A reading based theory of teaching appropriate for the South African context
- Authors: Childs, Margaret Mary
- Date: 2008
- Subjects: Literacy , Language and languages -- Study and teaching -- South Africa , Communicative competence -- Study and teaching
- Language: English
- Type: Thesis , Doctoral , DEd
- Identifier: vital:9485 , http://hdl.handle.net/10948/687 , Literacy , Language and languages -- Study and teaching -- South Africa , Communicative competence -- Study and teaching
- Description: The print literacy competencies of many South African teachers and the learners they teach are inadequate. Evidence from local and international evaluations and research attests to this. Based on the understanding that a teacher, whose literacy level is less than adequate, is in a weak position to teach others how to read and write, the imperative to systematically address the issue of poor teacher and learner literacy levels, provided the impetus for a careful investigation of the methodology and theory of the Learning to Read: Reading to Learn pedagogy. Originally developed in Australia and applied in primary, secondary and tertiary contexts, this literacy pedagogy was described as a means of rapidly improving the literacy competence of all learners, across all subject areas. Using an approach located within the tradition of interpretative educational theory, the meaning of the theory and practice of the Learning to Read: Reading to Learn pedagogy was explored. As a result of the enquiry undertaken, it was found that the Learning to Read: Reading to Learn approach provides a practical means of enhancing epistemological access. Access of this nature is a precondition for success of learning in schools and in tertiary education. The LR:RL pedagogy provides a carefully structured means of holding literacy at the centre of learning. The sequence of practical steps theoretically rooted in three powerful – but usually separate realms of discourse, is a central contribution of the pedagogy to field of literacy development. Intersecting three discrete disciplines, represented by Bernstein’s model of education as pedagogic discourse, Vygotsky’s model of learning as a social process and Halliday’s model of language as text in social context gives rise to a unique literacy pedagogy. The theory that emerges from use, in a range of situations, over many years, and the carefully sequenced practice, together offer a sound means of addressing the challenges of literacy and learning prevalent in the South African context. iii This thesis argues for a reading based theory of teaching as a means of meeting the challenges of literacy and learning head on. The capacity to learn independently from written text is critical for progress within the schooling and tertiary systems. The Learning to Read: Reading to Learn pedagogy provides a means of realizing such a theory of teaching. Simultaneously teaching print literacy, while teaching the content of curricula, is proposed as a way of bringing about effective learning. Within the context of teacher education, the pedagogical content knowledge (PCK) of many teachers is acknowledged to be inadequate. However, there is a key dimension missing for the construct of PCK to be truly useful for South African teachers. Print literacy is as an essential determinant of the knowledge of teachers. The construct of PCK can thus supplemented by foregrounding reading and writing as essential elements of this category of teacher knowledge. Thus the content of the teacher education curriculum is taught as the reading and writing competence of teachers is developed. Similarly, within the school context, the Learning to Read: Reading to Learn pedagogy can be used to teach required content and teach the requisite high level reading and writing skills needed by all learners to progress successfully through the schooling system.
- Full Text:
- Date Issued: 2008
- Authors: Childs, Margaret Mary
- Date: 2008
- Subjects: Literacy , Language and languages -- Study and teaching -- South Africa , Communicative competence -- Study and teaching
- Language: English
- Type: Thesis , Doctoral , DEd
- Identifier: vital:9485 , http://hdl.handle.net/10948/687 , Literacy , Language and languages -- Study and teaching -- South Africa , Communicative competence -- Study and teaching
- Description: The print literacy competencies of many South African teachers and the learners they teach are inadequate. Evidence from local and international evaluations and research attests to this. Based on the understanding that a teacher, whose literacy level is less than adequate, is in a weak position to teach others how to read and write, the imperative to systematically address the issue of poor teacher and learner literacy levels, provided the impetus for a careful investigation of the methodology and theory of the Learning to Read: Reading to Learn pedagogy. Originally developed in Australia and applied in primary, secondary and tertiary contexts, this literacy pedagogy was described as a means of rapidly improving the literacy competence of all learners, across all subject areas. Using an approach located within the tradition of interpretative educational theory, the meaning of the theory and practice of the Learning to Read: Reading to Learn pedagogy was explored. As a result of the enquiry undertaken, it was found that the Learning to Read: Reading to Learn approach provides a practical means of enhancing epistemological access. Access of this nature is a precondition for success of learning in schools and in tertiary education. The LR:RL pedagogy provides a carefully structured means of holding literacy at the centre of learning. The sequence of practical steps theoretically rooted in three powerful – but usually separate realms of discourse, is a central contribution of the pedagogy to field of literacy development. Intersecting three discrete disciplines, represented by Bernstein’s model of education as pedagogic discourse, Vygotsky’s model of learning as a social process and Halliday’s model of language as text in social context gives rise to a unique literacy pedagogy. The theory that emerges from use, in a range of situations, over many years, and the carefully sequenced practice, together offer a sound means of addressing the challenges of literacy and learning prevalent in the South African context. iii This thesis argues for a reading based theory of teaching as a means of meeting the challenges of literacy and learning head on. The capacity to learn independently from written text is critical for progress within the schooling and tertiary systems. The Learning to Read: Reading to Learn pedagogy provides a means of realizing such a theory of teaching. Simultaneously teaching print literacy, while teaching the content of curricula, is proposed as a way of bringing about effective learning. Within the context of teacher education, the pedagogical content knowledge (PCK) of many teachers is acknowledged to be inadequate. However, there is a key dimension missing for the construct of PCK to be truly useful for South African teachers. Print literacy is as an essential determinant of the knowledge of teachers. The construct of PCK can thus supplemented by foregrounding reading and writing as essential elements of this category of teacher knowledge. Thus the content of the teacher education curriculum is taught as the reading and writing competence of teachers is developed. Similarly, within the school context, the Learning to Read: Reading to Learn pedagogy can be used to teach required content and teach the requisite high level reading and writing skills needed by all learners to progress successfully through the schooling system.
- Full Text:
- Date Issued: 2008
A supplementary coping skills programme for parents of children diagnosed with attention deficit hyperactivity disorder
- Authors: Gomes, Ana Maria
- Date: 2008
- Subjects: Attention-deficit-disordered children -- Family relationships , Children with disabilities -- Education
- Language: English
- Type: Thesis , Doctoral , DEd
- Identifier: vital:9471 , http://hdl.handle.net/10948/686
- Description: Attention Deficit Hyperactivity Disorder (ADHD)-related behaviour difficulties are said to be the cause of much of the disharmony and discord that exists within many families with ADHD-diagnosed children. On the basis of this understanding, a supplementary programme of behaviour modification, referred to as the Coping Skills Programme, was designed and implemented over a designated period of time, as a trial efficiency test, with a view to alleviate some of the family environmental stress caused by the effects of this disorder. There were three main aims to this research project, related to the research questions: Firstly, to establish to what extent this programme helped with the kinds of problems and difficulties being experienced by the parents of ADHD-diagnosed children and by the children themselves; secondly, to make recommendations regarding how to access and use such a programme and learn its skills, and thirdly to determine further ways with which to improve the Coping Skills Programme. The research design was based on Interpretive Theory and was qualitative in nature. An in-depth literature study was undertaken, which together with all the field notes acquired during the course of the study, formed the foundation of the study. A needs analysis was also carried out to ascertain the level and variety of ADHD-related needs that exist within the family unit. This needs analysis took place in the Nelson Mandela Metropole in the Eastern Cape to ascertain the level and variety of ADHD-related needs that exist within the family unit. The sampling selection of participants was both purposeful and dependent on availability, in order obtain as wide a range of information as possible, regarding specific ADHD-related criteria. This data was used as a foundation for the programme’s development. Information was gathered by means of phenomenological interviews, case study analysis, a focus group interview, field notes, observations and an audit trail. Measures were taken to ensure that the study was ethically conducted and trustworthiness maintained. The Coping Skills Programme was implemented with different families with ADHD-diagnosed children, within its designated time, which varied from family to family from between 8 and 10 weeks. Finally, three families were xx selected as case studies to substantiate the findings of this research study. Their selection was based on the range of the children’s age, the variety of their combined needs, the way in which each family dealt with the challenges posed by the programme, the parents’ involvement and the rate of success experienced by each family at the end of the allotted time. At the end of the programme’s implementation period it was found that confusion regarding parental role clarity and the role of the child in the home had a strong bearing on the treatment and management of ADHD-related difficulties. It was also found that the effect of parental unity and/or discord had a direct impact on ADHD-related behaviour. Equally important to the effective management of ADHD-related difficulties were the parental understanding and perceptions regarding their child’s ADHD-related needs and difficulties. The effectiveness of behaviour modification in relation to the level of parental involvement was also salient, as was the use of effective, positive communication to achievement of optimum results. Parental understanding of the role of discipline and how the effective use of this skill benefits the ADHD-diagnosed child became clear, as did the value of consistency in behaviour modification. The conclusion was reached that a programme as flexible as the Coping Skills Programme, when used appropriately and as a supplement to other forms of therapy, may be a significant source of assistance, support, encouragement and empowerment to families with members suffering with ADHD.
- Full Text:
- Date Issued: 2008
- Authors: Gomes, Ana Maria
- Date: 2008
- Subjects: Attention-deficit-disordered children -- Family relationships , Children with disabilities -- Education
- Language: English
- Type: Thesis , Doctoral , DEd
- Identifier: vital:9471 , http://hdl.handle.net/10948/686
- Description: Attention Deficit Hyperactivity Disorder (ADHD)-related behaviour difficulties are said to be the cause of much of the disharmony and discord that exists within many families with ADHD-diagnosed children. On the basis of this understanding, a supplementary programme of behaviour modification, referred to as the Coping Skills Programme, was designed and implemented over a designated period of time, as a trial efficiency test, with a view to alleviate some of the family environmental stress caused by the effects of this disorder. There were three main aims to this research project, related to the research questions: Firstly, to establish to what extent this programme helped with the kinds of problems and difficulties being experienced by the parents of ADHD-diagnosed children and by the children themselves; secondly, to make recommendations regarding how to access and use such a programme and learn its skills, and thirdly to determine further ways with which to improve the Coping Skills Programme. The research design was based on Interpretive Theory and was qualitative in nature. An in-depth literature study was undertaken, which together with all the field notes acquired during the course of the study, formed the foundation of the study. A needs analysis was also carried out to ascertain the level and variety of ADHD-related needs that exist within the family unit. This needs analysis took place in the Nelson Mandela Metropole in the Eastern Cape to ascertain the level and variety of ADHD-related needs that exist within the family unit. The sampling selection of participants was both purposeful and dependent on availability, in order obtain as wide a range of information as possible, regarding specific ADHD-related criteria. This data was used as a foundation for the programme’s development. Information was gathered by means of phenomenological interviews, case study analysis, a focus group interview, field notes, observations and an audit trail. Measures were taken to ensure that the study was ethically conducted and trustworthiness maintained. The Coping Skills Programme was implemented with different families with ADHD-diagnosed children, within its designated time, which varied from family to family from between 8 and 10 weeks. Finally, three families were xx selected as case studies to substantiate the findings of this research study. Their selection was based on the range of the children’s age, the variety of their combined needs, the way in which each family dealt with the challenges posed by the programme, the parents’ involvement and the rate of success experienced by each family at the end of the allotted time. At the end of the programme’s implementation period it was found that confusion regarding parental role clarity and the role of the child in the home had a strong bearing on the treatment and management of ADHD-related difficulties. It was also found that the effect of parental unity and/or discord had a direct impact on ADHD-related behaviour. Equally important to the effective management of ADHD-related difficulties were the parental understanding and perceptions regarding their child’s ADHD-related needs and difficulties. The effectiveness of behaviour modification in relation to the level of parental involvement was also salient, as was the use of effective, positive communication to achievement of optimum results. Parental understanding of the role of discipline and how the effective use of this skill benefits the ADHD-diagnosed child became clear, as did the value of consistency in behaviour modification. The conclusion was reached that a programme as flexible as the Coping Skills Programme, when used appropriately and as a supplement to other forms of therapy, may be a significant source of assistance, support, encouragement and empowerment to families with members suffering with ADHD.
- Full Text:
- Date Issued: 2008
Analysis of leadership styles and school performance of secondary schools in Uganda
- Nsubuga, Yusuf Khalid Kibuuka
- Authors: Nsubuga, Yusuf Khalid Kibuuka
- Date: 2008
- Subjects: Educational leadership -- Uganda , Education, Secondary -- Uganda
- Language: English
- Type: Thesis , Doctoral , DEd
- Identifier: vital:9525 , http://hdl.handle.net/10948/978 , Educational leadership -- Uganda , Education, Secondary -- Uganda
- Description: The study sought to analyze the leadership styles of head teachers and school performance of secondary schools in Uganda. It was a mixed study that used both the qualitative and quantitative methods. It adopted a correlation survey research design that helped in establishing the relationship of leadership styles and school performance. In this regard, data for this study was collected on the independent variable, which was leadership styles, and that of the dependent variable, which was school performance. The relationship between the two variables was investigated in order to determine the strength of their relationship and the coefficients of determination existing between them. Together with observations during school visits, interviews were also conducted with head teachers and teachers and focused group discussions were held with selected students and parents, to identify factors affecting school performance and the effectiveness and relationship between leadership styles and school performance. The researcher discovered on the basis of an extensive literature review and the in-depth research undertaken that head teachers adopt a range of leadership styles. However, for the purposes of this investigation, the researcher examined the relationship between leadership styles in general and school performance, and later analyzed four leadership styles in relation to school performance. v While noting the many challenges and demands made on the head teachers during the execution of their tasks, the study underscored the need for the development of management and leadership skills amongst head teachers. The study established that unless head teachers are well equipped with knowledge and skills in management and leadership, they would not be able to improve school performance significantly. The study established that effective school performance requires visionary leadership, amongst others, and that there is a strong relationship between visionary leadership and transformational leadership, which is recommended for education leaders.
- Full Text:
- Date Issued: 2008
- Authors: Nsubuga, Yusuf Khalid Kibuuka
- Date: 2008
- Subjects: Educational leadership -- Uganda , Education, Secondary -- Uganda
- Language: English
- Type: Thesis , Doctoral , DEd
- Identifier: vital:9525 , http://hdl.handle.net/10948/978 , Educational leadership -- Uganda , Education, Secondary -- Uganda
- Description: The study sought to analyze the leadership styles of head teachers and school performance of secondary schools in Uganda. It was a mixed study that used both the qualitative and quantitative methods. It adopted a correlation survey research design that helped in establishing the relationship of leadership styles and school performance. In this regard, data for this study was collected on the independent variable, which was leadership styles, and that of the dependent variable, which was school performance. The relationship between the two variables was investigated in order to determine the strength of their relationship and the coefficients of determination existing between them. Together with observations during school visits, interviews were also conducted with head teachers and teachers and focused group discussions were held with selected students and parents, to identify factors affecting school performance and the effectiveness and relationship between leadership styles and school performance. The researcher discovered on the basis of an extensive literature review and the in-depth research undertaken that head teachers adopt a range of leadership styles. However, for the purposes of this investigation, the researcher examined the relationship between leadership styles in general and school performance, and later analyzed four leadership styles in relation to school performance. v While noting the many challenges and demands made on the head teachers during the execution of their tasks, the study underscored the need for the development of management and leadership skills amongst head teachers. The study established that unless head teachers are well equipped with knowledge and skills in management and leadership, they would not be able to improve school performance significantly. The study established that effective school performance requires visionary leadership, amongst others, and that there is a strong relationship between visionary leadership and transformational leadership, which is recommended for education leaders.
- Full Text:
- Date Issued: 2008
Black parental involvement in education
- Authors: Mbokodi, Sindiswa Madgie
- Date: 2008
- Subjects: Education -- Parent participation -- South Africa , Parent-teacher relationships -- South Africa
- Language: English
- Type: Thesis , Doctoral , DEd
- Identifier: vital:9518 , http://hdl.handle.net/10948/1013 , Education -- Parent participation -- South Africa , Parent-teacher relationships -- South Africa
- Description: The study was conducted in the backdrop of Section 24(1)(a) of the South African Schools Act (SASA) 84 of 1996 which promulgated that parents should be involved in the education of their children. To fulfil this requirement, each school is expected to have a legally constituted School Governing Body (SGB) as part of school governance. The involvement of the SGB does not exclude parents involving themselves in school activities as individuals but as organised groups geared towards working on a specific project of the school. Involvement also implies helping the child at home. The study investigated the extent to which black parents involve themselves in school activities as envisaged by the SASA. Conceptual literature relating to issues of parental involvement in school was reviewed. Specifically the concept parent/parental involvement as it relates to black parents was explored. Factors promoting or hindering parental involvement in school were also examined. The research is qualitative. Participants included principals, teachers, learners and chairpersons of school governing bodies of ten selected schools in the major townships of Port Elizabeth. Views and experiences of participants were captured and explained through in-depth interviews and observations. Results are discussed in relation to the relevant literature, allowing grounded theory to emerge. What emerged was a desperate situation of non-involvement of black parents in school activities largely because of the failure of the Department of Education (DoE) to capacitate all parties involved in strategies to involve parents in school. The potential for generalizability and transferability is discussed in the report and possible intervention strategies are recommended at micro- and macro-levels. The study demonstrates that the DoE needs to follow up on its policies to ensure that the envisaged change is realized.
- Full Text:
- Date Issued: 2008
- Authors: Mbokodi, Sindiswa Madgie
- Date: 2008
- Subjects: Education -- Parent participation -- South Africa , Parent-teacher relationships -- South Africa
- Language: English
- Type: Thesis , Doctoral , DEd
- Identifier: vital:9518 , http://hdl.handle.net/10948/1013 , Education -- Parent participation -- South Africa , Parent-teacher relationships -- South Africa
- Description: The study was conducted in the backdrop of Section 24(1)(a) of the South African Schools Act (SASA) 84 of 1996 which promulgated that parents should be involved in the education of their children. To fulfil this requirement, each school is expected to have a legally constituted School Governing Body (SGB) as part of school governance. The involvement of the SGB does not exclude parents involving themselves in school activities as individuals but as organised groups geared towards working on a specific project of the school. Involvement also implies helping the child at home. The study investigated the extent to which black parents involve themselves in school activities as envisaged by the SASA. Conceptual literature relating to issues of parental involvement in school was reviewed. Specifically the concept parent/parental involvement as it relates to black parents was explored. Factors promoting or hindering parental involvement in school were also examined. The research is qualitative. Participants included principals, teachers, learners and chairpersons of school governing bodies of ten selected schools in the major townships of Port Elizabeth. Views and experiences of participants were captured and explained through in-depth interviews and observations. Results are discussed in relation to the relevant literature, allowing grounded theory to emerge. What emerged was a desperate situation of non-involvement of black parents in school activities largely because of the failure of the Department of Education (DoE) to capacitate all parties involved in strategies to involve parents in school. The potential for generalizability and transferability is discussed in the report and possible intervention strategies are recommended at micro- and macro-levels. The study demonstrates that the DoE needs to follow up on its policies to ensure that the envisaged change is realized.
- Full Text:
- Date Issued: 2008
Facilitating reflection in post-graduate writing practice
- Authors: Naidoo, Nadasen Arungasen
- Date: 2008
- Subjects: Academic writing , Report writing , Academic writing -- Study and teaching (Higher) -- South Africa , Written communication -- Study and teaching -- South Africa
- Language: English
- Type: Thesis , Doctoral , DEd
- Identifier: vital:9473 , http://hdl.handle.net/10948/688 , Academic writing , Report writing , Academic writing -- Study and teaching (Higher) -- South Africa , Written communication -- Study and teaching -- South Africa
- Description: University teaching staff are employed because of their knowledge in their particular disciplines. Many do not have a qualification to teach at a higher education institution upon commencement of their academic career. In that group there are few who have the research experience required to assist at postgraduate level. This should be developed as one of the three core activities of higher education, in which they have to be involved. This study is the result of a problem that I encountered as a higher education practitioner. In keeping with my being a practitioner researcher within an action research paradigm, this report is written mainly in the first person. The study reports on how my personal theories grew over a period resulting in the need to constantly improve my own practice. These personal theories culminated in the development of an instrument (ADaM), to assess writing. ADaM was used primarily to facilitate reflection in post-graduate writing practice. In this study, there were three sets of workshops comprising 13 practical sessions each, where lecturers engaged with the process of reading, writing, computer-mediation and, to a limited extent, with the concept of mentorship. The purpose was to answer the research question: Can a writing assessment instrument be used to sensitise staff teaching post-graduates to reflect on the complex nature of producing and assessing academic writing? At two points during the 13 practical sessions, data was gathered through semistructured interviews. The data has been analysed using a form of grounded theory referred to as remodeled grounded theory. Since the analysis traversed both the quantitative and qualitative paradigms of research, it was necessary also to place the study within the third paradigm, referred to as mixed methods research. The analysis has been presented via a series of relationships generated first by open coding, then axial coding and concludes with selective coding. In addition, the comments of an independent coder were used to validate the analysis. In accordance with classic grounded theory, it was only after the analysis of the data and the emergence of a substantive theory that I referred to existing theory in the penultimate chapter as validation of my findings. The findings from the study, together with existing literature, allowed me to conclude that “Creating an awareness of writing assessment sensitises academics to their roles as HE practitioners particularly in the areas of writing and mentorship in post-graduate supervision”.
- Full Text:
- Date Issued: 2008
- Authors: Naidoo, Nadasen Arungasen
- Date: 2008
- Subjects: Academic writing , Report writing , Academic writing -- Study and teaching (Higher) -- South Africa , Written communication -- Study and teaching -- South Africa
- Language: English
- Type: Thesis , Doctoral , DEd
- Identifier: vital:9473 , http://hdl.handle.net/10948/688 , Academic writing , Report writing , Academic writing -- Study and teaching (Higher) -- South Africa , Written communication -- Study and teaching -- South Africa
- Description: University teaching staff are employed because of their knowledge in their particular disciplines. Many do not have a qualification to teach at a higher education institution upon commencement of their academic career. In that group there are few who have the research experience required to assist at postgraduate level. This should be developed as one of the three core activities of higher education, in which they have to be involved. This study is the result of a problem that I encountered as a higher education practitioner. In keeping with my being a practitioner researcher within an action research paradigm, this report is written mainly in the first person. The study reports on how my personal theories grew over a period resulting in the need to constantly improve my own practice. These personal theories culminated in the development of an instrument (ADaM), to assess writing. ADaM was used primarily to facilitate reflection in post-graduate writing practice. In this study, there were three sets of workshops comprising 13 practical sessions each, where lecturers engaged with the process of reading, writing, computer-mediation and, to a limited extent, with the concept of mentorship. The purpose was to answer the research question: Can a writing assessment instrument be used to sensitise staff teaching post-graduates to reflect on the complex nature of producing and assessing academic writing? At two points during the 13 practical sessions, data was gathered through semistructured interviews. The data has been analysed using a form of grounded theory referred to as remodeled grounded theory. Since the analysis traversed both the quantitative and qualitative paradigms of research, it was necessary also to place the study within the third paradigm, referred to as mixed methods research. The analysis has been presented via a series of relationships generated first by open coding, then axial coding and concludes with selective coding. In addition, the comments of an independent coder were used to validate the analysis. In accordance with classic grounded theory, it was only after the analysis of the data and the emergence of a substantive theory that I referred to existing theory in the penultimate chapter as validation of my findings. The findings from the study, together with existing literature, allowed me to conclude that “Creating an awareness of writing assessment sensitises academics to their roles as HE practitioners particularly in the areas of writing and mentorship in post-graduate supervision”.
- Full Text:
- Date Issued: 2008
- «
- ‹
- 1
- ›
- »