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Zeitschriftenartikel zum Thema "Education, Elementary – South Africa – Ekurhuleni"
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Albers, Peggy, und Amy Seely Flint. „New Literacies in One Rural South African Elementary School“. Aula Abierta 50, Nr. 2 (24.06.2021): 559–66. http://dx.doi.org/10.17811/rifie.50.2.2021.559-566.
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This longitudinal qualitative research study addressed a three-year professional development project, ProjectSouth Africa, we conducted in one rural elementary school, Williams Primary School in the Western Cape of SouthAfrica, with eight Reception to Grade 3 teachers. Our research investigated “What happens when teachers engage in PD that is focused on the integration of simple technologies to teach literacy?” We also studied the extent to which thisPD reflected success in children’s literacy learning, both from the teachers’ perspectives and on national and provincialstandardized tests. We situated this study theoretically in critical literacy as social practice. We adopted a transformativeconstructivist grounded theory (CGT) methodological approach (Charmaz, 2005) that centralized the phenomenastudied which contributes both to personal and societal transformation. This study presents findings from our analysisof a subset of data that focused directly on teachers’ use of technology to teach literacy. We found personal transformation in all eight teachers in their use of technology to create classrooms in which new literacies were enacted. This, we argued, led to societal transformation in that teachers shared this knowledge locally, district-wide, and with other literacy teachers and researchers at an international conference.
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Dube, Nkosiyazi, und Linda Harms Smith. „THE THORNY ISSUE OF STATUS DISCLOSURE TO CHILDREN LIVING WITH HIV: THE CASE OF HIV POSITIVE CHILDREN LIVING IN A CHILD AND YOUTH CARE FACILITY IN JOHANNESBURG, SOUTH AFRICA“. Southern African Journal of Social Work and Social Development 28, Nr. 1 (22.07.2016): 53–68. http://dx.doi.org/10.25159/2415-5829/1350.
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There is a dilemma regarding HIV/AIDS disclosure to children born and living with HIV/AIDS in residential settings. Since the advent and accessibility of Anti-Retroviral Therapy, most children born HIV positive live longer and have healthier lives. Some of these children find themselves in Need of Care due to abandonment, orphanhood and neglect or abuse, and are placed in alternative care such as a Child and Youth Care Centre (CYCC). Social Service Workers are then faced with this dilemma around disclosure of their HIV status, due to the complexities around the consequences of such a disclosure, and the absence of clear policies in this regard. The study explored the perceptions of social service workers regarding disclosure of HIV status to children born HIV positive living in a CYCC in Ekurhuleni, South Africa. The findings indicate that HIV status disclosure is a complex but essential process as it reinforces children’s ability to adhere to medication and dispels anxiety and suspicion within themselves around their status. Recommendations relate to community education and awareness programmes, policy and practice changes and makes suggestions for future research.
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Lange, Samantha Louise, Tobias George Barnard und Nisha Naicker. „Effect of a simple intervention on hand hygiene related diseases in preschools in South Africa: research protocol for an intervention study“. BMJ Open 9, Nr. 12 (Dezember 2019): e030656. http://dx.doi.org/10.1136/bmjopen-2019-030656.
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IntroductionHand hygiene (HH) related illnesses such as diarrhoea and respiratory diseases, contribute to the burden of disease and are included in the top five causes of mortality in children under 5 years in South Africa. Children attending preschools are more susceptible to these infections due to the higher number of children in preschools. HH interventions have shown to reduce HH-related diseases by improving HH practices. In South Africa, there are no documented HH interventions or studies in children under 5 years. The purpose of the study is to determine whether an HH intervention can reduce HH-related diseases among 4–5-year-old preschool children and to improve HH practices in these children, their caregivers and their parents.Methodology and analysisThis is a protocol for a controlled intervention study to be conducted at preschools in Kempton Park, City of Ekurhuleni, Gauteng, South Africa. Preschools will be randomly distributed into control and experimental groups (n=70). The intervention includes interactive simulation learning, educational emails and education and poster reminders obtained from the WHO and the Global Handwashing Day website. Data collection, including the intervention, will take place during the calendar year as this coincides with the school year. Data will be analysed both preintervention and postintervention in the experimental group as well as between the experimental and control group. Data collected by means of questionnaires, observations, disease registers, hygiene inspections, semi-structured interviews and hand swabs will be analysed to determine these outcomes.Ethics and disseminationPermission has been obtained from the University of Johannesburg Ethics Committee and Ministerial Consent for Non-Therapeutic Research on Minors from the Department of Health National Ethics Research Council. Permissions for use of copyright protected materials has been obtained. Results of the study will be disseminated through peer-reviewed publications, and feedback within relevant structures through conference proceedings.
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Kiviet, Agnes M., und Andile Mji. „Sex Differences in Self-Efficacy Beliefs of Elementary Science Teachers“. Psychological Reports 92, Nr. 1 (Februar 2003): 333–38. http://dx.doi.org/10.2466/pr0.2003.92.1.333.
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The Science Teaching Efficacy Belief Inventory developed by Riggs and Enoch was administered to 88 men and 112 women, elementary science teachers in the Eastern Cape, South Africa. Significant mean sex differences ( t = 4.55, p < .01) were observed on the Personal subscale but not on the General subscale. This result has major implications for education planners and administrators employing female teachers whose cultural and educational experiences may not have prepared them as well as their male peers for teaching science. It is concluded that female teachers need support to change their beliefs about self-efficacy regarding teaching science. The discussion also suggests possible directions for research.
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Kootbodien, Tahira, Kerry Wilson, Nonhlanhla Tlotleng und Nisha Naicker. „P.3.15 Suicide trends by occupation in south africa, 1997 to 2016“. Occupational and Environmental Medicine 76, Suppl 1 (April 2019): A100.1—A100. http://dx.doi.org/10.1136/oem-2019-epi.274.
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BackgroundThe risk of suicide varies across occupations. However information is limited in South Africa. Surveillance data are vital to raise awareness of suicide risk for effective interventions in workplaces.MethodTo assess trends in suicide-related mortality by occupation, we analysed underlying cause of death data and occupation information from vital registration data from Statistics South Africa. Suicide (X60-X84) was coded using the 10th Revision of the International Classification of Diseases (ICD-10). Occupation groups were based on the South African Standard Classification of Occupations (SASCO) groups: (1) managers, (2) professionals, (3) technicians, (4) clerks, (5) service workers, (6) skilled agricultural and fishery workers, (7) craft and related trade workers, (8) plant and machine operators and (9) elementary occupations. Multivariate logistic regression analyses were performed to calculate mortality odds ratios (MOR) for occupation groups in men and women, adjusting for age, year of death, education level, marital status and province of death.ResultsThe 20 year study examined 7 113 episodes of suicide in South Africa of all persons of working age from 1997 to 2016. Deaths by suicide increased from 1997 (n=93, 0.05%) to 2016 (n=389, 0.15%, nptrend, p<0.001). Among men, the risk of suicide was highest in skilled agricultural and fishery workers (MOR=3.0, 95% CI 1.75–5.16). Among women, risk of suicide were highest in skilled agricultural and fishery workers (MOR=2.7, 95% CI 1.03–6.84) and clerical workers (MOR=2.40, 95% CI 1.29–4.46).ConclusionThe results show that agricultural and fishery workers are at highest risk of suicide in men and women of working-age. There is a need for future studies to investigate explanations for the observed differences across occupations, particularly in people employed in lower skill-level groups.
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Davies, Lynn, Alan Rogers, Edwin Keiner und Simon McGrath. „Book Review: Globalisation, Educational Transformation and Societies in Transition, Operation Blackboard: Policy Implementation in Indian Elementary Education, Education in Germany since Unification, State of Transition: Post-Apartheid Educational Reform in South Africa“. European Educational Research Journal 1, Nr. 2 (Juni 2002): 393–99. http://dx.doi.org/10.2304/eerj.2002.1.2.12.
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Tlakula, Tintswalo Pascalis, und Madeleine Fombad. „The use of electronic resources by undergraduate students at the University of Venda, South Africa“. Electronic Library 35, Nr. 5 (02.10.2017): 861–81. http://dx.doi.org/10.1108/el-06-2016-0140.
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Purpose This paper aims to establish the level of use of the electronic resources at the University of Venda, which is one of the previously disadvantaged universities in South Africa. It identifies the different electronic resources used at the university, determines the level of awareness and training in the use of these resources and suggests ways in which electronic resources may be enhanced. The rapid changes in the information and communication technology (ICTs) have influenced service delivery in academic libraries in terms of how information is gathered, accessed, retrieved and used. Hence, electronic resources are invaluable research tools in academic libraries in the twenty-first century. Design/methodology/approach A qualitative research methodology was adopted, and semi-structured interviews were conducted with each participant to get in-depth information. The target population was all third-year students registered with the School of Human and Social Sciences at the University of Venda. The third year undergraduate students from this particular school where chosen because statistics revealed that these students where ranked among the top in the use of computers. Findings The findings revealed that the level of usage of these resources by undergraduate students is elementary and limited to SABINET and EBSCO host. Undergraduate student’s level of awareness of the different electronic resources is low. They confused electronic resources to Web-based internet sources. It also revealed that the level of awareness and training in the use of these resources is still generic, as training is mostly a once off orientation at the first year. Research limitations/implications This paper focuses on third year undergraduate students who were using computers because the researchers were interested in finding out whether students using computers were also using electronic resources. It excluded other profiles such as age, gender and computer usage behaviour of electronic resources. Practical implications Adequate use and knowledge of electronic resources at universities is instrumental towards realisation of the country’s ICT Strategy and the outcome-based education (OBE) model of teaching movement. Suggestions are made to the university, the university library, university librarians and the Library Association of South Africa on how to enhance the use of electronic resources. Originality/value It establishes the level of use of electronic resources in one of South African historically disadvantaged universities, a point of contact to other previously South African disadvantaged universities and make suggestions on how electronic resources may be enhanced. It adds to the body of knowledge on the use of electronic resources in academic libraries in South African universities.
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Thakur, Gopal Krishna. „IMPACT ASSESSMENT OF AN ALTERNATIVE INTERVENTION FOR ACCESS OF MARGINALIZED CHILDREN TO EDUCATION AND RETENTION“. International Journal of Research -GRANTHAALAYAH 3, Nr. 12 (31.12.2015): 9–15. http://dx.doi.org/10.29121/granthaalayah.v3.i12.2015.2881.
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The last couple of decades have witnessed sustained governmental efforts towards universalization of elementary education in India; yet the status of human development in the country is a matter of great concern. In the latest Human Development Report published by the United Nations Development Programme (UNDP), covering 187 countries across the world, India is ranked at 135, among the 'medium development' countries like Egypt, South Africa, Mongolia, Philippines and Indonesia. Among India's neighbours, Bhutan and Bangladesh too figure in this category. Though India has made considerable progress in social, political and economic spheres and has emerged as one of the fasted growing and the world’s fourth largest economy. But it still has more poor people than any other country with about one third of the population living below the poverty line. One of the main reasons of the poverty of the masses is not having the access to adequate educational facilities and subsequent benefits of education. This paper presents the factual details of a study, which attempted to examine the status of marginalized children’s access to education and retention in West Bengal, particularly of those children, whose parents work in the brick kilns of 24 North Pargana and Maldah districts of the State.
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Human, Piet. „Learning via problem solving in mathematics education“. Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie 28, Nr. 4 (07.09.2009): 303–18. http://dx.doi.org/10.4102/satnt.v28i4.68.
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Three forms of mathematics education at school level are distinguished: direct expository teaching with an emphasis on procedures, with the expectation that learners will at some later stage make logical and functional sense of what they have learnt and practised (the prevalent form), mathematically rigorous teaching in terms of fundamental mathematical concepts, as in the so-called “modern mathematics” programmes of the sixties, teaching and learning in the context of engaging with meaningful problems and focused both on learning to become good problem solvers (teaching for problem solving) andutilising problems as vehicles for the development of mathematical knowledge andproficiency by learners (problem-centred learning), in conjunction with substantialteacher-led social interaction and mathematical discourse in classrooms.Direct expository teaching of mathematical procedures dominated in school systems after World War II, and was augmented by the “modern mathematics” movement in the period 1960-1970. The latter was experienced as a major failure, and was soon abandoned. Persistent poor outcomes of direct expository procedural teaching of mathematics for the majority of learners, as are still being experienced in South Africa, triggered a world-wide movement promoting teaching mathematics for and via problem solving in the seventies and eighties of the previous century. This movement took the form of a variety of curriculum experiments in which problem solving was the dominant classroom activity, mainly in the USA, Netherlands, France and South Africa. While initially focusing on basic arithmetic (computation with whole numbers) and elementary calculus, the problem-solving movement started to address other mathematical topics (for example, elementary statistics, algebra, differential equations) around the turn of the century. The movement also spread rapidly to other countries, including Japan, Singapore and Australia. Parallel with the problem-solving movement, over the last twenty years, mathematics educators around the world started increasingly to appreciate the role of social interaction and mathematical discourse in classrooms, and to take into consideration the infl uence of the social, socio-mathematical and mathematical norms established in classrooms. This shift away from an emphasis on individualised instruction towards classroom practices characterised by rich and focused social interaction orchestrated by the teacher, became the second element, next to problem-solving, of what is now known as the “reform agenda”. Learning and teaching by means of problem-solving in a socially-interactive classroom, with a strong demand for conceptual understanding, is radically different from traditional expository teaching. However, contrary to commonly-held misunderstandings, it requires substantial teacher involvement. It also requires teachers to assume a much higher level of responsibility for the extent and quality of learning than that which teachers tended to assume traditionally. Over the last 10 years, teaching for and via problem solving has become entrenched in the national mathematics curriculum statements of many countries, and programs have been launched to induce and support teachers to implement it. Actual implementation of the “reform agenda” in classrooms is, however, still limited. The limited implementation is ascribed to a number of factors, including the failure of assessment practices to accommodate problem solving and higher levels of understanding that may be facilitated by teaching via problem solving, lack of clarity about what teaching for and via problem solving may actually mean in practice, and limited mathematical expertise of teachers. Some leading mathematics educators (for example, Schoenfeld, Stigler and Hiebert) believe that the reform agenda specifi es classroom practices that are fundamentally foreign to culturally embedded pedagogical traditions, and hence that adoption of the reform agenda will of necessity be slow and will require more substantial professional development and support programs than those currently provided to teachers in most countries.Notwithstanding the challenges posed by implementation, the movement towards infusing mathematics education with a pronounced emphasis on problem solving both as an outcome and as a vehicle for learning seems to be unabated. Substantial work on the development of more effective means for professional development and support of teachers is currently being done.
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Thomas, L. S., E. Buch und Y. Pillay. „An analysis of the services provided by community health workers within an urban district in South Africa: a key contribution towards universal access to care“. Human Resources for Health 19, Nr. 1 (18.02.2021). http://dx.doi.org/10.1186/s12960-021-00565-4.
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Abstract Introduction Community health worker teams are potential game-changers in ensuring access to care in vulnerable communities. Who are they? What do they actually do? Can they help South Africa realize universal health coverage? As the proactive arm of the health services, community health workers teams provide household and community education, early screening, tracing and referrals for a range of health and social services. There is little local or global evidence on the household services provided by such teams, beyond specific disease-oriented activities such as for HIV and TB. This paper seeks to address this gap. Methods Descriptive secondary data analysis of community health worker team activities in the Ekurhuleni health district, South Africa covering approximately 280,000 households with 1 million people. Results Study findings illustrated that community health workers in these teams provided early screening and referrals for pregnant women and children under five. They distributed condoms and chronic medication to homes. They screened and referred for hypertension, diabetes mellitus, HIV and TB. The teams also undertook defaulter and contact tracing, the majority of which was for HIV and TB clients. Psychosocial support provided was in the form of access to social grants, access to child and gender-based violence protection services, food parcels and other services. Conclusion Community health workers form the core of these teams and perform several health and psychosocial services in households and poor communities in South Africa, in addition to general health education. The teams studied provided a range of activities across many health conditions (mother and child related, HIV and TB, non-communicable diseases), as well as social services. These teams provided comprehensive care in a large-scale urban setting and can improve access to care.
Dissertationen zum Thema "Education, Elementary – South Africa – Ekurhuleni"
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Mnene, Mthetheleli. „Investigating teaching and learning within three Eastern Cape reception year classrooms“. Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1003471.
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The purpose of this study is to explore the extent to which young children in three Grade R classes in the Eastern Cape Province were exposed to developmentally appropriate opportunities to achieve the Critical Outcomes as outlined in the South African National Curriculum Statement. The research took the form of a case study. Semi-structured interviews and observations were used to collect data. Respondents included children, their parents, Grade R practitioners and the school leadership. The findings tentatively showed that this set of parents perceived their role in providing for their children’s developmental needs as separate to that of the GR practitioners. They seemed to see their roles as helping their children to develop social and emotional competence only, and that the GR practitioners provided, in addition to this, literacy and numeracy teaching to their children. In contrast, the three GR practitioners believed that parents were responsible also for promoting literacy, numeracy and life skills. There seemed therefore to be a lack of clarity of specific teacher and parent views of their roles. The researcher found, however, that the children seemed to be given few developmentally appropriate opportunities for planned and structured activities which enabled them to explore the Critical Outcomes, for example, working together, solving problems, using technology. The teaching methodology used by the GR practitioners during the observation periods, seemed to a large extent, to be based in 'talk and chalk' in the plenary grouping. It did not seem to enable the implementation of the curriculum and especially of the Critical Outcomes in a developmentally appropriate way. In addition, the environment in which children learned was not observed to be developmentally appropriate for relevant education to take place. Too many children were crowded into the available space, while learning equipment and materials were lacking. Any competences that young children in these three GR programmes achieved were therefore possibly learned incidentally, rather than deliberately through planned activities. In addition, GR classes in this study were not observed to be supported within the schools to deliver competent curriculum activities to the children. The study makes suggestions to meet some of these challenges. These include improving the understanding of curriculum guidelines of all role players in the three schools, enabling the management teams and especially parents to take a stronger support and monitoring role, and providing and using materials and equipment to promote the use of the Critical Out comes as methods for teaching and for learning.
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Sibiya, Hlengana Solomon. „A strategy for alleviating illiteracy in South Africa a historical inquiry /“. Pretoria : [s.n.], 2004. http://upetd.up.ac.za/thesis/available/etd-03102005-124313/.
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Fredericks, Elizabeth Joy. „Exploring Grade 3 teachers’ strategies in the teaching of writing literacy“. Thesis, Cape Peninsula University of Technology, 2013. http://hdl.handle.net/20.500.11838/1847.
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A full dissertation submitted in fulfillment of the requirements for the degree of Masters in Education
Presented to the Faculty of Education and Social Sciences at the Cape Peninsula University of Technology
2013In this qualitative exploratory study the primary purpose was to examine the nature of teaching strategies employed by two Grade 3 teachers to teach writing literacy. The following research questions underpinned the study: i) What strategies are being implemented by Grade 3 teachers to develop literacy skills in their classes ii) How appropriate, relevant and potentially effective are these strategies in terms of the aspects of literacy they address and support? Interviews and video-observations of the teaching-learning process were the two methods of data collection. Through a constant interplay between what teachers do as they teach writing literacy and literature accounts of what constitutes good teaching of writing literacy, the study aimed to arrive at conclusions regarding the question on whether the teaching strategies were appropriate, relevant and have potential for effectiveness. Both the interview and observation data were analysed using the constant comparative method in order to arrive at conclusions regarding the two research questions. The study has revealed that though teaching happened in a piecemeal fashion, the teachers use a variety of good teaching strategies to develop literacy among their learners.
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Mambinja, Sindiswa. „School grounds as a place for environmental learning in the life skills learning programme“. Thesis, Rhodes University, 2009. http://hdl.handle.net/10962/d1003642.
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With the intention of improving my own practice, the study investigated how school grounds could be used for environmental learning in the Foundation Phase Life Skill Learning Programme within the Revised National Curriculum Statement. The research was conducted in the Grade One class of Ntaba Maria Primary School situated in Grahamstown East. The study was an action research case study based on interpretive approach to research. It had two cycles comprised of two lesson plans. The first Lesson Plan focused on an audit of the school grounds to identify environmental issues. The second Lesson Plan was informed by the audit, and addressed one of the identified environmental issues. Data was gathered through analysis of curriculum documents, video recordings and photographs of learning interactions, journal entries and learners’ work. The study highlighted that school grounds provided a context for environmental learning within Life Orientation Learning Area especially when integrated with other learning areas. There were cases however, where assessment standards were only partly addressed. The study also revealed that the Life Orientation Learning Area was also limiting for school grounds learning opportunities in some cases. In other cases the study highlighted the open-ended nature of some of its assessment standards. The study also revealed how school grounds related activities offered opportunities and challenges for constructivist, situated and active learning. Opportunities and challenges regarding group work, language use, active engagement with information learning in authentic settings, and action and action competence; emerged as issues from the analysis. Finally, the study shed light on how reflection on learners’ work and assessment of these could help teachers modify activities and do them differently so as to enhance the achievement of skills, knowledge, attitudes and values. The achievement of investigative and problem-solving skills through the two lesson plans was critically evaluated as the processes of values education employed in the lesson implementation.
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Blease, Bernita. „Exploring writing practices in two foundation phase rural multigrade classes“. Thesis, Cape Peninsula University of Technology, 2014. http://hdl.handle.net/20.500.11838/1848.
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A full dissertation submitted in fulfilment of the requirements for
the degree of Master in Education
Presented to the Faculty of Education and Social Sciences
at the Cape Peninsula University of Technology
2014Writing in rural multigrade Foundation Phase schools is a largely negelected area for research and teacher development. Even those teaching multigrade classes are not sure how to approach it. There are almost no regulations or guidelines in PIRLS or government documents and reports. Nevertheless multigrade rural schooling is prevalant throughout South Africa. This gap between widespread practice and lack of theoretical acknowledgement or knowledge prompted this study. For the purposes of this study two rural multigrade Foundation Phase classes were selected in the Northern District of the Western Cape. This study answers one main question: What writing practices are being implemented in these two rural Foundation Phase multigrade classes? Two sub-questions are: How do the two Foundation Phase teachers teach writing skills to rural multigrade learners? What challenges do these two Foundation Phase teachers experience when teaching writing? Lack of research in this area required considerable time to consolidate an appropriate research methodology. To establish a scientific structure for this research certain theoretical approaches were adopted. Socio-cultural theories of learning, particularly focusing on Bronfenbrenner’s socio-ecological model, Vygotsky’s Zone of Proximal Development (ZPD) and social constructivism were used. Piaget’s developmental contributions add to this research project. Cambourne’s principles and strategies were invaluable in understanding constructivism in a language classroom. Because this was a pioneering research project it took over four years to complete analysis of data from the schools and link it to the theoretical framework. A qualitative interpretative case study research design was specifically formulated to provide an objective understanding of the research questions. The data were analysed qualitatively. Four themes emerged from sub-question one and include: the pedagogy of teaching writing in a multigrade class, the importance of creating a writing ethos in the classroom, elements of writing and supporting learners in the writing process. The following six themes were identified in answering sub-question two: teacher challenges, poor socio-economic backgrounds, writing support from the WCED, creating a writing ethos including discipline, parental literacy and learner challenges. In conclusion, this research indicates that multigrade education is, far from being a recalcitrant problem or cause for apology, useful as a template for curriculum development in many other areas of education. Multigrade education provides a realistic and flexible tool for meeting urgent educational problems.
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Muthayan, Saloshini. „A case study of multigrade teaching in Canada: implications for South Africa“. Thesis, Rhodes University, 2000. http://hdl.handle.net/10962/d1003319.
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This study examines multigrade teaching in selected schools in Canada and its implications for improving multigrade teaching in South Africa, where over 50 % of primary schools are multigrade and the teachers have not received preparation in multigrade teaching. The case study method was adopted because it allowed for 'an intensive, holistic description and analysis' of the multigrade classroom. The approach is interpretivist, based on the assumption that social phenomena are 'socially constituted' and 'valuationally based'. Research techniques included a literature review, interviews and observations. Four classrooms with grade combinations ranging from two grades to eight grades (Kindergarten to grade 7) were studied. Despite problems such as the lack of official recognition, inadequate teacher education and support - problems common to both Canada and South Africa - the Canadian teachers managed their classrooms effectively. This was indicated by their understanding of the children's needs, their integration of the curriculum for teaching across the grades and the learning areas, their use of effective instructional strategies and their involyement of parents in the classroom. A reason for their success may be that their teacher education includes child-centred, activity based approaches, integration of the curriculum, critical thinking, flexibility and effective instructional strategies, which they may adapt for effective multigrade teaching. The study found that successful multigrade teaching depended on the teacher. For South Africa, this may imply that intervention programmes should focus on relevant preparation and support for multigrade teachers. The emphasis on material resources in the implementation of Curriculum 2005 has not been balanced with adequate training on policy, curriculum and instructional strategies. Teacher education should include methodologies that are experiential, reflective and participatory. A variety of instructional strategies should be employed in the multigrade classroom. The respondents in the study believed further that multigrade teaching is more beneficial than single-grade teaching because it caters for the diversity of needs amongst children and allows for peer tutoring, thereby exploiting Vygotsky's theory of the 'zone of proximal development'. Thus, instead of viewing multigrade teaching as a temporary phenomenon, it should be viewed as an opportunity for improving school effectiveness.
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Campbell, Anita. „The teaching strategies employed by teachers to support learners with learning difficulties in mainstream classes“. Thesis, Cape Peninsula University of Technology, 2006. http://hdl.handle.net/20.500.11838/1913.
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Thesis (MTech (Education))--Cape Peninsula University of Technology, 2006The study focuses on the identification and development of teaching strategies and the factors that impact on the strategies when supporting learners with learning difficulties in mainstream Foundation Phase classes. The study was carried out by interviewing a focus group of Foundation Phase teachers from public schools in the Cape Metropolitan area. The findings from the focus group discussion was verified and amplified by responses from Heads of Department, Foundation Phase within the same area. The research methodology was that of a two-stepped investigation. Firstly, a focus group discussion was conducted using an open ended question framework with the intent of exploring how mainstream Foundation Phase teachers develop teaching strategies and what factors impact on these strategies when supporting learners with learning difficulties. The data collected was analyzed and a qualitative questionnaire compiled for Heads of Department: Foundation Phase to verify and amplify the data collected during the focus group. The study indicated that past and recent teacher training does not equip teachers with the necessary skills to support learners with learning difficulties in mainstream classes. The study also found that current workload levels inhibited further self study. The research findings contributed to the fund of knowledge with regard to the training of Foundation Phase teachers to support all learners, regardless of the degree of learning difficulty, in mainstream classes in public schools.
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Isaacs, Colin Charles. „Peace education : positive change via peer mediation in the primary school“. Thesis, Peninsula Technikon, 2003. http://hdl.handle.net/20.500.11838/1879.
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Thesis (MTech (Education))--Peninsula Technikon, Cape Town, 2003Peace Education strives to provide for the promotion and building of a peaceful society. A Peer Mediation Programme is one of the strategies designed to promote Peace Education in that it provides the skills for the resolution of conflict. The main objective of this evaluation research was to evaluate the conceptualisation, the design, the implementation and the impact of a Peer Mediation Programme that is being implemented at a primary school. The literature review was an in-depth study of the existing literature relating to conflict resolution and peer mediation. The main aspects covered by the literature were the nature of conflict and how it evolved and created meaning for itself. It also examined discipline and behaviour in the context of schools and the move towards alternative behavioural programmes at schools. It defined Peace Education and outlined the use of peer mediation as an alternative behavioural strategy, which could instil positive values and skills. It finally reviewed the benefits of alternative mediation programmes and the positive effects that it would have on the stakeholders involved in the programme. The research design used was Mouton's Logical model. The research was conducted. by using qualitative and quantitative methods. The qualitative methods included five focus group interviews and two individual interviews with all the relevant stakeholders who were associated with the programme. All the relevant documentation relating to the programme was examined and analysed. The quantitative method consisted of a questionnaire which all the mediators completed. The analyses of the data led to interesting findings. The Peer Mediation Programme was well conceptualised by the different stakeholders. There was the problem of 'dual roles' for mediators that impacted on the stakeholders' conceptualisation of the programme. The school had developed a unique design which was adapted to the culture of the school. The programme was well implemented and impacted positively on the school, the mediators, the parents and the community. Community involvement, however, was lacking. While the evaluation research revealed that the programme was successfully implemented, with positive results, it was recommended that the conceptualisation of the programme be expanded on and developed in order to improve the overall understanding of the programme. It was also recommended that the design should include all grades in an adapted programme. Parents also needed to become more involved in the programme.
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Hendricks, Paul Charles. „The role of physical education in South African primary schools“. Thesis, University of the Western Cape, 2004. http://etd.uwc.ac.za/index.php?module=etd&.
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This thesis argued that Physical Education is marginalised in the South African primary school education sector. Through this marginalisation, Physical Education has been reduced from having full subject status, to being only one of the components of one of the primary school learning areas, namely, Life Orientation. Simultaneously, Physical Education finds itself in a situation in which it is generally being taught by a class teacher and no longer by a specialist Physical Education teacher. Possible reasons for this marginalisation are expressed, however, the argument that Physical Education is an imperative in the holistic development of the child, is also espoused. This thesis critically examined the route that South African primary school education is taking and focused on the issues of holistic education and development, Outcomes-based Education and Life Orientation.
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Mdlungu, Nozuko Gloria. „An investigation of how environmental learning and teaching support materials (LTSM) can influence team planning and teaching and learning activities in the Foundation Phase“. Thesis, Rhodes University, 2007. http://hdl.handle.net/10962/d1003512.
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South Africa has experienced significant curriculum transformation over the past ten years. Environment was introduced into C2005 as a phase organiser. Following the streamlining and strengthening of the curriculum, the National Curriculum Statement (NCS) has a more explicit environmental focus in all of the Learning Areas. This has created opportunities for teachers to address environmental health issues in a community context. I work in a rural school and the community around the school experience a number of environmental health issues. In my previous observations I noticed that teachers were not using Learning Teaching Support Materials (LTSM) effectively. In this study I wanted to investigate how LTSM can be used to address environmental health issues in the Foundation Phase. As Life Orientation Learning Outcome1 is a ‘backbone’ of the Life Skills Learning Programme in the Foundation Phase, I decided to focus on this Learning Outcome as it is the Health Promotion outcome in the NCS (R-9). It was my interest to investigate how LTSM are used in team planning and how this planning influences the use of LTSM in classrooms. In the research I observed the link between the activities and LTSM that were discussed in the planning session and those that were done in the classroom. To do this I documented the planning workshop, and I also observed three lessons undertaken in two classrooms, a grade 2 and a grade 3 classroom in my school, where I serve as a principal. I conducted this research as an interpretive case study, and I used workshop, interviews, focus group interviews and classroom observation as methods in the study. The study found that LTSM used in planning influences activities done in the classroom. It also found that use of LTSM helps to achieve the Learning Outcomes and Assessment Standards, and to improve the participation of learners in the learning process. Use of LTSM in planning also improves teachers’ Learning Area knowledge and their knowledge of curriculum development issues. Planning sessions also assisted teachers to address problems such as language used in LTSM and availability of LTSM. The study also found that teachers did not address formal assessment in the planning or in the way they used LTSM. The study concluded that use of LTSM in planning can strengthen classroom practice, and recommendations were made to take this work forward in the context of our school, as it addresses the gap between policy and practice.
Bücher zum Thema "Education, Elementary – South Africa – Ekurhuleni"
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Cole, Mary. A policy perspective for quality primary education in South Africa. Halfway House, South Africa: Development Bank of Southern Africa, 1995.
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Courage and love for children in South Africa. Roselle, IL: Schaumburg Publications, 1993.
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Macdonald, C. A. Towards a new primary curriculum for South Africa: The main report of the Threshold 2 Project. Pretoria: Human Sciences Research Council, 1993.
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Hens, Luc, Torsten Wiedemann, Schalk Raath, Eric Craenhals und Barry Richter. Capacity Building for Environment Learning and Sustainable Living: Environmental Management Systems in Schools in South Africa. Nova Science Publishers, Inc., 2013.
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Malewaneng Maja, Margaret, und Masilonyana Motseke. „Strategies Used by UNISA Student Teachers in Teaching English First Additional Language“. In Higher Education - New Approaches to Globalization, Digitalization, and Accreditation [Working Title]. IntechOpen, 2021. http://dx.doi.org/10.5772/intechopen.99662.
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The teaching of English to non-English speakers in historically disadvantaged areas of South Africa is a difficult task for student teachers. This study was conducted in the township schools at Ekurhuleni North District, in the Gauteng province of South Africa. The purpose of the study was to determine the extent to which students at the University of South Africa (UNISA) used interactive teaching strategies in the teaching of English as a First Additional Language (EFAL). The study also intended to highlight the support provided by UNISA lecturers to these student teachers. The study was grounded in interpretivism with self-determination theory (SDT) informing it. The study was a qualitative descriptive case study with document analysis, observations and semi-structured interviews utilised to collect data. Purposive sampling assisted in selecting six student teachers, of which three were male and three were female. The student teachers were studying in their 3rd and 4th years of the Bachelor of Education degree (B.Ed.), specialising in English. Data collected were categorised into codes and themes. The findings reveal that student teachers only used pictures, charts and flashcards as interactive teaching strategies in teaching EFAL. It was concluded that student teachers were not well-prepared in the use of interactive teaching strategies in the teaching of EFAL and were not adequately supported by the university. It is recommended that UNISA lecturers should regularly visit student teachers during their teaching practice offering support, motivation and advice.
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Kekana, Puseletso, und Leila Goosen. „ICTs Used Effectively to Re-Envision and Restructure E-Schooling for Underprivileged Communities“. In Re-Envisioning and Restructuring Blended Learning for Underprivileged Communities, 44–65. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6940-5.ch003.
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The purpose of this chapter was to investigate how effectively information and communication technologies (ICTs) were used at primary schools in the Ekurhuleni South district of Gauteng Province, South Africa for re-envisioning and restructuring e-schooling in underprivileged communities. Governments and schools made huge investments, integrating ICTs and providing computer-based education, to support teaching and learning. There have been numerous initiatives, which have been endorsed by national and international bodies worldwide. The main aim of all ICT-based initiatives was to enhance the quality of education and prepare learners for the emerging digital world. Numerous studies across the world have provided impressive outcomes for the use of ICTs in schools, and more evidence is also emerging regarding the sustainability of ICT transformation in schools. There has also been abundant literature, which emphasized the need for teachers to change their beliefs about and perceptions of ICTs in order to realize the full potential.