3. Electronic Theses and Dissertations (ETDs) - All submissions
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Item The intention and impact of visibly rewarding learners in two Gauteng high schools(2020) Akabor, ShakiraIn order to explore the ways in which visibly rewarding learners (via badges, accolades, awards, honour board listings) for academic achievement is consistent with the aims and ideals of inclusive education, this critical realist study provides the perspectives of learners, parents, teachers and senior management at two Gauteng high schools. The study is primarily focused on exploring the possibility that the current competitive structure found in Gauteng high schools as manifested by visible rewards can be a barrier to inclusive education, particularly the participation and achievement of all learners. As such, it is both descriptive and explanatory. The study is set within a theoretical framework that includes Johnson and Johnson’s Social Interdependence Theory together with the Index for Inclusion (Booth & Ainscow, 2011) and Participation Framework (Florian, Black-Hawkins & Rouse, 2017). Drawing on constructs from psychology and sociology in the way the concept of inclusive education is explored, I have employed a mixed method approach. Quantitative learner and parent surveys allow for greater reach of maximum participants in the school. Qualitative focus group interviews with learners and semistructured interviews with teachers and senior management provide richness and depth from information-rich participants that are directly involved in the decisionmaking processes and procedures of visibly rewarding learners. In exploring the participation and achievement of all learners, the valuable perspectives of the learners and their parents provide a greater understanding of visible rewards.Item Inclusive pedagogical practices found in a Montessori primary classroom: a case study in Gauteng(2015-08-11) Akabor, ShakiraIn order to explore the way in which pedagogical practices are identified as being inclusive and might appear as they are used by teachers in Montessori settings, this instrumental case study is focused on finding nine inclusive pedagogical practices. The identified practices were clustered according to the themes of promoting collaboration, access to the curriculum and the recognition and acceptance of learners. Using direct observation in classrooms and individual teacher interviews as data collection methods, four teachers in Montessori primary classrooms were the main participants in this study. A combination of deductive and inductive methods was used to analyse the data. This study is set within a theoretical framework that includes Florian and Black-Hawkins’ rights-based interpretation of inclusive education in the management of a variety of learning needs among learners. The study also examines the relationship between the Montessori Method and inclusive pedagogical practices found in order to understand the extent to which the Montessori Method had an influence on the practices. The findings of this study indicate that elements such as the classroom setup, multi-age groupings and a strong focus on the individual learner had some influence on the inclusivity of the pedagogical practices observed.