MALEME, Mmathulo Brenda (Comparative Education and Education Management)

A STRATEGIC MANAGEMENT FRAMEWORK FOR SUSTAINABLE ACADEMIC PERFORMANCE

Supervisor: Prof MG Mahlomaholo

Co-supervisor: Dr DJ Hlalele

SEKWENA, Gailele Lucas
(Comparative Education and Education Management)

ACTIVE LEARNING IN A HIGH SCHOOL ECONOMICS CLASS: A FRAMEWORK FOR LEARNER ENGAGEMENT

Supervisor: Dr MM Nkoane

Co-supervisor: Dr LE Mofokeng

ETONGE, Ndeley Samuel (Education Management)

With his thesis, A FRAMEWORK FOR SCHOOL MANAGEMENT TEAMS TO HANDLE DISRUPTIVE LEARNER BEHAVIOUR, the promovendus designed a framework that would assist the School Management Teams (SMTs) to handle disruptive learner behaviour in order to enhance discipline and work towards realising educational goals. This study is informed by Critical Emancipatory Research (CER) as a theoretical framework and Participatory Action Research (PAR) as a methodological approach. Data generated in this study was analysed using the Critical Discourse Analysis (CDA).

The study concluded that an integrative framework comprising the medical model, needs-based and asset-based approach would form a framework to support SMTs to handle disruptive learner behaviour. With this contribution, the candidate recommend that SMTs should utilise available resources and express tolerance, love, hope, equity, and social justice in handling learners with disruptive behaviour.  

PROMOTER: Dr MM Nkoane

CO-PROMOTER: Prof Mahlomaholo

MABOYA, Mantlhake Julia (Curriculum Studies)

With her thesis: THE RELATIONSHIP BETWEEN TEACHERS’ MATHEMATICAL KNOWLEDGE AND THEIR CLASSROOM PRACTICES: A CASE STUDY OF THE ROLE OF MATHEMATICAL MANIPULATIVES IN PRIMARY SCHOOLS, the promovenda makes a contribution to our knowledge and understanding of good teaching and learning practices of mathematical concepts in schools, and especially the teaching and learning of complex mathematical concepts and operations to senior primary school learners who have previously been excluded from the field of Mathematics in many schools across the globe, including South Africa. In her thesis, she explores the specific use of mathematical manipulatives as an intervention for the (re) conceptualisation of both the teachers’ and learners’ knowledge and understanding of key topics in the primary school Mathematics curriculum, within a variety of classroom settings.

Her thesis provides a valuable account for the use of manipulatives as tools for successfully changing teachers’ knowledge and practices of Mathematics, while at the same time providing concrete materials for doing and learning mathematics by the learners. The study ponders on why mathematical laboratories have never been standard practice in schools and universities, as much as science laboratories are; and thus recommends the development of mathematical laboratories as a way of deepening both the (prospective) teachers’ and learners’ Opportunities to Learn (OTL) Mathematics at universities and in schools.

PROMOTER: Prof LC Jita

CO-PROMOTER: Prof MG Mahlomaholo

MOLOI, Tshele John (Curriculum Studies)

With his thesis, ENHANCING PROBLEM SOLVING SKILLS IN A GRADE 10 MATHEMATICS CLASSROOM BY USING INDIGENOUS GAMES, the promovendus designs a framework to teach mathematics problem solving skills, such as mathematical functions, patterns, and Euclidean geometry, to Grade 10 learners, by using indigenous African games. Through this framework, the candidate validates and valorises marginalised knowledges as well as community cultural wealth of the subaltern African communities. The study also shows that the background knowledge of the children, such as the playing of indigenous games, is very effective in enhancing the understanding of abstract mathematical concepts, irrespective of their social class location.
The candidate also highlights the significant role played by parents and community members in the teaching and learning of problem solving through the discovery of these problem-solving skills using indigenous African games. One of the external examiners observed that the groundbreaking results of this study should be shared with the wider community through publications and other means of dissemination.

PROMOTER: Prof MG Mahlomaholo

CO-PROMOTER: Dr LE Letsie and Prof GF du Toit

MYENDE, Phumlani Erasmus (Comparative Education and Education Management)

With his thesis, IMPROVING ACADEMIC PERFORMANCE IN A RURAL SCHOOL THROUGH THE USE OF AN ASSET-BASED APPROACH AS A MANAGEMENT STRATEGY, the promovendus, through his contribution, advances knowledge on the application of the asset-based approach to rural education improvement with focus on improving academic performance. In his study, he acknowledges discourse against the deficit models and those pro the asset-based approach towards rural schools’ improvement. But he argues that research has not focused on how the asset-based approach can be used as a school management strategy to improve academic performance in a school, especially within a rural context.

The thesis makes sound contributions by identifying school conditions suitable for the asset-based approach towards improving academic performance, the challenges for the asset-based approach within the rural context and more importantly, the place of school leadership in making the application of the asset-based approach as a strategy work. From the findings, the thesis also proposes a strategy to use the asset-based approach towards improving academic performance in schools within the rural context. The results of this investigation are important in that they provide the voices of the participants obtained through participatory methodologies and they also provide a critical perspective of the application of the asset-based approach.

PROMOTER: Dr MM Nkoane

CO-PROMOTER: Dr DJ Hlalele

NHLAPO, Johannes Veli (Education Management)

With his thesis, ENHANCING THE MANAGEMENT PERFORMANCE OF HEADS OF DEPARTMENTS AT SCHOOLS, the promovendus makes a contribution to knowledge and its production in terms of the theories and practices of effective management of schools. The study approaches school management from the angle of heads of departments (HoDs), which was a departure from the usual emphasis on the role of school principals. Through a critical emancipatory research framing, the managerial challenges are identified and a strategy is developed to enhance the management performance of the HoDs.

The study then concludes that when HoDs are effective in their managerial responsibilities, they have a positive effect on learning and teaching including learner attainment. The study shows that when heads of departments are adequately developed, they have the capacity to contribute to the transformation of schools into centres of academic excellence and social justice. Importantly, the study revealed through a participatory action research strategy that inclusive managerial practices have the ability to disrupt and negate the marginalisation and subjugation of the powerless educators and parents.

PROMOTER: Prof MG Mahlomaholo

CO-PROMOTER: Dr J Palmer

TEIS, Nixon Johannes Phillip (Curriculum Studies)

With his thesis, TECHNOLOGY TEACHER EDUCATION: A FRAMEWORK FOR THE DEVELOPMENT OF CRITICAL COMPETENCIES, the promovendus investigated key teacher knowledge constructs needed to effectively teach Technology in schools. The study uncovered three key constructs that are critical for teaching technology effectively, namely the philosophy of technology, the discipline-specific teaching strategies designed to develop innovation and design-thinking skills of learners, and the teachers’ pedagogical content knowledge. The investigation further pointed to the need for teachers to develop and demonstrate these unique teacher knowledge constructs within specific teaching and learning contexts that serve diverse groups of learners.

Based on the literature reviewed and the range of classroom practices observed, the study concluded that these teacher knowledge elements are key requirements for cultivating innovative thinking abilities of learners and solving technical and non-technical problems in society. The study therefore proposes the need for a special kind of teacher who is equipped with technology discipline-specific teacher competencies and works from a particular Technology Education framework as the key ingredient in the cultivation of a technologically literate society.

PROMOTER: Prof LC Jita

CO-PROMOTER: Prof MG Mahlomaholo