Thesis (MEd)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: The aim of this study was to better understand the lived experiences of a learner in a mainstream high school, who is experiencing a speech-flow difficulty, in order to gain insight into how best to support such a learner within an inclusive classroom. The theoretical framework on which this study was based is the bio-ecological model, inclusive education, positive psychology, resilience as well as developmental psychology, specifically the developmental phase of adolescence. The purpose of this was to view the learner holistically, taking into account all of the positive support structures in her life, especially, her levels of resilience, whilst taking cognisance of the fact that she is in the adolescent developmental phase, within a mainstream high school. Inclusive classrooms should ideally be structured in such a way that they accommodate a learner’s specific individual learning needs. The methodology employed in this study was based on a basic qualitative research approach, and viewed through an interpretive paradigmatic lens. Purposive sampling was used to select a learner who was experiencing a speech-flow difficulty. Various methods of data collection were employed, such as: a semi-structured interview with the learner and her mother, diary entries from the learner, a timeline of the learner’s life drawn by the learner herself, the researcher’s observations (both in the classroom and during a break time), as well as the researcher’s own reflective notes. Documents were also made available to the researcher, and these were the learner’s school reports, the learner’s speech therapy workbook, as well as a report on the learner from her speech therapist. This data was analysed through a qualitative coding process. The research findings indicated that the learner had various experiences, both positive and negative, within all spheres of her life. The majority of her experiences were positive, as the learner had strong support structures in her life, in the form of her mother, her friends, her sound academic capabilities, as well as her level of resilience. The learner is also currently receiving positive intervention in the form of speech therapy, where she is learning various strategies in order to assist her with her speech-flow difficulty. However, there are few factors that make the learner feel uncomfortable, especially in the classroom. The researcher has thus recommended ways in which educators can better support learners who are experiencing speech-flow difficulties within their classroom. / AFRIKAANSE OPSOMMING: Die doel van hierdie studie was om die geleefde ervaringe van ʼn leerder in ʼn hoofstroomskool, en wat ʼn spraakvloeiversteuring ervaar, te probeer verstaan. Die doel hiermee was om insig te verkry in hoe so ʼn leerder ondersteun kan word binne ʼn inklusiewe klaskamer. Die teoretiese raamwerk waarop hierdie studie berus is die bio-ekologiese model, inklusiewe onderwys, positiewe sielkunde, veerkragtigheid, sowel as ontwikkelingsielkunde, spesifiek die adolessente ontwikkelingsfase. Die mikpunt was om die leerder holisties te beskou, deur al die positiewe ondersteuningstrukture in haar lewe in ag te neem veral haar vlakke van veerkragtigheid, terwyl die feit dat sy haar in die adolessente ontwikkelingsfase bevind, en in ʼn hoofstroomskool is, verder lig op haar ervaringe kan werp. Inklusiewe klaskamers behoort dus in so ʼn mate gestruktureer te wees dat individuele behoeftes van leerders in ag geneem word. Die navorsingsmetodologie in hierdie studie het berus op ʼn basiese kwalitatiewe benadering, en beskou deur ʼn interpretatiewe paradigmatiese lens. ʼn Doelgerigte steekproef is gebruik om ʼn leerder te identifiseer wat ʼn spraakvloeiversteuring ervaar. Verskeie metodes van data-insameling is gebruik, byvoorbeeld semi-gestruktureerde onderhoude met die leerder en haar moeder, dagboekinskrywings van die leerder, ʼn tydlynoefening wat die leerder van haarself geteken het, die navorser se waarnemings (binne die klaskamer sowel as op die speelgrond), asook die navorser se reflektiewe notas gedurende die proses afgeneem. Dokumente is beskikbaar gestel aan die navorser, naamlik die leerder se skoolrapporte, haar werkboek wat sy gedurende spraakterapie sessies gebruik, sowel as ʼn verslag deur die spraakterapeut wat die deelnemer tans konsulteer. Die data is geanaliseer met behulp van ʼn kwalitatiewe koderingsproses. Die navorsingsbevindinge dui ʼn verskeidenheid van ervarings (positief sowel as negatief) aan wat die leerder binne al die areas van haar lewe ondervind. Die meerderheid van haar ervaringe is positief, aangesien sy sterk ondersteuningsstrukture in haar lewe het, veral haar moeder, haar vriende, haar sterk akademiese vermoeëns sowel as haar veerkragtigheid. Die leerder ontvang ook tans ʼn baie positiewe intervensie van ʼn spraakterapeut, waar sy ʼn verskeidenheid strategieë aanleer, wat haar help om die spraakvloeiversteuring mee te hanteer. Daar is egter ʼn paar faktore wat haar ongemaklik maak, veral in die klaskamer. Die navorser kan dus ‘n verskeidenheid van riglyne aanbeveel waardeur leerders met spraakvloeiversteurings ondersteun kan word binne die klaskamer.

No description available.

(D. Ed. (Didactics))

South Africa is facing increasing competition as it becomes a more active participant in the "global village". The current South African skills base is inadequate and existing education and training structures are doing little to ensure a high degree of flexibility and multi-skilling. In addition, many people have acquired skills which are not recognised by traditional, formal learning institutions. Future workforces will require a high degree of flexibility and multiple skills in order to keep abreast of the fast changing workplace and technological innovations. Furthermore, vocational training is often perceived as less valuable than an academic education qualification. It is these, and other issues which stimulated some debate around the transformation of education and training in South Africa. The recommended structure to guide this transformation is a national qualifications framework. The National Qualifications Framework (NQF) will form a backdrop for recognition of and awarding of qualifications. The Framework aims to integrate vocational and academic qualifications and maintain internationally comparative standards. This study focusses on the impact the introduction of the Framework is likely to have on industry. It was discovered that on the whole, organisations, unions and industry training boards are in agreement about the need for such a structure and the potential benefits thereof. However, most retain some reservations about the implementation process and the practical considerations of time and money are hindering the full acceptance of the Framework. While the process is in its infancy in many industries, certain other industries are rather well established in the process of implementation. The Framework is far from finalised, and even once fully implemented, will require ongoing maintenance and adaptation. For this reason most participants in this discussion indicated varying degrees of reservation about the overall success of the National Qualifications Framework. / Thesis (M.Soc.Sc.)-University of Natal, 1997.

South Africa is facing increasing competition as it becomes a more active participant in the "global village". The current South African skills base is inadequate and existing education and training structures are doing little to ensure a high degree of flexibility and multi- skilling. In addition, many people have acquired skills which are not recognised by traditional, formal learning institutions. Future workforces will require a high degree of flexibility and multiple skills in order to keep abreast of the fast changing workplace and technological innovations. Furthermore, vocational training is often perceived as less valuable than an academic education qualification. It is these, and other issues which stimulated some debate around the transformation of education and training in South Africa. The recommended structure to guide this transformation is a national qualifications framework. The National Qualifications Framework (NQF) will form a backdrop for recognition of and awarding of qualifications. The Framework aims to integrate vocational and academic qualifications and maintain internationally comparative standards. This study focusses on the impact the introduction of the Framework is likely to have on industry. It was discovered that on the whole, organisations, unions and industry training boards are in agreement about the need for such a structure and the potential benefits thereof. However, most retain some reservations about the implementation process and the practical considerations of time and money are hindering the full acceptance of the Framework. While the process is in its infancy in many industries, certain other industries are rather well established in the process of implementation. The Framework is far from finalised, and even once fully implemented, will require ongoing maintenance and adaptation. For this reason most participants in this discussion indicated varying degrees of reservation about the overall success of the National Qualifications Framework. / Thesis (M.Soc.Sc.)- University of Natal, 1997.

This study investigates factors that influence environmental teaching in rural schools in the Ngqeleni District, Eastern Cape Province of South Africa. Focusgroup interviews at selected schools for Grade 4 to 6 teachers were held between 7th and 22nd November 2005. The study shows that the environmental curriculum, teacher qualifications and training, resources, attitudes of teachers and learners, governance and the context, influence the implementation of environmental teaching. The study reflects that teacher qualifications and training are the most limiting factors and need to be addressed immediately because environmental curriculum is not effectively delivered. Recommendations provided entail that teachers need to be included during the curriculum planning process together with curriculum experts from the Department of Education. The Department of Education also needs to effectively plan teacher training and extend the training period for teachers. Intersectoral collaboration within government in terms of how teachers are trained might also be helpful for better environmental teaching. A buddy system in which schools form environmental support groups might be helpful to keep on building local experience and capacity at the local level. Teachers are supposed to be part of the pUblishing process of resource materials to ensure relevance of resource materials to their contexts. A traveling resource centre with DVD's, for example, for shOWing different contexts beyond local level might also be helpful. Further training of teaching staff and the use of study trips for the best classes of pupils might also motivate learners and teachers. / Thesis (M.Sc.)-University of KwaZulu-Natal, Pietermaritzburg, 2005.

Learning through a language other than one's own mother-tongue presents similar problems world-wide. In South Africa, the shift from mother-tongue tuition to learning through the medium of English at Grade 5 (approximately 10 years of age) has a highly problematic and contested history. This study addresses the problem with specific reference to the SMILE project, the theories of Marcel Jousse and Outcomes Based Education. In Chapter One, the study examines the context of learning and gives an indication of the extent of the problem. It introduces the SMILE and the theoretical and practical components of the study. Chapter 2 outlines the process used to collect data by means of: • A literature review • Interviews • Observations • Participant Workshops • Reports on Field Trips • An informal Survey Chapter 3 records the data gleaned from the process outlined in Chapter 2. Chapter 4 relates the data recorded in Chapter Three to the Theories of Marcel Jousse. In this way, the practice in the SMILE project is shown to relate the Theories of Learning, Expression, Memory and Reading of Marcel Jousse. Chapter 5 relates the data recorded in Chapter 3 to OBE Critical Outcomes and Underlying Principles which are required of all learning and teaching programmes accredited and assured by SAQA. I will conclude my study by highlighting and suggesting the following: • How SMILE has succeeded in their quest for enhancing English learning among non-mother tongue speakers. • How an evaluation of SMILE could assist in any learning situation and in furthering the needs of OBE. • How starting with the spoken word enhances learning • Compilation of stories from children for their reading books and how this impacts on their learning. • How theories of Marcel Jousse could be incorporated in learning situations • How use of dance, movement could be used as a primary means of learning. / Thesis (M.A.)-University of Natal, 1998.

No description available.

Race, ethnicity and culture have been a central theme in South African history, and while not disregarding the recent socio-political changes, many South Africans of different races continue to lead essentially different lives. Public schools are becoming more racially and culturally integrated and it is important that this leads to incisive change and not merely altering the racial demographics of the learner and educator bodies. Culture in South Africa is dynamic and the values and norms of members of a particular group are in a state of flux. Moreover, the shift from a traditional teacher-centred curriculum to an outcomes-based curriculum in South African education means that the teacher is encouraged to accept each learner in the culturally diverse classroom as an individual, who brings a unique life experience into the classroom and contributes to learning in the context. The learner's cultural background, family and community should be considered in both the selection of learning material and in classroom interaction. This study investigates the South African adolescent's perspective of culture by means of a literature review, a photographic essay and an empirical investigation using a combination of qualitative and quantitative approaches. The literature review expanded on the concepts of race, culture and ethnicity. Topics relating to the life in Johannesburg that adolescents perceived as significant were commented on in the photographic essay. Thereafter, adolescent learners from two ex-model C schools in Johannesburg were selected as participants in the empirical research. The quantitative research considered aspects such as learner prejudice, ethnic group preference and the value attached to cultural traditions using questionnaires and sociograms as data gathering methods. The qualitative phase used focus group discussions using as a stimulus a posed photograph of a racially diverse group of learners engaged in a group activity. Learners were selected, for the focus discussion groups, on the basis of the results of the sociogram used in the quantitative phase. Findings showed that learners regard diversity as a resource although evidence suggests that black learners are moving away from traditional cultural practices. Based on the findings of the literature study and the empirical inquiry recommendations for the improvement of practice are made. / Educational Studies / D. Ed. (Socio-Education)

Text in Afrikaans with summaries in Afrikaans and English / This study addresses the problem of the lack of an assessment model for the reception year that is theoretically grounded and can be implemented in practice by developing an outcomes-based assessment model. Assessment in an outcomes-based approach moves from an evaluative model to a model designed to appraise the learner's development and learning. Learners are assessed continuously and in an holistic manner by means of multiple methods that are part of the daily facilitation of learning. Following an introductory orientation (chapter 1), it is indicated that despite the radical transformation in education there are as yet few signs of any direct impact on assessment practices in the reception year. The importance of assessment in an outcomes-based model is firmly rooted in official policies but its implementation in practice is problematic. Assessment in the reception year is also complicated by problems in teaching practice. The unique nature of outcomes-based teaching is analysed in depth in chapter 2 in order to draw up theoretical guidelines on which to base the assessment model. The theoretical reflection in chapter 3 provides answers to the question: "Why should assessment take place?" The question is answered after considering the distinctive nature of and main reasons for reception year teaching. In an outcomes-based teaching approach it is particularly important to answer this question because assessment is more than simply evaluating the extent to which demarcated contents have been mastered. Chapter 4 explores authentic assessment methods that accommodate the unique nature of reception year teaching and an outcomes-based approach. Methods such as parent interviews, portfolios of learners' work and observation by means of incident records, checklists and participation charts are appropriate assessment methods. The points at which assessment information is collected and how it is interpreted and communicated are also examined. The proposed model, based on the theoretical findings, was presented to experts in the field of early childhood development for their input on its practical implementability. It was found that the model can be implemented in practice, provided in-service training is provided. The final chapter of the study consists of a summary, findings and recommendations regarding the practical implementation of the assessment model in the reception year. / Educational Studies / D.Ed. (Teacher Education)