Browsing by Author "Van Laren, Linda."

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A case study of Mathematics teaching and learning at a rural school in KwaZulu-Natal.
(2001) Van Laren, Linda.; Samuel, Michael Anthony.; De Villiers, Michael David.
Abstract available in the PDF.
Grade nine technology teachers' understanding and practice of assessment in technology : a case study in a district of Estcourt.
(2014) Mngunikazi, Prudence Sindisiwe.; Van Laren, Linda.; James, Angela Antoinette.
Since Technology was introduced as a school subject, Technology teachers in South Africa have been subjected to many changes within the educational field including changes in assessment. Teachers were expected to assess more than just an end product. They were expected to develop and assess the processes and skills, not just the knowledge that learners represented.Literature reviewed reveals that teachers are experiencing challenges when it comes to implementing assessment in Technology.This study explored Grade Nine Technology teachers’ understanding and practice of assessment in Technology. The study provides the nature of understanding and practice that Grade Nine Technology teachers encounter when they implement assessment in their classrooms, especially performance assessment. Performance assessment is an assessment, which is based on real life situations. Hence, appropriate implementation of performance based assessment by Grade Nine Technology teachers should develop learners’ technological skills, knowledge and values so that they will play a great role in improving and sustaining the quality of lives of their societies. The study was located within the interpretive paradigm and qualitative approach.Technology teachers were conveniently and purposively selected because it was easy for the researcher to reach participants who taught at schools close to where the researcher teaches. Three methods of data collection were employed, namely semi-structured interviews, structured participant’s observations and structured questionnaires to gather data from the participants.The theoretical framework used to analyse this study is assessment theory. Assessment theoryprovided me (the researcher) with a framework to gather information on teachers’ understanding and practice of assessment. Teachers can use Barlex’s model (2007) as a framework when assessing learners’ design process when learners are doing a Mini Practical Task (Mini-PAT) for summative and formative assessment purposes. The model has proved to be a useful tool and framework for supporting sound decision making when designing and making productsfor projects in Technology.The findings of the study suggest that assessment in Technology is still a challenge to teachers. The study concluded that Grade Nine teachers are still experiencing challenges when employing performance based assessment and much still needs to be done to empower them.
Starting with ourselves : addressing HIV and AIDS education through integration in a South African pre-service teacher mathematics education curriculum.
(2008) Van Laren, Linda.; Mitchell, Claudia Arlene.; Moletsane, Relebohile.
The purpose of this study was to initiate integration of HIV and AIDS curriculum in
Teacher assessment practices : case study of three grade 9 mathematics teachers in the Northern region of KwaZulu-Natal province.
(2009) Thabethe, Michael Msawenkosi.; Van Laren, Linda.; James, Angela Antoinette.
The research project explored the Grade 9 mathematics teachers' assessment practices in the context of the National Policy on Assessment and Qualifications for Schools in the General Education and Training Band in South African Schools. The research project also explored the mathematics teachers' understanding of the assessment policy in Mathematics and the impact of teachers' understanding of assessment on their assessment practices. The research project was a case study of three Grade 9 Mathematics teachers from three schools in Obonjeni District in the Northern Zululand Region in KwaZulu-Natal Province. The data was collected through observations of teachers teaching Grade 9 Mathematics lessons, analysis of teachers' planning and assessment documents and teacher interviews. Each teacher was observed teaching his/ her lessons five times. Based on the results obtained it was concluded that: (a) teachers have different understandings of the same assessment policy and this resulted in teachers implementing the assessment policy differently. (b) teachers are using some of the assessment practices that are recommended in the assessment policy. and (c) teachers' understanding of assessment does not influence their assessment practices. Finally, recommendations made concerning assessment practices, could lead to teachers' better understanding of assessment.
Undergraduate students' experiences with learning with digital multimodal texts.
(2018) Cooshna-Naik, Dorothy.; Van Laren, Linda.; Mitchell, Claudia Arlene.; Tirvassen, Rada.
The study emerged from my interest in understanding the multimodal learning practices and multiliteracies of the current generation of students, especially with the increasingly new genres of texts finding their way into the education landscape. Designed as a pedagogical intervention, it sought to understand the different ways first year undergraduate students at the University of Mauritius experienced learning with and through varied forms of digital multimodal texts (DMTs) within the context of the module Mauritian History (HIST1002Y) included in their programme of studies. A phenomenographic approach was used to describe and interpret the qualitatively different ways participants experienced two learning situations (LS1 & LS2) involving the use and creation of DMTs. A purposeful sample of 19 participants was involved. Data was collected through semi-structured interviews, participants’ written reflections, a focus group discussion and a consideration of the DMTs (a video assignment) they produced. The phenomenographic analysis produced two sets of categories of description, one for each learning situation, moving from least to more comprehensive ways of experiencing the phenomenon. As consumers of DMTs in LS1, participants expressed their experiences in five different ways. DMTs were seen as authentic sources of information; as a novelty to the learning approach; as an opportunity to break learning monotony; as emotionally engaging; and as effective and useful learning support. As for LS2 involving participants as authors or producers of their own DMT the findings revealed that such a task was conceived of in six different ways. Making a video was seen as an assessment to be completed for the purpose of grades; a new way of learning and assessment; a journey of ups and downs; an opportunity to widen one’s horizons; an opportunity for personal growth and development; and a process of multimodal orchestration. The categories were further analysed to highlight their logical relationship based on dimensions of variation in the way DMTs were experienced. The overall findings indicate that the implementation of pedagogical practices supported by DMTs could revitalise the teaching and learning of history despite some noted challenges. This calls for a reconceptualisation of higher education pedagogies in alignment with our students’ changing literacy practices so that from passive receivers of knowledge they become active knowledge producers.