Showing papers in "South African Journal of Education in 2010"

A case study of continuing teacher professional development through lesson study in South Africa

Abstract: We consider the professional development of in-service teachers and review traditional development efforts that have been used in the past. An alternative form of professional development using Japanese lesson study is proposed and discussed as a possibility. A case study involving the Mpumalanga Secondary Science Initiative, where lesson study was used, is described and its efficacy reviewed. The project was aimed at improving mathematics and science learning of secondary school learners using lesson study for teacher development. The discussion concludes with a reflection on the outcomes and efforts of the project. Keywords : lesson study; professional development; teacher learning

The impact of teachers’ limited English proficiency on English second language learners in South African schools

Abstract: The importance of the role of language in teacher education programmes and in children’s learning is crucial. This study focuses on the use of English as the language of learning and teaching and its impact on the language development of English second language (ESL) student teachers and ESL learners. Against the background of major theories in second language (L2) acquisition and learning, this topic is contextualized within the South African education system. An empirical inquiry was carried out in which portfolios (evidence of practical teaching including lesson plans and learners’ work) submitted by final year student teachers enrolled at a large distance teaching university for the Advanced Certificate in Education: Inclusive Education were scrutinised. A comparison of teacher and learner written errors was made. Based on the findings, a questionnaire was designed to determine the extent of the impact of teachers’ limited English proficiency on learners’ English proficiency. The findings of the questionnaire responses are presented. Recommendations are made on how student teachers can improve their teaching practice to ensure quality ESL teacher input and ESL learner performance. Keywords: English second language; input; learners; limited English proficiency; student teachers

Educators' disciplinary capabilities after the banning of corporal punishment in South African schools

Abstract: The escalation of learner indiscipline cases in schools suggests failure by teachers to institute adequate alternative disciplinary measures after corporal punishment was outlawed in South African schools. We sought to address the following two research questions: (a) How do educators view their disciplinary capabilities in the post-corporal punishment period? and (b) How do educators view the usefulness of alternative disciplinary measures? The study adopted a qualitative approach. A case study of three purposively selected practising junior secondary school educators was used. Data were collected through interviews. We found that educators generally feel disempowered in their ability to institute discipline in schools in the absence of corporal punishment. Educators revealed that learners do not fear or respect educators because they know that nothing will happen to them. Although educators are aware of alternative disciplinary measures, they view them as ineffective and time consuming. Keywords: corporal punishment; educator capacity; indiscipline; schools; South Africa

Primary school teachers' knowledge and misperceptions of attention deficit hyperactivity disorder (ADHD)

Abstract: Putting inclusive education into practice and within diverse classrooms, teachers have to support and teach according to a variety of needs and preferences of learners, among them learners with ADHD. Teachers are seen as some of the most valuable sources of information with regard to referral and diagnosis of this disorder. They are also responsible for creating an environment that is conducive to academic, social and emotional success for children with ADHD. However, since there is some doubt as to whether teachers have the appropriate knowledge of ADHD to fulfill this important role, we aimed at assessing the knowledge and misperceptions of primary school teachers in towns on the periphery of the Cape Town Metropole. A quantitative study using a survey was conducted. The measuring scale used was the KADDS (Knowledge of Attention Deficit Disorders Scale), which measures teachers’ knowledge and misperceptions in three specific areas: symptoms/diagnosis of ADHD, general knowledge about the nature, causes and outcome of ADHD and possible interventions with regard to ADHD. The data were statistically analysed. Overall knowledge of ADHD was poor. The results suggest that teachers are most knowledgeable about symptoms/diagnosis, scoring lower on treatment and general knowledge subscales. Keywords: ADHD; attention deficit hyperactivity disorder; inclusive education; primary school teachers; teacher training; teaching

Victims of educator-targeted bullying: a qualitative study

Abstract: I report on findings emanating from in-depth personal interviews with victims of educator-targeted bullying (ETB). Qualitative content analysis was used to analyse the narratives. The findings indicate that the victims of ETB were exposed repeatedly over time to verbal, non-verbal, psychological, and physical abuse during and after school hours. ETB had a negative influence on the victims’ private lives, as well as on teaching and on learning. Lastly, I found that ETB may lead to a breakdown of relations between victims and the bullies’ parents and the members of the community in which schools are situated. Keywords: bullying; content analysis; ecological theory; educators; South Africa

Disruptive behaviour in the Foundation Phase of schooling

Abstract: Since the passage of legislation banning corporal punishment in South African schools, disruptive behaviour in schools has become an issue of national concern. Against this background a research project was undertaken in which the types and causes of disruptive behaviour occurring most frequently in the Foundation Phase of schooling were identified, with a view to providing strategies for teachers to manage behaviour of this kind. A qualitative research approach was applied. Data collection was done by conducting interviews comprising semistructured questions with Foundation Phase teachers. Strategies purposely devised to deal specifically with the identified types and causes of disruptive behaviour are explained. Keywords : disciplinary procedures; discipline problems; disruptive behaviour; disruptive behaviour strategies; human dignity; misbehaviour

Teacher leadership: a survey analysis of KwaZulu-Natal teachers' perceptions

Abstract: The notion of teacher leadership is implicit in official documentation in the South African education system post 1994, which emphasises a move towards a more shared and participatory approach to the practice of leadership and management in schools. The concept of teacher leadership is embedded in a distributed leadership theoretical framing which emphasises that leadership need not be located only in the position of the principal but can be stretched over a range of people who work at different levels in a school. We report on a study in which the perceptions of teachers’ on their understanding and experiences of teacher leadership were explored. The study adopted a survey approach and utilised closed questionnaires to gather data from 1,055 post level-one teachers across a range of schools of diverse contexts in KwaZulu-Natal. We found that while teachers supported the notion of shared leadership and believed they were equipped to lead, their leadership was largely restricted to their classrooms. There was some evidence of teacher leadership amongst teacher colleagues in certain curricular and extra-curricular activities. However, teacher leadership in relation to school-wide and community issues was almost non-existent. We signal two problematics regarding the leadership of school teachers and consider the implication of these for the distribution of leadership, and therefore change, in schools. Keywords : distributed leadership; education leadership; power; school management teams; teacher leadership; teachers

Responses of South African teachers to the challenge of school integration

Abstract: Recognizing that teacher commitments are consequential for classroom practice, this study sets out to determine the extent to which the ethos of South African schools has been transformed towards integration in the truest sense. Findings emanating from this research indicate that teachers do not enter their classrooms as ‘blank slates’ with respect to diversity questions; teachers respond differently to the challenge of school integration; and a few teachers went against the grain and responded to school integration in a way that holds immense promise for the South African schooling system.

Exploring a secondary school educator's experiences of school violence: a case study

Abstract: In an increasingly violent society, South African secondary school educators often need to manage violent learners. In the context of a challenging and uniquely South African educational environment, managing this escalating violence often leaves educators battling to cope with increasing demands for learner performance in the midst of an inherited culture of violence and intimidation that spills over into the classroom. We attempt to explore, from an interpretive perspective, the experiences of an educator in a violence-affected educational setting. This includes the educator’s perceptions of the causes, nature and results of violence. The article also unveils the educator's emotional experience and her perceptions of what contributes to the violence. Keywords: bio-ecological systems theory; educator; learners; violence/school violence

Human rights values or cultural values? Pursuing values to maintain positive discipline in multicultural schools

Abstract: Discussions on discipline in education often accentuate corporal punishment or measures to infuse moral fibre. In addition, many authors argue that inculcating a particular value system can promote discipline in schools. This could however be profoundly problematic in the light of the Constitution. We argue that positive discipline in multicultural school environments needs to be based in part on human rights values that are neither solely universally interpreted nor particularistically interpreted. We report on the data generated at a research workshop held as the final dissemination process of a four-year international research project entitled “Understanding human rights through different belief systems: intercultural and interreligious dialogue”. Dialogue was chosen as a form of data gathering since it is more spontaneous than conventional questioning techniques and can thus generate more naturally occurring data to strengthen the outcomes of the project. It appears that some teachers believe discipline can only be maintained through the elevation of cultural values (particularism). We argue that schools should start negotiating, at the most basic level, the values, including emancipatory, human rights values, and cultural values, which could underpin positive discipline in multicultural schools. Drawing solely on cultural values is not only unlikely to solve the problem of discipline, but could also undermine the efforts to transform our diverse, democratic society. Keywords: cultural values; human rights values; multicultural schools; positive discipline

Our voice counts: adolescents’ view on their future in South Africa

Abstract: We focus on the impact of societal change and related societal problems on the youth of post-apartheid South Africa. Within the parameters of an eco-systemic model, it is argued that adolescents’ perspectives on their future in this country could be negatively influenced by the extent of societal problems that are currently experienced in South Africa. Amidst severe problems such as poverty, unemployment, HIV/AIDS, and violent crime the findings of an empirical investigation into the views 1,326 adolescents from a variety of socio-economic backgrounds indicate that a general spirit of optimism and independence exists, paired with a strong desire to escape the trappings of poverty and to fulfil their career and social expectations. The findings indicate that a new, non-racial generation is emerging, but also highlight a formidable ethical dilemma: not societal factors, but ironically the ailing education system, is blocking the future ideals of thousands of South African adolescents. Keywords: adolescents; future expectations; societal problems; youth

Reflection as Learning about the Self in Context: Mentoring as Catalyst for Reflective Development in Pre-Service Teachers.

Abstract: Establishing a close alignment between teacher education programmes and the realities of the actual classroom remains a challenge in preparing pre-service teachers at higher education institutions. The literature indicates that reflection is a core quality of effective teachers. We investigate how the development of reflective practice through mentoring programmes can facilitate the inevitable transitions that students have to make to the professional sector. Through a narrative analysis, we report on the insights of a selected group of Postgraduate Certificate in Education (PGCE) students participating in the initial development phase of a mentoring system during their practice teaching in schools guiding them to reflect critically on their learning and practice. The data suggest that mentoring can act as a catalyst to enhance reflection.The development of reflection as praxis can assist in bridging the gap between theory and practice. Keywords: mentoring; pre-service teacher development; reflection; teacher identity

The relationship between the perception of own locus of control and aggression of adolescent boys

Abstract: Aggression is increasingly seen in most parts of South African society. Aggressive behaviour of boys in secondary school often results from frustrations caused by perceived high expectations of others regarding the role, locus of control, and personality of boys. Locus of control plays an important role in a person’s perception concerning a situation and possible reactions to what is happening, or should be happening. A 56-item questionnaire, based on Rotter’s “Locus of control” questionnaire, and the DIAS Scale were used. The questionnaire was completed by 440 boys in Grades 9, 10, and 11. Various factor, item and differential statistical analyses were conducted. Three constructs were identified, i.e. physical, verbal, and indirect aggression. Results indicated that locus of control has a significant influence on verbal and indirect aggression. The differential analysis indicated that contextual variables (language of tuition, age, and grade) play a significant, but not substantial, role in aggression. Furthermore, boys with an internal locus of control are significantly and substantially less aggressive than boys with an external locus of control, with respect to physical, verbal and indirect aggression. Keywords: adolescent boys; aggression; differential analysis; locus of control; perception

How can schools build learning organisations in difficult education contexts

Abstract: There is paucity in the study of learning organisations within the education sector and particularly in schools working in difficult socio-economic contexts, such as those studied in this investigation. In this qualitative study I therefore sought evidence from teachers, in one of the districts of Gauteng province, through in-depth, semi-structured focus group interviews to establish what a learning organisation is. Using data obtained through two in-depth, semistructured focus group interviews with 16 teachers, themes were constructed to theorise their experiences on what a learning organisation is. The results showed that teacher commitment to personal learning enhanced student achievement. This study contributes to the understanding of theories on learning organisations from the experiences of these teachers working in disadvantaged townships schools. Keywords: change; collaboration; collective intelligence; continuous learning; effective teaching; knowledge management; learning organisation; shared values; systems thinking; teacher commitment

School-based assessment: the leash needed to keep the poetic ‘unruly pack of hounds’ effectively in the hunt for learning outcomes

Abstract: The problem with assessment in South African public schools persists. In 2008 thousands of candidates taking South Africa’s first ever National Certificate Examination could not be resulted because of a failure to report school-based assessment (SBA) tasks. Only 62.5% of candidates prepared for the final external examination through a process of continuous SBA passed. In 2009 the pass rate dropped to a new low of 60.7%, which begs the question: why is SBA not serving its purpose of enhancing learning and preparing candidates for the high stakes external examinations? We focus on English First Additional Language (EFAL) teachers’ perceptions of SBA in the Further Education and Training (FET) band and the challenges they face with the implementation of the curriculum that calls for drastic changes in assessment practice. Last lesson of the afternoon When will the bell ring, and end this weariness? How long have they tugged the leash, and strained apart My pack of unruly hounds! I cannot start Them on a quarry of knowledge they hate to hunt, I can haul them and urge them no more. D.H. Lawrence

Learners’ perceptions as to what contributes to their school success: a case study

Abstract: Some historically black schools manage to do quite well despite their circumstances, such as dire poverty. We aim at explicating some of the causal factors regarding the effectiveness of three schools in deep rural Mpumalanga, South Africa by tapping the perceptions of their learners. Data were collected from learner samples (four girls and four boys from each school, all of them black) by means of semi-structured focus group interviews. The results lead to the conclusion that the perceptions of disadvantaged black learners in this area, with respect to what contributes to their educational effectiveness, may also be understood in terms of hierarchical insights and awarenesses, the ontological basis of which seems to be successful pedagogical dialogue, with mutual acceptance as its fountainhead. Keywords : educational effectiveness; learner perceptions; pedagogical dialogue; rural South Africa; school success

Sense of belonging and social cohesion in a desegregated former House of Delegates School

Abstract: The ideal of creating a non-racial and equitable school environment is embedded in the South African Constitution. This ideal is informed by a desire to overcome the divisions of the apartheid past by pursuing policies and strategies that will promote the achievement of social cohesion, without denying space for various identities. Schools are seen as im portant vehicles for driving social cohesion amongst learners and it is therefore important that all learners, irrespective of their race, experience a sense of belonging in the school. Using a case study and an interactive qualitative analysis research methodology, we explored the experiences of black and Indian learners in a desegregated former House of Delegates school to determine the successes and possible challenges of ensuring racial integration at the school level and therefore its contribution to social cohesion. The study demonstrates the importance of eight concepts (namely, the school as a welcoming space; belonging; respect; security; equality in the way we socialise; tender loving care; motivation; and freedom) to the study of racial integration and social cohesion. This article focuses on the contribution that sense of belonging has on creating a school environment that is enabling, contributing to learner achievement and concludes that sense of belonging, integration, and social cohesion are intertwined and important in creating an environment that is welcoming and a “home” to diverse learners and educators. Keywords : belonging; desegregation; diversity; integration; Interactive Qualitative Analysis; race; social cohesion

Creative thinking in prospective teachers: the status quo and the impact of contextual factors

Abstract: To create unique and appropriate learning opportunities and environments and to nurture the development of creative thinking abilities among learners are some of the demands for creative thinking currently expected of teachers globally and also in South Africa. Creative thinking in academic context assumes, among other things, the ability to generate a variety of original ideas, to see different viewpoints and elaborate on ideas. We report on the findings of a quantitative pilot investigation by means of experimental research utilizing an ex post facto design to determine the status quo regarding the creative thinking abilities of a hetrogeneous group of 207 pre-service teachers studying at a South African university, using the Abbreviated Torrance Test for Adults (ATTA) and a Partial Least Squares (PLS) exploration into the relationship between contextual factors and the students’ creative thinking abilities. Strong correlations were found among a variety of contextual factors such as the type of school model and culture and creative thinking abilities and also between specific contextual factors such as the choice of role model and socio economic and acculturation factors and certain creative thinking abilities. This research explores a largely unknown field, namely, the creative thinking abilities of a group of South African pre-service teachers of different cultural groups and creates an awareness of the need for the development of creative thinking abilities among these prospective teachers. Keywords : contextual factors; creativity and culture, creativity; creative thinking; creative thinking abilities; teacher training

Entrepreneurial orientation and practice: three case examples of historically disadvantaged primary schools

Abstract: Historically disadvantaged schools are mostly in a position where they cannot easily practise entrepreneurial customs like innovation, proactiveness and risktaking. However, some of these schools perform well under similar circumstances and show strong entrepreneurial inclinations. In fact, in research conducted in 2006, Lebusa and Xaba found that there were very strong prospects of fostering entrepreneurial customs at historically disadvantaged schools. It was found that schools were already practising innovativeness, proactiveness and risk-taking, albeit unintentionally. We report on the practice of innovativeness, proactiveness and risk-taking at historically disadvantaged schools. Case examples of three successful entrepreneurial historically disadvantaged primary schools are presented. Results indicate novel and innovative ventures undertaken at these schools and clearly indicate that some historically disadvantaged schools are indeed entrepreneurially oriented.

An analysis of the alignment of the grade 12 physical sciences examination and the core curriculum in South Africa

Abstract: I report on an analysis of the alignment between the South African Grade 12 Physical Sciences core curriculum content and the exemplar papers of 2008, and the final examination papers of 2008 and 2009. A two-dimensional table was used for both the curriculum and the examination in order to calculate the Porter alignment index, which indicates the degree of match between the two. Alignment indices of 0.8 and 0.6 for Physics and Chemistry, respectively, were computed and remained constant for Physics, but fluctuated initially for Chemistry before levelling off. Using the revised Bloom’s taxonomy, discrepancies were found in terms of cognitive levels as well as content areas in both Physics and Chemistry. The cognitive level Remember is under-represented in the Chemistry and Physics examinations, whereas the cognitive levels Understand and Apply were over-represented in Chemistry. It is argued that the shift to higher cognitive levels is in line with the reported increase in cognitive complexity of the Physical Sciences curriculum. The significance of the study for Physical Science teachers is highlighted, and the potential for further research is also indicated. Keywords: alignment; assessment; Chemistry; cognitive level; curriculum content; Physics; revised Bloom’s taxonomy

Teachers' beliefs and their intention to use interactive simulations in their classrooms

Abstract: In this pilot study, we sought to examine the influence of the beliefs of Grade 10 to 12 physical science teachers on their intended and actual usage of interactive simulations (Physics Education Technology, or PhET) in their classrooms. A combination of the Theory of Planned Behaviour, the Technology Acceptance Model and the Innovation Diffusion Theory was used to examine the influence of teachers’ attitudes, subjective norms and perceived behavioural control on their intention to use simulations in their classrooms. Using regression and factor analyses, it was found that beliefs about the perceived usefulness and the pedagogical compatibility of PhET have a significant effect on teachers’ attitude towards the use of the simulations in their classrooms. The expectations of the teachers’ colleagues contribute to the subjective norm of these teachers. The regression and partial correlation result also highlights the importance of teachers’ general technology proficiency. Although we were not able to confirm a direct link between attitudes, subjective norm, perceived behavioural control, and the teachers’ behaviour intention we show the influence of behaviour intention on the actual use of the simulations with an accuracy of 70.83%. Keywords : interactive simulations; PhET project; physics; teacher beliefs; Theory of Planned Behaviour

Enabling white, Afrikaans-speaking adolescents towards post-divorce resilience: implications for educators

Abstract: Using rich qualitative data, we describe the ecosystemically-embedded protective antecedents that enabled 10 white, Afrikaans-speaking adolescents from divorced families towards resilience. The description both confirms and extends what was known about the roots of adolescent resilience, post-divorce. We use these findings to capacitate educators who are mandated to care for needy learners, such as those from divorced homes. The findings provide more than mere implications for educators — given their simplicity, they make it possible for educators to make the most of these to champion resilience. Keywords: adolescence; divorce; ecosystemic; protective resources; qualitative; resilience

Constructing principals' professional identities through life stories : an exploration

Abstract: Adopting a humanistic perspective to the study of leadership, I discuss and describe how school principals adapt to their new roles, owing to the new education policies and educational restructuring within the South African Department of Education. The Life History approach was used to collect data from six selected school principals in KwaZulu-Natal. On the basis of the analysis of data, I conclude that leaders create their provisional selves and construct their professional identities from their personal and professional knowledge. Provisional selves, in this context, are temporary solutions principals use to close the gap between their current capacities and self-concepts, and the ideas they hold about what attitudes and behaviours are expected in their new roles. Keywords: leadership style; life history; life stories; principals; professional identity; structure and agency

School effectiveness: conceptualising divergent assessment approaches

Abstract: Studies on school effectiveness have dominated the literature of education management and administration for some time. According to the literature, these studies have two distinct aim s: firstly, to identify factors that are characteristic of effective schools, and secondly, to identify differences between education outcomes in these schools. The choice and use of uniformed outcome measures has, however, been open to debate in many areas of education research. One of the touchstones for effective schools is the impact on learners’ (scholars or students) education outcomes. Researchers into school effectiveness, however, continuously aim to clarify the dilemma with regard to learners’ education outcomes. In parallel with this has been a call for schools to be more accountable, which in many cases leads to school effectiveness being judged on academic results, while other contributing factors are ignored. Apart from these studies, the uniform assessment of effectiveness in the school context has recently also received attention. This article, descriptive and narrative in nature and based on a literature study, offers a dynamic perspective on the assessment of school effectiveness and concludes with conceptualisation and analysis of three different, divergent approaches to measuring or assessing effectiveness of schools. Keywords : assessment; assessment approaches; effectiveness; school effectiveness; studies of school effectiveness

Whose voice matters? Learners

Abstract: International and national mathematics studies have revealed the poor mathematics skills of South African learners. An essential tool that can be used to improve learners’ mathematical skills is for educators to use effective feedback. Our purpose in this study was to elicit learners’ understanding and expectations of teacher assessment feedback. The study was conducted with five Grade 9 mathematics learners. Data were generated from one group interview, seven journal entries by each learner, video-taped classroom observations and researcher field notes. The study revealed that the learners have insightful perceptions of the concept of educator feedback. While some learners viewed educator feedback as a tool to probe their understanding, others viewed it as a mechanism to get the educator’s point of view. A significant finding of the study was that learners viewed educator assessment feedback as instrumental in building or breaking their self-confidence. Keywords: educator assessment feedback; journal entries; learner feelings; learner motivation; learners’ voices; understanding of assessment feedback

Exploring alternative assessment strategies in science classrooms.

Abstract: The knowledge children bring to the classroom or construct in the classroom may find expression in a variety of activities and is often not measurable with the traditional assessment instruments used in science classrooms. Different approaches to assessment are required to accommodate the various ways in which learners construct knowledge in social settings. In our research we attempted to determine the types of outcomes achieved in a Grade 6 classroom where alternative strategies such as interactive assessments were implemented. Analyses of these outcomes show that the learners learned much more than the tests indicate, although what they learnt was not necessarily science. The implications for assessment are clear: strategies that assess knowledge of science concepts, as well as assessment of outcomes other than science outcomes, are required if we wish to gain a holistic understanding of the learning that occurs in science classrooms. Keywords: alternative strategies; interactive assessment; interpretive assessment; range of outcomes; social constructivism

Language diversity in the mathematics classroom: does a learner companion make a difference?

Abstract: Language and education are interrelated because all teaching is given through the medium of language. Language is considered to be both a precondition for thought and a bearer of thought and therefore influences the extent to which a child’s intelligence is actualised. In the South African context linguistic diversity is a complex issue. It has increasingly become the task and responsibility of educators to develop strategies in an attempt to facilitate quality education for their learners. In this study, the researchers developed an ‘aid’ that would assist learners to relate mathematics terms and concepts in English with terms in their own languages. The study determined whether a visual multilingual learner companion brought change in learners’ performance in mathematics. Also what the educators’ views were about this. A combination of a quasiexperimental study and an interview schedule was conducted. The quasiexperimental study was conducted among learners while the interview schedule was with their educators. The sample comprised 2,348 learners in Grade 4, Grade 5 and Grade 6 from 20 schools as well as 20 educators from the treatment schools. The results indicated that the mathematics marks of the treatment group improved. Also, the educators were complimentary about the learner companion and indicated that they would utilise this going forward in their teaching. It is recommended that the multilingual visual explanatory mathematics learner companion be used and investigated on a larger scale to corroborate the efficacy reported here.

A feminist post-structuralist analysis of an exemplar South African school History text

Abstract: A feminist post-structuralist perspective offers an alternative paradigm for the study of gender bias in History texts. It focuses on multiple perspectives and open interpretation, opens up space for female voices of the past and present, and deconstructs realist historical narrative. Our aim in this article is to discuss feminist post-structuralism as an innovative approach to History as a school subject, and to demonstrate its implications for the analysis of school History texts. We seek to identify and expose biases that marginalise women in school History texts and contribute to correcting these. Additionally, we seek to develop new knowledge for understanding gender differences. An example of the empirical application of the feminist post-structuralist perspective is provided. The exemplar text analysed supports masculine historical narrative, using a neutral and naturalising style, and renders women and the feminine meaning invisible. It is suggested that non-traditional forms of writing will help to dislodge the inherent hegemony in History texts and challenge the masculine status quo in school History texts.

Contextualizing South Africa’s participation in the SITES 2006 module

Abstract: The International Association for the Evaluation of Educational Achievement (IEA) initiated the Second International Technology in Education Study (SITES 2006) — a large-scale comparative survey on the use of Information and Communication Technologies (ICTs) in schools. The goal was to understand the pedagogical use of ICTs in schools in 22 education systems. We aim to contextualize South Africa’s participation in SITES 2006 on four levels: (i) the nature and structure of the South African education system, (ii) a review of South Africa’s participation in SITES 2006, (iii) ICT infrastructure, facilities and equipment, and (iv) teachers’ use of ICTs for teaching and learning. SITES 2006 administered three questionnaires to school principals, technology coordinators, and mathematics and science teachers. The final sample consisted of 666 mathematics and 622 science teachers. Although most education systems collected data via the internet, South Africa was the only country that used only a paper-and-pencil data collection strategy with an average return rate of 90%. South Africa scored low on most variables, e.g. ICT infrastructure, facilities, and equipment. A large percentage of South African teachers reported their ICT incompetence. South Africa’s inability to cross the boundaries of traditional learning towards the development of 21st century teaching and learning skills inhibits social and economic growth for the development of human capital. Keywords: developing context; e-Education; ICT in education; large-scale study; mathematics education; science education; SITES 2006; South Africa

The Perceptions of Teaching Staff from Nigerian Independent Schools of a South African Professional Development Workshop.

Abstract: There is widespread agreement that professional development (PD) is the best possible answer to meeting the complex challenges in education systems. Studies on educational effectiveness identify the link between quality teachers and their PD. The purpose of this exploratory study was to determine the perceptions of Nigerian delegates from independent schools of the effectiveness of a training programme conducted by academic staff at the University of South Africa (Unisa). A mixed-method approach was adopted in two similar workshops. In March (2008) (Phase 1), quantitative data were collected and, in October 2008 (Phase 2), qualitative data were collected. The results reveal delegates’ experiences of the quality of the presentations, the content and learning experience, the extent to which the expectations of the delegates were met, the application possibility and relevance of the workshops to educational practice and the needs experienced in Nigerian schools and recommendations for future workshops. Keywords: Nigerian education system; Nigerian independent schools; professional development; school management training; workshops