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Provision of Library Services to disadvantaged children in rural areas of the Limpopo ProvinceMahwasane, Nkhangweni Patricia 11 1900 (has links)
The purpose of the study was to identify the types of library services available in rural
areas of Thohoyandou in order to recommend appropriate library services to
disadvantaged children in rural areas of the Limpopo Province. Data were collected by
means of structured questionnaires in a survey. The problems experienced in rendering
library services to children, the factors influencing rural children's information use, and
the role that school libraries play in meeting the needs of rural children were investigated.
The findings show that rural children's information needs are primarily related to
homework assignments. Teachers and learners approach people for information rather
than making use of library resources for this purpose. This is due to the fact that most
rural schools do not have libraries. Materials are stored in classrooms and storerooms.
The existing book stock seems to be outdated, disorganised and inaccessible. Library
service rendering is neglected. Most teacher-librarians are not professionally trained to
render user services and to teach children information skills. Teachers, teacher-librarians,
policy makers and administrators in rural schools seem to be indifferent to providing
these services to children. / Information Science / M.A. (Information Science)
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Sociocultural factors in the family that are significant for the development of giftedness in Vhavenda childrenLumadi, Thinamaano Elikanah 11 1900 (has links)
This study focuses on the identification of traditional and
modern sociocultural factors revealed by traditionallyorientated
(rural) and modern (urban) Vhavenda people that
define the Vhavenda cultural context, and establishes how
the Vhavenda view giftedness from their own sociocultural
perspective. The literature study reveals that Vhavenda
school children are disadvantaged with regard to
socioeconomic level, education and geographic isolation.
Definitions of intelligence were reviewed as well as those
of giftedness that consider sociocultural perspectives.
An idiographic, qualitative study was conducted with
informants from rural and urban areas. Results show that the
sociocultural context of both traditional and modern
Vhavenda is characterised by modern rather than traditional
sociocultural factors which influence the development,
nurturance and manifestation of giftedness in Vhavenda
children. Vhavenda learners (13-15 years old) revealed some
frequently observed characteristics of giftedness.
Consequently, some identification measures of disadvantaged
gifted children hold promise for the identification of
gifted Vhavenda learners. / Psychology of Education / M. Ed. (Psychology of Education)
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Příčiny nerovného přístupu romských dětí k plnohodnotnému vzdělání a analýza nástrojů směřujících ke zvýšení školní úspěšnosti romských žáků / Causes of unequal access to quality education for Romani children and the analysis of instruments supporting greater school achievement of Romani pupilsMarešová, Jindra January 2011 (has links)
This diploma thesis provides a historical overview of state's educational policy towards Roma. It describes different approaches from Maria Teresa's governance in 18th century until recent state (spring 2011). The thesis provides analysis of frequently discussed causes of Romani children lower school success and examines tools used to help with their disadvantages. The tools are shown on example of 4 schools in Ostrava. Finally, recommendations for enhancing success of Romani children in education are suggested in the thesis. Key words: Roma Romani children Education Socio-cultural disadvantaged children Educational policy Discrimination Special schools
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Fattiga barn i Sverige : Hur kan vi underlätta för dem? / Poor children in Sweden : How can we facilitate for them?Paldanius, Martina, Erlandsson, Elizabeth January 2011 (has links)
Barnfattigdomen är ett samhällsproblem som är högaktuellt i media och i samhällsdebatten. Syftet med studien var att få en ökad kunskap om de fattiga barnens situation i Sverige, detta för att kunna ta fram empowermentstrategier som skulle kunna underlätta för dem, utifrån ett socialpedagogiskt förhållningssätt. Uppsatsen är upplagd som en litteraturstudie och genom textanalys har vi sökt svar på frågorna: Vilken problematik möter de fattiga barnen i hemmet, i skolan och på fritiden? Hur hanterar barnen sin situation? Hur ser barnens behov ut? Kan vi underlätta för barnen och i så fall på vilket sätt? I vår resultatdel tittade vi på vilken problematik fattiga barn möter och hur de hanterar det. Resultatet visar att de möter begränsningar och upplever känslor av skam, i jämförelse med andra barn. Skolan visade sig vara en central arena där problematiken var tydlig. Barnen bär mycket inom sig och har en ekonomisk medvetenhet. För att hantera problematiken använder de sig av olika strategier som att minska sina behov, dölja sin situation osv. I analysen lyfts barnens behov fram utifrån empowerment och tidigare forskning. Det framkom att barnen behöver stärkas och få möjligheter till deltagande. Vi avslutar med en diskussion om hur vi kan underlätta för de fattiga barnen. De professionella, t.ex. inom skolan, behöver bli medvetna om strukturer som finns och som skapar ett utanförskap. / Child poverty is a social problem that is highly topical in the media and in public debate.The purpose of this study was to gain a better understanding of the situation of the poor children in Sweden, this in order to develop empowerment strategies that could help them, from a social pedagogic approach. Our essay is written as a literature review and through text analysis we have sought answers to the questions: What problems do the children living in poverty face in their homes, at school and in their spare time? How do they handle their situation? What are the needs of these children? Can we make it easier for them and if so, in what way? In our result we looked at the problems poor children face and how they handle them. The result shows that they encounter limitations and experience feelings of shame, in comparison with other children. The school was found to be a central arena where the problems were obvious. Children bear much inwardly, and have an economic consciousness. To deal with problems they use different strategies to reduce their needs, to hide their situation and so on. In the analysis the children's needs, based on empowerment and previous research, are highlighted. It was found that the children need to be strengthened and given opportunities to participate. We conclude with a discussion on how we can facilitate for the children living in poverty. The professionals, for example at schools, need to be aware of structures that exist and which create a sense of exclusion.
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Provision of Library Services to disadvantaged children in rural areas of the Limpopo ProvinceMahwasane, Nkhangweni Patricia 11 1900 (has links)
The purpose of the study was to identify the types of library services available in rural
areas of Thohoyandou in order to recommend appropriate library services to
disadvantaged children in rural areas of the Limpopo Province. Data were collected by
means of structured questionnaires in a survey. The problems experienced in rendering
library services to children, the factors influencing rural children's information use, and
the role that school libraries play in meeting the needs of rural children were investigated.
The findings show that rural children's information needs are primarily related to
homework assignments. Teachers and learners approach people for information rather
than making use of library resources for this purpose. This is due to the fact that most
rural schools do not have libraries. Materials are stored in classrooms and storerooms.
The existing book stock seems to be outdated, disorganised and inaccessible. Library
service rendering is neglected. Most teacher-librarians are not professionally trained to
render user services and to teach children information skills. Teachers, teacher-librarians,
policy makers and administrators in rural schools seem to be indifferent to providing
these services to children. / Information Science / M.A. (Information Science)
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Sociocultural factors in the family that are significant for the development of giftedness in Vhavenda childrenLumadi, Thinamaano Elikanah 11 1900 (has links)
This study focuses on the identification of traditional and
modern sociocultural factors revealed by traditionallyorientated
(rural) and modern (urban) Vhavenda people that
define the Vhavenda cultural context, and establishes how
the Vhavenda view giftedness from their own sociocultural
perspective. The literature study reveals that Vhavenda
school children are disadvantaged with regard to
socioeconomic level, education and geographic isolation.
Definitions of intelligence were reviewed as well as those
of giftedness that consider sociocultural perspectives.
An idiographic, qualitative study was conducted with
informants from rural and urban areas. Results show that the
sociocultural context of both traditional and modern
Vhavenda is characterised by modern rather than traditional
sociocultural factors which influence the development,
nurturance and manifestation of giftedness in Vhavenda
children. Vhavenda learners (13-15 years old) revealed some
frequently observed characteristics of giftedness.
Consequently, some identification measures of disadvantaged
gifted children hold promise for the identification of
gifted Vhavenda learners. / Psychology of Education / M. Ed. (Psychology of Education)
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Long-Term Effects of Quality Preschool for Disadvantaged ChildrenPetrik, Rebecca D. (Rebecca Diane) 12 1900 (has links)
The eleven studies which comprise the Consortium for Longitudinal Studies were described in order to determine long-term effects of preschool education on disadvantaged children. Research methods and results of the studies were evaluated and compared. An historical overview details the sociopolitical milieu from the time the eleven studies began in the 1960s to the present. Theories which impacted the preschool movement in the 1960s were also discussed, particularly those which concern the development of intelligence, the importance of early education and environmental impact on the development of intelligence. Demographic data were used to describe disadvantaged children's needs for quality early intervention programs. The results of the eleven Consortium studies indicate positive long-term effects for disadvantaged children enrolled in quality preschool programs.
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Faktory přispívající k fungování sociální inkluze na školách / Factors contributing to Social Inclusion Education at SchoolsJandová, Helena January 2017 (has links)
ANOTATION This work deals with factors which contribute to social inclusion in education. Research is aimed at one of the basic schools, which has been selected according to the previously set criteria. In the theoretical part the most important concepts linked to social education have been discussed with respect to research question. The vital factors I focus on are school culture, which may consists of the right environment, norms and values or forms of communication and cooperation with the partners of the school, who I consider to be mainly the parents. Further on, I focus on the practices which the school sets to establish relations with the NGOs which provide assistance in order to support social inclusion at schools. With respect to the objectives of this thesis qualitative strategy has been selected. The research pattern was formed from three types of actors who have been somehow connected to school. The data collection was carried out via in-depth interviews with the actors chosen based on the snowball method. Each group has been then analysed separately with the aim to create the most important categories. In the final part the most vital discoveries from analysis are compared in order to draw inferences with connection to the research questions. Key words: social inclusion in education,...
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Cooperative design of a cross-age tutoring system based on a social networking platformChimbo, Bester 11 1900 (has links)
In South Africa, many young children from poor social and economic backgrounds are cared for at home by parents or guardians who are themselves illiterate. This leads to poor educational outcomes later in life. Yet there are many privileged teenagers with access to mobile technologies who spend a greater portion of their spare time interacting on ubiquitous social media platforms. This presents an opportunity whereby the poor educational outcomes referred to previously could be addressed by applying a technology solution providing social media-based homework support by privileged teenagers to underprivileged younger children. However, most applications designed for use by children are designed by adults, with little understanding of the user requirements of the target end users. This research explores the following question: How can a cross-age tutoring system be designed for implementation on a social networking platform to support numeracy and literacy skill acquisition? The main contribution of this research was the definition of the Cooperative design by Children for Children (CD2C) Design Framework, a blueprint of how a cross-age tutoring system could be co-designed by children of different age groups and life circumstances. The CD2C Design Framework was derived as an abstraction of the second contribution of this research, the TitanTutor, an artifact designed using co-operative inquiry method and the Design Science Research approach. The third novelty of this research was contribution to Design Science Research theory, with the addition of new theory that states that cooperative design by children from different age groups and life circumstances is tempered by socio-environmental context and power relations between the co-design partners. This work provided important contributions to researchers in the areas of Cooperative Inquiry (CI), Human Computer Interaction (HCI), and Design Science Research (DSR). Future researchers could extend the CD2C Design Framework to make it even more abstract, thereby making it universally applicable to any co-design scenario. / Computing / Ph. D. (Information Systems)
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