South African Journal of Education - Volume 27, Issue 2, 2007
Volume 27, Issue 2, 2007
Author Garfield BesterSource: South African Journal of Education 27, pp 177 –190 (2007)More Less
The aim was firstly to determine if peers and parents had a different impact on the personality development of the adolescent. A second aim was to determine if gender played a role in this regard. An empirical investigation was carried out involving 98 learners from Grades 8 to 11 (53 boys and 55 girls). The respondents completed instruments measuring parent-child relationship, relationship with peers, self-concept, and personality characteristics. The results indicated that the peer group, when compared with parents, had a stronger relationship with the personality development of the adolescent. This stronger relationship was more prominent in boys than in girls. Gender did, therefore, play a role.
Author Corene De WetSource: South African Journal of Education 27, pp 191 –208 (2007)More Less
I report on an investigation into a group of Free State educators' recognition of bullying, their reactions to incidences of bullying, and their perceptions of the effectiveness of a number of bullying prevention strategies. The research instrument was a synthesis of the Delaware Research Questionnaire and questions based on findings from previous research on bullying in the Free State. The first important result was that Free State educators had frequently witnessed learners being physically and verbally abused by fellow learners. The second was that more than 80% of the respondents were willing to intervene in such cases. Thirdly, the results indicated that the respondents saw parental involvement as critical in preventing bullying. Finally, some comments and recommendations are made regarding the role of parents, educators, the police, and learners in the prevention of bullying.
Public and private Further Education and Training in South Africa : a comparative analysis of the quantitative evidenceSource: South African Journal of Education 27, pp 209 –222 (2007)More Less
Public and private provision of vocational education and training (or Further Education and Training in the South African usage) exist in a relationship with each other but are rarely considered together. An analysis is provided of recent quantitative evidence on both sectors in South Africa in order to advance the case for further policy and research work on the inter-connectivities of the two sectors. This particularly emphasises the need for better conceptions of quality and a more serious focus on equity in both sectors.
Source: South African Journal of Education 27, pp 223 –241 (2007)More Less
It is widely accepted that mathematical skills are critically important in our technologically sophisticated world. Educators' metacognition directs, plans, monitors, evaluates and reflects their instructional behaviour and this can promote learners' learning with understanding. The purpose of this study was to investigate the extent to which mathematics educators implemented and taught metacognitive strategies. Results of the quantitative part of the study were triangulated with the results of the qualitative part. Results suggested that whereas mathematics educators may well have possessed metacognitive skills and utilised them intuitively, these skills were not implemented to a satisfactory extent in the classes we observed.
Tension between school governing bodies and education authorities in South Africa and proposed resolutions thereofSource: South African Journal of Education 27, pp 243 –263 (2007)More Less
The success of a country's education system depends to a large extent on the mutual trust and co-operation existing between all partners. However, numerous documented incidents in the media have confirmed that there is a field of tension between school governing bodies of public schools in South Africa and the Department of Education, which is of great concern to all partners in the system, especially as these parent bodies were established by the current government to be partners in the management of their children's schools. This empirical investigation was undertaken to identify and analyse the origin and extent of the tension and to suggest practical and workable solutions to defuse the situation. The views of respondents from both parties were elicited and the results confirmed the existence of tension and mistrust.
Author Trudie SteynSource: South African Journal of Education 27, pp 265 –281 (2007)More Less
South African schools are constantly faced with evolving needs and challenges characterised by change. As in other countries, schools in South Africa encounter pressure to 'produce more for less' and at the same time to achieve certain goals and standards. Transforming schools into inviting institutions requires a paradigm shift among the principals and staff. The International Alliance for Invitational Education views invitational education (IE) as a means of changing classrooms into inviting places and altering the climate at schools. I focus on the way in which a primary school in Gauteng province, which received the prestigious Invitational Education award for being inviting, succeeded in adhering to the assumptions of IE. In a qualitative investigation I explored the principal and educators' perceptions of the way in which the school adhered to the four IE assumptions.
Author Matsidiso NaongSource: South African Journal of Education 27, pp 283 –300 (2007)More Less
There is a direct correlation between (teacher) morale and (learner) discipline at school. Since the scrapping of corporal punishment, a sense of despair seems to have taken over amongst teachers in South Africa. The findings of this study indicated that more than 65% of teachers, out of a sample population of 80 respondents from schools located in Bloemfontein in the Free State, claimed that discipline at schools had deteriorated, and that their passion for teaching and the joy they had once found in their work had been adversely affected since the decision had come into effect. Amongst the many reasons for low morale, cited by the teachers, lack of discipline was clearly the most prevalent and common concern, and generally seemed to be attributed to the abolition of corporal punishment. I explore this concern and its impact on overall teacher morale.
Redefining home-school-community partnerships in South Africa in the context of the HIV / AIDS pandemicSource: South African Journal of Education 27, pp 301 –316 (2007)More Less
Estimates suggest that approximately 12% of South Africans are HIV positive. As a result of the rapid increase of infections in the mid-1990s and the concomitant increase in HIV / AIDS-related deaths, it is estimated that 13% of children have lost one or both parents due to AIDS. In this study data were obtained by open-ended written accounts by teachers and in-depth interviews with teachers and school principals in a small sample of selected schools in KwaZulu-Natal. Findings indicated that in severely affected communities, teachers were often compelled to assume roles traditionally filled by parents. AIDS awareness programmes formed part of the schools' curriculum. However, many schools did not consider involving grandparents, other care-givers and community members in the physical, emotional and cognitive support needed by learners because teachers lacked training and schools lacked a policy of parent and community involvement in education of learners.
Source: South African Journal of Education 27, pp 317 –328 (2007)More Less
The state of public education debate, which to a great extent only reflects policies and practices abroad, is examined. The process of learning from others should replace the process of borrowing (of usually inappropriate policies / practices) from others. Two examples of the issues involved in the debate on public education, namely, Outcomes-Based Education and Medium of Instruction, were analysed through reference to media reports and discussions and through applying the time-honoured, seasoned and responsible principle of 'learning' rather than 'borrowing' from others, as prescribed by the science of Comparative Education. It was found that journalists and guest authors summarily employed policies and practices from abroad to motivate their own points of view and even used these as points of departure for political discourses. There was no sign of a scientific factoring-in of contextual similarities and differences between South African education systems and those abroad. This is a highly questionable and dangerous practice. In this regard Comparative Educationists have an important role to play in supplying a superstructure of relevant knowledge to inform eduacation policy formulation.
Source: South African Journal of Education 27, pp 329 –343 (2007)More Less
We discuss teachers' perception of the use of group work in the Information Technology (IT) classroom. We describe the current situation regarding the implementation of group work in IT classrooms in South Africa as well as the challenges that IT teachers face when implementing group work. This information will be used in further research to develop a training model for teachers and student teachers, which should enable them to apply group work effectively in the IT classroom.