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Angela James

Position Senior Lecturer
Discipline Science Education
Phone 031 260 3438
Email jamesal@ukzn.ac.za
Campus Edgewood Campus
Office Address CU139 Main Tutorial Block

Degrees Held

  • BSc; BSc (Hons)-University of Natal;
  • HED-University of South Africa;
  • M Ed (Science Education)-University of Durban -Westville
  • PhD (Curriculum and Instructional Design and Development)-University of Pretoria

Profile

Experiences 

  • Teacher - High School; Teacher Education Colleges, Non-Governmental Organisations;  Special Department of Education projects; Community projects, University.
  • Cluster Leader -Science and Technology Education;
  • Acting Head: Teaching and Learning Unit- College of Law and Management Studies;
  • UKZN Co-Faculty Advisor:  SIFE – ENACTUS (2010 – 2016);
  • UKZN Evaluator: The Local Economic Development Training and Capacity Development programme (2012 – 2015);
  • Supervisor and Examiner for Undergraduate Research and Service-Learning projects, Science Education and other fields - Honours, Masters and PhD. Reviewer – abstracts, proposals, papers, projects,  journals, conferences, NRF, UTLO, IOSTE
  • Many others…

Accomplishments

  • PhD focused on - How student teachers construct and use Phronesis to enhance their Professional Development.   
  • CHE Reviewer 2016 – Quality Enhancement Project;
  • Initiator and Coordination of the first ENVIRONMENTAL SUSTAINABLE ACTION AND COMMUNITY DEVELOPMENT CONFERENCE at UKZN, Edgewood campus – January 2017
  • SUSTAINABILITY STARTS WITH TEACHERS – concerns the participation in Education for Sustainable Development teacher educator workshops for changing practice – Nominated to represent UKZN.
  • Workshop - educators and government - Mozambique, Zambia, Ethiopia and South Africa - Report on Country Situation Analysis on Applying a Gender Lens in Science Education: Ethiopia, Mozambique, South Africa and Zambia (A policy maker’s guide on the application of a gender lens in policy making and the implementation on how Science is taught and learnt for improved success among boys and girls in Africa.  
  • Curriculum design and development – Biological Sciences modules, other fields, programmes and courses for community organisations, including Learner and Teacher Winter Schools and presentation and development of online undergraduate modules presented across Drake university and School of Education.  
  • Principal Researcher and also member in Research projects;
  • Engaged with many community organisations with Service-Learning and other activities;
  • Over 150 Service-Learning projects with undergraduate student teachers – biology focused, based in communities and Service-Learning is the mainline.    others….check CV.

Awards

  • 2015/2016 National Science and Technology Forum AWARD – Shortlisted as a winner – Research or Engineering Capacity Development;
  • NRF Thuthuka Grant Awards (Researcher in Training and Women in Research)
  • International Exchange – Drake University in Des Moines, Iowa, April 2016.            
  • Faculty of Education Research award (2008)
  • Merit Award for teaching, research and community service (2007);
  • Teaching and Learning Grant Award (University Teaching and Learning Office) (2010) Science Academic Monitoring and Support Project for First year Natural Science, Physical Science and Biology students. R 51 240.00
  • Citi Foundation – EMS Winter School (Funded - $55 000.00). Awarded in September 2013.
  • Citi Foundation – Literacy Winter School (Funded - $55 000.00). Awarded in May 2014
  • Paper -in –a- day Workshop for Undergraduate and post-graduate (Honours and Masters) students – July 2015 - R6000.00.
  • Service-Learning Collaboration Workshop - UKZN and Drake University – September 2015 – R15 000.00
  • Bringing teaching and learning back to basics with gamification, dance and yoga: Research and Service-Learning with a difference July 2016 – R31 000.00.


Research and Teaching Interests

  • Fields of Community focused Service-Learning and Research; Multicultural Education and Indigenous Knowledge Systems (IKS); Professional Development of Science student teachers and teachers; Environmental Sustainable development and the integration of Science in the Foundation Phase of Schooling

Supervision

PhD students

  • Saritha Beni – graduated, 2015; Germany - Ansgar Gräntzdörffer – graduated – March 2016. Zimbabwe - Kudakwashe Kapofu - Graduated April 2017. Sophia Majara; Waaiza Udhin; Chris Ndlovu; Zip Setorinimo; Daniel Asilieniki – co-supervision
  • Maxwell Opoku and Shahiem Patel - sole.

Masters students

  • Naidoo; Nomanesi Madiya; Musa Thabethe; Mngunikazi P.S (co-supervision) S. Ngema, Ngubane, H – sole; Current - Naicker, N.; Nash; G.; Zor, Z.; Zwane, N.; Ifeoma Deca, C.; Siboza, J.; Simelane, J.; Sokhela, T.; Ngcobo, B.; Chetty, K.;
  • Honours students: I have worked with over one hundred students.
  • Community-based learning Project – School of Community Development and Adult Learning (CODAL) –
  • Thulisile Mpambukeli

US Capstone Project

  • Maya Garcia, Washington – Professional Development of Teachers.

School for International Training IS Project:

  • 2013 Student – Kristina Bombard, Boston;
  • ISP 2014 Student – Hajin Lee (School for International Training, Durban); 2016 Student – Mercedes Gomez.

Undergraduate students

  • Biological Science for Educators 420 - Supervised one hundred and eighty research projects.

 

Community Involvement/Outreach:
  • KidZAid – NGO Aids orphans and vulnerable children and grannies Trustee; ELET Board member; Collaborations with 1000 Hills Community Helpers; Marriannhill Outreach; CASME; YoLab; SA Learns. Global Forum 4 Literacy; MAHLA Book Awards. ENACTUS/SIFE-UKZN CO-Faculty Advisor; Edgewood Environmental Forum; Uthekwane Conservancy; 67 Blankets for Nelson Mandela; Various placement sites that the Biological Science 420 students complete their Service-Learning.

Publications

Journal Articles: A list of some journal articles (SAPSE and Non-SAPSE)

  • Beni, S., Stears, M. & James, A. (2017) Foundation phase teachers’ interpretation of the life skills programme with regard to the teaching of natural science online publication    (https://www.sajce.co.za/index.php/sajce/article/view/440/496)
  • Govender, F., Mudaly, R. & James, A. (2016) - Preservice teachers’ views and reflections of science and Indigenous Knowledge Systems – implications for responsive and innovative pedagogies in Higher Education – Alternations
  • Stears, M., James, A., Clément, P. Dempster, E. (2016). Creationist and evolutionist views of South African teachers with different religious affiliations. South African Journal of Science 112(5/6) 76-85.
  • Bansilal, S. & James, A. (2016). Physical Science Teachers; perceptions of an Advanced Certificate in Education, Problems of Education in the 21st Century, 70, 21-33.
  • James, A. (2016). Collaborating and disseminating Science: sharing ideas, projects and learnings – Prof. (HP) Dr. Lamanauskas (a Lithuanian) in South Africa. Natural Science Education, 13(1), 33-39. (ISSN 1648-939X).
  • James, A., Bansilal, S., Webb, L., Goba, B. & Khuzwayo, H. (2015) Teacher Professional Development Programmes in MST For Developing Contexts. Africa Education Review, 12(2), 145-160.
  • Khuzwayo, H. B. Bansilal, S. Webb, L., James, A. & Goba, B. (2015) Enabling Teacher Learning in Rural Districts: A Focus on Classroom Support. International Journal of Educational Science, 11(3), 300-311.
  • Moodley, K., James, A. & Stears, M. (2015) Reflections of a Novice Academic Writer. Educational Research for Social Change, Vol 4 No. 2, 75-88. (ISSN 2221-4070)
  • Bansilal,S., Webb, L. & James, A. (2015). Teacher training for mathematical literacy: A case study taking the past into the future. South African Journal of Education, 35, 1. 75-88.
  • Stears M & James, A. (2014) Do Grade 12 Life Sciences’ Results Predict Competence with Regard to Knowledge and Skills Required in First Year Biology Education? Alternation Special Edition. 12, pp. 306 – 325. (ISSN 1023-1757).
  • James, A, (2014). Empowering female students for climate change intervention: The case of University of KwaZulu- Natal ENACTUS. Agenda: Empowering women for gender equity, 101 (28.3), 147-155.
  • Govender, N., Mudaly, R.& James, A. (2013). Indigenous knowledge of custodians of Zulu Culture- Implications for Mulitilogical Dialogue in the Academy. Alternation 20(1), pp.149-172.
  • Stears, M. & James, A. (2013). Early Childhood Education in the Formal Schooling Sector: Implications for Teacher Education. Journal of International Scientific Publications: Educational Alternatives, 2.
  • James, A. (2013). YOUNG CHILDREN AFFECTED BY HIV & AIDS: A CASE STUDY OF THEIR PERCEPTIONS OF THEIR QUALITY OF LIFE. Quality Issues and Insights in the 21st Century. 2(1):19-27. ICID: 1050093. IC™ James, A. (2012). Sustainable development with new action for female Biology student teachers. Farzaneh Journal, (19).399 hits.
  • James, A., Stears, M. & Moolman, C. (2012). Learning and teaching Natural Science in the early years: A case study of three different contexts. South African Journal of Childhood Education, 2(1): 82-99.
  • Beni, S., Stears, M. & James, A. (2012). Teaching Natural Science in the Foundation Phase: Teachers’ Understanding of the Natural Science Curriculum within the Life Skills Learning Programme. South African Journal of Childhood Education, 2 (1):63-81.
  • Stears, M., Good, M-A. & James, A. (2012). Exploring the professional identity of Physical Science teachers enrolled in an ACE programme. Education as Change: Journal of Curriculum Research, 16 (2).
  • Bansilal, S., Goba, B., Webb, L., James, A. & Khuzwayo, H. (2012). ‘Tracing the impact: The case of a professional development programme in Mathematical Literacy ’. Africa Education Review (AER) Special Edition. Others.

 

Chapters in Books:

  • Chirikure, T., James, A., Nzimade, N., Signh-Pillay, A. & Naicker, I. (in press). Thinking with objects: Teacher leaders making visible their teaching practices. In K. Pithouse-Morgan, D. Pillay & Naicker, I. Object Medleys. Wood, Dean, DuToit, Esau, James, Mokhele, Pillay (2017). A Snapshot of Action Research in and by Higher Education In Southern Africa. The Palgrave International Handbook of Action Research, pp.221-234. DOI: 10.1057/978-1-137-40523-4_14
  • James, A. (2010). Scenarios, Incidents and Changes. In J Wassermann, A. Bryan (Eds), Edgewood Memories from College to Faculty of Education. Durban: The Corporate Affairs Division of the University of KwaZulu-Natal.
  • James, A. & van Laren (2009). 'Negotiating Access'- The Initial Research Process. In K Setati, R Vithal, C. Malcolm and R. Dhunpath (Eds), Researching Possibilities in Mathematics, Science and Technology    New York: Nova Science Publishers.
 

Book Review:

  • James, A. (2016) Academic Autoethnographies: Inside Teaching in Higher Education by Daisy Pillay, Inbanathan Naicker, and Kathleen Pithouse-Morgan (Editors). Rotterdam, Netherlands: Sense, 2016. 200 pp. ISBN: 978-94-6300-397-1 (paperback)

Reports – Technical and Teaching and Learning :

  • James, A. (2012). THE LED TRAINING AND CAPACITY DEVELOPMENT PROGRAMME 2012 – 2016 EVALUATION REPORT, p. 1-109.
  • James, A. (2013). THE LED TRAINING AND CAPACITY DEVELOPMENT PROGRAMME 2012 – 2016 EVALUATION REPORT, p. 1- 78.
  • James, A. (2014). THE LED TRAINING AND CAPACITY DEVELOPMENT PROGRAMME 2012 – 2016 EVALUATION REPORT, p. 1– 112.
  • James, A. (2015). THE LED TRAINING AND CAPACITY DEVELOPMENT PROGRAMME 2012– 2016 EVALUATION REPORT, p. 1 – 110.
  • James, A. (2015) REPORT ON THE SERVICE-LEARNING COLLABORATION: UNIVERSITY OF KWAZULU-NATAL (UKZN) AND DRAKE UNIVERSITY (DU).

  Conferences, workshops and seminars (sample)

  • SAARMSTE 2016 and others; AMS Colloquium – 2013. 2014. 2015; International Organisation for Science and Technology Education (IOSTE) SYMPOSIA – 2004; 2006; 2008; 2010; 2012; 2014; Indigenous Knowledge Systems – International IIKS Conference; IKS Brics conference; Memory in Africa – 2nd Memory Studies Conference; Academy of Science of South Africa (ASSAf) - The Organisation for Women in Science for the Developing World (OWSD) – South African national Chapter Inaugural Meeting; The Fourth International Conference on Education, Research and Development in Bulgaria; The South African Research Association for Early Childhood Education (SARAECE);  LITHUANIA SIAULIA UNIVERSITY Invited to present in a plenary session; TWOWS –International Conference Beijing (China); African Women in Science Workshop.

Hosted visiting Professors

  • Brazil - Prof. Dr. Acácio Alexandre Pagan – 1st-30th September 2014; Departamento de Biologia UFS;
  • Professor/researcher at Federal University of Sergipe in Brazil. Subject of interest and research is in the field of teaching evolution and multicultural perspectives in Science Teaching, more specifically those related to biology teacher formation.
  • Lithuania – Professor Vincentus Lamanaskus 14th - 20th January 2016
  • Lamanauskas is a specialist in his field of Natural Science education in Central and Eastern Europe, where he has explored the teaching, learning, collaborated with researchers on researching and promoting Natural Sciences. South Africa – Professor Heila Lotz-Sisitzka; Germany – Professor Doris Elster; Brazil – Professor Agnaldo Arario Lithuania – Professor Vincentus Lamanaskus; (Sustainable Development Conference Plenary presenters - 22nd – 28th January 2017.

  Plenary Presenter

  • Conferences

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