1,720,980 research outputs found
What social innovation and development can do for a university
No full textInvention and innovation are two different concepts. In thecase of an invention, an investment of resources financial or
otherwise is made, with the outcome being new knowledge.
Innovation, on the other hand, is the outcome of utilising the
new knowledge that is the outcome of the invention process to
address a market or societal need and thereby results in value
creation, which may be monetary or other. As articulated in the
Organisation for Economic Co-operation and Development
(OECD) Report 2010, “Innovation is about creating value from
knowledge ... Knowledge is the key input to innovation.
Teacher and learner experiences of violence in a cape flats school, Western Cape
No full textMagister Educationis - MEdThis study aimed to ascertain in what ways violence and crime influence the teaching and learning programme in schools in a disadvantaged community. The context is a primary school in an informal settlement in Samora Machel, Philippi, in the Cape Flats, where violence is endemic. The study shows that violence does not occur in school playgrounds and areas around the school only; classrooms are becoming common sites for violence.
This study sought to establish teacher and learner experiences of violence at school, and the role of school management and parents in dealing with it, with a specific focus on school policies on discipline and how violence affects teaching and learning. The investigation also included learner behaviour during recess
Teacher and learner experiences of violence in a cape flats school, Western Cape
Full text linkMagister Educationis - MEdThis study aimed to ascertain in what ways violence and crime influence the teaching and learning programme in schools in a disadvantaged community. The context is a primary school in an informal settlement in Samora Machel, Philippi, in the Cape Flats, where violence is endemic. The study shows that violence does not occur in school playgrounds and areas around the school only; classrooms are becoming common sites for violence.
This study sought to establish teacher and learner experiences of violence at school, and the role of school management and parents in dealing with it, with a specific focus on school policies on discipline and how violence affects teaching and learning. The investigation also included learner behaviour during recess
Pre-entry academic and non-academic factors influencing teacher education students’ first-year experience and academic performance
No full textThesis submitted in fulfilment of the requirements for the degree Doctor of Education
in the Faculty of Education at the Cape Peninsula University of TechnologyThe research question that guided this doctoral study is: How do pre-entry academic and non-academic factors influence teacher education students’ first-year experience and academic performance? The study was designed within the qualitative research paradigm and employed a case study strategy to collect both quantitative and qualitative data. The quantitative approach included a questionnaire that was completed by 195 respondents. The qualitative data was obtained from one-on-one and focus-group interviews with eight participants that were purposively selected. The conceptual framework developed for this enquiry took into consideration the significance of student diversity in understanding first-year experience and thus employed concepts from two sociological models, Tinto’s (1975; 1993) integration model (social and academic integration) and Bourdieu’s (1984; 1990) theoretical tools of capital, habitus and field. Six key themes emerged from the data: determination, self-reliance, fitting-in, out-of-habitus experience, positioning oneself to succeed and challenges. The unequal distribution of economic, social and cultural capital created disparities between students’ habitus and schooling experiences which influenced the way they integrated into their first year at university. The study revealed that more mature students than school-leavers and gap-students are entering higher education. Further, the majority of first-year students are unable to fund their studies and source external funding or engage in part-time employment. Students pursued financial aid before focusing on academic activities. Engagement in the social domain remained marginal. Students’ determination to change their economic circumstances was the primary factor that influenced their attitudes and actions at university. Higher education needs to consider student diversity, financial constraints of disadvantaged students, first-year curriculum planning and delivery, and the high cost of university studies. It needs to move away from viewing entering students from a deficit model, to capitalise on their qualities of determination, optimism, enthusiasm and openness to learning, thereby creating an inclusive first-year experience that could encourage retention and student success
Understanding first-year experience in the SA higher education context: A conceptual framework
No full textWestern Cape Education Students’ Conferenc
Understanding first-year experience in the South African higher education context: A conceptual framework
No full textCPUT Research Da
Activity Theory as a lens to examine pre-service teachers’ perceptions of learning and teaching of Mathematics within an intervention programme
No full textPather,S. (2012). "Activity Theory as a lens to examine pre-service teachers’
perceptions of learning and teaching of Mathematics within an
intervention programme". - The definitive, peer-reviewed and edited version of this article is published in African Journal of Research in MST Education, Volume 16 (2) 2012, pp. 253–267This study was prompted by concerns around mathematics teaching and learning in the South
African education system. Contributory factors to this situation are the lack of competent
mathematics teachers in the classroom and mathematics at-risk students entering teacher
education programmes. This paper reports on how a mathematics intervention programme
(MIP) assisted in shaping at-risk student teachers’ perceptions of their learning and teaching of
mathematics. Activity Theory (AT) is used as a theoretical lens for examining these students’
perceptions. Qualitative data were collected using in-depth interviews with 12 students and their
written and graphical reflections of their experiences in the MIP. The results confirm that the
students’ perceptions of their learning and teaching of mathematics had changed. Furthermore
the study provides evidence that strategically planned interventions to deal with historically
imbalances can and do work. The study concludes that the MIP had a positive effect on the
students with regard to improving their attitudes and level of confidence in learning and teaching
mathematics
Students Transitions Achievements Retention & Success (STARS) Conference At: Southbank, Australia
No full textConference PaperResearch into the characteristics of student teachers prior to them entering
teacher education programmes may be helpful in addressing the country’s
national concerns about the quality of school education. Such research may
mitigate to some extent the high teacher attrition rate and, consequently, the
imminent shortage of teachers in South Africa. Considering the diverse nature of
the first year intake of trainees and the need to mould them into highly motivated,
creative and dedicated educators who will stay the course, the study set out to
gain a better understanding of who our first-year teacher education students are. The study utilised a pragmatic approach and reports on quantitative data gleaned
via a survey. A 138-item questionnaire was used to collect data from 195 first- year teacher education students. Key findings indicate that students’ parental
education, financial circumstances and pathways to tertiary education are crucial
elements that influence academic success and retention
Social and academic integration of first-year at-risk students in a mathematics intervention programme
No full textCanada International Conference
on Education (CICE-2013
Activity Theory as a lens to examine pre-service teachers’ perceptions of learning and teaching of Mathematics within an intervention programme
No full textPather,S. (2012). "Activity Theory as a lens to examine pre-service teachers’
perceptions of learning and teaching of Mathematics within an
intervention programme". - The definitive, peer-reviewed and edited version of this article is published in African Journal of Research in MST Education, Volume 16 (2) 2012, pp. 253–267This study was prompted by concerns around mathematics teaching and learning in the South
African education system. Contributory factors to this situation are the lack of competent
mathematics teachers in the classroom and mathematics at-risk students entering teacher
education programmes. This paper reports on how a mathematics intervention programme
(MIP) assisted in shaping at-risk student teachers’ perceptions of their learning and teaching of
mathematics. Activity Theory (AT) is used as a theoretical lens for examining these students’
perceptions. Qualitative data were collected using in-depth interviews with 12 students and their
written and graphical reflections of their experiences in the MIP. The results confirm that the
students’ perceptions of their learning and teaching of mathematics had changed. Furthermore
the study provides evidence that strategically planned interventions to deal with historically
imbalances can and do work. The study concludes that the MIP had a positive effect on the
students with regard to improving their attitudes and level of confidence in learning and teaching
mathematics
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