Summaries in Afrikaans and English / Die wereldwye neiging in die onderwys wat bekend staan as lnsluiting is teweeggebring deur die reg van elke individu op onderrig, soos vasgele in die Universele Verklaring van Menseregte van 1948, tesame met die hernieude onderneming van die wereldgemeenskap' op die Wereldkonferensie oor Opvoeding vir Almal van 1990 om daardie reg, ten spyte van individuele • verskille, te verskans. Aile aanduidings is dat Suid-Afrika ook die beleid van lnsluiting sal aanvaar in die regering se pogings om die onderwys te hervorm. Hierdie beleid van lnsluiting hou groot implikasies in vir die onderwyser in, die gewone skole, aangesien hulle beida die voorwerp en die . agent is van sodanige hervorming. Daar word aanvaar dat die onderwyser se houding teenoor leerders in die algemeen 'n belangrike rol speel met betrekking tot die sukses van die onderrig- en leergebeure in die klaskamer. Hierdie houding word dikwels bepaal deur die · onderwyser se kennis van leerders in die klaskamer en sy vaardighede met betrekking tot hul onderrig. In die lig van die literatuurstudie, wat daarop dui dat onderwysers nie voldoende opleiding ontvang om aan die behoeftes van leerders met spesiale onderwysbehoeftes te voldoen nie, word in hierdie navorsing die houding van die onderwyser in die gewone skool teenoor die leerders met spesiale onderwysbehoeftes soos dit in die praktyk openbaar word bepaal. / The right of every individual to education, as enshrined in the 1948 Universal Declaration of Human Rights, and the renewing of the pledge made by the world community at the 1990 World Conference on Education for All to ensure that right, regardless of individual differences, gave rise to the worldwide trend in education known as Inclusion. All indications are that South Africa will also adopt the policy of Inclusion as part of the government's efforts to reform education. The policy of Inclusion has major implications for the teachers in the ordinary school, as they are both the subjects and the agents of reform. It is generally believed that teachers' attitudes towards learners plays a major role ·in the success of the teaching-learning events in the classroom. These attitudes are often influenced by .. the teachers' knowledge of the learners in their classrooms and their skill in teaching them. In view of literature that suggests that teachers are not adequately trained to meet the needs of learners, with special Educational needs, this study undertakes to investigate the attitude of teachers in the ordinary school towards learners with special educational needs, as it manifests in practice. / Educational Studies / M.Ed. (Ortopedagogiek)

In the San Bernardino City Unified School District, Positive Prevention: HIV/STD Prevention Education for California Schools Grades 7-12, Second Edition (Positive Prevention) by Clark & Ridley (2000) is used as the curriculum for ninth grade. In evaluating the curriculum, it is of key importance to first determine if this curriculum is being taught as it was designed, or with fidelity. Fidelity is affected by the comfort, confidence, competence and commitment of the personnel presenting the curriculum.

The aim of this research was to determine the motivation levels of Zimbabwean rural secondary school teachers, and to identify and discuss the factors that influence their motivation so that management interventions could be designed to enhance teacher motivation. A quantitative research design, involving the descriptive sample survey method to collect data by means of self-administered structured questionnaire was adopted. The sample consisted of 175 rural secondary school teachers in Bikita District. The information was statistically analysed with the aid of a computer after which it was interpreted. Results indicated that teachers were not highly motivated and satisfied with their jobs, and that their motivation was affected by several aspects of their work. Working conditions emerged as a primary demotivator while interpersonal relations was a principal motivator. The data also showed that certain biographical variables affected teacher motivation significantly. Subsequent to these results recommendations to enhance teacher motivation were made. / Educational Studies / M. Ed. (Education Management)

In this study, the attitude of foundation phase teachers to the inclusion of learners who experience barriers to learning in the education system was explored. The following were discussed about the problem: Clarification of the concepts, a profile of learners who experience barriers to learning and development, the research design, analysis of the research results and recommendations were made. From this core problem, four underlining sub-problems were identified, namely: - Learners who experience barriers to learning are a heterogeneous group of learners. - Teachers' knowledge of barriers to learning and development is inadequate. - Teachers' attitude towards collaborative teaching and cooperative learning need to be addressed. - An outcomes-based-education approach influences inclusive education. It was found that teacher training in inclusive classrooms, barriers to learning, cooperative learning and collaborative teaching could enhance the attitude of teachers in inclusive education. When well planned for and maximizing the available resources, inclusive education can be a reality. / Educational Studies / M. Ed. (Special Needs Education)

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 following research question motivated the study: "How can education management effectively address factors influencing teachers to migrate from the teaching profession?" To answer this research question, one school was selected in Limpopo Province, which is not affected by the migration of teachers from the teaching profession; this was demonstrated by the school retaining expert and veteran teachers and its excellent grade 12 results. Factors influencing the migration of teachers from the teaching profession were researched by means of qualitative approach. Focus group interviews, phenomenological interviews and unstructured (in-depth) interviews were conducted, transcribed and analysed. The research findings indicated that education management team needs to urge the government to pay teachers attractive salaries, introduce performance bonus scheme, deal with overcrowding and lack of resources, curb violence in schools, deal effectively with corruption, improve poor learners' discipline and do away with corporal punishment. / Teacher Education / M. Ed. (Education Management)

A study was undertaken to examine the culture of violent behaviour, with a focus on socialisation provided by schools and educators. The role of teachers in addressing and preventing student antisocial and violent behaviour in school was explored. Participant observations and in-depth qualitative research interviews were conducted in United States public schools from September, 2000 through August, 2001. Analysis of recorded and transcribed data from initial interviews and observations revealed five socio-educational factors that precluded student antisocial behaviour. These factors included: teachers' theoretical/practical orientation; teachers' attributions for success and failure; the quality of the teacher-student relationship; the importance of home and community; and the level of support available to teachers. Preliminary interviews with five teachers and in-depth interviews with nine AfricanAmerican (Black) educators, from schools where violence was a serious problem were then conducted. Analysis of these qualitative interviews revealed four categories of educational dynamics that served to prevent violence, or moderate its severity: the teacher's qualities; the classroom context; the school context; and parental involvement and support. Within these four categories, nine specific factors were identified that served to prevent violent behaviour. These included: personal teaching efficacy; a caring teacher-student relationship; an academic activity orientation within the classroom; a sense of community within the classroom; obvious classroom ownership by the teacher; clear expectations that have been internalised by the students; support for teachers from administration; a supportive rather than threatening stance taken by police assigned to the school; and a high level of involvement by parents. The present study concluded that in addition to the socialisation fostered by a supportive, engaged classroom and school context, the teacher, acting with efficacy and caring, and working with parents and community, can prevent violent and antisocial behaviour. The study revealed patterns indicating that socio-educational measures are constructive means to respond to antisocial and violent behaviour. While sometimes justified as responses to antisocial and violent behaviour, reactive measures (like corporal punishment, student expulsion, and medication), may be less effective than socioeducational measures in instilling prosocial behaviour. Guidelines for the prevention of violent and antisocial behaviour are provided, with recommendations forfuture research. / Educational Studies / D. Ed. (Socio-Education)

Thesis (PhD)--Stellenbosch University, 2013. / Bibliography / ENGLISH ABSTRACT: This study investigated a single research question, that is: How do teachers experience the implementation of the Further Education and Training (FET) National Curriculum Statement (NCS) for Physical Science? The focus of the study was on searching the inner consciousness of Physical Science teachers as they engaged with the teaching of the subject on a daily basis. It is in the inner consciousness where one finds the truth about people’s perceptions, beliefs, emotions, challenges and convictions about/towards phenomena that the study sought to determine. In so doing, this study searched for phenomenological truth about the daily realities Physical Science teachers are faced with, as they implement the NCS. Phenomenological truth is floatable, precarious in nature, and subject to an individual’s perception of truth. It is important to note that phenomenological truth makes no reference to absolute truth. At the time this study was conducted the NCS was the only policy document with legal status for schools in South Africa. As a result the NCS influences and directs the pedagogical practices of teachers. This is because the NCS has a specific expectation of Physical Science teachers with regards to their understanding of the content, the delivery of the content, the learning environment, and professionalism. Through searching the consciousness of teachers, they revealed how they experienced what they do in the Physical Science classroom. In other words, how they experience what, how, when and who they teach. Probing into the consciousness of teachers and how they experience the implementation of the NCS provides valuable insight into the quality of curriculum delivery. This study did not only focus on the implementation of the NCS, but also examined why it might be difficult for teachers to change their practices. Phenomenology is both a theory and a method. The study was guided by the ideas of Edmund Husserl - who is regarded by many phenomenologists as the father of phenomenology, Martin Heidegger, Maurice Merleau-Ponty, and many other phenomenologists. Husserl (cited in Derrida, 1967) believed that we should begin any explanation with experience, which is a scientific description that does not presuppose any significance of the existence of the metaphysical world. By delving into the complexities of experience one can locate the flowing life of an individual’s consciousness as it occurs. Husserl posited the belief returning to the things themselves (cited in, Derrida, 1967; Spanos, 1976; Groenewald, 2004) to describe the purity of experience as data. In this study I sampled three teachers and employed a phenomenological methodological framework to capture their lived experiences. I used one-on-one semi-structured face-to-face interviews to construct the data. In addition, field notes were used to turn the direct experiences and observations of the participants into vivid descriptions. In phenomenology researchers use field notes to make the voice of people heard in the text. I drew on Husserl, Heidegger and Merleau-Ponty’s philosophical pathways that a person must be understood from his position within a specific time and place to present the findings. The major finding in this study showed that the teachers’ consciousness, with respect to Physical Science teaching was negatively influenced by the legacy of apartheid-education. This negative consciousness through which they framed their thoughts and filtered their ideas became the collective mindset through which they personified their teaching. The study revealed that the delivery of the NCS (by the teachers) was mostly axiomatised by old habits and images in their thoughts engrained in their memory under apartheid education. The findings also showed that their (teachers’) consciousness with regards to the NCS unconsciously oscillated between the present and the past and that they continuously and unconsciously bring the past (old ideas and beliefs) into the present. The teachers constantly have to struggle against the phenomenological self or attitude and ceaselessly suppose and follow thoughts of pre-comprehension or preconception. / AFRIKAANSE OPSOMMING: Die doelwit van hierdie studie was om die volgende navorsingvraag te beantwoord: Hoe ervaar onderwysers die implementering van die Verdere Onderwys en Opleiding (VOO) Nasionale Kurrikulum Verklaring (NKV) vir Fisiese Wetenskap? Die hoofdoel was om meer insig te verkry oor wat binne onderwysers se psige plaasvind soos hulle op ‘n daaglikse basis hul uitleef in die Fisiese Wetenskapsklaskamer binne die raamwerk van die NKV. Dit is binne die psige waar hul persepsies, diepgewortelde waardes, emosies, en uitdagings rondom die NKV rus. Om hierdie rede is die studie geïntresseerd om die fenomenologiese waarheid van die alledaagse realiteite waarmee hulle aanhoudend gekonfronteer word, te myn. Fenominologiese waarheid is vloeibaar en verskil van persoon tot persoon en hou geen verwysing met absolute waarheid nie. Toe hierdie studie plaasgevind het, was die VOO NKV die enigste wettige beleidsdokument vir die deelnemers. Die onderwysers was dus verplig om die voorgeskrewe beginsels soos in die NKV saamgevat toe te pas in die voorbereiding en aanbieding van hul lesse. Die NKV beskryf in diepte die inhoud vir elke graad (10-12), hoe die inhoud aangebied moet word, die klaskamer atmosfeer, asook die professionalitiet van die opvoeders. Al die antwoorde soos saamgevat in laasgenoemde, lê bine die psige van die onderwysers. Die ondersoek van die psige van die onderwysers lei tot ‘n begrip van hoe, wat en waarom Fisiese Wetenskaps-onderswysers doen wat hulle doen. Alhoewel die fokus van hierdie studie op die implementering van die NKV is, dra dit ook by tot groeiende kennis aangaande hoekom onderwysers dit moeilik vind om hulle praktyke te verander wanneer dit kom by die hernuwing van ‘n kurrikulum. Fenomenologie is beide ‘n navorsingsmetode en ‘n teorie. Die literatuuroorsig van hierdie studie is geinspireer deur die idees van Edmund Husserl, wat bestempel word as die vader van fenomenolgie, asook Martin Heidegger, Maurice Merleau-Ponty, en veskeie ander fenomenoloë. Derrida (1967) is oortuig daarvan dat enige verduideliking akkuraat beskryf kan word indien geleefde ervaring in ag geneem word. Geleefde ervaring spreek direk tot die onderliggende psige van ‘n individu, en deur die psige te ondersoek, is dit moontlik om ‘n individu se oortuigings ten opsigte van sy/haar geloof, persepsies en uitdagings, asook hoe die individu reageer op hierdie aspekte te verstaan. Husserl gebruik die uitdrukking ‘returning to the things themselves’ wanneer hy verwys na die belangrikheid en oorspronlikheid van ervaring (vermeld in, Derrida, 1967; Spanos, 1976; Groenewald, 2004). Om hierdie rede is ‘n fenomenologiese metode gevolg om die lewenservaringe van drie swart onderwysers vas te vang. Hierdie fenomenologiese vertolkende ondersoek word deur veelvoudigemetodes van inligtingsinsameling gekenmerk. Inligting in hierdie studie oor die deelnemers se ervaringe is vekry deur middel van individuele onderhoude, en die ontleding van die inhoud daarvan. Addisionele inligting is verkry deur veldnotas. Die doelwit van die veldnotas was om die deelnemers se direkte ervaringe en waarnemings in besonderhede te beskryf. Die ontledingsbenadering van elke deelnemer is gedoen binne die raamwerk van Husserl, Heidegger en Merleau-Ponty wat gegrond is op teorieë wat die belangrikheid van plek en tyd uitbeeld. Die resultate van hierdie studie het getoon dat die onderliggende psige van elke deelnemer deur die nalatenskap van apartheid negatief beïnvloed is. Hierdie negatiewe denkpatrone waardeur die onderwysers se idees formuleer vorm die kollektiewe ingesteldheid waardeur hulle hul onderrigswêreld skep. Verder het die studie onthul dat hul aanbieding van die NKV meestal gedryf word deur ou gewoontes wat binne hul denke gekristalliseer het. Hulle vind dit dus moeilik om deur hierdie ou gewoontes te breek. Hul denke wissel gedurig tussen die verlede en die hede en roep die verlede voortdurend binne die hede. Alhoewel die bevindinge van hierdie studie gekoppel is aan plek en tyd is daar ‘n konstante struweling tussen die fenomenologiese self en hul ou gesette denke.

Thesis (MPhil (Curriculum Studies))--University of Stellenbosch, 2009. / Over the past 10 to 15 years significant changes have taken place in higher education. Higher education institutions have been influenced by globalisation, an information explosion, shifts in teaching approaches to facilitate learning and new approaches to governance. Some of these factors have had implications on the decision-making processes which were traditionally used in higher education. Amongst these demands for change, the one which has apparently presented the most challenges is the demand for accountability to the stakeholders of higher education institutions. These stakeholders include the government, students, different communities and the constituents of the labour market. In order to meet the demands for accountability, an instrument referred to as quality assurance was introduced at all higher education institutions. Many institutions resorted to adopting a managerial approach to manage quality assurance and to facilitate efficiency. In using this approach, more regulation and demands for compliance were sought. The managerial approach appeared to be more bureaucratic than the traditional collegial ethos of universities. Lecturers experienced that their autonomy was being undermined and their academic freedom restricted. Therefore they often resorted to resistance. In this study the literature overview revealed that there is a strong debate as to which approach to quality management is most suited to higher education. A case study was conducted at Helderberg College, which is a private higher education institution in the Western Cape Province. The aim of this study was to explore how lecturers reacted to the concept of quality assurance, but more specifically, which approach to quality management they preferred. The main objective was to establish what lecturers would regard as a suitable quality assurance framework that would contribute to accountability and trust. Findings from the study suggest that there is no single model for quality assurance which would suit every institution, and Helderberg College in particular. The preference indicated by staff was for a collegial approach, which may include elements of managerialism to address the demands for efficiency, whilst protecting the autonomy of the lecturers. Other elements that were identified as likely to promote trust and accountability within a quality assurance framework, were shared vision, consultation, collaboration and involvement in decision-making processes.

Thesis (MEd (Educational Psychology))--University of Stellenbosch, 2009. / ENGLISH ABSTRACT: The HIV/AIDS pandemic presents many challenges to education in South Africa. The National Department of Education declared itself a central player in addressing the many challenges presented by HIV/AIDS. An important challenge relates to an increase in learners that experience barriers to learning and development in schools and classrooms. Education White Paper 6 of 2001 (Department of Education, 2001) emphasised that the implementation of inclusive education in schools should take the incidence and impact of HIV/AIDS into consideration and that learners with HIV/AIDS should be included into schools and given the necessary support to ensure quality learning. To successfully include and support learners with HIV/AIDS, principals and teachers should hold positive perceptions on the inclusion of these learners in schools and classrooms. Before strategies and techniques on how to support learners with HIV/AIDS can therefore be developed effectively, principals' and teachers' perceptions on the inclusion of these learners should be explored. This qualitative study was designed to explore the perceptions of principals and teachers on the inclusion of learners with HIV/AIDS in mainstream schools and classrooms. The research was done within an interpretative paradigm. A qualitative research methodology was employed with purposive sampling of participants, semi-structured individual interviews and constant comparative analysis. Research findings indicate that learners with HIV/AIDS as a chronic illness were accommodated in mainstream schools and classrooms in the community under investigation. The findings also suggest that positive attitudes would result in meaningful relationships between teachers, learners and parents. The findings furthermore indicate that certain teachers, especially those working in schools in the senior and further education phases in the specific community, should develop more positive perceptions of learners with HIV/AIDS in order to render appropriate support and care. Knowledge and training were found to be lacking. The transdisciplinary approach to support with its emphasis on collaboration across boundaries was seen as the most appropriate approach in addressing the diverse needs of all learners with HIV/AIDS. v / AFRIKAANS OPSOMMING: Die MIV/vigs-pandemie skep baie uitdagings vir die onderwys in Suid-Afrika. Die Nasionale Departement van Onderwys het verklaar dat dit sentrale rolspeler is in die aanspreek van die vele uitdagings wat MIV/vigs bied. Een belangrike uitdaging in skole en klaskamers hou verband met toename in leerders wat hindernisse tot leer en ontwikkeling ervaar. Die Onderwyswitskrif 6 van 2001 (Departement van Onderwys, 2001) het beklemtoon dat in die implementering van inklusiewe onderwys in skole, die voorkoms en impak van MIV/vigs in aanmerking moet neem en dat leerders met MIV/vigs in skole ingesluit moet word. Dit beveel voorts aan dat hulle die nodige ondersteuning moet kry om gehalte-onderwys te verseker. Ten einde leerders met MIV/vigs suksesvol in te sluit en hulle te ondersteun moet skoolhoofde en onderwysers positiewe persepsies huldig oor die insluiting van hierdie leerders. Voordat strategieë en tegnieke om leerders met MIV/vigs in skole en klaskamers te ondersteun effektief ontwikkel kan word, moet skoolhoofde en onderwysers se persepsies omtrent die insluiting van hierdie leerders eers ondersoek word. Hierdie kwalitatiewe ondersoek is ontwerp om die persepsies van skoolhoofde en onderwysers oor die insluiting van leerders wat met MIV/vigs geïnfekteer is in hoofstroomskole en -klaskamers te ondersoek. Die navorsing is binne interpretatiewe paradigma gedoen. Kwalitatiewe navorsingsmetodologie is gebruik met doelgerigte steekproefneming van deelnemers, semi-gestruktureerde individuele onderhoude en konstant-vergelykende analise. Navorsingsbevindings het aangetoon dat die gemeenskap wat ondersoek is leerders met MIV/vigs as chroniese siekte in hoofstroomskole en-klaskamers akkommodeer. Dit het ook uit die bevindings geblyk dat positiewe houding betekenisvolle verhoudings tussen onderwysers, leerders en ouers tot gevolg sou hê. Die bevindings het verder aangetoon dat sekere onderwysers, veral diegene wat in skole in die senior en voortgesette onderwysfases in die besondere gemeenskap werk, meer positiewe persepsies moet ontwikkel van leerders met MIV/vigs ten einde toepaslike ondersteuning en sorg te verskaf. Daar is bevind dat kennis en opleiding ontbreek. Die transdissiplinêre benadering tot ondersteuning, met sy klem op samewerking oor grense heen, is gesien as die toepaslikste benadering in die aanspreek van die diverse behoeftes van alle leerders met MIV/vigs.