Philosophiae Doctor - PhD / This study was an evaluative case study of a Science and Indigenous Knowledge Systems Project on the Project (SIKSP) at a Western Cape University, South Africa. It was an internal evaluation from the perspectives of the project participants, with the aim of assessing (1) the opportunities and challenges faced by the participants (in-service teachers), (2) the effectiveness of an argumentationbased strategy (DAIM) used by some of the in-service teachers to integrate science and IKS, (3) the manner in which the trained teachers actually taught using the DAIM, and (4) the impact of SIKSP on the participants’ professional development and research capacities. I used a hybridised version of Stufflebeam’s (2003) context, input, process, product (CIPP) as well as Guba and Lincoln’s (1989) Constructivist evaluation models to guide the study, within a constructivist-pragmatist paradigm. I used a questionnaire, semi-structured interviews, reflective diaries, and document analyses to collate the data from 22 in-service participants, as well as from the project director. The analyses were done using mixed methods, though largely dominated by qualitative approaches. The results suggest that: through the use of multiple sources of engagement in conceptual, practical, and discursive activities, SIKSP enabled the participants to change their views about science and IKS – from a largely positivist to a more dualistic worldview that considered IKS as a source of valid knowledge in science classrooms. SIKSP activities also enabled the participants to acquire the largely student-centred, discursive, interactive DAIM approach of teaching and learning to effect an inclusive science-IK curriculum. The teachers used DAIM to teach science, mathematics as well as socio-scientific topics, each teacher applying it differently. SIKSP had many positive impacts on the participants – psychological, social, intellectual, pedagogical and professional. Through SIKSP, many participants obtained higher degrees, advanced professionally, and some have become researchers in science and IKS; with two of the postdoctoral fellows now carrying on similar research at other universities in South Africa and beyond. An unanticipated outcome of SIKSP was the creation of the African Association for the Study of Indigenous Knowledge Systems (AASIKS) which is now pursuing an inclusive science-IKS vision at a much larger scale. Overall, in the view of the participants, SIKSP was very successful project, and its DAIM approach, though difficult to master, has many advantages that could be explored in-and-out of science classrooms.

This study investigated the developmental influence of collaborative games in the Grade 6 mathematics classroom. Development in areas such as awareness of mathematics, confidence, competence, curiosity, love for mathematics, appreciation of mathematics, creativity, recognition of mathematics, understanding, and knowledge and skills was investigated. The following three data collection methods were used: intervention, observations, and interviews. For the intervention, a quasi-experimental design was used to assign two out of four classes to an experimental group, and the other two to a comparison group. Fifty-one Grade 6 learners participated in the intervention, which covered the following four mathematics topics: multiplication, nets of 3D-objects, symmetry, and division. Each topic included a pre-test and post-test, with learners being observed during the completion of the post-tests. For the posttests, the comparison group completed the textbook activities individually as they usually would. The experimental group completed the same activities, but in a gamebased worksheet format while collaborating in heterogeneous pairs. The results revealed that the experimental group increased 4.28% more from the pretests to the post-tests than the comparison group. This implies that there was a developmental difference, which can be ascribed to the implementation of collaborative game-based worksheets. The Game Object Model, which was the framework used in this study, provided essential information regarding designing educational games that are conducive to learners’ mathematical development. The experimental group increased the most in multiplication and division, which required skills in routine procedures. Low-achieving learners benefited the most from collaborating in heterogeneous pairs in their achievement in mathematics. The experimental group showed a high level of collaboration as they helped each other frequently. A need for support was noted in the comparison group when they asked for assistance from the teacher or a group leader according to the classroom seating arrangements, even though they were instructed to complete the activity individually. Although collaborative games have positively influenced learners’ development in mathematics, observations also show that the teacher plays an important role in learners’ development in mathematics with regard to focus, motivation, and stirring up a love for mathematics in the learners. / Dissertation (MEd)--University of Pretoria, 2017. / Science, Mathematics and Technology Education / MEd / Unrestricted

No description available.

The purpose of this study is to compare features of read-alouds from fourth grade classrooms that have been identified as very high-performing using contrasting rubrics for classroom observations, including an English/Language Arts-specific rubric, a general rubric designed for 4th-8th grade classrooms, and a general rubric designed for all subjects and grades. We draw on analytic tools from conversation analysis (Sacks, 1992) and positioning theory (Davies & Harré, 1990) to conduct a micro-analysis of instructional interactions during read-alouds in order to identify similarities and differences among read-alouds from exemplary classrooms across these three different rubric rating systems. In doing so we discuss the implications of each rubric as a guide for shaping specific instructional practices.

There is a need to move away from the negative perceptions of African languages, and towards accepting the first language as an asset. Literature confirms the issues of language policies and practices in South African schools, as well as the predominant socio-economic challenges as contributing factors affecting learners and teachers in multilingual classrooms. Over the last decade, a concrete theoretical foundation of translanguaging as a pedagogy has expanded and gained momentum. Accepting the use of multiple languages to co-exist in multilingual classrooms, translanguaging has been recognised worldwide. The purpose of the study was to gain an in-depth understanding of how teachers manage translanguaging and how learners in multilingual classrooms learn by using home languages, to facilitate the learning and teaching process. From a qualitative mode of enquiry influenced by the interpretive philosophy and a conceptual framework grounded in the socio-cultural theory and asset-based approach; translanguaging practices were introduced in two schools to potentially understand how it affects learning and teaching practices in multilingual classrooms. Participants included the English teachers and Grade 5 and Grade 6 learners using their first languages alongside English. Data was collected qualitatively through classroom observations, semi-structured interviews, worksheets and storyboards. Thematic data analysis was applied to the gathered data. The study established that the inclusion of first languages mediated the process of learning and teaching and provided guided support to accommodate academic development in multilingual classrooms. Findings revealed the positive attitude and emotions of the learners towards translanguaging, and the consequent appeal for more translanguaging lessons since the strategy informed better understanding. Moreover recommendations included that policy should incorporate teacher training to facilitate translanguaging practices in multilingual classrooms. As solutions to support translanguaging, policy ought to recognise strategies that value the importance of first language as a resource to be implemented in multilingual classrooms. Furthermore, educational psychologists understanding of the systemic needs of all parties involved, and developing proactive support strategies to be initiated in schools as potential learning and teaching methods is recommended. Further studies should include expanding on a comparative and longitudinal research to gain a profound understanding of the effects of translanguaging as pedagogy. / Thesis (PhD)--University of Pretoria, 2020. / Educational Psychology / PhD / Unrestricted

BAKGRUND Skolor har ett renoveringsbehov och elevantalet ökar vilket kräver fler byggnader. Därför finns ett intresse av att uppmärksamma hur klassrum för hem- och konsumentkunskap struktureras för att hjälpa elever med olika behov. Undervisningen idag syftar till att inkludera alla elever, därför behöver klassrummen vara utformade för att möta elevernas förmågor och svårigheter. Genom att anpassa den fysiska lärmiljön skapar skolorna en mer inkluderande miljö och möjliggör för alla elevers rättigheter att få en utbildning. SYFTE Syftet med studien var att undersöka den fysiska lärmiljön i klassrummen för hem-och konsumentkunskap med fokus på tillgänglighetsanpassning.  METOD En kvalitativ forskningsansats valdes för studien tillsammans med två insamlingsmetoder. En digital enkät med öppna svarsfrågor samt bilder från hem- och konsumentkunskapslokaler. Valet av två insamlingsmetoder grundas i att få ett bredare perspektiv, då lärarens egna reflektioner kunde analyseras tillsammans med den faktiska utformningen av lokalen. Analysmetoden var en kvalitativ induktivtematisk analys. RESULTAT Undervisning genomfördes i ändamålsenliga lokaler men det fanns vissa begränsningar. Exempelvis brist på plats, brist på redskap och relativt gamla och slitna köksenheter. För att främja den fysiska lärmiljön fanns bilder för redskap i lådor, skåp och på väggar, mindre innehåll i köksenheter samt ommöblering av bord. SLUTSATS De övervägande problemen som framstod var på grund av konstruktionen av lokalen. Det är relativt svårt att justera utan att göra en stor renovering, vilket kostar pengar. Sammanfattningsvis upplevs det att lärarna försöker att ha en så anpassad lokal som möjligt, men att konstruktionen hämmar deras förmåga att verkligen tillgodose alla elevers olika behov. / BACKGROUND Schools have a need for renovation and the number of students is increasing, which requires more school buildings. Therefore, there is an interest to see how classrooms for Home and Consumer Studies are structured to help students with different needs. Today's teaching aims to include all students, therefore the classrooms need to be designed to meet the students' abilities and difficulties. By adapting the physical learning environment, the schools create a more inclusive environment and enable all students' rights to receive education. OBJECTIVE The purpose of the study was to examine the physical learning environment in classrooms for Home and Consumer Studies, with a focus on accessibility adaptation. METHOD A qualitative research approach was chosen for the study together with two collection methods. A digital questionnaire with open-answer questions, and images from the classrooms where the teaching of Home and Consumer Studies were conducted. The reason for choosing two collection methods was to gain a broader perspective, as the teacher's own reflections could be analyzed together with the actual layout of the classroom. The method of analysis was a thematic analysis based on inductive strategy. RESULTS Teaching was conducted in appropriate classrooms but there were some limitations. For example, lack of space, lack of utensils and relatively old and worn kitchen units. To promote the physical learning environment, there were pictures for utensils in drawers, cabinets and on the walls, less content in kitchen units and rearranging of the tables. CONCLUSION The majority of the problems that emerged was because of the construction of the room. It is relatively difficult to adjust without doing a major renovation, which costs money. In summary, it is possible to see that the teachers try to get the classrooms as adapted as they can, but that the structure inhibits their ability to truly meet all students' different needs.

Recent literature suggests that communicative language tasks widely used by English as a Foreign Language (EFL) teachers to try and improve Japanese students’ learning have had little effect on improving their language ability and their intrinsic motivation to improve. Consequently, a number of teachers are now using interactive technology in the classroom although it has not been systematically implemented or widely studied. Understanding the approaches of successful EFL teachers—specifically, how teachers using an andragogic approach through experiential learning might affect student engagement—was the purpose of this qualitative study. The conceptual framework focused on student-centered learning and included Knowles’s theory of andragogy and Kolb’s experiential learning. The perceptions of 10 EFL teachers chosen through purposeful sampling and who regularly used technology in the classroom were gauged through structured interviews, direct observations, and document analysis. Emergent themes were extracted from the data through interpretive analysis. Results supported the fact that andragogic-based tasks with technology increased student engagement in the Japanese EFL university classroom by directly improving interaction between students and by stimulating communication and autonomous learning. The outcome of the study was a professional development program that was designed to provide better teacher training on facilitating technology-based lessons that engage learners and improve their language skills. Positive social change will result from providing better teacher training that focuses on facilitating technology-based lessons that engage Japanese university learners’ full potential and improve their language skills in more meaningful ways.

Microaggressions are a form of interpersonal discrimination towards marginalized groups that are often ambiguous in nature and delivered unintentionally. The subtleness of these attacks on identity can make them difficult to recognize and address. Emerging research reveals that the targets of microaggressions are experiencing negative effects on their wellbeing; however, the bulk of existing literature on this topic only addresses microaggressions perpetrated towards racial minority or LGBT individuals. Little is known about pervasiveness and potential impact of microaggressions directed towards people with disabilities- particularly in academic contexts. This study pilots a measurement tool, the Microaggressions Towards Students with a Disability Questionnaire (MTSDQ), to assist in assessing the frequency with which university students with disabilities are encountering microaggressions in their classroom settings. The negative impact of these events on students’ sense of belonging and willingness to participate in their classrooms is also addressed.

No description available.

Given the explicit focus of compulsory schooling in Sweden on providing pupils with opportunities to develop their communicative abilities, all available resources should be utilised to their fullest potential - one of these resources being the way a teacher talks to and with their pupils, i.e., their teacher talk. Previous research in the field has had its focus on non-Swedish classroom contexts and has primarily considered the impacts of teacher talk on learners in secondary school or above. This study therefore set out to contribute to the field by observing Swedish EFL lessons for grades 4-6 and interviewing the teachers of these lessons. The observations show that different teacher-talk categories were employed at varied frequencies, some noticeably more widely represented than others. Additionally, valuable insight was gained from the interviews into teachers’ reflections on their didactic choices made regarding teacher talk. Some of the teachers’ choices correlated with those found in previous research, such as the rationale for direct translations from L2 to L1. On the other hand, it emerged that teachers perceived that some teacher-talk categories were utilised more in the higher grades, in contrast with the results noted in the observations of this study. This could suggest that teachers were not utilising all available resources effectively and possibly could benefit from further support and/or training in how to use their teacher talk consciously. To comprehensively evaluate which, to what extent, and why different teacher-talk categories are represented, further research should focus on a prolonged engagement in longitudinal studies of Swedish EFL classrooms representing a greater variety and number of schools as well as participating teachers.