Text in Afrikaans / Te midde van ingrypende veranderinge in die Suid-Afrikaanse onderwysstelsel, word verwag dat opvoeders hul taak op 'n gemotiveerde wyse moet uitvoer om die jeug voor te berei vir die toekoms. Hierdie kwalitatiewe navorsing het ten doel die ondersoek na faktore waardeur opvoedermotivering beinvloed word en die rol van skoolbestuurders (skoolhoofde en hul bestuurspanne) in die motivering van opvoeders. Deur 'n omvattende hteratuurstudie is die begrip motivering duideliker belig en is die verskynsel van motivering ondersoek aan die hand van verskillende moti veringsteoriee. 'n Empiriese ondersoek, deur middel van semi-gestruktureerde onderhoudvoering met opvoeders en skoolbestuurders in die Oos-Kaap, is uitgevoer om te bepaal watter faktore opvoederrnotivering beinvloed. Daar is bevind dat opvoedermotivering deur "n groot verskeidenheid faktore beinvloed word en dat skoolbestuurders 'n belangrike rol te speel bet in die motivering van opvoeders. Op grond van die bevindinge van die empiriese ondersoek is aanbevelings gemaak wat kan lei tot beter opvoedermotivering. / In the midst of drastic educational change in South Africa, it is expected that educators must fulfil their duties in a motivated manner and to thoroughly prepare our youth for the future. This qualitative research sought to explore the factors contributing to the motivation of educators and to determine what role school managers (principals and their management teams) play in the motivation of educators. By means of an extensive literature search, the term motivation was iluminated and the phenomenon of motivation was explored through different motivational theories.. An empirical inquiry through semi-structured interviews with educators and school managers were conducted in the Eastern Cape to determine the factors contributing to the motivation of educators.. The findings in this research showed that educators are motivated or demotivated by a variety of factors. It also showed that school managers have an important role to play in the motivation of educators. / Educational Leadership and Management / M. Ed. (Onderwysbestuur)

Text in English / There is an abundance of multilingual education (MLE) studies internationally and locally. Studies show that MLE is a global issue. South Africa is a unique country since it has assigned eleven languages official status at the national level. The multilingual nature of this country calls for the implementation of MLE. This study seeks to argue that if mother tongue, the language of wider communication as well as other languages are important, the transition should be geared towards MLE rather than to second language (L2). The question is how the transitioning to MLE is embraced in South Africa. This study is an attempt to examine the transitioning to MLE in South Africa schools with reference to Limpopo Province. The study mainly explored the Language-in-education policy (LiEP) implementation and practices in the selected schools as well as examining schools’ compliance with the pedagogical motivations and theories dealing with transition to multilingual education. The study used both quantitative and qualitative methodologies to corroborate the data obtained by using one method to reduce the limitations of another method. In quantitative research, questionnaires and semi-structured interviews were used to gather data from principals, parents, teachers and learners. In the qualitative research methodology, observations and document analysis methods of collecting data were employed. Purposive sampling was the major sampling method to ensure that relevant data was collected. Qualitative data was analysed thematically. LiEP and the National Language Policy Framework (NLPF) formed the major analytical framework for this study. Cummins’ theories (1978), bi/multilingual education models as well as the Language management theory form the theoretical framework that guided this study. The theories emphasise the link between mother tongue and the development of L2. The findings of this study show the misunderstandings of the LiEP, the implementation of early transitional bilingual education as well as the lack of confidence in the ability of African languages to provide quality education. The study generally suggests that language policies should be dealt with differently due to the contexts which they address. This study concludes by suggesting a working model that is suitable for the unique linguistic situations of schools. / Linguistics and Modern Languages / D. Litt. et Phil. (Linguistics)

The implementation of inclusive education is a challenge to most educators. The real challenge lies in the management of inclusive education. The researcher, therefore, adopted a qualitative approach to understand the participants ’understanding of inclusive education and to answer the research questions that sought to explore the phenomenon of inclusive education as presented in chapters one and five. Chapters two and three presented the latest developments, policies and practices related to inclusive education, as well as management of inclusive education. A sample of five primary school principals and fifteen educators was chosen. Data was collected through in-depth individual semi-structured interviews and focus group interviews. It emerged from the literature study that inclusive education has become a reality in Botswana, Lesotho, Namibia, South Africa and abroad. Most schools in these countries have been changed into full service schools. For example, in South Africa Tshiluvhi primary School became Tshiluvhi Full Service primary School. This shows that the government of South Africa accepts that learners with disabilities are part of the community and, therefore, have a right to receive equal and quality education.Although inclusive education is a reality in the above-mentioned countries, there are many obstacles that are still to be overcome. For instance, the issue of fiscal constraints, negative attitudes to disability, lack of support services, rigid teaching methods, teacher expertise, teacher training, time management and large class sizes are major impediments to the realisation of effective inclusive education. The same constraints were also raised during the interviews by most of the participants. Most educators and principals complained that management of inclusive education is compromised by lack of resources. Recommendations based on the findings of this study revolve mainly around the introduction of internal workshops, provision of resources and building enough classrooms to reduce the learner-teacher ratio. It was revealed during the interviews that members of the institutional level support teams and the principals of the selected primary schools were aware of their roles in managing inclusive education. For example, they manage finances to ensure the successful implementation of inclusive education and support and monitor teachers in the implementation of inclusive education.The study hopes to contribute to the existing body of knowledge and to be useful to teachers and various stakeholders by enabling them to find more constructive ways of building a successful inclusive education system. / Educational Studies / M. Ed. (Education management)

Collaboration between the parents and the school has a powerful influence on a child’s literacy development. However, home-school partnerships to support young learners’ emergent literacy development are weak in South Africa. Research into family literacy in South Africa is particularly important due to many socio-economic factors impacting negatively on family life and on children’s literacy development. The South African education system lacks a dedicated policy for the promotion of family literacy. Against this background the present study investigated the role of family literacy programmes in supporting emergent literacy among young children. A literature study on family literacy and family-school-community partnerships to support literacy framed an empirical inquiry following an interpretivist approach, using an action research design and qualitative techniques of data collection. The Wordworks Home-School Partnerships programme was selected for implementation and the programme was modified through the design and inclusion of a children’s component. A multicultural independent primary school situated in Pretoria, South Africa was selected through a combination of purposeful and convenience sampling. The school principal, four Foundation Phase teachers and seven families including nine children participated in the study. Criteria for family inclusion were that the participating families should have at least one child enrolled in Grade R and at least one parent should agree to attend the full six-week duration of the modified Wordworks School-Family Partnerships programme. Data was gathered during parallel sessions from parents, children and teacher-facilitators through multiple techniques: observation, interviews, feedback sessions, artefacts and journals. Data was analysed according to qualitative principles and the findings were presented in a narrative format substantiated by verbatim quotations. Key findings indicated a greater sense of community among the families and the teachers, improved quality of parent-child interactions, parents’ improved knowledge of emergent literacy skills and improved confidence in supporting their children with early literacy development. The medium term impact of the programme includes benefits for the whole school, the teaching staff, parent body and children. Based on the findings of the literature study and the implementation of the family literacy programme through action research, recommendations were made to improve school-family partnerships with a view to supporting emergent literacy development among young learners. / Educational Foundations / D. Ed. (Socio-Education)

English text with English, Northern Sotho and Afrikaans summaries / South Africa has a long and troubled educational history, from pre-colonial education to the fall of apartheid, and eventually the acquisition of equal education for all (Christie, 2006). Many changes took place during this transitional period in the democracy and liberation of the New South Africa by means of pupil-centred classrooms, Curriculum 2005 (Taylor, 1995) and Curriculum and Assessment Policy Statement (CAPS). Although numerous studies have been conducted internationally and in South Africa on underperforming in schools, the focus of this study is to ascertain the key elements of why learners underperform. The study’s aim is to determine the influence of a learner’s socio-economic situation on scholastic performance with references to nutrition, family structure, and parental support of learners in primary schools in Tshwane. In this full dissertation, the researcher found that most of the selected home environmental factors had no significant impact on the selected learners. It was, however, found (as many research already proved) that diet and sleep did have an influence on primary school learner academic performance. In presenting this argument, the theoretical framework, socio-constructivism learning theory, and Maslow’s hierarchy of needs, were used, as socio-constructivism states that although biological factors are a requirement for basic development to emerge, socio-cultural factors are crucial for basic natural processes to develop. Vygotsky’s socio constructivism theory indicates the uniqueness of the social environment and regards socio-cultural background as the primary and determining factor in the development of higher forms of human mental activity such as voluntary attention, intentional memory, logical thought, planning, and problem solving. In conjunction with Vygotsky, Maslow’s hierarchy of needs sets the foundation for this study as it states that in order for a being to move to the next level, the lower level of needs, need to be satisfied first. The objectives of the study were: - to determine what the impact of selected home environment factors on primary school learners’ academic performance is. To determine the relationship between poverty, family structure, and scholastic performance; to determine the influence of the type of dwelling on scholastic performance; to determine the influence nutrition have on a learners’ scholastic performance; and to determine the influence sleep deprivation has on learners’ academic performance. The study used a quantitative approach, and the method included questionnaires that learners in Grade 5, Grade 6, and Grade 7 of the selected school completed anonymously. The study revealed that poverty, family structure, and dwelling type did not have a significant impact on the learners of the selected school. The study did however reveal and confirmed what various other researchers have already found that sleep and nutrition did have an influence on academic performance. It is recommended that specific guidelines should be provided to parents about economical lunchbox ideas. Parents should be supplied with lists of foods best to pack in lunchboxes and food that is not allowed. Schools should further monitor the food provided at tuck shops, as the food provided should be nutritious as well as sustain learners’ energy. Food high in saturated fats and sugar should not be allowed at school tuck shops. Children should also be educated about nutrition and better or alternative choices they can make. Lunches that are supplied as part of the school nutrition program should be monitored to ensure that it is nutritious, low in sodium, and that a variety of fruit and vegetables are included in the meal. Studies have concluded that children should sleep on average nine hours per night. Unfortunately, due to increase in academic pressure and work load, more learners go to bed later. It is therefore recommended that schools adhere to guidelines on the amount of homework given to learners daily. It is further recommended that parents should ensure that their children have a set routine regarding sleep patterns. The use of electronic equipment, such as television, computers, and cellular phones prior to sleeping time should be limited as it affects sleep. Surprisingly, this study has also revealed that some of the data supplied to the school by the parents or guardians and the data that was obtained from the learners did not correlate. It is therefore recommended that schools should be more scrupulous with learner performance data as it could be a possible indicator of household problems or the quality of education. If it is found that the decline is due to quality of education, the school management team should act immediately to assist the necessary educators with the necessary skills to enable better quality of education. A pro-active plan of action should be put in place by the school for those learners whose marks decreased. An educator could talk to the learner and the parents to try and determine the possible causes for the decrease in marks. Remedial classes or remedial exercises should be given to the learners to assist in the areas of need. In addition, if it is determined that the cause is due to home environment factors then necessary assistance should be provided either by the school or other entities. / Afrika Borwa e na le histori ya thuto ye telele gape ya mathata, go tloga go thuto ya pele ga bokoloni go ya go go fedišwa ga kgatelelo le go hwetša mafelelong thuto ya go lekana go bohle (Christie, 2006). Go bile le diphetogo tše dintši nakong ye ya phetogo mo temokrasing le tokologong ya Afrika Borwa ye mpsha ka mokgwa wa diphapošiborutelo tšeo di nepišago morutwana, Lenaneothuto la 2005 (Taylor,1995) le Setatamente sa Pholisi ya Lenaneothuto le Kelo (CAPS). Le ge go dirilwe dinyakišišo tše mmalwa ditšhabatšhabeng le mo Afrika Borwa ka ga go se šome gabotse dikolong, nepišo ya dinyakišišo ke go utolla mabaka a motheo ao a dirago gore barutwana ba se šome gabotse. Maikemišetšo a dinyakišišo ke go utolla khuetšo ya maemo a ekonomi le leago a barutwana go go šoma dithutong go lebeletšwe phepo, sebopego sa lapa le thekgo ya batswadi go barutwana ba dikolo tša praemari ka Tshwane. Mo tesitheišeneng ye e feletšego, monyakišiši o hweditše e le gore bontši bja mabaka a tikologo ya gae ao a kgethilwego ga a na khuetšo ye bohlokwa mo go barutwana bao ba kgethilwego. Le ge go le bjalo, go hweditšwe e le gore (bjale ka ge go kgonthišitšwe ke banyakišiši ba bantši) go ja le go robala di na le khuetšo go go šoma dithutong ga barutwana ba dikolo tša praemari. Ge go abja mabaka a, tlhako ya teori, teori ya go ithuta ya tsebo ya leago le dinyakwa tša maemo a Maslow di šomišitšwe. Tsebo ya leago e bolela gore le ge mabaka a go phela e le senyakwa sa kgolo ya motheo go thoma, mabaka a setšo sa leago a bohlokwa kudu go ditshepedišo tša tlhago tša motheo gore di gole. Teori ya Vygotsky ya tsebo ya leago e bontšha boswananoši bja tikologo ya leago gomme e tšea botšo bja setšo sa leago bjalo ka lebaka la motheo le taolo mo go godišeng mekgwa ya godimo ya mošongwana wa kgopolo ya motho go swana le šedi ya boithaopo, le kelelo ye e nepišago, kgopolo ya go kwagala, peakanyo le tharollo ya mathata. Ka tirišano le Vygotsky, maemo a dinyakwa a Maslow a dira motheo wa dinyakišišo tše ka ge a bolela gore sebopiwa se ye legatong la go latela, legato la fase la dinyakwa le swanetše go kgotsofatšwa pele. Dinepo tša dinyakišišo tše e be e le go utolla: gore khuetšo ya mabaka a tikologo ya gae ao a kgethilwego go barutwana ba dikolo tša praemari mo go šomeng gabotse dithutong ke efe; kamano gare ga bohloki, sebopego sa lapa le go šoma dithutong; khuetšo ya mohuta wa legae mo go šomeng dithutong; khuetšo yeo phepo e nago le yona mo go šomeng dithutong; le khuetšo yeo go se robale go nago le yona go barutwana mo go šomeng dithutong. Dinyakišišo di šomiša mokgwa wa bokaakang, gomme mokgwa o akaretša letlakala la dipotšišo leo barutwana ba Kreiti ya 5, Kreiti ya 6 le Kreiti ya 7 ba sekolo seo se kgethilwego ba le tladitšego ka sephiri. Dinyakišišo di utollotše gore bohloki, sebopego sa lapa le mohuta wa legae ga di na khuetšo mo go barutwana ba sekolo seo se kgethiwego. Le ge go le bjale, dinyakišišo di utolla le go kgonthiša ka moo banyakišiši ba go fapana ba šetšego ba hweditše gore boroko le phepo di na le khuetšo mo go šomeng dithutong. Go digetšwe gore ditlhahli tše di itšego di swanetše go fiwa batswadi ka ga kgopolo ya dijo tša letena tša ekonomi. Batswadi ba swanetše go fiwa lenaneo la dijo tše dikaone go feta tšeo ba ka di fago bana go ja ka letena le dijo tšeo di se a lokago. Dikolo gape di swanetše go lekola dijo tšeo di fiwa mabenkeleng a dijo a ka sekolong, ka ge dijo tšeo di fiwago di swanetše go ba le phepo gomme di swarelele maatla a barutwana. Dijo tšeo di nago le makhura ao a se a lokago le swikiri ga se tša swanela go dumelelwa mo mabenkeleng a dijo a ka sekolong. Go tlaleletša, bana ba swanetše go rutwa ka phepo le dikgetho tše kaone goba tša go fapana tšeo ba ka di dirago. Dijo tša matena tšeo di fiwago bjalo ka karolo ya lenaneo la phepo la sekolo di swanetše go lekolwa go kgonthiša gore di na le phepo, ga di na letswai le lentši, le gore mehuta ya dienywa le merogo e a akaretšwa mo dijong. Dinyakišišo di phethile ka gore ka palogare bana ba swanetše go robala diiri tše senyane bošego bjo bongwe le bjo bongwe. Go hloka mahlatse, ka lebaka la koketšego ya kgatelelo ya dithuto le mošomo wo montši, bana ba bantši ba robala ka morago ga nako. Ka gona go digelwa gore dikolo di latele ditlhahli tša bokaalo bja mošomo wa gae woo o fiwago barutwana letšatši le lengwe le lengwe. Go digetšwe gape gore batswadi ba swanetše go kgonthiša gore bana ba bona ba na le lenaneo leo le beakantšwego la go robala. Tšhomišo ya didirišwa tša elektroniki, go swana le thelebišene, dikhomphutha le diselefouno pele ga nako ya go robala e swanetše go fokotšwa ka ge e ama boroko. Selo sa go makatša, dinyakišišo tše di utollotše gore data ye nngwe yeo e filwego sekolo ke batswadi goba bahlokomedi le data yeo e filwego ke barutwana ga di sepelelane. Ka gona go digelwa gore dikolo di swanetše go hlokomela ka data ya go šoma ga barutwana ka ge e ka ba sešupo sa kgonagalo ya mathata a ka gae goba boleng bja thuto. Ge go hweditšwe gore go palelwa ke ka lebaka la boleng bja thuto, sehlopha sa taolo ya sekolo se swanetše go tšea magato ka bjako go thuša barutiši ka mabokgoni ao a hlokegago go kgontšha boleng bjo bokaone bja thuto. Sekolo se swanetše go dira lenaneo la tiro la mohola go barutwana bao meputso ya bona e fokotšegile. Morutiši a ka bolela le morutwana le batswadi go leka go utolla gore ke eng seo se hlolago go fokotšega ga meputso. Dithuto tša tlaleletšo goba mešongwana ya tlaleletšo e swanetše go fiwa go thuša barutwana mo dikarolong tšeo ba hlokago thušo. Go tlaletša, ge go utollotšwe gore se se hlolwa ke mabaka a tikologo ya gae, gona go swanetše go fiwa thušo yeo e hlokegago e ka fiwa ke sekolo goba makala a mangwe. / Suid-Afrika het ’n lang en veelbewoë onderwysgeskiedenis, van voorkoloniale onderwys tot die val van apartheid en die uiteindelike bereiking van gelyke onderwys vir almal (Christie, 2006). Baie veranderinge het gedurende hierdie oorgangsperiode in die demokrasie en bevryding van die Nuwe Suid-Afrika plaasgevind deur middel van leerdergesentreerde klaskamers, Kurrikulum 2005 (Taylor, 1995) en die Kurrikulum- en Assesseringsbeleidsverklaring (KABV). Hoewel talle studies oor onderprestasie in skole internasionaal en in Suid-Afrika uitgevoer is, is die fokus van hierdie studie om die kernfaktore vas te stel wat tot onderprestasie van leerders lei. Die studie het ten doel om die invloed van ’n leerder se sosioëkonomiese situasie op skolastiese prestasie te bepaal met verwysing na voeding, gesinstruktuur en ouerondersteuning van leerders in primêre skole in Tshwane. In hierdie volledige proefskrif het die navorser bevind dat die meeste geselekteerde tuisomgewingfaktore geen beduidende uitwerking op die geselekteerde leerders gehad het nie. Daar is egter bevind (soos deur baie navorsers bewys is) dat dieet en slaap wel ʼn invloed op primêreskoolleerders se akademiese prestasie gehad het. In die aanbieding van hierdie argument is die teoretiese raamwerk, sosiaal-konstruktivistiese leerteorie en Maslow se behoeftehiërargie gebruik. Sosiaalkonstruktivisme bepaal dat, hoewel biologiese faktore ’n vereiste is sodat basiese ontwikkeling kan plaasvind, sosiaalkulturele faktore deurslaggewend vir die ontwikkeling van basiese natuurlike prosesse is. Vygotsky se teorie oor sosiaalkonstruktivisme dui op die uniekheid van die sosiale omgewing en beskou die sosiaalkulturele agtergrond as die primêre en bepalende faktor in die ontwikkeling van hoër vorms van menslike verstandelike aktiwiteit, soos vrywillige aandag, intensionele geheue, logiese denke, beplanning en probleemoplossing. Tesame met Vygotsky, maak Maslow se behoeftehiërargie die grondslag van hierdie studie uit, aangesien dit bepaal dat, ten einde na die volgende vlak te beweeg, ’n mens se laer vlak van behoeftes eers bevredig moet word. Die doelwitte van die studie was om die volgende te bepaal: watter uitwerking geselekteerde tuisomgewingfaktore op primêreskoolleerders se akademiese prestasie het; die verhouding tussen armoede, gesinstruktuur en skolastiese prestasie; die invloed van die tipe woning op skolastiese prestasie; die invloed wat voeding op ’n leerder se skolastiese prestasie het; en die invloed wat slaapontneming op ’n leerder se akademiese prestasie het. Die studie het ’n kwantitatiewe benadering gebruik, en die metode het vraelyste ingesluit wat leerders in Graad 5, Graad 6 en Graad 7 van die geselekteerde skool anoniem voltooi het. Die studie het aan die lig gebring dat armoede, gesinstruktuur en tipe woning nie ’n beduidende uitwerking op die leerders van die geselekteerde skool gehad het nie. Die studie het egter wel aan die lig gebring en bevestig wat verskeie ander navorsers reeds bevind het: dat slaap en voeding ʼn invloed op akademiese prestasie het. Daar word aanbeveel dat spesifieke riglyne oor ekonomiese kosblik-idees aan ouers verskaf moet word. Ouers behoort voorsien te word van lyste van die beste kossoorte om in kosblikke te pak, en kossoorte wat nie toegelaat word nie. Skole behoort voorts die kos te monitor wat by snoepwinkels te koop aangebied word, aangesien sodanige kos voedsaam moet wees en leerders se energie moet volhou. Kos wat ryk aan versadigde vette en suiker is, behoort nie by skoolsnoepwinkels toegelaat te word nie. Daarbenewens behoort kinders opgevoed te word oor voeding en beter of alternatiewe keuses wat hulle kan maak. Middagetes wat as deel van die skoolvoedingsprogram voorsien word, moet gemonitor word om te verseker dat hulle voedsaam en laag in sout is, en dat ’n verskeidenheid vrugte en groente by die maaltyd ingesluit word. Studies het tot die slotsom gekom dat kinders gemiddeld nege uur per nag behoort te slaap. Ongelukkig, weens ʼn toename in akademiese druk en werklading, gaan al hoe meer leerders later slaap. Daar word dus aanbeveel dat skole riglyne nakom rakende die hoeveelheid huiswerk wat daagliks aan leerders gegee word. Daar word verder aanbeveel dat ouers moet verseker dat hul kinders ’n vaste slaaproetine het. Die gebruik van elektroniese toerusting, soos televisie, rekenaars en selfone voor slaaptyd, behoort beperk te word omdat dit slaap beïnvloed. Dit is verrassend dat die studie ook aan die lig gebring het dat sommige van die data wat deur die ouers of voogde aan die skool verskaf is en die data wat van die leerders bekom is, nie ooreengestem het nie. Daar word dus aanbeveel dat skole meer nougeset met leerderprestasiedata moet omgaan, aangesien dit ’n moontlike aanwyser van huishoudelike probleme of die gehalte van onderwys kan wees. Indien daar bevind word dat die afname as gevolg van die gehalte van onderwys is, moet die skoolbestuurspan onmiddellik optree om opvoeders te help om die nodige vaardighede te verwerf om ’n beter gehalte onderwys moontlik te maak. Die skool behoort ’n proaktiewe plan van aksie in werking te stel vir daardie leerders wie se punte gedaal het. ʼn Opvoeder kan met die leerder en die ouers gesels en probeer vasstel wat die moontlike oorsake vir die daling in punte is. Remediërende klasse of remediërende oefeninge behoort aan die leerders gegee te word om met die behoefteareas te help. Daarbenewens, indien vasgestel word dat die oorsaak tuisomgewingfaktore is, behoort die nodige bystand gegee te word, hetsy deur die skool of ander entiteite. / Educational Studies / M. Ed. (Socio-Education)

In South Africa, the issue of learners reading below their grade level is of great concern. In order to overcome this problem, the Department of Education made it possible that learners be taught to read early in Grade 1. However, despite the learners being taught to learn to read at an early stage, numerous studies have revealed that most of the learners, including those in Grade 3, are still experiencing reading problems. The purpose of this study is to explore how Grade 3 teachers support learners who experience reading problems in Full-service schools. Full-service schools are mainstream schools that were transformed to attend to the underlying inclusive principles and to provide quality education to all learners. In this study, a qualitative approach was used to collect data at the Tshwane North District in the Gauteng Province. The interview questions were piloted with one of the Grade 3 class teachers from a neighbouring full-service school. Then after the pilot study, eleven Grade 3 class teachers and six Learner Support Teachers from three identified full-service schools were interviewed and observed in their classroom while supporting learners experiencing reading problems. The documents that they used were also analysed. To analyse the empirical data an inductive approach and the method for analysing data suggested by Creswell (2000) was followed. The findings revealed that teachers who participated in this study followed a more prescriptive approach of supporting learners who were experiencing reading problems. Furthermore, the findings revealed they used different reading strategies and reading methods even though there were some challenges that hampered the implementation of the support. The issue of differentiating and adapting the reading support to suit the diverse reading needs of learners arose from the study. This was due to the fact that most of the teachers were not trained to adapt the reading support based on the reading needs of the learners. Based on the findings, recommendations were made, and guidelines to draw up an effective reading support based on an integrated approach for Grade 3 learners who experience reading problems in full-service schools was developed. The guidelines combined two theories that underpinned the study, namely, Bronfenbrenner’s ecological systems theory and Vygotsky’s sociocultural theory. The researcher concluded that learners’ improvement in terms of their reading abilities relies on how teachers provided support to them. Hence it is important for teachers to be equipped with sufficient skills and knowledge to provide individualised reading support to learners experiencing reading problems. / Inclusive Education / Ph. D. (Inclusive Education)

Thesis (MPhil (Information Science))--University of Stellenbosch, 2006. / ENGLISH ABSTRACT: We are in the era where Information and Communication Technologies (ICTs) are increasingly becoming as common as desks and chalkboard in our classrooms. Government, students, parents and the community at large are now expecting ICTs to be integrated in the school curriculum and to be used as tools of instruction.

Reading is an important skill that forms part of acquiring knowledge. It improves literacy levels, social skills, personal wellbeing and provides a sense of purpose. However, there are majority of learners experiencing reading difficulties around the world. The purpose of this study revolves around recent trends in academic underperformance that have led to a proliferation of studies which suggest that one of the greatest causes is reading difficulties. The Full-Service Schools (FSS) being part of the support strategy as denoted by Education White Paper 6 are primary schools that are equipped with most resources including Information Communication Technologies (ICTs). For this reason, they were selected so that the perceptions and experiences of their School-Based Support Team (SBST) members and Learning Support Educators (LSEs) can be explored, described and be explained when supporting learners experiencing reading difficulties. Through the concurrent triangulation mixed methods design data was collected using both quantitative and qualitative methods (that is the structured questionnaire, focus group interviews and official documents). The collected data was analysed through mixed analysis and merged to corroborate the findings from quantitative and qualitative data. Findings indicated that there was a small statistically significant difference in the reading performance of participants who were exposed to ICTs as a support mechanism for learners experiencing reading difficulties in the FSS. The slight improvement can be attributed to lack of ICTs guidelines for supporting learners experiencing reading difficulties, limited teacher training on ICTs and the limited use of the ICTs. In conclusion, the ICTs scaffolding guideline for teachers to support leaners experiencing reading difficulties was developed. The guideline incorporated the three theories that unpinned this study namely the social interaction part of Vygotsky’s sociocultural theory, the readers-response theory and e-reading theory. Throughout the ICTs scaffolding guideline, electronic text feature as part of the e-reading theory. It is the eradication of reading difficulties that can improve the learners’ confidence which in turn will have a positive effect on their academic performance on some or all of the subjects. / Psychology of Education / D. Ed. (Psychology of Education)

Assessment is an integral component of outcomes-based education which requires a paradigm shift in assessment processes. Outcomes-based assessment is more intense than traditional assessment since it reports on many dimensions of performance. Performance is analysed in relation to outcomes and the learning demonstrated and record-keeping is more complex. This study explored the experiences of the Senior Management Team and Foundation Phase educators of a selected primary school regarding outcomes-based education, outcomes-based assessment and its management. A literature review of outcomes-based education, outcomes-based assessment and instructional leadership and an empirical study using a qualitative approach were conducted. Document analysis and semi-structured interviews with educators and school management were used for data-gathering. Findings indicated that the initial implementation of outcomes-based education was problematic, however, effective instructional leadership had improved educators' understanding and implementation of assessment. Thereafter recommendations were made for the improvement of practice. / Educational Studies / Thesis (M.Ed.)

Afrikaans text / Die doel van hierdie studie was om te bepaal wat die invloed van motoriese oefening op die leervermoë van die leerder in die grondslagfase is. Vyf en twintig leerders is ewekansig verdeel in `n eksperimentele en kontrole groep. Oor `n tydperk van vyf weke, voor die aanvang van elke leerafdeling, het die eksperimentele groep, saam met die onderwyseres, klaskamer gebaseerde motoriese oefeninge verrig terwyl die kontrole groep geen intervensie ontvang het nie. Die Copeland’s checklist for Attention Deficit Disorder vraelys is as voor- en natoets gebruik. Na die afloop van die empiriese ondersoek het die eksperimentele groep `n verbetering getoon in onoplettendheid/afleibaarheid, impulsiwiteit, ooraktiwiteit/hiperaktiwiteit, onderaktiwiteit en aandagvermoë, terwyl die kontrole groep oor dieselfde tydperk verswak het of onveranderd gebly het. Die veranderinge was egter nie statisties betekenisvol (p≤0.05) nie. Hierdie resultaat dui slegs op „n tedens dat motoriese oefening 'n positiewe effek op die leerders se leervermoë in die grondslagfase het. / Educational Studies / M. Ed. (Educational Studies)