The study sought to explore the priorities and practices of educators with regard to the mediation of moral qualities/democratic virtues related to education for citizenship by means of a case study in one school. In South Africa educators are regarded as among the stakeholders responsible for the mediation of values and morals in children and youth so that they will be effective citizens of democracy. Hence the school is seen as an important context in which this could take place. Citizenship education usually contains a moral element. Practices of moral development generally draw on the work of Kohlberg, which is linked to a Piagetian understanding of development. Vygotsky&rsquo / s approach focuses on the contribution that the context has on cognitive<br /> development and suggests that this may also be important for moral development. However there is little evidence available concerning the effectiveness of specific interventions. Two groups of educators and one group of learners were interviewed.<br /> Educators were asked what moral qualities/democratic virtues they regarded as important to nurture in the learners at this school and what they did to nurture these virtues. Learners were also asked the same question and what they saw their educators doing in order to mediate these moral qualities/democratic virtues. Any constraints and successes were explored together with what educators thought could be done to improve the situation. The theoretical understanding of the research was constructivist and it followed a qualitative case study approach. Data were collected using semistructured interviews and were analysed using a thematic analysis approach. Before the research was undertaken permission was sought from the Western Cape Education Department and the study was conducted following the guidelines for ethical research set by the American Psychological Association. The main priorities that emerged as moral qualities/ democratic virtues that educators thought were important to nurture, were accountability, respect, and commitment to &ldquo / being good.&rdquo / Socially desirable behaviours that were highlighted were the following: economic initiative, citizenship, and politeness and consideration. Cognitive qualities that they thought were important to nurture were the following: open mindedness, literacy, and numeracy. There were also skills that the educators thought were important to nurture in their learners which did not seem to have a moral dimension. The main practices mentioned were: modelling, active instruction and discussion, and discipline. Educators highlighted the importance of consistency throughout the school. Constraints mentioned were the following: lack of discipline, socio-economic factors, and lack of parental involvement. Supportive factors mentioned were parental support, and consistency and collaboration.

<p>The aim of this study was to investigate the use of the &quot / Stories for thinking&quot / learning materials in one intermediate phase classroom in the Western Cape. The &quot / Stories for thinking&quot / project resulted from the Western Cape Education Department project, Cognition in Curriculum 2005. This project explored the potential role the cognitive education movement could play in accomplishing the goals of the Curriculum, especially the critical outcomes. The aim of the project was to investigate a range of strategies primary school educators could use to develop cognitive abilities.</p>

Submitted in fulfilment of the requirement for the Master of Technology Degree: Education, Durban University of Technology, 2007. / The use of web based learning in primary schools has been neglected. The aim of the study is the design of a hybrid web based learning model for primary school mathematics especially in the teaching and learning of perimeter and areas. It is indicated in a study in I calculus teaching and learning at a higher institution by Naidoo (1998) that students have fundamental problems in understanding pre-concepts such as perimeter and areas which are taught in primary schools and that the Piagetian pre-formal and formal stages have not been developed. ti Primary school learners' first encounters with mathematics in a traditional learning environment often create lifelong 'math phobia' (Papert, 1980). The situation in a country I emerging from an oppressive education system designed to educationally disempower the I majority of the population is much worse. The typical scenario in a previously disadvantaged South African primary school is a classroom filled beyond capacity with the educator struggling to establish an effective learning environment. Thus the educator I resorts to rote learning, drill and practice and 'chalk and talk' methods of teaching. The I individual needs and levels of learners are disregarded and blanket assessment methods I are employed (Naidoo and Naidoo, 2006b). Collaborative learning is minimal or nonexistent. These traditional teaching strategies often disregard cultural and social factors, and pre-knowledge frames of learners. Furthermore there is a dire shortage of qualified mathematics educators in the South African schooling system. Therefore there is an urgent need for alternative teaching and learning strategies to address the teaching of mathematics in primary schools. The introduction of networked computer laboratories to / M

M.Ed. / The contents of curricula are necessarily exposed to dynamic changes. Development of curricula should be carried out at base level, that is, in the school and in the classroom. If all levels of education and the community are involved, each pupil as well as the community will reap the benefits of curricula and syllabi that keep abreast of the demands of our time. To be able to control reality implies greater control of the computer. Knowledge of the fast growing science of the computer could open many doors for those who are eager to learn, while the same doors will remain closed for those who do not adapt fast enough to the changing demands of the community. The high number of pupils that discontinue Computer Studies (as a 7th subject) and the proposals to combine Computer Studies with other subjects have necessitated an in-depth evaluation of the curricula. The evaluation models of Kruger, Stufflebeam, Pratt and Stake are focalised on the community's contribution to curriculum renewal. The contribution of the school, where the curriculum starts functioning, must not be underestimated. The curriculum becomes especially relevant and of interest to the community at school and classroom level. Contents of curricula must be revised regularly and scientifically on all levels. The revision and updating of contents must be preceded by periodic situation analyses in which all possible changes are monitored...

M.Ed. / The identification and development of youthful leaders in the primary school is a complex matter. Firstly, pupil potential must be identified correctly and, secondly, this potential must be suitably developed. Proper management is essential if justice is to be done to this matter. In the primary school the Head of Department: Educational Guidance is the obvious person for the task of ensuring that the leaders' council comes into its own right.

Ph.D. / Arabic has been offered a third language optional subject in secondary schools in South Africa for the past two decades. With the introduction of outcome-based education (OBE) and the National Qualifications Framework (NQF) in South Africa, it has become necessary to look afresh at the exsting curriculum for Arabic and the possibilities that exist for its continued promotion.

M.Ed. / It has become quite clear in recent times that media is expected to play an active role in improving the learning - teaching process in school. When the media is intergrated into a school lesson, the expectation is created that it would bring about a renewal and improvement in the teaching - learning process. A geometrical problem can be solved in a logical manner, helping to expand and enrich the pupils point of reference in Geometry. In the learning process the teacher, pupil and learning content are inextricably linked. It is in this process where media can, playing a very important role, act as intermediate link between the elementary and the fundamental. Furthermore, the media can be used to solve various geometrical theorems and problems making it accessible, visual and concrete. This would greatly benefit the Standard eight pupil. There are specific problems which arise in Geometry. These problems relate to certain skills, for example, discovery method, observation, direct experience and verification. It is in this regard that the teacher needs to be very selective in the choice of media, so that it encourages the mastering of the content. Media promotes learning by involving both hemispheres of the brain. By virtue of the subject, visual presentation in Geometry makes learning easier. It is in this regard that models are the most suitable medium due to the characteristics they posses. A number of guidelines for planning a Geometry lesson for Standard eight are suggested in this study. Recommendations are made regarding the content of a lesson, the production of suitable models to provide for the needs of teachers and pupils as well as the active involvement of pupils in the production of models for Geometry. The empirical reseach has shown that models can serve as a medium to unlock the learning content of Geometry to the pupil. This can be done by concretising and presenting Geometry on a level which enables the pupil to experience it's simplicity with optimal learning. The important role of models in the daily life of every person makes further reseach into the nature of symbol systems and how they influence learning essential, so that every pupil may fully benefit from the potential of models.

M.Cur. (Community Nursing Science) / Please refer to full text to view abstract

This study is an investigation into the performance of learners in algebra using the levels of understanding as measured by the ICCAMS diagnostic instrument. The study was conducted in two phases. The first phase of the study consisted of an analysis of the scripts of a sample of 29 learners in Grade 9 who had written the test administered by the Wits Maths Connect-Secondary unit at Wits University. The scripts of the same 29 learners in Grade 10 were analysed to determine the progression within the levels of these learners from Grades 9 to 10. Eighteen learners progressed from a lower to a higher level. During the analysis of the tests it was found that the conjoining error was the main obstacle to some learners in progressing from moving from level 1 to level 3. During phase 2 of the study, a sample of 6 learners was selected from the original 29 learners. These learners completed a written task to investigate errors made in algebra in Grade 11. Interviews were conducted with these learners based on a written task. The analysis of the interviews and written task illustrated the problems learners experienced with level 2 questions, particularly with respect to the conjoining error.

A Research Project (Thesis) in partial fulfilment of the requirements for the Degree of Master of Science (Science Education) Marang Centre for Mathematics and Science Education University of the Witwatersrand, South Africa Johannesburg, 31 May 2016 / This research project reports on the findings of an investigation into ICT (Information and Communication Technology) integration in the teaching of Physical Sciences using the topic of Mechanics as an example. The focus of the research was the effective use of ICT in the teaching and implementation of the curriculum CAPS in the context of teaching the topic of Mechanics. Secondly, to examine the contextual variables those affect the pedagogical integration of ICT in three approved South African high schools. Six teachers from three GDE (a province of influence in South Africa) approved high schools participated voluntarily in this research project. The topic of Mechanics was chosen for this research because learner performance in this topic in the Grade 12 examination has been found to be particularly poor, according to the report of National Senior Certificate Examinations (DBE, 2012). Poor performance in Mechanics might be due to the fact that the concept of energy is highly abstract and probably not well presented by educators starting as far as grade 10 when it commences in CAPS. The research methodology used in this research project was Mixed Methods and a case study as a strategy. A Mixed Methods research design is a procedure for collecting, analysing and integrating both qualitative and quantitative research and methods in a single study to understand a research problem (Creswell, 2012). A case study was motivated by its close connection to the Mixed Methods research design that search for and report complex dynamic and unfolding interactions of events and other factors in unique processes (Cohen, Manion and Morrison, 2011). ICT integration in the Physical Science classroom in teaching complex topic like Mechanics brings about a unique classroom process obviously different from a traditional one. Hence Technological Pedagogical Content Knowledge (TPACK) was used as a theoretical construct that assists in explaining the new science classroom and the teaching dynamics that unfolds in there. Park et al. (2008) studied the effect of ICT in science education on the achievement of Korean middle school students and found a significant difference in the achievement level of the control and experimental class. Livingstone (2012) reported that in the UK a different technology, interactive whiteboards is associated with an improvement in pupils’ performance in national tests in English (particularly for low-achieving pupils and for writing), mathematics and science. TPACK instruments or tools used in this project were the initial questionnaire, an observation schedule, a main questionnaire and a follow-up questionnaire. The responses obtained from these tools were all collected as data and was prepared by coding individual scripts, duplicating and digitizing for ease of safe storage and scoring. The generated scores were then analysed, using the Rasch statistical model. The functionality of the Rasch statistical model was to quantitatively establish the extent of pedagogical and technological use of ICTs in selected educators and the rest of the data was to qualitatively examine the contextual variables that affect the pedagogical integration of ICT. The Rasch statistical model was used to determine the extent of effective use of ICTs for pedagogical and technological use in the teaching of the Grade 10 Physical Sciences topic of Mechanics (research question 1). The findings reveal that the educators were on average at a developing stage in the effective use of ICTs when teaching Mechanics. The specific details of each case are in the research report. The contextual variables that affect the pedagogical integration of ICT in the teaching of Mechanics (research question 2) in these three high schools, according to the participants, include policy or lack of it. The national and provincial policies offers few facts on how educators and schools are expected to incorporate or make use of ICT inside the South African framework. Individual participants had different notions of the purpose of ICT integration. Mr Sibeko was of the notion that ICT integration was for planning efficiency of the whole school. In contrast, Mr Khumo was involved in ICT integration because the MEC or the higher authority had prescribed it. Ms Nomsa was involved because the school obtained ICT through a private sponsor and Mr Ariel just mentioned that ICT integration was “recommended” in the school. The revelations from the findings were important in that the TPACK rubric adapted provided measures that can be quantified and thus allowing the extent of TPACK to be statistically determined (using the Rasch Statistical Model) to a certain degree of consistency as measured by the Cronbach Alpha. One was able to determine if the participant was on standard, developing, elementary or inadequate. Furthermore each trait enabling or hindering was determined. This was unique to this study and will enable planners to determine areas where educators require assistance and support in ICT integration. The limitations of the research project are that in the original design I had intended to audiotape an initial (structured) interview and follow-up (unstructured) interview. This could have helped me to categorically capture the decisive moments such as apprehensions, facial expressions, stammering’s and all the necessary registers of the discourse. Most educators were however of the view that they had time constraints. They suggested that the interviews be converted to questionnaires. Therefore the present structure might have created the impression of monotony of successive questionnaires. / M T 2016