Journal of Educational Studies - Volume 13, Issue 1, 2014
Volume 13, Issue 1, 2014
Source: Journal of Educational Studies 13, pp 1 –25 (2014)More Less
In an attempt to restructure the unequal South African education system of the apartheid regime, Curriculum 2005 - with an Outcomes-based Education (OBE) approach - was introduced by the ANC government in 1998. This new teaching approach implied, amongst other things, modified assessment practices, which set new demands and challenges for History teachers. A national survey was conducted amongst a stratified random sample of History teachers in South Africa to explore their perceptions of Outcomes-based Assessment (OBA) practices. The purpose of this article is to share the findings of this survey. The findings emanating from the research revealed that, in general, History teachers' perceptions about OBA were positive, but that they experienced problems with the practical implementation thereof. Factors such as inadequate training, the lack of resources and other support material in learning and teaching, an increased workload and alack of support from subject and curriculum specialists contributed to the perception that there was insufficient support for effective OBA implementation. Inadequate knowledge and an ineffective understanding of the complex assessment requirements and practices of OBA were also cited as implementation issues.
Author R.J. (Nico) BothaSource: Journal of Educational Studies 13, pp 26 –49 (2014)More Less
A common thread in contemporary research on school leadership is the ways and manner in which principals take important decisions. These decisions have become increasingly more complex in a system of school-based management. The concept of principals' leadership and his or her approach towards leadership becomes vital in the process. School reform initiatives that are continually taking place necessitate alternative ways of thinking with regard to our concept of educational leadership. Principals can simply no longer lead in the old and traditional ways. This article, based on a descriptive review of the literature, focuses on evolving school leadership within the changing school context. It portrays the South African school context as dynamic and characterised by interaction of external and internal factors, with the latter dominated by issues such as school based management and dysfunctional schools. Understanding this dynamic nature and the enormous challenges that emerge is a prerequisite for understanding the types of leadership approaches suitable and required for the changing environment. A framework for emerging school leadership to indicate leadership's response to the changing context is provided and includes elements of alternative and re-emerging leadership approaches.
Family and peer influence on alcohol abuse among rural secondary school learners, Limpopo province, South AfricaAuthor Mahlapahlapana J. ThemaneSource: Journal of Educational Studies 13, pp 50 –70 (2014)More Less
The purpose of this study was to investigate family and peer influence on alcohol abuse among secondary school learners in Limpopo Province, South Africa. The study followed a quantitative research methodology, where a descriptive survey research design was adopted. A random sampling strategy was used to draw a sample of 112 learners (60 boys) and (52 girls) aged 15 to 17 years old who were in grades 10 to 12. For this cross-sectional study carried out in 2006, the participants completed a questionnaire on alcohol abuse. The study showed that both parents and peers' drinking patterns were related to learners' abuse of alcohol. These findings suggest a possibility that this behaviour may progress into adulthood, and may pose a serious threat to pupils' lifestyle as well as their socio-economic status later in life. It is therefore recommended that educational programmes in schools regarding the consequences of alcohol abuse be instituted by qualified personnel. Furthermore, a longitudinal study is needed which should cover a wide spectrum of the population pertaining issues of alcohol use. This may help establish measures needed to control and prevent health risks associated with alcohol abuse in learners over a longer time.
Source: Journal of Educational Studies 13, pp 71 –91 (2014)More Less
This study examined the quality of teaching practice (TP) mentoring in the teaching of music at primary school level at one college of education in Zimbabwe. The study examined the experiences and perceptions on Teaching Practice mentoring in music by student teachers and classroom mentors as key stakeholders. A purposive sample of 17 music student teachers and 10 mentor teachers from the schools that the teachers' college collaborates with in training student teachers was selected. The study employed a qualitative case study research design in which one-on-one interviews, focus group discussions and documentary analysis were used to collect data. This was summarised and conclusions were drawn. The main conclusions of the study were that; TP mentoring, if properly employed, is a worthy strategy to guide and coach student teachers on teaching practice in the teaching of music; mentor teachers at schools where students were placed were not adequately equipped to mentor student teachers in the teaching of music and therefore the student teachers lacked adequate guidance, support and coaching in learning how to teach music. The main recommendations are that mentor teachers of music student teachers should be qualified in the subject and that more attention by student teachers should be given to the practical and written work in music than TP documentation.
In defence of a deliberative racial interaction model for managing race and racism in the South African higher education institutionsSource: Journal of Educational Studies 13, pp 92 –112 (2014)More Less
This paper argues that institutional practices in the South African higher education system are complicit in not creating an equal, fair and non-racist South Africa, despite the fact that the legislative and policy framework outlaws racism in any form. While opportunities are accorded to all to access higher education, necessary interventions are not enough to change the racial polarisation. This paper further argues that attempts to address racial discrimination by means of a "fruit cocktail" of assimilation, multiculturalism, integration and anti-racist education are fundamentally problematic. A deliberative form of democratic engagement on racial matters that goes beyond mere inclusion, equality and publicity is suggested. This includes a preference for a more vigilant form of managing racism that also takes into account compassion, hospitality and belligerence as the outward manifestations of this engagement. We also defend the position that a vibrant discussion of racial positions or privileges and their ramifications in higher education attainment, even by citizens who were born after 1994, should not be considered as backward thinking in building a healthy society.
Source: Journal of Educational Studies 13, pp 113 –140 (2014)More Less
The following characteristics of the situational leader are discussed in the article in relation to principals as instructional leaders: view of followers, task and people orientation, value system, personality, trust in subordinates, experience and knowledge. These characteristics are obtained from prominent leadership theories and firstly contextualised in terms of the principal as situational instructional leader. Thereafter the results of a qualitative empirical investigation on their manifestation at five high schools in Zimbabwe are briefly reported utilising observation, interviews and document analysis as methods. It was found that the principals of these schools challenge the negative prevailing circumstances in education in Zimbabwe by trying to embody the characteristics of situational instructional leadership in an authentic way. The research highlights the importance for principals of taking these characteristics into consideration in the provision of situational instructional leadership with a view to creating a culture of teaching and learning.
Source: Journal of Educational Studies 13, pp 141 –168 (2014)More Less
In 2000 the Namibian Government introduced decentralisation reforms in education in the form of school clustering. This article analyses the role of local politics in the implementation process. The key role players are education inspectors, school principals and teachers. We found that these stakeholders have influenced the reform's limited outcomes by contesting and supporting it, by engaging in contested and consensual political relationships with one another, and through competition over resources. This is a qualitative, comparative study of three school clusters situated in two districts (also called circuits). The empirical material was collected in the education districts which have implemented there forms for the longest periods. The clusters we researched are diverse in terms of geographical location, the resources at their disposal, and the communities their schools serve.
Source: Journal of Educational Studies 13, pp 166 –185 (2014)More Less
Keeping students constantly motivated is a challenge that many instructors in higher education (HE) find insurmountable. Stimulating students' interest and motivation is important as it increases the likelihood that they will commit the time and effort necessary to achieve the learning objectives. However, while motivation is a potent factor in student learning, motivating students remains a hurdle that many practitioners in HE face. This conceptual paper explores instructional strategies that lecturers in HE can consider and probably adopt so as to enhance students' motivation to learn. Such strategies range from making teaching/learning relevant to student lives, basing teaching and learning on students' interest and background knowledge, developing skills of self-regulated learning in students, clarifying course goals and assisting students to develop their own study goals.
Teachers' reflections on their conceptualisation and utilisation of continuous assessment within an outcomes-based education (OBE) context : the South African experience.Source: Journal of Educational Studies 13, pp 186 –215 (2014)More Less
Assessment is an integral part of the teaching and learning process. In this regard, the adoption of the Outcomes Based Education (OBE) to curriculum implementation by democratic South Africa implied that teachers were faced with the challenge of implementing learner-centred continuous assessment which is inline with OBE. This study investigated South African teachers' capability to use continuous assessment as one of the strategies for implementing OBE. In line with the quantitative methodology which was adopted for the study, 207 Grade 10 teachers responded to the Effective Teaching and Assessment Survey (ETAS) questionnaire. The major finding from the study was that the majority of the sampled Grade Ten teachers could not effectively apply continuous assessment because they had been trained in summative assessment methods, lacked formal training on general assessment strategies, had no adequate professional qualifications in education and were in charge of large classes.