Masters Degrees (Education Studies)

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An investigation into the effects of coaching on non-verbal intelligence tests on European, Indian and African children.
(1958) Lloyd, Frances.
No abstract available.
An analysis of the home conditions in relationship to poor academic achievement of Indian students in a Natal high school.
(1960) Gopaulsingh, Rughbur Raj.; Lloyd, Frances.; Schmidt, Wilfred H. O.
Abstract not available.
A history of Michaelhouse, 1896-1952.
(1968) Barrett, Anthony McNaghten.;
The purpose of this thesis is straightforward: to survey the development of a 'private' school over a period of a little more than half a century. In the survey, I hoped to indicate the way in which the school developed as an institution: the main elements in its government and the way it was affected by changing conditions; to describe the main features of its educational programme: curricular and extra-curricular activities; and to attempt an assessnent of its achievement and an analysis of its distinguishing characteristics. The period covered is from the foundation of the school in 1896 to the resignation of F.R. Snell in 1952, the latter date being chosen chiefly because the distance proper to a thesis did not seen possible in a survey of this kind for the succeeding period. I have, however, also included a chapter on the precursor of Michaelhouse as relevant background infomation; and I have taken the story of the Old Boys up to the present, since most of them had been at school before 1952. Athough I have included an assessment of the school's achievements in the list of purposes, it soon became apparent that my aim should be more modest. The interaction of home, school and society is so complex that a proper study of the school's role, even in so obvious a matter as academic achievement and particularly in relation to such aims as leadership or religious development, would require a careful sociological analysis which would have made the thesis extremely unwieldy and for which sufficient information, especially on the earlier stages, was in any case not available. My more modest aim was therefore to place the development of the school and the education it provided in perspective.
'n Sosiaal-pedagogiese analise van die vryetydsbesteding van st. 8, 9 en leerlinge in Afrikaansmediumskole in Durban.
(1972) Landman, W. J. J.; Niven, John McGregor.
No abstract available.
An investigation into the suitability of the National Bureau Group Test for five-and-six year-olds as an instrument for measuring school readiness among a group of Indian children in Durban.
(1972) Ramphal, Anandpaul.; Behr, Abraham Leslie.
This study was primarily intended to ascertain whether there was any test already in existence in South Africa which was entirely suitable as a test of school readiness for Indian children. If there were no such test, could an existing test not be modified to make it suitable for use with Indian children? Or would an entirely new test be indicated? As a secondary, though intimately related matter, it was decided to discover to what extent factors such as schooling, socio-economic status and sex affect an Indian child's readiness for school. An examination of the existing group tests of school readiness in this country, showed that the National Bureau Group Test for Five-and-Six-Year-Olds (N.B.G.T. 5/6) was the one which was most likely to be suitable for use with Indian children. This test was therefore chosen for a more detailed study. In pursuit of the secondary aim it was decided to use two additional tests - the Raven Coloured Progressive Matrices (1947) and the Peabody Picture Vocabulary Test - so as to provide a broader basis for the conclusions than the N.B.G.T. 5/6 by itself would have provided. The total sample of 156 six-year-old children, chosen from the Western Area of Durban, comprised three groups: (a) Schoolers (N = 60) : At the time of testing this group had had about six months of formal schooling. (b) Preschoolers (N = 48) : At the time of testing these children were attending a play-centre. (c) Nonschoolers (N = 48) : At the time of testing these children had had no schooling, either formal or of the play-centre type. Each of these three groups consisted of an equal number of boys and girls. In each of these sub-groups there was an equal number of children of each sex from the high and the low socio-economic groups. A random selection procedure was used through- The study of the primary aim involved quantitative and qualitative analyses of the data. Spearman's rank-order correlation coefficients and z-tests were computed. In the case of the secondary aim the statistical procedures included the use of 2 x 2 and 3 x 2 x 2 analyses of variance in addition to t-tests and product-moment correlations. The results of the study were as follows: General Aim (a) : The N.B.G.T. 5/6, unmodified, is unsuitable as a test of school readiness for use with Indian children. General Aim (b) : (i) Experiences related to the classroom learning situation, formal or otherwise, exert an influence on a child's readiness for school. (ii) Socio-economic factors have a marked influence on a child's readiness for school. (iii) A child's sex does not have any influence on a his readiness (or unreadiness for school). It was recommended that every opportunity for the advancement of preschool education among Indian children should be seized. This would compensate to some extent for the missing stimulation of a good home, an important factor for the promotion of school readiness.
A critical and comparative study of the preparation of science teachers at institutions for the education of Indian teachers in Natal.
(1975) Peters, Leslie Ernest.; Behr, Abraham Leslie.
The Problem: The problem investigated is the preparation of science teachers at institutions for the education of Indians in Natal. In this study a brief comparison of the preparation of science teachers is also made with some institutions in Great Britain and parts of the United States of America. Motivation: In 1968 the writer participated in a Summer Institute in Pennsylvania in the United States. It was there that he was exposed to modern science curriculum projects and new trends in the teaching of science. Being a lecturer in science at a college of education, he was motivated to examine current trends in science education and more particularly the preparation of science teachers amongst Indians. Methods and materials used in the investigation: The following methods were used: 1. For background information books, journals, periodicals, reports etc. were consulted. 2. To examine the position of science teaching at high schools and to find out some of the problems with which science teachers are confronted, questionnaires were used. Questionnaires were also administered to first year students at a college of education in order to get some idea of the teaching of science and its problems from the students' point of view. 3. Visits were made to various institutions in Britain and America to examine science education programmes. 4. Personal interviews were held with the lecturing staff at institutions overseas and at the Springfield College of Education and University of Durban Westville.
A report on juvenile delinquency in the Northdale area of Pietermaritzburg.
(1975) Ramdhani, M.;
Abstract not available.
A study of forecasting procedures and the use of methods of future research in determining the demand for and supply of teachers in Indian schools in South Africa from 1975 to 2000.
(1975) Nair, Ganesh Kitoony.; Behr, Abraham Leslie.
No abstract available.
A study of some recent developments in primary education in England.
(1976) Pretorius, Johannes Jurgens.; Hayward, F. J. D.
It has become a fairly common practice in Natal to borrow ideas from the English educational scene. No doubt this is to our advantage but perhaps not necessarily always so. It is possible that an idea is copied and pursued diligently here yet meanwhile, back at its source of development in England, the idea is fast loosing favour. It is necessary to sift the good from the bad before we borrow, and that can only be done by surveying the field thoroughly. The author of this thesis after spending a number of years in primary education was fortunate enough to receive a study grant from the Natal Education Department which enabled him to visit England and other countries, and study at first hand the primary schools there. The primary aim of this thesis. is, therefore, to examine some of the recent developments in primary education in England, to evaluate them and to consider the feasibility of adapting and utilising them in the primary schools of Natal. These developments offer an alternative approach to education and one that is closer to what we now know about children and the nature of the learning process. The English primary school offers hope to those who believe that because change is difficult, it is either an impossibility or it takes generations to bring about. This study should supply the answer to the question: "What is happening in British primary schools?", which Brian Young poses in Children At School - Primary Education in Britain Today (1). It may in addition minimise the chances of the merely faddish aspects being slavishly copied and avoid change for the sake of change. It may also be of assistance to those concerned with policy making in primary education, particularly in Natal, especially if they are seriously interested in exploring alternatives to existing patterns of instructions. The basic assumption underlying the whole study is that each child is an unique individual who is characterised by an unmatched set of gifts and limitations. While the approach adopted is a child-centred one, a confrontation with exclusive choices is avoided. It is not a question of the child or the teacher, children or subjects, subjects or an integrated programme, the individual or society, or freedom or discipline. The question: "How far do we need a concept of the educated man as well as the notion of the educated child?" (2), is very relevant to this study. Part One of this thesis is a discussion of. the various factors from which present-day practices have evolved. No historical account of the developments is undertaken, but a brief survey of the old elementary school is followed by a resume of the changing educational demands of a society which has undergone extensive changes in the last 75 years. Immense scientific and technological developments and the concomitant social and economic upheavals have called for new curricula, subject content and teaching methods. The role played by the progressives, a small group of avant-garde educationists whose views were considered eccentric in their time, is discussed in detail. The direct and indirect influence of educationists, philosophers and psychologists is more difficult to establish. This and the impact of official educational reports and Acts are also studied. Part Two concerns the purpose of English primary education. It is no theoretical dissertation on the aims of education. It rather attempts to establish what the primary school seeks to achieve for its pupils. The concept of 'being educated' is analysed and is followed by a discussion of what are termed immediate aims. Here attention is focused on the belief that primary education is to serve solely as a preparation for the education that is to follow and on the acquisition of skills such as reading, writing and arithmetic, and the ability to speak properly and listen attentively. Next follows a discussion of so-called long-term aims. Particular attention is given to the preparation of children for the society in which they will one day be adults; prerequisites such as adaptability and a critical mind are highlighted. The freedom of the individual and his place in society is examined. Finally, the opinions of teachers as reflected in a Schools Council exploratory study of aims, influences and attitudes, are briefly analysed. A comprehensive survey of every primary school in England by Her Majesty's Inspectorate revealed certain trend-setting schools. Part Three is a study of some of the recent developments that reflect the ethos prevalent in these schools. the blend of freedom and support where teachers and headteachers are relatively free to decide what to teach, how to teach it and the support they receive from a variety of sources, is discussed in detail. The move to what has become known as open or informal schooling and other features of these schools, such as the integrated day, team teaching and open plan schools are described. Part Four of this study concerns those aspects of English primary education that could with success be adapted and introduced into the primary schools of Natal. The features that are considered are the introduction of a more child-centred approach, the appointment of experts in primary education to decision- and policy-making positions, the in-service education of teachers, the fuller utilization of teachers' centres and the building design of primary schools.
An investigation into the extent to which certain psychological and sociological factors influence academic achievement among first-year students in the Faculty of Education at the University of Durban- Westville.
(1977) Gounden, Perumal Kistna.; Behr, Abraham Leslie.
No abstract available.
A comparative study on the impact of three academic development programmes at the University of Durban-Westville.
(1977) Naicker, Tholsiavellie Socklingum.; Suransky-Dekker, A. Caroline
No abstract available.
A study of failure in school with special reference to Indian secondary education in Natal.
(1978) Naguran, Chinnapen Amatchi.; Behr, Abraham Leslie.
This is a study of the incidence of failure in Indian secondary education in Natal, in which academic performance was considered against the background of a number of variables such as socio-economic factors, family size, birth order, IQ, health, absenteeism, study and reading habits, parents' level of Western education, family income, participation in extra-curricular activities and certain behaviour and personality traits. A random sample of 1 787 pupils (1 092 boys and 695 girls) who wrote the Standard VII Academic Course examination in 1974 was selected from 16 Indian secondary schools in Natal. Data were obtained by administering a set of questionnaires to the pupils and the form-teachers. Data processing was done by the lCL computer service. The Chi-square statistical techniques was used to test for significance. The findings suggest that: (i) there are significant relationships between academic performance and the following variables: parents' level of Western education, religion, birth-order (especially among first-born boys) IQ and absenteeism; (ii) certain of the variables tested influenced the academic performance of the boys differently from those of the girls. These variables are family income, physical handicaps, reading habits and participation in extra-curricular activities. The trend was that these variables influenced the boys' performance more than the girls' performance. (iii) there were certain variables which were not significantly related to academic performance. These were: health of pupils, use of the library for borrowing books, fathers' occupation, having one's own room, family size, language commonly spoken at home and the number of times the pupils were transferred from one school to another Finally certain recommendations are suggested with a view to reducing failure at school.
An investigation into the social and cultural aspects of the home background of two contrasting social class groups of Indian primary school pupils in the Merebank area of Durban, and its implications for education.
(1979) Naicker, Subramunian Anand.; Bekker, J. H.; Behr, Abraham Leslie.
Though the influence of social class and home background upon school achievement is a well established field of research in Britain and certain other oversea countries, research of this type is almost non-existent in South Africa. The present study was therefore designed as a sociological investigation of differential school performance to establish basic research in this field, with particular reference to home-school relationships in the Indian context. This study, which is set within the integrated theoretical framework of the old and new sociology of education, seeks to give some insight into the intricate nature of home background, and to shed some light on the complex relationship between social class and educational performance. In a review of pertinent literature in this field, it also traces the shift in emphasis from the more traditional, normative macro-studies of family, class and education to the more recent interpretative, micro-studies. Through the use of an eclectic approach, the empirical design incorporated both the normative and interpretative paradigms which aimed at studying the social and cultural aspects of the home background of two contrasting social class groups of pupils in six primary schools in the Merebank area of Durban. The proportionately stratified random sample consisting of 50 middle class and 100 lower working class pupils was representative of the social class structure of this neighbourhood. The home environment of each child in the entire sample was assessed during a personal visit to his home. The four main dimensions of the home which were investigated included: the material environment; general cultural and educational experiences; educational motivations and aspirations of parents; and family size. The pupils' cumulative school performance was assessed by scaling their composite examination results into standard scores which enabled marks from different schools and from different classes within the same school to be compared. This general educational performance is the criterion with which the various social and cultural factors have been related. The results of this study were analysed mainly through the use of chi-square, z tests of significance, analyses of variance, and correlation analyses. The main findings indicate that: (a) the general educational performance of the middle class pupils is consistently better than that of the lower working class pupils; (b) the two most important dimensions of the home which emphasise the greatest social class differences between the two groups, and which account for the most amount of variation in school performance are the general cultural and educational experiences, and the educational motivations and aspirations of patents. To achieve equality of opportunity for all pupils, this study recommends a broad policy of linking home and school through effective joint educational and social reform. This policy aims at improving the quality of life both at home and at school. In particular, it stresses the importance of increasing the educational awareness of the home, and of developing social consciousness in schools.
An investigation into the placement of pupils into practical and academic courses in a selected group of Indian schools in the greater Durban area.
(1979) Naidoo, Mogambery.; Behr, Abraham Leslie.
No abstract available.
Islamic religious education in the Durban and surrounding areas 1860- 1979 : a historical-philosophical perspective.
(1981) Kader, Yacoob Abdul.; Nel, Berndine F.; Nadvi, Syed Salman.
Abstract not available.
A critical summative evaluation of the language experience approach (Leap) as exemplified by breakthrough to literacy, as a method of teaching beginning reading in reception classes.
(1981) Naidoo, Sunthrodayam.; Pienaar, P. T.
This investigation, into the efficacy of LEAP, as exemplified by Breakthrough to Literacy, as the main strand in a mixed method for the teaching of beginning reading, was motivated by the following considerations: 1. Breakthrough to Literacy has been and is being used with tremendous success not only in Great Britain, where it was launched, but also in Canada and Australia, and increasingly in South Africa. 2. A pilot investigation by Professor P T Pienaar revealed that the incidence of reading retardation among the South African Indian pupils at all levels in Primary Schools was high. 3. Reading is a very important, if not the most important aspect of language learning and, in turn, language plays a dominant role in the total curriculum of Junior Primary pupils. 4. The Department of Indian Education is introducing the "mixed Breakthrough method" referred to above on an increasing scale. If the present trend is maintained LEAP will become the sole method for the teaching of beginning reading. The investigation comprised the following: 1. The use of Experimental and Control classes at two different schools. LEAP as exemplified by Breakthrough to Literacy, was used in Experiment classes while the Look-and-Say Method, as exemplified by the Let's Learn to Read Series, was used in the Control Classes. 2. The use of questionnaires to obtain information on the pupils and their families. 3. Personal observations of the work of the teachers and pupils in the Experimental and Control classes. 4. The use of questionnaires to elicit the opinions of various teachers who had experience of LEAP and the Look-and-Say Method used by the classes in the study. 5. Tests of the reading and creative writing abilities of pupils in the Experimental and Control classes. The overall results show: 1. That pupils taught by LEAP, as exemplified by BL, got a better start to reading than pupils on the "Look-and-Say" method, as exemplified by LLR. Breakthrough pupils also performed better in reading "new" material. 2. That "Breakthrough" pupils not only wrote more but also wrote better in respect of both content and style.
Problems for the teaching of English deriving from the home background of a group of South African Indian school pupils.
(1981) Soni, Nathwarlall Parsotham.; Dobie, Bruce Alexander.
Abstract available in PDF.
Language ability in children of high measured intelligence : an investigation of a small sample.
(1981) Watkinson, Jane Elizabeth.; Lowenberg, Elaine.
No abstract available.
Conservation awareness amongst white adolescents in South Africa: a study of senior secondary pupils in Natal.
(1982) Irwin, Patrick Roger.; Niven, John McGregor.
Abstract available PDF.
The assessment of teacher competence, with specific reference to policy and practice in Natal : a critical analysis.
(1982) Jarvis, Michael Anthony Mitchell.; Dobie, Bruce Alexander.
In the educational world of the eighties, despite burgeoning technologies and the silicon chip, and despite a multiplicity of aims and philosophies of education, it is axion~tic that progress amongst learners depends on the effectiveness of teaching and so on the quality of teachers. The definition which "effective teaching" assumes in any particular society is determined, of course, by many inter-related factors, not least the prevailing political, religious and economic ideologies. The successful teacher is generally viewed, it would appear, as one who succeeds in the transmission or generation of "valid" knowledge, and judgment by others is impl icit in the concept of validity. Because participation in the process of learning at school is essentially a human experience, a matter of interpersonal relationships, any statement about it is open to question; but as the evaluation of teacher expertise plays an important role in systems of education, the methods and concerns of such evaluation merit close study. In the Republic of South Africa the evaluation of teacher competence has recently assumed considerable significance with the introduction of a "merit assessment" system, and one of the chief concerns of the present work is a critical study of such assessment. Related concerns include teacher attitude towards assessment (in which context the Natal Teachers' Society Conference motion 19 of 1981 is apposite: "That this Conference expresses its total opposition to the merit award system as presently implemented" Mentor September 1981 p.152) ; and the place of such assessment in the context of contemporary models of organization theory, of educational administration and of school management. Cognisance has been taken of the Report of the Human Sciences Research Council Investigation into Education (1981) which was initiated, in part, by "grave dissatisfaction in the teaching profession" 1, and which proposes real consultation for teachers in the administration of education, based on participation, involvement and negotiation. Though seen from a wide-ranging and international perspective, teacher competence will in this work ultimately be defined from a South African perspective; and as the data are Natal based, Natal will be taken as an example of the Republic of South Africa. However, sight will never be lost of broader perspectives. The concerns, aim and scope of this work do not end with teachers, but are also bound up with children for it is they whose benefit or advancement depends on competent teaching. In an attempt to determine what children thought about teacher effectiveness, Musgrove and Taylor (1969) analysed 1379 essays by school pupi 1s on the topi cs "A good teacher" and "A poor teacher". Sca 1es were drawn up with statements reflecting the ideas most frequently voiced by pupils on teaching method, discipline, teachers' personal qualities and organizing abilities, and these scales were subsequently tested on hundreds of other children and teachers. Musgrove and Taylor, in reviewing their research, concluded inter alia that "Pupils expect teachers to teach. They value lucid exposition, the clear statement of problems, and guidance in their solution. Personal qualities of kindness, sympathy and patience are secondary .... (teachers) are expected to assume an essentially intellectual and instrumental role." (as quoted by Morrison and McIntyre, p.17l) The findings tended to uphold the idea of a structured "formal" relationship reminiscent of Waller's 1932 dictum that the effective teacher should maintain a social distance from his pupils and be relatively meaningless as a person. Other writers such as Postman and Weingartner (1969) suggest very different advice to teachers! The meaning of "good teaching" will be investigated in chapter three of this work, in terms of a survey of the appropriate literature but the specific criteria of good teaching in a particular country, for example South Africa, depend on a range of overt and hidden factors, and are the material of much ongoing debate. " The variety of the comment calls to mind the important question of how a teacher's effectiveness mayor (perhaps more important) should be judged: whether in terms of instrumental goal-attainment by pupils, or in terms of personal growth through satisfying classroom relationships or somehow in between these ends. In a world where technology and its application in education through a skills-Qased or objectives-centred approach is tending to debase the essentially person-to-person element of teaching, the concept of competent teaching is in danger of being reduced to allegedly measurable entities. In true handbook tradition, some texts, for example Stones and Morris (1972), almost suggest checklists for success 1n teaching, thus reducing a complex act of communication to a set of clinical procedures. While inexperienced student teachers may need direction and guidance in the development of particular skills, there is a danger in viewing or assessing the qualified person merely in terms of such skills or categories. Esland (1977) distinguishes between two extremes in teacher presentation. One, the "psychometric", stresses measurable advancement and reflects a behaviourist outlook. The other, the "epistemological", finds expression in education which stresses personal development. Depending on how a society interprets the elements of curriculum, pedagogy and evaluation, identified by Bernstein and Young (1970) as basic to any process of education, or on what view of the teacher and his task prevails, the criteria of good teaching will vary. Apart from the mere criteria, there is the important matter of interpretation and subjectivity on the part of anyone attempting to evaluate performance in a complex web of interaction. When, in turn, evaluation (implying overall judgment) is linked with assessment (which by definition involves some kind of measurement and therefore presupposes valid units and instruments), as in the case in South Africa, the situation becomes more problematic. Any assessment system is obviously grounded on a philosophical view of man within the organization. In this regard Ramos (1975) has warned social scientists and organization theorists about holding outdated versions of the model of organizational man. He claims that many contemporary organizations have a mechanistic view or a humanistic view of employees, which ignore the fact that man has a rationality beyond administrative behaviour and that man "in striving to be autonomous, cannot be explained by the psychology of conformi ty" (Ramos, 1975, p. 50) • This model of man, Ramos asserts, has emerged from a wealthy technological society, and (he) "would have a strong sense of self and an urge to find meaning in life. He would not uncritically accept standards of achievement, though he might be a great achiever when assigned creative tasks" (ibid. p.51). It would be tragic if education authorities were to ignore the creative thinker with the capability to change the prevailing environment, or as Ramos terms him, the parenthetical man, through the development of assessment systems which promoted and rewarded conformity. It must be recognised that the teacher has virtually unparalleled responsibility in society, for his actions contribute to the fate of society; it is the teacher who, ideally, "critically appraises, edits, sifts and clarifies society's trends, extracts its highest values and makes them implicit in himself as a man .... and explicit in his teachings" (Prosser, 1976, p.6). Such actions imply leadership and initiative of the highest order, and remind one of the importance of the teacher as a humanizing influence and as an element of stability in a world of increasing change. A brief overview of the scope and coverage of this work now follows. Chapter one reviews the concepts of assessment, evaluation and quality in teaching. It sketches problem areas such as the difficulties of assessment within differing political and social systems, the demands for the accountability of teachers because of massive financial investment in education, and the position of a professional in a bureaucratic structure. Semantic differences emerging from the terms assessment, .evaluati_o~ and ~FlJr~lis~ hdve largely been ignored in this work because of differing usages in which the words tend to blend into synonyms. In the writer's own use of the words, influenced by the Concise Oxford Dictionary, evaluation is seen as the act of observing a teacher's performance and indicating general aspects of strength or weakness (from OF aprisier, ! - to and prlsler - praise). Appraisal (from F evaluer, e - ex and valuer - value) suggests a slightly more judgmental response based on specific aims or values. Assessment (from L assessare - a combination of frequent and sit, originally to fix taxes) is seen more as an act of judgment based on numerical or other fixed expressions. As previously indicated, current practice in South Africa attempts to combine these processes. In chapter two the focus shifts to the behaviour of people within organizations and the need to take into account organization theory, as well as administrative and managerial concepts, in order to establish implications for the assessment of teachers. Views of man, as an organizational being, are reviewed and current practices in hierarchical systems with regard to delegation of responsibility and development of staff are indicated. A specific consideration of the act of teaching occurs in chapter three, where a review of the literature on teacher competence is undertaken. No such review could be exhaustive, and is meant in the present context to serve as background rather than as a definitive pronouncement. Chapter four includes a consideration of procedures for the assessment of teacher competence within centralized and decentralized education authorities, and a comparative study of methods used in England, the United States and Australasia. A full account is given of the policy and practices of all aspects of teacher assessment, including assess-. ment for promotion, operating in the Natal Education Department, and comparisions are drawn with procedures in other provincial education authorities. The question of "merit assessment" of teachers in the Republic of South Africa is broached and teacher reaction to it is indicated. In chapter five, an historical and criticdl account is given of the assessment of teachers in South Africa, with specific reference to Natal, and with emphasis on the "merit assessment" system as established in 1978. A detailed study is made of answers to a questionnaire drawn up by the writer and distributed to assessors of teachers in two education authorities in Natal. Chapter six contains a summary of major conclusions ar1s1ng from the study. Innovations are suggested, on established principles, with a view to recommending change 1n the assessment of teachers. The situation in Natal is borne 1n mind throughout, but the conclusions and suggestions are of a general nature.

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