Advancing rural science learners’ conceptions of career development through synchronous online mentoring mobile group chats
- Authors: Molaodi, Mmatlake Linford
- Date: 2019
- Subjects: Internet in education , Education, Rural , Distance education , Educational technology , Mentoring in education , Early childhood education
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/402126 , uj:33639
- Description: Abstract : Please refer to full text to view abstract. , M.Ed. (Science and Technology Education)
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- Authors: Molaodi, Mmatlake Linford
- Date: 2019
- Subjects: Internet in education , Education, Rural , Distance education , Educational technology , Mentoring in education , Early childhood education
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/402126 , uj:33639
- Description: Abstract : Please refer to full text to view abstract. , M.Ed. (Science and Technology Education)
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Pre-schoolers’ symbolic learning of mathematics : a description of 4-5 year-olds’ mathematical concept knowledge
- Authors: Reyneke, Ingrid
- Date: 2018
- Subjects: Mathematics - Study and teaching (Early childhood) , Early childhood education , Mathematical notation
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/286158 , uj:30959
- Description: M.Ed. (Education) , Abstract: When children start their engagement with symbolic learning, they lay the foundations for future learning. Engaging with the world though mathematical symbols and concomitant linguistic symbols is no mean feat. Learning to ‘make their world mathematical’ is a human activity that is guided by instruction and clear communication. This is the central premise of the study – that children have not only innate number sense, but that they are also innately responsive to their environment. I thus set out to find out how a group of pre-schoolers expressed their learning of the mathematical world. This early manifestation of getting to know the world mathematically is too often underestimated in studies of learning in the early years, specifically when children are being prepared for formal education. Added to that, education curriculum development is currently the focal point in early childhood development in South Africa. In the study, I posit that the curriculum still lacks focused and direct practical assessments that are needed to optimise the programme, specifically in the development of early number concepts. I argue that young children in the pre-Grade R classes should have access to a variety of mathematical concept development activities, in an environment that allows for learning through play. This optimal learning environment is often not available for many children in South Africa. I thus approached the study with a central research question: How do children in the pre-Grade R classroom respond to a set of tasks that aims to elicit descriptions of their mathematical concept knowledge? I wanted to investigate if there is a relationship between children’s number concepts, specifically their recognition of mathematical symbols (such as digits/numerals), and their counting competence. I wondered how children respond to object classification and pattern identification tasks and what role language plays in children’s basic number concept development. To this end, customised lab tasks were developed for a sample of young children. This was done to gain insight into some of the...
- Full Text:
- Authors: Reyneke, Ingrid
- Date: 2018
- Subjects: Mathematics - Study and teaching (Early childhood) , Early childhood education , Mathematical notation
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/286158 , uj:30959
- Description: M.Ed. (Education) , Abstract: When children start their engagement with symbolic learning, they lay the foundations for future learning. Engaging with the world though mathematical symbols and concomitant linguistic symbols is no mean feat. Learning to ‘make their world mathematical’ is a human activity that is guided by instruction and clear communication. This is the central premise of the study – that children have not only innate number sense, but that they are also innately responsive to their environment. I thus set out to find out how a group of pre-schoolers expressed their learning of the mathematical world. This early manifestation of getting to know the world mathematically is too often underestimated in studies of learning in the early years, specifically when children are being prepared for formal education. Added to that, education curriculum development is currently the focal point in early childhood development in South Africa. In the study, I posit that the curriculum still lacks focused and direct practical assessments that are needed to optimise the programme, specifically in the development of early number concepts. I argue that young children in the pre-Grade R classes should have access to a variety of mathematical concept development activities, in an environment that allows for learning through play. This optimal learning environment is often not available for many children in South Africa. I thus approached the study with a central research question: How do children in the pre-Grade R classroom respond to a set of tasks that aims to elicit descriptions of their mathematical concept knowledge? I wanted to investigate if there is a relationship between children’s number concepts, specifically their recognition of mathematical symbols (such as digits/numerals), and their counting competence. I wondered how children respond to object classification and pattern identification tasks and what role language plays in children’s basic number concept development. To this end, customised lab tasks were developed for a sample of young children. This was done to gain insight into some of the...
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The development of deliberative democracy in the foundation phase
- Authors: Makhubo, Monica Ntombincane
- Date: 2015
- Subjects: Early childhood education , Democracy
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/64097 , uj:17147
- Description: Abstract: The aim of this study is to explore the development of democracy in the Foundation Phase. Foundation Phase is the first phase of the General Education and Training Band (GET) which comprises Grades R, 1, 2 and 3 (DoE, 2003: 19). According to DoE (2003: 19), this phase focuses on the primary skills, knowledge and values which “la[y the foundation for learners’ further learning”. According to the National Education Policy Act (Act No. 27 of 1996), these learners are between 5 and 10 years of age (DoE, 2003: 19). This study explores the development of democracy, focusing on teachers’ understanding of democracy in terms of ‘deliberative democracy’, and attempts to determine the extent to which they practice this understanding in the classroom. Deliberative democracy is understood in terms of knowledge, values, virtues and skills. This study was undertaken twenty years after the advent of democracy in South Africa, which brought about many changes to the education system of the country. These included major curriculum changes by the Department of Education that emphasised the development of essential values, virtues and skills necessary for democracy, which in turn led to the research question that underpins this study. Different conceptions of democracy are clarified in this research to provide a better understanding of the concept of deliberative democracy. From the literature study, the researcher identifies essential elements of deliberative democracy in relation to the values, virtues and skills that need to be developed in the Foundation Phase. Deliberative democracy is contrasted with liberal or representative democracy and communicative democracy. This study argues that the future citizens of South Africa are more likely to embrace democratic values, virtues and skills in their daily lives if they are developed early in the Foundation Phase. The research strategy for this study is grounded within an interpretive research paradigm using qualitative research methods, in order to explore what the participants understand about the concept of democracy and how they make sense of this concept in their practices in the classroom. The qualitative study employed focus group interviews and observations as data collection methods. The research sample was drawn from two primary schools and consisted of teachers who teach in the Foundation Phase. , M.Ed.
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- Authors: Makhubo, Monica Ntombincane
- Date: 2015
- Subjects: Early childhood education , Democracy
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/64097 , uj:17147
- Description: Abstract: The aim of this study is to explore the development of democracy in the Foundation Phase. Foundation Phase is the first phase of the General Education and Training Band (GET) which comprises Grades R, 1, 2 and 3 (DoE, 2003: 19). According to DoE (2003: 19), this phase focuses on the primary skills, knowledge and values which “la[y the foundation for learners’ further learning”. According to the National Education Policy Act (Act No. 27 of 1996), these learners are between 5 and 10 years of age (DoE, 2003: 19). This study explores the development of democracy, focusing on teachers’ understanding of democracy in terms of ‘deliberative democracy’, and attempts to determine the extent to which they practice this understanding in the classroom. Deliberative democracy is understood in terms of knowledge, values, virtues and skills. This study was undertaken twenty years after the advent of democracy in South Africa, which brought about many changes to the education system of the country. These included major curriculum changes by the Department of Education that emphasised the development of essential values, virtues and skills necessary for democracy, which in turn led to the research question that underpins this study. Different conceptions of democracy are clarified in this research to provide a better understanding of the concept of deliberative democracy. From the literature study, the researcher identifies essential elements of deliberative democracy in relation to the values, virtues and skills that need to be developed in the Foundation Phase. Deliberative democracy is contrasted with liberal or representative democracy and communicative democracy. This study argues that the future citizens of South Africa are more likely to embrace democratic values, virtues and skills in their daily lives if they are developed early in the Foundation Phase. The research strategy for this study is grounded within an interpretive research paradigm using qualitative research methods, in order to explore what the participants understand about the concept of democracy and how they make sense of this concept in their practices in the classroom. The qualitative study employed focus group interviews and observations as data collection methods. The research sample was drawn from two primary schools and consisted of teachers who teach in the Foundation Phase. , M.Ed.
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The management of retention and promotion of learners at-risk in the Foundation Phase
- Authors: Khanyile, Charlotte Banele
- Date: 2019
- Subjects: Early childhood education , Promotion (School) , Grade repetition
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/437935 , uj:38044
- Description: Abstract: The overall aim of this study is to explore the management of retention and promotion of learners at-risk in the Foundation Phase. This study also highlights various factors that contribute to the learners being at-risk. Finally, this study discovers and analyses the views of teachers on the impact of retention and promotion of learners at-risk in the Foundation Phase. It is evident that the lack of human resources from the district contributes greatly to the perpetuation of the phenomenon of being at-risk. However, this is not the only catalyst of this perturbing phenomenon. Furthermore, the study recommends the accessibility of vocational schooling in order for learners at-risk to be in environments where they can bloom. I hope that this study is used in the final decision taken on the currently discussed 'automatic' promotion in the Foundation Phase. Those learners who are not experiencing severe barriers to learning can be retained and those who are should be assessed and referred, be sent to functional vocational skills that will cater to their learning style. .. , M.Ed. (Educational Leadership and Management)
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- Authors: Khanyile, Charlotte Banele
- Date: 2019
- Subjects: Early childhood education , Promotion (School) , Grade repetition
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/437935 , uj:38044
- Description: Abstract: The overall aim of this study is to explore the management of retention and promotion of learners at-risk in the Foundation Phase. This study also highlights various factors that contribute to the learners being at-risk. Finally, this study discovers and analyses the views of teachers on the impact of retention and promotion of learners at-risk in the Foundation Phase. It is evident that the lack of human resources from the district contributes greatly to the perpetuation of the phenomenon of being at-risk. However, this is not the only catalyst of this perturbing phenomenon. Furthermore, the study recommends the accessibility of vocational schooling in order for learners at-risk to be in environments where they can bloom. I hope that this study is used in the final decision taken on the currently discussed 'automatic' promotion in the Foundation Phase. Those learners who are not experiencing severe barriers to learning can be retained and those who are should be assessed and referred, be sent to functional vocational skills that will cater to their learning style. .. , M.Ed. (Educational Leadership and Management)
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