Masters Degrees (Curriculum Studies)

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Browsing Masters Degrees (Curriculum Studies) by Author "Bailey, Lorraine"

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    An investigation into partnerships between schools and service provider in an education district
    (Stellenbosch : Stellenbosch University, 2018-12) Bailey, Lorraine; Reddy, C. P. S.; Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies.
    ENGLISH ABSTRACT : The role of partnerships between schools and service providers remains an important part of school improvement processes. In this study the role of the READ Education Trust in assisting teachers with the implementation of a Balanced Language Approach is explored and researched. This study focuses on the experiences of the three partners, the READ facilitator, the curriculum advisor and the teachers from participating schools. The study looks at the factors promoting or hindering the success of the partnership and develops ideas based on the data produced for ways in which such partnerships might be improved and planned for more ‘successful’ interactions. The study is framed and interpreted within the Cultural Historical Activity Theory framework as it lends itself to the multiple dimensions of different activities within a system. Each partner is viewed as an activity system and the processes of interaction between the systems, what facilitates interactions and provides positive developments are recorded and discussed in terms of literature reviewed. The three partners were investigated separately and data developed by way of interviews, questionnaires and document analysis (teacher lesson plans). Overall the partners show complimentary interactions that supported the intervention to improve language teaching. A well planned professional developed process which included new teaching ideas that were supported by materials were mentioned by teachers as an important factor in their own learning and professional development. The curriculum advisor and the READ facilitator cited interactions with teachers and between themselves as important sharing processes (boundary crossing) where new ideas, adaptations to materials and new approaches to teaching were developed (boundary objects) that promoted the objectives of the partnership mainly the implementation of the balanced language approach to language teaching. Issues raised as barriers included lack of support at school level, the “exclusion” of school management teams in the partnership process, the lack of enthusiasm for the partnership demonstrated by school management teams. Another issue raised was the limited time the READ facilitator could spend in classrooms. Suggestions for further research include a form of cascade process to include more teachers at schools and a greater collaboration between neighbouring schools in order to extend the useful ideas and value of the partnership.