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Sustaining quality teaching and learning to instil good discipline and academic performance (electronic book) / by Vuyisile Mathew Ngoqo, John Wankah Foncha and Afungmeyu Jane-Francis Abongdia

By: Contributor(s): Publication details: Newcastle upon Tyne, UK : Cambridge Scholars Publishing, 2018.; 2018Description: 1 online resource ( xvii, 210 pages)ISBN:
  • 9781527523821 (ebk.)
Subject(s): DDC classification:
  • 371.102096/NGO
Online resources:
Contents:
Intro; Contents; Abstract; Acknowledgements; Preface; Introduction to the Book; 1.1 Introduction and Background; 1.2 Problem Statement; 1.3 Research Questions; 1.3.1 Main Question; 1.3.2 Sub-questions; 1.4 Definition of Key Terms; 1.4.1 Quality Teaching and Learning; 1.4.2 Discipline; 1.4.3 Academic Performance; 1.4.4 Learners-centred Approach; 1.4.5 Prior Knowledge; 1.4.6 Deep and Surface Learning; 1.4.7 Stakeholders; 1.4.8 Code of Conduct; Literature Review; 2.1 Introduction; 2.2 Theoretical Framework; 2.3 Concepts used in the Study; 2.3.1 Academic Performance
2.3.2 Discipline (Code of Conduct)2.3.3 Corporal or Physical Punishment; 2.3.4 The Alternatives to Corporal Punishment; 2.3.5 Alternatives to Alternative to Corporal Punishment; 2.3.6 Quality Teaching and Learning; 2.3.7 The Learner-centred Approach; 2.3.8 Prior Knowledge; 2.3.9 Deep and Surface Learning; 2.4 Legislative Framework; 2.4.1 The State; 2.5 Conclusion; Methodology; 3.1 Introduction; 3.2 Research Paradigm; 3.2.1 The Interpretive Paradigm; 3.2.2 Hermeneutics; 3.2.3 Phenomenology; 3.3 Research Approach; 3.3.1 Qualitative Research; 3.4 Research Design; 3.4.1 Case Study
3.5 Population and Sampling3.6 Purposive Sampling; 3.7 Data Collection; 3.7.1 Questionnaires; 3.7.2 Interviews; 3.7.3 Focus Groups; 3.7.4 Observation; 3.7.5 Field Notes; 3.8 Ethical Considerations; 3.9 Credibility, Trustworthiness and Triangulation; 3.9.1 Credibility; 3.9.2 Trustworthiness; 3.9.3 Triangulation; 3.10 Limitations; 3.11 Conclusion; Presentation and Analysis of Data; 4.1 Introduction; 4.2 Metaphorical Categorizations as a Basis for Data Analysis; 4.3 The Role of Environment; 4.3.1 Data Segment 1 (Interviews from the Teachers); 4.3.2 Data Segment 2 (Interviews -- Focus Group)
4.3.3 Data Segment 3 (Questionnaires from Teachers)4.3.4 Data Segment 4 (Observation and Field Notes); 4.4 The Role of Discipline; 4.4.1 Data Segment 1 (Interviews from Teachers); 4.4.2 Data Segment 2: (Focus Group); 4.4.3 Data Segment 3 (Questionnaires from Teachers); 4.4.4 Data Segment 4 (Observation and Field Notes); 4.4 The Link between Discipline and Academic Performance; 4.5 Data Segment 1 (Interviews from Teachers); 4.5.1 Data Segment 2 (Interviews -- Focus Group); 4.5.2 Data Segment 3 (Questionnaires from Teachers); 4.5.3 Data Segment 4 (Observation and Field Notes)
4.6 The Role of Quality Teaching and Learning4.6.1 Segment 1 (Interviews from Teachers); 4.6.2 Data Segment 2 (Focus Group); 4.6.3 Data Segment 3 (Questionnaires from Teachers); 4.6.4 Data Segment 4 (Observation and Field Notes); 4.7 The Role of the Stakeholders; 4.7.1 Data Segment 1 (Interviews from Teachers); 4.7.2 Data Segment 2 (Focus Group); 4.7.3 Data Segment 3 (Questionnaires -- from Teachers); 4.7.4 Data Segment 4 (From Questionnaires and Field Notes); 4.8 The Actual Academic Performance in Grade 12 (matriculation) Class; 4.8.1 Data Segment 1 (Interviews from Teachers)

Intro; Contents; Abstract; Acknowledgements; Preface; Introduction to the Book; 1.1 Introduction and Background; 1.2 Problem Statement; 1.3 Research Questions; 1.3.1 Main Question; 1.3.2 Sub-questions; 1.4 Definition of Key Terms; 1.4.1 Quality Teaching and Learning; 1.4.2 Discipline; 1.4.3 Academic Performance; 1.4.4 Learners-centred Approach; 1.4.5 Prior Knowledge; 1.4.6 Deep and Surface Learning; 1.4.7 Stakeholders; 1.4.8 Code of Conduct; Literature Review; 2.1 Introduction; 2.2 Theoretical Framework; 2.3 Concepts used in the Study; 2.3.1 Academic Performance

2.3.2 Discipline (Code of Conduct)2.3.3 Corporal or Physical Punishment; 2.3.4 The Alternatives to Corporal Punishment; 2.3.5 Alternatives to Alternative to Corporal Punishment; 2.3.6 Quality Teaching and Learning; 2.3.7 The Learner-centred Approach; 2.3.8 Prior Knowledge; 2.3.9 Deep and Surface Learning; 2.4 Legislative Framework; 2.4.1 The State; 2.5 Conclusion; Methodology; 3.1 Introduction; 3.2 Research Paradigm; 3.2.1 The Interpretive Paradigm; 3.2.2 Hermeneutics; 3.2.3 Phenomenology; 3.3 Research Approach; 3.3.1 Qualitative Research; 3.4 Research Design; 3.4.1 Case Study

3.5 Population and Sampling3.6 Purposive Sampling; 3.7 Data Collection; 3.7.1 Questionnaires; 3.7.2 Interviews; 3.7.3 Focus Groups; 3.7.4 Observation; 3.7.5 Field Notes; 3.8 Ethical Considerations; 3.9 Credibility, Trustworthiness and Triangulation; 3.9.1 Credibility; 3.9.2 Trustworthiness; 3.9.3 Triangulation; 3.10 Limitations; 3.11 Conclusion; Presentation and Analysis of Data; 4.1 Introduction; 4.2 Metaphorical Categorizations as a Basis for Data Analysis; 4.3 The Role of Environment; 4.3.1 Data Segment 1 (Interviews from the Teachers); 4.3.2 Data Segment 2 (Interviews -- Focus Group)

4.3.3 Data Segment 3 (Questionnaires from Teachers)4.3.4 Data Segment 4 (Observation and Field Notes); 4.4 The Role of Discipline; 4.4.1 Data Segment 1 (Interviews from Teachers); 4.4.2 Data Segment 2: (Focus Group); 4.4.3 Data Segment 3 (Questionnaires from Teachers); 4.4.4 Data Segment 4 (Observation and Field Notes); 4.4 The Link between Discipline and Academic Performance; 4.5 Data Segment 1 (Interviews from Teachers); 4.5.1 Data Segment 2 (Interviews -- Focus Group); 4.5.2 Data Segment 3 (Questionnaires from Teachers); 4.5.3 Data Segment 4 (Observation and Field Notes)

4.6 The Role of Quality Teaching and Learning4.6.1 Segment 1 (Interviews from Teachers); 4.6.2 Data Segment 2 (Focus Group); 4.6.3 Data Segment 3 (Questionnaires from Teachers); 4.6.4 Data Segment 4 (Observation and Field Notes); 4.7 The Role of the Stakeholders; 4.7.1 Data Segment 1 (Interviews from Teachers); 4.7.2 Data Segment 2 (Focus Group); 4.7.3 Data Segment 3 (Questionnaires -- from Teachers); 4.7.4 Data Segment 4 (From Questionnaires and Field Notes); 4.8 The Actual Academic Performance in Grade 12 (matriculation) Class; 4.8.1 Data Segment 1 (Interviews from Teachers)

Description based on online resource; title from PDF title page (EBSCO, viewed January 8, 2019