Clever Ndebele
Biographic Data
| ID | 1500990 |
|---|---|
| NAME | Clever Ndebele |
| GIVEN NAMES | Clever |
| FAMILY NAME | Ndebele |
| SIGNATURE | NDEBELE C |
| AFFILIATIONS | University of Venda |
| ORCID | 0000-0002-4258-4812 |
| VERIFIED | Yes |
| TOTAL WORKS | 22 |
| TOTAL CITATIONS | 7 |
| AUTHOR COUNT | 22 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 2 |
Examining Grade 6 Teachers’ Knowledge and Understanding of Differentiated Instruction in O.R. Tambo Inland District in South Africa
It is essential to ensure differentiation in curriculum delivery to give all learners access to learning while also meeting the diversity of learner needs in the classroom in line with the Republic of South Africa’s inclusive education policy. This mixed methods study sought to examine grade 6 teachers’ knowledge and understanding of differentiated instruction to respond to the diverse needs of learners in OR Tambo Education District in the Easte…
Impact of Code-Switching in Learning and Teaching of Mathematics
This paper examines the impact of code-switching on the learning and teaching of Mathematics. The research was conducted in selected primary schools in O.R. Tambo Inland Education District in the Eastern Cape Province of South Africa. The researchers adopted a case-study research design. Four focus groups, each represented by six members, were used during data collection through semi-structured focus group interviews conducted face-to-face. Two g…
Lecturers’ Reflections on Emergency Remote Teaching and Learning at a University in South Africa During Covid-19 Lockdown
The outbreak of the COVID-19 pandemic came with a lot of disruptions which saw so many organisations and institutions shut down. Part of the changes brought about by the pandemic was the closure of educational institutions globally, thereby forcing the migration to emergency remote teaching and learning. Whilst some nations grappled with the challenges associated with this shift in the mode of teaching and learning, others tapped into the opportu…
Fostering Digital Inclusion in TVET Teacher Training
The use of Information and Communication Technology (ICT, hereafter) has permeated almost every facet of human endeavours. In recent times, the world has seen the massive deployment of diverse technologies to facilitate work processes, and this is the thriving strength of the fourth industrial revolution (4IR). Besides, the recent outbreak of the Coronavirus (COVID-19) pandemic exacerbated the situation, as this has led to the discovery of some n…
Examining Technology Acceptance in Learning and Teaching at a Historically Disadvantaged University in South Africa through the Technology Acceptance Model
The exponential growth in the use of technology for learning and teaching in the higher education sector has imposed pressure on academics to embrace technology in their teaching. The present study sought to examine factors underlying technology acceptance in learning and teaching at a historically disadvantaged university in the Eastern Cape Province of South Africa. Premised on the mixed methods approach and undergirded by the Technology Accept…
Examining the Efficacy of Student Academic Support Systems for ‘At Risk’ First Entering Students at a Historically Disadvantaged South African University
Gender and School Leadership
This study looked at leadership from a gender perspective in a rural context in South Africa. The study investigated the challenges faced by female school principals because of their gender in one rural district. Grounded in the qualitative paradigm and using the social realist theoretical analytical framework, a thematic approach was used in analysing qualitative data gathered through semi-structured interviews with ten female school principals.…
Examining the Extent to Which Socialist Curriculum Development and Implementation in Zimbabwe from 1980 to 2004 Took Place through the History Curriculum
KEYWORDS Praxis. Consciousness. National Identity. Self-Reliance. Decolonisation. Socialism ABSTRACT This study sought to examine how socialist curriculum development and implementation took place in Zimbabwe from 1980 to 2004 through the History curriculum. Grounded in the qualitative research tradition, a semi-structured interview guide was used to collect data from nine secondary schools. For data analysis emerging themes were identified throu…
A Social Realist Account of Curriculum Development and Implementation in Zimbabwe from 1980 to 2004
Following the attainment of independence in Zimbabwe in 1980, the dual education system for blacks and whites was abolished and an experimental education system linked to the Marxist concept of polytechnic education known as Education with Production (EWP) was introduced to model the country's socialist ideology. The aim of this article is to evaluate, through a social realist theoretical framework, using the concepts of structure, culture and ag…
Examining the Extent to Which Socialist Curriculum Development and Implementation in Zimbabwe from 1980 to 2004 Took Place through the History Curriculum
This study sought to examine how socialist curriculum development and implementation took place in Zimbabwe from 1980 to 2004 through the History curriculum. Grounded in the qualitative research tradition, a semi-structured interview guide was used to collect data from nine secondary schools. For data analysis emerging themes were identified through content analysis of the interview transcripts. From the findings, positive indications are that un…
A Social Realist Account of Curriculum Development and Implementation in Zimbabwe from 1980 to 2004
Following the attainment of independence in Zimbabwe in 1980, the dual education system for blacks and whites was abolished and an experimental education system linked to the Marxist concept of polytechnic education known as Education with Production (EWP) was introduced to model the country’s socialist ideology. The aim of this article is to evaluate, through a social realist theoretical framework, using the concepts of structure, culture and ag…
An Analysis of the Prevalence and Effects of Bullying At a Remote Rural School in the Eastern Cape Province of South Africa
This paper discusses the prevalence and consequences of bullying at a remote rural secondary school in South Africa. Premised on the qualitative research approach, the study used the case study design to select one school for study. An open ended questionnaire containing questions which sought qualitative narrative responses was completed anonymously by a sample of 31 grade 11 and 12 learners who had anonymously indicated that they had been bulli…
University Lecturers’ Views on Student-Lecturer Evaluations
This paper discusses university lecturers’ views on student-lecturer evaluation of teaching and learning process. Specific reference is given to the university lecturers’ views on the usefulness of the evaluation exercise, the evaluation process, items in the evaluation questionnaires and evaluation feedback reports at a formerly disadvantaged South African University. A total of 118 (53.8%) lecturers out of a staff establishment of 219 teaching …
Mentors’ Reflections of a Pilot Mentoring Programme in a South African University
Issues of student throughput and graduation rates are issues of concern in many South African universities. Numerous intervention programmes are put in place to assist students to progress well with their studies and curb failure and subsequent drop out from degree programmes. Student mentoring is one such intervention. The purpose of this study was to establish trained mentors’ reflections of their contact with mentees in a pilot student mentori…
Conceptualizing a Staff Development Agenda for the Professionalisation of Teaching at a South African University
This study was inspired by the author’s participation in a Post Graduate Diploma in Higher Education course at one South African University. As part of the requirements for the successful completion of the Diploma, one had to design an educational development agenda for a university. Using the Archerian social realist theoretical framework this paper conceptualises an agenda for the professional development of academics in their role as teachers …
Ideology and the Curriculum
This study sought to examine how socialist curriculum development and implementation took place in Zimbabwe from 1980 to 2004 through the Social Studies primary school subject. Grounded in the qualitative research tradition, a semi-structured interview guide was used to collect qualitative data. Through stratified sampling, 3 schools were selected from the three primary school classification categories in the primary schooling system. For data an…
Using Evaluation as Action Research
As one goes about the process of teaching there is need to sit down after every session and take stock of the proceedings with a view to identifying what went well and what might need further improvement Four lenses that teachers could use to critically reflect on their practice are discussed in this article: eliciting evaluation from students, peer evaluation, research and theory and our own autobiographies as learners and teachers. To some exte…
Interrogating Factors Affecting Students’ Epistemological Access in a South African University
The study sought to establish lecturers’ views on factors affecting students’ performance in one School in a South African University. This qualitative study utilised a case study design in which twenty-three purposefully selected practising lecturers participated in the study. Data were collected through individual interviews with participating lecturers in one School in a rural-based university in South Africa. Interview proceedings were audio-…
Interrogating the Skill of Introducing A Lecture
Higher education institutions face a lot of criticism from many stakeholders. One of the criticisms is directed towards the approaches to teaching and learning. The effectiveness of the lecture method has been questioned because of its inherent weaknesses as informed by the transmission pedagogical approaches, yet it continues to be used in universities. The lecture method is the most common method of instruction often considered handy in transmi…
It's an amazing learning curve to be part of the project
This article reports on an investigation into the role of academic identity within collaborative research in higher education in South Africa. The study was informed by the literature on academic identities, collaborative research and communities of practice. It was located within a multi-site study, with involvement of researcher collaborators from eight South African higher education institutions. Eighteen academic development practitioners rec…
Prevalent Supervisory Styles in Primary Schools in a Remote Rural District in Zimbabwe
This study set out to identify supervisory styles prevalent in Bulilima district in Zimbabwe, solicit teachers’ views on the supervisory styles and find ways of reconciling teacher-supervisor differences. The sample comprised twenty primary school teachers and ten School Heads. The research used the descriptive survey design and a semi structured questionnaire with both closed questions, where they chose from a set of predetermined responses and …
Using Feedback from Students to Remedy a Pedagogy of the Historically Disadvantaged
This study focused on specific methodologies employed in teaching law at a South African university. The research used the descriptive survey design and a semi-structured open-ended questionnaire for data collection. Through the questionnaire, 110 students out of a possible 150 who turned up for the lecture that day were asked to critique teaching methods employed by lecturers For data analysis, emerging themes were identified from the student re…
It's an amazing learning curve to be part of the project
This article reports on an investigation into the role of academic identity within collaborative research in higher education in South Africa. The study was informed by the literature on academic identities, collaborative research and communities of practice. It was located within a multi-site study, with involvement of researcher collaborators from eight South African higher education institutions. Eighteen academic development practitioners rec…
Using Feedback from Students to Remedy a Pedagogy of the Historically Disadvantaged
This study focused on specific methodologies employed in teaching law at a South African university. The research used the descriptive survey design and a semi-structured open-ended questionnaire for data collection. Through the questionnaire, 110 students out of a possible 150 who turned up for the lecture that day were asked to critique teaching methods employed by lecturers For data analysis, emerging themes were identified from the student re…
Mentors’ Reflections of a Pilot Mentoring Programme in a South African University
Issues of student throughput and graduation rates are issues of concern in many South African universities. Numerous intervention programmes are put in place to assist students to progress well with their studies and curb failure and subsequent drop out from degree programmes. Student mentoring is one such intervention. The purpose of this study was to establish trained mentors’ reflections of their contact with mentees in a pilot student mentori…
Using Evaluation as Action Research
As one goes about the process of teaching there is need to sit down after every session and take stock of the proceedings with a view to identifying what went well and what might need further improvement Four lenses that teachers could use to critically reflect on their practice are discussed in this article: eliciting evaluation from students, peer evaluation, research and theory and our own autobiographies as learners and teachers. To some exte…
Prevalent Supervisory Styles in Primary Schools in a Remote Rural District in Zimbabwe
This study set out to identify supervisory styles prevalent in Bulilima district in Zimbabwe, solicit teachers’ views on the supervisory styles and find ways of reconciling teacher-supervisor differences. The sample comprised twenty primary school teachers and ten School Heads. The research used the descriptive survey design and a semi structured questionnaire with both closed questions, where they chose from a set of predetermined responses and …
Using Feedback from Students to Remedy a Pedagogy of the Historically Disadvantaged
This study focused on specific methodologies employed in teaching law at a South African university. The research used the descriptive survey design and a semi-structured open-ended questionnaire for data collection. Through the questionnaire, 110 students out of a possible 150 who turned up for the lecture that day were asked to critique teaching methods employed by lecturers For data analysis, emerging themes were identified from the student re…
Examining the Extent to Which Socialist Curriculum Development and Implementation in Zimbabwe from 1980 to 2004 Took Place through the History Curriculum
KEYWORDS Praxis. Consciousness. National Identity. Self-Reliance. Decolonisation. Socialism ABSTRACT This study sought to examine how socialist curriculum development and implementation took place in Zimbabwe from 1980 to 2004 through the History curriculum. Grounded in the qualitative research tradition, a semi-structured interview guide was used to collect data from nine secondary schools. For data analysis emerging themes were identified throu…
A Social Realist Account of Curriculum Development and Implementation in Zimbabwe from 1980 to 2004
Following the attainment of independence in Zimbabwe in 1980, the dual education system for blacks and whites was abolished and an experimental education system linked to the Marxist concept of polytechnic education known as Education with Production (EWP) was introduced to model the country's socialist ideology. The aim of this article is to evaluate, through a social realist theoretical framework, using the concepts of structure, culture and ag…
Examining the Extent to Which Socialist Curriculum Development and Implementation in Zimbabwe from 1980 to 2004 Took Place through the History Curriculum
This study sought to examine how socialist curriculum development and implementation took place in Zimbabwe from 1980 to 2004 through the History curriculum. Grounded in the qualitative research tradition, a semi-structured interview guide was used to collect data from nine secondary schools. For data analysis emerging themes were identified through content analysis of the interview transcripts. From the findings, positive indications are that un…
A Social Realist Account of Curriculum Development and Implementation in Zimbabwe from 1980 to 2004
Following the attainment of independence in Zimbabwe in 1980, the dual education system for blacks and whites was abolished and an experimental education system linked to the Marxist concept of polytechnic education known as Education with Production (EWP) was introduced to model the country’s socialist ideology. The aim of this article is to evaluate, through a social realist theoretical framework, using the concepts of structure, culture and ag…
An Analysis of the Prevalence and Effects of Bullying At a Remote Rural School in the Eastern Cape Province of South Africa
This paper discusses the prevalence and consequences of bullying at a remote rural secondary school in South Africa. Premised on the qualitative research approach, the study used the case study design to select one school for study. An open ended questionnaire containing questions which sought qualitative narrative responses was completed anonymously by a sample of 31 grade 11 and 12 learners who had anonymously indicated that they had been bulli…
University Lecturers’ Views on Student-Lecturer Evaluations
This paper discusses university lecturers’ views on student-lecturer evaluation of teaching and learning process. Specific reference is given to the university lecturers’ views on the usefulness of the evaluation exercise, the evaluation process, items in the evaluation questionnaires and evaluation feedback reports at a formerly disadvantaged South African University. A total of 118 (53.8%) lecturers out of a staff establishment of 219 teaching …
Mentors’ Reflections of a Pilot Mentoring Programme in a South African University
Issues of student throughput and graduation rates are issues of concern in many South African universities. Numerous intervention programmes are put in place to assist students to progress well with their studies and curb failure and subsequent drop out from degree programmes. Student mentoring is one such intervention. The purpose of this study was to establish trained mentors’ reflections of their contact with mentees in a pilot student mentori…
Conceptualizing a Staff Development Agenda for the Professionalisation of Teaching at a South African University
This study was inspired by the author’s participation in a Post Graduate Diploma in Higher Education course at one South African University. As part of the requirements for the successful completion of the Diploma, one had to design an educational development agenda for a university. Using the Archerian social realist theoretical framework this paper conceptualises an agenda for the professional development of academics in their role as teachers …
Ideology and the Curriculum
This study sought to examine how socialist curriculum development and implementation took place in Zimbabwe from 1980 to 2004 through the Social Studies primary school subject. Grounded in the qualitative research tradition, a semi-structured interview guide was used to collect qualitative data. Through stratified sampling, 3 schools were selected from the three primary school classification categories in the primary schooling system. For data an…
Using Evaluation as Action Research
As one goes about the process of teaching there is need to sit down after every session and take stock of the proceedings with a view to identifying what went well and what might need further improvement Four lenses that teachers could use to critically reflect on their practice are discussed in this article: eliciting evaluation from students, peer evaluation, research and theory and our own autobiographies as learners and teachers. To some exte…
Interrogating Factors Affecting Students’ Epistemological Access in a South African University
The study sought to establish lecturers’ views on factors affecting students’ performance in one School in a South African University. This qualitative study utilised a case study design in which twenty-three purposefully selected practising lecturers participated in the study. Data were collected through individual interviews with participating lecturers in one School in a rural-based university in South Africa. Interview proceedings were audio-…
Interrogating the Skill of Introducing A Lecture
Higher education institutions face a lot of criticism from many stakeholders. One of the criticisms is directed towards the approaches to teaching and learning. The effectiveness of the lecture method has been questioned because of its inherent weaknesses as informed by the transmission pedagogical approaches, yet it continues to be used in universities. The lecture method is the most common method of instruction often considered handy in transmi…
It's an amazing learning curve to be part of the project
This article reports on an investigation into the role of academic identity within collaborative research in higher education in South Africa. The study was informed by the literature on academic identities, collaborative research and communities of practice. It was located within a multi-site study, with involvement of researcher collaborators from eight South African higher education institutions. Eighteen academic development practitioners rec…
Gender and School Leadership
This study looked at leadership from a gender perspective in a rural context in South Africa. The study investigated the challenges faced by female school principals because of their gender in one rural district. Grounded in the qualitative paradigm and using the social realist theoretical analytical framework, a thematic approach was used in analysing qualitative data gathered through semi-structured interviews with ten female school principals.…
Examining the Efficacy of Student Academic Support Systems for ‘At Risk’ First Entering Students at a Historically Disadvantaged South African University
Lecturers’ Reflections on Emergency Remote Teaching and Learning at a University in South Africa During Covid-19 Lockdown
The outbreak of the COVID-19 pandemic came with a lot of disruptions which saw so many organisations and institutions shut down. Part of the changes brought about by the pandemic was the closure of educational institutions globally, thereby forcing the migration to emergency remote teaching and learning. Whilst some nations grappled with the challenges associated with this shift in the mode of teaching and learning, others tapped into the opportu…
Fostering Digital Inclusion in TVET Teacher Training
The use of Information and Communication Technology (ICT, hereafter) has permeated almost every facet of human endeavours. In recent times, the world has seen the massive deployment of diverse technologies to facilitate work processes, and this is the thriving strength of the fourth industrial revolution (4IR). Besides, the recent outbreak of the Coronavirus (COVID-19) pandemic exacerbated the situation, as this has led to the discovery of some n…
Examining Technology Acceptance in Learning and Teaching at a Historically Disadvantaged University in South Africa through the Technology Acceptance Model
The exponential growth in the use of technology for learning and teaching in the higher education sector has imposed pressure on academics to embrace technology in their teaching. The present study sought to examine factors underlying technology acceptance in learning and teaching at a historically disadvantaged university in the Eastern Cape Province of South Africa. Premised on the mixed methods approach and undergirded by the Technology Accept…
Impact of Code-Switching in Learning and Teaching of Mathematics
This paper examines the impact of code-switching on the learning and teaching of Mathematics. The research was conducted in selected primary schools in O.R. Tambo Inland Education District in the Eastern Cape Province of South Africa. The researchers adopted a case-study research design. Four focus groups, each represented by six members, were used during data collection through semi-structured focus group interviews conducted face-to-face. Two g…
Examining Grade 6 Teachers’ Knowledge and Understanding of Differentiated Instruction in O.R. Tambo Inland District in South Africa
It is essential to ensure differentiation in curriculum delivery to give all learners access to learning while also meeting the diversity of learner needs in the classroom in line with the Republic of South Africa’s inclusive education policy. This mixed methods study sought to examine grade 6 teachers’ knowledge and understanding of differentiated instruction to respond to the diverse needs of learners in OR Tambo Education District in the Easte…
Pedagogy (21 works) · Sociology (20 works) · Political science (16 works) · Psychology (16 works) · Mathematics education (12 works) · Medicine (12 works) · Medical education (10 works) · Qualitative research (9 works) · Social science (8 works) · Computer Science (7 works)