The main focus of the study was to understand the attitudes of Economic Management and Sciences teachers towards the CTA (EMS) and how they were involved in the CTA (EMS) during the 'normal' course of curriculum development. The study was undertaken in response to my observation of the negative attitude of EMS teachers towards the CTA (EMS) during the EMS workshops. Furthermore, they must take into account the opinions of the teachers during the policy formulation on CTA (EBW) administration.
LIST OF TABLES
Introduction
According to Wilmot (2005), implementation of Curriculum 2005 started in 2002 at Grade 9, which is the exit level for the General Education and Training (GET) band of the National Qualifications Framework. As the starting point for Level 1 of the NQF and as a prerequisite for admission to the Further Education and Training (FET) band, the GETC has considerable currency. First, the results of the GET assessment will provide the state with a powerful indicator of how well provinces, districts and schools are performing against expected national standards.
Statement of Purpose
Critical Questions
The Scope of the Study
Rationale for the Study
I noticed that the findings of these studies did not mention teachers' attitudes towards KTA. Findings from this research may be useful for schools selected as research sites, EMS CTA examiners, and provincial and national EMS curriculum developers. These findings are also likely to highlight some new research questions that can be explored in the future.
Research Methodology
In light of this research gap, I decided to undertake a systematic study to understand selected teachers' attitudes towards CTA, with a focus on EMS. The focus of the study is to gain an understanding of how 9th grade EMS teachers experience CTA (EMS) and what their perceptions and possible attitudes towards it might be. The documents for analysis were selected teacher portfolio files and assessment year plans, as well as student portfolio files.
Preview of the chapters to follow
- Chapter Two
- Chapter Three
- Chapter Four
- Chapter Five
This chapter provides a synthesis of the arguments developed and provides recommendations that have been drawn from the study.
Conclusion
Introduction
High-stakes tests
Furthermore, these tests are usually used as a basis for making important decisions that impact stakeholders in the education system. These tests are normally introduced with the intention of improving the standard of education in the country in question. It was in the 1970s and beyond that policymakers in the United States began to purposefully influence school curriculum development through standardized testing.
High-stakes testing and curriculum narrowing
According to an American study conducted by Goslin in 1967, teachers rarely used the results of the standardized tests and reported virtually no influence of test content on teaching methods or course content (Shepard &. Dougherty, 1996). Standardized testing sometimes causes teachers to focus on test content at the expense of teaching the entire curriculum. Sometimes teachers involved in standardized testing plan their lessons to match the content of the previous tests (Herman & Golan, 1991).
Standardised tests and ‘teaching to test’
Teaching to test emphasizes memorization more than the application of skills and knowledge in a new situation (Volante, 2004). The research by Jones & Egley (2004) shows that high-stakes tests result in an increase in the phenomenon of teaching to test. The phenomenon of teaching to test seems to be a phenomenon that is inseparable from the institutions where standardized tests are the order of the day.
Standardised tests and teacher pressure
Test scores are sometimes used as a gauge to decide on students' readiness to advance to the next grade. Herman and Golan (1991) argue that the accountability pressure felt by teachers to improve student test scores stems from the fact that decisions are made based on student performance. Findings from research conducted by Moore and Waltman (2007) revealed that teachers in high-stakes testing environments tended to feel more pressure to raise test scores than teachers in low- or medium-stakes testing environments.
Standardised tests and bias
In particular, there is evidence of this form of bias in formative assessment in the South African education system. Students need a good understanding of the language used in the test in order to communicate their abilities (Walsh & Weir, 1999). This is then likely to be a major factor in L.B.O.T.E students' performance on the 9th grade high-stakes tests, namely the CTA, which is the focus of my research.
Standardised tests and teacher attitudes
The other problems experienced by such students are that of misinterpretation of language and lack of time while participating in the high-stakes tests. Looking back at a study conducted in the US, Walsh & Weir (1999) showed that when comparing test scores between bilingual Spanish-speaking students and monolingual students, Spanish-speaking students were often too slow to complete the test in the given time due to the extended train of thought . processes they went through and subsequently scored poorly compared to the monolingual students. A similar view is echoed by Janaik (1997), who argues that teachers' attitudes are important in the dynamics of educational reform and that they are central to successful reform initiatives.
Influence of standardised tests on pedagogy
During test prep, students will likely find themselves spending more time preparing for the standardized tests. During the process of test preparation, the tendency is that learners sometimes get involved in a memorization and plug-in process of those aspects that are likely to be covered in the standardized tests. Some are of the opinion that the standardized tests, due to their nature, are devoid of aspects that adequately prepare learners for their future (Bishop.
Conclusion
RESEARCH METHODOLOGY
- Introduction
- Theoretical/Conceptual Framework
- Research Design
- Methods
- Rigor and limitations of the research project
- Ethical Considerations
- Conclusion
This allowed me to understand the 9th grade EMS teachers' attitudes toward the CTA for EMS and how they interacted with the CTA for EMS in curriculum development. Moreover, it allowed me to understand the phenomena through the eyes of the participants. For this research project, two 9th grade EMS teachers were selected as participants from each of the two schools.
The fact that I knew what I was doing helped me gain the respect of the participants. In this research, I wanted to understand teachers' feelings and attitudes towards CTA for EMS. Haralambos (1985) claims that unstructured (semi-structured) are more suitable for expressing the views and opinions of the participants.
The participants did not make any additions or changes because they agreed with the content of the document. In this study, the purpose of the observation was to gain insight into EMS teachers' attitudes towards the CTA for EMS and how they involved them in their 'normal' course of curriculum development. In this study, I did not observe the phenomena from outside the system, but was part of the classroom context where the lessons were observed.
In this research, I did not observe the phenomena outside the system, but was part of the observed class context (Walliman, 2005).
RESULTS AND ANALYSIS
- Introduction
- UNDERSTANDING THE EMPIRICAL FIELD
- ANALYSIS OF DATA
- THEMES AND CATEGORIES
In order to understand human interaction, it is necessary to know the context in which human interaction occurs. The area is sparsely populated as most people fled the area at the height of factional fighting in the 1990s. All students reside in the city, except for the majority of black African students who come from neighboring informal settlements and rural areas.
The majority of the teachers teach mainly Further Education and Training (FET) classes with only one addition of General Education and Training (GET) classes. The medium of instruction is English, which is the second language for the majority of the learners. Despite the change in the demographics of the students, the composition of both the School Governing Body (SGB) and School Management Team (SMB) excludes the Black Africans.
Their teaching experience had an impact on how they behaved in the classroom; furthermore, it had an impact on how they were implementing the new curriculum innovations in the form of CTA (EMS) the focus of my research. Consistent with the thematic data analysis, all issues discussed in this chapter emerged from data generated through semi-structured interviews, lesson observation and document analysis. The use of three methods of data generation was aimed at validating the data generated through a process called triangulation. Triangulation refers to the use of more than one method for data collection (Denzin, 1970).
In keeping with the spirit of ensuring anonymity of the participants, pseudonyms were adopted for the participants, namely Thando, Lynn and Derrick.
TEACHER ATTITUDES AND CTA
Language in the CTA a challenge to both teachers and learners Category 2: Content bias of CTA
CTA pressure and stress on teachers Category 4: Unfair curriculum expectations
THEME 2: ENGAGEMENT WITH CTA DURING CURRICULUM DEVELOPMENT
CTA and teacher planning Category 2: Teaching to test
Curriculum narrowing
- THEME 1: TEACHER ATTITUDES TOWARD CTA
- THEME 2: ENGAGEMENT WITH CTA DURING CURRICULUM DEVELOPMENT
- Conclusion
The participants were of the opinion that the examiners in the CTA were first language speakers. She felt that the examiners in the CTA were out of touch with the reality in the schools. In my interaction with the participants, they indicated that the content of the CTA (EMS) was biased.
They felt that some of the content in the CTA favored former model C learners. She replied that the content of some of the questions in the CTA sometimes becomes a problem. What emerges from the participants' answers is that the CTA contains work that is outside the Grade 9 curriculum.
This was evident in the mixed signals sent by policymakers regarding the implementation of the CTA. In addition, it was indicated that Section A of the CTA would be administered and completed in the third term. Such procedures were a clear indication of a different understanding of the policies governing the management of the CTA.
In addition, they will be used more in improving teacher participation in CTA in the 'normal' course of curriculum development.
SYNTHESIS, FINDINGS AND RECOMMENDATIONS
- Introduction
- A synthesis of the study
- A Synthesis of the main findings of the study
- Recommendations
- Limitations
- Further research possibilities
- Conclusion
During the research I found that the content of CTA (EMS) was a problem for students from disadvantaged communities. If the challenges related to CTA (EMS) content remain unattended, improving student performance will remain a pipe dream. During data analysis, I found that EMS teachers experienced pressure and stress while administering CTA (EMS).
High-stakes tests are used as a source of curriculum content (Peterson & College, 2005). What would you say is the difference between a CTA and an assessment you give students during the year. How managing a CTA (EMS) affects your other responsibilities as a teacher.
My administration of the CTA is informed by the conversations I have with the HoD, peers and the network with other teachers. The learners had to do Task 1 entitled "The role of the foreign sector in the economic cycle of South Africa". I then had the opportunity to ask the teacher if she uses the same approach in dealing with the rest of the tasks in the CTA.
The aim was to find evidence for the inclusion of CTA as part of the resources that the teacher was prepared to use during normal curriculum development. There was no reference whatsoever to CTA (EMS) as one of the resources to be used at any point in the normal course of curriculum development. The unavailability of this document was further evidence of the teacher's lack of involvement of the CTA (EMS) in the course of normal curriculum development.
