scholarly journals Exploring Teachers' Views on Code-Switching as a Communicative Technique to Enhance the Teaching of Mathematics in Grade 4

2021 ◽  
Vol 7 (4) ◽  
pp. 637-6478
Author(s):  
Ailwei Solomon ◽  
Sizwe Blessing
Keyword(s):  
South Africa ◽  
Mathematics Teachers ◽  
Social Constructivism ◽  
Primary Schools ◽  
Single Case ◽  
Sampling Technique ◽  
Further Education ◽  
Code Switching ◽  
Structured Interviews ◽  
Learning And Teaching

<p style="text-align: justify;">The teaching and learning of mathematics in South Africa are conducted through the authorised Language of Learning and Teaching (LoLT). South Africa has eleven official languages, and English is a Language of Learning and Teaching (LoLT) from the Intermediate and Further Education and Training (FET) Phase. This study explores teachers' views on code-switching as a communicative technique to enhance teaching mathematics in Grade 4 in selected primary schools in South Africa. This qualitative single case study employed the interpretivist paradigm and social constructivism theory. A convenient purposive sampling technique was used to sample six grade 4 mathematics teachers from three primary schools in the Alexandra township in South Africa. Researchers collected data through the use of semi-structured interviews, which were later analysed and discussed using themes. Findings indicate that teachers often code-switch from LoLT (English First Additional Language) into Home Language (H.L.) to enhance learners' understanding of the mathematics concepts. Researchers suggested the integration of code-switching into the curriculum policy and followed by in-service training for Grade 4 mathematics teachers in code-switching.</p>

scholarly journals Exploring Grade 6 mathematics teachers' use of the language of learning and teaching in assessment for learning

2021 ◽  
Author(s):  
Sizwe B Mahlambi ◽  
Ailwei S Mawela
Keyword(s):  
South Africa ◽  
Language Proficiency ◽  
Mathematics Teachers ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Assessment For Learning ◽  
Code Switching ◽  
Home Language ◽  
Structured Interviews ◽  
Learning And Teaching

In this study, we aimed to explore Grade 6 mathematics teachers' use of English, the language of learning and teaching in assessment for learning in selected primary schools in Alexandra Township, South Africa. From Grade 4, English is the language of teaching and learning for most learners, despite English being the home language of a minority of learners. Results of studies have shown that in South Africa, in Grades 1 to 3, in which learners are taught using their home-language performance appears to be better than in Grades 4 to 6 where English as a First Additional Language (EFAL) is used for teaching and learning. Guided by qualitative case study design, we used semi-structured interviews and non-participatory observation to collect data from nine purposefully sampled Grade 6 mathematics teachers. In conjunction with the literature reviewed and the theory underpinning the study, we used themes to analyse, interpret, and discuss the data we collected. This research revealed that learners in Grade 6 struggle to understand English as the language of learning and teaching, so, to augment concept development and understanding, teachers and learners use code-switching. In the classrooms observed, this practice has become the norm to improve the performance of learners with limited language proficiency. However, because of the differences between the home language of learners and that of teachers in mathematics classrooms, code-switching is often not enough to ensure understanding.

Open Distance E-Learning Student Teaching Practice Mentorship Experience in Selected Secondary Schools in South Africa

2019 ◽  
pp. 256-277
Author(s):  
Ailwei Solomon Mawela
Keyword(s):  
South Africa ◽  
Secondary Schools ◽  
Student Teachers ◽  
Student Teaching ◽  
Teaching Practice ◽  
Single Case ◽  
Sampling Technique ◽  
Structured Interviews ◽  
E Learning ◽  
The University

Open distance learning (ODeL) approach is used worldwide to offer different qualifications. In studying towards obtaining a teaching qualification at UNISA, students are required to participate in teaching practice sessions before they can obtain their teaching qualification. This study aims at exploring ODeL institution student teachers' teaching practice experience in selected secondary schools in Vhembe District of South Africa. This qualitative single case study employed an interpretivism paradigm and personal theory of teaching practice. Convenient purposive sampling technique was used to sample six (n=6) student teachers from the University of South Africa who were currently conducting teaching practice in secondary schools during this study. Semi-structured interviews were used to collect data that was later analyzed through the use of themes and categories. The findings indicate a lack of knowledge, which requires ODeL student teachers to be trained prior teaching practice. Mentor teachers require professional development.

scholarly journals Assessment for Learning as a Driver for Active Learning and Learner Participation in Mathematics

2021 ◽  
Vol 7 (3) ◽  
pp. 473-485
Author(s):  
Sizwe Blessing
Keyword(s):  
Active Learning ◽  
Mathematics Teachers ◽  
Time Management ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Participant Observation ◽  
Case Study Research ◽  
Assessment For Learning ◽  
Structured Interviews ◽  
Learner Participation

<p style="text-align:justify">The article focused on the use of assessment for learning in promoting active learning and learner participation in mathematics. Assessment for learning (AfL) has been found to enhance learning and improve performance. However, teachers’ use of AfL to enhance active learning has not been clearly outlined. This study is part of the broader research study that explored mathematics teachers’ use of AfL to enhance mathematics teaching and learning in primary schools in Alexandra Township, Johannesburg. A case study research-type and a qualitative approach were used to collect data from mathematics teachers. Nine teachers were purposefully selected from whom data were collected using semi-structured interviews and non-participant observation. The findings revealed that teachers had limited pedagogical knowledge in using AfL to promote active learning in their classrooms. They failed to apply a learner-centred approach that promotes effective learner participation in mathematics classrooms. Therefore, it is recommended that teachers undergo ongoing continuous development on classroom time management and planning for the effective use of AfL.</p>

scholarly journals Disfungsi Seksual pada Pasien Gagal Ginjal Kronis

2020 ◽  
Vol 6 (1) ◽  
pp. 121-127
Author(s):  
Akhyarul Anam ◽  
Sahrudi Sahrudi
Keyword(s):  
Sexual Dysfunction ◽  
Health Services ◽  
Kidney Failure ◽  
Single Case ◽  
Alternative Therapy ◽  
Sampling Technique ◽  
Chronic Kidney Failure ◽  
Single Case Design ◽  
Structured Interviews ◽  
Study Approach

Chronic kidney failure affects sexual function problems (sexual dysfunction) which tends to worsen with decreased kidney function. This study aimed to explore in-depth the response of individuals in dealing with sexual dysfunction. This study used qualitative research methods and case study approach with a single case design through semi-structured interviews. Samples were taken by purposive sampling technique in patients with chronic kidney failure who experience sexual dysfunction. Data is processed by the thematic content analysis method. The main themes found include erectile dysfunction, actions taken for sexual dysfunction problems, responses to the face of sexual dysfunction, as well as expectations for health services. Traditional alternative therapy is done, but there are no significant results. Participants' response is positively such as giving in, increasing spiritual activity, and being aware of old age. Health services for sexual dysfunction problems are highly expected.

scholarly journals Transforming Middle Leadership in Education and Training Board Post-Primary Schools in Ireland.

2021 ◽  
Vol 7 (1) ◽  
pp. 20-32
Author(s):  
Siobhán Kavanagh ◽  
PJ Sexton ◽  
Sabrina Fitzsimons
Keyword(s):  
Primary Schools ◽  
Quantitative Research ◽  
Education And Training ◽  
Structured Interviews ◽  
Online Surveys ◽  
Combined Training ◽  
Learning And Teaching ◽  
The Republic ◽  
Middle Leaders ◽  
And Training

Abstract Distributed Leadership (DL) is a feature of education in many jurisdictions. Similarly, in Ireland the principles of DL have been adopted as part of a quality framework to underpin a system that provides high quality student care, learning and teaching. This model necessitates an alignment of senior leaders (SLs) and middle leaders (MLs) whose actions are informed by the needs and priorities of their particular school. The traditional notion of the ML position as a management position is changing. The evolution requires a reconceptualisation, a transformation of the role and how we support and develop it to ensure that MLs are an integral part of the leadership structure of the school. This pragmatic research explored the PD needs of MLs in Irish, Education and Training Board (ETB) post-primary schools. It involved a mixed-methods, exploratory sequential study. Stage one involved a set of five semi structured interviews with AP I post holders. These were used as an instrument to develop the online surveys. Stage two involved quantitative research. Online surveys were distributed to all ETB schools in the republic of Ireland. In stage three a summary of the findings of the survey were shared with ten AP Is who were subsequently interviewed to gain further insights. The study illustrated that the development of MLs requires the support of SLs, skills development, a supportive school culture and combined training for senior and middle leaders which should be facilitated by an independent person.

scholarly journals Changing Cultural Practices: A Case Study of Male Circumcision in South Africa

2020 ◽  
Vol 14 (4) ◽  
pp. 155798832092728
Author(s):  
Eurica Palmer ◽  
Asta Rau ◽  
Michelle Engelbrecht
Keyword(s):  
South Africa ◽  
Male Circumcision ◽  
Social Constructivism ◽  
Cultural Practices ◽  
Single Case ◽  
Medical Procedure ◽  
Cultural Perceptions ◽  
Medical Male Circumcision ◽  
Black South African

This article presents a case study of Simon, a 25-year old Black South African male. According to his Pedi customs, Simon underwent traditional male circumcision (TMC) as a 12-year-old adolescent. He tells of his fears relative to this experience and how, over time, he transitioned from a belief in TMC to a strong preference for medical male circumcision (MMC). Using a single-case study design, the aim of the research was to explore the value of the exercise of choice in TMC, which may influence cultural perceptions of gender and masculinity. The study unpacks the way in which the meaning and experience of TMC is shaped by the social and cultural contexts of South Africa. This qualitative exploration complements conventional medical accounts of circumcision, which are often focused on the medical procedure while ignoring cultural and social factors. Issues of gender, particularly the construction of hegemonic masculinity and how it positions men, women, and young boys in relation to each other and their communities, are discussed. Simon’s case study provides new insights and perspectives on personally and culturally sensitive issues which are not easily accessed nor commonly understood. Data collected via in-depth interviews were transcribed and analyzed thematically. Analysis applied information from the literature and key concepts from the theoretical standpoint of social constructivism. Case study analysis allowed space for unexpected, emergent themes to arise from the data. Four main themes were identified, notably language, silence, patriarchy, and masculinity.

The Role of Departmental Heads in the Procurement of Teaching and Learning Resources to Enhance Learner Performance

2021 ◽  
pp. 112-126
Author(s):  
Sizwe Blessing Mahlambi ◽  
Ailwei Solomon Mawela
Keyword(s):  
South Africa ◽  
Secondary Schools ◽  
Transformative Learning ◽  
Teaching And Learning ◽  
Basic Education ◽  
Sampling Technique ◽  
Learning Resources ◽  
Structured Interviews ◽  
Learner Performance

This chapter introduces transformative learning as a helpful theory to consider the role of departmental heads in the procurement of teaching and learning resources in selected secondary schools in Alexandra Township, South Africa. South Africa felt the effects of the pandemic as the country was ill-prepared for the devastation the pandemic brought to its learning systems. The Department of Basic Education tried to implement various strategies to ensure that teaching and learning continue to save the academic year. In this qualitative study, the interpretive paradigm and a purposive convenient sampling technique were employed to sample five mathematics DH from five secondary schools. The thematic data analysis was used to interpret and discuss data obtained from the document and semi-structured interviews. It was found that the schools did not have teaching and learning resources that could allow remote learning. Moreover, there is a need to improve retrieval practices as resources loaned to learners remain unaccounted for.

scholarly journals The Auditory Brainstem Response - Are South African ENT's Missing the Point?

1999 ◽  
Vol 46 (1) ◽  
pp. 91-98
Author(s):  
Antonia Sahli ◽  
Shamim Ebrahim ◽  
Wayne J. Wilson
Keyword(s):  
South Africa ◽  
South African ◽  
Auditory Brainstem Response ◽  
Sampling Technique ◽  
Auditory Brainstem ◽  
Postal Survey ◽  
Further Education ◽  
Brainstem Response ◽  
Level Of Training ◽  
Auditory Disorders

The use and misuse of the auditory brainstem response (ABR) test by hearing professionals is often related to the extent and nature of the training they have received. This study used a postal survey based questionnaire to investigate the levels of training in, knowledge about, and appropriateness of referral for, ABR testing in Ear, Nose and Throat (ENT) surgeons and registrars in Gauteng, South Africa. Thirty-seven actively practising ENT specialists and registrars were sampled using a convenience sampling technique. Overall, a poor level of training and knowledge in ABR and its related areas of audiology was identified. This was mirrored by a high demand for further education. Considering the prevalence of auditory disorders in South Africa, and the push towards primary care and early intervention, this study's results highlight the need for improved training in ABR for ENT surgeons and registrars.

Empowering Islamic boarding schools by applying the humane entrepreneurship approach: the case of Indonesia

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Grisna Anggadwita ◽  
Leo-Paul Dana ◽  
Veland Ramadani ◽  
Reza Yanuar Ramadan
Keyword(s):  
Single Case ◽  
Sampling Technique ◽  
Boarding School ◽  
Boarding Schools ◽  
Future Research ◽  
Structured Interviews ◽  
Content Type ◽  
Study Approach ◽  
Entrepreneurial Activities

PurposeIslamic boarding schools are education institutions that have been developing in Indonesia as places for the Indonesian people to learn and gain knowledge in the perspectives of the Islamic religion and Indonesian nationalism. This study aims to explore the potential of Islamic boarding schools as places to support and to empower the economy and to increase the participation of students in entrepreneurial activities by applying the Humane Entrepreneurship approach. This study identifies the humane entrepreneurship approach by analyzing the humane cycle and the enterprise cycle in the entrepreneurship activities occurring in a single case study of an Islamic boarding school.Design/methodology/approachThis article used a qualitative method with a case study approach through deep exploration and observation. In-depth semi-structured interviews were conducted with the key people in one of the Islamic boarding schools in Indonesia using a purposive sampling technique. Miles and Huberman (1984) technique was used for data analysis by grouping similar text segments into codes and categorizing them for further analysis.FindingsThe findings of this study indicate that the Islamic boarding school has implemented humane entrepreneurship through entrepreneurial-oriented activities as the main aspects of the humane cycle and the enterprise cycle. The implementation of humane entrepreneurship aims to achieve entrepreneurial growth, innovation and independence of the Islamic boarding school, as well as the development of the stakeholder's capabilities, knowledge and commitment. In addition, applying the spiritual approach, which is one of the important components of Islamic boarding schools, has proven to be effective in implementing humane entrepreneurship.Research limitations/implicationsThis study has several limitations. First, this study only focused on one Islamic boarding school in Indonesia. Second, there is still very little research in the field of humane entrepreneurship, so the concept itself is still considered to be relatively new. Therefore, further direction is needed for future research regarding the exploration and identification of any other factors that might influence humane entrepreneurship.Originality/valueThis study provides new insights on the implementation of humane entrepreneurship in Islamic boarding schools. This research covers the gap where the humane entrepreneurial approach can be applied not only in large organizations, but also in religious educational institutions. The spiritual approach and religious values as the principles of Islamic boarding schools have been proven to be effective in implementing humane entrepreneurship.

Renaming University Teaching and Learning Facilities in South Africa: towards the Africanisation of Higher Education

2020 ◽  
Vol 1 (3) ◽  
pp. 130-143
Author(s):  
C. Rwodzi ◽  
◽  
K.L. Mphela ◽  
M.J. Mogoboya
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Teaching And Learning ◽  
University Teaching ◽  
University Management ◽  
African Culture ◽  
Structured Interviews ◽  
Learning And Teaching ◽  
Values And Beliefs ◽  
Higher Education Transformation

In South Africa, students and lecturers have been asking university management and government to rename teaching and learning facilities in line with the higher education transformation agenda. Strikes, demonstrations and debates regarding the decolonisation and Africanisation of higher education have been used as ways to communicate the need to fast-track the renaming process. Renaming lecture rooms, lecture theatres, laboratories, sports facilities, halls of residence, campus roads and other facilities help to embrace African culture, values and beliefs. This paper explores Africanisation by renaming of teaching and learning facilities. To understand Africanisation, a qualitative study was conducted using semi–structured interviews and observation of university facilities to understand the process of renaming. Selected naming committees, student representative members and lecturers participated by giving their views on the renaming of teaching and learning facilities. Findings from this study revealed that facilities with African names embrace African identity, ownership and brings peace and a sense of belonging to the learning and teaching environment.

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