Research report submitted to the School of Education, Faculty of the Humanities, University of the Witwatersrand, Johannesburg, in partial fulfilment of the requirements for the degree of Masters in Education Johannesburg, July 2019. / In this study the researcher investigates what educators perceive the practices of mathematics HoDs to be in independent primary schools. A literature review was conducted and it was determined that there is a need for further research into the practices of HoDs at independent primary schools. A qualitative research approach was decided on and two case studies were done at two independent primary schools in Johannesburg. The data collected was recorded, compared and analysed to provide further insight into the perceived practices of HoDs. The findings show that there is not one set of practices of a HoD but multiple and that the practices of the HoD depend on the institution. The vision, mission and the culture of the institution, as well as the approach by senior management, will play a major role in what the practices of the HoD at that institution will be. It also leads us to conclude that arguing that there are set practices for HoDs is incorrect, instead it is the school context that will determine the practices of HoDs. From the findings the researcher attempts to provide a better understanding of the topic and makes suggestions into possible future research that could be conducted. / NG (2020)

This investigation emanates from the realization that Grade 3 children at schools in disadvantaged areas perform poorly in basic mathematics computations such as addition, subtraction, multiplication and division. The aim of the research was to establish the approaches teachers use when teaching mathematics computation. The qualitative approach, together with the research techniques commonly used with it, namely observation, interviews and document analysis was deemed appropriate for the investigation. The outcomes of the investigation revealed that the multilingual Grade 3 classes made it difficult to assist all children who experienced mathematics problems because teachers could not speak all the other languages that were not the language of learning (LoLT) of the school. Another obstacle that prohibited teachers from spending adequate time with children with mathematics problems was the time teachers were expected to spend on intervention programmes from the Department of Basic Education (DBE) aimed at improving schooling in general. Teachers could not make additional time that could afford children the opportunity of individual attention. With regard to the approach used for teaching mathematics, this study established that the teachers used the whole class teaching approach which is not a recommended approach because each child learns differently. It is recommended that teachers use a variety of teaching methods in order to accommodate all children and also encourage children to use concrete objects. It is also recommended that teachers involved in the SBSTs should consist only of members qualified in the subject and once these children are identified, remediation should take place promptly by their being enrolled (children) in the proposed programme. Finally, this study could benefit foundation Phase teachers in teaching mathematics based on the proposed strategy outlined after teachers’ challenges were identified. The outcome of the study could also be of value to the DBE, especially with curriculum designers. / Early Childhood Education and Development / D. Ed. (Early Childhood Education)

Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2010. / This study explores the reading experiences of grade four children from an affective perspective. The poor state of reading in the present South African climate incites individuals to be concerned about young children who may not acquire reasonable levels of reading proficiency for daily living or tertiary education. The decline of reading in the home, the lack of emphasis on reading in some schools, the decrease in children‟s motivation to read and South Africa‟s poor literacy performance in international studies are all reasons for concern. Literature suggests that reading comprises both a cognitive and an affective component. Reading, in other words is not merely a mental skill, it is also influenced by emotions. Research shows that whether the cognitive aspects of reading are achieved will be determined by a child‟s affective disposition. In South African reading studies, a greater emphasis is placed on the cognitive aspects of reading. Not enough voice has been given to the children to find out about their personal feelings about reading. There are, however, international affective studies, but they cannot be applied fully to the South Africa context. This study, therefore, attempts to fill these gaps by focusing on the affective aspects of children‟s reading by interviewing the children themselves. A qualitative research design was used to explore children‟s feelings about reading. The semistructured interview was used as the main instrument. In addition three techniques, viz. thoughtbubble drawings, storytelling and selection of reading material (four activities, each followed by an informal interview) were employed. Even though each child expressed his/her emotions in a variety of ways, the analysis is presented according to the dominant emotions as exemplified by each child. Some of the emergent findings were that children preferred to read loudly as compared to reading silently, children generally displayed a positive attitude toward reading and children showed an interest in reading material that was based on popular culture. The study concludes with recommendations for teachers and recommendations for further study.

This investigation emanates from the realization that Grade 3 children at schools in disadvantaged areas perform poorly in basic mathematics computations such as addition, subtraction, multiplication and division. The aim of the research was to establish the approaches teachers use when teaching mathematics computation. The qualitative approach, together with the research techniques commonly used with it, namely observation, interviews and document analysis was deemed appropriate for the investigation. The outcomes of the investigation revealed that the multilingual Grade 3 classes made it difficult to assist all children who experienced mathematics problems because teachers could not speak all the other languages that were not the language of learning (LoLT) of the school. Another obstacle that prohibited teachers from spending adequate time with children with mathematics problems was the time teachers were expected to spend on intervention programmes from the Department of Basic Education (DBE) aimed at improving schooling in general. Teachers could not make additional time that could afford children the opportunity of individual attention. With regard to the approach used for teaching mathematics, this study established that the teachers used the whole class teaching approach which is not a recommended approach because each child learns differently. It is recommended that teachers use a variety of teaching methods in order to accommodate all children and also encourage children to use concrete objects. It is also recommended that teachers involved in the SBSTs should consist only of members qualified in the subject and once these children are identified, remediation should take place promptly by their being enrolled (children) in the proposed programme. Finally, this study could benefit foundation Phase teachers in teaching mathematics based on the proposed strategy outlined after teachers’ challenges were identified. The outcome of the study could also be of value to the DBE, especially with curriculum designers. / Early Childhood Education and Development / D. Ed. (Early Childhood Education)

This study investigates how listening, as part of the literacy learning programme is planned for and taught in the grade one class. The data was produced through semi-structured interviews of five participants, who were grade one educators in the urban area of Durban, Kwa Zulu Natal. Findings suggested the many factors that accounted for why some children in the grade one class do not listen and that educators need to plan for the teaching of listening. The researcher examines the use of multiple strategies, such as teaching responsively, including stimulating tasks, reading aloud, creating a purpose for listening, setting the stage for listening and modeling as strategies to teach listening. The study ends with recommendations for the Department of Education to present workshops to educators on the teaching of listening and for module courses at colleges and universities to offer specialized courses on the teaching of listening. The aim of this research which was conducted in the urban area of Durban, Kwa Zulu Natal, was to investigate how grade one educators were planning for and teaching listening. During this study, data was produced through semi-structured interviews of five participants, who were grade one educators. Findings of this study suggest that there were many factors that accounted for why some children in the grade one class do not listen. Findings also indicated that educators need to plan for the teaching of listening. / Ed. (Didactics))

No description available.

The purpose of this study was to determine teacher engagement with HIV/AIDS education in primary school. Since the emergence and acknowledgement of the HIV/AIDS epidemic in South Africa, the national education department's policy has advanced HIV/AIDS education as a priority. The new curriculum has opened up opportunities for HIV/AIDS education to be inserted in the curriculum especially in the learning area Life Orientation in the primary school, which previously did not exist. There is a paucity of research documenting teachers' experiences on the implementation of the HIV/AIDS curriculum. The manner in which teachers engage with the HIV/AIDS curriculum is not known. This study focused on 9 teachers in the intermediate and senior phases in a particular primary school in KwaZulu Natal who have had experience in the implementation of the HIV/AIDS curriculum over the past four years in their school. A survey questionnaire was administered to all educators in the study. The three intermediate educators participated in face-to-face interviews as well as a focus group discussion. An interview was conducted with the member of the management team who was part of the sample. The results from the survey, interviews and focus group discussion suggest that teachers were strongly implementing the HIV/AIDS curriculum in their classrooms while experiencing some practical challenges. This study also suggests that the educators found the Department Of Education's implementation plan suppressive. All three intermediate phase teachers used creative methods to assist in the implementation of the curriculum. The respondents claimed that the workshops and meetings that they had attended were invaluable to them. They however preferred seeing the community more closely involved in the fight against HIV/AIDS, as this was not an issue confined to the school exclusively. Teachers would also liked to have had HIV/AIDS education implemented across the curriculum, as the task to empower learners in this regard was a mammoth one. The unique and challenging experiences of teachers implementing the HIV/AIDS curriculum must be documented before any theoretical positions can be articulated about the implementation of HIV/AIDS education in primary schools in South Africa. This study has contributed to research on the implementation of HIV/AIDS education in primary school by providing some insight into a group of educators' experiences. / Thesis (M.Ed.) - University of KwaZulu-Natal, Durban, 2004.

The dire need for capacitating Economic and Management Sciences (EMS) educators in subject-specific knowledge occurred to me whilst conducting workshops for EMS educators within the KwaZulu-Natal Department of Education. Educators often complained that they neglected EMS as a Learning Area as they lacked the requisite subject~specific knowledge. This, they claimed was exacerbated by the paucity of EMS educator and learner support materials. This prompted me to undertake a case study of the current capacity building strategies of heads of department, curriculum co-ordinators and level 1 educators in (EMS) Learning Area. The case study was restricted to a cluster of 5 pnmary schools in the Ethekwini Region of the Kwa-Zulu Natal Department of Education. Schools were chosen on the basis of convenience, cost, proximity to each other and previous professional involvement with the schools. Data were collected through questionnaires, interviews and observation at workshops. Findings suggest that there existed a lack of fundamental knowledge in the EMS learning area and further that current development strategies did not necessarily meet the needs of educators. Stemming from the research findings, the study recommends that continuous professional development of educators must be seen as an evolving set of activities that should respond to the specific contextual needs of educators at different stages in their lifelong development as professionals. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2005.

The rapid rate, at which HIV/AIDS is being spread, is changing the face of modern society. The alarming statistics revealed by research, bears testimony to this fact. According to Bennell (2003), the total number of HIV/AIDS maternal and two-parent orphans for subSaharan Africa is expected to increase from 9.85 million in 2001 to 18.67 million in 201 0. Education has a pivotal role to play in effectively dealing with the effects of the pandemic, as well as in creating awareness among learners on HIV/AIDS preventative education. The chief medium through which ideas are conveyed and awareness is raised, is through the use of language. The focus of this dissertation was to critically explore the language used by educators within the context of HIV/AIDS Education , at primary school level. This was done in two ways. The first was conducting an in-depth analysis of documents pertinent to HIV/AIDS Education, in an attempt to ascertain which themes, concepts and terms frequently feature in these various documents. The second was exploring these themes, concepts and terms with regard to how these were perceived and understood by the participants in the study. The translation of the meanings the participants attached to these concepts and terms, and how these translated into learning activities within the classroom context, received attention during classroom and lesson observations. A case-study design within the qualitative mode of inquiry was employed. Document analysis, observation and in-depth interviews were used to obtain data pertaining to the area of study. Three Life Orientation educators, from a suburban, co-educational school in the Kwa - Zulu Natal area, participated in the study. The Critical Discourse Analysis framework informed the study. The study also explored the usage of non-verbal signs and suggestions to convey meaning and understanding among learners. The participants' predispositions, ideologies and pre-conceived notions of what was appropriate, in terms of themes explored within the context of HIV/AIDS education, were also examined in light of any bearing these might have had in the process of facilitating understanding among learners. Due consideration was given to contextual factors, and how these might have influenced the processes of creating meaning and understanding among learners. The findings revealed by this research, provide valuable insights into some of the interpretations of some of the terms and concepts that are commonly associated with HIV/AIDS by educators. In addition, they present the possibility of alternate meanings of these terms and concepts, suggesting that multiple meanings are possible within the context of HIV/AIDS education. The implications of this study for classroom practice are numerous. / Thesis (M.Ed.) - University of Kwazulu-Natal, 2006.

This research presents an understanding of the teaching and learning practices in the context of HIV/AIDS education in the intermediate phase. Against a milieu of change and restructuring in education is the HIV/AIDS education curriculum which teachers are expected to deal with in schools. From an identity perspective, I try to understand how teaching practices which are adopted by teachers in the teaching of HIV/AIDS education either challenges or perpetuates the status of HIV/AIDS in society. Therefore the focus of this study is primarily the teacher. By employing Samuel's Forcefield Model as a structure for this study, I demonstrate how the choices that the teacher makes in teaching practice, are shaped by a range of diverse forces, which are frequently in conflict with each other. In this study I want to understand how teachers are engaging with their new roles and multiple responsibilities (as described in The Norms and Standards for Teacher Educators) when teaching HIV/AIDS education in the intermediate phase - given that this aspect is a relatively new dimension to the curriculum. From a methodological perspective, the collection and analysis of data were consistent with the Hermeneutic research paradigm. For the purpose of this study interviews and questionnaires were used to collect data from educators. Furthermore, in order to present a more holistic picture of the teacher and to ascertain to what extent, what the teacher teaches is actually what the learner learns, data was also collected from learners via observations, conversations and through an analysis of drawings and poems. It must be emphasised that although learners in this study play a pivotal role as sources of data, they are not the unit of analysis for this study. Thus the major part of this thesis focuses on the teacher. The findings of this study indicate that the guiding principles of a teacher's life, such as race, religion and culture are important forces that mould what, why and how teachers teach HIV/AIDS education in the intermediate phase. On the other hand, the forces that mould learners' experiences of HIV/AIDS education is determined by the social environment that the learner lives in. The forces that shape what the teacher does are not the same as the forces that shape what the learner learns. The concept of 'othering' is predominant in the interactions between teachers and learners and teachers are socially distanced from learners, parents and the child's social environment. Hence the 'caring and sharing' as espoused by teachers is not being articulated in practice. / Thesis (M.Ed.)-University of Kwazulu-Natal, 2005.