Global ETD Search

21	An evaluation of learner-centred teaching as part of curriculum delivery in under-resourced schools Manqele, Clement Mandlenkosi 04 1900 (has links) The educational changes introduced by the South African democratic dispensation after 1994 were meant to address the apartheid imbalances. The self-governing regime sought to bring and safeguard quality education for all, and to amend the previous education inequalities among all racial groups. Hence, the new curriculum that was introduced by the National Department of Basic Education was meant to be a drastic departure from the school curricula of the apartheid administration. One critical innovation sought was to replace a teacher-centred curriculum with a learner-centred curriculum. The emphasis of this study, therefore, was to determine the level to which learner- centred teaching has been adopted by rural and underdeveloped schools. The selection of rural schools was informed by the obvious differences that still persist between the former Model C schools and those that were predominantly black and underdeveloped, particularly in terms of resources and the quality of teachers. Given the fact that the main feature of the Outcomes Based Education (OBE) that was introduced from 1996 is that it is resource-reliant, the main research question of the study was therefore: How do educators in rural and underdeveloped schools cope with a learner-centred teaching as part of the curriculum innovation? In order to riposte to the study’s main question, the researcher used qualitative research methods to discern data from Physical Sciences teachers, learners and Physical Sciences Heads of Departments (Hods) from the selected schools. In addition, the researcher conducted classroom teaching observations, analysed relevant documents and interviewed some participants to determine their views and experiences on using a learner-centred approach. The findings of the study revealed many challenges to rural schools in adopting and implementing a learner-centred approach. These include the lack of relevant resources, poor quality of teachers, insufficient and inappropriate teacher-support programmes for teachers as well as the rural environmental challenges. The overall conclusion of the study is that, after two decades since the introduction of a learner-centred approach in South Africa, rural schools have not yet managed to adopt and implement learner-centred pedagogy as an important part of the post-1994 educational innovations. The researcher finds it ironic that apartheid education was demonized for promoting inequality around racial lines. Sadly, the post-apartheid innovations have yet to address equality among the racial groups and areas of resident. The inability of rural schools to adopt and implement learner-centred approach is depriving black and rural learners of quality learning. They are still subjected to a teacher-centred learning which does not assist them to acquire required skills which can help them to compete with those learners who are attending affluent urban schools. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies) Computer technology Curriculum Educational innovations Learner teacher resource material Learner-centred teaching Outcomes based education (OBE) Phenomenology Physical sciences Quintile Rural environment Teacher development Technology 373.1394096841
22	The development and implementation of an effective mentoring programme to improve job satisfaction among beginner teachers at primary schools in the Mpumalanga Province of South Africa Hugo, Jean-Pierre 13 September 2018 (has links) Teachers leaving the profession is an ongoing problem; fewer teachers enter the profession each year and the number of teachers leaving the profession has increased. Many teachers listed job satisfaction as a reason for leaving the education profession, whilst citing the lack of mentoring as a cause of job dissatisfaction. Mentoring is known as the planned paring of a more experienced person with a lesser individual to help with the professional development of that individual and reduce teacher turnover. The aim of the study is to explore the impact of an effective mentoring programme at primary schools by developing and implementing such a mentoring programme to support and improve job satisfaction among beginner teachers in the province of Mpumalanga entering the profession for the first time. The following quantitative techniques were used during this study: document analysis and Likert-scale questionnaires, completed by 1 000 male and female teachers (principals, deputy principals, heads of departments, teachers and student teachers) from different races and cultures (20 teachers per school) from 50 randomly selected rural primary schools, private primary schools and Quintile 4 and 5 primary schools in the province of Mpumalanga. The analysis of data enabled me to identify a series of factors that were utilised to develop a mentoring programme that school management can implement in their schools to help beginner teachers to cope in their new work environment in order to improve job satisfaction and improve teacher retention. The factors identified include: aspects of job satisfaction that support leaners in achieving their goals; aspects of school management; the contribution of mentoring programme on the job satisfaction of beginner teachers; the responsibility of a mentor in developing a mentoring programme; the responsibility of a mentee in developing a mentoring programme; the responsibility of schools in developing a mentoring programme and characteristics that should be demonstrated by a mentor. From the data gathered, a mentoring programme was developed, namely the Hugo mentoring model. This model outlined the roles and responsibilities of mentors, mentees and school management throughout the mentoring process. The model also provided steps that should be taken into consideration when organising meetings between mentors and mentees. / Educational Studies / D. Ed. Mentoring Job satisfaction Job dissatisfaction Private primary schools Rural primary schools Quintile 4 and 5 primary schools School leadership School management Support Teacher empowerment Work environment Role of the mentee Role of the mentor Role of the school Hugo mentoring model 372.1102096827
23	The challenges experienced by white teachers in the transition to democracy / Uitdagings wat deur wit onderwysers in die oorgang na demokrasie ervaar word / Imingeni ejongene nootitshala abamhlophe kwixesha lenguqu yedemokhrasi Losch, Juanita Judith 11 1900 (has links) Abstracts in English, Afrikaans and Xhosa / This research aimed at investigating the challenges white teachers face in the socialisation of diverse learners in a former Model C school in the northern suburbs of Cape Town. The research involved a literature review conceptualising democracy, human rights, diversity, equality and socialisation, in addition to the concepts of white fragility and the theoretical perspective of Bourdieu’s ‘habitus’. The empirical investigation consisted of interviews to gather data. The findings revealed the perspectives of the teachers and their understanding of the socialisation of diverse learners in a democracy. Based on these findings, recommendations were made for the school and the Department of Basic Education to develop a system to incorporate in schools, in order to enhance socialisation and the transformation of former Model C schools. As the title states, this study was focused on the challenges white teachers experience relating to the transition to democracy. The context of a former Model C school is a complex scenario, where the values and norms of a dominant culture have formed, and continue to form, a critical part of the school climate and culture. The research findings revealed that since the transformation process started in 1994, ‘ex-Model C’ schools have assumed different characteristics and encountered challenges depending on their demographical location. Teachers need to address both social and educational aims, especially as the findings suggest that the schools, and particularly the teachers, are unclear about how diversity contributes to norms and values. This reflects in the tendency to remain focused on a dominant white culture, with which the teachers identify as ‘normal’. / Hierdie navorsing het ten doel gehad om die uitdagings wat wit onderwysers ten opsigte van die sosialisering van diverse leerders in ŉ gewese model C-skool in die noordelike voorstede van Kaapstad trotseer, te ondersoek. Die navorsing het ŉ literatuuroorsig behels waarvolgens demokrasie, menseregte, diversiteit, gelykheid en sosialisering gekonseptualiseer word, benewens die konsepte van wit broosheid en die teoretiese perspektief van Bourdieu se “habitus”. Die empiriese ondersoek het bestaan uit onderhoude om data in te samel. Die bevindinge het onderwysers se perspektiewe en hul begrip van die sosialisering van diverse leerders in ŉ demokrasie onthul. Op grond van hierdie bevindinge is aanbevelings gedoen vir die skool en die Departement van Basiese Onderwys rakende die ontwikkeling van ŉ stelsel om in skole te inkorporeer ten einde sosialisering en die transformasie van gewese model C-skole te bevorder. Soos wat die titel aandui, het hierdie studie gefokus op die uitdagings wat wit onderwysers ervaar ten opsigte van die oorgang na demokrasie. Die konteks van ŉ gewese model C-skool is ŉ komplekse scenario, waar die waardes en norme van ŉ dominante kultuur ŉ noodsaaklike deel van die skoolklimaat en -kultuur gevorm het (en dit is steeds die geval). Die navorsingsbevindinge het getoon dat sedert die transformasieproses in 1994 begin het, “eks-model C”-skole verskillende eienskappe aangeneem het en uitdagings teëgekom het afhangende van hul demografiese ligging. Onderwysers moet sowel sosiale as opvoedingsdoelwitte bereik, veral aangesien die navorsingsresultate daarop dui dat daar onduidelikheid onder die skole, en veral die onderwysers, is oor hoe diversiteit bydra tot norme en waardes. Dit blyk uit die neiging om gefokus te bly op ŉ dominante wit kultuur waarmee die onderwysers identifiseer as “normaal”. / Olu phando lujolise ekuphandeni imingeni ejongene nootitshala abamhlophe ekuhlanganiseni ngokwezentlalo abafundi beentlanga ezahlukeneyo kwisikolo esasifudula siyiModel C kumahlomela edolophu asemantla esixeko saseKapa. Uphando lwenza uphononongo loluncwadi oluchaza ngedemokhrasi, amalungelo oluntu, ukungafani, ulingano noqheliso lwezentlalo, kwakunye nobuthathaka babamhlophe neenkalo zokucinga ngokwethiyori ka Bourdieu ekuthiwa yi’habitus’. Uphando olusekelwe kubungqina baquka iindliwano ndlebe ekuqikeleleni idatha. Okufunyanisiweyo kwadiza iimbono zootitshala nendlela abaluqonda ngayo uqheliso lwezentlalo lwabafundi abangafaniyo kwimeko yedemokhrasi. Okufunyanisiweyo kwakhokelela ekwenziweni kweengcebiso kwisikolo nakweSebe Lemfundo Esisiseko ukuba kuphuhliswe inkqubo yokubandakanya ezikolweni, ngenjongo yokukhulisa uqheliso lwezentlalo nenguqu yezikolo ezazifudula ziziModel C. Njengoko nesihloko sisitsho, esi sifundo sagxininisa kwimingeni ejongene nootitshala kwixesha lenguqu eya kwidemokhrasi. Imeko yesikolo esasifudula siyiModel C yimeko enzima, apho iinqobo zokucinga nezithethe zenkcubeko eyongameleyo zibumbe, kwaye zisaqhuba ukubumba inxalenye emandundu yesimo sentlalo nenkcubeko yesikolo. Okufunyaniswe kuphando kwadiza ukuba okoko kwaqala inkqubo yenguqu ngowe-1994, izikolo ezazifudula ziziiModel C zaba neempawu ezahlukileyo kwaye zajongana nemingeni ngokuxhomekeke kwiindawo ezimi kuzo. Ootitshala badinga ukuhlangabeza iinjongo zentlalo nemfundo, ngakumbi, ngokokutsho kophando, izikolo, ngakumbi ootitshala, bengacacelwanga kukuba ukungafani kuncedisa njani kwiinqobo zokucinga nezithethe. Oku kubonakala kumkhwa wokungagungqi kwinkcubeko yabamhlophe neyongameleyo, le ootitshala bayithatha ngokuba ‘yeyesiqhelo’. / Educational Studies / M. Ed. (Socio-Education) Democracy Socialisation Ex-Model C schools Diversity Transformation Equality Quintile system School ethos Dominant white culture Apartheid White fragility Bourdieu's habitus Demokrasie Sosialisering Eks-model C-skole Diversiteit Transformasie Gelykheid Kwintielstelsel Skooletos Dominante wit kultuur Apartheid Wit broosheid Bourdieu se habitus Idemokhrasi Uqheliso lwezentlalo Izikolo ezazifudula ziziiModel C Ukungafani Inguqu Ulingano Umoya nenkcubeko yesikolo Inkcubeko yabamhlophe eyongameleyo Ucalucalulo Ubuthathaka babamhlophe Ingcingane kaBourdieu eyihabitus 370.11509687355
24	An evaluation of the effectiveness of a cognitive load based teaching method in a mixed ability grade 9 class, with special attention to learners' attitudes and engagement / An evaluation of the effectiveness of a cognitive load based teaching method in a mixed ability grade nine class, with special attention to learners' attitudes and engagement David, Joanne Munro 11 1900 (has links) Mathematics Education / M. Ed. (Mathematics Education) ANA (Annual National Assessment) ANOVA (Analysis of variance) Class Dojo CLT (Cognitive load theory) DBE (Department of Basic Education) Dinaledi schools Epoch and Optima Trusts Eskom JET Education Services Matric NBI (National Business Initiative) NSC (National Senior Certificate) Quintile SGB (School governing body) SOS Children’s Villages ZPD (Zone of proximal development) Intermediate phase 510.71268273
25	Health for community dwelling older people : trends, inequalities, needs and care in rural Vietnam Van Hoi, Le January 2011 (has links) Background InVietnam, the proportion of people aged 60 and above has increased rapidly in recent decades. The majority live in rural areas where socioeconomic status is more disadvantaged than in urban areas.Vietnam’s economic status is improving but disparities in income and living conditions are widening between groups and regions. A consistent and emerging danger of communicable diseases and an increase of non-communicable diseases exist concurrently. The emigration of young people and the impact of other socioeconomic changes leave more elderly on their own and with less family support. Introduction of user fees and development of a private sector improve the coverage and quality of health care but increase household health expenditures and inequalities in health care. Life expectancy at birth has increased, but not much is known about changes during old age. There is a lack of evidence, particularly in rural settings, about health-related quality of life (HRQoL) among older people within the context of socioeconomic changes and health-sector reform. Knowledge of long-term elderly care needs in the community and the relevant models are still limited. To provide evidence for developing new policies and models of care, this thesis aimed to assess general health status, health care needs, and perspectives on future health care options for community-dwelling older people. Methods An abridged life table was used to estimate cohort life expectancies at old age from longitudinal data collected by FilaBavi DSS during 1999-2006. This covered 7,668 people aged 60 and above with 43,272 person-years. A 2007 cross-sectional survey was conducted among people aged 60 and over living in 2,240 households that were randomly selected from the FilaBavi DSS. Interviews used a structured questionnaire to assess HRQoL, daily care needs, and willingness to use and to pay for models of care. Participant and household socioeconomic characteristics were extracted from the 2007 DSS re-census. Differences in life expectancy are examined by socioeconomic factors. The EQ-5D index is calculated based on the time trade-off tariff. Distributions of study subjects by study variables are described with 95% confidence intervals. Multivariate analyses are performed to identify socioeconomic determinants of HRQoL, need of support, ADL index, and willingness to use and pay for models of care. In addition, four focus group discussions with the elderly, their household members, and community association representatives were conducted to explore perspectives on the use of services by applying content analysis. Results Life expectancy at age 60 increased by approximately one year from 1999-2002 to 2003-2006, but tended to decrease in the most vulnerable groups. There is a wide gap in life expectancy by poverty status and living arrangement. The sex gap in life expectancy is consistent across all socioeconomic groups and is wider among the more disadvantaged populations. The EQ-5D index at old age is 0.876. Younger age groups, position as household head, working, literacy, and belonging to better wealth quintiles are determinants of higher HRQoL. Ageing has a primary influence on HRQoL that is mainly due to reduction in physical (rather than mental) functions. Being a household head and working at old age are advantageous for attaining better HRQoL in physical rather than psychological terms. Economic conditions affect HRQoL through sensory rather than physical functions. Long-term living conditions are more likely to affect HRQoL than short-term economic conditions. Dependence in instrumental or intellectual activities of daily living (ADLs) is more common than in basic ADLs. People who need complete help are fewer than those who need some help in almost all ADLs. Over two-fifths of people who needed help received enough support in all ADL dimensions. Children and grand-children are confirmed to be the main caregivers. Presence of chronic illness, age groups, sex, educational level, marital status, household membership, working status, household size, living arrangement, residential area, household wealth, and poverty status are determinants of the need for care. Use of mobile teams is the most requested service; the fewest respondents intend to use a nursing centre. Households expect to use services for their elderly to a greater extent than did the elderly themselves. Willingness to use services decreases when potential fees increase. The proportion of respondents who require free services is 2 to 3 times higher than those willing to pay full cost. Households are willing to pay more for day care and nursing centres than are the elderly. The elderly are more willing to pay for mobile teams than are their households. ADL index, age group, sex, literacy, marital status, living arrangement, head of household status, living area, working status, poverty and household wealth are factors related to willingness to use services. Conclusions There is a trend of increasing life expectancy at older ages in ruralVietnam. Inequalities in life expectancy exist between socioeconomic groups. HRQoL at old age is at a high level, but varies substantially according to socioeconomic factors. An unmet need of daily care for older people remains. Family is the main source of support for care. Need for care is in more demand among disadvantaged groups. Development of a social network for community-based long-term elderly care is needed. The network should focus on instrumental and intellectual ADLs rather than basic ADLs. Home-based care is more essential than institutionalized care. Community-based elderly care will be used and partly paid for if it is provided by the government or associations. The determinants of elderly health and care needs should be addressed by appropriate social and health policies with greater targeting of the poorest and most disadvantaged groups. Building capacity for health professionals and informal caregivers, as well as support for the most vulnerable elderly groups, is essential for providing and assessing the services. / Aging and Living Conditions Program / Vietnam-Sweden Collaborative Program in Health, SIDA/Sarec older people elderly health health status life expectancy health-related quality of life EQ-5D mobility self-care usual activities pain discomfort anxiety depression activity of daily living basic ADL instrumental ADL intellectual ADL non-communicable diseases need of care health service model of care mobile team day care centre nursing centre inequalities cost of care socioeconomic education marital status living arrangement household head working status living area wealth quintile poverty line community cohort study household survey focus group discussion qualitative research rural Vietnam developing country Asia người cao tuổi y tế thực trạng sức khỏe hy vọng sống chất lượng cuộc sống EQ-5D đi lại tự chăm sóc hoạt động thường xuyên đau khó chịu lo lắng trầm cảm hoạt động hàng ngày bệnh không lây nhiễm nhu cầu chăm sóc dịch vụ y tế mô hình chăm sóc đội lưu động trung tâm chăm sóc ban ngày trung tâm dưỡng lão bất bình đẳng chi phí chăm sóc kinh tế xã hội giáo dục hôn nhân sắp xếp cuộc sống chủ hộ tình trạng làm việc khu vực sống ngũ phân thịnh vượng chuẩn nghèo cộng đồng nghiên cứu theo dõi dọc điều tra hộ gia đình thảo luận nhóm tập trung nghiên cứu định tính nông thôn Việt Nam nước đang phát triển châu Á

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