The study aimed to explore the role of the school in promoting parental participation in education. Parents’ perceptions of their role in education and the benefits of their participation were also explored. Lastly, the study aimed to identify support structures designed and implemented by schools to assist parents overcome barriers to their participation. The study employed qualitative methods. Data was collected in two stages. Firstly, questionnaires were administered to parents and school staff. Returned questionnaires were analysed. The data collected using the questionnaires was used as a springboard for the second stage of data collection. This second stage included semi-structured interviews conducted with educators and school managers. These interviews provided the researcher with in – depth information which built on the information gathered through the questionnaires. The study aimed to explore the role of the school in promoting parental participation in education by exploring various aspects that impact parental involvement within the school. Attitude of school staff, school climate, school policy, communication and management of parental participation were identified as aspects within a school that impact parental participation in education. The research revealed that while parents and school staff agreed that parental participation in education is beneficial, parents’ perception of their participation was limited to assisting their children with homework tasks. In addition, school staff were unclear of their expectations of parents. Findings revealed that the school plays an imperative role in promoting parental participation in education since they have control over factors such as school climate, school policy, home-school communication and management of parental participation which all impact levels of parental participation within a school. The study also found that the school in the study lacked support structures to assist parents overcome barriers to their participation. The study concludes by making recommendations for improved levels of parental participation in education based on the findings of the study. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2012.

This study sets out to examine understandings of gender and sexual risks amongst young Africans in the KwaMakhutha township, in KwaZulu-Natal. Young Africans between the ages of 16 to 17 years old were interviewed to ascertain what they perceive to be risky sexual behaviour and why young people engage in such activities. The study also aimed to understand whether young people understood the negative consequences of risky behaviour. Such insight from young peoples' perspectives is very helpful in understanding what schools can do to prevent risk taking activities especially in the context of AIDS. KwaZulu-Natal is the epicentre of the AIDS pandemic in South Africa and young people between the ages of 15-24 are very vulnerable with young women facing disproportionate vulnerability. A qualitative research method was used in this study and ten in-depth interviews were conducted in one of the high schools in the KwaMakutha Township, outside Durban. The study finds that gender inequalities is central in understanding sexual risk and constructions of masculinity and femininity reproduce sexual and gender relations of power where young women remain vulnerable. Schools should take the voices of young people seriously and address gender inequalities as a key area of intervention. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2011.

This study is an exploration of the influence of different school contexts on novice teachers’ professional development and learning. The study sought to understand and interpret how 1st year novice teachers who were exposed to a new UKZN teaching practice approach, learnt and developed in varying school contexts. It also attempted to understand how these teachers exposure to knowledge/experiences of contextual diversity during their training contributed to their development in their present school contexts. A qualitative approach with an interpretive framework was used, as this approach allowed for the phenomenon (novice teachers’ development in diverse school contexts) to be studied in natural settings and it foregrounded the social and cultural context. The study was underpinned by the teacher development framework designed by Amin and Ramrathan, and Samuel’s force field model and the situated learning theory. Amin and Ramrathan’s approach foregrounded contextual diversity as this is the reality of the post-apartheid South African schools. As the study also sought to explore novice teachers’ professional development in work contexts, it drew on the situated learning theory and Samuel’s force field model as a means to assess the extent the role the various forces (biography, curriculum, institutional and contextual) play in influencing novice teacher development. The case study methodology was used to elicit insight and clear perspectives of novice teachers’ multiple truths and realities with regard to their professional development in the contexts they worked. The participants were purposefully selected. They were three 1st year teachers who had completed the B.Ed degree at the same university. They were of the same race and gender. These participants taught at different school contexts. This enabled me to assess how these varying contexts shaped their professional development. Data was collected through semi-structured interviews. The use of semi-structured interviews allowed for new data to be generated through probing and clarification of answers. The interviews were audio-recorded to ensure that all data was available for analysis. The findings of the study reveal that the nature of the school contexts has a direct bearing on the professional development of the participants. Factors such as the school leadership and management styles, school resources and school based professional development programmes influenced how these teachers developed. The biography of the participants had a significant role in ensuring that they were able to rise above their many challenging experiences and thereby enhance their professional growth and professional development. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2012.

The study investigates how participation in sport can enhance a learner’s self-esteem. There are other significant factors such as the academic performance, peer acceptance, support from school and parental support, which may contribute to increasing the self-esteem of a learner. However, sport has been chosen as the point of focus in this study. The theories underpinning the study are Self-determination Theory (SDT), Cognitive Evaluation Theory (CET) and Achievement Goal Theory. SDT distinguishes between intrinsic motivation which refers to engaging in something for the pleasure and satisfaction and extrinsic motivation refers to engaging in an activity for some kind of reward external to the activity itself. CET suggests that people must experience both satisfaction for both competence and autonomy in order to maintain intrinsic motivation. Extrinsic rewards like material rewards undermine intrinsic motivation. Achievement Goal Theory proposes two goal orientations, that is, task orientations and ego orientations. Task oriented individuals seek personal improvement and task mastery whereas ego oriented individuals seek to outperform others. Therefore task orientation is self-referenced whereas ego orientation is externally referenced. This was a qualitative single case study research design informed by an interpretive paradigm. It is about people’s subjective experiences and how they understand and interpret the world around them. The idea was that the researcher wanted to discover the unique experiences of participants regarding sport participation and to find out what inspire them. Focus group interviews, semi-structured interviews as well as observations were used as data collection procedures. The school that was selected for this study is a school situated in the urban area in Pinetown. Six learners involved in sports were chosen to participate in a focus group session which aimed to gather information on their experiences about sports. Leaners who participated were selected from Grade 10, 11 and 12. The sports coordinator who is also a physical education teacher was requested to take part in the semi-structured interview. The intention of the session was to collect data on her views about leaners’ experiences and whether the support related to sports given by the school to the learners has benefits that could enhance learners’ self-esteem. Although the school offers a variety of sports and encourages everyone to participate, there are still learners who are not involved in sports for various reasons. This non-participation needs to be addressed as it is important for adolescents to have high self-esteem in order to lead normal lives. Therefore the government and the school need to work together to ensure that all learners take part in sport. Parents also have a role to play in ensuring that their children participate in sport. Data analysis based on the responses of the participants revealed that learners engaged in sport and have a higher self-esteem than those who do not participate. Moreover, learners participating in sports have positive relationships with their teachers, parents and peers. The results of the study indicated that there is, indeed, a positive relationship between sport participation and self-esteem. This study was therefore seen as beneficial in motivating leaners and parents to motivate their children to partake in sports at school level. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2013.

Computer Applications Technology is one of the subjects that equip learners with the new technological skills that are needed in today’s life. In the past, many schools used computers only for administrative purposes. This is the case even today in some schools. Very few schools in the rural areas offer Computer Applications Technology. Those that do, face many challenges including a lack of electricity. Computer Applications Technology helps learners acquire computer skills that improve their performance when they enter tertiary institutions. It can also help them to find jobs in companies that need people who are able to operate computers. This is particularly true for learners from the rural areas, since most of their parents are unable to pay for them to further their education at tertiary institutions. On obtaining their Grade 12 certificate, most rural learners look for jobs. This study focuses on the experiences of teachers in teaching Computer Applications Technology in rural areas; the challenges and benefits in teaching Computer Applications Technology; the qualifications of Computer Applications Technology teachers; the use of Computer Technology in teaching; Computer Literacy teachers as motivators in learners’ lives; and teachers and Computer Literacy. The findings of this study reveal that; teachers in rural areas lack a functional Computer Literacy foundation on which to build new technology and skills. The use of computers and related technologies was not a routine part of most teachers’ own educational environment. The number of years of experience and teachers’ status in a school has a significant relationship to familiarity with Computer Technology. A lack of hardware and software; and a lack of knowledge and skills in using computers is a challenge. A lack of or insufficient training opportunities and crowded classrooms are one of the important problems that Basic Education schools face. Insufficient guidance and help in instructional use, insufficient technical assistance, and an insufficient number of computers are other important problems. Most Computer Applications Technology teachers were not trained to teach computers as a subject. This could be because; even in training institutions, computers were only used for administration purposes. Greenwood (1993) notes that; many teachers entered the profession with arts-based qualifications. The introduction of computers in schools is a process which needs time to become self-generating with younger teachers who are now entering schools having used computers in their own training. In South Africa, students have only recently started taking Computer Studies as a major subject in teaching. Previously computers were studied only in certain fields like Computer Science or Information Technology. In rural schools, it is rare to come across a computer laboratory in good condition in terms of space and the number of computers, let alone someone with knowledge of the internet. Rural schools do not have computer centres, internet access, experienced teachers and ample sporting and cultural activities to choose from. However, learners can benefit substantially from this new technology because they can be able to do their work as a group while they are not all in the same physical space. They can share their challenges as they study and prepare for class tests or examinations using the internet. The researcher recommends that the Department of Basic Education should employ teachers who are well trained in Computer Applications Technology. A technician should be employed to service computers at schools and help teachers who are experiencing problems. The Department should encourage primary schools to teach Computer Studies so that when learners study Computer Applications Technology at high school they have a basic grounding in computers. It is recommended that Schools ask companies for donations to enable them to buy computers. They should tighten up their security to make sure that computers are safe. Schools should organise technology specialists to train their teachers. They can use their computer laboratories to offer afternoon classes to the community and charge them for this service. This will help them to raise funds to buy more computers for the school. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2012.

This research study explores six primary school learners’ transition to secondary school and the influences that this may or may not have had on their mathematical performances. The study was carried out over a seven month period, that being the latter part of their final primary school year until the end of the first term of high school (October 2010 to April 2011). Various data collection methods were employed to retrieve information and much literature was used to inform this study. In the chapters to follow there are detailed descriptions of various stakeholders in the transition process as well as the factors that affect mathematics learning. The analysis of data reflects the findings of this study and discusses some of the implications regarding mathematics teaching and learning that should considered during the transitional period from primary school to secondary school. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2011.

No abstract available. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2012.

My study is an exploration of four women educators' experiences of living "openly" with HIV in their respective workplaces. All four women were from the different geographical demarcations ofthe Ethekweni region. I used in-depth interviews , as outlined by Seidman (1999), to learn more about the experiences of the four women. The key findings of my study were (l) the evidence of HIV/AIDS-related stigma and discrimination against people living with HIV, (2) the inclusion of people living with HIV, shown by employers and colleagues and (3) the emergence of a new generation that is better informed, receptive and supporti ve of people living with HIV. / Thesis (M.Ed.) - University of Kwazulu-Natal, 2005.

This dissertation studies the impact of using the Scaffolded Literacy Strategies as developed by Dr. David Rose, in a South African Special Needs school. The central aim of the study was to establish the efficacy of this approach and whether it would have any effect on the levels of literacy and comprehension of the learners at the / Thesis (M. Ed.) - University of KwaZulu-Natal, Pietermaritzburg, 2006.

Middlewood, D. et al. (1998) state that "Development cannot be forced because it is the teacher who develops (active) and not the teacher who is developed (passive)". Active teacher participation in professional development programmes will result in greater school improvement and teacher empowerment. The study is based on the parameter that if the teachers have no real input in the planning stage of the development programmes, such development programmes are likely to be ineffective. This study seeks to investigate whether these school-based professional development activities help teachers to teach effectively or make the school efficient. The study aims to investigate the perceptions of teachers and the role of the school managers regarding the value and usefulness of school-based teacher professional development programmes in school X. Both qualitative and quantitative research methods were used and data was collected through semi-structured interviews with members of the school management and questionnaires with educators. The investigation was limited to the data obtained from all the questionnaires and interviews that were responded to by the entire academic staff of school X. The findings are based on data collected only from the interviews and questionnaires. The findings of the study showed diverse views towards the current form of school-based professional development programmes. There were however all encompassing parameters that can be summed up basically as follows: Both educators and school management regard school-based professional development as important aspects of teaching to improve educator performance. Development programmes should become an integral part of schooling and an official policy should be established in this regard. Development programmes have to be a continuous process and should be related to the subject taught be relevant and practical. Subject knowledge and teaching methods should be improved for effective teaching and learning to take place. Professional development programmes should be evaluated to determine whether meaningful outcomes have been achieved or not, and continuous feedback should be given to educators. / Thesis (M.Ed.) - University of KwaZulu-Natal, Durban, 2006.