UFS Publications Platform (Univ. of the Free State)
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Chapter 10: Behaviour management in classrooms
Get PDFChapter 10, titled "Behaviour Management in Classrooms," begins by introducing behaviour management as a teaching strategy. The chapter then discusses behaviour management in higher classrooms, including proactive and corrective interventions. The proactive interventions discussed include setting goals, planning classroom space, and preparing social space. The corrective interventions include refocus notes, target–stop–do, distract the distractor, chat time with students, restitution, and chill-out time. The chapter then presents the advantages and disadvantages of behaviour management in classrooms. It highlights key considerations for effective behaviour management, including technology integration, addressing the needs of diverse student populations with cultural competency and inclusivity, and being aware of evolving societal norms. The chapter further discusses techniques for effective behaviour management, such as positive behaviour reinforcement, restorative practices, differentiated instruction, social-emotional learning, collaborative problem-solving, clear communication and expectations, individualised behaviour plans, and behaviour reflection and support. Finally, the chapter presents selected case studies of behaviour management among students. It concludes that by prioritising effective behaviour management, teachers can create an environment that fosters growth, cultivates important social-emotional skills, and enables students to reach their full potential
Chapter 7: Technology-based teaching
Get PDFClassrooms are environments where teachers and students interact. This chapter provides approaches and tactics for managing teaching and learning in the classroom using technology-based pedagogy. Technology-based teaching, which effectively incorporates technological equipment or devices into the curriculum, is a powerful tool for instilling knowledge in students. In the twenty-first century, technology-based teaching involves electronic instruction using various tools such as computers, the internet, audio and video, satellite broadcasts, software applications, video conferencing, chat rooms, smartphones, websites, computer-based instruction, and CD-ROMs. These technology-based classrooms allow teachers and students to engage in ways that promote active participation and healthy cooperation. The chapter not only defines and discusses technology-based instruction but also highlights its numerous advantages and disadvantages, as well as the role of the educational environment and technological tools. It also provides valuable insights into the dos and don\u27ts of technology-based classrooms and effective technology-based activities. The chapter concludes with a few inspiring case examples of classes that have successfully integrated technology into their teaching methods, promoting active participation and enhancing student learning
A Critical Review of the Purposes and Authenticity of E-Assessment Policies and Practices
Get PDFIn general, the overall purpose of assessment is to account for the knowledge, skills, dispositions, and attitudes that learners possess as a result of their educational experiences. In recent times, there has been an increased emphasis on the role of technology-enhanced assessments, which have mainly been referred to as e-assessments, to improve assessment designs through the use of innovative digital tools. However, it is important that these changes are directed and driven by appropriate education policies to ensure that the attendant practices remain authentic by demonstrating alignment between the pedagogies used in curriculum coverage and the digitised assessment tools and modalities. This was a literature-based study examining the purposes of e-assessment and reflecting on the authenticity of attendant policies and practices in South Africa, in relation to the extant pedagogical practices and learners’ classroom experiences. From the literature, four most-cited purposes of e-assessment were identified and described, namely (a) efficiency and scalability, (b) enhanced feedback, (c) data-driven insights, and (d) accessibility and flexibility. The policy challenges faced by the country in relation to authentic e-assessment are presented and described. These include questions of validity and reliability, equity and inclusion, pedagogical alignment, and academic integrity, while implementation challenges encompass technical, training and support, ethical and privacy concerns, technological infrastructure, cultural and linguistic relevance, and data management and privacy considerations. It is argued that a better understanding of these challenges and opportunities brought about by these reflections would contribute significantly towards the development and implementation of well-rounded digital education policies in South Africa
Strategies for Enhancing Learning Outcomes Through Partnerships in South Africa’s Education Sector
Get PDFIn South Africa\u27s evolving education landscape, strategic partnerships and distinctive brand identities play pivotal roles in enhancing learning outcomes and accessibility. However, many educational institutions struggle to differentiate themselves and leverage synergies effectively, hindering their ability to craft appealing strategies for partnerships and brand development. This research paper explores fundamental theories and best practices that educational institutions can adopt to create distinctive brand identities and establish meaningful partnerships, which are key factors in enhancing learning outcomes and institutional sustainability. The study focuses on three critical areas: articulating an institution\u27s unique identity and vision, developing distinct visual identities and messaging, and implementing and sustaining strategic partnerships. It emphasises the importance of clearly conveying institutional strengths and values to priority audiences, enabling educational entities to stand out amidst competition and form valuable collaborations with external stakeholders. The research highlights how these collaborations can create synergies that significantly enhance educational offerings and operational efficiency. Furthermore, it draws attention to the importance of authentically defining core competencies and differentiators, developing vision and mission statements that communicate strategic priorities, designing cohesive visual identifiers, and constructing marketing messages that resonate with key stakeholders. The paper argues that the long-term sustainability and competitiveness of educational institutions in South Africa depend substantially on their ability to define a distinct identity and expand capability pipelines through strategic partnerships. This study contributes to the body of knowledge in educational management and marketing, offering actionable recommendations for institutions striving to enhance their impact, relevance, and sustainability in pursuit of quality education for all in South Africa\u27s dynamic educational environment
Mathematics discourse in instruction during functions lessons in grade 10 rural classrooms
Get PDFDespite the global significance of functions in mathematics education, there has been limited research on how South African rural teachers address specific mathematical concepts related to functions. This qualitative multiple case study, conducted within a post-structural paradigm, delved into the discourses of Grade 10 teachers during functions lessons in rural classrooms. The study focused on the teaching of mathematical concepts related to functions and involved five mathematics teachers from rural school sites in Acornhoek, Mpumalanga Province, South Africa. These teachers were selected based on their experience in teaching mathematics. The research employed semi-structured interviews, unstructured classroom observations, and Video-Stimulated Recall Interviews with all five teachers. By narrowing the focus to one teacher\u27s lesson, this paper analyses the presentation of functions concepts using the Mathematical Discourse in Instruction (MDI) framework. The study revealed that clear teaching materials and learner-engaging instructional methods enable meaningful engagement and concept internalisation. Through the visible use of the components of the MDI framework, the teacher successfully engaged learners, clarified misconceptions, and encouraged learners\u27 participation, ultimately enhancing the coherence and understanding of mathematical concepts related to functions in the Grade 10 classroom
Enhancing service delivery via Work-Integrated Learning (WIL) at uMzimkhulu Local Municipality, South Africa
Get PDFMunicipalities in South Africa face numerous challenges that hinder efficient service delivery. One of these challenges is the lack of implementation of required services, leading to citizen dissatisfaction and protest actions. This study aims to investigate methods for improving service delivery in public institutions in South Africa through the implementation of work-integrated learning (WIL) programmes. Data for this study was collected from the uMzimkhulu local municipality in KwaZulu-Natal, specifically from the Harry Gwala District. A total of 56 participants took part in the study, including 28 WIL students and 28 mentors. This ensured representation from all departments within the municipality. Two separate sets of questionnaires were used to collect data from these two groups. Data analysis was performed using the Statistics Packaging for Social Sciences (SPSS) version 27. The study identified several challenges that currently hinder the effective implementation of WIL programmes within the municipality. As a result, it is recommended that the municipality provide training for WIL students and establish efficient monitoring and evaluation processes for the WIL programmes. Additionally, the municipality should involve students in WIL programmes in matters related to progressive initiatives and provide further support to enhance their ability to handle client services. It is also advised that the municipality prioritise the development of facilities and resources for WIL students to fully engage them in their work
Enrolment of students in Nigerian tertiary institutions: A reflective impact of the slogan ‘who school help\u27
Get PDFThere has been a noticeable decline in enrolment in some Nigerian tertiary institutions, such as colleges of education, polytechnics, and some state-owned universities. Various factors have been identified as influencing this problem. This study aims to investigate the impact of the popular slogan "Who School Help" on post-secondary school enrolment in Nigeria. The study used a descriptive survey research design, collecting both qualitative and quantitative data. A purposive sampling method was used to select participants from Senior Secondary Class 1 to Senior Secondary Class 3. In this category, 565 students were selected. Additionally, 20 participants were accidentally selected based on inclusion criteria, with 10 of them being secondary school graduates and the other 10 being graduates from tertiary institutions. The study found that all participants claimed to be familiar with and resonate with the slogan \u27Who School Help?\u27 Furthermore, the study revealed that factors such as graduate unemployment rate, salary disparities, and political dynamics motivate the promotion of the slogan as a means to explain the decline in post-secondary school enrolment. In conclusion, the study determined that the popular use of the slogan "Who School Help" among Nigerian youths significantly influences individuals\u27 decisions regarding post-secondary education. The limitations and recommendations of the study were also discussed
Artificial intelligence in education: Embracing change, addressing challenges, and shaping tomorrow\u27s curriculum
Get PDFThis special issue deliberated on AI and the curriculum with the aim of exposing various debates, controversies, and pathways in terms of policy and praxis in the Global North. Papers published in this special issue presented various arguments drawing from best practices to either problematise or support the use of AI within the curriculum. This is against the background that the advent of Artificial Intelligence (AI), integrating this advanced technology has become a pivotal topic of discussion and research, which in some cases is marred with controversy and the belief that ethical issues such as honesty and hard work are eroded as people use AI within the curriculum. As such, there seems to be resistance among conservative scholars, while other scholars have embraced AI as the future of curriculum implementation. Cognizant of the foregoing, it was critical that this special issue brings together various authors to air their views, which we hope will serve as part of policy formulation in the Global South
Growing improved crops and social justice: A contextualisation of ubuntu principles for smallholder farmers
Get PDFImproved crops are being promoted in many developing countries to increase food production and realise economic benefits associated with them. The changes in farming being introduced are affecting the social values in food production. The paper examines how the new crops affect the Ubuntu values important for the realisation of social justice of smallholder farmers. The study used mixed methods case study utilising a questionnaire, focus group discussion, and in-depth interviews. Three themes were the main focus with regard to Ubuntu as an analytic lens for social justice concerns of smallholder farmers: access to land, crops, labour and gardening, and food access and distribution. The findings show that Ubuntu values are being stifled with the commoditisation of farming processes and systems. At the same time, individualism associated with growing improved crops is threatening food access and distribution, as Ubuntu values of interdependence, solidarity, unity, compassion, empathy, and togetherness no longer influence processes in food systems. The results suggest the need for the incorporation and recognition of the values of Ubuntu/Obuntu Bulamu in promoting improved crops. This will contribute to addressing smallholder farmers\u27 social justice concerns
Re-membering the dismembered in university \u27politics of process\u27: Strategies for women\u27s empowerment and inclusivity in academic leadership
Get PDFIn response to the legacy of Apartheid, South Africa has implemented gender equality policies to address the marginalisation of women in higher education institutions. Despite this liberation movement, the politics of university systems have continually marginalised previously disadvantaged black people, especially women. This is evident in the statistics of black women in positions of authority and academic development in South Africa. Observations and literature confirm that social, cultural, and institutional practices, often called the "politics of process," remain significant obstacles to women\u27s full inclusion in the university leadership system. Therefore, this study aims to deconstruct gender supremacy within university systems from the perspectives of experienced women. It adopts a decoloniality approach, viewed through a transformative lens, which seeks to transform the perceived organisationally "dismembered" women by "re-membering" them into the sphere of equal recognition in university politics. Participatory research (PR) was employed to design the study, involving five women from a public university in South Africa, selected using a convenient sampling method. Unstructured interviews were conducted to gather information from the participants. Thematic Analysis (TA) was applied to analyse the data. The study found that institutionally induced challenges, women as impediments to themselves, and patriarchy and societal issues are major barriers preventing women from attaining positions of authority. In contrast, institutional support, self-empowerment, and mentoring initiatives represent strategies to re-member the dismembered, forming the basis of the study\u27s recommendations