Race, ethnicity and culture have been a central theme in South African history, and while not disregarding the recent socio-political changes, many South Africans of different races continue to lead essentially different lives. Public schools are becoming more racially and culturally integrated and it is important that this leads to incisive change and not merely altering the racial demographics of the learner and educator bodies. Culture in South Africa is dynamic and the values and norms of members of a particular group are in a state of flux. Moreover, the shift from a traditional teacher-centred curriculum to an outcomes-based curriculum in South African education means that the teacher is encouraged to accept each learner in the culturally diverse classroom as an individual, who brings a unique life experience into the classroom and contributes to learning in the context. The learner's cultural background, family and community should be considered in both the selection of learning material and in classroom interaction. This study investigates the South African adolescent's perspective of culture by means of a literature review, a photographic essay and an empirical investigation using a combination of qualitative and quantitative approaches. The literature review expanded on the concepts of race, culture and ethnicity. Topics relating to the life in Johannesburg that adolescents perceived as significant were commented on in the photographic essay. Thereafter, adolescent learners from two ex-model C schools in Johannesburg were selected as participants in the empirical research. The quantitative research considered aspects such as learner prejudice, ethnic group preference and the value attached to cultural traditions using questionnaires and sociograms as data gathering methods. The qualitative phase used focus group discussions using as a stimulus a posed photograph of a racially diverse group of learners engaged in a group activity. Learners were selected, for the focus discussion groups, on the basis of the results of the sociogram used in the quantitative phase. Findings showed that learners regard diversity as a resource although evidence suggests that black learners are moving away from traditional cultural practices. Based on the findings of the literature study and the empirical inquiry recommendations for the improvement of practice are made. / Educational Studies / D. Ed. (Socio-Education)

The aim of the study was to explore and describe participants` understandings of sexual abuse involving teenage learners with intellectual disability in order to suggest the best approach for caring and supporting intellectually challenged teenage learners with a history of sexual abuse in a rural area of KwaZulu-Natal. This was a qualitative study using Bronfenbrenner`s ecological approach. This approach enables me to describe understandings about the phenomenon studied and how factors interact with each other and individuals in forming such understandings. Data was obtained by means of in-depth interviews which were conducted one on one with teachers of the special schools and SGB member, Social Worker, Psychologist and Crisis Centre Coordinator, local church person, parent of intellectual disabled child as well as traditional healer. The study revealed that sexual abuse of teenage learners with intellectual disability is riddled with myths and misconceptions that rendered them vulnerable to various forms of sexuality in the community. Recommendations based on the findings were made: promoting a better understanding of intellectual disability, sexuality education, and promoting the right attitude. / Inclusive Education / M. Ed. (Inclusive Education)

Abstract not available / Psychology of Education / M. Ed. (Psychology of Education)

Educational Studies / M. Ed. (Orthpedagogics)

A survey of four classes of ELD (English language deficient) students of Mexican descent was performed at Rancho Verde High School, Moreno Valley, CA in March, 2001 in an attempt to determine whether adolescents of Mexican descent who develop an identity close to their Mexican roots have higher levels of self-esteem than those who develop an identity close to their American experience.

Teenage pregnancy in South African schools poses a serious management and leadership challenge. Statistics from Statistics South Africa (2008) reflect the seriousness of this problem in all provinces wherein Mpumalanga, Northern Cape, Limpopo (where this study is situated) and Eastern Cape report high levels of early pregnancy. The main objective of this study was, therefore, to explore the challenges faced by the SMTs regarding teenage pregnancies at secondary schools in the Vhembe District in Limpopo province. A mixed methods approach was used to collect data from SMTs in schools that are located in Vhembe district. Questionnaires were distributed to the school management teams (SMTs) of different schools. In addition, qualitative data were collected through interviewing the SMTs. The study findings reflected that management of teenage pregnancy is still a problem at Vhembe District of Education despite the laws and policies that are in place. SMTs also felt that the issue of pregnant learners at schools should be left for medical experts to deal with them. The study recommends that there ought to be intervention programs including training of SMTs, SGBs and Educators regarding management of teenage pregnancy. / Educational Management and Leadership / M. Ed. (Education Management)

The aim of this study was to investigate the educators‟ perceptions of the effects of teenage pregnancy on the behaviour of secondary school learners in Mankweng area, Limpopo province. The study sought to establish whether teenage pregnancy has an effect on school attendance, school performance and emotional behaviour of pregnant learners as perceived by educators. Fourteen educators from seven secondary schools in Mankweng area were purposively sampled for the study. Data was collected using in-depth interviews to allow the researcher a platform to ask open-response questions and to explore the educators‟ perspectives about the effects of teenage pregnancy. The data was analysed thematically by carefully identifying and expanding significant themes that emerged from the informants‟ perceptions about the effects of teenage pregnancy. The study revealed that teenage pregnancy has a negative or detrimental effect on the school attendance, academic performance, emotional behaviour and relationships between pregnant teenagers, their peers and educators. The study recommends that sex education should be taken seriously in secondary schools; educators should liaise with health professionals in the community; pregnant learners to be supported and not humiliated or stigmatized by school stakeholders; educators to encourage teenagers to use preventative and protective measures and to encourage learners to delay engaging in sexual relationships. / Inclusive Education / M. Ed. (Inclusive Education)

Teenage pregnancy in South African schools poses a serious management and leadership challenge. Statistics from Statistics South Africa (2008) reflect the seriousness of this problem in all provinces wherein Mpumalanga, Northern Cape, Limpopo (where this study is situated) and Eastern Cape report high levels of early pregnancy. The main objective of this study was, therefore, to explore the challenges faced by the SMTs regarding teenage pregnancies at secondary schools in the Vhembe District in Limpopo province. A mixed methods approach was used to collect data from SMTs in schools that are located in Vhembe district. Questionnaires were distributed to the school management teams (SMTs) of different schools. In addition, qualitative data were collected through interviewing the SMTs. The study findings reflected that management of teenage pregnancy is still a problem at Vhembe District of Education despite the laws and policies that are in place. SMTs also felt that the issue of pregnant learners at schools should be left for medical experts to deal with them. The study recommends that there ought to be intervention programs including training of SMTs, SGBs and Educators regarding management of teenage pregnancy. / Educational Leadership and Management / M. Ed. (Education Management)

The aim of this study was to investigate the educators‟ perceptions of the effects of teenage pregnancy on the behaviour of secondary school learners in Mankweng area, Limpopo province. The study sought to establish whether teenage pregnancy has an effect on school attendance, school performance and emotional behaviour of pregnant learners as perceived by educators. Fourteen educators from seven secondary schools in Mankweng area were purposively sampled for the study. Data was collected using in-depth interviews to allow the researcher a platform to ask open-response questions and to explore the educators‟ perspectives about the effects of teenage pregnancy. The data was analysed thematically by carefully identifying and expanding significant themes that emerged from the informants‟ perceptions about the effects of teenage pregnancy. The study revealed that teenage pregnancy has a negative or detrimental effect on the school attendance, academic performance, emotional behaviour and relationships between pregnant teenagers, their peers and educators. The study recommends that sex education should be taken seriously in secondary schools; educators should liaise with health professionals in the community; pregnant learners to be supported and not humiliated or stigmatized by school stakeholders; educators to encourage teenagers to use preventative and protective measures and to encourage learners to delay engaging in sexual relationships. / Inclusive Education / M. Ed. (Inclusive Education)

The primary focus of RtI has been at the elementary school level. However, over the past few years there has been a shift, and RtI has been expanding to secondary schools. Through this expansion, it is unclear if RtI has been effectively implemented at the secondary level. The ultimate goal for any school implementing change is institutionalization or sustainability. Therefore, this qualitative case study examined the institutionalization or sustainability of RtI systems in one high school. This study was designed to deepen the understanding of secondary RtI and to add to the literature on RtI at the secondary level. The purpose was to understand how one secondary school addressed the complexity and uniqueness of the secondary environment while sustaining RtI practices. The participants in this study shared several research-based practices that they believed assisted struggling students to become academically successful. The findings regarding RtI practices and implementation were supported by researchers whose works were analyzed in the literature review. The study concluded that understanding the phases of change, the three major forces which influenced change and a clear, well thought out plan are vital components to success.