The legal academic as teacher : an ethnographic exploration
- Authors: Turner, Gail
- Date: 2010-05-27T06:04:28Z
- Subjects: Rating of college teachers , College teachers' evaluation , Group identity , Educational anthropology
- Type: Thesis
- Identifier: uj:6844 , http://hdl.handle.net/10210/3276
- Description: D.Ed. , This study originated from a need for an improved understanding of the legal academic as teacher. It is an ethnographic exploration of the culture of the legal academic as teacher. To this end, the aim was to create an image of the very essence of how legal academics create and live their lives as teachers. In exploring the culture of the legal academic as teacher, I drew on various theoretical concepts in literature. The four primary concepts framing this study theoretically are culture, identity, the teacher and the law domain. I conducted studies of three law teachers at a South African university through observation during class visitation, discussion about teaching in interview sessions and review of teaching related documents. In analysing the data a thematic pattern, constituting the findings emerged. From three categories namely students, self and discipline, and sub-categories, themes emerged. Based on the category of student with sub-category of care and support of students, the theme of supportive relationship with students emerged; the focus being on participants as law teachers’ attitudes and behaviour in as far as relationships with students are concerned. From the category of the self and sub-categories of seeking feedback and recognition, dedication and enjoyment materialised the theme of participants’ primary identity as teacher. From the category of discipline and the sub-categories of being a subject specialist, what participants teach and how they teach as well as the “universal” language of law the theme of social identity as teacher and the law teacher as subject specialist emerged. In line with the ethnographic design type of the study findings were organised according to two topics harmonious to cultural ethnographic writing namely the topic of social organisation of culture and the topic of ideational organisation of culture. Since the topic, social organisation of culture is concerned with social behaviour and the way that individuals organise themselves into interacting social systems, participants’ interaction with students and the way they mediate a sense of self within the social systems within which they function relates to the topic of social organisation. Findings suggest that participants share dimensions of their teaching role with academics in general and even teachers in general. These common dimensions mainly relate to the way that participants experience the self as teacher and the supportive relationships they forge with their students. One could therefore argue that features related to the sense of selfhood and relationship with students form part of a culture of academics at a macro level. Notwithstanding, both these components are integral to the teaching identities of the legal academics that participated in this study. From the perspective of participants’ sense of self, their identities as teachers have at its core a sense of choice. Not only do participants choose to be law teachers but also they demonstrate passion, take pride in teaching and constantly measure their success in order to ensure they live up to their own and their students’ expectations. In contrast to their individual selves, touched on above where identity is driven by self-interest in their relationship with students, participants were found to be sensitive and caring in their dealings with students.
- Full Text:
- Authors: Turner, Gail
- Date: 2010-05-27T06:04:28Z
- Subjects: Rating of college teachers , College teachers' evaluation , Group identity , Educational anthropology
- Type: Thesis
- Identifier: uj:6844 , http://hdl.handle.net/10210/3276
- Description: D.Ed. , This study originated from a need for an improved understanding of the legal academic as teacher. It is an ethnographic exploration of the culture of the legal academic as teacher. To this end, the aim was to create an image of the very essence of how legal academics create and live their lives as teachers. In exploring the culture of the legal academic as teacher, I drew on various theoretical concepts in literature. The four primary concepts framing this study theoretically are culture, identity, the teacher and the law domain. I conducted studies of three law teachers at a South African university through observation during class visitation, discussion about teaching in interview sessions and review of teaching related documents. In analysing the data a thematic pattern, constituting the findings emerged. From three categories namely students, self and discipline, and sub-categories, themes emerged. Based on the category of student with sub-category of care and support of students, the theme of supportive relationship with students emerged; the focus being on participants as law teachers’ attitudes and behaviour in as far as relationships with students are concerned. From the category of the self and sub-categories of seeking feedback and recognition, dedication and enjoyment materialised the theme of participants’ primary identity as teacher. From the category of discipline and the sub-categories of being a subject specialist, what participants teach and how they teach as well as the “universal” language of law the theme of social identity as teacher and the law teacher as subject specialist emerged. In line with the ethnographic design type of the study findings were organised according to two topics harmonious to cultural ethnographic writing namely the topic of social organisation of culture and the topic of ideational organisation of culture. Since the topic, social organisation of culture is concerned with social behaviour and the way that individuals organise themselves into interacting social systems, participants’ interaction with students and the way they mediate a sense of self within the social systems within which they function relates to the topic of social organisation. Findings suggest that participants share dimensions of their teaching role with academics in general and even teachers in general. These common dimensions mainly relate to the way that participants experience the self as teacher and the supportive relationships they forge with their students. One could therefore argue that features related to the sense of selfhood and relationship with students form part of a culture of academics at a macro level. Notwithstanding, both these components are integral to the teaching identities of the legal academics that participated in this study. From the perspective of participants’ sense of self, their identities as teachers have at its core a sense of choice. Not only do participants choose to be law teachers but also they demonstrate passion, take pride in teaching and constantly measure their success in order to ensure they live up to their own and their students’ expectations. In contrast to their individual selves, touched on above where identity is driven by self-interest in their relationship with students, participants were found to be sensitive and caring in their dealings with students.
- Full Text:
Emotions and adult learning
- Authors: Pearse, Trudie Leigh
- Date: 2012-09-04
- Subjects: Adult education -- Psychological aspects , Adult learning , Emotional intelligence -- Study and teaching
- Type: Mini-Dissertation
- Identifier: uj:3468 , http://hdl.handle.net/10210/6860
- Description: M.Ed. , This study focuses on the significant role that emotions play during adult learning. It is argued that emotions do play an important role during the teaching and learning process and as such should be given recognition. Until fairly recently emotions were not acknowledged during teaching and learning, but as a result of growing literature and research being conducted in the field of brain-based learning a new awareness has been created regarding the crucial role that emotions play. This investigation moves from the contention that traditional behavioural practices are outdated and don't take into account the functioning of the brain. What this implies is that educators start teaching in ways that accommodate the brain's natural way of processing information. It is accepted that the brain is made up of three separate sections or brains, namely the R-complex (a primitive brain), the limbic system (emotional brain), and the neocortex (cognitive brain). It is shown that for optimal learning to take place the brain needs to experience positive emotions at the limbic system so that high-order thinking can take place at the neocortex. Consequently adult educators should teach in ways that alleviate negative stress so that the brain does not have to suspend higher-order thinking skills in favour of more primitive behaviours needed for survival at the R-complex. The argument is put forth that by creating teaching experiences that have positive overtones, learning in adults can be enhanced because the brain is better equipped to make the mental connections that are needed for optimal learning. The need for the creation of positive learning environments linked to the importance of the psycho-socio environment are further outlined as integral aspects that should be given preference during teaching. Therefore through the creation of positive learning and healthy psychosocio environments the tone is set for enhanced learning. The essay concludes with specific strategies that promote and encourage the incorporation of positive emotions during teaching. The strategies under discussion include: motivation, thematic-based learning, reflection and dialogue. These strategies are further broken up into techniques that educators can use to engage the affect and ultimately enhance learning in adults.
- Full Text:
- Authors: Pearse, Trudie Leigh
- Date: 2012-09-04
- Subjects: Adult education -- Psychological aspects , Adult learning , Emotional intelligence -- Study and teaching
- Type: Mini-Dissertation
- Identifier: uj:3468 , http://hdl.handle.net/10210/6860
- Description: M.Ed. , This study focuses on the significant role that emotions play during adult learning. It is argued that emotions do play an important role during the teaching and learning process and as such should be given recognition. Until fairly recently emotions were not acknowledged during teaching and learning, but as a result of growing literature and research being conducted in the field of brain-based learning a new awareness has been created regarding the crucial role that emotions play. This investigation moves from the contention that traditional behavioural practices are outdated and don't take into account the functioning of the brain. What this implies is that educators start teaching in ways that accommodate the brain's natural way of processing information. It is accepted that the brain is made up of three separate sections or brains, namely the R-complex (a primitive brain), the limbic system (emotional brain), and the neocortex (cognitive brain). It is shown that for optimal learning to take place the brain needs to experience positive emotions at the limbic system so that high-order thinking can take place at the neocortex. Consequently adult educators should teach in ways that alleviate negative stress so that the brain does not have to suspend higher-order thinking skills in favour of more primitive behaviours needed for survival at the R-complex. The argument is put forth that by creating teaching experiences that have positive overtones, learning in adults can be enhanced because the brain is better equipped to make the mental connections that are needed for optimal learning. The need for the creation of positive learning environments linked to the importance of the psycho-socio environment are further outlined as integral aspects that should be given preference during teaching. Therefore through the creation of positive learning and healthy psychosocio environments the tone is set for enhanced learning. The essay concludes with specific strategies that promote and encourage the incorporation of positive emotions during teaching. The strategies under discussion include: motivation, thematic-based learning, reflection and dialogue. These strategies are further broken up into techniques that educators can use to engage the affect and ultimately enhance learning in adults.
- Full Text:
Teaching and learning processes in an ABET classroom
- Authors: Barkhuizen, Annemarie Julia
- Date: 2012-08-20
- Subjects: Adult education - South Africa. , Literacy - South Africa
- Type: Mini-Dissertation
- Identifier: http://ujcontent.uj.ac.za8080/${Handle} , uj:2861 , http://hdl.handle.net/10210/6295
- Description: M.Ed. , Adult Basic Education and Training (ABET) is currently part of the process to address the widespread illiteracy in South Africa and to connect literacy with basic adult education on the one hand and with training for income on the other. However, the research literature indicates that student persistance and completion of programs is a widespread problem in adult education programs. This has serious implications for South Africa where almost forty percent of the adult population is eligible for some form of adult basic education. Recent studies indicate that the curriculum, the structure of the program and how it is learned, has a strong influence on persistance and attendance. Against this background, the aim of this study was to investigate teaching and learning processes currently used in an ABET program to shed light on the current problems with attendance and attrition experienced at the center. A qualitative design was used to explore the teaching and learning processes in a specific ABET class. Participant observation was used as primary source of data, coupled with interviews, informal conversations and document analysis. The constant comparative method was used to conduct an inductive analysis of data. This revealed the teaching and learning processes in the class. This study has enlarged understanding of a widespread problem in adult basic education as it is manifested in a specific ABET class in several ways. These are the findings. In the first instance the teachers' views of teaching and learning were influenced by several factors that influenced and constrained their pedagogical decisions. Their lack of training, their own experience of education as well as their view of their learners resulted in authoritative classroom management, a monologic approach to teaching and passive learners whose needs are never assessed or taken into consideration when planning for instruction. The lack of training, guidance and support of educators have a crucial influence on the teaching and learning processes implemented in this class. Another significant finding was the need for the application of theory of adult education and practice for the creation of accountable and successful learning experiences.
- Full Text:
- Authors: Barkhuizen, Annemarie Julia
- Date: 2012-08-20
- Subjects: Adult education - South Africa. , Literacy - South Africa
- Type: Mini-Dissertation
- Identifier: http://ujcontent.uj.ac.za8080/${Handle} , uj:2861 , http://hdl.handle.net/10210/6295
- Description: M.Ed. , Adult Basic Education and Training (ABET) is currently part of the process to address the widespread illiteracy in South Africa and to connect literacy with basic adult education on the one hand and with training for income on the other. However, the research literature indicates that student persistance and completion of programs is a widespread problem in adult education programs. This has serious implications for South Africa where almost forty percent of the adult population is eligible for some form of adult basic education. Recent studies indicate that the curriculum, the structure of the program and how it is learned, has a strong influence on persistance and attendance. Against this background, the aim of this study was to investigate teaching and learning processes currently used in an ABET program to shed light on the current problems with attendance and attrition experienced at the center. A qualitative design was used to explore the teaching and learning processes in a specific ABET class. Participant observation was used as primary source of data, coupled with interviews, informal conversations and document analysis. The constant comparative method was used to conduct an inductive analysis of data. This revealed the teaching and learning processes in the class. This study has enlarged understanding of a widespread problem in adult basic education as it is manifested in a specific ABET class in several ways. These are the findings. In the first instance the teachers' views of teaching and learning were influenced by several factors that influenced and constrained their pedagogical decisions. Their lack of training, their own experience of education as well as their view of their learners resulted in authoritative classroom management, a monologic approach to teaching and passive learners whose needs are never assessed or taken into consideration when planning for instruction. The lack of training, guidance and support of educators have a crucial influence on the teaching and learning processes implemented in this class. Another significant finding was the need for the application of theory of adult education and practice for the creation of accountable and successful learning experiences.
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The experiences of women academics in a male-dominated environment
- Authors: Petersen, Nadine Felicity
- Date: 2012-08-27
- Subjects: Women - Education (Higher) , Sex discrimination in higher education , Feminism , Women - Social conditions
- Type: Mini-Dissertation
- Identifier: uj:3182 , http://hdl.handle.net/10210/6597
- Description: M.Ed. , The focus of this study was to gain an in-depth understanding of the experiences of women academics in a male-dominated environment, at a South African university. This report moves from the contention that the original classification of the academic world as a `man's world' still holds true for present day women academics and argues that the only way in which women's experiences in academia can be validated is through an in-depth documentation and analysis hereof. The essay begins by examining the patriarchal origins of the academic world and then claims that these origins have an impact on the power relations, structure, organisation and procedures within the university. A qualitative research design was used to explore the experiences of women academics in male dominated environment. Indepth, semi-structured interviews were conducted with a sample of ten academics, from the level of senior professor to that of junior lecturer. The constant comparative method of data analysis was used to search for recurring themes and patterns. This study revealed that the experiences of women academics at a South African institution of higher education, an institution traditionally dominated by men, to be similar to that of women academics in other parts of the world. The findings of this research essay illustrate that the women academics at the Rand Afrikaans University identify both positive and negative aspects to their positions as women academics. Positive aspects include the lessening of visible, overt discrimination and the advantage of flexible working hours. Some of the negative experiences include the double workload of women academics, their ambivalent feelings about academia and the impact of operating in a `man's world' on their reactions and behaviour. The study also highlights the importance of personal and professional support structures for women academics. The essay concludes with a number of possible recommendations, which includes staff development activities especially in the arena of training for gender sensitivity for all role-players in the academic arena.
- Full Text:
- Authors: Petersen, Nadine Felicity
- Date: 2012-08-27
- Subjects: Women - Education (Higher) , Sex discrimination in higher education , Feminism , Women - Social conditions
- Type: Mini-Dissertation
- Identifier: uj:3182 , http://hdl.handle.net/10210/6597
- Description: M.Ed. , The focus of this study was to gain an in-depth understanding of the experiences of women academics in a male-dominated environment, at a South African university. This report moves from the contention that the original classification of the academic world as a `man's world' still holds true for present day women academics and argues that the only way in which women's experiences in academia can be validated is through an in-depth documentation and analysis hereof. The essay begins by examining the patriarchal origins of the academic world and then claims that these origins have an impact on the power relations, structure, organisation and procedures within the university. A qualitative research design was used to explore the experiences of women academics in male dominated environment. Indepth, semi-structured interviews were conducted with a sample of ten academics, from the level of senior professor to that of junior lecturer. The constant comparative method of data analysis was used to search for recurring themes and patterns. This study revealed that the experiences of women academics at a South African institution of higher education, an institution traditionally dominated by men, to be similar to that of women academics in other parts of the world. The findings of this research essay illustrate that the women academics at the Rand Afrikaans University identify both positive and negative aspects to their positions as women academics. Positive aspects include the lessening of visible, overt discrimination and the advantage of flexible working hours. Some of the negative experiences include the double workload of women academics, their ambivalent feelings about academia and the impact of operating in a `man's world' on their reactions and behaviour. The study also highlights the importance of personal and professional support structures for women academics. The essay concludes with a number of possible recommendations, which includes staff development activities especially in the arena of training for gender sensitivity for all role-players in the academic arena.
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The role of adult education in community development: a case study
- Authors: Jack, Vuyiswa Primrose
- Date: 2012-02-06
- Subjects: Adult education , Adult education and state , Community development
- Type: Thesis
- Identifier: uj:2023 , http://hdl.handle.net/10210/4375
- Description: M.Ed. , The Sinthumule/Kutama water project in the Northern Province was initiated as one of the RDP Presidential Lead Projects with an approved budget of R4 7, 75m. The Presidential Lead Projects were those projects which were funded by an emergency fund channelled by the former president Nelson Mandela through the RDP to address the problem of shortage of water as well as the associated diseases which were prevalent in the Sinthumule/ Kutama area early in 1995. The main objective was to provide 25 litres of water for each person per day, within a distance of not more than 200 metres from their homes. Residents had to pay 8c for 20 litres of water through a pre-paid system. But more importantly, as an RDP project, the aim was to educate, train and build the capacity of the targeted communities thereby bringing about community upliftment. However, the project collapsed. Communities destroyed water meters and made illegal connections in 18 villages. The reported failure of the Sinthumule/Kutama water project raised serious questions inter alia: );> was there an effective education, training and capacity building strategy and programme for Sinthumule/Kutama? );> if there was, how was it executed? Roge(s (1996) view on development which emphasises the central role of education in development formed the theoretical framework of the research. Against the preceding background the aim of the study was to investigate whether education and training of adults played a significant role in the Sinthumule/Kutama development project. A case study approach was employed to establish the role of adult education in the success or failure of the project. Purposive sampling was utilised to select a sample. Interviews were carried out and various founding documents were analysed to collect data.
- Full Text:
- Authors: Jack, Vuyiswa Primrose
- Date: 2012-02-06
- Subjects: Adult education , Adult education and state , Community development
- Type: Thesis
- Identifier: uj:2023 , http://hdl.handle.net/10210/4375
- Description: M.Ed. , The Sinthumule/Kutama water project in the Northern Province was initiated as one of the RDP Presidential Lead Projects with an approved budget of R4 7, 75m. The Presidential Lead Projects were those projects which were funded by an emergency fund channelled by the former president Nelson Mandela through the RDP to address the problem of shortage of water as well as the associated diseases which were prevalent in the Sinthumule/ Kutama area early in 1995. The main objective was to provide 25 litres of water for each person per day, within a distance of not more than 200 metres from their homes. Residents had to pay 8c for 20 litres of water through a pre-paid system. But more importantly, as an RDP project, the aim was to educate, train and build the capacity of the targeted communities thereby bringing about community upliftment. However, the project collapsed. Communities destroyed water meters and made illegal connections in 18 villages. The reported failure of the Sinthumule/Kutama water project raised serious questions inter alia: );> was there an effective education, training and capacity building strategy and programme for Sinthumule/Kutama? );> if there was, how was it executed? Roge(s (1996) view on development which emphasises the central role of education in development formed the theoretical framework of the research. Against the preceding background the aim of the study was to investigate whether education and training of adults played a significant role in the Sinthumule/Kutama development project. A case study approach was employed to establish the role of adult education in the success or failure of the project. Purposive sampling was utilised to select a sample. Interviews were carried out and various founding documents were analysed to collect data.
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Stakeholders' perceptions of a new training model
- Authors: Van der Linde, Peter Henry
- Date: 2012-09-12
- Subjects: Adult education - South Africa , Occupational training - South Africa , Training of employees - South Africa
- Type: Mini-Dissertation
- Identifier: uj:10103 , http://hdl.handle.net/10210/7487
- Description: M.Ed. , Transformation in education and training in South Africa resulted in a move to a single national education system that focused on outcomes based education. Within Telkom the strategic equity partners, who had joined Telkom from America and Malaysia, insisted that training be provided in specialised 'paths'. This demand, as well as the demand for transformation from the education department, resulted in old training models being discarded and new training models being designed and implemented. The frustrations of line management as well as operational staff towards candidates who had recently completed the new training model reflected ineffectiveness within the new training model. The purpose of this study was to determine the perception stakeholders have of the new training model. A qualitative research approach was used to carry out this study. It included interviews with purposively selected participants, field notes, and was supported by a literature review. The constant comparative method of data analysis was used and provided five categories of information that reflected the perceptions the participants had of the new training model. The perceptions and concerns expressed by the participants were found to reflect an underlying problem with regard to the manner in which Telkom South Africa-Center for Learning develop new training programs. The fact that stakeholders were not consulted when developing these training programs was considered to be the fundamental cause of this underlying problem. The recommendation made in regard to this underlying problem is that proper program planning principles be applied when developing new training programs.
- Full Text:
- Authors: Van der Linde, Peter Henry
- Date: 2012-09-12
- Subjects: Adult education - South Africa , Occupational training - South Africa , Training of employees - South Africa
- Type: Mini-Dissertation
- Identifier: uj:10103 , http://hdl.handle.net/10210/7487
- Description: M.Ed. , Transformation in education and training in South Africa resulted in a move to a single national education system that focused on outcomes based education. Within Telkom the strategic equity partners, who had joined Telkom from America and Malaysia, insisted that training be provided in specialised 'paths'. This demand, as well as the demand for transformation from the education department, resulted in old training models being discarded and new training models being designed and implemented. The frustrations of line management as well as operational staff towards candidates who had recently completed the new training model reflected ineffectiveness within the new training model. The purpose of this study was to determine the perception stakeholders have of the new training model. A qualitative research approach was used to carry out this study. It included interviews with purposively selected participants, field notes, and was supported by a literature review. The constant comparative method of data analysis was used and provided five categories of information that reflected the perceptions the participants had of the new training model. The perceptions and concerns expressed by the participants were found to reflect an underlying problem with regard to the manner in which Telkom South Africa-Center for Learning develop new training programs. The fact that stakeholders were not consulted when developing these training programs was considered to be the fundamental cause of this underlying problem. The recommendation made in regard to this underlying problem is that proper program planning principles be applied when developing new training programs.
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University lecturers' experiences of the self-evaluation of their academic programmes
- Authors: Murdoch, Nicolene
- Date: 2012-08-22
- Subjects: Education, Higher -- South Africa -- Johannesburg -- Evaluation , Universities and colleges -- Curricula , Educational evaluation -- South Africa -- Johannesburg , Curriculum evaluation -- South Africa -- Johannesburg
- Type: Mini-Dissertation
- Identifier: uj:3023 , http://hdl.handle.net/10210/6445
- Description: M.Phil. , The Founding Document of the Higher Education Quality Committee (HEQC) (January, 2001) stresses the importance of quality and accountability in South African higher education institutions. These institutions will no longer operate in isolation, but are accountable to governmental bodies. Quality assurance is considered to be an institution's responsibility, but is not merely an internal activity. The Founding Document clearly indicates that "once the HEQC is satisfied that demonstrable quality assurance capacity has been established across a spectrum of higher education providers, it will use a 'light touch' approach to quality assurance, based on an increasing measure of reliance on the self-evaluation reports of providers" (HEQC Founding document, 2001:15). Based on the above, it is clear that self-evaluation reports of institutions will be of major importance in their quest for accountability. The HEQC will thus to a large extent, depend on self-evaluation by institutions for the orderly execution of their responsibilities. In light of these recommendations, the RAU (Rand Afrikaans University) conducted a self-evaluation pilot project involving three academic departments. The selfevaluation that was conducted was not merely the collection of data, fact finding or check listing, but a frequent, critical self-analysis of strengths and weaknesses of academic programmes that should "lead to measures which can be taken in order to improve quality" (Vroeijenstijn, 1995:51). The main purposes of such a self-evaluation are improvement and accountability. Unfortunately, however, the self-evaluation process is not without controversy and disagreement. Academics respond to this process in different ways, and many feel that it infringes on their academic freedom. The general aim of this study was to explore the experiences of academic staff at RAU who were participating in the quality assurance self-evaluation process. This qualitative study employed in-depth interviews and participant observation as datacollection methods. The data was analyzed by using the constant comparative method of data analysis. This study found that there are a wide variety of responses among academics regarding the self-evaluation process. Most of the lecturers realize the value of and need for such an exercise, but there are a number of internal factors (e.g. lack of visible management support, availability of reliable data) and external influences (e.g. requirements of national bodies) that can hinder the process. The academics also considered it to be a time-consuming exercise, but expressed their appreciation for the provision of a structured manual that served as a guideline. They did, nevertheless, stress the need to adapt and organize the exercise, provided in the manual, to their individual needs. Since the national education agenda demands that self-evaluation form an integral part of the transformation and development of higher education, there exists an urgent need to assess and explore the validity and reliability of different selfevaluation methods. This study hopes to contribute to the present body of research by focusing on the responses to such an exercise at the RAU.
- Full Text:
- Authors: Murdoch, Nicolene
- Date: 2012-08-22
- Subjects: Education, Higher -- South Africa -- Johannesburg -- Evaluation , Universities and colleges -- Curricula , Educational evaluation -- South Africa -- Johannesburg , Curriculum evaluation -- South Africa -- Johannesburg
- Type: Mini-Dissertation
- Identifier: uj:3023 , http://hdl.handle.net/10210/6445
- Description: M.Phil. , The Founding Document of the Higher Education Quality Committee (HEQC) (January, 2001) stresses the importance of quality and accountability in South African higher education institutions. These institutions will no longer operate in isolation, but are accountable to governmental bodies. Quality assurance is considered to be an institution's responsibility, but is not merely an internal activity. The Founding Document clearly indicates that "once the HEQC is satisfied that demonstrable quality assurance capacity has been established across a spectrum of higher education providers, it will use a 'light touch' approach to quality assurance, based on an increasing measure of reliance on the self-evaluation reports of providers" (HEQC Founding document, 2001:15). Based on the above, it is clear that self-evaluation reports of institutions will be of major importance in their quest for accountability. The HEQC will thus to a large extent, depend on self-evaluation by institutions for the orderly execution of their responsibilities. In light of these recommendations, the RAU (Rand Afrikaans University) conducted a self-evaluation pilot project involving three academic departments. The selfevaluation that was conducted was not merely the collection of data, fact finding or check listing, but a frequent, critical self-analysis of strengths and weaknesses of academic programmes that should "lead to measures which can be taken in order to improve quality" (Vroeijenstijn, 1995:51). The main purposes of such a self-evaluation are improvement and accountability. Unfortunately, however, the self-evaluation process is not without controversy and disagreement. Academics respond to this process in different ways, and many feel that it infringes on their academic freedom. The general aim of this study was to explore the experiences of academic staff at RAU who were participating in the quality assurance self-evaluation process. This qualitative study employed in-depth interviews and participant observation as datacollection methods. The data was analyzed by using the constant comparative method of data analysis. This study found that there are a wide variety of responses among academics regarding the self-evaluation process. Most of the lecturers realize the value of and need for such an exercise, but there are a number of internal factors (e.g. lack of visible management support, availability of reliable data) and external influences (e.g. requirements of national bodies) that can hinder the process. The academics also considered it to be a time-consuming exercise, but expressed their appreciation for the provision of a structured manual that served as a guideline. They did, nevertheless, stress the need to adapt and organize the exercise, provided in the manual, to their individual needs. Since the national education agenda demands that self-evaluation form an integral part of the transformation and development of higher education, there exists an urgent need to assess and explore the validity and reliability of different selfevaluation methods. This study hopes to contribute to the present body of research by focusing on the responses to such an exercise at the RAU.
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Teaching for reflective thinking at a college of education.
- Mukhodobwane, Tshivhidzo Clara
- Authors: Mukhodobwane, Tshivhidzo Clara
- Date: 2012-08-17
- Subjects: Competency based education - South Africa , Critical thinking - Study and teaching - South Africa , Teachers - Training of - South Africa - Methodology
- Type: Mini-Dissertation
- Identifier: uj:2699 , http://hdl.handle.net/10210/6140
- Description: M.Ed. , This research was undertaken during the inception of the outcomes Or competency-based approach to the teacher education programme, which few teachers have had experience of. The shift from a product, input curriculum to a process, output approach, requires new approaches that require teachers to critically reflect on their approaches to teaching with the aim of guiding learners to derive meaning from what is taught through critical reflection. Against the preceding background, the question that was addressed in this study can be stated as follows: To what extent are teacher educators at a college of education teaching for critical reflective thinking in the training of students? This research was an attempt to investigate the extent to which teacher educators at a college of education are fostering critical reflection in the teaching of students. It has also attempted to highlight methods and techniques - that constitute good practice because teachers should serve as role models in their teaching and take initiative in motivating students to realise that teaching is an elegant web of alternative activities in which they engage with the content, sometimes with the teacher, sometimes with each other, and sometimes alone. The empirical investigation has been conducted from a constructivist (interpretive) approach in the sense that the key concern of understanding the phenomenon of interest was viewed from the participants' perspectives. Qualitative methods of data collection, namely of observation and interviews, were used. Data for observation was recorded via field notes, and data analysis Was done using the constant comparative method. The main findings of the study can be summarised as follows: The overall finding of this research was that most teachers still consider drill work as a means of achieving the goal of seeing the students through an examination and still use the traditional methods of teaching. Students were still encouraged to regurgitate and mimic what had been taught to them, without critically reflecting on the meaning of words and concepts for the purpose of understanding. The telling method is still employed by the majority of teachers at this college of education. In this empirical investigation, I further discovered that only a handful of teachers demonstrate techniques that encourage critical and reflective thinking in students although traces of teaching for examinations were still noticeable. During my investigation, I further discovered that although the majority of teachers know that they should teach students for critical reflection, they were reluctant to employ methods and techniques that promote critical reflection because they found them firstly, to be time consuming, and secondly, they alleged that ,students do not always participate during lessons. Teaching for critical reflective thinking is not emphasised at this college of education.
- Full Text:
- Authors: Mukhodobwane, Tshivhidzo Clara
- Date: 2012-08-17
- Subjects: Competency based education - South Africa , Critical thinking - Study and teaching - South Africa , Teachers - Training of - South Africa - Methodology
- Type: Mini-Dissertation
- Identifier: uj:2699 , http://hdl.handle.net/10210/6140
- Description: M.Ed. , This research was undertaken during the inception of the outcomes Or competency-based approach to the teacher education programme, which few teachers have had experience of. The shift from a product, input curriculum to a process, output approach, requires new approaches that require teachers to critically reflect on their approaches to teaching with the aim of guiding learners to derive meaning from what is taught through critical reflection. Against the preceding background, the question that was addressed in this study can be stated as follows: To what extent are teacher educators at a college of education teaching for critical reflective thinking in the training of students? This research was an attempt to investigate the extent to which teacher educators at a college of education are fostering critical reflection in the teaching of students. It has also attempted to highlight methods and techniques - that constitute good practice because teachers should serve as role models in their teaching and take initiative in motivating students to realise that teaching is an elegant web of alternative activities in which they engage with the content, sometimes with the teacher, sometimes with each other, and sometimes alone. The empirical investigation has been conducted from a constructivist (interpretive) approach in the sense that the key concern of understanding the phenomenon of interest was viewed from the participants' perspectives. Qualitative methods of data collection, namely of observation and interviews, were used. Data for observation was recorded via field notes, and data analysis Was done using the constant comparative method. The main findings of the study can be summarised as follows: The overall finding of this research was that most teachers still consider drill work as a means of achieving the goal of seeing the students through an examination and still use the traditional methods of teaching. Students were still encouraged to regurgitate and mimic what had been taught to them, without critically reflecting on the meaning of words and concepts for the purpose of understanding. The telling method is still employed by the majority of teachers at this college of education. In this empirical investigation, I further discovered that only a handful of teachers demonstrate techniques that encourage critical and reflective thinking in students although traces of teaching for examinations were still noticeable. During my investigation, I further discovered that although the majority of teachers know that they should teach students for critical reflection, they were reluctant to employ methods and techniques that promote critical reflection because they found them firstly, to be time consuming, and secondly, they alleged that ,students do not always participate during lessons. Teaching for critical reflective thinking is not emphasised at this college of education.
- Full Text:
Application difficulties of performance consulting within organizational educational processes
- Authors: Zevenster, Gerrit
- Date: 2012-09-04
- Subjects: Organizational learning - Evaluation , Vocational education facilities , Vocational education - South Africa - Evaluation , Performance - Evaluation
- Type: Mini-Dissertation
- Identifier: uj:3521 , http://hdl.handle.net/10210/6909
- Description: M.Ed. , Telkom SA Ltd. has a newly constituted national in-house training organisation known as the Center for Learning, which needs to provide performance improvement solutions and initiatives to the company in order to meet the challenges of a more competitive market. The exclusivity period in providing telecommunication solutions in South Africa is drawing to an end with major international competitors waiting to enter the presently exclusive market. The voices of the operational business units are heard in their frustration as to the inaccessibility of much needed performance improvement solutions. In particular one educational process, this being the performance consulting process, has been identified to be lacking in its functionality of application. This performance consulting process entails inter alia relationship building, competency profiling, needs analysis and personal development planning and programming. In addition the speculation of the media on the resignation of the chief operating officer of Telkom includes the slow pace of training to be a contributing factor. The research problem emanates from the expectation of the performance consulting process, which is supposed to be dynamic in identifying performance needs and translating it into interventions customed to real time needs of operational business units. The research approach followed to investigate the application difficulties of performance consulting, entailed the qualitative methodology of full participative observation, observation and interviewing of purposively selected subjects. Examining people's words and actions in a descriptive way represented the situation as experienced by the participants. The constant comparative method of data analysis provided six categories of information, reflecting the perceptions of the function and process to be followed by the performance consultant, which contributed to the conceptualisation of a theory behind the problem. The perceptions, views and concerns expressed by the research subjects were found to represent the mere symptoms of a more fundamental problem within the Center for Learning as an organisation. The difficulties experienced in the application of the performance consulting process are therefore considered to be a result of this deeper problem. The recommendation in answer to this deeper problem includes the suggestion that an independent task team should assess the nature and extent of the internal problems to this performance improvement organisation, intentionally aligning it to support the company in its business mission.
- Full Text:
- Authors: Zevenster, Gerrit
- Date: 2012-09-04
- Subjects: Organizational learning - Evaluation , Vocational education facilities , Vocational education - South Africa - Evaluation , Performance - Evaluation
- Type: Mini-Dissertation
- Identifier: uj:3521 , http://hdl.handle.net/10210/6909
- Description: M.Ed. , Telkom SA Ltd. has a newly constituted national in-house training organisation known as the Center for Learning, which needs to provide performance improvement solutions and initiatives to the company in order to meet the challenges of a more competitive market. The exclusivity period in providing telecommunication solutions in South Africa is drawing to an end with major international competitors waiting to enter the presently exclusive market. The voices of the operational business units are heard in their frustration as to the inaccessibility of much needed performance improvement solutions. In particular one educational process, this being the performance consulting process, has been identified to be lacking in its functionality of application. This performance consulting process entails inter alia relationship building, competency profiling, needs analysis and personal development planning and programming. In addition the speculation of the media on the resignation of the chief operating officer of Telkom includes the slow pace of training to be a contributing factor. The research problem emanates from the expectation of the performance consulting process, which is supposed to be dynamic in identifying performance needs and translating it into interventions customed to real time needs of operational business units. The research approach followed to investigate the application difficulties of performance consulting, entailed the qualitative methodology of full participative observation, observation and interviewing of purposively selected subjects. Examining people's words and actions in a descriptive way represented the situation as experienced by the participants. The constant comparative method of data analysis provided six categories of information, reflecting the perceptions of the function and process to be followed by the performance consultant, which contributed to the conceptualisation of a theory behind the problem. The perceptions, views and concerns expressed by the research subjects were found to represent the mere symptoms of a more fundamental problem within the Center for Learning as an organisation. The difficulties experienced in the application of the performance consulting process are therefore considered to be a result of this deeper problem. The recommendation in answer to this deeper problem includes the suggestion that an independent task team should assess the nature and extent of the internal problems to this performance improvement organisation, intentionally aligning it to support the company in its business mission.
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Outcomes-based education and training in adult basic education and training
- Authors: Dadabhay, Shaeda
- Date: 2012-08-20
- Subjects: Competency based education. , Adult education - South Africa. , Education, Higher - South Africa - Evaluation.
- Type: Mini-Dissertation
- Identifier: uj:2864 , http://hdl.handle.net/10210/6298
- Description: M.Ed. , Democratic South Africa finds itself involved in the policies and economics of the twentieth century world while it has inherited a legacy of myriad of illiterate adults, whose potential contribution to the economy is limited as a result of their lack of formal training. Nor can liberty and democracy flourish under such conditions. Adult education was low on the past state agenda and the traditional state literacy courses, which paralleled formal schooling had no link between education and real-life performance roles. Within the new constitutional framework, the state has prioritised the redress of apartheid inequities. A range of new legislation provides access for all South Africans to basic education and training provision, and establishes an outcomes-based education and training (OBET) system. Adult Basic Education and Training (ABET) is on the National Agenda and a Policy and a Multi-Year Plan (IMP) has been launched to redress the imbalances of the past. An OBET curriculum is currently being implemented formally at grade one level in the schools. An adult learner-centred OBET curriculum is envisaged to be implemented at ABET centres (ABETCs) by the year 2000. OBET requires that ABETCs be organised to enable adult learners to engage in intellectually stimulating learning experiences in which they can construct understanding of knowledge, skills, values and attitudes needed in the classroom and in real life. In the light of the above preamble, the central problem of the study is twofold, and explores the type of. • knowledge, skills, values and attitudes that ABET practitioners (ABETPs) need to be equipped with to transform teaching and learning in a way that it benefits and equips adult learners with the skills, knowledge and qualities needed to be successful in the learning situation and in the world of work; and • practitioner development programmes (PDPs) that will assist ABETPs to experience the epistemology underlying OBET so that they are empowered to implement OBET successfully in ABET practice. The primary aims of this study are to highlight, first, the underlying knowledge, skills and qualities that ABETPs need to transform teaching and learning at ABETCs by implementing OBET successfully in ABET practice. Second, to suggest guidelines to PDPs that would afford ABETPs the opportunity of understanding the epistemology of OBET by experiencing the basic tenets of OBET so that they begin to engage in creative and reflective practice. The research method of this study incorporates a study of literature, policy documents and media publications pertaining to ABET and OBE(T) in South Africa and internationally. A historical overview is presented aimed at outlining the shift from adult literacy to the present notion of ABET. Next, OBET as the vision for the fundamental transformation of education in SA is discussed in the light of the link between ABET and the background of the National Qualifications Framework (NQF). OBET envisions self-directed and responsible learners, independent, creative and critical problem solvers who are able to work and communicate effectively within a group context. Thus, it is argued that if ABETPs are supposed to facilitate such skills in their learners, it is imperative PDPs equip them with knowledge, skills and qualities to ensure simultaneous development of individual practitioners and organisational changes to effect ET reforms, so that successful and meaningful learning is facilitated for adult learners. I argue in the study that in order for ABETPs to approach their instructional practice creatively, reflectively, and hence effectively, they need to develop a deep epistemological understanding of the principles and concepts underlying OBET. Furthermore, ABETPs need to experience OBET in constructivist learning situations as dialogic-cooperative learning experiences, which will engender self-sustaining, generative change among practitioners. However, it is argued that if PDPs are to generate systemic and systematic change at ABETCs they must be rigorous and ongoing as opposed to one day workshops that have no bearing on preceding or subsequent PDPs.
- Full Text:
- Authors: Dadabhay, Shaeda
- Date: 2012-08-20
- Subjects: Competency based education. , Adult education - South Africa. , Education, Higher - South Africa - Evaluation.
- Type: Mini-Dissertation
- Identifier: uj:2864 , http://hdl.handle.net/10210/6298
- Description: M.Ed. , Democratic South Africa finds itself involved in the policies and economics of the twentieth century world while it has inherited a legacy of myriad of illiterate adults, whose potential contribution to the economy is limited as a result of their lack of formal training. Nor can liberty and democracy flourish under such conditions. Adult education was low on the past state agenda and the traditional state literacy courses, which paralleled formal schooling had no link between education and real-life performance roles. Within the new constitutional framework, the state has prioritised the redress of apartheid inequities. A range of new legislation provides access for all South Africans to basic education and training provision, and establishes an outcomes-based education and training (OBET) system. Adult Basic Education and Training (ABET) is on the National Agenda and a Policy and a Multi-Year Plan (IMP) has been launched to redress the imbalances of the past. An OBET curriculum is currently being implemented formally at grade one level in the schools. An adult learner-centred OBET curriculum is envisaged to be implemented at ABET centres (ABETCs) by the year 2000. OBET requires that ABETCs be organised to enable adult learners to engage in intellectually stimulating learning experiences in which they can construct understanding of knowledge, skills, values and attitudes needed in the classroom and in real life. In the light of the above preamble, the central problem of the study is twofold, and explores the type of. • knowledge, skills, values and attitudes that ABET practitioners (ABETPs) need to be equipped with to transform teaching and learning in a way that it benefits and equips adult learners with the skills, knowledge and qualities needed to be successful in the learning situation and in the world of work; and • practitioner development programmes (PDPs) that will assist ABETPs to experience the epistemology underlying OBET so that they are empowered to implement OBET successfully in ABET practice. The primary aims of this study are to highlight, first, the underlying knowledge, skills and qualities that ABETPs need to transform teaching and learning at ABETCs by implementing OBET successfully in ABET practice. Second, to suggest guidelines to PDPs that would afford ABETPs the opportunity of understanding the epistemology of OBET by experiencing the basic tenets of OBET so that they begin to engage in creative and reflective practice. The research method of this study incorporates a study of literature, policy documents and media publications pertaining to ABET and OBE(T) in South Africa and internationally. A historical overview is presented aimed at outlining the shift from adult literacy to the present notion of ABET. Next, OBET as the vision for the fundamental transformation of education in SA is discussed in the light of the link between ABET and the background of the National Qualifications Framework (NQF). OBET envisions self-directed and responsible learners, independent, creative and critical problem solvers who are able to work and communicate effectively within a group context. Thus, it is argued that if ABETPs are supposed to facilitate such skills in their learners, it is imperative PDPs equip them with knowledge, skills and qualities to ensure simultaneous development of individual practitioners and organisational changes to effect ET reforms, so that successful and meaningful learning is facilitated for adult learners. I argue in the study that in order for ABETPs to approach their instructional practice creatively, reflectively, and hence effectively, they need to develop a deep epistemological understanding of the principles and concepts underlying OBET. Furthermore, ABETPs need to experience OBET in constructivist learning situations as dialogic-cooperative learning experiences, which will engender self-sustaining, generative change among practitioners. However, it is argued that if PDPs are to generate systemic and systematic change at ABETCs they must be rigorous and ongoing as opposed to one day workshops that have no bearing on preceding or subsequent PDPs.
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Learners' views of the concept of community service within the curriculum of the Vaal Triangle Technikon
- Authors: Nayagar, Yogaroshini
- Date: 2012-08-22
- Subjects: Service learning -- South Africa , Curriculum planning -- Social aspects -- South Africa , Education, Higher -- Social aspects -- South Africa
- Type: Mini-Dissertation
- Identifier: uj:3050 , http://hdl.handle.net/10210/6472
- Description: M.Ed. , This was done by analysing the notions of learners' experiences within the curriculum in terms of community service and social responsibility. It is argued that curriculum should provide a holistic learning experience, which not only promotes academic excellence and vocational training but integrates a civic component as well. The learners' experiences should include social skills, a key ingredient of growth that contributes towards the development of an evolving democratic nation such as South Africa. In the light of the above argument, qualitative research was conducted using interviews as a method of data collection. Participants were purposefully-selected by maximum variation sampling to represent a wide range of experiences. They were then interviewed to gain insight into their experiences of the notions of social responsibility and community service within the curriculum. The findings of the research shows that the learners interviewed experienced forms of learning that did not encourage or influence the development of skills which promote social responsibility and community service. The learning environment was also not conducive to the promotion of social integration and intercultural communication. Programmes that support social awareness or community service were minimal.
- Full Text:
- Authors: Nayagar, Yogaroshini
- Date: 2012-08-22
- Subjects: Service learning -- South Africa , Curriculum planning -- Social aspects -- South Africa , Education, Higher -- Social aspects -- South Africa
- Type: Mini-Dissertation
- Identifier: uj:3050 , http://hdl.handle.net/10210/6472
- Description: M.Ed. , This was done by analysing the notions of learners' experiences within the curriculum in terms of community service and social responsibility. It is argued that curriculum should provide a holistic learning experience, which not only promotes academic excellence and vocational training but integrates a civic component as well. The learners' experiences should include social skills, a key ingredient of growth that contributes towards the development of an evolving democratic nation such as South Africa. In the light of the above argument, qualitative research was conducted using interviews as a method of data collection. Participants were purposefully-selected by maximum variation sampling to represent a wide range of experiences. They were then interviewed to gain insight into their experiences of the notions of social responsibility and community service within the curriculum. The findings of the research shows that the learners interviewed experienced forms of learning that did not encourage or influence the development of skills which promote social responsibility and community service. The learning environment was also not conducive to the promotion of social integration and intercultural communication. Programmes that support social awareness or community service were minimal.
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Theories of multiple intelligences and learning assessment for deep learning in higher education
- Authors: De Jongh, Charles
- Date: 2012-06-07
- Subjects: Multiple intelligences , Education, Higher , Cognitive styles , Educational evaluation , Transfer of training
- Type: Thesis
- Identifier: uj:8703 , http://hdl.handle.net/10210/5056
- Description: M.Ed. , This thesis reports on an action research project carried out in a Private Higher Education Institution and relates to the contribution of theories of multiple intelligences to the promotion of deep learning through the assessment of learning. It is argued that theories of multiple intelligences, while having been widely applied to teaching, have not been meaningfully applied to the assessment of learning or to the promotion of deep learning. Therefore, the problem for research was that insufficient consideration has been given to the possible contribution of theories of multiple intelligences to the promotion of deep learning through the assessment of learning, and that there is a gap in the application of those theories to the assessment of learning. Consequently, the purpose of the research was to examine the potential contribution of theories of multiple intelligences to the promotion of deep learning through the assessment of learning. The first aim of the research was to consider the assessment of learning and to demonstrate how deep learning may be promoted through assessment. Secondly, the research explored the potential contribution of theories of multiple intelligences to the assessment of learning; while the third aim considered the demands of deep learning and theories of multiple intelligences in relation to assessment. The fourth aim was to propose a theoretical framework for assessment for the promotion of deep learning in the context of theories of multiple intelligences; while the fifth aimed to derive related principles. The final aim was to apply the derived principles practically to a course of study. The theoretical framework for the research was built on a study of the literature relating to the assessment of learning, deep learning and theories of multiple intelligences. As the researcher was a practitioner, developing educational practice, a practitioner action research design was utilized, enabling the location of the research within a specific educational context and allowing for the development of a specific response to the research problem. Practitioner action research was particularly advantageous because it allowed for the improvement of practice, as v well as the generation of new knowledge with respect to the assessment of learning, deep learning and theories of multiple intelligences. Drawing the study of the literature and the empirical research together, the research findings were that theories of multiple intelligences have a contribution to make to the assessment of learning; learners were aware of and appreciated the variety available in assessment items; learners need clear guidance with respect to technical requirements for assessment options; theories of multiple intelligences make a positive contribution to the construction of assessment items that promote deep learning; and assessment that is shaped by multiple intelligences contributes to the promotion of deep learning in certain learners. The scholarly contribution of this study lies in that it has developed the application of theories of multiple intelligences to the assessment of learning in a manner that contributes to improved practice with respect to the assessment of learning in general and specifically to the promotion of deep learning through the assessment of learning, with application to both the higher education sector in particular and all education in general.
- Full Text:
- Authors: De Jongh, Charles
- Date: 2012-06-07
- Subjects: Multiple intelligences , Education, Higher , Cognitive styles , Educational evaluation , Transfer of training
- Type: Thesis
- Identifier: uj:8703 , http://hdl.handle.net/10210/5056
- Description: M.Ed. , This thesis reports on an action research project carried out in a Private Higher Education Institution and relates to the contribution of theories of multiple intelligences to the promotion of deep learning through the assessment of learning. It is argued that theories of multiple intelligences, while having been widely applied to teaching, have not been meaningfully applied to the assessment of learning or to the promotion of deep learning. Therefore, the problem for research was that insufficient consideration has been given to the possible contribution of theories of multiple intelligences to the promotion of deep learning through the assessment of learning, and that there is a gap in the application of those theories to the assessment of learning. Consequently, the purpose of the research was to examine the potential contribution of theories of multiple intelligences to the promotion of deep learning through the assessment of learning. The first aim of the research was to consider the assessment of learning and to demonstrate how deep learning may be promoted through assessment. Secondly, the research explored the potential contribution of theories of multiple intelligences to the assessment of learning; while the third aim considered the demands of deep learning and theories of multiple intelligences in relation to assessment. The fourth aim was to propose a theoretical framework for assessment for the promotion of deep learning in the context of theories of multiple intelligences; while the fifth aimed to derive related principles. The final aim was to apply the derived principles practically to a course of study. The theoretical framework for the research was built on a study of the literature relating to the assessment of learning, deep learning and theories of multiple intelligences. As the researcher was a practitioner, developing educational practice, a practitioner action research design was utilized, enabling the location of the research within a specific educational context and allowing for the development of a specific response to the research problem. Practitioner action research was particularly advantageous because it allowed for the improvement of practice, as v well as the generation of new knowledge with respect to the assessment of learning, deep learning and theories of multiple intelligences. Drawing the study of the literature and the empirical research together, the research findings were that theories of multiple intelligences have a contribution to make to the assessment of learning; learners were aware of and appreciated the variety available in assessment items; learners need clear guidance with respect to technical requirements for assessment options; theories of multiple intelligences make a positive contribution to the construction of assessment items that promote deep learning; and assessment that is shaped by multiple intelligences contributes to the promotion of deep learning in certain learners. The scholarly contribution of this study lies in that it has developed the application of theories of multiple intelligences to the assessment of learning in a manner that contributes to improved practice with respect to the assessment of learning in general and specifically to the promotion of deep learning through the assessment of learning, with application to both the higher education sector in particular and all education in general.
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Group learning in adult basic education and training
- Authors: Mamabolo, Mmancha Esther
- Date: 2012-09-12
- Subjects: Adult education - Social aspects - South Africa. , Group guidance in education. , Teacher-student relationships - South Africa. , Adult education teachers - Training of - South Africa.
- Type: Mini-Dissertation
- Identifier: uj:10233 , http://hdl.handle.net/10210/7605
- Description: M.Ed. , Recent literature and current views on group learning in adult education support the idea that an adult classroom, where learner centred methods such as group learning are used, is often very productive and permits a critical approach to knowledge by adults. The purpose of this study was to explore the extent to which group learning group is used in an ABET centre in Tzaneen in the Northern Province. In order to achieve this aim, a qualitative method of data collection was used to determine the possible implications for literacy programmes in South Africa. The empirical data were obtained via observation and was analysed by unitising, categorising and patterning to arrive at the research findings. The following are the main research findings: Currently group learning is not practised effectively in the ABET center of the Northern Province because of the following: The teacher seems not to understand how and why group learning should be implemented. Learners are not exposed to social and interpersonal skills which are important for the functioning of group learning. Group learning was introduced too late in the academic year, which made it difficult for the learners to cope well with the group learning methods. The following are the main implications of the study: There is a need for training teachers to be familiar with the group learning approach and the methods for practising group learning in ABET. Group learning methods would be productive if introduced in the early part of the academic year.
- Full Text:
- Authors: Mamabolo, Mmancha Esther
- Date: 2012-09-12
- Subjects: Adult education - Social aspects - South Africa. , Group guidance in education. , Teacher-student relationships - South Africa. , Adult education teachers - Training of - South Africa.
- Type: Mini-Dissertation
- Identifier: uj:10233 , http://hdl.handle.net/10210/7605
- Description: M.Ed. , Recent literature and current views on group learning in adult education support the idea that an adult classroom, where learner centred methods such as group learning are used, is often very productive and permits a critical approach to knowledge by adults. The purpose of this study was to explore the extent to which group learning group is used in an ABET centre in Tzaneen in the Northern Province. In order to achieve this aim, a qualitative method of data collection was used to determine the possible implications for literacy programmes in South Africa. The empirical data were obtained via observation and was analysed by unitising, categorising and patterning to arrive at the research findings. The following are the main research findings: Currently group learning is not practised effectively in the ABET center of the Northern Province because of the following: The teacher seems not to understand how and why group learning should be implemented. Learners are not exposed to social and interpersonal skills which are important for the functioning of group learning. Group learning was introduced too late in the academic year, which made it difficult for the learners to cope well with the group learning methods. The following are the main implications of the study: There is a need for training teachers to be familiar with the group learning approach and the methods for practising group learning in ABET. Group learning methods would be productive if introduced in the early part of the academic year.
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Reasons for adult learners' withdrawal from a public adult learning centre in the Polokwane District
- Authors: Stander, Jacob Rowland
- Date: 2012-09-05
- Subjects: Adult education -- South Africa -- Pietersburg , Adult education dropouts -- South Africa -- Pietersburg
- Type: Mini-Dissertation
- Identifier: uj:9581 , http://hdl.handle.net/10210/7004
- Description: M.Ed. , The Limpopo Education Department, heeding the call of national policies and acts to implement adult basic education and training (ABET) programmes, established several ABET centres, now called Public Adult Learning Centres. In the year 2000, there were 17 such centres in the Polokwane District, but sadly this number dwindled to six in 2001. Mostly this resulted from the withdrawal of adult learners from these centres. This inquiry was conducted in order to establish the reasons for the withdrawal of adult learners at a particular centre in the Polokwane District. Purposive sampling was used to select respondents who served as information rich cases. Semi-structured focus group interviews were used to collect data. The interviews were audio taped and then transcribed. The constant comparative method of data analysis was used: categories were constructed by comparing units of data and recurring themes from the data. The following categories served as the findings of this research: their needs were not addressed, classes clashed with traditional events and traditional roles and uncertainty as to whether provider was serious about the classes. Respondents believed that withdrawals occurred because the need to improve their lives was ignored; they expressed the view that there was a dire need for skills training at the centre. It emerged that the provider did not do a thorough needs analysis. Literacy programmes were offered, but the perceived need was for skills and projects which would develop the learners. Learners were also recruited into the programmes on the understanding that they would later receive skills training. When this did not materialise, some withdrew. Finally, the Limpopo Department of Education closed this centre on a number of occasions without any reason given to the learners. This discouraged the learners, and some withdrew because they viewed learning as a non-important task.
- Full Text:
Reasons for adult learners' withdrawal from a public adult learning centre in the Polokwane District
- Authors: Stander, Jacob Rowland
- Date: 2012-09-05
- Subjects: Adult education -- South Africa -- Pietersburg , Adult education dropouts -- South Africa -- Pietersburg
- Type: Mini-Dissertation
- Identifier: uj:9581 , http://hdl.handle.net/10210/7004
- Description: M.Ed. , The Limpopo Education Department, heeding the call of national policies and acts to implement adult basic education and training (ABET) programmes, established several ABET centres, now called Public Adult Learning Centres. In the year 2000, there were 17 such centres in the Polokwane District, but sadly this number dwindled to six in 2001. Mostly this resulted from the withdrawal of adult learners from these centres. This inquiry was conducted in order to establish the reasons for the withdrawal of adult learners at a particular centre in the Polokwane District. Purposive sampling was used to select respondents who served as information rich cases. Semi-structured focus group interviews were used to collect data. The interviews were audio taped and then transcribed. The constant comparative method of data analysis was used: categories were constructed by comparing units of data and recurring themes from the data. The following categories served as the findings of this research: their needs were not addressed, classes clashed with traditional events and traditional roles and uncertainty as to whether provider was serious about the classes. Respondents believed that withdrawals occurred because the need to improve their lives was ignored; they expressed the view that there was a dire need for skills training at the centre. It emerged that the provider did not do a thorough needs analysis. Literacy programmes were offered, but the perceived need was for skills and projects which would develop the learners. Learners were also recruited into the programmes on the understanding that they would later receive skills training. When this did not materialise, some withdrew. Finally, the Limpopo Department of Education closed this centre on a number of occasions without any reason given to the learners. This discouraged the learners, and some withdrew because they viewed learning as a non-important task.
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Praktiese intelligensie en die ontwikkeling van deskundigheid gedurende volwassenheid : 'n gevallestudie
- Authors: Burger, Cornelia Petronella
- Date: 2012-08-20
- Subjects: Academic achievement -- Research , Adulthood -- Psychological aspects
- Type: Mini-Dissertation
- Identifier: uj:2711 , http://hdl.handle.net/10210/6152
- Description: M.Ed. , This study emanated from the question why many adults who struggled with their learning disabilities in childhood, nevertheless cope successfully with adult life, including their occupational roles. In the research literature on intelligence, it is indicated that intelligence in adulthood is related to adults' accumulated life experiences. Horn and Cattell first put this forth in their theory of fluid/crystallised intelligence and more recently by Sternberg with his theory of practical intelligence. Based on Sternberg's theory, I hypothesised that practical intelligence and the development of expertise in adulthood, might play a decisive role in the learning disabled adult's success. This research was conducted from an interpretative perspective utilising the case' study as research format. The case was selected purposefully on the basis that the person involved was typified as learning disabled during childhood, but nevertheless made a success of his adult life. In depth interviewing was used as data collection method. The interviews focussed on the case's life and work history aiming at eliciting patterns or factors that might contribute to his success in his work and personal life. The data was analysed via the constant comparative method of data analysis. The main finding of this study is that practical intelligence did indeed play a role in the success of the case studied. However, practical intelligence cannot be viewed in isolation. Other factors played a decisive role in his success as an adult. These factors were: he accepted his learning disability; he focussed on his strong points; he took control of his own life; he was persistent to succeed and he had the support of family, friends and mentors.
- Full Text:
- Authors: Burger, Cornelia Petronella
- Date: 2012-08-20
- Subjects: Academic achievement -- Research , Adulthood -- Psychological aspects
- Type: Mini-Dissertation
- Identifier: uj:2711 , http://hdl.handle.net/10210/6152
- Description: M.Ed. , This study emanated from the question why many adults who struggled with their learning disabilities in childhood, nevertheless cope successfully with adult life, including their occupational roles. In the research literature on intelligence, it is indicated that intelligence in adulthood is related to adults' accumulated life experiences. Horn and Cattell first put this forth in their theory of fluid/crystallised intelligence and more recently by Sternberg with his theory of practical intelligence. Based on Sternberg's theory, I hypothesised that practical intelligence and the development of expertise in adulthood, might play a decisive role in the learning disabled adult's success. This research was conducted from an interpretative perspective utilising the case' study as research format. The case was selected purposefully on the basis that the person involved was typified as learning disabled during childhood, but nevertheless made a success of his adult life. In depth interviewing was used as data collection method. The interviews focussed on the case's life and work history aiming at eliciting patterns or factors that might contribute to his success in his work and personal life. The data was analysed via the constant comparative method of data analysis. The main finding of this study is that practical intelligence did indeed play a role in the success of the case studied. However, practical intelligence cannot be viewed in isolation. Other factors played a decisive role in his success as an adult. These factors were: he accepted his learning disability; he focussed on his strong points; he took control of his own life; he was persistent to succeed and he had the support of family, friends and mentors.
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