The development and application of the Explanatory Model of School Dysfunctions
- Bergman, M. N., Bergman, Z., Gravett, S.
- Authors: Bergman, M. N. , Bergman, Z. , Gravett, S.
- Date: 2011
- Subjects: Organizational behaviour , School principals , Underperforming schools , Explanatory Model of School Dysfunctions
- Type: Article
- Identifier: uj:5735 , ISSN 2076-3433 , http://hdl.handle.net/10210/6532
- Description: This article develops the Explanatory Model of School Dysfunctions based on 80 essays of school principals and their representatives in Gauteng. It reveals the degree and kinds of school dysfunctions, as well as their interconnectedness with actors, networks, and domains. The model provides a basis for theory-based analyses of specific dysfunctions, and for context and culture-sensitive interventions. The main dysfunctions relate to rules (dysfunctional rules, rule bending, and rule breaking), competences (management, finances, and conflict resolution), and roles (role confusion and conflict, abuse of power). The model was developed to invite researchers to explore these and other dysfunctions in relation to their antecedents, motivations, and consequences, as well as to formulate evidence-based interventions and policies.
- Full Text:
- Authors: Bergman, M. N. , Bergman, Z. , Gravett, S.
- Date: 2011
- Subjects: Organizational behaviour , School principals , Underperforming schools , Explanatory Model of School Dysfunctions
- Type: Article
- Identifier: uj:5735 , ISSN 2076-3433 , http://hdl.handle.net/10210/6532
- Description: This article develops the Explanatory Model of School Dysfunctions based on 80 essays of school principals and their representatives in Gauteng. It reveals the degree and kinds of school dysfunctions, as well as their interconnectedness with actors, networks, and domains. The model provides a basis for theory-based analyses of specific dysfunctions, and for context and culture-sensitive interventions. The main dysfunctions relate to rules (dysfunctional rules, rule bending, and rule breaking), competences (management, finances, and conflict resolution), and roles (role confusion and conflict, abuse of power). The model was developed to invite researchers to explore these and other dysfunctions in relation to their antecedents, motivations, and consequences, as well as to formulate evidence-based interventions and policies.
- Full Text:
Tension between school governing bodies and education authorities in South Africa and proposed resolutions thereof.
- Clase, P., Kok, J., Van der Merwe, M.
- Authors: Clase, P. , Kok, J. , Van der Merwe, M.
- Date: 2007
- Subjects: Public schools-South Africa , School governning bodies-South Africa
- Type: Article
- Identifier: uj:5748 , ISSN 2076-3433 , http://hdl.handle.net/10210/7750
- Description: The success of a country’s education system depends to a large extent on the mutual trust and co-operation existing between all partners. However, numerous documented incidents in the media have confirmed that there is a field of tension between school governing bodies of public schools in South Africa and the Department of Education, which is of great concern to all partners in the system, especially as these parent bodies were established by the current government to be partners in the management of their children’s schools. This empirical investigation was undertaken to identify and analyse the origin and extent of the tension and to suggest practical and workable solutions to defuse the situation. The views of respondents from both parties were elicited and the results confirmed the existence of tension and mistrust.
- Full Text:
- Authors: Clase, P. , Kok, J. , Van der Merwe, M.
- Date: 2007
- Subjects: Public schools-South Africa , School governning bodies-South Africa
- Type: Article
- Identifier: uj:5748 , ISSN 2076-3433 , http://hdl.handle.net/10210/7750
- Description: The success of a country’s education system depends to a large extent on the mutual trust and co-operation existing between all partners. However, numerous documented incidents in the media have confirmed that there is a field of tension between school governing bodies of public schools in South Africa and the Department of Education, which is of great concern to all partners in the system, especially as these parent bodies were established by the current government to be partners in the management of their children’s schools. This empirical investigation was undertaken to identify and analyse the origin and extent of the tension and to suggest practical and workable solutions to defuse the situation. The views of respondents from both parties were elicited and the results confirmed the existence of tension and mistrust.
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Changing perceptions of teachers regarding the importance and competence of their principals as leaders
- Grobler, Bernardus, Bisschoff, Thomas, Beeka, Amrat
- Authors: Grobler, Bernardus , Bisschoff, Thomas , Beeka, Amrat
- Date: 2012
- Subjects: Educational change , Leadership , School principals
- Type: Article
- Identifier: uj:5764 , ISSN 2076-3433 , http://hdl.handle.net/10210/7771
- Description: We examined the perceptions of teachers on the importance and competence of principals as leaders before and after an intervention programme on holistic leadership. The research was quantitative and contextualized in the Secunda region of Mpumalanga province in South Africa. The methodology followed a literature study and an empirical investigation in the form of a pre- and post-test experimental-type design. A structured questionnaire was administered to 400 teachers in 40 randomly selected schools divided into two groups. One group of 20 principals was provided with an intervention programme regarding the dimensions of holistic leadership. The other group of 20 principals was not exposed to the intervention programme. The perceptions of teachers from their schools were probed using a pre-post-test design. The intervention programme and biographic variables served as independent variables whilst the seven factors of holistic leadership formed the dependent variables. Principals who were exposed to the intervention programme were perceived by their teachers to be more competent than their counterparts who were not exposed to the programme.
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- Authors: Grobler, Bernardus , Bisschoff, Thomas , Beeka, Amrat
- Date: 2012
- Subjects: Educational change , Leadership , School principals
- Type: Article
- Identifier: uj:5764 , ISSN 2076-3433 , http://hdl.handle.net/10210/7771
- Description: We examined the perceptions of teachers on the importance and competence of principals as leaders before and after an intervention programme on holistic leadership. The research was quantitative and contextualized in the Secunda region of Mpumalanga province in South Africa. The methodology followed a literature study and an empirical investigation in the form of a pre- and post-test experimental-type design. A structured questionnaire was administered to 400 teachers in 40 randomly selected schools divided into two groups. One group of 20 principals was provided with an intervention programme regarding the dimensions of holistic leadership. The other group of 20 principals was not exposed to the intervention programme. The perceptions of teachers from their schools were probed using a pre-post-test design. The intervention programme and biographic variables served as independent variables whilst the seven factors of holistic leadership formed the dependent variables. Principals who were exposed to the intervention programme were perceived by their teachers to be more competent than their counterparts who were not exposed to the programme.
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Literacy journeys : home and family literacy practices in immigrant households and their congruence with schooled literacy
- Authors: Kajee, Leila
- Date: 2011
- Subjects: Family literacy practices , Immigrant families , Schooled literacy , Social justice
- Type: Article
- Identifier: uj:5734 , ISSN 2076-3433 , http://hdl.handle.net/10210/6531
- Description: Major sociocultural contexts of learning such as families, communities and schools are imbued with power, and power favours some more than others. Given that schools are important sites of social and cultural reproduction, one of their major tasks is to teach learners to be literate. However, literacy is often viewed only as schooled literacy in the dominant language, and the role of the home has been undervalued in the past. In this paper I examine, through a sociocultural lens, the role played by the home and community in literacy learning. Through data elicited from observations of family interactions and conversations, as well as interviews with family members in two immigrant households, I examine their home and community literacy practices and ask how these practices intersect with schooled literacy. I conclude that immigrant children have far greater language and literacy skills than presumed, and that schools need to recognize language and literacy practices that children engage in at home and in the community, and emphasize that social justice for all requires educational shifts.
- Full Text:
- Authors: Kajee, Leila
- Date: 2011
- Subjects: Family literacy practices , Immigrant families , Schooled literacy , Social justice
- Type: Article
- Identifier: uj:5734 , ISSN 2076-3433 , http://hdl.handle.net/10210/6531
- Description: Major sociocultural contexts of learning such as families, communities and schools are imbued with power, and power favours some more than others. Given that schools are important sites of social and cultural reproduction, one of their major tasks is to teach learners to be literate. However, literacy is often viewed only as schooled literacy in the dominant language, and the role of the home has been undervalued in the past. In this paper I examine, through a sociocultural lens, the role played by the home and community in literacy learning. Through data elicited from observations of family interactions and conversations, as well as interviews with family members in two immigrant households, I examine their home and community literacy practices and ask how these practices intersect with schooled literacy. I conclude that immigrant children have far greater language and literacy skills than presumed, and that schools need to recognize language and literacy practices that children engage in at home and in the community, and emphasize that social justice for all requires educational shifts.
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Learning to be researchers in an e-maturity survey of Gauteng schools
- Authors: Lautenbach, Geoffrey
- Date: 2011
- Subjects: E-maturity , Authentic research , Information communication technology
- Type: Article
- Identifier: uj:5752 , ISSN 2076-3433 , http://hdl.handle.net/10210/7756
- Description: I report on postgraduate students conducting survey research on information and communications technology (ICTs) in South African schools, focusing on the notion of e-maturity. The dual emphasis of the paper is on students’ collaborative experience of the authentic research process including their experience of e-maturity within the target schools and leads to a discussion in two parts around notions of novice student research and e-maturity. Fifty students, most of them practising teachers, participated collaboratively in the design and implementation of the survey. Discussion in this paper is based on the qualitative analysis of 50 research reports submitted on completion of the survey field work. I analysed the reports inductively for their content using simple in vivo coding techniques and structured quotations into flowing narratives to illuminate both issues. Findings show that the participatory and collaborative nature of the research process contributed markedly to the composition quality of student research reports. Student understanding of the research process through meaningful engagement in authentic field work has also greatly improved their insights into ICTs in education and the current e-maturity of participating schools.
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- Authors: Lautenbach, Geoffrey
- Date: 2011
- Subjects: E-maturity , Authentic research , Information communication technology
- Type: Article
- Identifier: uj:5752 , ISSN 2076-3433 , http://hdl.handle.net/10210/7756
- Description: I report on postgraduate students conducting survey research on information and communications technology (ICTs) in South African schools, focusing on the notion of e-maturity. The dual emphasis of the paper is on students’ collaborative experience of the authentic research process including their experience of e-maturity within the target schools and leads to a discussion in two parts around notions of novice student research and e-maturity. Fifty students, most of them practising teachers, participated collaboratively in the design and implementation of the survey. Discussion in this paper is based on the qualitative analysis of 50 research reports submitted on completion of the survey field work. I analysed the reports inductively for their content using simple in vivo coding techniques and structured quotations into flowing narratives to illuminate both issues. Findings show that the participatory and collaborative nature of the research process contributed markedly to the composition quality of student research reports. Student understanding of the research process through meaningful engagement in authentic field work has also greatly improved their insights into ICTs in education and the current e-maturity of participating schools.
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The functions of school governing bodies in managing school finances
- Authors: Mestry, Raj
- Date: 2006
- Subjects: School governing bodies , Education management , South Africa. Schools Act, 1996 , School finances
- Type: Article
- Identifier: uj:5761 , ISSN 2076-3433 , http://hdl.handle.net/10210/7767
- Description: In the Schools Act No. 84 of 1996 school governing bodies are mandated to manage the funds of schools. The Act also provides guidelines for the school governing body and the principal on their roles and responsibilities in managing the finances of the school. However, some members of school governing bodies and principals either have little knowledge of the Schools Act or simply interpret it incorrectly, which results in many schools experiencing financial mismanagement. Although the provincial department of education provides financial management training for school governing bodies, many schools still encounter problems in this area. When financial problems are referred to the department of education, many remain unresolved. The purpose of the study was to determine the perceptions of stakeholders on the financial functions of school governing bodies, to explore the functions of a school governing body in managing a school's finances and, based on the findings of the research, to develop guidelines for principals and school governing bodies to enable them to manage their school funds efficiently and effectively. The research design was based on qualitative research because of its exploratory, descriptive and contextual nature. The collection of the data was done by means of focus group interviews. Themes forthcoming from the study revealed a misconception amongst various stakeholders regarding the functions of the school governing body in managing the school's funds.
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- Authors: Mestry, Raj
- Date: 2006
- Subjects: School governing bodies , Education management , South Africa. Schools Act, 1996 , School finances
- Type: Article
- Identifier: uj:5761 , ISSN 2076-3433 , http://hdl.handle.net/10210/7767
- Description: In the Schools Act No. 84 of 1996 school governing bodies are mandated to manage the funds of schools. The Act also provides guidelines for the school governing body and the principal on their roles and responsibilities in managing the finances of the school. However, some members of school governing bodies and principals either have little knowledge of the Schools Act or simply interpret it incorrectly, which results in many schools experiencing financial mismanagement. Although the provincial department of education provides financial management training for school governing bodies, many schools still encounter problems in this area. When financial problems are referred to the department of education, many remain unresolved. The purpose of the study was to determine the perceptions of stakeholders on the financial functions of school governing bodies, to explore the functions of a school governing body in managing a school's finances and, based on the findings of the research, to develop guidelines for principals and school governing bodies to enable them to manage their school funds efficiently and effectively. The research design was based on qualitative research because of its exploratory, descriptive and contextual nature. The collection of the data was done by means of focus group interviews. Themes forthcoming from the study revealed a misconception amongst various stakeholders regarding the functions of the school governing body in managing the school's funds.
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A comparison of teacher stress and school climate across schools with different matric success rates
- Milner, Karen, Khoza, Harriet
- Authors: Milner, Karen , Khoza, Harriet
- Date: 2008
- Subjects: School climate , School performance , Teacher stress
- Type: Article
- Identifier: uj:5753 , ISSN 2076-3433 , http://hdl.handle.net/10210/7757
- Description: Our aim was to investigate differences in teacher stress and perceptions of school climate among teachers from schools with differing matriculation success rates in the Limpopo province of South Africa. Two schools with matric pass rates of 100% and two schools with matric pass rates of less than 25% were selected from a list of schools provided by the province’s Educational District Circuit. The schools were matched in terms of area, size, resources, and equipment. Thirty-three teachers from the high performing schools and forty-two teachers from the poor performing schools participated in the study. Student’s t tests were used to assess the differences between the schools on the variables under investigation, and the results showed the teachers’ experience of stress across the different schools was not significantly different, but significant differences did emerge with regard to school climate. The implications of these findings for the study population are discussed.
- Full Text:
A comparison of teacher stress and school climate across schools with different matric success rates
- Authors: Milner, Karen , Khoza, Harriet
- Date: 2008
- Subjects: School climate , School performance , Teacher stress
- Type: Article
- Identifier: uj:5753 , ISSN 2076-3433 , http://hdl.handle.net/10210/7757
- Description: Our aim was to investigate differences in teacher stress and perceptions of school climate among teachers from schools with differing matriculation success rates in the Limpopo province of South Africa. Two schools with matric pass rates of 100% and two schools with matric pass rates of less than 25% were selected from a list of schools provided by the province’s Educational District Circuit. The schools were matched in terms of area, size, resources, and equipment. Thirty-three teachers from the high performing schools and forty-two teachers from the poor performing schools participated in the study. Student’s t tests were used to assess the differences between the schools on the variables under investigation, and the results showed the teachers’ experience of stress across the different schools was not significantly different, but significant differences did emerge with regard to school climate. The implications of these findings for the study population are discussed.
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An overview of education management in South Africa
- Authors: Moloi, Kholeka
- Date: 2007
- Subjects: Principalship , Professionalisation , School leadership , South African Standard for School Leadership , School management and organization , National Professional Qualification for Principalship
- Type: Article
- Identifier: uj:5751 , ISSN 2076-3433 , http://hdl.handle.net/10210/7753
- Description: I examine three main issues, which are directly linked to school management developments in South Africa since 1994: school leadership and management; professionalisation of principalship through the South African Standard for School Leadership (SASSL); and leading and managing the learning school. In exploring these issues I draw mainly on a systematic and comprehensive literature review of school leadership, management, and governance, commissioned by the Matthew Goniwe School of Leadership and Governance (MGSLG). The aim of the desk research was to establish ‘what is known’ and ‘what still needs to be known’ about educational leadership, management, and governance in South Africa. I also draw upon the work of the Education Management Task Team (EMTT), commissioned by the Directorate of Education Management and Governance Development in the National Department of Education. Their work drew upon the South African Schools Act (SASA) and, specifically, the recommendations of the Ministerial Task Team on Educational Management. The EMTT brief was to develop a policy framework for school leadership and management development, training and implementation, and to devise a South African Standard for School Leadership which would inform professional educational leadership programmes, leading to a National Professional Qualification for Principalship (SANPQP). The SASSL would provide a clear role description for principals, set out what is required of principals, and identify key areas of p rincipalship.
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- Authors: Moloi, Kholeka
- Date: 2007
- Subjects: Principalship , Professionalisation , School leadership , South African Standard for School Leadership , School management and organization , National Professional Qualification for Principalship
- Type: Article
- Identifier: uj:5751 , ISSN 2076-3433 , http://hdl.handle.net/10210/7753
- Description: I examine three main issues, which are directly linked to school management developments in South Africa since 1994: school leadership and management; professionalisation of principalship through the South African Standard for School Leadership (SASSL); and leading and managing the learning school. In exploring these issues I draw mainly on a systematic and comprehensive literature review of school leadership, management, and governance, commissioned by the Matthew Goniwe School of Leadership and Governance (MGSLG). The aim of the desk research was to establish ‘what is known’ and ‘what still needs to be known’ about educational leadership, management, and governance in South Africa. I also draw upon the work of the Education Management Task Team (EMTT), commissioned by the Directorate of Education Management and Governance Development in the National Department of Education. Their work drew upon the South African Schools Act (SASA) and, specifically, the recommendations of the Ministerial Task Team on Educational Management. The EMTT brief was to develop a policy framework for school leadership and management development, training and implementation, and to devise a South African Standard for School Leadership which would inform professional educational leadership programmes, leading to a National Professional Qualification for Principalship (SANPQP). The SASSL would provide a clear role description for principals, set out what is required of principals, and identify key areas of p rincipalship.
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Multivariate differential analyses of adolescents’ experiences of aggression in families
- Myburgh, Chris, Poggenpoel, Marie, Du Plessis, Dorothy
- Authors: Myburgh, Chris , Poggenpoel, Marie , Du Plessis, Dorothy
- Date: 2011
- Subjects: Adolescents , Families , Multivariate differential analyses , Aggression
- Type: Article
- Identifier: uj:5737 , ISSN 2076-3433 , http://hdl.handle.net/10210/6534
- Description: Aggression is part of South African society and has implications for the mental health of persons living in South Africa. If parents are aggressive adolescents are also likely to be aggressive and that will impact negatively on their mental health. In this article the nature and extent of adolescents’ experiences of aggression and aggressive behaviour in the family are investigated. A deductive explorative quantitative approach was followed. Aggression is reasoned to be dependent on aspects such as self-concept, moral reasoning, communication, frustration tolerance and family relationships. To analyse the data from questionnaires of 101 families (95 adolescents, 95 mothers and 91 fathers) Cronbach Alpha, various consecutive first and second order factor analyses, correlations, multiple regression, MANOVA, ANOVA and Scheffè/ Dunnett tests were used. It was found that aggression correlated negatively with the independent variables; and the correlations between adolescents and their parents were significant. Regression analyses indicated that different predictors predicted aggression. Furthermore, differences between adolescents and their parents indicated that the experienced levels of aggression between adolescents and their parents were small. Implications for education are given.
- Full Text:
- Authors: Myburgh, Chris , Poggenpoel, Marie , Du Plessis, Dorothy
- Date: 2011
- Subjects: Adolescents , Families , Multivariate differential analyses , Aggression
- Type: Article
- Identifier: uj:5737 , ISSN 2076-3433 , http://hdl.handle.net/10210/6534
- Description: Aggression is part of South African society and has implications for the mental health of persons living in South Africa. If parents are aggressive adolescents are also likely to be aggressive and that will impact negatively on their mental health. In this article the nature and extent of adolescents’ experiences of aggression and aggressive behaviour in the family are investigated. A deductive explorative quantitative approach was followed. Aggression is reasoned to be dependent on aspects such as self-concept, moral reasoning, communication, frustration tolerance and family relationships. To analyse the data from questionnaires of 101 families (95 adolescents, 95 mothers and 91 fathers) Cronbach Alpha, various consecutive first and second order factor analyses, correlations, multiple regression, MANOVA, ANOVA and Scheffè/ Dunnett tests were used. It was found that aggression correlated negatively with the independent variables; and the correlations between adolescents and their parents were significant. Regression analyses indicated that different predictors predicted aggression. Furthermore, differences between adolescents and their parents indicated that the experienced levels of aggression between adolescents and their parents were small. Implications for education are given.
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Meta-synthesis on learners’ experience of aggression in secondary schools in South Africa
- Myburgh, Chris, Poggenpoel, Marie
- Authors: Myburgh, Chris , Poggenpoel, Marie
- Date: 2009
- Subjects: Aggression , Meta-synthesis , Secondary schools
- Type: Article
- Identifier: uj:5766 , ISSN 2076-3433 , http://hdl.handle.net/10210/7773
- Description: This meta-synthesis is on research conducted by different researchers in a team research project on learners’ experience of aggression in secondary schools in South Africa. The objective was to obtain a broader understanding of their experience of aggression in different contexts in South Africa, as well as possible ways to assist learners to address the experienced aggression. Eleven completed research projects were purposively sampled. Data were collected utilising the following headings: objectives, sampling, research design, research method, and research results, and guidelines. At the end of the meta- synthesis process the results are described, with supporting direct quotations from participants and a literature control. Guidelines for learners to cope with aggression are described.
- Full Text:
- Authors: Myburgh, Chris , Poggenpoel, Marie
- Date: 2009
- Subjects: Aggression , Meta-synthesis , Secondary schools
- Type: Article
- Identifier: uj:5766 , ISSN 2076-3433 , http://hdl.handle.net/10210/7773
- Description: This meta-synthesis is on research conducted by different researchers in a team research project on learners’ experience of aggression in secondary schools in South Africa. The objective was to obtain a broader understanding of their experience of aggression in different contexts in South Africa, as well as possible ways to assist learners to address the experienced aggression. Eleven completed research projects were purposively sampled. Data were collected utilising the following headings: objectives, sampling, research design, research method, and research results, and guidelines. At the end of the meta- synthesis process the results are described, with supporting direct quotations from participants and a literature control. Guidelines for learners to cope with aggression are described.
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Visual graphics for human rights, social justice, democracy and the public good
- Nanackchand, Vedant, Berman, Kim
- Authors: Nanackchand, Vedant , Berman, Kim
- Date: 2012
- Subjects: Democracy , Human rights , Social justice , Visual graphics
- Type: Article
- Identifier: uj:6006 , ISSN 2076-3433 , http://hdl.handle.net/10210/8826
- Description: The value of human rights in a democratic South Africa is constantly threatened and often waived for nefarious reasons. We contend that the use of visual graphics among incoming university visual art students provides a mode of engagement that helps to inculcate awareness of human rights, social responsibility, and the public good in South African higher education. Visual graphics, the subject of the research project which forms a key component of a Masters dissertation by one of the authors, provides an opportunity to counter a noticeable decline in the students’ response and sensitivity to the freedoms entrenched in the South African Bill of Rights. The article presents a study using an action research approach in the classroom between 2005–2010, in order to inculcate awareness of human rights among participating students and deepen their understanding of social responsibility. The method used involved an introduction to specific visual art curricular intervention projects which required incoming first-year students to develop visual responses to address selected human rights violations and, in their second year, to develop their visual voice in order to promote human rights advocacy through civic engagement. The critical outcomes impact positively on the use of graphic images in the curriculum as a visual methodology to re-insert the discourse of human rights as a basic tenet of constitutional democracy in higher education.
- Full Text:
- Authors: Nanackchand, Vedant , Berman, Kim
- Date: 2012
- Subjects: Democracy , Human rights , Social justice , Visual graphics
- Type: Article
- Identifier: uj:6006 , ISSN 2076-3433 , http://hdl.handle.net/10210/8826
- Description: The value of human rights in a democratic South Africa is constantly threatened and often waived for nefarious reasons. We contend that the use of visual graphics among incoming university visual art students provides a mode of engagement that helps to inculcate awareness of human rights, social responsibility, and the public good in South African higher education. Visual graphics, the subject of the research project which forms a key component of a Masters dissertation by one of the authors, provides an opportunity to counter a noticeable decline in the students’ response and sensitivity to the freedoms entrenched in the South African Bill of Rights. The article presents a study using an action research approach in the classroom between 2005–2010, in order to inculcate awareness of human rights among participating students and deepen their understanding of social responsibility. The method used involved an introduction to specific visual art curricular intervention projects which required incoming first-year students to develop visual responses to address selected human rights violations and, in their second year, to develop their visual voice in order to promote human rights advocacy through civic engagement. The critical outcomes impact positively on the use of graphic images in the curriculum as a visual methodology to re-insert the discourse of human rights as a basic tenet of constitutional democracy in higher education.
- Full Text:
Transformation of teacher identity through a Mathematical Literacy re-skilling programme
- Authors: Nel, Benita
- Date: 2012
- Subjects: Community of practice theory , Mathematical Literacy programme , Teacher identity
- Type: Article
- Identifier: uj:5765 , ISSN 2076-3433 , http://hdl.handle.net/10210/7772
- Description: Wenger’s community of practice theory is used to illustrate how, through careful curriculum design, teacher identity can be developed by participation in a re-skilling programme. In the context of learning, a community of practice involves the complex intersection of various components of learning, namely, meaning (learning as experience), practice (learning as doing), identity and community (learning as belonging). The Advanced Certificate in Education in Mathematical Literacy programme was designed to expose participants to knowledge and understanding of the ML curriculum (meaning), development of an integrated approach to teaching and learning, classroom didactics, lesson plans (practice), and group work activities where active participation and dialogue in lectures were encouraged (community). The programme design aimed to promote a change in the teachers’ way of being (identity). Through semi-structured interviews with teachers their journey as individuals was revealed. The findings indicate how by focusing on both content and on the teacher’s becoming a professional can assist educational specialists in their quest for improved teacher development.
- Full Text:
- Authors: Nel, Benita
- Date: 2012
- Subjects: Community of practice theory , Mathematical Literacy programme , Teacher identity
- Type: Article
- Identifier: uj:5765 , ISSN 2076-3433 , http://hdl.handle.net/10210/7772
- Description: Wenger’s community of practice theory is used to illustrate how, through careful curriculum design, teacher identity can be developed by participation in a re-skilling programme. In the context of learning, a community of practice involves the complex intersection of various components of learning, namely, meaning (learning as experience), practice (learning as doing), identity and community (learning as belonging). The Advanced Certificate in Education in Mathematical Literacy programme was designed to expose participants to knowledge and understanding of the ML curriculum (meaning), development of an integrated approach to teaching and learning, classroom didactics, lesson plans (practice), and group work activities where active participation and dialogue in lectures were encouraged (community). The programme design aimed to promote a change in the teachers’ way of being (identity). Through semi-structured interviews with teachers their journey as individuals was revealed. The findings indicate how by focusing on both content and on the teacher’s becoming a professional can assist educational specialists in their quest for improved teacher development.
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Learner councillors’ perspectives on learner participation
- Authors: Phaswana, Edith
- Date: 2010
- Subjects: Learner councillors , Limpopo , Learner participation , Representative councils of learners , South Africa. Schools Act, 1996
- Type: Article
- Identifier: uj:5757 , ISSN 2076-3433 , http://hdl.handle.net/10210/7763
- Description: Learner participation in South Africa was legislated in 1996 through the South African Schools Act, No. 84. Since then it has been a legal requirement to establish representative councils of learners (RCL) at secondary schools (with Grade 8 and higher) countrywide. I investigate the perspectives and experiences of participation with secondary schools learners elected to serve in representative councils of learners and school governing bodies. I adopted an interpretive qualitative methodology. In-depth interviews and focus groups were used. Three categories of experiences emerged: (1) learning experiences, (2) relational experiences, and (3) challenges faced by learner councillors. The data further suggest that there is an opportunity for learners to gain skills that could be useful for them. I offer a framework for learner participation that is grounded in social learning to promote meaningful participation.
- Full Text:
- Authors: Phaswana, Edith
- Date: 2010
- Subjects: Learner councillors , Limpopo , Learner participation , Representative councils of learners , South Africa. Schools Act, 1996
- Type: Article
- Identifier: uj:5757 , ISSN 2076-3433 , http://hdl.handle.net/10210/7763
- Description: Learner participation in South Africa was legislated in 1996 through the South African Schools Act, No. 84. Since then it has been a legal requirement to establish representative councils of learners (RCL) at secondary schools (with Grade 8 and higher) countrywide. I investigate the perspectives and experiences of participation with secondary schools learners elected to serve in representative councils of learners and school governing bodies. I adopted an interpretive qualitative methodology. In-depth interviews and focus groups were used. Three categories of experiences emerged: (1) learning experiences, (2) relational experiences, and (3) challenges faced by learner councillors. The data further suggest that there is an opportunity for learners to gain skills that could be useful for them. I offer a framework for learner participation that is grounded in social learning to promote meaningful participation.
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A case study of a learner’s transition from mainstream schooling to a school for learners with special educational needs (LSEN): lessons for mainstream education.
- Pillay, Jace, Di Terlizzi, Marisa
- Authors: Pillay, Jace , Di Terlizzi, Marisa
- Date: 2009
- Subjects: Inclusive education , Education transformation , Learners with special education needs (LSEN)
- Type: Article
- Identifier: uj:5758 , ISSN 2076-3433 , http://hdl.handle.net/10210/7764
- Description: Currently there is an international shift towards inclusive education, a means of education according to which the learner is schooled in the least restrictive environment possible, to overcome his or her challenges to learning and development. Bearing this in mind we considered the experiences of a learner with learning difficulties who transited from a mainstream school environment to a school for learners with special education needs (LSEN).1 Inclusive education and ecological systems were the theoretical underpinnings of this study. The findings revealed that the learner benefited from placement within the LSEN environment on psychological, social, and academic levels. It appears that these changes occurred as a result of being placed in an environment that provided valuable and necessary resources to meet his learning needs, which were lacking in the mainstream school environment. Therefore, it seems that while inclusive education may be a way forward to access quality education for all, it can be argued that the current South African socio-economic environment does not necessarily allow for its successful implementation, as further access to resources and facilities need to be made available. These findings provide useful lessons at regulatory, infrastructural, and instructional functional levels for what is needed for learners with special education needs to succeed in mainstream school environments.
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- Authors: Pillay, Jace , Di Terlizzi, Marisa
- Date: 2009
- Subjects: Inclusive education , Education transformation , Learners with special education needs (LSEN)
- Type: Article
- Identifier: uj:5758 , ISSN 2076-3433 , http://hdl.handle.net/10210/7764
- Description: Currently there is an international shift towards inclusive education, a means of education according to which the learner is schooled in the least restrictive environment possible, to overcome his or her challenges to learning and development. Bearing this in mind we considered the experiences of a learner with learning difficulties who transited from a mainstream school environment to a school for learners with special education needs (LSEN).1 Inclusive education and ecological systems were the theoretical underpinnings of this study. The findings revealed that the learner benefited from placement within the LSEN environment on psychological, social, and academic levels. It appears that these changes occurred as a result of being placed in an environment that provided valuable and necessary resources to meet his learning needs, which were lacking in the mainstream school environment. Therefore, it seems that while inclusive education may be a way forward to access quality education for all, it can be argued that the current South African socio-economic environment does not necessarily allow for its successful implementation, as further access to resources and facilities need to be made available. These findings provide useful lessons at regulatory, infrastructural, and instructional functional levels for what is needed for learners with special education needs to succeed in mainstream school environments.
- Full Text:
Keystone Life Orientation (LO) teachers : implications for educational, social, and cultural contexts.
- Authors: Pillay, Jace
- Date: 2012
- Subjects: Life orientation teachers
- Type: Article
- Identifier: http://ujcontent.uj.ac.za8080/10210/366305 , uj:5756 , ISSN 2076-3433 , http://hdl.handle.net/10210/7762
- Description: The aim of this study was to identify and describe skills, characteristics and support networks needed by keystone Life Orientation (LO) teachers in six Gauteng schools. In this study “keystone” refers to LO teachers who make a positive impact in their schools. A qualitative research design was used to collect data through interviews, class observations, and questionnaires. Data were analysed through content analysis. The results indicate that keystone LO teachers must be skilled counselors, career guides and diverse role players. They should also be open, approachable, have integrity, be trustworthy, resolve conflict and make good use of internal and external support within the context of schools. More importantly, it was found that keystone LO teachers are determined by their ability to deal with challenges, such as child abuse, substance abuse, poverty, and HIV/AIDS within their school communities. Based on the findings, the implications for keystone LO teachers in the educational, social and cultural contexts are discussed.
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- Authors: Pillay, Jace
- Date: 2012
- Subjects: Life orientation teachers
- Type: Article
- Identifier: http://ujcontent.uj.ac.za8080/10210/366305 , uj:5756 , ISSN 2076-3433 , http://hdl.handle.net/10210/7762
- Description: The aim of this study was to identify and describe skills, characteristics and support networks needed by keystone Life Orientation (LO) teachers in six Gauteng schools. In this study “keystone” refers to LO teachers who make a positive impact in their schools. A qualitative research design was used to collect data through interviews, class observations, and questionnaires. Data were analysed through content analysis. The results indicate that keystone LO teachers must be skilled counselors, career guides and diverse role players. They should also be open, approachable, have integrity, be trustworthy, resolve conflict and make good use of internal and external support within the context of schools. More importantly, it was found that keystone LO teachers are determined by their ability to deal with challenges, such as child abuse, substance abuse, poverty, and HIV/AIDS within their school communities. Based on the findings, the implications for keystone LO teachers in the educational, social and cultural contexts are discussed.
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Teachers’ use of questioning in supporting learners doing science investigations
- Authors: Ramnarain, Umesh
- Date: 2011
- Subjects: Learner autonomy , Questioning , Science investigation
- Type: Article
- Identifier: uj:5736 , ISSN 2076-3433 , http://hdl.handle.net/10210/6533
- Description: I examine how teachers employ a questioning strategy in supporting Grade 9 learners doing science investigations in South African schools. A particular focus of this study was how teachers use questioning in contributing towards the autonomy of these learners. The research adopted a qualitative approach which involved the collection of data by means of classroom observations and interviews with five teachers at schools resourced for practical work. The analysis of transcript data revealed that teachers support learners by asking probing questions at all stages of the investigation. The teachers used a questioning strategy in enabling the learners to understand more clearly the question or hypothesis they intended investigating, to review and reconsider their planning, to rethink some of their actions when collecting data, to make sense of their data, and to revisit and amend their plan after generating incorrect findings. The significance of this study, in making explicit teacher questioning at the stages of the investigation, is that it provides a guideline for teachers on how to support learners attain greater autonomy in doing science investigations.
- Full Text:
- Authors: Ramnarain, Umesh
- Date: 2011
- Subjects: Learner autonomy , Questioning , Science investigation
- Type: Article
- Identifier: uj:5736 , ISSN 2076-3433 , http://hdl.handle.net/10210/6533
- Description: I examine how teachers employ a questioning strategy in supporting Grade 9 learners doing science investigations in South African schools. A particular focus of this study was how teachers use questioning in contributing towards the autonomy of these learners. The research adopted a qualitative approach which involved the collection of data by means of classroom observations and interviews with five teachers at schools resourced for practical work. The analysis of transcript data revealed that teachers support learners by asking probing questions at all stages of the investigation. The teachers used a questioning strategy in enabling the learners to understand more clearly the question or hypothesis they intended investigating, to review and reconsider their planning, to rethink some of their actions when collecting data, to make sense of their data, and to revisit and amend their plan after generating incorrect findings. The significance of this study, in making explicit teacher questioning at the stages of the investigation, is that it provides a guideline for teachers on how to support learners attain greater autonomy in doing science investigations.
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The evaluation of an intervention programme for reception learners who experience barriers to learning and development.
- Authors: Rossi, J. , Stuart, A.
- Date: 2007
- Subjects: Reception learners , Learning ability development , Learning disability research
- Type: Article
- Identifier: uj:5759 , ISSN 2076-3433 , http://hdl.handle.net/10210/7765
- Description: It is believed that learners who experience barriers to learning and development are at risk for formal education and that stimulation can off set these barriers, ensuring that learners are able to actualise their potential. An intervention programme was designed with the aim of improving abilities in learners who had not yet attained the learning outcomes in the areas of fine-motor and/or language development. Although many research studies support educational intervention, to date insufficient attention has been paid to researching programmes of this kind. Th is programme o f intervention was effective in improving the Eye and Hand Co-ordination and Personal-Social subscales of the Griffiths Scales and the Draw-a-Person test score s of all the learners who experienced barriers in their fine-motor and/or language development. In male learners, improved scores on the Eye and Hand Co-ordination and Hearing and Speech subscales of the Griffiths Scales and the Draw-a-Person test were shown. The female learners improved on the Eye and Hand Co-ordination subscale of the Griffith Scales and the Draw-a-Person test.
- Full Text:
- Authors: Rossi, J. , Stuart, A.
- Date: 2007
- Subjects: Reception learners , Learning ability development , Learning disability research
- Type: Article
- Identifier: uj:5759 , ISSN 2076-3433 , http://hdl.handle.net/10210/7765
- Description: It is believed that learners who experience barriers to learning and development are at risk for formal education and that stimulation can off set these barriers, ensuring that learners are able to actualise their potential. An intervention programme was designed with the aim of improving abilities in learners who had not yet attained the learning outcomes in the areas of fine-motor and/or language development. Although many research studies support educational intervention, to date insufficient attention has been paid to researching programmes of this kind. Th is programme o f intervention was effective in improving the Eye and Hand Co-ordination and Personal-Social subscales of the Griffiths Scales and the Draw-a-Person test score s of all the learners who experienced barriers in their fine-motor and/or language development. In male learners, improved scores on the Eye and Hand Co-ordination and Hearing and Speech subscales of the Griffiths Scales and the Draw-a-Person test were shown. The female learners improved on the Eye and Hand Co-ordination subscale of the Griffith Scales and the Draw-a-Person test.
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Importance of emotional intelligence in conceptualizing collegial leadership in education
- Singh, P., Manser, P., Mestry, R.
- Authors: Singh, P. , Manser, P. , Mestry, R.
- Date: 2007
- Subjects: Collegial leadership , Emotional intelligence , Emotionally intelligent behaviours , Triumvirate Leadership grid , Collegiality , Educational leadership
- Type: Article
- Identifier: uj:5747 , ISSN 2076-3433 , http://hdl.handle.net/10210/7749
- Description: We focus on the importance of emotional intelligence (EI) in conceptualizing collegial leadership in education. Research findings, both nationally and internationally, strongly suggest that a technocratic (managerial) approach to leadership is in conflict with the visionary, people-centred approach of modern organisations, including educational institution s at school level. Research on leadership over the past two decades indicates that the emotional intelligence of leaders matters twice as much as cognitive abilities such as IQ or technical expertise. EIis not in opposition to IQ bu t it is an extension of the human’s potential to succeed in a people-orientated environment. Traditional cognitive intelligence (IQ) is combined with no n-cognitive intelligence (EI) to help leaders perform at their best and inspire their followers to be successful and happy. Although the principal’s leadership is an essential element in the success of a school, current research indicates that the complexities o f schools require a new focus on collaborative (collegial) leadership. This research on EI, collegial leadership, and job satisfaction is illustrated in the Triumvirate Leadership Grid. It strongly suggests th at a personal and emotional accountability system is essential for positive human development within the learning environment.
- Full Text:
- Authors: Singh, P. , Manser, P. , Mestry, R.
- Date: 2007
- Subjects: Collegial leadership , Emotional intelligence , Emotionally intelligent behaviours , Triumvirate Leadership grid , Collegiality , Educational leadership
- Type: Article
- Identifier: uj:5747 , ISSN 2076-3433 , http://hdl.handle.net/10210/7749
- Description: We focus on the importance of emotional intelligence (EI) in conceptualizing collegial leadership in education. Research findings, both nationally and internationally, strongly suggest that a technocratic (managerial) approach to leadership is in conflict with the visionary, people-centred approach of modern organisations, including educational institution s at school level. Research on leadership over the past two decades indicates that the emotional intelligence of leaders matters twice as much as cognitive abilities such as IQ or technical expertise. EIis not in opposition to IQ bu t it is an extension of the human’s potential to succeed in a people-orientated environment. Traditional cognitive intelligence (IQ) is combined with no n-cognitive intelligence (EI) to help leaders perform at their best and inspire their followers to be successful and happy. Although the principal’s leadership is an essential element in the success of a school, current research indicates that the complexities o f schools require a new focus on collaborative (collegial) leadership. This research on EI, collegial leadership, and job satisfaction is illustrated in the Triumvirate Leadership Grid. It strongly suggests th at a personal and emotional accountability system is essential for positive human development within the learning environment.
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Understanding teacher identity from a symbolic interactionist perspective : two ethnographic narratives.
- Smit, Brigitte, Fritz, Elzette
- Authors: Smit, Brigitte , Fritz, Elzette
- Date: 2008
- Subjects: Educational change , Narrative inquiry , Symbolic interactionism , Teacher identity
- Type: Article
- Identifier: uj:5763 , ISSN 2076-3433 , http://hdl.handle.net/10210/7770
- Description: In this ethnographic inquiry we portray two teacher narratives reflecting educational change in the context of two South African schools. The study was conducted as part of a larger inquiry into ten schools in urban South Africa. A decade of democracy begs some attention to educational progress and reform, from the viewpoint of teachers and with the culture of their schools as the inquiry’s landscape. We present two ethnographic narratives, crafted of a typical ‘township/rural’ school, and an established Afrikaans school, with two teachers as the main social actors. Data were sourced from passive observations, interviews, informal conversations, and journal data. These field texts were analysed for content and narrative using, as methodological frame, the ‘Clandininian’ “metaphorical three-dimensional inquiry space”. Three data themes, teacher authority, commitment to the profession in terms of staying or leaving, and multitasking are theorised from a symbolic interactionist framework, using constructs such as situational, social and personal identity. The major finding of this inquiry speaks to the power of the working context, the educational landscape, which appears to be a much stronger force in the development of teacher identity than national educational policies.
- Full Text:
- Authors: Smit, Brigitte , Fritz, Elzette
- Date: 2008
- Subjects: Educational change , Narrative inquiry , Symbolic interactionism , Teacher identity
- Type: Article
- Identifier: uj:5763 , ISSN 2076-3433 , http://hdl.handle.net/10210/7770
- Description: In this ethnographic inquiry we portray two teacher narratives reflecting educational change in the context of two South African schools. The study was conducted as part of a larger inquiry into ten schools in urban South Africa. A decade of democracy begs some attention to educational progress and reform, from the viewpoint of teachers and with the culture of their schools as the inquiry’s landscape. We present two ethnographic narratives, crafted of a typical ‘township/rural’ school, and an established Afrikaans school, with two teachers as the main social actors. Data were sourced from passive observations, interviews, informal conversations, and journal data. These field texts were analysed for content and narrative using, as methodological frame, the ‘Clandininian’ “metaphorical three-dimensional inquiry space”. Three data themes, teacher authority, commitment to the profession in terms of staying or leaving, and multitasking are theorised from a symbolic interactionist framework, using constructs such as situational, social and personal identity. The major finding of this inquiry speaks to the power of the working context, the educational landscape, which appears to be a much stronger force in the development of teacher identity than national educational policies.
- Full Text:
The community of learning is in the Baobab tree — how the branches stay together in the context of professional preparation.
- Wolfensberger-Le Fevre, C., Fritz, E., Van der Westhuizen, G.
- Authors: Wolfensberger-Le Fevre, C. , Fritz, E. , Van der Westhuizen, G.
- Date: 2011
- Subjects: Learning community , Personal development , Professional preparation , Transformative learning , Educational psychology
- Type: Article
- Identifier: uj:5738 , ISSN 2076-3433 , http://hdl.handle.net/10210/6535
- Description: This article explores how participation in a community of learning supported transformation on a personal and professional level in a Master’s programme at a South African university. It draws on the concept of transformational learning in the professional preparation of educational psychologists, and how such learning plays out in the development of critical perspectives and shifts in personal paradigms. We report on a two-year ethnographic study that involved 13 of a total of 15 students enrolled for an Educational Psychology Master’s course. One of us (CW) acted as participant observer in the study and recorded the experiences of the participants through reflective letters that included symbolic metaphors, semi-structured group focus interviews, as well as a verification questionnaire. In our analysis and interpretation we used the metaphor of the Baobab tree, ‘the tree turned upside down’, because it is known for its resilience, holding capacity and continuous growth. We found the image to powerfully represent the dynamics of professional preparation and transformation in higher education.
- Full Text:
- Authors: Wolfensberger-Le Fevre, C. , Fritz, E. , Van der Westhuizen, G.
- Date: 2011
- Subjects: Learning community , Personal development , Professional preparation , Transformative learning , Educational psychology
- Type: Article
- Identifier: uj:5738 , ISSN 2076-3433 , http://hdl.handle.net/10210/6535
- Description: This article explores how participation in a community of learning supported transformation on a personal and professional level in a Master’s programme at a South African university. It draws on the concept of transformational learning in the professional preparation of educational psychologists, and how such learning plays out in the development of critical perspectives and shifts in personal paradigms. We report on a two-year ethnographic study that involved 13 of a total of 15 students enrolled for an Educational Psychology Master’s course. One of us (CW) acted as participant observer in the study and recorded the experiences of the participants through reflective letters that included symbolic metaphors, semi-structured group focus interviews, as well as a verification questionnaire. In our analysis and interpretation we used the metaphor of the Baobab tree, ‘the tree turned upside down’, because it is known for its resilience, holding capacity and continuous growth. We found the image to powerfully represent the dynamics of professional preparation and transformation in higher education.
- Full Text:
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