Browsing by Author "Mowes, Andrew D."
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Item Conflict resolution mechanisms between postgraduate mentors and their mentees(University of Namibia, 2012) Mowes, Andrew D.This paper examines different supervisory approaches. The discussion has been limited to two approaches, namely the master/apprentice approach and the laissez-faire approach. This is followed by a documentation of the typical problems that arise between supervisors and research students. These problems include: conflicting or unrealistic expectations of each other, poor feedback, tensions or conflicting perspectives from within the supervision panel, supervisor’s lack of knowledge and experience in research and supervision. Each problem is followed by a discussion of possible conflict resolution mechanisms.Item Educators' preferred forms of schooling for learners with special needs in Namibia(Namibian Educational Research Association (NERA), 2008) Mowes, Andrew D.This paper is an abridged extract from one of the chapters of my dissertation which attempts to develop an insight into the preferred forms of schooling for learners with special educational needs in Namibia. A questionnaire was administered to a stratified sample of 616 Namibian primary, combined, and secondary school educators. Educators had to give their views regarding the inclusion of learners with special educational needs into regular schools. Educators also had to indicate the type of schooling that learners with predetermined categories of disabilities should receive. Some of the major findings were the following: • The majority of respondents felt that learners with special needs would be better off in special schools and that teaching of learners with special needs should remain a separate specialised field. • The results further showed that the majority of respondents suggested one of the following options for learners with disabilities: a regular classroom, a special class, and a special school. Very few chose a residential facility, a home or a hospital. • The results also showed that as the level of disability increased there appeared to be a decline in willingness amongst educators to include either a learner with hearing impairment, physical impairment, conduct impairment or learning difficulties in a regular classroom. In view of findings it becomes vitally important to address educators’ views and concerns before inclusive educational policies are implemented.Item Factors impacting the implementation guidance and counselling services in secondary schools in the Ohangwena region of Namibia(2016) Mbongo, Emilia Ndapandula; Mowes, Andrew D.; Chata, Charles C.The study aimed to establish teacher counsellors’ views on the factors impacting the implementation of guidance and counselling services in the Ohangwena region of Namibia. The study was quantitative in nature and used a non-experimental design that involved a survey. The population of the study comprised of teacher counsellors in all senior secondary schools in Ohangwena region. Data were collected using questionnaires which were administered to a sample of twenty-six (26) teacher counsellors. Teacher counsellors were purposively sampled. The data was analysed by use of descriptive statistics using The Statistical Package for the Social Sciences (SPSS). Based on the findings of this study teacher counsellors viewed inadequate training, high teaching loads and time constraints, lack of support given to teacher counsellors and lack of resources and facilities as key factors impacting the successful implementation of school guidance and counselling. It was thus recommended that the training of teacher counsellors in school guidance and counselling be improved, reduced work load for teacher counsellors, better resources and facilities for guidance and counselling, and for teacher counsellors to be supported in order for guidance and counselling to be successfully implemented in schools.Item Reasons for code switching in upper primary classes in the Khomas Educational Region(Namibian Educational Research Association (NERA), 2011) Mouton, B.D.; Mowes, Andrew D.; Zealand, DonovanIn this article, the views of upper primary school teachers in the Khomas educational region regarding code switching were investigated. A questionnaire and interviews were administered to a stratified sample of 13 schools with 44 participants that were aware of the occurrences of code switching within their classes. It was found that the main reasons for code switching were due to its usefulness in the teaching environment, such as transmitting of knowledge, clarifying concepts or meanings, and assisting learners who had a deficiency in the competence of the English language. Code switching was furthermore used in the classrooms when discipline problems arose and when learners were not paying attention.Item Types of parent involvement in schools in the Omusati education region of Namibia(University of Namibia, 2014) Jekonia, Josephine E.; Mowes, Andrew D.Little research has been conducted in the areas of parental involvement in education in Namibia. In this article the views of parents regarding their involvement in education were investigated. Data were collected using a questionnaire which was administered to a systematic sample of one hundred and fifty six (156) parents of learners in grades eight to ten from a random sample of ten (10) combined and junior secondary schools. It is clear from the study that parents are involved only in some activities such as feeding and dressing the children for school, attending parent -teacher meetings, discussing school matters, voting in school board elections, helping children with homework, ensuring that children behave well both at home and at school, providing a quiet place for homework, teaching children the alphabet and that they attend school functions. However, parents were less frequently involved in activities such as attending parents’ evenings, helping elsewhere, helping with special groups such as sport and drama, , limiting TV viewing, helping the school to set challenging academic grades, discussing the child’s progress, and checking homework every night.