Browsing by Author "Ramrathan, Prevanand."
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Item A critical perspective on racial integration in a secondary school in KwaZulu-Natal : dots and dashes : patterns of co-existence.(2005) Nasaree, L.; Ramrathan, Prevanand.The study is an exploration of the processes of racial integration within a school. The purpose of the study is twofold: 1. To understand the pattern, extent and nature of racial integration between learners in the classroom and on the playgrounds. 2. To determine whether there are any barriers that prevent the interaction of learners of different races. The school that was selected to participate in the research was an ex-House of Delegate's secondary school in KwaDuguza in the province of KwaZulu-Natal. The participants in the study were the principal, two deputy principals, two level one educators and two focus groups of African and Indian learners. Each focus group was made up of six learners, two males and four females. They were representative of the gender and racial composition of the school. The research was a case study that used various qualitative methods of data collection. A questionnaire was administered to a selected sample of educators and learners to determine attitudes and perceptions of racial integration. These were followed up by semi-structured interviews that allowed the researcher to probe deeper into issues raised in the questionnaire. A week's observation schedule of learners in a classroom and the learners on the playground was conducted. This was followed by a review of school documents. The varied methods of data collection revealed that positive racial integration is not taking place in the school. Although the educators and the learners are aware of the need for a fundamental change in the policies, organization and curriculum of the school they are unsure of how these changes need to be effected and what the nature of the change should be. In the absence of any concrete directions from the Education Department, an 'adds on' approach to integration is used . The result of such an approach is the polarization of learners along racial lines. The study concludes with recommendations for educators and the Department of Education.Item Academic intervention experiences of 'at-risk' students : a case of an undergraduate programme in a South African university.(2014) Mngomezulu, Samukelisiwe Dorothy.; Ramrathan, Prevanand.The higher education landscape in South Africa has significantly changed upon attainment of democracy in 1994. Access to higher education has been increased for students from previously disadvantaged groups. However, access to higher education has not been met with success as a significant number of students fail to complete degrees in the minimum time required or drop out of programmes completely. Universities have to be responsive to such challenges hence there is a need for institutionalization of academic support programmes. This study sought to ascertain students’ experiences of causal factors and of academic support interventions in one of the Schools in a South African university. The study is underpinned by the Ecosystemic Perspective Theory, Attribution Theory, Vygosky’s Social Development Theory and Chickering’s Theory of Identity Development theories. Informed by the interpretive research paradigm, the study adopted a qualitative case study design in which data were solicited from a purposive sample of ‘at- risk’ students participating in academic support programmes offered by the School. Data was collected through document analysis, focus-group as well as individual interviews. Interpretive phenomenological analysis was used to analyse data. Content analysis through emerging themes was also used to analyse data. Data presentation is in the form of thick description in which verbatim quotations are used to present participants’ views. Findings were analyzed and collated into common themes which revealed that ‘at- risk’ status is caused by multiple factors emanating from both secondary and higher learning education. The study revealed that some challenging factors emanating from secondary schools were prevalent at a higher institution. Academic and non-academic factors were considered to be the main factors that contributed to poor academic performance. Participants revealed that they dealt with challenges differently depending on the nature of the problem. It emerged that warning of ‘at- risk’ status created a plethora of emotional and psychological experiences. It also emerged that intervention support participants received was beneficial to participants but some felt it was reactive rather than being pro-active. In conclusion, the study showed that student performance was negatively affected by academic and non-academic challenges that were both in and prior to university studies. Academic support programmes in place assisted the students and to a certain level but the timing of support and a non-holistic approach remained a challenge. I recommend an inclusive approach to student support within higher education which is largely data driven and includes all registered undergraduate students. Furthermore, early warning detection systems should be built into the data- handling systems so that students, staff and the intervention student support services can respond appropriately and timeously to potential impediments to students’ academic progress.Item Adolescent suicidal behaviour : a desperate cry for help.(2007) Govender, Amutha.; Naidoo, Zaiboonnisha.; Ramrathan, Prevanand.There appears to be a need to demystify suicidal behaviour not just for the benefit of researchers and health workers but equally for parents, teachers and most importantly for adolescents themselves. The focus in this study was on attempting to provide a fresh perspective of adolescent suicidal behaviour by viewing some delinquent and deviant behaviour as possible manifestation of suicidal behaviour and by decoding and making an attempt to understand the non-verbal voices/cries of suicidal adolescents. In general, suicide and suicidal behaviour among adolescents, has received relatively little attention from Education Departments throughout South Africa. Suicide-prevention is also sadly neglected by government and public health authorities. Unfortunately, despite the fact that the phenomenon has become the first cause of death among the younger age groups, with a higher mortality rate than for road accidents, it has not so far managed to provide backing for preventive schemes within the school and community systems of the same magnitude as the ones developed to tackle other public health problems, such as Aids. The purpose of this study was to gain greater insight into the phenomenon of adolescent suicidal behaviour so that a clearer and broader definition (that included both overt and covert behaviour) was formulated. This will then assist, amongst others, educators, parents and adolescents to identify more easily adolescent suicidal behaviour in its various forms . The study also hoped to investigate and identify the factors that could contribute to suicidal behaviour in adolescents. It also hoped to explore what support systems were available and accessible to the adolescents, more especially those manifesting deviant and delinquent forms of suicidal behaviour and to investigate the effectiveness of the support systems. The concept of networking and creating supportive connections is strongly supported when facing problems of suicide and suicidal behaviour. In creating a connection with the parents, teachers are able to better connect with learners because they will be more aware of the stressors that adolescents are experiencing. Since evidence indicates (Snyder, 1971) that potential suicide victims typically turn first to family and everyday friends and to the more traditional and perhaps formal sources such as clergy, psychiatrists, social workers only later, the need for the school to be more ready to play the role of referrer to other established sources of help is apparent. Teachers should not mistake adolescent suicidal behaviour for just delinquent 'brat' behaviour. In many situations adolescent suicidal behaviour becomes a way of communicating with others after all other forms of communication have broken down - when connections with the outer world is tenuous or non-existent. Stigma keeps adolescent suicidal behaviour from being identified as a public health problem that is preventable. This could be the reason (besides financial ones) why the Department of Education has not seen the urgency to strengthen counselling services in schools. In the absence of such support parents, educators and adolescents need to join forces - create a network of connections - both physical and emotional - so that desperate cries of adolescents are heard, interpreted and eliminated.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 Changing times, changing values : an alchemy of values education.(2008) Baijnath, Indera.; Ramrathan, Prevanand.This study sought to explore what human values were being fostered by teachers at secondary schools within the context of the transformation that is occurring in South Africa and in education. Teachers from three different demographic regions: urban, township and rural responded to what human values were being promoted in their classes, why these values were being promoted and if they had changed their values during their teaching career, what factors were responsible for the change. This study is set in the context of a changing educational arena in South Africa. The promotion of values education is seen by the government of South Africa as a cornerstone in assisting with not only the transformation of education and also in the transformation of South Africa and to promulgate nation building. For this study the production of data involved a comparative case study of teachers. responses on values education, at three different geographically located schools. For this aspect, data was obtained through using a questionnaire. Data was also obtained from a semi-structured interview of three teachers, one teacher from each school. This information was then compiled as a narrative. The methodology employed for this study utilized a combination of comparative case study, narrative inquiry and auto-ethnography approaches. The analyses of the data are presented in two levels. Level one analysis which comprises descriptive statistics is contained in Appendix F. Categories that were identified from the emerging trends from the data analysis are presented as a second level of analysis. This study is located within the interpretative/social constructivism research paradigm. Different theories (Piaget, Kohlberg, Gillian, Bandura and Freud) of moral development that propose how values are developed are discussed to highlight the process on how human beings and more especially children formulate their values. Some of the perspectives that explain the development of morals or values include the cognitive approach, the developmental and the social learning perspective. Transformative Change xv Theory (Mezirow, Boyd & Myers) is also outlined, which explains transformation processes in an adult. An interdisciplinary approach was utilised since it was extremely difficult to select any one theoretical framework to guide this thesis. The data analyses revealed that teachers were struggling to adopt change and found that the promotion of human values was difficult to initiate. Teachers cited various reasons as to why this process was fraught with difficulties. The central concern of teachers was a lack of awareness of: values education in general, documents and policies implemented by the government and the education departments to foster positive values and a lack of avenues for professional development in the area of values education. While teachers cited that the country had transformed into a democratic nation, these changes were not experienced at .grassroots level.. It was also found that different teachers were at different levels in their ability to promote values education in their classes. On the basis of the above, my research has suggested the following which serve as a positive contribution to theory pertaining to values education: the theories on values development are largely concerned with the values development of children and does not apply to adults, in this case, teachers, and therefore a theory that will help explain how adults form or change their values is required. An alchemistic values cycle is then proposed.Item Child sexual abuse : a construct reconsidered.(2011) Jairam, Visvaranie.; Ramrathan, Prevanand.; Muthukrishna, Anbanithi.It has become increasingly apparent to those in the field of child protection that there has been considerable progress in the campaign to protect children from sexual abuse. The last three decades of the twentieth century saw a burgeoning of research into the phenomenon of child sexual abuse (CSA). There have been considerable advances in research at all levels ― epidemiology, aetiology, definition and recognition, pathogenesis, prognosis, treatment and prevention of CSA (Leventhal, 2003). Empirical research on CSA has gained currency over the years. Empirical research assumes that everyone knows and agrees on what CSA is. This ‘knowing’ of CSA has become so deeply embedded in language, culture, laws, policies, practices and institutions that some of these ideas have become accepted truths. Despite this sense of ‘knowing’ that many have in relation to CSA, the majority of children in the world still remain at risk and sexually abused children are fundamentally no better off today than they were 100 years ago. This study, therefore, raised questions concerning the knowledge most people have in relation to CSA, especially those with professional knowledge in particular fields related to it. The study examined professional knowledge about CSA as articulated through trained practitioners in particular fields related to it. It also raised questions concerning the epistemological origins of and the frames of reference underpinning their knowledge of CSA, the assumptions and judgements upon which their knowledge is based, and whether this knowledge best serves the interests of children in the twenty-first century. The underlying premise of the study is that the act of constructing CSA and creating knowledge about it is social and political. Representing a social problem in a particular way requires power. Professionals in a revered field of knowledge, such as education, health or the law, command power and are significant voices that contribute to our understanding of CSA. Fundamentally, this study focused on the discourses that six trained practitioners (three school counsellors, a chief medical officer, a social worker and a police official from the Child Protection Unit) in particular fields related to CSA in the Central Durban area utilised in their constructions of CSA, and what functions these discourses serve. In South Africa they form an integral part of the country’s inter-departmental initiatives (health, education, justice and the police service) in its integrated and multidisciplinary approach to preventing abuse. These practitioners are professionals in revered fields of knowledge, such as education, health and law, and are significant voices that contribute to our understanding of CSA. Knowledge of how they construct CSA is vital because their constructions circulate within the broader community, are supported by various institutions and become the official or normative understanding of CSA. Through the use of in-depth, open-ended questionnaires with these six purposively selected trained practitioners and the analysis of two CSA case documents from a hospital in the Central Durban area, the study addressed two pertinent questions: what discourses do trained practitioners in the field of CSA utilise in their constructions of CSA, and what functions do these discourses serve? The results suggest a complex interplay of dominant discourses that are based on bio-psychosocial and medico-legal constructs. The results also suggest that while the field of CSA is dominated by these deeply embedded discourses that often act as barriers to other ways of understanding CSA, trained practitioners also utilised unscientific and irrational orientations in understanding this complex phenomenon. Considering the findings, it is imperative that these epistemic gazes established by these dominant positions be challenged, grounded alternatives be provided that are consistent with the realities of CSA, and concerted efforts be made toward a paradigm shift in the way CSA is conceptualised, if we are to serve the best interests of children. Children surely deserve no less.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.Item A critical analysis of social sciences learning materials in the National Professional Diploma in Education at a higher education institution.(2013) Pudaruth, Seema.; Ramrathan, Prevanand.The key purpose of this qualitative study was to explore how the social science education subject for the intermediate phase of schooling was conceptualised as a distance education learning material and what learning was intended through this learning process. The process of data collection was presented thematically within three sections. The first section presented data produced through the interview with the author of the learning material for the social science (SS) NPDE module. The second section presented a global analysis of the SS distance learning material. The third section presented a fine-grained analysis of a unit of learning within the history section of the distance learning material for the social science education. The findings of the study revealed that there was an error in the conceptualisation of the social science curriculum as an integration of history and geography. The learning material clearly shows that the construction of the social science distance learning material has clear and distinctive sections of history and geography with no indication of the integration. This study reveals a lack of alignment between curriculum intentions and the conceptualisation and construction of learning materials to support teacher learning. The analysis clearly indicated that pedagogical content knowledge development through distance learning material is minimal. On this basis the researcher proposes that should the intention of the learning programme be on developing teaching skills, then the content of learning materials need to be supported by other appropriate forms of learning.Item Critical incidents in teachers' lives: understanding teacher be-ing.(2014) Naicker, Rubandhree.; Sookrajh, Reshma.; Ramrathan, Prevanand.Teachers’ lives are complex and dynamic. They find themselves in an era of new challenges and new demands. Recent literature reveals that teachers are experiencing insecurities, confusion and despair. In South Africa there has been a spate of curriculum reforms and a wave of policy changes. Added to this are the severe contextual restraints, such as large classes, lack of resources, poor school leadership, poor parental support, school violence and other social problems, such as HIV/AIDS and poverty. As teachers face these realities on a daily basis, they experience incidents that become turning points in their teaching lives and are deemed by them as ‘critical’. These are termed ‘critical incidents’. This study seeks to explore how teachers respond to these critical incidents and why they respond the way they do. The use of life history methodology allowed them to tell their stories but more than that it illuminateded how they were influenced by the contexts in which they live and work. The use of in depth interviews provided the opportunity to access their personal, professional, social and moral landscapes to reveal their lived experiences while they experienced the critical incidents. By delving deeper through the different layers of their lived realities and exploring how they interacted with and appraised the different events, their feelings and emotions were revealed. The social-psychological framework on emotions provided a frame to explore how teachers responded to the different influences, that is, the workplace influences, socio-cultural/policy influences and personal influences that came to bear on their teaching lives as they engaged with the socio-cultural milieu in which they were immersed. The study used narrative analysis, content analysis and discourse analysis to make meaning of the data. The use of multiple analysis approaches provided different lenses to interpret and understand the critical incidents. The complexities of teachers’ lives were revealed when critical incidents that were triggered by one influence provoked other influences impacting on teachers in multifarious ways. It revealed how teachers interacted with the different contexts, through their ego-identities that comprised their self-and social esteem, values, beliefs, meanings/ideas and life-goals (broader goals). The critical incidents were experienced as teachers appraised the different encounters, which resulted in either congruence or incongruence to their broader goals. An appraisal of goal incongruence led to negative emotions and an appraisal of goal congruence led to positive emotions. The thesis that emerged from the study was that critical incidents in teachers’ lives affected the teacher’s spirit. Teachers felt either inspirited or dispirited as the critical incident unfolded.Item Curriculum intellectualization: an engagement with decision-makers.(2015) Mahabeer, Pryah.; Ramrathan, Prevanand.; Sookrajh, Reshma.Over two decades into democracy, stakeholders are still voicing disappointment with the quality of graduates and the advancing of the curriculum; both in education and teacher education that are strongly inter-linked. The curriculum and the developing of the curriculum, mainly at national level has often been criticised for being politically reactive, pokerfaced, incoherent and not relevant within higher education in South Africa. Those involved in developing the curriculum have often been accused of being ignorant of meeting the socio-economic needs of society, both locally and internationally. The demand for change has resulted in the introduction of various teacher education policies but in spite of the numerous transformations that have taken and which are taking place; much still remains the same. This interpretive study explores the identities, perspectives, experiences and imaginings of curriculum decision-makers from various constituencies engaged in the construction processes of the numerous teacher education curriculum frameworks, post the 1994 democratic dispensation. The study explores the identities, perspectives, experiences and imaginings of curriculum decision-makers as they engage and deliberate on the practice of curriculum development processes through the method of ‘currere’, as an approach of study that provides the curriculum decision-makers to inwardly reflect on their past experiences, the present and future possibilities (Pinar, 1975, 2004, 2012). It is by delving consciously into the first-hand lived experiences of the curriculum decision-makers that the over-arching purpose of this study is found: in the pursuance of a deep conceptualization of ‘who’ the decision-makers are; ‘what’ their reflections, experiences and perceptions being engaged in the curriculum development processes are; and ‘how’ these influences have come to drive the way they deliberate on curriculum matters that are reflected in the construction of the national teacher education curriculum frameworks. Primary data were derived from conducting phenomenological, in-depth interviews with seven curriculum decision-makers. The elicited data richly described the identities and the lived experiences of the curriculum decision-makers with the purpose of developing a profound understanding of the research objectives. Despite the move towards decentralization and a shift to an egalitarian, all-inclusive approach to curriculum decision-making and development processes, this study recognised that the curriculum process is very complicated and requires creating a co-operative community of practice of utmost professionalism through vigorous conversation and debate. The findings of this study suggest that decision-makers are caught at the intersection of countless webs of influence. These webs are described as: the web as a confluence of ideas and biographies that lies at the core and drives their thinking; the web of transformational agendas; the web of institutional allegiance; the web of agency; the web of dialogical engagement, and lastly, the visionary web. Thus, the way decision-makers conceptualize and intellectualize curriculum issues has the potential to transform the way curriculum decision-makers deliberate, reason and act. Evident through the discourses that unfolded, was the manner in which decision-makers intellectualize the curriculum; manifested as an ecological web of curriculum intellectualization that defined the kinds of thinking acknowledging curricula within the dialogical process.Item Design analysis of educational technologist's web-based teaching and learning environments in South African higher education institutions.(2009) Khoza, Simon Bhekumuzi.; Ramrathan, Prevanand.According to Goldstuck (2008), there were 4.6 million Internet users in South Africa for 2008 year-end. This corresponds to a penetration rate of 10.5% based on an estimated South Africa population of 43.8 million (.internetworldstats.). Given this popularity, this qualitative case study has analysed the design of Web-Based Teaching and Learning (WBTL) environments designed by Educational Technology facilitators in South African higher education institutions. The conceptual and theoretical framework for this study presents Activity Theory (AT) as a theoretical framework together with constructivist learning. It also presents the different qualities and skills utilised for WBTL facilitators. AT involves three levels in a form of a hierarchy. The three levels are “the uppermost level of activity is driven by an object-related motive (or objective) [activity level]; the middle level of individual or group action is driven by a goal [action level]; and the bottom level of automatic operations is driven by the conditions and tools of action at hand [automatic operation]” (Engestrom, Miettenin & Punamaki, 1999) Constructivism is used as a theory of inquiry. The strength of constructivism was found to be in the five basic themes identified by Mahoney (2005), six elements of constructivism discovered by Gognon and Collay (1999), levels of interaction identified by Anderson and Elloumi (2004) and components of effective Web learning and characteristics of projects or tasks. The main components of effective Web learning are student preparation, student activities, student interaction and student transfer. While working with the Web in teaching and learning this study proposed the concept of considering The Tree Three Rings Theory (TTTRT) to be used as a solution for the practice. TTTRT works with the three schools of thought (behaviourism, cognitivism and constructivism). The three rings are: (1) the use of search engines in teaching and learning (easiest ring), (2) use of Learning Management System in teaching and learning (LMS) (easier ring) and (3) designing the Web for learning (programming) (the most challenging ring). The analysis of Web for learning was done by incorporating the theoretical frameworks and theories of learning; the facilitators’ frames of reference; objects; tools; rules; community; division of labour; levels of operation; and the pedagogical issues. It can be concluded that South Africa has a special need for Web-Based Teaching and Learning (WBTL) or Web learning to take the formal education to those citizens that cannot attend full-time classes.Item Do school-based teacher professional development programmes work? : teachers' perceptions on values of school-based professional development programmes.(2006) Rage, Osman Hassan.; Ramrathan, Prevanand.Middlewood, D. et al. (1998) state that "Development cannot be forced because it is the teacher who develops (active) and not the teacher who is developed (passive)". Active teacher participation in professional development programmes will result in greater school improvement and teacher empowerment. The study is based on the parameter that if the teachers have no real input in the planning stage of the development programmes, such development programmes are likely to be ineffective. This study seeks to investigate whether these school-based professional development activities help teachers to teach effectively or make the school efficient. The study aims to investigate the perceptions of teachers and the role of the school managers regarding the value and usefulness of school-based teacher professional development programmes in school X. Both qualitative and quantitative research methods were used and data was collected through semi-structured interviews with members of the school management and questionnaires with educators. The investigation was limited to the data obtained from all the questionnaires and interviews that were responded to by the entire academic staff of school X. The findings are based on data collected only from the interviews and questionnaires. The findings of the study showed diverse views towards the current form of school-based professional development programmes. There were however all encompassing parameters that can be summed up basically as follows: Both educators and school management regard school-based professional development as important aspects of teaching to improve educator performance. Development programmes should become an integral part of schooling and an official policy should be established in this regard. Development programmes have to be a continuous process and should be related to the subject taught be relevant and practical. Subject knowledge and teaching methods should be improved for effective teaching and learning to take place. Professional development programmes should be evaluated to determine whether meaningful outcomes have been achieved or not, and continuous feedback should be given to educators.Item The experiences of an HIV positive learner in a secondary school in KwaZulu-Natal.(2005) Nasaree, P.; Ramrathan, Prevanand.This study focused on how an HIV positive learner experiences her formal school. The purpose of this study was to understand and document the experiences of the HIV positive learner in the environment of the school. Her experiences in responding to the total school curriculum were recorded. The participant was an HIV positive learner from a secondary school in KwaDuguza. This study is a case study using qualitative methods of data collection. With the use of observation, interviews and document analyses, I was able to gather data on the HIV positive learner's experiences in school. The participant was observed in her school environment, she was interviewed and her academic and attendance records were analyzed. The data collected revealed that remaining in school for an HIV positive learner, who does not disclose her positive status to any one in the school environment, becomes increasingly difficult. The infected learner struggles to cope with the disease, the stigma attached to it and the demands of school. The findings of this study outlines the challenge for schools to cope with the increasing numbers of infected and affected learners. The study concludes with fresh insights gleaned, implications and recommendations for all stakeholders involved in the process of education.Item An exploration of foundation phase teachers' pedagogical content knowledge (PCK) for teaching literacy in a multi-graded classroom in rural context.(2012) Mzimela, Patience Jabulile.; Ramrathan, Prevanand.Rural schools in South Africa often face numerous challenges that are largely aggravated by low numbers of learners, low numbers of teachers and a shortage of teaching and learning resources, to mention a few. Hence, the provision of one teacher per grade is perceived as a luxury in many rural schools. Consequently, such challenges have led to many rural schools being affected by multi-grade teaching. Multi-grade classes have more than one grade in one classroom, usually those grades that are close to each other. For instance, Grade R and Grade One learners will be taught in one class by the same teacher. This research study therefore focused on teachers’ pedagogical content knowledge for teaching literacy in a multi-grade foundation phase class. The teaching of reading in isiZulu Home Language was singled out as the literacy component to be investigated. Teachers at the foundation phase need to have a distinctive body of knowledge as they have to be able to blend content in literacy and the appropriate methods of teaching each literacy component. They need to understand how to organize each component of the content and how to deliver it accurately to learners through appropriate methodologies. Moreover, it is imperative to understand that it is a complex process for teachers to intersect content knowledge and pedagogical knowledge. The process becomes even more complex for teachers who teach in a multi-grade class. Reading as a literacy component was put under a particular lens as teaching and assessing this literacy component in a multi-grade context is highly challenging. This was an exploratory case study that was embedded in a qualitative research methodology. A primary school from Ndwedwe Circuit in the KwaZulu-Natal province was purposively sampled. Empirical data for this study were collected from this rural school because it was practising multi-grade teaching in all phases. To collect the data, teachers teaching multi-grade classes were interviewed using semi-structured interviews. Observations were also done during the teaching process and relevant documents were analysed. The documents that were interrogated included daily, weekly and monthly work plans, class timetables, and the school’s calendar. The findings suggested that teachers relied on traditional methods of teaching as the context was complex and beyond their professional capabilities. This study was therefore aimed at contributing to the discourse of how teachers in rural contexts can be trained on multi-grade teaching in order to provide them with appropriate pedagogical knowledge and skills that will empower them to support teaching and learning across grades.Item An exploration of teachers experiences of teaching special needs learners in pre-vocational school.(2020) Hlophe, Nokulunga Edna.; Ramrathan, Prevanand.This study focuses on the exploration of teachers’ experiences in the teaching and learning of special needs learners in a special needs school. The aim of the study is to explore teachers’ experiences in the teaching of special needs learners in special needs school. This study also acquires teachers’ perspectives, beliefs and attitudes towards their special needs learners and how these influence their teaching in special needs schools. The study further examines the variety of teaching methods teachers use in teaching special needs learners and how these contribute towards the performance of special needs learners in schools. The study also sought out innovative methods of assessments teachers employ in assessing their learners and what impact these have towards the teaching and learning of special needs learners. As the South African government join global countries in promoting education for all, through the establishment of an Inclusive Education policy, which embraces the diverse needs of all learners irrespective of their disabilities or abilities, little developments have been noted in the implementation and practice of Inclusive Education. Despite a number of global and national conferences and debates taking place by different organisations on matters around Inclusive Education, minor upgrades have been made towards the practice and implementation of Inclusive Education in special needs schools for special needs learners, due to a number of reasons that affect it. The literature in this study indicates that teachers’ beliefs and attitudes play a major role in effective teaching and learning of special needs learners in special needs schools. The literature further suggests that appropriate teaching and learning resources, curriculum, parental support, teaching methods and approaches also influence the teaching and learning of special needs learners in special needs schools. This study uses the shape of a qualitative case study approach which is interpretive in nature. The data was collected from ten teacher participants using semi-structured interviews and observations. The collected data was analysed, interpreted and generated into themes. The themes develop the findings of this study. The study findings revealed that various reasons, such as teacher training; lack of resources, lack of relevant curriculum, to mention a few, hinders the implementation and practising of Inclusive Education in schools. The study recommends that the national Basic Education Department needs to work with various stakeholders in special needs education, conducting a comprehensive review which includes implementation and practise of Inclusive Education in special needs schools.Item An exploration of the curriculum in three early childhood centres in the province of KwaZulu-Natal, South Africa : a case study.(2012) Moodley, Thiruveni.; Ramrathan, Prevanand.This thesis explores the childhood curriculum in three early childhood centres in the province of KwaZulu-Natal, South Africa, through a case study approach. The research is located within a critical pedagogical perspective of curriculum/knowledge, consistent with a transformational pedagogical view. The study engages with the curriculum as enacted and experienced by teachers within three different early childhood landscapes: Starfish Pre-Primary School, which is situated in a formal urban area; Siyazama Educare Centre, which is found in an informal urban area, and Zamani Crèche, which is located in a rural area. The experiences offered to children are a blend of both philosophy and practice, underpinned by issues of broader social and cultural values about what role education should play in society and how that role is best practised. The focus is on the curriculum for the junior (three years) and middle (four years) groups at Starfish Pre-Primary School and Siyazama Educare Centre, and for the children aged three to five years at Zamani Crèche. Observation, interviews and documents analysis were used as tools for data collection. This qualitative study shows how past links, contacts and professional suitability can be used as three different strategies in negotiating access to early childhood centres. The study uses critical pedagogy to engage with the philosophy and aim of education, the curriculum goals, the curriculum planning, the curriculum content and the pedagogical practices at Starfish Pre-Primary School, Siyazama Educare Centre and Zamani Crèche. It shows an expanding power base of ideological practices and functions of dominant ideas, values and beliefs in academic knowledge, as well as developmentally appropriate practices that present themselves in early childhood education and promote a description of truth, reality and knowledge that appears to be independent of cultural practices. The findings are analysed from two perspectives: dominant curriculum knowledge and practices and disempowerment of teachers. The study argues that a transformational pedagogical view of knowledge within the existing philosophy underpinning early childhood curriculum and pedagogy, facilitates opportunities to transgress traditions and constitute spaces for possibilities of alternative curriculum enactment and experiences.Item Exploring teacher belief of teaching and learning and its influence on learner performance.(2019) Mhlongo, Mbongiseni Phenius.; Ramrathan, Prevanand.Teaching and learning is a prominent component of schooling system with divergent planes, inclusive of belief system of teachers, teacher knowledge, nature of curriculum, school context and teacher self-efficacy. The South African schooling system puts more emphasis on teaching and learning which is directed at producing good quality learner performance, making learner performance the main concern for education departments, parents and other relevant stakeholders in education. However, very little increase in learner performance has been recorded in the education system in spite of many intervention strategies implemented to improve teaching, learning and learner performance. Literature, suggests that teaching and learning in any subject is influenced by teachers’ belief systems, knowledge base of teachers, curriculum reforms and availability of resources, to mention but a few. The focus of this study was to explore teacher belief of teaching and learning and its influence on learner performance in six schools ranked quintiles one to five. The purpose of this study was to explore teacher beliefs as a phenomenon on teaching and learning and the influence on learner performance by exploring beliefs that inform teachers to teach in a particular way. Furthermore, the study explored teachers’ beliefs on schooling, teaching, learning and learner performance to ascertain how the said factors are aligned with their teaching practices. Data was generated from semi-structured interviews, lessons observations and by studying various documents. Eleven teachers were purposively selected for this study on the basis that they were teaching critical or gateway subjects, with varying teaching experience. The data was analysed utilising content analysis within specific themes formulated. This study used Bandura’s Self-efficacy theoretical framework as well as Naicker’s conceptual framework of inspirited and dispirited teachers as the focus on teacher beliefs on teaching and learning and their influence on learner performance. The findings in this study revealed that teacher knowledge and teacher belief should always be taken into consideration if schools were to improve learner performance. The results revealed that teachers had different beliefs about schooling and beliefs on how learner performance can be improved. The study further highlighted the influence of teachers’ beliefs on teaching and learning and learner performance as a result thereof. In this study, I argue that there are various factors and beliefs teachers have that influence teaching, learning and teaching practices which should be adhered to in order to improve learner performance. Teacher passion was also a finding that was prominent in this study. The findings revealed that if teachers are passionate then teaching and learning occur with few hitches. Thus, taking into cognisance teachers’ beliefs, teachers’ knowledge, teachers’ self-efficacy, teachers’ professionalism and school context are paramount in order to improve teaching and learning and to produce quality results and improved learner performance in schools.Item Exploring the influence of professional interactions within school environments on levels of teacher job satisfaction : a comparative study across different school types.(2018) Moodley, Pregasen Koogathassan.; Ramrathan, Prevanand.Since the end of apartheid school education in South Africa has been constantly reviewed, undergone transformation and critiqued with a view to influencing school reforms that would produce a quality driven school education system. Given the changes of the education system since the advent of democracy, teachers have been subject to numerous demands in terms of curricula, assessments, policies, work contexts, the types of management and peer relationships, and the way they need to view such changes. All of these impinge upon the level of job satisfaction teachers feel, which influence motivation to teach and ultimately filter to the quality of teaching and learning that occurs in the classroom. This study, located within the Kranskloof ward of the Pinetown district, Durban, South Africa, focused on teacher job satisfaction across public, private and Ex-Model C schools, sought to answer the following research questions: 1) What are the current levels of teacher job satisfaction within each of the different school types and how do these levels differ across school types? 2) What is the nature and frequency of professionnal interactions occurring within each of the different school types? 3) How do these professional interactions in the different school types influence levels of teacher job satisfaction? and 4) Why do these professional interactions in the different school types influence teacher job satisfaction in the way they do? In answering these research questions, this study explored how teachers feel about their role as professionals and how this contribute to their levels of job satisfaction. In the context of this study, professional interactions encompassed the principal’s leadership style, teacher involvement in matters concerning their work and the level of teacher collegiality and collaboration. These three themes focusing on the level of professional interactions between the principal and teachers and between the teachers themselves, contributed to the body of literature on teacher job satisfaction by identifying the school context as a professional field, a concept that will be elaborated on later in the study, and its influence on levels of teacher job satisfaction. This study was mainly underpinned by the needs-based approach, arising from the seminal theories of Fredrick Herzberg (1966) and Abraham Maslow (1959). According to these theories, the level of job satisfaction is influenced by the extent to which teachers’ needs within the school environment are met.These theories categorize factors influencing teachers’ levels of job satisfaction as being extrinsic and intrinsic and the extent to which these needs are satisfied is measured through the nature and frequency of professional interaction v activities occurring within the school environment. Whilst acknowledging that these two theories are the dominant theories in this study, other theories were mentioned as a means of supplementing the discussion. These additional theories highlighted the influence of teacher’s needs being satisfied as a factor influencing job satisfaction. These theories included The Discrepancy Theory of Porter and Lawler (1968), the Affect/Expectancy Theory of Locke (1976) which explained job satisfaction as the difference between expectation and outcome and The Three Factor Theory of David Sirota (2005) which highlighted the significance of inter-personal relationships as a factor within school environments influencing job satisfaction. A mixed method sequential explanatory design was used and involved a first phase quantitative survey of a total of fifty level one teacher participants from the three different school types, and a second phase of semi-structured interviews with nine teachers, three from each school type. The survey research aimed to provide information on the current status of teachers’ job satisfaction levels and to identify the nature and frequency of professional interaction activities occurring within the different school environments and to identify possible relationships between aspects of professional interactions and levels of teacher job satisfaction, whilst the qualitative data sought to explain the relationships between these variables. The overall finding of this study showed that both extrinsic factors which shape the school context and identity through professional interactions (principal’s leadership style, teacher involvement and teacher collegiality and collaboration), and intrinsic factors (achievement and recognition, teacher involvement and engagement in matters concerning their work, and professional advancement and growth) influenced levels of teacher job satisfaction. The main concepts dealing with professional interactions as identified in the literature correlate with the constructs of the theoretical framework underpinning this study. A significant finding of this study was that job satisfaction amongst teachers ranked according to the school type in which they taught. Significant relationships between professional interactions and levels of teacher job satisfaction existed across all school types, but individual schools presented varying results, showing that the school context does influence levels of teacher job satisfaction. vi Based on the findings of this study, it is recommended that school management and education policymakers pay attention to the importance of school contexts, through its professional interactions, in influencing levels of job satisfaction of teachers.Item Exploring the post school career/training and employment trajectories of students with special educational needs.(2020) Laalje, Sitha.; Ramrathan, Prevanand.Youth with disabilities have a high rate of unemployment, are under employed or earn less than youth without disabilities. They encounter many barriers when seeking employment and this makes them half as likely as their typically developing peers to gain employment. Poor preparation for the world of work, low level of education combined with a lack of skills provides justification to employers to discriminate against this group of young people. In view of the poor employment rate of youth with disabilities as well as the lack of attention given to their employment needs, this study was conceived. The purpose of this study was to explore the post school career/training and employment trajectories of students with special educational needs. A qualitative interpretive phenomenological approach to the study was adopted. Purposive and convenience sampling techniques were employed to select participants for this study. Students with special educational needs who exited a special school for the intellectually impaired were recruited and data was obtained from them using semi-structured interviews. The outcome of the data analyses revealed that some participants engaged in private training programmes in order to secure jobs whilst others searched for long periods to obtain jobs. Some of them held several short-term jobs, became entrepreneurs or attended sheltered workshops. The opportunities for work for special needs youth were limited and often of a generic nature and that which did not involve sophisticated engagements. Whilst their adjustment to the world of work was mostly favourable and they enjoyed family and workplace support, they experienced many challenges during their search for work. Based on the findings of this study, recommendations were proposed to respective persons, processes, policies and structures in an attempt to improve the post school employment and training outcomes for students with special educational needs. Some of the recommendations alluded to were: improving educational outcomes, the development of teachers, curriculum modification (to prioritize high-quality general education system with cognitive and vocational skills), developing transition programmes in preparation for the world of work, the provision of career guidance services, improved higher education and creating employment for the youth.Item Exploring the relationship between internship and employability.(2020) Marie-Jeanne, Julien Pierre Jacques.; Narod, Fawzia Bibi.; Ramrathan, Prevanand.This study aims to shed light on the current debate regarding the role of internships in higher education in graduates’ employability. Facing unparalleled challenges to deal with the problem of graduate unemployment, Higher Education Institutions (HEIs) are gradually anxious with the professional insertion of their graduates in the labour market. Graduates, academics and employers from three sectors of the Mauritian economy – Finance, ICT, Hotel and Accommodation who have participated in internships were interviewed for this study. This study aims to assess the importance of internships for the employability of graduate students. Three inter-related dimensions are explored. Firstly, the extent to which the introduction of internships in study programmes contributes to the decrease in graduate unemployment rates is analysed. Second, the extent to which the different features of internships, namely those associated with their length and structure, contribute to lower graduate unemployment rates is assessed. Thirdly, the internship approaches, which seem to allow greater job preparedness, namely those related to interns’ supervision entailing close collaboration between universities and employers, are discussed. The key findings of the study were the perspectives on graduate attributes, perspectives on an internship, academic learning for employability, workplace learning for employability, additional learning for employability, and the challenges and opportunities in preparing graduates for employability. Both employers and academics in this study displayed their interest and initiative to lead change in their respective environments and for their benefit. Further, the new collaboration between academics and employers provide graduates with relevant internships. Results demonstrate that study programmes that include internships tend to significantly enhance graduates’ employability, particularly within the universe public higher education institutions. Besides the instrumental value of internships, the impact of the nature and structure of the internship on the percentage of unemployed graduates who get a job after an internship with the same employer are also discussed. Mandatory internships and the inclusion of multiple, shorter internships throughout the degree are negatively associated with unemployment levels because employers prefer long duration placement of graduates. Results also indicate work-based learning can be used as a successful strategy to bridge theoretical knowledge and practice and enhance graduate employability. These findings provide important insights for the evaluation and/or the design of internship programmes in higher education. Benefits of internships are extensively reported in the majority of interviews dealing with the professional integration of graduates. There is a consensus that internships can be regarded as an institutional mechanism that facilitates graduates’ transition from higher education to work. Thus, showing that there is a relationship between internship and employability.
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