Transforming the school into a learning organisation : challenges for school principals and educators
- Authors: Moloi, Kholeka Constance
- Date: 2012-08-23
- Subjects: School management and organization , School principals , Educational change , School improvement programs , Organizational learning
- Type: Thesis
- Identifier: uj:3103 , http://hdl.handle.net/10210/6520
- Description: D.Ed. , One of the central themes that permeate the concept of learning organisations is its focus on individual and collective learning. Learning organisations are characterised as organisations that are capable of creating learning cultures, where acquisition of skill and knowledge is seen as an investment in tomorrow. Individual learning is promoted at personal, interpersonal and professional levels. Collective learning is promoted through conversation, inquiry and relationship building on collaborative cultures. This research focuses on how school principals and educators can transform their schools into learning organisations. This research concentrated on Black schools due to the enormous problems that exist in these schools. Use was made of a two-phase methodology namely the quantitative and the qualitative methods to elicit the perceptions of educators with regard to the school as a learning organisation. In relation to the quantitative method, a structured questionnaire consisting of 88 items was administered to 100 educators, with a return of 74,3%. After two successive factor analyses of the responses the 88 items were reduced to two factors only, namely: a collaborative culture consisting of 74 items, with a Cronbach-alpha reliability coefficient of 0,971; and educator commitment consisting of 13 items with a Cronbach-alpha reliability coefficient of 0,749. The two factors, namely collaborative culture and educator commitment were then used as parameters for the qualitative individual and focus group interviews. Thus the merging of the two traditional methodologies, namely the qualitative and quantitative paradigms, enriched the research. The researcher used one individual interview and two focus group interviews to elicit the opinions of educators concerning the concepts collaborative culture and educator commitment. The responses of the participants were coded and analysed. Eight themes emerged from the analysis namely: personal mastery; mental models; shared vision; team learning; systems thinking; reflection; dialogue; and leadership/management (iv) Categories related to these themes were also identified. The direct quotes of the respondents were transcribed and these together with the themes and categories were discussed in relation to relevant research literature. The results of the data analysis showed that the learning organisation is built around collaborative cultures and educator commitment. There was congruence between the literature review, the structured questionnaire and the individual and focus group interviews in that the themes that make up a learning organisation were personal mastery, mental models, shared vision, team learning, systems thinking, reflection/inquiry, dialogue and leadership/management. The recommendations that are provided in this research are based on the eight themes identified in the individual and focus group interviews, on the findings from the literature review as well as from the findings from the structured questionnaire. Although eight themes were identified these themes are closely related and interactive. The research was concluded with a chapter on the findings, results and recommendations, as well as possible areas that needed further investigation.
- Full Text:
- Authors: Moloi, Kholeka Constance
- Date: 2012-08-23
- Subjects: School management and organization , School principals , Educational change , School improvement programs , Organizational learning
- Type: Thesis
- Identifier: uj:3103 , http://hdl.handle.net/10210/6520
- Description: D.Ed. , One of the central themes that permeate the concept of learning organisations is its focus on individual and collective learning. Learning organisations are characterised as organisations that are capable of creating learning cultures, where acquisition of skill and knowledge is seen as an investment in tomorrow. Individual learning is promoted at personal, interpersonal and professional levels. Collective learning is promoted through conversation, inquiry and relationship building on collaborative cultures. This research focuses on how school principals and educators can transform their schools into learning organisations. This research concentrated on Black schools due to the enormous problems that exist in these schools. Use was made of a two-phase methodology namely the quantitative and the qualitative methods to elicit the perceptions of educators with regard to the school as a learning organisation. In relation to the quantitative method, a structured questionnaire consisting of 88 items was administered to 100 educators, with a return of 74,3%. After two successive factor analyses of the responses the 88 items were reduced to two factors only, namely: a collaborative culture consisting of 74 items, with a Cronbach-alpha reliability coefficient of 0,971; and educator commitment consisting of 13 items with a Cronbach-alpha reliability coefficient of 0,749. The two factors, namely collaborative culture and educator commitment were then used as parameters for the qualitative individual and focus group interviews. Thus the merging of the two traditional methodologies, namely the qualitative and quantitative paradigms, enriched the research. The researcher used one individual interview and two focus group interviews to elicit the opinions of educators concerning the concepts collaborative culture and educator commitment. The responses of the participants were coded and analysed. Eight themes emerged from the analysis namely: personal mastery; mental models; shared vision; team learning; systems thinking; reflection; dialogue; and leadership/management (iv) Categories related to these themes were also identified. The direct quotes of the respondents were transcribed and these together with the themes and categories were discussed in relation to relevant research literature. The results of the data analysis showed that the learning organisation is built around collaborative cultures and educator commitment. There was congruence between the literature review, the structured questionnaire and the individual and focus group interviews in that the themes that make up a learning organisation were personal mastery, mental models, shared vision, team learning, systems thinking, reflection/inquiry, dialogue and leadership/management. The recommendations that are provided in this research are based on the eight themes identified in the individual and focus group interviews, on the findings from the literature review as well as from the findings from the structured questionnaire. Although eight themes were identified these themes are closely related and interactive. The research was concluded with a chapter on the findings, results and recommendations, as well as possible areas that needed further investigation.
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Promoting learners’ human rights through supplementing school resources
- Authors: Zungu, Happy Nhlanhla
- Date: 2017
- Subjects: Right to education , Educational equalization - South Africa , Discrimination in education - South Africa , Children's rights , School improvement programs
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/286146 , uj:30958
- Description: M.Ed. (Education Management) , Abstract: Please refer to full text to view abstract.
- Full Text:
- Authors: Zungu, Happy Nhlanhla
- Date: 2017
- Subjects: Right to education , Educational equalization - South Africa , Discrimination in education - South Africa , Children's rights , School improvement programs
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/286146 , uj:30958
- Description: M.Ed. (Education Management) , Abstract: Please refer to full text to view abstract.
- Full Text:
The big five model of personality and academic achievement at university
- Authors: Müller, Erika
- Date: 2012-06-07
- Subjects: Academic achievement , School improvement programs , Personality , Social psychology Research
- Type: Thesis
- Identifier: uj:8730 , http://hdl.handle.net/10210/5080
- Description: D.Phil. , In the Republic of South Africa, higher education institutions today are challenged with the need to address a number of pressing demands. In a new democratic dispensation and following the imperatives set out in the National Plan for Higher Education in South Africa (2001), universities have widened participation to students from all population groups. With the ultimate goal of successful throughput, equal opportunity and access must be provided to all prospective students. However, already in 1996 it was acknowledged that equity of access needs to be combined with equity of success. The White paper (1997, clause 1.18) underlines that the principle of equity requires “fair opportunities both to enter higher education programmes and to succeed in them.” Though equity of access, and hence a more representative student body has been greatly achieved, present statistics and national research findings still confirm ignificant challenges in the retention and successful throughput of students. These results suggest that challenges in this regard remain unresolved. A less contradictory relationship between access to university education and academic success at university level needs to be cultivated. More effective admission and selection decisions, together with the identification of accurate predictors of academic success, can make a positive contribution in solving this dilemma. In the past, selection and placement decisions for studying at a university were made primarily on the basis of performance-related criteria and other cognitive variables. In this study the researcher wanted to determine whether the non-cognitive factor of personality, more particularly as it is represented in the Big Five model of personality (Digman,1990; McCrae & Costa,1987; Goldberg,1990), can be used as predictor of academic achievement (and consequently as a proposed instrument of selection and placement) in a multicultural South African context. The Big Five model of personality represents a hierarchical organisation of personality traits in terms of five basic dimensions called Extraversion, Neuroticism, conscientiousness, Openness to Experience and Agreeableness (McCrae & John, 1992). Although the predictive validity of the Big Five factors in academic achievement has often been researched internationally, less research in this area has been completed in South Africa. Recent work in South Africa showed that measurement equivalence across population groups can be established for South African samples; less work had been done on the equivalence across population groups of the predictive validity of the Big Five factors with reference to academic performance. The overarching aim of the present study was therefore to investigate the relationship between the Big Five personality factors and the academic achievement of first-year B Com university students in South Africa, as well as to examine whether these relationships are equivalent for African and white students. In order to achieve this goal the incremental predictive validity of the Big Five personality factors, compared to cognitive ability, in the academic achievement of students was explored. In addition, the predictive value of Population group above and beyond that of intelligence and personality traits was researched. The possible interaction between the Big Five personality factors and Population group was explored in the final step.
- Full Text:
- Authors: Müller, Erika
- Date: 2012-06-07
- Subjects: Academic achievement , School improvement programs , Personality , Social psychology Research
- Type: Thesis
- Identifier: uj:8730 , http://hdl.handle.net/10210/5080
- Description: D.Phil. , In the Republic of South Africa, higher education institutions today are challenged with the need to address a number of pressing demands. In a new democratic dispensation and following the imperatives set out in the National Plan for Higher Education in South Africa (2001), universities have widened participation to students from all population groups. With the ultimate goal of successful throughput, equal opportunity and access must be provided to all prospective students. However, already in 1996 it was acknowledged that equity of access needs to be combined with equity of success. The White paper (1997, clause 1.18) underlines that the principle of equity requires “fair opportunities both to enter higher education programmes and to succeed in them.” Though equity of access, and hence a more representative student body has been greatly achieved, present statistics and national research findings still confirm ignificant challenges in the retention and successful throughput of students. These results suggest that challenges in this regard remain unresolved. A less contradictory relationship between access to university education and academic success at university level needs to be cultivated. More effective admission and selection decisions, together with the identification of accurate predictors of academic success, can make a positive contribution in solving this dilemma. In the past, selection and placement decisions for studying at a university were made primarily on the basis of performance-related criteria and other cognitive variables. In this study the researcher wanted to determine whether the non-cognitive factor of personality, more particularly as it is represented in the Big Five model of personality (Digman,1990; McCrae & Costa,1987; Goldberg,1990), can be used as predictor of academic achievement (and consequently as a proposed instrument of selection and placement) in a multicultural South African context. The Big Five model of personality represents a hierarchical organisation of personality traits in terms of five basic dimensions called Extraversion, Neuroticism, conscientiousness, Openness to Experience and Agreeableness (McCrae & John, 1992). Although the predictive validity of the Big Five factors in academic achievement has often been researched internationally, less research in this area has been completed in South Africa. Recent work in South Africa showed that measurement equivalence across population groups can be established for South African samples; less work had been done on the equivalence across population groups of the predictive validity of the Big Five factors with reference to academic performance. The overarching aim of the present study was therefore to investigate the relationship between the Big Five personality factors and the academic achievement of first-year B Com university students in South Africa, as well as to examine whether these relationships are equivalent for African and white students. In order to achieve this goal the incremental predictive validity of the Big Five personality factors, compared to cognitive ability, in the academic achievement of students was explored. In addition, the predictive value of Population group above and beyond that of intelligence and personality traits was researched. The possible interaction between the Big Five personality factors and Population group was explored in the final step.
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Management and leadership experiences in fostering a culture of teaching and learning in ethnically diverse schools in Johannesburg North District
- Authors: Buma, Anastasia Malong
- Date: 2012-11-14
- Subjects: School management and organization - South Africa - Johannesburg , School improvement programs , Educational leadership , Educational planning , Educational change , Multicultural schools
- Type: Thesis
- Identifier: uj:7392 , http://hdl.handle.net/10210/8199
- Description: M.Ed. , Since 1994, South African schools are increasingly becoming more diverse due to the implementation of new legislation to foster democratization in schools. Many schools whose communities were until 1994 defined along racial lines are increasingly becoming mixed in terms of learner, staff and parent bodies. Other external factors such as the increasing movement of people across the globe as a consequence of increasing globalization may also be contributing to the apparently growing diversity at schools. Such increasing diversity could pose challenges regarding fostering a culture of teaching and learning at these mixed schools. Therefore, school management and leadership, need to have the skills, knowledge and appropriate attitudes that are required in order to ensure that the culture of teaching and learning is advanced in ethnically diverse school. Considering her experience as a teacher at both private and public schools in South Africa over the last ten years, the researcher has observed significant changes in learner population across many schools with resulting implication to teaching and learning. These changes have placed tremendous demands on school principals and teachers who have to deal with the challenges such as, culture mismatch between student-student and student-teacher interaction, social tension and antagonism, communication problems, misinterpretation of values and behaviors that thus influence the process of teaching and learning. Hence, the researcher opted to do an investigation into how school leadership and management in ethnically diverse schools will advance opportunities that encourage a culture of teaching and learning. In order to do the investigation, the researcher firstly employed an extensive literature review to explore how the leadership and management of ethnically diverse schools advance opportunities that cultivate a culture of teaching and learning. The research design and methodology employed involved a mixed method approach consisting of quantitative as well as qualitatative methodologies. During the first phase of the empirical study, the researcher carried out the quantitative method of data collection where a set of questionnaires were filled in by the principal and the HoDs of the selected schools. In order to validate the findings of the quantitative survey, the researcher employed in-depth individual interviews with the teachers and students of the selected schools. Through qualitative analysis of the data, the research findings confirm that the diverse culture of schools in Johannesburg North includes characteristics of both traditional and liberal multicultural education. Also, societies are becoming more complex in terms of social, economic and political needs. Therefore, the implication of the findings are that, in addition to teaching the basic skills of reading, writing and math, school leadership and management should advance a culture of teaching and learning that will involve social justice issues where students will learn to become reflective, moral, caring and active citizens as is inherent in liberal multicultural education. Finally, the researcher recommends that regular survey on different aspects should be carried out in ethnically diverse schools in order to get such schools to open up to the demands of liberal multicultural education.
- Full Text:
- Authors: Buma, Anastasia Malong
- Date: 2012-11-14
- Subjects: School management and organization - South Africa - Johannesburg , School improvement programs , Educational leadership , Educational planning , Educational change , Multicultural schools
- Type: Thesis
- Identifier: uj:7392 , http://hdl.handle.net/10210/8199
- Description: M.Ed. , Since 1994, South African schools are increasingly becoming more diverse due to the implementation of new legislation to foster democratization in schools. Many schools whose communities were until 1994 defined along racial lines are increasingly becoming mixed in terms of learner, staff and parent bodies. Other external factors such as the increasing movement of people across the globe as a consequence of increasing globalization may also be contributing to the apparently growing diversity at schools. Such increasing diversity could pose challenges regarding fostering a culture of teaching and learning at these mixed schools. Therefore, school management and leadership, need to have the skills, knowledge and appropriate attitudes that are required in order to ensure that the culture of teaching and learning is advanced in ethnically diverse school. Considering her experience as a teacher at both private and public schools in South Africa over the last ten years, the researcher has observed significant changes in learner population across many schools with resulting implication to teaching and learning. These changes have placed tremendous demands on school principals and teachers who have to deal with the challenges such as, culture mismatch between student-student and student-teacher interaction, social tension and antagonism, communication problems, misinterpretation of values and behaviors that thus influence the process of teaching and learning. Hence, the researcher opted to do an investigation into how school leadership and management in ethnically diverse schools will advance opportunities that encourage a culture of teaching and learning. In order to do the investigation, the researcher firstly employed an extensive literature review to explore how the leadership and management of ethnically diverse schools advance opportunities that cultivate a culture of teaching and learning. The research design and methodology employed involved a mixed method approach consisting of quantitative as well as qualitatative methodologies. During the first phase of the empirical study, the researcher carried out the quantitative method of data collection where a set of questionnaires were filled in by the principal and the HoDs of the selected schools. In order to validate the findings of the quantitative survey, the researcher employed in-depth individual interviews with the teachers and students of the selected schools. Through qualitative analysis of the data, the research findings confirm that the diverse culture of schools in Johannesburg North includes characteristics of both traditional and liberal multicultural education. Also, societies are becoming more complex in terms of social, economic and political needs. Therefore, the implication of the findings are that, in addition to teaching the basic skills of reading, writing and math, school leadership and management should advance a culture of teaching and learning that will involve social justice issues where students will learn to become reflective, moral, caring and active citizens as is inherent in liberal multicultural education. Finally, the researcher recommends that regular survey on different aspects should be carried out in ethnically diverse schools in order to get such schools to open up to the demands of liberal multicultural education.
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The development and evaluation of a psycho-educational self-enhancement programme
- Authors: Du Toit, Hermanus Anthonie
- Date: 2012
- Subjects: Self-realization , Self-actualization (Psychology) , Educational psychology , School improvement programs
- Type: Thesis
- Identifier: uj:1978 , http://hdl.handle.net/10210/4334
- Description: D. Ed. (Adolescent Guidance) , An excessive amount of literature is currently available in the field of selfdevelopment. The sale of books, self-help courses, and the attendance of programmes in this regard have reached higher levels than ever before. It is impossible for the average person to assimilate all the available information, and unfortunately most of these learning materials were never verified to prove their results. It is undeniable that a need for self-development and enhancement programmes does exist - it is however necessary that they are evaluated to establish whether they do indeed work, and that they integrate some of the information to cover as broad an area as possible of the intrapersonal sphere of influence, without overloading the individual learner. In this study, a wide-ranging literature study lead to the researcher concluding that most information in the domain of intrapersonal enhancement can be divided into three primary categories. The first category, the Life Script, which is primarily formed during the childhood years and strengthened or altered by adult experiences, includes all the issues, events and endeavors of the individual's life that made him/her what he/she is today. The second category is the Life Plan, which is future-oriented and represents the dreams, desires and ambitions of the person. The final category is the Strategies, and contains the techniques and skills the individual needs to move from category one, the "as is"/Life Script-scenario, to the second category, the "to be"/Life Plan-scenario. Roughly guided by the 80/20 principle the researcher separated the "vital few'' from the "trivial many" and through the reasoning processes of analysis, derivation and synthesis, supplemented by personal experience in the field, generated a new conceptual framework for intrapersonal enhancement. A cyclical model, based on this conceptual framework, is postulated and described in detail, and showed the way for the development and compilation of the "Du Toit Self-Enhancement Programme." This programme is evaluated through research methodology that is qualitative, explorative, descriptive, and contextual in nature. Ten respondents within a corporate environment attended the programme, and their experiences in this regard explored through phenomenological interviews, reflective diaries, and field notes. The data was analysed, coded and categorized, and the results discussed in detail. The results suggested the existence of two main themes regarding the experiences of the respondents. The first theme is the experiences of change initiated by the programme, including all alterations to the established way of doing, thinking or feeling. The second theme is the experience of the utility value of the programme, including all experiences regarding the usefulness and profitability of the programme. From the discussion of the research results it is evident that the programme had a major effect on the individual learners. It can be concluded that the programme achieved its goal, which is, based on a new conceptual framework on intrapersonal development, to teach and facilitate optimal intrapersonal enhancement. The study's ultimate goal has also been achieved, which is the creation of an integrated and unique conceptual framework on intrapersonal behaviour, and the verification of the programme based on it.
- Full Text: false
- Authors: Du Toit, Hermanus Anthonie
- Date: 2012
- Subjects: Self-realization , Self-actualization (Psychology) , Educational psychology , School improvement programs
- Type: Thesis
- Identifier: uj:1978 , http://hdl.handle.net/10210/4334
- Description: D. Ed. (Adolescent Guidance) , An excessive amount of literature is currently available in the field of selfdevelopment. The sale of books, self-help courses, and the attendance of programmes in this regard have reached higher levels than ever before. It is impossible for the average person to assimilate all the available information, and unfortunately most of these learning materials were never verified to prove their results. It is undeniable that a need for self-development and enhancement programmes does exist - it is however necessary that they are evaluated to establish whether they do indeed work, and that they integrate some of the information to cover as broad an area as possible of the intrapersonal sphere of influence, without overloading the individual learner. In this study, a wide-ranging literature study lead to the researcher concluding that most information in the domain of intrapersonal enhancement can be divided into three primary categories. The first category, the Life Script, which is primarily formed during the childhood years and strengthened or altered by adult experiences, includes all the issues, events and endeavors of the individual's life that made him/her what he/she is today. The second category is the Life Plan, which is future-oriented and represents the dreams, desires and ambitions of the person. The final category is the Strategies, and contains the techniques and skills the individual needs to move from category one, the "as is"/Life Script-scenario, to the second category, the "to be"/Life Plan-scenario. Roughly guided by the 80/20 principle the researcher separated the "vital few'' from the "trivial many" and through the reasoning processes of analysis, derivation and synthesis, supplemented by personal experience in the field, generated a new conceptual framework for intrapersonal enhancement. A cyclical model, based on this conceptual framework, is postulated and described in detail, and showed the way for the development and compilation of the "Du Toit Self-Enhancement Programme." This programme is evaluated through research methodology that is qualitative, explorative, descriptive, and contextual in nature. Ten respondents within a corporate environment attended the programme, and their experiences in this regard explored through phenomenological interviews, reflective diaries, and field notes. The data was analysed, coded and categorized, and the results discussed in detail. The results suggested the existence of two main themes regarding the experiences of the respondents. The first theme is the experiences of change initiated by the programme, including all alterations to the established way of doing, thinking or feeling. The second theme is the experience of the utility value of the programme, including all experiences regarding the usefulness and profitability of the programme. From the discussion of the research results it is evident that the programme had a major effect on the individual learners. It can be concluded that the programme achieved its goal, which is, based on a new conceptual framework on intrapersonal development, to teach and facilitate optimal intrapersonal enhancement. The study's ultimate goal has also been achieved, which is the creation of an integrated and unique conceptual framework on intrapersonal behaviour, and the verification of the programme based on it.
- Full Text: false
Absent leadership in curriculum implementation
- Authors: Edwards, Graeme Bentley
- Date: 2008-05-09T12:27:57Z
- Subjects: Educational leadership , Educational change , Curriculum change , School improvement programs
- Type: Thesis
- Identifier: uj:7023 , http://hdl.handle.net/10210/352
- Description: Schools are essentially concerned with people and the development of knowledge and skills. Schools require leadership in order to achieve their goals. Furthermore, schools are tasked with being relevant in their contemporary societal contexts as well as for society in the future. Regarding the type of leadership in schools, Sergiovanni contends that schools need special leadership because they are special places, because they are lifeworld intensive and because “school professionals don’t react warmly to the kind of hierarchically based command leadership or hero leadership that characterizes other kinds of institutions” (2000:165 - 166). Against the backdrop of this commonly held belief, this research project undertook to investigate a school where the new curriculum had been successfully implemented in a context where there was absent leadership. In order to gain a deeper understanding of the phenomenon, the school type and context, the human interventions and the school culture were considered. The qualitative approach was selected for this research with a grounded case study as the relevant research design. Epistemologically, this research is located in the constructionist paradigm and an interpretivist theoretical perspective will be employed in the research project. Interpretivist philosophies promote the notion that human action can be distinguished from physical objects by virtue of the fact that they are inherently meaningful. The data were collected by means of some semi structured interviews and a dyad interview. Both convergent and divergent questions were posed to the participants in the data collection strategies. The process of data analysis was approached from a grounded theory perspective. This approach requires that a theory should emerge from the data rather than the data proving or disproving an existing theory. Six themes were identified through the process of data analysis. These themes were then processed into five findings which collectively developed and compiled a substantive theory. The findings of this study revealed that schools require leadership. Leadership should be considered in its broadest sense with all educators possessing the potential to lead. In addition, the appropriate use of power and authority were identified as essential ingredients for successful leadership. School culture was also found to be an essential component of successful schools. Not only is school culture essential for the successful daily functioning of schools, but an appropriate school culture is imperative for dealing with change and the successful implementation of new policies, curriculum and school reform initiatives. A collaborative school culture was identified as the type of school culture that is appropriate and that would support and facilitate the management of change. In light of the findings, implications for policy and practice are presented and suggestions for future research are made. Lastly, the limitations of the study are noted and the conclusions of the study discussed. It is hoped that this study will assist policy makers and school principals to seriously consider their leadership style in terms of sharing power and authority and in the creation of school culture that are empowering and positive, one that considers individual potential as well as group cohesiveness. , Prof. B. Smit
- Full Text:
- Authors: Edwards, Graeme Bentley
- Date: 2008-05-09T12:27:57Z
- Subjects: Educational leadership , Educational change , Curriculum change , School improvement programs
- Type: Thesis
- Identifier: uj:7023 , http://hdl.handle.net/10210/352
- Description: Schools are essentially concerned with people and the development of knowledge and skills. Schools require leadership in order to achieve their goals. Furthermore, schools are tasked with being relevant in their contemporary societal contexts as well as for society in the future. Regarding the type of leadership in schools, Sergiovanni contends that schools need special leadership because they are special places, because they are lifeworld intensive and because “school professionals don’t react warmly to the kind of hierarchically based command leadership or hero leadership that characterizes other kinds of institutions” (2000:165 - 166). Against the backdrop of this commonly held belief, this research project undertook to investigate a school where the new curriculum had been successfully implemented in a context where there was absent leadership. In order to gain a deeper understanding of the phenomenon, the school type and context, the human interventions and the school culture were considered. The qualitative approach was selected for this research with a grounded case study as the relevant research design. Epistemologically, this research is located in the constructionist paradigm and an interpretivist theoretical perspective will be employed in the research project. Interpretivist philosophies promote the notion that human action can be distinguished from physical objects by virtue of the fact that they are inherently meaningful. The data were collected by means of some semi structured interviews and a dyad interview. Both convergent and divergent questions were posed to the participants in the data collection strategies. The process of data analysis was approached from a grounded theory perspective. This approach requires that a theory should emerge from the data rather than the data proving or disproving an existing theory. Six themes were identified through the process of data analysis. These themes were then processed into five findings which collectively developed and compiled a substantive theory. The findings of this study revealed that schools require leadership. Leadership should be considered in its broadest sense with all educators possessing the potential to lead. In addition, the appropriate use of power and authority were identified as essential ingredients for successful leadership. School culture was also found to be an essential component of successful schools. Not only is school culture essential for the successful daily functioning of schools, but an appropriate school culture is imperative for dealing with change and the successful implementation of new policies, curriculum and school reform initiatives. A collaborative school culture was identified as the type of school culture that is appropriate and that would support and facilitate the management of change. In light of the findings, implications for policy and practice are presented and suggestions for future research are made. Lastly, the limitations of the study are noted and the conclusions of the study discussed. It is hoped that this study will assist policy makers and school principals to seriously consider their leadership style in terms of sharing power and authority and in the creation of school culture that are empowering and positive, one that considers individual potential as well as group cohesiveness. , Prof. B. Smit
- Full Text:
The influence of educator attitudes on whole school development
- Authors: Andraos, Alexis
- Date: 2010-11-17T07:20:17Z
- Subjects: School improvement programs , Educational change , Teachers , Corporate culture
- Type: Mini-Dissertation
- Identifier: uj:6985 , http://hdl.handle.net/10210/3492
- Description: M.Ed. , The central focus of this inquiry hinges on the notion that, within the context of school improvement initiatives, the nature of the organizational culture of the school cannot be overlooked as it has profound consequences for both stability and change (Finnan & Levin in Altrichter & Elliot, 2000: 93). This inquiry further proposes that if educational psychology is to succeed in establishing a more progressive identity, greater emphasis needs to be placed on its contribution to the management and psychology of schooling (Sharrat, 1995: 212). This study was borne out of my personal experience as an educator where it seemed increasingly apparent that the attitudes of my colleagues did not succeed in contributing positively to the improvement of the school as an organizational whole. This was evident in their reactive, often inconsistent approach towards discipline; poor motivation; late arrivals; regular absenteeism; lack of commitment; feelings of frustration as well as a sense of inevitability about the status quo. These factors seemed to playa critical role in the general ethos and cultural identity of the school. In light of the aforementioned, I chose to conduct an ethnographic inquiry at the school where I became submerged in the culture of the school for a period of approximately four years (February 1998 to December 2001). In keeping with the principles of ethnographic research, the overarching purpose of this study has been defined by its underlying concern with cultural interpretation (Wolcott, 1999: 67 -68). It has embodied an educational-autobiographical dimension and has taken the combined form of a realist-confessional tale. The data collection techniques utilised have included fieldwork; participant observation; semi-structured group interviews; incomplete sentences questionnaires; graphic representations of the school emblem and representation of the field by means of photographs. The participants comprised 27 secondary school educators. The findings indicate that a link exists between the attitudes of educators and a school's capacity for improvement. Moreover one crucial observation was made, namely that where the organisational culture of a school is anomic or entropic in nature the school's capacity for improvement is limited. This appears to be exacerbated by a negative identity, a poor culture of teaching and learning, and a lack of effectual executive leadership. These factors evidently give rise to an absence of a culture of collaboration, disciplinary difficulties and a poor quality of working life within the organisational whole of the school. The findings further suggest additional notable issues for consideration in -relation to the role the educational psychologist should play in the planning of whole school intervention strategies.
- Full Text:
- Authors: Andraos, Alexis
- Date: 2010-11-17T07:20:17Z
- Subjects: School improvement programs , Educational change , Teachers , Corporate culture
- Type: Mini-Dissertation
- Identifier: uj:6985 , http://hdl.handle.net/10210/3492
- Description: M.Ed. , The central focus of this inquiry hinges on the notion that, within the context of school improvement initiatives, the nature of the organizational culture of the school cannot be overlooked as it has profound consequences for both stability and change (Finnan & Levin in Altrichter & Elliot, 2000: 93). This inquiry further proposes that if educational psychology is to succeed in establishing a more progressive identity, greater emphasis needs to be placed on its contribution to the management and psychology of schooling (Sharrat, 1995: 212). This study was borne out of my personal experience as an educator where it seemed increasingly apparent that the attitudes of my colleagues did not succeed in contributing positively to the improvement of the school as an organizational whole. This was evident in their reactive, often inconsistent approach towards discipline; poor motivation; late arrivals; regular absenteeism; lack of commitment; feelings of frustration as well as a sense of inevitability about the status quo. These factors seemed to playa critical role in the general ethos and cultural identity of the school. In light of the aforementioned, I chose to conduct an ethnographic inquiry at the school where I became submerged in the culture of the school for a period of approximately four years (February 1998 to December 2001). In keeping with the principles of ethnographic research, the overarching purpose of this study has been defined by its underlying concern with cultural interpretation (Wolcott, 1999: 67 -68). It has embodied an educational-autobiographical dimension and has taken the combined form of a realist-confessional tale. The data collection techniques utilised have included fieldwork; participant observation; semi-structured group interviews; incomplete sentences questionnaires; graphic representations of the school emblem and representation of the field by means of photographs. The participants comprised 27 secondary school educators. The findings indicate that a link exists between the attitudes of educators and a school's capacity for improvement. Moreover one crucial observation was made, namely that where the organisational culture of a school is anomic or entropic in nature the school's capacity for improvement is limited. This appears to be exacerbated by a negative identity, a poor culture of teaching and learning, and a lack of effectual executive leadership. These factors evidently give rise to an absence of a culture of collaboration, disciplinary difficulties and a poor quality of working life within the organisational whole of the school. The findings further suggest additional notable issues for consideration in -relation to the role the educational psychologist should play in the planning of whole school intervention strategies.
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Appreciative inquiry into good support strategies to enhance the acquisition of cognitive academic language proficiency (CALP) for grade 8 and 9 english second language learners
- Van Der Westhuizen, Magdalena Petronella
- Authors: Van Der Westhuizen, Magdalena Petronella
- Date: 2016
- Subjects: School improvement programs , Educational acceleration , Appreciative inquiry
- Language: English
- Type: Doctoral (Thesis)
- Identifier: http://hdl.handle.net/10210/245749 , uj:25461
- Description: D.Ed. (Educational Psychology) , Abstract: English is seen as the discourse of economic and industrial dominance and empowerment in South Africa. Consequently, many black parents choose to enroll their children in ex-model C schools where the Language of Learning and Teaching (LoLT) is English. In this context black learners have to master all learning areas using English as LoLT with little or no support in their first language. Thus, for the great majority of learners in South Africa, English as a second or even third language learnt solely in the classroom lacks any sustaining environment outside the school. To exacerbate matters many black learners have little exposure to printed material in English, and in addition, academic demands are made in English which is not their first language. Against the above background, English as LoLT has become a key barrier to learning in most South African schools. The most affected areas are general literacy (reading, spelling and writing) and mathematical competence. The aim of this study was to appreciate good support strategies in two selected ex-model C secondary schools in order to identify good practice and generate greater excellence in support strategies to enhance the acquisition of Cognitive Academic Language Proficiency for Grade 8 and 9 English Second Language (ESL) Learners. The support strategies emanating from the study were compiled in the form of guidelines and will be used by the District Based Support Team as well as School Based Support Teams to support educators who are faced with this enormous challenge. A literature study reviewed themes regarding inclusion, support structures and the difficulties experienced by ESL learners due to their limited proficiency in English. Special cognisance was given to the work of Cummins (2000). His Threshold Theory suggests that three critical levels of language proficiency influence learning. At the first threshold, learners have low levels of competence in both their languages and thus experience learning difficulties. At the second threshold, learners have age-appropriate competence in one language and, as long as this is the language they use for learning, they experience no benefit or disadvantage from their bilingualism. At the third level, learners have age-appropriate proficiency in two languages. One major educational implication of the threshold hypothesis is that support programmes must aim to promote an additive form of bilingualism where the first language will need to...
- Full Text:
- Authors: Van Der Westhuizen, Magdalena Petronella
- Date: 2016
- Subjects: School improvement programs , Educational acceleration , Appreciative inquiry
- Language: English
- Type: Doctoral (Thesis)
- Identifier: http://hdl.handle.net/10210/245749 , uj:25461
- Description: D.Ed. (Educational Psychology) , Abstract: English is seen as the discourse of economic and industrial dominance and empowerment in South Africa. Consequently, many black parents choose to enroll their children in ex-model C schools where the Language of Learning and Teaching (LoLT) is English. In this context black learners have to master all learning areas using English as LoLT with little or no support in their first language. Thus, for the great majority of learners in South Africa, English as a second or even third language learnt solely in the classroom lacks any sustaining environment outside the school. To exacerbate matters many black learners have little exposure to printed material in English, and in addition, academic demands are made in English which is not their first language. Against the above background, English as LoLT has become a key barrier to learning in most South African schools. The most affected areas are general literacy (reading, spelling and writing) and mathematical competence. The aim of this study was to appreciate good support strategies in two selected ex-model C secondary schools in order to identify good practice and generate greater excellence in support strategies to enhance the acquisition of Cognitive Academic Language Proficiency for Grade 8 and 9 English Second Language (ESL) Learners. The support strategies emanating from the study were compiled in the form of guidelines and will be used by the District Based Support Team as well as School Based Support Teams to support educators who are faced with this enormous challenge. A literature study reviewed themes regarding inclusion, support structures and the difficulties experienced by ESL learners due to their limited proficiency in English. Special cognisance was given to the work of Cummins (2000). His Threshold Theory suggests that three critical levels of language proficiency influence learning. At the first threshold, learners have low levels of competence in both their languages and thus experience learning difficulties. At the second threshold, learners have age-appropriate competence in one language and, as long as this is the language they use for learning, they experience no benefit or disadvantage from their bilingualism. At the third level, learners have age-appropriate proficiency in two languages. One major educational implication of the threshold hypothesis is that support programmes must aim to promote an additive form of bilingualism where the first language will need to...
- Full Text:
Skillful conversation as a strategic tool for school success.
- Authors: Khunou, Phumza Maureen
- Date: 2008-08-25T10:25:41Z
- Subjects: Zeerust (South Africa) , School improvement programs
- Type: Thesis
- Identifier: uj:3829 , http://hdl.handle.net/10210/919
- Description: This research project focuses on skillful conversation as a strategic tool for school success in the Zeerust Central Region. The project is located within the theories of school improvement. The research project set out to investigate the improvement of teaching and learning practices in secondary schools through skillful conversation. The research project is divided into five chapters. Chapter One focuses on the problems arising in schools when there is no skillful conversation. These problems demonstrate that when there is no skillful conversation in a school, it would be difficult for educators to improve their teaching strategies. Skillful conversation was then used in this research as a strategic tool to improve secondary schools. Chapter Two focuses on a literature review about skillful conversation in secondary schools. The main discussion is based on skillful conversation as a strategic tool in managing secondary schools. Reflection and inquiry, competitive advantage and skill conversation as ongoing processes are discussed. The literature review also considers the learning loop for educators and innovation for learner success. Other factors of importance in this research project are parental involvement and external and internal environments. Chapter Three concentrates largely on empirical design. A quantitative research method was used to study the opinions of the population studied. This research was conducted from schools randomly selected out of the 39 secondary schools in the Zeerust Central Region. Chapter Four deals with the analysis and interpretation of data collected from secondary schools. The main focus was on the reliability and validity of the research instrument, which was the questionnaire. The questionnaire consisted of 40 closed-ended items. The questions were designed to obtain the perceptions of educators and principals on skillful conversation as a strategic tool in secondary schools of the Zeerust Central Region. The questionnaire was divided into three sections namely: section A biographical details, section B, whereby each question started with the header ‘how important it is for educators to discuss’ and section C whereby each question started with the header ‘how often do the educators at your school discuss?Of the 40 closed-ended questions only two factors were realised namely, factor one, conversation with everybody and factor two, conversations with the principal. Chapter Five deals with the findings, recommendations and conclusion of the whole research project. , Prof. K.C Moloi
- Full Text:
- Authors: Khunou, Phumza Maureen
- Date: 2008-08-25T10:25:41Z
- Subjects: Zeerust (South Africa) , School improvement programs
- Type: Thesis
- Identifier: uj:3829 , http://hdl.handle.net/10210/919
- Description: This research project focuses on skillful conversation as a strategic tool for school success in the Zeerust Central Region. The project is located within the theories of school improvement. The research project set out to investigate the improvement of teaching and learning practices in secondary schools through skillful conversation. The research project is divided into five chapters. Chapter One focuses on the problems arising in schools when there is no skillful conversation. These problems demonstrate that when there is no skillful conversation in a school, it would be difficult for educators to improve their teaching strategies. Skillful conversation was then used in this research as a strategic tool to improve secondary schools. Chapter Two focuses on a literature review about skillful conversation in secondary schools. The main discussion is based on skillful conversation as a strategic tool in managing secondary schools. Reflection and inquiry, competitive advantage and skill conversation as ongoing processes are discussed. The literature review also considers the learning loop for educators and innovation for learner success. Other factors of importance in this research project are parental involvement and external and internal environments. Chapter Three concentrates largely on empirical design. A quantitative research method was used to study the opinions of the population studied. This research was conducted from schools randomly selected out of the 39 secondary schools in the Zeerust Central Region. Chapter Four deals with the analysis and interpretation of data collected from secondary schools. The main focus was on the reliability and validity of the research instrument, which was the questionnaire. The questionnaire consisted of 40 closed-ended items. The questions were designed to obtain the perceptions of educators and principals on skillful conversation as a strategic tool in secondary schools of the Zeerust Central Region. The questionnaire was divided into three sections namely: section A biographical details, section B, whereby each question started with the header ‘how important it is for educators to discuss’ and section C whereby each question started with the header ‘how often do the educators at your school discuss?Of the 40 closed-ended questions only two factors were realised namely, factor one, conversation with everybody and factor two, conversations with the principal. Chapter Five deals with the findings, recommendations and conclusion of the whole research project. , Prof. K.C Moloi
- Full Text:
Self-esteem enhancement of learners in primary school context
- Authors: Luck, Karin Elizabeth
- Date: 2008-10-17T13:11:51Z
- Subjects: School social work , Educational counseling , School improvement programs
- Type: Thesis
- Identifier: uj:12547 , http://hdl.handle.net/10210/1233
- Description: D.Litt.et Phil , 1. Motivation for the study The study was introduced with a brief discussion of school social work and the need for social work in contemporary education. It was found that the aims and nature of group work practice in schools as preventative and therapeutic, aimed at preventing problems relating to self-esteem which might hinder learners in their school work, ability to achieve and feel more worthy and at incorporating the individual in groups so that he might feel that he has a place in society. In South Africa there have been significant development in the history of education, but school social work has not as yet featured in these developments. Some private schools in South Africa have their own resident school social workers. Schools rely heavily on the guidance educator to guide and help learners through turbulent times and to equip them with the necessary life skills which include self-esteem, for the future. Sadly, these educators in many instances do not have the necessary skills and training to help learners prepare themselves adequately to cope in troublesome times, and the existing programmes implemented does not meet the needs of the learners. In the past, Guidance was often ignored as a subject. Formerly self-esteem was not regarded as a life skill that needed attention. Life skills education was not formally part of the guidance curriculum. Usually the gaining of life skills was left to chance. Experiential learning is most successful in the context of group work. Practically all life skills education lessons are based on group work. Students have experience of being in a group in some form or other, and therefore this method of social work is something to which most learners can relate. 2. Goal of the study From the motivation for the study, the research goal was formulated; namely the development and evaluation of a self-esteem enhancement programme. This programme is intended for primary school learners in the intermediate and senior phases and the programme should form part of their total school curriculum. 3. The integrated developmental research and evaluation model To fulfill the goals of the study, it was necessary to conceptualize a theoretical developmental research and evaluation model (Nel & Nel 1993; Nel 1992). This model mainly consists of Thomas’ (1984) four-phase model, which includes an analysis-, design-, developmental-, and evaluation and distribution-phase. Each of the phases includes a number of material conditions, and methodologies that is used to fulfill the material conditions. As the programme has to form part of the total school curriculum, in the design phase of Thomas’ methodologies were deviated from and was concentrated on the training models in Industrial Psychology, as well as curriculum models in Education. De Vos’ (2002) Integrated Model of Programme Evaluation was selected for the evaluation phase. 4. The analysis phase In the first phase, an analysis of the training problem was done, and the state of existing interventions was researched followed with a statement of feasibility which influenced the decision to continue with the design phase. 5. The design phase During this phase the following material conditions were fulfilled, the goals and aims that were formulated for the programme, a practice model was drawn up, a tentative representation of the innovation was made, and the innovation procedures were established. Regarding the practice model, an integrated practice model was drawn up that served as an explanation model in which the contents of the self-esteem enhancement programme could be justified. From the practice model, critical role descriptions were identified including a skills repertoire, followed with determination of skills to be addressed in the programme. During the design phase it was also necessary to establish programme content, specifying of teaching strategies and teaching resources. 6. The developmental phase Subsequent to the formulation of the developmental plan, operational planning took place regarding the implementation of the pilot use and developmental testing. Upon implementation of the programme, certain refinements were necessary; however, the programme in its original form did fulfill the needs of the research study. Included in the developmental phase the main emphasis was on programme monitoring (qualitative) and impact evaluation (quantitative). A quasi-experimental research design were used which included a pre- and post-test. The control group included intermediate and senior phase primary school learners from Leicester Road School. The evaluation instrument used during the impact evaluation phase which included a Self Perception Scale (SPS) which is a paper and pencil self-report measure that is used to measure self-esteem. Relevant hypotheses were formulated and parametric hypotheses test the two-sample test of means: independent samples were used. The validity and reliability of the measuring instrument were tested using the Cramer’s V and Cronbach’s Alpha tests which proved that the measuring instrument can be considered valid and reliable. The independent samples t-test was used to determine the statistical differences between the two groups. 7. Main conclusion Mainly it was found that a self-esteem enhancement programme could be implemented that will fulfill the research goal. Regarding the programme goals and objectives, it was found that the programme in general did fulfill the programme aims and programme goals. It would appear as if the programme did not manage to meet the needs of all the learners and that adjustments to the final product had to be included. It was also found that the level of self-esteem in boys from the township as opposed to boys living in the suburb did not differ significantly. , Prof. J.B.S. Nel Prof. B. Mitchell
- Full Text:
- Authors: Luck, Karin Elizabeth
- Date: 2008-10-17T13:11:51Z
- Subjects: School social work , Educational counseling , School improvement programs
- Type: Thesis
- Identifier: uj:12547 , http://hdl.handle.net/10210/1233
- Description: D.Litt.et Phil , 1. Motivation for the study The study was introduced with a brief discussion of school social work and the need for social work in contemporary education. It was found that the aims and nature of group work practice in schools as preventative and therapeutic, aimed at preventing problems relating to self-esteem which might hinder learners in their school work, ability to achieve and feel more worthy and at incorporating the individual in groups so that he might feel that he has a place in society. In South Africa there have been significant development in the history of education, but school social work has not as yet featured in these developments. Some private schools in South Africa have their own resident school social workers. Schools rely heavily on the guidance educator to guide and help learners through turbulent times and to equip them with the necessary life skills which include self-esteem, for the future. Sadly, these educators in many instances do not have the necessary skills and training to help learners prepare themselves adequately to cope in troublesome times, and the existing programmes implemented does not meet the needs of the learners. In the past, Guidance was often ignored as a subject. Formerly self-esteem was not regarded as a life skill that needed attention. Life skills education was not formally part of the guidance curriculum. Usually the gaining of life skills was left to chance. Experiential learning is most successful in the context of group work. Practically all life skills education lessons are based on group work. Students have experience of being in a group in some form or other, and therefore this method of social work is something to which most learners can relate. 2. Goal of the study From the motivation for the study, the research goal was formulated; namely the development and evaluation of a self-esteem enhancement programme. This programme is intended for primary school learners in the intermediate and senior phases and the programme should form part of their total school curriculum. 3. The integrated developmental research and evaluation model To fulfill the goals of the study, it was necessary to conceptualize a theoretical developmental research and evaluation model (Nel & Nel 1993; Nel 1992). This model mainly consists of Thomas’ (1984) four-phase model, which includes an analysis-, design-, developmental-, and evaluation and distribution-phase. Each of the phases includes a number of material conditions, and methodologies that is used to fulfill the material conditions. As the programme has to form part of the total school curriculum, in the design phase of Thomas’ methodologies were deviated from and was concentrated on the training models in Industrial Psychology, as well as curriculum models in Education. De Vos’ (2002) Integrated Model of Programme Evaluation was selected for the evaluation phase. 4. The analysis phase In the first phase, an analysis of the training problem was done, and the state of existing interventions was researched followed with a statement of feasibility which influenced the decision to continue with the design phase. 5. The design phase During this phase the following material conditions were fulfilled, the goals and aims that were formulated for the programme, a practice model was drawn up, a tentative representation of the innovation was made, and the innovation procedures were established. Regarding the practice model, an integrated practice model was drawn up that served as an explanation model in which the contents of the self-esteem enhancement programme could be justified. From the practice model, critical role descriptions were identified including a skills repertoire, followed with determination of skills to be addressed in the programme. During the design phase it was also necessary to establish programme content, specifying of teaching strategies and teaching resources. 6. The developmental phase Subsequent to the formulation of the developmental plan, operational planning took place regarding the implementation of the pilot use and developmental testing. Upon implementation of the programme, certain refinements were necessary; however, the programme in its original form did fulfill the needs of the research study. Included in the developmental phase the main emphasis was on programme monitoring (qualitative) and impact evaluation (quantitative). A quasi-experimental research design were used which included a pre- and post-test. The control group included intermediate and senior phase primary school learners from Leicester Road School. The evaluation instrument used during the impact evaluation phase which included a Self Perception Scale (SPS) which is a paper and pencil self-report measure that is used to measure self-esteem. Relevant hypotheses were formulated and parametric hypotheses test the two-sample test of means: independent samples were used. The validity and reliability of the measuring instrument were tested using the Cramer’s V and Cronbach’s Alpha tests which proved that the measuring instrument can be considered valid and reliable. The independent samples t-test was used to determine the statistical differences between the two groups. 7. Main conclusion Mainly it was found that a self-esteem enhancement programme could be implemented that will fulfill the research goal. Regarding the programme goals and objectives, it was found that the programme in general did fulfill the programme aims and programme goals. It would appear as if the programme did not manage to meet the needs of all the learners and that adjustments to the final product had to be included. It was also found that the level of self-esteem in boys from the township as opposed to boys living in the suburb did not differ significantly. , Prof. J.B.S. Nel Prof. B. Mitchell
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The experiences of teachers working with a collaborative teaching strategy
- Kingsley, Malcolm Frederick Chetwynd
- Authors: Kingsley, Malcolm Frederick Chetwynd
- Date: 2012-06-07
- Subjects: Competency-based education , Inclusive education , School improvement programs , Collaborative teaching , Adult education , Effective teaching
- Type: Thesis
- Identifier: uj:8708 , http://hdl.handle.net/10210/5060
- Description: M.Ed. , Several strategies have been mooted as means of improving teaching and learning in South African schools. The National Department of Education’s Foundations for Learning Campaign, launched in 2008 and the recent announced Schooling 2025 strategy are examples. In this research report I argue that the success of any school improvement plan aimed at improving the quality of teaching and learning hinges on the extent to which teachers are able or willing to implement the measures required of them. I argue that changing the way teachers learn to teach by establishing communities of practice and working in collaborative groups in schools, offers a possible panacea. Therefore the aim of this study was to explore the experiences of teachers working in a Collaborative Teaching Strategy (CTS) aimed at improving teachers’ performance in the classroom. This qualitative research project was grounded in an interpretive paradigm and made use of semi-structured individual interviews and a focus group interview to generate data. The constant comparative method of data analysis was used to search for categories and sub-categories of meaning in the data. The findings indicate that while there are significant benefits for teachers working in collaborative groups, there are also several serious constraints. On the positive side, participants in the research experienced the mutual support and the sharing of ideas that emerged from collaborative interactions as affirmation of their expertise and knowledge. In addition, teachers viewed working in collaboration with others as a professional and personal development opportunity. Finding time to collaborate and the emergence of some resistance to collaborative work were identified as constraints. Some teachers felt their individuality and creativity to be restricted by collaborative work. Further, individual personalities impacted negatively on collaboration with tensions emerging between teachers as a result of differing personal experience, expertise, knowledge, authority and values, approaches and benefits about teaching and learning. This resulted in instances of pseudo-collaboration. Also misconceptions about what it means to collaborate about teaching created difficulties for some teachers. The main implication arising from the research project is that availability of time is critical to effective collaboration. In addition, detailed guidance in terms of how and what teachers should be doing during collaborative activities appears necessary. Next, due consideration should be accorded to personality types and working relationships so that collaborative partners and groups can be mindfully structured and provided with training to enable effective work in teams. Equitable workloads and equal access to teaching resources is essential. Finally, mutual respect for each other regardless of experience, expertise, position, belief or opinion is a prerequisite for successful collaboration about the various and varied tasks of teaching.
- Full Text:
- Authors: Kingsley, Malcolm Frederick Chetwynd
- Date: 2012-06-07
- Subjects: Competency-based education , Inclusive education , School improvement programs , Collaborative teaching , Adult education , Effective teaching
- Type: Thesis
- Identifier: uj:8708 , http://hdl.handle.net/10210/5060
- Description: M.Ed. , Several strategies have been mooted as means of improving teaching and learning in South African schools. The National Department of Education’s Foundations for Learning Campaign, launched in 2008 and the recent announced Schooling 2025 strategy are examples. In this research report I argue that the success of any school improvement plan aimed at improving the quality of teaching and learning hinges on the extent to which teachers are able or willing to implement the measures required of them. I argue that changing the way teachers learn to teach by establishing communities of practice and working in collaborative groups in schools, offers a possible panacea. Therefore the aim of this study was to explore the experiences of teachers working in a Collaborative Teaching Strategy (CTS) aimed at improving teachers’ performance in the classroom. This qualitative research project was grounded in an interpretive paradigm and made use of semi-structured individual interviews and a focus group interview to generate data. The constant comparative method of data analysis was used to search for categories and sub-categories of meaning in the data. The findings indicate that while there are significant benefits for teachers working in collaborative groups, there are also several serious constraints. On the positive side, participants in the research experienced the mutual support and the sharing of ideas that emerged from collaborative interactions as affirmation of their expertise and knowledge. In addition, teachers viewed working in collaboration with others as a professional and personal development opportunity. Finding time to collaborate and the emergence of some resistance to collaborative work were identified as constraints. Some teachers felt their individuality and creativity to be restricted by collaborative work. Further, individual personalities impacted negatively on collaboration with tensions emerging between teachers as a result of differing personal experience, expertise, knowledge, authority and values, approaches and benefits about teaching and learning. This resulted in instances of pseudo-collaboration. Also misconceptions about what it means to collaborate about teaching created difficulties for some teachers. The main implication arising from the research project is that availability of time is critical to effective collaboration. In addition, detailed guidance in terms of how and what teachers should be doing during collaborative activities appears necessary. Next, due consideration should be accorded to personality types and working relationships so that collaborative partners and groups can be mindfully structured and provided with training to enable effective work in teams. Equitable workloads and equal access to teaching resources is essential. Finally, mutual respect for each other regardless of experience, expertise, position, belief or opinion is a prerequisite for successful collaboration about the various and varied tasks of teaching.
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The application of the bright start cognitive curriculum (self-regulation) for at-risk pupils
- Authors: Goodyer, Louise Dorothy
- Date: 2012-09-12
- Subjects: Remedial teaching - Curricula , Early childhood education , School improvement programs , Cognition in children - Research - South Africa , Curriculum change - South Africa
- Type: Mini-Dissertation
- Identifier: uj:10152 , http://hdl.handle.net/10210/7531
- Description: Traditionally the education curriculum was content based, concentrating on teaching facts. More recently there has been a whole-wide shift towards curriculi that are cognitively based and numerous thinking skills training programs to address cognitive teaching have been designed. This study favoured the infusion approach to teaching which incorporated cognitive and metacognitive skills within the existing school curriculum and the specific program chosen for this research was the Bright Start Cognitive Curriculum for Young Children, designed by Haywood, Brooks and Burns (1992). The program was based on the views of four theorists, namely Piaget, Vygotsky, Feuerstein and Haywood. The focus of this research was unit 1 of the program which concentrated on the training of selfregulation as it was the program's assumption that self regulation forms the grounding for the effectiveness of the rest of the program. Although this research focused on an 'at-risk' group of grade 0 pupils, it can have broader implications for the training of self regulation in the general education classroom. The aim of the research was to describe the problems experienced in the application of unit 1 of the Bright Start program and to formulate suggestions and guidelines that could improve the effectiveness of this unit during it's implementations in an 'at-risk' grade 0 class. The methodological framework used to achieve this aim was the qualitative single case study. The qualitative design produced a wealth of detailed, in-depth, and descriptive data about the program's strengths and weaknesses which were used for the purpose of establishing the guidelines. The program was implemented in the grade 0 class of 'at-risk' pupils, and data was collected through journal's kept by the teacher and the researcher, observations by the researcher, iconic material of the lessons and an interview of the teacher at the end of the program. Content analysis was performed on the data identifying coherent and important themes and patterns which were interpreted to form the research conclusions. The conclusions from this research indicated that the difficulties experienced by the 'at-risk' pupils are not adequately addressed in this program. The unit did not seem long enough to produce effective change in their inhibitory systems, the content and techniques used did not sufficiently meet the needs of these pupils. Guidelines to improve the effectiveness of unit -1 in the implementation of an 'at-risk' class of grade 0 pupils were presented.
- Full Text:
- Authors: Goodyer, Louise Dorothy
- Date: 2012-09-12
- Subjects: Remedial teaching - Curricula , Early childhood education , School improvement programs , Cognition in children - Research - South Africa , Curriculum change - South Africa
- Type: Mini-Dissertation
- Identifier: uj:10152 , http://hdl.handle.net/10210/7531
- Description: Traditionally the education curriculum was content based, concentrating on teaching facts. More recently there has been a whole-wide shift towards curriculi that are cognitively based and numerous thinking skills training programs to address cognitive teaching have been designed. This study favoured the infusion approach to teaching which incorporated cognitive and metacognitive skills within the existing school curriculum and the specific program chosen for this research was the Bright Start Cognitive Curriculum for Young Children, designed by Haywood, Brooks and Burns (1992). The program was based on the views of four theorists, namely Piaget, Vygotsky, Feuerstein and Haywood. The focus of this research was unit 1 of the program which concentrated on the training of selfregulation as it was the program's assumption that self regulation forms the grounding for the effectiveness of the rest of the program. Although this research focused on an 'at-risk' group of grade 0 pupils, it can have broader implications for the training of self regulation in the general education classroom. The aim of the research was to describe the problems experienced in the application of unit 1 of the Bright Start program and to formulate suggestions and guidelines that could improve the effectiveness of this unit during it's implementations in an 'at-risk' grade 0 class. The methodological framework used to achieve this aim was the qualitative single case study. The qualitative design produced a wealth of detailed, in-depth, and descriptive data about the program's strengths and weaknesses which were used for the purpose of establishing the guidelines. The program was implemented in the grade 0 class of 'at-risk' pupils, and data was collected through journal's kept by the teacher and the researcher, observations by the researcher, iconic material of the lessons and an interview of the teacher at the end of the program. Content analysis was performed on the data identifying coherent and important themes and patterns which were interpreted to form the research conclusions. The conclusions from this research indicated that the difficulties experienced by the 'at-risk' pupils are not adequately addressed in this program. The unit did not seem long enough to produce effective change in their inhibitory systems, the content and techniques used did not sufficiently meet the needs of these pupils. Guidelines to improve the effectiveness of unit -1 in the implementation of an 'at-risk' class of grade 0 pupils were presented.
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