3. Electronic Theses and Dissertations (ETDs) - All submissions

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    Exploring the identities of progressed learners in four township schools: a phenomenological study
    (2021) Dlamini, Siboniso Phathumuzi
    The aim of the research on which this thesis is based was to identify learners’ perceptions regarding their progression from one grade to the next without meeting pass requirements in four mainstream secondary schools. To this end, the study sought to explore how progressed learners’ identities were shaped in an environment where they are considered to be ‘low’ performing learners. The study intended to offer learners in mainstream secondary schools settings a voice regarding being progressed, as well as to share their personal experiences on the implementation and practice of the progression policy which has led to the creation of the “progressed learners” identity. The participants of this qualitative study comprised four principals, four focus groups made up of five Grade 10 educators and 16 Grade 10 progressed learners, eight of whom were males and eight females from the four different schools. The study adopted a phenomenological approach in which the participants gave their lived experiences pertaining to the progression policy. The study briefly examined the nature and implementation of the progression policy in the South African context in relation to inclusive education internationally and locally. The primary finding of this qualitative study indicated that the experiences and voices of progressed learners are often overlooked by educators in mainstream secondary schools. Furthermore, the findings of this qualitative study indicated that both principals and educators have limited knowledge on the implementation of the progression policy which is inclusive in nature. From the findings it is evident that, given the dearth of knowledgeable principals and educators in the selected schools in the Gauteng province committed to the implementation of the progression policy, the Gauteng Department of Education needs to provide the requisite teacher training to pave the way for the implementation of the progression policy. Consequently, the current policies regulating the implementation of inclusive education in the Gauteng Province are in urgent need of review to create the best opportunities and ensure the best results for the learners concerned
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    Exploring culturally responsive teaching in Commerce Education in South African High Schools
    (2021) Khunou, Boitumelo Banini
    Significant research has been conducted in Culturally Responsive Teaching (CRT) in multiple contexts. However, there is a dearth of literature on CRT within the context of commerce teaching in South Africa. As such, the goals of this dissertation are fourfold: to explore Accounting and Economics teachers’ understanding of Culturally Responsive Teaching (CRT), to unpack their teaching practices that speak to the implementation of CRT in their subject contexts, to gain insight into the challenges faced by Accounting and Economics teachers in the successful implementation of CRT, and to understand the implications of the global COVID-19 pandemic on CRT in Accounting and Economics teaching. In order to achieve these goals, four research questions were posed: How is CRT understood by in-service teachers teaching FET Accounting and Economics in South African high schools?; What CRT principles and practices do Accounting and Economics teachers apply in teaching these subjects?; What challenges do these educators encounter in the successful implementation of CRT in their classrooms?; and What are the implications of the global COVID-19 pandemic on CRT in Accounting and Economics teaching? This study employed a mixed methods approach conducted in two phases. The first, a quantitative Likert-Scale questionnaire completed by 37 respondents where they rated their CRT confidence responses on a scale of strongly agree to strongly disagree. The second-the qualitative phase of the study -was the carrying out of 12 semi-structured interviews with willing participants from the larger sample. A thematic analysis was conducted on the two datasets, and seven key themes that are central to understanding CRT in the context of commerce teaching in South Africa were found: acknowledging cultural differences and building relationships; building on existing knowledge and experiences; teaching learners in a way that they understand; navigating linguistic differences in the classroom; curriculum issues and accountability pressures; learner and teacher attitudes towards commerce subjects; and the need for continuous professional development. The results of this study have implications for teacher preparation programmes and in-service teacher development programmes tasked with supporting teachers in enacting CRT, as well as implications for education policy and planning for CRT in South Africa and globally
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