Abstract not available

The current study set out to determine the relationship between student gradelevel, implicit views of science ability, science achievement and science interest.Differences by grade level were also explored. The study also considered the differences in male and female implicit theories of science ability, science interest, and science achievement. Participants in the current study consisted of a total of 1910 students from six elementary schools from one south-central Kentucky district that participate in Project GEMS (Gifted Education in Math and Science). Data were analyzed by means of analysis of variance and Pearson correlations. Younger students evidenced lower scores on the implicit theories measure. No gender differences were observed in implicit theories of science ability or science interest. Females did evidence lower achievement in science than males. Implicit theories of science ability were significantly and positively correlated with science achievement. Conversely, no such relationship existed between implicit theories of science ability and interest. Limitations of the current study are discussed and possible future directions are offered. Findings from the current study underscore the importance of considering domain-specific views of ability when addressing poor science performance and when considering gender gaps in science achievement.

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

published_or_final_version / abstract / toc / Education / Master / Master of Science in Information Technology in Education

As the political milieu in South Africa changed in 1990, a new curriculum framework guided by the principles of Outcomes Based Education (OBE) emerged. The paradigm shift from a traditional to an OBE curriculum was difficult for many teachers, especially the shift away from the traditional paper and pencil methods of assessment to using formative assessments methods. The issues of assessment are further compounded in Technology Education because of its unique methodology. Within the South African context, Technology Education must include conceptual knowledge of technology products as well as procedural knowledge on the designing and manufacturing of such products. Technology Education is thus concerned with developing learners’ capability. As a result, assessment in Technology becomes complex because we are looking for more than just a display of knowledge, understanding and manual skills. It is against this backdrop that this study aims to explore Grade 7 teacher assessment practices in Technology Education within the Pinetown District and to gain a better understanding of what teachers assess in Technology Education. This was done by examining how they carried out their assessments and by exploring the reasons for such practices. The research questions addressed in this study were: What are Grade 7 teachers assessing in Technology Education? ; How do Grade 7 teachers carry out these assessments? ; Why are Grade 7 teachers employing particular assessment strategies? Middleton’s revised concept of problem space, as well as the influence of social constructive influence on learning and assessment that forms the theoretical framework of this study. Guided by the interpretive paradigm, this research was qualitative in nature and a case study approach was used to explore it aims. The case study approach allowed the researcher an opportunity to study the participants’ common and unique features in depth within a limited time scale. Participants for this study were selected by purposive sampling by virtue of their professional experience in teaching Grade 7 Technology Education within the senior phase. Data collection methods used to obtain data relevant to the research questions were observation of Technology lessons, document analysis of learners’ books and educators’ portfolios, as well as semi-structured interviews. It has emerged from the findings that although Technology Education has gained momentum over the years in South Africa. Greater attention needs to be paid towards assessment of the learning area because no proper guidelines regarding assessments have been provided for teachers. Teachers are assessing aspects of Technology Education that they feel are relevant and which they are comfortable with. Greater emphasis is placed on completed tangible products rather than the designing and the learning process that the learner engages in. Emphasis is placed on assessment for attainment of marks and not for life-long learning. Lack of pedagogical knowledge in the field of Technology Education and limited knowledge of appropriate assessment strategies in Technology Education have also emerged as major contributing factors for Grade 7 teachers for assessing Technology Education in the manner that they are. It is recommended that appropriate and adequate professional development workshops be held for teachers of Technology Education so that these short coming are addressed. Subject advisors need to play a more active role in the development of Technology Educations and meet on a regular basis with the teachers to keep abreast of new trends and to tackle challenges. This is necessary so that Technology Education in South Africa can reach its true potential in developing enterprising, creative problem solvers as envisaged in the constitution. / Thesis (M. Ed.)-University of KwaZulu-Natal, Durban, 2013.

Reading plays a pivotal role in terms of learners' comprehension and understanding of what is taught in schools. Reading, as part of nation building, provides rapid and ready access to new information and knowledge that will help us in life-long learning (DoE, 2008, p.5). In the context of South Africa, where the legacy of apartheid can still be felt almost 20 years after its collapse, having literate learners becomes particularly important. This is more so the case considering the linguistic diversity of South Africa – many learners in multilingual schooling contexts of South Africa encounters reading difficulties as they are taught in a language foreign to their mother tongues. If learners cannot read there is a greater likelihood of poor academic achievement. It was therefore the intention of this study to explore how teachers who speak English as a first language teach reading to Grade Three learners in multilingual contexts. The study examined the methodologies Grade Three teachers employed in teaching reading, as well as the support they offered to Grade Three learners generally and also specifically to those learners who may not speak English as a first language. This study followed a qualitative approach and was interpretive in its paradigm. The study's methodology was that of a case study of three Grade Three teachers in one public primary school in Durban. Observations were conducted, so as to offer detailed descriptions of Grade Three teacher's actions, behaviours, and full range of interpersonal interactions between teachers and learners. The researcher also interviewed and observed teachers teaching reading. The findings revealed that teachers who speak English as a first language, in a multilingual school, experience several challenges in teaching reading to Grade Three learners - such as: teachers having to ask a lot of questions because children battle with comprehension, it takes time for English second language learners to grasp phonic sounds, and teachers have to spend a lot of time helping struggling readers. Hence a sound whole-school approach around reading can greatly smooth the process of teaching. The study found teachers who were not only competent in the teaching of reading, but who also ensured that support was given to all their learners, particularly those whose mother tongue is not English. Some key factors that helped them to overcome their challenges were: the availability of reading materials, knowledge of the reading process, planning and consistency across the grade, support from school management and the preparation of intervention strategies. The teachers also employed a variety of methods and strategies while teaching, thereby ensuring comprehension and support for the learners. The study recommends that schools should take reading seriously since it had been proven that many South African learners have poor reading abilities. This means that a whole-school approach towards reading is required. If learners are able to read well, all subjects in the school benefit. / Thesis (M. Ed.)-University of KwaZulu-Natal, Durban, 2012.

The aim of this dissertation is to contribute towards research in the area of Second Language Learning and Teaching, with particular focus on English Second Language (ESL) Learning and Teaching in the context of a South African distance college. This report investigates the notion of 'best practice' in language classrooms and compares this notion with a sample of teachers' own views about what constitutes 'best practice' in language teaching. Included in this report are critical discussions regarding language teacher education and the pervasive influence of different language policies in South Africa with regard to the way such policies have influenced teachers' beliefs about their practice. There is also a focus on the debate surrounding the prescription of a single 'best practice' in teacher education. The investigative approach used in this research was essentially qualitative and this report includes details on the benefits and challenges of the narrative task as a research tool, as well as much authentic material in the form of student responses. This investigation found that while many teachers do support practices which are in keeping with official notions of 'best practice' as described in the South African language-in-education policy and Curriculum 2005, there are significant numbers of teachers who advocate practices for language teaching which seem to contradict the notion of 'best practice' including Subtractive Bilingualism, Audiolingual methodology, rote learning and even coersion. Based on these findings, recommendations for the upgrading of existing teacher education programmes and the development of new programmes include the following: • information on changing policies and practices. • credibility in change through practice. • enactment of a process syllabus. • skills development in general classroom practice. • language development as part of teacher education. • acceptance that there is no 'best method'. • the development of broad critical reflexive practice in teachers. / Thesis (M.A.) - University of Natal, Pietermaritzburg, 2001.

South Africa has undergone many changes in the past decade in terms of political, economic and educational transformations. The year 1994 was the turning point in which our education system underwent a major paradigm shift. The sands have been shifting in education ever since, beginning with the National Curriculum Statement, then the introduction of OBE and Curriculum 2005 and the most recent, CAPS. The question that intrigued me about curriculum change was how educators experienced these changes. This study therefore explored how educators experienced curriculum change in South Africa, particularly how they experienced the new Life Skills curriculum in the Foundation Phase. The following research questions were addressed in this study: 1) What are grade one educators’ experiences of the new CAPS Life Skills curriculum? 2) Why do educators experience the new curriculum the way they do? A qualitative research approach was used, making use of a case study design. Participants were purposely selected using non-probability sampling. Semi-structured interviews and diaries were used as data collection methods. The data from this study revealed that educators experienced challenges in terms of the content, planning and preparation, assessment and dealing with contextual factors in the classroom. It was also found that educators experienced a lack of training and support in implementing the new Life Skills curriculum. A positive experience was that educators enjoyed teaching Life Skills. It was also found that educators welcomed and embraced curriculum change. / M. Ed. University of KwaZulu-Natal, Durban 2013.

This paper is a qualitative case study of a Korean first grade child. The primary purpose of this study was to investigate the nature of a first grade Korean child’s oral language interactions with teachers, parents, peers, and community members and to examine how a child’s oral language impacts his literacy learning in English. The data were collected over five months from three different settings: the school, the Korean Language School, and the home. Data methods were interviews, observations, field notes, surveys, audio and video recordings, documents, and informal assessments in Korean and English. Data analysis was based on the analytical categorization and the constant comparison analysis. The results of this study revealed that opportunities to engage in social interactions between a child and his teachers, parents, and peers through oral conversation contributed to the language and literacy learning of the child observed. The analysis of the data showed that literacy development in English was influenced by three factors: individual factors, home and school environmental factors, and community and cultural environmental factors. Individual factors were personal motivation, the first language effect, and background knowledge. Home and school environmental factors included parents’ support, peer group activity, and teacher’s role. Finally, community and cultural environmental factors were mass media and Korean culture and identity. The results of the study supported Vygotsky’s sociocultural theory and Bronfenbrenner’s ecology system theory that learning occurs through social interactions in cooperated groups and their environments. / Department of Elementary Education