The global interest in the production of advanced knowledge workers as one of the drivers of economic growth, has led to questions about the cost and length of time spent in doctoral study. As a result, the pedagogy of doctoral study has come under investigation. Alternative discourses of supervisory practice, learning approaches and / Thesis (Ph.D.) - University of KwaZulu-Natal, Durban, 2009.

This study reflects the phenomenological and empirical description of the researcher's experience as a secondary school teacher, teacher educator and researcher at a teacher training institute. The study was prompted by low performance and high drop outs of children in the primary schools of Mauritius. In the course of the investigations, a variety of collateral and related issues spawned from the study of the main theme. These focused on three main educational issues being at the heart of the reform process undertaken in Mauritius: undergraduate teacher preparation programs, continuing professional development of teachers, and curriculum restructuring. The first issue addresses the problem of pre-service teacher preparation programs and its impact on efficiency, effectiveness and efficacy of teachers. The second concerns the provision of professional development opportunities to teachers and its impact on the performance of students and overall school improvement. The third focuses on the need for curriculum restructuring in a context where, with the advent of the information society, the educational landscape is changing to accommodate computer technology as a cognitive tool. The thesis also focuses on the impact of teachers' development on school performance and makes recommendations for improving schools' overall performance through teacher development, computer technology, and curriculum restructuring. The phenomenological dimension of the study relates to the search for a pedagogical-andragogical-technological solution to the problem of continuing professional development of teachers. Chapter 1 provides an overview of the educational system in Mauritius within focus on the role of teachers from a modernist perspective. The chapter also provides the rationale for change from a postmodern perspective. Chapter 2 provides a review of literature on teacher development, preparation programs for trainee teachers, and the problematics of elementary school mathematics from a constructivist perspective. Chapter 3 deals with problems of investigating research paradigms and the search for methodological stances for the investigations. Chapter 4 deals with the analysis of the research data. Chapter 5 describes the findings and provides the bases for formulating the proposals and recommendations. The study is based on a diversity of research methods that in fact transcend the narrow standards of traditional empirical research. The researcher had recourse to a range of methods, based on an eclectic approach that drew from developmental research and a combination of ethnographic and hermeneutics research, in investigating contemporary teaching, learning and curriculum development processes in order to provide a concrete, theoretically-based direction for organizing the investigations. The approaches, in a sense, are mutually intertwined and provide a basis for investigating and making suggestions on how teacher development and curriculum ought to be or could be. Much of the study has been driven by postmodern thinking in pursuit of a rationale to bring a re-conceptualization of teacher training and development, and curriculum change. In this respect, the researcher may be regarded as a 'self-styled postmodernist' adopting a questioning epistemology to investigate the objective reality created by modernism. The scientific notation has been used to link the different sections of the text for ease of reference. It is expected that the findings and recommendations will be found to be useful to decision- and policy-makers and may guide further research in the field of teacher education in Mauritius. It is hoped that this thesis will contribute to enrich the burgeoning research literature on Mauritian education. / Thesis (Ph.D.)-University of KwaZulu-Natal, 2005.

No abstract available. / Thesis (Ph.D.)-University of Natal, Pietermaritzburg, 1963.

The purpose of the study was to investigate the implementation of scientific investigations at Grade 9. The study focussed in particular on the autonomy learners have in doing scientific investigations, and the strategies that teachers employ in supporting learners when they are doing investigations. The study adopted a mixed methodology research design which involved the collection of both quantitative and qualitative data. The quantitative data was collected by means of questionnaires which were administered to teachers and learners. Qualitative data was collected by means of classroom observations, teacher interviews and learner interviews. The general trends that were quantitatively established were validated and explicated by the qualitative analysis. A finding of the study was that at schools where scientific investigations are taking place, the learners have varying degrees of autonomy across the different stages of the investigation. In general, autonomy increases from little autonomy at the start when formulating the investigation question to significant autonomy in drawing conclusions. The study also revealed that both teachers and learners believe that when learners do their own investigations, it facilitates conceptual understating, leads to the development of scientific skills, and helps to motivate learners. In addressing the question of teacher support, the study found that teachers support learners by asking questions at all stages of the investigations, offering suggestions when necessary, giving learners a prompt sheet, and instructing learners in the use of practical techniques. Finally, the study identified class size, the availability of resources, the availability of time, and teacher competence as significant factors which affect the degree of learner autonomy in the implementation of scientific investigations in the classroom. These findings have implications for the implementation of scientific investigations at schools. Firstly, the findings it is believed will inform the practice of teachers who would want to introduce learner-centred investigations in their teaching. Secondly, the study has identified factors which will need to be considered by curriculum planners if the scenario of learners doing their own investigations is to become a reality in South Africa. / Thesis (Ph.D.)-University of KwaZulu-Natal, Durban, 2007.

In the new National Curriculum Statement in South Africa, there has been a strong drive towards recognizing and affirming the critical role of indigenous knowledge (IK), especially with respect to science and technology education. The Natural Sciences, Physical Sciences and Life Sciences curricula statements form the basis of this research. This study strove to establish how science teachers responded to the inclusion of indigenous knowledge systems (IKS) in their science classrooms. My study began with 23 science teachers who completed a university module ―Issues in Science Education, which included an IKS component. The study investigated firstly, what currently informed teachers‘ thinking, knowledge and action of IKS. Secondly, the research questioned how teachers interpreted and implemented IKS in the science classroom. A sample of three teachers were followed into their classrooms to investigate how they specifically implemented Learning Outcome Three related to IK in the Science Curricula Statements, and what approaches pertinent to the inclusion of IK were developed. That is, the study explored how shifts were being made from a theoretical phase at the university where teachers engaged IK to an actual phase of implementation in their school science classrooms. Finally I attempt to explain why the teachers interpreted and implemented IK in the way they did. Production of data took place from 2006 to 2007, and used surveys, telephonic interviews, written assignments, face-to face interviews, classroom observations and reflective interviews. The three case studies involved three science teachers at three secondary schools in the province of Kwa-Zulu Natal, South Africa. The study found that the three teachers used three very different approaches through which IKS was brought in the science curriculum: an incorporationist approach, that brings IKS into science by seeking how ―best IKS fits into science; a separatist approach that holds IKS ―side-by-side with scientific knowledge; and an integrationist approach that ―links and makes ―connections between IKS and science. The approaches developed by the teachers were found to be informed by their biographies, values, cultural backgrounds and worldviews. / Thesis (Ph.D.)-University of KwaZulu-Natal, Durban, 2010.

Masculinities are not constructed and performed identically. This research project looks at how male learners at a township high school, South of Durban, define, understand, and perform masculinities. To that end, this study employs varying instruments (non-participant observation, focus group, and individual interviews) to explore the participants’ understanding of their own masculine identities as well as that of their fellow male students. The study was informed by masculinities, sex-role, and black masculinities theoretical and conceptual frameworks. The participants (grade 9-11 male learners) range in age from 14 to19. These young males discussed early masculinities teachings as well as defining characteristics of an ideal “real men.” Their understanding of masculine identities was shaped by family, media, church, peers, and others. They also provide information on the various masculinities constructions and performances at their school. Focusing on the opposition of dominant and subordinate masculinities, I gained firsthand knowledge from the participants about male learners who are excluded from formal and informal school process. The participants identified and discussed male learners who are said to be performing subordinate masculinities, including admonishment and sanctions used against learners who fall in this category. Emergent masculinities are highlighted from suggestions that participants provided as a means of ensuring that all learners can fully participate in the school process. Lastly, this study provides implications and recommendations for all stakeholders involved in secondary school education. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2009.

This study examines the standardised tests as administered in Grade 9 in the form of Common Tasks for Assessment (CTA). The main focus of the study was to understand the attitudes of Economic Management and Sciences teachers toward the CTA (EMS) and how they were engaging with the CTA (EMS) during the ‘normal’ course of curriculum development. The study was undertaken in response to my observation of the negative attitude of EMS teachers toward the CTA (EMS) during the EMS workshops. The literature revealed that standardised tests have negative consequences such as the narrowing of curriculum, over-reliance on tests preparation materials, unethical test practices, unfair test results, unintended bias against population subgroups, increased tension and frustration in schools, increased grade retention, and regression of pedagogical practice. In responding to the pressure and stress associated with the standardised tests, teachers end up leaking test papers prior to test writing and gave answers to learners during the writing of tests. Teachers in ‘high-stakes testing’ environment tended to feel more pressure to increase test scores than their counter-parts in low- or moderate-stakes testing environments. The data was generated through semi-structured interviews, document analysis and lesson observations. Purposive sampling was used in the selection of the participants. Results indicated that: (1) teachers and learners experienced problems with the language used in the CTA (EMS); (2) the content of the CTA (EMS) was biased; (3) CTA (EMS) put pressure and stress on EMS teachers; and (4) the CTA imposed unfair curriculum expectations on EMS teachers. These problems made EMS teachers develop a negative attitude toward the CTA (EMS). It was also found that EMS teachers had difficulty in engaging CTA (EMS) during the ‘normal’ course of curriculum development. It is recommended that policy makers should regularly interact with schools in order to acquaint themselves with teachers’ experiences during CTA (EMS) administering. Furthermore they should take the views of the teachers into consideration during the policy formulation on CTA (EMS) administering. If the policy makers continue to ignore the concerns of the EMS teachers and to distance themselves from the reality in schools as far as the CTA (EMS) administering is concerned, the implementation of assessment policy will remain an elusive reality. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2009.

Thesis (M.Ed.) - University of Kwazulu-Natal, 2007.

The focus of this study is to explore assessment in the Foundation Phase by / Thesis (M.Ed.) - University of KwaZulu-Natal, Durban, 2007.

This study presents the findings of a qualitative case study research to explore and / This study presents the findings of a qualitative case study research to explore and describe the experiences of drop-in site personnel in the provisioning of pastoral and educational care to orphaned and vulnerable children. It also investigates and documents the experiences of orphaned and vulnerable children in receiving pastoral and educational care. It is hoped that lessons learnt from this study could be replicated in other areas engulfed with poverty and HIV/AIDS. To achieve the objectives of the study, a qualitative, descriptive and contextual research design was chosen. Data presented were collected during individual and focus -group interviews with 21 drop-in site personnel and 4 orphaned and vu lnerabl e children in two drop-in sites in eThekwini Region which is one of the 12 Regions in KwaZulu-Natal Province. The results will show that drop-in sites are not expensive to establish, operate, manage and are a sustainable alternative of caring and supporting vulnerable children and orphans in a local community by local citizens. Drop-in sites' maximum functionality in ensuring that vulnerable children and orphans access basic education hinges on the strengthening of coll aborative working relationships among various stakeholders in and outside government. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2007.