Meta cognition in FP learners -2016
Learners in South Africa lag behind in literacy and numeracy skills. This is ascribed to a lack of quality education in the preschool and Foundation Phases of schooling. The Basic Concept Mediated Learning Programme (BCMLP) aims to promote the conceptual development of young children through training teachers to be mediators in a metacognitive educational programme. Results found that implementation of the programme was consistent with considerable improvements in conceptual and scholastic functioning.
Maths Tests - 2014
This study is aimed at assessing the relationship between students’ test taking skills and each of the following variables: motivation to learn mathematics; mathematics anxiety; attitudes towards mathematics; and attitudes towards tests. The study was conducted on a random sample of 626 (327 males and 254 females) secondary students. The improvement of secondary students’ testing skills to be significantly correlated with substantial role in a student’s level achievement in mathematics.
Adolescent’s view on their future in SA – 2010
South African adolescent’s future perspectives are mostly locally oriented, but global future perspectives are discernable, albeit mostly for temporary opportunities. Our findings indicate that we find ourselves on fertile soil regarding learner motivation and idealism. Adolescent’s voice must be clearly heard in the need for reform or our education system.
Measuring students well-being for achievement – 2008
Student wellbeing has to be addressed as an important output variable of the educational process. The focus in this study is on student wellbeing at the end of Grade 10 and its relationship to current achievement, and pre-measurements of student wellbeing and achievement. No relationship was found between student wellbeing and achievement when both are measured at the end of Grade 10.
Alternatives to school discipline - 2014
The three main research questions that guided the study were to determine (1) How much variance of offences can be explained by disciplinary measures of alternative corporal punishment? (2) How well do the different measures of alternative corporal punishment predict offences? (3) Which is the best predictor of offences given a set alternative measures? Responsibility, school location, experience as a principal, availability of policy, capacitation on discipline, counselling, recording of sanctions and monitoring implementation of sanctions were not significant predictors.
Mpumalanga teachers on their principals – 2012
We examined the perceptions of teachers on the importance and competence of principals as leaders before and after an intervention programme on holistic leadership. Seven factors of holistic leadership formed the dependent variables.
Effect of technology on learner achievement - 2013
Technology was implemented for the experimental group but not for the control group. Significant differences were found between the average achievements of a group learners, exposed to technology during a lesson, compared to a group not exposed to technology. A high positive relationship was obtained between motivation and concentration. The amount of time and effort spent in a classroom is worthless unless the learners are learning.
New teacher career plans in SA – 2006
The purpose of the survey was to find out how many newly qualified teachers were planning to teach abroad and how many were planning to teach in South Africa. Two issues formed the backdrop of the study: teacher migration and teacher shortages in South Africa. We argue that teacher shortages are not translating into available jobs for newly qualified teachers.
Inclusion SA vs Sweden – 2011
This article compares the influence of South African and Swedish teachers’ attitudes towards the practical application of inclusive education (IE) in the classroom. The aim of the study was to identify and investigate problem areas pertaining to teacher’s attitudes to EI. The comparative nature of the work enabled the researchers to suggest remedial action within each country’s socio-economic setting, and in this way affect change in teacher attitudes.
PGCE students – 2015
The study sought to understand the mentoring experiences these students received from their teacher mentors, who were also their colleagues. They reported content-specific and pedagogical mentoring as the most useful, indicating that this significantly assisted them in improving their teaching, even though they had been teaching for some time. The study suggests a need for more focused, comprehensive and on-going mentor training for mentor teachers. This paper further suggests that university-school partnerships required strengthening, along with appropriate strategies put in place, towards ensuring mentoring effectiveness.
Litigation cases in Education since - 1994
Responses to our questions reflected hope, but also concern, and even despair. In their opinions almost all of the disputes were between the state and its citizens, and that the state lost virtually all cases. There was surprise that cases dealt almost exclusively with disputes about stake-holders’ powers, and that few human rights and social issues have been litigated. However, litigation has nonetheless led to the clarification of some issues.
SGB legislation on making appointments - 2009
While decentralisation could well be expected to mean an increase in democratic participation in the governance of schools, this is not necessarily in case. The picture that emerges from the analysis made in this article is that of the state encouraging participation but cautioning against too much involvement and even taking steps to limit the involvement and powers of stakeholders in the appointment of staff.
Streaming by gender for maths in Kenya Sec Schools – 2008
In the study in four secondary schools in Nakuru District, Kenya. Generally, the results indicated that streaming based on gender improved overall student achievement in mathematics and especially that of girls. There are strong indications that streaming by gender may be a useful class environment as an intervention towards improving the performance of girls in mathematics is co-educational schools.
Transformation geometry – 2012
This study focused on visualisation and analytic strategies by Grade 12 learners when working with problems based on transformation geometry. The findings revealed that most learners performed treatments in the analytic mode when responding to the tasks, and showed limited movements across the two modes which are essential for a deepening of understanding. Opportunities need be created for learners to engage in transformation geometry activities which emphasise conversion.
ADHD – 2015
With a view to improving best practice in assistance to mothers and to promoting the tenets of inclusive education policy, the authors investigated the ways in which mothers experienced the support provided by educational psychologists. The findings pointed to the need for an inclusive school environment that forefront the role of educational psychologists in sharing knowledge and working collaboratively across the education system in South Africa. The critical role of adequate resources implies that any insufficiencies in this respect will inevitably exert an adverse effect on improving educational outcomes.
Mpumalanga Maths 2006
The Third International Mathematics and Science Study Repeat Survey (TIMMS-R) of the worldwide trends in respect of scholastic performance in mathematics and science confirmed that South African learners struggled especially to deal with problems involving language. In general learners experienced many problems communicating their answers in the language of the test (English) and they revealed that they did not have the basic mathematical knowledge that is required. Ramnarian (2003:33) argues that disadvantaged learners from seriously impoverished learning environments are lacking in the necessary informal mathematical knowledge prescribed by approach to teaching and learning mathematics to develop their own strategies for solving non-routine mathematical problems.
School Dysfunctions – 2011
This article reveals the degree and kinds of school dysfunctions, as well as their interconnectedness with actors, networks, and domains. The main dysfunctions relate to rules (dysfunctional rules, rule bending, and rule breaking), competences (management, finances, and conflict resolution), and roles (role confusion and conflict, abuse of power.
This article found that the better the school culture and school climate are at a school, the lower the levels of school violence. On the other hand, a lack of school safety contributed to learners experiencing higher levels of violence at schools. The results of hierarchy regression analysis indicated that school culture and school climate can be used to explain a significant percentage of variance in school violence. The article concludes with a few suggestions on how the results can be used to address school violence.
pdf Journal - School Violence (171 KB)
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