The problem of this study was to examine the effect of reading preference on reading comprehension of low socioeconomic high school students. Subjects were 61 participants in the Upward Bound program at a major southwestern university; they represented urban high schools with high proportions of students of low socioeconomic status. Subjects completed cloze procedure reading passages in four categories: high preference independent level, high preference frustration level, non-expressed preference independent level, and non-expressed preference frustration level. From the results gathered, it was recommended (1) that reading ability assessments include measuring performance with high preference materials, (2) that instructional personnel ascertain and utilize student preferences as foundations for reading instruction, (3) that reading material not be withheld from students on the basis of difficulty, (4) that high preference reading materials be used in reading instruction by secondary reading and content area teachers, and (5) that school patrons be made aware of the value of free preference reading in reading skill development.

M.Ed. (Multicultural Education) / The study focuses on the process-deficit model (within child-approach) and the concept of learning disabilities within the framework of a changing South African educational system. The research questions concentrate on the appropriateness of the model and paradigm In a multicultural educational system. The following questions are researched: Which ct1teria have to be considered In orthodidactlcal Intervention procedures for cultural diverse learners? How can the problems within the field of learnlng difficulties be addressed In a unitary educational system? Primarily the study alms to determine the status of the process-deficit model In a multicultural school. Secondly It attempts to identify the problem areas within the existing system and to find acceptable alternatives. Thirdly, the aim Is to use the identified ct1terta as guidelines In the search for a model for effective orthodidactlcal strategy planning. To comply with the above mentioned requirements, the study consists of a perspective on the history and future prospects of the process-deflclt model and the paradigm of specific leamlng difficulties practical evaluation of the model a search for criteria for appropriate Intervention procedures which may lead to a model for orthodldadlc support In the unique South African circumstances. The research Indicates the failure of both the concept and the category of speclflc leamlng disabilities to comply with the demands of science and practice In the field. As a result of theoretical and scientific shortcomings, the Integrity of the process-deflclt model is questioned to the extent that specific learning disabilities cannot be Justified 81 a category In a multicultural South African educational system. The model which was derived from a sophistlcated monocultural phase In the American educational system of the sixties is not reconcilable with the cultural complexity of South African circumstances. Should the South African conceptualisation of specific learning disabilities continue, the following problems are foreseeable: Since process-deficits can only be proven In a miniscule number of learners, the number of children who qualify for this category is extremely limited. Literally millions of children with learning difficulties are / wilI be excluded from It. Since It Is virtually Impossible to distinguish consistently between Intrinsic and environmental causes of learnlng disabilities, fair assessment of culturally diverse children Is unattainable according to the criteria and the diagnostic procedures of the model. Should the American example be followed, and the criteria expanded, over ldentiflcation of children will be Inevitable. The number of children then entitled to this category, will be overwhelming. The Infrastructure and current mode of Intervention willbe confronted by Impossible demands, as Is already the case. The quest for optimal effectiveness leads to a thorough Investigation of the theory, practice (Including diagnostic and Intervention procedures), provisional measures and structural aspect subjacent to the current orthodidactlc support system. The need for change In all areas Is emphasised. Guidelines as to how these changes may be brought about are discussed and reflected In the tentative model for orthopedagogics-orthodidactlc support In mainstream education submitted by the Interest Group, Orthopedagogics, of the Education AssocIation of South Africa

Many secondary schools in deprived environments are characterized by teenage pregnancies, drug and alcohol abuse, crime, high dropout rates, gangsterism and low pass rates. Teachers are confronted on a daily basis with learners who are exposed to barriers to learning. The purpose of this study is in line with the formulated problem, namely to: investigate the various dimensions of the relationship that exists between psychosocial barriers to learning and environmental deprivation; provide guidelines based on the findings of the research and present them as recommendations for teachers to support learners from a deprived environment who experience barriers to learning. A qualitative, exploratory, descriptive and interpretative research design was utilized to provide acceptable answers to the research problem. A literature study regarding psychosocial barriers to learning was done to explain the concept along with concepts related to environmental deprivation. This study was conducted in two phases: Phase 1 presented an exploration of the problem in the form of a single openended question: What hindrances to learning are you experiencing in your specific physical and social environment? Eight focus group interviews with learners were undertaken at a secondary school in the Nelson Mandela Metropolitan Municipality. A purposive sampling method was used. Data collection took place through open-ended interviews and Tesch’s model was used to analyse the data. After the research investigation was completed the researcher and an independent coder analyzed iv the results from the transcriptions of a voice-recorder. Guba’s model of data verification was used to ensure the trustworthiness of the data. Ethical measures were adhered to during the study. The research findings were evaluated for educational purposes. Consensus was reached between the researcher and the independent coder with regard to the identification of themes, categories and sub-categories. Phase 2 generated recommendations from the findings of Phase 1 to assist the teachers in dealing competently with learners from deprived environments. The following four themes emerged from the results which led to various conclusions: 1. A deprived home situation (relationships, abuse, no privacy, and poverty) generates barriers to learning. Neglect: no interest and a don’t care attitude of parents, no parents at home, rejection and no communication have a negative effect on the learners. Physical, sexual, alcohol and drug abuse in the home situation influence the learners negatively. No privacy: sexual behaviour of parents and overcrowding have a decisive effect on the learners. Poverty: factors such as unemployment, cannot afford school fees, no electricity and no breadwinner make the learner feel desperate and despondent. 2. A deprived school situation (social relationships, physical factors, no resources, racism and distances to school) creates barriers to learning. The following features of social relationships were identified as contributing factors to poor social relationships at school, namely: peer pressure: drugs, dropping out of school, unsafe school environment; relationships with teachers: no respect for teachers and teachers who degrade learners. The following physical factors have a detrimental effect on a learner’s progress: broken windows and roofs, lack of water, electricity and lights, the state of the school grounds, ablutions and big classes. Schools with no resources such as libraries and counselling centres contribute to the poor performance of the learners. Racism, language issues and no mixing of races are contributing factors to barriers to learning. The long distances to school, the cost of transport and the fact that they do not have time for homework affect the learners as hindrances to learning. 3. A deprived environment (with factors such as HIV/AIDS and TB, a community not conducive to learning, unsafe communities and overpopulation) causes barriers to learning. HIV/AIDS and TB, taking care of parents, tiredness, illnesses and discrimination are seen as factors that hamper learning. A community that is not conducive to learning, with a don’t care attitude and that is not very helpful, causes barriers to learning. Unsafe communities, where crime is rampant, with ineffective police services and overpopulation, where noise and loud music are the order of the day, have a negative effect on learning. 4. Learner-related factors (early pregnancies and the susceptibility of youth) create barriers to learning. Teenage pregnancies are detrimental to education where the mother must baby-sit, and is not studying, as well as sexual abuse and rape, are factors that contribute to school dropouts. Cigarettes, drugs, alcohol, taverns, discos, taxis and gangs were identified as factors contributing to learner delinquency. The conclusion was reached that learners in deprived environments are exposed to psychosocial barriers to learning. Recommendations in this regard were proposed to assist the teacher in understanding these learners and the barriers that they are exposed to on a daily basis.

M.Ed. (Multiculturalism and Education) / Please refer to full text to view abstract

D.Ed. / With the dawning of the new democratic South Africa the 'dream' of a a unified education system was realised. Children who previously attended racially segregated schools are now all being educated in desegregated schools. This meteoric change has been eagerly embraced by most of the people of South Africa. Change at macro level often means change at micro level as well. For teachers within the education system this meant the challenge of providing equitable education for all. Schools in Lenasia, previously administered by the House of Delegates (concerned specifically with the education of Indian), began admitting black children from Soweto and the informal settlements around Lenasia since 1989. Soon after their admission teachers from some of the schools requested assistance from the school psychologist attached to the now defunct House of Delegates. They reported that they were experiencing difficulty teaching the children from the informal settlements. This request by the teachers provided the impetus for the research. The overriding aim was to determine what the concerns were and to develop strategies for addressing the concerns. A review of the research literature revealed that the concerns would be most appropriately identified within the naturalistic paradigm. The teachers were chosen as the unit of analysis. This was based on the finding that there was a dearth of research studies which focused on "teachers' voices". Listening to the teachers themselves is important. The aims of the research were a) to gather information on the teachers' experiences of teaching children from the informal settlements b) to describe the conditions which prevail, beliefs and attitudes which are held, processes which are going on and trends which are developing and c) to present strategies that may assist the teachers in their task. The research was conducted at primary schools in Lenasia. The participants were teachers teaching primary school children at these schools. A pilot study was conducted to eliminate potential unforeseen difficulties in the planned research. Data was gathered by means of a combination of methods, namely, four focussed group interviews, four phenomenological interviews, analysis of pupils' workbooks, analysis of pupils' school reports, analysis of the proceedings at a conference on Multilinguality and field notes. Interviews were audio-taped and transcribed verbatim. The proceedings at the conference were video-taped and also transcribed verbatim. The data was content and phenomenologically analysed by using Kerlinger's Method of Content Analysis (1986) and Giorgi's Method of Data Analysis (1985). Quality was built into the research by the application of strategies such as triangulation, persistent observation, referential adequacy materials, peer debriefing, member checks, purposive sampling, reflexive journals, dependability audits, confirmability audits and literature control. Several categories and themes emerged from the analysis of the data. The experiences of the teachers were categorised into the following divisions: pupil related experiences; parent related experiences; community related experiences; administration related experiences; didactic experience; personal experiences; strategies and suggestions. Teachers' attributed the difficulties that the children from the informal settlements were experiencing primarily to their lack of knowledge of English. The schools being English medium schools they expected the children to know English. They perceived the difficulties as arising from a number of factors such as a) pupils' emotional vulnerability, lack of motivation, classroom misbehaviour, ethnic groupings and cultural differences b) mother tongue instruction at their previous schools c) parents socio-economic status and illiteracy and d) social problems and lack of support from the community. It was generally felt that teachers did not have the necessary training and experience needed to teach children who spoke languages other than English. In addition, the children were of a different cultural group and they did not have the expertise to deal with this issue. Teachers perceived the administrators and subject advisors as not been sufficiently supportive and unable to guide them in their efforts to teach the children from the informal settlements. Further, practical problems such as the large number of children per class, wide range of ability groups in their classes, inappropriate placement of children, syllabus demands, and the policy of condoned passes was complicating their teaching. This often led to frustration, resentment, and 'burn-out'. In spite of these difficulties most teachers had attempted to address the difficulties in innovative ways. Understanding and empathising with the children's difficulties and being flexible in their teaching was one of the strategies used by the teachers. Other strategies included the provision of extra tuition in English. The analysis also revealed that some teachers had reflected deeply about their teaching instruction. From their reflections they concluded that they themselves had to change to meet the new demands in teaching. The literature review and control revealed many similarities between studies undertaken in South Africa and some differences and uniqueness. Drawing the threads of the various studies resulted in the development of the strategies suggested. In essence it involves a) the need for teachers to get in touch with their own beliefs, attitudes, strengths and weaknesses and address the needs b) teachers need to empower the children from the informal settlements to meet the demands of the school. This can be accomplished by a) improving their knowledge, skills, and expertise in addressing the concerns expressed b) enlisting the assistance of the parents and the community c) demanding that administrators and subject advisors provide the necessary guidance support and resources need to accomplish their task. Administrators and education advisors need to support, guide and enhance the teachers' expertise. Ways in which this can be accomplished is by providing appropriate, relevant, practical and challenging in-service training, presenting workshops and seminars, initiating staff development programmes and "just being there" for the teachers by valuing them and encouraging them.

M.Ed. / Failure-to-thrive syndrome presents itself as severely inadequate weight increase in children under the age of five without any organic aetiology. It is found particularly in developing countries, constituting about half the malnutrition figures for children under five. Failure-to-thrive research has shown that this is a complex syndrome for which it is difficult to find an aetiology. There are frequently signs of disrupted emotional bonding between mother and child, as well as problematic mother-child interactions. However, the maternal attributes which contribute to the phenomenon are not yet fully understood. Intervention is usually unsuccessful. This study aims to investigate the role of the mother in order to increase understanding of the failure-to-thrive phenomenon. The research design is qualitative, explorative, descriptive and contextual. A multiple casestudy method was used. Three mothers were selected for the study. Data was gathered by means of interviews, supplemented by the observation of interactions and the researcher's own impressions. The interviews were videotaped in their entirety, and were transcribed verbatim afterwards. All data sources were synthesised in the form of case studies. Then the data was interpreted in the light of object-relation theory. The results suggest the importance of several factors already present before the birth of the child, including inadequate emotional care during the mothers' own childhood, and maternal inability to control their emotions. In all the cases studied, the pregnancy was unplanned and additional external stressors made the pregnancy more difficult. These mothers experienced their children as a threat, as competition or as symbols of their powerlessness. These mothers described their children as "wild" and demanding. Observation of interactions indicated that this type of behaviour in the children may be an attempt to attain affection from their mothers, or an anxious reaction to the mothers' inability to set limits. The restlessness of these children exacerbated the mothers' sense of inadequacy and contributed to a vicious cycle. These mothers were unable to provide what Winnicott describes as "good enough mothering". They were too emotionally needy themselves. Observations of interactions revealed an inability to adjust to the needs relevant to the children's age groups, inadequate responsiveness, inconsistency, instrumental care and a lack of involvement. It appeared that these mothers had themselves not been mothered enough during their own early development, so that they could not internalise these attributes. Their descriptions suggest inadequate environmental provision for what babies need in their first year of life to experience the world as a secure place, to reach personal integration and to interact trustfully with others. This early deprivation of the mother obviously has implications for the way these women treat their own children at the age when these mothers themselves were neglected as children. Suggested intervention tends to focus on support and mothering for the mothers, but the most appropriate type of intervention is individual psychotherapy which allows adequate internalisation of the "good mother" image. This would facilitate personal integration, enabling the mother to focus on her child's needs, freed from her own.

Please read the abstract in the section, "back" (on p277), of this document / Dissertation (MEd)--University of Pretoria, 2007. / Humanities Education / MEd / Unrestricted

The problem with which this investigation is concerned is that of determining the ability of economically disadvantaged black children to comprehend a specific grammatical operation, the non-identity requirement of pronominalization. In addition, the study is also concerned with describing selected characteristics of the language of the subjects in the study through the utilization of a task of imitation. The subjects of the study were forty-eight black children who were between the ages of four and ten years. All subjects were from families in which the natural parents were living together in the same household. The parents and children were native residents of the area and were recipients of federal welfare aid. None of the subjects in the study had histories of physiological, psychological, neurological, or auditory problems, and none were presently enrolled in rehabilitative language programs. A general estimate of intelligence was provided by the administration of the Columbia Mental Maturity Scale.

The purpose of this study was to determine the effectiveness of concept mapping as an instructional technique for teaching advanced technology concepts to at-risk junior high school students. The students were from three Northern Illinois school districts, 174 students from three junior high schools. The study sought to assess the effects on achievement of students who used concept mapping as part of a carefully designed sequence of instructions. Method and Procedure: Eight intact junior high school technology classes, taught by three instructors, took part in this study. Of the 174 seventh and eighth grade students participating in this study, 87 students were in the treatment groups, and 87 students were in the control groups. The intact groups were formed from two schools with three classes and one school with two classes. Within each school, classes were randomly assigned to be the treatment groups or control groups. The criteria for student selection for the at-risk group were based on (a) students' attendance, (b) students' behavior, (c) personal history, (d) counselor's input, and (e) parent conferences. The at-risk students were identified by a code only known by classroom teachers. The quasiexperimental design used for this study was the pretest-posttest design. A two-way ANCOVA using the pretest scores as a covariate analyzed the posttest scores to determine what effect, if any, distinguished between the instructional methods. Results: There was one main finding of this study. The benefits of using concept mapping appeared for the at-risk students than for the not at-risk students. Conclusion: For this junior high school at-risk population, concept mapping during and after instruction led to greater achievement as measured by posttest. / Ed. D.

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