Professional Documents
Culture Documents
Challenges and
perspectives
Abstracts
RESEARCH WEEK
24 - 26 July 2013
RESEARCH UNIT
MAURITIUS INSTITUTE OF EDUCATION
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Abstracts
This booklet contains abstracts of all papers which will be presented at the
Research Week, on “Research in education: challenges and perspectives”,
24-26 July 2013.
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MA CONFERENCE
24-26 July 2013
2013
Foreword
I wish to thank the Directorate for creating the conditions for success, the
rest as we shall see, is up to us.
Rada Tirvassen
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Research week
Table of contents
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Author
Auckle Tejshree,
University of Mauritius
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1998) that CS can take resulting in mixed codes and fused lects (Auer, 1999),
most notably in the speeches of habitual bilinguals. Using data collected from
University level students as its empirical backdrop, the paper will provide a
re-analysis of a few excerpts of conversational CS in the classroom setting thus
highlighting the need for the symbiotic co-existence of both the pragmatic and
pedagogical perspectives to CS. By acknowledging that “the linguistic detail of
CS behaviour merits closer examination” (Ferguson 2009: 239) and by using
the theoretical advances made in the study of the pragmatics of CS, it is argued
that researchers can thus aim for more conceptual and terminological accuracy
in the description of language alternation phenomena.
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Author
Auckloo Pritee, Ed.D student,
University of Brighton / Mauritius Institute of Education
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Abstract
Reading and interpreting graphs are essential skills in the teaching and
learning of Statistics. Although assumed to be apparently simple, such skills may
not be readily acquired by teachers especially when it comes to reading beyond
the data as is the case in the present study. The thinking processes deployed by
a pre-service teacher and an experienced in-service teacher in understanding
statistical graphs are explored in this qualitative study. They were given four
graphical situations and their involvements were video recorded in 8 task-based
interviews. Deductive analysis of transcripts based on Curcio’s framework
(1987) of graph comprehension showed that both teachers struggled to read
beyond the data in the given bar chart and pie chart to make prediction into
the future. They displayed limited knowledge in reading between and beyond
the data from a frequency polygon and a dot plot. Inductive analysis revealed
that their thinking was strongly affected by their prior knowledge emphasized
by procedures, null curriculum and familiarity with graphs. As per Aoyama’s
framework (2007), their graph comprehension may at most be mapped at the
literal thinking level, which is situated below the critical thinking one. This
study suggests the necessity for creating awareness among teachers, in teacher
training programmes and among curriculum developers in reading between and
beyond statistical graphs in order to achieve the goals of Statistics education.
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Abstract
The Mauritian primary school curriculum encourages the use of the Arts
as a core learning area. Through the Arts, children are expected to develop
creative ways and modes of expression which contribute to the child’s
holistic development. However, classroom observations during school visits
indicated that the Arts are rarely integrated in the teaching and learning of
Asian Languages, compared to the teaching of other core learning subjects
like English and French, Mathematics, Geography and Basic Sciences. This
prompted the investigation into the use of the Arts in the teaching and learning
of Asian languages. The research focuses on two learning areas of the Arts:
Visual Arts and Textile Crafts. A case study approach was adopted and 21 Asian
Language teachers participated in the study. The main objectives of this study
were firstly to look into how the Arts are being used in the teaching and learning
of Asian Languages at primary level and secondly, to explore the scope and
limitations of using the Arts in such a context. The main data collection tools
were an online questionnaire, face to face individual interviews and classroom
observations. Though most respondents strongly agreed that creativity in the
Arts is a fundamental skill to be developed in schools as it helps pupils to learn
effectively and happily, findings revealed that only one third of Asian Language
teachers use the Arts in their classrooms. Teachers claim that they mostly use
the Arts for making charts and posters to be used as teaching aids, and very
rarely carry out Arts-related hands-on activities with pupils. The research
revealed that the main factors hindering the use of the Arts are namely, a lack
of support from school administration and parents, unavailability of materials
and resources, an exam-oriented and bulky syllabus as well as limited contact
time for the teaching of Asian Languages at primary level.
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2013
Author
Hurreeram Navin and Beefun Roodradeo,
Mauritius Institute of Education
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What is a teacher?
How might we research this question?
Author
Loveless Avril,
University of Brighton
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of the data from the questionnaires and interviews revealed that teaching and
assessment strategies being used in many schools do not support a learner-
centred approach. Organisational arrangements related to time tabling issues,
shortage of qualified staff (teaching and non-teaching) and non-availability of
specialist rooms/classrooms were found to be other limiting factors. To deal
with the implementation issues and problems, the researchers propose the
use of a blend of Fullan’s programmed approach and adaptive-evolutionary
approach. Although this research has focused on the implementation of NCF
Home Economics, the findings have implications for other subject areas offered
at secondary level, especially those having theory and practical components.
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specific terms was selected principally from Science and Mathematics textbooks
for primary level, and different equivalents were considered by taking into
consideration the semantic and socio-symbolic aspects among others. A number
of questionnaires, acting as ‘reception tests’ were also administered, mostly
to MIE TDP (Teacher’s Dip Primary) and TDS (Teacher’s Dip Secondary)
trainees in order to gain further insights into the problem, in accordance with
the principles of democratic dialogue (Bang and Døør, 2007).
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Abstract
The focus of this paper is based on the PhD research proposal to understand
the relationship between higher education and economic growth in the context
of Mauritius as a small island state.
Higher education has been an engine of economic growth in the
20th century (Milne, 1999). Many higher education institutions have been
established in order to respond to the needs of industries and trade (Gray, 1999).
Even though development of higher education is essential for the social and
economic advancement of a nation, broader societal and national benefits of
higher education attracts less attention (Baum & Payea, 2004). Unlike primary
and secondary education, the discourse of higher education has highlighted
individual benefit rather than national benefit.
Small states have in common a number of challenges and opportunities.
They face particular constraints in the organization of a diversified and cost-
effective tertiary offer because of their limited pool of highly qualified human
resources and difficulties in achieving economies of scale in administration
and management. In many small states, tertiary education has undergone
considerable change and reform as a result of rapidly growing enrolments, a
diversification of the institutional fabric and the emergence of cross-border
providers. (Bray & Martin, 2011)
The local tertiary sector in Mauritius has indeed undergone deep
transformation in the space of thirty years and has no doubt enabled the
country to leapfrog from a mono-crop to a diversified industrial and serviced-
based economy. My proposed PhD research applies a longitudinal approach
to examine how higher education has contributed to economic achievement in
Mauritius over the period 1968 (year of independence) to 2012. The research
will also inquire into the relationship between the composition of the higher
education and economic growth.
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Abstract
Multiple language oracy and literacy, both for communicative and academic
or professional/vocational purposes, are positioned as key competencies to be
attained in order to function effectively in contemporary Mauritius. This paper
presentation produces a fine charting of the competence profile of a sample
of secondary school students distributed across different levels and types
of schooling as well as pre-service primary trainee teachers. In this context,
diagnosis of learner proficiency in French was carried out using the “Common
European Framework of reference” for French. Data produced by this means
was processed by SPSS. The presentation discusses the findings of this survey
and its implications for the teaching and learning of French in Mauritius.
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Keywords:
Entrepreneurship Education, Learn to Dare, formal, informal and non-formal learning
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Author
Sunnassee Manoj, PhD student,
University of Kwazulu Natal / Mauritius Institute of Education
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Mauritius Institute of Education
Réduit, Republic of Mauritius
+230 4016555
www.mie.ac.mu