3. Electronic Theses and Dissertations (ETDs) - All submissions
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Item An exploration of school leadership conceptualisations of homework: practices, affordances and constraints(2016) Audu, Juliana UgboHomework as an activity of formative assessment is a key instructional strategy in South African schools. However, it is a controversial topic, as there seems to be no consensus among researchers about its contribution to learning and learner outcomes (Cooper, 2007). To find out more about homework, this study explores school leaders’ views and opinions about homework: its practices, perceived value and challenges. The purpose of the study is to use what is learnt from school leaders about homework to improve its practice and enhance the contribution homework can make to learning and learner outcomes. This research reviews literature that forms the conceptual framework in line with assessment theory. It also examines literature that focuses on distributed leadership, i.e. shared leadership of two or more people sharing power and joining forces towards the accomplishment of a shared goal (MacNeil & McClanahan, 2005). This involves school leaders at different levels. This study is based on qualitative research, using a case study of one primary school in Soweto, Johannesburg west. The primary school is purposefully sampled because it does homework and is situated in a multiple deprived community (Maringe & Vilakazi, 2015). Interviews were conducted, using audio-tape recordings, with people in different levels of school leadership. The school homework policy was also analysed. Data collected were presented and analysed based on the research questions. The evidence from the research findings reveal that the school leaders view homework as a task given to learners to practise, search for knowledge, and prepare for future lessons. Although the participants acknowledged that homework is valuable they identified some factors as militating against its practice, thus affecting the contribution that it can make to learning and learner outcomes Four such factors include: incomprehensive school homework policy; teachers’ incompetency in the practice of homework; poor socio-economic status of parents; and lack of parental support. Based on the findings, the researcher concludes that if the factors inhibiting the effective practice of homework are interrogated, the practice of homework will improve and thus enhance its contribution to learning and learner outcomes. This is supported by international and national literature (see for example, Cooper, 2006; Bennett & Kalish, 2006; Eita, 2007; Felix, Dornbrack & Scheckle, 2008). This study also discovered the use of the Extra School Support Programme (ESSP) to aid struggling learners and orphans in the completion of their homework, which was found to be helpful. The study concludes by identifying policy, practice and research implications emerging from the findings. Keywords: Homework; formative assessment; Assessment; Homework policy; School leadership; Principal; Head of Department; Teachers; Learners; ParentsItem Educators' perceptions of the evidence used to support decisions about homework: a case study of a former Model C secondary school in Gauteng(2016) Kunene, MxolisiHomework has become an integral part of the school curriculum and policy, yet the evidence base for its inclusion is contestable and inconclusive. In South Africa homework is a statutory requirement for all schools (DoE, 1998) and nearly all schools have included it in the standard process of learning. The main argument of this research is that despite its adoption and application in schools, the justification for its use is barely understood. Its application in schools seemed to be based on anecdotal evidence. Considering there is very little empirical data that demonstrates the extent of the utilisation of evidence around homework-based decisions in South African schools, this study intends to establish what sources of evidence are available to schools to support decision-making around the key policy matters, perceptions, implementation, benefits and challenges associated with the applications of homework in school. Forty educators and two HoDs were recruited for the questionnaires and interviews respectively. The selected educators represented certain types of characteristics and had comparative teaching styles. This was done because some teachers give assignments that combine learning and ecstasy while others give homework that upset the whole process, therefore the administration of homework is different. Random sampling was used in selecting the educators and purposive sampling was used only in selecting the HoDs and this was done by selecting participants with certain characteristics to provide the best information to address the purpose of the research. The researcher concludes that most educators claimed they receive very little support from the education department in terms of homework issues. The study suggests there is a correlation between homework and achievement, but is not adequate to conclude beyond reasonable doubt that it is indeed the case. However, the study can argue there are some benefits beyond academic acquisition of knowledge. By contrast, the study also highlights that homework marginalises economically disadvantaged students who find it difficult to complete homework tasks due to environmental issues. In concluding; the study suggests that for homework to be effective, homework implementers need to undertake critical research in order to understand the short comings of homework incompletion.