Introduction. A well-recognized problem exists when commonly employed tests developed in the United States (US) or United Kingdom (UK) are accepted unconditionally for use on local relatively disadvantaged populations, as these tests have questionable validity and therefore incur a high risk of misdiagnosis. Cross-cultural normative research has been conducted in South Africa on some of the Wechsler intelligence scales with respect to participants stratified for level and quality of education, age, race and language, including a study on the Wechsler Intelligence Scale for Children – Fourth Edition (WISC-IV) for learners with Grade 7 education (age 12 to 23). The aim of the current study was to conduct a partial duplication of the earlier WISC-IV South African norming study that specifically targeted a younger group of educationally disadvantaged children at a lower level of education. Method. Participants were Black Xhosa-speaking Grade 3 learners in the age range 8 to 9 (N =32 ), who were being schooled in the disadvantaged educational setting of the former Department of Education and Training (former-DET) schools. The WISC-IV results of the current study were statistically compared with the WISC-IV results from Shuttleworth-Edwards, Van der Merwe et al. (2013) study. Results. There was a significant lowering of between 20 to 30 IQ points relative to the UK standardisation on WISC-IV scores for this sample of Grade 3 Xhosa-speaking learners, replicating the earlier outcome for Grade 7 Xhosa-speaking learners relative to the UK standardisation. No differences were in evidence within the WISC-IV sample for the female and male participants on any of the indices. There was equivalence between the Grade 3 and Grade 7 Xhosa-speaking learners on all subtest and Index scores with the exception of the Digit Span subtest. Conclusions. The results confirm prior research indications of the negative impact of educational disadvantage on IQ test results and the need for this to be taken into account by the availability of socio- culturally relevant norms.

Thesis (MEd (Education and Social Science))--Cape Peninsula University of Technology, 2010 / The thesis examined the instructional support that Heads of Departments (HoDs) in four Cape Town primary schools provided for mathematics and science teachers. The main research focus was: To investigate the activities and strategies that HoDs in Cape Town primary schools use to provide support to mathematics and science teachers in their departments. A qualitative interpretative approach was used for the study. Face-to-face, semi-structured individual interviews were used to enable the researcher to obtain in-depth responses to the questions and probe the participants' responses. The sample for the study consisted of four HoDs and four Grade 6 mathematics and science teachers. The results indicated that among other things, the HoDs used mentoring or coaching and motivation to support mathematics and science teachers. It was also found that, in the course of mentoring the teachers, the HoDs encountered several challenges. In the light of the findings, the researcher recommends that HoDs be provided with formal leadership and management programmes to ensure efficacy in their practices.

M.A. (Psychology) / Please refer to full text to view abstract

M.Ed. / This case study focuses on the pedagogy of spelling and reading in a grade two class at an independent school. It has set out to investigate and understand the roles of the teacher and learner at the initial phases of this school activity. A pilot study, conducted through observation in the class that was used for the case study, indicated not only the possibility of there being roles for the teacher and learner, but also that definite problems arise at this stage of reading instruction. The case study continued from the pilot investigation and sought to understand the pedagogy of reading with special reference to the role of spelling in this. While reading and spelling are the focus of the study at hand, two further issues formed part of the investigation: the role of Piagetian development served as a framework in which the pedagogy of initial spelling and reading was examined; and, the popular South African perception, that independent schools offer a better education to children than other schools, was challenged. An essential part of this case study is the literature review. This review investigates a theory of reading, Piagetian theory of cognitive development, theories of language, semiotic theory and various issues surrounding spelling. Suggested within the review are a more comprehensive model of language and a more adequate model of semiotics. These models, specifically intended to be of use to teachers, form part of the conceptual framework and eventually of the suggested model of reading that is proposed on the basis of the research. The literature review indicates that reading is a complex activity of which spelling is only a small part. The traditional inclusion of phonemic awareness in the pedagogy of initial reading is questioned throughout the conceptual framework and research, thus leading to the arguments for a revised model of language. The cognitive aspects of reading are explored within the theory of cognitive development advanced by Jean Piaget, because of its common application in South African schools. The literature reviewed with regard to this theory indicates a place for the theory within educational settings. Furthermore, the semiotic aspect of language and reading is explored; this investigation shows that present models of semiotics are inadequate, not only with respect to written language, but to all language. This review was followed by an intense investigation in which the researcher was a 'participant'. A great deal of data was collected by various methods in the course of three months. These data were processed, both quantitatively and qualitatively, and analyzed, yielding results that differed from the indications given in the conceptual framework. The role of Piagetian development and the value of independent school education is questioned. The pedagogy of reading is challenged, specifically with respect to the use of oral reading in the classroom and with respect to the teaching of reading skills. The investigation suggested certain recommendations to the research school, which can be extended beyond the confines of that specific setting. Most of the suggestions are aimed at teacher education and call for liberal uniformity in schools and the education' system which might bring about more learner-centred approaches to teaching initial reading.

M.Ed. (Educational Psychology) / South Africa can be metaphorically described as a quilt – a combination of diverse languages, ethnicities, beliefs and cultural practices, carefully stitched together and passed on from one generation to the next. South African children grow and develop surrounded by the comfort and warmth of this colourful quilt. Although this provides a rich and dynamic learning environment, we face the challenge of providing equal quality education and educational psychological services to all our children. Psychological testing aids with the deeper understanding of an individual’s area of development and strengths in order to be able to make informed decisions about appropriate interventions, support and recommendations. However, due to South Africa’s problematic political past, psychological testing is faced with challenges of its own such as unavailability of tests that are culturally sensitive. This study forms part of a longitudinal study which is addressing this challenge by implementing a localized solution to a local problem, at an affordable cost. The Junior South African Intelligence Scale (JSAIS) is an instrument which measures the intelligence of 3- to 7-year-old children, and is currently standardised for Afrikaans and English-speaking children only. In an effort to eliminate the language barrier and make it more applicable of our South African population, the JSAIS GIQ-8 was translated into Sesotho and isiZulu. In previous studies, the translated tests were administered and a Rasch measure of analysis used to determine the quality of the items in relation to the ability of the participants. This exploratory qualitative study focuses on acquiring recommendations from a panel of people experienced in administering the JSAIS with the aim to improve the quality of the Sesotho JSAIS. Findings show that the Sesotho used in the initial translation is a pure form of Sesotho and participants are concerned that children living in townships around the country may not understand this well. The participants recommend administration to a wider sample group to learn more about the Sesotho dialects used in different regions of South Africa. A Sesotho manual needs to be added to guide administrators in regional word use and in providing standard instructions. The answer sheets needs to be adapted. Some of the pictures on the picture cards need to be changed and the Sesotho questions on those picture cards added as appendices...

M.Ed. (Educational and Learning Support) / The research problem addressed in this research essay focused on the teaching strategies that were used by the teacher in the classroom to facilitate inclusion. The investigation was carried out with the aim of exploring these teaching strategies. The South African Constitution supports the inclusion of learners with barriers to learning and development in regular classrooms as a human rights issue. This right is further underpinned by White Paper 6, which compels all the schools to admit and accommodate these learners in their classrooms. One of the aims of inclusion is quality education for all. The change to inclusion implies that teachers are required to adapt their teaching strategies to accommodate all learners in their classrooms. This means that teachers need to be trained in the relevant teaching skills if they are to accommodate the needs of all learners in their classrooms. Qualitative research methods were used for data collection and analysis. The literature review in this investigation was confined to inclusive teaching strategies, the teacher used to accommodate learners with barriers to learning in her classroom. It also included the development of an inclusive education and training system, the principles of inclusive teaching strategies and the role of the educator in response to change. To identify the school and a suitable classroom for observation, purposive sampling was used. Two individual interviews and four observations were used to collect data. Data collection took place in a classroom situation were the researcher observed the strategies the teacher used to include all learners in the classroom. Data analysis in this study was done using the constant comparative method. Findings indicated that the teacher adapted her teaching strategies to accommodate learners with barriers to learning and development in her classroom. The strategies she used were co-operative learning, direct instruction and motivation. She has found the value of collaborating with colleagues and thus began the process of teacher support. The Education Support Services can use the findings of the investigation towards the structuring of training for teachers in inclusive settings.

Thesis (MPA.) --University of Limpopo, 2017 / Refer to document

Inclusion of learners with diverse needs implies a shift from a medical deficit model to a social systems model. The latter does not view the learner as a problem; instead it considers the environment or society’s response to the individual as barriers to learning. This study focuses on collaborative co-teaching as a key to inclusion. Collaborative co-teaching requires the learning support teacher and the general education teacher to partner in all aspects of instruction. The outcome of collaborative co-teaching includes effective instruction, a cohesive, accepting class community, positive learner development and the professional and personal growth of the learning support teacher and the general education teacher. A literature review provided the background to an empirical inquiry using a qualitative approach. Data was collected from a small sample by interviews, observations and documents and inductively analysed. Recommendations for the improvement of practice were made based on the findings. / Educational Studies / M. Ed. (Specialisation in Guidance and Counselling)

Inclusion of learners with diverse needs implies a shift from a medical deficit model to a social systems model. The latter does not view the learner as a problem; instead it considers the environment or society’s response to the individual as barriers to learning. This study focuses on collaborative co-teaching as a key to inclusion. Collaborative co-teaching requires the learning support teacher and the general education teacher to partner in all aspects of instruction. The outcome of collaborative co-teaching includes effective instruction, a cohesive, accepting class community, positive learner development and the professional and personal growth of the learning support teacher and the general education teacher. A literature review provided the background to an empirical inquiry using a qualitative approach. Data was collected from a small sample by interviews, observations and documents and inductively analysed. Recommendations for the improvement of practice were made based on the findings. / Educational Studies / M. Ed. (Specialisation in Guidance and Counselling)

Language proficiency in the language of learning and teaching (LOLT) is essential for academic success. In South Africa and elsewhere, many secondary school learners lack the required academic proficiency in English, the language of learning and teaching. The English language proficiency of Xitsonga speaking Grade 7 learners was evaluated in order to suggest ways in which these learners could be helped to maximise academic success. The author investigated theories of first and second language acquisition by means of a literature study and presented an overview of language policy in South African schooling before and after 1994. A sample of Grade 7 Xitsonga speaking learners was selected from three secondary schools in the Tshwane metropolitan area, Gauteng Province. Language proficiency levels were determined by means of the Human Sciences Research Council's Standardised English Reading and Writing Proficiency Tests. These tests were also translated into Xitsonga and administered to the learners. The tests were administered a month apart in each of the schools. The tests revealed that: * there is a significant correlation between the learner's performance in the reading and writing performance test for both languages * the learners' reading and oral skills in both languages correlate * irrespective of the level of language proficiency, most learners performed poorly in their reading skills, such as, recognising inferences related to tone, punctuation, different types of discourse as well as the prevailing atmosphere. The greatest weaknesses were in learners': * failure to understand instructions, which meant that their responses to task demands were inadequate * inappropriate use of tone register and spelling errors * incorrect use of punctuation and verb tenses. The analysis of the learner's performance in both English and Xitsonga showed that these learners were generally not capable of handling the requirements of the Grade 7 curriculum. It was recommended that the learners be guided to make optimal use of existing facilities, such as, libraries. This could enhance the learners' language development. Using learners' L1 as a medium of instruction for cognitively demanding texts and intensive in-service and pre-service training for language teachers are also recommended. / Educational Foundations / D.Ed. (Comparative Education)