Magister Educationis - MEd (Educational Psychology)

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School guidance as a vehicle for prevention and health promotion in primary schools in South Africa
(University of the Western Cape, 1995) Wilson, Vanessa Ann; Lazarus, Sandy; Ganie, Laila
The primary aim of this study is to conduct an analysis of the existing primary school guidance service in the House of Representatives Department of Education and Culture (Reps:DEC) schools in the Western Cape, and to make suggestions for a school guidance approach that optimises the principle of health promotion. The theoretical framework from which this study draws is that of prevention and health promotion. The research methods used in this study were, Literature reviews of school guidance and the theory of prevention and health promotion. Analysis of relevant policy proposals in South Africa. Semi-structured interviews: with heads of p schological services in Reps:DEC, and teachers in primary schools. An interview guide was used to structure this process. The questions formulated within the interview focus on the existing guidance service in Reps: DEC primary schools; and suggestions for a future school guidance service for primary schools. The analysis highlights that in some instances group guidance does exist in primary schools although the different areas of guidance are not implemented throughout the different phases of the primary school years - but the principle of prevention, which should be the cornerstone of any group guidance programme, particularly in the primary school, has not been clarified nor has it been fully developed.
Action research in the graphics classroom: reflections of educational change initiatives in two schools
(University of the Western Cape, 1990) Cowan, Gillian Margaret; du Plooy, Lucinda
This thesis is an account of my experiences as a Graphics teacher using critical action research to examine my educational practice while working with standard nine students in two white high schools in Cape Town. The subject that I taught, since it was predominantly a "practical" one, was primarily for students who were often labelled, not only by teachers but by the students themselves, as academically "weak" or "stupid" as well as "delinquent". While my initial intention was to try to improve my own educational practice and, as a consequence be better able to help my students, it became apparent that I could not begin to understand the emerging issues in isolation from the context in which the research was undertaken. Issues, which at first seemed relatively simple, became increasingly complex as the research cycles proceeded. Three particular issues are further discussed: i) The problems of qualitative research, particularly those of data collection and narrative language; The value of "thick" description as opposed to the surface representations of positivistic research modes justifies the difficulty of following the qualitative research method. ii) The ways in which the curriculum and school organisation can perpetuate social inequalities and injustices, which may be further reinforced by student resistance; my experience of my project students strongly suggested that for whatever other reasons they were doing so badly at school, it certainly was not because they were academically "weak" or "stupid". iii) The value that critical action research has as a form of praxis or critical pedagogy. By closing the gap between theory and practice, it has enabled me to come to understand better the ideological nature of organised education and the consequences thereof.
Developing a strategy to support parents of children who experienced trauma in primary school contexts in the Eastern Cape
(University of the Western Cape, 2022) Nomhle, Mlonyeni; Kitching, Ansie
Trauma is identified as “the state of severe fright or shock that a person experiences when confronted with a sudden, unexpected, potentially life-threatening event over which the person does not have control and to which the persons are unable to respond effectively” (Dye, 2015, p.158). In South Africa, many children are exposed to traumatic events. Chil-dren therefore need support to deal with trauma. Past studies have shown that traumatised children in some contexts might get support from psychologists, psychiatrists and other health professional specialists. In other contexts, the child might only have the support of a parent. In view of the fact that schools are well positioned to refer children who have expe-rienced trauma, the role of schools in assisting parents to support their children seems im-perative.
Developing a strategy to support parents of children who experienced trauma in primary school contexts in the Eastern Cape
(University of the Western Cape, 2022) Mlonyeni, Nomhle; Kitching, A. E
Trauma is identified as “the state of severe fright or shock that a person experiences when confronted with a sudden, unexpected, potentially life-threatening event over which the person does not have control and to which the persons are unable to respond effectively” (Dye, 2015, p.158). In South Africa, many children are exposed to traumatic events. Children therefore need support to deal with trauma. Past studies have shown that traumatised children in some contexts might get support from psychologists, psychiatrists and other health professional specialists. In other contexts, the child might only have the support of a parent. In view of the fact that schools are well positioned to refer children who have experienced trauma, the role of schools in assisting parents to support their children seems imperative. The research literature on trauma-informed schools emphasises the important role that schools should play in supporting children who have experienced trauma. However, there is still a gap in the knowledge on the role that schools can play in guiding parents to effectively support children who have experienced trauma. The aim of this study was to investigate what a school-based strategy can do to equip parents and caregivers in resource-restrained contexts to support children who have experienced trauma. A transformative paradigm guided the design of the study. A participatory action research approach was applied in combination with a basic qualitative research design to ensure that the research was con-ducted with and for people rather than on people. The research was conducted in two semi-urban primary schools in the O.R. Tambo Inland District in the Eastern Cape, South Africa. The participants included parents, School-Based Support Team members (SBST), School Governing Body (SGB) members as well as health professionals who provide support to children who experience trauma. The data were gathered through a cyclic process that included individual interviews with ten selected parents, two focus group interviews with SBST and SGB members, health professionals, and community members from the local community. Thematic analysis was conducted. The findings of the study contributes to the knowledge on the implementation of the Screening, Identification, Assessment and Support Policy (2014) and strengthen the capacity of resource- constrained schools to enhance care and support for children who experience trauma by providing guidelines for engagement with the parents of these children
The self-concept and academic achievement of high school students in a working class environment.
(University of the Western Cape, 2000) Leedenberg, Ivan; Twetwa, Andiswa; Lomofslry, Lilian
The purpose of this chapter is to introduce this study of the relationship between the self-concept and academic achievement of high school students in a working class environment. This includes the background, statement of the problem, the aim and motivation for the study. The procedure and an overview of the chapters are also presented. In today's world education plays an important part in the life of any human being. An essential function of education in development and learning is to help the growing child to understand himself and develop healthy attitudes of self-acceptance (Silvernail, 1985; Woods, 1990). Therefore the self-concept is a critically important factor in the educational and social adjustment of children. Numerous studies (Gergen, l97l; Spears & Deese, 7973; Mboya, 1989) which have attempted to determine the relationship between self-concept and academic achievement have been inconclusive, mainly due to an inability to have a clear, concise, universally accepted operational definition of self-concept. Another problem with definitions of selfconcept has been vagueness and imprecision (Hamachek, 1995). A detailed survey and discussion about definitions of the self-concept follows in Chapter 2.
The role of the school-based support team (sbst) in two primary schools in the Cape metropole
(University of the Western Cape, 2021) Agulhas, Caroline; Moodley, Trevor
The primary South African policy document on Inclusive Education, Education White Paper 6 (EWP 6) (DoE, 2001), states that all children can learn, and they should be supported and assured of equal and equitable education. EWP 6 further states that all educational systems should be transformed to accommodate all learners in mainstream schools and proposes the establishment of support teams at school level. The main function of the School-based Support Teams (SBSTs) in all schools is to assist teachers to effectively provide support to all learners experiencing learning barriers. This qualitative research study explored the role of the School-based support team (SBST) in two primary schools in the Cape Metropole. Purposive sampling was used and the sample size was nine participants.
The role of the school-based support team (sbst) in two primary schools in the Cape Metropole
(University of Western Cape, 2021) Agulhas, Caroline; Moodley, Trevor
The primary South African policy document on Inclusive Education, Education White Paper 6 (EWP 6) (DoE, 2001), states that all children can learn, and they should be supported and assured of equal and equitable education. EWP 6 further states that all educational systems should be transformed to accommodate all learners in mainstream schools and proposes the establishment of support teams at school level. The main function of the School-based Support Teams (SBSTs) in all schools is to assist teachers to effectively provide support to all learners experiencing learning barriers.
Bemiddelde leerervaring as 'n noodsaaklike komponent van die opleiding van primêre skool onderwysers in Suid-Afrika
(University of the Western Cape, 1993) Fortuin, Averal John; Gouws, André
In Suid-Afrikaanse skole word op 'n gereelde grondslag gevind dat nie alle leerlinge baat vind by gewone groeponderrig soos dit in die gewone klaskamer vergestalting vind nie. Enersyds is daar die groep wat op Buitengewone Onderwys aangewese is, en andersyds is daar die groep wat nie vir buitengewone onderwys kwalifiseer nie, maar nog steeds nie die mas in die gewone klas kan opkom nie. Laasgenoemde maak dikwels deel uit van 'n sosio-ekonomies of polities benadeelde groep en die grootste persentasie druipelinge en vroeë skoolverlaters, in vergelyking met die res van die skoolbevolking , kom uit die groep. Die swak akademiese prestasies van hierdie leerlinge word in die meeste literatuur gekoppel aan kognitiewe benadeeldheid. Opvoedkundige Sielkunde. Kognitiewe benadeeldheid word vir die doel van hierdie mini-tesis gelykgestel aan kulturele benadeeldheid, maar dit word gekoppel aan die definisie van Feuerstein wat dit beskou as 'n gebrek aan bemiddelde leerervaring (BLE). Te midde van 'n strewe na sosio-ekonomiese, politieke en opvoedkundige rekonstruksie in Suid-Afrika, is dit belangrik dat probleme met skolastiese prestasie op die intermediêre vlak aangespreek word. Alhoewel skole weinig kan doen om 'n radikale verandering in die omgewingstoestande van leerlinge teweeg te bring, kan dit egter 'n groot bydrae lewer in die ontwikkeling van die kognitiewe vermoëns van kinders. Om hierdie belangrike funksie te vervul, is ditnoodsaaklik dat onderwysers in hul voorbereiding vir hul taak deeglik toegerus moet word met gepaste teoretiese begronding, asook daaruitvloeiende maatreëls om kognitiewe benadeeldheid by hul leerlinge effektief te verklaar en te bekamp. Die fokus in hierdie mini-tesis is op die benadering ten opsigte van kognitiewe benadeeldheid by primêre skool leerlinge in die opleidingsprogramme - spesifiek die Opvoedkundesillabusse - van onderwyskolleges van die Departement van Onderwys en Kultuur, Raad van Verteenwoordigers (DOK:RV); en die Departement van Onderwys en Opleiding (DOO), asook ontwikkelinge op die gebied van kognitiewe onderwys in Suid-Afrika. Op grond van die leemtes in die betrokke opleidingsprogramme is die doel van hierdie mini-tesis om BLE as noodsaaklike komponent in die opleidingsprogram van primêre skoolonderwysers in Suid- Afrika aan te beveel.
Can Literacy lead to transformation
(University of the Western Cape, 1995) Fred, Merle Rosaline; Engelbrecht, Levi
This thesis constitutes an investigation into the effects of literacy in a community which is severly disadvantaged. The thesis explored various ways in which the concept of literacy could be examined and the political assuments implied in each literacy orientation. In order to explore the effects of literacy following conventional research procedures a pilot study was conducted. During the pilot the data revealed that statistical analysis could not capture the political and 'liberational'nuances generated by literacy. In the light of this, it became necessary to adopt a mode of analysis which could capture the effects of the literacy. This study therefore constitutes a description of the, advantages and disadvantages of radically switching to a different paradigm in the life of a single project.
Addressing the needs of underachieving students in an extended curriculum programme
(University of the Western Cape, 2014) Hans, Garelda Nicolette; Moolla, Nadeen
The purpose of this study is to determine the nature of support services offered to Extended Curriculum Programme students in a South African university. The primary goals of support services in higher education are to support students holistically and reduce barriers to learning in the teaching and learning environment. One of the faculties in a South African university established a support unit to assist with the low throughput level. The academic support unit is housed in the Academic Development Department (ADD) in a faculty. The unit attempts to address the needs of underachieving students in the Extended Curriculum Programme (ECP). The thesis first identifies the challenges the ECP students are experiencing. Then, support services in the university and in the support unit are described. Thereafter, the challenges experienced by the centre of support services in the university and the support unit are illuminated. Qualitative data was gathered through individual interviews with senior management. Then, a focus group discussion with tutors who volunteer in a support unit was facilitated and lastly the staff members employed in the support unit were also interviewed individually. The thesis was able to identify the intrinsic and extrinsic barriers to learning the ECP students are experiencing. It became evident that the support services available in the university and the support unit are not sufficient to address the needs of the students. The challenges the support service centre of the university and the support unit are experiencing are twofold. The first is a lack of organisational resources that hinders service delivery, the second is a lack of skills and expertise in attain structures that limits the provision of support services.
Investigating a comparison of the factors influencing teachers’ attitudes toward inclusion of learners with specific learning disorder with the reading subtype and Attention Deficit Hyperactivity Disorder in public ordinary schools
(University of Western Cape, 2020) Ahmed, Wardah; Stofile, Sindiswa
Inclusive education is practised globally as well as in South Africa and is researched widely. South Africa’s policy document, Education White Paper 6: Special Needs Education: Building an Inclusive Education and Training system was implemented in 2001. This policy is grounded in human rights and strives to promote the rights of children who have disabilities by including them in mainstream schools. The attitudes that teachers have toward the inclusion of learners with disabilities influence the success of the implementation of this policy as teachers are at the forefront of implementing it
Collaboration in inclusive education: teachers’ perspectives and practices
(UWC, 2020) Fodo, Sihle; Stofile, S
Inclusive education (IE) is an international movement and South Africa is in the process of developing systems to support the process. The aim of this study was to develop narratives of teachers’ trajectories of collaboration in developing IE. The Department of Education acknowledged that collaboration between teachers and other professionals and between teachers and parents and the community at large is a critical strategy and skill for developing IE successfully (Department of Education, 2001). This study was conducted at a full-service school in the Western Cape Province which was selected purposively. Snowball sampling was used to select six teachers who were interviewed and observed in their collaborative spaces. This study used a qualitative approach and a case-study approach as a research design. It used Cultural-Historical Activity Theory (CHAT) as the theoretical framework to understand how teachers respond to the diverse needs of all learners and how they collaborate with others in developing more responsive pedagogies. Multiple methods of data analysis, such as thematic analysis and CHAT, were used to analyze data collected. The study revealed that teachers collaborated in school-initiated collaboration practices as well as in Department owned collaboration practices. Teachers reported to have voluntarily participated in school-initiated collaboration practices as their school had a culture of sharing knowledge and skills and this enabled them to work closely with each other, whereas in Department owned collaboration practices teacher reported that they participated because they had to obey instructions from their employee. Teachers felt that the Department owned collaboration practices used top-down approaches which hindered some of their collaboration practices. Teachers reported to have encountered some benefits from as well as barriers to collaboration. This study concludes that if collaboration is a critical strategy for the successful implementation of IE in South Africa, the Department of Education (DoE) should give schools an opportunity to indicate their areas of need so that they can be trained accordingly. Secondly, the DoE should continuously provide training for teachers on collaboration. Lastly, the DoE and the school should encourage and monitor teachers to continue to create environments where they work collaboratively in decision-making and problem-solving.
The role that parents play in their children's academic progress at a previously disadvantaged primary school in Cape Town
(University of the Western Cape, 2016) Page, Richard Daniel; Moodley, Trevor
Different studies indicate that parents, who offer their services as volunteers at their children's school, assist with homework and participate in school activities, can influence the learners’ academic success in a positive manner (Lunenberg & Irby, 2002; Sanders & Sheldon, 2009). Therefore, parents are considered to be one of the most important and indispensable stakeholders in education. Parental involvement in their children's schooling is a critical factor that influences academic success of learners, but despite its importance, parental involvement at previously disadvantaged primary schools appears to be discouragingly low. This study explored the role parents play in their children's academic progress at a previously disadvantaged primary school in Cape Town. The study attempted to answer the following research questions: (i) How does parental involvement influence the academic achievement of their children? (ii) What roles do educators expect parents to play in the development of their children's academic achievement? (iii) Which factors enhance and hinder parental involvement across the phases of primary schooling? (iv) How does parental involvement in children's academic progress change over time as learners' progress through the primary schooling phase? The study is located within the interpretive paradigm, using qualitative case study design. The study began by undertaking a literature review to explore the phenomenon of parental involvement in their children's schooling and its relationship to the academic achievement of learners. Therefore, data was collected using three groups of participants. Participants were purposively chosen with the aim of exploring perspectives about parental involvement (in their children’s schooling) from diverse role players. Data was collected via questionnaires and individual semi-structured interviews. Data was analysed thematically. The study's findings report on parental involvement in terms of both school-based (e.g. voluntary assistance at school) as well as home-based involvement (e.g. homework activities). The findings of this study revealed that parental involvement can positively influence academic achievement of primary school learners. The parent participants regarded education as important and this notion was affirmed by the learner participants. There was also sufficient evidence in this study to suggest that the parent participants associated the concept of parental involvement with more home-based activities. The learner participants in this study expressed both positive and negative feelings about their parents' involvement with regard to their homework activities. The learner participants reported that their mothers rather than their fathers assisted them with homework. The weaker scholastic achievement learner participants reported that they received less homework assistance from their parents in comparison to the average and strong scholastic achievement groups. The parent participants also reported that they were unable to assist their children with certain homework activities. The parent participants reported that the homework workload was far too much for their children. Encouraging their children to read was more prevalent in the average and strong scholastic achievement categories than the weak scholastic achievement group. The findings revealed that those parents who were more involved in their children's schooling produced academically stronger learners than those who were less involved. The educator participants reported that parental involvement had a positive influence on the learners' academic achievement. The findings highlight the various factors responsible for enhancing and hindering parental involvement at a specific primary school. The study revealed that parental support declined as the learner's progressed from one phase to the next. There is no doubt that parental involvement plays a pivotal role in a learner's academic achievement. Furthermore, since education is often regarded as the primary way to develop our country, encouraging parental involvement in their children’s schooling is essential in developing an educational society
Addressing the needs of underachieving students in an extended curriculum programme
(University of the Western Cape, 2014) Hans, Garelda Nicolette; Moolla, Nadeen
The purpose of this study is to determine the nature of support services offered to Extended Curriculum Programme students in a South African university. The primary goals of support services in higher education are to support students holistically and reduce barriers to learning in the teaching and learning environment. One of the faculties in a South African university established a support unit to assist with the low throughput level. The academic support unit is housed in the Academic Development Department (ADD) in a faculty. The unit attempts to address the needs of underachieving students in the Extended Curriculum Programme (ECP). The thesis first identifies the challenges the ECP students are experiencing. Then, support services in the university and in the support unit are described. Thereafter, the challenges experienced by the centre of support services in the university and the support unit are illuminated. Qualitative data was gathered through individual interviews with senior management. Then, a focus group discussion with tutors who volunteer in a support unit was facilitated and lastly the staff members employed in the support unit were also interviewed individually. The thesis was able to identify the intrinsic and extrinsic barriers to learning the ECP students are experiencing. It became evident that the support services available in the university and the support unit are not sufficient to address the needs of the students. The challenges the support service centre of the university and the support unit are experiencing are twofold. The first is a lack of organisational resources that hinders service delivery, the second is a lack of skills and expertise in attain structures that limits the provision of support services.
School-based support teams’ understandings and experiences of inclusive education in the Western Cape
(University of the Western Cape, 2014) Rulwa-Mnatwana, Babalwa; Stofile, S.
South Africa's education system has undergone dramatic changes in the last decade resulting in an increase in the levels of stress reported by educators. Changes, such as the implementation of Inclusive Education as well as the new culture of human rights in schools, have created extra responsibilities for educators. Today, educator’s don't just have to adjust to these changes, but also have to deal with a rise in learners experiencing barriers to learning and a variety of problems displayed by school leaners. This study explored the understandings and experiences of School-Based Support Teams (SBST) of inclusive education in the Western Cape. For the purpose of this study, a qualitative case study design was used. The researcher found it advantageous to use the qualitative research case study design because it enables the researcher to gain an in-depth understanding of the lived experiences of educators. The participants in this study were twenty educators who serve as members of the SBST in a special and public ordinary school. Participants reported that they experienced success in the implementation of Inclusive Education (IE) in their schools. These include established teamwork, increased access and participation, improved teaching practices as well as the provision of assistive devices. Participants reported positive gains during the implementation, they also reported challenges. These include lack of capacity, lack of resources, problem behaviours, unrealistic workloads and lack of support. This study concludes that if the School Based Support Team is critical in the implementation of IE in South Africa, the Department of Education as well as the schools needs to rethink these roles or develop a Human Resource Development Strategy that will empower educators with the knowledge and skills necessary to play the role. Secondly, the Department of Education should seriously consider ways in which educators can be protected from perpetrators. Lastly, based on the lived experiences of the SBST in the study, educators should continue with the good work but be allowed to provide support in ways that work within their capacity and broader socio-cultural contexts.
Challenges to parental involvement in homework assignments of learners in a historically disadvantaged primary school in Cape Town
(University of the Western Cape, 2013) Abrahams, Roland Anthony; Moletsane, Mokgadi-Kekae
South Africa is amongst the lowest performers in numeracy and literacy in the developing countries, according to Progress in International Reading Literacy Study (PIRLS 2006). Systemic research conducted by the Western Cape Education Department has pointed to the fact that the literacy and numeracy skills of the learners in the Western Cape are far below what is required for them to learn and develop effectively. Many educators blame parents for learners’ poor academic achievement. This study therefore aims to explore challenges to parental involvement in the homework assignments of learners in a historically disadvantaged primary school in Cape Town. This exploratory qualitative case study followed an interpretive paradigm. Data was collected via field notes; and semi – structured interviews from individuals and focus groups. Thematic data analysis was used to determine challenges to parental involvement in homework assignments of the primary school learners. This research study is grounded on Epstein’s model of overlapping spheres of influence of family, school and community on learners’ learning; six typologies of parental involvement; and on Bronfenbrenner’s bio-ecological model of human development. General systems theory was kept in mind during the study. Where parents were not involved in homework assignments, it was not a deliberate act. The findings highlighted challenges such as poverty, unemployment, inequalities; lack of educational resources; lack of structure in the home; single parenting, school and community factors, and a lack of educational stimulation that negatively affected parental involvement in homework assignments. The blame that educators apportioned on parents for learners’ poor academic outcomes was thus found to be inaccurate. True systems thinkers never debate whether the cause or the solution is situated in one single system, but considers the interdependence between all the systems. The whole is therefore more important than the sum of the parts. Despite the many challenges that parents experience in helping the learners with homework, the parents still want their children to excel in academic work. Parents in the historically disadvantaged school however seek assistance in how to help the learners with homework assignments.
Community of enquiry practices in the mathematics and literacy classrooms: a study of two Western Cape primary schools
(University of the Western Cape, 2013) Petersen, Karen Elizabeth Debora; Green, Lena
The research explores the effects of Community of Enquiry practices on the teaching and learning of Mathematics and Literacy in two local primary schools. After the 1994 elections, both the government and education system changed in South Africa. With the introduction of Outcomes Based Education (OBE), critical outcomes that emphasized thinking and collaboration became a vital part of the curriculum. Soon after, the Education system adopted the National Curriculum Statement (NCS) and thereafter the Revised National Curriculum Statement (RNCS), which maintained these outcomes. The Curriculum and Assessment Policy Statement (CAPS) was introduced to the Foundation Phase in 2012 and to the Intermediate Phase in 2013 with the Critical Outcomes, (which emphasizes thinking) now stated as the aims of CAPS. However, no guidelines are provided regarding classroom practice. The approach to teaching these aims is not made clear. Lipman’s Philosophy for Children (P4C) is one way of working towards these aims, and promoting thinking and is consistent with many of Vygotsky’s ideas. He initiated ideas about cognitive development in which he refers to the importance of dialogue in which one is able to talk and communicate with others. Vygotsky also emphasised scaffolding where the teacher provides the learner with clues and suggestions in order to develop better problem- solving techniques and thinking habits. His concept of the zone of proximal development (ZPD) refers to the individual’s ability to accomplish more or to perform a challenging task with the proper assistance. The development of language is considered important within his theory as Vygotsky believes that individuals are born only with lower mental processes and develop their thinking ability (higher mental processes) by acquiring the thinking tools developed in a particular culture, the most important of which is language. The research followed a qualitative research methodology. The study explored the perceptions of both educators and learners after an intervention based on Philosophy for Children. Qualitative data involved two group interviews with teachers, one with the Cognitive Education Co-ordinator and interviews with four focus groups of selected Grade 5 and 7 learners (12 per group) whose teachers implemented Lipman’s Community of Enquiry pedagogy in the classroom the previous year. Quantitative data included a learner self-rating scale. All the educators of the two schools, who were involved in the classroom Community of Enquiry training, were invited to participate in the study, as were selected learners from the two Grade 5 and 7 classes at each school. I made use of thematic analysis of the interview data from both learners and teachers. Themes within the interviews were identified. Themes pertaining to teacher perception of self-change, teacher perception of learner change, and learner perceptions of self change were identified. During thematic analysis, the three research sub-questions were underlined. These were: (1) What are the teachers’ perceptions of self-change? (2) What are the teachers’ perceptions of learner change? (3) What are the learners’ perceptions of self-change? The conclusion of the study was that P4C has the potential to affect the teachers professionally and to influence the learners positively in Mathematics and Literacy classrooms. Ongoing support in cognitive education is vital in order to reach the aims required for the new CAPS curriculum.
Administration of the adjusted Rorschach comrehensive system to learners in a previously disadvantaged school in the western Cape
(University of the Western Cape, 2013) Robert, Makuna Kananga M.; Kekae, Moletsane M.
The study focuses on the administration procedure of Adjusted Rorschach Comprehensive System (ARCS) to learners from a previously disadvantaged school in the Western Cape. ARCS is the Rorschach administration procedure developed by Moletsane-Kekae (2004) in her research study. The aim of the study was to determine the response rate of learners from a previously disadvantaged school when they were exposed to the Adjusted Rorschach Comprehensive System (ARCS). The objectives are to determine the possible factors that can lead to high and low response rate when administering Adjusted Rorschach Comprehensive System (ARCS). The main assumption that guides the study was that the responses of the administration of Adjusted Rorschach Comprehensive System (ARCS) to the learners from a previously disadvantaged school in the Western Cape would yield more than 14 responses (R>14). The study adopted a qualitative approach, case study design, interpretivist paradigm. The Rorschach test, ARCS procedure, observation, interview, and Field notes were used as data collection techniques. The sample was made of six learners (3 girls and 3 boys) in Year 1 selected from a previously disadvantaged school in Cape Town. In order to analyze the data, the thematic analysis and interpretation procedures were used. The results revealed that the majority of the learners gave high responses, because the ARCS accommodated their cultures, believe and backgrounds. This study found out that language, seating arrangement, strategies using during the ARCS procedure were the factors that influenced the higher response rate. Furthermore, the study also found that the lack of previous exposure and experience of the psychological test was a factor that can lead to low response.
Experiences of a ‘thinking schools’ initiative: a case study of one Western Cape primary school
(University of the Western Cape, 2012) Edries, Rabia; Green, L.
In this study I researched the effectiveness of a ‘Thinking Schools’ initiative at a local primary school between April 2010 and September 2011. I looked at how the school began the journey, what has changed in the school, the contextual factors that have influenced the process and what has sustained the school’s progress. As background to the study I discuss the importance and relevance of learned intelligence as explained by Vygotsky, thinking skills and cognitive education, and the whole school approach as opposed to individual teacher initiatives, as introduced by Burden in the United Kingdom. A local adaptation of Lipman’s ‘Philosophy for Children’ was the focus of this study, as it was chosen by the school as the starting point on their road to becoming a Thinking School. A qualitative research approach was used, using a constructivist paradigm and case study methodology, following the guidelines established by Stake (1995) and Yin (2003). The participants included the principal, together with selected teachers and learners and a curriculum advisor. Data collection took the form of interviews and a rating scale. The study found positive changes in teacher and learner thinking, supported by the ethos and stability of the school environment. The major challenge was that not all stakeholders were involved.
The role of school counsellors in supporting teaching and learning in schools of skills in the Western Cape
(uwc, 2013) Daniels, Diane; Moolla, Nadeen
Current debates in education and education support focus on the importance of schools needing to facilitate the holistic development of learners and also ensuring the achievement of educational objectives. This study focused on the need for counsellors to support teaching and learning in Schools of Skills and investigated challenges that emerged when school counsellors facilitate school development. The research question which framed this study was, what is the role school counsellors play in supporting teaching and learning and school development? A mixed methods approach that employed both qualitative and quantitative techniques was adopted in an attempt to construct a rich and meaningful picture of school counselling practice within School of Skills. Participants included principals, counsellors and educators at four schools of skills situated in the Western Cape. The data collection process included interviews and questionnaires. Semi-structured individual interviews were conducted with the four principals and the four school counsellors and questionnaires including both open-ended and closed questions were completed by educators. The findings illuminate the psycho-social barriers experienced by learners and how school counsellors can support learners. Roles of school counsellors are varied and involve the provision of support to various members of the school community in addition to teaching and administration. Challenges faced by school counsellors were highlighted as lack of human resources, lack of support and workload. The recommendations are presented as suggestions for consideration at various levels in the system, from micro (level of the individual) to macro (level of the state).

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