Browsing by Author "Maharajh, Shivani."
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Item The changing dynamics of teacher learning : an exploration of teacher learning through the lens of assessment.(2012) Maharajh, Shivani.; Ramrathan, Prevanand.The National Curriculum Statement advocates a shift in focus with regards to the manner in which assessment and learning are conceptualized (Department of Education, 2002). Consequently, new forms of assessment that are in keeping with the principles of the National Curriculum Statement (Department of Education, 2002), are expected to be implemented within the South African classroom context. Set against this backdrop, the study set out to explore teaching learning through the lens of assessment, by focussing on the content, process and application issues associated with teacher learning. This study attempted to unpack what teachers know about assessment and how they have come to acquire this knowledge. It was envisaged that through an analysis of how teachers learn about assessment, this study would reveal valuable insights about how teachers learn, and in this way, bring to the fore additional meaningful insights about the conditions that lead to effective teacher learning. In striving to achieve the outcomes of the research project, this study focused on the interplay between theory and practice to explore the process of teacher learning and how this learning translates into practice, through exploring how teachers’ knowledge of assessment, influenced their classroom assessment practices. The study was a qualitative one, within a case-study design. The use of semi-structured, iterative interviews, document analysis, and observations, formed the instruments used in the study. The thesis unpacked the journey of learning about the new forms of assessment, among three primary school educators, who formed the participants of the study. The findings of the study allude to the notion that teachers learn in a variety of different ways, and through a plethora of learning experiences, making a simplistic, superficial understanding of teacher learning, inadequate. In addition, the study pointed to teacher learning being shaped by a number of factors, indicating the significant influence that a multitude of factors, both internal and external, have over teacher learning. Further, the challenges and issues associated with teacher learning were brought to the fore. The implications of the study suggest that teacher learning is complex and multi-faceted, making it most necessary to adopt a multi-focus approach to teacher learning.Item The chosen voices in HIV/AIDS education : an exploration of how primary school educators communicate.(2006) Maharajh, Shivani.; Ramrathan, Prevanand.The rapid rate, at which HIV/AIDS is being spread, is changing the face of modern society. The alarming statistics revealed by research, bears testimony to this fact. According to Bennell (2003), the total number of HIV/AIDS maternal and two-parent orphans for subSaharan Africa is expected to increase from 9.85 million in 2001 to 18.67 million in 2010. Education has a pivotal role to play in effectively dealing with the effects of the pandemic, as well as in creating awareness among learners on HIV/AIDS preventative education. The chief medium through which ideas are conveyed and awareness is raised, is through the use of language. The focus of this dissertation was to critically explore the language used by educators within the context of HIV/AIDS Education, at primary school level. This was done in two ways. The first was conducting an in-depth analysis of documents pertinent to HIV/AIDS Education, in an attempt to ascertain which themes, concepts and terms frequently feature in these various documents. The second was exploring these themes, concepts and terms with regard to how these were perceived and understood by the participants in the study. The translation of the meanings the participants attached to these concepts and terms, and how these translated into learning activities within the classroom context, received attention during classroom and lesson observations. A case-study design within the qualitative mode of inquiry was employed. Document analysis, observation and in-depth interviews were used to obtain data pertaining to the area of study. Three Life Orientation educators, from a suburban, co-educational school in the Kwa-Zulu Natal area, participated in the study. The Critical Discourse Analysis framework informed the study. The study also explored the usage of non-verbal signs and suggestions to convey meaning and understanding among learners. The participants' predispositions, ideologies and pre-conceived notions of what was appropriate, in terms of themes explored within the context of HIV/AIDS education, were also examined in light of any bearing these might have had in the process of facilitating understanding among learners. Due consideration was given to contextual factors, and how these might have influenced the processes of creating meaning and understanding among learners. The findings revealed by this research, provide valuable insights into some of the interpretations of some of the terms and concepts that are commonly associated with HIV/AIDS by educators. In addition, they present the possibility of alternate meanings of these terms and concepts, suggesting that multiple meanings are possible within the context of HIV/AIDS education. The implications of this study for classroom practice are numerous.