School of Education

Permanent URI for this communityhttps://hdl.handle.net/10413/6490

Browse

Now showing 1 - 9 of 9

An analysis of teachers' methods of teaching numeracy skills in Standard 10 geography in three schools in Eastern Cape Province.
(1998) Mbuce, Mzwandile M'Claren.; Adams, Harvey.
This study aimed at investigating the methods used by teachers to assist the acquisition of numeracy skills by Standard 10 Geography learners. The problem of high failure rate in these skills was considered in terms of Perkins' (1992) minimum conditions for learning which, according to him, could assist and improve learner performance. These are : clear information, thoughtful practice, informative feedback and strong motivation. This investigation also draws upon Gallimore and Tharp' s (1991) means of assisting performance in the zone of proximal development, which include modeling, contingency management, feeding back, instructing, questioning and cognitive structuring. Data was collected by means of a number of lesson observations in three senior secondary schools in the Eastern Cape Province. This data was analysed in terms of whether or not teachers included Perkins' (1992) minimum conditions for learning in their methods of teaching and whether or not teachers used Gallimore and Tharp's (1991) means of assisting performance in their teaching activities.The overall result of the investigation indicated the overuse of the lecture method and the "recitation script" which denied learners opportunities to participate actively in the lesson. This research indicated, therefore, that the methods used by teachers in teaching Geography numeracy skills did not contribute towards the improvement of the learners' performance. A number of suggestions are made regarding initial and in-service teacher education and the encouragement of research by teachers into their own professional practice.
An analysis of teachers' use of various means of assisting learners' performance in the second language lessons where new materials are being trialled.
(1998) Madlala, Muzi Erick.; Adams, Harvey.
This dissertation investigates the impact on classroom practice of the use of new language texts which are based on the Thinking Actively in a Social Context (TASC) model, and the principles of Communicative Language Teaching (CLT). Draft materials of a newly published series, Language in My World, were used by the researcher. The central aim of the study was to establish whether the use of the new materials, without accompanying in-service training in their use, would effect any change in the teaching methodology of the participant teachers, as well as a change in learner involvement. A qualitative, non-participatory method of observation was applied. Four teachers from one rural ex-Department of Education and Training (DEC) school, and seven teachers from two ex-KwaZulu-Natal Department of Education and Culture (KDEC) rural schools, participated in the study. Lessons were observed over a period of six weeks. The research design, the field work, and analysis of the observed lessons are described and recorded. The findings indicate aspects of classroom practice which hinder the effective learning and teaching of English as a second language. Learners were not taught by adequately trained teachers. In most of the lessons observed, the teachers engaged in the 'recitation script' and there was no sensitization of learners to show their understanding of the texts. Learners were not given the opportunity to analyze the information received in the light of their own experiences and emotions. Teachers needed to be taught about the principles of CLT. The climate at many schools (not enough classrooms, no toilet facilities, no learning resources), is not conducive to learning. The implications of the findings are considered. Certain recommendations from the findings are made which will enable. teachers to develop their professional knowledge and improve their teaching practice.
An intra-cultural study of the relationship between games and the development of classification skills in Zulu children.
(1990) Van Eldik, Lynn Lascelles.; Adams, Harvey.
Abstract available in pdf.
An investigation into the effect of Klausmeiers' "focused instruction" on the concept regular verb in national intermediate certificate students at a technical college
(1996) Peters, Mary Magdalene.; Adams, Harvey.
No abstract available.
An investigation of the impact of new English language texts upon the classroom practice of teachers in two ex-Department of Education and Training (DET) primary schools.
(1996) Prinsloo, Glynnis Noreen.; Adams, Harvey.
This dissertation studies the impact on classroom practice, of the unaided use of new English Language texts, based on the TASC ( Thinking Actively in a Social Context) approach, Thinking Skills and Communicative Language Teaching ( CLT ). The central aim of the study was to establish whether the use of the new materials would effect any change in the teaching methodology of the participant teachers as well as a change in the learner involvement in the English Second Language ( ESL ) classroom. The literature on Thinking Skills and Communicative Language Teaching was reviewed in order to establish the significance of incorporating Thinking Skills into the teaching of language. Issues related to school-based curriculum development were explored with a view to finding out whether the curriculum initiative undertaken could contribute to improved ESL teaching and more effective learning in primary schools. The draft materials used, viz. "Language in my World", were used collaboratively by the researcher together with the writing team from the Curriculum Development Unit ( CDU ), University of Natal, Pietermaritzburg. A qualitative, participatory research method was applied. Eight teachers from two ex-Department of Education and Training ( DET ) schools, one rural, one urban ), participated in the study.The research design enabled the researcher to collect data over a period of six weeks. The research design, the fieldwork, and analysis of the lessons observed are described and recorded. The findings indicated aspects of classroom practice which hinder the effective learning and teaching of English Second Language. The implications of the findings for appropriate curriculum development and teacher training are considered. Certain recommendations from the findings for curriculum development are made which will enable teachers to develop their professional knowledge and improve their teaching practice.
Principals' attitudes towards guidance in the historically disadvantaged secondary schools at Madadeni East and West circuit.
(1999) Mbokazi, Canaan Caleb.; Ntshangase, Sibusiso.; Adams, Harvey.
This is a qualitative study which investigates the attitudes of school principals towards school guidance in the historically disadvantaged secondary schools in the township of Madadeni. The sample consists of five secondary school principals recruited from Madadeni schools. Structured interviews were used to collect data. A set of questions were drawn up by the researcher and aimed at collecting such information as the opinions of the principals on the importance of school guidance, what school guidance should provide, adherence to school guidance periods, the role of a guidance teacher, and the expected position of school guidance in the Curriculum 2005. The results indicated that although the school principals see the need for school guidance in secondary school, there seem to be problems emanating from lack of resources and insufficient personnel. There were also indications that school guidance will have an important role in the Curriculum 2005 in the form of Life Orientation learning area.
A small-scale investigation of the extent to which the skill of mindmapping improves conceptual learning in history in standard 8.
(1997) Mtshali, Ndabezinhle.; Adams, Harvey.
This study investigated, in a small-scale, the extent to which the skill of mind-mapping improves conceptual learning in history in Standard eight. The study was carried out using two Standard eight classes. Each class had approximately 30 pupils. One group (8C) formed the experimental group while another (8D) formed the control group. The lesson planning and structure for the experimental group was carried out using Vygotsky's mediational teaching methodology. The design and construction of the pre-and post tests corresponded with each other with regard to the type of questions asked. Questions were designed to test the learner's ability to interpret and use mind maps as learning aids and the ability to recall with understanding. During the period between testing the groups received different types of intervention. The control group, 8D, received "normal" instruction (le. that which they usually received in their History lessons). This instruction consisted of eighteen lessons and the French revolution was the principal topic from which other topics were taken. This instruction was both teacher -centred and textbook-centred. The learners' participation was limited to answering of questions. Intervention in the experimental group ,8C, involved teaching in the normal way and also modelling how to interpret and use mind maps on simple non history at the beginning. Learners were given the opportunity to practice how to interpret and use mind maps as learning aids under controlled guidance until they were able to operate in an autonomous way. The same procedure was used to teach simple and complex history content. The tests results were analysed quantitatively and statistically. The results obtained supported the hypothesis that conceptual learning in History can be greatly improved through the use of the skill of mind mapping. The study ends by suggesting some recommendations for further research.
A small-scale investigation of the group administration of Feuerstein's learning potential assessment device.
(1996) Andrews, Sydney George.; Adams, Harvey.
This study had two specific aims: Firstly, to determine whether or not, within a given group of subjects in a school in Kwa-Zulu Natal, the mediation offered during an application of Feuerstein's Learning Potential Assessment Device (LPAD) in a group-administration format would result in modified cognition, demonstrated by improved performance in post-mediation testing; and secondly, to determine whether in the same group of subjects, the group-administration format of the LPAD would detect differences in the degree of cognitive modifiability of individuals. Feuerstein's LPAD follows a pretest - mediation - post-test procedure in which, by comparing pretest performance with post-test performance, the effects of the mediation, and hence the degree of cognitive modifiability of the individuals concerned, are determined. The present study operationalised Feuerstein's concept of Mediated Learning Experience (Feuerstein, 1979; 1980) and Vygotsky's concepts of mediation and internalisation (Vygotsky, 1978; Wertsch, 1985) by making use of Tharp and Gallimore's means of assistance within the zone of proximal development (Tharp and Gallimore, 1988). The pretest phase of the three selected instruments (Numerical Progressions, Organizer and Complex Figure Drawing Test), was administered to a group of twenty one black, female, high-school pupils. On the basis of their performance, the subjects were divided into matched experimental and control groups. In a second session, two weeks later, the experimental group received mediation in the cognitive operations and functions required by the instruments. Immediately following this, the post-test phase was administered to both groups. The scores of the subjects in each group were analysed: the scores of the experimental group as a whole were compared-to the scores of the control group, and the pretest scores of each subject were compared to her post-test scores in each instrument. In Numerical Progressions and Organizer, a significant increase in the post-mediation scores of the experimental group was observed, while the scores of the control group remained approximately at pre-mediation levels. The results of the Complex Figure Drawing Test did not follow the same pattern, however, due to difficulties inherent in both the instrument itself and the process of mediation. An analysis of the post-test scores of individual subjects in the experimental group revealed that some improved significantly, some a little, and some even performed less well on the post-test than on the pretest. It was postulated that this variability in post-test scores was an indication of the various degrees of modifiability of the subjects concerned, demonstrating the ability of these instruments, even in a group administration format, to begin to identify levels in the cognitive modifiability of individuals. The items in Numerical Progressions and Organizer were also categorised according to their levels of difficulty. An examination of the performance of subjects at the various levels gave further evidence of both the efficacy of the mediation and the degrees of cognitive modifiability of individuals.
Teachers' implicit mental models of learners' cognitive and moral development with reference to the inclusion of learners in the governing bodies of schools.
(1998) Njozela, Duduzile.; Adams, Harvey.
This study set out to investigate teachers' mental models of learners' cognitive and moral development, with reference to the inclusion of learners in the governing bodies of schools. Strauss' (1996), concept of implicit mental models is used as a basis for the investigation of teachers' beliefs about learners' cognitive and moral development. The study made use of Piaget's stages of concrete and formal operation thinking because learners in the governing bodies of schools fall within that part of the continuum, and Stages 5 and 6 of Kohlberg's theory of moral development. The research was in the form of a survey. Teachers were interviewed using a tape-recorder and the responses were later transcribed. The schools in which research was carried out were in Imbali in Pietermaritzburg, and the focus was on the learners in Grade 8 and higher. Teachers who were interviewed were either on the governing bodies of their schools, or who had experience with the learners in Grade 8 and higher. The findings of the research were of significance. Strauss (1996) found that teachers' beliefs about learners do not coincide with the explicit theories. This study coincided with Strauss' research findings in as far as Kohlberg's theory is concerned and the opposite occurs in as far as Piaget's theory is concerned. Most respondents (eleven out of fifteen) said higher grade learners question things that they do not understand. The researcher made use of the response to argue that learners can do well in the governing bodies of schools because they have the ability to question things that they do not understand despite the low regard that teachers have about learners' moral development.

Browse

Browsing School of Education by Author "Adams, Harvey."