Nos últimos anos, houve um avanço considerável na oferta educacional no país e, com isso, a discussão da qualidade e da equidade se coloca cada vez mais com intensidade. Nesse contexto, esta pesquisa visou analisar se as condições de oferta do ensino público nas escolas de Ribeirão Preto atendem os princípios da equidade. Mais especificamente buscou-se analisar se há uma atenção para os aspectos relativos à equidade por meio da comparação dos dados da condição de oferta das escolas, do nível socioeconômico da população residente nas áreas de ponderação onde elas se localizam e do nível socioeconômico de seus alunos. Quando possível também foram analisados os indicadores da rede privada de ensino. O estudo foi desenvolvido na perspectiva da pesquisa quantitativa e as fontes de dados utilizadas são os dados secundários (microdados) disponibilizados pelo Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (INEP) - Censo Escolar 2010 e Questionário dos alunos da Prova Brasil 2009 e dados referentes a bairros do Instituto Brasileiro de Geografia e Estatística (IBGE), com ajuda de ferramentas estatísticas. Diferentemente do senso comum, em Ribeirão Preto não foi observado um diferencial significativo nas condições de oferta entre as redes públicas e privadas. Contudo as escolas privadas tendem a apresentar maior presença de laboratório de ciências e menor razão de alunos por turma. Os dados evidenciaram a desigualdade de acesso às condições de oferta de qualidade entre escolas da mesma rede de ensino, indicando, embora de forma não conclusiva, a existência de mecanismos reprodutores na oferta educacional, de tal forma que predominam nas regiões mais pobres do município escolas com piores condições. Considerando a situação constatada, em especial a grande disparidade, faz-se necessária a implementação de políticas públicas que atuem na diminuição das desigualdades e na perspectiva da equidade na oferta do ensino, garantindo-se um patamar básico de qualidade para todos. / In recent years there has been considerable advancement of educational provision in the country and therefore the discussion of the quality and fairness arises with increasing intensity. In this context, this study aimed to examine whether the conditions for the provision of public education in the schools of Ribeirão Preto meet the principles of equity. More specifically seeks to analyze whether there is an attention to the aspects of fairness by comparing the data of the condition of schools offer, the socioeconomic status of the population residing in census tracts where they are located and the socioeconomic status of their students. When possible, private school´s indicator was also analyzed. The study was developed in the perspective of quantitative research and sources of data used are secondary data (microdata) provided by the National Institute for Educational Studies Teixeira (INEP) - Census 2010 School Questionnaire and students\' Proof of Brazil in 2009 and data regarding neighborhoods Institutes of Geography and Statistics (IBGE), using statistical tools. Unlike the common sense, in Ribeirão Preto was not observed a significant difference in the conditions of supply between the public and private schools. However private schools tend to have more science laboratory and fewer students per class. The results indicate the existence of reproductive mechanism in same schools system, indicating although not conclusive such that schools with worse conditions dominate in the poorest regions of the city. Considering the observed situation, especially the wide disparity, it is necessary to implement public policies that work in reducing inequality and the perspective of equity in education offer, guaranteeing a basic level of quality for all.

Nos últimos anos, houve um avanço considerável na oferta educacional no país e, com isso, a discussão da qualidade e da equidade se coloca cada vez mais com intensidade. Nesse contexto, esta pesquisa visou analisar se as condições de oferta do ensino público nas escolas de Ribeirão Preto atendem os princípios da equidade. Mais especificamente buscou-se analisar se há uma atenção para os aspectos relativos à equidade por meio da comparação dos dados da condição de oferta das escolas, do nível socioeconômico da população residente nas áreas de ponderação onde elas se localizam e do nível socioeconômico de seus alunos. Quando possível também foram analisados os indicadores da rede privada de ensino. O estudo foi desenvolvido na perspectiva da pesquisa quantitativa e as fontes de dados utilizadas são os dados secundários (microdados) disponibilizados pelo Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (INEP) - Censo Escolar 2010 e Questionário dos alunos da Prova Brasil 2009 e dados referentes a bairros do Instituto Brasileiro de Geografia e Estatística (IBGE), com ajuda de ferramentas estatísticas. Diferentemente do senso comum, em Ribeirão Preto não foi observado um diferencial significativo nas condições de oferta entre as redes públicas e privadas. Contudo as escolas privadas tendem a apresentar maior presença de laboratório de ciências e menor razão de alunos por turma. Os dados evidenciaram a desigualdade de acesso às condições de oferta de qualidade entre escolas da mesma rede de ensino, indicando, embora de forma não conclusiva, a existência de mecanismos reprodutores na oferta educacional, de tal forma que predominam nas regiões mais pobres do município escolas com piores condições. Considerando a situação constatada, em especial a grande disparidade, faz-se necessária a implementação de políticas públicas que atuem na diminuição das desigualdades e na perspectiva da equidade na oferta do ensino, garantindo-se um patamar básico de qualidade para todos. / In recent years there has been considerable advancement of educational provision in the country and therefore the discussion of the quality and fairness arises with increasing intensity. In this context, this study aimed to examine whether the conditions for the provision of public education in the schools of Ribeirão Preto meet the principles of equity. More specifically seeks to analyze whether there is an attention to the aspects of fairness by comparing the data of the condition of schools offer, the socioeconomic status of the population residing in census tracts where they are located and the socioeconomic status of their students. When possible, private school´s indicator was also analyzed. The study was developed in the perspective of quantitative research and sources of data used are secondary data (microdata) provided by the National Institute for Educational Studies Teixeira (INEP) - Census 2010 School Questionnaire and students\' Proof of Brazil in 2009 and data regarding neighborhoods Institutes of Geography and Statistics (IBGE), using statistical tools. Unlike the common sense, in Ribeirão Preto was not observed a significant difference in the conditions of supply between the public and private schools. However private schools tend to have more science laboratory and fewer students per class. The results indicate the existence of reproductive mechanism in same schools system, indicating although not conclusive such that schools with worse conditions dominate in the poorest regions of the city. Considering the observed situation, especially the wide disparity, it is necessary to implement public policies that work in reducing inequality and the perspective of equity in education offer, guaranteeing a basic level of quality for all.

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

Thesis (M. Ed. (Curriculum Studies)) -- University of Limpopo, 2021 / The blame for the decline in performance of Grade 11 and 12 Economics learners in District has been levelled on poor school resources, poorly trained teachers, and teachers’ ability to execute their duties. Other stakeholders blame teachers for the poor performance of learners. Due to that this study was conducted to explore teachers’ views on causes of poor performance in Economics among Grade 11 and 12 learners in Matlalane Circuit, Limpopo Province. Quantitative surveys and qualitative case study were used as research design. Data was collected using survey questionnaires and interviews. The study distributed 80 questionnaires to Economics teachers across Mogalakwena District and 100% response rate was achieved. The researcher also conducted one-to-one interviews among six Economics teachers and 3 Heads of Department (HoDs). Quantitative data was analysed using mathematical and statistical tools and was presented using tables, graphs, and charts. Qualitative data was presented using thematic and narrative analysis. This study identified seven (7) themes, namely, the (1) poor teaching environment and lack of teaching and learning resources; (2) lack of interest and negative attitudes by Economics learners; (3) poor teaching experience and content gap; (4) teachers perceive Economics as a difficult subject; (5) inadequate support from parents, school leadership and department; (6) poor discipline in schools; and (7) increased teenage pregnancy in schools in mining areas. This study recommends in-serve training of Economics teachers; provision of teaching and learning resources to schools; promotion of parents’ involvement and participation in their children’s learning; provision of support from the Department of Education in addressing school discipline and teenage pregnancy. This study identified the factors that cause poor learners’ performance in Economics. However, other aspects that are critical for changing the course of action, as required by the pragmatic paradigm, were not explored because they were not focus areas for this study. I therefore recommend further studies that on teaching and assessment strategies used by Economics teachers. There is a need for further study on strategies used by the Economics teachers; the level of commitment to their work; amount of written work given to Economics learners and the discipline in schools.

This item contains the agenda, minutes, and attachments for the Faculty Senate meeting on this date. There may be additional materials from the meeting available at the Faculty Center.

The study examined Accounting teachers’ pedagogical communicative practices and the academic achievement Accounting students, focusing on the extent of its occurrence. Teachers’ pedagogical communicative practices are the language behaviours and discourse strategies employed by teachers in their instructional delivery. The study employed an embedded concurrent mixed methods design. A questionnaire, Accounting achievement test for students, interview and observation guides were used to collect data from 481 respondents (made up of two heads of schools, 54 teachers, and 425 students) selected from 34 senior high schools in the Ahafo, Bono and Bono East Regions of Ghana. The quantitative data were analysed into descriptive and inferential statistics by using the SPSS software while the qualitative data were analysed thematically in accordance with the research questions. The findings from the study revealed that the Accounting teachers use appropriate pedagogical communicative practices (which include speaking loudly and boldly enough and making close eye contacts with students during class contributions) to help students to assimilate concepts better in Accounting, and to promote a stimulating learning environment. The study also revealed that teachers considered their students’ maturity level, needs, motivation and readiness to learn in deciding which methodology to use for a lesson. The study further revealed that there is no significant influence of pedagogical communicative practices on student academic achievement. Pedagogical communicative practices need to form part of the training of teachers for the senior high schools in order to prepare the teachers adequately for their assignments. Finally, the conceptual framework proposed is characterised by a synthesis of pedagogy and instructional communication, and the influence that such a combination has on the academic achievement of Senior High School Accounting students. To date, there is paucity of information in the extant literature regarding this practice in Africa, specifically, Ghana and hence the need for the current research to fill the gap. / Curriculum and Instructional Studies / D. Phil. (Curriculum and Instructional Studies)

Thesis (M.Ed.(Curriculum Studies)) -- University of Limpopo, 2022 / The liability for the decline in performance in Grade 12 Accounting learners in Ehlanzeni District has been levelled against lack of resources in schools, teachers’ inability to execute their duties and poorly trained teachers. Arising from this indictment, this study was conducted to investigate the effectiveness of assessment methods used for Grade 12 Accounting learners in Sikhulile and Mgwenya Circuits in Ehlanzeni District of Mpumalanga Province. A qualitative survey case study was used as a research design. Data was collected using one-to-one interviews among five Accounting teachers, five Heads of Department and five Principals. Qualitative data was presented using thematic and narrative analysis. The key findings were: (1) inadequacy of Accounting workshops and non-attendance by teachers, (2) lack of pedagogical content knowledge (PCK) by Accounting teachers, (3) Accounting content gaps among learners and difficulties in the content area such as Balance Sheet and Cash Flow Statement, (4) shortage of Accounting Learning Teaching Support (LTSM), (5) inadequacies in pedagogical technological devices for teaching, learning and assessment in Accounting, (6) poor teaching and assessment methods used in Accounting and (7) inadequate support from the Department of Education. The study recommends increased frequency of workshops and making attendance compulsory, strategies to improve the pedagogical content knowledge of Accounting teachers, providing in-service training in Accounting to EMS teachers, improved supply of educational resources, improving the schools’ digital infrastructure such as internet connectivity and accessibility to digital devices, improving teachers’ pedagogical skills and digital skills and palpable Departmental support to teachers

Empirical research has confirmed the importance of supervision and support to subordinates in improving the quality of performance. This study investigated the nature of supervision and support provided at previously marginalised school-based Grade classes of the Gauteng North District, at Gauteng Province in South Africa. To meet this objective qualitative research design was used. The subjects of the study were all purposefully selected practitioners, Head of Departments and school principals. Data was collected through observations, documents analysis and semi structured interviews (individual and focus group). The total of 33 purposefully selected participants took part in the research. Participants were selected according to the socio-economic status of their schools. It included schools from rural, semi-rural, semi urban and farm areas. To analyse the information collected, responses were grouped into categories as they appear in the practitioners’ observation template and ATLAS ti. software themes for individual and focus group interviews. The findings showed that the nature of supervision and support provided in Grade classes compromised the quality of teaching. Practitioners were also very vocal about the absence of support they get with regard to classroom practices from the School Management Team (SMT). The Head of Departments also mentioned lack of knowledge of Grade R practices, work overload and limited time as challenges that inhibit them to provide the needed support. Their concerns were also confirmed by the findings of the conducted classroom observations. The mistakes and omissions made by practitioners when carrying out Grade R daily routine activities indicated a lack of proper guidance and support. It was also confirmed during practitioners’ interviews that, practitioners worked on their own without any classroom support or guidance. The problems noted were exacerbated by the lack of professional qualification of practitioners. This study made recommendations and proposed a functional model of supervision and support that could address the challenges of poor supervision and support at Grade R classes. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)

MEd (Educational Management) / Department of Educational Management / The aim of the study was to investigate challenges confronting SMT members in the implementation of school-based moderation of Mathematics assessment tasks. An in-depth study of literature was undertaken, taking into consideration the following research question: What are the challenges confronting SMT members in the implementation of school-based moderation of Mathematics assessment tasks in the Thohoyandou cluster of the Limpopo Province? The study used the qualitative and quantitative approaches. Purposive sampling was used in the selection of participants for the qualitative data and simple random sampling was used in the selection of participants for the quatitative data. Qualitative data was collected through the interviews and quantitative data was collected through questionnaires. The interview schedule was employed to collect qualitative data and 12 participants (8 SMT members and 4 curriculum advisors for Mathematics in the Thohoyandou cluster) were interviewed. Questionnaires were used to collect quantitative data and were completed by 75 Mathematics teachers. Qualitative data was analysed thematically and quantitative data was analysed through SPSS version 23. The study revealed that: Lack of understanding and knowledge of the process of school-based moderation of mathematics is a serious worm that needs to be addressed soon. Moderation of school-based assessment was not monitored appropriately. The study recommended that the Department of Basic Education should conduct workshops and train SMT members on the importance of school-based moderation to ensure quality teaching and learning of Mathematics.

The aim of this study is to conduct a thorough theoretical study on mobile learning (mlearning) in order to achieve the primary objective of the study which is to develop a general framework to implement and manage mobile technologies in a higher education environment. The focus of the literature study was to research the state of mobile technologies and their relevance to teaching and learning. The literature study investigate the implications of mobile technologies for students, lecturers and thus for the institution and provided an overview of frameworks found in literature with the emphasis on the management of m–learning within the higher education institution. M–learning is part of a new mobile conception of society, with the mobility of the technologies impacting on the mobility of the students, the lecturers and ultimately on the mobility of higher education. Literature suggests that, while m–learning is proving to be innovative, the factors that most strongly impact on the ultimate success or failure of mlearning will depend on human factors, the balancing of technological ideals and pedagogical imperatives, and the successful management of the interface between human educational systems and technology systems. The proposed general framework focuses on addressing key issues related to m–learning from the perspective of the student, the lecturer and thus the institution. In order to remain competitive higher education needs to be diligent in maintaining the complex technology infrastructure that supports a thriving mobile culture that will meet and exceed the expectations of both lecturers and students. The empirical research conducted had as objectives to investigate the mobile technology assets of respondents with regard to the hardware and the software that they own, the mobile technology actions of respondents in regard to what they do with the mobile technology that they own and to investigate the respondent's attitude towards mobile technologies. A survey was designed and distributed to a sampling of the academic staff and students of the North–West University (NWU) in South Africa, specifically the Potchefstroom Campus. There is ample proof from the empirical study that there is a gap with regard to the level of accessibility, usage, and attitude with regards to the different interest groups in the higher education environment. Higher education institutions should invest in investigating these gaps further and in leveraging off the benefits of the effective management of these technologies to improve teaching and learning. The final chapter concludes with a summary of the secondary objectives researched in the literature (Chapter two) and empirical research (Chapter three) chapters in order to support recommendations towards the primary objective of this study. The rapid pace of adoption and advancement of mobile technologies creates opportunities for new and innovative services provided through such mobile devices. Higher education finds itself in the early innings of the mobile Internet pulling both lecturers and students towards the same place: smaller, faster, cheaper devices working together in a web of connectivity. Recommendations were made in this final chapter on how higher education institutions can leverage the benefits of the effective management of mobile technologies to improve teaching and learning. M–learning has the potential to increase the capacity of higher education through improving efficiency and productivity of teaching and learning. Mlearning could address challenges related to quality of teaching such as continuous professional training, lifelong upgrading, connecting with academics worldwide and communicating effectively with students. Higher education is discovering the potential of mlearning to promote student engagement and improving the quality of learning. Management of higher education institutions and systems, management of policymaking including storage and analysis of data, construction and assessment of policy scenarios, and tracer studies or academic tracking systems can be improved through the use of m–learning. Mobile technologies will continue to increasingly become an integral part of students' and lecturers' private and day to day lives and m–learning will be integral in educational content delivery. Additional research is required to study the effective and optimal implementation of m–learning. A better understanding of the benefits and leverage thereof is required and additional research should provide answers to these questions. / Thesis (M.B.A.)--North-West University, Potchefstroom Campus, 2012.