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Item Open Access Erratum: Racial desegregation and the institutionalisation of ‘race’ in university governance: the case of the University of Cape Town(Faculty of Education, University of the Free State, 2010)Item Open Access Identifying sensitive issues in education in Limpopo province, South Africa(Faculty of Education, University of the Free State, 2010) Kutame, Azwidohwi Philip; Mulaudzi, Muofhe PeterResearchers in the social sciences generally encounter problems in getting information when dealing with topics that are regarded as sensitive in school management. Principals regard certain issues as sensitive, and find it difficult to discuss them with researchers. We report on an inves tigation into such sensitive issues in Limpopo province, South Africa, as well as the reasons why principals regard them as sensitive. Interviews with 12 individual principals were conducted to gain an understanding of issues that they regard as sensitive. A 33 item self report questionnaire was administered to 180 principals drawn from 272 secondary schools. Results reveal a range of issues regarded as sensitive to report on that pervade the management of schools. Principals have re ported on the various reasons why they regard each of the aspects as sensitive, thereby making it difficult for them to provide the required information. Analysis of the different sensitive issues shows that certain biographical characteristics are significant mediators in principals’ perceptions of sensitive issues in school management. When researchers wish to elicit information on the issues identified in this study, they should consider methodological issues that may influence the in vestigation so that understanding and giving voice and visibility is not jeopardized.Item Open Access Finding the best fit: the adaptation and translation of the Performance Indicators for Primary Schools for the South African context(Faculty of Education, University of the Free State, 2010) Archer, Elizabeth; Scherman, Vanessa; Coe, Robert; Howie, Sarah J.Reform and improvement are imperative in the current South African education system. Monitoring of school and learner achievement is an essential for establishing praxis for school improvement. Diversity of culture and South Africa’s 11 official languages make it difficult to develop valid monitoring systems. Limited resources, time constraints and the need to redress neglect of large portions of the education infrastructure from the apartheid era make it problematic to develop new monitoring systems for all official languages. Adaptation and translation of existing international monitoring instruments provide alternative solutions to developing new monitoring systems. Adaptation and translation of existing instruments is a daunting process, which balances statistical analysis, translation processes and user and expert evaluations. We investigate how to balance these different processes in order to create an instrument that provides valid data for educational decisions. The processes utilised in the adaptation and translation of the vocabulary subtest of the Performance Indicators for Primary Schools (PIPS) test for the South African context are used to illustrate the complex interplay between user and expert input as well as psychometric rigour. It is hoped this paper will contribute to the development of the necessary instrument adaptation skills in South Africa.Item Open Access Raising the achievement of all pupils within an inclusive setting: practical strategies for developing best practice(Faculty of Education, University of the Free State, 2010) Van der Westhuizen, Carol; Maree, KobusAbstract not availableItem Open Access The role of visualisation in developing critical thinking in mathematics(Faculty of Education, University of the Free State, 2010) Makina, A.Research has been conducted on the role and importance of visualisation in many fields, including psychology, but very little has been done to extend its role to mathematics education in particular. Furthermore, much research has been done on the importance of critical thinking. However, to date not much has been done to clarify the fact that visualisation is a very important component of critical thinking. In this paper I investigate visualisation for the purpose of examining its role in developing critical thinking for a better understanding of mathematics by Grade 9 learners. In order to achieve this, I provide a qualitative examination from a master’s dissertation of some thought processes used during visualisation when Grade 9 pupils engage in mathematics tasks. In order to support the derived thought processes data, audio taped interviews were conducted with the students. A framework of four stages of visualisation was adapted for the collection and analysis of data. Several roles of visualisation were identified, which revealed that visualisation encourages critical thinking which further leads to a better understanding of data handling.Item Open Access Primary school teacher deployment: a comparative study(Faculty of Education, University of the Free State, 2010) Carrim, NazirAbstract not availableItem Open Access Learning to teach in South Africa(Faculty of Education, University of the Free State, 2010) Robinson, MaureenAbstract not availableItem Open Access Teacher ratings of academic achievement of children between 6 and 12 years old from intact and non-intact families(Faculty of Education, University of the Free State, 2010) Molepo, Lephodisa S.; Maunganidze, Levison; Mudhovozi, Pilot; Sodi, TholeneWe investigated teacher ratings of the impact of parental divorce on academic achievement of children between 6 and 12 years old up to 12 months after their parents divorced. A purposive sample of 120 children attending four different primary schools in a small South African town took part in the study. One third (n 40) of the children had experienced parental divorce (male 14, female 26) while two thirds had not. Teachers rated participating children in their class on academic performance on the Conners rating scale ranging from 0 to 3. In addition, teachers ob tained the average term score of each of the participating children in key academic areas, which were converted to the Conners scale for classification. Chi square tests were used to analyse the data. Results showed that the academic performance of children from non intact families within the age range of 6 9 was inferior to that of their counterparts from intact families suggesting that the experience of parental divorcee had a negative impact on children’s academic achievement. It is recommended that future research compare teacher ratings with children’s ratings on standardised tests.Item Open Access Implementing a multi-faith Religious Education curriculum in Botswana junior secondary schools(Faculty of Education, University of the Free State, 2010) Dinama, BaamphatlhaI explore the ways in which RE teachers understand and implement a multi faith Religious Educa tion curriculum in Botswana junior secondary schools. The multi faith RE curriculum came about as a result of an educational policy change in 1994. The study is based on case studies and draws its data from classroom observations, interviews and documents such as the RE teaching syllabus, and the schemes of work. In highlighting the teachers’ understanding and classroom practices, I adopted the concept of the teachers’ professional knowledge landscape. When the multi faith RE curriculum was introduced in Botswana, there were two groups of teachers, those who taught the multi faith curriculum and those who taught both the single faith and the multi faith Religious Education. Five themes emerged from the data, namely: pedagogical and content knowledge, assessment, mentoring, and collaboration. I conclude that there are no marked differences between these two groups of teachers in terms of their understanding of the curriculum and their classroom practices.Item Open Access Searching for a “pedagogy of hope”: teacher education and the social sciences(Faculty of Education, University of the Free State, 2010) Samuel, MichaelI analyse module outlines within a particular school of social sciences located in a faculty of education, and uncover the evolving systems of teaching social sciences in a teacher education curriculum. The data are analysed through two theoretical lenses: firstly, through the lense of models of teacher education and professional development, and secondly, through the lense of multicultural and multi disciplinary studies. The analysis reveals that a new language around social sciences is still in the early stages of development, drawing its main referencing from the official policy of the National Curriculum Statement. Unable to develop an independent new language, the social sciences in teacher education tend to capitulate to external dominant forces. There is little evidence of engaging with a critical discourse around the potential of teacher edu cation, resulting in a perpetuation of an applied science notion of professional growth. The juxta posing of existing disciplinary boundaries constitutes the character of the delivery of the social sciences. I point to a “pedagogy of hope” which focuses on the future rather than on the present status of marginalisation of the social sciences in a teacher education curriculum. The paper offers a way to develop a “Creole”, a language and a discourse around the social sciences in general, for teacher education in particular.Item Open Access Adolescents’ perceptions of an adventure-based programme(Faculty of Education, University of the Free State, 2010) Bosch, Ronel; Oswald, MarietjieA qualitative study was undertaken to explore the perceptions of youth regarding their wilderness rites of passage experience and its value for their lives. The researchers operated in an interpretive/ constructivist paradigm and employed a qualitative research methodology. Participants were selected through purposive sampling, and individual interviews, documents, records, observations and reflections were used to collect data. Data were analysed by means of content analysis. We argue that participation in a wilderness rites of passage programme can contribute to the personal growth and development of youth at risk of experiencing or manifesting emotional or behavioural difficulties in schools. The research findings indicate that wilderness rites of passage programmes can contribute significantly towards school support for young people. The findings also highlight the fact that young people in the South African context are in need of caring school communities and adult mentorship. Young people are in need of support, discipline and guidance, as well as experiences of trust, love and care. School environments should change from being places of disappointment to being places of safety and growth. Such a culture of care could possibly curb the anger, resentment and distrust of the youth and support learners who are experiencing or mani festing emotional or behavioural difficulties in schools.Item Open Access Educators’ experiences of inclusive learning contexts: an exploration of competencies(Faculty of Education, University of the Free State, 2010) Magare, Ishmael; Kitching, Ansie Elizabeth; Roos, VeraThe successful implementation of inclusive education relies heavily on educators. Inclusive education is based on values such as human dignity, equality, human rights and freedom. The com plexity of the interactive relationships between different systems, such as learners, educators, families, schools and the learning context, was recognised in this research and an eco systemic perspective consequently applied. Our purpose in the research was to explore the experiences of educators in ordinary schools regarding the challenges experienced in inclusive learning contexts and to identify the competencies they used to deal with some of these challenges. A qualitative research design was chosen, using a case study. The study was conducted in North West Province at a secondary School. Various contextual and microsystemic barriers that threatened an enabling learning environment were observed. Seven educators, one male and six female, were purposively selected for the study, and three methods of gathering data were used, namely, written assignments, in depth follow up interviews, and a focus group discussion. Themes and subthemes were identified through thematic content analysis. The findings indicated that the educators had competencies that enabled them to support learners and form collaborative relationships in an inclusive learning environment. Various implications for the Department of Education and school management teams are pointed out.Item Open Access Parents’ perceptions of home reading activities: comparing children with and without learning disability(Faculty of Education, University of the Free State, 2010) Johnson, Ensa; Bornman, Juan; Alant, ErnaThe early reading process can be viewed as triadic, encompassing the child, the parents and the environment. We examine the impact of each of these three components on children’s participation in home reading activities as perceived by their parents. The results obtained from a questionnaire completed by parents of Grade 1 children, with and without learning disability, support findings of previous studies that home reading environments of both groups and their parents’ role in story book reading are not significantly different. The main finding was that children’s responses during story book reading and their engagement in independent reading differ. Children without learning disability are more involved in the reading process and independent reading than children with learning disability. This implies that teachers need to encourage parents of Grade 1 children to continue to actively engage in reading activities with their children despite their children becoming independent readers, and to also assist them in the selection of appropriate reading material.Item Open Access Editorial: Reflecting on 16 years of freedom in South African education - from hopeless to hopeful?(Faculty of Education, University of the Free State, 2010) Maree, KobusAbstract not available