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The role of parental involvement in improving discipline in secondary schools of the Kgakotlou circuit 学位论文
出版年: 2015
作者:  Manamela;Lenny Masadi
收藏  |  浏览/下载：14/0  |  提交时间：2019/11/29
Circuit  Discipline  Learner  Parental involvement  Parent  Rural area  School governing body  School management team  Secondary school  Teacher  373.150968256  
The Management of Learner discipline by Female Primary School Principals in the Bojanala Region of North-West Province / L.M Monare 学位论文
出版年: 2013
作者:  Monare;L M
收藏  |  浏览/下载：9/0  |  提交时间：2019/11/29
Female principal  Primary Schools  Management  Learner discipline  
An investigation into the prevalence and use of code switching practices in grade 8 mathematics classrooms in the Ohangwena region of Namibia : a case study 学位论文
学位授予机构: Rhodes University, Faculty of Education, Education. 出版年: 2013
作者:  Shilamba;Julia Ndinoshisho
收藏  |  浏览/下载：11/0  |  提交时间：2019/11/29
DescriptionThis research report focuses on an investigation of the prevalence and nature of code switching practices in grade 8 mathematics classrooms in the Ohangwena region of Namibia. The existence of code switching in these classrooms was established by administering a survey to all grade 8 teachers in the region while the nature of these practices was explored by interviewing and observing selected teachers using a case study research methodology. The data from the survey was analysed quantitatively using descriptive statistics while the qualitative data from the case study which comprised of audio and video transcripts was analysed within the framework of Probyn’s (2006) code switching categories. These categories looked at code switching in terms of: explaining concepts  clarifying statements or questions  emphasising points  making connections with learners’ own contexts and experiences  maintaining the learners’ attention with question  classroom management and maintaining discipline  and affective purposes. The study found that code switching is widespread in most of the grade 8 mathematics classrooms in the Ohangwena region. It also revealed that the teachers’ code switching practices aligned well with most of Probyn’s framework. The criterion of maintaining learner’s attention with question was however not found in this study. The results of the study showed that teachers code switch because the majority of the learners’ language proficiency is not good. Code switching is mostly used as a strategy to support and promote learners understanding in mathematics. The study recommends that it is high time that code switching is acknowledged as a legitimate practice and recognised as an important and meaningful teaching strategy to assist learners who are learning mathematics in their second language. Code switching needs to be de-stigmatised and teachers should be supported in using this practice effectively and efficiently.