This research is an example of a multiple case study. It investigates the teaching strategies and resources currently being utilised in culturally diverse classrooms, ascertains the reasons for the use of such strategies and resources, and recommends strategies and resources that could be integrated and utilized in order to cater for a culturally diverse pupil population in the classroom. The research was conducted in five purposely-selected secondary schools in the Verulam-Phoenix area. The schools selected were former predominantly Indian schools in order to facilitate the work of the researcher with regard to data collection. The schools also had a pupil population composed of different cultural groups (in terms of religion, race and language) since the study was concerned with an emerging multicultural school situation. The study focused on the teaching strategies and resources utilised in five subject areas - English, Mathematics, Biology, Geography and Accounting. The subjects selected gave the researcher a cross-curricular perspective of the strategies and resources used. Data was collected primarily by engaging in non-participant and participant observation of school resource centres, teachers' centres, and actual teaching in the classrooms. The researcher also conducted structured and unstructured interviews with school principals, subject teachers, pupils, staff at school resource centres and teachers' centres, and also lecturers from universities and colleges of education. Questionnaires were used to supplement the data collected from teachers and pupils. Data was then analysed qualitatively and quantitatively to determine the strategies and resources most commonly utilised by teachers. The data gathered was analysed in terms of the present education system and current thinking regarding teaching strategies and use of resources in teaching. The outcomes of this analysis formed the basis for the recommendations made at the end of the study. / Thesis (M.Ed.)-University of Durban-Westville, 1998.

The study investigated Black educators' readiness for the management of inclusive education in rural and township primary schools. It is a questionnaire-based field study employing basic descriptive statistics as well as qualitative analyses. It set out two aims: (1) to determined Black primary school educators' level of knowledge about inclusive education; and (2) to determine the attitude of Black primary school educators towards inclusive education. The sample for the study comprised 100 randomly selected Black primary school educators drawn from two randomly selected educational regions of KwaZulu-Natal. The study was guided by two hypotheses relating to Black educators: (1) Educators in rural and township primary schools are unable to meet the intellectual and socio-emotional needs of disabled learners; and (2) Educators in rural and township primary schools have a negative attitude towards inclusive education. The first hypothesis was confirmed, supported mainly by the finding that 97% of the sample indicated that they needed to know more about inclusive education before deciding to teach in it, and the finding that 65% would like to teach in inclusive education, but felt incompetent. The second hypothesis was rejected. The attitude of the educators was largely positive, supported by the following findings: 75% of the sample preferred to be engaged in inclusive education; 81% were confident that inclusive education would benefit learners with mild-to-moderate disabilities; only 2% was not interested in, and did not wish to know more about inclusive education; only 16% was not prepared to give extra attention that disabled children required; and 81% percent were confident that inclusive education would benefit learners with mild-to-moderate disabilities. Some recommendations are made in the light of the findings. / Thesis (M.Ed.)-University of Durban-Westville, 2003.

There is evidence that primary schools are important places where gender inequalities are prevalent. The aim of this study was to explore how gender relations amongst grade two boys and girls in an African junior primary are constructed. It investigated how gender relations amongst 7/8 year old grade two boys and girls in an African Catholic junior primary school situated in Mariannhill, Durban, are constructed. It explored the process through which young township boys and girls attach meaning to gender and forge their gender identities. In this study young boys and girls were active agents in the construction of their gender identities. This study adopted a qualitative approach. Observations and unstructured interviews were used as methods of collecting data from grade two boys and girls. Purposive sampling was used in selecting seven boys and seven girls to participate in group interviews. The study focussed on micro dynamics of boys and girls pertaining to friendships, sexualities, play, violence, religion, classroom chores and school subjects in a detailed analysis. It showed that gender equalities are pervasive in the little cultural world of grade two boys and girls. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2008.

The purpose of the study is to determine the attitudes of teachers and students towards vocational education in the Senior Secondary School phase. The population for the study constituted senior secondary school teachers and standard eight (Grade ten) learners of the Kokstad region in the Eastern Cape Province. 270 teachers and 540 students in the nine districts of the Kokstad region, made up the samples for this research which was conducted in 27 schools. Three schools per district were purposively drawn. The use of questionnaires and interviews provided findings on attitudes towards vocational education. The research was pilot tested in two schools. The objectives of the pilot test were two fold: - to test the appropriateness of the items in the questionnaire and clarity of the wording; - to test the relevance of the open-ended questions, and whether their purpose in eliciting from teachers and students the reasons for their attitudes towards vocational education, was achieved. After each pilot testing session, items in the questionnaire were discussed and rephrased to enhance clarity. Questionnaires were dispatched timeously to both teachers and students with a fair response. Data analysis led to findings, implications and recommendations. One of the findings was that both teachers and students had positive attitudes towards vocational education in secondary schools. They recommended greater inclusion of vocational subjects in the curriculum. Semi-structured interviews were conducted with key officials in the Department of Education in the Kokstad Region. Findings from the interviews indicate that the educationists that were interviewed favoured more curricular inclusion of the vocational subjects. Career guidance was recommended as a necessity by the head of the Psychological Services so as to help students in the choice of subjects for their future careers. / Thesis (M.Ed.) - University of Durban-Westville, 1999.

The effective functioning of a school as an organization requires an effective administration. The effective management determines the success of a school as educational and teaching institution (van der Westhuizen 1991). Turozzi (2003) states that technology had the potential to be a valuable change agent in the modern education system. The technological resources can be integrated across administration (Stammen, 2003) The lack of technological support in a school hinders the fulfillment of numerous administrative functions. Effective management leads to quality teaching and (Eraut, 1989). This study looks at how technology impacts on school administration. The study links the development of administrative technological support with institution effectiveness. It also investigates the way these technological resources are used in schools for administrative purposes. The study concentrates on functional aspects of school administration, that is, how the information is stored and made available, and institution effectiveness. / Thesis (M.Ed.)-University of Durban-Westville, 2004.

The present study investigates the relationship between educational and vocational indecision. It examines gender and cultural differences in relation to these two main variables. Three levels of educational and vocational indecision among first-entry university students were studied and designated the categories decided, tentatively decided and undecided. A biographical questionnaire and the Career Decision Scale (CDS) were used to gather quantitative data. The CDS was used to measure career indecision. Students here were arbitrarily categorised as decided, somewhat decided and undecided according to their CDS scores. Interviews were also conducted to gather qualitative data. A total of 404 students completed the questionnaire and CDS, and a total of 25 students were interviewed. The sample was drawn from the first year student population and comprised 153 male and 221 female students. There were 271 African, 1 Coloured, 99 Indian and 4 White students in the sample. The results from the data show that there is a significant relationship between educational and vocational indecision in the sample. There were significant differences for gender and culture in relation to educational and vocational indecision. Male students were found to be more decided than female students about their majors and vocation. African students were more decided about their vocation than their majors. The reverse was true for Indian students, that is, they were more decided about their majors than their vocation. There were also very interesting differences among the different language groups. The findings of this study show that the levels of educational and vocational indecision were high among the first-entry university students. Recommendations and implications for further study are discussed. KEY TERMS: Career decision-making; majors; vocation; indecision. / Thesis (M.Ed.) - University of Durban-Westville, 1997.

The purpose of this study is to investigate how educators at schools for learners with special needs manage learners diagnosed with Attention Deficit Hyperactivity Disorder. Two major themes were investigated, namely, the organisational structure in these schools and the interventions utilised to manage these children. This study has focused on educators in these special schools who teach learners diagnosed with this disorder. A questionnaire was administered to 31 class educators from Grade One to Grade Seven in two of these special schools in the North Durban area. Survey data indicated that educators at these two schools for learners with special needs organised their learning environment so as to facilitate the efficient management of ADHD learners. Educators utilised a range of interventions both inside and outside the classroom. The implications of these findings are for those who teach learners diagnosed with this disorder, as well as those who are involved in designing learning environments and curricula, especially in the South African context. / Thesis (M.Ed.)-University of Durban-Westville, 2001.

The purpose of this study is to investigate the use of resources in Outcomes Based Education mainly at three Folweni Primary School at Folweni township. After extensive reading and hardworking, I have discovered more information about the use of resources in Outcomes Based Education. As a result of this study, which focuses on the use of resources in OBE, my experience based on knowledge and skills has been developed. Such experience has been developed in terms of concepts such as OBE, outcomes in OBE, concept resource, learner-centered approach, types of resources, importance of using and problems resources solves in Outcomes Based Education. All these area are covered in this report. Other areas which are also covered are presented as follows: Chapter one covers the statement of the purpose, critical questions, rationale of the study and motivation of the study. Chapter two covers the definition of concepts, types of resources, importance of using resources in OBE and problems resources solve in OBE. Chapter three covers the research methods. Chapter four covers research findings. Chapter five covers data analysis. Chapter six covers conclusions on findings and recommendations. / Thesis (M.Ed.)-University of Durban-Westville, 2002.

Issues relating to racial integration in white schools in South Africa during the period 1976-1992 are explored within the South African (historical, social, political) context. The introduction by the state of alternative school models, and in particular the 'Model B' option, is studied with specific reference to its implementation in one high school. Using a generative research design, issues and concerns of participants are fleshed out, and form the basis of surveys and interview schedules administered to 103 students and 33 teachers within the school. Major themes that emerge from student and teacher responses include positive and negative views on racial mixing, and views on curriculum change and development. A major finding of this study is that there is broad support for racial integration within a range of assimilationist rather than integrationist assumptions. Accounts of racial mixing also reveal the pervasive influence of institutionalised apartheid. A further finding of this study is that the experience of racial mixing in this single institution does not necessarily lead to a greater understanding and acceptance of racial and cultural diversity. However, while the introduction of the 'Model B' option can be regarded at best as mildly reformist, it has provided a 'space' wherein racial tolerance and understanding can be enhanced, and has encouraged, to a limited extent, the breakdown of racial and cultural stereotypes. An important conclusion of this study is that schools should be pro-active in providing special programmes that foster cross-cultural understanding, tolerance, and empathy. Recommendations are made concerning academic and social programmes that might promote meaningful integration in moving students away from assimilationist notions that are paternalistic, proprietory, and patronising. While the findings of this case study cannot be generalised to include other schools, it is hoped that given similar circumstances shared by many schools, this study will assist these schools in addressing current issues relating to school integration. / Thesis (M.Ed.) - University of Natal, 1994.

Our present day South African education system lies in great turmoil for a variety of reasons. The main reason being that there exists a great shortage of skilled educators required to implement Curriculum 2005 and Outcomes Based Education effectively and efficiently. Thus, it is alternate forms of re-skilling via the use of appropriate resources, namely, distance education, the internet, educational television, newspapers and cluster workshops that could bring adequate "re-skilling" to the thousands of teachers who can positively implement a new, revised and streamlined curriculum by June 2001. This study aims to prove that it is these types of on-going teacher-support and the use of educational technology at various levels that will ultimately lead to improving the teaching and learning processes. This study could assist the various stakeholders in the education field to formulate policies that would assist in providing the necessary resources, support and re-skilling necessary for the thousands of unprepared South African teachers who are presently experiencing difficulties in implementing this new education system. / Thesis (M.Ed.)-University of Durban-Westville, 2001.