Browsing by Author "Smith, Juliana M."

Now showing 1 - 5 of 5
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    Implementing an HIV/AIDS literacy programme in a grade 11 class: an action research study
    (University of the Western Cape, 2006) Williams, Cheryl Sally-Anne; Smith, Juliana M.; Faculty of Education
    This research study attempted to highlight an in-depth exploration of my own classroom practice as a teacher at a high school in the Western Cape. A key goal of this research study was the quest for professional development and the development of an HIV/AIDS literacy programme for curriculum development.
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    The information and communication technology infrastuctures in public schools in the Western Cape : a case study
    (University of the Western Cape, 2010) Clarke, Lyndwill; Smith, Juliana M.; NULL; Faculty of Education
    This mini-thesis attempts to explain the Information and Communications Technology (ICT) infrastructure in public schools in the Western Cape. The mini-thesis uses the case study as research design to explore aspects such as the motivation for using ICT, funding models, infrastructure models, ICT curriculum integration and teacher development. In order to gather data on the above, interviews and observations are used as research tools. The study begins with the exploration of the history of ICT infrastructure in South African schools and subsequently an international perspective is added through the literature review. Officials and teachers of the Western Cape Education Department (WCED) were interviewed to obtain their perspectives and a school was visited to observe procured ICT infrastructure. The results revealed that the WCED is using the Khanya project to deliver an ICT infrastructure to schools and to provide facilitation in the integration of ICT into the curriculum. It further showed that due to the rapid change in technology, Khanya had to adapt the hardware configuration on a regular basis and that this put considerable strain on and already small budget for ICT. The challenge that emerged is the lack of adequate ICT training for teachers. This could potentially hamper the integration of ICT and if not addressed, could serious hamper the WCED in its quest to deliver a technology based curriculum. The study concludes with conclusions drawn for the data as well as recommendations for effective ICT integration.
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    The leadership role of primary school principals in economically disadvantaged areas affected by HIV and AIDS
    (University of the Western Cape, 2008) Rajagopaul, Vithagan; Smith, Juliana M.; Faculty of Education
    This study formed part of the broad theme on the impact of HIV and AIDS on school-going learners sponsored by the Dynamics for Building a Better Society programme of the University of the Western Cape and the VLIR Partnership. HIV and AIDS poses a unique challenge to society in that it is a private disease transmitted mainly through unprotected sex that still has no known cure. A challenge to society invariably challenges schools. Primary school principals are obligated to respond because learners in the 5 to 14 year age range provide an opportunity for education, advocacy, prevention, treatment and support. This study aimed to contribute to a better understanding of school leaders and their responsibility towards HIV and AIDS and poverty.
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    Stories as teaching tools in grade R classes
    (University of the Western Cape, 2013) Ross, Suzanne Lucille Anne; Smith, Juliana M.
    The rationale to embark upon this research is based on the notion that stories are effective tools to support the teacher in implementing the curriculum as an entity instead of fragmented sections. Learning Outcome 1 outlined in the Revised National Curriculum Statement (DoE, 2002a:14) Languages Policy Document of the Grade R section states that the learner should be able to … [understand] short, simple stories …” by “ … [joining] in choruses at appropriate points … [draw] a picture of the story … [connect] the story to his own life …”. The goals of the proposed curriculum necessitated an investigation to firstly, establish whether stories are in fact used and if so how the stories are used. Secondly, I explored whether stories are integrated with other subjects in the curriculum. In the research the teachers were also assisted to expose Grade R children to stories whereby they could deal with traumas such as HIV and AIDS. The research was conducted before the implementation of CAPS (DBE, 2011b) but in the recommendations a model based on CAPS is proposed. The research was conducted with Grade R children therefore it was important to adhere to ethical considerations, such as anonymity and a protocol to follow the school programme. Of importance was to observe when you work with children you should acknowledge the sensitivity around their privacy and emotional needs especially with regards to fears and traumas. Based on the assumption by Levine and Foster as cited in Jackson (2000: 276) that “... story telling ... art, and music could be healing tools”, there seemed to be a need to research whether these were used as learning materials to empower teachers in Grade R classes. The literature underpins the theoretical framework. The theoretical framework was based on story theory and the integrated approach. In order to assess the approaches of teachers I applied an epistemological paradigm emanating from a qualitative framework which was embedded in a constructivist/interpretivist approach. The research design was a case study. I used interviews and questionnaires as research instruments. Triangulation was applied to validate my findings. In analysing the types of stories, it served to establish which kinds of stories appealed to the target group and what effect these stories had on the children. The integration of stories and other areas in the curriculum possibly gave more scope for optimal utilisation of the imagination of children. It was imperative to determine how teachers could be assisted to implement an approach whereby the imagination of a child is stimulated and optimally utilised in order to develop linguistic and social skills, as well as help learners to cope with trauma. The research was conducted in Grade R classes in the Western Cape, representing various strata of society namely a previously disadvantaged state school, a former model C school, a privately funded institution and a non-governmental institution. Ultimately the research was driven with the intention that once the approach had been negotiated and implemented the children and teachers would benefit. The types of stories and activities in the programmes presented were of great significance. It also called for creative and innovative teachers, who were not only acquainted with the circumstances of all the children they taught, but similarly equally sensitive to the circumstances of the children. The findings were informed by the data gathered at the schools, based on the main research questions and the subsidiary questions. Most teachers recognised the importance and value of stories as well as the significance of integration. However, the integration was mostly reserved for language lessons. The main recommendations are with regards to the teaching approaches to integrate lessons, selections of stories to integrate lessons, an environment conducive to integration of lessons and the role of the education department.
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    Teachers' understanding of social justice in rural education schools in the Overberg education district in the Western Cape : a grounded theory approach
    (University of the Western Cape, 2016) Sonn, Brenda Carol; Smith, Juliana M.
    Social justice is embedded in the South African constitution and various policy documents as an important concept and vision for a democratic South Africa. Yet, twenty two years after democracy, South African society reflects the entrenched racial and class divisions of the past. The educational context mirrors the persistence of historical, political and social patterns of advantage and disadvantage. The position taken in this study is that social justice and social injustice are inextricably linked. This study is based on the premise that, in order to understand social justice, social injustice needs to be understood and articulated. This study was situated in a rural education district where past unequal spatial, educational and social stratifications persist. The study was conducted in four rural schools to explore twelve primary school teachers' onto-epistemological assumptions of the world and their interpretations and meanings of social justice and injustice. Three related lenses, social justice, spatial justice and epistemic injustice were used to theoretically frame the study. Teachers' life histories were explored using a grounded theory approach as methodology. A three phased reflective process was used to explore and deepen understandings of social justice. The findings suggest that the perpetuation of past injustices and inequalities are based on deeply held different racialised understandings of social justice and injustice, resulting in racially situated narratives of social justice and injustice. The present narratives of who should be taught by whom, where and what should be taught also contribute to the perpetuation of racially situated narratives and injustices. Through dialogue teachers were able to deepen their understandings of their own experience and gain insight into the experiences of the 'othe'. A further position taken in this study is that in social justice research the researcher is not neutral. This study explored the role of the social justice researcher and drew learnings of the socially just researcher as a reflexive and 'just listener'. The study makes recommendations for further socio-spatial-epistemic justice research and for its inclusion in pre-and in-service teacher courses as extensions of the development of a critical discourse on social justice in South African education.