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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
231

The psychological experiences of learners affected by HIV/AIDS pandemic / Nomalizo Constance Mbele

Mbele, Nomalizo Constance January 2005 (has links)
This study focuses on investigating the psychological needs of orphans affected by HIV/AIDS and how these learners can be supported in order to cope effectively with the challenges posed by the HIV/AIDS pandemic. The study needed to understand the psychological well being of learners affected or orphaned by HIV/AIDS, their general performance at school, the nature and extent of social support they get from their families, communities and societies and their physical well being. Suggestions for an ecosystemic theoretical framework to be infused in all psycho-social support programmes geared to strengthen the psycho-social well-being of AIDS orphans were made. Orphans are affected by the HIV/AIDS pandemic emotionally, physically, spiritually and socially. Affected learners have fewer opportunities for schooling and education, may suffer from malnutrition. They are themselves often highly vulnerable to HIV infection and are at higher risk of developing psychological problems. In this study, a case study design was followed. Interviews were conducted with a sample of participants including orphaned learners living in a child-headed household, class-educator, an aunt and a health worker in Soweto. The researcher recruited participants by means of snowball sampling. Results revealed that learners orphaned by HIV/AIDS suffer emotional trauma and grief, illness and stress. They have scholastic problems, suffer stigmatization and discrimination, miss out on educational opportunities and experience poverty. This is an indication of a need for social support. It is for this reason that an ecosystemic support programme which schools can adopt and adapt in order to develop the psychological and social resilience of learners affected and orphaned by the HIV/AIDS pandemic is proposed. / Thesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2006.
232

The use of information communication technology in supporting learners with visual impairments in special schools / Serero, Pule Joseph

Serero, Pule Joseph January 2011 (has links)
The use of Information and Communication Technology (ICT) has an immense potential to improve the support needs of learners with visual impairments as well as their self-sufficiency and self-reliance. In the last nine years, the South African government introduced inclusive education, through White Paper 6 that requires that Learning, Teaching and Support Material, including ICTs be provided to learners with visual impairments. The provision of Assistive Technology devices (ATs) is essential to learners with visual impairments full involvement in learning through the use of ICTs. Furthermore, literature indicates that many studies were done in the use of ICTs in teaching and learning, specifically for learners with diverse visual impairments. Recommendations were also supplied by these studies on how and when to use ICTs in the teaching and learning of visually impaired learners. The empirical research of this study revealed that ICTs are essential tools for visually impaired learners to enhance their learning. It also drew attention to the fact that despite the commitments of White Paper 6 schools for the visually impaired are not yet supplied with appropriate ICTs and educators are not adequately trained to apply ICTs in teaching and learning. / Thesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2011
233

Teaching Boys More Effectively in the Art Classroom: A Personal Investigation

Nicula, Jessica Y 11 August 2011 (has links)
In this thesis, I reflect upon an art educator’s experience teaching boys and developing an art curriculum with a boy focused framework. Two comprehensive units on monsters are included along with research on teaching boys and choice based practices in the art classroom. I also reflect on the creative process of lesson planning with the needs of male learners in mind.
234

Teachers' influence on the value-orientation of learners in secondary schools / Augusta Maria Maphuti Lepholletse

Lepholletse, Augusta Maria Maphuti January 2008 (has links)
Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2008.
235

Investigating the factors that contribute to the academic underachievement of grade 9 learners / Uys R.M.

Uys, Riza Mari January 2011 (has links)
Academic underachievement potentially redirects the future of adolescents. The specific sample for this research was Grade nine learners. Grade nine is when subject choices are made and the last year of compulsory education. Academic underachievement during Grade nine becomes a barrier to career enhancing subject choices. Subject choice is a first step to greater specialisation of skills and a future career path. This study focused on the investigation of factors that could possibly contribute to the academic underachievement of Grade nine learners to the extent that they would fail. The findings will make teachers more aware of the influence that the internal and external fields of Grade nine learners have on their academic achievement. From the results it was found that academic underachievement is influenced by peer acceptance, parental involvement, cognitive development, the ability to handle examination anxiety, the Grade nine learner's perception of academic identity as well as other factors. A mixed method approach was used. Interviews with underachieving Grade nine learners, Grade nine teachers and Grade nine parents, as well as questionnaires completed by a cluster sample of the general Grade nine population of this study indicated the influence of the underachievers' external and internal fields on academic performance. / Thesis (M.A. (Psychology))--North-West University, Potchefstroom Campus, 2012.
236

Leadership Practices in Diverse Elementary School Communities: Reflections of Ten Principals Regarding the Literacy Learning of English Language Learning Students

St. Pierre, Veronica 25 February 2010 (has links)
This thesis examined what means a group of elementary school principals in multicultural communities used to support and imporve the language learning of English Language Learning (ELL)students. In this thesis, multicultural communities are defined as urban schools which have a majority of students whose mother tongue is not English. Although they are challenged to value and honour the diversity of their school communities, these principals must also ensure that their teachers meet the mandated rigors of the Ontario curriculum, and that the students attain desired levels of achievement as defined by the Ontario Ministry of Education. In an increasing number of schools in the Greater Toronto Area (GTA) ELL students form a majority of the student population; yet this reality is barely acknowledged in provincial educational policy or in the professional education of Ontario's school principals. Nor has the educational research adequately addressed the challenges of educating ELL students over the past thirty-five years. The research literature on the characteristics, activities, and behaviour of effective school principals rarely mention their knowledge of other cultures and languages or their expertise related to ethnic and racial diversity. Semi-structured interviews were used to capture the responses of ten elementary school principals of multicultural school communities. The findings indicate that principals who were successful in leading multicultural school communities and improving the literacy achievement of ELL students had a deep understanding of literacy development; cultural needs of the community; and ESL issues. Although much of the leadership framework is similar to principalship in non-multicultural school communities, principals identified a number of leadership competencies that are particular to a diverse community. The findings have implications for the courses which prepare principals for these schools; the professional development of senior administrators; and the choice of personnel suitable for leadership roles in multicultural communities.
237

Perceptions and Knowledge of Evidence-based Literacy Instruction among Elementary School Teachers of English Language Learners

Barr, Sheldon Martin 02 October 2013 (has links)
There is evidence that ineffective classroom instruction, particularly in the early primary grades, is a major contributor to the high incidence of reading problems in the United States. Researchers attribute poor classroom instruction to a lack of teachers’ basic understanding of the concepts related to the English language that are necessary to teach literacy. Is there a similar contributing factor related to the low literacy levels of young English language learners (ELLs) who are approaching a new language at the same time they are learning to read? The purpose of this study is to determine what elementary school teachers of ELLs perceive and know about evidence-based literacy instructional practices and their perceived ability to teach ELLs using the literacy constructs and skills necessary for reading. To measure elementary school teachers’ knowledge and perception of their own abilities, a survey was developed with 76 items refined from multiples resources. These resources were selected due to the reliability of the items and their target investigations of studying perceptions and knowledge of basic literacy constructs. Reliability for the scores on the survey was high at 0.982. Descriptive statistics provided insight into the average and variance in performance on each item of the survey, as well as groups of items on the survey. The results show that teachers’ perceptions of their knowledge of specific literacy constructs did not correlate positively with their performance on the items related to the knowledge of specific literacy construct areas nor with the number of years of teaching experience. This dissertation discusses survey and performance results, along with implications for improved teacher preparation.
238

How School Library Media Specialists Support Reading and Information Literacy Skills Instruction for English Language Learners

Morin, Melinda 10 January 2014 (has links)
HOW SCHOOL LIBRARY MEDIA SPECIALISTS SUPPORT READING AND INFORMATION LITERACY SKILLS INSTRUCTION FOR ENGLISH LANGUAGE LEARNERS by Melinda Morin This study explored the school library media programs in four schools. The percentage of English language learners (ELLs) enrolled in each of these schools was among the highest on their respective levels in their school districts. Moreover, the percentage of ELLs in these schools who met and exceeded the standard for reading and English/language arts on the Georgia Criterion-Referenced Competency Test (CRCT) in the spring of 2010 was more than the Annual Measureable Objective (AMO) of 73.3% or slightly less. The participants were the school library media specialists who administered the school library media programs in these schools. This was a qualitative study. During an inductive thematic analysis, the data coalesced into four themes that corresponded with the research questions: instruction, collaboration, media/technology, and interpersonal communication. These findings were derived from the data. 1. The participants used both conventional and technology-based instructional strategies to support reading and information literacy skills instruction for all of their students, including the ELLs. 2. The school library media collections included first language, bilingual, and multicultural literatures, picture books, nonfiction books written on a lower reading level, graphic materials, Hi-Lo reading materials and other digital resources; however, the materials varied in age, suitability, and condition. 3. The school library media specialists collaborated informally with the other members of the instructional team. 4. The school library media specialists undertook other practices that support reading and information literacy skills instruction for ELLs on a discretionary basis.
239

The Impact of Teachers' Expectations, Parents' Expectations, and Academic Self-Efficacy on the Achievement of English Language Learners

Rivera, Vivina 2012 August 1900 (has links)
Given the projected increase of Hispanic Spanish-speaking English language learners (ELLs), researchers have begun examining issues related to their high levels of school dropout, largely stemming from academic underachievement. The focus of this study is to examine the impact of teacher expectations, parent expectations, and academic self-efficacy on the achievement of Hispanic Spanish-speaking ELLs. Participants in this study were from a medium-size school district in southwest Texas and included 99 2nd, 5th, and 8th grade students identified as limited English proficient, their parent, and their teacher. Norm-referenced achievement measures and researcher developed measures were utilized in this study. Findings from this study indicate that teacher expectations was a significant predictor of all measures of achievement, while parent expectations was a significant predictor of English reading and students? academic self-efficacy was a significant predictor of Spanish reading. Second, this study determined the best predictor for reading and math achievement was teacher expectations in 2nd grade, but there were no significant predictors in 5th and 8th grade. Third, this study addressed the possibility of academic self-efficacy functioning as a mediator, but the analysis was not conducted because academic self-efficacy did not serve as a significant predictor of all measures of achievement. Findings from additional analyses indicate that students' English language proficiency was determined to be a significant predictor of English reading achievement and parent expectations. Furthermore, students' Spanish proficiency was positively associated with their grade levels, and Spanish proficiency was negatively related to English proficiency. Academic self-efficacy was separated by domains (i.e., math self-efficacy and reading self-efficacy). In the overall sample math self-efficacy was not a significant predictor of math achievement. Math self-efficacy served as a significant predictor for 5th and 8th grade math achievement. In the overall sample, reading self-efficacy did not significantly predict English or Spanish reading. Reading self-efficacy served as a significant predictor in 8th grade English reading. Parents' employment desires for their children demonstrated a mismatch with parents' desire for their child's highest level of education. Teachers believed that family concerns were the greatest obstacle participants faced and many did not desire to speculate about students? future employment.
240

Why a select group of Bahamian female adult learners return to the classroom and how their return impacted their personal and professional lives

Darling, Sylvia Elizabeth. January 1900 (has links) (PDF)
Thesis (M.Ed.)--Acadia University, 1999. / Includes bibliographical references (leaves 135-140). Also available on the Internet via the World Wide Web.

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