Department of Curriculum Studies and Educational Management / PhD (CS)

Text in Afrikaans / This study investigates the opportunities provided in outcomes-based language textbooks to develop learners' full potential. This is done by looking at how learners' multiple intelligences can flourish. Howard Gardner's theory of multiple intelligences, which is used as a framework in the current study, claims that learners have different combinations of intelligences, and that the various intelligences can be developed. By doing so, learners are developed in their totality as knowledgeable, skilful and balanced adults. By giving learners a variety of activities which accommodate the different intelligences, they have the opportunity to use their strong intelligences in the language classroom. At the same time, learners are given the opportunity to expand their less developed intelligences. In this study, selected Afrikaans and English language textbooks are analysed to determine how the different intelligences are covered. Outcomes-based language textbooks are used because outcomes-based education deals with the development of learners' full potential. The assumption can be made that this approach to teaching and learning enables learners to develop their multiple intelligences. The study brings to light that only some intelligences receive attention in language textbooks, namely the linguistic, logical-mathematical, interpersonal, intrapersonal and spatial intelligences. On the other hand, other intelligences get little or even no attention in the textbooks that were analysed, namely the bodily-kinesthetic, naturalistic and musical intelligences. In spite of the important role that music plays in language teaching, it appears that the musical intelligence is afforded the least attention of all the intelligences in seven of the eight textbooks that were analysed. As a result, learners' uniqueness in this regard is not respected, and their total development as knowledgeable, skilful and balanced human beings can therefore be hindered. Recommendations are made regarding the curriculum, teaching practice and teacher training, and are directed to stakeholders in the writing of textbooks. The recommendations make it clear that different aspects of all the intelligences should be taken into consideration in the development of textbooks and other learning materials for language teaching and, by implication, teaching in general. / Educational Studies / D. Ed. (Didactics)

South African educators have experienced problems understanding and implementing various previous curriculum policies such as Curriculum 2005 and the Revised National Curriculum Statement. These problems have made it necessary for the Department of Basic Education (DBE) to introduce the national Curriculum and Assessment Policy Statements (CAPS) in 2012. CAPS was intended to improve teaching and learning, but as with the implementation of any new curriculum it implies the following: The need for educator training; Need for new resources; Change in policy; An increased workload. This qualitative study which was conducted at a primary school in the Imfolozi Circuit aimed to determine how CAPS is implemented and its implications on teaching and learning. Data collected from focus group interviews and document analysis revealed that while educators welcomed the introduction of CAPS for its clarity, structure, clear guidelines and time frames however they experienced challenges related to the quality and the amount of training, inadequate resources, increased workload and the impact of rapid pace of the curriculum on teaching and learning. Based on these results recommendations are made for the improvement of the implementation of CAPS. / Curriculum and Instructional Studies / M. Ed. (Curriculum Studies)

The study investigates Setswana Home Language teachers’ conceptions of assessment and assessment standards and determines to what extent teachers ensure that their teaching, learning and assessment practices are aligned. The achievement of the overall aim is facilitated by the achievement of a number of objectives, mentioned under Chapter 1 section 1.5. In order to answer to these questions; namely, How did curriculum changes influence teaching, learning and assessment practices in South Africa?, What does assessment entail and what are the principles of high quality assessment practices?, What is meant by the alignment of teaching, learning and assessment?, Do teachers understand the new approach to assessment and the role of assessment standards in aligning, teaching, learning and assessment?, To what extent do Setswana teachers use assessment standards to align teaching, learning and assessment in Setswana Home Language and what challenges do they face in this regard?, What can be done to help teachers to ensure that their teaching, learning and assessment practices in the teaching of Setswana Home Language are aligned?, the study utilizes qualitative research methodology specifically sampling and the three data collection strategies, namely, interviews, observations and document analysis, to obtain data from the research participants. The research acknowledges the educational changes that have been implemented in South Africa through Curriculum 2005, which was later revised and led to the development of the Revised National Curriculum Statement for Grades R-9 and the National Curriculum Statement for Grades 10-12. The study highlights that the problems with these curricula led to the development of yet another curriculum, namely the Curriculum and Assessment Policy Statements. The study investigates Setswana Home Language teachers’ conceptions of assessment and assessment standards and determines to what extent teachers ensure that their teaching, learning and assessment practices are aligned. The achievement of the overall aim is facilitated by the achievement of a number of objectives, mentioned under Chapter 1 section 1.5. In order to answer to these questions; namely, How did curriculum changes influence teaching, learning and assessment practices in South Africa?, What does assessment entail and what are the principles of high quality assessment practices?, What is meant by the alignment of teaching, learning and assessment?, Do teachers understand the new approach to assessment and the role of assessment standards in aligning, teaching, learning and assessment?, To what extent do Setswana teachers use assessment standards to align teaching, learning and assessment in Setswana Home Language and what challenges do they face in this regard?, What can be done to help teachers to ensure that their teaching, learning and assessment practices in the teaching of Setswana Home Language are aligned?, the study utilizes qualitative research methodology specifically sampling and the three data collection strategies, namely, interviews, observations and document analysis, to obtain data from the research participants. The research acknowledges the educational changes that have been implemented in South Africa through Curriculum 2005, which was later revised and led to the development of the Revised National Curriculum Statement for Grades R-9 and the National Curriculum Statement for Grades 10-12. The study highlights that the problems with these curricula led to the development of yet another curriculum, namely the Curriculum and Assessment Policy Statements. The study investigates Setswana Home Language teachers’ conceptions of assessment and assessment standards and determines to what extent teachers ensure that their teaching, learning and assessment practices are aligned. The achievement of the overall aim is facilitated by the achievement of a number of objectives, mentioned under Chapter 1 section 1.5. In order to answer to these questions; namely, How did curriculum changes influence teaching, learning and assessment practices in South Africa?, What does assessment entail and what are the principles of high quality assessment practices?, What is meant by the alignment of teaching, learning and assessment?, Do teachers understand the new approach to assessment and the role of assessment standards in aligning, teaching, learning and assessment?, To what extent do Setswana teachers use assessment standards to align teaching, learning and assessment in Setswana Home Language and what challenges do they face in this regard?, What can be done to help teachers to ensure that their teaching, learning and assessment practices in the teaching of Setswana Home Language are aligned?, the study utilizes qualitative research methodology specifically sampling and the three data collection strategies, namely, interviews, observations and document analysis, to obtain data from the research participants. The research acknowledges the educational changes that have been implemented in South Africa through Curriculum 2005, which was later revised and led to the development of the Revised National Curriculum Statement for Grades R-9 and the National Curriculum Statement for Grades 10-12. The study highlights that the problems with these curricula led to the development of yet another curriculum, namely the Curriculum and Assessment Policy Statements. The study investigates Setswana Home Language teachers’ conceptions of assessment and assessment standards and determines to what extent teachers ensure that their teaching, learning and assessment practices are aligned. The achievement of the overall aim is facilitated by the achievement of a number of objectives, mentioned under Chapter 1 section 1.5. In order to answer to these questions; namely, How did curriculum changes influence teaching, learning and assessment practices in South Africa?, What does assessment entail and what are the principles of high quality assessment practices?, What is meant by the alignment of teaching, learning and assessment?, Do teachers understand the new approach to assessment and the role of assessment standards in aligning, teaching, learning and assessment?, To what extent do Setswana teachers use assessment standards to align teaching, learning and assessment in Setswana Home Language and what challenges do they face in this regard?, What can be done to help teachers to ensure that their teaching, learning and assessment practices in the teaching of Setswana Home Language are aligned?, the study utilizes qualitative research methodology specifically sampling and the three data collection strategies, namely, interviews, observations and document analysis, to obtain data from the research participants. The research acknowledges the educational changes that have been implemented in South Africa through Curriculum 2005, which was later revised and led to the development of the Revised National Curriculum Statement for Grades R-9 and the National Curriculum Statement for Grades 10-12. The study highlights that the problems with these curricula led to the development of yet another curriculum, namely the Curriculum and Assessment Policy Statements. The study recognizes the new assessment approach as an important component in the teaching and learning process because assessment provides teachers with information that is significant in decision making in the classroom. The study also discusses the launch of the modern standards movement and its roots in the back-to-basics movement and the reasons behind its formation. It also discusses the concept of alignment and its links with the two well-known taxonomies of learning. The study also embarks on data analysis which brings forth findings that help develop recommendations and future research possibilities. / Linguistics and Modern Languages / M. Ed. (Didactics)

The aim of the research was to reflect phenomenologically on the role of the school principal as educational manager and instructional leader in enhancing a culture of teaching and learning in schools, and to reflect critically on this state of affairs in Limpopo Province. A literature study was undertaken to expose problems that deter principals from fulfilling these roles. Qualitative research in the form of ideograms, as well as, unstructured interviews with principles, was used to elicit principals' views concerning how they perceive their roles in an attempt to enhance a culture of teaching and learning in schools. Research findings indicated that principalship is beset with many problems which have to be addressed in order to restore the collapsed culture of teaching and learning in schools. Results revealed among other issues that: - The training of principals for the introduction of Outcomes Based Education in schools was not well carried out. It was incomprehensible for the Education Department to exclude principals from the training when the whole system of teaching and learning was supposed to change with the introduction of Outcomes Based Education - The redeployment and rationalisation of teachers has given rise to many complicated problems in schools, leaving teachers demoralised and being a major cause of job dissatisfaction for principals The research findings revealed that the role of principals as educational managers and instructional leaders in Limpopo Province is not authentically enacted. Recommendations include among other issues that: - The Department of Education in Limpopo Province review the implementation of Outcomes Based Education, particularly the training of principals - Attention should be given to problems arising from the process of redeployment and rationalisation of teachers in schools - There is a need for ongoing, effective and in-service lifelong training for teachers, principals and the School Governing Body with regard to education management. Attention to these issues, amongst others, it is proposed, will contribute to the effective implementation of the role of school principals as educational managers and instructional leaders, particularly in Limpopo Province. This will reinforce the desired culture of teaching and learning in schools. / Educational Studies / D. Ed. (Philosophy of Education)

Issues and challenges that teachers and educator encounter in implementing school-based Environmental Education have been established, described and explored against the background of the South African education system. In a succinct manner sources upon and from which Curriculum 2005 (C2005) is founded have been explored. Within C2005 the foundations of EE have been traced. International and national trends and developments have been illuminated and the contributions of these endeavours are eminent in school-based EE. The methodology and research process of study does not claim to be the only one appropriate for this research question. However, the research focus has been studied through the chosen methodology as the socio-historical context demanded. The research process has been dynamic with the researcher responding to the emerging data and being guided by the research activities outlined in the research design. The two case studies have provided the researcher with valuable data necessary for making sound judgements about issues and challenges encountered during the implementation of environmental learning in formal education structures. Although the research question has been adequately explored, the study does not claim to be exhaustive and with no limitations. It is hoped that the recommendations made in the study, based on the findings, will be valuable to teachers, educators and education policy makers involved with EE implementation in formal education. / Educational Studies / D.Ed. (Didactics)

The advent of democracy in South Africa necessitated a radical transformation in education. It was recognised from the outset that the revision of History education was an activity that had to be accorded special consideration if the renaissance of education in South African public schools was to become a reality. Yet, precisely at a time when the nurturing of historical consciousness, especially among the youth, is so urgent an undertaking, the subject History is increasingly being judged as lacking in utilitarian purpose, and is deemed irrelevant and meaningless. A strong need is thus felt among History educationists to strengthen History studies because of its importance not only in itself but also because a knowledge of the past is crucial to an understanding of the present. In a South African educational context this thesis attempts to make a contribution to this worthwhile endeavour. It investigates the nature, functions, changing modes and historical role of historical consciousness in the writing and teaching of History in South Africa; proposes a heightened interest in adopting an outcomes-based approach to the teaching of history; and advocates an historical consciousness approach to the teaching of History to learners in the Further Education and Training phase (schools), within the framework of the above-mentioned Outcomes-based Education system. It recommends, among others, the training and retraining of teachers in the historical consciousness approach; the adoption of a fresh methodology; and the revamping and strengthening of the content and scope of the present curriculum to accommodate the new historical consciousness approach. The thesis concludes with a set of recommendations which could serve as a basis for the nurturing of historical consciousness in the South African History classroom. / Educational Studies / D.Ed. (Didactics)

The purpose of this study was to develop a Life Sciences programme, integrating Environmental Education, on environmental endocrine disruptors, for the Further Education and Training Phase of the Outcomes Based Educational System. This programme aims at giving learners the necessary knowledge and skills to limit their exposure to Endocrine Disrupting Chemicals (EDCs). The programme was evaluated by means of a quantitative study. Group-administered questionnaires were used to gather information before and after the programme had commenced. Lickert scales were used to establish the learners' knowledge, attitudes and values in connection with EDCs and the environment before and after the learners had followed the programme on EDCs. The results of the study indicated that the programme proved to be successful in increasing the knowledge of the target group in connection with EDCs. This study will contribute to the process of integrating Environmental Education in the Life Sciences curriculum. / Educational Studies / M.Ed.(Environmental Education)

Assessment is an integral component of outcomes-based education which requires a paradigm shift in assessment processes. Outcomes-based assessment is more intense than traditional assessment since it reports on many dimensions of performance. Performance is analysed in relation to outcomes and the learning demonstrated and record-keeping is more complex. This study explored the experiences of the Senior Management Team and Foundation Phase educators of a selected primary school regarding outcomes-based education, outcomes-based assessment and its management. A literature review of outcomes-based education, outcomes-based assessment and instructional leadership and an empirical study using a qualitative approach were conducted. Document analysis and semi-structured interviews with educators and school management were used for data-gathering. Findings indicated that the initial implementation of outcomes-based education was problematic, however, effective instructional leadership had improved educators' understanding and implementation of assessment. Thereafter recommendations were made for the improvement of practice. / Educational Studies / Thesis (M.Ed.)

The study investigates the implementation of the Curriculum 2005 assessment policy guidelines in natural sciences in grade nine in five secondary schools selected by judgement sampling in Limpopo Province. Data were gathered by means of a literature study, examination of learner and educator portfolios and interviews with educators. Findings show that most participants were unable to carryout the continuous assessment (CASS) tasks as required. A discrepancy in the quality and quantity of assessment tasks among the schools emerged. All schools replaced the final common tasks for assessment (CTA) with internal examinations due to the late arrival of materials and the level of difficulty. Contributing factors were lack of a well-planned curriculum, proper resource materials, lack of coordination of efforts due to poor curriculum support and management and inadequate professional competence in the Outcomes-based methods of teaching, learning and assessment. Recommendations to address the above problems are made. / Educational Studies / M.Ed. (Education Management)