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Oaxacan parents’ perceptions of literacy learningLopez, Mario E. 05 1900 (has links)
The purpose of this study was to learn about the perceptions that Oaxacan parents,
from three different socio-economic status (SES) groups, have about literacy learning.
This study intended to answer the following research questions: (1) Are the Oaxacan
parents' perceptions of literacy learning consistent with an emergent literacy model? (2)
To what extent do these perceptions differ among the three different socio-economic
groups? (3) What do Oaxacan parents do to help their children learn to read and write?
(4) What did the parents and teachers of the parents interviewed ask them to do to learn
to read and write?
A survey was adopted for this study. Forty parents were interviewed. A thirtythree-
Likert-Type-item-structured interview plus two open-ended questions were used.
The interviews were recorded, and then transcribed in their entirety.
Results showed that most Oaxacan parents held beliefs consistent with an emergent
literacy model. On the other hand, they also held notions consistent with a traditional
model. There were more similarities than differences between the SES groups. There
were only three items in which the three SES groups differed. Moreover, results showed
that Oaxacan parents help their children become literate by providing a wide variety of
activities. Reading to/with children was the most valued activity by Oaxacan parents.
Finally, most parents were asked to work on literacy skills to learn to read and write.
Most parents had to do "endless" letter, syllable and word drills.
A limitation of this study was the sample being too small. Implications for
researchers, curriculum designers, and teachers were drawn based on the results of this
study. It was concluded that this survey should be applied in every classroom as away to
learn more about the child's environment and build on his/her previous knowledge and
that a library is urgently needed in Oaxaca, Mexico. / Education, Faculty of / Language and Literacy Education (LLED), Department of / Graduate
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Literacy learning centers in a second grade classroomHermann, Tammy Ann 01 January 1998 (has links)
No description available.
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Literacy: Adopting motivational literacy practices meant to last a lifetimeMetz, Diana Kathryn 01 January 1998 (has links)
No description available.
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A whole language curriculum for nonreading, limited English proficient Native American adult factory workersFranks, Mary Susan Tomat 06 June 2008 (has links)
The purpose of this study was to develop a whole language curriculum for limited English proficient, nonreading Native American adult factory workers. The curriculum was based upon a humanistic view of the adult literacy process. Cognitive and psycholinguistic theories of learning were used as the theoretical foundation for the curriculum. Schema theory was presented as part of a reader-centered, psycholinguistic processing model of English as a Second Language reading.
The curriculum was developed as it was implemented, with adult learners in the workplace setting. The study documented the process of development and implementation during a six month time period and the impact of this process upon the learners involved.
The curriculum content consisted of three strands: (1) Culture Strand, (2) Family Life Strand, and (3) Workplace Literacy Strand. The instructional strategies implemented within each strand represented an integrated or whole language approach. Strategies used repeatedly throughout the curriculum were Assisted Reading (Hoskisson, 1975) and the Language Experience Approach (Stauffer, l970).
The learners were assessed at the beginning and throughout the implementation of the curriculum with informal measures to determine: (1) recognition of sight words within the industry, (2) prereading competencies, and (3) English language proficiency. Assessment measures indicated that the learners progressed in these areas, as well as in areas covered by the three curriculum strands. Each learner read and wrote materials that were specific to the strands developed. The type of progress made differed for each learner, depending upon background knowledge, experiences, and interests.
The impact of the curriculum upon the learners went beyond an increase in reading and writing skills. The process was empowering and liberating to the learners as they recognized the value of their own culture and experiences and as they became increasingly independent on their jobs. Self-confidence increased as they learned to read and complete necessary work forms and reports. / Ed. D.
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Empowering of rural women of Mopani through adult literacy programmesShilubane, Tiny Thandiwe 30 November 2007 (has links)
Literacy is a key outcome of education. Although literacy is a basic human right, and, can lay the foundation for further education and training, there is still a high number of illiterate people in South Africa. Black rural women form the majority of non-literates in the country and this has a negative impact on the development of the country. This means that rural women are still marginalized and stay in conditions of squalor because they are unemployed, poor and lack skills required by the labour market.
This study focuses on the importance and benefits of literacy programmes to the empowerment of black rural women. It was conducted in two rural areas of Mopani District Municipality, in Greater Giyani. Rural women who have been socially excluded and benefited less from the growing economy need to be empowered through literacy programmes to stand up and fight poverty, ill health and other social ills they face. The qualitative method was employed where participants were involved in focus group and one on one interviews so as to evaluate the effectiveness of the literacy programmes.
The results of the study indicate that literacy programmes did empower women to a certain extent because they have gained functional skills and they involve themselves in community development programmes. However, the engagement of all stakeholders in the provision of quality literacy programmes can emancipate rural women so that they may take their rightful places in society. / Educational Studies / (M. Ed. (Secialisation in Adult Education))
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Adult literacy training in the Border/Kei region of the Eastern CapeMoodly, Adele Leah 11 1900 (has links)
This study concentrate on adult literacy training in the Border/Kei region of the Eastern Cape. The region is a largely rural area characterized by impoverishment. In contrast to the on-going technological progress
within the country, is a high level of illiteracy, rendering communities ill-equipped to address socioeconomic
problems. The research problem addresses adult literacy training in the region, in the context of
outcomes-based education (OBE) and other solutions. The second chapter presents a study of some
international practices with regard to adult literacy training and competency-based education. General
trends in the United Kingdom and Australia are examined, in order to ascertain the rationale for and
approaches to, adult literacy training. The findings indicate that some of the international trends are
towards competency-based education and training as a practical and relevant approach to the current
economic and concomitant educational and training needs. Furthermore, government commitment is
identified as essential to relevant adult literacy programmes and to ensuring the continuity of adult literacy
training. Chapter three examines the current developments in the South African education system regarding
adult literacy training. It also examines the possibility of an outcomes-based approach to enhance the
effectiveness of adult literacy training. The findings indicate that the State is primarily responsible for
ABET in South Africa. The Department of Education's policy on ABET and the national multi-year implementation plan currently dictate the approach to adult literacy training. OBE is emphasised in terms
of the learning programmes, so as to facilitate flexibility and the potential to provide the wide foundation
that is essential for lifelong learning. The fourth chapter examines the effectiveness of adult literacy
programmes in the Border/Kei region. The findings indicate that a lack of funding and of physical
infrastructure, are two factors which hamper effective adult literacy training within the area. The fifth
chapter examines a possible strategic direction for implementing OBE and other solutions, to enhance adult
literacy training within the Border/Kei area. The findings indicate that there is a need to encompass an
outcomes-based approach. A proposed structure for the implementation of adult literacy training in the region is presented. / Educational Studies / D. Ed. (Comparative Education)
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Geletterdheidsgereedmakingsprogram en die implikasies daarvan vir skoolgereedheid : 'n sielkundig-opvoedkundige perspektief / A literacy preparatory programme and its implications for school readiness : an psychological-educational perspectivePretorius, Ursula 11 1900 (has links)
Summaries in Afrikaans and English / Ontluikende geletterdheid is waarskynlik die belangrik:ste tema wat in hierdie
proefskrif behandel word. Die doelbewuste skepping van ouderdomsrelevante
geleenthede vir die kleuter om op 'n informele wyse blootstelling en deelname aan
luister- praat-, lees- en skryfvaardighede te ervaar, dien as vertrekpunt. Vroee
ontwikkeling van geletterdheidsvaardigbede, as komponent van kognitiewe
ontwikkeling by die kleuter, bet geblyk noodsaaklik te wees- nie net ten aansien van
skoolgereedheid nie, maar ook ten opsigte van sy uiteindelike selfverwesenliking.
Die oogmerk strek dus verder as die afiigting van die kleuter tot 'n toereikende
vaardigbeidsvlak ten einde skoolgereed te kan wees. In teenstelling met die lank
bestaande beleid in Suid-Afiika, wat bepaal bet dat voorskoolse onderwys byna
uitsluitlik die onderrig van perseptuele vaardigbede moes bebels, word 'n alternatiewe
benadering m hierdie proefskrif aangedui. Hulpverlening met
geletterdheidsontwikkeling as doelwit behels waarskynlik 'n meer omvattende
scenario ten einde die beboeftes van die affektief-, kognitief-, sosiaalwordende kind
aan te spreek. Ontsluiting van 'n nuwe wereld van kennis waardeur nonne, boudings
en vaardighede aangeleer word, bet 'n direkte invloed op die kwaliteit van sy totale
lewe. By uitnemendbeid skep uitkomsgerigte onderwys die geleentbeid om reeds op
voorskoolse vlak, geletterdbeidsvaardigbede op 'n informele wyse aan te leer. Die
mite dat primere skole aileen die voorreg beskore is om leerders te leer lees en skryf,
word krities in hierdie studie bevraagteken. Die klemverskuiwing is reeds sigbaar in
die nuut-aangekondigde onderwysbeleid naamlik dat die leerprogram Geletterdheid
minstens sowat 40% van die daaglikse onderrigprogram in die grondslagfase moet
geniet. Die wyse waarop geletterdheidsvaardighede aangeleer kan word, word indiepte bespreek. Eweneens word belangrike prosesse waardeur die ontwikkeling van
'n fonologiese-, semantiese- en sintaktiese bewussyn, aan die orde gestel. Die
aanleer van geletterdheidsvaardighede blyk nie alleen noodsaaklik te wees vir die
ontwikkeling van lewensvaardighede nie dit bewerkstellig toegang tot en die
begryping en belewing van die werklikheid wat die mens omring. / Emergent literacy is probably the most important theme addressed in this thesis. The
purpose is to create age related opportunities for the pre-school child to experience
exposure and participation in listening-, vocal-, reading- and writing abilities on an
informal basis which serves as a point of departure. Early awareness of literacy
abilities as a component of cognitive development of the pre-school child has proved
to be essential - not only in respect of school readiness, but also with regard to
ultimate selfactualisation. The aim therefore goes beyond the mere training of the
pre-school child to an adequate level of competence to be well prepared for formal
schooling. Contrary to the well established policy in South Africa which determined
that pre-school education should be limited to the exclusive teaching of perceptual
abilities, an alternative approach has been considered in this thesis. Assistance with a
view to literacy development probably encompasses a more inclusive scenario in
order to address the requirements of the emotional, cognitive and social developing
pre-school child. Exposure to a new world of knowledge through which norms,
attitudes and abilities are acquired, has a direct influence on the quality of his total
life. Outcomes based education provides an excellent opportunity to acquire already
at pre-school level, literacy skills on an informal basis. The myth that only primary
schools have been allotted the privilege to teach learners to read and write, is being
critically questioned in this study. The change in emphasis is already evident in the
recently announced education policy, namely that the daily learning programme
Literacy must include at least 400/o of the foundation programme phase. The manner
in which literacy skills can be acquired are discussed in depth. Simultaneously
Literacy must include at least 400/o of the foundation programme phase. The manner
in which literacy skills can be acquired are discussed in depth. Simultaneously
important processes affecting the development of a phonological, semantic and
syntactic cognition are discussed. The acquisition of literacy skills appears not only
to be important to the development of life skills - it accomplishes access to and the
comprehension of as well as the perception of the reality surrounding man. / Psychology of Education / D. Ed. (Sielkundige Opvoedkunde)
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Foundation phase educators' knowledge and attitudes towards implementation of the National Reading StrategySingh, Prabitha 10 September 2012 (has links)
Submitted in fulfilment of the requirement of the Degree of Doctor of Technology: Language Practice, Durban University of Technology, 2011. / In response to the alarmingly low literacy rates in South Africa and to improve reading instruction in schools, the National Department of Education introduced the National Reading Strategy (NRS) in primary schools in 2008. The NRS was developed for educators from grades R to 9 to facilitate reading literacy but foundation phase educators are faced with many challenges in implementing the NRS which include among others: teaching or facilitating reading in English in their multicultural, multilingual classrooms where the majority of their learners do not speak English as a first language; catering for different levels of understanding and proficiency in the language of instruction and reading within time-table and resource constraints; and adapting to changing curricula and requirements without receiving training to do so. In the absence of training, educators are left to interpret the NRS on their own. Recognising that the above factors impact on performance in the classroom this study investigated foundation phase educators’ knowledge and attitudes towards implementation of the NRS.
Grounded within a social constructivist paradigm and underpinned by Vygotsky’s theory of the zone of proximal development, this study used a mixed methods approach to gather both qualitative and quantitative data from foundation phase educators and learners in the Phoenix-North region in northern KwaZulu-Natal. Questionnaires were administered to foundation phase educators to gather data to determine their knowledge and attitude towards implementing the National Reading Strategy. Focus group discussions were conducted with learners to establish the effect of educators’ implementation of the NRS on their “actual level” of development in terms of reading.
Analysis of data revealed that despite a relatively positive attitude towards teaching reading, educators’ level of confidence to implement the NRS was low as many of them were teaching reading in their second language. In the absence of training workshops and professional development, there was conflict between educators’ existing knowledge and the requirements of the NRS. This study also found that educators’ knowledge and attitudes towards implementation of the NRS had a direct impact on learners’ reading progress as they are dependent on the educator for guidance and assistance within their zone of proximal development. Based on the findings, this study developed a training framework towards
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improving foundation phase educators’ knowledge and attitudes in order to facilitate reading and implementation of the NRS.
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The benefit of container libraries to literacy at a primary school in the Eastern Cape.Pillay, Denogaran. January 2015 (has links)
M. Tech. Business Administration / The study is being conducted against the background of the poor literacy levels of learners in previously disadvantaged primary schools in South Africa. The aim of this study is to investigate if the donation of container libraries by AVBOB as part of its Corporate Social Responsibility projects has an impact on the literacy of the learners. The objective of the study was to assess and evaluate the benefits of using a container library donated by AVBOB Mutual Assurance Society for improving the literacy skills amongst Grade 6 pupils enrolled at Sapphire Primary School in the Eastern Cape. The study was based on a random sample of size n=47 pupils enrolled in Grade 6 at Sapphire Primary School and pupils enrolled at three other primary schools that did not use container libraries for teaching literacy to Grade 6 pupils.
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Coaching foundation phase literacy teachers as leaders in a school in the Western Cape Province : a professional development strategyRutgers, Linda 12 1900 (has links)
Thesis (PhD)--Stellenbosch University, 2012. / Includes bibliography / ENGLISH ABSTRACT: The South African education system needs literacy teachers with the capacity to lead
innovative and appropriate literacy instruction in schools. Schools can benefit from
suitable continuous professional development strategies that have the potential to
build the leadership capacity of literacy teachers to sustain literacy improvement
efforts.
Coaching has proven to be an effective development strategy in the business sector
and in the field of sport. However, the field of coaching in the educational context is
under-explored in research in South Africa. Coaching is a situated practice, which is
aimed at the learning and development of individuals within a specific context.
Coaching is an on-going professional development strategy for teachers and leaders
as opposed to traditional one-shot professional development activities such as
workshops or training sessions.
There is a need for evidence-based research on alternative professional
development strategies, such as coaching. In this research study the researcher
argued that coaching has the potential to provide a more effective and sustainable
capacity-building strategy for the continuous professional development of teacher
leaders. It argued further that the recognition of their own capacity as teacher leaders
can empower teachers to take ownership of decision-making for on-going literacy
improvement in schools.
The specific context for coaching in this study was the professional development of
literacy teachers as leaders for the improvement of literacy teaching and learning. In
the absence of a suitable coaching model, the Integrated Capacity Coaching model
and a coaching programme were purposefully designed by the researcher for the
development of literacy teachers as leaders in this study. Cognitive coaching, peer
coaching and coaching circles were incorporated as coaching methods in the
coaching programme.
This study was designed to determine what can be learnt from using coaching as a
professional development strategy within the formal structures of the school and its
current constraints. Findings from the data indicated a number of positive learning insights about coaching as a continuous professional development strategy to build
internal leadership capacity for literacy improvement in schools. This study is
significant because the outcome of the study extended the existing body of
knowledge and evidence-based research on coaching in the educational context.
The implementation of these findings could lead to improvements in the nature and
characteristics of future continuous professional development of literacy teachers as
leaders to sustain literacy improvement in schools.
The proposed model shows potential as a capacity-building coaching model for the
education sector, but further research is needed to determine the impact of this
coaching model and the coaching approach in different school contexts. / AFRIKAANSE OPSOMMING: Die Suid-Afrikaanse onderwyssisteem benodig geletterdheidsonderwysers met die
kapasiteit om leiding te gee ten opsigte van innoverende en toepaslike
geletterdheidsonderrig in skole. Skole kan voordeel trek uit toepaslike voortgesette
professionele ontwikkelingstrategieë wat die potensiaal toon om leierskapkapasiteit
in onderwysers te bou met die doel om die verbetering van geletterdheid te volhou.
Dit is bewys dat afrigting ’n effektiewe ontwikkelingstrategie in die besigheidsektor en
op sportgebied is. Navorsing in die veld van afrigting in die onderwyssektor is egter
onderverken. Afrigting is ’n gesitueerde praktyk wat gerig is op die leer en
ontwikkeling van indiwidue in ’n spesifieke konteks. Afrigting wat as ’n voortgesette
professionele ontwikkelingstrategie vir onderwysers en leiers beskou word, verskil
van tradisionele “enkele geleenthede” van professionele ontwikkeling soos
werkswinkels en opleidingsessies.
Daar is ’n behoefte aan bewysgebaseerde navorsing oor alternatiewe strategieë
soos afrigting vir professionele ontwikkeling. In hierdie navorsingstudie argumenteer
die navorser dat afrigting potensieel ’n meer effektiewe en volhoubare
kapasiteitsboustrategie vir die professionele ontwikkeling van onderwysers as leiers
blyk te wees. Daar word verder geargumenteer dat onderwysers bemagtig kan word
om eienaarskap te neem van besluite oor die verbetering van geletterdheidsvlakke in
die skool indien hulle bewus word van hul kapasiteit as onderwyserleiers.
Die spesifieke konteks vir afrigting in hierdie studie was die professionele
ontwikkeling van geletterdheidsonderwysers as leiers ter verbetering van
geletterdheidsonderrig. In die afwesigheid van ’n toepaslike afrigtingsmodel is ’n
toepaslike model vir afrigting, naamlik die Geïntegreerde Kapasiteitsafrigtingsmodel
en ’n toepaslike afrigtingsprogram deur die navorser ontwikkel. Hierdie model is
spesifiek ontwikkel vir die afrigting van geletterdheidsonderwysers as leiers in die
studie. Kognitiewe afrigting, portuurafrigting en afrigtingsirkels is as
afrigtingsmetodes in die model geïnkorporeer.
Die studie is ontwerp om binne die formele strukture en huidige beperkinge in die
skool te bepaal wat geleer kan word indien afrigting as professionele ontwikkelingstrategie gebruik word. Die bevindinge het ’n aantal positiewe leerinsigte
oor afrigting as ’n voortgesette professionele ontwikkelingstrategie getoon en om
leierskapkapasiteitvir die verbetering van geletterdheid in skole te bou. Die studie is
betekenisvol, want die uitkoms van die studie sal die bestaande kennis en
bewysgebaseerde navorsing oor afrigting in die onderwyskonteks uitbrei. Die
implementering van hierdie bevindinge kan lei tot die verbetering van die aard en
kenmerke van voortgesette professionele ontwikkeling vir geletterdheidsonderwysers
as leiers, om die volhoubaarheid van geletterdheidsverbetering in skole te verseker.
Die voorgestelde model toon potensiaal as ’n kapasiteitsbou-afrigtingsmodel vir die
onderwyssektor, maar verdere navorsing is nodig om die impak van hierdie
afrigtingsmodel en die afrigtingsbenadering in verskillende skoolkontekste te
ondersoek.
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