OpenUCT :: Browsing by Department "Centre for Educational Research"

Browsing by Department "Centre for Educational Research"

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Open Access
Adolescent experience of intergroup contact in South Africa and its impact on identity development : a qualitative study
(1996) Druker, Belinda Susan
This research study presents an enquiry into adolescents' experience of the process of intergroup contact in South Africa, with a particular emphasis on the impact of such contact on adolescent identity development. A particular instance of intergroup contact is examined, namely a drama project which brought together ten high school pupils from two very different school and home environments. Literature from both developmental psychology and social psychology was accessed to shed light on the research area, and an attempt was made to integrate the various bodies of literature, using a social constructionist perspective. A conceptual framework was developed to depict the integration between the various areas of literature. A qualitative methodology was adopted in order to facilitate an in-depth understanding of the participants' experience. Multiple methods of data collection were used, namely participant observation, interviews, pieces of writing (essays and biographies), questionnaires and video material. A computer programme, Ethnograph, was used to analyse the data and generate codes, which shaped the categories used in reporting the findings. Further, the findings were integrated with the conceptual framework developed from the literature. This integrative framework is depicted diagrammatically. The findings focus primarily on the complexity of processes involved in the impact of the intergroup situation on adolescent identity, with a particular emphasis on the relationship between personal and social identity.
Open Access
An analysis and criticism of the English series of the South African "individual intelligence scale" (Provisional Tests-1925)
(1930) Rees-Davies, Gladys Matilda
In December, 1924, at the Annual Congress Meeting of the Suid Afrikaanse Onderwysers Unie a paper was read by Dr. H. Cruse on "Intelligence Tests and their applications to the Schools". As a result of this paper it was decided to appoint a Committee to attempt to standardize tests for pupils in South African schools, since no set of tests from any one country can be adequately adopted in any other country in view of the vast differences existing in racial and climatic conditions.
Open Access
The analysis and prediction of student progression through degree programmes : a cohort analysis of undergraduate students at the university of Cape Town
(1998) Hendry, Jane
A simplified cohort survival analysis was used to investigate the academic progression of first-time entering undergraduate students within four large bachelors' degree programmes at the University of Cape Town. The rates of graduation, academic exclusion and voluntary drop-out were quantified in relation to the matriculation authorities and prior matriculation performance of the students within each of the four cohorts. The results of the analyses served to identify specific areas of concern with regard to the internal efficiencies in student progression through each of the four degree programmes, and it is suggested that the availability of information of this type will be essential in the attainment of the institutional transformation goals set out in the 1997 White Paper on the transformation of higher education in South Africa. Significant relationships between the matriculation criteria and the final academic outcomes of students within each cohort were detected using log-near modelling. By means of multiple discriminant analysis, significant predictor variables of the final undergraduate academic outcomes within each cohort were identified. However, the relatively weak discriminatory powers of the multiple discriminant models and the poor predictive accuracy of the associated classification functions suggest the variables included in these analyses did not adequately explain the variability in the final undergraduate academic outcomes of students within the selected cohorts. The extent of the voluntary drop-out phenomenon within each of the cohorts was quantified in relation to matriculation criteria, and further analysis of the cohorts indicated that factors other than academic difficulty appeared to have prompted the greater proportion of the voluntary withdrawals. Those students who had dropped out voluntarily were therefore not included in either the log-linear models or the multiple discriminant analyses.
Open Access
An analysis of parents' reasons for participating in school governance
(2001) Janari, Spencer; Soudien, Crain
Bibliography: leaves 89-93.
Open Access
An analysis of primary school teachers' perceptions of appropriate leadership styles for principals : a case study of schools in the Cape Peninsula and surrounding areas
(1995) Prinsloo, Clive Peter; Lungu, Gatian
School effectiveness is a multi-faceted concept. One of the important factors leading to school effectiveness is the type of leadership provided by the principal. Through his/her leadership, the principal must create the conditions under which the staff can function optimally in pursuit of the educational goals of the institution. A very important means of creating these conditions is for the principal to try to match his/her leadership style with the expectations of his/her staff. Failure to do so may lead to frustration and consequently to conditions not conducive to education. The only way for this match to take place is to know what teachers perceive as appropriate leadership styles and under which conditions these will be appropriate. Although much research has been done on effective leadership and leadership styles, they remain very complex issues. Research outside the sphere of educational management coupled with institutionally based research will provide us with a source of information rich enough to try to unravel the complexities of effective leadership. This survey must also be seen in that context.
Open Access
The applicability of the school effectiveness and school improvement approaches to school reform in Africa
(2005) Homadzi, Joseph Atsu; Soudien, Crain
Includes bibliographical references (leaves 87-91).
Open Access
An appraisal of the Teacher Inservice Project(TIP) approach to education management and leadership training and development
(1998) Scholtz, Desireé Leonora; Soudien, Crain
Following the events of South Africa's democratisation in 1994, the country is undergoing transformation processes in virtually all spheres of life. Education is widely accepted as the one field where transformation is most needed. However at school level so many' complexities exist, that the management of the process of change and transformation requires a new approach to the effective training and development of education managers. It is precisely in this regard, that this research report seeks to offer an insight into the existing situation and understand the difficulties involved in attempts to address this need, with specific focus on the need for training and development of middle and senior management. One notable attempt to address the need for formal training and development programs for education managers and leaders in order to meet the demands of transformation, is the organisation development (OD) approach of the Teacher lnservice Project (TIP). Embodied in the OD approach of TIP, is the philosophy and methodology of Action Research, which encourages self-reflective enquiry and allows participants to be active in their own transformation process. In an attempt to locate TIP within the existing literature, the study shows how much it breaks new ground in the field. This new ground is reflected in the role assigned to action research within OD. TIP's approach to educational management and leadership, has value to both historically disadvantaged as well as advantaged schools, because its understanding of transformation is not solely based on the acquisition of material resources. The present educational crisis has to do with the provision of adequate resources to especially disadvantaged schools. The Western Cape Education Department (WECD) has taken cognisance of the transformational role of education management, in that it has called on Western Cape Business to advise on school administration. School governance and management would have full responsibility for monetary allocations and thus schools would be trained to run like small businesses. As stated by the Executive Director of the WCED, 'being a principal will change radically and require thinking like a company MD', (Cape Times, 13 March 1998). However this begs the question of how justified the implementation of corporate world practices in education is. One should bear in mind that fiscal expertise is but one of the plethora of skills which current education managers require. OD through action research could seemingly effect transformation of the entire system within which that school operates. Conclusions drawn from this research report clearly point to the interdependence of educational transformation as espoused by TIP - to restructure and redefine school management and the national attempt to consolidate democracy within education. TIP helps to focus attention on the need to implement School Based Management (SBM) as an exercise of empowering the teaching profession, because in essence, a critical and constructive disposition is developed in educators through Action Research.
Open Access
Attitudes of teachers and students to the place of Home Economics in a mixed curriculum : a case study
(1995) Mlambo, Phares Jona Taindisa; Muller, Johan Pieter
The aim of the investigation is to assess the extent to which various initiatives aimed at improving the status of a technical subject like Home Economics (H/E), have helped to transform the attitudes and perceptions of teachers and students in a school in Zimbabwe. The study was carried out at Rusununguko Secondary School in Zimbabwe, where H/E was one of the technical subjects within a curriculum mainly dominated by academic subjects. Students and teachers' attitudes and perceptions towards H/E were assessed along the following dimensions: 1. The extent to which H/E is subjected to gender stereotyping; 2. The extent to which H/E is viewed as suitable for slow learners and low-achieving students; 3. The extent to which the subject suffers from subject choice constraints; 4. The extent to which H/E is viewed in terms of low academic and occupational expectations; 5. The extent to which the subject is perceived as offering low-status knowledge when compared to other subjects.
Open Access
Back to the future : integrating retrenched mineworkers in the agricultural economy of O.R. Tambo District Municipality (ORTDM)
(2003) Mlambo-Ngcuka, Phumzile
This study focused on the identification of agricultural skills required to enable retrenched miners in OR Tambo District Municipality to engage in agriculture productively. This is set against the background of the history of mine labour being drawn significantly from thie area, together with recent changes in the mining industry which have resulted in many of the workers returning to the district retrneched and impoversihed. The study reviews the changing nature of work in the context of globalization and its impact on mine workers. It reviews current notions of adult education and the emrgence of such notions as the recognition of prior learning and multi-skilling as a response to these changes. There is also a review of recent policies that are meant to benefit retrenched workers in the rural areas of South Africa.
Open Access
A case study of some of the factors which affect learning for black students in residence at the University of Cape Town
(1997) Mushishi, Clifford; Gilmour, D
Open Access
Classroom teachers' attitudes towards the mainstreaming of children with special educational needs : a small scale survey
(1995) Davies, Jean-Marie; Green, Lena
The primary aim of this study was to investigate the attitudes of primary school teachers in ordinary classrooms towards learners with low to medium special educational needs, and to discover under what conditions, if any, they would be willing to accommodate these learners in their classrooms. It was hypothesized that teachers are not willing to accept these students without considerable support. The secondary aim of the study was to explore individual teachers' reservations about mainstreaming and methods by which these concerns could be overcome. A research design and methodology incorporating both a quantitative and a qualitative dimension was used. The sample consisted of 113 teachers drawn from six primary schools in the broader Cape Town area. Two schools were included from each of the three ex-Education Departments. A questionnaire based on the Classroom Integration Inventory (Paul, Turnbull and Cruikshank, 1977) was developed and administered to the teachers. This provided the data for the primary investigation. The data for the secondary investigation was collected by means of semi-structured interviews which were conducted with the respondents who were least willing to accept learners with special educational needs. Contrary to the literature, the quantitative results of this study indicated that primary school teachers generally had positive attitudes towards mainstreaming learners with special educational needs. The qualitative analysis outcomes revealed that class size, a lack of skills, and the additional time and work which would be involved, were the most prominent concerns. Suggestions offered to overcome these reservations included decreased class sizes and in-service training. These findings were similar to those in the literature. This investigation was considered to be important as a policy of progressive mainstreaming is a currently debated proposal for the South African education crisis. The support of the ordinary classroom teachers would be vital for such educational reform to succeed. Although the quantitative results indicated a favourable response to mainstreaming, the data were gathered by means of questionnaires depicting a hypothetical situation, and some teachers may have supplied "politically correct" responses. Thus it was recommended that this finding be supported by further investigation.
Open Access
The contradictions and contestations in policy production and elaboration of policy for the training of tourist guides in South Africa
(2002) Gavron, Michele; Soudien, Crain
Includes bibliographical references Bibliography: leaves 79-87.
Open Access
A demographic study of adolescent in-patients at Lentegeur Psychiatric Hospital 1986-1990 : implications for policy and intervention
(1993) Wallis, Jennifer Mary; Van der Hoorn, Svea
The aim of the proposed study is to evaluate demographic factors and treatment characteristics contained in the historical records of those treated as in-patients at the Sonstraal Adolescent unit of Lentegeur Hospital, during the period 1986 to 1990. This demographic study details the following aspects of the adolescent in-patients: size, that is, numbers of those admitted to the unit; composition, including age, sex and area. Treatment characteristics such as reasons for admission, diagnosis of psychopathology, referral agent on admission and discharge and length of stay in the unit are considered. The data for the study have been extracted from the clinical records contained at Sonstraal, namely , the 'Clinical Summary on Discharge' form. This form is completed by the therapist of each adolescent attending the unit. The EpiInfo computer programmes have been utilised to create a database and to select the appropriate procedures and statistics which form the basis for data analysis and interpretation. Data interpretation includes an analysis of the emerging trends and details the implications for policy issues, unit staffing and treatment options. Analysis of the trends and comparisons with literature findings have facilitated the generation of hypotheses which could be tested in future studies. This study therefore provides a working document for future prioritising and planning of in-patient, out-patient and community mental health services to adolescents, their families and communities. This involves recommendations for intervention and community involvement. In addition, the study provides a basis for future research into adolescent mental health care.
Open Access
The early identification of academic support needs of first year university engineering drawing students in a multicultural society
(1985) Millroy, Wendy; Rochford, Kevin
Batteries of exercises requiring visualization in three dimensions were administered to more than 900 freshmen engineering students at the University of Cape Town in 1983, 1984 and 1985, and at the Cape Technikon in 1985. They were found to be consistently powerful predictors of performance in the midyear and final first year engineering drawing examinations. The cultural populations under consideration consisted of students classified by statute as "Black", "White" and "Coloured". By law most pupils in each ethnic group are educated within separate education systems in South Africa. Cultural differences existing between ethnic groups tend to be reinforced by these three different education systems and by socio-economic classes which tend to be distributed along racial lines. Although individual students with gross spatial disabilities were identified in all three ethnic groups, the cross-cultural study carried out in this investigation illustrates the significant differences in the mean performances of students emerging from the three different education systems both in the spatial batteries and in the first year engineering drawing course at UCT. These differences are discussed in terms of language problems, educationally disadvantaged backgrounds and cultural differences. The spatial batteries were found to be the best predictors of engineering drawing examination results at tertiary level irrespective of cultural group, and are proving to be particularly useful for identifying students urgently in need of special academic support in engineering drawing right from the commencement of their course.
Open Access
Emil Weder High School in Genadendal : a case study in the concept of effective schooling
(1995) De Waal, Jan Hendrik Hofmeyr; Ashley, Michael
The Emil Weder High School is in the small rural town of Genadendal, which is situated about 150 kilometres south-east of Cape Town, near Caledon. While doing field work for the Education Foundation early in 1994, one of the schools I Weder High School. It was the last of visited was Emil six House of Representatives schools that I visited, and I immediately noticed a difference at Emil Weder, compared to the other schools. The school buildings and surrounding fields and gardens were very neat and well maintained, the students were neatly dressed and very polite· and the staff were far friendlier than we had previously encountered. My initial impressions of a well-run school were confirmed, when I found out that the school is achieving outstanding academic and extra-mural results. I naturally assumed that this was the norm at the school and was very surprised to find out that it was, in fact, a fairly new phenomenon and that as recently as 1990 the school had experienced student unrest, boycotts, vandalism, gang activities and very poor academic results (in 1990 only 48% of their matriculants passed). Yet, in 1991 the pass rate was 88%, in 1992 it was 100% and last year they had a 98,8% pass rate (one failure). The topic to be researched Based on the above information I developed the hypothesis that certain school-level policy changes had occurred at Emil Weder from 1990 onwards which had led to the establishment of a culture of learning at Emil Weder High School. The purpose of my study was to find out whether policies had in fact changed at the school, and to what extent these new policies could explain the dramatic improvement in Matriculation results at the school. The study was conducted in two distinct phases, one in March 1994 and the other in September 1994. The initial study formed part of the Education Foundation and served to give an overview of how the school operated at the time. The follow-up study took much longer as it involved conducting in-depth interviews with teachers, ex-students and parents. The study revealed that by adopting a multi-level approach to improving the school, with the achievement of better Matriculation results being the major area of focus, the school not only improved these results, but that the school also started achieving better outputs in other areas as well.
Open Access
An examination of factors that influence the choice of teaching as a career in Lesotho
(2005) Ralenkoane, Martin Makhube; Gilmour, Dave
Teacher shortage in schools is the current subject of interest among academics worldwide. Prospects of teacher supply and demand have declared imminently high teacher shortage in the developing and developed world alike. Based on the theories of occupational choice and other studies on the choice of teaching as a career, this study attempts to address this worldwide teacher shortage problem by examining factors that influence people in choosing teaching as a career in Lesotho.
Open Access
Factors influencing parents choice of Catholic schools in the Western Cape, South Africa
(2005) Kusi-Mensah, John Y; Gilmour, JD
Includes bibliographical references (leaves 128-131).
Open Access
Global policy discourse and local implementation dynamics : a case study of Lesotho's junior certificate religious and moral education syllabus
(2006) Molelle, Helena Khantse; Jacklin, Heather
Word processed copy. Includes bibliographical references.
Open Access
Group and interpersonal conflict at Rocklands Secondary School : an organisational analysis to ascertain the implications for policy making
(1994) Gasant, Mogamad Waheeb; Lungu, Gatian; Soudien, Crain
Change, whether organisational or societal, presents a fertile environment for the development of conflict. The probability of organisational conflict occurring in schools in South Africa is heightened by the fact that the country is in the throes of national political change. The main force influencing political events in the country, democratisation, maintains its prominence when one looks at the causes of organisational conflict in schools in the disadvantaged sectors of the South African society. Rocklands Secondary School, the area of the research, epitomises the South African situation With regard to the occurrence of organisational conflict in the context of the wider conflict taking place at all levels of society in the country. Although the traditional views of organisational conflict - as an occurrence that is evil and needs to be avoided - are evident at the school, a large percentage of the staff regard conflict as necessary but feel that it needs to be resolved.
Open Access
The impact of a practice-based inquiry in-service teacher education model on teachers'understanding and classroom practice
(2000) Pomuti, Hertha Ndategomuwa; Muller, Johan
Bibliography: leaves 98-107.