Department of Curriculum Studies

Permanent URI for this community

https://scholar.sun.ac.za/handle/10019.1/82

Browse

Now showing 1 - 20 of 722

'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.
Aanpassing van wiskunde-onderrigpraktyk vir die integrasie van getalbegrip, wiskundige bewerkings en probleemoplossing vir verstandelik erg gestremde leerders
(2023-03 ) Cloete, Jevonn; Lampen, Erna; Basson, Magdalene; Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies.
ENGLISH ABSTRACT: This study examines the mathematics teaching practice of severely intellectually disabled (SID) learners in the integration of mathematical operations, problem solving and number sense. The study was carried out in a special school for SID learners. Based on the data generated, a teaching intervention was designed and implemented. This investigation was undertaken against the background of a lack of methodological guidelines for the teaching of mathematical operations, problem solving and number sense in the new adapted curriculum for SID learners. Five other mathematics educators in the research school indicated that their choice of learning tasks only included number facts and arithmetic fluency. The methodological decisions of these educators also often seem to be influenced by the learners' need for individualised teaching. This realisation highlighted the need for alternative teaching to SID learners. The lived experiences of the ten learners involved in the investigation were subsequently included in mathematical problems to design context-rich tasks. This study followed a qualitative research approach. Empirical data were generated through action research which included three cycles. The research design and methodology are therefore based on the principles of action research. The data were collected in the following ways: semi-structured focus group interviews with five mathematics educators, two mathematics specialists and ten learners as well as field notes, a literature review, learner's written work and learner drawings. A literature review was conducted to obtain an educational approach as well as a theoretical framework for the study. This study is informed by the social constructivist framework of Vygotsky (1978) as an educational approach. Vygotsky's theory described the importance of social interactions. The problem-centred mathematics teaching approach of Murray, Olivier and Human (1998) in collaboration with the Stages of Early Computational Knowledge Framework of Wright (2006) were used as theoretical underpinnings for the partial planning of mathematics tasks for the teaching intervention. The study's findings were weighed against the main research as background. Three sub-research questions were used to answer the main research question. These questions brought forth findings that indicate which mathematical problem types, real-life contexts and teaching strategies can be developed in learning experiences for SID learners to intentionally integrate number sense and mathematical operations. The teaching intervention suggested adjustments to my teaching intervention and will continue to be used to adjust my mathematics teaching practice.
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.
Die aanwending van 'n rekenaarsentrum ter bevordering van rekenaargeletterdheid in die primere skool
(Stellenbosch : Stellenbosch University, 1995-03) Arangies, H. L. (Hendrickus Lourens); Blanckenberg, J. M.; Stellenbosch University. Faculty of Education. Department of Educational Psychology.
AFRIKANSE OPSOMMING: Die rekenaar is 'n instrument wat stelselmatig besig is om 'n groter invloed op die lewe van elke mens uit te oefen. Waar sommige nog 'n vrees daarvoor het, is dit so 'n kragtige hulpmiddel dat opvoeders dit nie meer uit die skole kan hou nie. Soos elke ander nuwe onderwerp in die onderwys word die rol en plek van die rekenaar 'n strydpunt wat deur baie beredeneer word. Daar is diegene wat glo dat die koste daaraan verbonde nie die aankoop van rekenaars vir skole regverdig nie. Ander sien weer die rekenaar as 'n ekstra vak wat tot die kurrikulum toegevoeg word en oorbeklemtoon die gebruik en aanwending van die rekenaar. Die werkstuk kyk na die rol van die rekenaar ten einde rekenaargeletterdheid ender leerlinge te bewerkstellig. Dit word deurgaans egter beklemtoon dat rekenaargeletterdheid onder leerlinge bloot 'n middel tot 'n doel is. Daar sal verwys word na die eintlike rol van die rekenaar in die skool, naamlik die van 'n hulpmiddel vir probleemoplossing en toepassingsoefeninge. Die grootste gedeelte van die mensdom is bloot eindgebruikers van die rekenaar en as opvoeders is dit ons plig om hulle daarvoor voor te berei. Tesame hiermee ontwikkel die rekenaartegnologie teen so 'n snelle pas, dat die onderwyser nooit kan terugsit en dink dat sy werk afgehandel is nie. Dit is daarom noodsaaklik dat daar in die onderwys mense sal wees wat op die voorpunt van die tegnologiese verandering sal wees sodat die leerlinge die voordeel uit hierdie tegnologie sal trek. Dit is jammer dat hierdie onderwerp direk gekoppel is aan die beskikbaarheid van geld. Dit is sonder twyfel so dat Suid-Afrikaanse skole in die nabye toekoms baie deeglik sal moet besin oor die aanwending van fondse ten einde onderwys van 'n hoe standaard daar te stel. In hierdie proses is die integrering van die rekenaar ongelukkig een van die belangrike fasette wat moontlik in die slag sal bly weens meer primere behoeftes van die leerlingkorps van Suid-Afrika.
Academic development : bridging at a South African University
(Stellenbosch : Stellenbosch University, 1999-12) Troskie-de Bruin, Christel; Botha, H. L.; Cilliers, C. D.; Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies.
ENGLISH ABSTRACT: In this study two of the academic development initiatives of the University of Stellenbosch, namely the Gencor Bridging Programme (GBP) and the foundation programme (FP) were investigated. The GBP is a four-week bridging programme that is held annually during January, before the start of the academic year. The main purpose of this programme is to channel students into appropriate programmes. The FP forms part of the extended curriculum. Students who participate in the FP follow a programme that is extended over a longer period and provides additional support modules during the first year. A two-pronged research approach was followed, which consisted of both a quantitative and qualitative investigation. The purpose of the quantitative research was to investigate the influence of the GBP and FP on students' academic performance and persistence. A control group of mainstream students with a cultural and educational background similar to that of the GBP and/or FP participants was used during the quantitative investigation. The aim of the qualitative investigation was to establish how the GBP and FP are perceived by the students and to identify some of the factors that influence student performance both positively and negatively. The main findings of the quantitative research were that there was no consistent pattern in the fluctuation in students' academic performance at different year levels, and that the influence of the GBP and FP on students' persistence seemed to be positive during the first year, but the long-term influence on student performance could not be established with certainty. The main findings of the qualitative investigation were that students perceived both the GBP and the FP to be of greater social than academic value, and that students relied mainly on peers from their own cultural group for academic and emotional support.
Academic literacy as a graduate attribute: implications for thinking about curriculum
(AFRICAN SUN MeDIA, 2011) Leibowitz, Brenda
INTRODUCTION: This chapter is set within the current focus on graduate attributes. These are qualities which students require in order to study at university, as well as and more typically, the attributes that students require in order to graduate as competent and meaningfully engaged members of society. The particular subset of attributes on which the chapter focuses covers approaches towards academic literacy, broadly understood as encompassing writing and reading, digital literacy and information literacy. I locate my understanding of academic literacy within what is broadly referred to as a ‘situated literacies’ approach and trace the implications of this approach for curriculum design and for research into the curriculum. In order to substantiate many of the claims in this chapter, I provide examples from various studies conducted while being involved in research and development work on language across the curriculum at the University of the Western Cape (UWC), and from research into language, biography and identity I have conducted while working at Stellenbosch University. I draw from the international literature, as well as from South African literature, which has its own trajectory and concern to respond to the educational, racial and linguistically saturated divisions and inequities of our past. This chapter makes a strong argument for an understanding of graduate attributes in general – and of academic literacy in particular – as practices deeply embedded in the disciplines. For pragmatic reasons, it might be necessary to provide for stand-alone approaches towards the facilitation of academic literacy amongst students. With regard to the broader concept of graduate attributes, I ask whether the kinds of attributes we expect from students, such as criticality or lifelong learning, should not be the subject of attention for educators themselves.
Academic literacy practices of African-language-speaking, first-year Private Law students at a multilingual university
(2020-02-26) Kese, Pamela Phumla; Van der Walt, Christa
Academics' conceptions and orientations of graduate attributes in applied design programmes at a university of technology
(Stellenbosch : Stellenbosch University, 2014-04) Bester, Marianne; Bitzer, E. M.; Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies.
ENGLISH ABSTRACT: Based on a number of comprehensive international studies conducted in the past three decades as well as various other national surveys and reports, it is reasonable to argue that a focus on mere academic disciplinary knowledge is not sufficient to meet employers’ and students’ expectations about higher education studies. These studies support arguments of preparing students for today’s rapidly changing and highly competitive labour markets, for periods of unemployment in terms of economic downturn, and for lifelong learning. Moreover, the literature suggests that the so-called discrepancy between the needs of the world of work and those offered by higher education could possibly be addressed by placing a more pertinent focus on the development of graduate attributes. Despite the fact that graduate attributes have been the centre of discussion in many countries over a number of decades, literature indicates that the notion of graduate attributes is a complex concept that relates to issues such as employability, lifewide and lifelong learning, social responsibility and good citizenship, as well as others related to environmental consciousness and technological adeptness. This study is located within a constructivist-interprevist paradigm using a phenomenographic approach to investigate the qualitatively different ways in which academic staff members in five undergraduate Applied Design programmes at a University of Technology experience, conceptualise, perceive and understand the phenomenon of graduate attributes in the subjects they teach. The conceptual framework used in the study is based on the three domains of higher learning of the engaged curriculum model of Barnett and Coate (2005). For this study qualitative data was collected using multiple data collection methods, including curriculum document analysis, focus-group sessions and semi-structured interviews. The data analysis process consisted of seven stages of defining the categories of description that emerged from the qualitative data available to the researcher. This was an iterative process of discovery of which the categories of description were not based on predetermined classifications. A set of a limited number of hierarchically related categories of description emerged from this analysis. These categories of description, in conjunction with the relationships among the categories, constitute the outcome space of phenomenography. Based on the findings from the literature perspectives on graduate attributes and the empirical findings of the phenomenographic study a number of important issues can be highlighted. These include academics’ misconceptions of what is meant by graduate attributes as well as the interactions between their conceptions of graduate attributes and how they approach the development of graduate attributes through their teaching practice. The phenomenographic analysis indicates that if academics view graduate attributes as discrete, isolated units of learning that can be attached to an existing curriculum as a ‘quick-fix’ to address employers’ needs, they are likely to have a simplistic, technicist conception of curriculum and may adopt a transmission, teacher-centred approach to their teaching. Literature has revealed that such approaches negatively influence students’ learning experiences. As an alternative approach, an integrated capabilities framework is suggested to support the notion of graduate attributes as a complex, multi-dimensional and inter-related aspects of higher education.
Acquiring academic literacy : a case of first-year extended degree programme students at Stellenbosch University
(Stellenbosch : Stellenbosch University, 2008-03) Van Schalkwyk, Susan C.; Bitzer, E. M.; Van der Walt, C.; Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies.
In this study the experiences of a group of first-year Extended Degree Programme (EDP) students were explored in order to obtain insight into their acquisition of academic literacy. The study was undertaken against the backdrop of a higher education sector that is facing an increasing influx of first-year students on the one hand, and poor retention rates on the other. In South Africa, where the opening up of access to higher education for all citizens has become a political imperative, the need to address the undesirable dropout rate is self-evident. Students’ poor performance at university is often linked to their under-preparedness for higher education studies, and an important aspect of such under-preparedness is their academic literacy. In this context academic literacy is seen as knowing how to speak and act within a particular discourse, and the reading and writing that occur within the discipline as tools through which to facilitate learning. While some students acquire academic literacy by virtue of their participation in the discourse community of the relevant discipline, this is not always so for students who are less prepared for higher education studies. In response to the disconcerting retention rates, higher education institutions have implemented academic support programmes to address the needs of students who enter university with poor school results. One such intervention at Stellenbosch University is the Extended Degree Programme in the Faculty of Arts and Social Sciences, which makes provision for students to extend their first academic year over two years. Since 2006 EDP students have also been required to register for an academic literacy module and it is this group that comprises the focus of this study. Using a case study design, this qualitative, interpretive inquiry was characterized by multiple data collection methods. In this way qualitative data that pointed to the perceptions of the students and some of the lecturers who taught the EDP classes were generated via semi-structured interviews, focus group interviews, observation and content analysis. In addition, descriptive quantitative data was collected and this further contributed to generating the rich, in-depth data that characterize case study research. The analysis of the data was undertaken according to a three-tiered approach, in which the results of the empirical inquiry were first analysed per data source and then themes and trends across all the data sources were identified. Ultimately, these findings were interpreted according to an explanatory framework. The study highlights a number of important issues, key of which is that providing an academic literacy module for under-prepared students can facilitate the acquisition of academic literacy, particularly when such provision seeks to support the different discipline-based mainstream modules. Another important finding of the study emphasizes the extent to which institutional factors, such as increased student numbers, have placed pressure on university infrastructure and human resources. The impact of this situation filters down to the first-year classroom and negatively influences student learning. Finally, the results of the study question prevailing notions about under-prepared students as all of the students in the study, irrespective of their backgrounds and levels of sophistication, attested to the significant challenges that entry into the academic community posed for them. The findings of this study, while specific to the context in which it was undertaken, contribute to the growing body of knowledge in the field of academic development within higher education and the role of academic literacy in student learning.
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”.
An action research inquiry into outcomes-based education and training in an adult learning environment at the Forensic Science Laboratory
(Stellenbosch : Stellenbosch University, 2007-03) Naidoo, Jason; Kapp, C. A.; Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies.
ENGLISH ABSTRACT: The Forensic Science Laboratory (FSL) is a component of the South African Police Service (SAPS). The Questioned Document Unit (QDU) is a section within the FSL. It has been practice in the QDU to recruit members of the SAPS for training as Questioned Document Examiners within the FSL. Although the SAPS has a policy on education, training and development, it is not applied. Even after the establishment of the South African Qualifications Authority (SAQA) and the National Qualifications Framework (NQF), the QDU and the rest of the FSL continued their training practices at the workplace outside the outcomes-based paradigm. As part of standard practice, the FSL has taken content experts (forensic analysts) and turned them into trainers. These forensic experts had no training qualifications and little or no facilitation skills. Their knowledge of outcomes-based education (OBE) and adult learning was also either inadequate or non-existent. This shortcoming has influenced the quality of learning in this environment. In 2004 the Forensic Science Laboratory began to give some members an opportunity to be trained as trainers, assessors and moderators of learning. However, this has been a disjointed effort. Generally, learners have had to endure a frustrating period of more than four years of internal training before being certified as competent to act as examiners. Before 1994 the QDU employed mostly white personnel as examiners. Most black personnel still occupy the lower salary levels amongst examiners. There are no black trainers. At present (2006) in the FSL, the tendency is that white personnel hold senior positions and black personnel are juniors. There is covert racial tension among the members. In the QDU, the training manager has always been a trainer as well. In the training environment at the QDU there have been obvious problems, namely – 􀂾�� poor practice of OBE and adult learning; 􀂾�� relationship problems between trainer and learners; 􀂾�� distrust and a lack of communication and dialogue between trainer and learners; and 􀂾�� underlying racial tension. The action research process on which we (the learners, training manager and I) embarked was aimed at – 􀂾�� opening dialogue/communication between the training manager and learners; 􀂾�� increasing learner participation in the process; and 􀂾�� providing the opportunity for both the learners and the training manager to increase their knowledge of adult learning and OBE. We hoped that by making the entire action research process transparent we could create a platform for the learners and the training manager to build relationships in order to bring about an improvement in learning practice. We used an action research process that included participation by both the learners and the training manager. Change occurs within the action component of the action research process, while the research component is meant to generate knowledge. We used a cyclic method that entailed stages of planning, action, observation and reflection. Continuity was achieved by the reflection stage of one cycle informing the planning stage of the next. The action research process used in this setting has supported the existing theory and assumptions that adult learners want to participate, be involved in decision-making, and learn by doing. It has also shown that they are critically aware. The learning practice at the QDU has improved. The action research process that took place at the unit can serve as a powerful case study for trainers who endeavour to improve practice in other environments.
Adapting instruction to meet the individual needs of foundation phase readers and writers
(Stellenbosch : University of Stellenbosch, 2011-03) Swart, Marika; Nathanson, Renee Riette; University of Stellenbosch. Faculty of Education. Dept. of Curriculum Studies.
ENGLISH ABSTRACT: Current intervention programmes implemented in most Western Cape schools reflect the use of isolated item-based literacy teaching methods. However, the low literacy levels in the Western Cape primary grades do not indicate successful literacy learning. Therefore, this study seeks to implement alternative approaches to fostering literacy comprehension, such as socio-cognitive processing and constructivist approaches, which are more in line with current research than the traditional items based models of literacy instruction. The alternative, research-based methods were explored through the implementation of an individualized contingent literacy intervention with emergent literacy learners. The intervention took shape as a comparison between low progress learners, who participated in the literacy intervention lessons, and average progress learners, who did not participate in the literacy intervention lessons. The aim was to accelerate the low progress learners’ literacy learning so that they could reach the average-band performance of their classmates after 12 weeks in the intervention. Data were gathered by means of observations of learners and a Grade one teacher, an interview with the teacher and assessment results obtained in a pre-mid-post-test design. In order to triangulate the results of the intervention, both qualitative data and quantitative data were obtained and discussed. Based on qualitative data, the intervention lessons proved to be successful, because observations indicated positive change in the low progress learners’ reading and writing behaviours. Given the small sample size, the overall trend in the quantitative data supported the value of the intervention and indicated a need for extending the research beyond a pilot study. Further research using larger sample sizes is thus recommended. More research is also needed to obtain data on research-based interventions that are flexible enough to meet the diverse needs of learners from different cultural backgrounds.
Addressing the needs of commuter students : an evaluation of the amamaties hub at Stellenbosch University
(Stellenbosch : Stellenbosch University, 2018-03) Van Zyl, Benita; Fourie-Malherbe, M.; Dunn-Coetzee, M.; Stellenbosch University. Faculty of Education. Curriculum Studies.
ENGLISH SUMMARY : Massification of higher education has led to increasing numbers of a diversity of students entering universities. At the same time financial constraints prohibit higher education institutions from providing sufficient student accommodation on campus. This results in growing numbers of commuter students with different needs and challenges. The residential education (ResEd) and cluster initiative at Stellenbosch University (SU) aim to address the needs of commuter students by providing a physical on-campus space (hub) for commuter students and by granting access for them to common areas in residence dining halls and study areas. The hub and cluster initiative aims to promote commuter student success and to enhance the social interaction among residential and commuter students in the co-curricular environment. It further seeks to create integrated learning communities that are commuter-friendly and promote active and collaborative academic and social activities outside the classroom. This initiative was implemented in 2008, and has not been evaluated before. This study used program evaluation to gain a better understanding of the cluster initiative and hub, and the extent to which it actually addresses the needs of commuter students. The following outcomes of the Logic Model were evaluated: to create spaces which would address the basic needs of commuter students (in terms of safety, meals, rest and relaxation); to create opportunities within the cluster for commuter and residence students to participate in learning communities (i.e. attend mentor and/or tutor sessions and form study groups); to make campus life more welcoming by creating spaces and opportunities where diverse commuter and residence students can socialize in the same community; to enhance the academic experience and academic success, especially that of commuter students. All the commuter and residential students in the amaMaties cluster during 2014 and 2015 were asked to participate in the study. A self-generated questionnaire was used for an electronic survey among the research participants. The questionnaire was completed by 331 students, of whom 126 were commuter students and 205 were residential students. Some of the findings of the study included that significant interaction between commuter and residential respondents occurred in the learning community of the hub, and although a gradual improvement of average percentages of commuter students occurred, graduation rates of residential students still exceeded those of commuter students, especially in the case of black and coloured students who live in residences. This study found that the hub and cluster contributed firstly to the positive experience and sense of belonging of commuter students. Secondly, it contributed to the spontaneous interaction across race and gender differences among commuter and residential students. Thirdly, an unexpected change in behaviour of residential students to open up previously exclusive spaces in residences occurred. Fourthly, both commuter and residential students experienced the space as a learning community that enhanced their student experience, and lastly the study provides guidelines to student affairs practitioners at other South African universities on how to better integrate commuter and residential students, leading to a stronger sense of belonging among commuter students.
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.
Afrikaanse literatuur en die jong volwassene
(Stellenbosch : Stellenbosch University, 2002-03) Swanepoel, Celeste; Combrink, L. E.; Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies.
ENGLISH ABSTRACT: There is a sharp decrease in the reading habits of learners in the senior secondary school phase. Interest in Afrikaans literature is decreasing amongst both high school learners and the broader public. From an early age, readers prefer to read English. This thesis examines the reading culture of young adults. The literature study takes a look at the nature and the extent of young adult literature, with specific focus on the characteristics unique to young adult literature, the value of young adult literature and the role played by popular literature. The reading world of young adults is examined with reference to their reading habits, reading preferences and the reasons why they do not read. The factors that playa role in the reading habits of this target group are also discussed. This includes reading needs, disinclination to read, eagerness to read, reader guidance, the library, parents, the peer group, free time, age, the media, the cover, the title, the author, cost of books, literature education, the availability and obtainability of books, gender, reading pleasure, socially disadvantaged communities, culture and geographical position. The questionnaire involved 308 16- and 17-year-old young adults and focused on their reading habits, reading milieu, free time expenditure, language and book preferences and aversions. The reading habits are analysed on the basis of criteria such as how often the respondents read books, how many books they had read in the previous month and how often they visit the library. The reading milieu refers to the book, newspaper and magazine reading habits of the parents of the respondents and to the visits to the library by the respondents in their earlier youth. The role of variables such as gender, geographic position and population group is also examined. The results of the questionnaire examination confirm the hypotheses stated in this study: There is not an established reading culture among Afrikaans-speaking young adults (16- and 17 year aids). Afrikaans-speaking young adults prefer to rather read English than to read Afrikaans. In conclusion, a summary of proposals is provided that, if implemented successfully, could promote the reading habit and establish a positive attitude towards Afrikaans literature. There is a specific look at proposals with regard to literature education, the role that is played by libraries, parents, authors and the peer group, as well as marketing, book sales and projects that promote the culture of reading.
Afterword
(SUN MeDIA, 2012) Leibowitz, Brenda
Earlier this year I attended a conference in Götenburg, Sweden, on integrating language teaching into the disciplines – nothing overtly to do with social justice or the public good. One evening after a long and tiring day mulling over the conference proceedings, a group of conference goers, including two from South Africa, one from Spain and one from the United States, settled down for a drink and a (hopefully) frivolous conversation. The conversation soon became serious. We talked about South Africa and apartheid and the past; about Spain and its right-wing dictatorship; and about the United States and resistance to the Vietnam war. Each of us expressed our strong feelings about the injustices in our own countries that we had to endure and grapple with somehow. We found ourselves comparing our attitudes towards these ‘pasts’ with those of the younger generation that had been born after these periods of extreme injustice. Some of our children or students were interested in what we had to say, but sometimes they resisted this ‘harping on’ about the past. In South Africa the term ‘born frees’ has been coined to discuss the lives of young people born since apartheid ended.
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.
Aligning student and supervisor perspectives of research challenges
(SUN MeDIA, 2016) Albertyn, Ruth; Van Coller-Peter, Salome; Morrison, John
Introduction: The coursework to me was like riding a mountain bike on a mountain bike trail. It was tough at times, but a great adventure. The more you rode, the more skilful you became, both technically and theoretically. The research process for me was like cycling the same mountain bike trail, but on a road bike. It just never really became easy. (Student) This comment illustrates how a student participant in our study vividly distinguished the research experience from the coursework in completing a postgraduate qualification. The challenges experienced with research, and the natural predisposition towards the theoretical and practical course content, play a role in completion rates at master’s or doctoral level. This phenomenon has become a focus of research and sometimes it is referred to as ‘all but dissertation’ or ABD (Blum 2010; Albertyn, Kapp & Bitzer 2008). In some cases, the research component is seen as the ‘necessary evil’ of obtaining the higher degree. A negative attitude to research at the outset could influence students’ engagement with research, their ability to think creatively, and eventually the quality and completion of the research (Kearns, Gardiner & Marshall 2008).
Aligning the clinical assessment practices with the assessment practices
(Stellenbosch : Stellenbosch University, 2011-12) Maart, Ronel; Bitzer, Eli; Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies.
ENGLISH ABSTRACT: Removable Prosthetic Dentistry (PRO400) is a fourth year module of the undergraduate dentistry programme which consists of a large clinical component. After reviewing relevant literature and conducting module evaluations, clinical tests were introduced and implemented in 2008 as an additional clinical assessment method. The intention of introducing the clinical tests was an attempt to ensure that students were assessed fairly, that their theoretical knowledge and the ability to apply it clinically were properly assessed, and to provide feedback on their clinical performance. The purpose of this concurrent mixed methods study was to compare the relationship between the students‟ performance in the clinical tests and daily clinical grades with their theoretical performance in the PRO400 module. The second part of the study explored the academic staff s‟ perceptions of the clinical test as clinical assessment tool in the PRO400 module. The case study design enabled the researcher to explore the question at hand in considerable depth. The mixed methods approach was useful to capture the best of both the qualitative and quantitative approaches. For the quantitative data-collection, record reviews of the results of fourth-year dental students‟ who completed the PRO400 module at the end of 2007 were used, and included 110 students. For the qualitative component three full-time lecturers within the Prosthetic department were interviewed. The clinical test marks and clinical session marks of all the students (n=109) in PRO400 were compared to their theory mark of that year. The tests marks were entered into a spreadsheet in Microsoft Excel and the data analysis was done with the assistance of a statistician. The analytical abstraction method was used to assist with the qualitative data analysis; first the basic level of analysis was done in the narrative form, followed by second higher level of data analysis. The basic and higher levels of analysis were discussed under the following themes: clinical tests, student performances, alignment of theory and clinical assessment and personal influence on supervisors‟ assessment practices and attitude. Role-taking and the supervisors‟ perceptions and concerns regarding the students were explored as emergent themes. The quantitative findings were displayed using tables and graphs. Forty five students. clinical marks were 10% higher than their theory mark, while only 8 students. theory marks were 10% higher than their clinical test mark. There appeared to be hardly any relationship between the students. clinical daily grade assessment marks and their theory marks. The average theory mark was 47%, the average clinical test marks were 55% and the average daily clinical grade was 63%. Integration of the data obtained from the different data collection methods was done at the level of data interpretation. The clinical test as an assessment tool is well accepted by the supervisors and they agreed that it is more reliable and accurate than the clinical daily grade assessment method. The quantitative findings relate well to other reported studies that concluded that the daily grade was poorly correlated with the competency exams (a similar phenomenon in the clinical test of the PRO400 module). From the findings of this study it appeared that there is a better correlation of the clinical test mark and the theory mark, than clinical daily mark and the theory mark. This finding related well with the lecturers. views that the clinical tests were more reliable as a clinical assessment tool than the daily clinical mark.

Browse

Browsing Department of Curriculum Studies by Title

Results Per Page

Sort Options