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Perspective vol. 42 no. 2 (Sep 2008) / Perspective (Institute for Christian Studies)Vandenberg, Sophie, Kuipers, Ronald Alexander, Ansell, Nicholas John 26 March 2013 (has links)
No description available.
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Teacher mentorship as professional development : experiences of Mpumalanga primary school natural science teachers as menteesVan der Nest, Adriana 11 1900 (has links)
Mentorship as a tool to develop the pedagogical and content knowledge of inservice
teachers, regardless of experience, is a field in education which has gained
popularity worldwide. The review of literature however, provided evidence that
mentoring in education has primarily focused on the benefits received by novice
teachers and not experienced teachers. Areas addressed in the literature review
include the important role of continuous professional development programmes in
the improvement of the teachers’ classroom practices and by inference, their
learners’ achievements.
The purpose of this study was to explore and describe the experiences and
understandings of seven experienced natural science teachers as mentees in a
professional development programme (the ILLS project). Through the use of a
qualitative case study approach, I examined the activities that supported the
development of the participants as they interacted with the guided support of a
mentor teacher, and aimed to understand how the mentees made sense of their
experiences in this mentoring relationship. The activities included lesson-planning,
classroom observations and reflection meetings and the professional development
support, through mentoring, was embedded on-site and in-context.
This research revealed that the mentee teachers were motivated by the opportunity
to enhance their professional growth through the support of a mentor. The teachers
also perceived that their subject content and pedagogical knowledge were enriched
by participating in the mentoring process. / Science and Technology Education / M. Ed. (Natural Science Education)
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The impact of distributed leadership practices on the functioning of primary schools in Johannesburg SouthSingh, Sharita 10 1900 (has links)
In this study, the researcher explored the prevalence of distributed leadership practices in schools in Johannesburg South in order to illustrate how the principals in effective schools collaborated with different members of staff to ensure the school’s success. To this end, a literature study was undertaken on relevant theories and on the results of previous research on the issue. The study explored literature from local and international perspectives on distributed leadership to understand how this form of leadership impacted the functioning of primary schools in Johannesburg South.
This was followed by an empirical investigation using judgemental and purposive sampling methods to select participants. A mixed methods research design was employed to elicit both quantitative and qualitative data from a single, structured questionnaire. Participants included 86 respondents from 9 primary schools. Throughout the research study, ethical considerations like keeping confidentiality of information provided and anonymity of research participants were upheld. Data analysis involved a mix of quantitative data analysis and content analysis. Based on the findings, recommendations were made to the GDE and school principals on support needed by teachers if distributed leadership is to ensure school effectiveness.
The study found that distributed leadership not only motivated teachers, but compelled them to recognise their own strengths and weaknesses, and contribute to school leadership by taking on roles that interest them. Schools in Johannesburg South have created a culture in which distributed leadership tends to flourish. Distributed leadership ensures that a myriad of well-developed teachers exist at all ranks of the school, who have the capacity to fill vacant positions when a need arises to ensure the smooth functioning of schools. / Educational Leadership and Management / M. Ed. (Education Management)
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An evaluation of the impact of a mentoring programme in two Soweto based schoolsKadzomba, Sarah 11 1900 (has links)
Text in English / There is increasing reliance on youth mentoring in South Africa to help the young person better negotiate life's difficulties. Within the framework of Social Cognitive and Social Learning theories, mentoring is viewed as a learning process in which modelling, scaffolding and cooperative dialogue are key to behavioural change and improved academic performance. However, little research has assessed the efficacy of South African mentoring programmes.
This study aimed to examine the effect of the Educhange Research Foundation mentorship programme on the behaviour and academic performance of mentees over a six (6) month period. Mentees in Grades 9 to 12 (n = 18), parents/guardians (n = 18), and mentors (n=19) participated in the study. Parents/guardians reported significantly decreased numbers of behavioural problems (Z = -2.087, p = .037) amongst mentees but academic performance fell significantly (Z-3.661, p=.000). The variability in reports of behavioural change is accounted for by using Social Cognitive and Social Learning constructs including the conditions under which modelling took place as well as expectancy bias and the quality of cooperative dialogue. / Psychology / M.A. (Psychology)
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Inskakeling, leiding en ondersteuning van die beginneronderwyser via 'n effektiewe mentorstelsel in Mpumalanga skole / The induction, leadership and support to the newly appointed teacher via an effective mentor system in Mpumalanga schoolsVan Vreden, Marisia Helena 04 1900 (has links)
Text in Afrikaans / Die studie poog om die doeltreffendheid van beginneronderwysers se aanpassing en ervaring van werksbevrediging in werksomstandighede te hersien. Enige organisasie kan nuwe mense aanstel maar kan nie verwag dat hierdie "aanstelling" hul beste werk lewer en doelwitte bereik voordat die persoon aangepas is in sy werk, omgewing en by sy kollegas nie (Steyn & Van Niekerk 2008:205, Steyn 2004:82, Whitaker 2001:7, Arends & Phurutse 2009:7). Beginneronderwysers moet leiding en
ondersteuning ontvang om so gou as moontlik effektief by die skool in te skakel sodat hulle 'n produktiewe bydrae kan lewer ten opsigte van opvoeding en onderrig vir leerders en die onderwys in Suid-Afrika.
Met hierdie navorsing wil die navorser dus ondersoek in stel om te bepaal of beginneronderwysers goed genoeg toegerus word om aan te pas en in te skakel by werksomstandighede en of hulle werksbevrediging ervaar. Die navorsingstudie is gedoen deur agt beginneronderwysers in vier laerskole in die Gert Sibande-streek van Mpumalanga te betrek. In hierdie studie maak die navorser gebruik van die kwalitatiewe navorsingsbenadering. Die kwalitatiewe navorsingsmetode is die
geskikste metode om die ervarings van beginneronderwysers te beskryf. Individuele onderhoudvoering is dat data insamelingstegnieke gebruik om vas te stel wat die aard, omvang en moontlike oplossings is vir die navorsingsprobleem.
Die navorsingstudie het bevind dat die beginneronderwyser begeleiding en ondersteuning benodig tydens inskakeling. Positiewe strategieë sluit in
inskakelingsprogramme, handleidings asook ervare toegewysde mentors. Uit die bevindinge van die navorsing is daar ongetwyfel 'n sterk behoefte aan leiding en ondersteuning vir beginneronderwysers om effektief in te skakel by die skool. Beginneronderwysers moet bemagtig word om optimaal te kan ontwikkel, hulself te bevorder en te kan handhaaf in die onderwys in Suid-Afrika. / The study aims to review the effectiveness of novice teachers' adaptation and experience of job satisfaction in working conditions. Any organisation can appoint new people but cannot expect that this "appointment" to do their best work and reach goals before the person has been adapted in his work environment and to his colleagues (Steyn & Van Niekerk 2008: 205, Steyn 2004: 82, Whitaker 2001: 7 Arends & Phurutse 2009: 7). Beginner teachers should receive guidance and support quickly and effectively as soon as possible at school so they have a productive contribution to education and training for students and education in South
Africa.
This research would therefore examine to determine whether novice teachers are well equipped enough to adapt and to participate in working conditions and whether they experience job satisfaction. The research study was conducted by involving eight novice teachers in four primary schools in the Gert Sibande region of Mpumalanga.
In this study, the researcher used a qualitative approach. The qualitative research method is the most appropriate way to describe the experiences of novice teachers. The data collection techniques that were used included individual interviews to determine the nature, extent and possible solutions to the research problem. The research study found that the new teacher needed guidance and support during integration. Positive strategies for guidance include induction programs, manuals and experienced dedicated mentors.
From the findings of the research, there is a strong need for guidance and support for beginning teachers to be involved in the school. Beginner teachers should be empowered to develop their potential, to promote themselves and to maintain in education in South Africa. / Educational Leadership and Management / M. Ed. (Education Management)
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Mentoring novice natural science teachers : a case study in the Gauteng ProvinceMhlaba, Rabela Esther 12 September 2019 (has links)
The study was undertaken because of the need to understand the impact of mentoring
novice Science teachers within the Gauteng Province. The study was conducted within
the Gauteng Province, because there have been many debates and concerns on the
need to come up with ways of improving the comprehension of science in secondary
schools in the Gauteng Province. The purpose of this study therefore was to understand
the effects and impact of mentoring novice natural science teachers within the Gauteng
Province. The study therefore, utilised qualitative research approach and this was
motivated by the need to understand the perceptions and experiences of the research
participants. Furthermore, purposive sampling was utilised as the sampling method
where the novice science teachers and relevant teachers were selected to be part of the
sample. Through the use of the semi-structured interview as the data collection method,
it was discovered that mentoring of novice teachers refers to the method of empowering
new teachers to be effective in their work-related tasks to become true professionals in
the academic profession. The study concluded that there are a number of mentoring
initiatives and mechanisms utilised to assist novice teachers. Amongst these
programmes training, skills development and technical support to enhance
communication skills and manage the curriculum are underscored. The study concludes
that mentoring of novice teachers is important within the Gauteng Province for it raises
awareness, leads to expert Science teachers equipped with a wide range of skills to
achieve the best results within the classroom. It also capacitates the novice teacher on
how to handle laboratory equipment and chemicals to benefit learners. The study also
gathered that mentoring has a direct impact on novice Science teachers. It leads to the
creation of an effective and excellent teaching environment, results in higher levels of
teacher retention and improves teachers’ service delivery. It also strengthens the
emotional and psychological well-being of teachers. The study therefore, recommended
that there is need for training and development and a budget allocated towards
enhancing the mentoring of novice Science teachers. / Science and Technology Education / M. Ed. (Science and Technology Education)
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Supportive Systems for Building Capacity of the Elementary Instructional CoachFiori, Christy 12 1900 (has links)
The purpose of this qualitative case study was to examine the systems in place to build the capacity of elementary instructional coaches in a fast-growth district. Through syntheses of research from educational scholars, the conceptual framework was developed with a focus on building capacity of instructional coaches in an ever-changing environment of fast-growth through the lens of professional learning communities, human and social capital, and support from district and campus administration. This study assessed the perceptions of six instructional coaches, six principals, and six district leaders from Rose ISD regarding the school district's support for building the capacity of instructional coaches within the elementary instructional coaching program. The three-part data collection process included document analysis, in-depth interviews, and focus group interviews to support triangulation of data. Through the a priori coding process, the following four themes emerged that highlight key components needed to support district leaders in establishing systems to build the capacity of instructional coaches in an ever-changing environment caused by fast growth: structured time for professional learning, program clarity, collaborative support systems, and implementation of a professional learning community framework. This study revealed a specific need to further understand systems for monitoring and evaluating the effectiveness of the instructional coaching program in an ever-changing environment of a fast-growth district.
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The Effectiveness of Peer Mentoring with High School Student Mentors and Child MenteesDafoe, Eric C. 12 1900 (has links)
This randomized, controlled study examined the effectiveness of two mentoring programs, child mentor relationship training (CMRT) and peer assistance and leadership (PAL®), on high school mentor empathic behaviors and child mentee behavior problems. Participants were 60 young, at-risk students (61.7% male; 38.3% Hispanic/Latino/a, 31.7% Caucasian, 21.7% African American, 8.3% biracial) and 30 high school students (53.3% male; 66.7% Caucasian, 26.7% Hispanic/Latino/a, 0.03% African American, 0.03% Asian). Mentors and mentees were randomly assigned to CMRT or PAL®, which was treatment as usual in the participating school district. Results from 2 (group) by 2 (time) repeated measures ANOVAs indicated compared to the PAL® treatment group over time, mentors in the CMRT group demonstrated statistically significant improvement in empathic behaviors with a large treatment effect, as rated by independent observers. Analysis revealed a moderate treatment effect with CMRT group mentee behavior problems, but the difference was not statistically significant between treatment groups over time. Further analysis revealed the CMRT group demonstrated statistically significant reductions in behavior problems from pre- to post-test with a very large treatment effect. Overall, findings support CMRT as a promising school-based intervention for at-risk young children that potentially increases school counselor efficiency.
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The influence of induction programmes on the effectiveness of beginner teachers in primary schools in iLembe districtPillay, Elisha 17 September 2019 (has links)
This study focuses on the contribution of induction programmes to the teaching potential of beginner teachers at primary schools in the Ilembe District. Based on convenience in terms of accessibility and purposeful sampling, four primary schools were selected with eight novice teachers (two from each selected school) and four members of the school management team (one from each selected school) acting as participants. Using individual interviewing, beginner teachers and members of school management teams narrated their perceptions on the value of induction programmes for beginner teachers in order to improve beginner teachers’ teaching competency. Findings revealed that none of the sampled schools had a formalised induction programme offered to beginner teachers. Beginner teachers felt overwhelmed and challenged with real classroom situations whereas members of the school management teams acknowledged the need for beginner teachers to be capacitated with hands-on knowledge and skills to teach effectively within the specific classroom context. / Educational Management and Leadership / M. Ed. (Educational management and Leadership)
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A work-integrated learning mentorship model for nature conservation at an open distance learning university in South AfricaWilson, Graeme Austin 01 1900 (has links)
In this dissertation of limited scope, the phenomenon of providing effective workintegrated
learning mentorship to nature conservation undergraduate students is
explored, specifically to determine if mobile technology can be offered as an
alternative or supplementary mentoring strategy for an Open Distance Learning
university.
Mentoring of work-integrated learning undergraduate students is an integral
component of the Nature Conservation Diploma offered by the University of South
Africa. The prerequisite mentoring of students is not consistent across all required
sector-based placements and this could be construed as being unjust and
discriminatory. This possible negative perception has motivated this investigation into
work-integrated learning mentorship approaches within the Nature Conservation
Diploma. This exploratory case study provides insights into and lays a foundation for
the development of a supplementary mentorship provision strategy, for students who
find it difficult to secure mentorship opportunities.
Applying a social learning and integration perspective, three cohorts of undergraduate
nature conservation work-integrated learning students participated in this study. This
qualitative exploratory case study focused on the interaction and subsequent results
achieved by students, through engaging with one of three different mentorship
methods available to students at the University of South Africa. The three methods
were: face-to-face mentoring by an academic, digital mentoring provided by means of
a mobile phone application and sector-based mentoring. The latter method represents
the current mentorship provision status quo for all nature conservation work-integrated
learning diploma students.
The findings reveal that the three mentoring methods are effective in supporting workintegrated
learning students. The students indicated their preference for mentorship
provided by the University of South Africa, over that of the sector-based mentors. No
significant difference between the two university-provided methods of mentorship was
found. This study recommends that the University continue with its development of the
digital mentor option, to function as a fully functioning supplementary mentor. / Curriculum and Instructional Studies / M. Ed. (Open and Distance Learning)
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