Nosso estudo recupera o percurso de emissoras comunitárias na cidade de São Paulo a partir de suas legalizações, buscando, especificamente, os procedimentos adotados por suas equipes para definir e organizar a sua programação, para se relacionar com os seus ouvintes, para resolver suas questões de sustentabilidade financeira e ainda refletir se na emissora há lugar para Educação. Exercitamos formas diferenciadas de analisar as grades de programação dessas emissoras, aqui compreendidas como recursos que guardam informações múltiplas e que podem ser reveladores do tipo de trabalho que desenvolvem. Tivemos como pressuposto o fato de que, se consideradas em seus propósitos e nas formas como são concebidas, planejadas e organizadas, as ofertas de programação de uma emissora revelam a identidade dessa rádio e podem também desvelar as competências comunicativo-educativas que priorizam em sua trajetória. Assim, considerando as afirmações de Roldão (2006) e Peruzzo (2011) de que a caracterização de uma emissora está no seu uso e nos conteúdos que gera, nossa constatação partiu da análise de três aspectos: conteúdos de programação da emissora, grau de interlocução com o ouvinte e forma pela qual expressa o seu compromisso com os rumos da comunidade. Na prática, percebemos uma emissora com pouco espaço de participação do ouvinte, fôlego e entusiasmo reduzidos para mudanças e com sérios problemas de sustentação financeira. Os apoios culturais, única forma de aportar recursos de patrocinadores ou anunciante, são regulados por orientações bastante restritivas. Legalizadas, ainda não ousam buscar modelos e formatos diferenciados de programação, tampouco imprimem gestões mais democráticas na condução de suas equipes em nome da lei da radiodifusão comunitária, que precisam respeitar para não perderem a autorização de funcionamento. Neste contexto contraditório, nos orientou um sistema de hipóteses no qual a grande maioria das emissoras de baixa potência em operação na cidade já está sem fôlego em função das restrições que comprometem sua sobrevivência e que estão impostas na lei que as regulamentou. Percebemos também que cada emissora criou um jeito de marcar presença no cenário da radiodifusão e está forjando uma nova identidade, ainda em construção / Our study recovers the path of community radio stations in São Paulo from its legalization, specifically seeking the procedures adopted by their teams to define and organize your schedule, to relate to their listeners, to solve their issues of financial sustainability and also reflect if the there is a place for education on the radio station. We have exercised different ways of analyzing the programming grids of those stations, here understood as resources that keep multiple kinds of information and may reveal the type of work they develop. We presuppose the fact that, if considered in its purpose and the ways they are designed, planned and organized, offers of a station programming reveal the identity of this radio and can also reveal the communicative and educational skills that prioritize in its path. Considering the claims of Roldão (2006) and Peruzzo (2011) that the characterization of a station is in its use and the content it generates, our findings came from analysis of three aspects: the station\'s program content, degree of dialogue with the listener and the way in which he expresses his commitment to the direction of the community. In practice, we find a station with little space for the participation of the listener, with reduced enthusiasm for change and with serious problems of financial support. Cultural supports, the only way to provide resources for sponsors or advertising, are regulated by quite restrictive guidelines. Legalized radio stations, do not dare to seek models and differentiated programming formats yet, nor have more democratic management in the conduct of their teams on behalf of the law of community radio broadcasting, which must respect not to lose the license to operate. In this contradictorily context, we were guided in a system of hypotheses in which the vast majority of low power stations operating in the city is already breathless if you considered the restrictions that compromise their survival and that are imposed in the law that regulated them. We also saw that each station has created a way to be present at the scene of broadcasting and is forging a new identity, still under construction.

The aim of the study was to investigate classroom discourse among high school natural science students in Swaziland. The research problem was: Can student interactions tell us something about the negotiation of understanding during natural science teaching? A qualitative approach was used, specifically, the observational case study style. The population comprised three Form 4 students and their natural science teacher, purposely selected. Data was collected using the non-participant observation and the standardised open-ended interview methods. The collected data was analysed using the discourse analysis approach. The analysed data indicated that prevailing discourse patterns were teacher and student talk, as well as written work. A conclusion was that student classroom discourse in the natural sciences should be encouraged among all students for improved understanding and meaning making. / Science and Technology Education / M. Ed. (Natural Science Education)

The study examined Accounting teachers’ pedagogical communicative practices and the academic achievement Accounting students, focusing on the extent of its occurrence. Teachers’ pedagogical communicative practices are the language behaviours and discourse strategies employed by teachers in their instructional delivery. The study employed an embedded concurrent mixed methods design. A questionnaire, Accounting achievement test for students, interview and observation guides were used to collect data from 481 respondents (made up of two heads of schools, 54 teachers, and 425 students) selected from 34 senior high schools in the Ahafo, Bono and Bono East Regions of Ghana. The quantitative data were analysed into descriptive and inferential statistics by using the SPSS software while the qualitative data were analysed thematically in accordance with the research questions. The findings from the study revealed that the Accounting teachers use appropriate pedagogical communicative practices (which include speaking loudly and boldly enough and making close eye contacts with students during class contributions) to help students to assimilate concepts better in Accounting, and to promote a stimulating learning environment. The study also revealed that teachers considered their students’ maturity level, needs, motivation and readiness to learn in deciding which methodology to use for a lesson. The study further revealed that there is no significant influence of pedagogical communicative practices on student academic achievement. Pedagogical communicative practices need to form part of the training of teachers for the senior high schools in order to prepare the teachers adequately for their assignments. Finally, the conceptual framework proposed is characterised by a synthesis of pedagogy and instructional communication, and the influence that such a combination has on the academic achievement of Senior High School Accounting students. To date, there is paucity of information in the extant literature regarding this practice in Africa, specifically, Ghana and hence the need for the current research to fill the gap. / Curriculum and Instructional Studies / D. Phil. (Curriculum and Instructional Studies)

The study sought to explore possibilities of using ChiShona as a medium of instruction in the teaching of Mathematics in primary schools. The aim was to compare the use of English as a medium of instruction with ChiShona as medium of instruction in the teaching and learning of Mathematics to Grade 4 class. The other objective was to examine the people’s attitudes towards the use of mother tongue instruction in the teaching and learning of Mathematics in Zimbabwe primary schools. A practical teaching experiment was used to investigate the feasibility of using ChiShona as medium of instruction in the teaching and learning of Mathematics to Grade 4 class. In addition a descriptive survey research design which used questionnaires and interviews as data collection methods was employed for its usefulness in exploratory studies. A total of 750 people participated in the research and these were 40 Grade 4 learners (used for teaching experiment) 260 teachers/lecturers, 250 parents and 200 college/university learners. Data gathered was subjected to both quantitative and qualitative analysis resulting in data triangulation for validation. Major findings of the research indicated that the use of ChiShona as a medium of instruction in the teaching of Mathematics to primary school children is possible and that the use of the mother tongue instruction (ChiShona) impacted positively in the teaching of Mathematics to Grade 4 learners. The use of ChiShona as a medium of instruction in teaching Mathematics was effective and comparatively the learners who used ChiShona performed better than those who used English as a medium of instruction. However the research further concluded that people preferred that English remain the only medium of instruction from primary up to university level as English offers them better opportunities for employment compared to ChiShona. The study concludes that the continued use of English as medium of instruction means that African languages such as ChiShona will remain underdeveloped and fail to find their way in the classrooms as languages of instruction in education. The study finally recommends the need for an all-inclusive multi-lingual policy that uplifts the status of indigenous languages and their literature without annihilating English. / D. Litt et Phil. (African Languages)

This study investigated the use of formative assessment to improve three specific data analysis skills within the context of a high school chemistry class: graph interpretation, pattern recognition, and making conclusions based on data. Students need to be able to collect data, analyze that data, and produce accurate scientific explanations (NRC, 2011) if they want to be ready for college and careers after high school. This mixed methods study, performed in a high school chemistry classroom, investigated the impact of the formative assessment process on data analysis skills that require higher order thinking. We hypothesized that the use of evaluative feedback within the formative assessment process would improve specific data analysis skills. The evaluative feedback was given to the one group and withheld from the other for the first part of the study. The treatment group had statistically better data analysis skills after evaluative feedback over the control. While these results are promising, they must be considered preliminary due to a number of limitations involved in this study.

Thesis (M.Ed. (Language Education)) -- University of Limpopo, 2022 / This study investigates challenges grade 12 learners experience in essay writing in English first additional language (EFAL). Nine Grade 12 learners and 3 EFAL educators at Mothimako high school participated in the study. The method used in this study is qualitative method and it is used to get both teachers and learners experiences in depth detail regarding the challenges faced by learners in essay writing. Furthermore, the tools used to collect data are documents analysis, questionnaires, and observation. The study is underpinned by the Social Constructivism Learning theory. The researcher presented profiles of the school and EFAL teachers. The findings suggest that learners face a number of challenges with essay writing. The major challenges identified include the lack of resources, overcrowded classrooms, poor teaching methods and poor foundation skills of EFAL which led to poor grammatical competence. The study recommends that scaffolding be practiced when teaching the skill, conducive learning environments be created so learners learn the writing skill in a free, comfortable environment, support be provided in terms of writing materials, regular workshops be conducted to equip teachers with the writing skill, conducting workshops for parents so they could be aware how they could be involved in their children's education and lastly, encourage learners to work in groups if they are to learn the skill.

Thesis (Ph.d.) - Central University of Technology, Free State, 2006 / The research investigates the use of the Communicative Learning Programmes in the English First Additional Language (EFAL) Senior phase classrooms in the Free State province. During the turn of the twentieth century, syllabi were tools that were designed and provided by the Department of Education to the schools. Recent changes in education in South Africa now expect educators to design these learning programmes. The Revised National Curriculum Statement (RNCS) details steps that educators can follow in order to design the learning programmes for their learning areas. Outcomes-Based Education encompasses the eight learning areas in the Senior phase, namely Languages, Mathematics, Natural Sciences, Economic and Management Sciences, Social Science, Technology, Life Orientation, and Arts and Culture. The learning area that this study focuses on is Languages. EFAL is one of the languages that form the learning area of Languages. EFAL comprises six learning outcomes that have to be interpreted by the educators and achieved by the learners by linking teaching and learning with the accompanying assessment standards. Through the use of the communicative approach and co-operative strategies during group work, this study adds to the body of knowledge communicative learning programmes that Senior phase EFAL educators can use to assist and complement their current strategies.

The dynamics of the social interaction within the cooperative learning group are accepted and considered to be one of the aspects that will influence the individual learner's feelings regarding the group activity. The impact of the groupings on the quality and quantity of the observable learning within the class is considered. For this study the cooperative learning groupings were manipulated, considering aspects of the learner's social relationships uncovered with the use of a social questionnaire, which the learners completed. These details were summarised by means of a sociometric table and a sociogram. This study approaches the topic from two main perspectives. Primarily observation and naive sketches, from the learners, formed the source of the data and provided the initial perspective on the area of study. From the viewpoint provided in this information specific grouping paramaters were applied to later groups of learners, and a survey conducted. / Educational Studies / M. Ed (Socio-Education)

Text in Afrikaans / The phenomenon which was studied in this research was alternative interaction methods. The research question was whether teachers could use these methods to address the problematic behaviour of learners in schools and to create a more positive attitude in learners. The question of a training program for teachers in this regard was also raised. The alternative interaction methods addressed in the literature was amongst others about addressing emotions that hinders the learners' learning process, addressing mild to serious misbehaviour and the positive encouragement of learners, as well as positive feedback given by teachers. The researcher herself used these methods on learners to see what their reaction was in this regard. Information was also gathered from teachers through questionnaires, focus groups and individual interviews. The conclusion was that the alternative interaction methods can be effective in addressing the problematic behaviour of learners and thus improve discipline. Learners' attitudes can also be influenced in a positive way when using these methods. Eventually it implies a higher level of job satisfaction for teachers. A training program was compiled for teachers to learn these alternative interaction methods and apply them in future as a contribution to Educational Psychology. / Educational Psychology / D.Ed. (Opvoedkundige Sielkunde)

Current practice in language teaching based on communicative approaches emphasizes the development of language skills. Opportunities are created for students to develop their language skills through social interaction based on pair and group work. Such interaction requires the use of interpersonal skills. If students do not feel confident about their interpersonal skills, they may be reluctant to take part in communicative activities, which require social interaction. Interpersonal skills are also important if students are to use their language skills in real life situations effectively and confidently. Gender and cultural differences related to interpersonal communication may have an impact on how successful students learn a foreign language. The study explores student confidence in interpersonal skills, the role that gender may play in interpersonal relationships, and also in fostering cultural activities that are aimed at the development of interpersonal communication. Such relationships have potential implications on the teaching of a foreign language in the classroom situation. This research was conducted at a Japanese university where the researcher is a lecturer and had full access to all the resources he needed. The same research was also conducted at Chinese, Russian, and Ghanaian universities, as well as at an international school in Saudi Arabia. Data was collected using questionnaires. The study employed both quantitative and qualitative methods in order to gain an in-depth understanding of the problem, and to probe the issues involved more extensively. Quantitative data was collected by means of a questionnaire that consisted of multiple-choice questions. Qualitative data was gathered by means of open-ended questions. Questionnaire results were analyzed using both descriptive and inferential statistics. The research findings indicate that some students may lack confidence in social situations where the use of interpersonal skills is neglected. This research also found that females may be more comfortable and adept in interpersonal exchanges owing to some biological and cultural reasons. Findings also indicate that cultural differences that impact on interpersonal communication situations did not entirely support the findings from the literature review, particularly concerning the use of nonverbal communication by Japanese students. Recommendations based on research findings, are given concerning the development of interpersonal skills. / Educational Studies / D. Ed. (Didactics and Curriculum Studies)