After centuries of oppression, the majority of South Africans were anxious to experience the democratic values of justice, equality, liberty, democracy and peace that were embedded in the 1994 constitution. In order to redress the inequities and imbalances of the apartheid era., former National Education Minister, Professor Sibusiso Bengu declared the Revised Norms and Standards for teacher education as national policy shortly after the Government of National Unity took office in 1994. New political dispensations in response to the pronouncement of the White Paper in 1995 meant that the National Ministry of Education faced insurmountable challenges of transforming education and training. The teacher Rationalisation and Redeployment (R&R) policy was formulated to address issues of inequities and imbalances that have riddled the pre-democratic South African Education system. The rationalisation and redeployment process was intended to facilitate the transformation of education and training under a single Department of Education (DoE). The Department had to ensure that all schools, especially the rural schools that were previously disadvantaged under the apartheid regime had an adequate supply of qualified teachers. It must be noted that the rural communities have suffered the most, and still suffer the consequences of the oppressive ideologies that were embedded in education polices during the apartheid era. An implementation of the rationalisation and redeployment policy meant that schools that were operating over the teacher / pupil ratio of 1: 38 in secondary schools and 1: 40 in primary schools had to be rationaJised and the 'excess' teachers had to be redeployed to previously disadvantaged schools that needed their services. A successful implementation of the R&R policy objectives would have translated into redressing the imbalances and inequities of South African education under the apartheid regime. I argue in this study that the media played a dual role of 'moulder' and 'mirror' in representing the R&R phenomenon in KwaZulu-Natal. How did the media manage to do this? The media basically rooted itself either within the consensus paradigm or the conflict paradigm. Within the consensus paradigm, the media played the role of moulder of mass perception in which dominant ideologies that support the status quo is reflected. Within this paradigm, public discourse is hindered because of the deliberate use of top-down, non-interactive language. By this I mean, that the media does not promote discourse at grassroots level. However, when the media chose to root itself within the conflict paradigm, it played the role of 'mirror' in representing significant events as the rationalisation and redeployment process unfolded itself. Within the conflict paradigm, the critical and reflexive voice of the 'man in the street' is heard and public discourse is promoted. This study explores how four local media products, The Daily News, Mercury, Natal Witness and Post represented the rationalisation and redeployment phenomenon in KZN for the period November 1998 - March 1999. This is a qualitative study, which has also eclectically drawn on quantitative data. Data relating to the intentions of the R&R policy was obtained and analysed from The National Teachers Audit (1995), and the Education Policy Unit (EPU), March 1997 review. The data relating to the objectives and implementation procedures of the R&R policy was obtained and analysed from the original Rationalisation and Redeployment document, HRM 51/98. The sample of the media products was selected on race representavity in KZN. The statistical data was obtained and analysed from the AMPS 2000A. The representative texts were obtained and analysed from the Independent Newspapers Microfish. These documents provided me with in-depth data to examine and triangulate the R&R phenomenon from multi-dimensional perspectives. The data was subject to firstly, a linguistic level of analysis, in which the meanings of the, words, the sentence construction and the signs signalling hidden agendas, silences and gaps were used as tools to deconstruct the media texts. Secondly, the data was subject to a representational level of analysis where I examined the position of the media as communicator of messages or facilitator of discourse. If the media used interactive language, (language that promoted discourse between various role-players) then the media was identified to adopt the conflict paradigm, where it positioned itself as facilitator and fuelled the battle-lines between the various interest groups. If the media used non-interactive language,( language that did not encourage discourse from grassroots) then the media was identified to adopt the consensus paradigm, where it positioned itself as communicator of ruling class ideology. Furthermore it would use words such as 'we' and 'all' to communicate consensus at policymakers level. Significant findings of this research indicate that during the period before implementation November 1998 to January 1999, the print media foregrounded the objectives of rationalisation and redeployment within the consensus paradigm. Furthermore, the issues of control, democracy, equity, from unions perspective were represented in non-interactive language within the consensus paradigm. Moreover, the objective of transformation was represented in non-interactive language Within the consensus paradigm. For the period during implementation, the objectives of redeployment, which are transformation and equity were represented in non-interactive language within the consensus paradigm. The issues of teacher pupil ratio, women and retrenchments were represented within the conflict paradigm. Issues of resistance to implementation, misinterpretation of official circulars were represented within the conflict paradigm. While the objectives of rationalisation were reinforced, the issues of chaos, challenging authority, social action and resignations were represented within the conflict paradigm. The issue of post provisioning norms formula being miscalculated to bring in 'retrenchments through the back door' was highlighted, while the major issue of unions was represented within the conflict paradigm. The overall findings from the four media products, The Daily News, Natal Mercury, Natal Witness and Post indicated that while the Daily News and Mercury initially attempted to coerce the readership to accept the noble objectives of the R&R policy, both these newspapers shifted their paradigm from consensus to conflict when they realised that this policy was met with tremendous resistance because it was almost not pragmatic. However, the Natal Witness and Post came across as being anti policy from the outset and rooted itself it the conflict paradigm. In doing so, it fanned the flames of tension and conflict between the various role-players and celebrated victim-hood. The overall conclusion of this study is that it is located within two influential theoretical media paradigms namely, the Structural-Functionalism Consensus Paradigm and the Political-Economic Conflict Paradigm, as explicated by Hiebert et al (1991: 36), that the main choices of 'theories of media and society are between conflict and consensus', where the media is portrayed either as 'moulder' or 'mirror' of society. This study concurs with the above media theories because the discourses emanating from the four local media products could easily be identified within the consensus paradigm or conflict paradigm. This research indicates that the discourses were controversial, conflicting, volatile and bias in their representation as the recent media studies conducted by the Glasgow and the Birmingham research indicates, as quoted by Fowler (1994: 10), that 'all news is biased'. Nevertheless, as a witness to the rationalisation and redeployment phenomenon in KZN for the period November 1998- March 1999, I partially disagree with the Newsom Report (1963) 'that media texts do not replicate or mirror reality', because the media did present itself as the voice of the voiceless during the period of implementation of the R&R policy. Finally, the media texts were not about the truth value of their assertions, but how the media forged relationships between the various role-players and framed each one in relation to the other, creating an atmosphere of tension and conflict, promoting the discourse, and thereby fuelling the battle-lines between the role-players. / Thesis (M.Ed.)-University of Durban-Westville, 2001.

Thesis (MEdPsych)--University of Stellenbosch, 2001. / ENGLISH ABSTRACT: A study of the relevant literature revealed anxiety disorders to be of the most prevalent psychiatric disorders of childhood. Prevalence is put at between1 % and 20% in different studies. The purpose of this study was to gather data regarding the prevalence of anxiety in a group of learners in the Western Cape. Literature regarding the different etiological theories of anxiety, the classification of anxiety disorders, their prevalence, the living conditions of the child in South Africa and the assessment of anxiety in children were explored. The study further examined DSM-IV defined anxiety disorder symptoms in a large community sample of 7 to 13 year old learners in the Western Cape. This was done by a simple survey approach, using quantitative measures. Two self-report questionnaires were used, ie the Spence Children's Anxiety Scale (SCAS) and the Screen for Child Anxiety Related Emotional Disorders (SCARED). Results showed that the psychometric properties of the SCAS and the SCARED were moderate (convergent validity) to sufficient (reliability). The original factor structure of the SCAS and the SCARED did not emerge in this sample of learners, although factor analysis did yield evidence of the presence of a number of the hypothesised anxiety categories (ie social phobia, panic disorder, fears and generalised anxiety disorder). Results also indicated that a high percentage of the subjects reported serious anxiety symptoms, namely 22% on the SCAS and 25.6% on the SCARED. The most common anxiety symptoms of the learners in the Western Cape pertained to generalised anxiety disorder, separation anxiety disorder, social phobia, and obsessive-compulsive disorder. Studying the content of the most common responses revealed that symptoms referring to compulsive behaviours and physical separation from the parents were frequent. / AFRIKAANSE OPSOMMING: 'n Studie van die relevante literatuur het aan die lig gebring dat angsversteurings van die mees algemene psigiatriese versteurings tydens die kinderjare is. Die voorkoms daarvan wissel tussen 1% en 20%, en die doel van hierdie studie was om data oor die voorkoms van angs by 'n groep leerders in die Wes-Kaap in te samel. Literatuur oor die verskillende etiologiese teorieë rakende angs, die klassifikasie van angsversteurings, die voorkoms daarvan, die lewensomstandighede van die kind in Suid-Afrika, en die assessering van angs, is ondersoek. Daarna is angsversteurings soos gedefinieer deur die DSM-IV, ondersoek in 'n groot steekproef vanuit die gemeenskap, van 7- tot 13- jarige leerders in die Wes-Kaap. Dit is gedoen deur van 'n eenvoudige opname ontwerp gebruik te maak, en deur kwantitatiewe metodes te gebruik. Twee vraelyste waarin die subjekte inligting omtrent hulself verskaf, is gebruik, naamlik die Spence Children's Anxiety Scale (SCAS) en die Screen for Child Anxiety Related Emotional Disorders (SCARED). Resultate het aangetoon dat die psigometriese eienskappe van die SCAS en die SCARED matig (die konvergerende geldigheid) en voldoende (die betroubaarheid) was. Die oorspronklike faktorstruktuur van die SCAS en die SCARED het nie na vore gekom in hierdie steekproef nie. Faktoranalise het egter die teenwoordigheid van 'n aantal gehipotetiseerde angskategorieë aangedui, naamlik sosiale fobie, paniekversteuring, vrese en algemene angsversteuring. Resultate het ook getoon dat 'n hoë persentasie van die respondente die teenwoordigheid van ernstige angssimptome aangedui het, naamlik 22% op die SCAS en 25.6% op die SCARED. Die mees algemene angssimptome by die leerders in die Wes-Kaap het te doen gehad met algemene angsversteuring, skeidingsangs, sosiale fobie en obsessief-kompulsiewe versteuring. Simptome watte doen het met kompulsiewe gedrag en fisiese skeiding van hulouers, het die populêrste geblyk te wees.

Science Resource Centres (SRCs) were initiated by an educational non-governmental organisation in various districts of the province of KwaZulu-Natal in South Africa. These SRCs were intended to assist with professional development of Physical Sciences and Mathematics teachers, and to assist the under-resourced schools of KwaZulu-Natal with science resources, including Physical Sciences experiment kits, physics and chemistry apparatus and other educational resources. Science resources encompassed specialists, objects, policies and facilities to enhance the teaching of Physical Sciences. These science resources were usually coupled with professional development programmes that addressed content knowledge and effective use of science equipment through workshops on specific science topics and classroom support to teachers. Workshops were funded by the SRCs, and the focus was on physics and chemistry topics that teachers found challenging to teach. This study explored the use of the SRC by Physical Sciences teachers of the Empangeni education district in KwaZulu-Natal, and also aimed to determine whether the SRC was serving its intended purpose. In gathering data this qualitative study utilised individual interviews with Physical Sciences teachers whose schools were affiliated to the SRC. Document analysis produced data with regard to the frequency of loaning of science equipment by Physical Sciences teachers. The findings of this study revealed that the level of pedagogical content knowledge (PCK) development of Physical Sciences teachers was one of the key factors that influenced the use of science resources in science teaching. This emerged through an analysis of teachers’ PCK, specifically using the frames of Content Representations (CoRes) and Pedagogical and Professional experience Repertoires (PaP-eRs). Lack of support from school management, lack of funding for affiliation and shortage of resources at the SRC were some of the factors that had an impact on use of the SRC by Physical Sciences teachers. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2012.

Given the controversy surrounding the theoretical concept of mathematical literacy within mathematics education community around the world and, in particular, its introduction as a new subject of study in the South Africa’s FET curriculum as part of a social transformation process, it seemed necessary and appropriate that a study of this nature had to be undertaken. Thus the study explored perceptions of the notion of ‘mathematical literacy’ as a competence and as a subject of study. It focused on a group of first-year in-service teachers who were part-time students in the faculty of education at Edgewood Campus in the University of KwaZulu-Natal, as well as the documentary analysis of some of the South African curriculum policy documents. The guiding research questions for this study were: (a) what understandings or notions of mathematical literacy are evident in the South African curriculum documents? (b) What are mathematics educators’ perceptions of the competencies of a mathematically literate person? (c) What are their perceptions of, beliefs and views, and initial experiences about mathematical literacy as a subject of study? (d) How do these perceptions and/or understandings play out in the implementation of the new Mathematical Literacy curriculum? In an attempt to answer these questions, I began by, first, exploring the wider theoretical perspectives (both locally and internationally) in extant literature within the domain of mathematics education, and which underpins the debate about mathematical literacy and its related terms as well as informing the recent curriculum change, particularly in South Africa. In the process I discussed the different connotations that were used to describe mathematical literacy and its related terms, as well as the arguments in favour of and against its introduction as a subject of study. Secondly, I explored teachers’ understandings of the concept of mathematical literacy both as a competence and as a subject of study in relation to the NCS documents, as well as the problems associated with its implementation and the importance of understanding the interplay between content and context used for its development. It is argued, however, that re-framing of ‘mathematical literacy’ as a subject of study rather than a competence proves to be problematic in terms of the distinction that could be drawn between epistemology and pedagogy. Finally I have discussed the implications which the findings of this study have for policy and practice, and for further research. Data on the understandings and teachers’ perceptions about mathematical literacy as a competence and a subject of study were obtained using both qualitative and quantitative styles of research as a mixed-mode approach. The major findings of this study are that (1) teachers generally perceived mathematical literacy as a subject of study (2) the South African curriculum documents portray ML as a subject, and therefore framed as such; (3) teachers generally consider a person mathematically literate if that person could do basic arithmetical calculations in everyday life (4) from the international perspective, there are variations on the interpretation of ML, and finally (5) the study has revealed that teachers had difficulties pertaining to their own pedagogical content knowledge of the new subject. Based on these findings it can be concluded that there is need for a sustained monitoring of the implementation process, reviewing of policy documents, and professional development of teachers involved with the teaching of mathematical literacy. / Thesis (M.Ed.)-University of Kwazulu-Natal, 2007.

The theory of evolution is relatively new to the majority of teachers who teach Life Sciences in South African schools. It was introduced into the Grade 12 Life Sciences curriculum in 2008. The purpose of this study was to examine the subject matter knowledge of Life Sciences teachers regarding the theory of evolution. Furthermore the study aimed at finding out about the challenges that the Life Sciences teachers encounter during the teaching of evolution to their learners and how they deal with those challenges. This study also aimed to contribute to the field of research regarding Life Sciences teacher’s understanding of the theory of evolution in a South African context. The focus of the research was on the teachers who were teaching Life Sciences at Grade 12 level in 2008. This study was underpinned by the conceptual framework developed by Lee Shulman (1986; 1987). Shulman (1986; 1987) argues that the subject matter knowledge should be the foundation for teaching. The research was conducted within the pragmatic paradigm. The data was collected from the Life Sciences teachers under Vulindlela Circuit in Pietermaritzburg, KwaZulu-Natal. The methods of collection included questionnaires and individual interviews with selected teachers. Quantitative data were analysed using SPSS while qualitative data were analysed using thematic content analysis. The findings indicated that the Life Sciences teachers who were enacting the new curriculum do possess some knowledge of the theory of evolution. However there were some gaps in their understanding of the concepts related to the theory of evolution by natural selection. Probably Life Science teachers will also increase their knowledge and levels of understanding of evolutionary concepts as they teach these year after year. This was evident from the scores of the teachers under the section of genetics. They scored high marks in this section because genetics was introduced into the Biology curriculum more than twenty years ago. Fossils, biogeography and natural selection were introduced in 2008, and teachers had much less knowledge about these topics than about genetics. This study also found that some teachers do encounter problems such as the views of students which contradict with that of evolution by natural selection. Teachers mentioned that they do not know how to handle such problems in the classroom during teaching in a manner that would not criticise religious beliefs of other learners. This study concluded that professional development of teachers in the form of workshops and in-service training should be an ongoing process within the Department of Education in order to help teachers with the ever-changing curriculum. / Thesis (Ph.D.)-University of KwaZulu-Natal, Pietermaritzburg, 2012.

The main focus of the research was to find out the causes of a poor performance in euclidean geometry especially in a grade eleven class. An easier way to find that information was to investigate the techniques that educators who are teaching grade eleven are following when they teach euclidean geometry. The necessary data was therefore collected from the educators as well as learners who were in grade eleven. This study is guided by the constructivist's VIew. The theoretical framework of this research is based on the ideas of theorists like Piaget, Vygotsky and other authors who conform to constructivism. Changes that affected the education system of South Africa due to the adoption of the new constitution were also visited. A shift from the traditional way of teaching and an Outcomes Based Education system, as a recommendation by the National Curriculum Statement was highlighted. The data was collected through both interviews and questionnaires. The semi-structured interviews of three educators from three participating schools were audio taped. In each school one educator was interviewed and six learners were given questionnaires to answer. The above gave a total of eighteen learners and three educators. Written responses from learners and audio taped responses from educators were kept and analyzed. The interview was focused on the techniques that educators employ in their teaching of euclidean geometry in grade eleven. The questionnaires administered to learners were aimed at confirming the responses from the educators. It is envisaged that the educators participated in the study can provide enough information which can assist in correcting the teaching approach in euc1idean geometry. The findings show that the conditions under which educators teach contribute to their methods of teaching euclidean geometry. The testing system and the focus on better results by the education department proved to be the main determining factors of the methods that educators resort to when they teach learners. It also came up from this study that some learners do not take mathematics out of their will. Their parents or the school forces them to take mathematics. Those who like to take mathematics are constantly discouraged by comments of educators who deem mathematics as a subject responsible for bringing down the pass rate of the school. The above diminishes the love of mathematics to learners and euclidean geometry becomes the section that suffers the most. Suggestions and recommendations aimed at improving the teaching and learning of the euclidean geometry have been made. / Thesis (M.Ed.)-University of KwaZulu-Natal, 2007.

This was an evaluative study undertaken to unpack some of the factors which could explain Transkei matriculation students' apparent poor conceptual understanding of Mathematics and to throw some light on possible solutions to their problems. In addition the study attempted to examine how Mathematics as well as the learning and teaching of Mathematics, were viewed by Transkei teachers and students at the high school level. The theory of quadratic equations, inequalities and their graphs constituted the mathematical content research area of this study. This topic was chosen because of the key role that it plays in the matriculation Mathematics syllabus. There were 8 research questions which led to 8 hypotheses. The research sample comprised 311 matriculation students taking higher grade Mathematics and their 10 Mathematics teachers from 10 schools in the Umtata education circuit. Four researcher-designed instruments, namely: a diagnostic test (students'), a student interview schedule, a teachers' questionnaire, and a teacher interview schedule were used. The diagnostic test consisted of 38 items aimed at addressing the first 7 research questions. Students' mean scores for each group of items of the test addressing a particular research question were computed and compared against a criterion score of 60%, using the "Z” statistic. In addition, an analysis of students' scripts was carried out and clinical interviews on a sample of the subjects (students) were conducted to find out their conceptual difficulties/misconceptions. The teachers' questionnaire and interview schedule were used to ascertain the teachers' disposition towards Mathematics teaching. Accordingly, teachers were divided into two groups A and B on the basis of their scores in relation to the median for the whole group. This enabled the testing of hypothesis 8. In this regard, means for the students taught by the two respective groups of teachers were comared by using "Z" statistic to establish if they were statistically different from each other. Teachers' reasons for their responses to some of the items in the questionnaire were analyzed and discussed with a view to finding out their favourite teaching styles and some of the difficulties they faced in order to be as effective as they wished to be. Analysis of data for research questions 1-7 showed that students did not have sufficient pre-requisite knowledge, and did not display a satisfactory level of mastery in solving quadratic equations and inequalities, and interpretation of graphs for quadratic equations and inequalities. Students' difficulties identified from the findings of this study were classified into 7 categories, namely: mathematical terms, mathematical symbolic language, mathematical skills, form in mathematics, over generalisations, translation and conceptual difficulties. The "Z" test for hypothesis 8 showed that students taught by teachers whose teaching strategies were more student-centred performed better than those who were taught by teachers whose teaching was inclined towards teacher-centredness. Finally, recommendations for teachers, curriculum planners, education authorities and other researchers are also made. / Thesis (M.Ed.)-University of Durban-Westville, 1994.

This study sought to explore what human values were being fostered by teachers at secondary schools within the context of the transformation that is occurring in South Africa and in education. Teachers from three different demographic regions: urban, township and rural responded to what human values were being promoted in their classes, why these values were being promoted and if they had changed their values during their teaching career, what factors were responsible for the change. This study is set in the context of a changing educational arena in South Africa. The promotion of values education is seen by the government of South Africa as a cornerstone in assisting with not only the transformation of education and also in the transformation of South Africa and to promulgate nation building. For this study the production of data involved a comparative case study of teachers. responses on values education, at three different geographically located schools. For this aspect, data was obtained through using a questionnaire. Data was also obtained from a semi-structured interview of three teachers, one teacher from each school. This information was then compiled as a narrative. The methodology employed for this study utilized a combination of comparative case study, narrative inquiry and auto-ethnography approaches. The analyses of the data are presented in two levels. Level one analysis which comprises descriptive statistics is contained in Appendix F. Categories that were identified from the emerging trends from the data analysis are presented as a second level of analysis. This study is located within the interpretative/social constructivism research paradigm. Different theories (Piaget, Kohlberg, Gillian, Bandura and Freud) of moral development that propose how values are developed are discussed to highlight the process on how human beings and more especially children formulate their values. Some of the perspectives that explain the development of morals or values include the cognitive approach, the developmental and the social learning perspective. Transformative Change xv Theory (Mezirow, Boyd & Myers) is also outlined, which explains transformation processes in an adult. An interdisciplinary approach was utilised since it was extremely difficult to select any one theoretical framework to guide this thesis. The data analyses revealed that teachers were struggling to adopt change and found that the promotion of human values was difficult to initiate. Teachers cited various reasons as to why this process was fraught with difficulties. The central concern of teachers was a lack of awareness of: values education in general, documents and policies implemented by the government and the education departments to foster positive values and a lack of avenues for professional development in the area of values education. While teachers cited that the country had transformed into a democratic nation, these changes were not experienced at .grassroots level.. It was also found that different teachers were at different levels in their ability to promote values education in their classes. On the basis of the above, my research has suggested the following which serve as a positive contribution to theory pertaining to values education: the theories on values development are largely concerned with the values development of children and does not apply to adults, in this case, teachers, and therefore a theory that will help explain how adults form or change their values is required. An alchemistic values cycle is then proposed. / Thesis (Ph.D.) - University of KwaZulu-Natal, Durban, 2008.

In my search for work of and about autoethnography and teacher self-study, I realised the / Thesis (PhD.) - University of KwaZulu-Natal, 2006.

This study is undertaken against the background of a seemingly worldwide / Thesis (Ph.D.) - University of KwaZulu-Natal, Durban, 2009.