Browsing by Author "Hardman, Joanne"

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    A cultural-historical analysis of Grade 9 History curriculum and its pedagogical resources for learners' conceptual development
    (2021) Mutheiwana, Pertunia; Hardman, Joanne
    This study examines the extent to which the South African Grade 9 History Curriculum Assessment Policy Statement (CAPS) document and its supplementary teaching resources (learners' textbooks and teachers' guides) outline knowledge focused on concept development in learners. The development of concepts requires learners' mediation in the Zone of Proximal Development (ZPD) where consideration and subsequent linkage of three knowledge forms namely: scientific concepts, everyday concepts and procedural knowledge is necessary. In light of this, a topic titled ‘National Party and apartheid' is analysed across the CAPS document and its teaching resources to examine the extent to which they outline these knowledge forms for concept development. Vygotsky's cultural-historical theory and the work of Neo-Vygotskians are used as the theoretical framework for the analysis of data in this study. The findings show that the CAPS document offer guidance to teaching resources on the necessary knowledge forms required to afford learners with full development of historical concepts outlined under the ‘National Party and apartheid' topic of the CAPS document. This is because a curriculum document is only designed to offer guidance and not to elaborate on content. As a result, teaching resources should elaborate on the contents of the curriculum and add sufficient knowledge forms. According to Vygotsky and Neo-Vygotskians, full concept development can only be possible if scientific concepts are made visible, sufficiently, and explicitly defined, linked to everyday concepts and procedural knowledge. This study shows that teaching resources failed to implement this fully. This study concludes that for teaching resources to afford learners with conceptual development, all three knowledge forms should be sufficiently and explicitly outlined and the necessary linkage between them made. This will, in turn, provide the teachers with sufficient and explicit pedagogy in the ZPD thereby affording learners with conceptual development. The development of concepts is necessary for South Africa because it helps to reduce social inequalities created in the past as well as granting learners the opportunity to live and work in a globalised environment. It is recommended that teaching resources prioritise the aims of the CAPS document by outlining knowledge forms for concept development.
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    A neo-Vygotskian comparative analysis of the availability of simple scientific concepts in science in the English National Curriculum Year 1 and the South African National Curriculum and Policy Statement Grade 1
    (2022) Grüner-Hegge, Sophia Victoria; Hardman, Joanne
    South Africa continues to lag behind other countries in mathematics and science in benchmarks tests such as the TIMSS tests. The importance of teaching science early in the school curriculum has been established in research. However, some research indicates that the scientific concepts made available to teachers and students in the Foundation Phase are lacking in depth and are, in fact, not full scientific concepts (Morris, Hardman& Jacklin, 2016). In a bid to establish to what extent scientific concepts are made available to students and teachers, this study analysed and compared the availability of “simple scientific concepts” on the topic of plants for children in their first year of formal schooling in the South African and English National Curricula, as well as educational materials from these countries. This study is continuing the work conducted by Morris, Hardman, and Jacklin (2016), who analysed the prevalence of simple scientific concepts in the Grade R curriculum and materials in South Africa. The notion of a simple scientific concept is derived from Neo Vygotskian elaborations on scientific and everyday concepts, where simple scientific concepts are the foundations for the development of more complex scientific concepts. A rating scale based on these ideas was used to analyse the materials for simple scientific concepts. The findings of the current study found that in both countries' curricula and materials are largely composed of “potential scientific concepts”, which are concepts that have the potential to be translated from an everyday concept into a scientific concept by the teacher (if they have sufficient knowledge). Overall, the findings are of concern as studies show that teachers in both nations feel ill-equipped and are lacking in confidence to teach science, and since there are so many potential scientific concepts the teachers must be knowledgeable in order to translate them into scientific concepts for their students. In conclusion, the implications of this study are that the curricula and materials for Year/Grade 1 children in these nations are not conducive to them acquiring simple scientific concepts.
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    Activity theory as a framework for understanding teachers' perceptions of computer usage at a primary school level in South Africa. South African Journal of Education, 25(4): 258-265
    (2005) Hardman, Joanne
    Educational underachievement in gateway subjects such as mathematics and science is a continuing challenge in South African schools. In a bid to develop technologically competent mathematicians and scientists while addressing the shortage of teacher capacity in the country, the government has turned to computer technology to support and strengthen teaching and learning in disadvantaged classrooms. The assumption underlying the use of computers in these schools is that computers will enable students to cover the curriculum more efficiently and effectively, leading to improved performance. However, the extent to which a computer can impact positively on students' achievement depends on how a computer is used as a learning/teaching tool. I seek to illustrate the potential use of Activity Theory as a framework for understanding how teachers use technology to mediate the teaching and learning of mathematics in primary schools. To this end, I argue for an understanding of the notion of an 'object' as a methodological concept capable of tracking shifts within and between activity systems. Drawing on interview data collected from four case studies carried out in the Western Cape, South Africa, an account of teachers' perceptions regarding how pedagogy shifts across the different contexts of the traditional lesson and the computer laboratory is developed. I conclude by arguing that the strength of Activity Theory lies in its ability to enable one to understand learning as the complex result of tool-mediated interactions, rather than as something opaque, which happens in a student's mind.
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    An investigation of teachers' perception of well-being under the conditions of COVID-19 in private (independent) high schools in the Cape Town Metro – a survey analysis.
    (2024) Atkins, Candrine; Hardman, Joanne
    Teachers, playing a pivotal role in education, are increasingly facing complex challenges, including addressing students' social and emotional needs, managing classrooms, integrating technology, and navigating evolving educational policies. These challenges, along with limited resources and societal expectations, can significantly impact teachers' well-being. This study investigated the impact of the COVID-19 pandemic on the well-being of private high school teachers in Cape Town, South Africa. Grounded in Carol Ryff's Scales of Psychological WellBeing, the research explores the multifaceted dimensions of teachers' psychological well-being in the context of unprecedented changes brought about by the global pandemic. A mixed methods approach combining quantitative and qualitative methods for a comprehensive understanding of well-being was used through a survey that targeted the selected private high schools in Cape Town. Purposive sampling was used to select six private high schools based on specific criteria. The sample (N) included 76 participants who fully completed the questionnaire and were therefore analysed. Data collection involved a survey with both closed-ended (quantitative: Likert scale) and open-ended (qualitative) questions, employing Ryff's psychological well-being model. The central aspects of Ryff's model refer to well-being along the categories of autonomy, environmental mastery, personal growth, positive relations, self-acceptance, and purpose in life. Where scores are high, along these dimensions, well-being is high. Findings in relation to this sample indicate that autonomy reveals a contradiction between high quantitative scores and qualitative struggles, particularly regarding curriculum constraints. While teachers indicate in the survey Likert scale quantitative data that they have high autonomy, in the open-ended questions they indicated a contradictory finding in relation to the curriculum, over which they felt little autonomy. Environmental Mastery, with the lowest average score, reflects challenges in managing uncertainties, especially during the pandemic. Personal growth scored the highest in this survey, indicating widespread positive perceptions of development despite challenges. Qualitatively the participants indicate that their ability to deal with the technological challenges they faced under COVID made them grow personally. Purpose in life sees a positive shift due to the pandemic, fostering personal growth and re-evaluation of life direction. Positive relations scores lower, emphasizing the complexity of interpersonal connections during challenges like online teaching, where face to face meetings are not possible. Finally, Self-acceptance scored positively, indicating teachers' positive attitudes toward continuous learning and selfdiscovery. Again, this can be attributed to teachers' perceptions that they met the technological challenges of online teaching during the pandemic. Overall, scores of well-being were high indicating that teachers in private schools were able to navigate the pandemic relatively well.
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    Cognitive change in out-of-school learners in a Western Cape intervention programme
    (2005) Mosito, Cina P; Ensor, Paula; Muller, Johan; Hardman, Joanne
    The study reported on here, analysed and described cognitive change in out-of-school and overage learners who were involved in a 12 month educational intervention informed by Mediationla Learning Experience (MLE). The questions which the thesis addressed are as follows: 1. What kind of cognitive change(s), if any, do learners on a 12 month intervention project undergo? 2. What is the meaning of this change or lack thereof?
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    Do shifts in self-descriptions occur when the concept of self-image is mediated to teenage learners through creative movement?
    (2020) February, Alexa; Hardman, Joanne
    This thesis sought to explore whether an intervention using Creative Movement could improves the ways in which teenagers described themselves. The theoretical framework of L.S. Vygotsky (1978) was employed as a lens through which to understand the concepts of self-image, mediation, identity and adolescence. An eight week programme was devised by the researcher in which eight volunteer participants at two local South African secondary schools used improvised Creative Movement in various activities facilitated by the researcher. These activities explored various aspects of the self in an attempt to mediate participants towards positive and stable self-description. Data were collected by way of a pre- and post-test in which participants were required to self-describe in a series of written and verbal responses to open and closed questions. The pre- and post-tests were compared in order to track any shifts in self description. These tests included a self-esteem inventory, open-ended written questions and a personal interview. Further data were collected during the intervention in the form of journals kept by participants and observation schedules. Qualitative and quantitative analysis was performed. Quantitative analysis included t-tests in order to ascertain statistical significance of any shifts observed. The research conducted found that significant positive shifts in self-description did occur in all eight participants. Further findings involved the relationship between these shifts and the Zone of Proximal Development and the social structures in which participants found themselves. It was also noted that Creative Movement served as an excellent mediational tool for the concept of self-image.
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    English language instruction as ‘co-creation': a new CHAT model for integrating mobile technologies in advanced TEFL
    (2020) Lilley, Warren; Hardman, Joanne
    English Language education within South African universities currently faces a crisis of access. The #Must Fall movements have highlighted the many historical, economic, political and English language barriers local students face in meeting the demands of higher education. At the same time, universities face an issue of funding, where, to remain accessible requires further internationalisation and a commitment to English language instruction. Research has advocated that pedagogies employing emerging technologies (ETs), like mobile devices, may be able to overcome these issues of access as they are not hindered by limited student space and can be immediately deployed. However, there is a paucity of research which demonstrates how ET's affordances can be meaningfully mobilised in English language instruction, especially within postcolonial contexts. In this thesis, I seek to understand and find drivers for local, English language pedagogical change which draws on mobile technology. This study is anchored within the critical tradition of Cultural Historical Activity Theory (CHAT) and its encompassing Expansive Learning theory of development. Using a participatory, formative approach to research-interventions, I describe a seven-week, ‘blended' adaptation of CHAT's Change Laboratory (CL) method. The CL chronicles language teachers', from a South African university's language centre, development towards meaningful integration of mobile technologies for instructing Advanced language students. Applying a CHAT lens, I critically trace the development of participants' expansive agency towards the model's creation as well as highlight influential aspects of the ‘blended' CL design I employed. Findings from this research-intervention suggest that relations of power are intricately inscribed in the integration of mobile technologies for language teaching. Participants' initial primary contradictions emanated from the object towards the rules, division of labour and mediators, which centralised teachers' positions in their classrooms. The meaningful integration of mobile technologies was only realised by participants when these contradictions were unpacked, resulting in a language pedagogy emphasising instruction as ‘co-creation' between students and teachers. I propose this pedagogical model holds significant potential for the meaningful use of mobile technologies in similar postcolonial contexts. Moreover, I stipulate that the ‘blended' CL method is a significant development for future formative interventions in the modern workspace.
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    Evaluating the perceptions and use of Computer Assisted Career Guidance Systems in seven high schools by learners and teachers: analysis, synthesis and computer effect
    (2017) September, Unathi; Hardman, Joanne
    Abstract This research is concerned with how learners perceive Computer Assisted Career Guidance Systems at schooling level in South Africa. The research is also about exploring how teachers in the high school setting use these Computer Assisted Career Guidance systems. The thesis defines Computer-Assisted Career Guidance Systems as "interactive guidance programs that an individual can operate independently to retrieve information useful for self-assessment and career exploration" (Fowkes & McWhirter, 2007, p. 388). The digital age has provided numerous Computer Assisted Career Guidance Systems (CACGS) platforms where information can be consumed and used to make career related decisions (Fowkes & McWhirter, 2007). However, the impact and effectiveness of these CACGS has not been investigated in the South African context, particularly the perceptions of learners and teachers at high school level. This may be due to few schools, often only private schools, in South Africa having the financial and human resources to use and interpret results of learners from these CACGS. In this thesis, four Computer Assisted Career Guidance Systems that are used in high schools were evaluated by learners, and these are PACE, Mindmuzik-EAS, The Online Career Guide and JVR Strong Interest Inventory. Furthermore, the thesis evaluated how teachers used these systems in class, the expectations by parents and how their respective schools evaluate the impact of CACGS against the school's objectives. The emergence and use of these CACGS in South African private schools provided an opportunity to research the perceptions of the impact that these technologies have on the decisions that high school leavers make. This study attempted to understand the usefulness of Computer Assisted Career Guidance Systems in high schools that have invested in these technologies. The research evaluated CACGS in seven schools with 177 learners participating and 7 school teachers/psychologists. Focusing specifically on three composite scales that measured whether learners believed that after using the CACGS they became familiar with oneself and the world of work (Analysis), if they believed that through CACGS they were able to identify potential career alternatives (Synthesis) and if they believed that interacting with the computer made a difference (Computer Effect). This thesis adopts a mixed method approach to study CACGS, using a qualitative method through interviews to get the opinion of teachers and a quantitative method through surveys to get learners' perceptions. This study afforded rare insight into the South African high schools use of CACGS, where findings indicated a general acceptance and satisfaction of CACGS from learners. Moreover, revealing how the systems are implemented in class.
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    An exploration of mediation in an intervention programme for educationally disadvantaged medical students
    (2008) Badenhorst, Elmi; Hardman, Joanne
    This thesis explores the academic and cognitive difficulties that educationally disadvantaged first year medical students experienced prior to the Intervention Programme and the role of mediation in the programme to address underachievement by providing the necessary academic building blocks for students to return to mainstream. This study draws on the theories of Vygotsky and Feuerstein to investigate how mediation can be studied in an academic development programme, using a collective case study with qualitative and quantitative research methods.
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    Grade 6 Mathematics Teachers Perceptions Of Pedagogical Variation With Information And Communication Technologies (Icts) In No-Fee Paying Schools: A Cultural Historical Activity Theory (Chat) Analysis
    (2019) Tshink, Sakafuku; Hardman, Joanne
    The South African education system is under a serious strain in relation to Mathematics attainment. Only 40% of learners in SA pass the final school leaving examination and only 5% of learners manage to pass Mathematics with more than 50%, according to The Economist (2014). In a bid to solve this problem the government proposes the use of ICTs (such as computer hardware and software, tablets, and smartphones) within teaching and learning. The assumption is ICTs can be utilised to address this important challenge and “facilitate ongoing improvement of educator skills” (The National Integrated ICT Policy White Paper: The White Paper, 2016: p.8). Research shows that teachers’ perceptions regarding the use of ICTs impact on their practices (Mwendwa, 2017; Munyengabe, Yiyi, He Haiyan, & Hitimana, 2017; Alharbi, 2012; Yuan & Chun-Yi Lee, 2012). This project intends to explore six grade 6 Mathematics teachers’ perceptions about whether and how pedagogy shifts with the use ICTs in the classrooms utilising Cultural Historical Activity Theory. This research utilises interviews as a method for the collection of empirical data to describe a group of research participants’ (or teachers’) perceptions who happen to be directly interviewed. These interviews have been conducted across two no-fee paying primary schools in the Western Cape Province (WCP), in South Africa (SA). Interviews were analysed along the CHAT dimensions: object, subject, tools, rules, community and division of labour to establish whether pedagogy altered along any of these dimensions. Findings indicate that teachers think pedagogy shifts in the ICT based lessons with division of labour becoming more fluid. Findings also show that the object of the activity system grows to encompass more than mere mathematical compression but also motivation, creativity and cognitive development. Besides, teachers stated that ICT based learning could assist learners in their mathematical attainment. This project is an investigation and not an intervention study. Recommendations are also suggested in this thesis for further research such as video-taping teaching and learning of mathematic contents and concepts in both traditional and computer-based classrooms. Further study in utilising classroom observations to focus on student-student interaction in relation to ICTs is also recommended.
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    Investigating the contradictions in pre-service teachers' perceptions about the process of teaching and learning in South Africa's classrooms : an activity theory analysis
    (2009) Underwood, Amy; Hardman, Joanne
    This dissertation asks the question: Are there contradictions in pre-service teachers' perceptions about the process of teaching and learning? First, it investigates whether there are contradictions in pre-service teachers' perceptions and then examines what these contradictions are. It then analyses these contradictions to see whether there are patterns of contradictions across all of the pre-service teachers. In order to answer these questions an exploratory case-study design is adopted in which in-depth interviews are used to probe six pre-service teachers' perceptions of teaching and learning. Data gathered through the interviews were analysed using Activity Theory. In pal1icular, the analytical framework developed by Hardman (2005b) is used to surface contradictions in oral discourse. South Africa has gone through immense transformation over the past decade and the education system has been a part of this change. Engeström's Activity Theory is used as it explains innovation and change through expansive learning: we do not simply work with what we know we also change what we know in order to work with our surroundings. Activity Theory places the pre-service teachers' perceptions into a socio-historic context: they do not exist in a vacuum. This thesis mobilises the notion of 'contradiction' as a methodological tool to uncover sites of tension and potential change. With the immense changes happening in the country and the education system it is highly likely that there are changes which have created contradictions within pre-service teachers' perceptions about the process of teaching and learning in South Africa's classrooms. Engeström (1999) explains that contradictions are the potential sites of change. If there are contradictions within the pre-service teachers' perceptions about the process of teaching and learning these will be worked out over time and there is the potential that there will be change within this activity system. It will be argued that perceptions and beliefs influence practice and so changes in the pre-service teachers' perceptions will result in change in their practice. This has potential application in pre-service teaching programmes where contradictions can be used as devices to facilitate pedagogical change in pre-service teachers' perceptions prior to their entering schools. Methodologically, this dissertation draws on Engeström's expansive learning methodology but is limited to the first step in the expansive learning cycle: the identification of contradictions. Future research aims to complete the entire cycle. Findings indicate that there are contradictions within these pre-service teachers' perceptions about the process of teaching and learning in South Africa's classrooms. There are also three main patterns of contradictions across the six pre-service teachers that were interviewed namely: primary contradictions about the teacher' role; secondary contradictions between the subject and object; and a contradiction between subject and community. The pre-service teachers interviewed in this study are about to head into the world of teaching, many of them have already been appointed into teaching positions for the following year. These pre-service teachers will work through these contradictions, which are the potential sites for change. The presence of these contradictions, these 'double binds' indicates to me that change will happen in these students when they reach the classroom. Contradictions necessarily need to be resolved, whether progressively or regressively. Knowing what types of contradictions arise in pre-service teachers' perceptions about teaching gives us insight into what ultimately plays itself out in classrooms. This dissertation argues that it is vital to understand pre-service teachers' perceptions in order to understand what is happening in South Africa's classrooms; why something is happening in South Africa's classrooms; and what could potentially happen in South Africa's classrooms.
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    Mediated activity and the role of technology in peer-to-peer learning at the University of Fort Hare
    (2010) Olivier, Joy; Czerniewicz, Laura; Hardman, Joanne
    The following calls for research into the ways in which South African university students use technology for peer-to-peer learning (Czerniewicz and Brown, 2005). This study aims to explore the ways in which students mediate one another's learning and the ways in which they use (and don't use) information and communications technology (ICT) to do so. This study provides a snapshot of eleven University of Fort Hare students' peer-to-peer learning strategies. In exploring this phenomenon in context, the social and cultural factors are analysed using Activity Theory, most notably building on the work of Sharples et al (2007). Semi-structured interviews were conducted with students identified as early adopters of ICT for peer-to-peer learning, selected from 375 respondents to the Access and Use Survey questionnaire (Czerniewicz and Brown, 2007). An analytical framework was developed using categories developed from high-level Activity Theory concepts. Sub-categories were developed using key concepts from Sharples, Taylor and Vavoula (2007), Laurillard's (2003) work, as well as, inductively and deductively in relation to the data, following Hardman's (2008) approach. Three key peer-to-peer learning patterns were identified: A group of students preparing for an exam or a test were found to adopt cooperative learning strategies, while students working together towards a tangible output, such as an assignment, adopted collaborative learning strategies. Peer-to-peer tutoring was found to occur where one student is assisted by a moreable peer. Most interviewees' peer-to-peer learning activities were found to occur face-to-face, and the extent and level of interviewees' ICT use was less than anticipated. The findings are not generalisable beyond this small sample, but serve to advance understanding of the processes involved in students' peer-to-peer learning practices.
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    Mediating self-regulation in a kindergarten class in South Africa : an exploratory case study
    (2011) Harrison, Giulietta; Hardman, Joanne
    This thesis examines the role of a teacher as a mediator who has the potential to facilitate self-regulation in preschool learners. The study examines whether, within a South African classroom case study, the conscious mediation by an educator, together with the use of scaffolding within Vygotsky's theory of (ZPD), enables preschoolers to successfully achieve self-regulation and thereby manage their cognitive and emotional development. The constructs of emotional intelligence and how they link to socio-emotional learning, are discussed.
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    A mixed methods investigation into the impact of computers and maths software on mathematics teaching and matric results of high schools in the EMDC East, Cape Town
    (2010) Spencer-Smith, Garth; Hardman, Joanne
    This mixed methods dissertation investigates whether the Matric Mathematics results and enrolments at high schools in the EMDC East zone of Cape Town have been impacted by the availability of computers and mathematical software (as provided by the Khanya Project); how the teachers at one school in Khayelitsha, Cape Town are using the computer as a tool to teach Mathematics, and whether their pedagogy changes between the Mathematics lessons in the conventional classroom and the computer lab. A series of statistical tests (Mann-Whitney U test; independent samples t-test; paired samples t-tests and the Wilcoxon Signed Rank test) were applied to various samples of the 2007 Matric Mathematics data of high schools in the EMDC East, obtained from WCED. What was concluded was that there was no significant difference between the Matric Mathematics results of the schools with the computers and those without; no significant change in the results after the Khanya labs were installed; no significant change in the percentage of pupils that passed Matric Mathematics; and no significant change in Higher Grade Mathematics enrolment rates. The overall conclusion from the quantitative research was thus that no significant differences were brought about by the use of computers in Mathematics in the EMDC East schools. So, what does happen when the computers are being used? This led to qualitative research on whether and how computers impact pedagogy: observations of ten Mathematics lessons in a selective township school in Khayelitsha were undertaken, and transcriptions made. These transcriptions were analysed in order to determine how the teachers were using the computers as a pedagogical tool, and whether their pedagogy varies across different lesson contexts (face-to-face lessons and computer lab lessons). In the case of the former question, it was found that the computers were primarily being used as a drill-and-practise tool for revision purposes; in other words, as though they were electronic textbooks. In order to answer the latter question, each sentence of each teacher was categorised according to an analytical framework in order to determine if there were any variation in semiotic mediation (in other words, teacher talk) between the classroom and the computer lab. Chi-squared tests for independence indicated that there was a significant, moderate to strong association between the location of the lesson and the type of talk; thus there is significant variation in semiotic variation between the two venues and the teachers' pedagogy does vary between the face-to-face classroom and the computer lab. Further chi-squared tests also indicated significant, moderate to strong associations between the location of the lesson and the scale of interaction (class or individual); and between the type of talk and scale of interaction.
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    New technology, new pedagogy? : an activity theory analysis of pedagogical activity with computers
    (2008) Hardman, Joanne; Ensor, Paula
    This thesis addresses the question: how does pedagogy vary, if at all with the use of computers in four disadvantaged grade 6 mathematics classrooms in the Western Cape province of South Africa'? To address this question an exploratory multiple case study design allowed for the collection of data in the form of questionnaires interviews and, primarily classroom observations over the course of a year in four disadvantaged schools.
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    The representation of geometric concepts in Grade 6 Mathematics textbooks: a socio-cultural analysis
    (2015) Barnard, Marelize; Hardman, Joanne
    In this study Vygotsky's theory of concept formation is used to gain insight into the representation of geometric concepts in grade six mathematics textbooks. According to Vygotsky, higher order mental functioning is developed when scientific and everyday concepts are dialecfoally linked. The textbook as a mediating artefact has an important role to play in the process of concept formation. To determine if the geometry of space and shape is presented as scientific concepts in the text, content analysis of three randomly sampled grade six mathematics textbooks were conducted. The analysis included an investigation of what misconceptions exist in the text and what level of cognitive demand is required by the textbook tasks and activities. The initial structure for the research was derived from Valverde et al. (2002)'s methodology after which frameworks for the content analysis were developed for the distinction between everyday and scientific concepts, the identification of misconceptions and the classification of levels of cognitive demand. The results not only showed a low prevalence of scientific concepts, but also high incidences of misconceptions put forward in the textbooks. There were few textbook tasks and activities that required problem-solving, thereby limiting the learner to lower order thinking.
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    Teachers Perceptions of Attention Difficulties with Reference to Learner Identification and OT Referral. A Case Study of Six Foundation Phase Teachers across Four Cape Town Primary Schools
    (2022) Razak, Yumna; Hardman, Joanne; Muthivhi, Azwihangwisi
    Attention is a skill that is vital for learning to occur in the classroom where many competing factors may impede a learners' ability to pay attention. Moreover, the classroom environment has different role players and factors that impact the quality of teaching and learning that takes place. These include the teacher, other learners, the school, and other support structures such as an occupational therapist. Attention deficit and hyperactivity disorder [ADHD] is a common, catch-all label used with learners who do not sit still or struggle to complete tasks independently, to name but a few observations done in classrooms by occupational therapist. Yet, a learners' learning and engagement is greatly impacted on by the teacher who acts as a mediator in the classroom. This research uses a qualitative research design to unpack the teachers' perceptions of these attention difficulties in the classroom. Particular focus was placed on how teachers identify these learners and the support structures in place to assist these identified learners. Through interviews conducted, six Grade 1 teachers were investigated and explored in order to gain a deeper understanding of these attention difficulties in the classroom as perceived by the teachers, and the support thereof. This research demonstrates that many of the teachers showed an understanding of the perceived attention difficulties that went beyond surface level. Furthermore, all the participating teachers have experience with attention difficulties and rely on their experiences rather than theoretical knowledge in order to help identify and support these learners. Overall, many of the teachers feel alone in supporting the learners as the home environments do not always play a helpful role within the learners' daily lives. Finally, support provided by on-site occupational therapist was found to be more beneficial for the teachers. However, there are still challenges experienced by teachers in managing big class sizes and covering the curriculum. It is recommended that further research is conducted on the role of an Occupational Therapist in the classroom. In addition to this, teachers require additional training around attention difficulties as a means of providing appropriate support in the classroom.
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    Teachers' and learners' perceptions, from four ex-Model C primary schools in Cape Town, on how and why computers are used in the Grade 7 classroom
    (2003) Friederichs, Susan; Hardman, Joanne
    The proliferation of computers in education has been studied for many years (Kulik, 1983; Loveless 1996; Underwood & Underwood 1990) including therein a diversity of standpoints from the examination of the effects of the computer on learners to the influence of computers on learning, problem solving and achievement, as well as other aspects of schooling (as cited in Lauman 2000: 2). However, little attention has been afforded to address individuals' perceptions, namely those of teachers and learners, of the technology. Given the great investments by schools due to high expectations concerning the educational benefits of computers, it is important that such research be conducted. The purpose of this study was to investigate teachers' and learners' perceptions from four ex-Model C primary schools, on how and why computers are used in the Grade 7 classroom. The data was collected primarily by means of a questionnaire, which assessed the perceptions of teachers and learners re computer usage in Grade 7, with findings substantiated by observations and teacher interviews. The study found that: (1) most teachers were comfortable with using computers and expressed positive attitudes towards computer use; (2) teachers agreed that they integrate the computer into the classroom for student-centred learning, independent learning, as a research tool and as a communication tool; (3) teachers view the computer as optimally used for word processing, with importance placed on such skills; (4) teachers believe technology is an integral part of the process of educating their learners; and (5) teachers are of the opinion that their learners perceive the computer to be important, relevant, appealing, valuable, involving and needed. Analysis of the learner data revealed that: (1) learners express enjoyment with using the computer in Grade 7; (2) learners affirm the importance of computers as learning tools; (3) learners perceive that when undertaking tasks they enjoy on the computer they find the computer to be 'entertaining', while the worst thing about the computer is perceived to be 'computer malfunctions' and 'the age of the computer' (i.e. how old the computer was); (4) learners believe the computer has a positive impact on their school work; (5) learners perceive the use of the computer in Grade 7 to be important, interesting, exciting, meaningful and needed; and (6) they feel the computer is used to prepare them for their future. The findings of this study afford us a glimpse into how a sample group of South African teachers and learners in the ex-Model C primary school context, perceive computer use in the Grade 7 classroom. Further research with larger, more representative samples is recommended in this fairly untouched area of research, particularly in South Africa, as technology continues to take on a more significant role in South African schools.
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    Teaching Grade 4 English in multilingual classrooms: Hedegaards Double Move Revisited
    (2022) Kotze, Michelle; Hardman, Joanne
    For many Grade 4 learners within South Africa, the transition to English as their Language of Learning and Teaching (LoLT) is often turbulent and troublesome due to current approaches and practices falling short or failing to meet the unique contextual needs of their learners. This paper investigates the potential practical applications of Vygotsky's theory of learning and Hedegaard's Double Move in these classrooms, in an attempt to understand if these concepts and methods are or could be utilized to better accommodate for multilingual learners The data for this multiple case study was collected through observations of Grade 4 English Home Language lessons at two rural primary schools within Limpopo, as well as through semi-structured interviews with the participating teachers. Within these English Language classrooms, the utilization by teachers of Everyday Concepts in an attempt to aid in the understanding of Scientific Concepts occur naturally. This occurrence was also often coupled with increased learner engagement. This signifies teachers gravitate towards Hedegaard's Double-Move Method intuitively, despite not having prior knowledge or familiarity with the model, due to its found usefulness by the teacher during instruction. However, due to their lack of knowledge on the model there were no complete Double-Moves throughout the lessons. These findings indicate that a space exists within English Language classrooms for a conscious application of the model. Furthermore, the use by teachers and learners of their mother tongue within the classroom when engaging in discussion or instruction suggests that a place already exists for it and thus could potentially be utilized as a tool to further facilitate learning. With both educators indicating the inability of learners to cope with the transition and, in turn, their struggle to meet the needs of their learners, a need for a new approach clearly exists. This, coupled the positive results within STEM classrooms, both in relation to learners' ability to grasp the content as well as in providing them with the tools to reclaim foreign topics as their own (Hedegaard & Chaiklin, 2005; Hardman & Teschmacher, 2019; Fleer, 2020; Fleer, 2008; Fleer & Ridgway, 2007), led to the assertion that it held the same potential for English Language classrooms.
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    Tools for learning: a socio-cultural analysis of pedagogy in early reading competency
    (2014) Harrison, Giulietta Domenica; Muthivhi, AE; Hardman, Joanne
    This research aimed to understand how children learn to read and how best to facilitate early reading competencies. It examined pedagogic styles through a socio-cultural lens with a view to describing what currently yields results in South African Grade One classrooms. The participants were Grade One educators in both former Model C 1 schools and less privileged schools. This multiple case-study comprised a research demographic of 126 learners, 14 teachers and five schools. Use was made of a basal reading test, comprehension test, problem -solving test, film observations of teachers giving lessons, and teacher interviews. A coding schedule was designed to facilitate the analysis of pedagogic modes as observed in the film footage. The pedagogic modes were determined from a pilot study and the use of a Vygotskian framework. Ten modes were identified: use of existing knowledge, practicing a concept, collaborative learning, conscious mediation, use of the ZPD, scaffolded learning, rote learning, worksheet-based learning, ability-group teaching and didactic teaching. The first six modes are Vygotskian in nature, of which the first four were the most frequently used. Qualitative analysis of teacher interviews, together with a quantitative analysis of pedagogic modes, permitted comparison of what teachers said with what they did in their classrooms. A stratified sample of nine learners per teacher evidenced a significant improvement between the pre- and post-tests of literacy. Cross analysis of learner test results with pedagogic modes showed that collaborative learning was an effective tool for mediation. This research showed that use of Vygotskian principles was not fully developed. Some of the challenges faced in South African classrooms were revealed. Despite these challenges, learners did progress, even in underprivileged circumstances. A central message that emerged is that learners’ individual strengths and weaknesses are not adequately identified or catered for in Grade One classrooms, and their teachers need support in acquiring the skills to do so.