This study focused on learners’ assessment practices in overcrowded classes in Kamwenge District, Uganda. Apart from a literature review, an empirical investigation based on qualitative and quantitative methods were used to collect data by the researcher at 4 primary schools in Kamwenge district so as to find answers to the research questions. The empirical findings elicited that all teachers agreed that assessment was useful to them and had a clear idea of what classroom assessment was all about. An interpretive paradigm made it possible for the researcher to gain an in-depth understanding of learners’ assessment practices within their school contexts. There was a mismatch between what teachers said they do and what they practiced and this follows that the majority of teachers may have the theoretical knowledge of methods and tools used to assess learners but fail to translate it to classroom practice. / Educational Leadership and Management / M. Ed. (Educational Management)

This study focused on learners’ assessment practices in overcrowded classes in Kamwenge District, Uganda. Apart from a literature review, an empirical investigation based on qualitative and quantitative methods were used to collect data by the researcher at 4 primary schools in Kamwenge district so as to find answers to the research questions. The empirical findings elicited that all teachers agreed that assessment was useful to them and had a clear idea of what classroom assessment was all about. An interpretive paradigm made it possible for the researcher to gain an in-depth understanding of learners’ assessment practices within their school contexts. There was a mismatch between what teachers said they do and what they practiced and this follows that the majority of teachers may have the theoretical knowledge of methods and tools used to assess learners but fail to translate it to classroom practice. / Educational Leadership and Management / M. Ed. (Educational Management)

Previous studies have shown that teachers and students using English as the medium of instruction (EMI) in science classrooms encounter many language challenges with teaching and learning processes. Problems include the limited English communication skills of science teachers, the lack of EMI training for science teachers, the students' different language abilities and science teachers' beliefs that they are not responsible for addressing students' language needs in science. Teachers' lack of language awareness has led to poor teaching practices and limited interactions in the classrooms. This lack of language awareness, in turn, suggests that there are limited opportunities for students to learn English as a second language in the science classroom. This study extends the research on EMI classroom interactions in Hong Kong (Lo and Macaro, 2012) to the previously unexamined context of senior secondary science classrooms. A total of 19 teachers and 545 students from grades 10 and 11 EMI science class were recruited in Hong Kong from 'early-full EMI' schools (full EMI instruction from grades 7 to 12) and 'late-partial EMI' schools (Chinese medium from grades 7 to 9 and partial EMI instruction from grades 10 to 12). The project used multiple sources of qualitative data (i.e. semi-structured interviews and 33 videotaped classroom observations) to explore the similarities and differences in classroom interactions during the first and second years of the senior science curriculum (grades 10 and 11) in the two types of EMI schools. This project also investigated these science teachers' and students' perceptions of EMI teaching and learning processes, their preference of instructional language and their beliefs about teaching and learning in the EMI environment. Interviews also probed teachers' language awareness, teachers' and students' belief about EMI, students' self-concepts in science (students' perceptions or beliefs about their ability to do well in science, see Wilkins, 2004)) and their perceptions of language challenges and coping strategies in EMI classrooms. The results from the observational data show similar interactional patterns in both early-full and late-partial EMI science classrooms when measured as percentages of interaction time, distribution of time between teacher and student talk and frequency of pedagogical functions. However, the nature of the interactions is different. In late-partial EMI schools, overall, there are more (but shorter) student initiations and responses, more use of higher-order questions from the teachers but less direct feedback to students. Both teachers and students tend to use their L1 more. In both types of schools, there was less interaction time and a lower maximum length of student turns and more L1 use in grade 11 than in grade 10. The discourse analysis of the four biology lesson transcripts also shows that both early-full and late-partial EMI students predominantly produced incomplete sentences consisting of short, technical nouns or noun phrases referring to scientific items. Science teachers rarely made any attempts to correct their students' language mistakes, nor did they encourage students to produce a complete sentence. This lack of teacher feedback on students' L2 language production perhaps reflects the fact that EMI science teachers rarely provide comprehensible input to facilitate students' L2 language learning. These findings suggest the important role of the teacher's modified input in teacher-student interaction in developing students' content knowledge and language skills. The adoption of EMI appears to lead to the development of students' comprehension of content knowledge more than development of their language production skills. As a result of their language shortfalls, the students' L2 productive skills remain under-developed despite English instruction. This lack of language support by teachers appears to indicate a gap between the aims of the EMI policy and its implementation. The interview and questionnaire data show that the science teachers from both the early-full and late-partial EMI schools held many of the same views about their EMI teaching experiences, but they differed in their attitudes towards the value of English language skills and their language awareness. The early-full EMI teachers believed English language skills were important and these early-full teachers have a higher language awareness than the late-partial EMI science teachers. Students from both types of schools also held similar views about their EMI learning, indicating that they welcome the adoption of EMI instruction. However, while the late-partial EMI students see EMI as an opportunity to improve their English, those in the early-full EMI schools believe that EMI discouraged them from learning. By providing an evidence-based, pedagogically focused analysis of teacher and student classroom interactions and their perceptions, this research sheds light on ways to improve the quality of instructional practices in different EMI classrooms in Hong Kong and in similar contexts around the world.

The purpose of the research in this mini-dissertation was to explore the perceptions of teachers regarding the implementation of the Curriculum and Assessment Policy Statement (CAPS) in one of the schools in Nzhelele West Circuit. The particular area was chosen because there are a number of rural, disadvantaged schools. The study further identified and clarified the possible obstacles to the implementation of CAPS. This study was exploratory and qualitative in nature, and adopted a case study research design to investigate teachers’ perceptions of the implementation of CAPS in the chosen area. The research was performed with a sample of purposively selected participants, namely the principal, one Head of Department, and four teachers. Semi-structured interviews, observation and document analyses were the methods of data collection. Document analysis was used to corroborate the data collected through observation and interviews. The findings indicated that teachers were not ready to accept and implement the new curriculum. Although the findings highlighted the differences in their knowledge regarding the introduction of CAPS, they shared the same sentiments regarding the interpretation and understanding of CAPS content and components. Furthermore, this study revealed that some encounters impeded teachers from successfully implementing the CAPS. It was clear that teachers required comprehensive orientation and further training on the subject, as well as relevant teaching and learning support material, support and frequent monitoring, proper infrastructure, and a conducive teaching and learning environment. The findings highlighted that without the mentioned challenges, it was not possible to successfully implement CAPS. Based on the findings from interviews, observations and document analysis, the study made the following recommendations: in order to ensure effective CAPS implementation, the Department of Education and curriculum designers have to consult widely and involve teachers and parents during the planning phase. In addition, teacher development has to be a priority in the process of introducing every new curriculum, and teachers need to be monitored and supported in order to enhance the quality of teaching and learning. / Curriculum and Instructional Studies / M. Ed. (Curriculum Studies)

Abstracts in English, Sotho and Afrikaans / The impact of Information and Communication Technologies on all spheres of life, whether it is for educational, corporate, government or social purposes is undeniable. From an educational point of view, the South African Department of Basic Education acknowledged the impact that ICT has on teaching and learning in the classroom by introducing ICT in the education system. However, ICT integration in South African schools is still in its infancy especially in most rural schools. The phenomenological, qualitative research study employed a case study as its research design, employing the connectivism theory as the theoretical framework. The theory that underpinned this study was the connectivism theory. The research was performed with a sample of six purposively selected teacher-participants. Semi-structured interviews and non-participant observation were the methods of data collection. The aim of conducting the semi-structured interviews was to determine the teachers’ perception on the integration of ICT as a tool to enhance teaching and learning. The non-participant observation assisted in corroborating the data collected from the interviews. The research data collected were studied, analysed, explained and validated. The findings indicated that the integration of ICT is still at its infancy and though the teachers viewed ICT as a valuable tool to enhance teaching and learning, they emphasised the enormous work that needs to be done by the Department of Basic Education in ensuring the full integration of ICT in the schools. Findings of the study highlighted the challenges that teacher’s experience that hindered the proper integration of ICT in schools. The study recommends that the Department of Basic Education provides adequate ICT tools in all the public schools, ensures that the teachers receive proper ICT training, continuous support and the regular update and maintenance of ICT tools as well as the regulation of ICT policy as a guide to teaching and learning in the schools. / Seabe sa Ditheknolotši tša Tshedimošo le Dikgokagano go makala ka moka a bophelo, se ka be se le go thuto, go khamphani, go mmušo goba mabakeng a leago se ka se ganetšwe. Go ya ka maikutlo a tša thuto Kgoro ya Thuto ya Motheo ya Afrika Borwa e amogetše seabe seo Theknolotši ya Tshedimošo le Dikgokagano (ICT) e nago le sona go go ruta le go ithuta ka phapošing ya thuto ka go tsebagatša ya ICT ka lenaneong la thuto. Le ge go le bjale, kopanyo ya ICT ka dikolong tša Afrika Borwa e sa le mathomong kudukudu ka dikolong tše ntši tša magaeng. Dinyakišišo tše tša maitemogelo le tša boleng di šomišitše dinyakišišo tša seemo bjalo ka tlhamo ya tšona ya go dira dinyakišišo, ka go šomiša teori ya thuto ya kgokagano ka inthanete bjalo ka tlhako ya teori. Teori yeo e thekgilego dinyakišišo tše e bile teori ya thuto ya kgokagano ka inthanete. Teori ye e phethagaditšwe ka sampole ya barutiši ba tshela bao ba kgethilwego go kgatha tema ka maikemišetšo. Dipotšišo tša dipoledišano tšeo di bego di nyaka gore baarabi ba fahlele ka mabaka le temogo ka bao ba sa kgathego tema di ile tša šomišwa bjalo ka mekgwa ya go kgoboketša tshedimošo. Maikemišetšo a go diriša dipotšišo tša dipoledišano tšeo di bego di nyaka gore baarabi ba fahlele ka mabaka ebile go tseba maikutlo a barutiši mabapi le kopanyo ya ICT bjalo ka setlabelo sa go thuša go ruta le go ithuta. Temogo ka bao ba sa kgathego tema go thušitše go kopanya tshedimošo yeo e kgobokeditšwego ka dipoledišanong. Tshedimošo ya dinyakišišo yeo e kgobokeditšwego e ile ya lekodišišwa, ya sekasekwa, ya hlalošwa le go tiišeletšwa. Dikutollo di laeditše gore kopanyo ya ICT ka dikolong e sa thoma gomme le ge e le gore barutiši ba bona ICT bjalo ka setlabelo se bohlokwa sa go thuša go ruta le go ithuta, ba gateletše taba ya mošomo o montši wo o swanetšego go dirwa ke Kgoro ya Thuto ya Motheo go netefatša gore go ba le kopanyo ka botlalo ya ICT ka dikolong. Dikutollo tša dinyakišišo di laeditše dithohlo tšeo baithuti ba itemogelago tšona tšeo di šitišitšego kopanyo ya maleba ya ICT ka dikolong. Dinyakišišo di šišinya gore Kgoro ya Thuto ya Motheo e fane ka ditlabelo tša maleba tša ICT ka dikolong tša mmušo ka moka, e netefatše gore barutiši ba hwetša tlhahlo ya maleba ya ICT le thekgo ye e tšwelago pele, le gore ditlabelo tša ICT di fele di mpshafatšwa kgafetšakgafetša le go hlokomelwa. Godimo ga fao, gore melawana ya ICT bjalo ka tlhahlo ya go ruta le go ithuta ka dikolong e laolwe. / Ons kan nie die invloed van Inligtings- en Kommunikasietegnologie (IKT) op alle terreine van die lewe – of dit vir opvoedkundige, korporatiewe, regerings- of sosiale gebruik is – ontken nie. Uit 'n opvoedkundige oogpunt, het die Suid-Afrikaanse Departement van Basiese Onderwys die invloed van IKT op onderrig en leer in die klaskamer erken deur IKT in die onderwysstelsel bekend te stel. IKT-integrasie in Suid-Afrikaanse skole is steeds in sy beginfase, veral in landelike skole. Hierdie fenomenologiese, kwalitatiewe navorsingstudie het 'n gevallestudie as navorsingsontwerp en die konnektivisme teorie as teoretiese raamwerk gebruik. Die teorie wat die studie onderskryf het, was die konnektivisme teorie. Die navorsing is met 'n steekproefneming van ses doelbewus gekose onderwyserdeelnemers uitgevoer. Semigestruktureerde onderhoude en niedeelnemerwaarneming is gebruik om data te versamel. Die doel van die semigestruktureerde onderhoude was om die onderwysers se persepsies te bepaal oor die integrasie van IKT as hulpmiddel om onderrig en leer te bevorder. Die niedeelnemerwaarneming het gehelp om die data uit die onderhoude te bevestig. Die navorsingsdata wat versamel is, is bestudeer, ontleed, verduidelik en geldig verklaar. Die bevindings het aangedui dat die integrasie van IKT nog in sy beginfase is en alhoewel die onderwysers IKT as 'n waardevolle hulpmiddel beskou om onderrig en leer te bevorder, het hulle die groot hoeveelheid werk wat die Departement van Basiese Onderwys nog moet doen om volledige integrasie van IKT in skole te verseker, beklemtoon. Die studie se bevinding het die onderwysers se uitdagings wat die behoorlike integrasie van IKT in skole verhinder, uitgelig. Die studie beveel aan dat die Departement van Basiese Onderwys genoegsame IKT-hulpmiddels in alle openbare skole voorsien, verseker dat die onderwyser behoorlike IKT-opleiding en deurlopende ondersteuning ontvang, en dat IKT-hulpmiddels gereeld opgradeer en onderhou word. Verder, dat die IKT-beleid as 'n riglyn vir onderrig en leer in skole gereguleer moet word. / Curriculum and Instructional Studies / M. Ed. (Curriculum Studies)

SAMMANFATTNING Bakgrund Elevers grupparbeten utgör en betydande del av HKK-undervisningen. Tidigare forskning kring elevers grupparbeten i allmänhet är omfattande, men forskning gällande elevers grupparbeten inom HKK är ytterst begränsad. Som utpräglat processämne är det av största vikt att eleverna ges möjlighet att träna på praktiska moment inom hem- och konsumentkunskap (HKK), för att eleverna ska kunna utveckla kunskap i handling vilket sedermera ska bedömas av undervisande lärare. Syfte Syftet med studien var att utforska lärares uppfattningar, upplevelser och erfarenheter av grupparbete i HKK. Metod Kvalitativa intervjuer genomfördes med tio HKK-lärare runtom i Sverige. Intervjuerna analyserades med stöd av kvalitativ innehållsanalys. Resultat Det mest framträdande resultatet i studien var att arbetsformen grupparbete var dominerande i såväl praktiskt som teoretiskt arbete inom HKK. Ramfaktorer påverkade, styrde och begränsade undervisningen. Samarbete, kamratlärande, trygghet och praktisk träning var främsta syften med grupparbeten inom HKK. Det sociala klimatet, elevernaskunskapsnivå och särskilda behov var de faktorer som främst togs i beaktning vid sammansättning av elevgrupper. Lärarnas arbete kring elevgruppernas varaktighet skilde sig åt. Observationer var den vanligaste bedömningsformen när elever arbetade i grupp. Bedömning av elever som arbetade i grupp upplevdes vara svårt och utmanande bland lärarna i studien. Slutsats Grupparbete som undervisningsmetod framstår som rådande kutym inom ämnet. Studien påvisade brister med denna undervisningsmetod, främst utifrån bedömningsaspekten. Med mer noggrant uttänkta strategier för varför, hur och när det vore lämpligt att använda grupparbete som undervisningsmetod anser vi att HKK-läraren har möjlighet att höja kvaliteten på såväl undervisning som bedömning. / ABSTRACT  Background Students' group work constitutes a significant part of the teaching in Home and Consumer Studies (HCS). Previous research on students 'group work in general is extensive, but research on students' group work within HCS is extremely limited. As a distinct process subject, it is of the utmost importance that students are given the opportunity to practice practical elements in HCS, so that students can develop ”knowledge in action”, which will be assessed by the teacher.  Objective The aim of the study was to explore the teachers’ perceptions and experiences regarding group work in HCS.  Method Qualitative interviews were conducted with ten teachers in HCS within Sweden. The interviews were analyzed on the basis of content analysis.  Results The most prominent result in the study was that group work was dominant in both practical and theoretical work within HCS. Framework factors influenced, controlled and limited teaching. Cooperation, peer learning, safety and practical training were the main purposes of group work within HCS. The social climate, the students' level of knowledge and special needs were the factors that were mainly taken into account when composing student groups. The teachers' work on the duration of the student groups differed. Observations were the most common form of assessment when students worked in groups. Assessment of students who worked in groups was perceived as difficult and challenging among the teachers in the study.  Conclusion Group work as a teaching method appears to be the prevailing custom within the subject. The study demonstrated shortcomings with this teaching method, mainly based on the assessment aspect. With more carefully thought out strategies for why, how and when it would be appropriate to use group work as a teaching method, we believe that the HCS teacher has the opportunity to raise the quality of both teaching and assessment.