Magister Educationis - MEd

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An investigation into the cognitive skills required by pupils to master concept formation in the field of homeostasis, an aspect of human physiology
(University of the Western Cape, 1991) Fryddie, Fozea
Pupils experience various problems when trying to solve problems in biology, particularly on higher grade. this problem was profound in the area of homeostasis, an aspect of human physiology. During this investigation a number of pupils, the pioneer group, were screened for cognitive deficiencies. major cornmon deficiencies were identified as impulsivity, the use two or more sources of information simultaneously, spatial and temporal orientation. a second phase, the essence of this investigation, sought ways in which to teach pupils the cognitive skills to facilitate their concept formation in the area of homeostasis. since the subjects displaying these cognitive deficiencies were already in their final year of high school a method was sought which would benefit them in the short term. simultaneously a way had to be found to teach these skills so that it could be of use to pupils on a long term basis.
Samewerking in die prosaklaskamer as medium vir akademiese ontwikkeling by primêre onderwysstudente
(University of the Western Cape, 1990) Cornelissen, Georgina Caroline
In this mini-thesis I focus primarily on collaborative writing in the study of prescribed prose texts as a medium of academic development of primary school student teachers. The problem with the present approach to the teaching of prose texts, and the introduction of the prosess approach to writing as a possible solution to the problem, is briefly discussed. In Chapter 2 the deficiencies of the current approach to the teaching of prose texts are discussed in detail. To place the above in the proper perspective a critical analysis is made of the existing Teachers Diploma syllabus for Afrikaans prose setworks, with special reference to the interpretation of the syllabus, and the organisation and presentation of the teaching programme for prose texts at a specific teachers' college of education. The main shortcomings which are referred to in the study are, inter alia: the organisation of the prose setwork teaching programme, compartmentalisation of language components, limited teaching time, the implication of the single, vague teaching goal for prose "texts, lecturer-centredness, and student's inability to work independently.
Promoting educational change: reflections on a Namibian non-governmental educational organisation 1989 – 1992
(University of the Western Cape, 1999) Collett, Karen Suzette
In this dissertation I set out to reflect on and examine a case study of a Namibian nongovernmental educational organisation (NGEO),the Primary Teachers Project (PTP),from 1989to 1992 focusing on issuesof educational change and the role of NGEO'sin this process. My aim is to highlight some of the factors which helped and hindered the Primary Teachers Project playing a role in educational change. The study focuses on the following four aspects: The Primary Teachers Project'sin-service education and training (INSET)model. The relationship between the Namibian Ministry of Education and the PTP. Funding relationships and their influence on the project's development. Intemal dynamics within the Primary Teachers Project. The dissertation begins by locating the Primary Teachers Project within the broader geographical, political and educational context of Namibia. The PTP'sdevelopment between 1989 and 1992 is then described. The four focus areas above are highlighted within the case study. Topical reflections on each of these areas are integrated with relevant national and international literature on INSET,educational change and the role of NGEO's.Central learnings with regard to the PTPand its role in educational change in Namibia are raised. Some of the key factors which worked for and against this NGEO'sinfluence on educational change are highlighted. Finally, I make a number of general recommendations with regard to the role of NGEO'sin the Southern African context.
Exploring the use of tablets to improve reading in a Grade 2 Afrikaans home language classroom
(University of the Western Cape, 2023) Bergstedt, Josmorine Gushwonita
The aim of this study was to explore the use of tablets to improve reading in a Grade 2 Afrikaans Home Language classroom. I worked with the assumption that most schools in the Western Cape have integrated digital technologies such as tablets into their teaching and learning practices. However, not much is known about the effectiveness of using these devices in improving learners’ reading skills. The study is underpinned by an interpretive paradigm using a qualitative single case study research approach to make sense of the experiences of both teachers and learners in using tablets to improve reading. Semi-structured individual interviews, focus-group interviews, observations and document sources were used to collect data. The theory used to frame this study comprises the work of Koehler and Mishra’s (2006) Technological Pedagogical Content Knowledge (TPACK) and Vygotsky’s (1978) Sociocultural theory. Vygotsky’s Socio-cultural theory, and his constructs (ZPD), mediation and scaffolding were used as a conceptual lens to understand learning as a social practice. TPACK theory was used to understand how teachers and learners make meaning when actively engaging in the use of tablets in the classroom to improve reading. The results show that there is a marked difference between traditional teaching vs learning with tablets (integration of technology). It further shows a pedagogical shift happens when teachers and learners engage in the use of tablets. Furthermore, there are both benefits and challenges when using tablets to improve reading.
The effect of an argumentation-based instruction on grade twelve learners’ understanding of genetics in two schools in the Western Cape
(University of the Western Cape, 2024) Nxele Elizabeth Ursula
The clamour in the country about the poor performance of learners in Life sciences and physical science is a great concern about the general performance of learners in science and their overall level of scientific literacy. This problem has been attributed to different facets of learning which include the amendment of curriculum over years. But my question is, can the curriculum amendment succeed without effective teaching approaches? This pivotal question formed the central concern for this investigation. This study seeks to explore the problems of genetics learning and to identify possible ways forward. Genetics is often thought of as a subject or a topic in Life Sciences (previously called Biology) that is difficult to learn and understand, especially for learners. The study is exploring the difficulties in genetics that learners are experiencing and the nature of the difficulties, with possible explanations for the difficulties observed. Many would undoubtedly acknowledge that genetics is an important subject to learn today where its applications are ubiquitous and even the cause of many debates. However, due to the nature of the subject matter, the way learning processes occur and, possibly, the way it is being taught, the understanding of genetics ideas of most learners is thought to be very poor and full of confusion and alternative views. Thus, the overall aim of this study is to explore learning difficulties and problems in genetics and then to develop and test ways by which the situation might be improved and remedied. This study involved and examined two cohorts of grade twelve learners’ conceptions of genetics using a Dialogical Argumentation Instructional Model (DAIM) as well as the Traditional Lecture Method (TLM). The study involved 60 learners selected from two public schools in Cape Town. Using a quasi-experimental design, the study examined the two groups from different schools (30 learners in each). It exposed one group to the Traditional Lecture Method (TLM) and the other group to a Dialogical Argumentation Instructional Model (DAIM) which was based on two argumentation frameworks – Toulmin’s Argumentation Pattern (TAP) and Contiguity rgumentation Theory (CAT). This research study investigated the concepts of genetics that grade twelve learners hold about Genetic terminology, Dihybrid crossings, Pedigree diagrams and Indigenous knowledge. The study lasted for six weeks during which data was collected via a Genetic Achievement Test (GAT) which in turn consisted of components such as a Cloze Test (CT); Genetic crossing Questionnaire (GCQ); and Genetic Indigenous Knowledge Case Studies (GIKCS). In addition, other activities such as group work, debates and discussions, Classroom observation, and Semi-Structured Interviews were conducted to obtain as far as possible, a holistic picture of the learners’ scientific and indigenous conceptions of genetics and related concepts. I believe that the more sources of evidence I was able to gather, the more comprehensive the data collected would become. The Data gathered were triangulated and analysed using qualitative and quantitative approaches to broaden the depth and strength of this study. At the beginning stages of the study, the adolescent learners’ preconceptions about genetics were explored before they moved to the formal course which included inter alia the Genetic Crossing Questionnaire (GCQ) and Genetic Indigenous Knowledge Case Study (GIKCS). The results indicated that the essential foundational concepts, such as the structure and function of cells and their organelles, cell divisions (mitosis and Meiosis), reproduction, the use of biological processes and very basic mathematical requirements and the concept of probability, are generally vague and misconceptions are widespread. Factors that might affect the learning of genetics for learners were also investigated. The factors were prior knowledge related to genetics and the effect of these limitations on their understanding of genetics. Results showed that learners’ performance in genetics examinations significantly correlated with their prior knowledge and misconceptions. The teaching material or research instruments were deliberately designed (constructed) to address learners’ basic foundational concepts and misconceptions and to encourage the development of their attitude towards genetics. The findings show that: (a) grade twelve learners do have alternative conceptions of genetics and inheritance, (b) DAIM did indeed effectively enhance the learners’ who were exposed to it, i.e. the experimental group’s understanding of genetics, inheritance, and genetic disorders. It also greatly improved their attitude towards Life Sciences, (c) The learners who were taught by the Traditional Lecture Method (TLM) showed some improvement in their understanding but no statistically significant change regarding their conceptual understanding of genetics, inheritance, and genetic disorders. This study discovered that the performance of learners exposed to DAIM was significantly better than that of learners who had been taught through the traditional approaches. Numerous comparisons of attitudes between the two cohorts of grade twelve learners revealed that their attitudes, social awareness, and their attitudes towards aspects of the learning processes involved, were more positive for those exposed to DAIM than their counterparts exposed to TLM. Further implications and recommendations were also presented in this study. Based on the findings of this study, it is recommended that science teachers should consider DAIM as worthy of consideration in their search for new teaching methods that could enhance their learners’ understanding of genetics, inheritance, genetic disorders, and perhaps other abstract concepts. It should be noted that all conclusions derived from this study must be treated tentatively. Any new approach, inevitably, will have a novelty factor that may enhance performance. Nonetheless, the evidence found in this study does suggest that DAIM, as a model of instruction, has the potential to improve learners’ understanding of genetics and associated concepts and perhaps other abstract life science concepts. Overall, the study has highlighted several problems and, based on the evidence obtained, suggestions and recommendations were made of possible ways forward for a better approach to the teaching and learning of genetics. Keywords:
Exploring secondary school teacher’s perceptions about the post-apartheid history curriculum changes: lessons from two high schools in Cape Town
(University of the Western Cape, 2024) Mathekga, Emma
The implementation of democracy in South Africa necessitated a radical transformation in education. The history curriculum has long been at the centre of the debate about the nature of education in South Africa. The school subject itself, however, has been deemed to be in a dismal state with the official reason being, among other factors, the overemphasis of the socalled traditional approach in the teaching of History in the past. In fact, after the democratic transition, the History subject was gradually judged as lacking in utilitarian purpose, and by 1997, was deemed irrelevant and meaningless. There have been four curriculum changes since the introduction of democracy in South Africa in 1994 and from being deemed irrelevant, the subject is now, in the 2020s, being considered as one that might become a compulsory subject for all high school students. Yet the scholarly research undertaken to understand the implementation of History as a school subject remains largely neglected. This study therefore explores the secondary school teachers’ perceptions about the post-apartheid history curriculum changes in two high schools. This thesis argues that there is a need to enhance our understanding of how this subject is taught in the classroom-for looking beyond the literature and official narratives of history education, and trying to understand what happens to history teachers, in history classrooms.
The contribution of literacy education in raising the standard of living: a case study of two Namibian informal settlements
(University of the Western Cape, 2024) Mutenda, Nicholette
The Ministry of Education Arts and Culture in Namibia has historically invested resources into adult literacy education to ensure the realization of both national and international undertakings. However, despite such efforts, scores of Namibian citizens are still in need of a literacy education that would make an improved standard of living possible. This research explores participants’ perceptions of the role of adult literacy in improving standards of living. Within a qualitative paradigm, this study uses a socio-cultural approach to explore the views of selected literacy educators who teach in two informal settlements as well as groups of informal settlement residents who have participated in literacy programmes. The findings of this research undertaking may contribute towards insights into how certain kinds of literacy work could usefully address and support internationally recognized sustainable development goals such as inclusivity, quality education and lifelong learning, which are aimed at contributing towards the best possible improved living conditions particular for literacy learners living in informal settlements.
A newly qualified teacher’s competency in handling diversity: an auto-ethnography
(University of the Western Cape, 2024) Rukundo, Adeline
Although the topic of diversity has gained global popularity, there are various studies indicating that teacher competency in managing learner diversity is an area that requires improvement and additional research. This thesis explores a newly qualified teacher’s competency in handling diversity in a South African context. The study deploys a qualitative research approach and auto-ethnographic methodology to gain a deeper understanding of newly qualified teachers’ competencies in dealing with diversity. A newly qualified teacher’s personal experience and knowledge of diversity within the context of education has been triangulated against the existing literature of diversity to affirm the validity of the data. The study finds that even though diversity is covered in teacher training institutions, newly qualified teachers remain unprepared for the challenges with diversity that they will encounter in their classrooms. In addition, preservice teachers have limited exposure to the wide spectrum of diversity among learners. The teacher training curriculum as well as teacher practice programmes do not provide pre-service teachers with sufficient knowledge of diversity studies, experience, and exposure. This study is useful for teacher training institutions, education policy makers, teachers, and academics in gaining insights and perspectives of pre-service and newly qualified teachers where diversity is concerned.
Assessing the pre-service secondary school science teacher education programme at the University of Asmara, Eritrea
(University of the Western Cape, 2023) Tesfagabir, Ghebrehiwet Mehari
The central concern of this study is to evaluate the Science Education Unit (SEU) of the faculty of Education at Asmara University. The main aim of the SEU is not only to produce enough teachers for the nation, but also to produce science teachers who are competent in classroom instruction. This study compares the intended objectives with the attained objectives of the SEU with the stakeholders' perceptions of the programme. The reason for assessing the SEU programme was to determine quality of the programme in terms of its effort, effectiveness, impact and relevance in training science teachers. The pre-service teachers' training is expected to equip the secondary school science teachers with adequate content-knowledge and pedagogical skills for their future career, i.e. problem solving, decision-making and value judgment. The government has described the educational system of the country for the last ten years as a waste of meager resources because it does not produce employable youngsters. This study was therefore undertaken to provide empirical basis for decision-making regarding the authenticity of such claims.
Exploring the challenges encountered by foundation phase teachers when addressing learner discipline on the Cape Flats in the Western Cape
(University of the Western Cape, 2024) Wakefield, Dawood
This study aimed to investigate the challenges that Foundation Phase teachers face in dealing with learner discipline in a challenging school context on the Cape Flats of South Africa. The legacy of apartheid continues to impact the quality of teaching and learning as the communities experience dismal violence, poverty, substance abuse and gang activity and have little regard for schools, teachers, or education. Theoretically, my study is underpinned by Albert Bandura’s (1977a) Social Learning Theory (SLT), which suggests that human behaviour is learnt observationally through modelling. This theory is based on the idea that we learn from our interactions with others in a social context. The study follows a qualitative interpretive case study design to explore the various challenges from a teacher’s perspective in dealing with learner discipline in a primary school in the Western Cape. Data was collected through semi-structured interviews, focus group interviews and document sources within the Foundation Phase of schooling (Grade R- 3).
An Investigation into the factors which impinge on the reading comprehension abilities of first year human ecology students at UWC
(University of the Western Cape, 1994) Cairncross, Anita
Background: The study deals with the reading comprehension abilities of first year Human Ecology students as they attempt to interpret commercial patterns. A commercial pattern is a retail pattern which is mass-produced in different sizes by various manufacturers and consists of pattern pieces ( from which fabric is cut) and an instruction sheet which explains how the fabric pieces shouLd be attached in the construction of a garment. People who wish to use a commercial pattern to construct agarment but who cannot properly interpret the instructions of these patterns, (even if they are able to read in the English language), will not be successful in their venture of clothing construction.
The history of the Teachers Association of South Africa and the role it played in the development of education for Indians in South Africa
(University of the Western Cape, 1986) Jack, Jonathan Rajmangal
Background: A teachers' association is essentially a society, the members of which are united by mutual interests or for a ccmnon purpose. A teachers' association performs its business in terms of what it is specifically required to do. What its specific tasks are arise out of the individual and the collective needs of its members. The needs are generally deep-seated and deep felt. When an association plays a conspicuous part in need fulfilment, it establishes for itself a role. A teachers' association is generally characterised by the role or roles it plays. A teachers' association is basically an autonanous or semiautonanous interest group which has an historical background. The historical background implies that the formation of a teachers' association was in terms of certain social and/ or econanic factors and/or political factors. It is difficult to find any well-recognised teachers' association which has not been born out of all three factors operating simultaneously. In our country the provincial teachers' associations for blacks, coloureds and whites are typical of associations that have been formed because of the socio-econanic status of and the political dispensations for their respective members. Teachers' associations in other countries have also been influenced by the above and other factors.
Teacher perceptions and practices regarding a text-based approach to English (L2) writing instruction in grade 6: A South African case study.
(University of the Western Cape, 2014) Mushipe-Kosi, Thembisa; Nomlomo, V
Learners' low achievement in literacy is a national concern in South Africa, particularly among Grades 3 and 6 learners who write systemic and national assessment tests. Although the Department of Basic Education makes attempts to support teachers by conducting teacher development workshops, there is no significant improvement in literacy results. With regard to language teaching, the national Curriculum Assessment Policy Statement (CAPS) promotes the use of Communicative and Text-Based Approaches as a means of strengthening learners· language skills in a manner that they could use the language for different purposes, such as in speech and writing. The majority of learners have to develop these skills in a second language (L2) which is English, in which they have little competence as learners are taught through the medium of English second language (L2) from Grade 4 in many South African schools. Concerning the approaches that have been introduced in language teaching to enhance learners oral and writing skills, little is known about how teachers understand and use the new approaches in their classrooms. There is limited research done on learners' writing in basic education. This study focuses on Grade 6 teachers' perceptions of the Text-Based Approach to teach English as a second language. It also investigates the teaching strategies used by teachers in teaching writing to Grade 6 learners who learn English as L2 and who are taught through the medium of L2. Through the lens of the Genre Based Approach, the study sought to understand how teachers implemented the Text Based Approach in teaching writing in English o Grade 6 learners. The data were generated through interviews, observations and document analysis. The thematic qualitative approach was used to analyze data. The findings reveal that teachers have limited understanding of the Text Based Approach and that affects their practice in the classroom with regard to teaching writing. They also indicate that teachers do not receive adequate support to implement the new language curriculum in their classrooms. All these factors seem to impact negatively on the effective implementation of the Text Based Approach in teaching English (L2) writing in the Grade 6 classrooms.
Investigating the relevance of business education for grade eight and nine within the Eritrean context.
(University of the Western Cape, 2003) Abraham, Berhane Yakob
This study investigates the relevance of business education for Grades Eight and Nine in the Eritrean context. The information was ascertained by researching the profile of respondents; standards of the teaching material, objectives of the learning organizations, their reflection towards business activities; and challenges that could hinder relevance of business education. The study uses both a literature review and empirical data to achieve its aim. In the literature portion, the views of educators regarding standards of objectives, teaching material, learning organizations, their reflection on the business world; the contribution and challenges of business education; the necessity of business schools and business education in the third world countries, are presented. In the empirical part of the study, the perceptions of teachers, students and concerned authorities of the standards, challenges. relevance and importance of business education, is investigated. The study was based on an illuminative method. The data was gathered by means of questionnaires and interviews. A total of 90 questionnaires were distributed to a sample of two comprehensive secondary schools in the Central Zone (Zoba Maekel) of Eritrea. The response rate was 100%. A semi structured interview was held with six teachers and five concerned authorities, to obtain the real thoughts of teachers and to supplement the responses made in the questionnaire.
Exploring reading to learn methodology in the teaching of reading comprehension in grade 6 Isixhosa home language: an action research study
(University of the Western Cape, 2024) Soyizwaphi, Fanisile
Reading is central to language literacy, but it has been problematic for decades in South African schools, with poor schools being most heavily affected. Reading comprehension has been identified as a barrier not only for languages but across all learning areas. Contemporary reading literacy studies, such as the Progress in International Reading Literacy Study report (2016), have shown reading literacy deficits in relation to Home and First Additional languages in South Africa. The objective of this study was ultimately to improve reading comprehension in an isiXhosa Home Language class, in which the majority of learners speak an urbanised, non-standard variety of isiXhosa and struggle to comprehend and produce texts in standard isiXhosa, as required by the curriculum. To achieve this, the study explored the use Reading to Learn (RtL). RtL is based on genre theory and relates to the text-based approach advocated by the CAPS curriculum for Languages. RtL uses language as a resource for making meaning. RtL is specifically designed to foster intensive reading and help learners understand the purposes, structure, and content of the text. Reading then becomes a stage on the way to writing (Rose, 2018). Regarding research design, the study used the critical paradigm. In this paradigm, researchers believe that reality is shaped by social, political, cultural, economic, and other dynamics. Critical theory deals with issues of transformation, fairness, and equality. The context of the study allowed for the use of action research method, which is important because it enables teachers to engage in professional learning, change their way of teaching through systematic reflection, and encourage active participation and critical thinking in learners. The intervention has an observable influence on learners’ reading comprehension in isiXhosa Home Language. The research site was a township primary school in greater Cape Town, focusing on Grade 6. Data collection included one on one interviews with teachers, focus group interviews with learners, document analysis, and classroom observation videos. It is thus designed as a qualitative case-study with an interventionist orientation.
Exploring the role of teachers in facilitating science practical work: from traditional to virtual laboratory
(University of the Western Cape, 2025) Lelaka, Rethabile
For many centuries, the value of practical work has been a fundamental component of science education. This is supported by case studies performed by Isozaki (2017) on laboratory work between 1880 and 1930. The first aim of the Curriculum Assessment Policy Statement (CAPS) on Senior Phase Natural Sciences requires learners to do science which means learners must learn science process skills such as planning and implementing simple investigations (DBE, 2011). CAPS further calls on teacher to make all provisions for learners to learn science process skills, but the challenge is explicitly stated by the National Education Infrastructure Management System (2022) report which refers to the fact that 20% of the South African public schools don’t have laboratory infrastructure. Therefore, virtual practical work is an option worth exploring for the purposes of this study and according to Radhamani et al. (2014), virtual practical work offers a cost-effective and safest method of conducting practical work. Social Constructivism and Technological Pedagogical Content Knowledge (TPACK) are the theoretical frameworks drawn that underpins this study. These theories were used to illuminate the teacher’s ability to conduct practical work within contexts that require the facilitation of practical work and how intrinsic and extrinsic factors, combined with the teachers’ own agency, can guide the integration of technology to facilitate practical work within a virtual learning environment. It is for this reason that the study’s aim is to explore the role of teachers in facilitating practical work, looking at the transition from traditional to virtual. A research design acts as a conceptual blueprint in which specific sets of protocols and techniques outlines how data is gathered and examined (Creswell, 2014). This study used a qualitative approach. In this study the population was drawn from six teachers in four primary schools and 35 learners located in the Ekurhuleni North District, Gauteng Province, and were selected due to the dynamism of their programme of conducting practical work both traditionally and virtually. Non-participant observations of teachers at the schools, focus groups with learners, and semi-structured interviews with school teachers were all used to collect data for the purpose of this study. A qualitative approach was used to analyse the data. The findings and recommendations of the study were shared with the schools concerned in order to contribute towards practices that will assist the teachers in integrating technology so that virtual learning can be experienced by both teachers and learners.
Creativity and its implications for the education of the pupil.
(Univeristy of the Western Cape, 1984) Chinniah, Moses; Di de Villiers
Psychology, as a science for less than a hundred years, has devoted its energies to various aspects of human life, pursuing the implications of resulting theories. Psychologists seem to have generally devoted their attention to "relatively less complex modes of behaviour such as sensation, perception, motivation and learning"- Al though they have been interested in creativity and have utilized throughout ] a their own creative abilities the history of psychoIogy, only recently have they focussed their attention on the creative process itself ' Frequently cited for his part in stimulating interest in this area is J.P. Guilford, ( 1950 ) who indicated in his presidential address to the American Psychological Association that less than .02% of the Iiterature in psychology was devoted to creativity.
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.

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