89 research outputs found
An investigation into the school and classroom factors that contribute to learners' performing poorly in Grade 4 in a primary school in KwaZulu-Natal.
No full textThesis (M.Ed.) - University of KwaZulu-Natal, Pietermaritzburg, 2007.This study was undertaken to investigate the school and classroom factors that contribut
Enhancing validity when researching the ‘Other’: Insights from Pierre Bourdieu’s Theory of Social Science Research Practice
No full textThis article explores aspects of Pierre Bourdieu’s theory of social science research practiceand discusses their relevance for enhancing validity when researching the ‘other’. Aspects such as: a relational way of thinking about concepts, epistemology and methodology; the rigorous construction of the object of research; and epistemic reflexivity are analysed and illustrated by drawing on Bourdieu’s own research practice and reflections.The paper draws on Bourdieu’s original works as well as secondary publications on Bourdieu’s work. Itargues that Bourdieu’s theory of research practice provides invaluable insights and guidance for enhancing validity when researching the ‘other’
Post-school youths\u27 schooling experiences and aspirations
No full textWhile three million youth in South Africa are not in education, employment or training (NEETS), not much is known about their schooling experiences nor their aspirations for the future. Eighty-seven post-school youth (PSY) were enrolled at a youth development and organisation (IYDO) centre in a Black township to the south-east of Johannesburg. This paper analyses the perspectives of these post-school youths of their formal schooling experiences and their aspirations for the future. The paper is framed by Willis’s (2000) theory of the basic educational paradigm at the heart of the teaching relationship and intentional resistance from working class boys. Analysis of data showed the failure of the schools attended by the participants in providing a reasonable standard and quality of education as the main cause of dropping out of school. In spite of challenging structural constraints both historical and current, these post-school youth are not disaffected nor disengaged from quality education. Contrary to the literature, they aspire for a better life and for educational opportunities that would enable them to access professional and managerial jobs and upward social mobility. Appadurai’s (2004) theory of culture of aspiration enabled making sense of participants’ aspirations. The issue of post school youth requires not only alternative post school programmes but also attention to schooling practices within formal secondary school education
A discursive formation that undermined integration at a historically advantaged school in South Africa
No full textThis paper provides an analysis of the extent of integration at a historically advantaged school. A qualitative multi-method case study allowed for in-depth analysis of integration in the school. Bernstein’s theory of code, classification, boundary and power framed the study. Data analysis showed that: racial desegregation was achieved at student and level one staff level and lacking at management and administrative staff level; staffing integration was minimal; institutional culture integration was not evident; social boundaries enacted maintained previous race based power relations; weaker boundaries between instrumental and non-instrumental forms of knowledge legitimised students’ experiences and interests but did not facilitate access to non-instrumental forms of knowledge and thinking; the dominant discursive frame of teachers was one of student deficit. These regularities point to a discursive formation (Foucault, 1977) that undermine integration and would reproduce previous racialised inequalities. Finally, an explanation of the discursive formation is touched on followed by recommendations
Critical reflections of PGCE graduates on theory studied for their pedagogic practice and for contextual challenges
No full textAbstract: The value of theory in the education of teachers is often being contested in the current 21st century skills discourse. The intention of this research project is to understand how the theory mediated to PGCE students influence their practice, how they apply pedagogical content knowledge to the realities of the classroom and to arrive at an understanding of how they experience their practice as novice teachers. The low quality of teaching and learning in schools has notably been a matter of concern and has brought the education and training of teachers to the fore. One of the issues is the kind of teacher education received by teachers. This research study critically explores PGCE graduates understanding, practice and reflections on theory studied during their PGCE course. Additionally, it looks at other experiences in their teacher education that PGCE teachers found productive and unproductive for their practice. The central question this study addresses is: how do PGCE graduates understand, practice, and reflect on the value of curriculum theory and other teacher education experiences for their practice?...M.Ed. (Education
The use of buddy support system to enhance English speaking skills among ESL students of Polytechnic Sultan Idris Shah
No full textexperimental and control group. Based on the data collected
from pre-tests and post-tests, statistic shows the vast
improvement on the experimental group while a very little
improvement on the control group
Theorizing or Negotiating the Law?: A Response to Devika Hovell
No full textDevika Hovell’s article is a very welcome and useful contribution to the debate regarding the “accountability” (whatever the term may mean) of international organizations, and the United Nations in particular. The author argues that scholarship has tended to focus on (descriptive) state practice to the detriment of (normative) theoretical appeal, and so the relevant discussion “has received inadequate theoretical attention.” In response, she sets out to tell the story of the United Nations being held to account through a highly theorized (and, if I may venture even at the outset, perhaps a bit stylized) scheme of contrasting “instrumentalist,” “dignitarian,” and “public interest” approaches to due process. This she applies to two case studies, one regarding targeted sanctions imposed by the UN Security Council, mainly in the context of antiterrorism; and one regarding the cholera outbreak in Haiti, where the United Nations has been implicated. Hovell critiques both the instrumentalist and dignitarian approaches, which correspond in broad terms to legal action at the international, and the domestic/regional level, respectively, and argues in favor of a “public interest” approach as better reflecting a “value-based” due process.</jats:p
Job satisfaction among pharmaceutical sales represantatives in the context of Herzberg's motivation-hygiene theory.
No full textThesis (MBA)-University of KwaZulu-Natal, Durban, 2012.Data was collected using a questionnaire at two large medical practises. A sample
of 50 respondents was used for the study using the convenience sampling
technique. The questionnaire consisted of two sections, namely section A that
comprised the demographic information and section B collected scores for job
satisfaction questions on a five point scale ranging from very dissatisfied to very
satisfied. Responses to individual questions were tabulated and mean scores and
standard deviations were computed. Pearson’s correlation was used to determine
the relationship between the dimensions of job satisfaction and overall job
satisfaction. The t-test was used to ascertain the relationship between gender and
the job satisfaction factors, as well as overall job satisfaction. The F-test was used
to examine the relationship between age, marital status, qualifications and length of
service with the job satisfaction factors and overall job satisfaction respectively.
Overall the respondents were satisfied with their job. Highest satisfaction levels
were experienced for working conditions, work itself and recognition. It was found
that “Working Conditions” was the best predictor of overall job satisfaction
followed by job security and responsibility
Deep learning opportunities in the geography classroom
No full textFrom a cognitivist theory stance, domain-specific subject knowledge is necessary for deep learning and cognitive advance. What opportunities for deep learning and cognitive advance are provided in geography classrooms? This analysis of teaching in geography classrooms is framed by the concepts of deep learning, pedagogic discourse, and a curriculum of engagement. This article draws on Grade 10 and 11 lessons observed, recorded, transcribed, analysed and qualitatively interpreted. Analysis of pedagogic discourse shows diminished opportunities for deep learning and cognitive advance. Geography is being taught in less elaborated ways and more for compliance, thereby hindering deep learning of the epistemic structure of geography. Furthermore, surface features of the curriculum including knowledge as “given” have displaced attention to underlying principles and conceptual meanings. These practices deny learners access to deep learning of powerful knowledge. Implications for social equality and teacher education are raised.
Keywords: deep learning; epistemic structure; geography; pedagogic discours
Losing the “purity” of subjects? Understanding teachers' perceptions of integrating subjects into learning areas
No full text- …
