No abstract available. / Thesis (M.Ed.)-University of Durban-Westville, 1977.

A qualitative study was conducted at Oakleigh Girls High School which aimed at exploring the ways in which seven teenage girls from a single-sex, predominantly middle-class state school negotiate the demands of schooling and parenting. Drawing upon the findings of the focus group interviews conducted, the study aimed to illuminate how these teenage mothers juggle their varied roles as mothers and learners and its effects for the educational outcome of young mothers at school. In this study I argue that even though the South African Schools Act (Department of Education 1996) regulates the support of pregnant teenagers and teenage mothers in schools, however teenage mothers still experience difficulties in schools. These difficulties range from fear of the parents’ response, child fathers’ response, as well as teachers’ response, rejection from peers and teachers, ridicule from teachers and peers, lack of support from teachers, decline in academic performance as well as the inability to participate in school activities. However in the same study there were positive elements that also surfaced, in that some teachers, learners as well as a support group provided some kind of support to the teenage mothers even though it was very minimal. Working with teachers to support young mothers at school remains important. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2010.

The study investigated the concept of childhood depression principally in primary school preadolescent children. While there is a plethora of literature on adult depression, and a wealth of research studies on adolescent depression, there seems to be a dearth of research studies on preadolescent childhood depression. The researcher has also observed as an educator that with an increase of the incidence of child abuse, there was a concurrent increase of children with depressive symptoms in the classroom . The findings of this study will hopefully add to the available literature on childhood depression and assist in some way towards ameliorating the status quo in childhood depression. The purpose of the study was to determine the prevalence of depression among preadolescent primary school children and to investigate the factors from home and school that may contribute to depression. Respondents completed the Children's Depression Inventory (CDI) and a specially developed Questionnaire. The findings from both the CDI and the Questionnaire were compared with relevant research studies. The results of the study indicated that 10.3 % of the respondents were depressed. These results were similar to the findings of other studies with similar populations. The findings partially supported the inference that major depression begins in adolescence. The factors at home that were problematic were the relationship with parents and relationship with siblings. Generally the respondents were satisfied with matters at school with the exception of their relationship with their teachers. Although most of the respondents seemed to enjoy good peer relationships and seemed to enjoy being at school, there were some negative aspects in the pupil -teacher relationship which are explored in more detail in the study. Some recommendations were made to the school personnel as well as to parents. One very important implication that surfaced from the study is that schools should employ counsellors or psychologists who are well trained in children's problems to help and heal distressed children. It is hoped that this study raises the awareness of childhood depression and reflects the importance of early intervention and prevention programmes. / Thesis (M.Ed.)-University of Durban-Westville, 2003.

The present study explored the attitudes and the expectations that educators have towards learners who are deprived by poverty. The influence of the educators' race and gender on these attitudes and expectations was explored as well as the relationship between indigent learners and their educators. The challenges that face educators on a daily basis, make teaching a particularly daunting task. In addition educators have the complex task of teaching learners who come from a diverse range of home backgrounds. These stressors combine to create a complicated learning environment. The interplay between home environmental risk factors, teacher support and learner achievement and performance is of utmost importance for eventual school success and a positive self-perception for the learner. This study was conducted by using a survey questionnaire which was completed by 53 educators (Indian and African), and semi-structured interviews with 12 indigent learners. The researcher was able to determine the emergent attitudes and expectations of educators according to the educator's race and gender. Semi-structured interviews were conducted with 12 indigent learners to determine their relationship with their teachers and their self-perceptions. The responses to the interviews were qualitatively analysed. The findings of this study have indicated that generally, educators have positive attitudes towards indigent learners. They are supportive of these learners and try, in most instances, to plan lessons in a manner that would benefit the disadvantaged learner. With regard to race and gender, African male educators were the highest number that perceived indigent learners negatively, while African female educators appear to be the most sympathetic and held the least negative views on indigent learners. Results also indicated that the majority of educators had formed pre-conceived expectations about learner's abilities based on variables such as the home background, knowledge of siblings performances in school, dress and speech. Although African male educators had the most negative attitudes towards indigent learners, they (African male educators) also held the highest expectations of indigent learners as compared to Indian female educators who held the lowest expectations. This means that African male educators believe that indigent learners have the potential and perform relatively well in the classroom despite their poverty status. The results of the semi-structured interviews, which were qualitatively analysed, indicated that generally, the indigent learners who were interviewed, were happy at school, had friends and enjoyed a good relationship with their teachers. These learners appeared to always try hard with their schoolwork and held high career aspirations. Based on these findings, it appears that generally, the indigent learners who were interviewed had positive self-esteem based on positive relationships with their educators. The findings of this research were discussed in relation to previous findings from international literature. The study was concluded with recommendations to educators on monitoring and controlling expectance effects and bias on the achievement and social behaviour of learners. / Thesis (M.Ed.)-University of Durban-Westville, 2003.

All schools exist in a particular environment. No matter what environment the school is in the educator can make use of it as a learning resource. The environment is a critical aspect at all levels of education and in all programmes to create environmentally literate and active citizens. This study focussed on the use of the environment as a resource for cross-curricular materials development in Outcomes-Based Education. It is essential for all the driving forces of the education system to understand, that materials development is the process of designing and developing learner-support materials (resources) to enhance the teaching-learning process. Therefore, developing cross-curricular materials is a requisite for assisting learners to master the necessary knowledge, skills, values and attitudes. Developing cross-curricular materials promote integrated learning as encouraged by Outcomes-Based Education. The findings for this study indicate that some educators still lack skills for developing cross-curricula materials. The findings also indicate that, educators from rural schools mostly depend on waste materials as their teaching-learning resources. The study also indicate some recommendations that could be used to empower educators to master competent materials development skills. Quality teaching and quality learning mostly depend on adequate resources that could assist the learner to master the required knowledge and skills. / Thesis (M.Ed.)-University of Durban-Westville, 2003.

This study is an exploration of prison learners' experiences of the educational rehabilitation programmes offered in the Westville Youth Centre School. The study was done in the Westville Youth Centre, which is situated in the Durban Management Area in the province of Kwa-Zulu Natal. The sample consisted of eleven prison learners of the Usethubeni Youth School, nine educators from this school and one control educator (who is responsible for co-ordinating the educational rehabilitation programmes in the Durban Management Area). Data was collected through interviews and questionnaires. Interviews with learners were done at different intervals. There was an in-depth interview with one of the learners and two focus group interviews, which consisted of five learners in each session. A questionnaire was used to gather data from educators and finally an in-depth interview was conducted with the co-ordinator of educational rehabilitation programmes. Photographs of the prison classroom and the cell were taken by the researcher to illustrate the context in which the research was done. The varying methods of data collection revealed that what is referred to as "educational rehabilitation programmes" are programmes similar to any school curricular outside the prison. There is nothing unique about this curriculum. The participants felt that this curriculum was not rehabilitative because it did not include programmes that could curb recidivism (relapsing into crime) by empowering prison learners and helping them "unlearn faulty behaviour." This study concludes with the recommendations for the Department of Correctional Services' policy makers and planners as well as the managers of educational rehabilitation programmes in the Durban Management area. / Thesis (M.Ed.) - University of Durban-Westville, 2002.

The aim of the study was to explore the feasibility of critical pedagogy in a sampling of English Second Language classrooms in the Durban-Pinetown region of KZN. I was situated at the Abantwana Higher Primary School for eleven weeks for the first phase of my data collection. Access was negotiated with the Barnabas Shaw Primary School in Pinetown towards the end of August, this ESL-school provided me with a contrasting site for the purposes of comparison. At about the same time I commenced with my case survey of the English Second Language classrooms in the Model C (B) schools. The survey was viewed as a third site in the case study. The construct of "critical pedagogy" was placed within the context of critical theory as this theoretical vantage point was ideally suited to probing and exposing the underlying historical and social relationships of the education problem in KZN. Critical pedagogy is a specific instance within critical theory. The research was qualitative in nature, using comparative case studies of primary classrooms in KZN; supplemented by a case survey of 107 pupils. A popular children's novel was used to develop a critical curriculum suitable for Std 5 pupils. This workbook was used in the classrooms included in the study, and as a means of observing pupils' response to critical teaching processes. The research was described as an ethnographic case study because of the more bounded nature of the research and because of the fact that it was conducted over a fairly short period of time. Nevertheless, the principles of classical ethnography applied. Data was collected by means of sustained observation and participant observation, supported by interviews, questionnaires and document collection. Data analysis took place during the process of data collection and was ongoing and cyclical in nature. The research was initially described as an exploratory study, however, towards the end of the data analysis phase it appeared that the study was more explanatory in nature, as I had become aware of the inter-relatedness of the conditions which were required for the successful introduction of critical pedagogy in the English Second Language classroom. These linked conditions were described as causal links in the final chapter and a feasible set of recommendations were made in respect of the reconstruction and development of critical teaching in the senior primary phase in the historically disadvantaged schools of KZN. The inevitability of political influences on the curriculum and classroom pedagogy emerged during the final stages of the process of data analysis, and the recommendations thus included an appeal to the politicians of this province to address the issue of violence and racial integration in the province with expediency in order to normalise the provision of education for all its citizens. / Thesis (M.Ed.) - University of Durban-Westville, 1996.

This research project attempts to investigate what happens to a learner's performance at school when he / she comes from a poor family background. It addressed the critical questions. The data was collected from learners of KwaMgaga High School, at Umlazi, an African township 30 km south of Durban. This is a case study research and both quantitative and qualitative methods were used in order to collect data although qualitative research methodology dominated the study. Issues of poverty and academic performance were investigated in the countries outside South Africa as well. Data was analyzed using descriptive statistics. The research findings emanating from the data proves that, indeed poverty impacts negatively on academic performance. Secondly learners from impoverished backgrounds experience many problems that affect their performance at school. If a child lives in poverty, he \ she is likely to perform poorly at school. / Thesis (M.Ed.) - University of KwaZulu-Natal, Westville, 2006.

In the educational world of the eighties, despite burgeoning technologies and the silicon chip, and despite a multiplicity of aims and philosophies of education, it is axion~tic that progress amongst learners depends on the effectiveness of teaching and so on the quality of teachers. The definition which "effective teaching" assumes in any particular society is determined, of course, by many inter-related factors, not least the prevailing political, religious and economic ideologies. The successful teacher is generally viewed, it would appear, as one who succeeds in the transmission or generation of "valid" knowledge, and judgment by others is impl icit in the concept of validity. Because participation in the process of learning at school is essentially a human experience, a matter of interpersonal relationships, any statement about it is open to question; but as the evaluation of teacher expertise plays an important role in systems of education, the methods and concerns of such evaluation merit close study. In the Republic of South Africa the evaluation of teacher competence has recently assumed considerable significance with the introduction of a "merit assessment" system, and one of the chief concerns of the present work is a critical study of such assessment. Related concerns include teacher attitude towards assessment (in which context the Natal Teachers' Society Conference motion 19 of 1981 is apposite: "That this Conference expresses its total opposition to the merit award system as presently implemented" Mentor September 1981 p.152) ; and the place of such assessment in the context of contemporary models of organization theory, of educational administration and of school management. Cognisance has been taken of the Report of the Human Sciences Research Council Investigation into Education (1981) which was initiated, in part, by "grave dissatisfaction in the teaching profession" 1, and which proposes real consultation for teachers in the administration of education, based on participation, involvement and negotiation. Though seen from a wide-ranging and international perspective, teacher competence will in this work ultimately be defined from a South African perspective; and as the data are Natal based, Natal will be taken as an example of the Republic of South Africa. However, sight will never be lost of broader perspectives. The concerns, aim and scope of this work do not end with teachers, but are also bound up with children for it is they whose benefit or advancement depends on competent teaching. In an attempt to determine what children thought about teacher effectiveness, Musgrove and Taylor (1969) analysed 1379 essays by school pupi 1s on the topi cs "A good teacher" and "A poor teacher". Sca 1es were drawn up with statements reflecting the ideas most frequently voiced by pupils on teaching method, discipline, teachers' personal qualities and organizing abilities, and these scales were subsequently tested on hundreds of other children and teachers. Musgrove and Taylor, in reviewing their research, concluded inter alia that "Pupils expect teachers to teach. They value lucid exposition, the clear statement of problems, and guidance in their solution. Personal qualities of kindness, sympathy and patience are secondary .... (teachers) are expected to assume an essentially intellectual and instrumental role." (as quoted by Morrison and McIntyre, p.17l) The findings tended to uphold the idea of a structured "formal" relationship reminiscent of Waller's 1932 dictum that the effective teacher should maintain a social distance from his pupils and be relatively meaningless as a person. Other writers such as Postman and Weingartner (1969) suggest very different advice to teachers! The meaning of "good teaching" will be investigated in chapter three of this work, in terms of a survey of the appropriate literature but the specific criteria of good teaching in a particular country, for example South Africa, depend on a range of overt and hidden factors, and are the material of much ongoing debate. " The variety of the comment calls to mind the important question of how a teacher's effectiveness mayor (perhaps more important) should be judged: whether in terms of instrumental goal-attainment by pupils, or in terms of personal growth through satisfying classroom relationships or somehow in between these ends. In a world where technology and its application in education through a skills-Qased or objectives-centred approach is tending to debase the essentially person-to-person element of teaching, the concept of competent teaching is in danger of being reduced to allegedly measurable entities. In true handbook tradition, some texts, for example Stones and Morris (1972), almost suggest checklists for success 1n teaching, thus reducing a complex act of communication to a set of clinical procedures. While inexperienced student teachers may need direction and guidance in the development of particular skills, there is a danger in viewing or assessing the qualified person merely in terms of such skills or categories. Esland (1977) distinguishes between two extremes in teacher presentation. One, the "psychometric", stresses measurable advancement and reflects a behaviourist outlook. The other, the "epistemological", finds expression in education which stresses personal development. Depending on how a society interprets the elements of curriculum, pedagogy and evaluation, identified by Bernstein and Young (1970) as basic to any process of education, or on what view of the teacher and his task prevails, the criteria of good teaching will vary. Apart from the mere criteria, there is the important matter of interpretation and subjectivity on the part of anyone attempting to evaluate performance in a complex web of interaction. When, in turn, evaluation (implying overall judgment) is linked with assessment (which by definition involves some kind of measurement and therefore presupposes valid units and instruments), as in the case in South Africa, the situation becomes more problematic. Any assessment system is obviously grounded on a philosophical view of man within the organization. In this regard Ramos (1975) has warned social scientists and organization theorists about holding outdated versions of the model of organizational man. He claims that many contemporary organizations have a mechanistic view or a humanistic view of employees, which ignore the fact that man has a rationality beyond administrative behaviour and that man "in striving to be autonomous, cannot be explained by the psychology of conformi ty" (Ramos, 1975, p. 50) • This model of man, Ramos asserts, has emerged from a wealthy technological society, and (he) "would have a strong sense of self and an urge to find meaning in life. He would not uncritically accept standards of achievement, though he might be a great achiever when assigned creative tasks" (ibid. p.51). It would be tragic if education authorities were to ignore the creative thinker with the capability to change the prevailing environment, or as Ramos terms him, the parenthetical man, through the development of assessment systems which promoted and rewarded conformity. It must be recognised that the teacher has virtually unparalleled responsibility in society, for his actions contribute to the fate of society; it is the teacher who, ideally, "critically appraises, edits, sifts and clarifies society's trends, extracts its highest values and makes them implicit in himself as a man .... and explicit in his teachings" (Prosser, 1976, p.6). Such actions imply leadership and initiative of the highest order, and remind one of the importance of the teacher as a humanizing influence and as an element of stability in a world of increasing change. A brief overview of the scope and coverage of this work now follows. Chapter one reviews the concepts of assessment, evaluation and quality in teaching. It sketches problem areas such as the difficulties of assessment within differing political and social systems, the demands for the accountability of teachers because of massive financial investment in education, and the position of a professional in a bureaucratic structure. Semantic differences emerging from the terms assessment, .evaluati_o~ and ~FlJr~lis~ hdve largely been ignored in this work because of differing usages in which the words tend to blend into synonyms. In the writer's own use of the words, influenced by the Concise Oxford Dictionary, evaluation is seen as the act of observing a teacher's performance and indicating general aspects of strength or weakness (from OF aprisier, ! - to and prlsler - praise). Appraisal (from F evaluer, e - ex and valuer - value) suggests a slightly more judgmental response based on specific aims or values. Assessment (from L assessare - a combination of frequent and sit, originally to fix taxes) is seen more as an act of judgment based on numerical or other fixed expressions. As previously indicated, current practice in South Africa attempts to combine these processes. In chapter two the focus shifts to the behaviour of people within organizations and the need to take into account organization theory, as well as administrative and managerial concepts, in order to establish implications for the assessment of teachers. Views of man, as an organizational being, are reviewed and current practices in hierarchical systems with regard to delegation of responsibility and development of staff are indicated. A specific consideration of the act of teaching occurs in chapter three, where a review of the literature on teacher competence is undertaken. No such review could be exhaustive, and is meant in the present context to serve as background rather than as a definitive pronouncement. Chapter four includes a consideration of procedures for the assessment of teacher competence within centralized and decentralized education authorities, and a comparative study of methods used in England, the United States and Australasia. A full account is given of the policy and practices of all aspects of teacher assessment, including assess-. ment for promotion, operating in the Natal Education Department, and comparisions are drawn with procedures in other provincial education authorities. The question of "merit assessment" of teachers in the Republic of South Africa is broached and teacher reaction to it is indicated. In chapter five, an historical and criticdl account is given of the assessment of teachers in South Africa, with specific reference to Natal, and with emphasis on the "merit assessment" system as established in 1978. A detailed study is made of answers to a questionnaire drawn up by the writer and distributed to assessors of teachers in two education authorities in Natal. Chapter six contains a summary of major conclusions ar1s1ng from the study. Innovations are suggested, on established principles, with a view to recommending change 1n the assessment of teachers. The situation in Natal is borne 1n mind throughout, but the conclusions and suggestions are of a general nature. / Thesis (M.Ed.)-University of Natal, 1982.

No abstract available. / Thesis (M.Ed.)-University of Durban-Westville, 1979.