Thematische Bibliographien / Learners: Grade 3

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Auswahl der wissenschaftlichen Literatur zum Thema „Learners: Grade 3“

Autor: Grafiati

Veröffentlicht am 25. Juni 2021

Zuletzt aktualisiert am 17. Februar 2022

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Zeitschriftenartikel zum Thema "Learners: Grade 3"

Petersen, Belinda, Sharon McAuliffe und Cornelis Vermeulen. „Writing and mathematical problem solving in Grade 3“. South African Journal of Childhood Education 7, Nr. 1 (30.06.2017): 9. http://dx.doi.org/10.4102/sajce.v7i1.483.

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This article looks at writing tasks as a methodology to support learners’ mathematical problemsolving strategies in the South African Foundation Phase context. It is a qualitative case study and explores the relation between the use of writing in mathematics and development of learners’ problem-solving strategies and conceptual understanding. The research was conducted in a suburban Foundation Phase school in Cape Town with a class of Grade 3 learners involved in a writing and mathematics intervention. Writing tasks were modelled to learners and implemented by them while they were engaged in mathematical problem solving. Data were gathered from a sample of eight learners of different abilities and included written work, interviews, field notes and audio recordings of ability group discussions. The results revealed an improvement in the strategies and explanations learners used when solving mathematical problems compared to before the writing tasks were implemented. Learners were able to reflect critically on their thinking through their written strategies and explanations. The writing tasks appeared to support learners in providing opportunities to construct and apply mathematical knowledge and skills in their development of problem-solving strategies.

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Pretorius, Elizabeth J., und Lieke Stoffelsma. „How is their word knowledge growing? Exploring Grade 3 vocabulary in South African township schools“. South African Journal of Childhood Education 7, Nr. 1 (16.11.2017): 13. http://dx.doi.org/10.4102/sajce.v7i1.553.

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In this article, we report on a study that examined the active and receptive English vocabulary of two different groups of Grade 3 learners in South African township schools. The groups consisted of English Home Language (HL) learners in the Western Cape and Xhosa HL and English First Additional Language (FAL) learners in the Eastern Cape. The purpose was to document their different vocabulary trajectories during Grade 3. The Woodcock-Muñoz Language Survey was used to measure the active vocabulary levels of 118 learners at the beginning and the end of the school year. Another 284 learners from the same eight Grade 3 classes participated in a receptive vocabulary test at the end of the year. This test assessed their knowledge of the 60 most frequent words that occur in South Africa Grade 4 English textbooks. Results showed that although the HL learners knew almost double the number of words their English FAL peers did, both groups of learners increased their active word knowledge through the year by about 9%. Regarding their receptive vocabulary, the English FAL learners on average only knew 27% of the most frequent words at the end of their Grade 3. No significant gender differences were found. Learners in both language groups who were above their grade age had significantly lower scores than their younger peers. This confirms findings that children who start school with weak language skills tend to stay weak. Finally, initial active vocabulary knowledge was found to be a strong predictor of vocabulary development during the school year.

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Mortimer, J., J. Krysztofiak, S. Custard und A. J. McKune. „Sport Stacking in Auditory and Visual Attention of Grade 3 Learners“. Perceptual and Motor Skills 113, Nr. 1 (August 2011): 98–112. http://dx.doi.org/10.2466/05.11.25.pms.113.4.98-112.

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Mdluli, Manono. „The use of workbooks in South African grade 3 mathematics classrooms“. South African Journal of Childhood Education 4, Nr. 1 (01.07.2014): 15. http://dx.doi.org/10.4102/sajce.v4i1.118.

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The poor performance of South African learners on national and international benchmark tests in mathematics and literacy has prompted the South African Department of Basic Education (DBE) to devise intervention strategies, one of which is the provision of workbooks for learners. This paper is based on a case study of six Grade 3 teachers’ use of DBE workbooks. Data from classroom observations and interviews are reported and analyzed in relation to literature on mathematical and pedagogical resources. The key finding is that teachers use the workbooks in disparate ways as a resource and that the majority of the teachers in the case study use the workbooks in ways that do not resonate with the DBE’s intentions. We argue that the provision of resources alone may not lead to improved teaching and learning in primary school mathematics classrooms and that pre-service and in-service teacher education programmes need to include a focus on how resources such as workbooks can be utilized optimally

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Van Staden, Surette, Roel Bosker und Annika Bergbauer. „Differences in achievement between home language and language of learning in South Africa: Evidence from prePIRLS 2011“. South African Journal of Childhood Education 6, Nr. 1 (29.11.2016): 10. http://dx.doi.org/10.4102/sajce.v6i1.441.

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This study utilised regression methods to explain Grade 4 reading literacy achievement taking into account discrepancies between the language of the test and home language for learners who participated in the South African preProgress in International Reading Literacy Study (prePIRLS) 2011. Grade 4 learners were tested across all 11 official languages. The language of testing did not always coincide with the learner’s home language; therefore, prePIRLS 2011 test results reveal achievement for learners who in many cases did the test in a second or third language. Results from the current analyses show that testing in African languages predicts significantly lower results as compared to English, but that exponentially worse results by as much as 0.29 points lower of a standard deviation can be expected when the African language of the test did not coincide with the learners’ home language. Findings from the current study provide evidence that African children stand to be disadvantaged the most when a strong mother tongue base has not been developed and when education for children between Grade 1 and 3 is only available through a medium of instruction other than the mother tongue. Evidence that exposure to a language that at least shares linguistic similarities to the home language could have a positive effect.

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Van der Walt, Marthie. „Study orientation and knowledge of basic vocabulary in Mathematics in the primary school“. Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie 28, Nr. 4 (07.09.2009): 378–92. http://dx.doi.org/10.4102/satnt.v28i4.73.

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Whatever the reason, underachievement in mathematics in South Africa is endemic and tantamount to a national disaster. Despite the transformation of education in South Africa, failure rates in mathematics at school and university remain unacceptably high, and the number of learners who leave Grade 12 with a pass mark in both mathematics and physical science is unacceptably low. Relatively little has been written about inadequate performance of Grade 4 to 7 learners in mathematics in South Africa, and even less about possible solutions to the problem. South African primary school learners’ lack of basic mathematics and vocabulary skills in particular is a source of major concern. In the ﬁrst national systemic evaluation of learners’ skills in English, mathematics and science in 2001 Grade 3 learners achieved an average of 30% in mathematics. In the follow-up studies, Grade 6 learners achieved a national average of 27% in mathematices, in 2004, while nationally eighty percent of Grade 3 and 6 learners achieved less than 50 percent for mathematics and Languages in 2008. The ﬁnding that so many primary school learners today are not numerate or literate has a direct inﬂuence both on the teaching and the learning of mathematics. Everything possible needs to be done to change this situation. During the past 15 years, the research focus in mathematics has shifted to an examination of the inﬂuence of social, cognitive and metacognitive, conative and affective factors on achievement in mathematics. In this regard, it is of particular importance that an ongoing investigation into “other” aspects that impact on achievement in mathematics is launched, rather than to restrict the investigation to mere assessment of objectives that are aimed at continually evaluating cognitive progress in mathematics. There is sufﬁcient empirical evidence that an adequate orientation to the study of mathematics correlates positively with high achievement in mathematics on secondary and tertiary levels. The aim of this research was to investigate the extent to which the performance in study orientation (Study Orientation questionnaire in Mathematics (Primary)) and knowledge of basic vocabulary/terminology in mathematics (Mathematics Vocabulary (Primary)) (vocabulary as one aspect of language in Mathematics) of Grade 4 to 7 learners predict performance in mathematics (Basic Mathematics (Primary)). Three standardised questionnaires were administered, namely the Study Orientation questionnaire in Mathematics (Primary), or SOM(P), Mathematics Vocabulary (Primary) or (MV(P), and Basic Mathematics (Primary) or BM(P). The participants consisted of learners in Grade 4 to 7 (n = 1 103) in North-West Province with respectively Afrikaans, English and Tswana as their home language. Results from the data, by calculating intercorrelations and stepwise regression, conﬁrmed that learners’ performance in mathematics (BM(P)) can be predicted through their performance in the knowledge of basic vocabulary in mathematics (MV(P)), their “maths” anxiety, study attitude towards and study habits in mathematics (SOM(P)). The results can be implemented to improve learners’ performance in mathematics when teachers identify inadequate knowledge of basic vocabulary in mathematics as well as study orientation (for example, “maths” anxiety, study attitude towards and study habits in mathematics) in the early years of schooling. Learners’ scores can be checked to identify those requiring aid, support, remediation and/or counselling. An analysis of individual answers (particularly those where learner’s replies differ signiﬁcantly in respect of the answers usually given by good achievers in mathematics) could be extremely useful. Enculturing learners to the vocabulary of mathematical language is an aspect of instruction that needs speciﬁc attention. The three questionnaires, which are administered in this research, provide mathematics teachers with standardised tools with which to make a simple systematic analysis of a number of important background particulars, feelings, attitudes, habits and customs with regard to the learner’s academic orientation in mathematics, as well as to their knowledge of basic vocabulary in mathematics that could be remedied when inadequate.

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Nhase, Zukiswa, Chinedu I. O. Okeke und Christian Sunday Ugwuanyi. „Using an inquiry-based approach to enhance grade 3 learners’ basic science concepts development“. Cypriot Journal of Educational Sciences 16, Nr. 3 (30.06.2021): 1065–72. http://dx.doi.org/10.18844/cjes.v16i3.5825.

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This study explored Grade 3 teachers’ use of an inquiry-based approach to mediate the development of basic science concepts among learners within the socio-cultural theory. This study adopted interpretive case study research of the qualitative type, using a sample of four (4) female teachers who use the home language of learners as the language of instruction. Data were collected using a semi-structured interview guide and observational schedule which was properly validated. Analysis of data was achieved through thematic data analysis. The result of the study revealed that the foundation phase teachers are aware of the importance of the use of the inquiry-based approach in mediating the development of basic science concepts by the learners, but only one out of the four participants implemented it. Thus, it was recommended that there should be a provision of further professional development spaces that promote a community of practice in using an Inquiry-Based Approach in the Foundation Phase. Keywords: Basic science concepts, Grade 3 teachers, Foundation Phase, Inquiry-Based approach

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Meisani, Diah Royani, und Pupung Purnawarman. „Young Learners’ Perceptions on the Implementation of Online English Proficiency Test“. NOBEL: Journal of Literature and Language Teaching 10, Nr. 1 (30.04.2019): 71–86. http://dx.doi.org/10.15642/nobel.2019.10.1.71-86.

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The present study made use of Cambridge Online English Test for Children and Young Learner to explore how young learners perceived the implementation of an online test and to what extent the ICT backgrounds and English exposures correlated to their online English test achievement. Three data collection strategies were used to gather the data that involved second to sixth-grade elementary school students as the participants. The instruments were: 1) Online English Proficiency Test for Young Learners; 2) observation field notes; and (3) interviews. The findings revealed that students’ test scores diverse as their grade levels were also various. The mean score was 10.53 which could be categorized into Movers level which was in the middle level. It was also found that the three-quarter of the participants declared that they preferred having an online test as it gave them new experiences and comfortable feeling with taking a test on laptop or smartphones. From further investigation to the randomly selected six students, it was revealed three factors were majorly influential for young learners in benefitting the digital technology use. They were: 1) family socio-economic background; 2) parental involvement in children’s digital media use; and 3) learners’ personal motivation in using the digital media.

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Cabigao, Joey Ramos. „Improving the Basic Writing Skills of Grade 7 Learners in Filipino: An Action Research in Filipino Language“. Shanlax International Journal of Education 9, Nr. 3 (01.06.2021): 67–71. http://dx.doi.org/10.34293/education.v9i3.3815.

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This action research primarily aims to remediate the low level of basic writing skills (writing in cursive, capitalization, punctuation, spelling, and paragraphing) of Grade 7 learners in Filipino class/subject in a government high school. The researcher conducted (1) assessment of learners’ writing competency through pre- and post-tests; (2) preparation/development of writing exercises; (3) activities emphasizing the conduct of writing activities in and out of the classroom; and (4) home visitations to reinforce the teacher’s and parents’ monitoring on the progress of their children. A five-point rating scale was utilized in assessing learners’ outputs. An increase of 1.56 was recorded in the general rating of pre- to post-test, which shows that 80% improvement is manifested among the learners’ basic writing competencies, proving that the intervention used is effective in achieving the target of the study. The study reveals the significant role of teachers in arousing learners’ interest in writing and making them realize its importance. The study holds true the importance of having learning activities and worksheets appropriate to the level of learners’ needs to improve/enhance the unique skills in writing of each learner. Just like other researchers, this study encourages the promptly remediate the classroom- and/or school-based problems through the conduct of research for a rational and systematic way of addressing it. With the aid of well a documented study in all research endeavors, this will guide other teachers and school heads to experience the same plight of addressing the gaps in schools effectively.

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Ramagoshi, Refilwe, und Ina Joubert. „Preserving cultural heritage by teaching idioms to young learners as part of imaginative language in Setswana“. South African Journal of Childhood Education 6, Nr. 1 (03.12.2016): 10. http://dx.doi.org/10.4102/sajce.v6i1.279.

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Teachers need creative strategies and techniques when teaching idioms in Setswana. However, they do not know what idioms are nor are they aware that through idioms cultural heritage can be preserved and that idioms can be taught as part of imaginative language, especially in Grade 3. As a result, teachers and learners in Grade 3 Setswana classes lack the understanding of the role of idioms and language proficiency in using and writing idioms. The aim of this paper was to show how intervention could help teachers with new strategies for teaching idioms. Constructivism and the five subtheories of decoding idioms were used (Liu 2008). The project consisted of two research-based phases and the findings showed that teachers can now use their own initiative and creativity in language teaching and the learners learned and retained the idioms they have learnt.

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Dissertationen zum Thema "Learners: Grade 3"

Howell, CaSaundra Joyce. „The Experiences of Grade 3 Literacy Teachers Teaching English Language Learners“. ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2605.

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English language learners (ELLs) at a public elementary school in the southeastern United States had not been passing state tests on literacy. Researchers have found that teachers must be adequately prepared to use instructional practices in mainstream classrooms to help ELLs increase language acquisition and pass state tests in literacy. The purpose of this case study was to examine the experiences of Grade 3 literacy teachers teaching ELLs in a mainstream classroom at the study elementary school in order to understand their instructional challenges. The conceptual framework was based on Bandura's social cognitive theory in order to understand how these teachers might improve their instructional practices. A purposive sampling technique was used to identify potential participants. Data were collected through individual semistructured interviews with 4 Grade 3 literacy teachers teaching ELLs. Data were analyzed using open coding and thematic analysis to identify emergent themes. The themes identified were inadequate professional development, lack of support at school, and lack of parental support impacting language acquisition of ELLs. Findings of this study can be used by school administrators, curriculum planning educators, and area superintendents to make decisions regarding the training of literacy teachers who teach ELLs. Based on findings from the study, a professional development program was developed for literacy teachers who teach ELLs to help them prepare students to graduate from high school. Implications for positive social change include providing strategies for literacy teachers at the study site to help ELLs pass standardized tests.

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Tshabalala, Phillip Masibi. „Numeracy performance of Grade 3 learners in rural and urban primary schools“. Diss., Pretoria : [s.n.], 2009. http://upetd.up.ac.za/thesis/available/etd-06302009-171742.

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Middeljans, Hilda. „Grade 3 learners’ perceptions and understandings of social justice in a democracy“. Diss., University of Pretoria, 2014. http://hdl.handle.net/2263/45871.

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Since 1994 South Africa has been known as a free and democratic country. This inquiry explores the perceptions and understandings of Grade 3 learners of social justice and the way in which social justice could be implemented in a democratic South Africa. The way in which the learners expressed themselves informed me about how they understand the political situation in South Africa and how they would change the situation to make South Africa a better place. The 1996 South African Constitution encourages equality and social justice through upholding the rights of the citizens. The interpretations of the learners informed me as to how equality may be achieved and also on ways in which to implement social justice in the curriculum. This study was informed by an interpretivist paradigm and guided by a conceptual and theoretical framework. The existing literature on social justice and the implementation of social justice in a democratic South Africa has been guided by relevant concepts and theories. I used certain theories of Dewey to bring theory and practice together. Dewey proposed several theories to be implemented in society. His theories were based on democracy in education and he worked with teachers to encourage learners to think for themselves and, in this way, to create their own identities. I identified certain principles in the literature review that young learners would need to adhere to in order to evolve into active young citizens in a democracy. These principles include knowledge, skills and values. Social justice is one of the core principles of the National Curriculum Statement. The Department of Basic Education aims to merge principles of teaching and practice through the curriculum in order to help young learners to accept each other as citizens of South Africa while remaining sensitive to issues of diversity among the learners. The data collection methods and data collection instruments used in the study were designed to ascertain the opinions of the learners. In other words, the collection of the data was child-centred to enable the learners to express their own opinions. The paradigmatic considerations of the study is also explained by introducing them within the interpretive paradigm and confirming that this study was a case study. The Grade 3 learners who participated in the study expressed their knowledge about social justice in terms of the fairness and unfairness which they perceive in South Africa. They also indicated how they would create an ideal strategy for nation-building and social cohesion. The learners expressed little about the current political activities in the country but, instead, concentrated on the concerns about human safety, care for the environment and fairness in the communities in which they live. The young learners clearly wanted change in South Africa in order to transform the country into a united nation in which everybody is treated equally. The key findings of the study confirmed that young learners want to make a difference in any way they are able, they want to participate in political processes and they want their voices to be heard rather than be mere observers. Social justice is a phenomenon that is natural for young learners as they accept each other as they are. They expressed their desire for social cohesion in South Africa.
Dissertation (MEd)--University of Pretoria, 2014.
tm2015
Early Childhood Education
MEd
Unrestricted

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Masola, Francinah. „Sport students' experiences of role modelling when teaching responsibility to Grade 3 learners“. Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/62884.

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This qualitative research study explores the sports students’ experiences of role modelling when teaching responsibility to Grade 3 learners. For this study, the sports students were identified as primary participants, whereas the Grade 3 learners were considered as indirect participants. This study was informed by an interpretivist paradigm and guided by a conceptual and theoretical framework. The literature on sports students acting as role models informed me about the capabilities of young adults to become better people and to influence Grade 3 learners to become responsible citizens through rugby. The literature highlighted the use of physical activities as sport to promote social responsibility in young learners. The data collection methods and instruments used in the study were designed to ascertain the opinions and perceptions of the sports students as well as the Grade 3 learners. The involvement of the Grade 3 learners as indirect participants and the sports students helped me to form the foundation on which my research was based. In addition, their participation in this study helped me to answer the main and secondary research questions. Bandura’s theory was used to analyse and understand the findings of this study. The data collection instruments include observations, field notes, sports students’ reflections, learners’ artefacts and photo voice method. These methods and instruments were used to collect data from every research participant, I then coded the data from sports students’ reflections and learners’ artefacts, to formulate an in-depth understanding of their responses. The key findings of the study confirmed that sports students acting as role models can positively influence young learners to become responsible citizens. It was evident in the study that sports students could become better people and future responsible citizens.
Dissertation (MEd)--University of Pretoria, 2017.
Early Childhood Education
MEd
Unrestricted

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Rululu, Nomfusi Gladys. „Grade 3 teachers’ strategies to help English second language learners overcome interlingual spelling errors“. Thesis, University of Fort Hare, 2014. http://hdl.handle.net/10353/1349.

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Spelling is one of the most important components of writing at single-word level and is regarded as a vital part of written communication. Also spelling is seen as an important tool in writing. Without the ability to spell as a broader aspect of writing, a person could not be called literate in the conventional sense of the word. Although the spelling is so important, learners in the foundation phase especially in grade three commit interlingual spelling errors. This means that at this stage learners transfer patterns of the mother tongue to the second language. By so doing that they write English words as the way they are pronounced in their mother tongue. Hence this study investigated grade three teachers’ strategies to help English second language learners overcome interlingual spelling errors. In exploring these strategies this study adopted a qualitative approach in order to ensure reliability and validity of the study. The data gathering instruments used included semi-structured interviews, classroom observations and document analysis. One primary school in Mdantsane a township in East London District was purposively selected to form the context of the study. The medium of instruction in this school is isiXhosa in the foundation phase and English is taught as a subject. Two teachers and their classes participated in this study. The findings of the study revealed that different factors contribute to interlingual spelling errors. These factors are status of the parent (they were illiterate), pronunciation, language borrowing and language transfer. It is also revealed that teachers have a limited number of strategies to teach learners overcome interlingual spelling errors instead they use strategies to teach spelling generally.

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Cronje, Lelanie Marié. „Construction of the language identity of Grade 3 learners in a culturally diverse classroom“. Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/65483.

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The purpose of this study was to investigate how African heritage language learners in Grade 3 constructed their language identity in a culturally diverse urban classroom. The data reflects the Grade 3 learners’ beliefs and feelings toward being educated in an English-medium school instead of attending a school where they were taught in their home language. A theoretical framework, based on Bronfenbrenner’s ecological system informed my study. The framework provides a holistic picture of how the Grade 3 learners constructed their language identity, as it did not only focus on the learners as such. The ecological system examined the unique aspects of the learners within their microsystem, mesosystem, exosystem, macrosystem and chronosystem. In this exploration of multiple cases studies from a social constructivism perspective, the researcher collaborated with two Grade 3 teachers, seven parents and six Grade 3 African heritage language learners, to create a mosaic by using semi-structured interviews, documents, observational field notes, narrative reflections, photographs, drawings and a reflective journal. Participants’ perceptions of attending an English-medium school revealed how the Grade 3 learners constructed their language identity through assimilation. The findings revealed that the Grade 3 participants did not favour their home language or heritage culture as much as they favoured the Western culture. The following factors influenced the construction of the Grade 3 learners’ language identity: their environments, the school setting, their teachers’ attitude toward teaching in a culturally diverse classroom, their parents’ attitude toward their attending an English-medium school and lastly their friends.
Dissertation (MEd)--University of Pretoria, 2017.
Early Childhood Education
MEd
Unrestricted

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Bara, Mlamli. „Early literacy development in IsiXhosa: Fostering grade 3 learners’ imagination and critical thinking through folktales“. University of the Western Cape, 2021. http://hdl.handle.net/11394/8096.

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Magister Educationis - MEd
This study investigated the use of folktales in enhancing literacy development among Grade 3 isiXhosa-speaking learners in one Western Cape primary school. It was inspired by my quest to explain the low literacy performance levels of Foundation Phase learners, especially those taught through the medium of African languages. Although learners are taught in their mother-tongue in this phase, the reported national literacy results do not reflect this educational advantage. Education reports continually indicate low literacy levels in the Annual National Assessments (ANAs). Underdeveloped literacy skills are likely to have a negative impact on the child’s academic progress throughout and beyond the schooling years. This study focused on the use of folktales in fostering imaginative and critical thinking as folktales present language in its natural state. They are regarded as the best tool for whole language and literacy development. Folktales are central to the indigenous knowledge system (IKS) which is an educational and cultural tool that exposes children to oral literacy, even before they acquire literacy My enquiry is premised on the idea that technology should not replace the indigenous knowledge that may be acquired through folktales. Instead, deeper sustainable research into the role of folktales in children’s acquisition of indigenous knowledge is of paramount importance for generating creative and analytical responses and for understanding the role of folktales in young children’s education. For these reasons this study applied qualitative research methodology to investigate how teachers make use of folktales to enhance Grade 3 learners’ literacy skills in isiXhosa. It drew on Sociocultural Theory to explore their pedagogical strategies in this endeavour.The findings show that folktales are oral epistemic tools which may be utilised to foster a learnercentred approach that promotes learners’ ability to grasp ideas. The study concludes that folktales are instruments of pedagogical, social and cultural knowledge which may be used across the curriculum.

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Arendse, Jeffrey Phillip. „Investigating the relationship between parental literacy and Grade 3 learners' literacy abilities at a primary school“. Thesis, University of the Western Cape, 2006. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_9845_1242369865.

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The study set out to investigate the relationship between parental literacy levels and the literacy abilities of their children who were Grade 3 learners at a primary school in an impoverished area. The study initially hypothesized that there is a correlation beteen the literacy level of parents and the literacy abilities of their children. More specifically, it assumed that the higher the lieracy leevls of the parents, the stronger the literacy abilities of their Grade 3 child would be.

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Philander, Lorraine. „The effect of an argumentation-based instructional approach on Grade 3 learners' understanding of river pollution“. Thesis, University of the Western Cape, 2012. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_7227_1381213860.

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The research reported in this paper involves the use of dialogical argumentation in scientific context with 7-9 year olds as part of teaching and learning in primary classrooms. To develop an understanding of scientific concepts, four suitable collaborative activities on river pollution were used as a stimulus to effectively engage learners in scientific reasoning and use evidence for decision-making through cognitive harmonization. The research, involved four groups of five children each. Data were collected through analysis of children&rsquo
s Water Pollution Questionnaire (WPQ), classroom observation, documentation of field notes, conversations and focus group interviews. The study found that all groups were able to engage in the activities to some extent, but that good quality argumentation develops when children are familiar with working in this manner. This study sought to investigate the opportunities, possibilities and challenges associated with a dialogical argumentation teaching and learning approach in a primary school science class A mapping technique was used to analyze the children&rsquo
s discussions and identify the quality of their different &ldquo
levels&rdquo
of argument. This study confirmed that an argumentation based instruction was an effective way of enhancing learners&rsquo
understanding of river pollution. The learners&rsquo
listening skills improved tremendously and they were actively involve during discussions and provided claims with valid grounds or reasons. They were also very enthusiastic and challenged each other&rsquo
s claims during these argumentation lessons, but most of all was the enjoyment that was visible on their young faces. Further research needs to be carried out over a longer period to determine the effectiveness of an argumentation based instruction.

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Rasalanavho, Karabo Lucy. „Exploring the original creative arts production of grade 2 and 3 learners in contemporary cultural practices“. Diss., University of Pretoria, 2016. http://hdl.handle.net/2263/53460.

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Engaging young children to partake in creative arts activities is often viewed as inferior to most academic subjects by some teachers and parents. In the school environment, most attention is given to academic subjects as there are misconceptions that creativity is not as important as the academics. However, research has proved that creativity is basic to improving the world in many ways. The current study involved primary school learners from two different cultural backgrounds in producing, performing and discussing their original creative arts production and explored how autonomously creative they were through the production process, performance and discussion of the production. The study also explored what benefits the learners gained through partaking in the creative arts production. Results were collected by means of observational notes during the build-up of the production and performance, learners focus group discussion and analyses of the learners production and creativity by independent specialists. Through this study, the learners were engaged in creative thinking which fostered problem solving skills, promoted higher order thinking, cooperation, flexibility, as well as emotional and social skills. The learners performance also displayed the learners innate autonomous creativity.
Dissertation (MMus)--University of Pretoria, 2016.
Music
MMus
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Bücher zum Thema "Learners: Grade 3"

1947-, Owens Thompson, und Sutton Ruth 1948-, Hrsg. Creating independent student learners, grade: N-3: A practical guide to assessment for learning. Winnipeg: Portage & Main Press, 2006.

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Kathy, Melanese, und Sphar Christine, Hrsg. Supporting English language learners in math class, grades 3/5. Sausalito, CA: Math Solutions Publications, 2008.

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T, Mitchell Carol, Hrsg. Hard-to-teach science concepts: A framework to support learners, grades 3-5. Arlington, Va: National Science Teachers Association, 2011.

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Koba, Susan. Hard-to-teach science concepts: A framework to support learners, grades 3-5. Arlington, Va: National Science Teachers Association, 2011.

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Campos, David. Tools for teaching writing: Strategies and interventions for diverse learners in grades 3-8. Alexandria, Virginia: ASCD, 2014.

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Boyd, Allison Sandra, und McKenzie Caitlin Zimmerman, Hrsg. Active lessons for active brains: Teaching boys and other experiential learners, grades 3-10. Thousand Oaks, Calif: Corwin Press, 2011.

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102 content strategies for English language learners: Teaching for academic success in grades 3-12. Upper Saddle River, N.J: Pearson/Merrill/Prentice Hall, 2008.

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Ruth, Nathan, und Sebranek Patrick, Hrsg. Write on track: A handbook for young writers, thinkers, and learners. Wilmington, Mass: Write Source, Great Source Education Group, 1998.

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Differentiating instruction in the regular classroom: How to reach and teach all learners, grades 3-12. Minneapolis, MN: Free Spirit Pub., 2002.

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Lori, Carter, Hrsg. Destination collaboration 2: A complete reference focused curriculum guidebook to educate 21st century learners in grades 3-5. Santa Barbara, Calif: Libraries Unlimited, 2011.

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Buchteile zum Thema "Learners: Grade 3"

Bravo, Marco A. „Demystifying the Discourse of Science for Elementary Grade English Learners“. In Educational Linguistics, 177–93. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-55116-6_10.

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Javits, Jacob K., William Mary, Bruce A. Bracken, Joyce VanTassel-Baska, Lori C. Bland, Tamra Stambaugh, Valerie Gregory et al. „Teacher's Guide to Content“. In Dig It! an earth and space science unit for high-ability learners in grade 3, 11–13. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003234692-3.

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Javits, Jacob K., William Mary, Bruce A. Bracken, Joyce VanTassel-Baska, Lori C. Bland, Tamra Stambaugh, Valerie Gregory et al. „Postassessment Directions for the Teacher“. In Dig It! an earth and space science unit for high-ability learners in grade 3, 118–27. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003234692-23.

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Javits, Jacob K., William Mary, Bruce A. Bracken, Joyce VanTassel-Baska, Lori C. Bland, Tamra Stambaugh, Valerie Gregory et al. „Natural Resources, Part II“. In Dig It! an earth and space science unit for high-ability learners in grade 3, 66–71. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003234692-13.

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Javits, Jacob K., William Mary, Bruce A. Bracken, Joyce VanTassel-Baska, Lori C. Bland, Tamra Stambaugh, Valerie Gregory et al. „What Is a Scientist?“ In Dig It! an earth and space science unit for high-ability learners in grade 3, 39–43. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003234692-8.

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Javits, Jacob K., William Mary, Bruce A. Bracken, Joyce VanTassel-Baska, Lori C. Bland, Tamra Stambaugh, Valerie Gregory et al. „Oil Spill!“ In Dig It! an earth and space science unit for high-ability learners in grade 3, 100–106. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003234692-19.

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Javits, Jacob K., William Mary, Bruce A. Bracken, Joyce VanTassel-Baska, Lori C. Bland, Tamra Stambaugh, Valerie Gregory et al. „Renewable Energy Resources“. In Dig It! an earth and space science unit for high-ability learners in grade 3, 72–76. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003234692-14.

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Javits, Jacob K., William Mary, Bruce A. Bracken, Joyce VanTassel-Baska, Lori C. Bland, Tamra Stambaugh, Valerie Gregory et al. „What Is Change?“ In Dig It! an earth and space science unit for high-ability learners in grade 3, 44–47. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003234692-9.

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Javits, Jacob K., William Mary, Bruce A. Bracken, Joyce VanTassel-Baska, Lori C. Bland, Tamra Stambaugh, Valerie Gregory et al. „What Scientists Do“. In Dig It! an earth and space science unit for high-ability learners in grade 3, 48–56. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003234692-10.

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Javits, Jacob K., William Mary, Bruce A. Bracken, Joyce VanTassel-Baska, Lori C. Bland, Tamra Stambaugh, Valerie Gregory et al. „Land Pollution: Garbage!“ In Dig It! an earth and space science unit for high-ability learners in grade 3, 96–99. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003234692-18.

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Konferenzberichte zum Thema "Learners: Grade 3"

Louw, Jaysveree M. „CHALLENGES WITH THE IMPLEMENTATION OF THE ADMISSION POLICY FOR GRADES R AND 1 IN THE MOTHEO DISTRICT IN THE FREE STATE PROVINCE OF SOUTH AFRICA“. In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end082.

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At the beginning of every year thousands of learners report for Grade R and Grade 1 across schools in South Africa. Unfortunately, many learners are refused admission to these grades when parents apply. The national policy that guides and governs admission of learners to public schools is the South African Schools Act (SASA) 84 of 1996. This policy stipulates that the admission age of a learner to a public or independent school for Grade R is age four, turning five by 30 June in the year of admission. For a learner to be admitted to Grade 1, the learner has to be five, turning six by 30 June in the year of admission (SASA 1996 Section 5a-6; Ramadiro and Vally 2005:1). But SASA (1996: Section 3(1) also states that attendance is compulsory in the year in which a learner turns seven. According to the National Education Policy Act (NEPA) 27 of 1996 and SASA (1996: Section 5) the Admission Policy of a public school is determined by the School Governing Body (SGB). However, according to the findings of the research there is no uniformity and consistency in schools as far as admission to Grades R and 1 is concerned. In addition, the study reveals that many parents are unaware of the age requirements for Grades R and 1. Although SASA does stipulate the admission age to Grade R and Grade 1, it also states that schools, in the form of the SGB, can determine their own Admission Policy. Hence some schools admit learners according to SASA, while others ignore the requirements stipulated in SASA and determine their own Admission Policies. The study aims to determine what the challenges are with the implementation of the policy. A qualitative research method in the form of interviews was conducted to collect data from teachers, parents, SGBs, school principals and departmental officials. Based on the findings recommendations were made, one of which is that there should be uniformity amongst schools as far as policy implementation is concerned. The theoretical framework that guides this study is document phenomenology.

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Fesi, Liziwe, Sive Makeleni und Ntombozuko Duku. „FACTORS AFFECTING THE TEACHING OF READING COMPREHENSION: A CASE OF GRADE 3 ISIXHOSA HOME LANGUAGE LEARNERS“. In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.0158.

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Stramkale, Ligita. „The Independence of Primary School Students in Learning Music at a Distance during Covid-19 Pandemic“. In 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.022.

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As a result of the Covid-19 pandemic, the primary school students were forced to study at a distance of two and a half months starting from mid-March 2020. There was a situation where students had to learn music independently more than they had done so far. The study aims to determine 2nd and 3rd grade students’ perspectives on independent distance learning of music during the Covid-19 pandemic. To achieve the aim of the study, previous researches on this issue were analysed, as well as an empirical study was carried out. The study involved 105 (N=105) primary school students in grades 2-3 and occurred in the second term of the 2019/2020 school year in a public primary school located in Riga. A questionnaire consisting of 20 statements was conducted to determine students’ perspectives on music distance learning independently. The twenty statements were divided into four groups: students’ independence, provision of technical aids, difficulties and attitude. The study revealed that the students’ skills to find and complete the tasks that are given by the teacher in the E-class are at a middle level. The students assessed their ability to learn to sing songs and perform music listening tasks independently at a high level. The students mostly used computers or mobile phones when they learned music at a distance. However, the majority of students faced a lack of technical aids. The study found out that complete music listening task was the easiest for the students, but a little harder was learning to sing songs. The most difficult part of learning for students was to complete a writing task because the possibility of printing it was limited. The students rated their attitude towards music distance learning independently at a middle level. Many students missed the presence of their teachers and longed for social activities in the classroom. The study concluded that there is a significant difference between 2nd and 3rd grade students’ skills to find independently the tasks sent by the teacher. Moreover, the 3rd grade students wanted to learn music independently at a distance more than the 2nd grade students did. The study provides evidence-based data on primary school students’ readiness to learn music independently at a distance.

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Kazeni, Monde. „EARLY PRIMARY SCHOOL TEACHERS’ PERCEPTIONS ABOUT SCIENCE AND SCIENCE PROCESS SKILLS: A CASE STUDY IN SOUTH AFRICA“. In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end004.

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Early primary school (grades R to 3) science education has been in the spotlight in recent years, as science education scholars are increasingly acknowledging the need to provide a strong foundation in science education, to motivate learners to study the subject in subsequent years. Literature suggests that most early primary school teachers lack the basic knowledge required to introduce young learners to science, and to motivate them in the study of science. Primary school teachers’ limited knowledge of science and its processes could affect how they introduce and develop science concepts in early primary school learners. In the South African context, there is limited literature on early primary school teachers’ knowledge of science and its processes, as well as on teachers’ attitudes towards the teaching of science to early primary school learners. The purpose of the study was to investigate early primary school teachers’ knowledge of the concepts of science and science process skills, and to determine their perceptions regarding the teaching of science in early primary school. The study involved four purposively selected early primary school teachers, in the Gauteng province of South Africa. Qualitative data were collected using semi-structured interviews, and the findings showed that the participating teachers had limited knowledge of the concepts of science and science process skills, and that they mostly had negative perceptions about the teaching of science in early primary school. These findings have implications on the training of early primary school teachers.

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Haupert, Mary Ellen. „CREATIVITY, MEANING, AND PURPOSE: MIXING CULTURES IN CREATIVE COLLABORATION“. In INNODOCT 2019. Valencia: Universitat Politècnica de València, 2019. http://dx.doi.org/10.4995/inn2019.2019.10109.

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Music composition is embedded into the Viterbo University music theory curriculum to promote active engagement of musical materials. The project accomplishes three basic complementary outcomes: 1) Students will be able to creatively apply and develop the foundations of music theory learned in their first year of university-level music study, 2) Students will develop proficiency using music writing software, and 3) Students will overcome their fear of composition and gain confidence as musicians. Students are taught foundational concepts during the first four semesters of music theory; these concepts are creatively applied and developed in the gestation and birth of a musical composition that is original and personal. Meaning and purpose, combined with guidance and encouragement, sustain these freshmen and sophomore students over a five-month process of framing a concept, composing music, editing their scores, and finally rehearsing and performing their works. The “concept” for the 2018-2019 freshmen and sophomore music theory students was a collaborative venture with Gateway Christian School, which is part of Project Gateway in Pietermaritzburg, South Africa. Poetry written specifically for this project by Grade 7 students was collected and given to Viterbo University students for setting; the learning outcomes, as well as the benefits and global focus of the project will be the focus of this paper.

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Harling, Henry E. „Development of Prototype Valve to Separate Two-Phase Air-Water Flows“. In ASME 2011 Pressure Vessels and Piping Conference. ASMEDC, 2011. http://dx.doi.org/10.1115/pvp2011-57404.

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A certain nuclear power plant uses a siphon to bring cooling water into the plant during emergency operations. This siphon was “hardened” by adding a nuclear grade vacuum system to the siphon high points. A float valve, sized for the required air flow rate, was used to prevent water carryover into the vacuum system. In order to pass the required flow rate, the valve’s orifice size would be the largest produced by any manufacturer to date. Initial system testing revealed that the valve was not fully opening due to the high vacuum and the design of the valve opening mechanism. Analysis and testing developed a solution to the opening problem. However, a new problem was introduced — excessive liquid carryover. The liquid carryover rate was estimated at 6 gallons per minute. The liquid carryover was postulated to be due to droplet entrainment as high velocity air bubbles entered the valve body, ruptured the air-water interface, and carried some of the resultant droplets through the valve outlet as the valve opened due to falling water level. Additionally, valve operating mechanism changes resulted in it responding slower. Using information learned from modifying the original valve, a new valve design was conceived that would be based on the following 3 principles: 1) liquid momentum must cause it to separate from the air upon entrance into the valve body; 2) enough distance and space must exist inside the body to allow gravity to act upon any liquid droplets to allow them to fall back into the liquid pool instead of being carried out of the valve toward the vacuum system; 3) valve operating mechanism must respond quickly enough to close the valve upon rapid liquid influx. The valve manufacturer reviewed the conceptual design and produced a prototype. The prototype valve was successfully tested with zero water carryover plus better flow versus pressure loss performance than the original valve. The valve also functioned acceptably during shaker table testing to simulate earthquake conditions.

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Baig, Umair Ahmed, und Ghulam Nabi Agha. „Drilling the Un Drillable: A Case Study of the Bela Well in Makran Accretionary Prism“. In SPE/IADC Middle East Drilling Technology Conference and Exhibition. SPE, 2021. http://dx.doi.org/10.2118/202084-ms.

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Abstract The Bela Well is situated on Makran accretionary prism with several active mud volcanoes that makes conventional drilling challenging due to the extremely high pore pressure i.e. in excess of 15,000 psi and a very narrow window between pore pressure and fracture pressure. This adverse condition was observed in the 9 offset wells drilled within this basin with problems related to wellbore instability, lost-circulation zones and over-pressured formations leading to kick/loss well control scenarios that resulted in the well being abandoned prior to reaching the geological target. The constraint to drill the planned and 8-3/8" section in the well was the unpredictability of the pore/fracture pressure in the Panjgur formation representing a high-level operational risk. Solutions to tackle such a high pressure well included incorporating heavy grade casing i.e. 9-7/8"- 72 ppf in the planning stage, utilization of a 3000 HP rig to cater to extreme axial and hydraulic loads. Whereas MPD was planned as a technique to cater to the narrow window between pore pressure and fracture pressure. A managed pressure drilling (MPD) system was utilized to enable drilling the 8-3/8" hole section. An MPD system that applies constant bottom hole pressure enabled drilling the section with statically underbalanced mud weight by keeping a constant surface back pressure to prevent any influx. The drilling window for MPD was validated by determining the Bottom Hole Pressure where both, an influx from the formation and fluid losses occurred. These values were later used to establish the target Equivalent Circulating Density-ECD to drill the hole accordingly. Trips for BHA change or BOP test were performed by placing a pressurized mud cap in the wellbore. This paper describes in detail the successful MPD application resulted in the first well being drilled in the Makran accretionary prism to a depth of 5000 m. Lessons learned and challenges encountered will also be discussed in this paper

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Ginger, Bradley. „Cleaning Up Gasification Producer Gas for Use in an IC Engine“. In 20th Annual North American Waste-to-Energy Conference. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/nawtec20-7005.

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A great deal of recent commercial interest in gasification technology has been centered on the idea of conditioning the producer or syn-gas generated to a level suitable for inclusion in an internal combustion (IC) engine power generation in the 3–15 MW range. Ideally the feed stocks for the gasification system should be able to encompass a variety of opportunity fuels to reduce the energy input costs to the engine. However, these opportunity fuels can cover a wide variety of potential energy sources such as refuse derived fuels, recovered plastics, and various grades of woody biomass, which can present operational challenges to the successful operation of an IC engine. Most major IC engine manufacturers have published guideline specifications for acceptable levels of particulate matter, sulfur, halogens, trace metals, and tar dew points to be maintained in handling a gasification producer gas. The requirements can be very rigorous especially in the context of variable feed mixtures and operational variations encountered in gasification of opportunity fuels. This presentation will address commercial research efforts to adapt an emerging air pollution control technology, the EISENMANN WESP-2F, as the desired technical solution for appropriately conditioning gasification producer gas to a point where inclusion in an IC engine is feasible. Research and testing on the aforementioned system took place using a pilot sized unit operating a slipstream off a commercial sized gasifier testing a number of opportunity fuels. Technical challenges encountered and lessons learned are recounted.

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Adkins, John G. „The Modernization of Quality Assurance Requirements“. In 17th International Conference on Nuclear Engineering. ASMEDC, 2009. http://dx.doi.org/10.1115/icone17-76009.

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In 2009 the United States Nuclear Regulatory Commission (NRC) will issue Regulatory Guide 1.28 [1] endorsing the Nuclear Quality Assurance (NQA) Standard, NQA-1-2008 Edition with NQA-1a-2009 Addenda [2] as the appropriate quality assurance (QA) requirements for the design, construction and operation of new and existing U.S. nuclear generating facilities. This endorsement will change the U.S. regulatory QA position from NQA-1-1994 and incorporate 15 years of quality experience, lessons learned, technology enhancements and regulatory changes. This regulatory position change will subsequently be included in a revision to the NRC’s NUREG-0800, Standard Review Plan (SRP) 17.5, Quality Assurance Program Description – Design Certification, Early Site Permit and New License Applicants [3]. The Nuclear Energy Institute’s NEI 06-14A, Quality Assurance Program Description (QAPD) [4], which provides a generic QA template for use by new generation early site permit and combined license applicants for implementing QA regulatory requirements of SRP 17.5 will subsequently be revised to document the new regulatory position for the use of NQA-1a-2009. These new quality requirements will be passed on by the utilities constructing new generating facilities to the both U.S. and international suppliers, thus changing the basis of QA requirements for the nuclear industry. The NQA-1 Standard is a four-part criteria standard that provides quality requirements and acceptance criteria for the implementation of a nuclear facility quality assurance program. Part I describes the basic QA program elements and Part II provides requirements for specialized support and application activities for design, construction and operations. Part III contains guidance that support Parts I and II, and Part IV provides guidance for comparison of NQA-1 with other quality standards. This paper will focus on the background of the quality changes included in the endorsement on NQA-1-2008 with the NQA-1a-2009 Addenda and provide a detailed discussion of the following major changes: • Facility configuration control – measures to ensure changes that may affect the approved facility configuration are recognized and processed. • Engineering interface controls – controls to ensure interfaces for design changes are established among design organizations. • Software design controls – alternate design measures specifically for software design to ensure design input, design processes, verification and change control are appropriately performed. • Software application requirements – controls for the software engineering requirements for the acquisition, development, operation, maintenance, and retirement of software. • Electronic records – controls that address use of electronic media for QA record activities. • Commercial grade items – a composite document of criteria for the identification and dedication of commercial grade items and services. • Clarifications for consistency of basic QA requirements – areas in the Standard where the QA text needed to be return to basic principles and to add clarification to ensure national and international consistent application.

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Young, Paul W. „Student-produced video of role-plays on topics in cell biology and biochemistry: A novel undergraduate group work exercise“. In Learning Connections 2019: Spaces, People, Practice. University College Cork||National Forum for the Enhancement of Teaching and Learning in Higher Education, 2019. http://dx.doi.org/10.33178/lc2019.15.

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Group work or cooperative learning is a form of active learning that has potential benefits that extend beyond just being an alternative or improved way of learning course material. For example, Shimazoe and Aldrich (2010) identified six proposed benefits of active learning to students, namely (1) promoting deep learning, (2) helping students earn higher grades, (3) teaching social skills & civic values, (4) teaching higher order thinking skills, (5) promoting personal growth and (6) developing positive attitudes toward autonomous learning. There is evidence for the effectiveness of role-plays both in achieving learning outcomes (Azman, Musa, & Mydin, 2018; Craciun, 2010; Latif, Mumtaz, Mumtaz, & Hussain, 2018; McSharry & Jones, 2000; Yang, Kim, & Noh, 2010), but also in developing desirable graduate attributes such as teamwork, communication and problem solving skills [4]. The importance of such skills is widely touted by employers of science graduates, sometimes more so than discipline-specific knowledge, arguing in favour of the incorporation of role-plays and other forms of cooperative learning into undergraduate science curricula. Role-playing is probably not as widely used in the physical and life sciences as it is in other academic disciplines. In science the most obvious role-play scenarios in which students play the roles of people might be in examining historical figures at the centre of famous scientific discoveries or debates (Odegaard, 2003). In addition, role-plays fit well at the interface between science and other discipline when exploring ethical, legal or commercial implications of scientific discoveries(Chuck, 2011). However, to apply role-play to core topics in science or mathematics the roles that must be played are not those of people but rather of things like particles, forces, elements, atoms, numbers, laws, equations, molecules, cells, organs and so on. The learning scenarios for science-based roleplays in which the characters represented are not people are less obvious, probably explaining why the use of role-plays in science education is less common. Nevertheless, focusing on the life sciences, role-plays in which the characters are organelles in a cell or enzymes involved in fundamental cellular processes like DNA replication, RNA transcription and protein translation have been described for example (Cherif, Siuda, Dianne M. Jedlicka, & Movahedzadeh, 2016; Takemura & Kurabayashi, 2014). The communication of discipline-specific templates and successful models for the application of role-playing in science education is likely to encourage their wider adoption. Here I describe a videoed group role-play assignment that has been developed over a ten-year period of reflective teaching practice. I suggest that this model of videoed group role-plays is a useful cooperative learning format that will allow learners to apply their varied creativity and talents to exploring and explaining diverse scientific topics while simultaneously developing their teamwork skills.

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Berichte der Organisationen zum Thema "Learners: Grade 3"

Lavadenz, Magaly, Sheila Cassidy, Elvira G. Armas, Rachel Salivar, Grecya V. Lopez und Amanda A. Ross. Sobrato Early Academic Language (SEAL) Model: Final Report of Findings from a Four-Year Study. Center for Equity for English Learners, Loyola Marymount University, 2020. http://dx.doi.org/10.15365/ceel.seal2020.

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The Sobrato Early Academic Language (SEAL) Model Research and Evaluation Final Report is comprised of three sets of studies that took place between 2015 and 2019 to examine the effectiveness of the SEAL Model in 67 schools within 12 districts across the state of California. Over a decade ago, the Sobrato Family Foundation responded to the enduring opportunity gaps and low academic outcomes for the state’s 1.2 million English Learners by investing in the design of the SEAL Model. The SEAL PreK–Grade 3 Model was created as a whole-school initiative to develop students’ language, literacy, and academic skills. The pilot study revealed promising findings, and the large-scale implementation of SEAL was launched in 2013. This report addresses a set of research questions and corresponding studies focused on: 1) the perceptions of school and district-level leaders regarding district and school site implementation of the SEAL Model, 2) teachers’ development and practices, and 3) student outcomes. The report is organized in five sections, within which are twelve research briefs that address the three areas of study. Technical appendices are included in each major section. A developmental evaluation process with mixed methods research design was used to answer the research questions. Key findings indicate that the implementation of the SEAL Model has taken root in many schools and districts where there is evidence of systemic efforts or instructional improvement for the English Learners they serve. In regards to teachers’ development and practices, there were statistically significant increases in the use of research-based practices for English Learners. Teachers indicated a greater sense of efficacy in addressing the needs of this population and believe the model has had a positive impact on their knowledge and skills to support the language and literacy development of PreK- Grade 3 English Learners. Student outcome data reveal that despite SEAL schools averaging higher rates of poverty compared to the statewide rate, SEAL English Learners in grades 2–4 performed comparably or better than California English Learners in developing their English proficiency; additional findings show that an overwhelming majority of SEAL students are rapidly progressing towards proficiency thus preventing them from becoming long-term English Learners. English Learners in bilingual programs advanced in their development of Spanish, while other English Learners suffered from language loss in Spanish. The final section of the report provides considerations and implications for further SEAL replication, sustainability, additional research and policy.

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Lavadenz, Magaly, Elvira Armas und Rosalinda Barajas. Preventing Long-Term English Learners: Results from a Project-Based Differentiated ELD Intervention Program. CEEL, 2012. http://dx.doi.org/10.15365/ceel.article.2012.1.

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In this article the authors describe efforts taken by a small southern California school district to develop and implement an innovative, research-based English Language Development program to address a growing concern over long-term English Learners (LTELs) in their district. With support from the Weingart Foundation this afterschool program served 3rd and 7th grade LTELs between 2008–2011 to accelerate language and literacy acquisition and prevent prolonged EL status. Program evaluation results indicated that the intervention was associated with improved English language proficiency as measured by the California English Language Development Test. Results also showed a heightened awareness of effective practices for LTELs among the district’s teachers and high levels of satisfaction among the participants’ parents. This intervention program has implications for classroom-based intervention including project-based learning for LTELs, for targeted professional development, and for further research for the prevention of LTEL status.

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Sowa, Patience, Rachel Jordan, Wendi Ralaingita und Benjamin Piper. Higher Grounds: Practical Guidelines for Forging Learning Pathways in Upper Primary Education. RTI Press, Mai 2021. http://dx.doi.org/10.3768/rtipress.2021.op.0069.2105.

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To address chronically low primary school completion rates and the disconnect between learners’ skills at the end of primary school and the skills learners need to thrive in secondary school identified in many low- and middle-income countries, more investment is needed to improve the quality of teaching and learning in upper primary grades. Accordingly, we provide guidelines for improving five components of upper primary education: (1) In-service teacher professional development and pre-service preparation to improve and enhance teacher quality; (2) a focus on mathematics, literacy, and core content-area subjects; (3) assessment for learning; (4) high-quality teaching and learning materials; and (5) positive school climates. We provide foundational guiding principles and recommendations for intervention design and implementation for each component. Additionally, we discuss and propose how to structure and design pre-service teacher preparation and in-service teacher training and ongoing support, fortified by materials design and assessment, to help teachers determine where learners are in developmental progressions, move learners towards mastery, and differentiate and support learners who have fallen behind. We provide additional suggestions for integrating a whole-school climate curriculum, social-emotional learning, and school-related gender-based violence prevention strategies to address the internal and societal changes learners often face as they enter upper primary.

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