http://www.journals.co.za/ej/ejour_educare.html A Sabinet RSS feed with the latest modified articles for each journal. http://search.sabinet.co.za/WebZ/Authorize?sessionid=0&bad=ejour/ejour_badsearch.html&portal=ejournal&next=images/ejour/educare/educare_v3_n1_a1.pdf <UL><LI><b>Author:</b> Soudien, Crain </LI><LI><b>Vol 3 Issue 1 &amp; 2</b></LI> <LI><b>Publication:</b> 2006</LI> <LI><b>Page:</b> 1-12</LI> <LI><b>Abstract:</b> This article begins with the argument that education has become an important site of activity in museums around the world. This development has been of crucial significance for South Africa where many new museums have come into being and where old museums are now taking new courses. The challenge that these museums are having to confront is how to deal with the question of their public education responsibilities with respect to issues such as race, identity, nation and nation-building. How does the museum tell its story in ways that are inclusive and at the same time critical? How these challenges play themselves out in a museum such as the District Six Museum is important to talk about. What this discussion about the District Six Museum reveals is how little attention is paid to forms of public education in institutions outside of the school in South Africa. It is significant that the museum, which has come to play such a significant role in the reimagination of South Africa and is assuming in the intentions of the new government such a pivotal role in teaching South Africans about their pasts, is understood so poorly. The article uses the District Six Museum example to look critically at what a new museum educational practice might consist of. </LI></UL> 2008-05-30T06:39:19Z http://search.sabinet.co.za/WebZ/Authorize?sessionid=0&bad=ejour/ejour_badsearch.html&portal=ejournal&next=images/ejour/educare/educare_v3_n1_a2.pdf <UL><LI><b>Author:</b> Beckmann, Johan Karvelas, Nic </LI><LI><b>Vol 3 Issue 1 &amp; 2</b></LI> <LI><b>Publication:</b> 2006</LI> <LI><b>Page:</b> 13-29</LI> <LI><b>Abstract:</b> This article reports on an investigation into how admission policies in general and the 'zoning' policy in particular are applied by the School Governing Bodies (SGBs) of two particular former Model C secondary schools in a town in the Gauteng Province, Republic of South Africa. It also examines the admission criteria currently in use against the background of allegations that the application of these criteria is a veiled attempt to exclude black learners from schools in order to retain a white learner majority. It also considers what can be termed the '&lt;I&gt;channelling&lt;/I&gt;' of learners. Interviews were conducted with a sample of disgruntled parents, a chairperson of the school governing body (SGB) of one of the schools and the principals of two unrelated schools, which were mentioned during the interviews with the disgruntled parents. </LI></UL> 2008-05-30T06:39:20Z http://search.sabinet.co.za/WebZ/Authorize?sessionid=0&bad=ejour/ejour_badsearch.html&portal=ejournal&next=images/ejour/educare/educare_v3_n1_a3.pdf <UL><LI><b>Author:</b> Vandeyar, Saloshna Killen, Roy </LI><LI><b>Vol 3 Issue 1 &amp; 2</b></LI> <LI><b>Publication:</b> 2006</LI> <LI><b>Page:</b> 30-47</LI> <LI><b>Abstract:</b> The purpose of this study was to take the first steps in a long-term approach to helping South African teachers understand and respond to government demands that they change their assessment practices. Specifically, it attempted to identify the beliefs, perceptions and attitudes about assessment that student teachers bring with them to courses that are designed to equip them to teach in ways that are consistent with current curriculum trends in South Africa. The study attempted to answer the following research questions: are student teachers' beliefs about assessment consistent with the approaches to assessment advocated in the South African Revised National Curriculum Statement? Are student teachers' beliefs about assessment consistent with the basic principles of outcomes-based education? The results indicated broad general agreement between student teachers' beliefs about assessment and the principles of assessment espoused in the Revised National Curriculum Statement. However, there was evidence that the beliefs of some of the subjects were inconsistent with these principles. </LI></UL> 2008-05-30T06:39:22Z http://search.sabinet.co.za/WebZ/Authorize?sessionid=0&bad=ejour/ejour_badsearch.html&portal=ejournal&next=images/ejour/educare/educare_v3_n1_a4.pdf <UL><LI><b>Author:</b> Olivier, M.A.J. </LI><LI><b>Vol 3 Issue 1 &amp; 2</b></LI> <LI><b>Publication:</b> 2006</LI> <LI><b>Page:</b> 48-66</LI> <LI><b>Abstract:</b> Teachers face the reality that a significant number of learners at schools in a deprived environment fail to perform according to their given potential. This is related to South Africa's history of apartheid and the environmental deprivation of learners in the townships. The essential ingredient in personal development, namely, motivation, is lacking in many secondary school learners. The burning question is how to motivate these learners in order to open up a future to them to which they can look forward. The aim of the study was therefore to explore whether learners are 'at risk' with regard to motivation when they find themselves in a deprived environment; and to provide guidelines to teachers to better deal with these learners and improve the outcome of their education for the future. In order to achieve this, a qualitative research design was used. Data were collected by means of focus group interviews and participants were included in the sample through purposive sampling. Data analysis was done from the transcriptions of audiotape recordings. Ethical measures were adhered to and the data were verified, using specific criteria for ensuring trustworthiness and authenticity. The findings are presented as three major themes, with categories and subcategories. Guidelines based on these findings are recommended for teachers to motivate deprived learners towards a brighter future. </LI></UL> 2008-05-30T06:39:23Z http://search.sabinet.co.za/WebZ/Authorize?sessionid=0&bad=ejour/ejour_badsearch.html&portal=ejournal&next=images/ejour/educare/educare_v3_n1_a5.pdf <UL><LI><b>Author:</b> Nkopodi, N. </LI><LI><b>Vol 3 Issue 1 &amp; 2</b></LI> <LI><b>Publication:</b> 2006</LI> <LI><b>Page:</b> 67-83</LI> <LI><b>Abstract:</b> In-service training programmes for educators (INSET) in South Africa have a common objective, namely to support unqualified or underqualified educators to teach their subjects well. The Science, Technology, Environmental and Mathematics Education (STEME) outreach programme is an initiative of the University of South Africa to support these educators with skills and knowledge to teach these subjects efficiently. This article reports on an INSET programme for science teachers who took part in STEME and serves as a case study to investigate educators' perceptions of the programme. The study, which involved a total of 13 educators, had two phases which were conducted during and after the INSET programme respectively. A focus group interview was conducted in the first phase while individual interviews were conducted in the second phase at the participants' schools. Participants valued facilitators' knowledge, continuous support and demonstration of new skills in practical real-life situations. Their main concern was applying the skills at their schools within present circumstances. This case study can serve to inform other service providers on what educators expect from INSET programmes. </LI></UL> 2008-05-30T06:39:24Z http://search.sabinet.co.za/WebZ/Authorize?sessionid=0&bad=ejour/ejour_badsearch.html&portal=ejournal&next=images/ejour/educare/educare_v3_n1_a6.pdf <UL><LI><b>Author:</b> Van Niekerk, E.J. Van Niekerk, P. du P. </LI><LI><b>Vol 3 Issue 1 &amp; 2</b></LI> <LI><b>Publication:</b> 2006</LI> <LI><b>Page:</b> 84-99</LI> <LI><b>Abstract:</b> Since the introduction of the South African Schools Act, 1996 and the shift to school self-management, strategic management has become an important issue in South African schools. This shift requires a proactive leadership approach by the school principal. The focus in this article is on the leadership dimension of strategic management by the school principal. After elucidating the relationship between strategic management, strategy implementation and leadership, a model of long-term leadership is presented and then applied to the strategic leadership role of the school principal. Acceptable theory in relevant management literature formed the basis of the exposition of the relationship between strategic management, strategy implementation and leadership, while the model of long-term leadership, which was developed from existing leadership models and literature, formed the basis of the discussion of the principal's strategic leadership function. From this emanated new insight into the strategic leadership role of the school principal. This formed the basis of a discussion on the impediments facing the principal in the fulfilment of the function of strategic leader. </LI></UL> 2008-05-30T06:39:25Z http://search.sabinet.co.za/WebZ/Authorize?sessionid=0&bad=ejour/ejour_badsearch.html&portal=ejournal&next=images/ejour/educare/educare_v3_n1_a7.pdf <UL><LI><b>Author:</b> Pudi, Thabo </LI><LI><b>Vol 3 Issue 1 &amp; 2</b></LI> <LI><b>Publication:</b> 2006</LI> <LI><b>Page:</b> 100-112</LI> <LI><b>Abstract:</b> There is a general lack of understanding about the interrelationship between outcomes-based education (OBE), Curriculum 2005 (C2005) and the revised National Curriculum Statement (RNCS). There is a tendency to perceive the three as different and distinct entities. This stems from the belief that the transformation of education in South Africa followed the pattern of 'from OBE to C2005 to the RNCS', and that this movement or shift is exclusive in the sense that each step in this chain or progression is totally new and independent of the previous one. Based on this, the author is apprehensive as to whether the RNCS will be implemented as envisaged. The fault may lie with the teachers themselves as a result of acquired prejudices and anxieties, the manner in which the Department of Education (DoE) conducts its advocacy campaigns or the teacher training institutions' curricula. &lt;br&gt;This article looks at teachers' understanding of this evolutionary sequence, 'from OBE to C2005 to RNCS'; and relates it to the intention to stay on track for the purposes of educational transformation and the implementation of the RNCS. </LI></UL> 2008-05-30T06:39:26Z http://search.sabinet.co.za/WebZ/Authorize?sessionid=0&bad=ejour/ejour_badsearch.html&portal=ejournal&next=images/ejour/educare/educare_v3_n1_a8.pdf <UL><LI><b>Author:</b> Steyn, G.M. Kamper, G.D. </LI><LI><b>Vol 3 Issue 1 &amp; 2</b></LI> <LI><b>Publication:</b> 2006</LI> <LI><b>Page:</b> 113-133</LI> <LI><b>Abstract:</b> International studies reveal that occupational stress among educators has been researched for a number of decades. As a result of a drastically changed working environment in the teaching profession in South Africa, stress as a phenomenon has also received attention. Since valuable studies have been undertaken on certain aspects of educator stress, this article attempts to provide an overview of the occurrence of stress among educators. In the light of this, the article focuses on different models of occupational stress and identifies key factors that may have an impact on occupational stress among educators. </LI></UL> 2008-05-30T06:39:27Z http://search.sabinet.co.za/WebZ/Authorize?sessionid=0&bad=ejour/ejour_badsearch.html&portal=ejournal&next=images/ejour/educare/educare_v3_n1_a9.pdf <UL><LI><b>Author:</b> Kokot, Shirley J. </LI><LI><b>Vol 3 Issue 1 &amp; 2</b></LI> <LI><b>Publication:</b> 2006</LI> <LI><b>Page:</b> 134-147</LI> <LI><b>Abstract:</b> A questionnaire designed to investigate the epidemiology of barriers to learning was given to the parents of 800 Grade 3 learners from 11 schools in the Tshwane Metropolitan Municipality, Gauteng Province, South Africa. This article reports on only the frequency and nature of problems as experienced by the 634 learners whose families completed the questionnaire. A differentiation was made between developmental problems noted in the pre-school stage and learning barriers identified after Grade 1 entry. Results show that 50.5 per cent of Foundation Phase learners experienced barriers described as moderate to severe difficulties or disabilities, with a fairly even gender distribution. The most commonly experienced difficulty in pre-school is concentration. While concentration and task completion are the most frequently experienced barrier in formal schooling. Attention Deficit Disorder (inattentive type) is the most frequently diagnosed disorder. </LI></UL> 2008-05-30T06:39:28Z http://search.sabinet.co.za/WebZ/Authorize?sessionid=0&bad=ejour/ejour_badsearch.html&portal=ejournal&next=images/ejour/educare/educare_v3_n1_a10.pdf <UL><LI><b>Author:</b> Mokhele, Paul Rampaola </LI><LI><b>Vol 3 Issue 1 &amp; 2</b></LI> <LI><b>Publication:</b> 2006</LI> <LI><b>Page:</b> 148-159</LI> <LI><b>Abstract:</b> This article discusses data from a case study involving Grade 8-12 teachers in 14 classrooms. In all the schools that were identified, one teacher from each of the schools was identified for interviewing. After the interview the teacher was used as an 'informant' to identify other teachers who could provide additional information on the issue of classroom discipline in public high schools. Teachers are uncertain about how to relate to the learners and still maintain discipline in the classrooms. Reasons for the persistence of poor teacher-learner relationship include lack of knowledge regarding the effective use of alternatives to corporal punishment and the use of power to establish teacher authority. The results of the study showed that teachers, who are successful in managing misbehaviour in the classrooms, maintain good relations with the learners, encourage self-discipline and dignity, and involve the parents, learner peers as well as other teachers in the learning process. Involving all people who are close to the learner is essential in encouraging the learner to accept the teacher’s authority and establish the required interpersonal classroom relationships. </LI></UL> 2008-05-30T06:39:29Z