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You searched for +publisher:"University of KwaZulu-Natal" +contributor:("Shoba, Makhosazana Edith."). Showing records 1 – 3 of 3 total matches.

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University of KwaZulu-Natal

1. Chamane, Cynthia Nonhlanhla. Exploring teachers’ experiences of teaching fractions in grade 6 in the curriculum and assessment policy statement : a case study of one rural school in Ndwedwe circuit.

Degree: 2016, University of KwaZulu-Natal

The aim of this study was to explore teachers’ experiences of teaching fractions to Grade 6 learners in the Curriculum and Assessment Policy Statement (CAPS). It was a qualitative study that utilised the case study approach. Four mathematics teachers were purposively chosen as participants, using convenience sampling to select those who were most accessible. Data were generated through reflective activity, semi-structured interviews, and focus group discussions. The curricular spider-web was used as a conceptual framework for data analysis. The findings of the study revealed that teachers’ experiences were influenced by factors such as rationale, aims and objectives, content, teaching activities, teachers’ roles, resources, grouping, time, location and assessment. The rationales for teaching (personal, societal, content) were found to be the most influential component in teachers’ experiences. Where teachers were guided by the personal rationale for teaching, they demonstrated a conceptual understanding of what they were teaching. On the other hand, teachers whose experiences were influenced by the societal rationale for teaching did not make decisions that contributed to successful teaching of fractions. Teachers who were guided by the content rationale for teaching believed that being knowledgeable about fractions guided them to teach fractions effectively. It is recommended that teachers must be guided by rationales in their teaching in order to influence the teaching and learning of fractions. In addition, the study recommends that there is a need for on-going professional development for Mathematics teachers so that they keep abreast with current and innovative teaching approaches, particularly for teaching fractions. Advisors/Committee Members: Shoba, Makhosazana Edith. (advisor).

Subjects/Keywords: Curriculum based assessment planning - SA - KZN.; Teacher participation in curriculum planning - SA - KZN.; Curriculum based assessment.; Education evaluation.; Theses - Education.

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Chamane, C. N. (2016). Exploring teachers’ experiences of teaching fractions in grade 6 in the curriculum and assessment policy statement : a case study of one rural school in Ndwedwe circuit. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/15365

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Chamane, Cynthia Nonhlanhla. “Exploring teachers’ experiences of teaching fractions in grade 6 in the curriculum and assessment policy statement : a case study of one rural school in Ndwedwe circuit.” 2016. Thesis, University of KwaZulu-Natal. Accessed September 22, 2019. http://hdl.handle.net/10413/15365.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Chamane, Cynthia Nonhlanhla. “Exploring teachers’ experiences of teaching fractions in grade 6 in the curriculum and assessment policy statement : a case study of one rural school in Ndwedwe circuit.” 2016. Web. 22 Sep 2019.

Vancouver:

Chamane CN. Exploring teachers’ experiences of teaching fractions in grade 6 in the curriculum and assessment policy statement : a case study of one rural school in Ndwedwe circuit. [Internet] [Thesis]. University of KwaZulu-Natal; 2016. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/10413/15365.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Chamane CN. Exploring teachers’ experiences of teaching fractions in grade 6 in the curriculum and assessment policy statement : a case study of one rural school in Ndwedwe circuit. [Thesis]. University of KwaZulu-Natal; 2016. Available from: http://hdl.handle.net/10413/15365

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of KwaZulu-Natal

2. Donsa, Princess Nonhlanhla. Exploring teachers’ experiences of teaching creative writing in grade 10 : a case of two rural schools at Umbumbulu Circuit.

Degree: 2017, University of KwaZulu-Natal

This dissertation presents a research study of four Grade ten English First Additional Language (EFAL) teachers. This study was grounded within the interpretive paradigm with an aim of exploring teachers’ experiences of teaching creative writing in Grade 10 in rural area in the Umbumbulu circuit. Data was generated through reflective activity, one-on-one, semi-structured interviews and focus group discussion. Purposive sampling and convenience sampling were used to select the participants. This study was a qualitative and was framed by ten concepts of the curricular spider web, with an aim of answering the following three questions: 1. What are teachers’ experiences of teaching creative writing in EFAL in grade 10 in CAPS? 2. How do teachers experience the teaching of creative writing in grade 10? 3. Why do grade 10 teachers have a particular experience in teaching creative writing? The poor performance of creative writing in South African schools especially in the Further Education and Training (FET) is in crisis. Insufficient creative writing skills takes place in rural schools in the Umbumbulu circuit resulting in limited language proficiency across Grade 10. It was observed that most learners at grade 10 cannot read and write. Findings indicate that teachers’ experiences’ of teaching creative writing were influenced by a number of factors. Lack of resources for teaching creative writing, poor infrastructure, learning space and time allocation had an impact on the teaching and learning of creative writing. The ten components of the spider web were adopted as the conceptual framework. Themes that emerged from the reflective activity, semi-structured interviews and focus group interview revealed that teachers were not aware of their rationale for teaching creative writing. Four teachers who were interviewed, three showed a lack of understanding of rationale for teaching creative writing and one teacher reveal he has passion for teaching creative writing. For proper implementation, a comprehensive CAPS training and retraining programme for teachers in schools as part of their professional preparation and in-service training should be enforced. The study also provided several recommendations, further research must be conducted to close identified gaps on exploring teachers’ experiences of teaching creative writing in Grade 10 in rural area in the Umbumbulu circuit. They include networking of teachers, improving qualifications, regular support and providing enough resources to schools for good implementation of creative writing. Furthermore, the study recommends that teachers should understand better the rationale for teaching creative writing. Advisors/Committee Members: Shoba, Makhosazana Edith. (advisor).

Subjects/Keywords: Creative Writing.; Rural Schools.; Teacher Effectiveness.; Teacher Experiences.; Theses - Education.

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Donsa, P. N. (2017). Exploring teachers’ experiences of teaching creative writing in grade 10 : a case of two rural schools at Umbumbulu Circuit. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/15405

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Donsa, Princess Nonhlanhla. “Exploring teachers’ experiences of teaching creative writing in grade 10 : a case of two rural schools at Umbumbulu Circuit.” 2017. Thesis, University of KwaZulu-Natal. Accessed September 22, 2019. http://hdl.handle.net/10413/15405.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Donsa, Princess Nonhlanhla. “Exploring teachers’ experiences of teaching creative writing in grade 10 : a case of two rural schools at Umbumbulu Circuit.” 2017. Web. 22 Sep 2019.

Vancouver:

Donsa PN. Exploring teachers’ experiences of teaching creative writing in grade 10 : a case of two rural schools at Umbumbulu Circuit. [Internet] [Thesis]. University of KwaZulu-Natal; 2017. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/10413/15405.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Donsa PN. Exploring teachers’ experiences of teaching creative writing in grade 10 : a case of two rural schools at Umbumbulu Circuit. [Thesis]. University of KwaZulu-Natal; 2017. Available from: http://hdl.handle.net/10413/15405

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of KwaZulu-Natal

3. Baleni, Nokuthula Purity. Exploring teachers’ experiences of conducting oral assessment in grade 10 in the Curriculum and Assessment Policy statement.

Degree: 2017, University of KwaZulu-Natal

Oral assessment in education is a worldwide phenomenon, which is faced with a number of challenges. Studies conducted internationally and locally reveal that teachers experience problems/and or challenges when conducting oral assessment to second language learners or foreign language speakers. Therefore, this study explored teachers‟ experiences of conducting oral assessment in Grade 10 in the Curriculum and Policy Statement (CAPS). The study was located within the interpretive paradigm and employed a qualitative case study approach to explore. Four teachers were purposively selected from two township high schools in Pinetown District in the Province of KwaZulu Natal because of their qualifications, and experiences of conducting oral assessment. Spider web by Van den Akker (2009) was used as a Conceptual framework for this study. Data generation methods for the study were reflective activity, one-on-one semi structured interviews and focus group discussions. The researcher observed all ethical issues. This study found that teachers were conducting oral assessment using a “synergy “of rationales. This suggests that teachers were uncertain of the rationale for assessing orals. Furthermore, the findings revealed that teachers lacked understanding of oral assessment goals. They showed varying degrees of understanding oral assessment goals (aims, objectives and outcomes). It is recommended that subject specialist must ensure that cluster meetings as well as workshop are organised on a regular basis in order to improve teachers‟ oral assessment practices. Advisors/Committee Members: Shoba, Makhosazana Edith. (advisor).

Subjects/Keywords: Theses - Education Studies.; Assessment.; Oral assessment.; Second language.; Teachers experiences.

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Baleni, N. P. (2017). Exploring teachers’ experiences of conducting oral assessment in grade 10 in the Curriculum and Assessment Policy statement. (Thesis). University of KwaZulu-Natal. Retrieved from https://researchspace.ukzn.ac.za/handle/10413/16349

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Baleni, Nokuthula Purity. “Exploring teachers’ experiences of conducting oral assessment in grade 10 in the Curriculum and Assessment Policy statement.” 2017. Thesis, University of KwaZulu-Natal. Accessed September 22, 2019. https://researchspace.ukzn.ac.za/handle/10413/16349.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Baleni, Nokuthula Purity. “Exploring teachers’ experiences of conducting oral assessment in grade 10 in the Curriculum and Assessment Policy statement.” 2017. Web. 22 Sep 2019.

Vancouver:

Baleni NP. Exploring teachers’ experiences of conducting oral assessment in grade 10 in the Curriculum and Assessment Policy statement. [Internet] [Thesis]. University of KwaZulu-Natal; 2017. [cited 2019 Sep 22]. Available from: https://researchspace.ukzn.ac.za/handle/10413/16349.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Baleni NP. Exploring teachers’ experiences of conducting oral assessment in grade 10 in the Curriculum and Assessment Policy statement. [Thesis]. University of KwaZulu-Natal; 2017. Available from: https://researchspace.ukzn.ac.za/handle/10413/16349

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

.