South African Primary School Research Articles

Phantasmagoria: communicating an illusion of entrepreneurship in South African school textbooks

In this article, we examine discourses of entrepreneurship manifest in selected textbooks used in South African primary schools in the postapartheid era. While an attempt was made to purge school textbooks of discriminatory subject matter, the extent to which new powerful discourses have replaced apartheid ideology remains unknown. There is little dispute that school textbook content communicates subliminal messages about the world. Using critical discourse analysis, we reveal constituted and constitutive ideology at work in the textbooks under study. A dominant discourse that emerged was that individuals in society are responsible for their own economic sustainability despite prevailing and historic conditions of oppression and subjugation, and that entrepreneurship is a readily viable way to achieve economic emancipation because it naturally leads to wealth creation. It communicates as a subtle yet deliberate attempt by the state to displace its responsibility for the economic welfare of the individual citizen. The textbooks uncritically legitimate the values of the neoliberal market system. In this paper, we urge the development of a heightened sensitivity when teacher educators, teachers, and learners engage with such ideological persuasions.

Symbolic Narratives and the Role of Meaning: Encountering Technology in South African Primary Education

This article draws on the results of a long-term, design-based research study with South African primary school teachers to discuss the role of subjectively assigned meanings and symbolisms of technology, as key factors affecting the adoption, appropriation and use of educational technology in urban poor and under-resourced environments. The paper examines how teachers’ engagements with technology are framed, conditioned, and embedded in multi-levelled “technology encounters”. These encounters give rise to meaningful representations of technology that ultimately transform both the teaching and learning process, and culminate in the emergence of “symbolic narratives”: complex assemblages of symbolisms, meanings and interpretations that arise through and therefore come to influence further technology engagements. We argue that a closer examination of teachers’ symbolic narratives can shed light on the motivations that underpin the appropriation, integration -- or conversely, rejection -- of educational technology in urban poor and under-resourced environments.

Challenges to implementing the food-based dietary guidelines in the South African primary school curriculum: a qualitative study exploring the perceptions of principals and curriculum advisors

Objectives: The South African food-based dietary guidelines (FBDG) were developed and implemented to promote healthy lifestyles in the population along with preventing non-communicable diseases and other forms of diet-related illness. The FBDG were recommended for implementation within the national school curriculum. The objective of this study was to explore perceived challenges to successful implementation of these guidelines in the primary school curriculum.Design: This qualitative study gathered data via semi-structured individual interviews. Data were transcribed and analysed with ATLAS.ti software, using a thematic approach.Setting: Public primary schools located in three education districts in the Western Cape, South Africa.Subjects: Principals at twelve schools from communities with different socioeconomic statuses, and five curriculum advisors of relevant subjects from provincial and district levels.Outcomes measures: Perceived barriers to implementing FBDG in the primary school curriculum.Results: A lack of knowledge and/or expertise related to the FBDG by educators, time constraints within the teaching programme and lifestyle related factors of educators, parents and learners emerged as the three main challenge themes from the interviews. A lack of resources was identified as an additional theme.Conclusions: The principals and curriculum advisors anticipated many barriers to the success of implementing nutrition education using the FBDG in the primary school curriculum. Adequately addressing such barriers through improved awareness and knowledge of the FBDG by school staff could improve the potential of using the FBDG as a nutrition education tool in primary schools in South Africa.

Relationships between different nutritional anthropometric statuses and health-related fitness of South African primary school children

Background: A double burden of both under- and over-nutrition exists among South African children.Aim: To describe associations between nutritional statuses and health-related fitness test performances.Subjects and methods: Height and weight of 10 285 children (6–13 years; n = 5604 boys and 4681 girls) were measured and used to calculate body mass index (BMI) and prevalence of overweight and obesity, stunting, wasting and underweight. Physical fitness scores for standing long jump, shuttle run, sit-and-reach, sit-up (EUROFIT) and cricket ball throw were assessed. Age- and gender-specific z-scores were calculated for these variables. Physical fitness for each nutritional status group was compared to children of normal weight.Results: Compared to normal weight children, overweight and obese children scored lower on all fitness tests (p < .001), except cricket ball throw (p = .235) and sit-and-reach (p = .015). Stunted and underweight children performed poorer than normal weight children on most fitness tests (p < .001), except sit-and-reach (stunted: p = .829; underweight: p = .538) and shuttle run (underweight: p = .017). Performance of wasted children was not as highly compromised as other under-nourished groups, but they performed poorer on the cricket ball throw (p < .001).Conclusions: When compared to normal weight children, both under- and over-nourished children performed poorer on some, but not all, health-related fitness tests.

‘I want to be a hope champion!’ – Research as hope intervention with rural South African children

This study explored how visual participatory research-as-intervention enabled a strengthening of hope among a group of South African primary school children. Twelve learners aged 9–13 years from a rural village in the QwaQwa region of South Africa participated in the study. Data on the children’s experiences of hope were co-constructed with them, applying various visual participatory approaches, while data on their engagement in the research itself was generated using group discussion, individual interviews, and notes captured in a research journal. Thematic analysis of the data revealed a strengthening of the children’s hope on personal, relational, and collective levels from engaging in hope-oriented visual participatory processes. The findings suggest that research-as-intervention has hope-enhancing value for rural South African children.

We don’t play with gays, they’re not real boys … they can’t fight: Hegemonic masculinity and (homophobic) violence in the primary years of schooling

Whenever masculinity and school violence are considered in South African research, the focus is often on the high school. In this paper, we consider a different direction by drawing on Connell’s (1995) concept of hegemonic masculinity to understand the workings of power and violence amongst a group of South African primary school boys. Little is known about how forces of hegemonic masculinity operate to shape every day gender relations amongst younger boys. Against this background, this paper focuses on a particular group of boys, between 10 and 13 years old, who attend a ‘black’, working-class primary school in South Africa. In addition, they identify themselves as ‘real boys’, where being a ‘real boy’ is inextricably linked to violent ‘performances’ of hegemonic masculinity on the school playground during break time. The paper explores how these boys use forms of violence to claim control of the playground space and to exclude, marginalise and denigrate the other group of boys whom they construct as ‘unmasculine’ and ‘gay’. The findings raise implications for ways of curbing the violence, such as working with the boys to promote non-violent interpretations of performing, being and becoming a ‘real boy’.

Perceptions of Educator-coordinators about the Administration of the National School Nutrition Program (NSNP) in South African Primary Schools

Perceptions of Educator-coordinators about the Administration of the National School Nutrition Program (NSNP) in South African Primary Schools

Online supplementary mathematics tuition in a first-year childhood teacher education programme

This study reports on an intervention that was aimed at improving the content knowledge of first-year intermediate-phase education students at a South African university. The study gives some insight into preservice teachers’ perceptions of an online programme for the development of mathematics common content knowledge for teachers of mathematics in the intermediate grades. The effectiveness of the intervention programme was analysed according to Shapiro’s evaluation criteria for intervention research. The findings show that there has been a positive shift in preservice teachers’ common content knowledge but that there is much room for further development. The student teachers found the programme to be of great benefit with regard to the development of their mathematics knowledge as well as their confidence as future teachers of mathematics. The findings highlighted their disturbingly limited knowledge of mathematics content knowledge and pointed to the responsibility of teacher education departments at universities to implement sufficient maths content courses that will address the status quo of poor mathematics teaching in South African primary schools. The authors conclude that the students need to spend much more time on ‘catching up’ before they become teachers.

Estimating the impact of language of instruction in South African primary schools: A fixed effects approach

For many children around the world, access to higher education and the labour market depends on becoming fluent in a second language. In South Africa, the majority of children do not speak English as their first language but are required to undertake their final school-leaving examinations in English. Most schools offer mother-tongue instruction in the first three grades of school and then transition to English as the language of instruction in the fourth grade. Some schools use English as the language of instruction from the first grade. In recent years a number of schools have changed their policy, thus creating within-school, cross-grade variation in the language of instruction received in the early grades. Using longitudinal data from the population of South African primary schools and a fixed-effects approach, we find that mother tongue instruction in the early grades significantly improves English acquisition, as measured in grades 4, 5 and 6.

The incorporation of the USA 'Science Made Sensible' programme in South African primary schools: A cross-cultural approach to science education

The Science Made Sensible (SMS) program began as a partnership between the University of Miami (UM), Florida, USA, and some public schools in Miami. In this program, postgraduate students from UM work with primary school science teachers to engage learners in science through the use of inquiry-based, hands-on activities. Due to the success of the SMS program in Miami, it was extended internationally. The SMS team (two Miami Grade 6/7 science teachers and two UM postgraduate students), 195 learners, and five South African teachers at two primary schools in Pretoria, South Africa, participated in this study. A quantitative research design was employed, and learners, teachers and UM postgraduate students used questionnaires to evaluate the SMS program. The results show that the SMS team was successful in reaching the SMS goals in these South African schools. More than 90% of the learners are of opinion that the SMS team from the USA made them more interested in the natural sciences and fostered an appreciation for the natural sciences. All the South African teachers plan to adopt and adapt some of the pedagogical strategies they learned from the SMS team. This article includes a discussion about the benefits of inquiry-based learning and the similarities and dissimilarities of USA and South Africa’s teaching methods in the science classrooms.

Impact of a South African School-based Intervention, HealthKick, on Fitness Correlates.

To assess the impact of a whole-of-school health promotion program targeting healthy eating and physical activity on physical fitness levels, and physical activity-related knowledge, attitudes and behavior of primary school children. Sixteen primary schools were randomly assigned as intervention (N = 8) and control (N = 8) schools. A selection of tests from the Eurofit testing battery was used to assess changes in fitness levels over the 3 years of the intervention. Anthropometric measurements included height and weight. A physical activity knowledge, attitude and behavior (KAB) questionnaire was administered to participants. Multi-level mixed effect linear models were used to assess differences between intervention and control schools. No overall improvement in physical fitness was found. The sit-ups score improved significantly in the intervention group (p < .05). No overall intervention effects were found on the determinants of physical activity behavior. Knowledge improved in both the intervention (p = .005) and control (p < .001) groups. The lack of a specific intervention effect on fitness levels and physical activity-related KAB indicates that a "low intensity" intervention is not effective in South African primary school settings.

Attitudes of Department of Education district officials towards Inclusive Education in South African primary schools

ABSTRACTSince the inception of inclusive education (IE) much energy has focused on educators and learners. This study addresses a gap in literature by analysing an important component of the transformation process in the South African educational landscape – Department of Education (DoE) district-based officials. This descriptive research project conducted in Pinetown, KwaZulu- Natal, studied the attitudes of officials towards the inclusion of learners with learning difficulties at mainstream primary schools. The results indicated that respondents generally held positive attitudes towards inclusion and that five demographic characteristics of district officials are significant predictors of positive attitudes towards IE: training in the field of IE; experience in teaching learners with disabilities; contact with people with disabilities; knowledge of White Paper 6 (WP6); and the official's workstation. Finally, the study found that officials were alarmed that as many as 10 selected school-based factors could collectively impede the successful implementation of IE.

Data-informed Instructional Leadership: Improving the Instructional Program in South African Primary Schools

Data-informed Instructional Leadership: Improving the Instructional Program in South African Primary Schools

English

ADHD is one of the most common chronic conditions of childhood. Teachers are a valuable source of information with regard to referral and diagnosis of the disorder. They also play a major role in creating an environment that is conducive to academic, social and emotional success for children with ADHD. The aim of this study was to examine primary school teachers’ knowledge of the symptoms and management of children in their classrooms who were diagnosed with ADHD. The participants were 200 South African primary school teachers (178 female, 22 male; mean age = 43 years) of children enrolled in Grades One to Four. A self-administered questionnaire, the Knowledge of Attention-Deficit Disorder Scale (KADDS), which measures the misperceptions and understanding of the disorder, was used to collect the data. The results indicated that overall, 45% of the teachers correctly identified the responses to the items asked in the questionnaire. The “don’t know responses” accounted for 31% of responses, while 22% of the responses were incorrectly identified. Furthermore, teachers were more knowledgeable of the general associated features of ADHD than of symptoms, diagnosis and treatment. A majority of teachers indicated that they had received training. These findings suggest a need to consider improving evidenced-based classroom interventions for ADHD among South African teachers. Keywords : ADHD; BRICS; child development; classroom management; education; educational interventions; learning disabilities; management of ADHD; primary school teachers

The integration of pedagogical aspects in environmental management systems in selected South African primary schools

ABSTRACTEnvironmental management systems implemented in schools are regarded by many as a mechanism for the integration of environmental matters in all the operational functions of the school. The links, however, between environmental management and curriculum practice have not been adequately addressed in the literature. This article reports on the results of a project aimed at integrating pedagogical aspects in environmental management systems in 60 primary Kanyimba, Richter and Raath The integration of pedagogical aspects schools in four provinces of the Republic of South Africa over a period of two years. A baseline survey and post-baseline surveys assessed the integration of pedagogical aspects in environmental management systems. The data were evaluated with the aid of Cohen's effects sizes. The results show that primary schools in this case study had succeeded in developing environmental management structures as part of the overall school management system. The pedagogical aspects, however, were not successfully synchronised with the environmental management systems. The study identified an unrealised potential to link environmental management systems to curriculum practice and suggests opening a two-way conversation between environmental management systems and actual delivery of instructional content. It is suggested that existing learning connections that are present in neighbourhoods, such as outdoor classrooms, be harnessed to assist in the development of values and attitudes of teachers and learners.

Principals’ Understanding of their Role in Establishing a Positive and Enabling School Culture in Chinese and South African Public Primary Schools – Report on the Pilot Study

This paper reports the results of an investigation into principals’ understanding of their role in establishing a positive and enabling school culture in Chinese and South African public primary school. The culture of a school, defined as the intangible foundation of norms, values, rules, beliefs and common assumptions that govern and determine not only the behaviour of all the role players in a school, but also the attitude of these role players towards the school and the character and success of the teaching and learning that takes place there, has a substantial impact on the performance of the school and its learners. The research question that guided this study was “How do school principals in primary schools in South Africa and China understand their role in the establishing and maintaining of an enabling school culture?” With the definition of school culture as conceptual framework, this qualitative case study gathered data through the use of semi-structured interviews, observations and questionnaires. Primary findings include the fact that principals in both China and South Africa misunderstand the concept of school culture and also underestimate their role in the establishing and maintenance of positive school culture. Finally, it is also clear from the interviews that schools with a positive culture share certain characteristics - a greater distribution of leadership responsibility, a culture of educator empowerment and development and a strong presence of pastoral care for both learners and educators. DOI: 10.5901/mjss.2014.v5n27p1178

Holding the Reigns to Demonstrate the Key Features of a Teacher Learning Community in a South African School

Recent models of professional development of teachers focus on schools as teacher learning communities. This study is an attempt to investigate the vision of a principal and the way in which his actions brought about a teacher learning community in his school. A qualitative research design was gauged as most appropriate to illustrate the experiences of a school principal in creating and developing a collaborative learning environment for teachers in a South African primary school. Data were analysed using the six key features of a teacher learning community: leadership; focus and purpose; collaboration; relationships; inquiry; and support and building capacity. Although this study provides a basis for developing a teacher learning community, it requires contextualisation to meet a school’s specific needs and challenges. DOI: 10.5901/mjss.2014.v5n23p1331

Exploring Principals’ Reflections of Curriculum Management Changes in South African Rural Primary Schools

The educational processes constantly change and put much pressure on principals of primary schools in South Africa. This paper explores reflections of primary school principals and challenges they encountered when implementing and managing curriculum. The reflections will be sought from grade 6 rural primary principals in Mpumalanga province. A qualitative method of inquiry was used in this paper were data was collected using individual interviews with three principals and focus group discussions with School Management Teams (SMTs) of three primary schools. Findings show that the techniques used to administer the Annual National Assessment (ANA) are problematic; the timing of administering the ANA tests poses a challenge to principals. The National guidelines indicating aspects to be covered during ANA tests are not distributed to schools. The findings imply a need for greater capacity building of principals and further research into continuous curriculum changes in South African education system DOI: 10.5901/mjss.2014.v5n23p1221

Towards Gender Equitable Schooling: Insights from Rural Teachers’ Voice in the Local Context

This paper foregrounds local teachers’ views to understand how we could address gender inequalities in schools. It asks: How do teachers’ constructions of gender shape gendered social relations? What are the implications of these on gender equitable schooling? The paper draws from semi-structured interviews with 12 teachers in three South African primary schools. The findings denote how essentialist teachers’ constructions which polarised children into masculine and feminine beings had the likelihood to compromise the quality of children’s schooling experience. The existing dominant (and cultural) discourses of gender were found to inform how teachers socialised girls and boys into inequitable gender relations. This affected the expectations that teachers place on children’s behaviour choice and performance. The study recommends the need to embrace the multiplicity and fluidity of gender qualities and to support girls and boys to develop to their best human potential regardless of their gender.

Teacher Collaboration and Invitational Leadership in a South African Primary School

The focus on schools as communities of learning for teachers has prompted professionals to investigate the role of professional learning within a school context. This is an attempt to investigate the voice of the principal regarding the implementation of teacher collaboration in his or her school, and to determine how teacher collaboration is aligned with assumptions of invitational education (IE). A qualitative method of inquiry was employed to illuminate the experiences of a particular primary school principal in his endeavors to create and maintain a collaborative learning environment among teachers in an inviting school in South Africa. Data were analyzed using the four assumptions of IE, namely, respect, trust, optimism, and intentionality. From the findings, it was clear that the implementation of teacher collaboration in the school was aligned with the four assumptions of IE. This study provides an appropriate basis for developing such a collaborative teacher community, thus improving teacher and student learning. However, because school contexts have a powerful effect on teacher collaboration, it is important to contextualize teacher collaboration according to schools’ particular needs and challenges.