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Teachers' perceptions of the essential features of whole school development / organisation : towards a model for interventionMyeza, Qalokunye Andrias January 2003 (has links)
Sublllitted to the Faculty of Education in fulfilment of the requirements for the
DEGREE Of DOCTOR Of EDUCATION in the Department of Educational Psychology and
Special Education at theUniversity of Zululand, 2003. / This study examines teachers' perceptions of the elements of whole school development and the extent to which certain essential features of such development are associated with school effectiveness. The study aims at determining the extent to which school effectiveness is associated with the following four elements (or sets of elements) in terms of respondent dimensions: (1) access to technical and human resources; (2)adoption of a clear culture, vision and identity; (3) involvement in efficient strategic planning, structural arrangements and procedures; and (collectively) (4) gender, age, teaching qualifications and teaching experience.
To this end an instrument was constructed based on the Government bluebook for inspection of schools. The bluebook-based instrument was found to be descriptive and, therefore, intended to collect data of a qualitative nature. On the grounds of this serious omission the instrument had to be adapted so as to yield quantitative data covering all the essential features of school organisation. Care was taken to ensure that the instrument has content validity that covers all the essential features of school organisation.
The findings revealed that there is a very strong association between the essential features of whole school development and school effectiveness. The analysis of responses in respect of these essential features has enabled us to arrange them in a rank order. The factor that covers adoption of a clear culture, vision and identity was rated in the first position. This was followed by a factor dealing with access to technical and human resources. The last position was occupied by the factor dealing with involvement in efficient strategic planning, structural arrangements and procedures. The study revealed that while age, gender and teaching experience, as aspects of teacher characteristics, did not influence teachers' opinions on the essential features of school organisation, the variable of teaching qualification was found to be influential in this regard.
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New ways of understanding: a governmentality analysis of basic education policy in post-apartheid South AfricaPrinsloo, Estelle Helena January 2013 (has links)
Social problems that are identified by government policy are articulated in ways that confer the responsibility of their management onto the state. In this way, policy reform serves as a means to justify political rule, as the ‘answers’ to policy failures are located within the realm of state intervention. This role of policy is maintained by the traditional definition of policy as it enables policies to be presented as the outcome of ‘necessary’ actions taken by state institutions to better the wellbeing of citizens. Since 1994, mainstream research on basic education policy in South Africa has employed traditional understandings of policy and its function. In doing so, these inquiries have failed to question the very idea of policy itself. They have also neglected to identify the productive role played by policy in the practice of power. To illuminate the necessary limits of policy reform, an alternative approach to analyse basic education policy is necessary. This thesis premises policy as discourse and advances a governmentality analysis of basic education policy during the first fifteen years of democracy (1994-2009) in South Africa. By drawing on the work of Michel Foucault, the study argues that government – ‘those actions upon the actions of others’ – during this period in South Africa was informed by both a liberal and a neo-liberal mentality of rule. The tensions between these two rationalities contributed to the continuation of apartheid’s socio-economic inequalities in the postapartheid era; an outcome buttressed by the contradictory impulses within basic education policy. By considering policy as a productive translation of governmental reasoning, the boundaries of intervention for future policy reforms are highlighted. These show that the inequalities that were perpetuated during the first fifteen years of democracy justify policy responses similar to those responsible for their production
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Pedagogical practices in a higher education context : case studies in environmental and science educationLe Grange, Lesly L. L. 07 1900 (has links)
Thesis (PhD) -- Stellenbosch University, 2001. / Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies. / ENGLISH ABSTRACT: My study investigates opportunities that may currently be available to enable the transformation
of post-apartheid teacher education. I examine two case studies of my own professional practice.
The first case study involves in-service education work that I performed with teachers in a local
community, Grassy Park. The second case study represents work I performed with students in a
pre-service education programme at the University of Stellenbosch. My study aims to:
• Critically examine the implications of social issues, particularly environmental issues, for
pedagogical practices generally and for South African pedagogical work in particular.
• Critically review the changing socio-historical determinants of pedagogical practices in South
African teacher education.
• Investigate changing pedagogical practices by describing and reflecting on work done in my own
professional contexts as a science/environmental teacher educator at a historically Afrikaner
university.
With respect to teacher education, Pendlebury (1998) argues that we are seeing shifts in public
space, evaluative space, pedagogical space and institutional space from insulated space (hidden
from public scrutiny) to a more porous space. In this study I am concerned with pedagogical
space that, in Pendlebury's (1998:345) terms determines 'who may learn (or teach), how and
what they learn (or teach), when and for how long and where'. I use these categories of
Pendlebury (1998:345) together with Turnbull's (1997) perspectives on knowledge production as
conceptual tools to frame my analyses of the cases. Although a significant part of my study
focuses on classroom practices, I take pedagogy to have a much broader meaning that
incorporates in Hernandez's (1997:11) terms 'all spaces in which knowledge is produced and
identities are formed'.
This research report offers a brief insight into the complexities of change at the micro-level of
classroom practices. But, importantly also contextualises these micro-level pedagogical practices
within broader socio-historical determinants and provides praxiological comments on postapartheid
education policies. The research also initiates an investigation into the social
organisation of trust in post-apartheid South Africa. / AFRIKAANSE OPSOMMING: In hierdie studie ondersoek ek die geleenthede vir die transformasie van onderwyseropleiding in
die post-apartheidsera. Ek bespreek twee gevallestudies uit my eie professionele praktyk. Die
eerste gevallestudie handel oor die indiensopleiding van onderwysers in Grassy Park, 'n
plaaslike gemeenskap. Die tweede gevallestudie handel oor die werk wat ek met studente in 'n
voorgraadse onderrigprogram aan die Universiteit van Stellenbosch gedoen het. Die studie het
die volgende ten doel:
• 'n Kritiese ondersoek na die uitwerking van sosiale aspekte, met die klem op
omgewingsaangeleenthede, op opvoedkundige praktyke in die algemeen en op die Suid-
Afrikaanse opvoedkundige praktyk in die besonder.
• 'n Kritiese oorsig oor die sosio-historiese veranderinge wat deeI vorm van die opleiding
van Suid-Afrikaanse onderwysers.
• 'n Ondersoek na veranderende opvoedkundige praktyke aan die hand van 'n beskrywing
van en refleksie op my eie professionele werk as dosent in die
wetenskap/omgewingsopvoeding aan 'n historiese Afrikaanse universiteit.
Ten opsigte van onderwyseropleiding beweer Pendlebury (1998) dat verskuiwings in die
publieke ruimte, evaluerende ruimte, pedagogiese ruimte en institusionele ruimte, plaasvind van
'n afgesonderde ruimte (verberg vir publieke waarnemimg/evaluasie) na 'n meer deursigtige
ruimte. In hierdie studie fokus ek op die pedagogiese ruimte wat, volgens Pendlebury
(1998:345), bepaal 'who may learn (or teach), how and what they learn (or teach), when and for
how long and where'. Ek gebruik Pendlebury (1998: 345) se kategoriee saam met Turnbull
(1997) se perspektiewe oor kennisproduksie as konseptuele raamwerk vir my analise van die
twee gevallestudies. Alhoewel 'n beduidende gedeelte van my studie op klaskamerpraktyke
fokus, moet die term pedagogie(k) volgens my 'n veel breer betekenis verband gesien word om
ook Hernandez (1997: 11) se 'all spaces in which knowledge is produced and identities are
formed' intesluit.
Hierdie navorsingsverslag lig die komplekse aard van transformasie op die mikro-vlak van
klaskamerpraktyke toe. Van groot belang is ook die kontekstualisering van opvoedkundige
praktyke op mikro-vlak binne die breer sosio-historiese veranderlikes en lewer praktykverwante
kommentaar op die opvoedkundige beleid van die post-apartheidsera. Die navorsing dien ook as
vertrekpunt om sosiale vertroue in die post-apartheids-Suid-Afrika te ondersoek.
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