The poor quality of state controlled black education in South Africa in the past was mainly caused by low pupil per capita expenditure and poor teaching. This resulted in many problems. Because of past neglect, as well as the increase in number of children to be educated, black education must be revitalised. Government funding is not adequate, therefore, privatisation and semi-privatisation of education is a recommended solution. Community and business involvement is encouraged, and state control should be reduced. Short-term strategies have been fairly successfully implemented. With a view to proposing strategies for the upliftment of black education, the upgrading of teachers through improved INSET and PRESET Q!_Qfil_~mmes is considered a priority. Already implemented models, such as Promat, TOPS and the Molteno Project should be investigated. These programmes have been successful to varying degrees. Strategies have been proposed based on the above findings and guidelines for further research suggested. / Educational Studies / M. Ed. (Comparative Education)

Thesis submitted in fulfilment of the requirements for the degree Doctor of Education in the Faculty of Education and Social Sciences at the Cape Peninsula University of Technology 2013 / Teacher education for multigrade education in South Africa is poor, since multigrade teachers and principals involved in multigrade education have not received formal training in this form of education, and therefore lack support. Owing to this lacuna in multigrade pedagogy, and teachers' limited knowledge of such pedagogy, multigrade teachers and principals struggle to interpret subject matter and settle for different ways to present and make it accessible to learners. This has a severe impact on the potential of multigrade schools to play an important role as educational units in underserved rural areas. Research shows that pre-service and in-service training does not enable multigrade teachers and principals to develop a knowledge base within the complexities of the actual classroom situation. Such a knowledge base would enable them to solve the endemic problems of multigrade education, thereby enhancing their task as multigrade teachers and principals. Training can have an impact on trainee teachers, but the successful transfer of this newly acquired knowledge to learners in the classroom is questionable. Owing to the extent of the problem experienced at each level of multigrade education in the educational system in South Africa, chances are slight that support to multigrade teachers and principals will emanate from officials and curriculum advisers. It is clear that the problem of supporting multigrade teachers and principals is substantial and daunting, and that a solution to the problem will lead to significant advances in learning, or at least a significant reduction in malfunction in the multigrade educational system. Therefore, bridging the gap between newly-acquired teacher competence and teachers' performance in the classroom is a major concern for the future. This research aims to understand the dilemmas and address the shortcomings as teachers implement new practices within classrooms. There needs to be a transitional process through which multigrade teachers and principals move as they gradually learn, come to understand, and become skilled and competent in novel ways of education. This research introduces a Professional Learning Community (PLC) as a model of support and guidance to multigrade teachers and principals, bridging the gap between knowledge acquired at a workshop, and concomitant support and guidance, in order to understand and address the dilemmas that emerge as they implement new practices within multigrade classrooms. This research employs a design research approach to determine design guidelines and principles to facilitate the process of supporting and guiding multigrade teachers and principals, working together as a network cluster for collective learning and its implementation. The research process in design research encompasses educational design processes and is therefore cyclical in character: analysis, design, evaluation and revision activities are iterated until a satisfying balance between ideals ('the intended') and realisation has been achieved. To develop solutions for this research, a prototyping approach was employed towards a final deliverable. The Prototyping Phase in this research comprised three cycles, and focused during the evolutionary prototyping process on elaborating on the components of the possible support system to multigrade teachers and principals. It was envisaged that this would concretise the situation, and obviate problems before implementation in the day-to-day user setting. Formative evaluation was applied in order to uncover shortcomings during the development process, in order to generate suggestions for improvement. The results of the evaluation of each preceding prototype were used in the development of the next prototype. Design research is an effective method of developing various prototypes in collaboration with multigrade teachers and principals to ensure contextual appropriateness of what works at a given time, as well as solutions to the specific problems of multigrade teachers and principals in South Africa. Keywords: Design research, Educational design processes, Educational design research, Multigrade, Multigrade pedagogy, Network cluster, Professional Learning Community, Support system.

The premise of this thesis is that "learning", particularly in terms of students and universities, is capable of being seen as a specific and developed culture. This study is a contribution to the ethnography of that learning, the ultimate aim being to produce a descriptive theory of learning as a cultural system. This research was conducted within the context of the recent proposals made by the South African Commission on Higher Education. The proposals relevant to this study were, broadly, increased access to higher education and national funding for academic staff development programmes. There are, however, serious obstacles in the way of realising the aims of the higher education system outlined by the NCHE. Given the limited time and resources available for higher education development, it is imperative that the major flaws and obstacles in the system be identified and addressed as soon as possible. In view of this need, it was the concern of this study to conduct research which would assist in the designing of staff development programmes for academics teaching in English-medium tertiary institutions, like Rhodes University, where more than half the intake of first-year students already speaks English as a second, or other, language. Founded on the social constructionist view of knowledge, the aim of the study was to identify the needs of academic staff as well as the possible obstacles to the implementation of a "Language Across the Curriculum" policy. A genre-centred, ethnographic approach was used to access a disciplinary discourse community (the Psychology Department) in order to describe the practices of the community as well as to analyse the community's orders of discourse, particularly those which occurred at points of contact between lecturers and first-year students. It is argued that staff development programmes should promote the use of collaborative learning, which implies a reframing of the roles of both academic staff and students.

This research study investigates how selected Grade R teachers implement numeracy in their classrooms, based on their experiences, personal beliefs and perceptions. This study adopts the view that a teacher's practice is not only informed on what she believes about her learners, but also on how she organises her classroom environment and her own teaching practice. However, the teacher cannot be divorced from the political and historical background of Early Childhood Development (ECD), as these factors have an impact on her numeracy implementation. Integrated in this research study is thus not only a comprehensive historical analysis of the historical and political background of ECD, but also an in-depth look at the complex curriculum road the Grade R teacher had to travel over the past twelve years. The aim of this case study is to understand and describe what is happening in Grade R classrooms when numeracy is implemented, as well as identifying possible barriers which Grade R teachers may experience in implementing numeracy. The author utilized an adapted Interactive Qualitative Analysis Framework to explore Grade R teachers' views and experiences. Open-ended focus group interviews were used to develop a framework for individual interviews. This interview framework guided the data collection of nine audio-video tapes of classroom activities and nine semi-structured individual interviews. Analysis of the individual interviews revealed each teacher's understanding as well as her perceptions and needs regarding the implementation of numeracy in her classroom. The transcriptions of the individual interviews were compared to the audio-video tapes of what happened in each classroom. This was done in order to determine whether the teachers' practices were consistent with what they said in the interviews. Paradoxes and inconsistencies were documented. The historical and political analysis of ECD illustrates the complex development of ECD in South Africa over the last few decades. It therefore also highlights and brings to the fore the complex journey that Grade R teachers had to navigate in adapting their practice to ever changing curriculum requirements. The empirical results show that there are inconsistencies between what selected teachers know and believe, and what they are implementing. However, "silent themes" which did not come to the fore in the focus group or individual interviews, were identified in the audiovideo tapes of classroom activities. Also, many "silent themes" indicate that there are numerous concerns, such as lack of proficiency in bridging the gap between theory and practice, regarding the implementation of numeracy in Grade R. It was found that many of the selected Grade R teachers struggle to implement numeracy in their classrooms, as they lack the skills and support to teach numeracy in a Grade R context.

The impetus for this study came from the findings of an evaluation of a Maths and Science through Arts and Culture (MStAC) Curriculum Intervention undertaken with Grade R teachers registered for a BEd(in-service) qualification at Rhodes University, South Africa. The intervention aimed to enrich Grade R teachers’ teaching of mathematics. Post-intervention classroom observations showed that, in spite of the intervention, teachers’ classroom practices did not change, and they were not using visual arts to teach mathematical concepts. This, together with the lack of research in the field of mathematics in early childhood, particularly in South Africa, motivated this research, a case study, which investigates how visual arts can be used to teach space and shape conceptualization in Grade R. I designed a research intervention underpinned by a constructivist model of teacher professional development located in reflective practice (Borko & Putman, 1995; Zeichner & Liston, 1996; Wilmot, 2005). Guided by Stacey’s (2009) notion of an emergent curriculum, I designed a three phase research intervention which involved selected Grade R teachers undertaking classroom-based research. Phase I built awareness around the notion of creativity; Phase II focused on making meaning of children’s behaviour and interests; and Phase III applied the knowledge and ideas from the Phases I and II to the teaching of space and shape. As an interpretive research study, it closely examines the participating teachers’ perceptions, experiences and reflections which were articulated in reflective reports and assignments. Following action research processes, the participant teachers engaged in the process of an emergent curriculum. They observed the behaviour interests of Grade R children, interpreted and made meaning of the evident behaviours, made decisions regarding extension activities, and planned accordingly. The findings of the study illuminate a model of teacher professional development that can support and enhance teachers’ practice. Understanding the notion of creativity and the ability to create a classroom conducive to creativity, are necessary components for teaching space and shape through visual arts activities. An emergent curriculum approach is proposed as an appropriate pedagogy for teaching children about space and shape through visual arts activities.

Inclusion is successful when all stakeholders in the education system accept the challenge to work together and to do their fair share of educating all children. Although the teacher has been placed at the heart of the system as a key person in shaping inclusion, the district office (Department of Education), schools, teachers and parents must engage in collaborative team-driven decision making that is focused on interventions designed to enhance social outcomes for learners. The aim of this study was to assess the implementation of the inclusion policy for learners with special education needs. This study made use a mixed method research approach which engaged both qualitative and quantitative research methodologies. A total of twenty primary school teachers filled a questionnaire that had three parts: (i) Teacher demographics, (ii) Instructional modifications and (iii) Teaching strategies. Interviews, documents and observations were also used to collect data. Data was analysed by statistical and non-statistical procedures. Results showed that the inclusion policy is being implemented in schools. However, there are challenges that are being faced. For one, teachers have not received adequate training with regards to inclusive education. Staff development workshops to try and address this challenge are minimal, there is not enough collaboration being demonstrated by the different stakeholders with regards to support and monitoring the implementation process. The study recommends that all teachers and other personnel in the school receive adequate training. Also, the need for support must be met. Further studies could consider attitudes to inclusive education and the relationship between learner success and teacher preparedness in inclusive educational models.

The aim of the study was to investigate the teachers‟ perceptions of thementoring of novice teachers in the King William‟s Town District. Inorder to understand how the teachers viewed novice teacher mentoringthe study adopted a qualitative approach. Interviews anddocumentsanalysis were used as data collection instruments. The purpose of the study was to investigate the teachers‟ perceptions on mentoring of novice teachers in schools. The respondents provided their explanationsof mentoring and also said what they think is the importance of mentoring. The teachers also had to give their mentoring experiences at school and District levels. Two schools in the King William‟s Town District were purposivelyselected to form the context of the study. The respondents were 6 educators, three from a primary school and three from a high school. Principals of the two selected schools were also included asrespondents in the study. The results of the study revealed that mentoring was taking place informally in the schools through sharing ofthe teaching challenges. Mentoring was also taking place through theteachers mentoring each other as Subject and Phase teachers supervised by Heads of Department. Most teachers understoodmentoring as giving guidance and help.

Despite attempts by the South African government in partnership with private sector to equip schools with computers, research has shown that technology integration into teaching and learning is very low. Literature revealed that professional development or capacitation of teachers as the key element in enabling them to utilise technology and integrate it in their teaching practices. The main aim of this study was to design and develop Information Communication and Technology (ICT) instructional tools which were to be used to train teachers in primary schools on how to integrate ICT into teaching and learning. Design research and Instructional design theories were employed in guiding this study. The study used the ADDIE model of Instructional design as a guiding principle in the design and development of the tools. The study is located in the positivist paradigm of exploring reality and the methodology employed in this study was quantitative in nature. The participants were 28 teachers from three primary schools. The sample was purposely selected since the schools were awarded computers after taking part in a water management project. The quantitative data to determine the participants‟ prior knowledge, effectiveness of the solution and the teachers‟ satisfaction with the designed solution were collected by means of two questionnaires administered in two phases: pre- and post- workshop. The results of this study revealed that capacitation of teachers have to lay the foundation for ICT integration into teaching and learning. Giving computers to schools can lead to successful integration once the teachers feel competent to use them. Furthermore, it is crucial that other intervention strategies be explored, to empower teachers. It is recommended that this study be transferred to other similar situations. / Curriculum and Instructional Studies / M. Ed. (Curriculum Studies)

The National Professional Diploma in Education is an in-service programme for classroom-based educators who have less than three years of professional training. The programme seeks to create a pathway to qualified teacher status in ways that will impact positively on classroom practice, prepare teacher-learners for the implementation of the new curriculum and provide a sufficiently rigorous foundation for further study. This evaluation adopted a fourth generation evaluation approach characterised by extensive engagement with programme stakeholders. Chapter 2 outlines an epistemological and philosophical framework of reference whilst Chapters 3 and 4 explore learning and teaching strategies and management and costing issues. The findings of these investigations lead to the recommendations made in Chapter 5. It is felt that the Unisa NPDE meets many of the goals of the programme, but further research is needed into the impact on classroom practice and into the management of the decentralised learner support. / Educational Studies / M.Ed. (Didactics)

The out of field phenomenon, that is, educators who teach outside their field of expertise, adds complexity to the education environment. This growing phenomenon in South African schools impacts colleagues, learners, parents, governing bodies and school management. Teaching characteristics that ensure success in classrooms are threatened by the out of field phenomenon. It puts extra strain on school management's responsibility to provide quality management and jeopardises effective teaching and quality learning. This problem was investigated by a literature study and an empirical investigation using a qualitative approach. Data was gathered through semi-structured interviews with selected participants who shared their experiences of the phenomenon. Findings indicated that the existence of the out of field phenomenon should be recognised in order to provide substantial educator support and sufficient staff development programmes. It is recommended that new evidence-informed knowledge about the out of field phenomenon can contribute to improve effective decision making and policy developing in this regard. / Education management / M.Ed.