Research Articles (Curriculum Studies)

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'n Aangepaste bewustheidsprogram om fonologiese en fonemiese bewustheid in aanvangslees van graad 1 leerders in 'n taalarm omgewing te verbeter
(Stellenbosch University, 2015) Marthinussen, Patricia Joyce; Van der Merwe, Michele F.
Die rol van fonologiese en fonemiese bewustheid en die verstaan van letter-klankkorrespondering in aanvangslees in ’n graad 1-klas word in die artikel beklemtoon. Die vermoë van leerders om ouditiewe en visuele persepsies, asook onderskeidingsvermoë tussen klanke en klankpatrone te ontwikkel, word as voorspellers vir suksesvolle lees beskryf. Vroeë en deurlopende assessering van aanvangsleesvaardighede is ŉ belangrike aspek om die voorkoming van leesuitvalle te bewerkstellig. ‘n Intervensieprogram om die fonologiese en fonemiese bewustheid van leerders te verbeter, word beskryf. Die navorsingsmetodes, insluitende voor- en natoetse word beskryf. Navorsing is in ’n graad 1-klas uitgevoer met leerders wat geen graad R- onderrig ontvang het nie en op die ouderdom van 5½ jaar reeds by die skool ingeskryf is. Die leerders is jonk en ontvang nie genoegsame stimulering tuis nie. Hulle toon reeds agterstande in effektiewe taalgebruik en hoe om aandag te gee en te leer by skooltoetrede. Hierdie agterstande noop die navorser om te fokus op die fonologiese en fonemiese bewustheid in aanvangslees van die jong kind.
Aanvangsleesonderrig en die hersiene nasionale kurrikulumverklaring
(Stellenbosch University, 2002) Menkveld, Hannie
Sedert die begin van die twintigste eeu, toe onderrig deur medium van Afrikaans in Suid-Afrika ën aanvang geneem het, is verskeie aanvangsleesbenaderings vir leerders met Afrikaans as moedertaal, bekend gestel en in gebruik geneem. Een so ën benadering is die psigolinguistiese benadering wat in die sewentigerjare bekendheid begin verwerf het. Een van die psigolinguistiese benaderings, die geÔntegreerde benadering, is by uitstek geskik om binne uitkomsgebaseerde onderrig, die basis van die Hersiene Nasionale Kurrikulumverklaring, gebruik te word. In hierdie artikel word twee aanvangsleesmetodes wat gebaseer is op 'n geÔntegreerde benadering, die Oxford Storieboomreeks en Ster Stories, met mekaar vergelyk. Daar word veral gelet op hulle versoenbaarheid met leeruitkoms 3 en graad 1 se gepaardgaande assesseringsstandaarde soos vervat in die Hersiene Nasionale Kurrikulumverklaring (Kurrikulum 2005) wat in 2004 in die Grondslagfase in gebruik geneem gaan word (Departement van Onderwys 2002). Die menings van drie graad 1-onderwyseresse word ook by die bespreking betrek.
Action research : a wonderfully uncomfortable mode of creating knowledge
(SUN MeDIA Bloemfontein, 2007) Beylefeld, Adriana; Bitzer, Eli; Hay, Henriette
Changed views on the nature and purpose of knowledge production provide the backdrop for the authors’ demonstration of the ways in which action research on the development of general skills transformed their values into a living theory. This paper recounts how action research was used to integrate general skills into a medical curriculum. It also presents evidence of the critical scrutiny to which the first author’s educational practice was subjected. The distinctive features of action research provide an analytical framework for arguing that an action researcher can produce useful knowledge and so certainly can have a “scientific message”.
Addressing the negative impact of consumerism on young people by (re)awakening their spirituality through sense of place
(HESA, 2018) Ontong, K.
Consumerism holds the view that personal wellbeing and happiness depend largely on the material goods a person can buy (Dwyer 2007). Advertising constantly bombards our youth with images of materially seductive things. The impression given is that the right consumer goods will lead to a fulfilled life. However, the life experience of most young people is in stark contrast with what they should want as advocated by the consumption norms of society. It is often these contrasts that lead to feelings of inadequacy, lack of desirability and an inability to recognise one’s own worth. I argue that one way of addressing these feelings among young people is by (re)awakening their spirituality, starting at school. However, spirituality in education is a potentially contentious area and educators tend to shy away from it (De Klerk-Luttig 2008). I therefore suggest a pedagogy of place with specific reference to sense of place, as an avenue for reawakening students’ spirituality. I draw on the works of spirituality by Kessler (2000) and Webster (2004) and sense of place (Ardoin, Shuh, and Gould 2012) to provide a renewed, integrated framework.
Afrikaans as medium of instruction within a transformed higher education system in South Africa with special reference to Stellenbosch University
(Oxford University Press, 2013) Le Cordeur, Michael
A key element in curriculum delivery is how knowledge is conceived, constructed and transmitted. It could be argued therefore, that the language by which the curriculum is transmitted is at the heart of the curriculum process. This is evident in the changing landscape of the South African higher education system. It has been a major concern that large numbers of students are academically unsuccessful. This has especially been the case at Stellenbosch University (where I teach) where the percentage of black students compares unfavourably with that of other South African universities. This is in spite of the Language Policy for Higher Education which stipulates that language should not act as a barrier for access to universities. The role of language is therefore critical to higher education as it impacts on access and success, and affirms diversity, while the right of students to “instruction in the language of their choice, where it is reasonably practicable” is afforded by the Constitution (RSA 1996). In this paper I will reflect on language policies of four historically Afrikaans South African universities. Research suggests that there is a strong correlation between mother-tongue instruction and success in academic performance (Heugh, 1999; Webb,2010). Yet, in most South African universities, English is the default language of instruction whilst Afrikaans as a language of higher education is increasingly coming under pressure. I will argue that this is a basis for unfair discrimination, as many students are not first-language English speakers and that South African universities need to manage language diversity in a functional manner.
Against environmental learning:Why we need a language of environmental education
(Rhodes University : Environmental Education Department, 2004-12) Le Grange, Lesley
As witnessed at the 2004 EEASA Conference, environmental learning is emerging as a popular term in environmental education discourses in South Africa.There are those who argue that there is no need to speak about environmental education in South Africa anymore since environment is embedded in the new curriculum frameworks for General Education and Training and Further Education and Training.All that is required is the (environmental) learning of what is defined in various education policies. In this viewpoint paper I contextualise ‘environmental learning’ within the emergence of a language of learning internationally. I raise some concerns about a language of learning and argue for a language of environmental education.
Alignment between South African mathematics assessment standards and the TIMSS assessment frameworks
(AOSIS Publishing, 2012-12) Ndlovu, Mdutshekelwa; Mji, Andile
South Africa’s performance in international benchmark tests is a major cause for concern amongst educators and policymakers, raising questions about the effectiveness of the curriculum reform efforts of the democratic era. The purpose of the study reported in this article was to investigate the degree of alignment between the TIMSS 2003 Grade 8 Mathematics assessment frameworks and the Revised National Curriculum Statements (RNCS) assessment standards for Grade 8 Mathematics, later revised to become the Curriculum and Assessment Policy Statements (CAPS). Such an investigation could help to partly shed light on why South African learners do not perform well and point out discrepancies that need to be attended to. The methodology of document analysis was adopted for the study, with the RNCS and the TIMSS 2003 Grade 8 Mathematics frameworks forming the principal documents. Porter’s moderately complex index of alignment was adopted for its simplicity. The computed index of 0.751 for the alignment between the RNCS assessment standards and the TIMSS assessment objectives was found to be significantly statistically low, at the alpha level of 0.05, according to Fulmer’s critical values for 20 cells and 90 or 120 standard points. The study suggests that inadequate attention has been paid to the alignment of the South African mathematics curriculum to the successive TIMSS assessment frameworks in terms of the cognitive level descriptions. The study recommends that participation in TIMSS should rigorously and critically inform ongoing curriculum reform efforts.
An associated result of the Van Aubel configuration and its generalization
(Taylor and Francis Group, 2022 ) De Villiers, Michael; Curriculum Studies
This note presents some novel generalizations to similar quadrilaterals, similar parallelograms, and similar triangles of a result associated with Van Aubel’s theorem about squares constructed on the sides of a quadrilateral. These results provide problem posing opportunities for interesting, challenging explorations for talented students using dynamic geometry at high school or for university students.
’n Behoefte aan die integrering van tegnologie in die Afrikaans Huistaal-klaskamer om die ontwikkeling van 21ste-eeuse vaardighede te ondersteun : ’n gevallestudie
(LitNet, 2019-02) Taylor, Ria; Van Der Merwe, Michele F.
ENGLISH ABSTRACT: The global and local evolution of technology and the internet has added a new dimension to teaching and learning in the school classroom. This is an important issue because the 21st-century school learner is a digital native that brings mobile technology into the language class. This means that the teacher is confronted daily with the presence of this technology. The purpose of the article is to answer the following research question: Why should the teacher integrate technology into the Afrikaans Home Language classroom? Special attention is given to: 21st-century learner needs; the reasons why technology should be integrated; and how documents relating to classroom teaching can be used to find an angle for integration of technology. This article critically examines and evaluates the reasons why we want to integrate technology into the teaching of Afrikaans Home Language. The finding is that the Afrikaans Home Language teacher should prepare learners for the 21st century and therefore technology integration should take place in the classroom. Jan (2017:53) emphasises the importance of the teacher‘s having to realise that the skill to acquire, assimilate and apply is a key skill of the 21st century. The literacies that are important in the 21st century are briefly, according to Partnership for 21st century learning (P21 2007:2): learning and innovation skills (creativity, innovation, critical thinking, problem-solving; communication and cooperation); information, media and technological skills (information and media literacy); ICT (information, communication and technology); literacy and life and career skills (flexibility, adaptability, initiative, self-employment, social and cross-cultural skills, productivity, accountability, leadership and responsibility). 21st-century technology has changed the context of the school classroom and urges teachers to look at it with new eyes. Anderson (2002:34) supports the view and states that teaching with technology has changed the teaching and learning environment, the learner's needs and the role of the teacher in the 21st century. The reality is that language teachers are equipped with technology and use it, but do not always know how to do it within the framework of the Afrikaans Home Language curriculum. The integration of technology is a conscious action within the 21st-century classroom, which actively involves the learner and teacher and forces both to innovate on the possible applications so that meaning can be gained through the experience. Tseng (2016:44) supports the statement with his argument that a 21st-century classroom combines the physical and the digital infrastructure, thus traditional learning (face to face) with online learning. It brings the approach of mixed or blended learning to the classroom. These innovative applications of technology also involve the field of constructivism. Constructivism is a learning theory based on the idea that people are "active" acquaintances and learning is determined by the complex combination of the learner's existing knowledge (prior knowledge), the social context and the situation, problem or activity to be solved (Tam 2000:51). Knowledge acquisition is constructive because the 21st-century learner uses his own existing knowledge and through interaction in the peer group, their combined knowledge is used to solve problems (Saavedra and Opfer 2012:8). The social interaction between learners also creates the opportunity to test and refine the knowledge (Ah-Nam and Osman 2017:205). The methodology used is an interpretivist case study with a qualitative and quantitative approach where document analysis is used as an instrument. The occurrence frequency of key terms is determined and shown on a graph. The key terms used are terms related to technology, the needs of the 21st-century learner (P21 Framework for 21st century learning 2007) and Afrikaans Home Language. The prevalence of key terms is investigated within the Afrikaans Home Language curriculum and the White Paper on e-Education in South Africa. These documents are chosen because they direct the classroom curriculum and the teacher uses them when a teaching and learning program is compiled. Based on the analysis of the different documents, it is insightful that the prevalence of key literacy is related to Afrikaans Home Language and technology. This connection indicates the point of view of using technology in the Afrikaans Home Language class. The different literacy skills are therefore an important point of departure for the use of technology in the classroom, because instead of focusing only on the traditional literacies of reading, writing and speaking, language teachers may also need to focus on the literacy needs specific to the 21st century. The case study as a strategy for investigation is also relevant because the researcher involves the source (the Curriculum and Assessment Policy of Afrikaans Home Language, or CAPS) that directs teaching within the Afrikaans Home Language classroom. This insight to involve the document or source of teaching enabled the researcher to realise that documents are an important theoretical aspect related to the context of the study (Bowen 2009:28). Therefore it was decided to use document analysis as a data collection method for the case study and to include other documents relating to the case. From the document analysis it was concluded that technology can be used within the context of the language class to develop the different types of literacy required for 21st-century learners. The starting point for the development of the 21st-century learner is ICT literacy. The article links the terms of language teaching and technology integration and reveals an important gap in the way in which the integration of technology takes place within the context of the Afrikaans Home Language class. The answer to the research question: "Why should the Afrikaans Home Language teacher integrate technology?" is that technology should be integrated because it can develop 21st-century literacy skills. These skills can be developed through the integration of technology with the content of the CAPS. The results of the research can contribute to the knowledge base of Afrikaans Home Language, as technology can be used to sharpen learners‘ 21st-century literacy skills. In the light of the results of this study, the following recommendations may make a contribution to the integration of technology into the Afrikaans Home Language classroom: Firstly, it can be used as a cognitive tool to make learners literate. Secondly, productivity can be improved by using applications that allow editing, animation and information retrieval. Thirdly, it can be used as a means of communication through which learners can share ideas (discussions), work together online (collaborative learning), do group work (co-operative learning and use other communication applications). Fourthly, it can be used to do research online (information literacy) and to save information in online clouds. Fifthly, it can be used for real-world imitation, with which the learner develops visual literacy skills for the 21st century. It can also be used for game-based learning to motivate learners to learn by playing games. Tasks can be done on computer and submitted online and it is appropriate for the communicative and task-based approaches. Within the context of Afrikaans Home Language the teacher should begin with literacy (as spelled out by the CAPS) and then follow with replanning and the establishment of a new plan for technology integration with a view to developing 21st-century skills. The implication for Afrikaans Home Language is that a replanning of teaching and learning should be done to determine how the needs of the 21st-century school learner can also be addressed within the language class. Within the context of Afrikaans Home Language such a plan can offer the following possibilities: provide access to the latest resources (information skills); create new ways to collect and capture data (computer literacy); create collaboration between learners, teachers and experts globally (critical thinking and communication skills); provide an opportunity to expand, publish and demonstrate understanding through the use of multimedia (media and computer literacy); create opportunities for authentic learning and teaching, as well as appropriate assessment possibilities (communication and information skills). We can therefore deduce that technology integration involves a systematic process of planning, design, evaluation and implementation. The Afrikaans Home Language teacher must take into account the following aspects: the construction of knowledge; the accessibility of technology; the blending of the traditional and online learning environments; learner-centeredness; the appropriate tools; the different ways technology can be use in the classroom context. The use of technology will also affect Afrikaans Home Language teachers' choices of teaching strategies, because the context of the classroom has changed. The 21st-century learners‘ needs also influence the classroom context and the Afrikaans Home Language teacher should integrate technology to develop learners' literacy skills.
Beyond mere communication
(Stellenbosch University, 2000) Ridge, Elaine
This article argues that language teaching must involve the systematic development ofdiscourses which will empower learners to use language effectively in particular situations.At present many language teachers concerned with teaching English as a second language(now generally referred to as English as an additional language in South Africa) operatewithin a communicative teaching paradigm and tend to be concerned chiefly with creatingopportunities for enjoyable interaction. It is also significant that textbooks written forteachers in training and textbooks for learners within the outcomes-based approach adoptedin South Africa have been more concerned with procedures than with the development ofdiscourse. Illustrations from observed classroom practice or .from textbooks are used tosupport these observations. This article argues that teachers have a responsibility forsystematic development both of concepts (those which relate specifically to the area oflanguage, as well as those which are mediated through language) and discourses so they canbecome strategic tools. In sum, in order for learners to be empowered to use language in thecomplex ways necessary for successful participation in a variety of contexts, they need togain an understanding of what particular social contexts require and to be able to select andproduce the appropriate social languages or discourses necessary.
Biblical values and multi-religious education in primary school : problems and proposals
(Stellenbosch University, Faculty of Theology, 1996) Roux, Cornelia
This paper focuses on an apparently inherent contradiction between the concepts ‘biblical values’, ‘Christian values’ and ‘multi-religious education’ in their application to a primary school situation. Some problems related to these concepts are discussed and it is argued that the existence of different value systems in a school community necessitates a special approach in drawing up curricula and implementing them in multi-religious schools. Tentative proposals are made in this regard in order to provide perspective on a newly developing situation in South African school environments.
Cascading participation and the role of teachers in a collaborative HIV and Aids curriculum development project
(Education Association of South Africa, 2014) Scott, Duncan; Cooper, Adam; Swartz, Sharlene
This paper presents findings of four Grade 6 teachers’ involvement as facilitators of a participatory action research (PAR) project conducted in three South African primary schools. Based on the results of Phase One research which indicated that Grade 6s learn about sexuality, Human Immunodeficiency Virus (HIV) and Acquired Immunodeficiency Syndrome (AIDS) from multiple sources, the Phase Two project designers developed a toolkit to help Life Orientation (LO) teachers consult learners on what they know and how they want to be taught. In each school, a curriculum development group comprising the participating teacher, learners, parents and an HIV and Aids specialist worked to enhance the official HIV and Aids curriculum using the information gathered each week by the teacher. This dialogue between the study participants represents the culmination of what we describe as the project’s ‘cascading participation’ research model, a term denoting the multiple levels of participant involvement in the study. Although theories of participation often depict a binary relationship between those with power and those without it, the implementation of this project shows how the official curriculum, cultural norms and low parent involvement can exert pressure at different levels to diminish teachers’ ability to facilitate social and educational change.
Case Study of Prospective Teachers Engaged in Professional Noticing of their Students’ Mathematical Thinking
(MDPI, 2022-09-28) Selmer, Sarah; Lindstrom, Denise; Lampen, Erna
Abstract: In this study, prospective teachers engaged in professional noticing of their students’ mathematical thinking captured in pieces of written work. Researchers then worked to characterize the prospective teachers’ professional noticing using a lens of responsive teaching. Results indicate that prospective teacher decisions about how to respond to their students’ mathematical thinking fall on a responsiveness continuum, often shifting in responsiveness across pieces of student written work. The findings of this study provide guidance for teacher educators who work to develop K–12 educators’ responsive teaching practices.
Changing attitudes among South African prisoners of war towards their Italian captors during World War II, 1942-1943
(Stellenbosch University. Faculty of Military Science (Military Academy), 2012) Horn, Karen
The Battle of Sidi Rezegh in November 1941 and the fall of Tobruk in June 1942 were disastrous for South Africa. At Sidi Rezegh, the entire 5th South African Infantry Brigade was lost and at Tobruk the following year more than 10 000 South Africans were captured by German forces. As if the shock of becoming prisoners of war (POWs) was not bad enough, most South Africans were horrified when the Germans promptly handed them over to the Italians, who were to deal with the logistics for the thousands of POWs, first housing them in temporary camps in North Africa, and then transporting them to Italy. Once on the European continent, the South African POWs found themselves in better-organised prison camps, although most POW accommodation was a far cry from what the Geneva Convention required. Some were fortunate to be assigned to labour detachments, where they were in a better position to take control of their circumstances with regard to living conditions and food and even gaining a degree of freedom of movement. During each of the stages of their captivity under the Italians, the South African POWs displayed changing attitudes towards their captors. For the most part, the Italian forces in North Africa were viewed with disrespect and sometimes with cynical amusement. The antagonism towards Italians quickly changed to intense hatred when POWs suffered severe deprivations in the cargo holds of the boats that transported them to Italy. Once in Italy, however, the POWs came into contact with Italian camp guards who, in many cases, displayed a remarkable lack of interest in the prisoners and in the war. The changing attitudes of South African POWs towards their Italian captors reflect to an extent their changing circumstances as captives; however, their behaviour towards their captors also reveal how the POWs adapted to and accepted their POW identity. Ultimately, the POWs contact with the enemy captors changed the way they viewed their part in the war, and this article looks at examples of the shifting mind-sets until the Armistice in 1943 once again changed the state of affairs for the POWs.
Climate change science : the literacy of Geography teachers in the Western Cape Province, South Africa
(Education Association of South Africa, 2015-08) Anyanwu, Raymond; Le Grange, Lesley; Beets, Peter
One of the universal responses to tackling global climate change is teaching climate change concepts at all levels of formal education. This response requires, among other things, teachers who are fully literate about climate change science, so that they can explain the concepts underlying the causes, impacts and solutions of climate change as accurately as possible to learners. The main intention of this study was to understand high school Geography teachers’ levels of knowledge about climate change science. A 15-item, criterion-referenced, multiple-choice Climate Change Literacy Questionnaire with a reliability coefficient of 0.74 using the Guttman’s spit-half test was administered to 194 high school Geography teachers in the Western Cape Province of South Africa. Data collected were analysed with the Pearson’s Chi-square test and One-Way Analysis of Variance (ANOVA). The results showed that the majority of the participants demonstrated significantly high literacy levels in climate science, with their literacy levels higher in climate processes and causes of climate change than climate change impacts and solutions. Misconceptions were found in all three categories of climate change science as represented in the survey instrument. These findings suggest that teacher educators and policymakers should improve professional development programmes and support interventions in teacher knowledge and understanding of climate change concepts, so as to enhance climate change education in schools.
A collaborative higher education initiative for leadership development : lessons for knowledge sharing
(HESA, 2016) Albertyn, R.; Frick, L.
The higher education sector needs to prepare youth for the fast changing innovative focused economy. Visionary leadership is needed to facilitate this knowledge transfer for novelty creation. A collaborative initiative could facilitate leadership development and foster knowledge sharing in this context. The initiative with three stakeholder groups started with an Interactive Qualitative Analysis exercise to identify needs and formulate a collaboration charter to ensure reciprocal benefits. A programme evaluation research design was applied three years after implementation using a logic-model framework. Process evaluation entailed collecting data from 103 questionnaires and 11 semi-structured interviews. Based on interpretation of data according to an integrated framework for managing knowledge across boundaries, we identified three areas for further development: contextual knowledge, collaborative partnerships and common vision. Working collaboratively across institutional and knowledge boundaries towards a common vision could enhance leadership development and contribute to longer-term transformation and sustainable change in complex environments.
A comment on critiques of the article age- and education-related effects on cognitive functioning in Colored South African women
(HESA, 2019) Le Grange, Lesley
A recently published article on the cognitive functioning of coloured women, authored by five Stellenbosch University academics received much criticism from those in the academy and those outside. The public outcry focused mainly on racial essentialism evident in the article. But, there were also other criticisms, which focused on the scientific merit of the article, the peer-review process and ethical regulation at Stellenbosch University. In this article, I revisit some of the criticisms levelled against the research reported in the article, which was published in the journal Aging, Neuropsychology and Cognition, and argue that criticisms raised in the wake of the publication should be contextualised within broader debates. I aver that our response to racism in science should not concern merely exorcising racism from science content but that modern western science needs to be decolonised. Furthermore, an analysis of peer-review and ethical regulation in the Nieuwoudt et al. (2019) case should not focus simply on whether reviewers did their work or not, but that the dominant systems of peer-review and ethics creep in the neoliberal university should come under scrutiny.
Constantly weighing the pig will not make it grow : do teachers teach assessment tests or the curriculum?
(University of the Free State, 2014) Le Cordeur, Michael
For a number of years now, South Africa, like many other countries, has been debating a major paradigm shift in education, a shift from learning and teaching, which focused primarily on content to learning and teaching focused on outcomes. One of the most dramatic trends in education over the last decade has been the shift towards the use of assessment-based criteria, as opposed to assessment tests based on marks, scores and data. However, as Jordaan (2010) quite rightly points out, assessment is an integral part of teaching and learning, not just a means of monitoring or auditing learners’ performance. Assessment is much more than just measuring learning outcomes: it is an instrument to improve teaching, the curriculum and conditions for learners’ learning. The question is why the negativity about testing if assessment is associated with effective teaching. Since South Africa became a democratic country, it has been struggling with low levels of literacy. Poor performance of South African learners in basic literacy in national and international tests has moved the Department of Basic Education (DoBE) since 2010 to place more emphasis on systemic tests as a way of securing an improvement in learner performance. However, many researchers have blamed the emphasis placed on standardised tests for the poor state of our education system. More and more voices are going up for improved teacher development and more support to teachers and learners. In this article, I shall argue that too much emphasis is placed on standardized tests, and not much is being done to develop teachers in providing a balanced teaching and learning experience to learners. I shall indicate that the continual testing of learners’ performance in literacy through systemic and standardised tests has not led to improved reading ability, but has in fact contributed to a decline in learners’ creativity, innovation and independent thinking, and the skills needed to leapfrog this country into the 21st century. These tests emphasised the skills involved in taking multiple-choice tests over those of researching, analysing, experimenting and writing, the tools that students will more likely need to be great thinkers, excellent university students and valued employees. I will argue that today’s children spend too much time preparing for tests and this has come at the expense of a broader education in other subjects. Drilling pupils to pass tests does not help their longer-term learning and results in a narrower curriculum, poorer standards of teaching and lower quality of education. The point I want to make is that teachers have learnt very fast how to coach for the tests, which led to inflated results. Thus, while test scores have risen, educational standards might actually have declined. Therefore, rather than adding new measurements of progress, schools need to move away from data and towards a more holistic approach to assessing educational quality. I shall also argue that we must assess students’ work throughout the year by means of portfolios, rather than by means of a narrow snapshot of learning measured on one test day. As Jordaan (2010) puts it, we need to ensure that learning is not simply assessment-driven. Students are highly intelligent people; if we confront them with a game where learning is linked to a rigid and monotonous diet of assessment, they will learn according to the rules of that game. To improve their learning, we need to improve our game.
Continuous professional learning in private higher education : making a case for distributed leadership
(HESA, 2019) Cronje, F.; Bitzer, E.
Literature on management of professional learning in South African private higher education (PHE) institutions is limited. This may be due to incentives for professional learning in private higher education not being highly revered. Our paper reports on the findings of research conducted on four campuses of a South African private higher education provider, inquiring into broadening organisational leadership roles towards distributed leadership. Findings show that academic managers in PHE see the proper educational induction of academics as a contributing factor to professional and institutional cohesion. However, the role of academic managers in designing custom made professional learning initiatives is pivotal. Our findings confirm that academic managers in PHE contexts need to spend considerable effort on strategising their campus programmes to empower academic leaders through distributed leadership and with agency to lead their teams. We suggest a course of action for enhancing continuous professional learning (CPL) for academic staff in PHE: Firstly, academic management positions should be filled with the most competent people; secondly, academic managers should be directly accountable for the quality of professional learning on their campuses; and thirdly, academic managers need increased agency to use resources such as monetary and other incentives to support their academic teams.
Conversations reflecting boundary-objects-related details of a teacher’s local practices with spreadsheet algebra programs on variables
(AOSIS (Pty) Ltd., 2023-11-30) Gierdien M. Faaiz; Daher Wajeeh; Abu-Saman Awni M.
The ways teachers converse about their work in relation to information and communications technologies (ICTs) are worth studying. We analyse how a teacher converses about her local practices in relation to two spreadsheet algebra programs (SAPs) on variables. During the conversations we noticed that the teacher keeps different policy documents – boundary objects – firmly in view, in relation to the design of the two other boundary objects, namely the two SAPs. The policy documents provide details on the operative curricula which entail the intended, implemented and examined curricula. Of these curricula, the teacher regarded the examined curriculum and associated examinations as most important. Also, she conversed about how she intends to align the design features of the two SAPs with particular policy documents, especially in the context of the South African high-stakes National Senior Certificate examinations and the attendant examination pressure. Our results confirm current professional development (PD) literature suggestions that emphasise fostering coherence, for example between policy boundary objects details and what university-based PD providers do when they interact with school teachers. Contribution: The results provide guidelines for university-based PD providers to integrate SAPs or other ICTs related to algebra and variables by keeping teachers’ local practices in view. These providers should note that different policy-related boundary objects shape the ways teachers understand and converse about their local practices, namely their work at the classroom level.

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