Published Article / The aim of this paper is to explore educators' perceptions on the use of Information Communication Technologies (ICTs) for curriculum delivery. Perceptions impact on the reality construction of the adoption and utilisation of the technology in disadvantaged schools. Understanding the perceptions of educators is vital when introducing innovation into curriculum delivery, because the way educators perceive the innovation impacts on the intended use of the technology in schools. Using the Interpretive Phenomenological Analysis (IPA) approach, the study conducted and analysed fifteen one-on-one interviews with purposively sampled educators on their perceptions of, and experience with, ICT in disadvantaged high schools. The results of the study show that some educators perceive themselves as not competent enough to use the technology. Others with relatively high computer self-efficacy reported to have experienced the use of the ICTs in classrooms as an add-on. Meta interpretation shows that besides the lack of motivation to integrate the technology into the classroom, the root cause of some educators' negative perceptions is the IT training they had, which was inadequate to equip them with pedagogical understanding and skills on how to effectively incorporate this technology into their curriculum delivery. Therefore, there is a need to realign ICT innovation and implementation with educators' perceptions, in order to ensure success.

This study extended existing research on structured problem solving into disadvantaged South African classrooms. Sixteen disadvantaged urban South African high schools participated in a quasi-experimental study to investigate the effect of a structured problem solving strategy in physics on performance and conceptual understanding. The schools were disadvantaged with regard to standards set by the apartheid education system as well as by instruction in English, the second language of the students and most of the teachers. The problem solving strategy incorporated the use of different representations, group work, verbal arguments, written explanations, planning and interpretation of solutions. The strategy was implemented by a cascading model, where the researcher interacted with the teachers, while the teachers interacted with students. The treatment was non-disruptive of the normal school routine. The problem solving strategy was applied throughout the year while learning new content; there were no extra classes or additional work for learners. Normal classroom tests and examinations were utilized as sources of quantitative data. The treatment group outperformed the control group by 8 % in the midyear examination; this increased average score was statistically significant at the .001 level, indicating enhanced problem solving skills. Evidence of enhanced conceptual understanding was found by analyzing solutions presented in the midyear examination, videotaped problem solving and responses to questionnaires. Two new techniques were developed to assess conceptual understanding. Firstly, “solutions maps” were constructed for specific examination problems. These maps were visual representations of concepts, formulae, assumptions, substitutions and numerical answers presented by students. The popularity of various routes on the maps was compared for the two groups as a measure of differences in conceptual understanding. Secondly, a “conceptual index” was defined to quantify the extent to which a group of students used a conceptual approach in their solutions, as opposed to an algebraic approach. Learners and teachers regarded the structured problem solving strategy as a viable practice, they believed the students’ problem-solving skills were improved and they commented on the value of the strategy as a facilitator of understanding the language and concepts of physics. Teachers also believed that their own problem solving skills improved. Greeno’s model for scientific problem solving and reasoning was incorporated to explain the effect of structured problem solving on performance and conceptual understanding. Two complementary theories were offered to explain the results of the study. It was proposed that implementing the strategy fostered (1) the co-development of conceptual understanding and problem solving skills, and (2) the development of a conceptual approach to problem solving. Implementation of structured problem solving is a small intervention aimed at developing new habits of problem solving. In the South African context, it can make a significant contribution towards the enhancement of learning and teaching physics in disadvantaged schools. / Thesis (PhD (Science Education))--University of Pretoria, 2007. / Physics / unrestricted

The purpose of this study is to advance the understanding of why some mathematics classrooms in disadvantaged communities are successful and others not. The study was conducted in Limpopo Province in the northern part of South Africa. The central research question addressed in the study is: What factors facilitate achievement of Grade 12 mathematics learners in traditionally disadvantaged schools, particularly in Limpopo Province? The study included in an extensive literature survey in order to identify related studies in this and other countries. The analysis is based on qualitative and quantitative data gathered in schools with similar learner demographics and socioeconomic characteristics, including both high-achieving and low-achieving schools. The quantitative analysis was based on a questionnaire issued to learners whereas the qualitative analysis was based on focus group interviews with learners and individual interviews with teachers. A questionnaire issued to teachers was also included in the study. This investigation shows that factors such as learners’ and teacher’ commitment and motivation, attitudes and self-concept, learners’ career prospects, learners’ perceptions of peers and teachers, and teachers’ perceptions of learners appear to influence disadvantaged learners’ decisions to persist and achieve in mathematics in spite of their difficult circumstances. The conclusion is that there are no mysterious factors that lie at the root of the differences between high- and low-achieving schools. The application of sound teaching and learning principles fosters an environment where pupils are motivated to reach their full potential. / Thesis (PhD)--University of Pretoria, 2009. / Mathematics and Applied Mathematics / unrestricted

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This work investigates teachers' perspectives on their responsibilities and conditions for conducting crime prevention work in Swedish schools located in socio-economically disadvantaged areas. Due to unclear guidelines regarding the teachers' role in crime prevention, the study focuses on how teachers perceive and approach these tasks. Using a qualitative research approach based on semi-structured interviews with five teachers, in three different school, the study explores the challenges and opportunities teachers face in this work. The collected empirical material was analyzed through thematic analysis and interpreted using relevant theories, such as Social band theory. The study's findings show that despite uncertainty about their defined responsibilities, teachers take an active role and see crime prevention work as an integral part of their professional role. The conclusions emphasize that teachers' ability to work crime-preventively is strongly influenced by challenges at both the individual and societal level, including high crime rates, limited future prospects, social traumas, and stigmatization. Furthermore, the study highlights that effective crime prevention strategies largely involve building strong relationships with students and creating motivation and meaningfulness in their studies to reduce the risk of deviant behaviors.

Magister Artium (Psychology) - MA(Psych) / Several studies concur that children from a disadvantaged background are as prepared for formal schooling, compared to their advantaged peers who have access to attend good quality pre-schools. This is particularly true regarding the literature aimed at understanding the challenges that impede school readiness of Foundation Phase learners and the consequences of poor school readiness on learner’s school performance. The overall aim of the study was to explore Foundation Phase teachers’ experiences and perceptions of the challenges that impede school readiness.

The purpose of this study was to investigate the impact of Emotional Intelligence (EI) on the educator's role as a manager of change. The study explored the role of the educator as manager of change, to what extent EI contributes to workplace success and how change impacts disadvantaged, mixed and ex-Model C schools. The ultimate purpose was to develop a possible framework to assist educators to manage the process of change in an emotionally intelligent way. In developing such a framework, the focus was on the following aspects: To present an overview of the educator as manager of change. To delineate EI as important contributor to workplace success. To explore the change management process in disadvantaged, mixed and ex-Model C secondary schools in the Gauteng Province and the Eastern Cape Province. The literature study revealed that the emotional well-being of the educator and the learner is increasingly recognised as an important predictor of success in school, family and work life. Furthermore, EI is widely accepted as foundational to getting along with others in the workplace, as well as being a primary managerial and leadership competency. EI is also believed by many to be the determinant of who advances most quickly in an organization, and EI skills may be particularly useful when the organization is undergoing change. Emotionally intelligent managers are therefore better able to cope with the inevitability of change within the organization, tolerate uncertainty, build employee commitment, motivate others, communicate effectively, manage conflict, reduce employees' anxiety and thus enhance performance. The empirical study consisted of a structured questionnaire distributed to a sample population of educators and learners in the Gauteng Province and the Eastern Cape Province. It was aimed at gathering information about the process of change in six secondary schools and how educators and learners cope with change. Semi-structured interviews were also conducted with members of the School Management Team (SMT) and the School Governing Body (SGB) members at each school. The main findings of the empirical investigation revealed that educators and learners lack the tools to deal with change in school and in their everyday lives effectively. An EI competency framework for change was proposed to assist educators to deal with change in an emotionally intelligent way. The framework was structured to provide Gauteng and Eastern Cape schools with a usable tool for implementing EI so that they may cope effectively with change. / Thesis (Ph.D. (Education Management))--North-West University, Vaal Triangle Campus, 2008.

The purpose of this study was to investigate the impact of Emotional Intelligence (EI) on the educator's role as a manager of change. The study explored the role of the educator as manager of change, to what extent EI contributes to workplace success and how change impacts disadvantaged, mixed and ex-Model C schools. The ultimate purpose was to develop a possible framework to assist educators to manage the process of change in an emotionally intelligent way. In developing such a framework, the focus was on the following aspects: To present an overview of the educator as manager of change. To delineate EI as important contributor to workplace success. To explore the change management process in disadvantaged, mixed and ex-Model C secondary schools in the Gauteng Province and the Eastern Cape Province. The literature study revealed that the emotional well-being of the educator and the learner is increasingly recognised as an important predictor of success in school, family and work life. Furthermore, EI is widely accepted as foundational to getting along with others in the workplace, as well as being a primary managerial and leadership competency. EI is also believed by many to be the determinant of who advances most quickly in an organization, and EI skills may be particularly useful when the organization is undergoing change. Emotionally intelligent managers are therefore better able to cope with the inevitability of change within the organization, tolerate uncertainty, build employee commitment, motivate others, communicate effectively, manage conflict, reduce employees' anxiety and thus enhance performance. The empirical study consisted of a structured questionnaire distributed to a sample population of educators and learners in the Gauteng Province and the Eastern Cape Province. It was aimed at gathering information about the process of change in six secondary schools and how educators and learners cope with change. Semi-structured interviews were also conducted with members of the School Management Team (SMT) and the School Governing Body (SGB) members at each school. The main findings of the empirical investigation revealed that educators and learners lack the tools to deal with change in school and in their everyday lives effectively. An EI competency framework for change was proposed to assist educators to deal with change in an emotionally intelligent way. The framework was structured to provide Gauteng and Eastern Cape schools with a usable tool for implementing EI so that they may cope effectively with change. / Thesis (Ph.D. (Education Management))--North-West University, Vaal Triangle Campus, 2008.

The purpose of this study was to investigate the impact of Emotional Intelligence (EI) on the educator's role as a manager of change. The study explored the role of the educator as manager of change, to what extent EI contributes to workplace success and how change impacts disadvantaged, mixed and ex-Model C schools. The ultimate purpose was to develop a possible framework to assist educators to manage the process of change in an emotionally intelligent way. In developing such a framework, the focus was on the following aspects: To present an overview of the educator as manager of change. To delineate EI as important contributor to workplace success. To explore the change management process in disadvantaged, mixed and ex-Model C secondary schools in the Gauteng Province and the Eastern Cape Province. The literature study revealed that the emotional well-being of the educator and the learner is increasingly recognised as an important predictor of success in school, family and work life. Furthermore, EI is widely accepted as foundational to getting along with others in the workplace, as well as being a primary managerial and leadership competency. EI is also believed by many to be the determinant of who advances most quickly in an organization, and EI skills may be particularly useful when the organization is undergoing change. Emotionally intelligent managers are therefore better able to cope with the inevitability of change within the organization, tolerate uncertainty, build employee commitment, motivate others, communicate effectively, manage conflict, reduce employees' anxiety and thus enhance performance. The empirical study consisted of a structured questionnaire distributed to a sample population of educators and learners in the Gauteng Province and the Eastern Cape Province. It was aimed at gathering information about the process of change in six secondary schools and how educators and learners cope with change. Semi-structured interviews were also conducted with members of the School Management Team (SMT) and the School Governing Body (SGB) members at each school. The main findings of the empirical investigation revealed that educators and learners lack the tools to deal with change in school and in their everyday lives effectively. An EI competency framework for change was proposed to assist educators to deal with change in an emotionally intelligent way. The framework was structured to provide Gauteng and Eastern Cape schools with a usable tool for implementing EI so that they may cope effectively with change. / Thesis (Ph.D. (Education Management))--North-West University, Vaal Triangle Campus, 2008.

Thesis (MTech(Information Technology)) --Cape Peninsula University of Technology, 2012 / Due to the legacy of apartheid South Africa is facing developmental discrepancies with inequalities between the advantaged few in the more urban areas and the disadvantaged majority in the rural areas. With quality education being key, not only to the success of an individual but of a country’s development, efforts have been made to ensure equal access for all. ICT is seen as a key enabler to this end. The study investigated the status of ICT deployment and its integration into curricula in schools. The objective was to understand the factors affecting the efforts to achieve successful implementation of ICT integration into schools in underdeveloped areas, to understand the challenges that exist and ultimately, to inform solutions. A qualitative study was conducted, using a case study method. A purposive sampling method was used to select population elements; educators and school coordinators of ICT programs in Western Cape schools (i.e. Kulani Secondary, Sithembele Matiso Secondary, Macassar Secondary and Marvin Park Primary). To gain an understanding of the status quo, literature was explored and semi-structured interviews were conducted with ICT coordinators and educators within the 4 sampled schools. Activity theory was used to provide an analytical framework for the study. Through this framework the aims and objectives of the study were conceptualized and summarized to form a graphical representation of the phenomena under study. In spite of efforts to ensure universal access to ICT, the findings indicate that the status of ICT deployment and its integration into school curricula is far from favourable in underdeveloped schools.