Michelle Buchler

Bio: Michelle Buchler is an academic researcher from University of the Witwatersrand. The author has contributed to research in topics: Higher education & Higher education policy. The author has an hindex of 4, co-authored 4 publications receiving 84 citations.

Education policy studies in South Africa, 1995–2006

Abstract: This article reports on findings pertaining to scholarship in education policy drawn from a wider study on all education research in South Africa from 1995 to 2006. This study, which defined education research as broadly pertaining to teaching and/or learning, obtained extensive data from a wide range of sources, including universities, public institutions, NGOs, Education and Training Authorities, museums, publishers, donor agencies, trade unions, conferences, journals and electronic databases. The levels, scale, educational sectors and disciplinary areas of each entry in the resulting 10,315‐strong database were identified, and a random sample of 600 texts was analysed in order to distinguish primary research themes. This article summarises seven themes in education policy studies, including policy idealism, policy critiques, language in education policy, higher education policy, further education and training policy, the nature and effects of educational decentralisation and the relationship between ed...

Equity, access and success: adult learners in public higher education

Abstract: Unlike research into access and success for school-leavers entering higher education (HE) in South Africa, very little research has been conducted into adult learners in HE. Apart from generalized, albeit extensive, socio-economic studies on poverty and inequality, including changing patterns of participation in education more generally (for example, Gelb, 2003), there is little information, at the systems level, on ‘deeper’ questions, such as the push/pull factors for adult learners entering higher education, the barriers they face and experience once in higher education institutions, their success and completion rates, and their reasons for entering HE institutions. These issues have taken on a much greater significance than before in post-1994 higher education policy developments that call for the widening of the social base of higher education to include, inter alia, adult learners.

Education scholarship in Higher Education in South Africa, 1995-2006

Abstract: This article reports on findings pertaining to education scholarship in higher education drawn from a wider study on all education research in South Africa from 1995 to 2006. After briefly outlining pertinent aspects of the wider study, it offers a preliminary and descriptive account of what were found to be primary research themes in higher education studies, including the socio-political implications of higher education transformation, the debate over the 'Africanisation' of higher education, the promotion of indigenous knowledges, equity and excellence in higher education policy, increasing participation and access though academic development and the recognition of prior learning, the acquisition of academic literacy, assessment, and accountability and autonomy.

Scholarship in teacher education in South Africa, 1995-2006

Abstract: This article reports on findings pertaining to scholarship in teacher education drawn from a wider study on all education research in South Africa from 1995 to 2006. The study, which defined education research as broadly pertaining to teaching and/or learning, obtained extensive data from a wide range of sources: universities, non-government organisations (NGOs), education and training authorities and electronic databases. The levels, scale, educational sectors and disciplinary areas of each entry in the resulting 10 315-strong database were identified, and on the basis of a random sample of 600 texts seven primary research themes in teacher education were identified and are detailed here: the re-conceptualisation of teachers as facilitators, the problems and possibilities of cooperative learning or group work, the use of educational support materials and resources, the idea of ‘teaching for learning’, the importance of context, the nature of continuous assessment, and debates on teacher evaluation.

将“Cooperative Learning”融入课堂——浅谈英语素质教育

Abstract: 1. Interaction. The interactions learners have with each other build interpersonal skills, such as listening, politely interrupting, expressing ideas, raising questions, disagreeing, paraphrasing, negotiating, and asking for help. 2. Interdependence. Learners must depend on one another to accomplish a common objective. Each group member has specific tasks to complete, and successful completion of each member’s tasks results in attaining the overall group objective.

Assessment policy in post-apartheid South Africa: challenges for improving education quality and learning

Abstract: The South African education system has witnessed significant changes since 1994 when the democratically elected government began the process of dismantling the inherited apartheid order. The primar...

Doctoral education in South Africa: models, pedagogies and student experiences

Abstract: Thesis (Ph.D.), Faculty of Humanities, School of Education, University of the Witwatersrand, 2009

Education policy studies in South Africa, 1995–2006

Abstract: This article reports on findings pertaining to scholarship in education policy drawn from a wider study on all education research in South Africa from 1995 to 2006. This study, which defined education research as broadly pertaining to teaching and/or learning, obtained extensive data from a wide range of sources, including universities, public institutions, NGOs, Education and Training Authorities, museums, publishers, donor agencies, trade unions, conferences, journals and electronic databases. The levels, scale, educational sectors and disciplinary areas of each entry in the resulting 10,315‐strong database were identified, and a random sample of 600 texts was analysed in order to distinguish primary research themes. This article summarises seven themes in education policy studies, including policy idealism, policy critiques, language in education policy, higher education policy, further education and training policy, the nature and effects of educational decentralisation and the relationship between ed...

First additional language teaching in selected Grade 4 - 6 classes in Western Cape urban schools : the case of Afrikaans

Abstract: This study investigates the current state of Afrikaans First Additional Language (FAL) teaching in Gr 4 – 6 classes in Western Cape urban schools against the background of the national drive towards the promotion of multilingualism among the learners of South African schools. Based on Vygotsky’s theory that learning is a process where an expert leads the child to internalise new knowledge as well as Shulman’s theoretical framework that addresses the professional knowledge base of teachers, this study used a mixed methods approach to generate empirical data. The literature study provides an overview of the major methodologies relevant to FAL teaching, whilst the questionnaires, completed by Grade 4 – 6 Afrikaans FAL teachers, provided the quantitative data. For the qualitative strand of the study, semi-structured interviews were conducted with Afrikaans FAL teachers. The study showed that the teachers’ knowledge of the curriculum, language policies, language teaching and learning theories as well as methodologies is extremely limited and revealed that teachers are caught up in traditional language teaching methods and strategies which do not contribute to the enhancement of learners’ proficiency in the target language. It is therefore recommended that there is no single method that will ensure effective FAL teaching, but teachers should implement an eclectic approach to achieve the best results. Furthermore, initial teacher training programmes and in-service training workshops should be adapted in order to prepare teachers adequately to implement the prescribed curriculum using appropriate methodologies and strategies. Key words: constructivism, curriculum, eclectic approach, language policies, multilingualism, pedagogical content knowledge.