Newman Wadesango

Violation of Women's Rights by Harmful Traditional Practices

Abstract This article reviews harmful traditional and cultural practices which lead to violation of women’s rights in SADC region and measures taken by the Member States to address them. It is based on secondary data collected through review of studies, reports, policy documents and surveys from various data sets from national, regional and international organisations. Traditional and cultural practices investigated include female genital mutilation, child marriage, marriage by abduction and virginity testing. Conclusions drawn from the review indicate that such practices have devastating physical and psychological effects on women. They reinforce the inferior status of women in society and continue to violate their rights and this has serious implications on the achievement of gender equality in society. Although States have put in place legislation and other measures to outlaw harmful traditional and cultural practices on women, these continue unabated due to persistence of cultural attitudes, lack of capacity, resources and commitment among the implementers.

Interr ogating the Role of Academic Developers in the Promotion of Scholarly Teaching and the Scholarship of Learning and Teaching

Abstract In this paper the researchers sought to examine the role of academic developers in universities in the promotion of scholarly teaching (ST) and scholarship of learning and teaching (SOLT). The concepts scholarly teaching and scholarship of teaching and learning in higher education are explained and their differences outlined. The researchers further discuss the significance of SOLT in the enhancement of teaching and learning in higher education. In the paper the researchers also examine the role academic developers should play in ensuring the nurturing and development of SOLT among academics by suggesting practical activities academic developers should engage in ensuring the promotion of SOLT. Possible hindrances and challenges in academic developers’ role in promoting SOLT are also evaluated and solutions suggested.

Publish or Perish: Impediments to Research Output and Publication

Abstract Research plays a crucial role in the development and dissemination of knowledge. Scholars as academics should conduct research, publish, and then convey their knowledge to students or apply what they have learned. Research Informed Teaching is not just about pedagogic research or research into higher education; it is about the complex interplay of the core activities of higher education linked by their mutual relationship to learning. There is, therefore, need to reforge the link between teaching–research. The aim of this study was to investigate factors that militate against research output and publication in institutions of higher learning in South Africa as well as suggest solutions with specific reference to one university. Using a desktop and content analysis approaches, the study established that lack of funding, lack of interest, poor research skills and lack of time due to high teacher-student ratios as well as heavy lecturing obligations were some of the impediments to research output and publication. The study, therefore, recommended that academics be given one day out for research per week, writing retreats to be conducted, mentoring of novice researchers, collaborative research, recognising excellence in teaching through research led initiatives and establishment of in-house journals.

Extent of Teacher Participation in School Based Fund Raising Activities

Abstract The study sought to investigate the participation of teachers in school based-fundraising activities in their respective schools. A qualitative interpretive research methodology was adopted. The sample of the study comprised of 5 school principals and 25 school teachers from 5 different schools in Gweru District. Data was collected through interviews, documentary analysis and observation of staff meetings. The study established that teachers participated in fund raising activities through various committees which they choose to represent them. However, some of the participating teachers have indicated that some of these committees were not effective at all. Teachers asserted that in most cases committee decisions were overruled by the school management in some of the schools. The study therefore concludes that some of the committee members do not approach other staff members before coming up with a decision.

Analysis of Students’ Attitudes on Mathematics Achievement-Factor Structure Approach

Abstract The purpose of this study was to identify the number of factors (mathematics self-concept, parents’ level of education, home background, teaching, school climate and attitude) that represent relationships among sets of interrelated variables of students’ attitudes on mathematics achievement. The study examined the contribution of each factor by explaining the variance of students’ mathematics achievement and the total variance that could be explained by the determined factors. An inferential analysis was conducted by sampling 321 respondents randomly in a survey design. Based on the Scree test and Eigenvalues, over one eight factors were retained. These factors accounted for 60.1 percent of the variance. The combination of items with loadings greater than 0.49 were considered as separate factors. The results showed that seven of the eight factors under study totally accounted for approximately one fifth of the variance in mathematics achievement (20.7 percent). Mathematics self-concept, home background, teaching, and attitude explained 12.3%, 5.1%, 1.6% and 0.9% of the variance respectively. It is worth mentioning that school climate did not enter in the equation. The findings are important for the South African educational system since changing self-concept and attitude of students towards mathematics and improving the teaching procedures in the classroom are much easier to achieve than changing background factors affecting students’ performance.

Error Analysis: Case of Pre-service Teachers

Abstract The main aim of the study was (1) to identify errors committed by pre-service teachers in Mathematical literacy and (2) to understand why pre-service teachers continue to make such errors. Having used Newman’s Error Analysis as the theoretical framework for the study, a four-point Likert scale and a content-based structureinterview questionnaire was developed to address the aforestated research objectives. The study was conducted by means of a case study guided by the positivists’ paradigm with research sample of 105 pre-service university teachers as respondents. In order to test the reliability and consistency of the questionnaires for this study, Cronbach’s Alpha was tested for the reliability of standardised items with α = 0.705, suggesting an above average reliable instrument. There was moderately weak correlation of r = +.40 between reviewing homework before submission and correct answers (p<.01). Even though there was a moderate correlation pre-service teachers could not unanimously agree on the confidence when submitting their work. The majority (56%) were indecisive. There was no distinction between those who always took time to answer test questions (42.9%) and those who sometimes (44.8%) did.

Exploring Brookfield's Lens on Evaluation: The Use of Student's Evaluation to Improve Supervision Proficiency of Novice Supervisors in the Postgraduate Studies of South African Rural University

Abstract The aim of the study was to investigate possible challenges experienced by postgraduate students with the aim of improving supervision proficiency of novice supervisors. The researchers used mixed methods in this study, but the study was predominantly on qualitative approach with case study research design. With regard to data collection, 8 students from 2 faculties were given evaluation forms to fill in. Data from close ended questions was presented statistically but analysed in a qualitative approach. Moreover, data from open-ended was analysed thematically. The results of the study have revealed that students’ evaluation is the most relevant tool to improve supervision competencies of novice supervisors. The study therefore, recommend that novice supervisors conduct an evaluation after the completion of each student they supervised and this will assist them to identify areas that need attention in their supervision.

Heads and Teachers as Implementers of the Curriculum in Schools

Abstract The major purpose of this research study was to find out perceptions of heads and teachers towards the implementation of the Better Environmental Science teaching (BEST) Programme in Chilimhanzi District in Zimbabwe. The study was carried out through the use of two self-administered questionnaires in the realm of the descriptive survey design. The two questionnaires, one for heads and another for teachers were concerned with providing answers to fourteen sub-problems. These questionnaires were given to a cluster random sample of twenty primary school heads and forty primary school teachers. Results from the study indicated substantive endorsements for the BEST programmes’ in-service components and a positive support of the teaching of Environmental Science topics using BEST methodology. Heads and teachers also felt the time for implementing BEST was adequate. However, both heads and teachers felt the working conditions for implementing the programme were not satisfactory. It was also felt that BEST evaluation was not being utilized effectively. It is recommended that BEST evaluation reports be made available to the schools. It is also felt that further research could utilize other research designs in order to attain fuller and deeper picture on the implementing of BEST especially in areas where results were in conclusive.

The Perceptions of Teachers towards the Effectiveness of Class-based Mentors in the Mentoring of Student Teachers on Teaching Practice

Abstract This research sought to determine the effectiveness of mentoring of student teachers on teaching practice by class-based mentors as perceived by teaching diploma holder in Binga District Primary Schools. In this research, a random sample of 30 teachers, conveniently selected from six primary schools was used as research subjects. The descriptive survey was the research method suitable for the research and a self–administered questionnaire was used as the research instrument to gather relevant data. The rate of return of the questionnaire was 100%. Data collected was presented through tables and graphs. The research study showed that while classbased mentors played a significant contribution in the professional development of student teachers on teaching practice, they lacked the necessary mentoring knowledge and skills to perform their roles with expertise particularly in the areas of joint approaches, building positive mentor-mentee relationships and assessment. It was also revealed that class-based mentors were not committed to their duties. The research recommends that class-based mentors be given the necessary orientation and training in mentoring knowledge and skills. It is also necessary to attach student teachers to teachers with less school duties so that there is adequate time for joint approaches.