Thesis (Ph. D.)--UCLA, 2007. / Vita. Includes bibliographical references (leaves 206-218).

Thesis (M.A.)--University of Wyoming, 2008. / Title from PDF title page (viewed on August 6, 2009). Includes bibliographical references (p. 58-60).

Thesis (Ed. D.)--Illinois State University, 2003. / Title from title page screen, viewed October 12, 2005. Dissertation Committee: Susan Lenski (chair), Kathleen M. Crawford, Thomas P. Crumpler, Corsandra Stallworth. Includes bibliographical references (leaves 106-113) and abstract. Also available in print.

Thesis (Ed.D.)--University of Delaware, 2007. / Principal faculty advisor: Douglas A. Archbald, School of Education. Includes bibliographical references.

A full dissertation submitted in fulfilment of the requirements for the degree of Masters in Education Presented to the Faculty of Education and Social Sciences 2015 / In Africa, throughout the history of schooling, many teachers have been confronted by the demanding situation of teaching two or more year groups in the same classroom although data on this multi-grade phenomenon is scarce. Although reading is a fundamental competency and the core of our curriculum, a gap exists in practice. In multi-grade classes the gap is wider as a result of the different grades and varying abilities within the grades. The present study was motivated by the researcher’s concern for the status of reading in all Foundation Phase classes. This study answers one main question: How do teachers in two urban multi-grade classrooms teach reading in the Foundation Phase? The two sub-questions are: What are the current reading practices in urban multi-grade classrooms in the Foundation Phase? What challenges do teachers of urban multi-grade classes face when teaching reading in the Foundation Phase? The conceptual framework that was central to answering the two sub questions includes four theorists namely: Lave and Wenger’s (1991) Vygotsky’s (1978); Bronfenbrenner’s (1990) and finally Piaget’s (1972) stages of cognitive development including pre-operational stage and concrete operational stage. The literature review highlights the physical setting of the multi-grade classrooms, debates the advantages and limitations of urban multi-grade teaching, compares the National Curriculum Statement (NCS) 2005 and the Curriculum Assessment Policy Statement (CAPS) reading curriculum, briefly deliberates the stages of reading development and finally discusses the variety of reading practices. A qualitative interpretive case study research design was formulated to explore the complex phenomenon of urban multi-grade reading practices in the Foundation Phase. The first research question explored the reading practices found in two urban multi-grade classes, and the findings include four themes which are: stories, vocabulary, comprehension and reading. The second sub-question, focussed on the challenges the urban multi-grade teachers experienced. In conclusion this study reveals that reading can be taught successfully in urban multi-grade classes. Teaching reading in multi-grade classes may foster the emotional, intellectual, social and academic well-being of learners. Secondly although the two urban multi-grade teachers faced many challenges, with the necessary support structures in place, these challenges could be minimized.

M.Ed. / New vistas for research among educationists are being introduced through the implementation of the Revised National Curriculum Statement (RNCS), the second phase of Outcomes-Based Education (OBE) in South Africa that will be put into practice for the Foundation Phase from 2004. This essay seeks to engage at grassroots level with the people who are experiencing the new dispensation in the teaching of Literacy in the Foundation Phase: the educators, the learners and their parents and the district officials. It is a vital part of the change process, and the sustaining of the Revised National Curriculum Statement (RNCS), that the present reforms are encouraged at all centres of learning: to this end educators are being trained during their holidays. The revised curriculum aims are empowering both learners and educators, with a particular emphasis on offering learners the necessary opportunity to equip themselves for life in society once they have finished school. The setting of the study is a school in Gauteng, 90% of whose learners are from the informal settlement of Bekkersdal with its highly congested homes. The overcrowding in the shacks contributes to the difficulty of the learners in the area to master their work, and it is left to educators in the area to bear full responsibility for the education of the learners, for parents in the area are unable to be involved in the process for most of them are illiterate. Individual educators in the school, aware of the sociological factors that impact in a negative manner on the schooling in the area, are expected to “go an extra mile” to empower learners so that they, becoming literate, have the opportunity to construct knowledge by means of knowledge sharing, exploration, asking questions and active participation in the classroom. / Dr. M.C. van Loggerenberg

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.

In science education the nature and value of science laboratory activities have become the subject of critical debate. Some science educators argue that a better understanding of what students do while purposefully engaged with materials would provide some answers. The intent of this study is to explore elementary students' actions and the knowledge they use while designing and conducting experiments. Four dyads each from grades 4 and 7 participated in three events. First, each pair was presented with a question (Which magnet is strongest?), two sets of magnets (one set at a time) and materials. The researcher observed and videotaped dyads' actions with materials until they made a conclusion for both magnet sets. Second, the researcher presented dyads with a selective set of materials to further explore their conceptions of magnetism. Finally, the pairs of students were interviewed while they watched the video of themselves experimenting during the first two events. The data were analyzed using an action theory perspective which emphasizes the cognitive nature of action. Students' models of magnetism were constructed from the data. Students used more than one model to explain different effects they observed. The designs of student experiments were grounded in their operational knowledge of the materials. Dyads generated data from a series of experiments whereby they manipulated different materials in a variety of ways. Dyads who obtained variable data did not repeat experiments to confirm or disconfirm results; rather they used specific strategies to make conclusions. The designs and procedures of experiments of students from both grades were similar, likely due to their common knowledge of the materials and their limited experience with open-ended tasks. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

The current movement towards excellence in education has led to a renewal of interest in the academic and aesthetic disciplines. Many administrations are striving to provide opportunities for all students to experience a curriculum which develops a basic understanding of the arts, sciences and humanities. Recent moves by the British Columbia Ministry of Education, however, suggest that many students in this province may be limited in the amount of instruction which they will receive in some of the traditional areas of study, particularly the visual and performing arts. The professional development activities initiated during this case study were designed to foster an interest in the new elementary fine arts curriculum and to provide an opportunity for selected elementary teachers to experiment with the use of drama in the classroom. Through a series of classroom visits and related workshops, it focussed the attention of a number of students, teachers and administrators on the role of the arts in education. This paper provides a review of some of the current research on learning theory, educational philosophy and curriculum implementation. It also describes the educational goals and learning outcomes of a hypothetical K-12 dramatic arts programme and discusses the implications of the use of drama in various content areas. The study concentrates on the use of classroom-based intervention and personal communication between the researcher and each of the teachers as means of introducing drama as a learning medium. Teacher interviews and classroom observations provide the data which were analyzed to determine shifts in teachers' stages of concern and levels of use of the innovation. This analysis reaffirms the importance of developing implementation strategies that meet the needs of the individual teacher within the context of that teacher's classroom. It illustrates the importance of making provision for modelling, testing, feedback and interaction. It also identifies some of the pitfalls. Further research is needed to determine the effects of this model as it would be applied within a single school with firmly committed district support. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

The thesis deals with the theoretical anchoring of individualization of teaching in primary school. It discusses the basic terminology related to the tissue, the work also points to areas related to individualized teaching, such as differentiation of teaching. It briefly delineate the historical context of individualization of teaching and describes some of the used individualization systems. At the same time, the theoretical part deals with the individualization of teaching in terms of the law of the Czech Republic and how it requires czech teachers to take into account the individual posibilities and needs of students. The reserarch part examines the beliefs of primary school teachers about the possibilities of individualization and its implementation in educational process. Qualitative research was used to explore the topic. Through semi-structured interview, questions of research were answered and the collected data were evaluated.