No abstract supplied. / Thesis (M.Ed.) - University of Durban-Westville, 1985.

Hierdie dissertasie is ‘n beperkte studie wat die gebruik van die rekenaar in skooladministrasie en -bestuur ondersoek. Mikrorekenaars het oor die afgelope paar jaar algemeen beskikbaar geraak en, die gebruik daarvan in skole vir akademiese sowel as vir administratiewe doeleindes het spontaan ontwikkel. Ervaring in lande soos Engeland, Skotland, Kanada en die VSA het egter sekere sleutel-aspekte in sodanige ontwikkeling aangetoon wat die optimum benutting van die mikrorekenaar in administrasie en bestuur kan bevorder. Daar is daarom, deur middel van onderhoude in Skotland en Engeland, gepaard met ‘n omvattende lektuurstudie van die situasie in hierdie lande asook in die VSA en Kanada, vier van hierdie sleutelaspekte gefindentifiseer. ‘n Empiriese studie in sekondere skole van die Natalse Onderwysdepartement het getoon dat daar nog groot onsekerheid en gebrek aan ervaring ten opsigte van rekenarisering in hierdie skole heers. Verder was dit duidelik dat hierdie skole gevaar loop om die foute wat in baie ander lande begaan is, te herhaal. Die dissertasie word afgesluit deur gevolgtrekkings en aanbevelings wat moontlik daartoe kan lei dat die slaggate wat aangetoon is, vermy kan word en die voordele van ‘n goed beplande, effektiewe rekenaargesteunde administrasie en bestuurstelsel geniet kan word. This dissertation is a restricted study in which the use of the computer in school administration and management is investigated. Micro-computers have become available over the past few years and their use in schools for academic and professional as well as administrative purposes has developed spontaneously. Experience in countries such as England, Scotland, Canada and the USA has shown certain key aspects in this development in which the optimum use of the micro-computer can be improved. Through interviews in Scotland and England associated with a comprehensive literature survey of the situation in these countries and in the USA and Canada, four of these key aspects have been identified. An empirical study conducted in secondary schools of the Natal Education Department shows that considerable uncertainty and lack of experience in respect of computerisation in the school still prevails. Furthermore, it is certain that these schools are in danger of repeating the errors which have arisin in other countries. The study concludes with the drawing of conclusions and the making of recommendations which could possibly lead to the avoidance of these pitfalls and result in the enjoyment of the advantages of a well-planned, effective computer-assisted administration and management system. / Thesis (M.Ed.) - University of Natal, 1986.

The study investigated the attitudes of high school learners towards Physics and Chemistry. The learners were in Sastri College, a high school in Kwa-Zulu Natal. The study also investigated the relationship between attitude and performance. The sample consisted of 50, Grade 12, Physical Science learners. The data was collected by means of a questionnaire, a semi-structured and individual interviews and the matriculation results from the Department of Education and Culture. The SPSS package was used to analysis the quantitative data. The interviews were used to qualify and elaborate on the statistical findings. The findings showed that majority of the learners had a positive attitude towards Physics while few learners had positive attitude towards Chemistry. It was also found that attitude did not affect the performance of the learners and there was no gender difference between attitudes and performance. / Thesis (M.Ed.) - University of Durban-Westville, 1999.

This dissertation, through the case study approach, investigates the role of environmental action groups in raising public awareness of environmental hazards in Merewent. Merewent is a residential suburb that lies in the heart of the South Durban Basin adjacent to two oil refineries, a paper mill and other small industries. The sulphur -rich gases released by these refineries over the more than forty years have affected the health of the residents. Many today have respiratory ailments, with some of them developing related cancers. With the emergence of environmental action groups in the area, the awareness of the problem has increased. This has resulted in pressure being applied by the community on the refineries to adopt less hazardous methods of refining crude oil. Most of the people who make up these action groups had limited knowledge of the environmental pollution. However, through their involvement in the activities of these groups, they learnt and became active participants in these organisations. Using science literacy, popular education and social learning theory as the underlying theoretical basis, this study investigates the learning that took place when people participated in social action. / Thesis (M.Ed.)-University of Natal, Durban, 2002.

This study describes the extent to which summative assessment tasks assess the different cognitive levels and learning outcomes with reference to the SAG (2008) for Grade 10 Life Sciences. Essentially, it describes the fit between the intended and implemented assessment, using documentary analysis as a research strategy. In order to determine the fit between intended and implemented assessment the Life Sciences SAG (2008) and question papers on summative assessment tasks were analysed. The question papers were obtained from three schools which were sampled purposively in the Mpumalaga Province. The Life Sciences SAG (2008) was analysed in order to determine the official percentage weightings (marks) of the cognitive levels and learning outcomes which must be assessed in the summative assessment tasks (intended assessment). Using the Revised Bloom’s Taxonomy as an analysis tool, question papers on summative assessment tasks were also analysed in order to determine the average percentage weightings (marks) of the cognitive levels and learning outcomes which were assessed (implemented assessment). When the intended and implemented assessments were compared the following results were obtained: For practical tasks and end-of-year examinations there was an incongruity between the intended and implemented assessment in terms of the cognitive levels and learning outcomes. The discrepancy between the intended and the implemented assessment was also found in controlled tests but only in terms of the learning outcomes. In controlled tests the fit between intended and implemented assessment in terms of the cognitive levels could not be determined because the SAG (2008) does not prescribe the cognitive levels which must be assessed. Furthermore, a weak fit between the intended and the implemented assessment in terms of the lower cognitive levels and learning outcomes was found in mid-year examinations. However, there was a strong fit between the intended and implemented assessment in terms of the higher cognitive levels in mid-year examinations. Lastly, for the research projects the fit between the intended and implemented assessment could not be determined because the Life Sciences SAG (2008) does not prescribe the cognitive levels as well as the percentage weightings of the learning outcomes which must be assessed.

The school focused in this study is involved in promoting HIV/AIDS education among learners. Past attempts at HIV/AIDS education took the form of assembly talks and special assembly programmes which, unfortunately, yielded limited success. In response to this, a grade eight HIV/AIDS education programme, integrated into the mainstream curriculum, was developed and implemented. The HIV/AIDS education programme cuts across different learning areas and its impact on learners is the focus of this study. The study undertaken is located in a constructivist paradigm and draws largely upon qualitative research methods. However, the use of quantitative data has also been crucial in supporting the findings of the research. Research participants included a stratified sample of grade eight learners who were involved in the programme, educators who were engaged in the development and implementation of the programme, learners on the school's HIV/AIDS Committee, the Life Skills co-ordinator of the school and social workers who supported the programme. In view of the sensitivity surrounding various HIV/AIDS issues. this study draws special attention to ethical issues that impact on the research procedures adopted. Evidence from this research indicates that the implementation of the grade eight HIV/AIDS programme has substantially improved the acquisition of HIV/AlDS knowledge by learners who were engaged in the programme. The impact of the programme on high-risk behaviour is difficult to ascertain in the absence of longitudinal studies. However, the majority of learners have responded positively to the programme and emerging learner attitudes appear to be favourable to the promotion of behaviour patterns that are supportive of the prevention of HIV-infection. This study suggests that, in the quest to improve the effectiveness of HIV/ AIDS education, the programme in focus needs to engage more seriously with gender and cultural issues. The grade eight HIV/AlDS programme lends itself to further modification and this study recommends that the scope of stakeholder participation be broadened, particularly with regard to parental involvement. / Thesis (M.Ed.) - University of Natal, Durban, 2001.

This research presents an understanding of Grade R teachers' beliefs and practices, and elucidates factors that constrain the belief practice domain. In asking the question, "What are the beliefs and practices of Grade R teachers within a context of effective pedagogy in Grade R/Reception Year classes in the greater Durban area of KwaZulu-Natal?" I produced data from Grade R teachers' perspectives. I reported on their beliefs on pedagogy, and the nuances of their practice, in order to develop an understanding of the different dimensions of pedagogy in Grade R. Using a qualitative, exploratory case study design I produced data on three Grade R teachers from different ethnic backgrounds, in three public schools, in the greater Durban area. The schools chosen varied from low, to middle class socio-economic background, catering for learners from different ethnic and cultural backgrounds. A multi-method approach of data-collection was followed. This study used the social constructivist theory of Vygotsky, as a theoretical lens through which teacher beliefs and practices were examined. Drawing largely on data from observations and interviews, the findings of this study concluded that although teachers were observed to generally follow their pedagogic beliefs, several points of difference between their beliefs and practices existed. This study found that the belief practice domain was affected by a number of contingent factors such as teachers' understanding of the curriculum, teacher training and qualifications, and support from the Education Department, school and parents. In addition, contextual factors such as working conditions, learner-teacher ratios, provision of resources and facilities also affected teacher practice. There was evidence of a high value placed upon learning through play. However, the findings of this study illuminate the need for training Grade R teachers in: creating the conditions for learning through play, the use of collaborative play approaches, and guidance on scaffolding children's learning. This study concludes that the absence of an educational programme geared towards multiculturalism and diversity is of great concern. / Thesis (M.Ed.)-University of KwaZulu-Natal, Edgewood, 2011.

Classroom management in the context of under-resourced classrooms and mixed-ability classes is an issue that is under-researched in South Africa where most public schools are under-resourced and have mixed-ability classes. My interest in undertaking a study on managing the mixed-ability classroom is based on my experience as an educator in Africa, where I have had to manage classes of learners with mixed abilities. The literature about classroom management shows that there are different management styles available to the classroom teacher who is faced with managing learners of different abilities. Three common styles are the democratic management style, the autocratic management style and the laissezfaire management style. Thus, the main research question for this study is: How do teachers in underresourced South African schools manage their mixed-ability classes? A subsidiary question is: What management styles do classroom teachers employ to manage their classes? Ginott’s theory of congruent communication was used together with the democratic, autocratic and laissez-faire styles as the theoretical framework to interpret two case studies of teachers and how they manage their classrooms at one school in the Pinetown area of KwaZulu-Natal. Using two methods, interview and observation, the findings reveal that teachers in under-resourced public schools mostly make use of a democratic management style in the classroom. This is because it encourages inclusivity of all learners irrespective of their ability. Sometimes classroom conditions lead teachers to employ an autocratic management style. Order and discipline in the class is the rationale for the supplementary autocratic style. The study concludes that the democratic style of management is better suited than an autocratic style to under-resourced classroom conditions, which are populated with many mixed-ability learners having special needs, this is because it is more in line with South Africa’s policy on inclusive education. / Thesis (M.Ed.)-University of KwaZulu-Natal, Edgewood, 2009.

This study addresses the problem of sexual risk-taking among young African girls aged 16 turning 17 years of age and factors influencing these risky sexual behaviours. The main question that arises from this problem is: How do young African schoolgirls construct sexual risks in their social context? The purpose of this study therefore was to explore how young African schoolgirls construct sexual risk in the context of HIV and AIDS in one high school in the Pinetown district of KwaZulu-Natal, South Africa. The research context was one high school in the densely populated township of KwaNdengezi in Pinetown district, Durban. The study comprised of 8 female participants in the 16-17 year age groups. In order to find out which factors influence young African girls’ sexual behaviours, a qualitative research design based on socio-constructionist theory was used. Data were collected using semi-structured interviews. Results of this study showed that the majority of young girls were knowledgeable about HIV and AIDS; they knew how it is transmitted, and they knew that involving themselves sexually is dangerous, which is why most of them had not done so. Some girls preserved their virginity, a good way of delaying early sexual debut. The young girls also had knowledge about preventative measures. The results also indicated that factors influencing young girls’ sexual risk behaviours included, among others, partying at night, fear of their partners, culture, gender inequalities and – mostly – alcohol intake. They also revealed that there is a lack of support about sexual issues from parents, community and the Government. This study revealed that young African school girls involve themselves in risky sexual behaviours, and experience a lack of support from parents, the community and the Government – agencies which the young girls feel can be instrumental in helping them to change their sexual behaviours. From all of this it is concluded that there is a need for further research among young African girls aged 16 turning 17 years. / Thesis (M.Ed.)-University of KwaZulu-Natal, Edgewood, 2011.

This work discusses issues of curriculum in terms of a case study of curriculum reform at a South African medical school, from the viewpoint of a clinical department of which teaching input is predominantly postgraduate rather than undergraduate. Concepts of curriculum and content are explored. A distinction is drawn between different uses of the term 'paradigm'. The context underlying the current educational climate nationally and internationally is described, and the course of medical education and teaching in anaesthesia traced historically. Results of a questionnaire circulated amongst general practitioners in KwaZulu-Natal, and informal interactions and semi-structured interviews with members of staff and students at the medical school, are documented. The general practitioners were broadly in favour of the changes contemplated by the Curriculum Development Task Force and indicated support for movement towards newer modes of teaching and learning. Staff and students were more equivocal about proposed change, conceding their conservatism and pointing out practical problems with initiating change in the direction envisaged, but appearing willing to proceed. Anaesthetics staff on the whole seemed more optimistic about change; they differed from the GPs, other staff and students in advising against attempting to teach specific - as against generic - anaesthetic skills to undergraduates. The responses of the different groups' opinions are discussed against the national and international background in terms of curricular paradigm, educational strategies, curriculum content and aspects of change. It is concluded that Medicine in general has operated in the natural science paradigm and that a degree of inertia has resisted changes suggested for at least the past century. The impetus for change from within medical schools, the profession and society at large is now such that transition directly to a critical mode, strongly influenced by postmodernism, is pending, the effect being that of a Kuhnian paradigm shift. The interdependence of curriculum as a whole and of content - one of its elements - is noted. Local teaching changes in Anaesthetics are compared with those of the faculty as a whole and the interaction of the now fragmented elements of anaesthesia core teaching with the reform process are sketched. / Thesis (M.Ed.)-University of Natal, 1999.