Search
Now showing items 181-190 of 203
Exploring teachers' perceptions of parental involvement via the capability approach: A case of a low income school community.
(University of the Western Cape, 2017)
Parental involvement in low-income school communities in the Western Cape, South Africa, has
received little attention irrespective of its significance to learner outcomes. This study explores
parental involvement with ...
Exploring beginner teachers' perceptions of school support to enhance their capability sets in relation to teacher education policy
(University of the Western Cape, 2017)
The National Policy Framework for Teacher Education and Development in South Africa of
2006 (NPF) outlines seven principles which underpin this policy as expressed in the Norms
and Standards for Educators (2000). These ...
Capability sets of teachers with regards to the implementation of the curriculum and policy statement in a no-fee school community in the Western Cape
(University of the Western Cape, 2017)
Since the onset of democracy in 1994, education in South Africa has undergone many
developments and changes due to curriculum innovations and interventions. For more than two
decades, the government has been seeking to ...
Mental Health of Coloured Female Teachers Working in Historically Disadvantaged Special Schools in the Cape Metropole
(University of the Western Cape, 2017)
The World Health Organisation defines mental health as "a state of well-being in which the
individual realizes her or his own abilities, can work productively and fruitfully, and is able
to make a contribution to her or ...
Improving Pre-Service Teacher Development Practices in English as a Second Language: A case of Secondary School Teacher Preparation at Great Zimbabwe University in Zimbabwe.
(University of the Western Cape, 2017)
Ordinarily, Teacher Development at the level of Bachelor of Education (B.Ed.) at Great
Zimbabwe University (GZU) comes in two major phases spread over four years - the
theoretical and the practical based phases. The ...
Using Dialogical Argumentation instruction model on grade 6 learners' understanding of the cause of the phases of the moon
(University of the Western Cape, 2017)
The aim of this study was to explore ways in which a dialogical argumentation instruction
model (DAIM) could be used to assist and enhance grade 6 learners' understanding of the
causes of the phases of the moon.
The study ...
The impact of neoliberalism on South Africa's education policy discourse post-1994: The quest for a radical critical pedagogy
(University of the Western Cape, 2017)
Since the 1980s several different forms of privatisation had been introduced into
the South African educational system by the De Lange Commission. Since the 1990s
a raft of neoliberal policies has been implemented under ...
Factors impacting on first-year students' academic progress at a South African university
(University of the Western Cape, 2012)
This research project explored the learning experiences of two groups of first-year students in the Faculty of Economic and Management Sciences, University of the Western Cape during the course of 2009/2010. The aim was ...
Investigating the implementation of a school-based literacy intervention programme: A case of grade one isiXhosa speaking learners in the Western Cape
(University of the Western Cape, 2016)
The purpose of this study was to investigate the implementation of a Literacy Intervention
Programme with Grade One isiXhosa speaking learners in one primary school in the Western
Cape. The study was motivated by the ...
The perceptions of Intermediate Phase educators about the implementation of Stories for Thinking in one Western Cape Education Department region.
(University of the Western Cape, 2011)
South Africa had a change in government and in education after the 1994 elections. A new curriculum was introduced and some of the underlying critical outcomes were to develop the learners to become critical thinkers. The ...