Thesis (MEd (Education))--Cape Peninsula University of Technology, 2019 / The quality of education in South Africa has drawn critical attention as children continue to perform poorly as they progress through school. Reflective practice is promoted and implemented internationally as a method to improve quality teaching and learning. Nationally a growing interest in the implementation of reflective practice is reflected in the Department of Basic Education’s suggestion that teachers make use of reflective practice to inform their classroom planning. The objective of this study was to investigate the knowledge and understanding Grade R teachers have of reflective practice. As Grade R is the first year and the foundation of a child’s school career, it was of interest to explore whether teachers reflect on their practice. This study was located in an interpretivist paradigm using a case study design. Two Grade R teachers were interviewed using semi-structured interviews. Their annual, termly and weekly planning was analysed alongside the transcripts of the interviews, using thematic analysis to identify common themes of reflective practice in Grade R. Five themes emerged from the analysis, which enabled the exploration of the benefits and challenges of using reflective practice in Grade R. These five themes allowed for the development of the idea of using reflective practice as a means for improving teaching and learning in Grade R. The teachers interviewed value the idea of reflective practice as a way to meet the needs of the children. They describe it as an innate aspect of their teaching. However, they have a tacit understanding and knowledge of reflective practice and it was not evident in the documents they use to inform their teaching. For reflective practice to be encouraged teachers need support from within their schools and from the Department of Basic Education.

Das postgraduale Bildungsangebot „Nachhaltigkeit in gesamtwirtschaftlichen Kreisläufen – Sustainability 2020“ wird an der Hochschule Mittweida seit März 2012 in unterschiedlichen Entwicklungsstufen auf Masterniveau erprobt. Besondere Herausforderung des weiterbildenden Studiengangs ist es, einer heterogenen Zielgruppe das Studium neben Beruf und Familie zu ermöglichen. Da die Studierenden aus der Berufspraxis kommen, sind zudem Konzepte und methodische Ansätze gefragt, die ein forschendes Lernen und das Erlernen wissenschaftlicher Methoden der Nachhaltigkeit in Verbindung mit der praktischen Anwendbarkeit der vermittelten Kompetenzen ermöglichen. Insbesondere die Einbindung zeit- und ortsflexibler Lernformen sind bei der Gestaltung des Blended Learning-Angebotes in Präsenz, E-Learning und Selbststudium wesentliche Erfolgsfaktoren. Ein Entwicklungsziel bildet zudem die Einbindung von Web 2.0-Technologien in den Lernprozess in definierten Entwicklungsstufen....

This is a qualitative study that investigated the experience of school inspectors in ensuring quality teaching and learning in primary schools in Northern Uganda, using hermeneutics phenomenological design. The study was underpinned by relative ontology, personal epistemology and accountability theory. In-depth interviews and document analysis were used to explore the understanding of the school inspectors on quality teaching and learning, techniques they use to ensure quality teaching and learning, their effectiveness and challenges. The study revealed that the inspectors understand quality teaching and learning as a multidimensional reality that entails attaining of literacy and numeracy; life skills; holistic development of learners; teachers’ competencies and professionalism; measure of learning achievement; broadness without ambiguity; collaborative; innovate; dynamic and contextual issue. The main techniques that the inspectors used to ensure quality teaching and learning in the primary schools are: assessment of quality of inputs into educational programs; assessment of educational processes; assessment of learning outcomes;psychosocial support; ensuring compliance with educational standards, laws and regulations; creating awareness on educational standards, laws and regulations; administration of rewards and sanctions. The study showed that the inspectors believe that they have been effective in supporting teachers; improving learning, learning environment and professional development of teachers; fighting corruption and malpractices among teachers. They however experienced insubordination of teachers; negative attitude of teachers towards the teaching profession; inadequate training of teachers; failure of teachers to adhere to educational laws; policies and regulations; excess work overload to the school inspectors; negative perception of some teachers on school inspection; corruption; lack of resources for school inspection; ineffectiveness of the head teachers; and difficulties in enforcing educational standards, rules, regulations and laws. They mainly use laws, policies and regulations and peer to peer support as the strategies to solve problems which they encounter in ensuring quality teaching and learning in the primary schools. The unique contribution of the study is that quality teaching and learning as understood by primary school inspectors is a multidimensional reality that can best be achieved using a logical, psychosocial legal approach. Policies, practices and future studies need to examine critically the dynamics and characteristics of these approaches to quality teaching and learning in primary schools. / Thesis (PhD)--University of Pretoria, 2019. / pt2021 / Education Management and Policy Studies / PhD / Unrestricted

This study examines the lived experience of teacher candidates through a professional inquiry process and the influence of that experience on their eventual teaching practice. Literature in this area typically follows teacher candidates and teachers through curriculum and instruction pedagogy coursework and then into the classroom to observe the incorporation of inquiry strategies and changes in disposition towards inquiry. This work fails to address a teacher candidate’s experience through their own personal open inquiry process and whether or not that experience transfers into their teaching practice. A nested case study approach - including both quantitative and qualitative data - were used to provide insight and build understanding towards the following questions: 1) What is the effect on a teacher candidate’s likelihood to employ an inquiry approach to science in their classroom following their own participation in an open-inquiry process during their teacher education? 2) How does participation in an inquiry process influence a developing teacher’s understanding of teaching and learning? Teacher candidates and teachers at varying stages of practice, completed a survey and three recently certified teachers were interviewed to explore the use of inquiry in their teaching. The evidence suggests a key component to affecting the incorporation of inquiry approaches into the classroom was that personal experience with inquiry served to unsettle held beliefs and led to a change in disposition towards inquiry. This study also explores the implications for the inclusion and importance of inquiry experiences early within teacher education programs. / Graduate

A dissertation submitted to the Faculty of Education in fulfilment of the requirements for the Degree of Doctor of Education in the Department of Curriculum and Instructional Studies at the University Of Zululand, 2016 / The inclusion of the subject, Life Orientation, in the school curriculum for a democratic education dispensation was the realisation of the recommendation of the National Education Crisis Committee or NECC (1992) in its research for a curriculum model for a post-apartheid society (CUMSA) and Educational Renewal Strategy (ERS). The NECC (1992: 79) emphasised that lifestyle education was essential for a post-apartheid curriculum in order to incorporate knowledge of and guidance on religion, economic education and physical education, to be directed at norms, values, personal convictions and attitude to life (including an emphasis on openness to and acceptance of the convictions and attitudes of others). However, studies have highlighted that Life Orientation is generally considered an appendage, an additional subject that is perceived as being of lesser importance in the school curriculum (Chisholm, 2000; Jansen, 1997; Christie, 1999). Such claims are based on the following facts: Life Orientation has the least number of periods in the school timetable; there is no formal assessment of the Life Orientation knowledge, skills, values and attitudes; learners’ performance in Life Orientation counts for less on their school-leaving certificates, than their performance in other subjects; and there is no accountability on the part of teachers with regard to learners’ performance in the subject. Therefore, results obtained in the subject do not add value in the certification process of the learner in the Further Education and Training (FET) Band. While reforms and changes have been introduced in the South African schooling curriculum for a democratic political and social dispensation, educational researchers (Chisholm, 2000; Jansen, 1997; Christie, 1999) have highlighted the challenges facing the successful implementation of the new curriculum. This study considers the mediation of the subject curriculum to be the main challenge in the successful implementation of the national curriculum statement, which provides teachers with guidelines on why, what and how classroom practice ought to be. Through the lens of the tuition of a specific subject, this study considers the competence of teachers in mediating Life Orientation in the FET Phase. This study attempted to answer the following research questions: • What paradigm informs the mediation strategies of teachers of Life Orientation? • How do teachers’ mediation strategies align content, intended outcomes and assessment for daily learning activities? • Why do teachers perceive their mediation strategies as being congruent with the attainment of the Life Orientation curriculum statement and learning outcomes? This study targeted teachers involved in the teaching of Life Orientation in the FET Phase: that is, Grades 10, 11 and 12 teachers in schools in the vicinity of the Pinetown District. A mixed method design was used to investigate teachers’ perceptions and competencies in teaching Life Orientation in the Further Education and Training band. Both quantitative and qualitative data collection instruments were used to collect data from the participants. The researcher used open-ended questionnaires for data collection with regard to the perspectives on a mediating role for the effective teaching of Life Orientation in the FET band. The research was conducted with Grades 10, 11 and 12 Life Orientation (L.O.) teachers. There are 167 secondary schools under Pinetown District and the questionnaires were administered in 30 of the 167 secondary schools. A total of 60 teachers, that is, 2 teachers per school, teaching Grades 10, 11 and 12 were used as respondents to the questionnaires in order to answer the research question. The purpose of the survey questionnaire was to collect information regarding L.O.’s academic value, L.O. teachers’ preparedness and L.O. mediation strategies. Interviews were also used to collect qualitative data from the participants who were teachers who teach Life Orientation in the FET phase. According to McMillan and Schumacher (2010), in-depth interviews use open-response questions to obtain data on participants’ meanings regarding how individuals conceive of their world and how they explain or make sense of the important events in their lives. According to the collected data, the participants felt very strong about the importance and the academic value of the subject LO in the FET curriculum. They emphasised that the subject was invaluable in the effective teaching of the learners at this stage in order to prepare them for future careers and as future citizens. They felt a need for the subject to be recognised and to be treated with some degree of the value it deserves within the curriculum. It was mentioned by the participants that the teachers who teach the subject have to be well-prepared and trained, and also that they need to have a specialised knowledge and understanding for the effective teaching and learning of the subject to happen. Over and above they have to be passionate about the subject, and be willing to sacrifice their time and talents to develop themselves and to teach better. A variety of mediation strategies that are learner-centred were identified as the best strategies to teach the subject, in order to improve and develop learner knowledge and understanding around the subject. Strategies that keep learners fully involved in their learning and development were seen as the best strategies. Participants felt that learners learn better when they find information on their own and when they interact with others to develop knowledge and understanding. This study recommends that Life Orientation must be treated in the same manner as other subjects in the curriculum and that this needs to be shown in the allocation of time to teach the subject. It is very disturbing to learn that this subject is sacrificed a lot to benefit other priority subjects in the FET curriculum. It should always be remembered that this subject was introduced for the purpose of a holistic development of the learners. With the identified academic value of the subject, L.O., it is without doubt that the subject is indispensable within the FET curriculum.

Submitted to the Faculty of Education in fulfilment of the requirements for the Degree of Doctor of Education in the Departmrnt of Curriculum and Instructional Studies at the University of Zululand, 2000. / The main aim of this research was to identify constraints affecting the quality of teaching, learning and practical training of students at technical colleges in KwaZulu Natal. Questionnaire surveys as well as informal interviews were used. A mixture of quantitative and qualitative methods has enabled the researcher to gain a deeper understanding and a more penetrating insight regarding the problem under investigation. The five criteria for effective technical college-based training are identified and discussed in detail with the aim of using them as a yardstick for the analysis of the results of this study. The criteria are: effective partnership, adequately equipped workshops, effective education, practical application of knowledge and adequately qualified lecturing staff. In Chapter 3 recent examination results are analysed in order to inpoint those colleges in KwaZulu Natal where teaching and ]earning appear to be ineffective," identify constraints affecting the quality of training since colleges with excellent results may very welt have fewer constraints then colleges with poor results; and identify those colleges which are most affected by constraints. fn Chapter 4 the data collected from nineteen principals who completed questionnaires regarding staffing attechnical colleges is outlined. The focus is on staff provisioning [including qualifications and recruitment] as well as staff development and in-service training at colleges. Chapter 5 consists of a discussion of the data collected from nineteen principals who completed a questionnaire regarding training equipment at technical colleges. The focus was on: reiatedness of equipment and accreditation; exemplification of equipment needed; didactic rationale for the need of equipment; and perceptions of principals regarding equipment an inventory of equipment at selected colleges. tn Chapter 6 there is a particularisation of the constraints that affect the quality of teaching, learning and practical training of students at technical colleges. Ten serious constraints were identified, divided into four categories, namely: Constraints related to students: lack of a Science and Mathematics background, as well as student support systems. Constraints related to lecturers: inadequately qualified lecturers, frequent resignations and the lack of staff development programmes. Constraints related to equipment: a lack of up-to-date tools, equipment, heavy machinery and consumables. Constraints related to the department: partnership between colleges and industry is non-existant, most of the training is not in line with commerce and industry, merketing of technical colleges is ineffective and there is a lack of coherent and consistent funding policy for technical colleges. In Chapter 7 the empiriacl results are analysed, using the five criteria formulated in Chapter 2. It is shown that no technical college training can be effective unless these five criteria are met. Shortcomings in technical training in KwaZulu Natal are highlighted and the practical problems experienced in technical education are shown to be caused by a neglect or disregard of the theoretical underpinnings on which technical training should rest. Chapter 8 outlines the recommendations which emanated from the findings of this study. The following are some of the most significant recommendations: bridging courses in Science and Mathematics for students; certain non-technical skills should be taught such as problem-solving and English reading skills; induction and staff development programmes should be offered to lecturers; short-term staff exchanges should occur regularly between colleges and industry; facilities and equipment should be drastically updated; the department should introduce a new funding policy;

A dissertation submitted to the FACULTY OF EDUCATION at the UNIVERSITY OF ZULULAND in fulfilment of the requirements for the degree of MASTER OF EDUCATION in the Department of Educational Planning and Administration, 2004. / The study investigated the role of RCLs in the promotion of the culture of teaching and learning in secondary schools. In this study the researcher employed a survey to achieve the aims of the study, and a questionnaire to obtain facts and opinions about the role of the RCL members. From the empirical study conducted in Pinetown District, the researcher found that the majority of the members of the RCLs in schools studied does contribute to the promotion of the culture of teaching and learning. However there was remarkably high percentage (65%) of respondents who were uncertain about the RCLs' role in facilitating the promotion of the culture of teaching and learning in secondary schools. Briefly data indicates that the uncertainty about the role functions of RCLs is due to the lack of training. Based on the findings of the study, the researcher made recommendations directed to the principals and the department of education and culture. The key recommendations are: > Principals need to develop appropriate and effective capacity building programmes for RCL members. > RCL members should be given a platform to communicate with the general learner population to facilitate and foster discipline among learners in schools. > Members of the RCL should be granted their legitimate rights to participate in decisions that affect them.

Submitted in partial fulfilment of the requirements for the degree of MASTER OF EDUCATION In the Department of Educational Planning and Administration of the University of Zululand, 1999. / The study examined the roles of principals in the supervision of teaching and learning in their schools. The traditional method of supervision of teaching and learning known as Inspection was phased out. The inspectors no longer visit Schools to conduct supervision of teaching and learning. Supervision is now left to the principals. The focus of the study was on how principals could work co-operatively with all stakeholders in ensuring that there is effective teaching and learning in their schools. The study made use of questionnaires that were administered to the principals of Sayidi District. The research project revealed that lack of expertise of principals on supervision, lack of communication between principals and educators and between parents and schools, and lack of motivation of educators and parents, were some of the factors that interfered with the role of principals as supervisors of teaching and learning. The research project, however, established that planning and organising of supervision by principals and all stakeholders and motivation of educators and parents by principals, were some of the strategies principals could use to enhance supervision of teaching and learning in their schools. / Mr A. J. Schoeman

Abstract This study investigated the low literacy and math achievement of 4th grade students with emotional disturbances (ED) in an urban school district in Pennsylvania. Researchers have speculated that teachers possess limited knowledge of the behavioral health needs of students with ED needed to support their behavior and achievement. Therefore, this study was conducted to assess the effect of behavioral health professional development (BHPD) on the Pennsylvania School System of Assessment (PSSA) achievement of 4th grade students with ED. The theoretical framework of this study was Dewey's educational philosophy, which focused on educating the whole child. This study used a quantitative, comparative, between-groups design. Two research questions were used to determine if there were statistically significant differences in students with ED's PSSA literacy and math change scores from 3rd to 4th grade taught by 3 teachers who participated in the district's 1-year BHPD class and students taught by 3 teachers who did not participate. The study sample included 83 students. The Mann-Whitney test showed that there were no statistically significant differences in PSSA change scores between groups, with medium effect sizes. These findings indicated a need to search beyond BHPD to address the problem of low literacy and math PSSA achievement of 4th grade students with ED. A white paper for educators was written in which a School-Wide Positive Behavior Interventions and Support model was discussed that could improve the low PSSA achievement of students with ED. The positive social change is that teachers could better address and monitor students' behavior and academic progress to ensure positive outcomes on the PSSA.

Guided by the cognitive development view of reading interventions, this qualitative case study addressed the lack of intervention programs in middle schools in a large city in New Jersey State. The purpose of the study was to examine teachers' perceptions of intervention programs for low-performing readers. Research questions addressed the intervention strategies to improve students' learning, school culture, and teaching styles used to teach them. Survey questions were sent to 25 teachers chosen randomly from 5 schools in the school district. Surveys were analyzed by developing codes, clustering themes, and then developing a full description from the teachers' perspectives. The findings showed the need for a policy recommendation to address the gaps in the intervention programs, reduce students' reading predicaments, and enhance teacher participation in constant, job-embedded professional development. These findings will contribute to positive social change by informing a school-wide positive reading culture across these middle schools.