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You searched for +publisher:"Stellenbosch University" +contributor:("Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies."). Showing records 1 – 30 of 189 total matches.
1. Hatutale, Sylvia. A study of the organizational complexity of the offering of basics mathematics at a Namibian tertiary institution.
Hatutale, Sylvia. “A study of the organizational complexity of the offering of basics mathematics at a Namibian tertiary institution.” 2018. Thesis, Stellenbosch University. Accessed April 21, 2019. http://hdl.handle.net/10019.1/103511.
Hatutale, Sylvia. “A study of the organizational complexity of the offering of basics mathematics at a Namibian tertiary institution.” 2018. Web. 21 Apr 2019.
Hatutale S. A study of the organizational complexity of the offering of basics mathematics at a Namibian tertiary institution. [Internet] [Thesis]. Stellenbosch University; 2018. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/10019.1/103511.
2. Maart, Ronel. Aligning the clinical assessment practices with the assessment practices.
▼ ENGLISH ABSTRACT: Removable Prosthetic Dentistry (PRO400) is a fourth year module of the undergraduate dentistry programme which consists of a large clinical component. After reviewing relevant literature and conducting module evaluations, clinical tests were introduced and implemented in 2008 as an additional clinical assessment method. The intention of introducing the clinical tests was an attempt to ensure that students were assessed fairly, that their theoretical knowledge and the ability to apply it clinically were properly assessed, and to provide feedback on their clinical performance. The purpose of this concurrent mixed methods study was to compare the relationship between the students‟ performance in the clinical tests and daily clinical grades with their theoretical performance in the PRO400 module. The second part of the study explored the academic staff s‟ perceptions of the clinical test as clinical assessment tool in the PRO400 module. The case study design enabled the researcher to explore the question at hand in considerable depth. The mixed methods approach was useful to capture the best of both the qualitative and quantitative approaches. For the quantitative data-collection, record reviews of the results of fourth-year dental students‟ who completed the PRO400 module at the end of 2007 were used, and included 110 students. For the qualitative component three full-time lecturers within the Prosthetic department were interviewed. The clinical test marks and clinical session marks of all the students (n=109) in PRO400 were compared to their theory mark of that year. The tests marks were entered into a spreadsheet in Microsoft Excel and the data analysis was done with the assistance of a statistician. The analytical abstraction method was used to assist with the qualitative data analysis; first the basic level of analysis was done in the narrative form, followed by second higher level of data analysis. The basic and higher levels of analysis were discussed under the following themes: clinical tests, student performances, alignment of theory and clinical assessment and personal influence on supervisors‟ assessment practices and attitude. Role-taking and the supervisors‟ perceptions and concerns regarding the students were explored as emergent themes. The quantitative findings were displayed using tables and graphs. Forty five students. clinical marks were 10% higher than their theory mark, while only 8 students. theory marks were 10% higher than their clinical test mark. There appeared to be hardly any relationship between the students. clinical daily grade assessment marks and their theory marks. The average theory mark was 47%, the average clinical test marks were 55% and the average daily clinical grade was 63%. Integration of the data obtained from the different data collection methods was done at the level of data interpretation. The clinical test as an assessment tool is well accepted by the supervisors and they agreed that it is more reliable and accurate than the clinical daily grade… Advisors/Committee Members: Bitzer, Eli, Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies..
Maart, Ronel. “Aligning the clinical assessment practices with the assessment practices.” 2011. Thesis, Stellenbosch University. Accessed April 21, 2019. http://hdl.handle.net/10019.1/17888.
Maart, Ronel. “Aligning the clinical assessment practices with the assessment practices.” 2011. Web. 21 Apr 2019.
Maart R. Aligning the clinical assessment practices with the assessment practices. [Internet] [Thesis]. Stellenbosch University; 2011. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/10019.1/17888.
3. Chiroma, Jane Adhiambo. An evaluation of a professional development programme in environmental education.
ENGLISH ABSTRACT: This thesis is an interpretive formative evaluation of a Professional Development Programme in Environmental Education. The specific aim of the study was to evaluate the extent to which the programme has enabled professional development of teachers; the degree to which the processes of this specific Professional Development Programme (PDP) has enabled implementation and the nature and the amount of take- up of the PDP processes. The data for this research were generated through semi structured interviews, focus group discussions and observations of teachers‘ projects. Thematic analysis was used as a method of data analysis. Constructivist, formative evaluation informed the epistemology and ontological perspectives that guided data analysis and interpretation and discussions that were made in this research. Data indicate that professional development programmes involving various stakeholders need to be well controlled and co-ordinated. Communication and motivation need to be integrated into the PD programme by the leadership. The Professional Development Programme was done in isolation and lacked a deep epistemological and ontological grounding, showing minimal research in the process therefore, the communication and motivation need to be integrated into the PD programme by the leadership. Department of Education officials indicated that they were not involved in the planning stage and fulfilled more of a management and co-ordination role. They were not able to monitor the process because they were not informed or assisted to develop a monitoring tool and besides their workload prohibited them from doing so. Teachers reflected various dimensions of take-up from the programme but they were not able to realize the action project (except in two schools). Teachers expressed difficulties in implementing the programme because of full schedules and curriculum commitments in school programmes. This research has presented the sentiments of the respondents (participants) in this PDP and has come to the conclusion that this Professional Development Programme has potential and improving aspects of it (see chapter 6) will go a long way towards improving the sustainability of this programme, and improving the quality of teachers that are trained in this kind of programme and even beyond. The PDP has enabled professional development in many ways (See chapter 4 on take-up). However, monitoring and implementation came out clear as those aspects of professional development in the programme that require much attention if the programme is to improve and become more sustainable.
Advisors/Committee Members: Reddy, Chris, Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies..
Chiroma, Jane Adhiambo. “An evaluation of a professional development programme in environmental education.” 2011. Thesis, Stellenbosch University. Accessed April 21, 2019. http://hdl.handle.net/10019.1/17918.
Chiroma, Jane Adhiambo. “An evaluation of a professional development programme in environmental education.” 2011. Web. 21 Apr 2019.
Chiroma JA. An evaluation of a professional development programme in environmental education. [Internet] [Thesis]. Stellenbosch University; 2011. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/10019.1/17918.
4. Rodrigues Losada, Ricardo J. Teachers' perceptions of spreadsheet algebra programs as curriculum materials for high school mathematics in Namibia.
▼ ENGLISH ABSTRACT: The use of information and communications technologies (ICTs) in the form of spreadsheet algebra programmes (SAPs) is important in the professional development of high school mathematics teachers. This is in line with The Namibian government‟s Vision 2030 in which ICT skills and competencies are regarded as core elements of living and participating in the 21st century. ICTs are also considered to be fundamental to the development of a dynamic knowledge-based economy (KBE) through the Education and Training Sector Improvement Program (ETSIP). ETSIP‟s aim is to embed ICT at all levels of the education system. It also aims to integrate the use of ICTs as tools in the delivery of curriculum and learning and in so doing, lead to a marked improvement in the quality of the learning and teaching process across all levels. Education has a key role in achieving Vision 2030. The aim of this research was to investigate mathematics teachers‟ perceptions of SAPs as curriculum materials in selected Namibian secondary (high) schools. This research adopted a qualitative methodology, which in this instance was a case study. The sample population consisted of five teachers from Okamu (pseudonym) secondary school in the Ohangwena Region of Namibia. Four of them had been teaching mathematics at different levels in the mentioned school for a period of four years, and one of them was teaching physical science. Three methods of data collection were used. The first two were semi-structured interviews and focus group interviews based on teachers‟ experiences using SAPs. The third method was an audio taped observation of a lesson taught by one of the teachers,. This research provides evidence about teachers‟ perceptions regarding time concerns and constraints with regards to the SAPs and the use of the SAPs. The teachers showed willingness and enthusiasm to use SAPs on linear and quadratic functions in their teaching. Some of the teachers became more aware of the epistemic dimensions associated with mathematical and algebraic symbols. Interview data reveal that the teachers had not considered these dimensions when teaching with the usual paper-and-pen format. The research also provides evidence of a teacher‟s early vision about the use of spreadsheets as an instrument to teach linear functions. This teacher did not consider any epistemic value for the instrumented spreadsheets techniques, or that they might contribute to a deeper understanding of the linear functions. His concern was focused more on getting the learners to acquire computer skills, such as learning how to use spreadsheets. It is recommended that in-service professional development about ICT integration into mathematics teaching be offered. This might help teachers to learn how their knowledge and skills could be used in the classroom more effectively in order to save time. It is also suggested that professional development programmes be designed to stimulate and promote teachers‟ willingness to develop an understanding of the characteristics of ICTs such… Advisors/Committee Members: Gierdien, Faaiz, Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies..
Rodrigues Losada, Ricardo J. “Teachers' perceptions of spreadsheet algebra programs as curriculum materials for high school mathematics in Namibia.” 2012. Thesis, Stellenbosch University. Accessed April 21, 2019. http://hdl.handle.net/10019.1/71846.
Rodrigues Losada, Ricardo J. “Teachers' perceptions of spreadsheet algebra programs as curriculum materials for high school mathematics in Namibia.” 2012. Web. 21 Apr 2019.
Rodrigues Losada RJ. Teachers' perceptions of spreadsheet algebra programs as curriculum materials for high school mathematics in Namibia. [Internet] [Thesis]. Stellenbosch University; 2012. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/10019.1/71846.
5. Klaasen, Danoven. ’n Poging om my klaskamerpraktyk in beroepsvoorligting by 'n landelike VOO-skool te verbeter : 'n aksienavorsingsbenadering.
ENGLISH ABSTRACT: In this mini-thesis I share the action research that I undertook at the school where I teach. This research was an attempt to improve my practice in career guidance, a sub-division of Life Orientation. The need for a study of this nature was developed out of my experiences with matriculants who appear to be confused about their future careers they intent pursuing. It appeared that they lacked the capacity to do self-planning and did not really comprehend how to plan their future careers. In reflection on career guidance, in general, and my own teaching practice in particular, I came to the conclusion that there is a real problem in terms of the effectiveness of career guidance and that I, in my technicist attitude towards policies of the education department, perhaps unconsciously, became part of the maintenance of a fruitless practice. Although I dutifully carry out the curriculum according to the required education policies, there remain an uncertainty and a concern regarding the practicality surrounding career guidance and more so when it comes to disadvantaged students from rural areas. This compelled me to do some introspection about the way I was teaching and involving the learners in my career guidance classes. This introspection lead me to the realisation that the instrumentalist and technicist way of teaching (‘talk and chalk’ method of teaching) and my endeavour to finish my content and assessment tasks within a certain prescribed timeframe, were at odds with creative career guidance teaching. My classroom practice was trapped in the old methods, and I was caught up in the old traditional ways while teaching a 21st-century learner. In an effort to address the above-mentioned issues of concern, I address the following critical questions, namely: - How can career guidance be used as a tool to improve the life skills of learners from a poor rural school? - How can I improve my classroom practice? In Chapter one I explore my background and provide reasons why I got involved in this project. In my literature review, I suggest that the principles of the National Curriculum Statement Grades R–12 (2012) and the outcomes that the learners have to achieve have certain implications for classroom practice. This is in line with Cuseo’s (1996) view that basic education is guaranteed by not only giving form to the structure of the curriculum, but also to what happens between learners and teachers in the classroom. A detailed description of the two action research projects that were undertaken with Grade eleven learners at my school is given in Chapters four and five. In the final chapter of this thesis, I reflect on the research engaged in the classroom and I also reflect on the future of teachers as researchers. I believe that any attempt to improve the education and conditions of our rural and disadvantaged schools would go a long way in addressing the inequities prevalent in our society.
Advisors/Committee Members: Esau, Omar, Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies..
Klaasen, Danoven. “’n Poging om my klaskamerpraktyk in beroepsvoorligting by 'n landelike VOO-skool te verbeter : 'n aksienavorsingsbenadering.” 2013. Thesis, Stellenbosch University. Accessed April 21, 2019. http://hdl.handle.net/10019.1/80011.
Klaasen, Danoven. “’n Poging om my klaskamerpraktyk in beroepsvoorligting by 'n landelike VOO-skool te verbeter : 'n aksienavorsingsbenadering.” 2013. Web. 21 Apr 2019.
Klaasen D. ’n Poging om my klaskamerpraktyk in beroepsvoorligting by 'n landelike VOO-skool te verbeter : 'n aksienavorsingsbenadering. [Internet] [Thesis]. Stellenbosch University; 2013. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/10019.1/80011.
6. Fair, Andrew George. An evaluation of a model of teacher professional development in a science and mathematics intervention programme for teachers and learners.
▼ ENGLISH ABSTRACT: South Africa is in the midst of a mathematics and science education crisis that challenges all key role-players. The Institute for Mathematics and Science Teaching at the University of Stellenbosch (IMSTUS), was involved in several university-school partnership (systemic intervention) projects that sought to provide continuing professional development to mathematics and science teachers and to help them make a greater impact on the learners that they teach. One of these intervention projects was the Sciences and Mathematics Initiative for Learners and EducatorS (SMILES) that targeted mathematics and science teachers and learners in under-resourced schools in the Western Cape. The effects of an intervention aimed at supporting and enhancing teacher professional development will only be seen in the learners once teachers have accepted and mastered the pedagogies proposed. Professional development that does not “enthuse, support, train and renew, and encourage” will probably fail. When considering this, the question that must be asked is whether the SMILES project was in fact enthusing, supporting, training, renewing and encouraging. The purposes and aims of the SMILES project with specific reference to professional development of science teachers were to enhance teachers’ pedagogical content knowledge and address the critical issues confronting science education of which three are: constructivist teaching, understanding the nature of science, and scientific argumentation. The characteristics of effective professional development, the core features of professional development and the theoretical constructs to evaluate professional development of teachers were used in this study to evaluate the effectiveness of the model used in the SMILES project. A concurrent version of the mixed method approach was adopted for the collection and analysis of the data. Although causality is always difficult to prove in a school setting because of the many variables that affect student performance, improved student achievement is the ultimate litmus test for teacher professional development effectiveness. Analysis of the National Senior Certificate results of the project schools compared with the National and Provincial results indicated that the project schools on the whole fared better than the National results. The project schools outperformed the national and provincial results for Life Sciences in 2011, 2012 and 2013 by at least four percentage points. The highest result achieved was 85,5% in 2011. In 2012 and 2013 these results were 82,7% and 83,0% respectively. In Physical Sciences the project schools started with results below that achieved nationally (34,7%) and then ended up with a pass percentage within half a percentage point of the provincial result (72,1%). The Mathematics results were not as positive. The project schools started by achieving a 63,4% pass rate and ended with a percentage pass rate of 63,3% having initially taking a dip down to 51,3%. At the end of the intervention the Mathematics results… Advisors/Committee Members: Ndlovu, Mdutshekelwa, Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies..
Fair, Andrew George. “An evaluation of a model of teacher professional development in a science and mathematics intervention programme for teachers and learners.” 2015. Thesis, Stellenbosch University. Accessed April 21, 2019. http://hdl.handle.net/10019.1/97135.
Fair, Andrew George. “An evaluation of a model of teacher professional development in a science and mathematics intervention programme for teachers and learners.” 2015. Web. 21 Apr 2019.
Fair AG. An evaluation of a model of teacher professional development in a science and mathematics intervention programme for teachers and learners. [Internet] [Thesis]. Stellenbosch University; 2015. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/10019.1/97135.
7. Daniels, Deidrè Ann. Hoe beïnvloed die implementering van 'n interaktiewe skryfprogram die skryfgedrag en -strategieë van graad twee-leerders?.
AFRIKAANSE OPSOMMING: Hierdie studie het die invloed van die implementering van `n intervensieprogram ten opsigte van interaktiewe skryf op die skryfgedrag en skryfstrategieë van graad twee-leerders ondersoek. Ek het spesifiek gekyk na interaktiewe skryf as benadering om leerders se skryfvermoë te verbeter. Volgens Wood (1994:117) is die doel van die onderrig van skryf in die Grondslagfase om leerders as skrywers te help ontwikkel met die vermoë om hul gedagtes en idees in skrif te artikuleer asook die vaardighede om dit op `n gepaste manier aan te bied deur gebruik te maak van leesbare skryfstyl, standaardspelling en punktuasie en korrekte sinskonstruksie. Volgens navorsing gedoen deur die Weskaapse Onderwysdepartement met graad drie-leerders in die Wes-Kaap is bewys dat net ses en dertig persent van die leerders wat die taal- en wiskunde-toetsing doen, slaag (WKOD: 2006). Met die analisering van die uitslae het ek bevind dat die graad twee-leerders van ons skool sukkel met skryf. Om hierdie probleem aan te spreek en vir hierdie studie het ek besluit om op interaktiewe skryf te fokus omdat ek van mening is dat dit verskil van tradisionele skryfonderrigmetodes. McCarrier, Pinell & Fountas (2000:4) definieer interaktiewe skryf as `n dinamiese, geïntegreerde aksie waar die leerder aktief besig is om die deur middel van letters, woorde, en frases `n teks te beplan en organiseer. Fountas & Pinnell (2006:440) beskryf interaktiewe skryf as `n benadering waar jonger leerders saam met die onderwyser `n teks skryf en ontwikkel. Die onderwyser dien as fasiliteerder terwyl die leerders die teks ontwerp, skryf en herlees. Die navorsingsgroep bestaan uit ses graad twee-leerders wat aan `n intervensieprogram oor interaktiewe skryf blootgestel is. Die intervensieprogram het bestaan uit `n pretoets, `n hulpverleningsprogram en `n posttoets. Die data-analise het getoon dat die gemiddelde persentasies van die leerders in die posttoets in vergelyking met die pretoets 20% hoër is. Die studie het dus aangetoon dat die skryfintervensie die ses leerders se skryfvaardigheid verbeter het.
Advisors/Committee Members: Nathanson, R., Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies..
Daniels, Deidrè Ann. “Hoe beïnvloed die implementering van 'n interaktiewe skryfprogram die skryfgedrag en -strategieë van graad twee-leerders?.” 2015. Masters Thesis, Stellenbosch University. Accessed April 21, 2019. http://hdl.handle.net/10019.1/98046.
Daniels, Deidrè Ann. “Hoe beïnvloed die implementering van 'n interaktiewe skryfprogram die skryfgedrag en -strategieë van graad twee-leerders?.” 2015. Web. 21 Apr 2019.
Daniels DA. Hoe beïnvloed die implementering van 'n interaktiewe skryfprogram die skryfgedrag en -strategieë van graad twee-leerders?. [Internet] [Masters thesis]. Stellenbosch University; 2015. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/10019.1/98046.
8. Khoza, Lindiwe Mhakamuni. Variables associated with student learning resource preferences in the learning management system at a Faculty of Military Science.
▼ ENGLISH ABSTRACT : The study was undertaken to determine variables associated with students’ learning resource preferences in the Learning Management System (LMS) of the Faculty of Military Science of Stellenbosch University. It aimed to explain why students either engage, disengage or not engage at all with institutional course content either on or off the existing LMS. The study was undertaken against the background of the challenges that the institution faces in taking informed decisions to improve its LMS to facilitate optimal engagement with its respective online courses. Few studies to date employed an integrated approach to understanding how lecturers teach online, firstly, and how students learn online, secondly. In order to gain a deeper understanding of why students either engage or not engage with course content both on and off the institutional LMS, the researcher has adopted an integrated approach to analysing data that reported on activities off the LMS as well as data automatically generated by the LMS. Qualitative data were collected through interviews and open ended questions of the questionnaire. Quantitative data were collected from logs on the LMS, closed questions of the questionnaire, and institutional class lists. Participants in this study were either first year distance education students, or second year residential and distance education students. They were either registered for a particular compulsory first-year module or a particular second-year module. All students were employees, mostly career soldiers of the South African National Defence Force (SANDF). Data were first analysed per data source. Both thematic content and critical discourse analysis were used in analysis of qualitative and quantitative data respectively. Findings were interpreted according to the conceptual framework for this study. The study highlighted important aspects in terms of online teaching and learning, key of which is the teaching strategy that the lecturer employed through learning resources which determined the level of engagement intended for students to achieve the expected level of understanding as stated in the learning outcomes. Another important finding highlighted is that students could identify a gap in their knowledge. Limited scaffolding conditions existed for students registered for the compulsory first-year module to achieve the stated learning outcomes. Conversely, adequate scaffolding conditions were created for students registered for the compulsory second-year module to attain the stated learning outcomes for the module. The findings revealed a complex combination of interrelated internal, external and contextual factors that should be considered in designing learning resources, because of the impact they have on students’ level of engagement with course content both in and off the LMS. The study revealed that the institution should capitalize on the best opportunities of both face-to-face and online learning to elicit the intended level of engagement with the LMS content in order to… Advisors/Committee Members: Gierdien, F., Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies.
Khoza, Lindiwe Mhakamuni. “Variables associated with student learning resource preferences in the learning management system at a Faculty of Military Science.” 2016. Doctoral Dissertation, Stellenbosch University. Accessed April 21, 2019. http://hdl.handle.net/10019.1/100124.
Khoza, Lindiwe Mhakamuni. “Variables associated with student learning resource preferences in the learning management system at a Faculty of Military Science.” 2016. Web. 21 Apr 2019.
Khoza LM. Variables associated with student learning resource preferences in the learning management system at a Faculty of Military Science. [Internet] [Doctoral dissertation]. Stellenbosch University; 2016. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/10019.1/100124.
9. Abdella, Ali Suleman. Lesson study as a support strategy for teacher development : a case study of middle school science teachers in Eritrea.
Contains one part in Tigrigna.
Advisors/Committee Members: Reddy, C. P. S., Carl, A. E., Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies..
Abdella, Ali Suleman. “Lesson study as a support strategy for teacher development : a case study of middle school science teachers in Eritrea.” 2015. Doctoral Dissertation, Stellenbosch University. Accessed April 21, 2019. http://hdl.handle.net/10019.1/97776.
Abdella, Ali Suleman. “Lesson study as a support strategy for teacher development : a case study of middle school science teachers in Eritrea.” 2015. Web. 21 Apr 2019.
Abdella AS. Lesson study as a support strategy for teacher development : a case study of middle school science teachers in Eritrea. [Internet] [Doctoral dissertation]. Stellenbosch University; 2015. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/10019.1/97776.
10. Van Zyl, Ann Elizabeth. Exploring the potential theory-practice gap in the teaching methods of nurse educators.
▼ ENGLISH ABSTRACT: The lack of theory-practice integration has a long-standing history in nursing education due to many factors and causes. It is continuously indicated in research studies that there is no easy or perfect solution. The causes for this theory-practice gap seem to be in the theoretical and/or clinical environment. In literature teaching methods are identified as one of the most important causes of the theory-practice gap. In view of the informal feedback received from nurse educators and nursing managers it was necessary to investigate the lack of theory-practice integration. The aim of the study was thus to explore in which respects current teaching methods utilised by nurse educators at a higher education institution comply or do not comply with teaching methods suggested in literature as essential for theory-practice integration. An exploratory descriptive research design was used to investigate the nature of the teaching methods utilised by nurse educators facilitating theoretical learning. Questionnaires were sent to nurse educators and student nurses registered for the Diploma in General Nursing Science programme. The questionnaire that mainly consisted of closed questions was used to collect and analyse the data. The data were generated at four learning sites of a higher education institution. The validity of the results was verified by an observer in the field for which a structured checklist was used. Results indicated that a wide spectrum of teaching methods were utilised by the nurse educators and that the student nurses had limited internet access at the learning centres. Eight (8) teaching methods, complying with teaching methods identified by literature as essential to enhance theorypractice integration, were used. However, it was evident that formal lectures were overused. It raises concerns as this method does not comply with teaching methods essential to enhance theory-practice integration. In fact, it limits the students’ ability to develop critical thinking and is seen as one of the possible causes of the theory-practice gap. Feedback relating to the teaching aids used showed that the data projector with PowerPoint slides, whiteboard and textbooks were the three teaching aids used most frequently. According to literature, the overuse of textbooks is generally viewed as the starting point of the theory-practice gap. The results of this study imply that an increased awareness and training of nurse educators regarding their teaching methods may increase their teaching and facilitation skills. It seems to be the nurse educator’s responsibility to ensure that teaching methods are used that are essential to enhance theory-practice integration and it is the responsibility of management at any higher educational institution to ensure that the necessary educational and information technology resources are available. It is recommended that further studies be conducted to determine whether nurse educators do indeed apply the teaching methods effectively to narrow… Advisors/Committee Members: Bitzer, E. M., Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies..
Van Zyl, Ann Elizabeth. “Exploring the potential theory-practice gap in the teaching methods of nurse educators.” 2014. Thesis, Stellenbosch University. Accessed April 21, 2019. http://hdl.handle.net/10019.1/86609.
Van Zyl, Ann Elizabeth. “Exploring the potential theory-practice gap in the teaching methods of nurse educators.” 2014. Web. 21 Apr 2019.
Van Zyl AE. Exploring the potential theory-practice gap in the teaching methods of nurse educators. [Internet] [Thesis]. Stellenbosch University; 2014. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/10019.1/86609.
11. Newman, Linda Rozetta. Opvoeders se perspektiewe rakende die gebruik van die leesperiode en skoolbiblioteke in geselekteerde skole in die Noord-Kaap.
ENGLISH ABSTRACT: Reading is an important skill for the 21st century and are one of the cornerstones of learning. Research shows an escalating concern about the reading ability of South African learners. In an attempt to improve the literacy levels of learners, the Northern Cape Department of Education, issued a circular to schools instructing them to implement a daily reading period of 30 minutes. It is required of schools to indicate the reading period on the timetable and reading must be formally instructed. The purpose of the study was to determine the perspectives of teachers regarding the use of the reading period and school libraries. It is hypothesized that teachers do not provide enough exposure to learners regarding reading. Secondly It is hypothesized that teachers do not a create a reading culture or foster a positive attitude towards reading, because they ignore the reading period and do not use the library as a resource. A mixed method approach was followed, where both quantitative and qualitative research designs was used. The study consisted of a literature review and an empirical study. The empirical study was conducted at two high schools in the Namaqua District. The data was collected by means of a questionnaire which was completed by 16 Grade 8 and 9 teachers. Focus group interviews were also conducted with the participating teachers. An analysis of the empirical data showed the following : - According to the results the majority of the teachers are aware of the reading period. - The teachers indicated that the reading period is not implemented at both of the schools. - The teachers did not receive any guidance or support from the Northern Cape Education Department to assist learners with reading problems. - The data showed that both schools do have a school library. - From the responses of the teachers it seems that the library resources are old and insufficient. - The data indicated that the teachers do not use the school library as a resource to promote teaching and learning. - The learners are not exposed to the library to assist them with curriculum assignments. The research confirmed the research hypothesis that the reading period is not implemented and that the school library is not used by the teachers to promote the literacy levels and academic performance of the learners.
Advisors/Committee Members: Le Cordeur, M. L. A., Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies.
Newman, Linda Rozetta. “Opvoeders se perspektiewe rakende die gebruik van die leesperiode en skoolbiblioteke in geselekteerde skole in die Noord-Kaap.” 2014. Thesis, Stellenbosch University. Accessed April 21, 2019. http://hdl.handle.net/10019.1/86614.
Newman, Linda Rozetta. “Opvoeders se perspektiewe rakende die gebruik van die leesperiode en skoolbiblioteke in geselekteerde skole in die Noord-Kaap.” 2014. Web. 21 Apr 2019.
Newman LR. Opvoeders se perspektiewe rakende die gebruik van die leesperiode en skoolbiblioteke in geselekteerde skole in die Noord-Kaap. [Internet] [Thesis]. Stellenbosch University; 2014. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/10019.1/86614.
12. Damon, Nolan Brandon. On the feasibility of Moodle use to assist deaf and hard of hearing Grade 9 learners with mathematics problem-solving.
ENGLISH ABSTRACT: This thesis sets out to examine Moodle use to assist Deaf and Hard of Hearing Grade 9 learners with understanding mathematics problem-solving. The methodology used in this research project is that of formative evaluation. In this qualitative data analysis I worked as a participant-observer with three Deaf and H/H Grade 9 learners from a local school for the Deaf and H/H. These learners engaged in a course constructed in Moodle based on ratio and rate. The course was designed along the lines of a constructivist pedagogical model, different levels of learning as well as including multi representational features. Through the qualitative analysis of the interviews conducted with learners who participated in the research project and observation done by the teacher researcher, three categories emerged i.e. Weaknesses, Potential strengths and Learner suggestions. Although the findings indicate that different factors negatively impact Deaf and H/H learners’ ability to solve mathematics problems, it also highlights the representational features of mathematics content via Moodle, and how it can assist Deaf and H/H learners with the struggle with mathematics problem-solving.
AFRIKAANSE OPSOMMING: Die doel van hierdie navorsingsprojek is om te evaluereer of Moodle gebruik deur Dowe en Hardhorende graad 9 leerders hulle kan help met moeilikhede wat hulle ondervind met wiskunde probleem oplossing. Die navorsing is ‘n formatiewe evaluering. Binne hierdie kwalitatiewe data ontleding werk ek as ‘n deelnemer-navorser met 3 Dowe en Hardhorende graad 9 leerders by ‘n plaaslike skool vir Doof en Hardhorende leerders. Hierdie leerders het deelgeneem in leeraktiwiteite wat ontwerp is in Moodle en wat gebasseer is op verhouding en koers. Die leeraktiwiteite is ontwerp inlyn met ‘n konstruktivistiese pedagogiese model, verskillende vlakke van leer en multi voorstellings formate. Drie kategorieë o.a Tekortkominge, Moontlike Sterkpunte en Leerder voorstelle, het onstaan tydens die kwalitatiewe data ontleding waar onderhoude met die deelnemers gevoer asook observasie wat gedoen is deur die deelnemer-navorser. Alhoewel die bevindinge daarop dui dat verskillende faktore negatief inwerk op Dowe en Hardhorende leerders se vermoë om wiskunde problem op te los, wys dit ook uit die vermoë van Moodle om wiskunde probleme voor te stel en hoe hierdie voorstellings Dowe en Hardhorende leerders kan help met wiskunde probleem oplossing.
Advisors/Committee Members: Gierdien, Faaiz, Collair, Lynette, Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies..
Damon, Nolan Brandon. “On the feasibility of Moodle use to assist deaf and hard of hearing Grade 9 learners with mathematics problem-solving.” 2015. Thesis, Stellenbosch University. Accessed April 21, 2019. http://hdl.handle.net/10019.1/96768.
Damon, Nolan Brandon. “On the feasibility of Moodle use to assist deaf and hard of hearing Grade 9 learners with mathematics problem-solving.” 2015. Web. 21 Apr 2019.
Damon NB. On the feasibility of Moodle use to assist deaf and hard of hearing Grade 9 learners with mathematics problem-solving. [Internet] [Thesis]. Stellenbosch University; 2015. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/10019.1/96768.
13. Anyanwu, Raymond Ndubisi. An assessment of climate change science literacy and climate change pedagogical literacy of geography teachers in the Western Cape.
Advisors/Committee Members: Beets, Peter, Le Grange, Lesley, Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies..
Anyanwu, Raymond Ndubisi. “An assessment of climate change science literacy and climate change pedagogical literacy of geography teachers in the Western Cape.” 2015. Doctoral Dissertation, Stellenbosch University. Accessed April 21, 2019. http://hdl.handle.net/10019.1/96831.
Anyanwu, Raymond Ndubisi. “An assessment of climate change science literacy and climate change pedagogical literacy of geography teachers in the Western Cape.” 2015. Web. 21 Apr 2019.
Anyanwu RN. An assessment of climate change science literacy and climate change pedagogical literacy of geography teachers in the Western Cape. [Internet] [Doctoral dissertation]. Stellenbosch University; 2015. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/10019.1/96831.
14. Booysen, Barry. Toward a cooperative learning process in building social cohesion in a Grade 10 Geography classroom : an action research approach.
▼ ENGLISH ABSTRACT: This mini-thesis documents two action research projects which I conducted as a teacher researcher in my Grade 10 Geography classroom. The research was an attempt to improve my teaching as a Geography teacher and to enhance social cohesion in my classroom. This mini-thesis investigated the following research questions: How can cooperative learning be used in a Geography classroom to build and improve social cohesion amongst students? And how can I improve my own teaching practice? The focus of the study was on cooperative learning as a teaching strategy, while action research was the research methodology. Two action research projects were completed and reflected upon within the action research framework. This mini-thesis, which include two action research projects, is based, underpinned and influenced by the critical theorists such as Darder (2007), Dewey (1938) Freire(1972), Habermas (1972), Giroux (1988), McNiff (2002, 2006, 2010) and Waghid 2011). In reflecting on my practice, I realise that there is a problem in terms of helping students to foster an promote positive social relationships and working together in the classroom. In this mini thesis I contend that cooperative learning holds the potential to improve social cohesion and social relationships amongst students. Cooperative learning emphasises cooperation as integral to students’ success and because of this cooperative learning has been found successful in fostering positive intergroup attitudes in classrooms. South-African teachers in recent years have been compelled to embrace a more learner-centred approach as opposed to a teacher-centred approach. I believe cooperative learning could be instrumental in enhancing learner performance and promoting positive social relationships amongst classmates. I consider my teaching practice to have certain defects and through action research I can investigate and reflect on this with a view of improving my practice. Self-reflection and introspection led me to critically examine my classroom practice. In this research I also tried to encourage students to interact with one another in a positive way. This study uses cooperative learning as a teaching strategy to enhance working together between students in a classroom and enhance social cohesion. At the time of this study the Department of Basic Education introduced Curriculum Assessment Policy Statements (CAPS) as the official curriculum of South Africa. CAPS consequently has an influence on my teaching practice. We adhere to departmental policies and try to comply with curriculum delivery often to the detriment of the needs that learners might experience in the school, such as nation building and maintaining relationships that contribute to the total development of the learner. What further motivated me to address my classroom practice was that my teaching style was still very similar to the way my previous teachers taught me. I was still caught up in the traditional mode of teaching and learning where the “teacher… Advisors/Committee Members: Esau, Omar, Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies..
Booysen, Barry. “Toward a cooperative learning process in building social cohesion in a Grade 10 Geography classroom : an action research approach.” 2015. Thesis, Stellenbosch University. Accessed April 21, 2019. http://hdl.handle.net/10019.1/96859.
Booysen, Barry. “Toward a cooperative learning process in building social cohesion in a Grade 10 Geography classroom : an action research approach.” 2015. Web. 21 Apr 2019.
Booysen B. Toward a cooperative learning process in building social cohesion in a Grade 10 Geography classroom : an action research approach. [Internet] [Thesis]. Stellenbosch University; 2015. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/10019.1/96859.
15. Meyer, Lelanie. Die persepsies van onderwysers rakende hul eie bevoegdheid ten opsigte van die onderrig van skeppende kunste in die intermediere fase (Graad 4-6).
ENGLISH ABSTRACT: This study focuses on the perception of Creative Arts educators in the Intermediate Phase with regard to their own competency levels to teach Creative Arts effectively. Creative Arts consists of four art forms, namely Dance, Music, Drama and Visual Arts. The ideal is that all Creative Art educators are competent enough to teach the different art forms effectively. To answer the research question in order to achieve the goal of the study, the researcher made use of a qualitative research design from within an interpretive research paradigm. A case study strategy has also been applied by the researcher in order to obtain data pertaining to the specific aspect of the study, namely Creative Arts educators. Various sources were used to generate the data, namely semi-structured interviews, questionnaires and document analysis. Various precautionary measures were taken to ensure the validity and reliability of the data. During the course of the investigation, ethical issues were in question. However, the researcher followed the necessary guidelines to ensure that all endeavours were ethically acceptable. In the literature study the curriculum review process as well as the inclusion of Arts and Culture and Creative Arts in the curriculum is analysed. The training of Creative Arts educators and the challenges that this subject poses to schools and other mainstream educators are also considered. It was established that mainstream educators are often unable to teach this subject with the required confidence, knowledge and skills. Taking the results of this study into account, it appears that Creative Arts educators are not trained sufficiently in the four art forms, which influences the way in which the subject is taught. Educators who have received training in only one of the art forms tend to emphasise that particular art form only. The results of the study clearly indicate that the educators will only be able to do justice to Creative Arts as a subject if they are trained sufficiently to teach it with the necessary confidence and skill.
Advisors/Committee Members: Carl, A. E., Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies..
Meyer, Lelanie. “Die persepsies van onderwysers rakende hul eie bevoegdheid ten opsigte van die onderrig van skeppende kunste in die intermediere fase (Graad 4-6).” 2015. Thesis, Stellenbosch University. Accessed April 21, 2019. http://hdl.handle.net/10019.1/96894.
Meyer, Lelanie. “Die persepsies van onderwysers rakende hul eie bevoegdheid ten opsigte van die onderrig van skeppende kunste in die intermediere fase (Graad 4-6).” 2015. Web. 21 Apr 2019.
Meyer L. Die persepsies van onderwysers rakende hul eie bevoegdheid ten opsigte van die onderrig van skeppende kunste in die intermediere fase (Graad 4-6). [Internet] [Thesis]. Stellenbosch University; 2015. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/10019.1/96894.
16. Mkhabela, Lamson Zondiwe. The role of leadership learning in the developmental needs of the senior managers in a rural municipality : a case study in adult education at Bushbuckridge local municipality.
ENGLISH ABSTRACT: Municipalities are entrusted with the responsibility of providing sustainable social services to local communities. Issues of capacity to facilitate the delivery of such services feature prominently in these municipalities where a number of communities have expressed their frustration and even anger at the slow pace of delivery of services, or the absence of such service delivery. The reported failure by senior municipal managers to facilitate the delivery of the needed services to communities motivated this investigation. In particular, the possible contribution of leadership learning in the developmental needs of senior managers in the Bushbuckridge Local Municipality was focused upon. The main knowledge claim in this study is that the proven lack of competencies and skills of senior municipal managers have much to do with the weak delivery of acceptable services to communities. Consequently, the study indicated the need to identify the developmental needs of senior municipal managers from a leadership learning perspective and to implement developmental interventions to possibly address such needs. The study was conducted in four phases. First, a number of pre-planning leadership learning questions were formulated, which were determined through document analyses and developing theoretical perspectives from review of relevant literature. Next, a needs assessment among senior managers was conducted. This phase was followed by the implementation of a planned intervention based on leadership learning principles. Finally, the potential success of the intervention was evaluated. The study revealed that although the municipality of Bushbuckridge has an acceptable policy framework that supports leadership learning, the leadership competencies and skills required for senior managers to facilitate delivery of municipal services to communities were lacking. The leadership intervention in this study had limited success due to systemic instabilities within the particular municipal system. The study showed that systemic stability appears to be essential for productive leadership development. It also showed that financial investment in leadership development or developmental interventions may contribute less to enhancing the performance of senior managers if a municipality lacks systemic stability. Given the reported large-scale systemic instability within local municipalities countrywide in South Africa, the results of this study indicate that capacity development initiatives are destined for failure if systemic issues are not addressed first.
Advisors/Committee Members: Frick, Beatrice Liezel, Bitzer, Elias Mattys, Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies.
Mkhabela, Lamson Zondiwe. “The role of leadership learning in the developmental needs of the senior managers in a rural municipality : a case study in adult education at Bushbuckridge local municipality.” 2015. Doctoral Dissertation, Stellenbosch University. Accessed April 21, 2019. http://hdl.handle.net/10019.1/96901.
Mkhabela, Lamson Zondiwe. “The role of leadership learning in the developmental needs of the senior managers in a rural municipality : a case study in adult education at Bushbuckridge local municipality.” 2015. Web. 21 Apr 2019.
Mkhabela LZ. The role of leadership learning in the developmental needs of the senior managers in a rural municipality : a case study in adult education at Bushbuckridge local municipality. [Internet] [Doctoral dissertation]. Stellenbosch University; 2015. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/10019.1/96901.
17. Theron, Erika. Student engagement as a way of enhancing student success at a private higher education institution.
ENGLISH ABSTRACT: Relevant literature in higher education indicates that the higher education scene is changing fast and that higher education providers and their educators are at the centre of such change. The changing student body is of particular interest to higher education providers as the changing needs of students result in new inquiries into how current students learn and perform. Student engagement is widely suggested as a means of addressing the changing nature of the current generation of students and enhancing student success. Student engagement may be defined as the time and effort students devote to activities that are empirically linked to the desired higher education outcomes. Student success is no longer considered merely as cognitive competence as there is a greater understanding today of what makes up the entire student and his or her learning needs. This study was aimed at determining to what extent student engagement is being promoted at a private higher education institution in the Western Cape, South Africa. A mixed method research design was applied. Self-constructed questionnaires were distributed to staff members and students at the institution and semi-structured interviews with individual staff members and focus group interviews with students were also conducted. Both quantitative and qualitative data were generated and appropriately analysed. From the findings of this study a number of issues emerged. Firstly, it was revealed that the institution as a private provider in the field of culinary arts and hospitality and its educators recognise the changing nature of their students. Secondly, staff seem committed to the concept of student engagement and related practices to foster student success. Thirdly, students acknowledge engagement in their own learning as a favourable feature, but indicate further engagement opportunities to be created by their lecturing staff and the institution. A number of implications also emerged from the study. It is evident that lecturers at The Private Hotel School may aim to gain a better understanding of the current generation of students and they may also focus on determining more ways to facilitate engagement. Furthermore, it is evident that students at this institution may be made more aware of their role in engaging in their own learning.
Advisors/Committee Members: Bitzer, E. M., Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies..
Theron, Erika. “Student engagement as a way of enhancing student success at a private higher education institution.” 2015. Thesis, Stellenbosch University. Accessed April 21, 2019. http://hdl.handle.net/10019.1/96968.
Theron, Erika. “Student engagement as a way of enhancing student success at a private higher education institution.” 2015. Web. 21 Apr 2019.
Theron E. Student engagement as a way of enhancing student success at a private higher education institution. [Internet] [Thesis]. Stellenbosch University; 2015. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/10019.1/96968.
18. Ekron, Christelle. Learning to teach : communication skills in teacher education.
▼ ENGLISH ABSTRACT: This study investigates the development of the classroom communication behaviours of Foundation Phase student teachers over the course of a B Ed degree programme at a South African university. It challenges the premise of conventional wisdom that classroom communication behaviours will develop through regular exposure to situated learning experiences. Whilst acknowledging that learning to teach is a long and challenging process of which the precise nature is seldom clear-cut and distinct, this study claims to make a humble contribution to teacher education curriculum development. Classroom communication from the perspective of this study involves communication at two levels: firstly, interpersonal communication behaviours, which are influenced by nonverbal immediacy, communication apprehension, willingness to communicate and self-perceived communication skills; and secondly, instructional communication behaviours, more specifically clarity and immediacy behaviours. There seems to be a general perception that effective classroom communication will develop naturally by exposure to situated learning experiences, such as teaching practice sessions. Although the relative importance of these specific classroom communication behaviours for quality teaching and learning is acknowledged, whether and how these develop is seldom explicitly monitored. This was the intention of this study. It utilised a longitudinal mixed methods approach to follow Foundation Phase students over the four years of the degree programme in order to answer the following research question: To what extent do perceptions related to the classroom communication behaviours of Foundation Phase student teachers change over the course of a B Ed degree programme? The quantitative phase collected data using various self-report surveys in order to investigate possible changes in the self-perceptions of Foundation Phase student teachers regarding their communication behaviours over the four-year period. The purpose of the qualitative phase was to investigate possible changes in the perceptions of external evaluators regarding the instructional communication behaviours of student teachers over the degree programme. The qualitative data was obtained from the evaluation reports written by external evaluators on various aspects of the observed lessons. Although some changes occurred during the course of the B Ed degree programme, they were not as substantial as anticipated. From an interpersonal communication perspective, there was one particularly noticeable change: the self-perceived communication competence of the Foundation Phase student teachers improved between the first and second years of the programme, however, thereafter no further changes occurred. From an instructional communication perspective, more noticeable changes occurred: Foundation Phase student teachers improved in some aspects related to clarity, however other aspects still remained challenging. However, there was positive development related to immediacy: the fourth year… Advisors/Committee Members: Van der Walt, C., Evans, R., Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies..
Ekron, Christelle. “Learning to teach : communication skills in teacher education.” 2015. Doctoral Dissertation, Stellenbosch University. Accessed April 21, 2019. http://hdl.handle.net/10019.1/96988.
Ekron, Christelle. “Learning to teach : communication skills in teacher education.” 2015. Web. 21 Apr 2019.
Ekron C. Learning to teach : communication skills in teacher education. [Internet] [Doctoral dissertation]. Stellenbosch University; 2015. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/10019.1/96988.
19. Awases, Cherly Lydia. Secondary school Geography teachers' understanding and implementation learner-centred eof ducation and enquiry-based teaching in Namibia.
ENGLISH ABSTRACT: This study investigates the understanding of and experiences in the implementation of learner-centred education (LCE) and enquiry-based teaching of Grade 10 Geography teachers against the backdrop of curriculum reform in Namibia. The Namibian curriculum is premised on the view that there is a need for the holistic development and preparation of learners for a knowledge-based society. Globally, LCE, with its potential for broadening access to quality education, has been a recurring theme of national reform policies and has been promoted as an innovative way of teaching. The usefulness of the LCE approach and associated enquiry-based teaching is embedded in constructivism and is introduced with the promise that it will enable learners to develop investigative and critical thinking skills that will put them at the centre of learning. This interpretative study employed a case study approach that utilised qualitative methods to gather information on the experiences of the three Geography teachers at the sampled schools as they implement LCE and enquiry-based teaching. The main data-gathering techniques in phases 1 and 2 of the research respectively were semi-structured interviews and classroom observations. The findings revealed that the teachers have different understandings of what LCE and enquiry-based teaching approaches are, although their teaching employs some elements of it. The research also indicated that there is one big factor that impinges on their implementation of LCE and enquiry-based teaching approaches. The teachers admitted that, due to the pressure of learner success in the end-of-year Grade 10 examination, they rather teach to the test. This diverts their teaching from focusing on implementing approaches that actively involve learners in the learning process and nurture enquiry skills when these skills are not formally assessed in examinations. Consequently, teachers fail to implement the syllabus as intended by policy makers and curriculum developers. Even though the findings of this study may be specific to the sampled schools and the participating teachers, it can be assumed that similar situations exist in schools with comparable contexts. It is therefore important that education policy makers and relevant stakeholders strive to allocate sufficient support and resources for teachers to implement LCE and enquiry-based teaching effectively in schools.
Advisors/Committee Members: Beets, Peter, Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies..
Awases, Cherly Lydia. “Secondary school Geography teachers' understanding and implementation learner-centred eof ducation and enquiry-based teaching in Namibia.” 2015. Thesis, Stellenbosch University. Accessed April 21, 2019. http://hdl.handle.net/10019.1/97002.
Awases, Cherly Lydia. “Secondary school Geography teachers' understanding and implementation learner-centred eof ducation and enquiry-based teaching in Namibia.” 2015. Web. 21 Apr 2019.
Awases CL. Secondary school Geography teachers' understanding and implementation learner-centred eof ducation and enquiry-based teaching in Namibia. [Internet] [Thesis]. Stellenbosch University; 2015. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/10019.1/97002.
20. Vandenbergh, Stefanie Josepha Emilie. Towards explaining doctoral success at Stellenbosch University.
ENGLISH ABSTRACT: Limited research in South Africa has been conducted on factors contributing to doctoral success, particularly on how doctoral candidates and graduates experience their studies and the transformation of candidates that can be associated with doctoral studies. This lack of information pertains to the successful completion of a doctoral study within a minimum period of time. It is difficult to predict who will eventually successfully complete their doctoral studies if the prediction is merely based on the results of previous qualifications. Such previous achievements are often insufficient and inadequate to ensure the successful completion of a doctoral study. Knowledge institutions such as universities seem not to pay adequate attention to the transformation of the person of the doctoral candidate and his or her becoming an independent researcher. Often, a narrow concept of the intellect of doctoral candidates is over-emphasised. Knowing, although limited, is transformative as it can often change who candidates are (or become) as graduates. Such transformation and the idea of a doctoral identity has rarely been the focus in doctoral education, as epistemological gain is regarded as being more important. The aim of this study was to establish a basic understanding of doctoral success at Stellenbosch University, mainly directed at exploring the challenges faced by doctoral candidates and thereby possibly contributing to the future support of doctoral candidates at the institution. By using an interpretive reseach paradigm and narrative analysis, a number of characteristics were identified as being useful by contributing to a clearer theoretical and conceptual understanding of doctoral success at Stellenbosch University. In the study a number of factors that facilitated doctoral success were also identified, and factors contributing to such success as indicated by participants themselves were defined. A conceptual framework of understanding that may underscore and justify strategies and actions promoting doctoral success are suggested in the study.
Advisors/Committee Members: Bitzer, E. M., Frick, B. L., Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies.
Vandenbergh, Stefanie Josepha Emilie. “Towards explaining doctoral success at Stellenbosch University.” 2013. Thesis, Stellenbosch University. Accessed April 21, 2019. http://hdl.handle.net/10019.1/85561.
Vandenbergh, Stefanie Josepha Emilie. “Towards explaining doctoral success at Stellenbosch University.” 2013. Web. 21 Apr 2019.
Vandenbergh SJE. Towards explaining doctoral success at Stellenbosch University. [Internet] [Thesis]. Stellenbosch University; 2013. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/10019.1/85561.
21. Jordaan, Phoebe-Marie. Finding creativity : integrating drama teaching techniques in creative writing lessons.
ENGLISH ABSTRACT: Creative writing forms an essential part of the English language learning area in any curriculum. The expression of knowledge and ideas through writing is an integral part of the communication process; however, some learners struggle to express their thoughts and ideas in creative writing tasks. As such, this thesis strives to discover how creativity can be stimulated in order to assist learners in their written expression. Drama techniques, stimulation activities and other multi-literacy resources have been employed to try and understand the discovering and ‘finding creativity’ process through creative writing, journaling and performance in the drama classroom. The research utilises the action research methodology, employing participant observations, semi-structured interviews and reflective classroom discussions. It also uses the creative writing journals of the learners in an attempt to investigate how drama techniques can stimulate creativity for the creative writing process. The units of analysis in this case study are 13 grade 9 learners at a private school in the Western Cape, South Africa. The analysis of the data collected reveals that by utilising drama techniques, along with other stimuli and resources, in the classroom the process of creative writing become less troublesome and more enjoyable for both learners and teacher-researcher alike. Another finding is that the open, free and flexible atmosphere, which is created in the classroom assists learners not only with the development of their written expression, but also with verbal expression. The learners learn how to express their creative thoughts and ideas, about the world they live in, in a respectful, sensitive and empathetic manner. The creative writing programs have proved to be more than just tools to improve writing competence, but also have equipped learners with the tools to become creative, thinking citizens.
Advisors/Committee Members: Van der Walt, Christa, Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies..
Jordaan, Phoebe-Marie. “Finding creativity : integrating drama teaching techniques in creative writing lessons.” 2015. Thesis, Stellenbosch University. Accessed April 21, 2019. http://hdl.handle.net/10019.1/97125.
Jordaan, Phoebe-Marie. “Finding creativity : integrating drama teaching techniques in creative writing lessons.” 2015. Web. 21 Apr 2019.
Jordaan P. Finding creativity : integrating drama teaching techniques in creative writing lessons. [Internet] [Thesis]. Stellenbosch University; 2015. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/10019.1/97125.
22. Ntsohi, Mamosa M. E. Investigating teaching and learning of Grade 9 Algebra through excel spreadsheets : a mixed-methods case study for Lesotho.
▼ ENGLISH ABSTRACT: The teaching and learning of algebra in the middle school grades in Lesotho is dominated by the mechanistic approach where learners are drilled on procedures for solving certain types of problems in algebra, without making any connection to the experience learners had with arithmetic. This is one of the sources of learners’ difficulties in mathematics. Research indicates that use of spreadsheets such as Excel has a potential of bridging the gap between arithmetic and algebra and thus enhancing the teaching and learning of algebra, making it meaningful to the learners. The study sought to answer the question: How do Grade 9 learners in Lesotho experience teaching and learning of algebra through Excel spreadsheets? The research commenced with a literature review that was followed by the empirical study. The theories of instrumental genesis and instrumental orchestration were identified as the framework for the investigation. Instrumental genesis is the process in which learners develop facility with the artifact as they use it towards achieving lesson objectives; technical (conceptual, mechanical) and personal (attitudes, behavior and preferred learning styles) aspects of learners’ experiences were identified. Instrumental orchestration is the steering of learners’ instrumental genesis by the teacher and the manner in which this process is carried out, depends on the teacher’s Technological Pedagogical Content Knowledge (TPCK). The research was a multi-case study following a mixed-methods approach, where both qualitative and quantitative methods were used. The empirical study was conducted in two schools in Lesotho. In each school, fifteen learners volunteered participation. The investigation was done through classroom teaching by me as the researcher. The focus was on what challenges learners encountered and how they benefited from their “spreadsheets algebra” learning experience. Data were collected through classroom observations where field notes were recorded and an observation schedule was used by the researcher and the Assistant Observer respectively. A questionnaire was also administered to all learner participants after the whole teaching period. Six learners, representative of high, medium and low performances in class, were also interviewed with a goal of finding out their experiences. The Assistant Observer was also interviewed to reduce the bias that may result from to the researcher studying her own practice The study found that learners experiences with learning algebra through spreadsheets, comprised of both challenges and benefits. The challenges encountered by learners could be classified into those that were school-based and those that were instruction-based. The school-based challenges related to inadequate physical structures and lack of well-functioning equipment in the computer laboratories. Instruction-based challenges encountered by learners were both technical and personal. Technical challenges related to the physical manipulation of the artifact and the lack of… Advisors/Committee Members: Gierdien, F. M., Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies..
Ntsohi, Mamosa M E. “Investigating teaching and learning of Grade 9 Algebra through excel spreadsheets : a mixed-methods case study for Lesotho.” 2013. Doctoral Dissertation, Stellenbosch University. Accessed April 21, 2019. http://hdl.handle.net/10019.1/85657.
Ntsohi, Mamosa M E. “Investigating teaching and learning of Grade 9 Algebra through excel spreadsheets : a mixed-methods case study for Lesotho.” 2013. Web. 21 Apr 2019.
Ntsohi MME. Investigating teaching and learning of Grade 9 Algebra through excel spreadsheets : a mixed-methods case study for Lesotho. [Internet] [Doctoral dissertation]. Stellenbosch University; 2013. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/10019.1/85657.
23. Mapira, Jemitias. Zimbabwes environmental education programme and its implications for sustainable development.
▼ ENGLISH ABSTRACT: The environmental education (EE)-sustainable development (SD) nexus has generated much research and debate at local, national and global levels (Fien, 1993). Although the term EE is quite old, dating back to 1948 in Paris (Palmer, 1998), during the last three decades, it has regained global currency due to numerous environmental challenges that are confronting our planet Earth, including: climate change, land degradation, desertification, and de-forestation, pollution and ozone depletion. The Rio Earth Summit of 1992 generated a new zeal in the provision of EE throughout the world. Since then, many countries have adopted it as a remedial strategy to address these environmental challenges. In Zimbabwe, EE dates back to 1954 during the colonial era when it was provided in the form of conservation education among farmers and in schools and colleges (Chikunda, 2007). The Natural Resources Board (NRB), a department in the Ministry of Lands and Agriculture (which was established in 1941) played a key role in both research and the dissemination of EE (Whitlow, 1988). However, throughout the colonial era and up to the end of the millennium, the country did not have a written EE policy document. Consequently, various government departments and organisations, which provided EE, did so individually. However, this fragmented approach proved to be ineffective and had to be abandoned through the promulgation of the Environmental Management Act (Chapter 20:27) of 2002. This development led to the establishment of an environmental management agency (EMA), which harmonised the provision of EE at local and national levels. This study based on information that was collected between 2011 and 2014, examines Zimbabwe‟s EE programme and its implications for sustainable development. It employed a mixed methods research design which enabled the researcher to employ both qualitative and quantitative approaches in data collection, interpretation and analysis. Derived from the pragmatic school of thought, this research design allows researchers to triangulate with different methods without provoking epistemological conflicts from other schools of thought. The study shows that nearly 84% of the EE in the country is provided by the formal education sector (which includes schools, colleges and universities) while the remaining 16% is derived from non-formal and informal education sources such as: EMA, some government ministries and departments, and several non-governmental organisations (NGOs). However, the bulk of the EE provided in Zimbabwe is biophysical in nature and is geared at transmitting facts about rather than for the environment (Fien, 1993; Chikunda, 2007 and Mapira, 2012a). Consequently, it does not instil a sense of environmental stewardship among ordinary citizens as reflected by increasing cases of environmental crimes including: land degradation, veldt fire outbreaks, deforestation, and the poaching of elephants, rhinos, and other wildlife resources. Furthermore, most people lack a deep knowledge of basic… Advisors/Committee Members: Le Grange, Lesley, Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies..
Mapira, Jemitias. “Zimbabwes environmental education programme and its implications for sustainable development.” 2014. Doctoral Dissertation, Stellenbosch University. Accessed April 21, 2019. http://hdl.handle.net/10019.1/95968.
Mapira, Jemitias. “Zimbabwes environmental education programme and its implications for sustainable development.” 2014. Web. 21 Apr 2019.
Mapira J. Zimbabwes environmental education programme and its implications for sustainable development. [Internet] [Doctoral dissertation]. Stellenbosch University; 2014. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/10019.1/95968.
24. Knott, Axanthe. The process of mathematisation in mathematical modelling of number patterns in secondary school mathematics.
ENGLISH ABSTRACT: Research has confirmed the educational value of mathematical modelling for learners of all abilities. The development of modelling competencies is essential in the modelling approach. Little research has been done to identify and develop the mathematising modelling competency for specific sections of the mathematics curriculum. The study investigates the development of mathematising competencies during the modelling of number pattern problems. The RME theory has been selected as the theoretical framework for the study because of its focus on mathematisation. Mathematising competencies are identified from current literature and developed into models for horizontal and vertical (complete) mathematisation. The complete mathematising competencies were developed for number patterns and mapped on a continuum. They are internalising, interpreting, structuring, symbolising, adjusting, organising and generalising. The study investigates the formulation of a hypothetical trajectory for algebra and its associated local instruction theory to describe how effectively learning occurs when the mathematising competencies are applied in the learning process. Guided reinvention, didactical phenomenology and emergent modelling are the three RME design heuristics to form an instructional theory and were integrated throughout the study to comply with the design-based research’s outcome: to develop a learning trajectory and the means to support the learning thereof. The results support research findings, that modelling competencies develop when learners partake in mathematical modelling and that a heterogeneous group of learners develop complete mathematising competencies through the learning of the modelling process. Recommendations for additional studies include investigations to measure the influence of mathematical modelling on individualised learning in secondary school mathematics.
Advisors/Committee Members: Wessels, Dirk C. J., Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies..
Knott, Axanthe. “The process of mathematisation in mathematical modelling of number patterns in secondary school mathematics.” 2014. Thesis, Stellenbosch University. Accessed April 21, 2019. http://hdl.handle.net/10019.1/96027.
Knott, Axanthe. “The process of mathematisation in mathematical modelling of number patterns in secondary school mathematics.” 2014. Web. 21 Apr 2019.
Knott A. The process of mathematisation in mathematical modelling of number patterns in secondary school mathematics. [Internet] [Thesis]. Stellenbosch University; 2014. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/10019.1/96027.
25. Truman, Kiru. Perceptions of small business managers on the effects of voucher-training programmes offered by the Wholesale and Retail Sector Education and Training Authority.
▼ ENGLISH ABSTRACT: According to Van Scheers (2010, p. 1) small businesses constitute 55% of the employment rate in South Africa. The argument that in the future new jobs are more likely to come from a large number of small businesses than from a small number of large businesses (Martin, 2001, p. 189) has challenged the South African government to support the empowerment of small business. The Wholesale and Retail Sector Education and Training Authority (W&R SETA) was formed as part of the governmental plan to ensure quality-learning provision within the wholesale and retail sector. The training of employees within small businesses in the wholesale and retail sector is not adequate (Mokgata, 2009, p. 4), despite the various methods of training funded by the W&R SETA. The small business unit at the W&R SETA introduced the Voucher-training System. Small levy paying businesses in this sector receive a voucher or vouchers that can be used to access free training opportunities for staff. Providers accredited with the W&R SETA are allowed to offer training programmes that suit the education and training needs of the sector. Companies pay the provider with the free vouchers they are allocated by the SETA. The scope of the Small Business Voucher-training System is to offer short courses that provide skills with immediate effect on the small businesses. The focus of this study grew out of the need to know if the voucher-training programmes meet the needs of small businesses in the wholesale and retail sector. In order to determine whether the voucher-training programmes meet the needs of the small business sector, the small business managers’ perceptions of the voucher-training programme are essential in order to develop insights into the possible improvements and sustainability of the programme. A descriptive research study from an interpretivist perspective is used to understand the perceptions of the small business managers of the voucher programmes. A case study design was used and forms the basis of this study. Interviews were used to elicit qualitative data that provide insights into small business managers’ perceptions of the voucher-training programme. A descriptive research study from an interpretivist perspective is used to understand the perceptions of the small business managers of the voucher programmes. A case study design was used and forms the basis of this study. Interviews were used to elicit qualitative data that provide insights into small business managers’ perceptions of the voucher-training programme. The reasons small business managers gave explaining why they selected specific programmes for employees indicate the influence the training had on employees and their future progression and development within their company. It showed how the company itself benefited from the employees involvement in these programmes and lists the most appropriate programme for these small businesses in the wholesale and retail sector. The small business managers’ reflections on any changes in… Advisors/Committee Members: Frick, B. L., Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies..
Truman, Kiru. “Perceptions of small business managers on the effects of voucher-training programmes offered by the Wholesale and Retail Sector Education and Training Authority.” 2014. Thesis, Stellenbosch University. Accessed April 21, 2019. http://hdl.handle.net/10019.1/86708.
Truman, Kiru. “Perceptions of small business managers on the effects of voucher-training programmes offered by the Wholesale and Retail Sector Education and Training Authority.” 2014. Web. 21 Apr 2019.
Truman K. Perceptions of small business managers on the effects of voucher-training programmes offered by the Wholesale and Retail Sector Education and Training Authority. [Internet] [Thesis]. Stellenbosch University; 2014. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/10019.1/86708.
26. Van Wyk, Jeremy Mark. The post-literacy perceptions of newly literate adult learners at a rural community learning centre.
ENGLISH ABSTRACT: Literature suggests that post-literacy (PL) is a seriously under-researched field in most African countries including South Africa. From the literature, it also became evident that, if PL is not viewed as a government priority, a gap will continue to exist between what PL programmes offer, and what the newly literate adults may need. Various authors emphasise the importance of PL to prevent relapsing into illiteracy, the applicability of PL in enhancing everyday private and occupational life, as well as the potential contribution of PL to poverty reduction, social, economic and political development and in sustaining communities. The aim of this study was to identify the PL perceptions of newly literate adults in the PL programme at the Simondium Community Learning Centre (SCLC) in the Western Cape of South Africa. A basic qualitative research approach to collect data was undertaken. During the data production ten semi-structured interviews were conducted, with the individual participant as the unit of analysis. All interviews were recorded digitally (using a tape recorder) and transcribed verbatim. Data analysis was done using the HyperQual computer programme to identify, retrieve, isolate and regroup data. The results and conclusions of data based on the literature studied and findings of the study indicate a learner-centred PL programme is required which focuses mainly on non-formal and vocational programmes for sustaining communities and economic development.
Advisors/Committee Members: Frick, B. L., Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies..
Van Wyk, Jeremy Mark. “The post-literacy perceptions of newly literate adult learners at a rural community learning centre.” 2012. Thesis, Stellenbosch University. Accessed April 21, 2019. http://hdl.handle.net/10019.1/20274.
Van Wyk, Jeremy Mark. “The post-literacy perceptions of newly literate adult learners at a rural community learning centre.” 2012. Web. 21 Apr 2019.
Van Wyk JM. The post-literacy perceptions of newly literate adult learners at a rural community learning centre. [Internet] [Thesis]. Stellenbosch University; 2012. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/10019.1/20274.
27. Williams, Anna J M. Die rol van leerstyle in aanvangsleesontwikkeling by graad 2-leerders: 'n gevallestudie.
ENGLISH ABSTRACT: The main objective of this study was to determine the effects of an intervention programme on the reading levels of ten grade two learners. A case study was used as research method. The research group of five boys and five girls between the ages of 7 and 8 years were Grade 2 learners at a Boland primary school. These learners did not meet the Assessment Standards for reading and looking (LO3: 3, 4) The research process consisted of a pre evaluation phase, the intervention and a post evaluation phase. The learner’s reading levels were determined during the evaluation phases. The observation during the intervention was coded and recorded. The group was taught during a period of 10 weeks, 3 times a week for 30 minutes at a time. Ananlysis of data showed improvement of reading levels with regards to fluency, speed, accuracy analysis and self correction. The study thus shows that the intervention was effective for improving reading levels.
AFRIKAANSE OPSOMMING: Die hoofdoel van die studie was om die invloed van ‘n intervensie op tien graad 2- leerders se leespeil te bepaal. ‘n Gevallestudie is as navorsingsmetode gebruik. Die navorsingsgroep, bestaande uit vyf seuns en vyf dogters tussen sewe en agt jaar oud, was almal in graad 2 aan ‘n Bolandse laerskool. Die leerders het nie voldoen aan die Nasionale Assesseringstandaarde vir lees en kyk (LU3: 3.4) nie. Die navorsing het uit twee evalueringsfases en ‘n intervensieprogram bestaan. Tydens die evalueringsfases is die leespeil van die leerders voor en na die intervensie bepaal. Tydens die intervensie is waarneming gedoen en met behulp van ‘n koderingstelsel aangeteken. Die navorsingsgroep is oor ‘n periode van tien weke drie keer per week vir 30 minute aan ‘n program blootgestel. Die data-analise het ‘n verbetering getoon ten opsigte van vlotheid, spoed, akkuraatheid, analise en selfkorrigering. Die studie het dus aangetoon dat die intervensie die leespeil van die tien leerders verbeter het.
Advisors/Committee Members: Menkveld, H, Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies..
Williams, Anna J M. “Die rol van leerstyle in aanvangsleesontwikkeling by graad 2-leerders: 'n gevallestudie.” 2012. Thesis, Stellenbosch University. Accessed April 21, 2019. http://hdl.handle.net/10019.1/20315.
Williams, Anna J M. “Die rol van leerstyle in aanvangsleesontwikkeling by graad 2-leerders: 'n gevallestudie.” 2012. Web. 21 Apr 2019.
Williams AJM. Die rol van leerstyle in aanvangsleesontwikkeling by graad 2-leerders: 'n gevallestudie. [Internet] [Thesis]. Stellenbosch University; 2012. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/10019.1/20315.
28. Costandius, Elmarie. Engaging the curriculum in visual communication design : a critical citizenship education perspective.
ENGLISH ABSTRACT: The importance of global and local change and transformation is emphasised through initiatives such as the United Nations Millennium Development Goals (2012) and the Earth Charter Initiatives (2011) for constructing a just, sustainable and peaceful global society. In South Africa, the need for transformation has been underlined by the South African Department of Education in the Education White Paper of 1997 (DOE 1997). At Stellenbosch University, the Pedagogy of Hope (US) project aims to find concrete ways to reflect on historical influences and current SA society. Tremendous progress has been made in transformation regarding legislative policies, but personal transformation within people is proving to be slow. As a response to these realities, a module called Critical Citizenship was introduced for first-‐ to third-‐year Visual Communication Design students at the Visual Arts Department at Stellenbosch University. The aim of this research project was to explore the perceptions and attitudes of students, learners and lecturers regarding personal transformation through teaching and learning in the Critical Citizenship module. As a framework for the study, I emphasised the importance of giving consideration to the emotional dimensions of learning (Illeris 2007), meaning considering the learning being (Barnett 2009) as a thinking, feeling and acting person (Jarvis 2006). The objectives of the study were to identify such emotional reactions to the Critical Citizenship module and to establish what the emotional reactions revealed about the immediate and broader context of the teaching and learning context in which students, learners and lecturers learn and teach. I followed an interpretative approach and a case study research design that aimed at exploring and providing an in-‐depth investigation of the Critical Citizenship module was used. The themes that surfaced from reflections written by students and learners and from group interviews, comprised feeling unprepared for this type of project; feelings of guilt and shame; resistance to this type of project; asymmetry and assimilation, but also feelings of hope. Other responses, suggesting feelings of empathy, privilege, humility, re-‐ evaluation of priorities and values, sameness and difference, feeling out of a comfort zone and reflecting on blackness and whiteness were also interweaved with the main themes. The results of the research included that taking into consideration the emotional aspects in critical citizenship education is important because we are thinking, feeling and acting beings, but moving beyond emotional reactions toward rational actions is crucial. Critical citizenship cannot be taught in isolation because the context in which it exists plays a vital role and an inclusive critical citizenship curriculum within community interactions for the wider society is suggested.
Advisors/Committee Members: Bitzer, E. M., Troskie-de Bruin, C., Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies..
Costandius, Elmarie. “Engaging the curriculum in visual communication design : a critical citizenship education perspective.” 2012. Doctoral Dissertation, Stellenbosch University. Accessed April 21, 2019. http://hdl.handle.net/10019.1/71660.
Costandius, Elmarie. “Engaging the curriculum in visual communication design : a critical citizenship education perspective.” 2012. Web. 21 Apr 2019.
Costandius E. Engaging the curriculum in visual communication design : a critical citizenship education perspective. [Internet] [Doctoral dissertation]. Stellenbosch University; 2012. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/10019.1/71660.
29. Julius, Collen Andrew. 'n Ondersoek na ekonomiese- en bestuurswetenskappe as leerarea in die senior fase van die skoolkurrikulum.
ENGLISH ABSTRACT: The Economic and Management Sciences (EMS) learning area is part of the current National Curriculum Statement (NCS) and includes learning content from subjects such as Accounting, Business Studies and Economics to prepare learners for the Further Education and Training (FET) phase (Grade 10–12). The learning content is divided into four learning outcomes, namely “The economic cycle”, “Sustainable growth and development”, “Managerial, consumer and financial knowledge and skills” and “Entrepreneurial knowledge and skills”. This study investigates EMS as learning area, and more specifically senior-phase EMS teachers’ experience of teaching this learning area. EMS teachers are expected to provide equal teaching of all four learning outcomes of the current NCS, as well as the three topics of the future Curriculum and Assessment Policy Statement (CAPS), namely “The economy”, “Financial literacy” and “Entrepreneurship”. Previous studies have shown that EMS teachers face many challenges, including that not all of them have sufficient knowledge and understanding of the content of the learning area. Apart from these challenges, it was also found that teachers do not strictly comply with the policy prescripts in terms of teaching and assessment, as Accounting is given priority in the EMS classroom. Therefore, this study explores the aforementioned challenges in order to ascertain how EMS teachers experience the teaching of the learning area. The establishment of teacher learning communities for novice EMS teachers was also investigated. The research was undertaken within the methodological paradigm as a qualitative investigation. Data were collected by means of semi-structured interviews with mainly Grade 9 EMS teachers. The approach is interpretivist and the research design is phenomenological. Five respondents were purposefully selected based on the value that they were able to add in terms of their unique contexts, their qualifications and teaching experience. An important finding of the study was that the experience of EMS teachers was generally positive, given all the challenges they faced, such as the disparity between policy and practice, as well as often having to rely on insufficient, irrelevant and outdated EMS learning and teaching support material (LTSM). The researcher recommends that EMS teachers teach the learning area in consultation with their counterparts elsewhere in order to improve their teaching experience in respect of this learning area.
Advisors/Committee Members: America, Carina Georgina, Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies..
Julius, Collen Andrew. “'n Ondersoek na ekonomiese- en bestuurswetenskappe as leerarea in die senior fase van die skoolkurrikulum.” 2012. Thesis, Stellenbosch University. Accessed April 21, 2019. http://hdl.handle.net/10019.1/71778.
Julius, Collen Andrew. “'n Ondersoek na ekonomiese- en bestuurswetenskappe as leerarea in die senior fase van die skoolkurrikulum.” 2012. Web. 21 Apr 2019.
Julius CA. 'n Ondersoek na ekonomiese- en bestuurswetenskappe as leerarea in die senior fase van die skoolkurrikulum. [Internet] [Thesis]. Stellenbosch University; 2012. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/10019.1/71778.
30. Rutgers, Linda. Coaching foundation phase literacy teachers as leaders in a school in the Western Cape Province : a professional development strategy.
ENGLISH ABSTRACT: The South African education system needs literacy teachers with the capacity to lead innovative and appropriate literacy instruction in schools. Schools can benefit from suitable continuous professional development strategies that have the potential to build the leadership capacity of literacy teachers to sustain literacy improvement efforts. Coaching has proven to be an effective development strategy in the business sector and in the field of sport. However, the field of coaching in the educational context is under-explored in research in South Africa. Coaching is a situated practice, which is aimed at the learning and development of individuals within a specific context. Coaching is an on-going professional development strategy for teachers and leaders as opposed to traditional one-shot professional development activities such as workshops or training sessions. There is a need for evidence-based research on alternative professional development strategies, such as coaching. In this research study the researcher argued that coaching has the potential to provide a more effective and sustainable capacity-building strategy for the continuous professional development of teacher leaders. It argued further that the recognition of their own capacity as teacher leaders can empower teachers to take ownership of decision-making for on-going literacy improvement in schools. The specific context for coaching in this study was the professional development of literacy teachers as leaders for the improvement of literacy teaching and learning. In the absence of a suitable coaching model, the Integrated Capacity Coaching model and a coaching programme were purposefully designed by the researcher for the development of literacy teachers as leaders in this study. Cognitive coaching, peer coaching and coaching circles were incorporated as coaching methods in the coaching programme. This study was designed to determine what can be learnt from using coaching as a professional development strategy within the formal structures of the school and its current constraints. Findings from the data indicated a number of positive learning insights about coaching as a continuous professional development strategy to build internal leadership capacity for literacy improvement in schools. This study is significant because the outcome of the study extended the existing body of knowledge and evidence-based research on coaching in the educational context. The implementation of these findings could lead to improvements in the nature and characteristics of future continuous professional development of literacy teachers as leaders to sustain literacy improvement in schools. The proposed model shows potential as a capacity-building coaching model for the education sector, but further research is needed to determine the impact of this coaching model and the coaching approach in different school contexts.
Advisors/Committee Members: Carl, A. E., Van der Walt, C., Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies..
Rutgers, Linda. “Coaching foundation phase literacy teachers as leaders in a school in the Western Cape Province : a professional development strategy.” 2012. Doctoral Dissertation, Stellenbosch University. Accessed April 21, 2019. http://hdl.handle.net/10019.1/71912.
Rutgers, Linda. “Coaching foundation phase literacy teachers as leaders in a school in the Western Cape Province : a professional development strategy.” 2012. Web. 21 Apr 2019.
Rutgers L. Coaching foundation phase literacy teachers as leaders in a school in the Western Cape Province : a professional development strategy. [Internet] [Doctoral dissertation]. Stellenbosch University; 2012. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/10019.1/71912.