were suddenly required to teach these new
Learning Areas, despite having little or no training in them. As a result many
educators experienced frustration with the demands now placed upon them, and
some felt unable to teach effectively. This study used a qualitative actionresearch
design to obtain an in-depth understanding of the educators’ capacities
to change their teaching practices in their Life Orientation classrooms. Six
educators in a public primary school setting participated in a series of workshops
aimed to introduce them to drama methods to be used in their Life Orientation
teaching. The workshops were highly experiential in nature and were designed
with the specific personalities and needs of each educator in mind. The results of
the research indicate that educators are highly responsive to training, provided
that they feel acknowledged as individuals and provided that the training builds
upon their current expertise rather than attempting to change their practices
altogether. Another key finding from the training was the opportunity for the
educators to engage in the training as human beings with their own difficulties
and frustrations being openly acknowledged. Many of the educators experienced
the workshops as therapeutic and reported that this made the training both useful
and personally fulfilling.
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A socio-cultural case study of a primary school system in Venda, South Africa.Muthivhi, Azwihangwisi Edward 22 December 2008 (has links)
The present study examines the relationship between the practices of schooling
and classroom teaching and learning on the one hand and learners’ cognitive
development and functioning on the other. The study uses innovative system of
ideas in developmental and educational psychology, originally formulated by Lev
Vygotsky to investigate the interrelations between learning, instruction and
development.
Carried out in a rapidly changing socio-cultural context of Venda, South Africa,
the study examines the realities of schooling practices that exhibit both continuity
with the past practices of society and some profound transformations that
together lead to a multi-dimensional and a complex picture of cognitive
development in learners. By examining the relations between the cultural
practices of schooling and its socio-historical context on the one hand, and the
consequent psychological process on the other hand, the present study offers an
opportunity for exploring processes that may be more opaque in relatively stable
socio-cultural contexts of schooling.
The observations on the history of schooling in South Africa in general, and in
Venda in particular, support the theoretical formulation that particular practices of
schooling, themselves originating from and continuing larger social-historical
processes, represent contexts in which learning and development take place and
are shaped. The empirical investigations revealed that even the socio-cultural
contexts of schooling characterized by strong ruptures, such as in South Africa,
nonetheless carry on some vestiges of their past practices that affect today’s
learning and development of learners.
The study concludes, extending the prevailing theoretical formulation, that the
social and cultural setting of schooling in Venda is multifaceted; manifesting
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instances of indigenous practices, the traditions of past missionary practices, as
well as the traditions of the past, apartheid schooling. By taking into account
these socio-cultural influences, the study provides crucial insights into the
regularities of cognitive and conceptual developmental processes taking place in
conditions of rapid social change in the course of the schooling of today’s
children in Venda. The study furthers our understanding about the regularities of
the socio-cultural and historical processes of schooling in conditions of rapid
social change, and concludes by proposing ways of improving contemporary
educational practice in South Africa, grounded in sound psychological knowledge
and research about school transformation and classroom teaching and learning
improvement.
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Cultural Influences of Resource Dependence: Community College Administrator Perceptions of Implementing Initiatives Related to Tennessee’s Performance Funding ModelDriskill, John Owen 01 August 2016 (has links)
The purpose of this phenomenological research study was to describe the cultural influences of resource dependence for community college administrators responsible for the implementation of initiatives related to Tennessee’s new performance funding program. Tennessee’s funding formula, considered one of the most aggressive and robust in the country, is among a second generation of performance funding programs commonly referred to as performance funding 2.0. Cultural influences of resource dependence were defined as values, beliefs, and customs that influence administrator efforts to improve institutional outcomes and acquire additional resources through performance funding.
A top performing community college in terms of the performance funding formula was selected because resource dependence theory suggests that a college succeeding under performance funding would be one that is adapting to improve outcomes and acquire state appropriations. Data were gathered from interviews with 10 administrators responsible for the implementation of initiatives related to Tennessee’s new performance funding program. Data were also gathered from 3 observations and 144 documents.
Findings indicated 4 themes: (1) Students Come First (values), (2) Pathway Mentality: Benefits and Conflict (beliefs), (3) The College Way: Be First, Be the Best (customs), and (4) Building on Foundation, Maintaining Momentum (changes). Overall, cultural influences of resource dependence for administrators responsible for implementing initiatives related to performance funding appear to be limited. Data suggest administrators are influenced by multiple cultural influences such as personal values, sense of community, faith in leadership, belief in the purpose of community colleges, and personal and institutional pride.
Although data indicate resource dependence has some influence, data also indicate that the power of performance funding’s influence appears connected to the vision and narrative it embodies. The study is significant because it contributes to the body of knowledge related to performance funding 2.0 programs. The study also provides rich understanding of cultural influences of performance funding and addresses the relationship between culture, organizational behavior, and organizational change.
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Curriculum contestation : analysis of contemporary curriculum policy and practices in government and non-government education sectors in Western AustraliaGriffiths, Joanne January 2008 (has links)
[Truncated abstract] The aim of this study was to analyse the changing dynamics within and between government and non-government education sectors in relation to the Curriculum Framework (CF) policy in Western Australia (WA) from 1995 to 2004. The Curriculum Council was established by an act of State Parliament in 1997 to oversee the development and enactment of the CF, which was released in 1998. A stated aim of the CF policy was to unify the education sectors through a shared curriculum. The WA State government mandated that all schools, both government and non-government, demonstrate compliance by 2004. This was the first time that curriculum was mandated for non-government schools, therefore the dynamics within and between the education sectors were in an accelerated state of transformation in the period of study. The timeframe for the research represented the period from policy inception (1995) to the deadline for policy enactment for Kindergarten to Year 10 (2004). However, given the continually evolving and increasingly politicised nature of curriculum policy processes in WA, this thesis also provides an extended analysis of policy changes to the time of thesis submission in 2007 when the abolition of the Curriculum Council was formally announced - a decade after it was established. ... The research reported in this thesis draws on both critical theory and post-structuralist approaches to policy analysis within a broader framework of policy network theory. Policy network theory is used to bring the macro focus of critical theory and the micro focus of post-structuralism together in order to highlight power issues at all levels of the policy trajectory. Power dynamics within a policy network are fluid and multidimensional, and power struggles are characteristic at all levels. This study revealed significant power differentials between government and non-government education sectors caused by structural and cultural differences. Differences in autonomy between the education sectors meant that those policy actors within the non-government sector were more empowered to navigate the competing and conflicting forms of accountabilities that emerged from the changes to WA curriculum policy. Despite both generalised discourses of blurring public/private boundaries within the context of neoliberal globalisation and specific CF goals of bringing the sectors together, the boundaries continue to exist. Further, there is much strategising about how to remain distinct within the context of increased market choice. This study makes a unique and significant contribution to the understanding of policy processes surrounding the development and enactment of the CF in WA and the implications for the changing dynamics within and between the education sectors. Emergent themes and findings may potentially be used as a basis for contrast and comparison in other contexts. The research contributes to policy theory by arguing for closer attention to be paid to power dynamics between localised agency in particular policy spaces and the state-imposed constraints.
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The development of a modularised curriculum for computer competency courses for technikon learners / Gail Janse van RensburgVan Rensburg, Gail Janse January 2003 (has links)
This study investigated the implications that the scheduling of a block module for a
computer competency course over two weeks, has had on the curriculum. The block
module was presented at the start of the first semester, 2001 at the Vaal Triangle
Technikon. The objectives were to:
develop a flexible, outcomes-based curriculum in which the learners had to
demonstrate capability and employability by integrating computer competencies
in other modules;
design and implement an effective learning and teaching strategy in order to
ensure that learners will achieve the learning outcomes within two weeks; and to . implement continuous, integrative assessment methods in order to foster the
learning of hands-on skills that can be integrated in the learners' academic
programmes.
The researcher followed an action research approach, in order to assess the
improvement of current educational practices. A target group of first-year learners
was divided into a block module-group and a semester-group. The researcher made
use of data triangulation, by collecting qualitative and quantitative data comprising
structured interviews and open-ended and structured questionnaires completed at
different stages of the project.
This research report comprises three articles. The first article reports on the high
success rate of the block module-group and reveal that these learners could retain.
and utilise the computer competencies that they had to utilise for completing
assignments, to a larger degree than the semester-group.
The second article reports that experiential learning, as an outcomes-based strategy,
fosters learning in accelerated learning contexts.
The third article concludes that the continuous integrative approach to assessment
fosters w-operation, feedback through self-assessment and the ability of learners to
apply computer competencies in new situations.
It is recommended that lecturers in all the associated departments should
collaboratively assign and assess tasks in progressive advanced modules. It
concludes that, in order to utilise resources optimally when scheduling block
modules, ail associated departments would have to be fully modularised. / Thesis (M.Ed.)--Potchefstroom University for Christian Higher Education, 2003.
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Kriteria en strategieë vir die optimering van kontaktyd in die bereiking van leeruitkomste in die geografie-opleiding van onderwysstudente / Aubrey GolightlyGolightly, Aubrey January 2005 (has links)
With the acceptance of Outcomes-based Education (OBE) in South Africa, the
emphasis shifted from a teacher-centred to a learner-centred instruction approach.
The learner-centred teaching approach of OBE is based on the social constructivistic
teaching view. This view is based on the fundamental acceptance that people
construe knowledge through interaction between their existing knowledge and beliefs
and new ideas or situations within a social environment or milieu. It is thus essential
that future Geography education students receive training in a similar manner as that
which is expected of them as future practising teachers.
Lecturers' and students' beliefs and perceptions of how instruction must take place,
in the majority of cases, still support the traditional direct instruction approach where
lecturers transfer knowledge to students mainly through formal lectures. The
acceptance of the social constructivistic teaching approach for the training of
Geography education students implies that the beliefs of lecturers and students as
well as their roles in the teaching learning process, must change. This means that
the purpose of contact time between lecturer and students must necessarily change.
Contact time should not just be used by the lecturer for presenting content. It is the
task of the Geography lecturer to create a learning environment where students are
actively involved in cooperative learning environments in the learning process. The
lecturer acts as facilitator, guide, enabler and fellow-explorer in the learning process.
Contact sessions must be used to offer the students the opportunity to report back on
the learning assignments and activities or to reflect on what has been learnt.
Continuous formative assessment takes place during contact and non-contact times
to give quick feedback on learning. The lecturer and students are involved in the
assessment process. Clear assessment criteria must be compiled by the lecturer in
cooperation with students so that the students will know precisely what is expected of
them.
Together with the learner-centred teaching approach, certain universities worldwide
have been obliged to decrease contact time between lecturer and student. Reasons
for this can mainly be ascribed to an increase in student numbers and to effectively
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manage the lecturers' time so that more time can be spent on research. The lecturer
is supposed to design and plan a specific module so that the set learning outcomes
could be achieved within the reduced time. Different guidelines are identified in the
context of reducing contact time so as to ensure the effective achievement of
learning outcomes. The lecturer should prepare, plan and manage contact time.
Students must also accept larger responsibility for independent learning and attain
some of the learning outcomes during non-contact times. To support students during
non-contact times and to guide them in the attainment of learning outcomes and
completion of assignments, students must make use of resource-based learning.
The interactive study guide and work planning, as developed and compiled by the
lecturer, is necessary for providing students with assistance and guidance so that
students know precisely what is expected of them, what resources to use and when.
It is furthermore necessary that the assessment strategies, that are used in the
teaching of Geography, support the decrease in contact time. Bigger responsibility is
given to students in the assessment process and is included in self and peer group
assessment of and feedback to assignments. The Geography education lecturer
involved in the development of the different Geography modules must make sure that
over-assessment does not take place, but that students are exposed to multiple
assessment methods.
Decision-making by university management on decreased contact time was probably
taken without considering the full implications for learner-centred teaching. This
study is an attempt to implement a learner-centred teaching approach in the
Geography training of education students within the optimising of contact time
between lecturer and students. A concept model for the Geography training of
education students was developed to ensure the successful attainment of learning
outcomes. The perception and attitudes of the students regarding the concept model
in Geography-training within the optimising of contact time was analysed, after which
the examination results of the students were compared with results of previous years.
From the information required in the literature as well as in the implementation of the
concept model in Geography training, criteria and strategies for the effective training
of Geography teachers in the optimising of contact time were developed. / Thesis (Ph.D.)--North-West University, Potchefstroom Campus, 2005.
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Integrating road traffic safety education in the teaching and learning of science and technology / by Kenneth T. LesediLesedi, Kenneth Terhemen January 2005 (has links)
The title of the study is integrating road traffic safety education in the teaching and
learning of science and technology. The overall goal of this study was to develop a
tool for the integration of Traffic Safety Education (TSE) in the teaching and
learning of Science and Technology in School. As such, four research questions
(stated in 1.2.1 to 1.2.5) were raised on critical aspects of the problem so as to
direct the course of the study to provide solutions to the problem. These research
questions were formulated into the aims of the study as stated in section 1.3. To
attain these aims, a literature study and interviews were conducted.
Through interviews and a literature study, it was found (among other things)
that:
• TSE has great potential for the reduction of road accidents/ collisions, and its
teaching in school will prepare our learners to be safe road users.
• Science and Technology has tremendous impact on traffic safety, and the
three have much in common, which does provide room for them to be
integrated in school curricula.
• School educators are not adequately equipped to integrate TSE in the
different learning areas.
Consequently, an integration model called "Multilateral learning area
integration model" has been developed for the integration of TSE in the learning
areas of natural science and technology (see 7.2 and 7.3for details).
Eleven recommendations were made in section 8.4 on the basis of the conclusions
(in section 8.3) drawn from the proceedings of interviews and the literature
study. These recommendations if implemented accurately, would undoubtedly contribute
to solving the problem investigated in the study.
This study has therefore made a valuable contribution to laying a solid foundation for
Combating the problem of high road accidents/collisions on South African roads. / Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2005.
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Ideological influences in the national curriculum statements for the further education and training band.Maharaj, Asha. January 2006 (has links)
Since it assumed power in 1994, the government of South Africa had to meet the challenges of changing an education system that was established along racial lines. OBE and Curriculum 2005 were adopted into the school system. In the Further Education and Training Band Report 550 which was a 'cleansed' curriculum was introduced. The Framework for the Transformation of Further Education and Training in South Africa was published and promoted equality, economic competitiveness, redress, productivity and quality learning. On 28 October 2002 the draft National Curriculum Statements were published. The purpose of this study was to examine some of the policy intentions, influences and dominant ideologies in the FET policy documents. The study also examines the policy process and the recontextualization of policy discourses. A qualitative approach was used. Data was collected from questionnaires and interviews. The data obtained from the completed questionnaires and interviews was processed. The dominant ideology in the policy documents for English, Life Sciences, Mathematics and Physical Science were identified. The findings of the study shows that policy makers, designers and trainers adopted particular discourses that were at times aligned to the official policy discourse and at times they drew on new discourses based on their own histories, biographies and experiences of teaching in South African schools.
Finally recommendations were made concerning the policy process in the form of three propositions:
(i)Timing determined what was possible for the NCS: the policy development process was driven by a political need to deliver on a new curriculum;
(ii) In a system that is not currently functioning efficiently, new policy initiatives exacerbate rather than reform the conditions on the ground;
(iii) Government rationality was driven by a transformative agenda yet constrained by technicist management theories. / Thesis (M.Ed.) - University of KwaZulu-Natal, Pietermaritzburg, 2006.
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