Magister Educationis - MEd

Permanent URI for this collection

https://hdl.handle.net/10566/15395

Browse

Now showing 1 - 20 of 222

n Krities historiese- waardering van die ontstaan en opkoms van kleurlingonderwys in die Stellenbosse dorpsgebied tot 1963
(Universty of the Western Cape, 1983) Johnson, Eva Magdelena; Morrow, W
Simon van der Stel het kort na sy aankoms in die Kaap rondom 8 November 1679, die buitepos by Hottentots - Holland besoek. Met sy terugkeer het hy sterk onder die moontlikhede van die Eersteriviervallei gekon. Hy was veral bekoor deur die natuurprag van die omgewing. Aan die ooste en noorde was die Jonkershoek- en Si onsberge en aan die suide, Papegaaiberg . Die vallei was waterryk en vrugbaar begroei met immergroen borne, die heuwels en bulte met gras en kleurvolle blomme bedek. Die vallei was waterryk en vrugbaar begroei met irmmergroen bome, die heuwels en bulte met gras en kleurvolle blomme bedek.
Investigating the factors contributing to the exclusion of learners with down syndrome from public primary schools in Cape Town, South Africa.
(University of the Western Cape, 2024) Khanisa-Jafta, Noxolisa Aphiwe; Du Plooy, Lucinda
In this study, I address the problem of the exclusion of children with Down Syndrome from mainstream primary schools. I argue that despite the global interest in inclusive education and the many policies governing inclusion and inclusive practices, many learners with learning barriers are still being excluded from mainstream schools. The main question arising from this problem is: What are the factors that contribute to the exclusion of learners with Down Syndrome from mainstream primary public schools in the Western Cape? This study investigated the factors that contribute to the exclusion of Down Syndrome learners from mainstream primary public schools in the Western Cape from various perspectives. The theory that underpins this study is Bronfenbrenner’s Ecological Systems Theory, which provides a comprehensive lens to explore the intricate interplay between the various contexts (environments) that affect the child’s development. Methodologically, this study is framed within an interpretivist paradigm, drawing on a qualitative single case study design. Semi-structured interviews were used to collect data from multiple sources, namely: the principal, deputy principal, class teacher, teaching assistant, a parent with a child that has Down Syndrome and one parent of a child who was in the same class with a Down Syndrome child.
A case study investigating family-school partnerships in a ‘high-performing’ primary school serving ‘low-income’ urban households in the Western Cape.
(Univeristy of the Western Cape, 2024) Petersen, Paul Sebastian; Du Plooy, Lucinda
This case study investigated family-school partnerships in a ‘high-performing’ primary school serving ‘low’ urban households in the Western Cape by exploring the nature and consequences of family-school partnerships and how it relates to learner achievement. It addressed the broader problem relating to the lack of family-school partnerships, particularly in relation to learner performance and the practices that positively impact this within the South African context. The thesis addressed the following main question: How do family-school partnerships in a ‘high-performing’ primary school serving ‘low’ income urban households influence academic outcomes? The theory used to underpin the study both theoretically and methodologically is Epstein’s theory of Overlapping Spheres of Influence (Epstein, 1986; 1992; Epstein et al., 2002), with a particular focus on the six types of family-school involvement. Methodologically, this qualitative interpretative single case study made use of structured interviews and document sources to explore this fairly under-researched area. The unit of analysis is family-school partnerships at a primary school that serves ‘low’ urban income households in the Western Cape, which comprised three embedded cases, namely, the school principal, two teachers and two parents.
A phenomenological investigation into the self-efficacy of selected campus managers at TVET colleges in the Western Cape province towards academic goal achievement
(Univeristy of the Western Cape, 2024) Ndaba, Thembelani E; Koopman, Karen; Needham, Seamus
This phenomenological research aims to develop an understanding of the self-efficacy of selected campus managers in Technical Vocational Education and Training (TVET) colleges and its influence on their approach to management and decision-making, specifically in relation to improving academic outcomes. The main research question is: How does the self-efficacy of selected campus managers at TVET colleges in the Western Cape relate to their achievement of academic goals? To answer the main research question, the research involved selecting six research participants and employing a Husserlian phenomenological approach for the data construction process. To elicit rich descriptions of campus managers’ subjective experience, this study conducted in-depth semi-structured phenomenological interviews augmented with fieldnotes. The self-efficacy of campus managers was explored in the study, with a focus on factors such as personal characteristics, past experiences, social context, and vicarious experiences. The scholarly work of Edmund Husserl's 'lifeworld' theory and Martin Heidegger's notion of Dasein formed the theoretical superstructure for the data-explication frameworks. To present the findings, descriptive narratives based on Husserl's 'lifeworld theory' were crafted for each research participant. The descriptive narrative was followed by an interpretive narrative crafted by infusing Heidegger's notion of Dasein and William Glasser's Choice Theory. This was done to gain a deeper understanding of how campus managers' beliefs and choices influenced their self-efficacy and effectiveness in their roles to improve student academic results.
The institutionalisation of the SADC protocol on education and training: a comprative study of higher education in two South African countries
(University of the Western Cape, 2012-05-24) Pamela, Watson; Ouma, Gerald Wangenge
Regional integration is being proposed as a means to development in Southern Africa. As a part of the formal agreements regarding this cooperation, a Protocol on Education in the Southern African Development Community region has been signed. This research set out to compare the higher education systems of two Southern African countries and to examine the extent to which this Protocol has had an impact on national policies and practices. The research sought to investigate this by means of exploring the extent to which the Protocol has provided an institutional frame which is guiding the development of higher education policy in each of the two countries. The findings of the study indicate that the Protocol, rather than providing leadership in the area of education policy, is to a large extent a symbolic document, reflective of norms already existent in national policy in the two countries studied. The analysis found that the Protocol is not strong on the regulative domain, and that this may reflect the general tensions that exist in the region between regionalism and national sovereignty. Although, in general, educational practices in the two countries were found to be in line with Protocol aims, no areas of national policy were found which could be specifically ascribed to the Protocol. On the other hand, the accounts provided of policy development in each of the national contexts illustrate clearly how policy has grown in these two contexts, and how it is connected to broader national goals and previous education achievements. The national logic thus appears to be a far stronger determinant of policy than regionalism aims. The analysis also found that differences in higher education policy between the two contexts were not as great as had been expected, and over time, the systems appear to be becoming, at policy and structural levels, more similar. There is little in the Protocol itself which appears to be driving this increasing isomorphism, although undoubtedly, the processes which the Protocol has set in motion, such as regular meetings of the Education Ministers of the different countries, is acting to diffuse models of appropriateness with regard to education policy. However, it seems more likely, given trends in the global context towards apparent increasing uniformity in higher education policy, that global isomorphic pressures are being exerted directly onto the two countries, and that similarities between their polices can be explained as a result of this.
"Political changes and access policies in Malagasy Higher Education since independence (1960-2008)"
(University of the Western Cape, 2011-11-11) Hanitra, Rasoanampoizina; Cloete, Nico
The objective of this research was to investigate the relationships between the political change and the access policy changes in Madagascar since independence. In this study qualitative and quantitative data were used. The qualitative research consisted of eleven in-depth interviews and the collection of policy documents from 1960 to 2008. Open-ended questionnaires were utilized to collect data and to achieve the objectives of the research. Policy documents were analyzed to identify government policy changes. The main findings from the research showed that access policy changed with each major change in political leadership. Four major political periods and four respective main access policy changes were identified from 1960 to 2008. Higher education policy in general changed when there was a major change in presidential leadership. The main conclusions of this study were that access policy changes were the result of major changes in presidential leadership and that in spite of rhetoric to the contrary, universities did not have the autonomy to resist changes in access policy because of the top-down state system and the institutional financial dependence on the national government.
The lived experiences of grade 12 life sciences teachers conducting practicals during the covid-19 pandemic in selected high schools in the Western Cape Province
(Universty of the Western Cape, 2024) Hendricks, Wayne Oswall; Koopman, Karen
This study aimed to search for phenomenological truth about the daily realities of Life Sciences teachers as they engaged and completed the prescribed practical work within the curriculum. The main research question was: ‘What were the lived experiences of selected Grade 12 Life Sciences teachers in conducting the prescribed practical work during the COVID-19 pandemic?’ It further aimed to explore how teachers' pedagogical practices align with a learner-centred approach, emphasising their role as co-constructors of scientific knowledge alongside their learners within the science classroom. To gain deeper insight into the teachers’ pedagogical practices, an additional conceptual framework, named the ‘COVID-19 Practical Implementation Framework’, was devised. This model encompasses external factors impacting the execution of practical work, teacher-related factors that impede its effective implementation, and curriculum factors that drive teacher actions and decision-making processes. This conceptual framework integrated a phenomenological philosophical lens. This lens hinges on the ideas of Edmund Husserl’s lifeworld theory and Martin Heidegger’s notion of Dasein.
Exploring translanguaging practices in a multilingual grade 6 mathematics classroom
(University of the Western Cape, 2024) Claasen, Leona; Mbekwa, Monde
Even though the South-African education system has undergone profound changes in the decades of democracy, and various language policies have been implemented and re-implemented, language practices in basic and higher education still reflect the legacy of colonialism and apartheid. A particular consequence of this is evident in mathematics where learners’ poor performance can be located in a disjuncture between multilingual classrooms and the language of instruction. This study analyses how translanguaging practices are used in a multilingual grade 6 mathematics classroom to facilitate mathematical understanding. The aim of the study was to see whether, and if so how, the teacher and learners use translanguaging practices in the mathematics classroom in lessons relating to the topic in question. The research questions explored in this study examine firstly, the purpose of translanguaging in a grade 6 mathematics classroom; secondly, the dynamics of translanguaging and thirdly, perceptions and experiences of the teacher and the learners with respect to translanguaging.
Teachers’ instructional strategies of teaching reading comprehension in grade three: a case study of three primary schools in the Western Cape
(University of the Western Cape, 2024) Arend, Mareldia; Ndinga-Koumba-Binza, Hugues Steve
This study investigates the instructional strategies employed in teaching reading comprehension in Grade Three. The aim is to address gaps in knowledge by identifying teachers’ reading comprehension strategies. A deeper understanding of these strategies contributes to literacy development and enhances our understanding of reading and associated policies. This study is grounded in the principles of Piaget’s cognitive constructivism and Vygotsky’s social constructivism. It demonstrates how diverse reading instructional strategies mediate the process of reading, aiming to improve reading skills and foster comprehension. Using a qualitative approach and a multiple case study design, nine participants were purposefully selected from three primary schools in the Western Cape. Data were gathered through document analysis, observations, and semi-structured interviews, with thematic analysis employed for data analysis. Participants’ reading instruction aligns with the goals and aims of the Grade Three Curriculum and Assessment Policy. However, the study findings do not necessarily correlate with improved literacy outcomes. The participants predominately relied on the questioning strategy, with research-based reading strategies not consistently recognized or utilised.
The enhancement of psychosocial support for foundation phase learners who experience psychosocial challenges at one no-fee school in the Cape Metropole
(University of the Western Cape, 2024) Brown, Alzette; Moodley, Trevor
Psychosocial support has been identified as a priority action area by the Department of Basic Education in South Africa. It is therefore a pivotal part of teaching and learning, especially for vulnerable learners who attend schools in low socio-economic communities that face various social challenges such as poverty, violence and substance abuse. The Care and Support for Teaching and Learning policy document emphasises the importance of psychosocial support provision to alleviate the impact of the psychosocial challenges experienced by learners, thus creating opportunities for all learners to develop holistically. This study explored the psychosocial challenges experienced by foundation phase learners at a no-fee school in the Cape Metropole. The study was guided by Bronfenbrenner’s ecological systems theory and Erikson’s psychosocial theory of development.
The introduction to integers in a grade 7 classroom through an intentional teaching strategy
(University of the Western Cape, 2017) Soga, Mncedisi Help; Soga, Mncedisi Help
This research investigated how grade 7 learners dealt with introductory aspects of integers when they are introduced through a temperature model. In particular, the study analysed the effect of an intentional teaching strategy on learners’ engagement with integers. The idea of combining an intentional teaching strategy with the introduction of integers in grade 7 learners using a temperature model is what makes this study unique. A qualitative study was adopted. Data was collected by means of audio and video and also by means of learners’ completed worksheets. The results of the study indicate that the majority of learners could recognise, compare and order integers. It is recommended that the application of intentional teaching with a temperature model is a viable strategy to introduce grade 7 learners to integers.
The tvet colleges: employees perceptions after migrating to the department of higher education and training (DHET)
(University of the Western Cape, 2024) Nkuzo, Phumzile Sidney; Hendricks, Mohamed
The TVET Colleges: Employees Perceptions after migrating to the Department of Higher Education and Training (DHET) The Department of Higher Education and Training (DHET) in South Africa oversaw the conversion of Technical and Vocational Education and Training (TVET) institutions from Further Education and Training (FET) colleges to TVET colleges, denoting a dramatic change in the academic environment. In light of this shift, this thesis explores the complex ways in which TVET staff members—more especially, lecturing staff, nonlecturing staff, and college administration—have altered their attitudes and perceptions. The research revealed a comprehensive knowledge of how the migration to DHET changed attitudes and opinions among TVET employees through a combination of qualitative data acquired from surveys and semi-structured focus group interviews. The results suggest that contextual factors such as the college's rural location may have a big impact on how staff members' experiences are shaped in the post-migration period. Still, one must consider the study's shortcomings, such as its small sample size and the possibility of response bias. The study's narrow emphasis on a single college limits the results' applicability to the larger TVET industry, and the lack of quantitative data may limit the findings' reach. A mixed method approach has been used in the research to accommodate the wide range of viewpoints and approaches required for thorough analysis and comprehension.
Novice teachers’ perceptions and experiences of the practical learning module and their preparedness to teach in the foundation phase of schooling
(University of the Western Cape, 2024) Williams, Zureenah; Du Plooy, Lucinda
This study explored novice teachers’ perceptions and experiences of a Practical Learning Module. It addresses the problem of novice teacher efficacy, working from the premise that teacher quality affects education quality. Theoretically, it is underpinned by Bandura’s Selfefficacy theory. The study delved into the experiences and perspectives of the unit of analysis, which are novice teachers, by recognising the importance of self-efficacy, as a crucial component of effective teaching and learning. This qualitative interpretive study adopted a single case study methodology, employing document analysis, semi-structured individual interviews, and focus group interviews for data collection. Through the analysis of the data, several key themes emerged, including a misalignment between the official/intended curriculum and its actual implementation, the theory-practice divide, the transformative experience of navigating two distinct pedagogical environments (termed “reality shock”), the cultivation of self-efficacy through the agency of student teachers, and the influence of triadic relationships on novice teacher readiness to teach. This study attempts to offer valuable insights for the implementation of a more practical module, which would enhance student-teacher engagement and foster deeper learning experiences.
Exploring meaning-making and criticality in the analysis of Afrikaans First Additional Language novels in Grade 11
(University of the Western Cape, 2024) Da Silva, Wendy; Ayub, Sheik
Guided by Cultural Historical Activity Theory and Socio-cultural Theory, this research explored meaning-making and criticality in Grade 11 classrooms in respect of their analysis of the prescribed Afrikaans First Additional Language novel Die kruppel engel (The cripple angel) at two Western Cape schools. Studies have shown the importance of literature in education, particularly the impact it has on learners and how it develops them in terms of broadening their thinking, increasing their vocabulary, and improving their reading (Fialho, Zyngier, & Miall, D, 2011). However, little has been mentioned about the complexities of the content analysis on learners and the learning process. This study aims to specifically examine and understand the teaching and learning of meaning-making and criticality of multilingual Grade 11 learners and teachers when analysing novels in the classroom. This study used a qualitative case study approach, and the researcher collected various data sources, which included teacher interviews, lesson observations and learner focus group discussions. Through these sources, the study found that prescribed novels that explore contentious themes are beneficial for learning, the enjoyment of novels enhances learning, multilingual practices help learners in their meaning-making process, and multimedia both positively and negatively influences novel literature reading. The results of this study may offer the Department of Basic Education and teachers some insight into the use of prescribed novels in schools.
The introduction to integers in a grade 7 classroom through an intentional teaching strategy
(University of the Western Cape, 2017) Soga, Mncedisi Help; Soga, Mncedisi Help
This research investigated how grade 7 learners dealt with introductory aspects of integers when they are introduced through a temperature model. In particular, the study analysed the effect of an intentional teaching strategy on learners’ engagement with integers. The idea of combining an intentional teaching strategy with the introduction of integers in grade 7 learners using a temperature model is what makes this study unique. A qualitative study was adopted. Data was collected by means of audio and video and also by means of learners’ completed worksheets. The results of the study indicate that the majority of learners could recognise, compare and order integers. It is recommended that the application of intentional teaching with a temperature model is a viable strategy to introduce grade 7 learners to integers.
Teachers’ instructional strategies of teaching reading comprehension in grade three: a case study of three primary schools in the Western Cape
(University of the Western Cape, 2023) Arend, Mareldia; Ndinga-Koumba-Binza, Hugues Steve
This study investigates the instructional strategies employed in teaching reading comprehension in Grade Three. The aim is to address gaps in knowledge by identifying teachers’ reading comprehension strategies. A deeper understanding of these strategies contributes to literacy development and enhances our understanding of reading and associated policies. This study is grounded in the principles of Piaget’s cognitive constructivism and Vygotsky’s social constructivism. It demonstrates how diverse reading instructional strategies mediate the process of reading, aiming to improve reading skills and foster comprehension. Using a qualitative approach and a multiple case study design, nine participants were purposefully selected from three primary schools in the Western Cape. Data were gathered through document analysis, observations, and semi-structured interviews, with thematic analysis employed for data analysis. Participants’ reading instruction aligns with the goals and aims of the Grade Three Curriculum and Assessment Policy. However, the study findings do not necessarily correlate with improved literacy outcomes. The participants predominately relied on the questioning strategy, with research-based reading strategies not consistently recognized or utilised. Several factors negatively impacted reading comprehension, including a lack of pedagogical knowledge, motivation issues, and misconceptions about reading comprehension, inadequate support, reading difficulties, comprehension challenges, limited technical support, policy shortcomings, and lack of parental support exacerbated by poverty. The study concludes that establishing a network of support mechanisms is crucial for the success of reading comprehension initiatives.
An investigation of the current challenges in the implementation of grade 11 chemistry laboratory work in three selected secondary schools in Eritrea
(University of the Western Cape, 2003) Fessehatsion, Hadish Woldu; Davidoff, Sue
The study has attempted to investigate the current challenges in the implementation of Grade 11 chemistry laboratory work in three selected secondary schools in Eritrea. Specifically, the study has attempted to address the following questions: To what extent does Grade 11 chemistry laboratory work in the selected Eritrean secondary schools promote the achievement of Kerr's (1963) aims of practical work in school science, particularly in chemistry?. How adequate are the conditions of Grade 11 chemistry laboratory work in the selected Eritrean secondary schools?. What constraints/problems do Grade 11 chemistry teachers encounter in implementing and teaching laboratory work?. What challenges do Grade 11 chemistry teachers encounter in implementing and teaching laboratory work?. Data were collected through two instruments: questionnaires and interviews, conducted with various stakeholders viz: teachers, laboratory assistants, students and a member of the chemistry panel. The outcome of the data was analysed in terms of appropriate qualitative and quantitative descriptions.
Realistiese wiskunde onderrig en die strategiee wat Standerd ses leerders vir die oplossing van gelyktydige Line~re vergelykings ontwikke.
(UWC, 1996) Whittles, K; Julie, CM
oplos van vergelykings beklee belangrike plek onderrig van Algebra. Die verbintenis van die onderwerp met ander onderwerpe in Algebra wys op die belangrikheld van die rol. Meer en meer is daar in wekrcep dat die onderwgrpe wat in Wiskunde onderrig word, probleme bevat wat ale warklikheid van die leerdera aanapreek. Realistiese wiskunde Onderrio as benadering bled die rime an ale onderwerp on materiaol vari did sard te antwerp. Hiardaur kom die leerder In aanraking met, kontekate wat vanuit sy/haar worklikheid tot ham/haar spreek.
Die belangrikheid van voorkennis in die konstruering van begrip by die leer yan meetkunde in die middelbare skool.
(UWC, 1994) Cairncross, JR
Hierdie studie poog daarna om aan te toon hoe belangrik dit is om die voorkennis waarmee leerlinge in hul ervaringswereld gekon Atonteer word te peil, alvorens enige formele onderrig in die wereld geskied. Daar word veral gekyk na. leerlinge se persepsies van abstrakte en tegniese begrippe soos basis, toppunt, hoogte en hoogtelyn it hul werklikheidswereld en watter aaneengeskakeldheid, indien enige, daar met die vakspesifieke kennis bestaan. By die nasien van eksterne vraestelle (matriek-meetkunde, tweede vraestel) waarby die skrywer die afgelope vyf jaar betrokke is, en ook in die junior sekondêre fase, kom dit na vore dat leerlinge nie bogenoemde begrippe ten volle bemester nie. 'n Aantal begrippe waarmee leerlinge probleme ondervind, word in hierdie studie geidentifiseer by wyse van die dissektering van enkele meetkundestellings ten einde die begrippe te ontbloot.
Implementing productive practice in a grade 9 Mathematics class: A design research study
(University of the Western Cape, 2024) Luxolo, Mlofane; Cyril, Julie
Several attempts have been made to encourage practice in Mathematics, but no consensus has been reached to implement practice to promote mastery of procedural fluency in integer arithmetic in a grade 9 Mathematics class. To determine the role of practice in Mathematics, the research addressed the significance of “productive practice” to promote mastery of procedural fluency in integer arithmetic in a grade 9 Mathematics class as forthcoming from the National Senior Certificate diagnostic reports on Mathematics. The study focused more on procedural fluency in integer arithmetic in a grade 9 Mathematics class. Hence, the research question of the study was: “Does productive practice promote mastery of procedural fluency in integer arithmetic?” In the study, I gave learners work related to procedural fluency in integer arithmetic and asked them to analyse the procedures and reflect on possible solutions. Observations of learners working with the designed activities and a teacher reflective journal were the types of data collection methods that I used in the study. The results were discussed per activity and the groups` written responses to the questions in the five designed activities dealing with integer arithmetic in a grade 9 Mathematics content. The results emphasis was on how the groups responded to designed activities. The objective of this study is to contribute towards ways to improve achievement outcomes in school Mathematics.

Browse

collection.page.browse.recent.head