A Research Report submitted to the Faculty of Education University of the Witwatersrand, Johannesburg in partial fulfilment of the requirements for the degree of Master of Education. / This qualitative research aims to explore the constructs of Bridging Classes within a mainstream environment. The investigation focuses primarily on how the teacher works with what Bernstein (1973) considers key aspects to education relay, namely curriculum, pedagogy and assessment. Bridging Classes are provided for learners with moderate learning disabilities that may be caused by an attention deficit disorder or emotional upheaval due to chaotic home circumstances. The deconstruction process is conducted through the lens of Productive Pedagogy which Lingard, Hayes & Mills (2003) developed with four key components, namely, Intellectual Quality, Supportive Classroom Environment, Engagement with Difference, and Connectedness to the World. Productive Pedagogies support sociologists, Bernstein’s (2004) and Bourdieu’s (1999) belief that a universal pedagogy could ensure that learners from all backgrounds can access knowledge. The pedagogy applied in Bridging Class supports this notion by using a high quality curriculum but working at a slower pace, providing opportunities to consolidate concepts and integrating learners back into the mainstream when they are ready. Three teachers from Grade 1, 2, and 3 respectively were asked to participate in this research. The investigation comprised of interviews and observations of Maths and English lessons. The teachers were asked, during interviews, to reflect on their perceptions, experiences and pedagogy as Bridging Class teachers. The research applied a thematic analysis to identify patterns within the data set After coding, themes which emerged were the Cognitive and Academic Challenges Bridging Class learners experience. There are also suggested Strategies for Support to create a learning environment to enhance the academic and social outcomes for Bridging Class learners in a mainstream school. Key Words: Bridging Class, Mainstream, Productive Pedagogy, learning disabilities, perceptions, experience, support, strategies, learning environment. / MT2017

This study is an investigation of the congruence in methodology between out-comes based education and environmental education. EE and OBE advocate for an integration of educational approaches and methodology. The focus being the introduction of integrated cross-curricula approach to education. Questionnaires were administered to educators in the sampled schools in order to get the understanding and perceptions of educators about the compatibilty of EE and OBE methodologies. The hypothesis: OBE in South African Education allows for the implementation of EE methodologies. The finding is that common approaches i.e. interdisciplinary and cross-curricular approaches and similar methods are used in OBE and EE. Several proposals were made: There should be workshops, support and mentoring approaches to EE and OBE. Resources should be available to educators and learners and there should be research on OBE and EE methodologies should be made / This study is aimed at examining the compatibility in methodology and approaches of South African Out-comes Based Education and Environmental Education. Data collection was based on questionnaires administered to the primary school educators in the Rustenburg District. Extensive knowledge was gained concerning the nature, approaches and methodologies of Environmental Education and Out Comes Based Education. The educators' understanding of the compatibility or degree of agreement between OBE and EE methodologies, approaches and methods was examined. Problems related to the methodological incompatibility of EE and OBE are identified and solutions are proposed. The core of this study is to examine the compatibility between OBE and EE in terms of approaches and methodologies. It is noted by this study that compatibility between EE and OBE, is not without problems. This study will make valuable contributions to examine the extent of OBE as a curriculum policy for addressing methodological issues raised by EE. / Educational Studies / M.Ed.(Environmental Education)

This study is an investigation of the congruence in methodology between out-comes based education and environmental education. EE and OBE advocate for an integration of educational approaches and methodology. The focus being the introduction of integrated cross-curricula approach to education. Questionnaires were administered to educators in the sampled schools in order to get the understanding and perceptions of educators about the compatibilty of EE and OBE methodologies. The hypothesis: OBE in South African Education allows for the implementation of EE methodologies. The finding is that common approaches i.e. interdisciplinary and cross-curricular approaches and similar methods are used in OBE and EE. Several proposals were made: There should be workshops, support and mentoring approaches to EE and OBE. Resources should be available to educators and learners and there should be research on OBE and EE methodologies should be made / This study is aimed at examining the compatibility in methodology and approaches of South African Out-comes Based Education and Environmental Education. Data collection was based on questionnaires administered to the primary school educators in the Rustenburg District. Extensive knowledge was gained concerning the nature, approaches and methodologies of Environmental Education and Out Comes Based Education. The educators' understanding of the compatibility or degree of agreement between OBE and EE methodologies, approaches and methods was examined. Problems related to the methodological incompatibility of EE and OBE are identified and solutions are proposed. The core of this study is to examine the compatibility between OBE and EE in terms of approaches and methodologies. It is noted by this study that compatibility between EE and OBE, is not without problems. This study will make valuable contributions to examine the extent of OBE as a curriculum policy for addressing methodological issues raised by EE. / Educational Studies / M.Ed.(Environmental Education)