1,720,964 research outputs found
Teachers’ understanding of aggressive learner behaviour in a primary school.
Full text linkMasters Degree. University of KwaZulu-Natal, Durban.The focus of this study is to explore teachers’ understanding of aggressive learner behaviour in a primary school. This study was conducted in an ex-model c school which is in the district of UMlazi. The research approach is qualitative, in which a case study design was employed. Data was generated using two data generation instruments, which are, focus group discussions and collage construction. The findings of this study showed that the majority of the teachers acquired their understanding of aggressive learner behaviour through their experience over the years of teaching, communication with teachers and learners’ parents. Teachers explain the rationale for the discipline strategies they adopt to address aggressive learner behaviour in their
classrooms and out on the field. The findings also show that besides experience and conversations with other teachers or parents of learners, there is no other meaningful way to acquire knowledge regarding aggressive learner behaviour in a primary school
Parents’ experiences of accessing education for autistic learners in primary school.
Full text linkMasters Degree. University of KwaZulu-Natal, Durban.Autism Spectrum Disorder is neurodevelopmental disorder which is estimated to currently affect 1 in 10 children in South Africa. Children diagnosed with this disability are required to attend schools that are specialised to cater for their needs within the South African education system. Currently autistic children receive education in special needs or inclusive schools. The aim of this study was to explore the experiences of parents with autistic children in how do their children access education and the efficacy of the learning models, which are used in schools to educate autistic children. A qualitative research design informed the study. One focus group with six participants was conducted, followed by semi-structured interviews with individual participants. Data was analysed using thematic analysis as per Braun and Clarke. The results indicated that parents experience continuous difficulties in accessing education for their children. Accessing within this context refers to the ability to gain entry into educational institutions. The difficulties were prevalent from early childhood education. Parents’ difficulties include having limited number of schools with the required resources or facilities, which could cater for their children’s needs. This was primarily attributed to systemic challenges such as limited resources and poor policy implementation. Furthermore it was observed that there was limited supported available to assist in accessing education. The study findings were not able to ascertain the efficacy of learning models within the South African context. The results indicate that there needs to be resource review to explore how institutions can assist parents in accessing education for their children. In conclusion, parents of autistic children experience systemic challenges in accessing education for their children. Furthermore there is a lack of systemic support for both parents and their autistic children
Perceptions of inclusion and exclusion in a South African primary school.
Full text linkMasters Degree. University of KwaZulu-Natal, Durban.A qualitative study was conducted at a selected South African primary school with the aim of exploring teachers’ perceptions of the principle of inclusive education, with particular focus on the possible exclusion of learners with disabilities and/or special needs. The objectives of the study were to gather information about the underlying perceptions that teachers had with regards to inclusion and exclusion and to establish how these participating teachers perceived the inclusion and exclusion of learners in the selected study site. In essence, the study attempted to understand primary school teachers’ perceptions and how these perceptions might either promote or hinder acknowledgement of inclusion and exclusion in a South African school. The study was informed by Vygotsky’s sociocultural theory of learning which was the lens through which the data and findings were viewed. Participating teachers’ authentic written narratives were used as the data collection tool and the data were thematically analysed. This analysis process was underpinned by findings in the literature as well as Vygotsky’s theory. Formulated research questions gave impetus to the study and guided the analysis of the data. The findings indicated that some negatively held perceptions of the inclusion principle in the study site still existed and that these perceptions would need to be addressed at school, district and national levels for a successful inclusion process. However, on a positive note it was found that the teachers demonstrated willingness to promote inclusive schooling. The study unveiled that teacher training is lacking in promoting an understanding of inclusive education, that the principle of inclusivity needs to be more actively supported by all relevant education structures, and that funding needs to be directed towards the implementation of inclusive education. The thesis is concluded by linking the findings with the research questions. In essence, it is argued that knowledge and understanding of disability still need to be promoted among all teachers and that policies need to be simplified for effective implementation. The teachers’ efforts to understand the principle of inclusion in the school under study, regardless of the factors that hindered the implementation of this educational policy, are acknowledged. However, an important conclusion is that intensive training on inclusive education needs to be conducted both pre-service and in-service for all parties involved. Recommendations are offered for future studies to further explore and address teachers’ perceptions of inclusivity in an attempt to eradicate any barriers that might hinder the inclusivity of learners with disabilities or special needs in the South African education system. It is acknowledged that, due to the limited scope and exploratory nature of the study, the results cannot be generalised to the entire South African teacher population. However, the reliability and trustworthiness of the findings pave the way for future studies to investigate policies and practices that will address the needs of the vast range of learners who have to navigate the education system, with particular reference to those learners who have disabilities and who encounter learning difficulties
Inclusivity in the teaching profession: a case of male teacher representation in the foundation phase.
No full textMasters Degree. University of KwaZulu-Natal, Durban.Abstract available in PDF
The African perspective on anti-social behaviour: a case study of traditional healers' perception on ancestral calling.
Full text linkMasters Degree. University of KwaZulu-Natal, Edgewood.The study seeks to explore the African perception towards anti-social behaviour through traditional healers as case study. The study focuses on African’s knowledge and understanding of anti-social behavior development. The causes and healing of anti-social behavior has been explained along the African’s context. Traditional healers were selected in the four regions (Hhohho, Manzini, Lubombo and Shiselweni) of Swaziland using the purposive sampling. They were five traditional healers from each region. Focus group discussions were held with traditional healers in each region and later an in-depth interview was conducted with each traditional healer. Mixed research method has been applied in the study. Both qualitative and quantitative analysis approach has been used in the research in exploring how traditional healers deal with anti-social behavior. The study concluded that traditional healers are consulted for mental disorders by members of the community. They are able to recognize some mental disorders, particularly those relating to psychosis. Their traditional healing approach is very effective; however there is a great need for improving their working environments and system of referral when then cannot deal with some other complications which comes with anti-social behavior. Traditional and Western healing interventions of anti-social behavior should complement each other
The attitudes of novice foundation phase educators towards children diagnosed with Attention Deficit Hyperactive Disorder (ADHD) in Mafukuzela Gandhi Circuit.
Full text linkMasters Degree. University of KwaZulu-Natal, Durban.Abstract available in PDF
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Supporting learners who experience barriers to learning : a case study of a full-service school at Umlazi District.
Full text linkMaster of Education in Education Studies. University of KwaZulu-Natal, Durban 2016.Education qualifies and equips us to move forward in life with confidence and skills to manage ourselves. It is, therefore, imperative that everyone accesses it whether they have a disability or not. Education is a right, not a privilege that is why all of us should be able to enjoy it without fear or favour. Some of us, if not all of us, experience barriers to learning one way or the other. This study investigated what teachers consider as barriers to learning, how teachers support learners who experience barriers during teaching and learning, and lastly, it identified strategies that teachers use in supporting these learners.
Using a qualitative methodology and an interpretive research paradigm, the study employed focus group interviews and questionnaires to gain insight into how teachers support learners experiencing barriers to learning every day in the classroom. Barriers these teachers deal with include academic barriers (language), physical barriers, socio-economic factors, physical, emotional and sexual abuse, psychological problems, lack of parental involvement and minimal or inadequacy of resources. Teachers, therefore, use different strategies in supporting learners and these include remediation, extra tuition, individual attention and/or group work.
The approach that was chosen for this study is a case study. Purposive and convenience sampling were employed to select the six participants who participated in this study voluntarily. Questionnaires and focus group interviews were the data collection techniques employed. The findings show that although teachers are willing to support learners, they experience challenges when it comes to implementing this policy because of resource scarcity as well as minimal support from the Department of Education and parents. This is a major challenge for them in properly supporting learners because they themselves need support
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
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