The current qualitative study focuses on how teachers perceive the Response to Intervention (RtI) framework for English learners, specifically assessments and the instructional decision-making process. RtI serves as a framework to help “close the gap” and create a more equitable environment for struggling English learners (Florida Department of Education, 2008). The current study explored elementary school general education teachers’ perceptions and understanding of the RtI process for English learners. Eight elementary general education teachers participated in two interview sessions each to address what general education teachers know about the RtI process for English learners, how teachers report their interpretation of policies and procedures with respect to instruction and assessment of English learners, how teachers feel about their understanding of RtI, and how teachers feel about their understanding of instruction and assessment for English learners. Teacher participants shared their knowledge of the importance of progress monitoring and data collection during the RtI process. Participants reported that progress monitoring and data collection were used to inform instructional decisions for English learners. Participants also provided insight into a shift in teacher accountability related to data collection and progress monitoring. Teacher participants addressed elements of the RtI process: three tiers of RtI, evidence-based interventions, data and data collection, and progress monitoring. Based on teacher responses, teachers monitor student progress, but find some elements of progress monitoring unclear. Participants expressed concern about measuring student progress and the means used to demonstrate growth and to compare struggling students to the performance of peers in the same grade level. The RtI framework includes targeted interventions for struggling students, and participants perceive that RtI helps to identify students with disabilities earlier. Participants reported benefits and drawbacks related to RtI. The participants specifically focused on the collaborative problem solving team as a beneficial support system for teachers navigating the RtI process. Teachers reported perceptions on language acquisition and learning disabilities, adjustment time for English learners, assessments for English learners, parental involvement and experiences, instruction for English learners, and professional development and support for the instruction of English learners. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2014. / FAU Electronic Theses and Dissertations Collection

The aim of this investigation was to determine the modes of thinking and learning of South African disadvantaged learners as well as to discover whether the teaching methods used by their teachers, encourage diverse cognitive skills and learning styles amongst learners. A survey of existing literature on this subject identifies a number of theories that indicate that learners come to school with diverse modes of thinking and learning. Furthermore, existing literature, indicate that educationally disadvantaged learners tend towards a Field Dependent, socially orientated mode of cognitive processing and a largely visual and kinaesthetic mode of sensory processing information. Research also reveals that teaching methods and teacher expectation of learner potential play a vital role in the academic achievement of disadvantaged learners. Teachers tend to have lower expectations of the academic potential of disadvantaged learners. Moreover, teachers tend to favour teaching methods that meet the needs of learners who use Field Independent cognitive and Auditory sensory processing. Another aspect acknowledged in existing literature that influences the academic achievement of disadvantaged learners is the role of family and the community. Disadvantaged learners generally do not have the support and security of a stable home and are frequently exposed to violence and an educationally impoverished environment. Parents and guardians tend to be less involved in the education of their children. Disadvantaged learners who were part of this empirical study conducted in the Ekhuruleni Metropolitan area, east of Johannesburg, South Africa, showed a more concrete approach to academic activities and revealed a tendency towards Field Dependency and a visual and kinaesthetic sensory approach to processing information. Learners preferred more frequent social interaction during academic activities. The study also found that the teaching method most commonly used in the geographical area mentioned above, took the form of lecturing or `chalk-and-talk' and that teaching aids generally took the form of worksheets. Hence the teaching approach most used by teachers in the study, did not address the modes of thinking and learning of disadvantaged learners in the schools that participated in the empirical study and generally did not encourage deeper cognitive structures. / Educational Studies / D. Ed. (Psychology of Education)

Text in Afrikaans / Die huidige onderwyssituasie in Suid-Afrika bied 'n uitdaging om te besin oor die relevansie van bestaande kurrikulurninhoude. 'n Paradigmaverskuiwing is nodig om aan alle leerders die geleentheid te bied om hulle leerpotensiaal te optimaliseer. Hierdie studie fokus op 'n paradigmaverskuiwing in preprimere onderwys. Die verslag van die studie begin met 'n literatuurstudie wat vanuit 'n opvoedkundig-sielkundige en neurosielkundige perspektief fokus op toereik.ende leer. Die uitkoms van hierdie fokus toon die volgende kemaspekte: Kognitiewe en metakognitiewe vaardighede is 'n voorvereiste. Die opvoeder se rol as begeleier is van kardinale belang. Kognitiewe vaardighede stel die leerder in staat om sy eie logiese denksisteem te konstrueer. Die intrinsieke motivering van die leerder tot deelname aan die leerhandeling is belangrik. Neurologiese gereedheid, wat onder andere hemisferiese integrasie sowel as inter- en intrasensoriese integrasieprosesse behels, is 'n voorvereiste vir toereikende leer. Vir die opvoedkundige sielkundige wat horn ten doel stel om hierdie kognitiewe benadering tot toereikende leer in die praktyk toe te pas, is dit nodig om ontoereikende kognitiewe funksionering te identifiseer. Daar is in hierdie studie gepoog om 'n werkswyse vir die identifi.sering van ontoereikende kognitiewe funksies daar te stel aan die hand van die Junior Suid Afrikaanse Individuele Skaal. 'n Onderrigmodel wat voorsiening maak vir die ontwikkeling van kognitiewe vaardighede en neurologiese gereedheid is voorgestel. Die onderrigmodel behels die integrering van die "Bright Stan Cognitive Curriculum" van Carl Haywood en Paul Dennison se "Brain Gym" in die normale dagprogram van preprimere onderwys. Die empiriese navorsing is daarop gemik om vas te stel of dit moontlik is om die onderrigmodel in die normale dagprogram te implementeer, aangesien dit 'n bydrae sal lewer tot algemene praktykverbetering en die optimalisering van die leerpotensiaal van elke voorskoolse leerder. 'n Uiteensetting van die navorsingsontwerp en data-analise is verskaf en uit die empiriese studie kan gekonkludeer word dat die program, met noodwendige aanpassings aan die bestaande preprimere dagprogram en ook die onderrigmodel, wel 'n positiewe bydrae sal maak tot praktykverbetering en die optimalisering van die leerpotensiaal van die skoolbeginner. Hierdie aanpassings wat juis die paradigmaverskuiwing behels, is vervat in die aanbevelings wat uit hierdie studie voortvloei. / The present situation in education in South Africa offers a challenge to consider the relevance of existing curricula. A paradigm shift is necessary to provide all learners with the opportunity to optimise their learning potential. This study focuses on a paradigm shift in preprimary education. The report of the study commences with a theory framework from an educational and neuro-psychological viewpoint that focuses on effective learning. The key concepts that emerged from this study were the following: Cognitive and metacognitive skills are prerequisite to effective learning. The educator's role as mediator is of cardinal importance. Cognitive skills enable the learner to construct his own logic system for effective learning. Intrinsic motivation of the learner towards participation in the learning process is important. Neurological readiness for learning including among other aspects, the intra- and intersensory as well as hemispheric integration, is fundamental to effective learning. For the educational psychologist wishing to apply this cognitive approach to effective learning, it is necessary to be able to identify cognitive dysfunctioning. In this study an attempt is made to establish a methodology for the identification of cognitive dysfunctioning using the Junior South African Individual Scale. An educational model making provision for the development of cognitive skills and neurological readiness is proposed. This model involves the integration of "Bright Stan Cognitive Curriculum" by Carl Haywood .and "Brain Gym" by Paul Dennison into the normal preschool programme. The empirical research is intended to determine the feasibility of implementing this educational model within the existing preschool programme. A presentation of the research design and the data analysis is included in the study. From the results of the research it can be concluded that, with approriate adaption of the existing pre-primary programme and the educational model, the programme would make a positive contribution to an enhanced curriculum and thereby also the optimisation of the learning potential of the schoolbeginner. The required adaptions that will result in a paradigm shift are included in the recommendations arising from this study. / Psychology of Education / D. Ed. (Sielkundige Opvoedkunde)

The aim of this investigation was to determine the modes of thinking and learning of South African disadvantaged learners as well as to discover whether the teaching methods used by their teachers, encourage diverse cognitive skills and learning styles amongst learners. A survey of existing literature on this subject identifies a number of theories that indicate that learners come to school with diverse modes of thinking and learning. Furthermore, existing literature, indicate that educationally disadvantaged learners tend towards a Field Dependent, socially orientated mode of cognitive processing and a largely visual and kinaesthetic mode of sensory processing information. Research also reveals that teaching methods and teacher expectation of learner potential play a vital role in the academic achievement of disadvantaged learners. Teachers tend to have lower expectations of the academic potential of disadvantaged learners. Moreover, teachers tend to favour teaching methods that meet the needs of learners who use Field Independent cognitive and Auditory sensory processing. Another aspect acknowledged in existing literature that influences the academic achievement of disadvantaged learners is the role of family and the community. Disadvantaged learners generally do not have the support and security of a stable home and are frequently exposed to violence and an educationally impoverished environment. Parents and guardians tend to be less involved in the education of their children. Disadvantaged learners who were part of this empirical study conducted in the Ekhuruleni Metropolitan area, east of Johannesburg, South Africa, showed a more concrete approach to academic activities and revealed a tendency towards Field Dependency and a visual and kinaesthetic sensory approach to processing information. Learners preferred more frequent social interaction during academic activities. The study also found that the teaching method most commonly used in the geographical area mentioned above, took the form of lecturing or `chalk-and-talk' and that teaching aids generally took the form of worksheets. Hence the teaching approach most used by teachers in the study, did not address the modes of thinking and learning of disadvantaged learners in the schools that participated in the empirical study and generally did not encourage deeper cognitive structures. / Educational Studies / D. Ed. (Psychology of Education)

Text in Afrikaans / Die huidige onderwyssituasie in Suid-Afrika bied 'n uitdaging om te besin oor die relevansie van bestaande kurrikulurninhoude. 'n Paradigmaverskuiwing is nodig om aan alle leerders die geleentheid te bied om hulle leerpotensiaal te optimaliseer. Hierdie studie fokus op 'n paradigmaverskuiwing in preprimere onderwys. Die verslag van die studie begin met 'n literatuurstudie wat vanuit 'n opvoedkundig-sielkundige en neurosielkundige perspektief fokus op toereik.ende leer. Die uitkoms van hierdie fokus toon die volgende kemaspekte: Kognitiewe en metakognitiewe vaardighede is 'n voorvereiste. Die opvoeder se rol as begeleier is van kardinale belang. Kognitiewe vaardighede stel die leerder in staat om sy eie logiese denksisteem te konstrueer. Die intrinsieke motivering van die leerder tot deelname aan die leerhandeling is belangrik. Neurologiese gereedheid, wat onder andere hemisferiese integrasie sowel as inter- en intrasensoriese integrasieprosesse behels, is 'n voorvereiste vir toereikende leer. Vir die opvoedkundige sielkundige wat horn ten doel stel om hierdie kognitiewe benadering tot toereikende leer in die praktyk toe te pas, is dit nodig om ontoereikende kognitiewe funksionering te identifiseer. Daar is in hierdie studie gepoog om 'n werkswyse vir die identifi.sering van ontoereikende kognitiewe funksies daar te stel aan die hand van die Junior Suid Afrikaanse Individuele Skaal. 'n Onderrigmodel wat voorsiening maak vir die ontwikkeling van kognitiewe vaardighede en neurologiese gereedheid is voorgestel. Die onderrigmodel behels die integrering van die "Bright Stan Cognitive Curriculum" van Carl Haywood en Paul Dennison se "Brain Gym" in die normale dagprogram van preprimere onderwys. Die empiriese navorsing is daarop gemik om vas te stel of dit moontlik is om die onderrigmodel in die normale dagprogram te implementeer, aangesien dit 'n bydrae sal lewer tot algemene praktykverbetering en die optimalisering van die leerpotensiaal van elke voorskoolse leerder. 'n Uiteensetting van die navorsingsontwerp en data-analise is verskaf en uit die empiriese studie kan gekonkludeer word dat die program, met noodwendige aanpassings aan die bestaande preprimere dagprogram en ook die onderrigmodel, wel 'n positiewe bydrae sal maak tot praktykverbetering en die optimalisering van die leerpotensiaal van die skoolbeginner. Hierdie aanpassings wat juis die paradigmaverskuiwing behels, is vervat in die aanbevelings wat uit hierdie studie voortvloei. / The present situation in education in South Africa offers a challenge to consider the relevance of existing curricula. A paradigm shift is necessary to provide all learners with the opportunity to optimise their learning potential. This study focuses on a paradigm shift in preprimary education. The report of the study commences with a theory framework from an educational and neuro-psychological viewpoint that focuses on effective learning. The key concepts that emerged from this study were the following: Cognitive and metacognitive skills are prerequisite to effective learning. The educator's role as mediator is of cardinal importance. Cognitive skills enable the learner to construct his own logic system for effective learning. Intrinsic motivation of the learner towards participation in the learning process is important. Neurological readiness for learning including among other aspects, the intra- and intersensory as well as hemispheric integration, is fundamental to effective learning. For the educational psychologist wishing to apply this cognitive approach to effective learning, it is necessary to be able to identify cognitive dysfunctioning. In this study an attempt is made to establish a methodology for the identification of cognitive dysfunctioning using the Junior South African Individual Scale. An educational model making provision for the development of cognitive skills and neurological readiness is proposed. This model involves the integration of "Bright Stan Cognitive Curriculum" by Carl Haywood .and "Brain Gym" by Paul Dennison into the normal preschool programme. The empirical research is intended to determine the feasibility of implementing this educational model within the existing preschool programme. A presentation of the research design and the data analysis is included in the study. From the results of the research it can be concluded that, with approriate adaption of the existing pre-primary programme and the educational model, the programme would make a positive contribution to an enhanced curriculum and thereby also the optimisation of the learning potential of the schoolbeginner. The required adaptions that will result in a paradigm shift are included in the recommendations arising from this study. / Psychology of Education / D. Ed. (Sielkundige Opvoedkunde)