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The hand that rocks the cradle : an evaluation of the Preschool Early Intervention Program at St. Mark's Elementary School, Shearstown /Norman, Pam, January 1997 (has links)
Thesis (M. Ed.)--Memorial University of Newfoundland, 1997. / Bibliography: leaves 59-70.
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A whole language curriculum for nonreading, limited English proficient Native American adult factory workers /Franks, Mary Susan Tomat, January 1992 (has links)
Thesis (Ed. D.)--Virginia Polytechnic Institute and State University, 1992. / Vita. Abstract. Includes bibliographical references (leaves 222-230). Also available via the Internet.
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The discourse of ESL policy : the impact of the 'Literacy Crisis' /Hannan, Mairead. January 2009 (has links)
Thesis (MTESOL)--University of Melbourne, Melbourne Graduate School of Education, 2010. / Typescript. Includes bibliographical references (leaves 78-81)
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The literary coach as instructional leader how three literacy coaches in rural Georgia improve teacher practices /Doyle, Carletha Y. Smith Brooks, Sharon. January 2009 (has links) (PDF)
"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Educational Administration." Title from PDF of title page (Georgia Southern University, viewed on May 1, 2010). Sharon Brooks, major professor; Charles Reavis, James Green, committee members. Electronic version approved: December 2009. Includes bibliographical references (p. 131-144).
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A study of teacher effectiveness in the teaching of literacy to middle school English language learners using the Language Enrichment II programGonzález, Guadalupe López, January 1900 (has links) (PDF)
Thesis (Ph. D.)--University of Texas at Austin, 2006. / Vita. Includes bibliographical references.
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The role of gender in the evaluation of literacy programmes in development: a case study of UNESCOMitchell, Tiina Mari 28 February 2003 (has links)
UNESCO has been a forerunner in the field of mainstreaming of gender which is evident in countless conferences and publications, notably in its Checklist for the Integration of Gender Issues in the Evaluation of UNESCO’s Programmes (UNESCO 1999b ). The branch with special responsibility for questions of Adult Literacy has been the UNESCO Institute of Education (UIE). Careful historical-comparative analysis of its publications reveals a varied picture on the question of gender. On the one hand it has published evaluation manuals (Bhola 1990, Easton 1996) in which gender goes virtually unnoticed. And on the other there are collected essays of workshops organised and published by the UIE which present some of the strongest voices on the subject, notably Sara Longwe (1997, 1999a), the exponent of the evaluation tool, Women’s Empowerment Framework. While personnel changes in the UIE in the course of the nineties may be a partial explanation, there are other ambiguities in its policies and practice which are not as easily explained. When the evaluation reports of literacy programmes published as exemplary practice by the UIE are examined they reveal some striking differences.
Two evaluations of literacy programmes in Sub-Saharan Africa were analysed, one in Oyo State, Nigeria (Omolewa et al. 1998) and the other being the National Literacy Programme of Namibia (Lind 1996). The methods of analysis were both the UNESCO Checklist and the Women’s Empowerment Framework. They both have received wide acceptance within this particular field. Furthermore, their use provides a means of internal comparison. What the study reveals is a striking discrepancy between such policy and the actual practice of evaluation, and at the same time it becomes clear that the Women’s Empowerment Framework is the more rigorous of the two. Particularly in the analysis of the Oyo programme evaluation it becomes evident that such a gender approach is able to uncover significant failures, particular with regard to its patriarchal notion of “empowerment”. Although it too falls short of the standards, the evaluation of the Namibian programme comes a lot closer to the requirements.
An explanation for the discrepancy between the two may be located in the fact that whereas the Oyo evaluation was conducted by a team of local consultants, all of whom were male, the Namibian evaluation was a joint local-international initiative with an equal male-female balance. Further study of UIE’s other published evaluation reports would however be necessary in order to confirm such a conclusion.
What the study does succeed in establishing is the way in which the role of UNESCO through the UIE’s has been that of a facilitator. By bringing different emphases into dialogue with one another it has served to open up new directions in the field of gender and literacy programme evaluation. / Public Administration and Management / M.A.
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Active learning in the literacy learning programme of the foundation phase in Curriculum 2005Ebrahim, Hasina Banu 04 1900 (has links)
This study focuses on the concept of Active Learning (AL) and the related
concept Active Leamer Participation (ALP) as it features in the Literacy Learning
Programme of the Foundation Phase of Curriculum 2005. The aim of the action
research project, conducted at four schools in the Durban district of K waZulu-
Natal, was to find a model of AL in order to provide guidance on teaching for
ALP. The study involved the researcher working collaboratively with five
Foundation Phase educators over a period of four months. Results of the study
indicated that teaching in the sequential stages of classbuilding and teambuilding,
whole class discussion, group work and individual work increases learners' active
participation and ownership in terms of the learning experience. These stages
form the model of active learning. Due to the spirit of camaraderie and partnership
that developed in each stage, the research team is inclined to call it "The Tirisano
Model of Active Learning". / Educational Studies / M. Ed. (Didactics)
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Geletterdheidsprogramme vir analfabeet-volwassenes in die Republiek van Suid-Afrika : 'n historiese-andragogiese deurskouing en evalueringGenade, Karin. 11 1900 (has links)
Hierdie studie handel oor die ontwikkeling van geleenthede in
Europa en Suid-Afrika vir analfabeet-volwassenes om te leer
lees en skryf.
Teoretiese aspekte van geletterdheid soos omskrywings van die
begrippe geletterdheid en ongeletterdheid is ondersoek. Twee
benaderings tot die voorsiening van geletterdheid, naamlik
die relatiewe benadering en die absolute benadering is
beskryf. Die doelwitte van geletterdheid behels onder meer
die bereiking van lewensideale, die verkryging van mag en
persoonlike ontwikkeling.
Verskeie strategiee vir
geletterdheidsonderrig soos die
die voorsiening van
fundamenteel-opvoedkundige
strategie, die funksionele strategie, die bewusmakingstrategie
en die massaveldtogstrategie is ondersoek.
Die invloed van sosiale, politieke, ekonomiese, geografiese,
godsdienstige en onderwysfaktore asook van die boekdrukkuns
op die verspreiding van lees- en skryfvaardighede is beskou.
Daar is ook ondersoek ingestel na die rol van verskillende
betrokkenes by die voorsiening van geletterdheidsonderrig in
Europa en Suid-Afrika soos die staat, nie-staatsorganisasies,
kerke, vakbonde, industriee, privaatinisiatiewe, universiteite
en biblioteke. / This thesis investigates the development in Europe and South
Africa of opportunities for illiterate adults to learn to read
and write.
Theoretical aspects concerning the defining of concepts, the
two approaches namely the absolute and relative, the aims of
literacy and the attainment of ideas of empowerment and
personal development were discussed.
An investigation is done of the various strategies in the
provision of literacy campaigns. These include the
fundamental educational, the functional, the awareness and the
mass campaign strategies.
The influence of social, political, economical, geographical,
religious and educational factors is explored in conjunction
with the role of the printing press and distribution of
reading and writing material.
The role of various parties involved in the provision of
literacy education in Europe and South Africa is considered.
This includes the state, non-governmental organizations,
churches, unions, industry, private initiatives, universities
and libraries. / Educational Foundations / D. Ed. (Historiese Opvoedkunde)
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`n Integrale geletterdheids-ontwikkelingsprogram vir hulpvlakpersoneel in TelkomHarmse, Gert Jacobus 12 September 2012 (has links)
M.Comm.
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Using a classroom library to promote extensive reading in a Grade 8 class in a Fort Beaufort District School, Eastern Cape : an action research case study.Bushula, Bruce Simphiwe January 2015 (has links)
This thesis reports on a collaborative action research case study with Grade 8 learners in a rural high school in Fort Beaufort District, Eastern Cape, South Africa. The goals of the case study were firstly, to understand best practices for promoting extensive reading using a classroom library, and secondly, to use these insights to put an extensive reading programme in place with a view to improving my practice as a language teacher and to gain better understanding of ways of enhancing my Grade 8 learners’ literacy skills. The following qualitative methods were used to collect data: observation, semi-structured interviews, class discussion, questionnaires, journal reflections and document analysis. Analysis of data involved identification of emerging themes and patterns. The findings suggest that the strategies used in the extensive reading intervention improved my learners’ levels of engagement with reading. Putting these strategies into practice, and reflecting critically on how to refine them helped enrich my own professional insight and development in relation to the implementation of extensive reading programmes. Since action research is usually designed in spirals of action, this research serves as a first spiral and a foundation upon which to build second and subsequent spirals (which do not form part of this research). The study highlighted the fact that certain challenges that emerged (for example, shortage of books at the learners’ level, and a lack of parental cooperation) need to be addressed in a second spiral of intervention. The study further suggested that the implementation of effective extensive reading programmes by teachers in the middle and upper phases of secondary schooling requires further investigation.
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