Student performance in Mathematics and Science education is a source of concern for education authorities in South Africa. This was supported by the latest TIMSS results which were released in December 2004. As in the previous studies, TIMSS and TIMSS-R, South African learners were again outperformed by the learners of all other participating countries (Reddy, 2004). To ensure learner achievement in mathematics and science, we need committed, qualified and experienced teachers in these subjects. In this study a holistic professional development (HPD) model was constructed, tested and evaluated using practicing Grade 10 - 12 teachers. The model developed teachers' content knowledge, teaching approaches and professional attitudes simultaneously. After analysis of the model we found that improving teachers' content knowledge builds their confidence in teaching their subject. This in turn motivates teachers to perform better in their jobs: they come to class better prepared, eager to do a job they know they are good at, no more coming late, no more plodding through uninspiring one-way lessons. They are turned into better professionals with a positive work ethic. Their improved classroom practices lead to higher enrolments of science learners and improved learner achievement, the crown of successful science teaching. The HPD model was developed in three phases. In the first phase baseline information was obtained to determine problems that exist with the teachers' content knowledge, teaching approaches and professional attitudes. After data analysis it was found that all three of these dimensions needed development. In the second phase the initial development of the HPD model took place. An intervention programme was structured and the effect of the programme on the teachers' content knowledge, teaching approaches and professional attitudes were analysed. Successful elements of the initial model were extracted and developed further, in addition new elements were added. In the third phase the HPD model was developed further. Analysis of the data showed the following effect on the teachers: they were extricated from a vicious cycle where poor content knowledge leads to lack of confidence which caused unwillingness to spend time on task (poor professional attitudes, ineffective teaching approaches). Instead they became part of a virtuous circle where improved content knowledge leads to increased confidence, enjoyment and a willingness to spend more time on task (better professional attitudes and effective teaching approaches). The HPD model was evaluated using international benchmarks, such as the Standards for Professional Development of the National Research Council of New York, USA. Recommendations and possibilities for future research are discussed. / Mathematical Sciences / D.Phil.(Mathematics, Science and Technology Education - Physics Education)

The poor performance by South African pupils in The Third International Mathematics and Science Study highlighted the importance of and need for Continuing Professional Development (CPD) for South African mathematics teachers. For these teachers, the sudden, rapid and dramatic advent of the World Wide Web (WWW) and its communication conduit, the Internet, with its multimedia capabilities, interactive tools and telecommunication facilities, seems full of potential as a catalyst for significant and sustained online CPD activities. However, the Internet's usefulness for mathematics and spontaneous mathematical interaction is severely limited. Against this background, the motivation for this study was born out of two beliefs - a belief that context needs to be considered in online endeavours, particularly given the disparities that exist between disadvantaged and advantaged teachers in the South African context; and the belief that a bottoms-up approach to community formation allows space for a self-organizing system whose continual health and functioning is dependent upon local ownership and member identification. Having developed a mathematics-friendly online forum environment (ODEM) that allows teachers to include mathematical expressions in their posts, this study investigated the personal and situational tensions impacting on the use and value of this appropriate forum environment as a reflective tool in pursuit of CPD. Two groups of disadvantaged and advantaged mathematics teachers were separately provided with Personal Computers and home Internet access, thereby creating opportunities for reflection, communication with colleagues and the exchange of knowledge and ideas. Little evidence of community growth was found, while disadvantaged teachers faced more tensions than advantaged teachers in using the ODEM. Despite these differences, both groups' tensions pointed to their real (and thus forum) needs not being addressed. These forum needs are related to issues arising from their practice and the need for a channel of communication to a Subject Advisor that should actively manage these needs. A vertical relationship with the Subject Advisor is preferred over collegial interaction, over the needs to include expressions in their posts, or to reflect on their practice. Until teachers' needs are resolved, the ODEM is thus perceived to have potential value. The results furthermore informed a model that can be used by a Subject Advisor to determine teachers' tensions and needs in context, thereby ensuring appropriate online CPD strategies. / Mathematics, Science and Technology-Education / Ph. D. (Mathematics, Science and Technology-Education)

The study investigated the nature and quality of in-service education and training programmes organized for Further Education and Training (FET) mathematics teachers in the Greater Taung Area. The researcher is of the contention that more could be done to improve the process and the effectiveness of in-service training in the area. An extensive literature study provides a theoretical foundation and exposes some critical issues for effective in-service training programmes. The qualitative approach is used in the case study. The data were analysed through inductive analysis. The major research findings are that there are no formal processes of identifying the needs of mathematics teachers and further, teachers are not monitored and supervised after in-service sessions. It is recommended that the needs of teachers be identified by the school before inset. For effective monitoring and supervision of mathematics teachers after inset, it is recommended that each cluster within the Area Project Office (APO) should have a subject specialist for mathematics. / EDUCATIONAL STUDIES / MED (MATHS EDUC)

The aim of this study was to investigate the criteria for effective continuous professional development of educators and to determine ways of improvement of the programmes as implemented in secondary schools in the Thohoyandou district of Limpopo Province. The study was conducted through a literature review and qualitative investigation. The literature review explored the nature of effective professional development of educators and the criteria for design, planning and implementation of such programmes. The qualitative study investigated the management of professional development programmes for secondary schools educators in the Thohoyandou district using interviews with district coordinators or Educator Multi Purpose Centers (EMPC) facilitators, secondary school principals and educators. The findings revealed the strengths and weaknesses of professional development programmes. Based on the literature review and qualitative investigation, recommendations were made with regard to the provision of effective professional development programmes for educators, particularly secondary school educators. / Teacher Education / M. Ed. (Education Managament)

In the past decade, education has undergone fundamental changes, such as the simultaneous implementation of Outcomes-based Education and Inclusive Education. A study of different sources has led me to realise that many teachers lack the skills needed to cope with a diversity of learners in their classrooms, which results directly and indirectly in a drop in teacher morale, which in turn causes emotional problems like stress and a lack of motivation. This has a spill-over effect on the learners in their classes, who have no role model for their emotional development and often have weak results. I argued that proof exists that music can alleviate stress, while creative skills can help teachers to better cope with their emotions and develop more effective problem-solving skills, which will help them to attain emotional stability and better academic results in the inclusive classroom. The purpose of the study was to determine how to design an effective continuous learning programme for distance education. The purpose of the programme is to train teachers to use music creatively to support learners experiencing learning difficulties. The information obtained by means of a literature study was used to develop the first draft of the programme, Music for All. After the first draft of the programme had been developed, the skills of experts in the fields of creativity, music and materials development in open and distance learning were utilised to evaluate the programme. This was done by applying the principles of the Delphi Method to ensure a sound theoretical and practical base for the course. A summary of the aspects that should be considered when developing such a programme (as identified during the literature study and through the evaluation by experts) was put forward and it was concluded that the knowledge and experience of the experts greatly enhanced the practical value of the programme. / Educational Studies / D.Ed. (Inclusive Education)

This case study explores the experiences of eight newly appointed teachers at a school for intellectually disabled learners. A qualitative phenomenological approach was employed to interpret interview data. The literature study investigates the phenomenon of staff turnover and includes key literature themes such as adult learning theories of Senge and Vygotski, the life cycle of a teacher, the special school context and problems and needs experienced by beginning teachers. The key findings of the research were that beginning special education teachers experienced various problems and needs but that, with well planned structured support, these problems could successfully be overcome. The researcher has developed a set of guidelines, which could be used in developing a staff induction programme, aimed at raising the effectiveness of newly appointed teachers at a school for intellectually disabled learners. This research once again emphasizes the need for a well planned, structured induction programme. / Further Teacher Education / M. Ed. (Education Management)

The study seeks to examine the role of mentoring and how it could be used in the process of professional development of mathematical literacy teachers in the Greater Taung area. The study attempts to flag the importance of mentoring in professional development, especially for mathematical literacy teachers. To obtain data for the study sixteen mathematical literacy teachers from Taung area (within Ruth Mompati District) were purposively selected. Questionnaires and interviews were used to collect relevant data. Literature review, based on previous studies on mentoring also provided data for the study. The following findings emerged from the study: a) that mentoring has over the years has been an effective process for developing early-career teachers’ practices b) that there are no formal mentoring programmes to assist mathematical literacy teachers in the Greater Taung area c) there is a need for effective communication between the mentor and the mentee, since the learning that takes place in a mentoring relationship is usually through regular interaction.From the findings, a collaborative form of mentoring is recommended.Both parties in this relationship are considered as a source of knowledge that can contribute to the learning that occurs within the context of mentoring. / Mathematics Education / Ph. D. (Mathematics Education)

The focus of this study was to investigate the experiences of novice teachers of induction in three selected schools in Oshana region, Namibia. The point of departure is that the experiences of novice teachers of induction and support are not known. The problem was investigated by means of a literature study and empirical investigation, using a qualitative, phenomenological approach. Findings revealed that novice teachers do not have the same needs and do not have similar experiences of support. Key findings reveal that novice teachers’ problems can be solved better if support is given timeously and over a longer period, with all the stakeholders’ equal involvement in the induction process. Novice teachers are capable of making meaningful contributions to schools, and schools can benefit from them. The study recommends that novice teachers’ voices be heard and their views be incorporated when planning future induction programmes, to suit their individual and contextual needs. / Educational Leadership and Management / M. Ed. (Education Management)

The promotion of multilingualism is one of the aims of the new language-in-education policy. It is a phenomenon which is reflective of our multilingual society. However, the means by which it is being promoted at school level needs to be investigated in light of the additive bilingualism model that has been stipulated in the language-in education policy. This dissertation focuses on a school in the Western Cape which offers many languages and is trying to meet the needs of its learners. The way in which multilingualism is experienced in the classrooms is observed from the learners, teachers and parents' perspectives in the hope of describing how it takes place in a secondary school setting. The ways in which teachers can promote multilingualism in the classroom are suggested by offering practical multilingual strategies for teaching and learning. The role of INSET in promoting multilingualism is also discussed. / Educational Leadership and Management / M. Ed. (Educational Management)

Lecturers’ research output in higher education in Zimbabwe is low in general and at Mentors University (pseudonym) in particular. Although lecturers at Mentors University are expected to publish to avoid career stagnation, most lecturers are not tenured due to lack of publications in peer refereed journals with an aggregate impact factor of 0.5. The study aimed at formulating a model for developing lecturers’ research skills and its empirical testing to address the problem. A literature review examined theories of competency development and mentoring models. The informal group mentoring strategy was structured for application in a qualitative participatory action research design. A questionnaire captured factors influencing lecturer research output from a purposive sample of 260 lecturers at Mentors University. Another purposive sample of five lecturers participated in implementing the informal group mentoring intervention for model empirical testing. All participants had failed to publish, were available volunteers and committed to the intervention. The intervention comprised determining qualities of publishable papers through desk research; an evaluative reading of published and rejected papers; peer discussion of the strengths and weaknesses of papers; practice of research; the oral reporting of findings; peer evaluation of papers and the incorporation of peer critique into papers to improve quality prior to paper submission to journals. Survey findings indicated that research output was affected by a lack of both research and publishing skills and mentoring by research supervisors. Participants in the intervention entertained misconceptions of problem formulation, research design and application of probability sampling concepts. Computer skills for data analysis and oral presentation were poor. Further, the university had no policy for lecturer research skills development. As a result of the intervention, all five participants published a paper. The study concluded that lecturers can develop research skills for publication by forming informal mentoring groups; obtaining the services of a mentor; and applying the informal group mentoring model. It was recommended that the universities include development of research skills in their policies and train mentors for the application of the informal group mentoring research skill development model in new universities in Zimbabwe. / Educational Leadership and Management / D. Ed. (Education Management)